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Unit 3 Back to the past
Integrated skills (II)（教學設計）
I. Learning objectives
By the end of the lesson, students will be able to:
1. write an article on popular history books and learn some writing techniques about a successful writing；
2. learn how to use some useful expressions of agreement and disagreement；
3. improve their writing skills through self-review and peer review.
II. Key competence focus
Improve their language ability and writing ability.
III. Predicted area of difficulty
1. Evaluate their writing.
2. Recognize the language to make the article grab the reader’s attention.
IV. Teaching procedures
Step 1 Lead-in
Have a free talk with students about the history books.
(1) T: Do you like popular history books What are your opinions about history books
S1: Yes, I like it. Now popular history books use a natural and chatty style of writing with vivid descriptions and fun stories and facts, which make the subject of history easy to understand and more interesting.
(2) T: Recently, I’ve seen more and more people reading popular history books. I think that more people are into history now than in the past. Do you agree with me Why
S2: I feel the same way. Popular history books make history less like a serious subject, but more like an interesting one.
S3: Yes, that’s right. Popular history books often use eye-catching titles and colourful covers to arouse the reader’s interest.
S4: You’re absolutely right. Presenting the past in a way that describes historical figures and events vividly is essential to ensuring the general reader remains interested in the subject.
(3) T: The rise of popular history books is, in my opinion, a fantastic thing for education. I believe that this type of history book inspires students first and helps them develop a real passion for the subject, making them more willing to tackle the more challenging, less fun work later.
S5: I don’t think it’s a good idea. Even if they do add a unique perspective to the subject, popular history books sometimes don’t have an in-depth analysis of some historical facts.
S6: I see your point, but to get the relatively full picture of history, perhaps they can be used together with academic history books.
2. T offers some useful expressions.
Agreeing Disagreeing
I am for you. I couldn’t agree more. I agree with you. Yes, that’s right. Yes, you are absolutely right. I feel the same way. I think so. I don’t have any objection to it. To be honest, I don’t agree with you. That’s not always the case. I don’t think that’s a good idea. I don’t see eye to eye with you. I’m sorry, but I totally disagree with you. I see your point, but ... I don’t think that’s true.
3. T offers some different opinions.
For Against
1. make history less like a serious subject; 2. use eye-catching titles and colourful covers; 3. describes historical figures and events vividly; 4. inspire students and help them develop a real passion for the subject; 5. … 1. don’t have an in-depth analysis of some historical facts. 2. combine picture of history, with academic history books. 3. …
【設計意圖：復習上一節課的內容和重點，自然地導入本堂課的寫作主題，為后面學生的寫作提供英語素材。】
Step 2 Before writing
Learning about the structure of the writing.
2. Learning about the language techniques.
In the beginning of an article on history books Ss can use:
in my opinion; from my part of view; from my perspective; …
Recently, I see more and more people are choosing popular history books. The rise of the history books is a fantastic thing.
With the rise of popular history books, the subject is now accessible than before.
In the body paragraphs T encourages Ss to use what they have learned in the formal passages.
For example: eye-catching titles and colourful covers; easy-to-understand; vivid writing style;
interesting comparison; have a positive attitude towards; give a vivid description of; be highly readable; give thoughtful comments on; be eager to do; contrary to; …
At the end of an article Ss can use:
in conclusion; on the whole; all in all; …
There is nothing wrong with making the past colourful and exciting.
【設計意圖：鞏固integrated skills的語言要點，另外再給學生提供更多的詞組、句子等語言素材作為參考，幫助學生使用得體地道的表達，更好地鍛煉學生的寫作水平。】
Step 3 Cooperative writing
T asks Ss to make a draft in groups.
Requirements:
correct structure of the article
right punctuation and spelling
well organized sentences
proper expressions
beautiful handwriting
【設計意圖：小組成員一起參照老師的要求合作進行寫作，培養學生的學習能力，同學間相互學習，取長補短，智慧碰撞。通過交流和分享，在訓練語言技能的同時，提升學生的思維能力。】
Step 4 Sharing and peer review
T asks one member of each group to share their writing with the class. First read their article aloud, then evaluate their writing according to self-review and peer review:
Is the structure of the article right
Are the sentences well-organized
Are there any grammar and punctuation mistakes in the writing
Are there any proper expressions to attract the reader’s attention
Is the handwriting beautiful
【設計意圖：以評促學，以評促教。通過自我評價，再進行同伴互評，進一步掌握相關的寫作技巧。讓學生不斷體驗英語學習過程中的進步與成功，建立和保持英語學習的興趣和信心。老師為學生提供有針對性的修改建議。這個環節很好地培養了學生的自主學習和合作學習能力，也關注了學生的思維能力。】
V. Homework
Polish your writing according to the column of self-review and peer review.

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