Communication Workshop优质课一等奖教案

Lesson Plan

Unit 13 Communication Workshop (Period II) My Grandma Lesson Type: Reading & Writing

1.

The analysis on the learners The learners are Senior Two students in regular high school. In warm-up and lesson 2 of this unit, they’ve accumulated a certain amount of basic words, expressions and sentence structures about describing the appearance and personalities of a person, which will facilitate writing, to a certain extent. They are also interested in group work, so they will be easily activated through discussion and group work.

2.

Learning objectives By the end of this lesson, students will be able to: (1)

read for structure -- the basic layout of describing a person

(2)

read for information --topics/aspects students can talk about in their writing

(3)

read for language -- give examples, specify the topic, and use conjunctions to link sentences

(4)

write a description of a person, know how to do critical thinking and how to organize an essay scientifically and efficiently

3.

Teaching focuses

(1)

structure, information and language input for writing

(2)

guide students to write a description of a person step by step (3)

apply writing tips to practice 4.

Anticipated difficulties inspire students to think critically

5. Teaching methods task-based language teaching, scaffolding teaching

6. Teaching aids Teaching aids Multi-media devices and

PPT document Blackboard

Purposes To arouse Ss’ interests (by showing pictures,

playing video), to make the whole class more

efficient and time-saving. To highlight the focuses and give clues

7.

Teaching procedures Notes:

T: Teacher

Ss: Students

GW: Group work

IW: Individual work

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Stage 1: Pre-task stage

Activity 1: a guessing game

T presents some descriptions about one of the students in the class and ask Ss to guess. T: She is good-looking and tall with long dark hair.

She is neat, outgoing and devotes a lot of her time to helping others.

She loves music, especially folk songs. “Five Hundred Miles” is her favourite.

Notes:

A guessing game is played here to introduce the topic “person”. They are familiar with each other, so this can also activate and warm them up for the following activities. In this activity, T is a motivator.

Activity 2: review and read

Previously in Unit 13, Ss have learned some words, expressions and sentences about

people’s appearance and personalities, so they are asked to review and read them.

describe people’s appearance

1.She is good-looking/tall/ thin with curly blond hair.

2. He has gray hair / a gray beard …

3. He is (seen) wearing a blue long-sleeve shirt / sunglasses / a black baseball

cap / a grey beard … with short , dark hair / a gold chain around her neck …

Characters & Personalities

Word bank: athletic, independent, diligent, attractive, easygoing, humorous, talktive, silent,

creative, confident, cheerful, generous, helpful, hard-working, honest, intelligent, neat,

outgoing, patient, relaxed, reliable, strong, ... Sentences:

1.

A patient person can wait for a long time for something without getting angry and worried.

2.

Someone independent is able to do things by themselves and in their own way.

3.

Athletic people like to exercise and are good at sports.

Notes: Activate Ss’ existing knowledge about describing a person. Language input is conveyed to get them prepared for the coming tasks. In this activity, T is a resource-provider, while Ss are participants. Stage 2: Task–introduction & Task–acknowledgement The teacher is going to inform the students what they are going to do in this lesson and what their final outcome will be. T: In his class,we will read a passage about a person, then you will write about someone you like.

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Notes: Knowing what they are going to do in this lesson, students will participate in the activities more actively. At the same time they are going to be encouraged to size up the tasks, as well as themselves.

Stage3: Reading for writing ( structure, information, language)

Step1

Activity 3: read for structure

Match these headings with each paragraph. (IW&GW)

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a) description

2

b) introduction & background

3

c) relationships with neighbors

4

d) family life

Notes:

T encourages students to exchange ideas. Aim:

Ss are encouraged to read for structure needed and get the gist of the whole passage.

Step2

Activity 4: Complete the mind map of the whole passage. (at most three words)

please underline the key words that support you.

(IW&GW)

1._________ background 2._________ 3.________ 4._________ 5.________ 6._________

Describing a person description relationships

7.______ family life 8._______

Notes:

Ss are encouraged to read again to model the text structure by themselves and share, which prepare themselves the structure for the coming writing task.

Step3

Activity 5 : read and think for information

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T summarizes the topics/ aspects which are talked about in the passage and then ask Ss to discuss in groups.

Q: What else can we talk about ? (GW)

age/home Job

A person likes/dislikes appearance

personality relationships

Notes:

Ss are encouraged to discuss and think about more ideas by group work. Different ideas such as

free--time activities, friends, favourite books, attitudes towards life etc. are expected. This can prepare themselves topics/ideas for the coming writing task.

Step4

Activity 6: read and appreciate language

1.

T invites Ss to pick out the sentences which they like best, then highlight them and share. (IW) 2.

T guide Ss to focus on some ways to link sentences or to support a topic sentence: giving examples, specifying the topic, and using conjunctions.

(GW)

Linking: giving examples and specifying the topic 1. She loves animals, especially cats. 2. She is helpful. For example, she often looks after children for people in …

3. Grandma and grandpa often argue, especially about food.

Linking: using conjunctions 4.She loves children and animals, especially cats, although she hates their claws. 5. She is quite short, a bit thin and she’s got wrinkles on her forehead, but she is a cheerful woman. 6. Grandma is very popular with her neighbors maybe because she is so helpful.

... Notes:

Ss are encouraged to appreciate beautiful sentences, notice and also learn to use the cohesive devices to link sentences or to support a topic sentence,which can prepare themselves functional language for the coming writing task.

Stage 4: Writing

Now, please write a description of a person you like, following the five steps below.

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Step 1: decide who you are going to write about and title your writing. ( IW )

Step 2:

make an outline for your writing.

( IW)

Tip 1:

A clear outline or structure is very necessary for your writing.

Step 3: write down some key words or phrases for each topic on worksheet 1, which you can use very flexibly. Before that, let’s read the example on P17. You can also use the words, expressions and sentence structures on the screen to help you. T sets up scaffolds to make writing easier. (IW)

paragraphs topics Key words / phrases

Step 4: Develop the key words or phrases into sentences, and then paragraphs. (IW) Giving Examples: such as, for example, especially, take... for example etc.

Transitional words: Cause and effect: because, as, for, for that reason, as a result, so, therefore, thus, accordingly

Constellation: and, too, also, besides, what’s more, and,

Transition: but, although, however, yet, unfortunately, instead, rather than

Comparison and contrast: while, have ... in common with, similarly, still, instead, on the contrary,

Tip 2: Examples and transitional words (especially conjunctions) can be used to link sentences.

Tip 3:

Supporting details should be written to support the topic sentence or your opinion.

Step 5: check your writing for mistakes through peer work.

(GW)

Activity 7: show time!

At least 4 students are invited to show their writing. T gives some feedback. 8.

Assignments

5

(1)

Polish your first draft. (2)

Write a letter to your pen friend Peter according to the requirements below.

假如你是李华, 你的外国笔友Peter半个月后将到达你校学习中文，请根据下列提示写一篇人物介绍，向他介绍你的语文老师Mrs Qin, 内容包括：

（1）她的外貌、个性品质；

（2）她的喜好；

（3）对她上课的评价；

（4）她和学生以及同事之间的关系。

注意：

1.词数100左右；

2.内容须包含以上要点，可以适当增加细节，以使行文连贯。

9.

Blackboard design

Unit 13 Communication Workshop My Grandma

structure five steps

reading for information language writing

three tips

10.

Teaching reflection The teacher is curious about whether Ss can apply what they read to the writing practice, and what the final outcome will be by the end of the class. Will the learning objectives be reached?

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