1、lThe analysis of the The analysis of the teaching material teaching material and and the studentsthe studentslThe teaching objectives and techniquesThe teaching objectives and techniqueslThe kThe key and important points ey and important points and the and the teaching aidsteaching aidslThe teaching
2、 procedureThe teaching procedurelReflectionsReflections1. 1. The analysis of the teaching material and the studentsThe analysis of the teaching material and the studentsCurriculum StandardTeaching Objectives3-Dimentional Teaching ObjectivesKnowledge CognitionStudents can understand the characteristi
3、cs of a travel journal.Knowledge & SkillsLanguage CompetenceStudents can apply the words in the reading part to the writingStudents can develop effective writing skills, such as drafting, editing and assessing.2. 2. The The teaching objectivesteaching objectivesLearning StrategyCognitive Strategy：St
4、udents can analyze the reading text and generate the mode of a travel journal. Communicative Strategy：Students take an active part in communicating with peers in English;Students can seek help effectively when meeting problems.Process & StepsCurriculum StandardTeaching Objectives3-Dimentional Teachi
5、ng ObjectivesCurriculum StandardTeaching Objectives3-Dimentional Teaching ObjectivesEmotion &Values CultivationStudents are motivated to write in English.Students are willing to cooperate with others in group situations.Students are motivated to enjoy nature beauty of CQ.Emotional Attitude & ValuesC
6、ultural awarenessStudents can enjoy and spread the Chinese culture to the foreigners.q Task-based language teachingq Mode imitating Teaching techniquesTeaching techniques3. The key and important points and the teaching 3. The key and important points and the teaching aidsaids4. The teaching procedur
7、e (40minutes)4. The teaching procedure (40minutes) Sharing of travelexperiences among students1. Lead-in2. In-put(reading) Brainstorming Writing3. Out-put(writing) Prsentation of students work Instructed assessment Writing tips4. Assessment Self evaluation5. Assignment Text reading reading for main
8、ideas reading for details summarizing the mode of a travel diary Sample readingGreetingsGreetingsStep 1 Lead-in (3Step 1 Lead-in (3 minutes)minutes)I like travelingGreetingsGreetingsStep 1 Lead-in (4 minutes)Step 1 Lead-in (4 minutes)I like travelingDo you like traveling?Where did you go?GreetingsGr
9、eetingsStep 1 Lead-in (4minutes)Step 1 Lead-in (4minutes)I like traveling.Do you like traveling?where did you go?what impressed you most during your travel?GreetingsGreetingsStep 1 Lead-in (4minutes)Step 1 Lead-in (4minutes)I like traveling.Do you like traveling?where did you go?introduce my foreign
10、 friend, Simon, and his travel diary of Lijiangwhat impressed you most during your travel?GreetingsGreetingsStep 1 Lead-in (4minutes)Step 1 Lead-in (4minutes)Introduce the topic : travelingArouse the Ss interest in the topicLead Ss to the writing topic:a travel diary.Get the students prepared for re
11、ading and writing.PurposePurposeStep Step 2 In-put: text reading (12 minutes)2 In-put: text reading (12 minutes)Fast reading (2.5)whats main idea of each paragraph?Detailed reading (3.5)whats covered in each paragraph?(group work)Presentation(3.5)conclusion of the mode(2.5)Main IdeaPara. 1:General d
12、escription of LijiangPara.2: Details of LijiangPara.3: Conculsion of the travel in LijiangStructure of a travel diaryPara. 1: GPara. 2: DPara. 3: CStep Step 2 In-put: text reading (12 minutes)2 In-put: text reading (12 minutes)Detailed reading (3.5)whats covered in each paragraph?(group work)Present
13、ation(3.5)conclusion of the mode(2.5)Fast reading (2.5)whats main idea of each paragraph?G:1G:3G:2Step Step 2 In-put: text reading (12 minutes)2 In-put: text reading (12 minutes)Presentation(3.5)Detailed reading (3.5)whats covered in each paragraph?(group work)conclusion of the mode(2.5)Fast reading
14、 (2.5)whats main idea of each paragraph?Step Step 2 In-put: text reading (12 minutes)2 In-put: text reading (12 minutes)Presentation(3.5)Detailed reading (3.5)whats covered in each paragraph?(group work)conclusion of the mode(2.5)Fast reading (2.5)whats main idea of each paragraph?while the voluntee
15、rs are writing the findings on the whiteboard, the rest are assinged another task: (find the other three expressions with the same usage in the article )as far as Im concerned, whats more,_, _, _ for example in addition in a wordbridge wordsStep Step 2 In-put: text reading (12 minutes)2 In-put: text
16、 reading (12 minutes)conclusion of the mode(2.5)Detailed reading (3.5)whats covered in each paragraph?(group work)Presentation(3.5)Fast reading (2.5)whats main idea of each paragraph?GDClocationlooksscenerypeopleculturefeelingsBBStep Step 2 In-put: sample reading (6 minutes)2 In-put: sample reading
17、(6 minutes)Sample readingGap-fillingHandoutgroup workStep Step 2 In-put: sample reading (6 minutes)2 In-put: sample reading (6 minutes)finding the bridge wordsSample readingGap-fillingStep Step 2 In-put: sample reading (6 minutes)2 In-put: sample reading (6 minutes)finding the bridge wordsSample rea
18、dingGap-fillingStrengthen Ss understanding of the “G-D-C+B” modeGet the students prepared for writing.Step Step 3 Writing (12 minutes3 Writing (12 minutes) )HandoutStep Step 3 Writing (12 minutes3 Writing (12 minutes) )Brainstorming about the “G” and “D” in Chongqing downtownGDStep Step 3 Writing (1
19、2 minutes3 Writing (12 minutes) )Write a travel diary in Chongqing downtownHandoutSs develop writing skills, such as drafting and editing.The teacher provides help.Step Step 4: Assessment (6 minutes)4: Assessment (6 minutes)Presentation Instructed assessmentWriting tipsStep 5Step 5 Summary and Assig
20、nment (1 minute) Summary and Assignment (1 minute)5 5. Reflections. ReflectionsHighlights of the lesson:q Task- Based Learning A. Scaffolding(make the difficult writing task easier by using a mode) B. Clear orientation, practice for task performance(follow a clear task-oriented procedure 1. read for
21、 the mode 2. write with the mode 3. assess according to the mode) C. Instructor feedback(the assessment of Ss presentation) D. Continuous emphasis on initiative, participation and cooperationq Student-centred Ss discover the mode and create new things instead of being told. Learn to do, learn to learn, learn to be.5 5. Reflections. ReflectionsFlaws in the lesson:q Not enough emphasis on diction. q Not enough time to introduce more transition words and other related expressions. q Not enough time to present more Ss works.
