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Unit 3 Growing Up 第5课时 写作课教学设计
教材分析
【What】本语篇是一封来自学生Kelly写给老师Mrs Thompson的感谢信。主要内容包括：感谢老师在繁忙中仍抽出时间帮助自己;感谢老师让枯燥难懂的科学课变得有趣，帮助自己建立了学习信心;感谢老师在祖母去世后，作为朋友倾听自己的心声，给予情感支持。 【Why】本课时语篇旨在感恩与师生情谊的主题意义：引导学生理解感恩的重要性，学会对他人的帮助表达感谢;展现了教师不仅是知识的传授者，更是学生成长路上的支持者和朋友;传递了人与人之间真诚关怀与支持的温暖力量。 【How】本课时语篇为感谢信，采用标准的英文书信格式，包括称呼、正文、结束语和署名。正文分为三个层次：开篇点明感谢、分述感谢的具体原因、结尾升华情感。语言真挚、口语化，使用了 used to , encouraged me , made me happy 等表达情感和经历的词汇与句式，易于理解和模仿。作为范文，为学生提供了表达感谢的语用范例，帮助学生掌握感谢信的写作结构和语言，同时培养共情与感恩的情感。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生已掌握基本的英文书信格式和日常交际用语，对“感谢”这一话题有生活经验，能够理解简单的情感表达。 学生可能不熟悉如何有条理地阐述感谢的具体原因，以及如何运用恰当的语言表达真挚的情感；对“教师作为朋友”的角色认知可能不够深入。 通过学习，学生能够掌握感谢信的写作框架，学会用清晰的逻辑和真诚的语言表达感谢，并理解感恩在人际关系中的重要性。
核心素养教学目标
通过本课学习，学生能够： 语言能力：掌握感谢信的基本结构和常用表达，如 Thank you for... , I am very thankful because... ；能够口头或书面表达感谢的具体原因和情感，完成一篇结构完整、语言得体的感谢信； 2.学习能力：能够通过阅读范文，自主提炼写作框架和语言特点；能够运用思维导图等工具梳理写作思路，收集和组织素材； 3.思维品质：能够分析感谢信的逻辑层次，理解情感表达的递进关系；能够反思自己的生活经历，发现值得感谢的人和事，培养共情与感恩的思维； 4.文化意识：理解中西方文化中表达感谢的方式差异，体会真诚表达情感的重要性；认识到教师在学生成长中的多重角色，尊重并感恩他人的付出。 完成课时目标所需的核心语言如下： 【核心词汇】 take the time to do sth, used to do, do badly, encourage sb, make sb happy, grow more confident, especially, pass away, anybody, remain in one’s mind, not only..., but also... 【核心句型】 I want to thank you for being my teacher. You took the time to help me, although you were so busy. You helped me a lot, especially after my grandmother passed away. Thank you so much for being not only my teacher but also my friend.
教学重难点
教学重点：掌握感谢信的文体结构和常用表达;学会清晰、有条理地阐述感谢的具体原因和情感。 教学难点：如何引导学生用真挚、自然的语言表达个人情感，避免写作空洞、模板化; 如何帮助学生将生活经验转化为具体、生动的写作素材。
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情境导入 Play a video and ask the students two questions. T:Did Kelly use to like science class Who made her interested in science class Watch a video and answer the questions. Sa:No, she didn’t. Sb:Mrs Thompson. 通过播放相关视频并提出针对性问题，创设与课文主题相关的真实语言情境，激发学生的学习兴趣和探究欲。以问题链的形式引导学生初步感知文本核心人物和情节，为后续的文本学习和写作铺垫。
Presentation 学习理解 Pre-writing:1.Ask the students to read the passage and answer the questions. T:Why did Kelly like Mrs Thompson’s science class What else did Mrs Thompson do to help Kelly Read the passage and answer the questions to get to know the reasons Kelly is thankful for her teacher. Sa:Because Mrs Thompson encouraged her, helped her become confident and made science lessons fun. 让学生带着问题阅读文本，引导学生主动探究文本内容，梳理 Kelly 感谢老师的具体原因，培养学生的细节阅读能力和信息提取能力，同时让学生体会感恩的具体情境和情感内核。
Presentation 学习理解 Ask the students to read the passage and guide them to get to know the type of it. T:What is the type of this passage How do you know it’s a letter Ask the students to read the passage and guide them to get to know the structure of it. T:How many parts can this letter be divided into What is the structure of this letter 4.Ask the students to read the passage and guide them to get to know the main idea of each part of the thank-you letter. 5.Show some pictures to help the students retell the passage. Sb:Mrs Thompson was also kind to her. She listened to Kelly and talked with Kelly after Kelly’s grandma passed away so that Kelly felt much better . 2.Read the passage and get to know the type of it. Sa:A thank-you letter. Sb:We can know it's a letter from the greeting and the name. 3.Read the passage and get to know the structure of it. Sa:Three. Sb:P1--P2,P3--P4 Read the passage and match the main idea of each part of the thank-you letter. Try to retell the passage according to the pictures and the words given by the teacher. 通过提问引导学生判断文本体裁、识别书信格式特征，帮助学生构建感谢信的文体认知，夯实文体知识基础，为后续写作做好格式铺垫。 引导学生分析文本结构，划分段落并梳理各部分主旨，让学生清晰掌握感谢信 “开篇点题 - 分述原因 - 结尾升华” 的经典结构，培养学生的语篇分析能力和逻辑思维能力。 借助图片辅助学生复述文本，一方面帮助学生巩固文本内容和核心语言表达，另一方面锻炼学生的口头表达能力，实现语言输入到初步输出的过渡，同时深化学生对文本情感和内容的理解。
Practice and Production 应用及迁移 创新 Practice and Production 应用及迁移 创新 While-writing:1.Lead into the topic writing and guide the students to analyze how to tell your experience. Ask them to finish 3b and make notes. T:Have you ever had a similar experience Would you like to share it with us The person I want to thank: What difficulties I faced How he/she helped me Guide the students to read my letter and think how to write a thank-you letter. let the students have a think and list the key points for each part of the thank-you letter. Then guide them to form an outline. Ask the students to have a brainstorm to provide some linking words and useful expressions. The teacher makes a complement. 5.Explain the writing task to the students and guide the students to analyze the tense, the person and the key points. Then provide about 15minutes for them to write their own thank-you letter. Post-writing：Lead the students to evaluate their writing by self-evaluation, peer-evaluation and teacher-evaluation. Try to recall the similar experience of feeling sick. Learn to analyze the way to tell the experience. Sa: I want to thank you for being my friend. Sb:I used to be really bad at math and cried after failing the tests. when I lost the school singing competition，I felt so embarrassed and didn’t want to talk to anyone. Sc:She explained difficult problems in funny ways, and we’d laugh over silly mistakes together. She shared her favorite candy with me and told me my voice was beautiful. Her kind words made me feel brave again. 2.Read a sample letter and think how to write a thank-you letter. 3.Have a think and list the key points for each part of the thank-you letter. Then form an outline. 4.Try to collect some linking words and useful expressions with the teacher together. 4.Write a passage “ A terrible/ unforgettable health experience.” 5.Get to know the writing task and analyze the tense, the person and the key points from the instructions. Then use the useful expressions and the outline below to write a thank-you letter. Evaluate the writing with the guidance of the teacher. 引导学生回忆自身相似经历并完成笔记梳理，搭建从文本到生活的桥梁，让学生将写作与自身生活经验结合，解决 “写作无素材” 的问题，同时培养学生的情感共鸣和素材积累能力。 展示另一篇感谢信范文并引导学生分析写作方法，丰富学生的写作范例参考，让学生进一步深化对感谢信写作思路、语言表达的理解，同时对比不同范例，感知感谢信写作的灵活性。 引导学生梳理感谢信各部分写作要点并搭建写作框架，帮助学生建立清晰的写作思路，培养学生的谋篇布局能力，让学生学会按照逻辑组织写作内容，避免写作混乱。 组织学生收集连接词和常用表达，教师补充完善，丰富学生的语言储备，为学生写作提供实用的语言支撑，解决 “表达无词汇” 的问题，同时培养学生的合作学习能力和语言归纳能力。 明确写作任务并引导学生分析时态、人称、核心要点，让学生把握写作基本要求，再给予充足的写作时间，让学生进行自主写作实践，实现知识的迁移运用，将所学的文体知识、语言表达转化为实际的写作能力。 采用自评、互评、师评相结合的多元评价方式，引导学生从格式、结构、语言、情感等方面评价写作成果。
Summary 归纳总结 Ask the students to sum up what they learned in this period. Have a summary of what they learned in this period with the T’s help. 通过学生自主总结，梳理本课时的核心词汇、句型、语篇结构及写作方法，帮助学生构建系统的知识体系，实现知识的深化与巩固
分层作业设计
A层： 基础巩固 复习并牢记跟感谢信内容相关的重点词汇和句型。
B层： 能力运用 小组内调查组员们最想感谢的人及原因，并用所学句型记录下来。
C层： 拓展挑战 结合调查结果，组内分享并在班内举行感恩传递活动，身体力行感恩你想感谢的人。
板书设计
Unit3 Growing Up Section B(3a--3c)
教学反思
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