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1、Period 3Writing; Self-assessment整體設(shè)計教材分析Students are required to write about a famous person they admire. Teachers may first group students and make them choose a successful person. After that they can discuss the eight aspects concerning the person they are writing about. It is suggested that stude

2、nts should take a note of the information about the person. Then each member writes two aspects of the success, using the information they have collected. Join all the aspects up, and they will get a complete passage. Finally, you may ask students to work on the draft to make it perfect. Time permit

3、ting, a competition can be carried out. 三維目標(biāo)1. 知識與技能1)Make sure students know how to write about the life of a famous person.2)Check up the knowledge they have learned in this book.2. 過程與方法1)Motivate students enthusiasm in taking part in the class.2)Individual work and pair work to make every studen

4、t work in class.3. 情感與價值Their awareness of cooperation will be promoted. 教學(xué)重點1. Train students writing ability.2. Encourage them to learn cooperatively. 教學(xué)難點1. How to write about ones life.2. How to motivate students enthusiasm in participating in classroom activities. 教學(xué)過程Step 1 Revision1. Greet st

5、udents as usual.2. Check their homework.A dictation of the words listed in Vocabulary. Step 2 Writing1. Have students work in groups of four and decide on the famous person they will write about.2. Students discuss in groups to collect the information of the person they choose in the following aspec

6、ts: (Show the following on the screen. )Write about: where he/she was born and where he/she lived as a childhow he/she became famoushis/her songs/music/paintings/novels/poems. . .TV shows he/she has been inYour opinion of his/her work. Explain why you like him/her.1 / 8What you think will happen to

7、him/herWhether he/she will continue to be successfulThey can design as many questions as possible so that they may get as much information. A student from each group will be chosen to take a note of the results of discussion. The following questions can be used.1)Where and when was he/she born? 2)Ho

8、w much do you know about his/her family/childhood? 3)How did he/she become famous? 4)What do you think of him/her? 5)How do you like his/her songs/poems? 6)What do you think will happen to him/her? 7)Will he/she continue famous in the future? 3. Each member of the group writes two aspects individual

9、ly. Join all the aspects up, and the complete passage will be gained.4. The group work on the draft to perfect it before it is presented to the rest of the class.(Show a sample version on the screen. )Mark TwainMark Twain(1835-1910), one of the best known American writers in the 19th century, was bo

10、rn in Missouri in the middle part of the United States.Mark Twains hometown lay on the banks of the Mississippi River, where he spent his childhood. When he grew up, he worked as a pilot on a river boat for some time. Mark Twain is not his real name, but his pen name. He took it from the shout of th

11、e sailors measuring the depth of the water when the water was two marks deep on the lead line.In his whole life, he wrote a lot of novels, one of which is The Adventure of Tom Sawyer, the masterpiece which brought him fame and honor. Some of his writing have been translated into many languages. He a

12、nd his works are deeply loved by readers throughout the world even now. Step 3 Self-assessmentTo consolidate the knowledge they have revised in this module, you may ask them to do the following exercise: (Show the exercise on the screen. )1 They sang the same song over and over at the top of their_

13、.A. noiseB. soundsC. voicesD. hands2 He slipped and broke his leg. _ , he will have to be away from school for two or three months.A. BesidesB. As a resultC. Whats moreD. In fact3 This is the third time you_ .A. are lateB. were lateC. have been lateD. had been late4 He was about to tell me the secre

14、t_ someone patted him on the shoulder.A. as B. Until C. while D. when5 Nick is looking for another job because he feels that nothing he does_ his boss.A. serves B. satisfies C. promises D. supports6 Their families are_ marriage. A. connected to B. connecting C. connected to D. connected by7 _ that a

15、 new project will be started in our town.A. It believes B. We are believed C. It is believed D. We believed8 By the time he was 38, he _ principal of a university.A. will have becomeB. had becomeC. would have becomeD. would become9 In the Spring Festival children feel like_ firecrackers very much.A.

16、 setting offB. setting outC. giving offD. giving out10 Dont forget to come to my birthday party tomorrow._.A. I dontB. I wontC. I cantD. I haventSuggested answers:1 C2 B3 C4 D5 B6 D7 C8 B9 A10 BStep 4 Summary and HomeworkTeachers summarize the contents of this period. Through the study of this perio

17、d not only are students able to know how to write ones life, but also they can raise their awareness of cooperation by working on a draft in groups. The homework is to find someone to write about individually. They can find some information from the Internet or some other sources. 板書設(shè)計Module 7Revisi

18、onPeriod 3Write about: where he/she was born and where he/she lived as a childhow he/she became famoushis/her songs/music/paintings/novels/poems. . .TV shows he/she has been inYour opinion of his/her work. Explain why you like him/her.What you think will happen to him/herWhether he/she will continue

19、 to be successful 活動與探究Read your progress report to your parents and add more if possible. Then put it up on the wall to show it to the whole class. 備課資料Writing tips英語的書面表達(dá)一直以來就是英語學(xué)習(xí)的瓶頸。如能嚴(yán)格遵循以下建議，定能柳暗花明。研習(xí) “沒有規(guī)矩，不成方圓?！睂τ谝话阌⒄Z學(xué)習(xí)者而言，寫出優(yōu)秀的文章有賴于后天習(xí)得，但并不意味著機(jī)械背誦、生吞活剝，或者照搬照抄、人云亦云。所謂研習(xí)，需要有獨立思考和個人的判斷，本著“他山之石

20、，可以攻玉”的精神，汲取文章的精華部分加以研究。研習(xí)主要側(cè)重兩個方面，包括文章章法和語言表達(dá)。文章章法指文章的行文思路、布局謀篇、結(jié)構(gòu)安排、邏輯順序。許多學(xué)習(xí)者面對一個話題，可能存在兩種不同的困惑，一是下筆千言，但離題萬里; 二是思緒萬千，卻無從落筆。導(dǎo)致兩種困惑的根源皆在于欠缺思考問題、組織思路的恰當(dāng)方式，以至于文章不得要領(lǐng)、章法紊亂。這就要求我們從全篇脈絡(luò)角度多研習(xí)范文，之后領(lǐng)悟如何以演繹法行文，怎樣用歸納法謀篇以及如何圍繞特定話題拓展思路等等。此外，研習(xí)還要側(cè)重于語言表達(dá)，包括遣詞造句和句子、段落之間的各種銜接手段，以期在自己日后的寫作中派上用場，因為英文寫作皆通一理。只有善于借鑒，勤加

21、研究，才會借他人的優(yōu)勢和長處，提高自己的寫作水平。背誦背誦是提高寫作的又一有效途徑。要寫好作文，首先要處理好語言輸入與輸出之間的關(guān)系。前者是后者的前提條件。如果頭腦空空如也，就根本談不上寫出像模像樣的文章。只有讀過大量東西，并且有意識地將其中精彩部分儲存于記憶之中（commit the highlights to memory），才能保證下筆流暢、文通字順。因此，背誦對于寫作極為重要。但背誦不是機(jī)械記憶，而是有選擇性的背誦，是有意義的記憶。因為機(jī)械背誦的結(jié)果要么是記憶很快就蕩然無存、了無痕跡，要么是無法活學(xué)活用、付諸實踐。背誦包括五個方面: 重點詞匯、常用套語、精彩句子、優(yōu)秀段落、經(jīng)典篇章。重

22、點詞匯美妙的用詞及搭配皆在此列，像fall victim（受害），stand a fair chance（大有希望）這種地道的動賓搭配要勤加記憶。為了積累寫作詞匯，應(yīng)將文中同屬一個話題的用詞匯總歸納，組成主題詞族（topic family）。歸類記憶可以使自己日后即寫即用，得心應(yīng)手。常用套語套語指流行的公式化語言，在寫作中適當(dāng)使用頗有必要。如在商業(yè)信函結(jié)尾，期望對方早日回復(fù)的表達(dá)方式就要遵循套語的基本模式，使表達(dá)規(guī)范得體。下面試舉幾個例子: Kindly favor us with an early reply. 請早日賜復(fù)。Your prompt reply will be highly a

23、ppreciated. 如能及時回復(fù)，將不勝感謝。We look forward to hearing from you soon. 早日回復(fù)。We are expecting your prompt reply. 急盼回復(fù)。Please have the kindness to answer this letter quickly. 請早日回信。Kindly let us have your reply at your earliest convenience. 請在您方便時盡早賜函。We would appreciate it if you could respond right away

24、. 如能即刻回復(fù)，將不勝感謝。當(dāng)前流行應(yīng)試寫作模板，即套語的使用貫穿文章始終，為考生提供萬能公式型的文章主架，每句表達(dá)皆由固定套語框定，考生只要背下套用句型、過渡詞語，在考試中根據(jù)特定考題填充具體內(nèi)容就可以了。這種應(yīng)試策略使寫出的文章矯揉造作，生硬刻板，雖可以讓考生及格過關(guān)，但絕對得不到高分。套語的過多使用不妨可以比作大海中的救生圈，有了它，僅僅可以讓不擅游泳者保全性命，卻無法自在暢游，一展泳姿。一般而言，套語較為空洞，如使用過多，文章容易流于空泛，言之無物。精彩句子精彩句子指文章中句式優(yōu)美、蘊(yùn)含哲理的句子。精彩句子的背誦有助于寫作時的引用和模仿。如在閱讀美國前總統(tǒng)約翰·肯尼迪（Jo

25、hn F. Kennedy）的就職演說（Inaugural Address）時，可以記住諸如“Ask not what your country can do for you， ask what you can do for your country. ”（不要問國家能為你做什么，而要問你能為國家做什么。）這樣的傳世佳句，當(dāng)你寫關(guān)于愛國（patriotism）主題的作文時，則可以適時引用。優(yōu)秀段落閱讀時，我們經(jīng)常會碰到一些過目難忘的段落。這些段落或者表達(dá)流暢、文筆優(yōu)美，或者邏輯縝密、結(jié)構(gòu)嚴(yán)謹(jǐn)。根據(jù)表達(dá)需要，有不同的功能段落，如現(xiàn)象說明段、觀點陳述段、原因列舉段、利弊解釋段、結(jié)論歸納段、趨勢預(yù)測

26、段、措施建議段等。有些優(yōu)秀段落可以作為寫作的功能段落加以背誦，對于我們拓展思路、規(guī)范行文大有裨益。在背誦過程中，熟練掌握各種功能段落的行文規(guī)則，自己在表達(dá)時就能駕輕就熟。經(jīng)典篇章古往今來，英語寶庫中涌現(xiàn)出大批經(jīng)典佳作，如林肯的葛底斯堡演說（The Gettysburg Address），福克納的諾貝爾獎演說（Banquet Speech），海倫·凱勒的給我三天光明（Three Days to See）。這些文章在文字的運(yùn)用上技法高超，在思想內(nèi)涵上寓意深刻，讀來字字珠璣，文字優(yōu)美，啟迪心智，含義雋永（full of exquisite words and truth， satisfyi

27、ng the mind， appealing to the heart）。這樣的文章如不能熟讀成誦，則無法融會貫通。背誦一定數(shù)量的經(jīng)典名篇既有助于提高自己遣詞造句的能力，也有助于加強(qiáng)自己表達(dá)思想的深度。下面的一篇短文是英國哲學(xué)家羅素（Bertrand Russell）自傳的序言部分，題為What I Have Lived For（我的人生追求），概述了作者一生追求的三種理想，文章在語言和思想兩個方面都堪稱經(jīng)典，值得背誦。模仿在自己寫文章時，應(yīng)有意識地調(diào)用以前的積累，正向遷移，融入自己的寫作，包括語言表達(dá)、文章章法、寫作技巧等，最終達(dá)到學(xué)以致用的目的。如果記憶中有像 “Not that I lo

28、ved Caesar less， but that I loved Rome more. ”（不是我愛愷撒淺，而是我愛羅馬深。）這樣的經(jīng)典名句，當(dāng)寫作有關(guān)英語學(xué)習(xí)的文章時不妨模仿這個句式: Not that we cant master English， but that we have not been willing to take pains. （不是我們不能掌握英語，而是我們不愿付出努力。） 正如學(xué)好書法常要描紅，學(xué)好繪畫常須描摹，寫好文章則需要模仿。Beauty imitated is beauty recreated. （模仿美就是創(chuàng)造美。） 賦予經(jīng)典的表達(dá)以新的內(nèi)涵，這也是一種創(chuàng)新。模仿他人目的在于提高自己。模仿與借鑒為寫作所必須。 希望對大家有所幫助，多謝您的瀏覽！