方略培训 英语写作课教案.docx

International House London For assignments, save/upload this file using your Pinyin name and assignment number (e.g. Yanxiaolingasst1.doc). Also, use this lesson plan when you teach an observed lesson. Complete it and submit it to the trainer before your lesson. Name (English)JennyLesson No.Unit 7Date28-04-2012Name (Pinyin)Dai ShaojuanLevelsevenMain Lesson Focus(underline one) Language: Grammar Vocabulary Functions Skills: Reading Listening Speaking WritingCandidate No.No. students 32 SchoolQKNo.27middle schoolLesson length45For students to (review, use, develop, practise) (1). To learn to use some adjectives about peoples appearances (about hair. height. build)(2). Practice writing some sentences ( have/hashair. be of medium height/build. be+adj) Assumptions What your students already know (about the language, an activity, the topic) that will help them in this lesson?1. Students have learned and practised the present simple tense and the third personal singulars before.2. Students have learned some adjs about different colors, different builds and different heights.Anticipated Problems and Solutions Very specific problems and solutions in regards to classroom management of a particular stage and/or new language. ProblemSolution1When students want to describe people looks, they may not know to use the proper “be” or “have” verb.To make up a chant to help them understand and memorize the rules.2Students may forget using “of” prep when they want to describe the people who are of medium height/build.To emphasis the “of” prep with red chalk.Procedure section Please include all stages, and enough detail for the reader to understand exactly what the teacher and students doStage/ActivityObjectivePurpose(s) of stageWhy will you do it?TimeHow many minutes?Procedure What will the teacher do?(think about your classroom instructions, CCQs and role)What will the students do?(Think about their interaction)1Lead-inBegin to create an English environment for the lesson using familiar vocabulary and contests.3T: Hello! Boys and girls! Am I beautiful today? Please look at my hair, what colour is it? Is it curly or straight? Is it long? And I think I am of medium build, neither heavy nor thin, yes? And am I of medium height? T: Write useful vocabulary on the blackboard(likely responses: hair, height, build, feature, character etc)Students answer the questions by observing their teachers appearance.Students talk with partners (s-s) to brainstorm familiar or useful vocabulary.2Model (textbook p43 3a)The sts are presented with four models of the writing task. At this stage, they read the models and notice the main points(i.e. use of adjs and of medium) .7T provides a gist task-underline all the words or phrases that are used to describe the peoples hair, height and build in the four models, gives the sts the worksheets.NameappearanceWang Lin MaryXu Qian MikehairheightbuildothersT clarifies the use/meaning of vocabulary that is new or unclear using CCQs.(curly My hair is not straight. Is your hair straight? So curly means not straight)T lets the sts check their answers in the chart. Students read the four texts and underline all the words or phrases that are used to describe the peoples hair, height and build in the four models, then complete the chart.NameappearanceWang Lin MaryXu Qian Mikehairshort straightshortcurlyblondebeautifullongblackcurlybrownheighttallof mediumshortvery tallbuildof mediumthina little bit heavyof mediumothersgood-lookinga little bit quiltThe sts could check their charts with their partner or ask the teacher for help.3BrainstormStimulate the sts to find more familiar/related vocabulary.Change from receptive skills to productive.Now T changes the focus (from the teachers look to 4 kids looks in the models) to begin the process of planning to write.5（1）T sets taskthink of some adjs to describe peoples hair, height, build, feature, characters etc.T elicits ideas (adjs) from the sts and writes on the blackboard.T also clarifies meaning of adjs and provides alternatives.（2）T asks the sts to go on finishing the task on the worksheets and provides instructions (use ICQS herewhats question number 1?)hairheightbuildothers(feature, characters)(3) T may give the sts some help with spelling.Sts work in groups（4 students in a group） to discuss the peoples hair, height, build, feature ,characters etc.sts provides adjs and T writes examples.Next, sts write 12adjs (2 of medium phrases) on the worksheet.hairheightbuildothers(feature, characters)4First draftIts useful for sts to practice writing alone because exam writing is a solo activity. Sts dont have the pressure of writing a perfect essay-this is just a draft.5T sets the task of writing a first draft.(about your partner)T should encourage all the sts to practising writing, but dont interrupt them unless they need help.Sts work individually to produce 4 sentences about the partners appearancemaking use of the adjs they have already brainstormed and any other ideas they have.5Peer editing(1st time)This is a learner-training and confidence-building activity.T shouldnt be too strict, but should encourage sts to notice mistakes in their work and offer possible correction-this is an important part of the process of writing.5T provides 4 model sentences to the peer editing on the blackboard. (1) He/ She hashair.His/ Her hair is. (2) He/ She is of medium height. He/ She is tall. (3) He/ She is of medium build. He/ She is thin. (4) He/ She is quiet. He/ She likes .T may help the sts choose to use has and is correctly. And T should help the sts to use of mediumcorrectly.This should help sts produce better writings in the next draft.Sts exchange papers(s-s) and look for errors.Sts help their partners to correct their mistakes.If the sts have time, the grouper can make a list of common mistakes.They are beginning to develop the skill of self-correction.6Second draftThe sts now try to create a full text. There is a specific time and word limit(to help with the exam preparation)8T sets the main writing task.Sts write a short essay about one of their classmates individually, but dont write the classmates name. The word limit 60-80 words and the time limit is 8 minutes.7Peer editing(2nd time)This encourages the sts to notice the requirements in exam. To cultivate good habits about writing and accumulate writing skills during the modified process.5T reminds students to pay attention to the linked words (but, and, so, because etc).T may guide the sts from the following several aspects to modify (punctuation, spelling, grammar, the words right order etc).The sts read their peered essays (s-s) and help their partners to correct their mistakes.8Display To develop the students self-confidence and enjoy their own achievements after working hard. 4T enjoys the best essays and plays the guessing game with the sts.Each group chooses the best essay from their peered essays, read it in front of class. If the other groups guess who he/she is correctly, stick the essay on the blackboard or the wall.9SummarizingLet students understand the basic skills of the figure description and requirements.3T writes the following points on the blackboard: name, gender, age, identity hair, height, build, character, hobbies etc and two key verbs-has, is.T writes the list of the common errors in writing on the blackboard.(or PPT)T writes the list of the linked words(but, and, because, so)Sts have a discussion in group about the lessons content to brainstorm some aspects /elements of the writing. Sts make a list of the common errors in writing.Sts list the linked words that can be used in the essay.Materials Write what materials you are using and where (what book, internet site, etc) the information comes from. You must reference all handouts, and attach a copy of each with your plan. (Example reference: Go for it!, David Nunan, Peoples Education Press, 2002, p. 46.)Go for it!, David Nunan, Peoples Education Press, 2007, unit 7 ,p. 45.(3a)Self-Eva