译林版（2019）必修 第二册Unit 4 Exploring literature Integrated skills (Ⅱ) 教学设计
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| 名称 | 译林版（2019）必修 第二册Unit 4 Exploring literature Integrated skills (Ⅱ) 教学设计 |  | |
| 格式 | doc | ||
| 文件大小 | 39.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-01-13 10:55:39 | ||
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Unit 4 Exploring literature
Integrated skills (Ⅱ)（教学设计）
I. Learning objectives
By the end of the lesson, students will be able to:
1. talk about different types of books;
2. use some expressions to make recommendations;
3. write a letter to the school library to recommend books;
4. work with partners to check and improve the writing.
II. Key competence focus
Write a letter to the school library to recommend books.
III. Predicted area of difficulty
1. Convey the ideas clearly.
2. Write the letter properly.
IV. Teaching procedures
Step 1 Revision
T helps the Ss to recall the knowledge of types of books by asking questions:
What types of literature were introduced in the last class
What are the features of each type
Which type(s) is/are more popular
Which type(s) is/are less popular
【设计意图：通过设问，唤醒学生上堂课所学内容，为下文推荐书目做铺垫。】
Step 2 Lead-in
1. T arouses Ss’ interest by introducing the setting and asking some relevant questions.
T: From part B, we know that the library is going to add 200 new books next month, and the librarian is asking for suggestions on what books to buy. Are you looking forward to the new books What types of books do you want the library to buy
2. T offers Ss some useful expressions for their discussion.
T: Before you start discussing about the types of books that you want to recommend, let’s learn some useful expressions about making recommendations first.
I’d recommend/suggest ...
If you ask me, I’d pick/choose/go for ...
I believe ... would be a better choice.
I think ... would be better/more effective than ...
My favourite books are ..., to name a few.
【设计意图：通过提问引出情境和话题；带领学生学习相关句型表达，为下面对话活动的顺利开展做准备。】
Step 3 Talking in pairs
1. T asks Ss to have a discussion in pairs about the types of books that they think the school library should buy and provides Ss with the ideas below to help them.
Types of books you want the library to buy
Reasons for recommending each type
Examples of each type of book
2. T gives an example of how to start the talk.
A: Our school library is going to add 200 new books next month. What types of books do you want to recommend to the librarian
B: If you ask me, I’d choose …, because ...
...
3. Ss talk in pairs about types of books they want the library to buy. Then T asks some Ss to present their discussion contents in class.
T: All of you have shared your ideas with your partner. Now, it’s time for some groups to share your ideas with us. When your classmates are sharing their ideas, the rest of you are suggested to focus on the types they prefer and the reasons they give.
【设计意图：通过对话，让学生有机会运用在Step 2中所学习的句型表达，并在实践中学会清晰地表达自己的观点，为接下来的写作做好铺垫。另外，鼓励学生大胆对话，有助于提高学生的口语交际能力并培养他们的自信心。同时提醒学生要注意听其他同学所讲的内容，为下文写作做铺垫。】
Step 4 Writing a letter to the library to recommend books
Brainstorming
T asks Ss to finish the table shown on the slide.
Planning
T shows Ss some key points before writing in terms of the structure, the format, and the language.
Learning about the structure
T: When writing a formal letter to recommend books, you can follow the structure below:
Begin by clearly stating the purpose of the letter.
Expressions of stating the purpose
* I am writing to recommend ... to you.
* I take great pleasure in recommending ... to you.
* Knowing that ..., I strongly recommend ... to you.
* It is with a great pleasure that I recommend ... to you.
Explain what types of books you want to recommend and the reasons.
Expressions of explaining types of books you recommend and the reasons
* The type of books I would like to recommend is ...
* It is because ...
* The reasons are as follows.
* The reason why I recommend ... is that ...
* There are several reasons why I think ... is a good choice.
End the letter by stating the result you wish to see.
Expressions of stating the result
* I hope my recommendation will be of great help to you.
* I would be grateful if you could consider my recommendation.
* I would appreciate it if you could take my recommendation into consideration/account.
Learning about the format
When you write a formal letter, you should began with Dear Sir/Madam or Dear Mr/Miss/Mrs/Ms ... and end with Yours faithfully or Yours sincerely.
Learning about the language
Use formal language instead of spoken language.
Avoid using contracted forms like I’m and he’s.
Sample learning
T shows Ss a sample and analyses the sample together with Ss.
Writing
T asks Ss to write a draft of the letter. T walks around the class and joins them, giving them some suggestions when necessary.
Checking & Revising
T guides Ss to check and revise their writings in terms of punctuation, spelling, grammar, choice of words, style and structure. Ss can revise their drafts on their own first (self-review), and then exchange drafts with their partners (peer review) from the following aspects.
Punctuation
Spelling
Grammar
Choice of words
Style (formal/informal)
Structure
Self-review
T asks Ss to revise their own writing and offers some questions to help them in self-review.
Is my writing complete in structure
Does my writing use formal language
Does my writing have the proper format
Have I used the expressions we learned today
Is my handwriting clear and beautiful
Peer review
T asks Ss to exchange their writings and offers some questions to help them in peer review.
Is the punctuation used properly
Are there any mistakes in spelling
Does the writing use the proper tense
Are there any beautiful words or diverse sentences
Is the writing in the right style
Does the writing follow the right structure
【设计意图：通过一系列活动，给学生提出具体写作建议，引导学生抓住写作要点，最终提升写作能力。】
V. Homework
Polish up the letter.
Integrated skills (Ⅱ)（教学设计）
I. Learning objectives
By the end of the lesson, students will be able to:
1. talk about different types of books;
2. use some expressions to make recommendations;
3. write a letter to the school library to recommend books;
4. work with partners to check and improve the writing.
II. Key competence focus
Write a letter to the school library to recommend books.
III. Predicted area of difficulty
1. Convey the ideas clearly.
2. Write the letter properly.
IV. Teaching procedures
Step 1 Revision
T helps the Ss to recall the knowledge of types of books by asking questions:
What types of literature were introduced in the last class
What are the features of each type
Which type(s) is/are more popular
Which type(s) is/are less popular
【设计意图：通过设问，唤醒学生上堂课所学内容，为下文推荐书目做铺垫。】
Step 2 Lead-in
1. T arouses Ss’ interest by introducing the setting and asking some relevant questions.
T: From part B, we know that the library is going to add 200 new books next month, and the librarian is asking for suggestions on what books to buy. Are you looking forward to the new books What types of books do you want the library to buy
2. T offers Ss some useful expressions for their discussion.
T: Before you start discussing about the types of books that you want to recommend, let’s learn some useful expressions about making recommendations first.
I’d recommend/suggest ...
If you ask me, I’d pick/choose/go for ...
I believe ... would be a better choice.
I think ... would be better/more effective than ...
My favourite books are ..., to name a few.
【设计意图：通过提问引出情境和话题；带领学生学习相关句型表达，为下面对话活动的顺利开展做准备。】
Step 3 Talking in pairs
1. T asks Ss to have a discussion in pairs about the types of books that they think the school library should buy and provides Ss with the ideas below to help them.
Types of books you want the library to buy
Reasons for recommending each type
Examples of each type of book
2. T gives an example of how to start the talk.
A: Our school library is going to add 200 new books next month. What types of books do you want to recommend to the librarian
B: If you ask me, I’d choose …, because ...
...
3. Ss talk in pairs about types of books they want the library to buy. Then T asks some Ss to present their discussion contents in class.
T: All of you have shared your ideas with your partner. Now, it’s time for some groups to share your ideas with us. When your classmates are sharing their ideas, the rest of you are suggested to focus on the types they prefer and the reasons they give.
【设计意图：通过对话，让学生有机会运用在Step 2中所学习的句型表达，并在实践中学会清晰地表达自己的观点，为接下来的写作做好铺垫。另外，鼓励学生大胆对话，有助于提高学生的口语交际能力并培养他们的自信心。同时提醒学生要注意听其他同学所讲的内容，为下文写作做铺垫。】
Step 4 Writing a letter to the library to recommend books
Brainstorming
T asks Ss to finish the table shown on the slide.
Planning
T shows Ss some key points before writing in terms of the structure, the format, and the language.
Learning about the structure
T: When writing a formal letter to recommend books, you can follow the structure below:
Begin by clearly stating the purpose of the letter.
Expressions of stating the purpose
* I am writing to recommend ... to you.
* I take great pleasure in recommending ... to you.
* Knowing that ..., I strongly recommend ... to you.
* It is with a great pleasure that I recommend ... to you.
Explain what types of books you want to recommend and the reasons.
Expressions of explaining types of books you recommend and the reasons
* The type of books I would like to recommend is ...
* It is because ...
* The reasons are as follows.
* The reason why I recommend ... is that ...
* There are several reasons why I think ... is a good choice.
End the letter by stating the result you wish to see.
Expressions of stating the result
* I hope my recommendation will be of great help to you.
* I would be grateful if you could consider my recommendation.
* I would appreciate it if you could take my recommendation into consideration/account.
Learning about the format
When you write a formal letter, you should began with Dear Sir/Madam or Dear Mr/Miss/Mrs/Ms ... and end with Yours faithfully or Yours sincerely.
Learning about the language
Use formal language instead of spoken language.
Avoid using contracted forms like I’m and he’s.
Sample learning
T shows Ss a sample and analyses the sample together with Ss.
Writing
T asks Ss to write a draft of the letter. T walks around the class and joins them, giving them some suggestions when necessary.
Checking & Revising
T guides Ss to check and revise their writings in terms of punctuation, spelling, grammar, choice of words, style and structure. Ss can revise their drafts on their own first (self-review), and then exchange drafts with their partners (peer review) from the following aspects.
Punctuation
Spelling
Grammar
Choice of words
Style (formal/informal)
Structure
Self-review
T asks Ss to revise their own writing and offers some questions to help them in self-review.
Is my writing complete in structure
Does my writing use formal language
Does my writing have the proper format
Have I used the expressions we learned today
Is my handwriting clear and beautiful
Peer review
T asks Ss to exchange their writings and offers some questions to help them in peer review.
Is the punctuation used properly
Are there any mistakes in spelling
Does the writing use the proper tense
Are there any beautiful words or diverse sentences
Is the writing in the right style
Does the writing follow the right structure
【设计意图：通过一系列活动，给学生提出具体写作建议，引导学生抓住写作要点，最终提升写作能力。】
V. Homework
Polish up the letter.