人教新目标 (Go for it) 版Unit 1 How can we become good learners.Section A教案

How Can We Express Our Ideas?

课型：Writing                 课时：Period 1

一、   教学目标：

1.写作技能目标：

学完本节课，学生学会自由地发表自己的观点；学生学会以篇章形式并有逻辑性地表达自己的观点。

2.过程与方法目标：

在学生思维品质方面，学生敢于提出个人见解，并学会用批判性思维分析问题，达到语言沟通、交流的效果。通过集思广益、小组合作、讨论、展示、示范等活动方式，学生在课堂活动中积极参与，气氛活跃，充分展示写作训练的成果。

3.情感态度价值观目标：

通过本节课的学习，学生学会有批判性地、有逻辑性地表达自己的观点，建立批判性思维的意识。

二、   教学重、难点：

1.教学重点：

学生勇于发表自己对同一个人或者同一件事物的观点，学生能够以篇章形式并有逻辑性地表达自己的观点；学生愿意创新，学会用批判性思维分析问题。

2.教学难点：

1）逻辑性词汇的恰当引入时机。

2）批判性思维的合理引导。

3）小组讨论、合作学习及成果展示等环节的科学性安排。

三、教具准备：

实物展示台、PPT、课堂量表、幻灯片切换笔或者无线鼠标。

四、教学流程：

Step one: Greetings

T: Good morning, my little ladies and gentlemen!     Ss: Good morning, Mr. Liu!

T: Sit down, please!         Ss: Thank you!         T: You’re welcome!

设计思路：配合肢体语言，与学生良性互动，为学习内容的推进做好兴趣和自信方面的调动。

预期目标：师生互相问好，以良好的情绪，激发学生兴趣，促进学生自信心的树立。

Step two: Lead-in (Topic one: the story of Yu Gong/ Yu Gong moves a mountain)

T: Now, look at this picture. Do you know anything about this old man?

Ss: Yu Gong.         T: Yes, you are clever. He is Yu Gong.

T: Do you know his story?      Ss: Yes.

T: Who can say something about it?       S1: He moved the mountains.      S2: He has many children.        S3: The Gods helped him out.    Ss:…

T: What do you think of his story?

S1：It’s interesting.

T：Maybe you can say “I think it’s interesting, I believe…in my opinion…as far as I know…”

If you want to express your ideas, you can say: think it’s …I believe…in my opinion…as far as I know…or any other ways can you say?

S1: I agree...     S2: I disagree…    S3: I’m sure that…    S4: it is + adj.+ to do    S5:…

T: So I ask you again: What do you think of this story and how do you like Yu Gong.

Ss:...

T: You have different ideas on the same thing. You are great! Just now, some students said” the story is interesting”, some students said “it’s …”. Different people have different ideas. (Lead students into the listening part) Wang Ming and Claudia are also talking about the story of Yu Gong. What do they think of the story? Do they have the same ideas? Listen!

T: Do they have the same ideas?        Ss: No!

T: What do they think of the story? Open your books, and look at page42 2d. Let’s have a group discussion. Read the conversation/dialogue, find the information and fill in the chart. 2 minutes. Go!

Two minutes later：T: What does Wang Ming think of the story? What did he say?   Ss:…  T: He also gives detailed explanations. What did he say? Ss:…  Then, how about Claudia? What does Claudia think of the story?

T: Let’s see whether you are right or wrong?

T: Different people have different ideas on the same thing. When I read the story of Yu Gong, I also have my own ideas. Look at it, Let’s read my ideas together with me.

T: Pay attention to the red words and blue words. I can use different ways to express my ideas, I also use logical words. Do you know how to write?

Ss: Yes.  

T：So, today we are going to talk about this: How can we express our ideas?

设计思路：让学生更多地说说愚公移山的故事，哪怕是一句、二句都可以, 引导学生会用I think…I believe…I’m sure that…I agree/ disagree… it is +adj.+ to do sth等能够表达个人观点的词汇或者句型结构，充分进行语言输入。由听力部分：Wang Ming和Claudia对愚公移山故事持不同意见，引出different people have different ideas。由老师的范文，引出本堂课的写作话题。

预期目标：通过这些问句交流可以与学生开始展开互动。这个环节老师最好还要引导学生有更多的语言输入。比如：think、believe、if、I’m sure等的语言输入。启发学生敢于提出个人见解，并学会用批判性思维分析问题，达到语言沟通、交流的效果。引出本堂课的写作话题自然、顺畅。

Step three: topic two (open a supermarket in our school)

T: Look, there is going to be a supermarket in our school. Someone suggests opening the supermarket. Is it good?

Ss: Yes! (此处，容易出现学生的观点往一边倒的现象)

（如果问到学生是否开商店，Is it good? Is it bad? 学生们出现一边倒，都同意了怎么办？老师可以追问一句，Do all of you say” yes”, all of you? 防止学生都随大流，如果学生依然说Yes, 老师就追问：Why? 先让学生说出观点，老师不随意亮观点，老师只讲典型的，让学生认真想想再进行讨论。T: I don’t have the same ideas with you. I think…,这时候再亮明老师的观点，问学生：Do you agree?/ Is it right?  Yes?   Ss: yes!）

T: What do you think of the suggestion? Do you agree to open a supermarket in our school? If you agree, what do you say? 开展学生的brainstorm(口头上集思广益)，同理类推T: If you disagree, what do you say?

T: Wow, some say “agree”, some say “disagree”. Let’s have a group discussion. List your ideas in the chart. Did you get this chart?   Ss: Yes!  T: OK, the words and expressions here may help you. 3 minutes. Go!

Three minutes later, T: Time to give a report. Who can share with us?

Ss: … 检测4组左右，试探学生的观点是否广泛、是否有创意。

T: You are super/great!

T: Time to put your ideas together and make it into your writing. Write it down on this paper. 6 minutes. Go!

6 minutes later，通过展示台展示学生作品并批改。(展示2-3位学生作品)

T: A good article! But if you put these logical words into your article, I believe it will be much better. 此处要用到实物展示台： 此时，老师呈现自己的作品（老师的范文尽量避开：agree、disagree. 可以是I think it’s a good idea…/ a little bit…）。T：I also have my own ideas about this suggestion, let’s see.     T: Read it together with, OK? 呈现老师作品，指导学生用好逻辑词，T: So you know how to express your ideas logically, Yes?     Ss: Yes!    T: So, I suggest giving you another two minutes to rewrite or correct your article, OK?    Ss: OK!   T: Go! 并要求学生再给2分钟重写（rewrite your writing or correct your writing with your desk mate）, 然后接着展示4-6人作品 (学生自己朗读自己的作品)。

设计思路：开校园超市有利有弊，老师引导学生开展讨论和小组合作认真进行分析，避免出现学生的观点一边倒的现象。写作过程中老师的范文发挥着示范、引领作用，学生在展示与互批的实践中，初步学会以篇章形式并有逻辑性地表达自己的观点。

预期目标：通过集思广益、小组合作、讨论、展示、示范等活动方式，学生在课堂活动中积极参与，气氛活跃，充分展示写作训练的成果。学生学会有批判性地、有逻辑性地表达自己的观点，建立批判性思维的意识。学生初步学会在半开放式的条件下，以篇章形式并有逻辑性地表达自己的观点。

Step four: topic three (delay the class)

老师故意做看表姿势，T：Wow! How time flies! We don’t have enough time to share all of our writing. Well (停顿一下), I always want to teach you more, you know, but I sometimes delay the class.（切换到拖堂话题的画面）T: You know: delay the class(呈现短语的汉意画面)?  Ss: 拖堂。

T: Is it good?/right?/suitable? (该部分，老师向全班展开集体互动，进行集体讨论，以口头讨论、提醒为方式)

如果学生不说或者不会表达生词，老师顺势引导：一方面：Do you think delaying the class is good? Why or why not? Do you need to take breaks? Do you need to prepare for the next class? T: What else do you have to do during breaks? Do you need to go to WC? Do you need to eat or drink something? Do you need to go to the teachers’ office?  Ss:…   另一方面：Teachers will teach us more.

互动讨论完毕后，老师布置学生开始写。T: Now, 3 minutes for you to write down your ideas logically, and then express it to me. Go!

展示完毕1-2人学生观点，老师即刻收回内容，准备布置作业。(假设学生没有用上逻辑词，在展示第一位学生作品时，老师可以提示他：first, next,…)

设计思路：老师放开话题，学生集思广益，学会有逻辑性、有批判性地发表自己的观点。以篇章形式呈现学生个人见解，机动灵活地布置家庭作业。

预期目标：学生学会在完全开放式的条件下，以篇章形式并有逻辑性、有批判性地表达自己的观点。

Step five: Homework

T: It’s a pity that time is limited. We don’t have enough time to share our writing. So here is my email address. Please send your writing to my email after class. I will read and think carefully about your ideas. And that is your today’s homework.

T: Thank you! Goodbye, everybody!                Ss: Goodbye!

设计思路：作业机动、灵活。教会学生表达个人观点的写作思路。

预期目标：学生勇于发表自己对同一个人或者同一件事物的观点，学生能够以篇章形式并有逻辑性地表达自己的观点；学生愿意创新，学会用批判性思维分析问题。

板书设计：

教学反思：

附录：

范文1：I think it is really interesting and educational. First, Yu Gong was brave and hard-working. He kept trying and never gave up. Next, I believe that the mountains won’t grow, they will be moved away one day. Finally, I’m sure that the story is trying to show us that anything is possible if I work hard! So, I don’t think Yu Gong was a little bit silly, he was a clever man instead.

范文2：I don’t think it’s a good idea to open a supermarket in our school. First, the junk food is bad for my health. Sometimes, I can’t listen to the teacher carefully in class because I always think about buying something to eat. Next, it will waste my money. I should save the money because my parents are not easy. Then, the things I bought are usually more expensive than those out of my school. Finally, some students like to throw the plastic bags everywhere. It will be dirty. So I believe if there is going to be a supermarket in our school, I’m sure the students will be crazy.