外研版选修7Module 2 Highlights of My Senior Year Writing名师教学设计
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| 名称 | 外研版选修7Module 2 Highlights of My Senior Year Writing名师教学设计 |  | |
| 格式 | doc | ||
| 文件大小 | 37.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-02-18 17:10:03 | ||
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Module2 Writing 名师教学设计（一）
I. Three-Dimension Objectives
1. Knowledge and Skills:
Students shall be able to
● learn words and expressions about highlights of their school year;
●develop writing skills and strategies concerning content, language, and organization;
● write a composition by using the lexical resources and sentence patterns learned.
2. Process and Method
● Students finish writing tasks by participating in both the individual learning and cooperative learning. Through doing the individual work, they will be able to develop their autonomous learning ability and gain more knowledge about lexical resources.
● Students have the opportunity to exchange ideas about vocabulary, expressions, and sentence patterns with their group members through cooperative learning.
3. Emotion, Attitude and Value
Students are fostered to show a positive attitude towards highlights of senior school years and cherish their learning and studying life.
4. Important points
● To teach and guide students to master related vocabulary and apply it to daily writing;
● To improve students’ compositions in terms of content and organization.
5. Difficult points
● To guide students to finish the paragraph writing by using sentence patterns of grammatical range;
● To enable students polish their writing and learn to appreciate their peers’ writing.
6. Teaching Methods
● Task-based writing teaching in context
● Cooperative learning: group discussion and presentation
● Teaching under the guidance of core competence cultivation
II. Analysis of Teaching Material & Students
The writing topic of this module is highlights of students high school year and what role these wonderful activities play in their school life. Students have experienced their high school life which has left a deep impression on them. It is a familiar topic to senior high school students, so they have the competence of linguistic output concerning this topic.
Students are in their second year of senior high school and have grasp a relatively wide range of language competence, problem-solving ability and teamwork spirit. They are very interested in knowing writing strategies of describing extracurricular activities and their feelings about them. But some of the students are not very familiar with the criteria and requirements of the writing examination, and they tend to lack the opportunity to apply what they have learned into practice.
III. Teaching procedures
Steps Teacher’s activity Students’ activity Purpose
Greetings & Warming-up 1. Ask students questions to get them involved in the topic. 2. Invite one student to deliver a short report / speech on his most unforgettable experience in school. 1. Brainstorm: think of their highlights in senior high school. 2. Listen to the short report / speech, and try to get information 1. Students get to know the topic directly. 2. Lead students to make sure the learning objectives.
Pre- Writing: enjoy pictures Show students several pictures which reflect their campus life and ask students to describe their feelings of the photos. Try to describe the pictures by using advanced words and expressions. Enable students to acquire more vocabulary related to topic by themselves.
Pre- Writing: Task 1 Guide students to make plain sentences and then polish them by applying advanced grammar into complex sentence pattern. Do individual work and group work (exchange ideas with group members) to polish the sentences. Guide them to grasp sentence patterns. Enable them to exchange ideas.
Pre- Writing: Task 2 Present some simple sentences on the board and assign students task: to polish them by advanced patterns they have learned. Discuss with neighbors (pair work) and polish the sentences by using the five patterns. Make students apply the sentence patterns into practice.
Linking words Guide students to polish a passage by adding necessary linking words. Think about useful linking words. Train students’ logic in writing
While- Writing 1. Ask students to write a letter to Ms Zhao, their head teacher, about the highlights in senior high school life. 2. Guide students to write by autonomous learning. 3. Present school life pictures for students. 1. Students write autonomously and the teacher guides them if they have any question. 2. Students check their compositions and correct the mistakes. Encourage students to write independently by using vocabulary and sentence patterns they have learned.
Peer Review 1. Present 2 students’ writing and invite their classmates to appreciate their works. 2. The teacher also explain the basic assessing criteria and requirements. Students appreciate their peers’ writing in terms of handwriting, content, organization and sentence patterns Enable students to know their peers’ advantages and disadvantages. Check whether students apply what they have learned into practice.
Post- Writing 1. Make a summary of how to write a good article 2. Guide students to imagine what they want to express on the graduation ceremony 3. Ask students to make a summary by themselves. 1. Discuss in groups on how to write a good article. 2. Think of the scenes that may happen on the highlight: graduation ceremony Train students ability of summarize and leave them a deep impression by imagining the future highlight
Homework & Ending 1. Assign homework 2. Sing the song “Auld Lang Syne” together Keep the homework in mind and sing the song together. Teach students to value their school life.
Blackboard Design B7 M2 Highlights of My Senior Year Writing School activities play an important role, which. . . Give confidence The moment I feel. . . , I will. . . , which. . . Enhance teamwork The reason why. . . is that.. . Relieve pressure We are positively affected by.. . Cultivate ability It is. . . that.. .
IV. Teaching Reflection
Benefits:
● Under the teacher’s guidance and encouragement, students are more willing to apply advance expressions and sentence patterns related to the topic into practice.
● Various kinds of tasks and activities done through group discussion enhances students’ teamwork and arouses their enthusiasm of learning writing.
● Peer feedback makes students recognize the advantages and disadvantages of compositions written by both their peers and themselves. Shortcomings:
● Interaction between the teacher and students and that among students is not adequate for students to explore their activeness..
● Students are expected to given more chances to speak out and write down their opinions in order to promote their linguistic output in writing class.
4 / 4
I. Three-Dimension Objectives
1. Knowledge and Skills:
Students shall be able to
● learn words and expressions about highlights of their school year;
●develop writing skills and strategies concerning content, language, and organization;
● write a composition by using the lexical resources and sentence patterns learned.
2. Process and Method
● Students finish writing tasks by participating in both the individual learning and cooperative learning. Through doing the individual work, they will be able to develop their autonomous learning ability and gain more knowledge about lexical resources.
● Students have the opportunity to exchange ideas about vocabulary, expressions, and sentence patterns with their group members through cooperative learning.
3. Emotion, Attitude and Value
Students are fostered to show a positive attitude towards highlights of senior school years and cherish their learning and studying life.
4. Important points
● To teach and guide students to master related vocabulary and apply it to daily writing;
● To improve students’ compositions in terms of content and organization.
5. Difficult points
● To guide students to finish the paragraph writing by using sentence patterns of grammatical range;
● To enable students polish their writing and learn to appreciate their peers’ writing.
6. Teaching Methods
● Task-based writing teaching in context
● Cooperative learning: group discussion and presentation
● Teaching under the guidance of core competence cultivation
II. Analysis of Teaching Material & Students
The writing topic of this module is highlights of students high school year and what role these wonderful activities play in their school life. Students have experienced their high school life which has left a deep impression on them. It is a familiar topic to senior high school students, so they have the competence of linguistic output concerning this topic.
Students are in their second year of senior high school and have grasp a relatively wide range of language competence, problem-solving ability and teamwork spirit. They are very interested in knowing writing strategies of describing extracurricular activities and their feelings about them. But some of the students are not very familiar with the criteria and requirements of the writing examination, and they tend to lack the opportunity to apply what they have learned into practice.
III. Teaching procedures
Steps Teacher’s activity Students’ activity Purpose
Greetings & Warming-up 1. Ask students questions to get them involved in the topic. 2. Invite one student to deliver a short report / speech on his most unforgettable experience in school. 1. Brainstorm: think of their highlights in senior high school. 2. Listen to the short report / speech, and try to get information 1. Students get to know the topic directly. 2. Lead students to make sure the learning objectives.
Pre- Writing: enjoy pictures Show students several pictures which reflect their campus life and ask students to describe their feelings of the photos. Try to describe the pictures by using advanced words and expressions. Enable students to acquire more vocabulary related to topic by themselves.
Pre- Writing: Task 1 Guide students to make plain sentences and then polish them by applying advanced grammar into complex sentence pattern. Do individual work and group work (exchange ideas with group members) to polish the sentences. Guide them to grasp sentence patterns. Enable them to exchange ideas.
Pre- Writing: Task 2 Present some simple sentences on the board and assign students task: to polish them by advanced patterns they have learned. Discuss with neighbors (pair work) and polish the sentences by using the five patterns. Make students apply the sentence patterns into practice.
Linking words Guide students to polish a passage by adding necessary linking words. Think about useful linking words. Train students’ logic in writing
While- Writing 1. Ask students to write a letter to Ms Zhao, their head teacher, about the highlights in senior high school life. 2. Guide students to write by autonomous learning. 3. Present school life pictures for students. 1. Students write autonomously and the teacher guides them if they have any question. 2. Students check their compositions and correct the mistakes. Encourage students to write independently by using vocabulary and sentence patterns they have learned.
Peer Review 1. Present 2 students’ writing and invite their classmates to appreciate their works. 2. The teacher also explain the basic assessing criteria and requirements. Students appreciate their peers’ writing in terms of handwriting, content, organization and sentence patterns Enable students to know their peers’ advantages and disadvantages. Check whether students apply what they have learned into practice.
Post- Writing 1. Make a summary of how to write a good article 2. Guide students to imagine what they want to express on the graduation ceremony 3. Ask students to make a summary by themselves. 1. Discuss in groups on how to write a good article. 2. Think of the scenes that may happen on the highlight: graduation ceremony Train students ability of summarize and leave them a deep impression by imagining the future highlight
Homework & Ending 1. Assign homework 2. Sing the song “Auld Lang Syne” together Keep the homework in mind and sing the song together. Teach students to value their school life.
Blackboard Design B7 M2 Highlights of My Senior Year Writing School activities play an important role, which. . . Give confidence The moment I feel. . . , I will. . . , which. . . Enhance teamwork The reason why. . . is that.. . Relieve pressure We are positively affected by.. . Cultivate ability It is. . . that.. .
IV. Teaching Reflection
Benefits:
● Under the teacher’s guidance and encouragement, students are more willing to apply advance expressions and sentence patterns related to the topic into practice.
● Various kinds of tasks and activities done through group discussion enhances students’ teamwork and arouses their enthusiasm of learning writing.
● Peer feedback makes students recognize the advantages and disadvantages of compositions written by both their peers and themselves. Shortcomings:
● Interaction between the teacher and students and that among students is not adequate for students to explore their activeness..
● Students are expected to given more chances to speak out and write down their opinions in order to promote their linguistic output in writing class.
4 / 4