引入

学生为话题做好热身准备。

1.       师生问候。

2.       老师说自己在网上买了一本书，询问学生用何种方式购物。

T: Good morning class!

Ss: Good morning miss Liu.

T: Yesterday, I bought a new book on the Internet using non-cash payments. It was fast and convenient. Have you ever shopped online?Why do you choose this way?

S1: yes, I use non-cash payments to pay online.

T: Why did you choose this way?

S1: Because it’s convenient.

T: How about the rest of you? How do you usually pay? Why do you choose this way?

S2: I use cash to pay. Because it’s reliant. I don’t have to depend too much on Internet access as long as I have cash at hand.

S3：…

T: Just now we shared our opinions on non-cash payments. Lot’s of people also give their opinions on them, including Frank(图片出)，Betty(图片出) and Yang(图片出) let’s read for their opinions.

吸引学生兴趣，引出讨论话题non-cash payments。

TBL

学习

理解类活动

学生被很好的调动，快速进入学习状态。

活动一

理清阅读材料中supporting ideas 和 details的区别，明白两者应该实现逻辑上的一一对应。

1. 老师带领学生分析Frank博文中的分论点和支撑细节，

T: First of all, let’s read Frank’s post and answer the following questions:

1.       Is Frank for or against non-cash payments?

2.       Why do you think so?

S1: (Read for 1 minute and answer) Frank is for it, because he says it’s the best way to go.

T: Why does Frank think it’s the best way to go?

S2: Because he says: Even my 9-year old nephew knows how to do them.

T: Yes, that means non-cash payments are convenient. (PPT呈现) He thinks non-cash payments are convenient, because even his 9-year old nephew knows how to do them.

T: Let’s read sentence by sentence. Any other reasons?

S3: Frank thinks it’s convenient because he pays for everything with his smart phone.

S4: Frank thinks it’s very fast, because it only takes a blink of the eye.

S5: Frank thinks it’s safe, because he never has to worry about losing wallet for the first time.

T: Anything else? Look at this expression---dirty notes. What does Frank think?

S6: He thinks it’s very hygienic to use non-cash payments.

T: I agree with you. now we know Frank is for non-cash payments, thinking it’s the best way to go. He believes it’s convenient, fast, safe and hygienic to use them, these are the opinions, and these are his reasons. And this is Frank’s mind map.

教师带领学生分清楚阅读材料中的supporting ideas 和 details。

示范法

学习

理解类活动

刚开始学生不能很好分清两者的区别，但是在教师的带领下，学生渐渐意识到区别，最后能够有效的区分两者。

活动二

理清阅读材料中supporting ideas 和 details的区别，明白两者应该实现逻辑上的一一对应。

T: How about Betty and Yang? What are their opinions? How do they support their ideas? Now base on Frank’s mind map, let’s analyze Betty’s and Yang’s posts. Complete a chart like this(指黑板).

Ss: Read and complete the chart.

T: If you finish, you can share your mind map with your partner.

Ss: (share and discuss)

T: Let’s invite XX to show us his mind map (一篇文章一个人)

T: 提醒学生逻辑梳理有误的地方，强调写作可用词汇的积累。

Ss: 分享自己的发现

T: Now we know their ideas. How do they support opinions?

Ss: He uses examples.

T: Any other ways?

Ss: Comparison.

T: How do you know that?

Ss: There are more germs on a coin than on a toilet seat.

T: I totally agree with you. These ways are called ways of argument.

 Look at the blackboard. This is how we write an argumentative essay. First we need to say if we are for or against a topic, this is called the thesis, then we should use these supporting ideas to support the thesis. After that, we add supporting details to make it persuasive. Normally, a conclusion should be put in the end. And this is the structure of an argumentative essay. In the meanwhile, we use different ways of argument like these to prove our ideas.

学生根据老师的指导，对余下两篇博文采用jigsaw reading的方式进行梳理。强化supporting ideas和details的区别。

TBL&jigsaw reading

学习

理解类活动

学生能够通过小组合作的方式在文章中理清两者的区别，并明白其在逻辑上是一一对应的。

学生能够识别博主所使用的简单的论证方法。

活动三

1. 在口头表述过程中合理安排supporting ideas 和details，使表达连贯。

2. 针对无现金支付这一社会现象，正确、客观的发表自己的看法

1.       学生四人小组讨论自己是否赞成non-cash payments

T: You did a very good job. after reading for their posts, did you have a better understanding of non-cash payments? Are you for or against it now? Why do you think so? Do you have any evidence to support your idea? Let’s work in group of four, discuss the questions. You can refer to the pictures(指PPT) for more inspiration.

Ss:( Discuss in groups.)

T: (Go around to listen and give support.)

T: Ok, time’s up. Let’s share our ideas.

S1、S2…

T:( Write down useful expressions, ways of argument, and give comments if necessary.)

根据课堂所学个自己的所思所想，重新审视non-cash payments，并且逻辑清晰的表达自己的观点。

小组活动

应用

实践类活动

学生能够根据文章内容对话题进行再思考，并且清晰的、有逻辑的、客观的表达自己的观点。

活动四

1. 在写作过程中合理安排supporting ideas 和details，使表达连贯。

2. 针对无现金支付这一社会现象，正确、客观的发表自己的看法

3. 利用文章内容和讨论结果，写出观点明确、内容丰富的议论文。

1.       教师创设情境，引导学生开展写作，解读并强调写作要求。

2.       学生开始写作。

T: Now let’s review what we’ve learnt so far. We need to have a clear structure, that is thesis in the beginning, supporting in the middle and conclusion in the end. When we express our ideas, first, we should say if we are for or against sth, or you can hold a neutral opinion. Then, give different supporting ideas. Use plenty of details to support the ideas, and as for this topic, these are some useful expressions you can use. Don’t forget to use ways of arguments to make your illustration more persuasive. With the skills and expressions here, you are sure to write an argumentative essay.

Here is your chance. Our school magazine, Zhuo’er, is organizing a writing competition on non-cash payments, and it has four requirements.

1.       Your essay should have a clear structure.

2.       Yyou should state your thesis and more than two supporting ideas.

3.       Uyou should use use what we’ve learnt today.

Now, you have 10 minutes to finish it. When you’re writing, If you have any difficulty, you can turn to me for help, or refer to your dictionary.

Ss: Write the essay.

进行议论文写作。

个人活动

迁移

创新类活动

学生能够利用讨论的内容和学习所得，写出一篇两面论证的议论文，并且注意自己的逻辑通顺和内容完整。

活动五

根据评价量表，客观的评价自己和他人的文章。

1.     教师挑选一个同学的文章结合评价量表进行评讲。

2.     学生小组讨论，选出一篇文章进行修改和点评

T: Let’s read this essay aloud. What’s his thesis? Read it. What are his supporting ideas? Read it. Does he use details to support his ideas? What ways of argument does he use? Do you think it’s convincing?

As we can see, the passage is clear in structure.But if she can put her thesis in the first place, it will be better.

(TIME PERMITTING)

T: Now work in groups, choose one essay and analyze together. One speaker will be invited to the stage and share the essay with us.

S1: give comments on the essay.

指导学生利用评价量表进行写作及评价。

小组活动

TBL

迁移

创新类活动

学生能够根据评价量表自评与他评。

家庭作业

巩固课堂所学

布置家庭作业，巩固当堂所学内容。

T: Thank you. What impressed me is that he used what we’ve learned in this passage as much as he could. This is how we learn, we learn to understand and we learn to use. And this is your homework today. Thanks for your listening. class is over.

巩固课堂所学

个人活动

迁移

创新类活动

学生在本堂课学有所得。

1. I have a clear structure.

2. I have a thesis and more than two supporting ideas.

3. I use the expressions I learnt in this class.