Module 5 A Trip Along the Three Gorges 写作课教案- 高一下学期英语外研版必修四.docx

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1、Period 5 Writing Course1. Analysis of teaching materialThis material is from Module5 A Trip Along the Three Gorges. It is the fifth period of this unit. This learning stage involves the use of the whole unit language and reflects it in the form of writing. Students are expected to learn how to write

2、 a short description of the region them live in, which contains a brief introduction to tourist attractions and travel rules.2. Analysis of studentsThis module mainly reviews modal verbs. The students have learned the knowledge of the modal verb in the previous Grammar Lesson and the Speaking and Li

3、stening lesson. As well as for the expression of the obligation, permission and prohibition, and has enough language to prepare for writing and want to continue to explore the enthusiasm of the units learning objectives. And students are already interested in helping foreigners introduce Chongqings

4、scenery3. Teaching ObjectivesAt the end of this lesson, students will be able toA. Knowledge Objectives: 1) acquire the basic usage of some words and phrases about writing a short description of Chongqing.2) master the method of applying “Modal Verbs” to write a composition about a travelling rules.

5、B. Ability Objectives:1) improve their ability of writing a short description of the region them live in.2) edit and modify their works in groups works.3) develop their thoughts on the development of reasonable travelling rules.C. Emotional objectives: 1) enhance their awareness of actively introduc

6、ing scenic spots in China to foreign friends.2) cultivate their love and self-confidence for their hometown.3) improve their awareness that they must abide by the traveling rules when traveling.4. Focal Point and difficult PointA. Focal Point:Apply “Modal Verbs” and expression of the obligation, per

7、mission, prohibition and so on to write a paragraph about travelling rules.B. Difficult Point:Master the elements needed to describe their hometown and complete a composition independently.5. Teaching ProcedureStageStepActivity IntentionDurationPre-Writing (4 mins)Step 1Lead in to the writing lesson

8、Creation Situation: Teacher received a letter from Peter Hessler. In his letter said he wanted to go to Chongqing for traveling, and he hoped to get the help of me. Then I wrote back to him that I would ask my students from Chongqing to help him and write him a guidebook.1. Help students recall the

9、contents of the reading class and introduce the writing topic into the scene.2. To put students into the atmosphere of writing and enhance students sense of participation.2 minStep 2Give an example to introduce the structure of the composition.Take the teachers hometown as an example to show the let

10、ter, lead the students to study the structure of the writing task. Including a description of the region and traveling rules.Let the students first have a certain understanding of the structure of the writing task article.2 minsWhile-Writing(28 mins)Step 1Give an instance to analyze how to write a d

11、escription of a region.Students read the passage in the textbook with questions, discuss in groups to find out the features of Sichuan. Let students accumulate writing material in reading and can set up that logically according to the main points. 4 minsStep 2Analysis of the characteristics of Chong

12、qing for material preparation.Activity 1:The students sum up the geographical features of Chongqing through the information given by the teacher.Activity 2:The students sum up the other names of Chongqing through the Q&AActivity 3: The students learn and use some sentence patterns about expressing o

13、pinions.Teacher lists the elements required for writing in a tabular manner.Let the students perceive and sum up the characteristics of Chongqing on their own, and organize the writing elements in a tabular way to prepare for the next writing.6 minsStep 3Review modal verbs and expression of the obli

14、gation, permission and prohibition.The teacher presents the previous example again to the students on how to write this part. Teacher underlines and circle modal verbs and related expressions, and then help students recall the previous language points in the form of knowledge network diagrams for su

15、bsequent writingIn order to connect closely with the contents of the previous class, and to enable students to clearly master how to choose the correct expression in their own writing5 minsStep 4Panel discussion and write down the rules to be followed in traveling.Activity 1:Work in groups to discus

16、s the questions raised by the teacherActivity 2:Work in groups to discuss and write down the rules of things listed.1. Let the students think about the traveling rules with their experience and improve the ability of group cooperation.2. Let the students recall the knowledge of modal verbs.5 minsSte

17、p 5Students finish the draft independently.The teacher presents the previously summarized writing elements on the multimedia so that the students could complete the draft independently.Let the students better recall the previous content and finish the draft more smoothly8 minsPost-Writing(8 mins)Ste

18、p 1Draft modification of group discussionGroup work, exchanging drafts with each other for evaluation, then select the best one in the group.Let the students communicate according to the existing knowledge and improve the ability of group cooperation.3 minsStep 2The teacher leads to edit students wr

19、itings.The teacher randomly selects the composition of a group for structural and word evaluation, pointing out the mistakes that are easy to make when writing this composition.To correct the mistakes that students are prone to make in a more timely manner, and use the examples around them to be more realistic.4 minsStep 3Homework Complete the final draft based on the students own drafts.To consolidate and present the knowledge learned in this class.1 min