云南德宏州芒市第一中学高中英语 unit3 travel Period6 Writing教案 新人教版必修1

云南德宏州芒市第一中学高中英语 unit3 travel Period6 Writing教案 新人教版必修1This unit helps students make a connection between geography, or the “lay of the land”, and the customs and traditions of the people who live there. The places visited in this unit are close to home:in China and Southeast Asia. Critical thinking skills developed in this unit will include planning for a trip and solving problems after the trip has begun. The skills students are asked to use are set in realistic situations and are intended to make students more resourceful. The focus in this unit is on how to read an atlas to make travel plans and how to find ways to travel. An atlas offers a wealth of information about geography and is one way to increase students awareness of their global environment. Use of an atlas especially addresses the needs of students with visual and spatial learning styles. Of course, the photos and maps included in this unit add to the skills taught. Practice with creative writing is continued in this unit. Students learn about the purpose of the journal and how it compares with the diary. Students are also given practice in reading journal entries and writing their own. In the process, they are introduced to the role of sensory detail in descriptive writing. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into seven periods as follows:Period 1Warming up and speakingPeriod 2-3ReadingPeriod 4GrammarPeriod 5-6Listening and writingPeriod 7Using language(exercise)The 6th Period WritingA. Teaching contents and analysisContents: pre-writing(lead-in and introduction), while-writing(brainstorming,outlining, writing and editing) and post writing(assessment and practice)Analysis:Warming up: this part is to check the preparation of some language points about this topic and arouse their interestWriting has been divided into three steps. In the first part, students will be given some warming-up and lead- in activities to pave the way of writing. In the second part, students will work together to work out the writing materials, like words and expression, sentence structure and the ideas and outline. After writing, let students make assessment and finish their writing task.B. Teaching objectives and analysisKnowledge aims:1. Get the students to learn the brainstorming way.2. Get the students to learn to write an email and a travel poster.3. Get the students to learn some connecting words and sentences.Ability aims:1. Develop the students writing ability.2. Get the students to learn to collect useful ideas and sentences by using the brainstorming way or making a poster.3. Get the students to learn to arrange ideas and sentences collected properly into an essay or passage.Emotional aim:Enable the students to master writing skills and write excellent articles.Analysis：These aims are offered according to the teachers book and standard, based on the topic of this unit.C. Teaching key points and difficult pointsKey points:1. How to get students to learn to use different words and structures to offer some help.2. How to get students write a travel journal.Difficult points:1. How to let the students work out some useful expressions of advice in English.2. How to get the students to know and use the writing steps and assessments.D. Predicting problems and analysis1. The teacher should make a good preparation for the pre-class to help our students understand the model letter better. Because of their poor basis, they may not be familiar with some words, phrases, sentences.2. The teacher should introduce some writing skills properly so that it enables students work out much advice in their reply.3. The teacher must pay more attention to students feedback in the class and timely adjust.E. Teaching MethodsTask-Based Teaching Method, Group CooperationF. Teaching AidsMultimedia, blackboard and question sheetG. Teaching proceduresPre-writing-writing -post-writing -Summary -HomeworkPre-writingStep 1 Revision1. Check the homework exercises.2. Get two pairs of students to make dialogues about asking directions using requests.Step 2 Speaking1. Show students the pictures of the Aswan Dam, the Hoover Dam and the Three Gorges Dam and talk about them.2. Work in pairs and discuss the question:What do you think a dam does to a river and the people who live on it?3. Make a list of good and bad things a dam does.Good things:1)control floods2)make electricity3)The raised water level makes it possible for heavy-loaded ships to pass.4)bring new sceneryBad things:1)force the people to move from their land and homes2)The Three Gorges Dam has forever changed some of the most historically celebrated scenery in the area.3)Refugees are economically, culturally and psychologically devastated.4)People in the Mekong Delta suffer from diseases dams and large irrigation projects in the tropics bring.5)The construction of dams in Southeast Asia has brought some of the countries into heavy debts.4. Discuss your report with your classmates.Step 3 Writing1. Pre-writing1)Talk about what is the difference between a diary and a travel journey.Show the two passages on the screen.Passage 1:It is the most beautiful spot I have visited in the world to date. It has delicious air, sparkling lakes, and stunning scooped-out vistas from a bygone age. I have heard others speak effusively about its jaw-dropping beauty. But after seeing Glacier for myself, I can honestly say that prior descriptions did not do it justice. It exceeded my expectations. Its spectacular.Passage 2:At 6:00 am, my classmates and I met at the school gate. Then we went to the Xihu Park by bus. In the morning, we went to the zoo, where we saw many different animals. Of all the animals, I like monkeys best. At noon we had a picnic lunch on the grassland. After a short rest, we went boating on the Yingshan Lake. We held a boat race and our team won. At about 4:00 in the afternoon, we went home.Ask the students to decide which a diary is and which a travel journal is. (Passage 1 is a travel journal while Passage 2 is a diary. )2)Make a list of details from the travel journal that you believe are real and you dont believe are real.Real detailsUnreal details1.2.3. 1.2.2. While-writing1)Write a short email to Wang Kun as a friend of his and ask him something about Laos2)Read your writing and check the mistakes by yourselves.3)Exchange your writing and correct the mistakes.4)Rewrite the email again.3. After-writing1)Choose some samples and show them in class.2)Tips on writing:Pay attention to the form of an email.Pay attention to the tense while writing.Pay attention to the structures of the sentences.Step4. SummaryMake a summary about an advice letter and the useful expressions today.Step5. HomeworkElementary exercises （group A）1.Write down the letter to Wang Wei in the exercise book.Consolidation exercises （group B）1.Write down the letter to Wang Wei in the exercise book.2. Remember the words and expressions today.Enhancement exercise（group C ）1.Write down the letter to Wang Wei in the exercise book.2.Remember the words and expressions today.3.Writing task（WB P.46）Summarize the brainstorming way of preparing oneself before writing.The teacher writes the topic question “Why should I learn English? ” on the blackboard.Student 1:I learn English to talk to native speakers.Student 2:To go to college, I learn English hard.Student 3:I like reading. I learn English so as to read English novels.(Other answers may be as follows:to use for business, to read English books, to listen to English music and movies, to go abroad. )Teacher:Well, lets show your ideas on a brainstorming map.(Show the map on the screen. )Teacher:We can see the ideas easily and clearly. This map can help you write an excellent composition. Now, do you know how you prepare yourself before writing?Students:Yes.Step 3 Making a brainstorming mapThe teacher writes down the topic question “How can learning English help China in the future? ” on the blackboard. Ask students to make a brainstorming map with a partner.Several minutes later, ask a student draws the map on the blackboard.Sample map:Step 4 Making a posterFirst ask the students to make guesses about how English can help some aspects of Chinese life, in particular its economy. Then, students work on their poster in pairs. Finally, ask several pairs to present their poster in class for assessment.Sample posterChinas Future Lies in Learning EnglishReasons for learning English:World trade is done in English;International organizations(such as the UN)use English;We need contact with the developed Western world to build our country;The developed world uses English in its dealings.Why the Chinese language will not do?Very few people in the West speak Chinese;Chinese is a difficult language to learn;Most businessmen do not have time to learn new languages every time they entera new international market.So Chinas Future Lies in Learning EnglishwritingStep 5 Writing a short passage1. The title is “Should we learn English? ”2. Show the structure on how to write the passage.1)State your points of view.2)Show the supporting reasons.3)Get a conclusion3. Show the students connecting words which can help them to join the sentences and paragraphs.Illustration:I think. . . , I believe. . . , In my opinion. . . , As far as I am concerned. . .Addition:firstly, secondly, then, besides, at last. . .Contrast:however, but, on the other hand. . .Summary:in short, in a word, therefore, so. . .Sample passage:Should we learn English?Many people all over the world speak English as their second language. It is not too much to say that it has become an international language. So I strongly think we should learn English.Firstly, learning English can make life fun. It enables you to watch American movies, read English books and listen to English songs. Moreover, as English is an international language, you will be able to communicate with foreigners when you are on a trip abroad.