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教学设计
课程基本信息
学科 英语 年级 八年级 学期 春季
课题 Unit 3 Could you please clean your room Section B 3a~3b Self check
教学目标
1.通过本课的学习，学生能够清晰表达自己对做家务的看法； 2.通过回顾复习Section B 2b Mr. Smith的信件，学生掌握在英语议论文写作中表达观点的基本结构，主要包括对论点、论据和结论的呈现； 3.通过展示例句，引导学生在表达并劝说对方认可自己观点时要充分关注写作对象； 4.通过创设真实语境，鼓励学生劝说同学做家务的同时，也进一步提高自身做家务的意识并在课堂写作过程中培养批判性思维。
教学内容
教学重点： 1. 英语议论文写作中表达观点时的基本结构---论点、论据、结论； 2. 英语写作中涉及到的连接词的使用。
教学难点： 1. 在关注写作对象时对语言的选择和运用。
教学过程
Teacher’s Behavior Step 1 Greetings T: Hi, everyone. Welcome to my class. Today we are going to learn Unit 3 Could you please clean your room Section B 3a~3b&self check. Now, let’s get started. Step 2 Lead-in The teacher shows students a video about doing chores and ask students some questions: T: Did you once do that like the girl T: What did she do T: So do you really do chores at home The teacher shows a survey result about the time Chinese students spend on chores every day. The teacher shows a real context to invite students to write letters. T: Could you please write a letter to our students to encourage them to do chores Step 3 Pre-writing The teacher asks students to think about 3 questions before writing: T: What ideas are wise T: How will you express your ideas clearly T: How can you make others accept your ideas more easily The teacher shows Mr. Smith letter. T: How many parts are in Mr. Smith letter Step 4 While-writing Main idea The teacher teaches students what the main idea is about and how to write it to show that kids should do chores. At the same time, who will read the letter is especially emphasized. T: What is the main idea about T: How can we show the main idea The teacher asks students to write down their main idea on doing chores. Supporting ideas The teacher tells students: 1) what supporting ideas are about; 2) how to offer useful and convincing supporting ideas; 3) how to organize supporting ideas clearly and logically with linking words. The teacher asks students to write down their supporting ideas on doing chores and organize them with linking words. Who will read the letter is emphasized again based on the examples. Conclusion The teacher teaches students what a conclusion is and how to lead to it. The teachers asks students to write a conclusion for Mr. Smith’s letter. The teacher teaches students useful expressions to show the importance of doing chores. The teacher reminds students to pay attention to the writing tone when writing the conclusion. Step 5 Self-assessment The teacher reads Mary’s letter and makes an assessment about it. The teacher asks students to check their own writing by offering a checklist. Step 6 Homework Polish the letter and send it to the address . Make a video to share what chores students can do at home and how to do plete the exercise in self-check Students’ Behavior Students think about the questions asked by the teacher to better know the topic of the class. Students get to know the writing type and the writing topic of this class: to encourage students to do chores by writing a letter (a persuasive essay). Students get the main content of the writing class. Students review the letter to know the main structure of the letter. Students learn the basic introduction about the main idea and how to use proper language to express their main idea on doing chores, especially when writing to their peers. Students learn what supporting ideas are. Students watch a video and learn how to offer useful and convincing supporting ideas. Students learn how to organize supporting ideas with linking words and realize the importance of logic in English writing. Students learn how to better persuade others to start doing chores by using the first-person pronouns. Students learn useful words and phrases to write a conclusion. Students learn the function of voice and tone when writing letters to the students. Students learn what a good letter is like. Students check their own letters based on the elements of structure, language and handwriting.

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