Module 3 unit 5 Water Writing
教案
Lesson?Type:?Writing?Lesson??
Text?analysis:?
This?lesson?is?based?on?P89,?Book?B,?Unit?5.?In?the?reading?section?of?this?unit,?students?have?learned?about?a?journey?of?a?drop?of?water?and?most?of?them?can?describe?the?cycle?of?water.?Next,?in?the?listening?section?of?this?unit,?students?have?learned?to?describe?the?features?of?photos?and?accordingly?make?them?in?the?correct?order.?Then?in?the?writing?section,?students?are?guided?to?write?the?process?of?an?experiment.?To?increase?the?fun?of?writing,?the?material?in?Book?B,?writing?a?recipe?may?arouse?the?interest?of?the?students’.??
Students?analysis:??
The?overall?English?level?of?the?students?in?Class?3?is?in?the?middle?or?below?that?of?the?grade.?Some?of?them?are?active?speakers?in?my?English?class.?However,?the?accuracy?of?writing?is?not?as?good?as?their?speaking.?They?have?the?idea?of?using?linking?words?when?describe?a?process,?yet?some?of?them?fail?to?use?them?correctly.?On?the?other?hand,?some?students?are?confused?with?the?choice?of?sentence?patterns.??
Teaching?aims:?
1.?Students?can?use?linking?words?such?as?first,?next,?then,?after?that?and?finally?when?describe?a?process.?
2.?Students?can?use?imperatives?in?such?writing.?
3.?Students?can?get?more?familiar?with?the?making?of?local?Cantonese?food?and?feel?more?confident?to?express?in?English??
Teaching?Methods:? Group?learning,?task-based?language?teaching??
Teaching?procedures:
Stage
Stage aim
Teacher’s?activities
Students’?activities?
Leading-in?(3?mins)
Lead?in?the?topic?and?arouse?the?students’?interest.
Show?the?Ss?a?video?of?
A?bite?of?China?II.
Watch?the?video?and?think?of?the?cooking?methods.
Pre-writing?
(10?mins)?
1.?To?guide?the?Ss?to?realize?the?using?of?linking?words?in?writing?a?process.
1.?Play?the?recording?of?making?noodle?soup.?
2.?Check?the?answer?of?the?blank-filling.?
3.?Summarize?the?use?of?linking?words.?
1.?Fill?in?the?blanks?with?linking?words:?first,?next,?then,?after?that?and?finally.?
2.?Summarize?the?use? of?such?words?in?writing?a?process.
2.?To?guide?the?Ss?to?realize?of?the?using?of?imperatives?in?writing?a?process.
1.?Guide?the?students?to?fill?in?the?flow?chart?according?to?the?above?article??
2.?Ask?the?Ss?to?observe?the?sentences?in?the?flow?chart.
Summarize?the?use?of?imperative?in?writing?a?process.
While-writing?(15?mins)
To?use?linking?words?and?imperatives?in?writing?a?recipe.
1.?Ask?each?group?to?choose?a?dish?to?write?
2.?Ask?Ss?to?work?in?groups?to?fill?in?the?flow?chart?with?the?steps?of?making?a?dish
1.?(Group?work)?Fill?in?the?flow?chart?with?the?steps?of?making?a?dish.
Ask?the?Ss?to?write?on?their?own?and?provide?help?if?they?need.
2.?(Individual?work)?Write?a?recipe?on?their?own?with?the?help?of?the?flow?chart.
Post-writing?(10?mins)
To?evaluate?the?written?work.?
1.?Present?some?of?the?recipes?the?students?write.?2.?Lead?the?students?to?correct?the?mistakes.?
Exchange?the?recipes?among?the?group?and?correct?the?mistakes.?
Evaluate?the?best?work?in?the?group
Point?out?the??Ss’?advantages?and?disadvantages?in?the?writing
Take?notes?when?necessary.
Summary?(1?min)
Summarize?the? lesson
Point?out?the?usage?of?linking?words?and?imperatives?in?writing?a?process,?such?as?a?recipe.
Listen?to?the?teacher?carefully?
Homework?assignment?(1?min)
Consolidate?what?Ss?have?learned
Ask?the?Ss?to?write?a?recipe?of?his/her?favourite?dish
Write?the?recipe?after?class.?
Reflection?of?the?lesson:?
I?used?a?short?promoting?video?to?introduce?the?topic?of?cooking?food,?which?can?arouse?the?interest?of?the?students’.?Hence,?they?are?willing?to?talk?how?to?cook?their?favourtite?food.?The?input?of?linking?words?is?appropriate?to?the?students’?need?because?they?know?how?to?use?it?when?doing?oral?presentation?of?cooking?a?dish.?However,?using?the?approach?of?listening?for?linking?words?may?be?not?as?good?as?a?blank?filling.?Then?I?played?a?main?role?when?assessed?the?students’?writing?work.?Actually,?let?the?students?do?this?part?of?job?may?get?a?better?effect?in?a?way.?In?a?word,?this?writing?lesson?was?successful?to?me?because?the?students?enjoyed?the?lesson?and?learnt?how?to?state?clearly?when?doing?a?process.
课件15张PPT。Writing a recipeHow to make noodle soup Listen to the recording then complete the recipe for making noodle soup. Task 1How to make noodle soup Today, my mother is teaching me how to make noodle soup. My mother says to me, “1_____, put five cups of water into a pot . 2______, boil the water and put 100 grams of noodles into the boiling water. 3______ add one egg, two carrots and a few prawns. 4._________, stir the noodles. In about ten minutes, add seasoning, spring onions and a piece of ginger. 5________, serve the noodles soup in a big bowl.FirstNextThenAfter thatFinallySummary 1: We use _____, _____,____, __________
_________ as linking words. （ ） firstnextthenafter thatfinally连接词How to cook ricePut five cups of water into a pot Boil the water and put 100 grams of noodles into the boiling waterAdd one egg, two carrots and a few prawns. Stir the noodlesAdd seasoning, spring onions and a piece of gingerServe the noodle soup in a big bowl.Please fill in the flow chart
according to the article
to show how to cook rice.Flow chart
（流程图）Task 2Summary 2 We use ___________ sentences. (_______)Put five cups of water into a pot Add one egg, two carrots and a few prawns. imperative 祈使句Group workWrite a recipe of a dish.Task 3First, choose a dish for your group.Next, work in groups to fill in
the flow chart with sentencesFinally, write a recipe of the dish by yourselvesPresentation of your recipeWonton NoodlesPresentation of your recipeStir-fried rice noodles with beefPresentation of your recipeFried eggs with tomatoesPresentation of your recipeFried rice with eggsPresentation of your recipeSeaweed and egg soupSummaryWhen we write a process, for example, a recipe, we should use ___________ and ___________ to show the steps clearly.
linking words imperativesWhat is your favourite dish?HomeworkWrite a recipe of your favourite dish
