选修11《Using LanguageⅡ》公开课教案下载

选修11《Using LanguageⅡ》公开课教案优质课下载

1. Students look at a video about a student showing his honesty after scratching a private car. (通过视频来激发学生对于本堂课的学习兴趣，同时学生对诚信行为形成一定的感知。)

2. After looking at the video, students think about and answer a question: What kind of word can we describe his behavior? (通过问题引出今天的话题。)

Step 2 Pre-writing

1. Students think about and answer a question: What words about honesty appear in your mind first? Meanwhile, students list some examples about honesty behavior and dishonesty behavior.(引导学生对于诚信有更深一层次的思考。)

2. The teacher list something students may not know: a key word- credit line. The teacher leads students to get a brief understanding of credit card and cellphone and some payment methods--Alipay and Wechat. And then the students think about the questions: ( What can we use credit card to do?

( What should we do to be honest when using the credit card?

( What should we do to be honest as a student in the future?

After concluding the answers to each question, the teacher introduces a word- honesty record. Meanwhile the teacher shows two pictures indicating two different phenomena when the two persons looking for a job.

(采用贴近学生生活的事物，逐步将学生引导进入今天的话题写作，同时进一步激发学生的学习兴趣，而且还会让学生对于诚信有更进一步且更新的认识和理解。)

Step 3 Writing

1. Students review the title and get a general idea:

( the type of the letter

( the tense of the letter

( the person of the letter

(学生对建议信写作有一个总体上的把握。)

Students think about the structure of a letter of suggestions:

A letter can be divided into three paragraphs:

Para 1: the purpose of the letter

Para 2: the suggestions

Para 3: the wish

（学生对建议信写作结构有一个具体的了解。）

3. Students discuss about each paragraph and make some sentences. Meanwhile the teacher shows some students’ sentences in the front of the classroom and then students read some common sentences given on the PPT by oneself or together.

（学生通过讨论把自己的意见表达出来，不仅可以锻炼口语与写作，而且还可以增强学生的自信心。同时教师把学生的讨论结果在前面展示，且所有同学进行更正，这样可以增强学生对写作句子的印象。然后教师给出一些常见句式，学生通过个人朗读或集体朗读可以增强对正确句式的印象，这样有助于掌握。）

Students get a model letter given by the teacher and read it together.

（学生通过朗读对于句式结构组成文章有了更深的印象。）