牛津译林版 (2019)选择性必修 第三册Integrated skills教案

这是一份牛津译林版 (2019)选择性必修 第三册Integrated skills教案，共4页。


I. Learning bjectives
By the end f the lessn, students will be able t:
1.write a ppular article abut histry bks and learn sme writing techniques abut a successful writing；
2. learn hw t use sme useful expressins f agreement and disagreement；
3. imprve students’ writing skills thrugh self-review and peer review.
II. Key cmpetence fcus
1. Imprve Ss’ language ability and writing ability.
III. Predicted area f difficulty
1. Hw t evaluate their writing each ther;
2. Hw t recganize the language t make the article grabe the reader’s attentin .
IV. Teaching prcedures
Step 1 lead-in
Have a free talk with students abut the histry bks.
1) T: D yu like ppular histry bks ? What are yur pinins abut histry bks? Why?
S1: Yes, I like it. Nw ppular histry bks use a natural and chatty style writing with vivid descriptins and fun stries and facts, which make the subject f histry easy t understand and mre interesting.
2)T:Recently, I’ve seen mre and mre peple reading ppular histry bks. I think that mre peple are int histry nw than in the past.D yu agree with me?
S2: I feel the same way. Ppular histry bks make histry less like a serius subject, but mre like an interesting ne.
S3:Yes, that’s right. Ppular histry bks ften use eye-catching titles and clurful cvers t aruse the reader’s interest.
S4: Yu’re abslutely right. Presenting the past in a way that describes histrical figures and events vividly is essential t ensuring the general reader remains interested in the subject.
3) T: The rise f ppular histry bks is, in my pinin, a fantastic thing fr educatin. I believe that this type f histry bk inspires students first and helps them develp a real passin fr the subject, making them mre willing t tackle the mre challenging, less fun wrk later.
S5: I dn’t think it’s a gd idea. Even if they d add a unique perspective t the subject, ppular histry bks smetimes dn’t have an in-depth analysis f sme histrical facts.
S6: I see yur pint, but t get the relatively full picture f histry, perhaps they can be used tgether with academic histry bks.
Useful expreesins
【设计意图：复习上一节课的内容和重点，自然导入本堂课的写作主题，为后面学生的写作提供英语素材。】
Step 2 Befre writing
Learning abut the structure f the writing


Learning abut the language techniques
In the beginning f an article n histry bks Ss can use the fllwing sentences:
In my pinin; frm my part f view; frm my persperctive…
Recently, I see mre and mre peple are chsing ppular histry bks. The rise f the histry bks is a fantastic thing.
With the rise f ppular histry bks, the subject is nw accessible than befre.
In the bdy paragraghs T encurages Ss t use what they have learned in the frmal passages,
Fr example: eye-catching titles and clurful cvers; easy-t-understand; vivid writing style;
interesting cmparisin; have a psitive attitude twards: give a vivid descrptin f; be highly readable; give thughtful cmments n; be eager t d; cntrary t

At the end f an article get Ss t use:
In cnclusin; n the whle; all in all. …
There is nthing wrng with making the past clurful and exciting.
【设计意图：巩固integrated skills的语言要点，另外再给学生提供更多的词组、句子等语言素材作为参考，帮助学生使用得体地道的表达。更好地提炼学生的写作水平。】
Step 3 Cperative writing
T asks Ss t make a draft in grups, then present their article t the class.
Requirements:
Crrect structure f the article;
Right punctuatin and spelling:
Well rganized sentences;
Prper expressins ;
Beautiful handwriting.

【设计意图：小组成员一起参照老师的要求合作进行写作，培养学生的学习能力，同学间相互学习，取长补短，智慧碰撞。通过交流和分享，在训练语言技能的同时，提升学生的思维能力。】
Step 4 Shareing and peer review
T asks ne member f each grup t share their writing with the class. First read their article alud, then evaluate their writing accrding t Self-view and peer view:
Is the structure f the article right ?
Are the sentences well-rganized?
Are there any gammar and punctuatin mistakes in the writing？
Are there any prper expressins t attract the reader’s attentin ?
Is the handwriting beautiful?
【设计意图：以评促学，以评促教。通过自我评价，再进行同伴互评，进一步掌握相关的写作技巧。让学生不断体验英语学习过程中的进步与成功，建立和保持英语学习的兴趣和信心。老师为学生提供有针对性的修改建议。这个环节很好地培养了学生的自主学习和合作学习能力，也关注了学生的学习能力和思维能力。】
(Sample answer)
Recently, I see mre and mre peple are chsing ppular histry bks. The rise f
ppular histry bks is, in my pinin, a fantastic thing.
The verall style f ppular histry bks cntributes t the grwing interest in the
subject. The general reader is attracted t these bks because they ften use eyecatching titles and clurful cvers. Once they pen the bk, the strylike easy-tunderstand writing style draws them in and they becme willing participants in histry—this wuld be unlikely t happen if they were simply reading dry histry bks! Presenting the past in a way that describes histrical figures and events vividly is essential t ensuring the reader remains interested in the subject.Ppular histry bks prvide a fantastic way t intrduce readers t the basics f histry. Even thugh ne criticism f ppular histry bks is that they smetimes d nt have an in-depth analysis f sme histrical facts, they indeed add a unique perspective t the subject. If readers want t dig up mre n histry, academic histry bks can be a great chice, which prvide readers with a well-runded experience.
In cnclusin, ppular histry bks help readers rediscver a subject that has always been cnsidered t be dull. I believe that this type f histry bk helps the general reader develp a real passin fr the subject and inspires them t d mre research n it. I hpe mre and mre yung peple are encuraged t learn mre abut histry. There is nthing wrng with making the past clurful and exciting.


V. Hmewrk
1. Plish yur writing accrding t the clumn f self- view and peer view Agreeing
Disagreeing
I am fr yu.
I culdn’t agree mre.
I agree with yu.
Yes, that’s right.
Yes, yu are abslutely right.
I feel the same way.
I think s.
I dn’t have any bjectin t .
T be hnest I dn’t agree with yu.
That’s nt always the case.
I dn’t think that’s a gd idea.
I dn’t see eye t eye with yu.
I’m srry, but L ttally disagree with yu.
I see yur pint, but...
I dn’t think that’s true.