Using LanguageⅠ课堂实录【3】

Teaching Design for Module 2

Unit 1 Cultural relics Writing

西安市铁一中学

冯建平

Introduction

This is the first unit of Module 2. The topic of this unit is about cultural relics. As we all know, cultural relics are physical reminders of what different people used in the past, from buildings to personal items. They can help us understand what life was like in the past. So each kind of relic is a unique cultural expression and contribution to understanding the culture that made it. Today we will deal with the fifth period--- writing. It is related to cultural relics. Try to write a report on the students’ debate about whether the cultural relics should be open to the public. The purpose of this exercise is to encourage the students to find and write reasons for their point of view.

Three Teaching Aims

Knowledge Aims

1.Students will be able to write a four--paragraph article about a report on the debate. 2. The students will enable know more about how to revise an essay. Ability Aims After learning, students will develop their writing ability by learning to collect useful information, drawing an outline and making improvements.

Emotional Aims

1. Arouse the students’ great interest in protecting the cultural relics. 2. Cultivate the students’ consciousness of self-study, cooperative learning and exploration. Teaching Important Points 1. How to guide the students to analyze and oragnize an essay 2. How to draw a four--paragraph outline for the writing Teaching Difficult Points 1. How to develop the students’ communicative ability and raise their sense of competition and self-confidence. 2. How to help students learn to revise and improve their writing properly. Teaching aids

Multimedia facilities, slide projector and other normal teaching tools Teaching and learning methods

Activity-based teaching (individual work; pair work; group work) Student-centered, Task-based activities, Cooperative methods

Teaching procedures Step I.

Reviewing and talking about the essay

Ask three questions to lead in the topic of this class---writing part.

Question 1：What makes a good essay？

Question 2：What makes a good paragraph? Question 3：How can you write a good essay? Answers to the questions:

1. A good essay is usually made up of a topic paragraph, some supporting paragraphs

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and a concluding paragraph.

2. A good paragraph is one that consists of a topic sentence and supporting sentences, proper linking words and varied sentence patterns. 3.

1). 认真审题，看清提示

2). 列出提纲，分清段落

3). 连句成篇

①理清连接词

②避免词汇和句式单调重复

③适当增加合理细节，使结构连贯

④使用结束语，以使文章结构完整

4). 亮出提分点

（shining points) ①亮点词汇和短语

②高级句式：从句、非谓语动词、with的复合结构, 强调句或倒装句等

Aims: Make sure that students know what makes a good essay, a good paragraph and how to write a good essay. It can not only be used in this class, but also in the whole writing

process. Those are the basic elements of making up a good essay. At the beginning, I will direct the students to the correct direction and give themlots of help in learning skills.

Effect evaluation: Maybe the students have their understanding about the criteria of a good essay. But how to guide them in a correct way is also a necessity.

Step II.

Analyzing the essay

Lead in the task of this class, using task-based teaching methods. Task 1

Analyze how to write a report on a debate in Chinese.

1. 班级辩论报告内容通常是正反两方观点的对比；

2. Introduction段落要开门见山提出讨论的主题；

3. Main Body一般为两个自然段：

1）正方观点+理由；

2）反方观点+理由；

4. Conclusion: 表明自己的观点，清晰明了。

Task 2

Write an outline of the report in English.

Report structure:

Paragraph 1: State the question.

Paragraph 2: Give the ideas that agree with the question and the reasons. Paragraph 3: Give the ideas that disagree with the question and the reasons. Paragraph 4: Give your opinions. Aims: This activity is to

test whether the students can analyze the passage not only in Chinese but in English. Try to make sure that they know how to arrange and organize the attention points mentioned in the requirements. A clear outline will help them build a frame of the essay.

Effect evaluation: Most of the students are not likely to point out the whole aspects. It is required that teachers should list and explain the structure of the report to the students

clearly and directly. In this way they will know how to build this passage.

Step III.

Writing

This part will be divided into several tasks, including how to write the introduction, the body part and the conclusion.

Task 1

List the requests and common sentence patterns for the introduction part.

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1. 开门见山，点明主题

2. 常用句式

We had a heated discussion about...

Opinions about...are divided/different. Opinions vary from person to person.

Different people have different opinions/views/ideas. Task 2

List the requests and common sentence patterns for the main body part. 1. 要点齐全

句式变化

2. 表示赞同的常用句式

Some/Others think/believe/argue that...

Some are in favor of... Most of them support it.

40% of the students are for it. Those who are in favor of...claim that... 表示反对的常用句式

Others are against...

Some object to... Half of them hold a different view/opinion. Task 3

List the requests and common sentence patterns for the conclusion part.

1. 清晰明了

2.常用句式

In my opinion, we should ...

As far as I'm concerned, we should ... As is mentioned above, I'm convinced that ... Task 4

Add more supporting details for the main body part. Practice these from two aspects: vocabulary and sentence structure. Task 5

Finish the essay by themselves according to the guidance given by me.

One student will finish that one the blackboard.

Aims: 1. These tasks are designed to help the students accumulate some basic knowledge of each part. Meanwhile practice to imitate to use them according to the requests in this passage.

2. It aims at developing the students’ ability of writing in a formal pattern with the help of the clue. Effect evaluation: Maybe most of the students will participate in the activity actively, but perhaps they will not write correctly and logically in limited time.

Step IV.

Assessing and revising

( Pair work & Class discussion)

Task 1

Ask a student to check the writing on the blackboard. Task 2

Swap the writing with their partners and make improvements on it. Aims: According to the standards of a good essay, try to make students check and improve their writing based on the criteria listed above. At the same time, try to improve the students’ ability of evaluating the essay.

Effect evaluation: Although the students are likely to finish the tasks, they may not consider using some advanced phrases or sentence patterns. So polishing the essay to make more improvements is necessary for them.

Step V.

Summary

Encourage the students to summarize what they have learnt by asking questions:

1. What should you write about when writing a report on the debate? 2. What are the attention points in your writing?

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3. How to revise and improve your writing? Aims: Consolidate what we have learned today by answering these questions. Arouse the students’ self-confidence by these activities.

Effect evaluation: They will agree with me and put more emphasis on their study.

Homework

1. Revise and improve your writing and hand it in after class. 2. Make a poster of protecting cultural relics. Aims: Finish the writing task of this class efficiently and improve the students’ awareness of protecting cultural relics. Effect evaluation: It will be warmly welcome by the students to create something.

Blackboard Design

Unit 1

Cultural relics.

Period 5

Writing

I.

Outline

II.

Attention Points

Four paragraphs Introduction

Topic sentences Main body

Linking words

Advanced vocabulary and sentence patterns…

Conclusion

Reflection after teaching

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

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学生学案

Unit 1 Cultural relics

Writing

A report on a debate

Part 1

Report structure

Paragraph 1: _________________________________________________

Paragraph 2: _________________________________________________ Paragraph 3: __________________________________________________ Paragraph 4: __________________________________________________ Part 2

Writing

1

Introduction

We had a heated discussion about ___________________________________ _______________________________________________________________

2

Main body

80% of the students believe that_____________________________________ _________________________________________________________________

__________________________________________________________________

___________________________________________________________________________ ____________________________________________________________________________

20% of the students are against it.___________________________________ __________________________________________________________________

__________________________________________________________________

__________________________________________________________________ 3 Conclusion

In my opinion, __________________________________________________ ___________________________________________________________________ ___________________________________________________________________

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