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视频课题：高中英语人教课标版必修1关于人物写作-山东
教学设计、课堂实录及教案：高中英语人教课标版必修1关于人物写作-山东省济南第一中学
Teaching Design
Teaching goals:
Knowledge goal: Help students to learn and master the useful words and expressions to describe a person; encourage students to use the expressions and sentences to describe a person.
Ability goal: Encourage students to speak English as much as possible; Improve students’ writing skills by using complex sentence patterns, such as attributive clauses, noun clauses, not only…but also…，it is+a.+for sb. to do sth., v.-ing as subject, etc.
Important points: to remember and use the expressions to describe a person.
Teaching difficulties: Enable students to write a passage by using good expressions and different sentence patterns.
Teaching method：
task- based method, group work Teaching aids:
A blackboard, a projector and a computer for multimedia. Preparation for this period:
The teacher handed out reference material to students where there are many useful expressions and short passages. Students are demanded to read carefully and find out the expressions to introduce a person’s appearance, age, personality, hobbies, experience, education. This task is based on groups, in which each member is assigned with different task and find out the expressions for one aspect of a person. The teacher will check their homework and choose some to present in front of the class.
Teaching procedure:
Lead-in: Play the song Way Back into Love.
Design purpose: This song has something to do today’s topic, therefore, to arouse students’ interest, the teacher chose this song to lead in.
Step I:
1. A guessing game:describe Flora and let students guess who Flora is. After the teacher’s introduction, students can easily know Flora is the English name for their headteacher.
2. Ask students to think about the aspects that should be included when introducing a person. They can discuss and draw their own mind map.
3. Encourage students to answer the teacher’s question and add more aspects to the mind map on
the blackboard.
Step II:
1. Show several students’ homework and ask students to read the words and expressions together. 2. Share their expressions with group members and make their mind maps more colorful. Design purpose: In order to reduce their homework, the teacher asked students to find the expressions for only one aspect. This activity allows students to share their information so that all of them will have the expressions of every aspect to introduce a person. Thus, their mind maps will be complete, which lay the foundation for their writing.
3. Present their mind maps and other groups can add more information and expressions.
Design purpose: When presenting, students can not only practice their oral English and raise their confidence, but also share their information with others, at the same time, other students can also add the expressions that weren’t on their mind maps to theirs.
Step III:
1. Discuss with partners and use the expressions to introduce Flora. Several sentences are OK. 2. Introduce Flora to everyone.
Design purpose: This activity is to use the expressions in oral way. Although this is a writing section, it is necessary to practice students’ oral English too. Anyway, written English and spoken English can not be separated in English study. Through this activity, students will have a general idea about introducing a person. Basically, they will consciously use the phrases they have written on their mind maps. However, they may have no awareness of their sentence patterns.
Step IV:
1. Present a short passage the teacher wrote about Flora, and ask the students to read it.
2. After reading it, help the students to tell the sentence patterns of each sentence. Meanwhile, the teacher will write the sentence patterns on the blackboard. There are attributive clauses, noun clauses, not only…but also…，it is+a.+for sb. to do sth., v.-ing as the subject of a sentence, etc.
Design purpose: It is common that students in Grade one have no awareness of using different sentence patterns. That is why their compositions can not get high marks. By analyzing the sentence patterns in the sample, their awareness will be raised and they may try to use them in their own composition.
Step V:
1. Introduce a proper boyfriend to Flora. He can be your brother, uncle, friend, one of your teachers or you can even imagine one.
2. First, each student is required to write one aspect of the gentleman with a couple of sentences. 3. Second, they are supposed to discuss in groups and combine their sentences by using different patterns and conjunctions. Only by team work, can their composition be polished.
4. Third, each group has an opportunity to introduce their candidates to the whole class.
Design purpose: This activity is designed to practice students’ writing skills in a whole passage. Each of them are required to write one aspect of the gentleman by using the expressions in their mind map. Some good students may use different sentence patterns but some ordinary and lower leveled students may still use the simple sentences. Therefore, teamwork is important in their writing. Through their discussion, they can learn from each other and polish their composition by joint effort. In this way, some complex sentences and useful conjunctions will appear in their passages. Giving the opportunity to present their candidates is also a good way to encourage them to speak what they have written and practice their oral English. It is also a good way to appreciate their beautiful sentences, so that they can adopt others’ strong points while overcoming their own weak points, which lays a good foundation and sets good example for their later writing.
Step VI:
Summary: What have you learned today? Step VII:
Comment: According to their performance in class, each group get different points. The commentator is supposed to speak out the scores of each group and make comments on his classmates’ performance both on their oral English and written composition.
Homework:
Students are demanded to write a passage about 100 words to introduce a classmate, a friend or a teacher by using as many expressions they’ve learned as possible. Different sentence patterns are welcome.
Design purpose: In class, students wrote the composition in groups and all of them knew how to introduce a person. This homework is designed to practice their writing skills individually. Through this homework, every student can try the expressions and sentence patterns they’ve learned in class. By
checking their homework, the teacher can also get an idea of the effect of class.
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