资源简介

(共16张PPT)
必修
第二册
Sports
Period 1 Getting Started & Reading A Period 2 Reading A & Vocabulary Focus Period 3 Grammar in Use
Period 4 Listening and Viewing
Period 5 Moving Forward
Period 6 Reading B & Critical Thinking
Period 7 Further Exploration & Self-assessment
Unit 4
——万凤
华东师范大学第二附属中学紫竹校区
5 Moving Forward
Period
Period No. Objectives
Contents
1
2
3
4
5 1. Organize key events of a story by timeline. 2. Use proper verbs and adjectives to express feelings about a sport. 3. Write a 90-word letter to the sport based on individual experiences and feelings according to a timeline.
Moving forward
6
7
Unit Organisation
A “ Letter to a Sport”
Unit 4 Writing
01
Set a timeline
Timeline
Jordan tried hard and finally won
Basketball’s heart.
Jordan failed to win Basketball’s heart and
they broke up temporarily.
Basketball started to attract Jordan’s
attention.
Jordan treasured his relationship with
Basketball and his love for her will never end.
Begi nning
Basketball was new to Jordan.
Climax
Development
Ending
Setback
Timeline
Development
Beginning
Setback
Climax
Elements of a good writing
02
Key to a good piece of writing
Coherent paragraphs
specific events
vivid
verbs
nouns
adjectives
repetition
personification
a timeline
03
Write your letter
04
Evaluate your writing
05
Read your partner’s letter
击添 标
sharing
Polish your writing according to your own checklist as well as inspiration you get from your classmates.
Assignments
Thank you!Unit 4 Sports
A “Letter to a Sport” (Writing)
一、教材分析
本堂课是基于学生在完成第四单元“ Sports ”的 Reading A ，Listening and Viewing ， Speaking 三部分学习后的写作课。通过 Reading 环节，学生已了解乔丹与篮球的故事——从 与篮球的初识，对篮球产生兴趣，被篮球所抛弃，努力训练重新得到篮球的爱，和篮球相爱 相知，直到选择退役，初步了解了拟人手法和排比重复的写作技巧。本堂写作课是围绕学生 自己所爱或恨的主题展开，引导学生学习体会阅读素材中好的写作手法，模仿提炼出的写作 技巧，并运用到自己的写作中的教学过程。
二、教学设计
【Teaching Aims】
By the end of the period, students are expected to:
. organize key events of a story by timeline.
. use proper verbs and adjectives to express feelings about a sport.
. write a 90-word letter to the sport based on individual experiences and feelings according to a timeline.
【Teaching Procedures】 Pre-writing
Step 1
Ss ’ activities: Look at a picture of Jordan. Review the timeline of Jorden’s relationship with basketball. Purpose: To arouse the students ’ attention. To help the students brush up their knowledge of the timeline.
Guided questions:
1. Who is the man in the picture
2. What’s his story with basketball
Step 2
Ss ’ activities: Organize their experiences with the sports they like or dislike through a timeline. Purpose: To help students learn to organize their thoughts through a timeline.
Guided questions:
1. What is the sport you like or dislike
2. What are the major events that have happened between you and your sport
3. What kind of feelings do you have at the specific stage
1
Step 3
Ss ’ activities: 1. Analyze the writing technique used at the beginning and end of Jordan’s letter. 2. Scan para. 2-5 for verbs and adjectives used by Jordan. 3. Recall the specific events or persons that are important to Jordan. Purpose: to help students sum up factors contributing to a good writing in the form of a checklist.
Guided questions:
1. Who introduced Jorden to basketball for the first time When Where
2. In what way is the information presented to us in Jorden’s letter
3. How do Jordan’s feelings about basketball change through the first and second phase Through which words or expressions can we fell his changing feelings
4. Who helped Jordan in his basketball career How
5. Which event is special or a highlight in his career
(a possible version of “what factors contribute to a good writing”)
1. Are the events organized clearly by a timeline
2. Is repetition and personification applied
3. Are vivid verbs and adjectives used
4. Are the paragraphs coherent
5. Is my love / hatred for the sport clearly presented
While-writing Step 1
Ss ’ activities: 1. Write their own letters according to their own timelines and checklists. Purpose: To apply what they have learned to their writing.
Step 2
Ss ’ activities: 1. Evaluate their writing according to the checklist. 2. Share their writing with their partners and evaluate each other’s writing. 3. Improve their own writing Purpose: To help the students learn to assess a writing according to the checklist and find ways to improve it.
Transitional words:
Now all of us have finished writing our letters. Suppose you were a reader, read your own letter and try to evaluate it according to the checklist. If you have spotted what needs to be improved, try
making some changes, or replacing some expressions with more proper ones. Read your partner’s writing and see whether there is room for improvement.
2
Post-writing
Ss ’ activities: Share their writing with the whole class and learn from one another. Purpose: To help the students learn to appreciate others ’ writing and learn from good samples.
【Assignments】
Polish your writing according to your own checklist as well as inspiration you get from your classmates.
3
【Worksheet】
What factors contribute to a good writing
Aspects Self-assessment Others’ assessment
Aspects (Is there any part requiring modification ) Yes How
Open Letter to
5

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