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《Unit5 Languages around the world》单元教案
Period 4 Reading for Writing
教学设计
课 题：Period 4 Reading for Writing
学科：英语
班 级：Class
授课教师：
【教学目标】
1. Reflect and summarize the difficulties encountered in English learning, actively explore solutions, and then complete the writing in the form of a blog.
2. Read new media discourse from online communities seeking opinions and solutions to understand their language and textual features.
3. Actively explore and contemplate various techniques and methods for language learning.
4. Able to objectively analyze and dialectically think about the causal relationship of the development of things by observing the development of language and culture; Capable of divergent thinking, understanding the world from multiple perspectives, and summarizing and constructing the diverse factors that influence the development of Chinese culture.
【教学重点】
Guide students to reflect on and summarize the difficulties encountered in English learning independently, explore practical and effective solutions together, and complete a clear and logical blog post about English learning.
【教学难点】Complete the blog writing task regarding English learning.
【教学方法】Task-based Approach; Cooperative learning.
Step1 Leading-in
(1) Students browse online blog posts and answer the following questions.
Who starts this blog
Who responds to it
What is the blog mainly about
Teaching tip: These three questions can help students grasp the main content of the text, especially the third question, which can guide students to grasp the key words' problems' and 'advice', laying a foundation for the subsequent form filling.
(2) Students carefully read the comments in the blog post and complete the form for Activity 1.
Teaching tip: Teachers can have students divide into groups to discuss solutions and suggestions for Li Rui's difficulties in learning vocabulary. These methods and suggestions can be personalized or common.
Step2 Before-writing
2. Language preparation
(1) Students carefully read the text again, identify and learn relevant language expressions, in order to enrich their language.
For example, I'm having a lot of trouble with
My biggest headache is ...
That’s really hard!
For me, ... is my biggest problem.
(2) Students are divided into groups to discuss their biggest difficulties or obstacles in English learning. Teacher asks and guides: What is your biggest problem with learning English While describing your problem, you can use the expressions you’ve found in the blog or the ones in the box.
(3) Students discuss solutions to these difficulties. The teacher reminds students to refer to the language expressions in Activity 2.
Step3 While-writing
(1) Students may encounter many difficulties in English learning, and when writing, they can choose a problem they consider to be the most difficult and in need of solving. Teachers remind students to describe problems in a specific and clear manner, and to use targeted methods to solve them.
(2) Students independently complete the initial draft of their blog post.
(3) Students use the evaluation checklist in Activity 3 to conduct essay peer evaluations among group members and provide suggestions for revisions. Teachers should guide students to focus on general content, allowing them to review or reflect on each other's works and their own works in terms of clearly describing learning problems, proposing improvement suggestions, and fully elaborating on the theme. These are high-level requirements for writing.
(4) Students revise their blog posts based on peer suggestions and finalize the final draft.
(5) Students communicate within their groups and then recommend excellent blog posts from their respective groups, which can be projected by the teacher or read aloud by the students themselves and shared with the whole class. Teaching tip: After class, teachers can choose to write blog posts discussing typical problems and solutions encountered in English learning, and turn them into posters for the whole class to browse. In this way, for the difficulties encountered in English learning, some students may find corresponding solutions on the bulletin board, which can effectively promote the formation of students' English learning strategies from another perspective.
Step4 Homework
Organize a class meeting for students to share their English learning problems. First, collect and organize all the questions written by students, then ask them to classify these questions, and then divide students who encounter the same type of problem into the same group. First, communicate within the group to discuss solutions to these problems, and then communicate and share with the whole class.

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