(教案)Unit 1 Life Choices—Writing Workshop & Reading Club

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Unit 1 Life Choices
Writing Workshop &Reading Club
【教学目标与核心素养】
1．学习能力目标
（1）学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；
（2）用所学的词汇和语言的对课文进行复述；
（3）学生能够借助已知的关键信息，适当补充辅助信息，写出完整的电子邮件。
2．语言能力目标
（1）能够正确运用以下简单句句式结构进行邮件写作：Subject +Verb +Object; Subject +Verb +Predicative; There +Be +Real Subject; Subject +Verb +Indirect Object +Direct Object；
（2）能正确认知并且运用以下词汇和短语：include, occasion, trend, increasingly, inspire, provide, come up with, weary, digestion, opportunity, entertainment, community, stressful, miss doing sth, be busy doing sth, cut off等。
3．文化意识目标
（1）了解如何正确、恰当进行邮件书写以及邮件格式；
（2）了解英语国家城市和乡村文化的不同之处，并从中得到感兴趣的信息。
4．思维品质目标
对于英美文化与中华文化的相似性以及差异性，进而将两种不同文化结合。积极参与各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。
【教学重难点】
1．重点
（1）如何使用地道、恰当的语言进行邮件书写；
（2）正确理解并运用简单句结构以及-ed和-ing形容词的表达；
（3）礼貌进行日常对话。
2．难点
（1）能用得体的英语书写邮件；
（2）能正确识别-ed形容词和-ing形容词的使用语境。
【教学过程】
写作课：

教学步骤	教学活动	设计意图	时间
Step 1 Warming Up for Writing	The teacher will give a topic and some information about the topic, which requires students to write an email about the new school life. Share your ideas with your partner on how to write the email.	任务型活动：课题引入采取讨论方式，分享写作思路。锻炼学生材料收集、整理能力，同时也激发同学们热情和参与课堂的积极性。	5分钟
Step 2 Lead-in	This step is to lead the students to learn how to write an email. Give students an example and let students read it and then answer some questions. 1. Who is Fang Lan? Why is Wang Ying writing to her? 2. Is the email formal or informal? Why is it written this way? 3. Find and circle examples of Contractions (e.g., don’t) Informal words and phrases (e.g., well) Dashes (—) and exclamation marks (!)	紧扣上一环节的讨论，教师引导学生模仿电子邮件范文书写格式、语言，激发学生的兴趣，导入写作课意图。	5分钟
Step 3 Pre-writing	This step is to focus on textual structure and language that will be used in the email. 1. Use the elements in Activity 3 on Page 19 to label the email on Page 18. 2. Look at the Sentence Builder and make 2–3 sentences about the school life. Pay attention to the sentence structure.	该教学过程主要是帮助学生熟悉范文的语言和结构，让学生了解如何写电子邮件。 活动1：分析范文结构，了解电子邮件结构； 活动2：利用简单句结构试着说说学校生活并注意使用19页的句式结构。	5分钟
Step 4 While-writing	This step is to instruct students to compose their writing. 1. Complete the outline of the email based on the writing sample and Activity 3 on Page 19. The structure is like the following: (1) Subject line:_________ (2) Greeting:________ (3) Question to ask: ________ (4) Information about you:_________ (5) Reasons to finish writing:_______ (6) Ending:_________ 2. Use the outline and the Writing Help to write the first draft.	该教学过程主要帮助学生构思写作大纲，以完成写作目的。 活动1：构建写作大纲，主要参考范文结构，按照(1)-(6)的结构进行书写； 活动2：利用列好的提纲，结合写作帮助中提示的内容书写第一遍，建立好草稿，为下一步教学活动提供帮助。	10分钟
Step 5 Post-writing	When the students finish the email, edit the email in pairs. Pay attention to the elements, sentence structures and some other things.	完成后的草稿，同桌间进行交换批改，主要看邮件结构，句式结构以及其他用词方面的问题。	15分钟

阅读课：

教学步骤	教学活动	设计意图	时间
Step-1 Warming Up	Teacher shows some pictures based on the passages in the textbook and lets students choose which topic they are interested in. Choose the passage that most students are interested in to introduce and the other passage will be left for after-class reading.	任务型活动：课题引入采取图片导入，激发学生积极性和主动思考的能力。并按照大部分学生感兴趣的话题进行教学。如课堂时间有限，余下的文章可作为课后练习。	5分钟
Step-2 Lead-in	(1) If the topic is Teatime: Teacher lets students to talk about something that they know about the tea culture in groups and selects one student to share with the whole class. (2) If the topic is City or Country? Teacher can let students to talk about the differences between the city and the country and which one they like better and tell the reasons.	紧扣上一环节的讨论，教师引导学生从不同方面对文本进行思考，有助于发散思维训练以及更好进行文本阅读。	5分钟
Step-3 Pre-reading	(1) If the topic is Teatime Try to predict the passage that will be talked about based on the titles and the first sentence or the first paragraph. (2) If the topic is City or Country? Guess the differences living in London and the Isle of Wight and let students raise some question about the titles and then predict what the passage will talk about.	该教学过程主要是帮助学生更好地了解文章内容。通过对文章标题、第一句话或第一自然段的猜测，能够大致了解文章所讲述的内容，有助于学生把握文章大意和部分细节。	5分钟
Step-4 While-reading	(1) If the topic is Teatime Read the text and answer the following questions: Why did the Duchess of Bedford invite friends to come for tea in the afternoon? What does yum cha mean? (2) If the topic is City or Country? List the advantages and disadvantages of city life and country life by completing the mind map on Page 23.	该教学过程主要是帮助学生对文章进行深度剖析，通过几个细节问题和思维导图，让学生学会如何提取、整理有效信息，并建立起文章的整体构架。	10分钟
Step-5 Post-writing	(1) If the topic the Teatime Work in groups and talk about the similarities and differences between English and Southern Chinese tea culture. Make a list and discuss. (2) If the topic is City or Country? Think what the writer means by saying "I think it isn’t about where you live – it’s about how you live" in the last paragraph. How does she come to such a conclusion? Do you agree with the writer’s conclusion? Why or why not?	该教学过程主要是让学生读完文章后，能够结合实际情况或自身情况对文章进行的更层次的思考，从而帮助学生更好理解文本内容和语言、文化差异。	15分钟
Step-6 Homework	1. Read the other passage left and do the exercise in the textbook. 2. Use what you have learnt in Unit 1 and talk about the new school life with infinitives, -ed or -ing adjectives to describe it and then write them down.	该过程主要帮助学生总结和运用本单元所有，使学生更好地将理论与实践结合。	5分钟