(1)含義：

歸納法是指教師先讓學生接觸含有語法規則的語境，然后根據上下文信息歸納出語法規則的教學方法。

(2)指令語(兩句即可)：

(①) Look at these sentences, try to find out the different forms of the verb "be", and think about the reason.

(②) What happens to the verbs following the word "to" in the two sentences? Why?

(③) Look at the examples below, pay attention to ...

(④) Look at these sentences. Can you find out the difference ...?

(3)注意事項：

①歸納法要求學生能夠主動學習，愿意思考，因此教師在使用歸納法的過程中要提高教學的趣味性，關注學生的學習主動性，培養學生在語言活動中主動提煉語法規則的意識。

②教師創設的語境應符合學生的認知水平，教學中要根據學生學習的基礎和經驗分析語法項目的可學性，由淺入深，由易至難，循序漸進，控制歸納法教學中的難度，讓學生在示例中充分理解和感知語法規則，在句子和語篇中操練語法規則。

(1)上述活動旨在培養學生的略讀和猜測詞義兩個閱讀技能。

“Invite the students to talk about possible contents of the story’…Ask the students to read the whole text to see if they are right”旨在培養學生讀前預測文章內容，并能運用略讀技巧總結文章大意的技能。“Ask the students to figure out the meaning of the underlined parts of the text”旨在培養學生根據上下文猜測詞義的技能。

(2)A—F每個活動的設計意圖：

A：告知學生文章主題，引入本堂課的話題，吸引學生的注意力，同時激發學生的興趣。

B：通過頭腦風暴激活學生的背景知識，讓學生充分參與到課堂活動中來，為開展閱讀教學做準備。

C：組織學生根據題目預測課文內容，吸引學生的閱讀興趣，培養學生推測文章大意的技能。

D：讓學生通讀全文，檢驗預測內容正確與否，鍛煉了學生的略讀能力，使學生能夠在較短的時間里了解文章大意。

E：讓學生根據語境猜測詞義，鍛煉學生的猜詞技能，培養學生自主學習的能力。

F：讓學生畫出難句，了解學生的知識掌握情況，查漏補缺，同時使學生加深對文章的理解。

(3)活動G屬于讀后環節。讀后環節是閱讀內容的拓展階段，主要任務是根據學生所讀內容開展一些評價或者應用性活動，來鞏固學生所學知識，并加深學生對文章的理解。背誦并不能檢驗學生對文章的理解情況，更不能使學生學以致用；而且文章剛講完就要求背誦，任務難度過大，打擊學生的積極性。建議教師在讀后環節開展討論、辯論、角色扮演、續寫故事、根據關鍵詞復述文章大意和書面練習等活動。

【參考設計】

 Teaching Contents: This is a writing lesson about writing a paragraph to oppose the view that "We can learn

all we need on the Internet".

 Teaching Objectives:

 (1) Knowledge objectives

 (① Students can realize the advantages and disadvantages of learning on the Intemet.

 (②) Students can master the basic structure of an argumentation.

 (2) Ability objectives

 (①) Students can develop writing skills such as cohesion, logic and so on,

 (②) Students can express their own opinions about the Internet's effects on learning.

 (3) Emotional objective

 Students can develop their critical thinking when discussing a topic.

 Teaching Key and Difficult Points:

 (1) Teaching key point

Students can write an argumentation to oppose the view that "We can learn all we need on the Internet".

(2) Teaching difficult point

Students can express their own opinions about the Internet's effects on learning.

Major Steps:

Step 1 Pre-writing (6 minutes)

(1) Ask students to read the short essay and lead them to find the supporting ideas of "We can learn all we need

on the Internet" :

(①) There are 45 students while our English lesson lasts for 50 minutes.

② We can learn much more if we work on a computer independently.

 @ We can learn the subjects that we are interested in.

 (2) Divide students into groups of four, ask them to think about the opposite points, and give detailed information to support their points.

 (3) Lead students to list the opposite ideas of "We can learn all we need on the Internet". (Justification: Group discussion can arouse students' interest and strengthen their cooperative spirit. Moreover,students can get more details for the following writing.)

 Step 2 While-writing (8 minutes)

 (1) Lead students to summarize the basic structure of an argumentation, and ask students to pay attention to the topic sentence, transitional words and supporting ideas. For example:

 ① I don't agree with this idea. The reasons are as follows: ...

 ② In my opinion, we can't learn all we need on the Internet because of the following reasons: ...

 (2) Ask students to write an argumentation and pay attention to the cohesion, logic, choices of words, grammar and punctuation. (Justification: Students can master some writing strategies and complete an argumentation to express their own ideas.)

 Step 3 Post-writing (6 minutes)

 ① Organize students to make self-editing and exchange with deskmates to do peer-editing according to the Writing Rubrics.

 ② Then choose a sample and make comments.

 (Justification: Editing can provide a better writing for students, meanwhile the comments will help students learn more from others and improve their writing ability.)