A translation-based writing teaching plan for Great Scientists.doc

A translation-based writing teaching plan for Great ScientistsModule 5 Unit oneGuangzhou No. 41 middle school WangWeiyun I course background (analysis of the teaching material) 教材分析This teacher-adapted translation-based writing, an extension of Unit 1, Module 5 by Peoples Education Press, is designed to consolidate and improve students writing skills. This material used is a semi-controlled writing composed of the first 5 Chinese sentences and later a coherent Chinese passage needed to put into English, with two purposes. The first is the integration of knowledge and skills to use what is learned into written communication; an the second is the integration of linguistic and non-linguistic targets to further understand the spirits of the great scientists to build up ambition to overcome learning difficulties.II class background 学情分析It is a large group of 50 members with more interests in the science subjects. In 2009, 20-30% of the students on such level enjoyed the admission to a 4-year program college education. They have intermediate level English and wish to broaden their vocabulary and improve their 5-sentence writing skills needed for the MET exam. They badly need help and guidance to improve their writing because they lack necessary words and basic grammar acceptable in the exam.III teaching aims 教学目标A. language knowledge 语言知识目标1. vocabulary To help students with the necessary words, phrases and drills related to great scientists. 2. functionTo integrate the learning of words and the use of language in a nearly real-life situation.3. topicTo introduce some knowledge related to great scientists for students to classify it into coherent order of the 5 sentences.B. language skills 语言技能目标1. logical skills To help students learn the importance of information processing by putting the 5 sentences into good order. 2. writing skillsTo guide students to do a simple translation with the help of a dictionary or the teacher, including:a. to write with correct words choiceb. to write with correct “SV”- sentence structure c. to write at least 4 correct sentences out of the 9 C. learning strategy 学习策略目标1. cognitive strategy 认知策略To focus on teachers talk and be able to take in the target sentence structure for creative use To generalize language rules from teachers language examples 2. adjusting strategy 调控策略To learn how to get chances and help from others when having difficulties. To exchange personal ideas about writing with others (teacher)3. communicative strategy 交际策略To learn to refer to others writing for improvementTo be brave to speak out personal ideas different from othersD. affect and attitude 情感态度To love writing practice, or at least to continue learning writing To like to overcome learning difficulties, To be willing to share with others his /her own writingE. cultural awareness 文化意识To be willing to know the more information about great scientists and build up interest in foreign cultural meaning of the scientific ideas and research.IV teaching methodThe task-based method adopted for this teaching highlights the students learning activities, in which students learn not only language knowledge and skills but also experience a writing process as a complete one with thinking and trying, choosing and deleting, also, revising and deciding. The lesson is based on the learning of students in an imitative authentic setting, in which teachers elicit students oral output with questions related to the great scientists. The progression is guided and graded on a spiral development of teaching procedures. As a result, students can learn to use language in a natural and authentic setting, keep learning and drawing conclusions about language, and finally to attain the ability to use the English language. V teaching materials 教学材料（内容）/学案Write a Summary for Great scientistsLeading-in1.五个基本句型复习_2.句子连接方法：eg：We are facing the same problem. We should help each other.（动词合并）_.（并列连句）_.（状从连句）_. _.（非谓语动词）_.eg：Many students followed the teacher. The teacher walked out of the classroom.（并列连句）_.（状从连句）_.（定从连句）_.（非谓语动词）_.Writing一、翻译句子，练习技巧。1. 打败了霍乱的John Snow，收集了不少的证据得出了结论：霍乱的暴发归罪于饮用水（要求：划线部分用定语从句，同位语从句）_.2. 为了控制霍乱的暴发，John Snow尝试寻找病源，以治愈感染此病的普通老百姓。（要求：划线部分使用分词）_.3.分析了Broad Street水泵的水后，他发现了很有价值的线索。（要求：划线部分使用分词）_.4. 另外，自来水公司也被要求处理污水问题，以便它不能导致另一次的大灾害。（提示：划线部分使用so that句型）_.二、锤炼语篇，学习连贯。请你根据下面中文的提示，写出一篇意义连贯的文章（划线的部分是新的内容，必须写进你的短文中）。 打败了霍乱的John Snow收集了不少的证据得出了结论：霍乱的严重暴发归罪于饮用水。为了控制霍乱的暴发， John Snow尝试寻找病源，以治愈感染此病的普通老百姓。分析了Broad Street水泵的水后，他发现了很有价值的线索。他叫人们马上拆掉（removed）水泵的把手。 他再次研究伦敦的另一个地方。在这个地方,，另两个病例和之前的(former)霍乱有关联。他宣布被污染的水携带着病菌。另外，自来水公司也被要求处理污水问题，以便它不能导致另一次的大灾害。Answer for Great scientistsHave you written correctly?John Snow，the scientist who defeated cholera, collected some evidence to draw a conclusion that the water was to blame for the outbreak of the cholera.In order to control the outbreak of cholera, he tried to find the cause to cure ordinary people exposed to it. After analyzing the water from the water pump in Broad Street, he found a valuable clue. He told the people to remove the handle from it immediately. He repeated the research in another part of London. In this place ，another two deaths were linked to the former outbreak. He announced that the polluted water carried the disease. In addition, the water companies were instructed to deal with the polluted water so that it would not lead to another disaster.1. Before putting forward a new theory, scientists will examine a new scientific idea. 2.John Snow，the scientist who defeated cholera, collected much evidence to draw a conclusion that the water was to blame for the outbreak of the cholera. 3.In order to control the outbreak of cholera, he tried to find the cause to cure ordinary people exposed to it. 4.After analyzing the water from the water pump in Broad Street, he found a valuable clue. 5.He told the people to remove the handle from it immediately. 6. By repeating the research in another part of London where another two deaths were linked to the former outbreak, John Snow announced the polluted water carried the disease. 7. In addition, the water companies were instructed to deal with the polluted water so that it would not lead to another disaster.V teaching design A. guiding principleAs is noted in the English Curriculum Criterion, students, with the help and encouragement by teachers, should experience, practice, involve and explore language thereby to discover the rules behind it and master language knowledge and skills. They should regulate their affect and attitudes to build up a set of effective learning strategies and an autonomous leaning ability. Therefore, this lesson is to promote students ability to think and express in English, and to taste success in writing.B. class design draftThe writing, based on the text Great scientists, is the extension of the original text in knowledge and also language ability. The progression of this teaching material is designed into several steps:1. leading-in of the target information that is needed for translation2. help with students difficulties (words, phrases, sentence patterns)3. students work on the sentences with teachers on-line help4. students work on the blackboard and passage5. students attempt to recite the whole passage6. teacher feedback on students performanceVI teaching proceduresTask one：Brainstorming to elicit what to translateTeacher talk: Do you still remember the five basic sentences?SS：T: But we cant express our ideas in the five basic sentences only. Sometimes we may write with the help of the non-finite form of the words, compound Sentences and complex Sentences.Lets do some exercises about combining sentences.Task two：Co-building of the 4 sentencesTeacher talk: Ask me if you have problems in doing this translation. I am happy to help you with any problems you have. (to make sure all students are doing and keep talking with individuals about their problems )Task three: assessment/ sharing of the writingAsk 4 students to write down 4 sentences on the blackboard, to elicit as many varieties as possible and also to balance their quality. Teacher talk: Look at the blackboard. Lets check every sentence one by one. Who can tell us if this sentence is correct?Do you have another way to say this?Which one do you think is better?Ask students to write the whole passage with 4 new sentences added. Ask students to comment after reading other others draft. Task four: retell the whole passage (Homework)Ask students to memorize and retell as much as possible really. To comment on the students language performance (mainly the sentence structure and also the correctness