资源简介

一、教学基本信息
二、教学目标
核心素养目标
1.语言能力：积累感恩表达、问题描述与建议类词汇，掌握感谢信的结构与句式，能读懂感谢信并提取关键信息，完成感谢信写作与问题讨论的口语表达。
2.思维品质：通过分析感谢信的情感逻辑与问题解决的思路，提升共情表达与问题分析能力，学会理性看待成长中的烦恼并给出合理建议。
3.学习能力：掌握文本信息提取、写作框架搭建的策略，提升自主写作与小组合作解决问题的能力。
4.文化意识：了解不同文化中表达感恩与处理人际问题的方式，增强对多元社交文化的理解与包容。
三、教学重难点
（一）教学重点
1.掌握感谢信的核心句式与结构；
2.能准确描述问题并给出合理建议；
3.能在小组中讨论问题并清晰地展示解决方案。
（二）教学难点
1.在感谢信中用真挚、连贯的语言表达感恩，避免表达生硬；
2.在讨论中清晰、有条理地阐述建议；
3.在小组合作中高效整合观点，提炼核心建议并清晰展示，提升团队协作与表达能力。
四、教学方法
1.情境教学法：创设“感恩表达”“烦恼倾诉与解决”等真实情境，让学生在语境中学习词汇和句型。
2.任务型教学法：设计“阅读提取信息→写作训练→项目探究→成果展示”的层层递进任务，让学生在完成任务中巩固知识、提升技能。
3.合作学习法：通过小组讨论、结对互改作文、项目合作等形式，鼓励学生互助合作，共同完成学习任务。
4.讲授法：针对感谢信写作结构、核心词汇、语法难点进行精准讲解，帮助学生夯实基础。
五、教学准备
1.多媒体课件：包含感谢信范文、写作框架模板、核心词汇卡片、成长烦恼参考列表、项目展示支架等。
2.学习任务单：设计阅读思考题、感谢信写作提纲、问题讨论记录表、作文互评清单。
3.分组准备：将学生分为4-6人小组，明确小组内记录、讨论、展示的分工；准备匿名收集问题的盒子。
六、教学过程
（一）导入新课
1.情境创设：展示教师安慰学生的图片，提问学生：“What do you think the teacher is doing How do you think the student feels ”，引导学生根据图片回答问题，创设老师帮助学生的情境画面。
2.视频导入：播放不同年龄段的人阐述“老师教会了我……”的视频，提问学生：“Have you ever received help from a teacher when you were upset How did you feel ”，引导学生分享自身经历，激活感恩话题。
3.词汇预热：讲解“grateful、encourage、confident、remain”等核心词汇，结合图片和简单例句帮助学生理解词义，教师领读强化记忆。
（二）文本学习与写作训练
1. Pre-writing：（1）文本阅读（3a）：学生快速浏览Kelly的感谢信，完成核心问题回答，核对答案。
Why is Kelly thankful
Kelly is thankful because of the following reasons:
Mrs Thompson made science lessons fun and helped her become more confident.
Mrs Thompson listened to her and talked with her, which made her feel much better.
（2）细节检测：仔细阅读Kelly写给老师的感谢信，完成单项选择题，核对答案并讲解：
Why did Kelly write this letter （ B ）
A. To say goodbye to Mrs Thompson.
B. To thank Mrs Thompson for her help and kindness.
C. To ask Mrs Thompson for more help.
D. To tell Mrs Thompson about her new teacher.
What happened to Kelly’s grandmother （ B ）
A. She moved to another city. B. She passed away.
C. She became a teacher. D. She was sick but got better.
What does Kelly think of Mrs Thompson （ B ）
A. She is a strict teacher. B. She is a teacher and a friend.
C. She is too busy to help students. D. She is a boring teacher.
（3）仔细阅读Kelly写给老师的感谢信，完成正误判断题，核对答案并讲解：
Kelly used to be good at science before Mrs Thompson’s class. F
Mrs Thompson helped Kelly after her grandmother died. T
Kelly talked to many people about her feelings after her grandmother passed away. F
Kelly thinks Mrs Thompson is only a good teacher. F
Kelly wrote this letter to thank her friend. F
Mrs Thompson helped Kelly because she was not busy. F
Kelly felt better after talking to Mrs Thompson about her grandmother. T
（4）写作框架梳理：引导学生分析感谢信结构，总结“开头（称呼+感恩目的）→主体（具体事例+影响）→结尾（再次感谢+祝福）”的写作框架，提炼核心句型。
（5）思路梳理（3b）：让学生填写思维导图，明确自己想感谢的人、面临的困难及对方的帮助，为写作积累素材。
The person I want to thank: my English teacher
What difficulties I faced: I felt very nervous about speaking English in class, and it was hard for me to remember new words.
How he / she helped me: She always smiled at me to make me feel relaxed, and she taught me fun ways to create word cards.
邀请2-3名学生分享自己想感谢的人，教师给予点评和肯定。
（6）写作指导：给出感谢信写作的思路点拨与常用表达：
思路点拨
①开头：称呼与感谢缘由
先礼貌称呼对方（Dear...），然后开门见山说明写信目的：感谢对方做了什么事。
②主体
主体段1：具体回忆事件：详细描述对方帮助你的具体场景和细节，让感谢更真诚。
主体段2：说明影响与感受：讲述对方的帮助对你产生了什么积极影响，以及你当时的感受。
主体段3：表达未来的决心：表明你会如何珍惜这份帮助，以及未来的打算。
③结尾：再次感谢与祝福
再次表达感谢，并送上美好的祝愿。
常用表达
I am writing to express my sincere thanks to you for...
我写信是为了向你表达诚挚的感谢，感谢你……
Thank you so much for... 感谢你……
I'm writing this letter to show my thanks to you for...
我写这封信是为了向你表达感谢，感谢你……
I would like to convey my thanks to you for... 因为……我想向你传达我的感谢。
Without your help, I couldn’t... 没有你的帮助，我不能……
When I was in trouble, you were always the first to... 当我遇到困难时，你总是第一个……
Thanks to your support, I have made great progress in...
多亏了你的支持，我在…… 方面取得了很大的进步。
Words can't describe how grateful I am. 语言无法形容我的感激之情。
Thank you again for your kindness. 再次感谢你的善意。
Best wishes to you. / Wish you all the best. 祝你一切顺利。
I will work harder to live up to your expectations. 我会更加努力，不辜负你的期望。
I will never forget your kindness. 我永远不会忘记你的善意。
I hope I can repay your kindness one day. 我希望有一天能报答你的恩情。
2.While-writing：（1）自主创作（3c）：学生根据写作框架和3b的思维导图，模仿范文撰写感谢信，教师提供表达支架：
Thank you for helping me to ...
Thank you very much for your ...
On that day, I ..., and you helped me to ...
I am very thankful because ...
I didn’t / couldn’t ..., but you ...
When I ..., you were there to ...
（2）教师巡视指导，针对学生的词汇选择、句型运用、情感表达给予个别反馈。
3.Post-writing：（1）结对互改：学生两人一组，根据互评清单（目的明确、细节具体、逻辑连贯、语法正确、格式规范、情感真挚）互相批改作文，标注修改意见。
（2）范文展示：展示1-2篇优秀习作和1篇待改进习作，全班共同点评，明确写作亮点与改进方向。
Dear Dad,
I want to say thank you. I had a really hard time with math. I couldn’t solve problems well. My grades were low, and I felt unconfident. I was very worried about the exams, and I was scared that my bad math grades would stop me from getting into a good school.
But you helped me a lot. You spent many evenings helping me with math problems. You never got mad at my bad grades. Instead, you always encouraged me. You bought math books and found online lessons. When you thought I needed more help, you took me to a tutor. You also talked with me to make me less stressed and more confident. You said if I worked hard, I could solve my problems.
Because of you, my math got better and better. Thank you for all your help. I love you.
Yours,
Son/Daughter
（三）小组项目：问题分享与解决
1. 项目任务导入：教师明确4a-4d项目核心任务：“Share and solve problems”，说明项目意义：“Growing up brings worries. Sharing problems and helping each other makes them easier to solve.”
2. 图片猜测：给出6张青少年遇到的问题的图片，让学生猜测他们遇到的是什么问题。
3. 问题收集与分组：学生在纸条上匿名写下自己的烦恼（如学业压力、人际关系、未来焦虑、学校霸凌等），投入盒子中；各小组从盒子中抽取1个问题，作为讨论对象。
4. 讨论与方案设计：小组围绕抽取的问题展开讨论，完成“问题分析—建议制定”，填写讨论记录表，参考问题：
What is the main problem
Why might this problem happen
What practical suggestions can we give
I find it hard to make friends. I’m afraid to talk to others, although I want to get to know them better.
5. 教师巡视指导，鼓励学生运用本节课所学词汇和句型（如“Although you...you could...、You should...so that...、Why not...”），确保建议具体可行。
6. 成果展示：邀请2-3组上台展示，按照“问题陈述—建议分享”的逻辑进行汇报，教师提供表达支架：
The problem our group received is: “I find it hard to make friends.” Here are some of our suggestions for this friend. First, you can join a sports club. If you are afraid to talk to others, you could focus on the sport first. You can work together with a team and get to know more people later. Second, you could ...
7. 教师点评：从建议合理性、语言准确性、表达流畅度等方面给予肯定和补充。
The problem our group received is: “I always have worries about the future.” Here are some of our suggestions to this friend. First, you can break down “the future” into small, near-term goals. Instead of worrying about “what job I’ll have in 10 years”, focus on small things like “finishing this term’s homework well” or “learning a simple skill in three months”. Small goals are easier to achieve, and each success will reduce your anxiety about the future. Second, you could talk to people who have more experience, like your teachers or older cousins. Ask them about how they dealt with future worries when they were your age. Third, you can keep a “progress journal”. Write down one small thing you did each day to prepare for the future. Looking back at this journal will help you see your progress, which can calm your worries.
（四）反思
Can you talk about positive and negative emotions
Can you understand and use clauses with although, until, and so that
What support or advice can you give others when they are angry, upset, or stressed
What can you do to manage your own emotions and stay positive
（五）语言点精讲
1. You encouraged me and made science lessons fun, and slowly, I grew more confident.
您鼓励我，还让科学课变得有趣，慢慢地，我变得更自信了。
be/feel confident to do sth 有信心做某事
be/feel confident of/about... 对……充满自信
be/feel confident that... 确信……
confidence n. 信心
2. That day will always remain in my mind. 那一天将永远留在我的脑海里。
remain ① 继续存在；保持不变；② 剩余；③ 停留；逗留
3. Thank you so much for being not only my teacher but also my friend.
非常感谢您不仅是我的老师，还是我的朋友。
not only... but also...用来连接两个相同的句子成分，该结构中的also可省略。当not only位于句首时，其后的部分要用倒装语序。
not only... but also...连接两个并列成分作主语时，谓语动词与其邻近的主语在人称和数上保持一致，即遵循“就近原则”。
（六）即时练习——用所给短语的适当形式填空
It’s important to get across your ideas clearly when you give a speech.
His grandfather passed away peacefully last winter because of old age.
I get up early every morning so that I can have enough time to read English.
Even though he was very tired after school, he still finished his homework carefully.
She didn’t answer your call. I don’t think she did it on purpose.
I still miss my old friends and primary school teachers from time to time.
The teacher often tells us to calm down before we deal with difficult situations.
Don’t be hard on yourself. Everyone may make mistakes in life.
If you say something wrong to others, you should take back your words and say sorry.
I like reading interesting storybooks and I enjoy watching movies as well.
（七）课堂小结与作业
1.课堂小结：师生共同回顾本节课感谢信结构、核心词汇与句型。
2.作业布置：
修改完善自己的感谢信，誊写在作业本上。
整理小组讨论的问题与建议，形成书面报告。
七、板书设计
Unit 3 Growing Up Section B (3a-4d)
1. 核心词汇
anybody, remain
2. 核心句型
Not only...but also...（就近原则）
So that...（表目的）
Although..., ...（不与 but 连用）
Without your help, I couldn’t...
Words can't describe how grateful I am.
3. 感谢信结构
开头：Dear..., I’m writing to thank you for...
主体：When I...（困难）→You...（帮助）→Thanks to you...（影响）
结尾：Thank you again. Wish you all the best.
4. 项目流程
收集问题→分析原因→制定建议→展示分享
八、教学反思
1.本节课通过“文本学习→写作训练→小组项目”的流程，有效落实了核心素养目标，学生能基本掌握感谢信写作与问题建议表达。但部分学生在感谢信中情感表达不够真挚，细节描写不足，需在后续教学中提供更多细节描写范例。
2.小组项目环节学生参与度较高，但部分小组讨论效率较低，需在分组时明确分工，提供更具体的讨论指引。
3.文化意识目标的渗透可进一步加强，后续可补充中西方感恩文化的差异（如西方更注重直接表达感恩，东方更含蓄），让学生感受多元社交文化。
4.针对“not only...but also...”等语法点，可设计更多专项练习，帮助学生强化理解与运用。

展开更多......

收起↑