必修2《Learning about Language》公开课教案下载

必修2《Learning about Language》公开课教案优质课下载

In this lesson, the main task is to write a composition in time order, so, the first thing is to make students feel the magic power of time order; and find out the features of a composition in time order. And in the lead-in part, I make a timeline for students to recall the passage(“Who am I”, which is arranged in time order), and through this timeline, students get to know how time order has contributed a lot to the author’s writing. Besides this, students are supposed to find time signals in this passage, and know the usage of these time signals.

In a good writing class, students should first read and speak, after they get fully prepared, they can start their writing. So in this lesson, in order to make it easier for them to write, I have chosen a kind of model which contains many time signals. And this model contains the relevant structures which are very useful, and the model story is relevant to one’s daily life. By reading this story,students will have an even stronger impression of time order and time signals. Then, students are required to talk to each other, create their stories and share them with their partners. And during their oral practice, they are supposed to use those time signals in their stories, for those time signals will help them build up the framework of their compositions. So this part can be regarded as guided writing, for the main task of this stage is to imitate the model story. By imitating the model, students are able to come up with their own stories. The teacher should also write a composition of her own and share it with students, for this would certainly close the distance between the teacher and the students.

In the former part, most students can finish their stories, and the teacher can invite some of them to share their stories with the whole class. The teacher should pay great attention to this process, for this is a very important feedback through which the teacher get to know whether the students have grasped what they should learn, and the teacher can react to this feedback flexibly. And after the students shared their stories, the teacher then shares her story with the students, and here comes the third stage. The third stage puts emphasis on the improvements of the composition. Students may feel that they can now easily create their stories and write them out, but they should also be aware of that they can make more improvements in their compositions. And in this stage, the teacher takes her composition or one of the students’ composition for an example, and illustrates to the students how the composition can be improved. And in this stage, the teacher will ask the students some questions or create a kind of situation and offer some choices for students to chose, and all of these aim at the students finding out those methods by which they can improve their compositions. After students find out those methods, the teacher makes a comparison between the original composition and the improved one, and this process will certainly leave a deep impression on the students. And at last, the teacher should encourage the students to use those methods they have learned in to use.

In this class, students will do most of the writing work in the class, and after the class, students only have to do a minimum of work since they have build up the framework of their compositions. And during the students sharing their stories, the teacher should listen carefully and give positive comments on their writing. If there exist some errors in their stories, the teacher should tell them in a roundabout way. The utmost goal of this writing class is that students can appreciate those useful strategies and learn to use them in their writing, so as to enrich their composition. And the emotional objective is to clear away the students’ fear of writing a composition.

I. The overall design of this class.

As a reading lesson should be divided into pre-reading, while-reading and post-reading phrases, this class is concentrating on the post-reading stage. And the focus of this class is to develop students’ productive skills (writing and speaking), of which writing is the utmost goal of this class. In while-reading period, students were taught that “Who am I ” was arranged in chronological order (or time order), and there is a composition model in the exercise part which is also arranged in time order, so to instruct students to write a composition in time order is the main task of this class. In order to make it easier for students to write the composition, I select an example and model for them, and let them imitate the model. After they have built up the framework of their writing, I will introduce some strategies to help them to enrich their composition.

II. Teaching objectives

1. Students can recall how the text “Who am I ” is arranged. They can recognize how time order contributes to the writing of the author.

2. Students can find out more time signals in the text, and learn to use them in their composition.

3. Students are able to learn some useful strategies on how to improve their writing, and use these strategies to make their composition more vivid and interesting.

III. Teaching important points

1.Students find out those time signals in the text and know how to use them in their writing.

2. Students share with their partners their stories, and use the model to write down their stories.

Students are able to learn some strategies and make use of them to improve their writing.

IV. Teaching difficult points

1. To guide students to grasp the strategies and find out the advantages of these strategies.

2. To guide students to make use of these strategies in their writing, to perfect their writing.

3. To clear away students’ fear of writing a composition and to establish a correct concept towards writing a composition.

V. Teaching methods

1. Task-based method.

2. Combine controlled writing method with guided writing method together.

VI. Teaching aids

A multimedia computer; a blackboard.

VII. Teaching procedures (T-teacher, S-student)

Step I Greetings and Lead-in.