《Writing》优质课教案设计

《Writing》教案优质课下载

Going Home is part of reading comprehension from Unit 2, Book 4 edited by Chongqing University, which occupies an important and special position in the book. It is the detailed description about the characters of people and the rich emotional expression that makes students have a chance to experience what happens in the passage. Consequently, students made a good preparation for a better understanding of the passage by finding out its background, topic, clue, and storyline in the first period of the reading comprehension. Today’s design is about the second period of the reading. It is widely acknowledged that appreciation of modern western literature is a complex psychological process, which doesn’t only mean understanding or rebuilding the passage, but also means experiencing and sympathetic response. The process where students analyse the passage is the one where students can understand the characters in their minds. What’s more, British and American literature can cultivate students’ literacy attainments and humanistic quality by offering them chances to mould their temperament, broaden their horizon, enrich their imagination, and enlighten their wisdom. Meanwhile, literature works includes some moral value, which is of great importance in extending students’ thinking and strengthen their sound mind. Thus, this passage can help students establish and implement positive and correct view on love by analyzing the people’s characters and continuing the story.

II. Analysis of students:

The students, in senior1 in our school, mainly come from suburban and rural districts, lack of English learning atmosphere, systematic reading skills, and writing ability. Most of them have difficulties in learning English. The difficulties vary so much from person to person. Some of the students may have problems in reading, while other students have trouble in writing. Appropriate measures and learning strategies are of vital importance to help them overcome the difficulties and stimulate their interest in English learning. Therefore, this period aims to help them find the strategy and use the strategy when dealing with tasks. The 21st century is a new era, which is characterized by the rapid development of society and the colorful changes day by day. English, as an international language tool, plays a very key role in our society. However, a majority of students mainly focus their time and energy on tests and exercises, ignoring the key point of how to improve their reading comprehension. In return, too much exercise does not benefit students a lot. Students are needed to adopt more effective and reasonable learning strategies.

III. Basis of the design:

1. According to “English Teaching Curriculum Standards for senior schools”, the senior one students (Level 7/8) are supposed to ：

1) simply describe the information according to the words, charts, tables, or pictures provided;

2) retell or write a summary according to the article;

3) write a short passage or report based on the information from the text or

table.

2. According to “English Examination Syllabus for College Entrance Examination”, the students are supposed to be tested in：

1) conveying information and expressing a certain meaning clearly and coherently;

2) using the language knowledge learned before effectively.

IV. Teaching Objectives:

At the end of the class,

All the students are able to retell the story according to the correct

order of the four pictures.

Most students are able to locate the detailed descriptions of the people

in the story and infer what characters they show.

Some students are able to continue the story through detailed descriptions.

Focus:

The students will be able to find out the detailed descriptions of the people, infer their characters and continue the story using the strategy--through detailed descriptions.

Possible Difficulty:

Some students may find it difficult to continue the story through detailed descriptions. (Possible solutions: 1. Give the students some instruction when they are faced with difficulties while writing. 2. Use other resources to give the students ideas.)

V. Teaching Procedures:

ProceduresTimeTeacher’s activitiesStudents’ activitiesgoalsStep 1: