外研版必修四Module 5 A Trip Along the Three Gorges 写作课教案

Period
5
Writing
Course
Analysis
of
teaching
material
This
material
is
from
Module5
A
Trip
Along
the
Three
Gorges.
It
is
the
fifth
period
of
this
unit.
This
learning
stage
involves
the
use
of
the
whole
unit
language
and
reflects
it
in
the
form
of
writing.
Students
are
expected
to
learn
how
to
write
a
short
description
of
the
region
them
live
in,
which
contains
a
brief
introduction
to
tourist
attractions
and
travel
rules.
Analysis
of
students
This
module
mainly
reviews
modal
verbs.
The
students
have
learned
the
knowledge
of
the
"modal
verb"
in
the
previous
Grammar
Lesson
and
the
Speaking
and
Listening
lesson.
As
well
as
for
the
expression
of
the
obligation,
permission
and
prohibition,
and
has
enough
language
to
prepare
for
writing
and
want
to
continue
to
explore
the
enthusiasm
of
the
unit's
learning
objectives.
And
students
are
already
interested
in
helping
foreigners
introduce
Chongqing’s
scenery
Teaching
Objectives
At
the
end
of
this
lesson,
students
will
be
able
to
Knowledge
Objectives:
acquire
the
basic
usage
of
some
words
and
phrases
about
writing
a
short
description
of
Chongqing.
master
the
method
of
applying
“Modal
Verbs”
to
write
a
composition
about
a
travelling
rules.
Ability
Objectives:
improve
their
ability
of
writing
a
short
description
of
the
region
them
live
in.
edit
and
modify
their
works
in
groups
works.
develop
their
thoughts
on
the
development
of
reasonable
travelling
rules.
Emotional
objectives:
enhance
their
awareness
of
actively
introducing
scenic
spots
in
China
to
foreign
friends.
cultivate
their
love
and
self-confidence
for
their
hometown.
improve
their
awareness
that
they
must
abide
by
the
traveling
rules
when
traveling.
Focal
Point
and
difficult
Point
Focal
Point:
Apply
“Modal
Verbs”
and
expression
of
the
obligation,
permission,
prohibition
and
so
on
to
write
a
paragraph
about
travelling
rules.
Difficult
Point:
Master
the
elements
needed
to
describe
their
hometown
and
complete
a
composition
independently.
Teaching
Procedure
Stage
Step
Activity
Intention
Duration
Pre-
Writing
(4
mins)
Step
1
Lead
in
to
the
writing
lesson
Creation
Situation:
Teacher
received
a
letter
from
Peter
Hessler.
In
his
letter
said
he
wanted
to
go
to
Chongqing
for
traveling,
and
he
hoped
to
get
the
help
of
me.
Then
I
wrote
back
to
him
that
I
would
ask
my
students
from
Chongqing
to
help
him
and
write
him
a
guidebook.
1.
Help
students
recall
the
contents
of
the
reading
class
and
introduce
the
writing
topic
into
the
scene.
2.
To
put
students
into
the
atmosphere
of
writing
and
enhance
students'
sense
of
participation.
2
min
Step
2
Give
an
example
to
introduce
the
structure
of
the
composition.
Take
the
teacher's
hometown
as
an
example
to
show
the
letter,
lead
the
students
to
study
the
structure
of
the
writing
task.
Including
a
description
of
the
region
and
traveling
rules.
Let
the
students
first
have
a
certain
understanding
of
the
structure
of
the
writing
task
article.
2
mins
While-
Writing
(28
mins)
Step
1
Give
an
instance
to
analyze
how
to
write
a
description
of
a
region.
Students
read
the
passage
in
the
textbook
with
questions,
discuss
in
groups
to
find
out
the
features
of
Sichuan.
Let
students
accumulate
writing
material
in
reading
and
can
set
up
that
logically
according
to
the
main
points.
4
mins
Step
2
Analysis
of
the
characteristics
of
Chongqing
for
material
preparation.
Activity
1:
The
students
sum
up
the
geographical
features
of
Chongqing
through
the
information
given
by
the
teacher.
Activity
2:
The
students
sum
up
the
other
names
of
Chongqing
through
the
Q&A
Activity
3:
The
students
learn
and
use
some
sentence
patterns
about
expressing
opinions.
Teacher
lists
the
elements
required
for
writing
in
a
tabular
manner.
Let
the
students
perceive
and
sum
up
the
characteristics
of
Chongqing
on
their
own,
and
organize
the
writing
elements
in
a
tabular
way
to
prepare
for
the
next
writing.
6
mins
Step
3
Review
modal
verbs
and
expression
of
the
obligation,
permission
and
prohibition.
The
teacher
presents
the
previous
example
again
to
the
students
on
how
to
write
this
part.
Teacher
underlines
and
circle
modal
verbs
and
related
expressions,
and
then
help
students
recall
the
previous
language
points
in
the
form
of
knowledge
network
diagrams
for
subsequent
writing
In
order
to
connect
closely
with
the
contents
of
the
previous
class,
and
to
enable
students
to
clearly
master
how
to
choose
the
correct
expression
in
their
own
writing
5
mins
Step
4
Panel
discussion
and
write
down
the
rules
to
be
followed
in
traveling.
Activity
1:
Work
in
groups
to
discuss
the
questions
raised
by
the
teacher
Activity
2:
Work
in
groups
to
discuss
and
write
down
the
rules
of
things
listed.
1.
Let
the
students
think
about
the
traveling
rules
with
their
experience
and
improve
the
ability
of
group
cooperation.
2.
Let
the
students
recall
the
knowledge
of
modal
verbs.
5
mins
Step
5
Students
finish
the
draft
independently.
The
teacher
presents
the
previously
summarized
writing
elements
on
the
multimedia
so
that
the
students
could
complete
the
draft
independently.
Let
the
students
better
recall
the
previous
content
and
finish
the
draft
more
smoothly
8
mins
Post-
Writing
(8
mins)
Step
1
Draft
modification
of
group
discussion
Group
work,
exchanging
drafts
with
each
other
for
evaluation,
then
select
the
best
one
in
the
group.
Let
the
students
communicate
according
to
the
existing
knowledge
and
improve
the
ability
of
group
cooperation.
3
mins
Step
2
The
teacher
leads
to
edit
students’
writings.
The
teacher
randomly
selects
the
composition
of
a
group
for
structural
and
word
evaluation,
pointing
out
the
mistakes
that
are
easy
to
make
when
writing
this
composition.
To
correct
the
mistakes
that
students
are
prone
to
make
in
a
more
timely
manner,
and
use
the
examples
around
them
to
be
more
realistic.
4
mins
Step
3
Homework
Complete
the
final
draft
based
on
the
students'
own
drafts.
To
consolidate
and
present
the
knowledge
learned
in
this
class.
1
min