Task(1): Writing an advertisement: Skills building 1 and 2教学设计和教学实录

M4U1---TASK1 Writing教学设计

说明：本堂课是基于任务型教学法，教授教材TASK部分的一部分内容。教学设计考虑三星级学校学生基础薄弱的实际学情，精心设计可操作性强并能够激起学生兴趣的活动，先易后难。秉持以学生为主体，教师为主导的教学理念开展教学活动，通过任务和活动让学生掌握并灵活运用相关知识。

Ⅰ.Analysis of the textbook This chapter is about writing an advertisement. It is an indispensable part of this unit. It focuses on practicing listening, reading, speaking and writing skills. Through this chapter, the students’ integrated skilled can be enhanced as well as students can get a comprehensive understanding of the topic advertisements of this whole unit. I choose part of this chapter, expressing ideas and giving reasons as my lesson content since they are fundamental elements in students’ writing. What’s more, as time is limited, I firmly stick to my target of the learning goals and carry out the related activities step by step.

Ⅱ.Analysis of the students As parts of this chapter have already been mastered by students, I choose the most important part expressing ideas and giving reasons as this lesson content. What’s more, because our students are comparatively weak in English and they do not know much about the structure of writing, I just only focus on expressing ideas and giving ideas in this lesson so that students can really learn and use them freely in their later writing. Students can have something to write about when they are provided proper guidance.

Ⅲ.Learning goals At the end of the class, we will be able to

1.

express opinions and give reasons. 2.

write a short passage using the structures about expressing opinions and giving reasons.

3.

pay attention to the public issue such as fake advertisements. Ⅳ.Teaching key points and difficult points 1.Teacher leads students to understand and use the structures of expressing ideas and giving reasons. 2.Teacher leads students to practice writing. 3. Teacher leads students to pay attention to the public issue such as fake advertisements. Ⅴ.Teaching and learning methods Process-focused writing approach, Group work, Task-based teaching, Cooperative learning.

Ⅵ.Teaching procedure 1.Lead in（约3分钟）

Enjoy a short video and answer 3 question. 设计理由：视频选择一则广告，能够切合我们这堂课的主题“广告”，让学生们能够联系到之前所学内容，另外，选择学生的偶像李易峰，Angelababy拍摄的德芙广告，能第1页

够迅速调动学生的感官和兴趣，把学生的注意力从课后拉到课堂中来，极大引起学生兴趣，同时引入如何表达个人观点这一话题，由视频自然过渡到本堂课的教学内容。

What is the video about？

Do you like it? Why or why not? 2.discussion and competition(students will come to the front and write the answers on the blackboard.黑板板书竞赛（约5分钟) 设计理由：设计以讨论后竞赛形式的任务能够激发学生自主学习的主动性和荣誉感，能够让课堂动起来，学生们积极踊跃地参与到活动中。先讨论后竞赛能够降低学生的压力感，同时增强学生的合作、互助互学、互相赶超的意识。该项活动充分体现了新课标的要求；教师为主导，学生为主体。让学生自我探究、团队合作进行思想火花的碰撞，此环节学生们的集体荣誉感也得到了充分地展现。

How can we state opinions?

And how can we give reasons? 3. Pair work（约5分钟）

Enjoy another short video. Work in pairs and talk about your opinions on the false advertisements.

Try to use different structures to state opinions and give reasons. You can refer to the structure below as a model. A：What do you think of the false ads?

B: I think…

A: Why? B:Because…/First,…Second,…Third,…

设计理由：从学生熟悉的话题和学生自我探究总结表达观点法过度到运用环节，任务型教学法强调学生的语言运用能力。通过虚假广告这一新闻，调动学生的思维，让学生思考并运用刚学习的结构表达观点。同时，，本人在设计这则广告时也充分考虑到社会热点和学生的知晓度，如今网购已经成为生活中非常普遍的事情，学生们对此有自己的观点和看法，同时，假货问题也成为了全民关注的话题，所以，本人将社会热点、学生知识背景和教学目标结合，设计这一环节。

4. Group work-discussion（约5分钟）

Do you have any suggestions on how to ban false ads? Structure: I think…First,…Second,…Third,…

设计理由：新的背景下的教育要求我们要重视学生的核心素养的培养，其中思维能力是非常重要的一部分。课堂的教学不仅要教会学生知识，更要教会学生如何培养思维能力，如何思考问题。故本人设计这一环节，承上启下，就上一个问题进一步深入讨论研究，如何才能取缔虚假广告？让学生深入思考讨论并运用刚学习的结构综合表达观点。

5. writingⅠ（约14分钟）

Do you have any suggestions on how to ban false ads? 设计理由：通过一个个子任务，最终导向写作，这符合任务型教学的特征，给学生搭建支架，给学生情境，让学生在完成一个个任务后，最终体会学习的快乐和完成任务的喜悦感和成就感。最后，要求在思考和讨论的基础之上那个，从说的能力上升到写的能力。虽然，能力要求再提高，但学生们已经有了之前各项子任务的铺垫，所以完第2页

成并没有很大难度。学生练习写作，运用所学结构将讨论的结果写成文章。

6. writingⅡ(consolidation)（约10分钟）

Below is an advertisement from Kingston in Jinhu(金士顿健身房). Please write a short passage based on the questions.

Do you want to have a good figure? Do you want to be strong? Do you want to be healthy and feel energetic everyday? You can dance, swim, do yoga, play badminton and so on here! The equipment is of excellent quality and the decoration is attractive…What a wonderful place! You can never imagine how suitable it is for you. Now we offer a very low price, only 599RMB ONE YEAR! Call 88886666 or come to HK City directly!

Questions: What do you think of the advertisement? Why do you think so? If you don’t like this ad, do you have any other ideas to make it better?

Or if you like it, can you summarize what makes a good ad? 设计理由：在完成一篇写作之后，对学生的写作能力和思维能力再次巩固，选择学生所熟悉的金湖县最大的健身房：金士顿，学生有话可说，有话可写。这一环节，学生要求独立完成，独立思维，从集体的团结合作能力的培养再升华到独立自主思维的能力培养。让学生先阅读一则大家熟悉的金士顿广告范例，激发学生思考，表达观点，巩固写作，并鼓励学生创作不同的广告。

7.Summary（约2分钟）

How can we state opinions? I (don’t) think/believe…

It seems to me that…

In my opinion/To me/From my point of view,…

Personally…As far as I’m concerned/aware,…

I firmly support the idea that…

And How can we give reasons? as / because /since /for +句子；

due to/owing to/as a result of+名词

First, … Second ,… Then …

(Next, … Finally, …) First of all,…Besides,… Furthermore/Moreover/What’s more/In addition (此外), The last but not least,…

设计理由：利用这一环节，回顾本堂课所学内容，再次加深学生的记忆，回归教材。

8.Homework（约1分钟）

Please write a short passage on question 3 of writing.

Preview the latter half of Task part in your textbook.

设计理由：要求学生课后继续拓展思维，续写，同时预习其他内容，为下堂课做好准备工作。

Ⅶ.Blackboard design left part：expressing ideas

right part: giving reasons 1.

1.

第3页

2.

2. 3.

3. 4.

4. 5.

5. 6.

6.

设计理由：用于竞赛，内容清晰，方便统计各小组得分。

Ⅷ.After-class reflection 1.

The competition arouses students’ interest, but I waste time counting the marks.

2.

Before class, I can ask students to prepare for the class. 3.

I can show more students’ writing if possible.

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