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8A Unit 3 Integration 2 (教学设计)
I. Teaching Objectives
I. Teaching Objectives
Knowledge
Students can use reflexive pronouns and target language to discuss language - learning problems.
Master the structure of writing an article about overcoming language - learning difficulties.
Ability
Improve speaking skills to discuss language - learning problems and solutions.
Enhance writing skills to compose articles with the “problem - solution - lesson” structure.
Emotional
Strengthen students’ confidence in solving language - learning problems through communication and writing.
II. Teaching Key & Difficult Points
Key Points
Use the model dialogue to discuss language - learning issues.
Write articles about overcoming language - learning problems following the model.
Difficult Points
Skillfully apply learned strategies to personal situations in writing.
Ensure logical structure in speaking and writing.
III. Teaching Procedures
1. Lead - in (5 mins)
Activity: Ask students “Yesterday we learned about Zhao Yuanren and Lily. Now, think about your own English - learning problems. Who has trouble with grammar Pronunciation ” List problems on the board.
Purpose: Connect to previous lessons, activate students’ experiences.
2. Speaking Practice: Discussing Problems (10 mins)
Activity: Introduce the model dialogue (Part C). Students practice in pairs, then change roles. Encourage adding new ideas, e.g., “I have trouble with writing. What should I do ” “You can keep a diary in English.”
Share: Invite 3 - 4 pairs to perform dialogues. Give feedback on language accuracy and creativity.
3. Pre - writing: Analyze the Model (8 mins)
Activity: Show Millie’s article “Practice makes perfect” (Part D2). Analyze the structure:
Introduction: Problem (couldn’t be understood when speaking English).
Solution: Daily listening and pronunciation practice.
Lesson: Practice makes perfect.
Highlight: Useful expressions (e.g., “During the summer holiday...; I then decided to...; After two months...”).
4. Writing Practice (12 mins)
Activity: Students use the survey (Part D1) to write their own articles. Guide them to follow the structure:
Step 1: Describe the problem (e.g., “I had problems with grammar...”).
Step 2: Explain solutions (e.g., “I did grammar exercises and asked the teacher for help...”).
Step 3: Share the lesson (e.g., “Now I know practice is key”).
Check: Walk around to help, remind of useful expressions.
5. Post - writing: Share & Evaluate (7 mins)
Activity: Students exchange articles, give peer feedback (e.g., “Does the problem - solution - lesson structure work Are there clear details ”). Then, select 2 - 3 articles to read in class.
Evaluate: Teacher comments on content, structure, and language use.
6. Summary & Homework (3 mins)
Summary: Review speaking strategies (using the model dialogue) and writing structure (problem - solution - lesson).
Homework:
Task 1: Polish the written article based on feedback.
Task 2: Share your article with family, ask for their language - learning stories.
7. Blackboard Design
Speaking/Writing Key Elements
Dialogue Model “I’m worried about...; You should try...”
Writing Structure Problem → Solution → Lesson
Useful Expressions “I then decided to...; After..., I...”

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