Section B 3a —4 Self check特级教师教学实录

Grade

年级

Module/Topic

模块及话题

Cooperated style

合作模式

Grade 8 1a-2d Pair work & Group work Designer

设计者

Unit

单元

Type of lesson

课型

Zhang Qiong Unit 7 What’s the highest mountain in the world? Listening and speaking

Period Time

40min 课时

According to the task-based teaching method and Teaching method process-based writing method, I 教学方法

will help students to learn how to write about the best park in Xi’an. Learning strategy 学法指导

The ability to draw the mind-map and learn writing from speaking and reading. Objectives：

教学目标

1.

Knowledge goal语言知识：

Students will be able to use the words, phrases and sentence patterns about the park. 2.

Language skill语言技能：

Students will be able to write about the best park in Xi’an.

3.

Learning Strategies学习策略：

Students will learn to draw the mind-map and learn writing from speaking and reading. 4.

Feelings and attitude 情感态度：

Students will learn to cherish and spread the best places in Xi’an. 5.

Culture 文化

Students will know better about the best places in Xi’an and love the city. Brainstorming on park and the drawing of mind-map

Make the framework of writing with the help of mind-map. Learn how to write longer sentences and coherent paragraph from reading. Learn how to check and modify the writing by themselves. Write the framework with the help of mind-map and learn how to write longer sentences and coherent paragraph from reading. Language focused

教学重点：

Language difficult point

教学难点：

Teaching

Aids/Mediaand Resource

教学媒体

Teaching Procedures

教学过程

Step I. Warming up and Lead in

PowerPoint

Multimedia

Teaching activities & Steps

教学活动及具体的操作步骤

1.

Before-class preparation Play beautiful music and slides about park. Learning Activities

学生学习活动

Enjoy the music, pictures and get ready for class. Strategies and purpose

策略与设计意图

This activity makes students excited and gets them prepared for the lead-in question. 第

1 页

共

5 页

2.

Greeting

Greet the students 3.

Lead-in Ask students questions about the slides played before class.

T: Do you enjoy the music and pictures? Ok, Here is a question about the pictures. What are they about?

Step II. Pre-writing

1.

Brainstorming on park Draw a circle about park, ask students to speak out the words or phrases they have for park and write the down randomly. T: Show me what you have for park.

What first come into your mind when you think of park? 2.

Mind-map on park Help students to make the random information about park in order by using questions and examples.

T: Ok, now we have words and phrases, but they are in pieces. How can we make them clearer, in order?

If I write…here, what else can you add? What questions can you ask for the things on the right? So, all the words and phrase here are…

What about things on the left? What questions can you ask? So, all the words and phrase on the left are…

Greet the teacher This activity is designed to get the attention from students. This activity is designed to lead in to the topic and help students get ready to activate the related information.

This activity aims to pool the park-related, spontaneous information out of students.

Students recall the pictures about park and get ready to activate the information about park. Students activate their learned information about park and share them with the whole class.

Students categorize the random information with the help of the questions and examples given by the teacher.

Teach students how to make mind-map from brainstorming by asking questions or finding similarities. 3.

Speaking for writing Ask students to make sentences using the words and phrases from themselves. T: Ok, now this is the mind-map about park. Can you make sentences with the words or phrases? Students make sentences using their words and phrase in the mind-map.

This activity is designed to help students learn writing from speaking and help the teacher know the proficiency they have on the topic.

第

2 页

共

5 页

4.

Reading for writing 4.1

Ask students to read and learn how to write beautiful sentences from reading. e.g. I always①

finish by breakfast the fastest②

on Saturdays③

… I went to Greenwood Park

④before 10 a.m. to meet my friends⑤. T: Like the example, we can use adverbs about time, place, frequency, superlatives, indefinite phrases and so on to make sentences longer. Now let’s make sentences. take a walk meet friends trees and flowers …

4.2

Ask students to read and learn to make sentences together. T: How can we make sentences together? Let’s see some examples together. e.g. Some people think they are boring, but I think they are the most creative people. e.g. It’s the most relaxing

for me to exercise in the park every evening. Conjunctions: so, but, however, because Sentence patterns: I think, It is +adi +for sb to do sth T: Now, you have a try. I always take a walk in the park. I can see the most beautiful flowers. I always take a walk in the park because I can see the most beautiful flowers. It’s the happiest.

I usually meet my friends in the park. It’s the happiest for me to meet my friends in the park.

4.3

Ask students to read and learn the structure of the reading. T: How many parts are there in the writing? What can we write at the beginning of the writing? … is the best place to go…

I think…is the best…

…is my favourite place

第

3 页

共

5 页

Students read the passage in our book and try to learn with the teacher how to write longer sentences, how to make a coherent writing and how to make the structure clear through examples. This activity help students learn to write beautiful sentences, coherent paragraph and clear structure from reading with the help pf examples.

What can we write in the body part? the best things about the place/the reasons What about the ending? Everyone will have a great time/enjoy themselves/be happy/ find something interesting to do in…

Do you want to come? I hope you can come here one day! 1.

Finishing framework. Ask students to write the framework for their own writing---The Best Park in Xi’an. The outline is given on PPT. the beginning sentences. the reasons/the best things about the park.

the ending. 2.

Writing

Ask students to write and before writing know the self-check list clear.

-beautiful handwriting.

-60-80words.

-clear structure

- reasons for the best park. (use superlatives when necessary) - the use of conjunctions to make the writing coherent.

1.

Peer-check Ask students to check the example writing on the blackboard with the teacher with the help of the check list. The teacher circles the mistakes using ○

and circles the good things using ~~~~

2.

Ask students to exchange the writing and give feedback.

T: Let’s share some good sentences from your peers.

T: How about mistakes? 3.

Summary on the feedback, the writing process and give homework. Students finish the framework with the help of the outline on PPT and start to write based on the self-check list.

This activity aims to help students form a good habit of writing-making a framework and also to help students monitor their writing process with self-check list. Step III While-writing Step IV Post-writing

Homework

Students will check the example writing with the teacher together with the help of the peer-list and then exchange the writing and give feedback on the writing of their peers. This activity is designed to help students know better about the marking criterion and how others think of their writing so that they know what to pay attention to next time. Write about the best place in Xi’an: show the process of writing in the hand-out. 第

4 页

共

5 页

Unit 4 What’s the best movie theater?

第

5 页

共

5 页

Designing

on the board

板书

Reflection 反思