Unit3TheInternetperiod4readingforwriting教學(xué)設(shè)計課題Writeablogpost單元Unit1學(xué)科English年級高一教材分析Thearticleisnotlong,buttherearemanynewwords,whichiseasytoformstudents'dyslexia.Thegenreisthenetworkblog,popularamongstudents,thetopicisaboutnetworksecurity,reallyrelatedtostudentlife.Thelanguageissimplebutdistinctive.Thegoalofthislessonistocreateaclearframeworkforwritingthatwillbefirmlyintheirmindwhenyoufinishtheclass.Thekeyanddifficultpointsareclear.Thekeyishowtoenrichthemiddleparagraphs.Throughunderstandingthelanguageandcontent,thestudentscanmastertheimperativesentencewritingstyleofthesuggestedblogdirectly.Thehighlightliesintheclearchainofquestions,whichmakesthearticlecohesiveandcompact,sothatstudents'thinkingcanbeexercised,andgraduallymovefromshallowlevelactivitiestodeeplevelactivities.Inthisclass,thecompositionframeworkisclear,butwhendealingwiththecontentofthearticle,becausethecontentofthearticleisrelativelysimple,youcanask"Howcantheauthormakehisexpressionmoreconvincing?Inthisway,studentscanbeguidedtothinkaboutlanguage,contentandsignificance.學(xué)情分析Throughthefirstandsecondperiodsofthisunit,studentshaveaccumulatedexpressionsaboutonlineactivitiesandthenecessityofhowtousesuitableapps.Basedonwhattheyhavelearnt,studentsareintendedtosortoutandsummarizethestructureandlanguagefeaturesthroughteacher'squestions,groupcooperationanddiscussion.Thenusethecommonmethodsofnewswriting,newsnotesinthebookandaccumulatedlanguagetowrite.學(xué)習(xí)目標與核心素養(yǎng)LanguageabilityStudentsareexpectedtowriteablogpostaboutsuggestionsonprotectingonlinesafety;Studentsareexpectedtoviewinformationonlinemorecriticallyandobjectively；Studentswillbeawareoftheimportanceofprotectingonlinesafetyandbeingpolite;Studentsareexpectedtoscanthepassageandgetthebasicstructureandlanguagefeatureoftheblogpost.LearningabilityCulturalawarenessThinkingqualities重點Stimulatestudentstohaveagoodunderstandingofhowtowriteablogpost.難點Cultivatestudentstowriteablogpostwiththecorrectstructureandtheproperlanguage.教學(xué)方法PWPmode;Theactivity-basedlearningapproachtoEFL;CAI(ComputerAssistedInstruction);Cooperativelanguagelearning;Process-writing教學(xué)過程教學(xué)環(huán)節(jié)教師活動學(xué)生活動設(shè)計意圖讀前準備及導(dǎo)入新課StepILeadinQuestionsanddiscussion:DoyouknowWhatisablogpost?MyfriendTomwascheatedofmoneyontheInternet.CanyougivehimsomeadvicetohelphimstaysafeonlineandavoidbadexperiencesontheInternet?Aftergettingtheinformationandthemeaningofthenewwords,answerthequestions.Arousetheirinterestinthetopicandexpandtheirhorizonsandsparktheirinterest.讀中環(huán)節(jié)Activity1:Readthetextquickly,findtheanwerstothefollowingquestionsandreadforthestructure.Whatisit?Howmanypartsdoseithave?Howmanyparagraphsdosetheblogparthave?Activity2:Readforwritingmethodsandlearnhowtowrite.1)Whatguidelinesdoestheauthorprovideforstayingsafeonline?2)Whoaretheonlinetroublemakerstheblogpostmentions?3)DoyouhaveanymoretipsforhowtosurftheInternetsafety?Shareyourideaswithapartner.Activity3:Readforthelanguage.Whatwordsandphrasesdoesthewriterusetoorganisetheinformationinthesecondparagraph?Whatnewwordsareexplainedinthetext,andhow?Howdoesthewriterendthepost?Activity4:SummarizeSkimthetextandreadthepassagequickly,findingoutthemainideaandidentifythestructureofthetext.Studentsmasterthecontentofthewholepassageandareabletolearnaboutthewritingskills.Underlinethelinkingwordsthatthewriterusestomakethetextmorelogical.Outlinethestructure.Byskimmingthepassage,theycangraspthemainideaandstructure.Familiarizestudentswithanalysisskills.Introducethewritingtipsforareport.Ssareabletowritewiththehelpofwordsandexpressionslearntfromthepassage.Thesummarycanhelpstudentstowritelogically.讀后環(huán)節(jié)Activity1:Writeontheirown.Theteacherwillaskstudentstotranslatethesentencesaccordingtowhattheylearnedintheclass.Askstudentstoexchangetheirdraftstogivefeedback.Inviteseveralstudentstomakeapresentation.Workingroupstotranslatethesentencesbyusingwhatthey