资源简介

Unit 1 Food matters
Integrated skills 第二课时教案
教材分析：
教师围绕“食物”主题创设情境，激活学生已知信息，铺垫必要的语言和文化背景，通过梳理、整合主题词汇和句型，形成描述食物的新知识结构。在学习理解类活动的基础上，本课时引导学生结合所学内容独立完成语言输出任务，针对新形成了知识结构展开描述、讨论、写作等活动，逐步实现对语言知识和文化知识的内化，巩固新的知识结构，促进语言运用的自动化。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，习得涉及食物话题的词汇和语言结构。能够从口语写作中，习得描述食物的方法。
思维品质上，全面思考可描述食物的内容，拓展思维思考自己和食物的联系。
文化品格上，反思食物背后所代表的文化。
学习能力上，习得使用反问的方法强调个人观点的能力。
教学重点：
学生能运用整合所学内容进行探讨并独立写作。
教学难点：
学生能逻辑有序、结构清晰的组织写作内容，并独立完成写作任务。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Review: T leads Ss to review what they’ve learn from last lesson. [T leads Ss to analyse the contents and divide information into different kinds group] 复习上节课内容，快速进入单元主题，复习信息类型，为后续延伸内容做准备。 5’ CW
Step 2 Speaking: The teacher has students work in groups to talk about their favourite food with the help of the questions in Part C on Page 10 to make up a dialogue. Q1: What is your favourite food [T shows some pictures to arouse Ss’ interests.] Q2: Why do you like it [First, T analyses the possible factors which involve description of food. Then, T needs to highlight the structure of the parts for deepening Ss’ impression] After telling the factors Ss need to learn, T teaches the language expression for each factor. At the same time, T tells the importance of sense and gives examples. After teaching key words, T need to make Ss understand the useful sentence patterns for decreasing the difficulty of speaking. Next, T gives a tip “rhetorical question”. Alternatively, T plays a short video to introduce the skill. Lastly, Ss have 8 mins to discuss in groups. 引导学生采用小组合作方式，参与主题意义的探究活动，运用所学语言创造性地表达自己最喜爱的食物，促进英语学科核心素养的形成与发展。 20’ CW/GW
Step 3 Pre-writing: T sets a scene and gives Ss a role to play. If possible, T can explain what editor or writer usually do for writing an article about food. 老师创设写作情境，帮助学生定位写作风格。 3’ CW
Step 4 Writing: T follows the instruction on the textbook and highlights the key words, explains how to achieve the goals and how to use language expression. Then Ss have 10-15mins to write the article. 指导学生使用本课所学知识，注意写作的体裁、结构和语言。 20’ CW/IW
Step 5 Checking Students check their writings after they finish and exchange drafts with their partners for peer review. The teacher requires students checking if there are any mistakes in terms of punctuation, spelling, grammar, choice of words, style and structure. Students make comments on each other’s writing by giving praises, suggestions and corrections. 让学生评价自己的作文，引导其对自身习作进行批判性审视，对写作过程中发现的问题进行探究和调控，解决问题，学会学习。 5’ GW
Step 6 Evaluation: T asks Ss to pick the food from other Ss’ article to have a try. Which food you haven’t tried And would you like to try it because of the article from your classmate 选择最出彩的文章，并给出原因，提高学生写作自信。 2’ GW
Step 7 Homework: Polish your report and make a beautiful PowerPoint to show your favourite food. 润色文章，巩固新知，提高互动。 1’
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，能否整合所学内容描述食物进行交流讨论，并能逻辑有序、结构清晰地独立完成相关写作任务。
学生通过本课时学习，能否加深食物的理解，了解其意义与重要性。

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