1、1【教学材料】2Name：吴靖文Work unit：广州市二中苏元实验学校Level: Junior 3Lesson type：写作课Lesson length: 40 minutesTeaching material: 9A Unit 3 More PracticeText analysisHow to communicate with parentsGenreExpositionContextofsituationField of discourseInterpersonal relationshipsTenorofdiscourseWriterandreaders(readersarep
2、robablyteenagers).Informal and temporary relationship.Mode of discourseWritten discourseTextorganizationBeginningIntroduction of the topicBody partDescription:fourusefultipsonhowtocommunicate with parentsEndSum upLanguagefeaturesGeneralizedparticipantsSons & daughters (probably teenagers)Descrip
3、tivelanguage.your parents were once young like you.FormalwritingstyleComplex: long sentenceObjective: It is no good., Part of.The use of second person pronouns: youTenseSimple present tense3The topic of Unit 3 is Family Life. “Reading” mainly focuses on describing family life indetails while “More P
4、ractice” talks about suggestions on how to communicate with parents. Thearticle in “More Practice” plays a role as supplementary reading in this unit. It inspires studentson how to have better communication with parents and happier family life after “Reading”.Whats more, based on the above discourse
5、 analysis, this article is a typical work ofexposition. Students have already learned an exposition about giant pandas in Unit 5 Reading,Grade 8. This article can help students review the characteristics and special ways of writing anexposition. It provides a good example of how to write an expositi
6、on.I will include the discourse knowledge in my lesson in order to help students master thewriting of an exposition, because the features are the most explicit features of the article and themost practical in writing a piece of exposition. Following the example in More Practice anddiscovering the ru
7、les by themselves, students will be able to learn how to compose an expositionusing the structure, connectives etc. in their writing.Students analysisFirst, this is the first time for students to meet the new teacher, so they need certain timeto get to know the teacher.Second, this is a hot topic am
8、ong students. They will probably have a lot to share indiscussion on this topic. However, since its an open class, students might feel nervous and theirminds might get stuck in such a high-intense situation. Therefore, activities like pair-work orgroup-work are needed in class to help relieve anxiet
9、y and give them more inspiration.Third, though students are from Grade 9 and able to write short passages, its notcommon for them to use what theyve learned from reading to write an article. Therefore, theyneed more guidance from the teacher.Teaching aimsThrough the learning of this lesson, students
10、 can:Language competence(语言能力)1. Exchange information with partner/group-mates and share ideas.2. Grasp the characteristics and special ways of writing exposition.3. Write an exposition on how to deal with one problem withparents.Social andcross-cultural skills(文化品格)1. Learn to respect parents and h
11、ow to communicate with parents.4Critical thinking &problem solving(思维品质)1. Use proper methods to analyze text, including the structure andcontents.Learning skills(学习能力)1.Draw inferences about other cases from one instance. Forexample, apply the advice in the article to other situation.2. Learn t
12、o evaluate an article.Teaching focal points and difficult points1. Focal points: Use the mind-map and follow the article in More Practice as an example to writean exposition on a new topic.2. Difficult points:1) Grasp the characteristics and special ways of writing an exposition.2) Organize the writ
13、ing by using mind-map.Teaching methodsTasked-based approach and communicative approachUse of mediaA computer, a projector and handouts to studentsTeaching Concept首先，根据 Krashen 理论，语言学习包含三个阶段：初期感知输入(Input)、中期理解（Intake）、后期模仿运用（Output），同时也包含互动监查反馈（Interaction-Monitor-Feedback）这三种学习方式。因此在设计这节课时，我先让学生通过阅读
14、课文完成对应的阅读任务并了解说明文的特点。然后根据上述内容，模仿课文写一篇类似的说明文。 在教学设计中，设计了多种互动，包括师生互动以及生生互动，在写作过程中我会及时检查学生的掌握情况，并对学生作文做出适当点评，并让学生互相点评、及时反馈。其次，把“以读促写”的理念落实到位。邓佳妮(2012) 提到，“以读促写”教学法是一种读写结合的教学方法，它要求学生在阅读的基础上写作文。读写结合教学延续了传统的成果教学法关于对信息输入的模仿和再创造的模式，通过对不同体裁的阅读文章的学习，从篇章结构、到段落衔接、句式再到词汇以及篇章内容，最后进行模仿写作。老师并不只关注写作成果，同样关注写作的过程注重资料收
15、集、同伴交流、师生互动以及反馈修改。另5外，在写作教学过程中，布置相应的学习任务，关注语言意义，让学生在完成任务的过程中运用英语进行写作。在“以读促写”的教学屮，读是手段，写是目的，即要让学生将其在阅读和分析屮学到的知识运用于写作实践，从而形成在阅读和分析中学习和感悟语言文字及写作方法，在写作中运用语言文字表情达意，形成一种使读与写成为“联动”关系的良性循环。第三，在评价时，王初明等（2000）认为，“不改或少改错误。对学生作文中的语言错误,我们采取宽容的态度。 在课堂上只针对集体评阅的优秀作文做一点错误分析,或将明显带有普遍性的错误记下来,在课堂上稍做解释。 重点放在肯定学生作文的优点上。
16、采用打 “”的办法或使用简单的评语如 Excellent、 Good、 Right、 OK 等,标出准确的用词、 精彩的句子、思想的亮点等。这样做,对学生而言,保护了他们脆弱的信心,激发了他们的进取精神,增强了他们学习英语的动力”。ProceduresStageStage aimTeachers activitiesStudents activitiesTimeLead in &warm up1) Ice-breaking2)ActivateSsbackgroundknowledge3)Inputsomesuggestions for Ssonhowtodealwith the pro
17、blemswith parents.4)Lead in thetopic and get readyforthewritingtask.1)Giveasimpleself-introduction.Andtell Ss about the groupcompetition rules.2) Show pictures abouta happy family life andan unhappy family life.AskSsabouttheirfeelings.3)Showpicturesofsomeproblemsteenagershavewiththeir parents and le
18、t Ssdescribe the problem.4)Brainstorm.AskSsdiscusswithpartneraboutwhatotherproblems teenagers mayhave with their parents.4)Summarizetheproblem.Thengiveeachgrouptwosuggestions. Ask Ss tomatchthesuggestionwith the problem.1) Get to know T andthecompetitionrules.2)Lookatthepictures and describetheir fe
19、eling.3)Lookatthepictures and find outwhat problems are.3) Brainstorm. Talkabout other problemsteenagers have withtheir parents.4) Put problems intogroups.Thenreadtwosuggestionsingroups.Match thesuggestion with theproblem.8minutes6Pre-writing1) Analyzethearticle2) Get ready forthewritingtasklater3)P
20、rovidemoreinput of the targetlanguageanddiscourseknowledge.4)LeadSstodiscoverthediscourseknowledge in thepassagebythemselves.1) Analyze the article.AskSstoworkingroups and answer thequestions.2)Analyzethestructure.AskSstowork in groups againand fill the blanks.3)Showashortparagraph to Ss and askthem
21、 to summarize themainidea.Thenintroduceakeytowriting suggestions.1) Work in groups.Read the article andanswer the questions.2) Work in groupsagain.Fillintheblanks by analyzingthe structure.3) Readtheshortparagraphandsummarize it. Learnthe key to writingsuggestions.10minutesWhile-WritingPracticeinrea
22、lsituations1) Present the writingtask. Tell Ss that theycan use the mind-mapbefore writing.2)Presenttheevaluation form to Ss.Remind them to thinkabouttheevaluationform when writing.3)AskSstostartwriting.Meanwhile,walk around and offerhelp if needed.1) Read the writingtask.Usethemind-map if needed.2)
23、Readtheevaluation form.3) Start writing ontheir own.10minutesPost-writing1) Learntoevaluate.2) ArouseSsinterests and activeinvolvementbydoingevaluationfor their partner.3)Gettimelyfeedbackafter1) Pick up 1 article fromSsanddotheevaluation.2) Ask Ss to evaluateothers work.3) Invite one student topick
24、uphispartnersarticle and show to thewhole class. Then let1)Learntouseevaluation forms byfollowingTsexample.2) Evaluate otherswork.3) Listen and watchhow the student dothe evaluation. Think8minutes7writing.thatstudentdotheevaluation. T will giveguidance if needed. LetSs think about whethertheevaluati
25、onisreasonable.aboutwhetherthatevaluationisreasonable or not.Summary &assessmentConsolidation&reflection1) Guide Ss to reviewhowtowriteanexposition.2) Tell Ss to four keysin life: respect, forgive,understandandlove.Ask them to show loveto others as well.1) Reviewhowtowrite an exposition.2) U
26、nderstandfourkeys in life: respect,forgive,understandand love.4minutesAssignmentConsolidation1. Read an article about three students problems with theirparents.2. Choose one problem that is common for teenagers fromthe above article. Then write an article to give somesuggestions on that problem.3. U
27、se the evaluation form in the class to evaluate yourarticle after finishing writing.Board planHow to write suggestions?1. Beautiful sentence2. Reader: children3. Personal pronouns: you4. Connectives5. Structure: Topic sentence + Supporting detailsFirst, Second, .Finally,So, In addition8Teaching feat
28、uresThere are three features in this lesson.First, reading-based writing. At the begging of the class, students read a short paragraphabout suggestions. Theyve got some ideas on suggestions. During reading More Practice,students get more suggestions on communication skills. Besides, students learn a
29、bout how towrite an exposition by analyzing the text.Second, heuristic teaching. Inspire the students by asking some questions step by step.Third, make good use of the pair work and group work. Let students help each other.Brainstorm before writing can help relieve their stress and anxiety towards writing. Besides, peerevaluation can give students the feedback on their writing in time and get them involved inevaluation.参考文献1 邓佳妮. “以读促写”在初中英语教学中的实证研究D. 江苏:南京师范大学, 2012. 17-182 王初明, 牛瑞英, 郑小湘. 以写促学一项英语写作教学改革的试验J. 外语教学与研究, 2000, 32(3): 207-2123 朱晓燕.中学英语单元课型教学行动研究M.广州:广东教育出版社, 2007.
