人教版选修六unit4 Global warming period7Writing.doc

Unit4 Global warming Period 7 Writing Analysis of students:1. The students are Grade 2 in senior high school. They have studied English for one and half years in high school.2. They have learned some structures to give suggestions and known some environmental problems. But they are not good at writing passage about environmental problems.Teaching methods:1. Process-based teaching method2. Task-based teaching method 1. Learning methods:1. Cognitive strategy3. Resource management strategyObjectives: 1. Instructional objectivesAt the end of the class, the students will be able to: (1) read a passage about environmental problem and analyze its structure; (2) improve speaking skill by discussing environment problems; (3) use some structures to give suggestions; (4) Be able to writing a passage about environmental problem with correct structure. 2. Educational objectives (1) Be able to appreciate the advantages of others writing and help to improve. (2) Be able to set up environmental awareness and come up with ideas to protect the environment.3. Personal objectives (1) Give students clear and brief instructions by using some classroom language and body language.Focal points:1. Be able to analyze the structure of writing;2. Be able to discuss environmental problems and give suggestions;3. Be able to writing a passage to describe environmental problem and give suggestions.Difficult points:1. Be able to writing a passage to describe environmental problem and give suggestions.Learning objectivesAfter the class, I will be able to 1. understand the writing structure； 2. use some structures to give suggestions to deal with environmental problem;3. write an expository writing to describe one environmental problem.Stage 1 Getting students ready for learningStep1 GreetingsT: Good morning! Boys and girls! First, I want to congratulate every one of you. Because you are living in Chongqing, a place with fresh air, enough trees and water. As we all know, more and more places are suffering from serious environmental problem. We are lucky for living in Chongqing, at the same time we should pay more attention to protect our environment just as the daily sentence saying: The protection of the environment is everyones responsibility. Can you guess the meaning of it?Ss: T: good! 保护环境，人人有责。Stage 2 RevisionT: Okay, lets get into revision Do you still remember what we have learned in last reading class?. Fill in the blank with the words we have learned. The first letter has been offered.T: One major environmental problem we have learned in last reading class isSs: T: It usually begins in in desert area, such as central Asia, North America, and central Africa. One important reason of sandstorms formation isSs: T: Good! And then sandstorms are It usually causes thick You, please.T: Well done! Okay, next one, and next. This line please. All of you have done a very good job. Im so proud of you.Ss:Stage 3 Pre-writingStep 1 Find the StructureT: Whats the genre of this short passage? Expository writing, or narrative writing?Ss: T: Yeah, its an expository writing. How many parts of it?Ss:T: Yeah, there are three parts of it. Here comes the main idea of each part. Now, please match them correctly. 1 minute for you, go! Ss: T: Times up. Lets check the answer together. The first part is yeah, describe the environmental problem. The second part Good, suggest some solutions. The third part is summarizing what you have said.Ss:T: Except these parts, which part has been forgotten?Ss: T: Yes. We mustnt forget the title of writing. Its very important.Ss: T: Which part do you think is the most important and difficult one?Ss: T: Yeah, part 3. Now lets analyze it carefully. Please complete task1, match the main idea of each sentence. 2 minutes for you, go ahead.Ss: T: Have you finished? Okay, this line, please. Tell me your answer. The first sentence isS: T: Well done! The second sentence isS: T: Good! The third sentence, the forth one, the last one Its better to give some examplesSs: T: So, we can write part 1 from the five aspects.Ss: T: Next, lets combine what we have learned just now and summarize the complete structure of this writing together.Ss: T: Firstly, the title. Secondly, good! ThirdlySs: T: the five aspects: beginning, where, why, how, example. And when we give suggestions, we can use these structures. When we summarize what we have learned, we can use these structures.Ss: T: Pease write down this structure in your notebook.Step 2 Brainstorming(Purpose: Lead students into while-writing; Help students write the passage fusilier.) T: Okay, guys, do you guys know which city in Asia suffers sandstorms most?Ss: .T: Yes, its Beijing. But do you know there is another environment problem happening there? Lets see some photos. You know whats this? Yeah, 雾霾。 Its . in English! Okay, your pronunciation is right. What do you know about haze?Ss:.T: Yeah. Its dark, and we cannot see things clearly through it. Now, I want to share more information with you. We will watch an 1-minute video about haze and then answer some questions. Here come our questions. The first one is what cause the formation of haze? The second one, how does it affect peoples life? And the last one, what can we do to prevent it? Okay, are you clear with all these questions?S: .T: Great! Lets watch it.T: After watching the video, please discuss the questions with your partner. Here are some possible words for you. You have 3 minutes. Go. S: .T: Times up. You must have answers about the causes the formation of haze, and I hope you can use this sentence to come up your answers. It is caused by. Okay, now I need someone to tell us his or her answers. Who wants to have a try? Okay, Jane, please. S: .T: Oh, so your ideas are. Yeah, thats right! But there are some expressing mistakes. The standard answers are automobile exhaust, factory emissions and coal burning. They will lead to a large amount of toxic gas and particles gather in the sky. Get it? S: .T: Okay, please write the answers in your copied structure. Okay, but how does it affect peoples life? And please use it makes/ leads to/ causes. to speak out your answers. What about Adam?S: .T: Yes, you have mentioned people coughing and lung cancer. They are the points. Again, write the answers down. So it does great harm to peoples health. So as haze does so harmful to peoples life, what can we do to prevent it? It means what we should/must/need to do. to protect our environment, right? What effective methods do you think?S: .T: Yeah, we can wear a mask, plant more trees. introduce a related policy, and more. Then, we will live in a good environment.Stage 4 While-writing Step 1 Outlining(Purpose:To develop the main organizing structure and integrate important information .)T: OK, just now we have got something about haze, right? Ss: .T: Do you still remember how to describe an environmental problem? Ss: .T: So when we want to write a passage about an environmental problem, what should we do at first?Ss: .T: Yes, title! So like “Sandstorms in Asia”, we can use what as the passages title?Ss: .T: Excellent! “Haze in Beijing”! Thats a good choice! Then how about the content? How many parts should we write when we want to describe an environmental problem and say what we should do about it?Ss: .T: Yes, three parts, right? They are .Ss: .T: OK, remember this structure in your mind. Now, I want you to use the information we have discussed to fill in the outline and make it more detailed. For example, where does haze happen? Ss: .T: Good, in Beijing, and why it happens and how it affects peoples life? Do you remember?Ss: .T: Yes, you can use some words and sentences in the video and we have discussed. And you can also add some other knowledge about the haze by yourself, clear?Ss: . T: Ill give you four minutes, go!T: OK, times up! Have you finished?Ss: .T: One more minute!Ss: . T: Lets share the information with each other, how about you three? One student one part, OK?Ss: .T: Thank you! You have done a very good job!Step 2 Drafting(Purpose: To write the first draft, and have a better development about their ideas) T: After we have make the structure more detailed, lets begin our writing! Are you ready?Ss: .T: OK, now use the structure and information we have learned today to write a passage about 100 words to describe haze and say what we should do about it in groups. Four students one group, do you have any problem?Ss: .T: OK, first, Ill give you an example. What you should do is to complete the passage, clear? Ss: .T: Well, every group have 5 minutes to finish it, go ahead!Ss: . Stage 5 Post-writingStep 1 Editing(Purpose: Let students find mistakes by themselves and check whether they understand the structure.)Task 1 Edit your group compositionT: Now, all of you have finished writing, please edit your group composition together according to the following principles. Here are the tips for you. Are you clear?Ss: .T: You have 3 minutes, go.T: Times up.Ss: Task 2 Exchange your group composition with your partner and edit his or hers according to the following principles. You can get one star for one“yes”.T: Well, now, please exchange your composition between groups. Then edit it again. You can get one star for one “yes”. You have 3 minutes, go.T: Have you finished?Ss: T: OK, I will give you one minutes more.T: Times over.Step 2 Sharing(Purpose: Help students read more good essays and learn from them.)T: After editing, I think your group composition must be better now. How many stars do your group get?Ss: T: Yeah, group one get the most stars. Please share your composition with us.Ss: T: Excellent! Lets give them a big hand.Step 3 Proofreading(Purpose: Lead students to correct mistakes and errors and help them to memorize the structure better.)T: Lets read group ones composition carefully, make assessment and try to find the errors. T: What do you think of group ones work? Lily, how about you?S: T: Very good. Tom, have a try.S: .T: I like both your assessments. And I also think this essay has clear structure and main idea. However, can you find some hidden errors in the last paragraph?S: T: Well, Id like to help you. First, lets check the spelling. Its “make efforts”, not “effort”, right? Good, take it down on your notebook. Then, lets move on to the grammar. We usually say, I will go to school, I will eat an apple, so can you find the second error?Ss: .T: You are so clever. Its will do something, not will doing something, right? Third, when we put “only” at the beginning of the sentence, the verb should be fronted in this sentence. So, can you write the correct sentence? Any volunteers?Ss: T: XXX, please.Ss: T: Absolutely right. Hey, guys, try your best to use the correct spelling and grammar when you write.Stage 6 Assigning homeworkT: OK, today we have learned how to write an environmental problem and say what we should do about it, right?Ss: T: Its time for your homework. Edit your passage again after class in groups and make it better. Clear?Ss: . T: As we all know, there are not only sandstorms and haze but also many other environmental problems in our life, right?Ss: .T: Find and know more things about environmental problems in the library or on the Internet by yourself. For example, global warmi