Self-assessment板书设计及设计说明

Module 6 Unit 3 Self-assessment 以读促写

教学设计

Learning objectives: By the end of this class, students should be enabled to: 1.

accumulate more about cultural differences. 2.

write a well-organized paragraph. 3.

show respect for different cultures and appreciate our traditional culture. 4.

check if they have mastered the whole unit. Important and difficult points: 1.

Finish the second paragraph of the writing task. 2.

Evaluate the first paragraph f the writing task. Learning procedures: Step 1: Revision Activity 1: Students read the reading part again and find out answers to the following questions. 1.

How many examples are given? 2.

What are they? Volunteer1 stands up and tells the five examples. Volunteer 2 and 3 add more details. (回顾教材，找出课文中文化差异的关键词，输入与写作相关的知识。) Activity 2: Students pay special attention to “present” and “pointing”, summarize the differences between foreigners and us and write it down. Not key words but complete sentences are encouraged. Student 1 presents his summary and read it aloud to others. Student 2 evaluate the first student’s summary. Student 3 and 4 present their summaries. Others evaluate and offer sincere suggestions. （用自己的语言概括课文中与文化差异相关的素材，连词成句。）

Step 2: Input and output Activity 3:

Students enjoy a short video concerning cultural differences between

foreigners and us. （输入更多文化差异的例子，为作文第二段提供足够的素材。）

Activity 4: Students polish their summary. Requirements: Topic sentence(主题句) cohesion(衔接) coherence(连贯) They can not only use original two examples from the textbook, but examples from the video as well. (学生在修改刚才自己写的内容，要求先写主题句，并注意衔接与连贯。可以用课文中的的两个例子，也可以用视频中拓展的例子。旨在连句成段。) Step 3: Evaluation Activity 5:

Students think from teachers’

perspective and share what they like and hate. Student 1 would like to see compositions with neat handwriting, logical contents and to the point. Student 2 pays attention to correct expression. Student 3 attaches importance to correct grammar and advanced vocabulary. (学生换位思考，从阅卷老师角度给出评卷厌倦点和兴奋点) Activity 6: Mutual evaluation. Students whose compositions belonged to different ranks in the last examination are selected. Others find out the good points and shortcomings. Suggestions that can be adopted are given. Students appreciate the sample (展示上次考试中二档、三档、四档作文同学的作文，其他学生发现亮点并给出针对该生中肯的可操作的改进建议。) Step 4: Summary. Activity 7: Students read the compositions of the first paragraph from their classmates.

Compositions are divided into three groups. Two compositions are included in each group. Students work in group to get the shared problems, different advantages, or compare them. Student 1 finds out common problems of the first two compositions. One only focuses on picture, and the other only words. Both lack key points. Student 2 summarizes we should neither focus on details nor too general from the third and fourth selections. Student 3 suggests to write to the point. Activity 8: Summarize what should be paid attention to. (选六个学生的第一段文本概括，分为三组印给学生，找出两个概括的共同问题，各有亮点,或者比较哪个更好。让学生通过阅读同学作文自己发现问题，并避免解决。总结归纳第一段概括写作注意事项。) Step 5: Practice. Activity 9: Students write a similar summary of a similar composition.

Only the first paragraph is required. (Homework) Activity 10: Students think about the following similar topics: How should we view culture differences? Why do some Chinese culture disappear? Why is Chinese culture important? How can you protect Chinese culture? How to better export Chinese culture? （以练促学，迁移提升。）