资源简介

(共20张PPT)
“教—学—评”一体化视域下的初中英语教学实践
Unit 8 Let’s Communicate!
Section B 1a-1e
Teaching Philosophy
New Curriculum Standards
Core competencies
Integration of teaching, learning and assessment
教
学
评
核心素养水平
课程内容六要素
学业质量水平
Activity-based approach
Teaching Philosophy
Text Analysis
Student Analysis
Learning Objectives
Teaching Procedures
Teaching reflection
Improve students’
communication skills
and help them become a
good communicator;
Cultivate positive values like being honest and sincere.
[What]
[Why]
[How]
Theme: Man and society
Man and self
Content:
It’s a how-to guide about making a better conversation. Four tips and some examples are written for students who worry about talking with strangers.
Understand an expository writing;
Learn about a general-specific-general structure;
Use real-life communicating problems to lead in;
Use if-clauses and short imperative sentences to solve communication problems;
Use reasoning and examples to explain.
Teaching Philosophy
Text Analysis
Student Analysis
Learning Objectives
Teaching Procedures
Teaching reflection
Know
Wonder
Learn
Learned an expository essay (U6);
Learned how to use basic reading skills like skimming, scanning.
Want to learn communication skills and express themselves clearly and confidently;
Want to improve cultural awareness in communication.
Teaching Philosophy
Text Analysis
Student Analysis
Learning Objectives
Teaching Procedures
Teaching reflection
By the end of the lesson, students will be able to
understand how the writer elaborates the main idea with a general-specific-general structure.
retrieve and summarize key information in the text, including communication tips, examples with if-clauses and pronoun references;
3. analyze and infer the underlying reasons behind each tip;
recognize the cultural differences in communication;
comment on the tips and provide additional ones;
4. make use of the communication skills to solve real-life
problems in a role play.
key point
difficult point
key point
学习理解
迁移创新
应用实践
设计意图：Use buzz words to arouse Ss’ interest; Activate students’ existing knowledge and experience on the topic.
quiet, enjoy time alone
…
Lead-in
Are you an “I人” or “E人”？
评价方式：
Teacher & Student assessment
T Observe whether students can use existing knowledge to share personal understanding.
Ss exchange ideas in a group discussion.
an introvert
an extrovert
outgoing, like to talk
…
Are “E人” better at communicating than “I人” for sure
Teaching Philosophy
Text Analysis
Student Analysis
Learning Objectives
Teaching Procedures
Teaching reflection
设计意图：Brainstorm actual problems; Activate students’ experience and learn expressions related to interpersonal communication.
find it hard to start a conversation
get nervous easily
don’t know what to talk about
Lead-in
What communicating problems may each type have
评价方式：
Teacher assessment
T Observe whether students can use existing knowledge and experience to brainstorm topic-related expressions.
can be impolite to talk all the time
don’t know where to draw a line on personal matters
argue about ideas easily
How can we communicate better
/ n .v s/
/ mp 'la t/
/ ɑ (r)ɡju/
Teaching Philosophy
Text Analysis
Student Analysis
Learning Objectives
Teaching Procedures
Teaching reflection
设计意图：Train Ss’ ability of predicting and viewing; Prepare Ss with skills on how to understand an expository.
Activity 1: read for text type
Skim the text and answer.
评价方式：
Teacher assessment
Check Ss’ understanding
according to their answers.
Q1: Predict from the picture and title:
What’s the passage about
How to make a better conversation. /
Tips for making better conversations.
Q2: Who is the text for
For people who get nervous when talking to
someone. / For people who find it hard to
have a conversation with a stranger.
Q3: How does the author start the text
Why does he do so
By asking questions.
To interest readers and build emotional
connection.
Teaching Philosophy
Text Analysis
Student Analysis
Learning Objectives
Teaching Procedures
Teaching reflection
设计意图：Improve students’ ability to analyze the structure of a text; Help Ss differentiate types of writing.
Q1: What type of text is it
a story
an argumentative text(议论文)
an instruction
Q2: What’s the structure of the passage
Skim the text and answer.
评价方式：
Teacher assessment
Check Ss’ understanding
according to their answers.
①
②
③
④
⑤
⑥
a how-to guide
Activity 2: read for structure
Teaching Philosophy
Text Analysis
Student Analysis
Learning Objectives
Teaching Procedures
Teaching reflection
tips
for whom
result
设计意图：Train students’ ability to skim for topic sentences.
Complete the table with the tips in the text.
评价方式：
Teacher assessment
Check whether students have a structured mind-set to skim for topic sentences in the beginning of each paragraph.
Activity 3: read for main ideas
Teaching Philosophy
Text Analysis
Student Analysis
Learning Objectives
Teaching Procedures
Teaching reflection
How to make a better conversation
Tip
(1)
(2)
(3)
(4)
Listen carefully and show interest in others.
Choose the right topic.
Be honest and sincere.
Pay attention to your body language.
设计意图：Help Ss understand how the writer elaborates on the tips with supporting details.
评价方式：
Teacher & Student assessment
T observes whether Ss can retrieve the examples and details from the text;
Ss check answers in a group discussion.
How to make a better conversation
Tip Example
(1) listen and find _______________ to ask about, such as his / her ______
(2) talk about ____________________________ but do not ask _____________________
(3) just say _________________________ if you have no idea of a subject
mention the ______________ of the other person
(4) stand up _______, ______, and be yourself
Listen carefully and show interest in others.
Choose the right topic.
Be honest and sincere.
Pay attention to your body language.
some good points
hobby
topics like the weather, travel or…
personal information
“I don’t know much about it.”
strong points
straight
smile
1. Work in groups to complete the table with the information from the text.
Activity 4: read for content
Teaching Philosophy
Text Analysis
Student Analysis
Learning Objectives
Teaching Procedures
Teaching reflection
设计意图： Promote students’ deep thinking ; Enable Ss to apply book knowledge to solve actual problems.
评价方式：
Teacher assessment
Observe whether students can
think deep and critically; whether students can give proper answers.
2. Read the first tip and answer the questions.
Q2: If the speaker says that he likes basketball, what questions can you ask
Who is your favourite basketball player
How often do you play it
…
Q1:Why is listening so important
It shows people you care and have interest in them.
It’s an important part for a conversation to continue.
…
Activity 4: read for content
Teaching Philosophy
Text Analysis
Student Analysis
Learning Objectives
Teaching Procedures
Teaching reflection
设计意图：Help Ss understand if-clauses; Train the ability to apply book knowledge to solve actual problems.
评价方式：
Teacher assessment
Observe whether students can
think deep and critically; whether students can give proper answers and explain why.
3. Read the second tip and answer the questions.
Q2: If the speaker says that he disagrees with you on a topic, what do you better say
1. You must be wrong. I still think…
2. Well, let’s agree to disagree. What about…
3. That makes some sense. Let’s…
Q1: If you are talking to a stranger, which questions can be more proper
1. Do you prefer Sichuan or Cantonese dishes
2. Did you get a full mark in the test
3. Are you excited about the new movie Zootopia 2
4. How much money does your father make for a
year
Do you think you can make friends with people who don’t agree with you
Activity 4: read for content
personal information
Teaching Philosophy
Text Analysis
Student Analysis
Learning Objectives
Teaching Procedures
Teaching reflection
设计意图：Help Ss understand if-clauses; Train the ability to apply book knowledge to solve actual problems.
评价方式：
Teacher and Student assessment
T Observe whether students can
think deep and critically; whether students can discuss to give proper answers.
Ss check their understanding in pairs.
4. Read the third tip and discuss in pairs to answer the questions.
Q: If you want to show honesty and sincerity, what should you say Write example sentences.
If you have no idea of a subject ...
If you want to make the other person happy ...
I don’t know much about it.
I’m afraid I have no idea. but you can tell me more.
I love your point ...
Your point ... is interesting.
I really agree with you ..., because ...
Activity 4: read for content
Teaching Philosophy
Text Analysis
Student Analysis
Learning Objectives
Teaching Procedures
Teaching reflection
设计意图： Promote students’ deep-thinking; Train the ability to apply book knowledge to solve actual problems.
评价方式：
Teacher assessment
Observe whether students can
think deep and critically; whether students can give reasonable answers.
5. Read the fourth tip and answer the questions.
Q1: If Jack wants to make a good conversation, which picture shows his positive body language
We first see, then we hear.
Our body language sometimes speaks louder than words.
Q2: Why does body language matter so much
Activity 4: read for content
Teaching Philosophy
Text Analysis
Student Analysis
Learning Objectives
Teaching Procedures
Teaching reflection
设计意图：Lead Ss to think about how pronouns are used for reference.
1. What does “it” refer to
评价方式：
Teacher assessment
T observes whether students
can identify pronoun reference
correctly.
making better conversations /
learning more conversation skills
Activity 5: read for language
Teaching Philosophy
Text Analysis
Student Analysis
Learning Objectives
Teaching Procedures
Teaching reflection
设计意图：Help students analyze and understand how pronouns contribute to textual cohesion and coherence.
2. Discuss in pairs. Find out what the pronouns in bold refer to.
(1) ... if someone tells you their hobby and you can ask questions about it, ...
(2) Also, if you don’t agree with others, don’t argue with them.
(3) If you have no idea of a subject, just say “I don’t know much about it.”
(4) If you want to make the other person happy, mention his or her strong points.
(5) Sometimes it is just as important as your words.
评价方式：
Teacher & Student assessment
T observes whether students
identify pronoun reference
correctly in pair work.
Ss check their understanding in pairs.
Pay attention to your body language. Sometimes it is just as important as your words.
“John finished John’s report. Then John gave the report to John’s teacher.”
“John finished his report. Then he gave it to his manager.”
Activity 5: read for language
Pronouns help achieve clear reference and avoid repetition.
Teaching Philosophy
Text Analysis
Student Analysis
Learning Objectives
Teaching Procedures
Teaching reflection
设计意图： Cultivate critical thinking; Meet the needs of students with different levels.
Do you think the tips are reasonable Why or why not
评价方式：
Teacher assessment
Check whether students can
think critically and give comments on the tips;
whether Ss can offer more tips.
How to make a better conversation
Tip Reasonable or not Reason
(1)
(2)
(3)
(4)
(5) …
Listen carefully and show interest in others.
Choose the right topic.
Be honest and sincere.
Pay attention to your
body language.
What other tips can you think of to make a better conversation
Activity 7: further thinking
/ ri .z n. .b l/
Teaching Philosophy
Text Analysis
Student Analysis
Learning Objectives
Teaching Procedures
Teaching reflection
Use a mind map to summarize.
Activity 6: summarize
设计意图：Help students summarize the tips and details with a mind map;
Teacher assessment
T check whether students
can draw a structured mind map to understand and organize the text.
If you…, you will find…easier.
设计意图：Develop students’ ability to apply book knowledge to solve actual problems;
Promote communication and cooperation; Train the ability of transferring and innovating.
“I人” Jack is a new member in a reading club.
He meets “E人” Allen. How can they
communicate well and make friends
Role play the situation.
Work in pairs;
Think about possible problems;
Use tips in the text to help;
Pay attention to your body language.
Role play the situation.
评价方式：
Teacher assessment
T observes whether Ss actively join in pair work and class presentations; whether Ss can express fluently and properly.
Activity 8: pair work
Teaching Philosophy
Text Analysis
Student Analysis
Learning Objectives
Teaching Procedures
Teaching reflection
设计意图： Review the tips and details with the mind map; Meet the needs of students with different levels; Promote critical thinking.
Must do:
Understand the language and retell the text based on the mind map.
Choose to do:
Write 2 more tips on how to make a better conversation.
Make a poster to share with your classmates.
Homework
Teaching Philosophy
Text Analysis
Student Analysis
Learning Objectives
Teaching Procedures
Teaching reflection
设计意图： Offer Ss leverage to do self-evaluation; Draw Ss’ attention back to the learning objectives.
Student assessment
Ss evaluate their learning with the checklist.
Activity 9: self-assessment
Checklist
How well can you do these things ` Very well OK Needs work
I know the structure and language feature of this expository text.
I can understand and use if-clauses to support ideas.
I can find out what pronouns refer to in the context and use pronouns in writing.
I can think about the tips critically and understand the cultural difference.
I can apply the writer’s advice to actual situations.
What I need to improve is _________________________.
评价方式：
01
Highlight
02
Reflection
Use buzz words to engage students and present real-life communicating problems to build up vocabulary;
Inspire students to think deep by commenting on the tips and provide additional ones;
Present open-answer questions to help students apply book knowledge to solve real-life communication problems;
Provide scaffolding for lower-level students.
Students may not have enough time to role play and share in class.
Teaching Philosophy
Text Analysis
Student Analysis
Learning Objectives
Teaching Procedures
Teaching reflection

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