Unit 1 Language Communication Workshop教学设计-2023-2024学年九年级英语北师大版全一册

Unit 1 Communication Workshop
Lesson Focus:
·Read the text to get information about difficulties encountered in learning English and specific advice.
·Retell the text using key words and phrases.
Reading
Exercise 1
Purpose: to help students understand the content of a text and to identify types of learning tips
Read and understand the sample text. Direct students to the photo and realia. Ask“What will the online discussion be about ”Elicit or provide English learning tips. If you feel your students are ready to do the exercise, you may skip this step.
Say "Read Minghua's online discussion with Steve. What learning tips does Steve offer Write V for vocabulary, G for grammar and S for speaking in the circles". Monitor as students read, offering assistance as needed.
Go over the answers, encouraging students to answer in complete sentences.
Answers
V, G, S
Text Builder
Exercise 2
Purpose: to help students complete a table based on a text
Direct students to the table. Say "Look at the learning problems in the table. Read the online discussion again and complete the table". Monitor, offering help as needed. If students need support, have them work in pairs.
Go over the answers, first having students compare their answers with a partner's or another pair's. Then ask individual students to say the solutions aloud. Encourage students to answer in complete sentences.
Answers
1. make word lists and review them
2. use pictures and tables, put difficult structures into songs, use them
3. talk to yourself when you're alone
Expansion: Don't Stop!
Note: Use this activity with more proficient students. Challenge students to retell, using their own words, the tips Steve gives Minghua. Ask them if they think the tips are good.
Do they use any of the tips What tips would they give Minghua
Writing
Exercise 3
Purpose: to help students pre-write by listing their English learning problems
Brainstorm what you want to write. Tell students to recall some of the English learning problems they brainstormed earlier. Say "Choose one or two that they have the most difficulty with"
Direct students to the list. Say "Write one or two of your English learning problems".Monitor as students write notes, offering help as needed.
Exercise 4
Purpose: to help students give suggestion tips for English learning to their partners
Identify the structure and language for the special topic. Direct students to Minghua's entry in the online discussion in Exercise 1.Ask "What does Minghua ask for help with " Elicit Her English language learning problems. Then direct students to Steve's response. Ask "What does Steve write back " Elicit He suggests learning tips for Minghua.Direct students to the first paragraph where Steve offers some understanding of Minghua's problems. Point out that Steve addresses each problem, offering some tips for each, in separate paragraphs, as laid out in the table in Exercise 2. Finally, point out how Steve concludes his letter with some uplifting words.
Write. Have students exchange their lists with a partner. Say " Now write down some solutions to your partner's problems". Monitor closely as students write, offering help as needed. Be sure to give students enough time to write. If time is short in class, allow students to finish their paragraphs for homework.
Self-check. When students have finished writing their paragraphs, either give them a handout with the following checklist or write it on the board:
□I have an introduction and conclusion.
□I suggested a tip for all my partner's problems.
□I used all Key Words and Key Expressions correctly.
□I double-checked spelling, grammar and punctuation.
Read the list aloud, making sure students understand meaning. Say " Now read your tips. Can you check all the points on the list " Monitor as students read their tips, offering assistance on how they can improve them.
Peer-review checklist. When students have finished doing the Self-check, have them swap papers with a partner. Alternatively, you may collect their papers and redistribute them to the class, having peer editing done anonymously. Either give each student a handout with the following checklist or write it on the board:
□Is the information useful If not, how could it be more useful, for example, give more specific examples
□Does it make sense If not, what could the writer do to make it better, for example, provide clearer reasons
□Do you think the tips will help solve the English learning problems If not, how could the suggestions be better
□Did the student use Key Words, Key Expressions and vocabulary correctly If not, circle any mistakes.
□Is the spelling, grammar and punctuation correct If not, circle where the student had problems.
□Do you have any other suggestions
Read the questions aloud, making sure students understand meaning. Say "Now read your classmate's tips. Can you check all the points on the list " Monitor as students read their classmates' papers, offer assistance on how they can give suggestions to their classmates.
Revise. When students have finished reading their classmates' tips and answering the questions on the Peer-review checklist, return the papers with the checklists. You may choose to have students meet and discuss their papers, or keep it anonymous. Say "Now use the information in the checklist to revise your papers" If time is short in class, assign revision for homework.
Speaking
Exercise 5
Purpose: to help students tell the class about their partners' English learning problems and the solutions
Say some things about Minghua's English learning problems, for example," Minghua has trouble remembering new words ... I think she should …" Alternatively, read the Example aloud.
Have students get into small groups of three or four. Say "Use the tips you wrote to tell your group about your partner's English learning problems". Monitor closely as students talk, making note of any serious mistakes to correct in a feedback session at the end of the activity.
Have students get into small groups of three or four. Say "Use the tips you wrote to tell your group about your partner's English learning problems". Monitor closely as students talk, making note of any serious mistakes to correct in a feedback session at the end of the activity.
If possible, make time for each student to tell the entire class about their partners' English learning problems. Be sure to allow them to practise in small groups first.
Expansion: Keep Talking!
Note: Use this activity to give students more practice. Have students make other suggestions for their classmates English learning problems. Discuss which are the most popular and create a chart, listing them. Encourage students to use the tips and then, after a few weeks, have students talk about how successful, or unsuccessful, they were.