资源简介

(共24张PPT)
New Standard English Year Eight
Writing
Unit 6 When disaster strikes
Content
Teaching
Procedures
General
Introdu-
ction
Guiding
Theory
Homework
&
Blackboard
Teaching Reflection
1
2
3
4
5
1
Core Competencies of English Subject, the Learning Activities-based Approach, and Bloom’s Taxonomy of Learning.
Guiding Theories
Analysis of
teaching material
Analysis of
learners
Teaching
objectives
Activity
Design
2
General Introduction
U6 When disaster strikes——Writing
2
General Introduction
Ⅰ. Analysis of the Teaching Material
Theme and content
Ⅰ. Analysis of the Teaching Material
Theme
Man and nature
Natural disasters and preventive measures;
Personal safety
Content
The narrative text tells the story of Niu Yu
who recovered and grew after losing her leg
in the Wenchuan earthquake. The topic is
getting back to life after disasters.
General Introduction
2
Ⅰ. Analysis of the Teaching Material
To understand the strength of life in the face of disasters;
To cultivate empathy and courage;
To establish a positive attitude towards difficulties.
General Introduction
2
Significance and value
Ⅰ. Analysis of the Teaching Material
Type
A narrative text
Structure
Four parts—the disaster, recovery, life now
and comments
Language
The past continuous tense & expressions
about the disaster, recovery and courage.
General Introduction
2
Ways and methods
Ⅰ. Analysis of the Teaching Material
Analysis of learners
Ⅱ. Analysis of the Target Students
General Introduction
2
Strengths
Weaknesses
Opportunities
Threats
Students are familiar with the theme of natural disasters.
They may lack specific vocabulary and knowledge to write a coherent narrative.
They can be inspired by real stories and learn to express complex ideas.
To improve their capacity of writing and foster logical and critical thinking is a challenge.
Ⅰ. Analysis of the Teaching Material
Ⅱ. Analysis of the Target Students
Ⅲ. Teaching Objectives
学习理解
应用实践
迁移创新
④Use writing frameworks and checklists to
plan and evaluate writing.
语言
能力
学习
能力
文化
意识
思维
品质
General Introduction
2
②Appreciate the values of resilience,
courage and mutual support.
①Write a heart-warming story after a
natural disaster using the past
continuous tense and useful expressions.
③Organize writing ideas logically and
improve logical thinking.
3
Analysis of Teaching Procedures
Pre-writing
While-writing
Post-writing
2 m
Lead-in
Activity 1
To activate their prior knowledge about natural disasters and introduce the topic.
Analysis of Teaching Procedures
3
13 m
Pre-writing
While-writing
Post-writing
Activity 2
Analyze and Extract
Tip 1: Start with the disaster to make the writing clear.
Analysis of Teaching Procedures
3
13 m
Pre-writing
While-writing
Post-writing
Activity 2
Analyze and Extract
Tip 2: Use the past continuous tense to describe touching moments.
Analysis of Teaching Procedures
3
13 m
Pre-writing
While-writing
Post-writing
Activity 2
Analyze and Extract
Tip 3: Use adjectives to describe life now and give comments.
Analysis of Teaching Procedures
3
13 m
Pre-writing
While-writing
Post-writing
Activity 2
Analyze and Extract
Analysis of Teaching Procedures
3
13 m
Pre-writing
While-writing
Post-writing
To help students grasp the framework, and master target grammar and useful expressions.
Activity 2
Analyze and Extract
Tip 4: Use linking words to make the writing more logical.
Analysis of Teaching Procedures
3
5 m
Pre-writing
While-writing
Post-writing
Activity 4
Plan Your Story
To help students organize ideas quickly and cover all key points of the writing task.
Analysis of Teaching Procedures
3
13 m
Activity 5
Pre-writing
While-writing
Post-writing
Write Your Story
To provide clear scaffolding for their writing and apply the structure and language.
Introduce the checklist. Students work in pairs to evaluate each other's drafts
Analysis of Teaching Procedures
3
2 m
Pre-writing
While-writing
Post-writing
Share & Check the Story
评价指标 得分 评分标准
Content I cover the disaster information, recovery process and current life. 5=Excellent
4=Good
3=Acceptable
2=Needs Improvement
I add touching moments and the theme of bravery.
Language I use the past continuous tense correctly.
I use at least 3 useful expressions from the passage.
Structure I follow the time-order narrative structure.
I use linking words to make the writing logical.
To develop evaluation skills and ensure learning objectives are met.
Activity 6
Analysis of the Activity Chain
Analysis of Teaching Procedures
Activities are interrelated in a logical way for the student-orientated teaching process.
3
4
Analysis of Homework & Blackboard Design
To consolidate and internalize what they have learned;
To produce creative output;
To enhance the educational values of natural disasters.
Must-do:
Finish and polish your writing with the checklist and feedback.
Can-do:
Draw a poster for your story to show the most heart-warming moment.
Analysis of Homework & Blackboard Design
4
Be co-constructed in class;
Show the topic and the content;
Highlight the key information;
Focus on the structure and useful expressions.
5
Teaching Reflection
Ⅰ
Ⅲ
Ⅱ
Ⅳ
Student-centered and highly effective
To read the lines, read between the lines, and read beyond the lines
Students’ learning could be evaluated
Aroused students’ interest and made the class more engaging
Thank you!

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