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Book 3 Unit 7 Art教学设计
单元主题 本单元围绕Art这一主题展开，以多种形式的语篇从艺术作品介绍、艺术家故事和传统艺术形式等多个角度探讨艺术话题， 属于“人与社会”这一主题。本单元从学习如何介绍各种艺术形式开始，依次呈现了三幅世界名画的赏析、京剧介绍、音乐天才贝多芬的故事等学习内容，帮助学生了解如何从各方面介绍并欣赏艺术作品，掌握艺术相关的话题词汇和表达，并从艺术大师的人生故事中得到启迪。
单元目标 语言能力目标 掌握并运用与介绍艺术作品（绘画作品）相关的词汇和表达，了解介绍类的结构特点；听懂、获取并梳理传统艺术京剧的表现形式和特点，学会地道地表达情绪（满意、担忧和遗憾）并加以运用；通过阅读，提炼文中关于艺术家创作故事的主要信息，理解艺术家所经历的挫折和克服挫折所做的努力；通过写作，学习如何撰写正式邮件，咨询校园活动的相关细节。 文化意识目标 初步了解中外艺术形式的异同，对艺术作品形成自己的审美观，学会感受和欣赏不同的艺术形式，了解本国优秀的传统艺术；从艺术家的故事中树立积极的价值观，理性看待并积极应对生活中的困难和挫折。 思维品质目标 在听力和阅读之后，可以通过思维导图的形式来概括、提炼听力文本和阅读文本的主要信息，进而培养学生的结构化思维方式和清晰的条理；通过对不同艺术形式的比较，表达对艺术作品的个性化解读和理由，鼓励学生独立思考，培养学生创造性的思维品质，增强学生有条理地描述和表达的思维意识。 学习能力目标 利用听力和口语中的对话，带动学生者进行同伴之间或小组内的模仿练习和角色扮演，培养学生的合作学习能力；通过视听说等各种渠道拓展学习方式，激发学习兴趣；通过阅读后对各种语言现象的思考和讨论，学会小组合作和探究式学习，提高学习的主动性；能够选择恰当的策略与方法，监控、评价、反思和调整自己的学习内容和进程。
Topic Talk板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Listening + Speaking
主题语境 人与社会——戏剧、音乐、绘画等艺术形式介绍
内容分析 本部分包括两篇听力材料，第一篇听力材料为人物对话，谈论喜欢的艺术形式、与之相关的艺术家和组成部分，向学生示范了如何描述一种艺术形式。第二篇听力材料的人物对话中，两个朋友谈论京剧表演和艺术展，表达了对两种艺术形式喜爱的原因。该课作为本单元的起始课，起到了激活主题相关背景知识的作用，并为本单元后面的教学内容做了话题、词汇以及思维的铺垫。
教学目标 通过听力材料1的练习，获取表达各种艺术形式的词汇和句式。 基于对听力材料1的理解，画出它的结构图，从而形成如何描述某种艺术形式的结构化知识。 通过听力材料2的练习，感知不同艺术形式的魅力。
教学重点 引导学生画出听力材料1的知识结构图。 学会边听材料内容，边记录材料中的重要信息。
教学难点 引导学生描述几种常见的艺术形式。 引导学生表达对某种艺术形式的喜爱，并给出原因。
教学策略 听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Words & expressions 1. T presents some pictures of several common art forms for students to enjoy. 2. T asks the Ss to use some words and expressions to describe those pictures. Ss look at the pictures and speak out the words and expressions that can be used to describe these pictures. Help Ss recall the topic-related words and get Ss familiar with the new words and expressions which will be used in the lesson.
Lead in Activity 1 1. T asks Ss the following questions: What kind of art forms do you enjoy Why Ss think and answer the questions. 1. Shorten the distance between Ss and T; 2. Get Ss to know the topic of the new lesson.
Lead in Activity 2 T presents pictures of four art forms shown in the textbook and asks Ss the following questions: Do you like these art forms Why or why not Ss look at the pictures and express their likes and dislikes with the key words given. Get Ss prepared for the following listening practice.
Listening 1 1. In the first-time listening, T presents the Test Builder and asks students to fill in the blanks. 2. In the second-time listening, T asks Ss to draw a mind map for the text. 3. Based on the mind map, T asks Ss to talk about their favorite art form. 1. Ss listen to the text carefully and take notes to help them get the key information. 2. Use their notes to draw a mind map of the text. 3. Ss use the mind map to talk about their favorite art form. 1. Ss understand and catch the key information of the text. 2. Ss use the listening skill to help them take down information and organize it. 3. Help Ss apply the mind map to their own situation.
Listening 2 T presents two questions below to prepare Ss for the second listening material: What is Eric going to see on Saturday afternoon What will Daisy do What are the reasons for their choices Ss listen to the material carefully and try to answer the questions. Get Ss to know more about different life choices and further improve their listening ability.
Explore further T invites Ss to discuss and share their understanding about the quote below: “Art is not what you see, but what you make others see.” Ss read the quote, think and talk about their opinions. Ss think about the relationship of the forms of art and the ideas conveyed through the forms.
Role play T shows the mind map from the first listening material again and asks Ss in two to play the role of school art club president and freshman so as to talk about common art forms. Ss work in pairs and one acts as an art club president introducing a common art form and the other acts as a freshman asking questions. Ss summarize what they have learnt in the class.
Self-evaluation Teacher shows a self-evaluation table for Ss to reflect. Ss finish the self-evaluation individually. Ss assess their performance in the class and adjust their attitude and method in the next class.
Homework T assigns the homework: a. Please write a short paragraph about your favorite art form. Organize ideas in a logical way. Use the expressions we learnt today if necessary. b. Look up the quotes on Page 7 and try to figure out their meanings and pare your notes with others in the next class. Ss finish the homework after class. Ss review and compose a writing to practice their creativity.
Lesson 1 Masterpieces板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与社会——绘画领域的代表性作品和人物
内容分析 该课包含三个语篇，分别介绍了文森特·梵高的《星空》、爱德华·蒙克的《呐喊》、和勒内·马格利特的《光之帝国》三幅世界名画。三个语篇各有三个段落，分别介绍了画作的画家和创作时间、画家作画的背景和灵感来源以及世人对三幅名画的理解和评价。
教学目标 1. 获取并梳理三幅世界名画的基本信息； 2. 整合文本信息，完成思维导图； 3. 基于所学，借助表格和关键词汇描述三幅世界名画内容，并对绘画作品的背景作简要介绍： 4.。运用思维导图和关键词汇写一篇短文介绍自己喜爱的绘画作品。
教学重点 引导学生整合文本信息并形成结构化知识，并借此介绍课本涉及的绘画作品。
教学难点 引导学生运用思维导图和关键词汇介绍自己喜爱的绘画作品。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Before reading T asks Ss the following two questions: a. What do you see in the paintings b. What are the names of them c. Do you like them Why or why not Ss discuss with their partner and share their answers with the whole class. Activate Ss’ information related to the topic and explain some new words and expressions in the reading material.
While reading Activity 1 T asks Ss “What might be talked about when introducing the paintings ” Ss look at the paintings to predict. Guide Ss to form reading anticipation of the text.
While reading Activity 2 T invites Ss to read the three texts carefully and asks Ss to fill in the table of their basic information. Ss read carefully and fill in the table. Ss get the detailed information of the texts and pay attention to the language.
While reading Activity 3 1. T asks Ss to read again and answer the three questions below about each painting: What does the painting show What may have inspired the painter What did the artist think or say about the painting 1. Ss read the three texts again and take notes about the three paintings. Lead Ss to organize and use the information they obtain, and understand the structure of the introductions.
While reading Activity 4 1. T guides Ss to sort the expressions listed into the correct column in the table. 2. Based on Ss’ work, T further asks Ss to practice introducing the paintings. 1. Ss fill in the table by sorting the expressions into the correct column. 2. Ss practice introducing to their partners and share with the class. Guide Ss to classify, organize and retell information and then offer suggestions to the language details.
After reading Activity 1 T helps Ss compare the expressions of the first paragraphs of the three texts and find their similarities. Ss try to work out how to describe the content of a painting. Ss analyze one way to write a descriptive writing about a painting.
After reading Activity 2 T asks Ss to review the text and think about the structure of how to introduce a painting. Ss think and find out the main structure of each introduction. Ss get to know the structure of the introduction of an art work.
Group discussion T organizes Ss to have a group discussion talking about the following questions: After reading the descriptions, do you like or dislike them more Why Ss work in group of four and discuss the two questions with group members and then share their result with the whole class. Apply the key vocabulary in Ss’ own descriptions.
Conclusion T invites Ss to read the quotes and discuss about the features of good paintings. Ss use the quotes to help them think further. 1. Consolidate the language Ss have learnt in the class. 2. Train Ss’ creativity.
Review T organizes Ss to form a group of 3 and asks them to take turns to act as a volunteer at an art exhibition and introduce one of the paintings to the others. 1. Ss look at the flow chart they have worked out after reading and practice introducing the paintings. Ss review the language points and the text structure and be able to apply them in a new situation.
Quiz T shows Ss two exercises and instructs Ss to finish them. Ss fill the blanks and complete the sentences according to the tips. Practice and check whether Ss have learnt well.
Self-evaluation T presents Ss three questions to check Ss’ understanding. Ss answer the three questions individually and carefully. Ss assess their performance in the class and adjust their attitude and method in the next class.
Homework T asks Ss to write a short passage to introduce on of their favorite paintings with the language and structure they have learnt. Ss finish it after class. Apply the language points related to the topic and the structure of the text to their writing and deepen Ss’ understanding.
Lesson 2 Beijing Opera板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 Listening + Speaking
主题语境 人与社会——中国传统文化介绍
内容分析 本部分包含两篇听力文本。第一篇文本是一个节目访谈，通过访问的形式，向听众介绍了中国的传统文化——京剧，包括京剧的起源时间，艺术表现形式，主要角色和表演技能等几个方面，让听众对中国的国剧有了大致的了解；第二篇文本是一则对话，对话双方通过交流观看京剧的感受，分享如何理解京剧通过唱念做打等形式传递故事内容。
教学目标 获取听力语篇中关于“Beijing Opera”的各方面信息，完成思维导图。 概括、分析听力语篇细节间的逻辑关联，运用所学知识和表达方式，描述并介绍“Beijing Opera”。 表达个人对“Beijing Opera”的喜好，提出自己对“如何传承中国传统文化”的观点。
教学重点 获取听力语篇中关于“Beijing Opera”的关键信息，概括细节间的逻辑关系； 介绍“Beijing Opera”并发表个人对“Beijing Opera”的喜好。
教学难点 提出“如何传承中国传统文化”的观点。
教学策略 听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T presents pictures depicting some main roles in Beijing Opera. T asks Ss to talk about what they’ve known about Beijing Opera. 1. Ss look at the pictures and answer the questions. ①Who are they in the pictures ②What do you know about Beijing Opera Activate prior knowledge about “Beijing Opera”.
Activity 2 1. T asks Ss to talk about their expectations about what can be listened to in a radio program of the introduction of Beijing Opera. Ss answer the question. If you are going to listen to a radio program about Beijing Opera, what do you expect to listen to Form expectations about the listening material about Beijing Opera.
Activity 3 1. T plays the recording for Ss to write down the aspects mentioned. 2. T plays the recording for Ss again to finish Exercise 3 and remind Ss to take notes of the key words while listening to finish the mind map. 3. T plays the recording for Ss for the 3rd time to finish Exercise 4 and remind Ss to take notes of the key words to show logical relationship. 4. T asks Ss to finish the rest part of the mind map in pairs. 1. Ss listen to the program and write down the aspects mentioned. 2. Ss listen to the program again to answer the questions in Exercise 3 by taking notes of the key words. 3. Ss work in pairs to finish related contents of the mind map. 4. Ss listen to the program to answer the questions in exercise4 to summarize the logical relationship among details and finish the rest part of the mind map. Understand the details of the listening. Acquire information about Beijing Opera. Summarize the structure of the introduction of Beijing Opera. Understand the logical relationship among details.
Activity 4 T asks Ss to discuss in pairs to express their preference for Beijing Opera and opinions on how to protect and pass down our national treasure. Ss work in pairs, discuss and answer the questions. ①Do you like Beijing Opera Give your reasons. ②Do you think it is necessary to protect and pass down our national treasure If so, what can we do Use the useful expressions and structure to express their own understandings about Beijing Opera. Explore further about the importance of protecting our national treasure and apply what is learnt to guide them to form the awareness of doing so.
Activity 5 T asks Ss to act out a role-play. Work in groups of four. Student A and B act as foreign students who want to learn Beijing Opera. Student C and D act as teachers who teach Beijing Opera. The foreign students ask questions about Beijing Opera while the teachers answer questions and introduce Beijing Opera to them. Consolidate what is learnt about Beijing Opera and create a dialogue.
Activity 6 T asks Ss to evaluate how well they’ve plete the table of self-evaluation. Reflect how well they’ve learnt.
Lesson 3 A Musical Genius板块教学设计 （建议时长80分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与自我——人物介绍
内容分析 本文是第七单元的阅读语篇，介绍了音乐天才贝多芬和他的作品《D小调第九交响曲》的创作过程和表演场景，其主题意义是让学生通过了解这位音乐天才再创作过程中如何克服双耳失聪的困难，以超出寻常的毅力，坚持不懈地创作出伟大的音乐作品《D小调第九交响曲》，认识到他对音乐的毕生投入和执着追求，并联想到自身，思考如何在人生道路上不畏艰难，实现人生理想。 文本语篇由两部分构成，采用记叙的方式，第一部分大致介绍了贝多芬的个人信息，第二部分以时间顺序，描写了《D小调第九交响曲》的演出场景。作者使用了对比手法表现贝多芬在创作完《D小调第九交响曲》后、演出前、演出过程中和演出结束后的情感变化，以及观众们对于演出的回应，帮助学生们感受贝多芬对音乐的热爱、投入和贡献。
教学目标 获取贝多芬和《D小调第九交响曲》的事实性信息（如：贝多芬的个人信息，《D小调第九交响曲》的创作时间、地点，演出场景和观众反应等）； 利用Graphic Organisers分析、整理信息，形成结构化知识； 描述并阐释贝多芬创作《D小调第九交响曲》的过程和演出过程，分析、判断贝多芬在创作完、演出前、演出中和演出后的情感变化； 梳理记叙文的文本结构，发现并赏析记叙文的写作特点（如：时间顺序，对比写作手法）； 评价贝多芬对音乐的执着追求和巨大贡献，表达自己对人生追求的看法。
教学重点 获取文本中的事实性信息，利用Graphic Organisers分析、整理信息并判断情感变化； 评价贝多芬对音乐的贡献并发表个人看法。
教学难点 基于对贝多芬对音乐的追求的理解，表达自己对人生追求的看法。
教学策略 听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T presents a question and asks Ss to think about it and share opinions in class. 2. T presents the photo of Beethoven and asks questions. 1. Ss think about and answer the questions. Explain the reasons. ①Who can you think of when people are talking about a musical genius 2. Ss look at the photo and finish the quiz in Exercise 1. Activate prior knowledge about “A Musical Genius” and Beethoven.
Activity 2 1. T asks Ss to scan the text and check answers in the quiz. 2. T presents the flow chart and asks Ss to read para 2, 3, 4 and 5 to complete the chart with the information in the text. 3. T encourages Ss to share their flow charts with partners. 4. T presents two questions to lead Ss to focus on the type of writing of the text and Beethoven’s different feelings. 5. T presents Skill Builder to lead Ss to draw their own graphs. T shows the sample graph in class. Ss scan the text quickly and check answers in the quiz to know about Beethoven. Ss read para 2, 3, 4 and 5 to find out information to fill in the flow chart. Ss share and compare the flow chart with partner to learn from others. Ss work in pairs to answer the questions. ①What is the type of the text ②What writing techniques the writer uses to describe Beethoven’s different feelings Ss work in groups to draw graphs and compare it with teacher’s graph. Acquire basic information about Beethoven and Symphony No. 9 in D minor. Integrate and sort information to form structural knowledge. Analyse, summarize and compare Beethoven’s different feelings in different periods. Summarize the structure and the writing feature of the text.
Activity 3 1. T presents the requirements of the role-play activity. 2. T asks Ss to share their opinions on the details. 3. T presents another two questions and asks Ss to express their own opinions. 1. Ss work in groups of four to play different roles to introduce Beethoven and his work according to the graph. 2. Ss work in groups to think about and answer the questions in Exercise 6. 3. Ss answer the questions and share their own opinions on Beethoven’s story in class. ①Which part of Beethoven’s story impressed you most Why ②Do you know any other famous people like Beethoven Please introduce him/her. Internalize and apply what have been learnt. Judge Beethoven’s pursuit of music and contributions to music. Think of the meaning of life pursuit.
Activity 4 T asks Ss to evaluate how well they’ve learnt. Ss answer the questions to evaluate their learning. Reflect how well they’ve learnt.
Lesson 1 Grammar板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Grammar
主题语境 人与社会——绘画领域的代表性作品和人物
内容分析 该课包含三个语篇，分别介绍了文森特·梵高的《星空》、爱德华·蒙克的《呐喊》、和勒内·马格利特的《光之帝国》三幅世界名画。三个语篇各有三个段落，分别介绍了画作的画家和创作时间、画家作画的背景和灵感来源以及世人对三幅名画的理解和评价。在介绍这几个方面时，三个语篇大量使用主语从句（如What is strange is that…）、宾语从句(如Many experts say that…)和表语从句(如His view was that…)等名词性从句。
教学目标 1. 辨析句子中的名词性从句（主语从句、宾语从句和表语从句）； 2. 分析、识别各名词性从句在句子中充当的成分； 3. 在句子中正确使用名词性从句； 4. 运用所学语言介绍绘画作品。
教学重点 引导学生识别名词性在句子中充当的成分，以及在句子中正确使用名词性从句的引导词。
教学难点 引导学生运用所学语法点名词性从句介绍绘画作品。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Lead in 1. T presents the three paintings in lesson 1 and asks Ss “Do you remember how to describe the paintings ” 2. T provides some key sentence structure to help students recall the sentences. 3. T lists more sentences with noun clauses and leads Ss to find out the structure of noun clauses. 1. Ss look at the three pictures and talk about the information they know about them. 2. Ss find the sentences in the textbook. 3. Ss look at the listed sentences and conclude the form of them. 1. T gets Ss to recall the context information they have learnt. 2. T helps to find the grammar knowledge in the articles and make Ss realize grammar expresses meaning. 3. Ss learn to summarize the form of noun clauses first.
Have a look T makes Ss to find more sentences with noun clauses in the three texts. Ss read the three texts carefully and underline the sentences with noun clauses. T gets to strengthen Ss’ understanding of the form of noun clauses.
Analyze T presents the sentences with noun clauses and asks Ss to analyze the functions of each noun clause. Ss using their previous grammar knowledge try to figure out the functions of clauses in each sentence. T guides Ss to conclude the functions of noun clauses.
Practice T shows Ss the sentences with noun clauses from College Entrance Exam and asks them to fill in the blanks. T guides Ss to finish Exercise 9 on Page 11. Ss try to complete the sentences with the grammar they have learnt. Ss try to combine the expressions using noun clauses in Exercise 9. T helps Ss know how to apply noun clauses in practice.
Review T asks Ss to “Describe the paintings by using noun clauses” and gives Ss some sentence structures with noun clauses to help Ss. Ss introduce the paintings to each other with their partner using noun clauses and then share it in class. Review the form and the functions of noun clauses and put it in use in a new situation.
Quiz T asks Ss to finish more exercises(blank filling and translation) about noun clauses. Ss finish the exercises. Check how well Ss master the grammar.
Self-evaluation T shows Ss the self-evaluation table for Ss to reflect on their performance. Ss look at the table and think about the three aspects in learning the grammar. Help Ss to assess their learning in the class to find the part they do well and the part they don’t do so well, so they will know exactly what they need to do next.
Homework T asks Ss to “Write a passage to describe one of your favorite paintings by using noun clauses.” Ss finish the homework after class. Ss consolidate what they have learnt in class and further deepen their awareness to use it in daily writing.
Lesson 3 Grammar板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Grammar
主题语境 人与社会——音乐领域的代表性人物和作品
内容分析 该文本介绍了音乐天才贝多芬，讲述了他克服听力障碍创作并指挥第九交响曲的故事。文章首先概括地介绍了音乐家贝多芬，贝多芬是世界上最伟大的音乐家之一，他在年轻时失聪，却没有因此而放弃音乐梦想，正是在这种特殊的情况下他创作了许多伟大的作品，这其中就包括第九交响曲。之后文章分别描写了贝多芬创作和登台指挥第九交响曲的过程，通过细节描写刻画出一位身残志坚才华横溢的音乐家形象。在概括介绍贝多芬和描写交响乐舞台的过程中，使用了较多和话题词汇同根不同词性的词汇（如perform/performance, compose/composer/composition, conduct/conductor等）。
教学目标 1. 回顾文章中对贝多芬介绍，以及他在创作和指挥第九交响曲的细节； 2. 发现、比较和总结文章中话题词汇相关的构词法规律； 3. 识别与话题词汇同根不同形的词汇，总结常见的词缀； 3. 选择和使用话题词汇的同根不同形词汇表达读后感。
教学重点 1. 引导学生发现、比较和总结文章中话题词汇相关的构词法规律； 2. 引导学生识别与话题词汇同根不同形的词汇，总结常见的词缀。
教学难点 引导学生选择和使用话题词汇的同根不同形词汇表达读后感。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Lead in 1. T presents a picture of Beethoven in lesson 3 and asks Ss “How do you introduce the man in the picture ” 2. T prepares a graphic organizer of the text helping Ss to recall Beethoven’s story. 1. Ss look at the picture and talk about the information they know about it. 2. Ss introduce Beethoven based on the graphic organizer with the information they can remember. 1. T gets Ss to review the context information they have learnt. 2. T helps to introduce the grammar which will be talked in lesson 3.
Have a look 1. T guides Ss to notice the words in different forms related to the topic words by asking Ss to complete a summary. 2. T helps Ss to find out the correct forms of the given topic words in the sentences. Ss complete the summary with the correct forms of the given words. T helps Ss to locate the word forms in the text to introduce Beethoven.
Analyze T lists more forms of the key words and asks Ss to pay attention to the forms and try to work out the word building rules. T introduces more word building examples and rules. Ss look at these listed forms of key words and think about their forms and functions by completing tables. Ss read more examples. T guides Ss to conclude the word building rules of the topic words.
Practice T shows Ss the sentences with different forms of word roots from College Entrance Exam and asks them to complete the sentences. T guides Ss to finish Exercise 9 on Page 17 with the correct forms of words. Ss analyze the sentences and complete them with what they have learnt. Ss finish Exercise 9 on Page 17 with the correct forms of words. Get Ss to practice the word-building rules.
Review T asks Ss to “Use different forms of the topic words learnt in the class to introduce Beethoven.” Ss introduce Beethoven to their partners with different forms of topic words learnt in the class. Review the word-building rules and some common affixes and put them in use in a new situation.
Quiz T asks to finish an exercise by completing blanks with correct forms of words. Ss finish the exercise. Check Ss how well they master the word-building rules(affixes).
Self-evaluation T shows Ss the self-evaluation table for Ss to reflect their performance. Ss look at the table and think about the word-building rules and some common affixes. Help Ss to assess their learning in the class to find the parts they do well and not well, so they will know exactly what they need to do next.
Homework T asks Ss to “Write down the change of your feelings and thoughts about the story of Beethoven with different forms of word roots” Ss finish the homework after class. Ss consolidate what they have learnt in class and further deepen their awareness to use it in daily writing.
Writing板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与自我——A Formal Letter (Enquiring Letter)
内容分析 本课是Unit 7的写作课，要求学生根据广告选择自己感兴趣的活动并写一封咨询信询问相关信息。范文呈现了高中生刘泽根据校园网上的广告所写的咨询信，话题为咨询相关信息，属于“人与自我”的主题。在范文中，刘泽向收件人进行了简单的自我介绍，阐明了写信目的并就自己想要了解的信息提出了问题和请求，让学生获取咨询信的文本结构，语言特征和一些正式书信用语，完成写作任务，达到交际目的。
教学目标 获取范文中的关键信息和结构； 判断邮件的写作对象，总结正式信函——咨询信的文本结构，语言特征和提出问询的相关表达方式； 分析、整理自己的信息并完成写作任务。
教学重点 获取、总结正式信函的文体结构特征和语言特征； 分析初稿并依据Writing Help进行修改、完善。
教学难点 掌握正式信函的文体和语言特征。
教学策略 读写法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T presents four advertisements depicting different school activities. T asks Ss to choose one which attracts them most and share ideas. 1. Ss look at the advertisements and answer the questions. ①Which activity do you want to participate in ②If you are going to write an email to consult about it, who are you going to write to and what do you want to know from him / her Activate prior knowledge about the enquiring letter.
Activity 2 1. T asks Ss to read the sample email on Page 19. Ss read the sample email and answer the following questions. ①Who is Liu Ze What is his hobby ②Why does Liu Ze write this email ③How does Liu Ze address the receiver of the email ④What information does Liu Ze want to know Acquire basic contents of the sample letter and prepare for the next step.
Activity 3 T presents some elements of the formal letter and asks Ss to label them in the sample letter. Ss read the sample letter and the elements and label them in the letter. Summarize the outline of the formal letter.
Activity 4 T asks Ss to read the sample letter again to decide its writing style. Ss read the sample letter again and judge its writing style and find out the related examples to show its writing style. Summarize the writing style of the formal letter.
Activity 5 T asks Ss to read the sample letter to identify its structure. Ss read the sample letter to summarize the topic of each paragraph and underline useful language. Identify the structure of the sample letter and the language features.
Activity 6 T presents four advertisements again for Ss to choose and asks Ss to read the Sentence Builder. Ss choose one of the advertisements. Write down the purpose and at least two questions they want to ask. Share with partner. Help Ss build relationship between contents and structure.
Activity 7 T presents the outline form. Ss fill in the outline form in pairs.
Activity 8 T presents the Writing Help. Ss write the first draft with the help of the Writing Help. Consolidate and apply what have been learnt.
Activity 9 T asks Ss to evaluate how well they’ve learnt. Ss complete the table of self-evaluation. Reflect how well they’ve learnt.

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