资源简介

Unit 1 You and Me
Period 4 Section B （1a-2b）
一、教材分析
What: 本课时内容主要分为两部分，第一部分为阅读训练，主要语篇为来自交友论坛的两篇帖子。来自新加坡的Pauline在第一篇帖子中介绍了自己的年龄、居住地、同住人、宠物鹦鹉、喜欢的球类运动及课余活动等基本信息，最后表达交友意愿。来自英国的Peter在第二篇帖子中介绍了自己的年龄、国籍、居住地、同住人、最爱的食物及业余爱好，最后也表达交友意愿。第二部分为写作训练，总结句型结构并在论坛上回复帖子。
Why: 第一部分通过两篇论坛征友帖，向学生展示了一种信息时代下流行于年轻人当中的交友方式，与学生现实生活联系紧密，具有现实意义和应用意义。第二部分总结句型及回复帖子的模版，降低同学们的写作难度，减轻同学们的写作焦虑。
How: 两篇帖子都由打招呼、自我介绍、呼吁交友三部分组成，结构清晰，使全文形成一个整体。语篇模仿网络论坛网页样式，细节完整，属于典型的新媒体语篇范畴。语篇涉及自我介绍的核心语言如I live in... I am …years old. I like… My favorite …is…也涉及表达交友意愿的句型 Do you want to be my friend /Would you like to be my friend 写作练习中直接给出学生句型结构，使同学只需要填入个人信息即可，简化写作流程，降低写作难度。
二、教学内容
1. 应用文语篇的主要写作目的、结构特征、语言特点等。
2. 梳理、分类、匹配论坛信息。
3. 自我介绍的核心语言。
三、教学目标
1. 掌握以下重点单词及短语：
guitar, tennis, page, even, would, information, hobby, play the guitar/ would（‘d）like to
2. 掌握下列句型：
I have...、She even speaks...、I often play...with...after school、Do you want to...、would you like...
3. 学生能够利用核心语言介绍自己，并完成给Pauline或Peter的回复帖。
4. 提升学生多维度思考能力及归纳，分析，总结能力。
5.加强同学对自己及他人的认知及理解，并于他人建立良好的友谊关系；学习在跨文化情境中交流，尊重文化差异，同时了解中国文化，提升文化自信。
四、教学重难点
重点：梳理两位主人公的重点信息，并总结有关自我介绍的核心语言。
难点：对比分析自己与主人公的相同点和不同点，并给一位朋友做出回复。
五、教学准备
PPT，多媒体等
六、教学过程
Step 1 Greet and brain storm.
Greet students and ask students where they can make friends.
【设计意图】引导学生进行头脑风暴，激发学生学习兴趣，快速引入话题。
Step 2 Pre-reading
1. Review the important words like guitar, tennis and hobby by using the word cards.
2. Look at the picture in 1a and talk about the photos.
（1）What’s in the photo？
（2）How much do you know about it？
T: What’s this in the picture？
Ss: It’s a parrot.
T: What do you know about parrot？
S1: It’s clever.
S2: It can speak like us.
...
3. Work on 1a. Label the photos with the words in 1a and guess some information about the two students.
Step 3 While-reading
1. Fast reading. Read the two texts quickly and answer the following questions.
（1）What are the names of the two students？
（2）What is the text about？
（2）Why do the students write the post？
Check the answers: （1）They are Pauline Lee and Peter Brown,（2）About the personal information of two students. （3）To make friends with others.
2. Work on 1b. Read the posts again and underlined the things that appeared in the photos in 1a. Then according to the underlined word match the students with the photo boards.
Check the answers: Pauline: A; Peter: B
3. Detail reading and work on 1c.
Read the posts carefully and complete the table with the information from the posts.
Check the answers:
【设计意图】明确本课要解决的问题，培养学生的预测能力；帮助学生把握语篇的的意义主线，有逻辑地梳理发帖人的个人介绍信息，体会语言、文化与思维的关联。
Step 4 Post-reading
1. Work in pairs. Students question and answer about the two students in pairs.
S1: How old is Pauline？
S2: She is 14 years old.
S1: What’s the name of the parrot
S2: It’s name is Coco.
...
2. Language points. Summarize and add more useful sentences about introducing the personal information and make sentences with them.
I’m.../I’m ...years old/I’m from.../I live in.../I have.../She even speaks.../My favourite...is.../ I often play...with...after school/ Do you want to.../would you like...
3. Work on 1d. Let students write some information about themselves and compare themselves with Pauline or Peter.
4. Let students think about which students they want to make friends with and why. Choose some students share their ideas in class.
【设计意图】通过小组活动及句型总结反复内化本单元的核心语言，有助于同学们写作内容的输出；通过和语篇主人公进行比较，探究多样化交友的类型和意义。
Step 5 Writing
1. Work on 2a. Let students write some sentences about themselves using the structures in 2a. Share their writing in class.
2. Work on plete the reply to Pauline or Peter to make friends.
【设计意图】 引导学生超越语篇，代入角色，回复交友帖。用所学语言做事情，推动迁移创新。
Step 6 Homework
进一步完善课堂上的回复帖，根据上课总结的句型增加更多的个人信息。
七、板书设计
Period 4 Section B （1a-2b）I have...She even speaks...I often play...with...after schoolDo you want to...would you like...
八、教学反思

展开更多......

收起↑