Book1Unit2Let’stalkteensWeletotheunit教學(xué)目標(biāo)Bytheendofthissection,studentswillbeableto:1.readthepoemaloudrhythmicallyandrecognizerhymingwordsinit;2.describeandappreciatethemotherbird’sloveforherchick;3.shareChinesepoemsaboutthesamethemeandparethemtothepoeminthissection;4.sharetheirprehensionandstoriesofparentchildrelationships.教學(xué)重難點(diǎn)Tounderstandandappreciatethepoem;Toexpresstheirprehensionofparentallove.教學(xué)過程步驟教學(xué)活動(dòng)設(shè)計(jì)意圖互動(dòng)時(shí)間&模式LeadinStep1HavestudentsdescribetheillustrationonPage15.Whatcanyouseeinthepicture?Canyouseeyourmother?(Amotherbirdisfeedingherchick.Yes,themotherbirdremindsmeofmymombecauseitisthenatureofallmothers,bothanimalsandhumans,tolookaftertheirchildren.)利用相關(guān)圖片，導(dǎo)入主題，創(chuàng)設(shè)互動(dòng)情境，拉近溝通距離，引起學(xué)習(xí)興趣。5’IndividualWorkAppreciationStep2Havestudentsreadthepoemaloudbeforeandafterdiscussingthepoem,andaskthemtoanswerthefollowingquestions.Leadstudentstofeeltherhythmandrecognizetherhymeinit.Beforediscussion:Let'sreadthispoemaloudtogether.Howmanypartscanyoudividethepoeminto?Whatisthemainideaofeachpart?(Thepoemconsistsofthreeparts.Part1fromLine1toLine4isabouthowthemotherbirdbringsherchickupwhenitisyoung;Part2fromLine5toLine8describesthemotherbirdfeelsworriedaboutherchickleavingherafteritgrowsup;Part3fromLine9toLine11showsthemotherbirdwillletherchickliveindependentlydespiteherconcernandreluctance.)Afterdiscussion:Let’sreadthispoemaloudagain.Whilereading,trytopayattentiontoitsrhythmandrhyme.Rhythmmeansastrongregularrepeatedpatternofsoundsandarhymeisawordwhichhasthesamelastsoundasanotherword,suchas,“care”isarhymefor“there”.Couldyoufindoutotherrhymes?(“Rest”isarhymefor“nest”;“away”for“day”;“alone”for“grown”;“eye”and“sky”for“fly”.)激活學(xué)生已有的背景語言知識(shí)，引導(dǎo)學(xué)生感知英語詩(shī)歌的節(jié)奏與韻律，理解詩(shī)歌的主旨。5’GroupWorkClassWorkStep3Havestudentsanswerthefollowingquestionstohelpthemappreciateamother’sloveconveyedinthepoem:HowwouldyoudescribeMotherBird’sfeelingsinthepoem?(Question1onPage15)(MotherBirdhasmixedfeelingsaboutherbaby.Ontheonehand,sheisveryprotectiveofherbaby.Ontheotherhand,sheunderstandsthatwhenherbabyhasgrownupshewillhavetogiveitmorefreedom.However,shewillalwaysbethereforherbaby.)Areyoutouchedbytheloveofthemotherbird?Giveyourreasons.(Yes,Ifeeldeeplytouchedbythispoem.Itteachesmethatmothers,whetherhumansornot,alwayshavethesameselflesslovefortheirchildrenforalifetime.)Couldyoureadyourfavouriteline(s)inthepoemaloudandgiveyourreasons?(Ilikethelastthreelinesbest.Iusedtothinkthatmymom’sloveisonlyabouthowshetakescareofmenow.Afterreadingthispoem,Irealizethatamother’sloveismorethanwhatIcantellandIwillneverbeabletopayitback.)通過歸納詩(shī)歌主要內(nèi)容并有策略地提取細(xì)節(jié)信息，加強(qiáng)中西方詩(shī)歌比較學(xué)習(xí)的意識(shí)，審視個(gè)人與父母之間的關(guān)系，激發(fā)輸出動(dòng)機(jī)。10’GroupWorkClassWorkDiscussionStep4Activatestudents’relevantknowledgeofChinesepoemsaboutparents’lovefortheirchildrenandparethemtothosewritteninEnglish.CanyouthinkofanyChinesepoemsaboutparents’lovefortheirchildren?(Question2onPage15)(ThereisaChinesepoemcalled“Youziyin”(“SongofthePartingSon”),writtenbyMengJiao.Italsodescribesamother’sdeeploveforherson,whoisleavinghome.Thepoemgoeslikethis:Athreadinonehandofthelovingmother,Adressofthepartingsonintheother.Shesewsstitchbystitch:hisdeparture’snear,Forfearthathewon’tbehomeinmanyayear.Whocantell,howmuchshouldthesonimpartTowellrewardthelovingmother’sheart?(TranslatedbyGuDanke))ArethereanysimilaritiesanddifferencesbetweensuchpoemsinEnglishandChinese?(Despitethedifferencesinformssuchaslengthandrhyme,theyallpraisetheunconditionallovefromparentstotheirchildren.)感知運(yùn)用，基于文本內(nèi)容，結(jié)合自身實(shí)際，表達(dá)個(gè)人觀點(diǎn)。10’IndividualWorkFreetalkStep5Havestudentsshareunderstandingandstoriesoftheirownparentchildrelationships.Howdoyouthinkyourparentsfeelaboutyou?Howcanyoutell?(Question3onPage15)(Myparentsgivemeunconditionallove.TheylovemeforwhoIam.Theyalwayshaveconfidenceinme.Theyneverlosetheirtemperwithme,evenwhenIdonotperformwellatschool.TheyonlytellmethatIhaveletthemdown,andoffermesomeadvice.)Howdoyoufeelaboutyourparents?Giveoneexample.(Idolovemyparentsandamgratefulforeverythingtheyhavedoneforme.However,sometimesIalsogetdisappointedwiththembecausetheyseemnottounderstandmeanymore.Forexample,whentheyforcedmetogiveupskateboardingbecauseitistoodangerous,wehadabigfightanddidnottalktoeachotherforseveralweeks.)話題討論的延伸，吸引學(xué)生積極參與、多元輸出，在真實(shí)的交流中強(qiáng)化形式、拓展意義、體驗(yàn)情感，啟發(fā)學(xué)生深刻認(rèn)識(shí)父母對(duì)子女無私的愛。5’GroupWorkExtensionStep6Havestudentsexpresstheirunderstandingofparentalloveandtheirloveforparents.CouldyoutranslateBingXin’squotebacktoChinese?(“家”是什么，我不知道；但煩悶——憂愁，都在此中融化消滅。)Whydounhappinessandworriesmeltawayonceathome?(Withunconditionallovefromourfamilymembers,ourparentsinparticular,BingXinpointsoutthathomeisliketheharbourofourheartsandeasesourunhappinessandworries.)Inyouropinion,whatisparentallove?(Ifthereisanythingthatistrulyselfless,unconditionalandforgiving,itisparentallove.)Couldyouimitatethepoemandcreateonesentencetoexpressyourloveforyourparents?Trytouserhythmandrhymeifpossible.(HoweverfarIfly,ToyouIwillneversaygoodbye.)鼓勵(lì)學(xué)生表達(dá)感恩父母的情感，引導(dǎo)學(xué)生再認(rèn)與再現(xiàn)。通過對(duì)問題的思考與討論，加深學(xué)生思維的寬度、深度與層次水平，從而提升語言運(yùn)用能力。8’IndividualWorkClassWorkHomework1.binewhathasbeenlearnedandwriteapoemaboutparentalloveonyourown.2.Finishtheworkbook.2’Book1Unit2Let’stalkteensReading1Strangersunderthesameroof?教學(xué)目標(biāo)Bytheendofthissection,studentswillbeableto:1.graspthetheme,outlineanddetailsofthearticle;2.infertheauthor’sattitudetowardsparentchildtensionsandpurposeofwriting;3.adoptapositiveattitudeandpracticalsolutionstodealwithreallifeparentchildtensions;4.appreciateandapplyrhetoricalquestionstotheirstoriesofparentchildtensions.教學(xué)重難點(diǎn)1.Toinfertheauthor’sattitude;2.Tograsptheoutlineanddetailsofthearticle.教學(xué)過程步驟教學(xué)活動(dòng)設(shè)計(jì)意圖互動(dòng)時(shí)間&模式PrereadingStep1HavestudentsworkinpairstoanswerquestionsonPage16.(AsIbeeateenager,Igettallerandstrongerandstarttolooklikeanadult.ButsometimesIfeelshyabouthowIlook,becauseIlookdifferentfrommyfriends.Mentally,IfeelmoreindependentinwhatIdo,likemakingmyowndecisions.Consequently,Iprefertospendmoretimewithmyfriendsbutmyparentsmaygetangrywithme.Inthiscase,IwouldspeaktomyparentssothattheyunderstandhowIfeel.Ithinkitmeansthatparentsandteenagersfeelasiftheydonotknoweachotherverywellanymoreeventhoughtheyhavelivedtogetherinthesamehouseformanyyears.Thisoftenhappenswhenchildrenbeeteenagersbecausethewaytheylook,thinkanddothingschanges.Parentssometimesdonotunderstandoracceptthesechangeseasilyandteensbeeangrywiththeirparents.)利用問題，激活學(xué)生已有的背景語言知識(shí)，導(dǎo)入主題，創(chuàng)設(shè)互動(dòng)情境，拉近溝通距離，引起學(xué)習(xí)興趣。5’IndividualWorkStep2Havestudentsworkinpairstopredictthecontentsofthearticle.Lookatthetitleofthetext.Whyarefamilymemberscalled“strangers”bytheauthor?(Whilefamilymembersarethoughttobeclose,inrealitytheywillhavedifferentopinionsonthesamematter.Withoutanhonestandpeacefulmunication,thingswilleasilyturnintoheatedargumentsandcoldsilencesasiffamilymembersdidn’tknoworcareabouteachother,justlike“strangers”.Bycreatingsuchacontrast,theauthorintendstoarouseourinteresttoreadthearticle.)Whatcouldbediscussedinthisarticle?(Thisarticlemightfocusonconflictsbetweenfamilymembers.)Whatistheuseofquestioninginthetitle?(Intheformofaquestion,thetitleindicatesthatparentchildrelationshipsarenotmeanttobedistantortense,andtriestoarousetheinterestofreaders.)引導(dǎo)學(xué)生預(yù)測(cè)閱讀內(nèi)容，探知文本結(jié)構(gòu)和脈絡(luò)；體會(huì)文章標(biāo)題“Strangers—underthesameroof?”使用疑問句并制造反差，吸引讀者的注意力的手法。5’GroupWorkWhileReadingStep3Havestudentsskimforthetopicsentenceofeachparagraph.Whatisthetopicsentenceofeachparagraph?(Paragraph1:Heatedargumentsandcoldsilencesaremonbetweenteenagersandtheirparents.Paragraph2:Teenagers’physicalchangesmayresultinsuchfamilytensions.Paragraph3:Itcanbeabigheadachetobalanceyourdevelopingmentalneedstoo.Paragraph4:Althoughsometimesitmayseemimpossibletogetalongasafamily,youcantakeactiontoimprovethesituation.Paragraph5:Justrememberthatitispletelynormaltostrugglewiththestressthatparentchildtensionscreate,andthatyouandyourparentscanworktogethertoimproveyourrelationship.)通過歸納文本主要內(nèi)容和段落大意，掌握文本結(jié)構(gòu)，感知文本主題語境。10’GroupWorkClassWorkStep4HavestudentsreadthearticleagaintopletetheoutlineofthearticleinA1onPage18.(Cause1:Teenagers’physicalgrowthmayresultinsuchfamilytensions.Cause2:Teenagers’developingmentalneedscanalsoinfluenceparentchildrelationships.Solution:Teenagersshouldhaveregularandhonestmunicationwiththeirparents.Conclusion:Everythingwillturnoutallrightintheend.)通過閱讀文本細(xì)節(jié)語句，理解作者重點(diǎn)表達(dá)信息。培養(yǎng)Scanning的文本閱讀策略，學(xué)習(xí)作者的清晰結(jié)構(gòu)、縝密邏輯。5’IndividualWorkStep5HavestudentsscanthearticlecarefullyandfinishA2onPage18.同上5’IndividualWorkPostreadingStep6HavestudentsworkingroupstofinishA3(2–3)onPage18.為后續(xù)任務(wù)進(jìn)行話題拓展和內(nèi)容鋪墊。5’GroupWorkStep7Havestudentsworkingroupstosummarizeandreorganizethekeyinformationaboutteenagers’mentalneeds.Canyoudiscussandfillintheblanksofthefollowingtableaboutteenagers’mentalneeds?（表格見課件）在鞏固文本結(jié)構(gòu)和內(nèi)容的過程中，掌握文本中的重點(diǎn)詞匯和語句。8’GroupWorkHomework1.Readthetextaloud.2.Finishtheworkbook.2’Book1Unit2Let’stalkteensReading2Strangersunderthesameroof?教學(xué)目標(biāo)Bytheendofthissection,studentswillbeableto:1.graspthetheme,outlineanddetailsofthearticle;2.infertheauthor’sattitudetowardsparentchildtensionsandpurposeofwriting;3.adoptapositiveattitudeandpracticalsolutionstodealwithreallifeparentchildtensions;4.appreciateandapplyrhetoricalquestionstotheirstoriesofparentchildtensions.教學(xué)重難點(diǎn)1.Toappreciateandapplyrhetoricalquestions;2.Toadoptapositiveattitudeandpracticalsolutions.教學(xué)過程步驟教學(xué)活動(dòng)設(shè)計(jì)意圖互動(dòng)時(shí)間&模式AppreciationStep1Havestudentsworkinsmallgroupstodiscussthefollowingquestions:A3(1)onPage18.1.Whatistheauthor’sattitudetoparentchildtensions?(Theauthorbelievesparentchildtensionsarenaturalandunavoidable.Hearguesthatthetwocausesofthesetensionsarethephysicalandmentalchangesthatteenagersgothrough.Althoughthechangescanbestressful,theauthorthinksthatteenagersandtheirparentscangetalongbetterbymunicatingwitheachother.Hebelievesthateverythingwillbefineintheend.)2.Whatistheauthor’spurposeofwritingthisarticle?(Tohelpteenagersrealizethatparentchildtensionsarenormalandinformthemofpossiblecausesandsolutionssoastohaveteenagersmentallypreparedtogothroughadolescenceassmoothlyaspossible.)3.Whatisthetoneofthearticle?(Itisinformal,casualandeasytoread.)4.Whydoestheauthorwriteinsuchawaytoaddressparentchildtensions?(Inthisway,itiseasierfortheauthortoconvinceusnottopanicwhenfacingparentchildtensionsandthatthingswillturnoutwelleventually.)進(jìn)一步追問文本整體的What、Why、How,引導(dǎo)學(xué)生深入理解作者的寫作態(tài)度、寫作動(dòng)機(jī)和語言風(fēng)格。10’GroupWorkClassWorkStep2Havestudentsworkingroupstofurtheranalyzethedetailsofthearticle.1.Whydoestheauthoruse“ontheotherhand”inLine20?(Bysayingthis,theauthormeansthatteenagershavetwokindsofmentalneeds.)2.Whatarethetwokindsofmentalneedsthatteenagershave?(Theyhaveanewdesireforindependenceandacontinuedneedfortheirparents’loveandsupport.)引導(dǎo)學(xué)生關(guān)注作者語言表達(dá)；啟發(fā)學(xué)生感知辯證看待問題的思維習(xí)慣和表達(dá)策略。5’GroupWorkConsolidationStep3HavestudentsanswerB3onPage19individuallyandthendiscussthefollowingquestionsinclass.Doyourparentsalwaysletyouknowtheyareproudofyou?Dotheyalwaysstandbyyounomatterwhatdecisionsyoumake?Dotheyloveyouthewayyouare?Canwestartthearticlewithagroupofdeclarativesentencesinsteadofquestions?Whichwayisbetterandwhy?(WecandosobutIbelieveitisbettertostartthearticlewithquestions.Notonlyareweattractedtothearticle,butwearemorewillingtotakeintheargumentsputforwardbytheauthor.)引導(dǎo)學(xué)生理解和掌握使用疑問句并制造反差，從而吸引讀者注意力的寫作手法。5’IndividualWorkApplicationStep4Havestudentspracticetheuseofnewwordsandphrases,andfinishB1onPage19andarelatedtaskindividually.Task:Ifyouweretheeditor,howwouldyoureplytothemom?(范文見課件Page8)幫助學(xué)生進(jìn)一步掌握、鞏固在語境中運(yùn)用文本所學(xué)詞匯的能力；創(chuàng)設(shè)回信語境，在語境中拓展話題相關(guān)詞匯，為本節(jié)課最后的寫作活動(dòng)熱身。8’IndividualWorkClassWorkExtensionStep5Havestudentsuserhetoricalquestionstopletethefollowingactivity.Haveyoueverhadaconflictwithyourparents?Firstfillinthefollowingtableandthenwritea150wordepisodeofoneconflictwithyourparents.Trytoaddauniquetitleandbeginthestorywithrhetoricalquestionstokeepreadersinterested.(表格和范文見課件Pages10–12)引導(dǎo)學(xué)生運(yùn)用使用疑問句并制造反差，從而吸引讀者注意力的寫作手法；運(yùn)用文本所學(xué)詞匯和語句，培養(yǎng)學(xué)生相關(guān)主題語境的書面表達(dá)能力；在真實(shí)情境中培養(yǎng)學(xué)生解決實(shí)際問題的能力。15’IndividualWorkClassWorkHomework1.FinishB1andB2onPage19.2.Finishtheworkbook.3.PerfectthewritinginStep5.2’Book1Unit2Let’stalkteensGrammarandusageSimple,poundandplexsentences教學(xué)目標(biāo)Bytheendofthissection,studentswillbeableto:1.categorizetheelementsofasimplesentence,apoundsentenceandaplexsentence;2.summarizethegeneralrulesofthethreekindsofsentencestructures;3.distinguishandchoosetherightsentencestructures;4.applyappropriatesentencestructuresinnewsituations.教學(xué)重難點(diǎn)1.Todistinguishthethreekindsofsentencestructures;2.TorecognizethedifferencesbetweenChineseandEnglishsentencestructures;3.Toapplysentencestructuresappropriately.教學(xué)過程步驟教學(xué)活動(dòng)設(shè)計(jì)意圖互動(dòng)時(shí)間&模式ExploringtherulesStep1Havestudentsdiscussthereasonsforunhappyscenesinfamilies.Whatcausesyoutoquarrelwithyourparents?(Theteachersummarizesasfollows:(1)Parentsexpecttoomuchofusandputgreatpressureonus.(2)Onesidewantstocontroltheotherside,soweoftenquarreloversometrivialthings.(3)Ifbothsideslacktheopportunitiestomunicatewitheachother,somemisunderstandingswillarisebetweenus.)2.Howcanyousolvethetroublesomeproblemswithyourparents?(Theteachersummarizesasfollows:(1)Iwillhaveachatwithmyfriendstogetsomesuggestions.(2)Nowadays,websitesarespringingup,andIwillturntoexpertsofrelevantwebsitesforhelp.(3)Iwillconsultmyteachers,becausetheycangiveususefulandpracticaladvice.)創(chuàng)設(shè)互動(dòng)情境，拉近溝通距離，激活學(xué)生已有的背景語言知識(shí)，引起學(xué)習(xí)興趣。5’GroupWorkClassWorkSummarizingtherulesStep2Havestudentsdistinguishandsummarizethefeaturesofthesixsentencesabove.(BothSentence1andSentence4aremadeupofoneindependentclausewhichhasonesubjectverbbination.BothSentence2andSentence5containtwomainclauses.BothSentence3andSentence6containonemainclauseandonesubordinateclause.)引導(dǎo)學(xué)生分析句子成分，自主發(fā)現(xiàn)句子結(jié)構(gòu)特色和規(guī)律，培養(yǎng)善于觀察、善于總結(jié)歸納的學(xué)習(xí)能力。5’IndividualWorkGroupWorkStep31.Havestudentsparethestructuresofasimplesentence,apoundsentenceandaplexsentencebyputtingtheminthefollowingtableaccordingtoPage20.2.Thenworkouttherulesandfillintheblanks.引導(dǎo)學(xué)生從課本所給文本中找到句型分類規(guī)律。5’IndividualWorkClassWorkApplyingtherulesStep4HavestudentsreadsentencesofPartB1onPage21andjudgethelogicalrelationshipsamongthem.Thenhavestudentsjoineachpairofsentencestoformpoundorplexsentences.創(chuàng)設(shè)單個(gè)語境，引導(dǎo)學(xué)生運(yùn)用所學(xué)規(guī)則，判斷句子內(nèi)部邏輯關(guān)系，自主構(gòu)造并列句和復(fù)合句。10’IndividualWorkStep5HavestudentsreadabouttheTeresa’sproblemwithherparentsinPartB2andpletetheconversation:(1)because(2)unless(3)why(4)that(5)but(6)If(7)how(8)andHavestudentsanswerthefollowingquestions:1.What’sTeresa’sproblemwithherparents?(Teresa’sparentsalwayspareherwithherfriendsandarenotsatisfiedwithherperformances.)2.What’sJack’ssuggestion?(HesuggestsTeresashouldhaveasinceretalkwithherparents.)創(chuàng)設(shè)對(duì)話語境，引導(dǎo)學(xué)生關(guān)注交際中語言內(nèi)部的邏輯聯(lián)系，進(jìn)而選用恰當(dāng)?shù)倪B接方式連接句子。5’IndividualWorkClassWorkStep6HavestudentsroleplayaconversationbetweenTeresaandherparent(s),usingsimple,poundandplexsentences.（示例見課件）引導(dǎo)學(xué)生根據(jù)提示自主創(chuàng)設(shè)語境，提升綜合、靈活運(yùn)用所學(xué)語言知識(shí)的能力，培養(yǎng)創(chuàng)新思維。8’GroupWorkStep7Havestudentsworkingroupstoanalyzethesentencestructuresgiven.鞏固第一和第二單元所學(xué)語法規(guī)則，為后續(xù)語法知識(shí)學(xué)習(xí)打好基礎(chǔ)。5’GroupWorkHomeworkFinishtheworkbook.2’Book1Unit2Let’stalkteensIntegratedskills1Givingadviceonparentchildrelationships教學(xué)目標(biāo)Bytheendofthissection,studentswillbeableto:1.identifytheproblemswiththeirparentsandseeksolutions;2.analyzethefeaturesofaformaladviceletter.教學(xué)重難點(diǎn)1.Tologicallyidentifytotheproblemswiththeirparents;2.Toseeksolutionstheproblemswiththeirparents.教學(xué)過程步驟教學(xué)活動(dòng)設(shè)計(jì)意圖互動(dòng)時(shí)間&模式ReadingStep1Havestudentstickthepossibleteenagers’andparents’problems.Teenagers’

problems□blameparentsforeverything□shoutatparentsandsaysomemeanthings□beimpatienttotalkwithparents□spendmuchtimeinfrontofaputer□turnadeafeartowhatparentssay□losetemperbecauseofhighpressureParen

s’problems□quarreloverunimportantthings□forceyoutostudyallthetime□beeagertoknowwhat’sonyourminds□buywhateveryoulike□alwaysmakedecisionsforyou□attachimportancetoexaminationresults□ignoreyourinnerthought

創(chuàng)設(shè)情境，拉近溝通距離，激活學(xué)生已有知識(shí)，引發(fā)學(xué)習(xí)興趣。5’GroupWorkClassWorkStep2HavestudentsreadPartAonPage22andanswerthefollowingquestion:Whatinformationdothepartsofthreeemailsconvey?(Conflictsoftenarisebetweenparentsandteens.)閱讀文本，引導(dǎo)學(xué)生運(yùn)用skimming和scanning閱讀策略提取信息，歸納總結(jié)文本主旨。10’IndividualWorkGroupWorkStep3HavestudentsdescribeeachproblemmentionedinPartAonPage22inonesentence.培養(yǎng)學(xué)生概括文本的語言運(yùn)用能力。5’IndividualWorkListeningStep4HavestudentslistentotherecordingaboutCynthia’sreplytoRebecca’semailandcirclethecorrectwordstopletethesentencesinPartB1onPage23.創(chuàng)設(shè)情境，在聽錄音材料的過程中培養(yǎng)學(xué)生的交際能力。5’IndividualWorkGroupWorkStep5HavestudentslistentoCynthia’sreplyagaininPartB2onPage23andpletethenotesbelow.根據(jù)聽力文本，引導(dǎo)學(xué)生學(xué)習(xí)掌握語境相關(guān)詞匯。5’IndividualWorkClassWorkStep6Havestudentsanswerthefollowingquestion:HowcanRebeccagetalongwellwithhermother?(Shecantalktohermotheraboutherinterestandthereasonsforit.Shealsoshouldputherselfinhermother’sshoes.)通過設(shè)問，激發(fā)學(xué)生關(guān)于解決親子問題方法的思考，培養(yǎng)學(xué)生解決問題的能力。5’IndividualWorkGroupWorkSpeakingStep7Havestudentsdiscussthefeaturesofaletterofadvice.Whatarethefeaturesofaletterofadvice?(Itshouldstartbyshowingyourunderstanding.Itoffersseveralpiecesofadvicetohelpsolvetheproblem.Theendofthelettershouldhaveapositivemessagewhichwillcheerupthepersonyouarewritingto.)讓學(xué)生通過口頭討論，了解正式書信體的寫作風(fēng)格和基本結(jié)構(gòu)，引導(dǎo)學(xué)生掌握建議信的寫作目的和寫作方法；激發(fā)學(xué)生思考，培養(yǎng)學(xué)生口頭表達(dá)能力。8’IndividualWorkHomework1.Finishtheworkbook.2.Prepareforthewritingtaskinthenextperiod.2’Book1Unit2Let’stalkteensIntegratedskills2Givingadviceonparentchildrelationships教學(xué)目標(biāo)Bytheendofthissection,studentswillbeableto:1.summarizethefeaturesofaformaladviceletter;2.writeaformaladviceletterabouthelpingrelievetheteenagers’pains.教學(xué)重難點(diǎn)1.Toapplythefeaturesofaformaladviceletterappropriately;2.Towriteaformaladviceletter.教學(xué)過程步驟教學(xué)活動(dòng)設(shè)計(jì)意圖互動(dòng)時(shí)間&模式WritingStep1HavestudentstalkabouthowtoreplytoSimon’sorLaura’semailinPartA.Whateffectivewayscanyouusetostartadiscussion?(Youcanstatethetopicdirectly,inviteyourpartnertogivehis/heropinionbyaskingquestionsandtrytoaskopenendedquestions.)創(chuàng)設(shè)情境，在運(yùn)用聽、讀等理解性技能的基礎(chǔ)上，向說、寫等表達(dá)性技能過渡。3’GroupWorkStep2Havestudentstalkabouttheadvicegiventoteensandparents.（答案見課件） 引導(dǎo)學(xué)生通過思考、討論、合作，構(gòu)思寫作內(nèi)容，培養(yǎng)自主探究、自主創(chuàng)作的能力。5’GroupWorkStep3Havestudentsdiscussthefollowingquestion:Howaretheproblemssolved?(Byputtingyourselfinyourparents’place/putyourfeetintotheirshoes.)引導(dǎo)學(xué)生總結(jié)寫作的主旨，讓他們了解文本寫作必須圍繞主旨展開。2’GroupWorkStep4HavestudentsroleplayaconversationbetweenSimon/LauraandCynthia,usingtheideasofPartConPage24.通過對(duì)話訓(xùn)練，引導(dǎo)學(xué)生加強(qiáng)語言組織能力。5’GroupWorkStep5Havestudentsfinishtheemailindividually.TheycanrefertoPlanningyourwritinginPartDtoguidetheirwritingintermsoftexttype,structureandlanguage.通過當(dāng)堂寫作活動(dòng)，鼓勵(lì)學(xué)生在創(chuàng)作建議信中運(yùn)用創(chuàng)新思維，大膽表達(dá)自己的觀點(diǎn)。14’IndividualWorkClassWorkStep6Havestudentschecktheirwritingsaftertheyfinishandexchangedraftswiththeirpartnersforpeerreview.在合作中，培養(yǎng)學(xué)生對(duì)語言細(xì)節(jié)的認(rèn)知和良好的思維習(xí)慣。6’GroupWorkStep7Havestudentssharetheirwritingsinclassandevaluatewhichemailtheyappreciatemost.培養(yǎng)學(xué)生互助、合作、欣賞、批判的能力。8’ClassWorkHomeworkPerfectthewriting.2’Book1Unit2Let’stalkteensExtendedreadingMamaandHerBankAccount教學(xué)目標(biāo)Bytheendofthissection,studentswillbeableto:1.locateanddescribesomespecificinformationrelatedtothestory;2.summarizethestorybasedonthemainpointsandkeyideasinthetext;3.describeandsharetheirpersonalexperiencesaboutparentchildrelationship.教學(xué)重難點(diǎn)1.Toappreciatesomespecificwordsusedbytheauthorandinfertheauthor’sattitude;2.Tosummarizethestory;3.Tosharetheirpersonalexperiencesinspiredbythestory.教學(xué)過程步驟教學(xué)活動(dòng)設(shè)計(jì)意圖互動(dòng)時(shí)間&模式ReadingStep1Havestudentslookatthetitleandillustrationsinthetextandtrytopredictwhatwouldhappeninthetext.Todaywe’regoingtoreadastoryaboutamother’sloveforherchildren.Wouldyouguesswhatmighthappeninthestorybasedonthetitleandillustrationsof“MamaandHerBankAccount”?(Mamasavesalotofmoneyinherbankaccountandmakesfulluseofthissumofmoneytoinvest.Mamacanoffergoodlivingconditionstoherchildrenandletthemenjoyahappylife.)引導(dǎo)學(xué)生通過閱讀標(biāo)題與插圖進(jìn)行內(nèi)容預(yù)測(cè)，激發(fā)學(xué)習(xí)興趣、激活背景知識(shí)，為創(chuàng)設(shè)閱讀語境做好鋪墊。3’IndividualWorkStep2Havestudentsgothroughthepassageasquicklyaspossibleandchecktheirpreviousprediction.DoesMama’sbankaccountexist?(No.Mamatoldalie.)引導(dǎo)學(xué)生帶著預(yù)測(cè)閱讀文本，從文中提煉主要信息，并與預(yù)測(cè)進(jìn)行比對(duì)，從而提高對(duì)文學(xué)作品的認(rèn)知。5’ClassWorkStep3Havestudentslearnthebasicelementsofashortstorytounderstanditwell.Doyouknowwhatashortstoryconsistsof?(Fivekeyelementsgointoeveryshortstory:

setting,character,plot,conflictandtheme.1.Thesettingofashortstoryisthetimeandplaceinwhichithappens.Authorsoftenusedescriptionsoflandscape,scenery,buildings,seasonsorweathertoprovideastrongsenseofsetting.2.Acharacterisaperson,orsometimesevenananimal,whotakespartintheactionofashortstoryorotherliterarywork.3.Aplotisaseriesofeventsandcharacteractionsthatrelatetothecentralconflict.4.A?conflict?is?a?struggle?between?opposing?characters?or?forces.5.Thethemeisthecentralideaorbeliefinashortstory.)從“故事”這一文體入手，把握其五要素，逐個(gè)剖析故事的背景、人物、情節(jié)、沖突、主題。4’ClassWorkStep4Havestudentsreadthestoryagainandplete