Learning about Language教学设计与反思

A teaching plan for writing Zhuyating

No.5 middle school Learning Objectives By the end of this session, you will have

practiced writing an introduction to a person .

reviewed and learned some adjectives about

describing a person .

learned how to do collaborative learning and peer correction.

learned how to do peer-assessment .

learned an optimistic attitude to life .

Learning Steps Period one

Pre-writing

Task 1Watch the video: Life without Limbs http://v.youku.com/v_show/id_XMjM2Mjk0NTMy.html

Task2 Discuss the following questions in groups Who is he?

What happened to him? What can he do? What do you think of

his life? What do you think of the man? Task 3

Share the information you know more about him in group.

Write down what you don't know about him.

Description of design: Scaffolding activities ----content Task 1&2

Help students who find it difficult to organise their writing through having questions for them to answer. Task 3 Help students to get ideas before writing

through the video and discussing the following questions in group and then sharing the information

Task 4

Descrition of design

Task 4

Teachers can scaffold for learners by remaining aware of the learning

objectives.(Bruner's theory) The teaching aim in this step is to provide a useful scaffolding of vocabulary to help students

to get ready for starting the following writing task. Period two

While-writing

Task 5 Write an article to introduce Nick Vujicic in 15minutes including:

1. The result of your discussion in group 2. Information you share with your others. 3. Something else you know about him. Period three

Post- writing

Task 6 Exchange your writing with your partner and read the partner's writing

Task 7 Peer correct using correction code

Task 8 Assess your partner's

writing according to the assessment form

Task 9

Description of design General spirit of process writing: to provide opportunities

for students to revise their writing on the base of obtaining feedback from teachers and peers.(p227)-Tsui, Amy B.M(2003)Underst-and Expertise in Teaching: Case Studies of Seco-nd Language Teachers. Cambridge:Cambridge Univ-ersity Press 2.The teacher,instead of being cast merely in the role lingui-stic judge,now becomes a reader,responding to what the students have written;the students,rather than merely prov-iding evidence of linguistic forms,proffer(offer)experiences,ideas,attitudes and feelings to be shared with a reader. (p2)-White,R. and Arndt,V.(1991)Proces writing. London: Harlow