《Unit 1 Friendship》教學設計

【課 題】Unit 1 Friendship （Writing）

【教 材】人教新課標版Module 1

【教學目標】

1. 認知目標

a.通過口語練習使用一些詞語和句型來給建議

b. 通過使用課文提供的寫作模版提煉寫作過程中所需要的要素

2. 能力目標

a. 培養學生給建議的能力

b. 寫作過程中對邏輯性，連貫性，句型多樣性和完整性的駕馭能力

【學生分析】

學生在英語能力“寫”這一個項目上有很多問題，比如説表達不到位，語法錯誤，語句錯用，中式英語，結構零散等等，因此在作文課當中要作長期的，多方面的訓練。本課是高中一第一模塊第一單元的第一堂寫作課，相當於是學生升上高中之後的第一堂寫作課，因此教學設計上也遵從了這一事實規律，由淺入深地進行寫作意識的滲透。

【教材分析】

本單元的寫作是結合一定的情景讓學生學會如何表達建議和解釋自己的建議，因此教材也分了兩個活動讓學生自然地進入情景，並達到能用英語表達的建議的的目標。

【教學重難點】

1.詞語和句型給出建議。

2.連貫性、邏輯性、完整性和多樣性的體現。

【教學過程】

I. Warming up:

Pair-work: Do you like making friends?

If your friend is in trouble, how would you help him/her?

II. Leading in

How to give suggestions:

Why don’t you do sth? Because…

In this case, I think you’d better do sth.

When it comes to sth, I propose that you （should） do sth. There are some good reasons for it. For example…

My suggestions to deal with the problem are as follows. In the first place,… Secondly… Finally…

Take turns to practice giving suggestions in different situations.

Your friend had a fight with his parents.

Your friend is worried about her weight.

Your friend is lost in computer games.

III. Skills learning （Activity-centered）

One of your best friend Xiao Dong wrote to Miss Wang of Radio for Teenagers to ask for advice. Read his letter first.

Dear Miss Wang:

I’m a student from Huzhou Senior High School. I have a problem. I’m not very good at communicating with people. Although I try to talk to my classmates, I still find it hard to make good friends with them. So I feel quite lonely sometimes. I do want to change this situation, but I don’t know how. I would be grateful if you could give me some advice. yours, i Xiao Dong

Activity 1: Before you help Miss Wang answer the letter, brainstorm about ways to change the situation.

Ideas/AdviceWhy1. to ask people their likes and dislikes1. To find classmates with the same interests2. to join in discussions and show interest in other people’s idea2. to get to know different people and let them see you are friendly3. ….3. …

Activity 2: Group Work: Interview

In group of four or six, interview your group members about their advice and remember to take notes. Choose three pieces of advice that you think are most useful.

Try to write down your advice. Use the structures we just learnt and the sample on page 7 to help you. （Each idea can make one paragraph. ）

Activity 3: Checking

1. Past tenses

Have you used the Past Simple, Past Continuous and Past Perfect?

2. Linking words

Have you used linking words? Can you add any more?

3. Simple errors

Are there any spelling mistakes?

Activity 4: Work Appreciation

Conclusion: what is needed for a good article?

1.句子內容的完整性（Completeness）

2.句子結構的正確性（Correctness）

3.句子內容的連貫性（Coherence）

4.句子結構的多樣性（Variety）

IV. Assignment:

Choose one famous person you like and write one of his/her anecdote.

【教學評價】

語言教學評價應注重學習過程的`評價，即評價學生的分析能力，表達能力，協作能力和創新能力。在“任務驅動”的教學策略下，可通過學生對課文的理解程度如何，反應是否積極，及表達是否恰當充分來進行評價。。我們鼓勵以學生為中心進行教學活動，評價的形式、內容和方法應體現多元化。

學習過程的評價應更重視課堂評價，及時評價，及時反饋，增強感性認識。同時評價過程應是開放式的，評價方式可以是學生自我評價，也可由學生評價，這樣，學生既是測評人，又是受評人，同時又培養了學生的自信心和綜合能力。

【教學反思和回顧】

本堂作文課的設計，目的是通過示範、練習，讓學生掌握表達技巧、提高英語作文的寫作水平。整堂課由導入、要點説明、例句演示、情景操作、小結、作業等幾個步驟構成。通過由淺入深，逐層深入的方法使學生把握大學聯考高分作文所應達到的標準和要求，增強寫作技能技巧，提升水平。本人認為這堂課的整體及重難點設計沒有什麼問題，但效果理想可以更理想，在實踐練習當中可以更多實現師生之間的互動。如果改進，我覺得可以通過調整看圖作文練習的形式來增進互動的表達效果。