Unit1 Teenage Life Reading for Writing教案-2023-2024学年高中英语人教版（2019）必修第一册

U1 Teenage Life Reading for Writing 教案 教材分析： 本课时的主题是“write a letter of advice”写一封建议信。首先阅读一封青少年咨询师Susan Luo写给一位因朋友沉迷电脑游戏而担忧的青少年的建议信。这是一封比较正式的书信，包括日期、称呼、正文、结尾和签名。这封建议信使用了不同的建议表达法，例如“I recommend that ...” “I think you should...” “Why not...?”等。学生需掌握建议信的基本框架和语言特点，独立地写出一封结构清晰、逻辑连贯的建议信。 教学策略与设计说明： 采用过程性写作法(Process-based writing)，从提高学生写作兴趣出发，头脑风暴，收集、组织信息，列提纲，打草稿，编辑，修正到校对，整个写作过程是教学的中心，让学生体验到写作的交际性和真实性。 教学目标： 在本课学习结束时，学生能够： 1. 语言能力上，掌握和恰当运用表达建议的结构，如“I recommend that..., I think you should..., why not...”，习得重点单词和词组，如“behavior, generation, be attracted to, be addicted to...”。 2. 思维品质上，理性分析青少年问题，提出合理解决措施并给出原因；客观分析和评估同伴的作品，提出修改意见。 3. 文化意识上，熟悉信件写作的基本思路，了解国外不同的思维方式。 4. 学习能力上，熟悉并掌握建议信的常见结构和语言特点，写出一封结构清晰，语言简练，逻辑连贯的建议信。 教学重点： 1. 学生能够掌梳理和掌握建议信的基本框架和语言特点； 2. 学生能够写出一封结构清晰、逻辑连贯的建议信。 教学难点： 1. 学生梳理建议信的框架和内容，清晰地表达建议并给出原因； 2. 学生用批判的眼光思考青少年问题，提出解决问题的方法。 教学资源： 教材、多媒体课件、黑板与粉笔。 教学过程： 步骤 教学活动 设计意图 时间与模式 Step 1 Lead-in: T raises the question “Have you written a letter of advice? When and why?” Suggested answers: Last week, my friend Lin Hao had trouble in learning math and he felt really upset. So, I wrote a letter to give him some advice. (T encourages Ss to share their own experiences. Then T presents a lovely picture saying “How can I give advice?”) 创设问题情境，激活学生的已有知识和经验，引入主题。 2’ CW Step 2 Read and discuss: 1. Ss read the letter and answer the following questions: (1) What is Worried Friend's problem? (2) Do you think Ms Luo's advice is useful? Why or why not? (3) What other kinds of advice would you give? Suggested answers: (1) His friend, Chen Lei, plays computer games too often and spends too much time online. (2) Yes, it is. Because it's always good to talk to a friend about his problems and offer some advice. / No, it isn't. Because your friend won't listen to you. (3) I would encourage Chen Lei to learn computer programming. He might become an expert in that field when he is older, because he is so interested in computer games that he will design a great game one day. 语言输入阶段，