Using LanguageⅠppt配套的教学设计方案

Introducing the Pearl River

课题

Introducing the Pearl River

课型

Writing This class is about writing an introduction of the Pearl River. It is a controlled topic, where students are required to develop their compositions with given structure as well as content of a topic. 教学

However, the writing has changed to semi-open topic since 2015, where students are provided with 内容

three topics and select one to compose their essays. Under this circumstance, I intend to adapt the old 分析

writing requirements to the new one, guiding students to generate and organize their ideas about the topic, make sentences and improve them, and finally combine them into a passage as well as to assess it. 知识与技能

1. Organize the content of the writing with a mind map. 2. Apply the -ing form into the writing. 教学

目标

情感态度

1. Arouse the resonance of the love of the Pearl River. 与价值观

2. Cultivatethe sense of cooperation. 重难教方点

Develop the ability of outlining the structure of a passage with a mind map. 点

Improve sentences using -ing form. 学

1. Task-based teaching 法

2. Group co-operation 教学步骤：

Step 1 Lead-in (1 min; to arouse Ss’ emotion awareness and get prepared for the class) Show Ss the short video about the River Thames and ask if they like it. - Ss may respond yes but T will say he doesn’t because it is not the Mother River of his.

Step 2Warm-up(3 min; to analyze the model passage and understand the formation of an exposition) 2.1 Ask Ss to analyze the model passage, including its writing style, tense, person, structure, etc. - Ss answer the questions while T draw a brief outline of the model passage.

2.2 Ask Ss what is the useful information about the model passage - Ss tell and underline the useful information when T put what they respond on the blackboard. Step 3 Idea generation (9 min; to generate content of the writing from the video and picture) 3.1Ask Ss to watch the video about the Pearl River and tell what they can see in it. - Ss watch the video and take notes if necessary. 3.2Show eight pictures related to the topic and lead Ss to describe the pictures. - Ss Follow T’s guidance to make sentences orally. Step 4 Mind map (2 min; to realize the structure of the writing with the mind map) Ask Ss to organize the information they have generated according to the structure on the mind map. - Ss put the phrasesin the correct parts on the mind map. 1

Step 5 Sentence-making (5 min;to ensure Ss can make correct sentences) Ask Ss to work in groups to translate sentences with the help of the phrases on the mind map. - Ss discuss together to write sentences. Step 6Improvement (5 min; to apply the -ing from into writing) Ask Ss to watch the video and find one or two sentences in their own essay to improve. - Ss imitate the video to combine some of their sentences with -ing form. Step 7Output (13 min; to consolidate Ss’ ability to write an exposition)

7.1 Ask Ss to combine all the information above to make up an essay. - Ss write an article individually. 7.2 Lead Ss to assess an example from one or two of them. - Check if their writing meet the requirements with the self-assessment table. Step 8 Reading aloud (2 min; to strengthen Ss’ affection for the Pearl River)

Hand out the sample passage and ask Ss to read it aloud. - Ss read the sample passage while the video of Pearl being played again. 课后作业：

Continue to revise Ss’ writing.

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