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Unit4Writing教学设计1.TeachingAnalysis教情分析1)Teachingobjectives-教学目标①Abilitygoals能力目标a.Studentswillbeabletodrawmindmaptogeneratemoreideasandgetridoftraditionallinearwayofthinking.b.Studentswilllearntowriteapassagebyemployingtheprocess-orientedapproach.②Emotiongoals情感目标Studentswillhavetheawarenessofwildlifeprotectionandadvocatemorepeopleintheprotection.Studentswillthinkaboutthesolutionofwildlifeprotection.2)Important&difficultteachingpoints-教学重难点Studentsearntowriteapassagebyemployingtheprocess-orientedapproach.2.Studentanalysis学情分析1)Fundamentalstate基本情况Studentshavegotusedtotheold-fashionedwayofwritingapassage---product-orientedapproach.Theproductofapassageisplacedinthefirstplaceandlittleattentionispaidtohowapassageisdeveloped.Thereforemanystudentsfeelitboringandtiringtowriteapassage.Indeedarmedwithalargevocabularyandcreativeideas,theyhavetheabilitytoworkoutbutthereisnosuchwayforthemtodoso.2)Knowledgereserve知识储备Afterthefirst4periodsoflearning,studentshaveabundantlanguageinputandacquireadequateinformationaboutwildlifeprotectiontooutput---writeapassage.Besides,manyofthemhavealargevocabularyandcreativeideas3.Teachingmethods教法建议Process-orientedapproach,cooperativeteachingmethod,situationalteachingapproach情景教学法4.TeachingAids教学辅助Blackboardandchalk,computerorI-pad,projector5.Teachingprocedures-教学进程StepIPre-writing1.BrainstormingIt’sapityinthestorythatnobodyhelpedthedodo.Buttherearestillsomeendangeredanimalsthatareinneedofourprotection.SopleasewritealettertoWWFtohelpyousavetheendangeredanimals.Thestudentsaretothinkabouttheendangeredanimalstheywanttosave.MeanwhileteachersaretowritedownwhatstudentscomeupwithandthenseveralendangeredanimalsareshowninPPT.2.Mind-mapStudentsaretodiscussandthinkaboutsomequestionsaboutendangeredanimals.EndangeredanimalsThecurrentsituationHowtoprotectWhyindangerEnforcelawsSetupLossofhabitatBeingkilled..................Paragraph1Paragraph2Mainidea.........Keystructuresandword,phrases.........StepIIFree-writingStudentsaretowritewhatisintheirmindaccordingtothemindmapTheteachertheninvitessomestudentstoreporttheirsentence.Iftherearesomebeautifulwordsandexpressions,theteachercanwritedownontheblackboard.StepIIISamplesTheteacherintroducestheformofletterandsomeusefulexpressionstofacilitatestudents’writing.①ExpressingintentionI’mgoingtoIwillI’drathernotIfeellike...I’dliketoIintend/mean/planto...I’mreadyto...②ExpressingpurposeTohelp/savesothatbutdotoprotectfrominordertototeachthemalessontopunishthosewhodoharmtowildlifeStepIVOutlineStudentsaretowriteanoutlineoftheirletter.Andtheteachercouldhelpthemwiththechart.StepVDraftingStudentsaretowritethefirstdraftbasedontheideasanddiscussionabove.StartsEndingsFormalDear,Yourssincerely,Sincerelyyours,Yourstruly/faithfully,InformalHi,mydeardearestLoveCheersRegardsBestwishescriteriaMarksStepVIPeereditingStudentsaretoswaptheirwritingwithpartnerstocheckthespelling,grammarandpunctuationandfindoutthehighlights.Thenstudentsareencouragedtoreportthehighlightstheyfindinpeerediting.Atthistime,teachercangivecompliments,takedownthereportandrefinethesessentences.StepVIIRevisingStudentsaretoswapthewritingbackandrevisetheirownletterbycorrectingthemistakesandpolishingtheirsentences.StepVIIITeacher’sfeedback(grading)Theteachercollectsthestudents’compositionsandthenticksthemistakesandhighlightsthegoodpoints.Andit’sbetterfortheteachertowritedownsomespecificandgenuinereviews.Nexttimetheteachercanshowsomequalitycompositionsandpointoutsomecommonmistakes.Content543210Language876543210coherence210