Teaching plan
Place：Longyuan Middle School
Time: May 12th
Teacher: Ouyang xielu (Daisy)
Topic: 7BUnit8 Our ideal school (writing)
Language objectives:
To revise vocabulary and sentence patterns relating to the changes the students would like to see in the school: I’d like to…
If our school has…, we can…
It would be…because…
Ability objectives:
1. To improve the students’ skills of speaking
2. To develop students’ skills of writing: to write a composition through revising useful phrases and sentence patterns
3. To promote the students’ skills of information collecting
Emotional objectives:
1. To be more confident in writing
2. To arouse students’ love for school life
|
Stages |
Teacher’s instruction |
Students’ activity |
Purpose |
|
Lead-in |
Show some pictures of campus to the students. |
Enjoy pictures. |
To warm up the students and elicit the topic. |
|
Pre-task |
Introduce an announcement-writing contest on school’s website to the students. |
Think about the theme of the activity on the website. |
To motivate their interest to take part in the writing contest. |
|
Have the students think about the three standards when the teacher checks the composition. |
Think about the three standards when the teacher checks the composition. |
To have the students pay more attention to the three standards when they write their compositions. | |
|
Have the students think about the basic frame of the composition. |
Get more details about the frame. |
To let the students know the frame of the composition. | |
|
While-task |
Guide the students to discuss and think about what the ideal school is like in their mind. |
Collect more related information before writing. |
To help the students prepare for writing. |
|
Play the video and ask the students to complete the table. Then check the table. |
Watch the video carefully and finish the table, then give feedback. |
To develop the ability of information collecting. | |
|
Have the students share what they would like to see in their school. |
Express what they would like to see in their school. |
To help the students to imagine their ideal school. | |
|
Ask the students to practice the structure pattern according to the pictures---“If our school…, we can…” |
Practise using the structure---If our school …, we can do…according to three offered situations. |
To have a further imagination of their ideal school. | |
|
Have the students express their views by using the structure pattern. |
Share their views by using the structure---“It would be… because…” |
To improve the students’ ability of expressing their ideas. | |
|
Post-task |
Have the students do an a sentence-link game. |
Finish the composition orally one by one. |
To help the students form the frame of the composition in their mind. |
|
1. Assign the students to write a composition with some useful expressions for reference. 2. Ask the students to exchange their compositions and correct with each other. 3. Share some compositions. |
1. Write compositions 2. Exchange their compositions and correct with each other. 3. choose the best one to share. |
To develop the students’ ability to organize information and use language. | |
|
Assignments |
1. Read your classmates’ compositions on the display board. 2. Revise and polish your composition. | ||
教学设计说明：
1、教材分析：本节课的课题是来自于牛津教材7BUnit8 “A more enjoyable school life”中的写作部分，其内容是有关“我们理想中学校”。本单元中对理想中的学校提出了许多建议。其涉及的方面很多，如：学校环境、学校的文化氛围建设、学校的设施完善等。整个单元内容都是以理想中的学校来带动学生的校园生活。其主题非常贴切学生生活，学生比较感兴趣。
2、学情分析：初一（2）班的绝大部分学生都是来自于外来务工家庭，英语基础较差，并且有些学生的语音语调夹杂着较多乡音。由于许多学生的家庭学习环境较差，其所带来许多障碍如下：由于没有录音机，不能每天跟读，学习空间狭小，干扰因素较多等，造成其英语学习一直处于比较薄弱的态势。班中有个别学生的口语表达能力较好，英语基础也是比较好，但是大部分同学的口语水平还是处于比较低的水平。本课的作文题目是有关理想中的学校，很多学生之前也从来没想过此话题，我预想很多学生将会比较关注这个话题。这个话题能拓宽他们的想象空间。
3、本课教学设计理念
这个学期的六校联动主题是：写作教学。本学期我就开始对写作教学中所出现的问题着意进行研究。本学期已初步形成系列作文讲座，每个单元之后就会有相应的写作指导课。通过作文课有意识地提供给学生一些好词好句，学生也会有意识地进行系列积累，每次的作文课的handout上的好词好句现成为学生写作时必不可少的手册。实践证明：作文教学是一个循序渐进的过程，所以在多次的写作教学中，学生已在对作文的得分点的把握、文章谋篇技巧等方面都有所突破。
在前期的写作教学的尝试与铺垫的基础上，本节课又让学生对作文中的得分点进行复习并加强其意识，让学生逐步养成在写作文时，要多关注这三大得分点（他们分别是内容分、语法分和文采分），从而引导学生写出高分作文。在写作文之前，引导学生学会对作文素材进行收集，并且帮助学生对作文素材进行梳理与分类，从而让学生充实作文Body部分的内容。在本堂课的作文教学中，不断让学生明白开头部分和结尾部分也同样重要。通过为学生提供一些好词好句，让学生能写出精彩的开头和结尾，最终以完整的作文呈现出来。
本节课也对本单元的主题内容进行复习。结合教材，不断地引导学生运用单元所学主要句型进行拓展型思考，让学生的操练并不仅仅停留在简单的机械操练。由于大部分同学都比较惧怕写作文，所以通过录像及校园网的真实情景创设，不断地激发学生的写作热情，真实自然地把所学过的句型运用到生活中去。在本次作文教学中，教师不仅能帮助学生写出一篇好作文，更重要的是让学生完整地感受写出好文章的过程。
4、本课教学步骤
Lead-in: 通过世界知名学校的校园照片，给学生以视觉冲击。通过本校的网站，告诉学生学校正在通过网站开展英文征文----our ideal school比赛，通过这样的导入，激起学生的对本课主题的兴趣，直入主题。
Pre-task: 引导学生理解在写作文时，学生所需关注的得分三大板块。指导学生在写作文之前，先对作文主题进行材料收集。通过材料收集，引导学生对作文材料进行梳理，最后决定作文所写的内容。
While-task:通过录像引出句型，给学生一些情景，进行句型操练，让学生丰富作文中间内容部分。
Post-task: 通过接龙的方式完成口头作文，使学生在脑海中形成作文框架。通过向学生提供一些美句，帮助与引导学生把作文的开头以及结尾部分写好。并且让学生通过小组互批，在小组内评选出最佳作文后，在课堂中进行分享。
Assignments: 回家作业旨在将课堂讨论延伸至课外。让学生浏览班级展示板上的其他同学的作文，然后根据自己作文的薄弱点，再将课堂上的作文进行修改。
5、实践反思：
在本节课中，虽然对学生在写作上进行了一定的指导，再加上句型的引出都是先从词到句、再从句到段，但是从某种意义上好像局限学生的思维。如何更好的扩大输入信息，并且不要以某些句型来局限学生的思维，这仍然是今后值得探讨的话题。
在最后post-task环节中，在学生互批作文的过程中，我感到还是有些乱，因为在最后呈现的四篇作文时，没有留下很多学生互批的痕迹，所以这更使我明白任何的活动设计都要其目标的达成度。如何更有效地进行课堂活动设计仍然是今后努力的方向。
