Unit 2 Let's talk teens_Integrated skills_1 教案
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| 名称 | Unit 2 Let's talk teens_Integrated skills_1 教案 |  | |
| 格式 | doc | ||
| 文件大小 | 46.1KB | ||
| 资源类型 | 试卷 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-09-23 08:39:42 | ||
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中小学教育资源及组卷应用平台
Book 1 Unit 2 Let’s talk teens
Integrated skills 1
Giving advice on parent-child relationships
教学目标
By the end of this section, students will be able to:
1. identify the problems with their parents and seek solutions;
2. analyze the features of a formal advice letter.
教学重难点
1. To logically identify to the problems with their parents;
2. To seek solutions the problems with their parents.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Reading
Step 1 Have students tick the possible teenagers’ and parents’ problems. Teenagers’
problems □ blame parents for everything □ shout at parents and say some mean things □ be impatient to talk with parents □ spend much time in front of a computer □ turn a deaf ear to what parents say□ lose temper because of high pressureParen
s’ problems□ quarrel over unimportant things□ force you to study all the time□ be eager to know what’s on your minds□ buy whatever you like□ always make decisions for you□ attach importance to examination results□ ignore your inner thought
创设情境，拉近沟通距离，激活学生已有知识，引发学习兴趣。 5’ Group Work Class Work
Step 2 Have students read Part A on Page 22 and answer the following question: What information do the parts of three emails convey (Conflicts often arise between parents and teens.) 阅读文本，引导学生运用skimming和scanning阅读策略提取信息，归纳总结文本主旨。 10’ Individual Work Group Work
Step 3 Have students describe each problem mentioned in Part A on Page 22 in one sentence. 培养学生概括文本的语言运用能力。 5’ Individual Work
Listening
Step 4 Have students listen to the recording about Cynthia’s reply to Rebecca’s email and circle the correct words to complete the sentences in Part B1 on Page 23. 创设情境，在听录音材料的过程中培养学生的交际能力。 5’ Individual Work Group Work
Step 5 Have students listen to Cynthia’s reply again in Part B2 on Page 23 and complete the notes below. 根据听力文本，引导学生学习掌握语境相关词汇。 5’ Individual Work Class Work
Step 6 Have students answer the following question: How can Rebecca get along well with her mother (She can talk to her mother about her interest and the reasons for it. She also should put herself in her mother’s shoes.) 通过设问，激发学生关于解决亲子问题方法的思考，培养学生解决问题的能力。 5’ Individual Work Group Work
Speaking
Step 7 Have students discuss the features of a letter of advice. What are the features of a letter of advice (It should start by showing your understanding. It offers several pieces of advice to help solve the problem. The end of the letter should have a positive message which will cheer up the person you are writing to.) 让学生通过口头讨论，了解正式书信体的写作风格和基本结构，引导学生掌握建议信的写作目的和写作方法；激发学生思考，培养学生口头表达能力。 8’ Individual Work
Homework 1. Finish the workbook. 2. Prepare for the writing task in the next period. 2’
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Book 1 Unit 2 Let’s talk teens
Integrated skills 1
Giving advice on parent-child relationships
教学目标
By the end of this section, students will be able to:
1. identify the problems with their parents and seek solutions;
2. analyze the features of a formal advice letter.
教学重难点
1. To logically identify to the problems with their parents;
2. To seek solutions the problems with their parents.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Reading
Step 1 Have students tick the possible teenagers’ and parents’ problems. Teenagers’
problems □ blame parents for everything □ shout at parents and say some mean things □ be impatient to talk with parents □ spend much time in front of a computer □ turn a deaf ear to what parents say□ lose temper because of high pressureParen
s’ problems□ quarrel over unimportant things□ force you to study all the time□ be eager to know what’s on your minds□ buy whatever you like□ always make decisions for you□ attach importance to examination results□ ignore your inner thought
创设情境，拉近沟通距离，激活学生已有知识，引发学习兴趣。 5’ Group Work Class Work
Step 2 Have students read Part A on Page 22 and answer the following question: What information do the parts of three emails convey (Conflicts often arise between parents and teens.) 阅读文本，引导学生运用skimming和scanning阅读策略提取信息，归纳总结文本主旨。 10’ Individual Work Group Work
Step 3 Have students describe each problem mentioned in Part A on Page 22 in one sentence. 培养学生概括文本的语言运用能力。 5’ Individual Work
Listening
Step 4 Have students listen to the recording about Cynthia’s reply to Rebecca’s email and circle the correct words to complete the sentences in Part B1 on Page 23. 创设情境，在听录音材料的过程中培养学生的交际能力。 5’ Individual Work Group Work
Step 5 Have students listen to Cynthia’s reply again in Part B2 on Page 23 and complete the notes below. 根据听力文本，引导学生学习掌握语境相关词汇。 5’ Individual Work Class Work
Step 6 Have students answer the following question: How can Rebecca get along well with her mother (She can talk to her mother about her interest and the reasons for it. She also should put herself in her mother’s shoes.) 通过设问，激发学生关于解决亲子问题方法的思考，培养学生解决问题的能力。 5’ Individual Work Group Work
Speaking
Step 7 Have students discuss the features of a letter of advice. What are the features of a letter of advice (It should start by showing your understanding. It offers several pieces of advice to help solve the problem. The end of the letter should have a positive message which will cheer up the person you are writing to.) 让学生通过口头讨论，了解正式书信体的写作风格和基本结构，引导学生掌握建议信的写作目的和写作方法；激发学生思考，培养学生口头表达能力。 8’ Individual Work
Homework 1. Finish the workbook. 2. Prepare for the writing task in the next period. 2’
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）
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