5th Teaching Period Using Language(Writing) Teaching goals 1. Language Input Brainstorming, share, experience, make use of 2. Ability goals Enable the students to master the way of preparing themselves before writing a composition—Brainstorming Teaching difficult points Write a passage about one’s experience of English Learning Teaching methods Task-based learning Teaching aids a project and a computer Teaching procedures Step 1 Greetings and Revision Step 2 presentation Task 1 Summarize the way of preparing oneself before writing. T: Writing is a difficult item for most of you, so most students are afraid of it. When you get a subject or topic, you don’t know what to write about. Today we’ll learn to use a way, that is, brainstorming. Before you begin to write, it is helpful to prepare what you want to say. Brainstorming is the best ways to do this. Are you sure how to do brainstorming? When brainstorming, you can follow these steps: (show the steps on the project to the students) ● share ideas with others; ● decide which are the best ideas; ● make a list of those ideas; ● put those ideas into a map so that you can easily see them; ● use the map to help you as you write (Then write “Why should I learn English? ” on the blackboard.) T: Please tell me why you should learn English. S1: I learn English to talk to native speakers. S2: To go to university, I learn English hard. S3: To read English Books and newspaper. S4: ……….. T: Well, let’s show your ideas on a map. Now you can see your ideas more easily. You know, the map can help you write an excellent composition. Now do you know how to prepare yourself before writing? (show the map on the screen) Why should I learn English? to use for business. to use in school. to write to pen friends. to talk to native speakers. to read English books. to listen to English music and movies. S: Yes. T: Now please read the steps aloud, please. Task 2 Make a brainstorming map (Write down “How can learning English help China in the future? ” on the blackboard.) T: Why not try to make a brainstorming by ourselves? Let’s practice it on the topic----How can learning English help China in the future? Please discuss in groups of 6 or 8 and make a brainstorming map. After a few minutes, I will ask you to show your map on the blackboard. (After a few minutes later , I ask a few students draw the map on the blackboard. As follows . ) Know more about foreign country and speed the development of economic. How can learning English help China in in the future ? Raise international Competitive power Easy to learn advanced Technology of other country Make Chinese culture popular all over the world Step3 writing task Task 1 Make notes about the paragraphs for the writing T: Well done ! Now Let’s use this skill to help ourselves write a passage. Please turn to page 53 on the workbook. You are expected to write an article on the topic “My experience of Learning English”. First, what you need to do is to think about the things you find most difficult and make a list . My problems Ideas for improvement Why I like English My future with English Speaking Listening Writing words Listen to the English tapes as often as possible; get an English e-pal …….. Listen to music and movies; Enjoy original works; travel. Help me realize my dream T: Now, please make motes about the paragraphs for the writing. This will help you make your ideas clear to the reader. My experience of Learning English ? Paragraph 1 My problem in learning English. ? Paragraph 2 How I can improve my English. ? Paragraph 3 What I like about learning English ? Paragraph 4 How I hope to make use of my English. Task 2 writing an article T: Now , according to your notes, write an article on the topic “My experience of learning English” Before class is over ,you should hand it in. Step 4 Summary T:In this class we dealt with writing skills. We can do brainstorming to help ourselves think of as many related items as possible on the topic. You know ,it’s a very good way to prepare what we want to write. Step 5 Homework Use the way of” brainstorm “to write an article on “pollution” (說(shuō)明：本單元還有一個(gè)課時(shí)用于知識(shí)歸納和達(dá)標(biāo)測(cè)試) 教學(xué)反思：您覺(jué)得該教案在設(shè)計(jì)上做得較好的是哪方面： l 整體設(shè)計(jì)合理，有助于達(dá)成該課的教學(xué)目標(biāo) l 語(yǔ)言知識(shí)目標(biāo)和技能目標(biāo)有較高的達(dá)成度 l 注意設(shè)置問(wèn)題情境，充分考慮到師生的互動(dòng) l 注意引導(dǎo)學(xué)生主動(dòng)學(xué)習(xí)，積極參與語(yǔ)言實(shí)踐活動(dòng)，能激發(fā)學(xué)生的學(xué)習(xí)興趣 l 根據(jù)不同的學(xué)習(xí)任務(wù)靈活采用教學(xué)方法 l 關(guān)注學(xué)生的學(xué)習(xí)結(jié)果，學(xué)習(xí)任務(wù)的設(shè)置有助于不同水平學(xué)生發(fā)揮學(xué)習(xí)潛能 Step3 Using Language 注：各校教師有問(wèn)題或建議可發(fā)email到:npcurriculum@ Step 4. Writing assessment The teacher chooses one or two of the students’ writing papers to show to the class. Ss discuss: 1. Can the letter give Xiao Dong some good advice? 2. Is the letter well developed? 3. Are the ideas well organized to the point? 4. Does the writer have a good choice of words and idioms in his writing ? 5. Does the writer get a good mastery of complex structures of language? What mistakes has the writing made in his writing ? What can we do to avoid such mistakes? 單位：湖北省荊門　姓名：李國(guó)　E_mail：liguo619@