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1IntroduceaPlaceFromModule2Unit4CommunicationWorkshopI.TeachingaimsAttheendofthislesson,studentswill1.beveryinterestedinwritinganarticletointroduceaplace.2.beabletousesuitableperson,tense,layout,sentencestructuresandlinkingwordstointroduceaplace.3.beproudofourcapitalBeijingandourhometownJiaozuoandlovethem.II.Teachingkeypointsanddifficultpoints1.Teacherleadsstudentstounderstandandmasterthelayout,sentencestructuresandlinkingwordseffectively.2.Teacherleadsstudentstomasterthewaytouseadvancedandvarioussentencestructures.III.TeachingandlearningmethodsProcess-focusedwritingapproach,Groupwork,Cooperativelearning.IV.Teachingprocedure1.Teacherarousesstudents’interestsbyshowingsomephotosofsomefamouscitiesintheworld,andsingingthesong,“WelcometoBeijing”.2.TeachershowsthesamplearticleofBeijingtostudents.Thisarticleservesaslanguageinputbeforewriting.3.Teacherasksstudentsquestionstoleadthemtounderstandandmasterthelayout,sentencestructuresandlinkingwordseffectively.e.g.“Howmanyparagraphsarethereinthearticle?”Answer:(1.Introduction.2.Thingstosee.3.Thingstodo.4.Endingwords.)“Whatfactorsareincludedinthefirstparagraph?”Answer:(Generaldescription,Location,Area,Population,History,ClimateandTemperature.).“Canyoufindandcirclethebeautifulandadvancedsentencesinthearticle?”Answer:(Location:1.…islocatedin…2.…liesin….Area:1.…coversanareaof…2....isthesecond/third/...largestcityintheworldasregardsarea.etc.)24.Studentsworkingroupsandcooperatewitheachothertoanswerthesequestions.5.Teacherintroducesthewritingtask“writeanarticletointroduceJiaozuo.6.TeacherdividesstudentsintogroupsofsixandarousesthemtoexpressthephotosofJiaozuoinbestpossiblewaysaccordingtothesentencestructuresinthearticleofBeijing.Meanwhile,teacherencouragesstudentstojoinsimplesentencestogetherwithlinkingwords,relativepronouns,presentparticiples,etc.toformmoreadvancedandmorevarioussentencestructures.7.Studentswritethefirstdraftsbythemselves.8.Teacherstimulatesstudentstocheckandcorrecttheirowndrafts;meanwhile,teacherprovidesthestandardsofcheckingandcorrecting.Forexample,thecontent,thelayout,thelanguage,thelinkingwords,thehandwriting,thetenseandperson,thegrammarandthespelling.9.Teacherdividesstudentsintogroupsofsixandarousesthemtocheckandcorrecttheirpartners’articles.Teacherprovidesthestandardsofcheckingandcorrectingagain.10.Teacherchoosestwotypicalarticlestoexaminebeforeclass;studentslearnhowtocheckfullyandeffectively.10.Teacherhelpthestudentstosummarizesometypicalandcommonmistakesamongstudents’articles,andcorrectandanalyzethem.12.Homework.Polishthefirstdraftandrewriteit.V.After-classreflection(教后反思）1.Bysingingasongtoleadin,studentsaredeeplyarousedtoreadthesamplearticleofBeijing,butmysingingisnotprofessionalandperfect.2.Thearticleiswelldesignedwithmanygoodsentencestructuresandlinkingwords,studentscanunderstandthembyansweringthequestionsintendedforthem,butthetimesparedforthemistoolimited,andtheycan’tfullymasterandpracticethem.3.Thetimegivenstudentstowriteis10minutes,whichprovesrelativelyshortandlimited.Ishouldhavegiventhemmoretimetowritethearticlebetter.4.Thetimeforstudentstocheckisonly3minutes,whichprovestobetooshort.Thecheckingprocedureisveryimportantinwritingpractice,soteachersshouldplacemoreemphasisonit.