资源简介

Unit 2 The universal language
Integrated skills 第二课时教案
教材分析：
本课时承接Integrated skills第一课时内容，主要通过引导学生思考自己喜爱的乐队或歌手，从而参考上一课时活动中的语篇材料，提炼句型和主题词汇进行写作。重点表达与句式主要涉及描述乐队的背景信息、影响力、受喜爱的原因等等。学生通过本课时学习，能够了解写作喜欢乐队和明星的方法，辩证思考其对个人和社会的不同影响。
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，习得涉及如何描述喜欢的相关词汇、口语表达和写作结构。
思维品质上，辩证思考乐队和歌手对个人和社会的影响力和成功的原因。
文化品格上，了解自己喜欢的乐队背景，在当时时代和文化背景下，能够成功的原因。
学习能力上，习得描述喜爱乐队和歌手的写作结构，并能独立完成写作任务，并提高互评能力。
教学重点：
学生能运用整合所学内容独立进行写作。
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 guides Ss to review the contents from last lesson article about how to introduce a band you like. 复习上节课内容，强调和总结上节课故事内容，引发学生进一步讨论。 5’ CW
Step 2 Speaking: T asks Ss to look at the requirement of speaking task and questions. Then, T checks the answers (quotes from the article in part B) and highlights the key words from article. Q1: [after answering it, T can play a short video to make Ss understand the expression crazy fan may have when they meet their favourite star.] Q2: [T can analyse the sentences from article and give some tips to Ss] Q3: [T shows the upper words for each idea and gives some tips Ss may need to think of] Q4: [if possible, T can also teach some sentence patterns from article.] Next, T provides some sentences pattern and divides them into “show your curiosity” and “show your politeness” 通过结合语篇梳理沟通内容和主题，提供如何表达自己喜好的句式，使学生交流互动更有方向性与针对性。由输入转为输出，口语训练既能拓宽学生的思路，又能夯实教学内容。 如果时间允许，可以提供视频材料，让学生只管感受粉丝遇到偶像的行为。 5’ CW/GW
Step 3 Discussion T gives Ss 8 mins to discuss the topic. Now, let’s talk our favourite band or singer freely. Try to use sentence patterns we’ve learnt. 给与学生时间运用所学句型进行讨论，及时提高和巩固。 8’ CW
Step 4 Writing-Planning: T gives the task to show the requirement. Each tip, T can give some details to support it and recall Ss’ ideas to complete the task easily. Then, T can give 3-5 mins for making plan or mind map. Next, T needs to teach how to use language to show writer’s feeling. T can highlight “positive feelings” and “negative feelings” first, and remind them what situation they may have the feelings. If possible, T can make some sentence orally by using the adjectives on the book. Then, T shows some sentence pattern to fix the writing problem. 老师从结构和语言的角度，教授文章结构，同时也提醒学生细节内容。提高学生语言能力和学习能力。 8’ CW
Step 5 Writing: If possible, T gives Ss 15 to 20 mins for finishing writing. 学生独立完成作文。 15’ IW
Step 6 Checking and polishing T leads Ss to think about their article and explain why they are so important for an article. Then, T divided Ss into several groups for peer evaluation by aspects they’ve just learnt. Lastly, T shows a sample wiring. While T analysing the sample answer, he/she should highlight the key sentences and expression for improving Ss’ language skills. 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。时间充足的话，可以分析范文巩固新知。 10’ GW
Step 7 Homework: Polish your story. Write another article about your favourite musician. 同主题同文体写作，巩固新知 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，能否整合所学内容针对喜欢的乐队和歌手进行交流讨论，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，能否加深对喜爱乐队或歌手的认识。

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