人教版（2019）选修二Unit 4 Journey Across a Vast Land Section C Using Language & Assessing Your Progress教案
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| 名称 | 人教版（2019）选修二Unit 4 Journey Across a Vast Land Section C Using Language & Assessing Your Progress教案 |  | |
| 格式 | docx | ||
| 文件大小 | 20.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-11-15 16:01:13 | ||
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Unit 4 Journey Across a Vast Land
Section C Using Language教学设计
1. Teaching Content:
This is a writing lesson. It talks about travel journal.
2.Teaching Objectives:
(1)Knowledge Objectives:
a) Students can understand the passage and learn more about travel journal.
b) Students will know the structure of the writing.
(2) Ability Objective:
Students can write a passage with the certain topic through imitation and practice.
(3) Emotional Objectives:
Students can foster the interest and desire of learning English and be fond of talking part in kinds of class activities.
3.Key and difficult points:
Key point: Help students understand the content and structure of the passage.
Difficult point: Guide students to write a travel journal by themselves.
4.Major Steps:
Step 1 Pre-writing(8 min)
1.Learn about the sample.
(1)The teacher will guide students to read the sample to summarize the topic of it.
Then students will answer some questions about the sample/find the supporting ideas of the topic:
1.What places and who are mentioned in the passage
2.How many parts can the passage be divided into And what's the main idea of each part
（2）Students will read the passage again to summarize the basic structure of the passage and they should also pay attention to the topic sentences, transitional words, logical relations and so on.
2.Conceive writing material
Students will work in groups of four to talk about the following questions:
1.What did the girls see when they went up the CN Tower
2.Why is it possible to get all kinds of good Chinese food in Toronto
3.What did Jean-Philippe tell the girls about Montreal and the people there
and write down some ideas. After that, representatives from each group will share their discussion results, including some useful phrases, sentences and so on.
(Justification: Through above activities, students will be prepared to write their own composition. They will know how to write and what to write.)
Step 2 While-writing(7 mins)
1.Outlining
Students will write an outline of the passage firstly under the guidance of the teacher.
2. Drafting
Students should write their own compositions based on the expressions they get from above activities and they should keep a watchful eye on spelling, grammar, punctuation and so on. In the meantime, the teacher will walk around to offer help if necessary.
(Justification: Through above two activities, students will finish their writing and their writing ability will be improved. )
Step 3 Post-writing(5 mins)
1.Editing
(1)Self-editing: The teacher will give students a short time to go through their writing to correct mistakes in spelling and grammar;
(2) Peer-editing: Students will exchange their passage with each other and correct mistakes in spelling and grammar; They can also give sugguestions about polishing with each other.
2.Display and Evaluation
The teacher will invite some students to share their passage to the whole class and guide other students to evaluate these passages, then the teacher will make a conclusion.
(Justification: Through these activities, students will regulate their language and work out better ideas or expressions, and they will improve their writing skill. Besides, they will be more willing to share their ideas in public and learn from each other.)
2
Section C Using Language教学设计
1. Teaching Content:
This is a writing lesson. It talks about travel journal.
2.Teaching Objectives:
(1)Knowledge Objectives:
a) Students can understand the passage and learn more about travel journal.
b) Students will know the structure of the writing.
(2) Ability Objective:
Students can write a passage with the certain topic through imitation and practice.
(3) Emotional Objectives:
Students can foster the interest and desire of learning English and be fond of talking part in kinds of class activities.
3.Key and difficult points:
Key point: Help students understand the content and structure of the passage.
Difficult point: Guide students to write a travel journal by themselves.
4.Major Steps:
Step 1 Pre-writing(8 min)
1.Learn about the sample.
(1)The teacher will guide students to read the sample to summarize the topic of it.
Then students will answer some questions about the sample/find the supporting ideas of the topic:
1.What places and who are mentioned in the passage
2.How many parts can the passage be divided into And what's the main idea of each part
（2）Students will read the passage again to summarize the basic structure of the passage and they should also pay attention to the topic sentences, transitional words, logical relations and so on.
2.Conceive writing material
Students will work in groups of four to talk about the following questions:
1.What did the girls see when they went up the CN Tower
2.Why is it possible to get all kinds of good Chinese food in Toronto
3.What did Jean-Philippe tell the girls about Montreal and the people there
and write down some ideas. After that, representatives from each group will share their discussion results, including some useful phrases, sentences and so on.
(Justification: Through above activities, students will be prepared to write their own composition. They will know how to write and what to write.)
Step 2 While-writing(7 mins)
1.Outlining
Students will write an outline of the passage firstly under the guidance of the teacher.
2. Drafting
Students should write their own compositions based on the expressions they get from above activities and they should keep a watchful eye on spelling, grammar, punctuation and so on. In the meantime, the teacher will walk around to offer help if necessary.
(Justification: Through above two activities, students will finish their writing and their writing ability will be improved. )
Step 3 Post-writing(5 mins)
1.Editing
(1)Self-editing: The teacher will give students a short time to go through their writing to correct mistakes in spelling and grammar;
(2) Peer-editing: Students will exchange their passage with each other and correct mistakes in spelling and grammar; They can also give sugguestions about polishing with each other.
2.Display and Evaluation
The teacher will invite some students to share their passage to the whole class and guide other students to evaluate these passages, then the teacher will make a conclusion.
(Justification: Through these activities, students will regulate their language and work out better ideas or expressions, and they will improve their writing skill. Besides, they will be more willing to share their ideas in public and learn from each other.)
2