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Unit 5 Go sightseeing第5课时 Writing课时教学设计
教材分析
What---语篇主题和主要内容 Topic: How can we write a travel postcard to share our travel experiences with others Main content: This lesson focuses on writing a travel postcard. It begins with students studying a model postcard (Step 1) to identify its different parts and complete a mind map about the message (Feelings, Activities, Future plans). Next, students learn to use sensory words (see, hear, smell, taste, feel) to make their writing vivid (Step 2). Then, students write their own postcard, placing the message on the left and the receiver's address on the right (Step 3). Finally, students check their own writing (Step 4) and exchange it with a partner for peer review (Step 5). Why---语篇传递的主题意义 Core values conveyed: 1. Understanding the structure of a postcard — Students learn the correct format of a postcard (date, greeting, message, closing, signature, and receiver's address). 2. Developing writing skills through sensory details — Students learn to use sensory words to describe what they see, hear, smell, taste, and feel, bringing their writing to life. 3. Using language for real communication — Students learn to share their travel experiences and future plans with friends or family members in a meaningful way. 4. Building self-reflection and peer review skills — Students learn to check their own writing and provide constructive feedback to their peers using a checklist. 5. Understanding the value of sharing experiences — Students realize that writing a postcard is a warm and personal way to connect with others and share the joy of travel. How---文体结构、语言特点及功能 1. Text structure The lesson follows a clear "Model → Practice → Write → Check → Review" structure: Step 1: Study a model — Identify the parts of a postcard and complete a mind map (Feelings, Activities, Future plans). Step 2: Think — Make a sensory list (See, Hear, Smell, Taste, Feel). Step 3: Write — Write the message on the left and the receiver's address on the right. Step 4: Check — Self-assess the writing using the checklist. Step 5: Peer review — Exchange writing with a partner and give feedback. 2. Language features Target vocabulary: greeting, arrive, sunbathe, golden, salty, national park, koala, share, wish, signature, address. Target grammar: Simple past tense (for past experiences), simple future tense (for future plans), sensory linking verbs (smell, taste, feel + adjective). Sensory words: see, hear, smell, taste, feel. Authentic context: The language is embedded in a real-life postcard writing task, making it practical and meaningful. 3. Language functions Describing past experiences: Students learn to use the simple past tense to describe what they did and how they felt. Describing future plans: Students learn to use the simple future tense to describe their plans. Using sensory details: Students learn to use sensory verbs and adjectives to make their writing more vivid (e.g., The air smelt salty). Sharing feelings and experiences: Students learn to express their feelings and share their travel stories with others. Self-checking and peer reviewing: Students learn to evaluate their own writing and their partner's writing using a checklist.
学情分析
【已知】Students have learned basic vocabulary about travel and sightseeing in primary school, such as places (zoo, park, city), transport (bus, train, on foot), and simple activities (take photos, go boating, visit markets). They can understand and use simple sentences with the simple present tense and the simple past tense to describe facts and past experiences. They are also familiar with basic writing skills, such as writing a short passage with a clear beginning and ending. 【未知】Students do not know how to write a travel postcard in the correct format. They may struggle to identify the different parts of a postcard (date, greeting, message, closing, signature, and receiver's address) and to place them in the correct positions. They cannot yet use sensory words (see, hear, smell, taste, feel) to make their writing vivid. Additionally, they lack the ability to use the simple past tense and the simple future tense correctly to describe past experiences and future plans in a coherent postcard. 【能知】 Through studying a model postcard (Step 1), making a sensory list (Step 2), and writing their own postcard (Step 3), students will be able to: 1. Identify the different parts of a travel postcard and understand their functions. 2. Use sensory words to describe travel experiences vividly. 3. Use the simple past tense and the simple future tense correctly to describe past activities and future plans. 4. Write a well-organized travel postcard to a friend or family member. 5. Check their own writing and provide peer feedback using the checklist (Steps 4 & 5).
核心素养教学目标
通过本课学习，学生能够： 1.语言能力：Use key vocabulary to describe travel experiences and postcards (e.g., greeting, arrive, sunbathe, golden, salty, national park, koala, share, wish, signature, address). Understand and use sensory words (see, hear, smell, taste, feel) to describe travel experiences vividly. Use the simple past tense and the simple future tense correctly to describe past activities and future plans. Write a well-organized travel postcard to a friend or family member, including the correct format (date, greeting, message, closing, signature, and receiver's address). 2.学习能力：Study a model postcard to identify its different parts and complete a mind map (Step 1). Make a sensory list to gather details for writing (Step 2). Write a travel postcard independently, placing the message on the left and the receiver's address on the right (Step 3). Check and revise their own writing using the checklist (Step 4). Exchange writing with a partner for peer review and provide constructive feedback (Step 5). 3.思维品质：Develop logical thinking by organizing the postcard into clear parts: Feelings, Activities, and Future plans. Enhance analytical skills by identifying the correct format and tenses in the model postcard. Improve self-reflection and critical thinking by checking their own writing and evaluating their partner's writing. 4.文化意识：Understand the value of sharing travel experiences with friends and family through postcards. Learn about different travel destinations (e.g., Australia's golden beach and national park) and develop an interest in exploring different places. Realize that writing a postcard is a warm and personal way to connect with others and share the joy of travel.
教学重难点
教学重点： 1. Master the key vocabulary for writing a travel postcard: Acquire the vocabulary to describe travel experiences. 2. Understand and use sensory words to make writing vivid: Recognize and apply sensory words (see, hear, smell, taste, feel) to describe travel experiences in a lively and engaging way (Step 2 Subskill). 3. Write a well-organized travel postcard: Identify the different parts of a postcard (date, greeting, message, closing, signature, and receiver's address) and place them in the correct positions (Step 1 & Step 3). 4. Use the correct tenses in the postcard: Use the simple past tense to describe past experiences and the simple future tense to describe future plans (Step 3). 教学难点： 1. Accurately distinguishing between the past and future tenses: Students may struggle to switch between the simple past tense (for past activities) and the simple future tense (for future plans) within a single postcard. 2. Using sensory words effectively: Students may find it difficult to use sensory verbs correctly (e.g., smell + adjective, taste + adjective) and to choose appropriate adjectives to describe their experiences vividly. 3. Checking and revising writing: Students may lack the ability to self-check their writing and provide constructive peer feedback using the checklist (Steps 4 & 5).
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情景导入 1. The teacher plays a short video about travel postcards to introduce the topic and asks students how they usually share their happy travel moments with friends. 2. The teacher presents the postcard model and guides students to look at the format and make quick predictions by asking guiding questions: Who is the writer Who is he writing to Where is he now What did he do there What is he going to do tomorrow 3. The teacher confirms the answers with the class and leads students to the writing task: "Today, we are going to learn how to write a travel postcard." 1. Students watch the video and brainstorm different ways to share travel experiences, such as WeChat Moments, short videos, and postcards. 2. Students observe the postcard model, look at its format, and work individually or in pairs to make predictions by answering the guiding questions. 3. Students share their predictions with the class and check whether their guesses are correct based on the postcard content. 1. To activate students' prior knowledge about sharing travel experiences and naturally introduce the topic of writing a travel postcard. 2. To develop students' observation and prediction skills by guiding them to look at the postcard format and content before reading in detail. 3. To arouse students' curiosity and set a clear purpose for the lesson, preparing them for the following writing tasks (Steps 1-5).
Presentation 学习理解 1. The teacher presents the postcard model and guides students to identify the different parts (Date, Greeting, Message, Closing wish, Signature, Receiver's address) and place them in the correct positions. 2. The teacher instructs students to complete the mind map by extracting key information from the model, categorizing it into Feelings, Activities, and Future plans. 3. The teacher explains the structure of the postcard using a table, clarifying the content and function of each part, and introduces key vocabulary. 4. The teacher guides students to analyze the language points in the model, including the simple past tense, "be going to" for future plans, the "when" clause (main clause in future, subordinate clause in present), and sensory verbs followed by adjectives. 1. Students observe the postcard model, identify its different parts, and work individually or in pairs to put them in the correct places. 2. Students read the model carefully, extract the key information, and fill in the mind map. 3. Students study the structure table, learn the function of each part, and take notes on the key vocabulary. 4. Students analyze the language points in the model, identify the past tense and future tense sentences, and understand how to use sensory verbs correctly. 1. To help students understand the format and structure of a postcard through hands-on observation and classification tasks. 2. To develop students' information extraction and categorization skills by completing the mind map. 3. To provide a clear and systematic framework for postcard writing, helping students build a solid foundation for their own writing. 4. To help students master the target grammar and vocabulary through detailed analysis of the model, preparing them for the writing task.
Practice 探究应用 1. The teacher presents the multiple-choice grammar exercises on the screen and instructs students to complete them individually. 2. The teacher checks the answers with the whole class, asking students to explain the grammar rules behind their choices. 3. The teacher clarifies common mistakes and reinforces the key language points, including past tense, sensory verbs, "be going to", the "when" clause, and preposition usage. 1. Students read each sentence carefully and choose the correct answer individually, applying the grammar rules learned in this lesson. 2. Students share their answers and explain the reasoning behind their choices. 3. Students reflect on any errors they made and correct their understanding of the target grammar points. 1. To consolidate students' understanding of the key language points through focused, controlled practice. 2. To check students' ability to apply the grammar rules accurately in different contexts. 3. To provide immediate feedback and clarify any confusion, ensuring students have a solid grasp of the target grammar before moving on to the writing task.
Production 迁移创新 1. The teacher guides students to make a sensory list (Step 2) by recalling a favourite travel experience, helping them organize details into See, Hear, Smell, Taste, and Feel. 2. The teacher instructs students to write their own postcard (Step 3), reminding them to write the message on the left and the receiver's address on the right, using the model and sensory list as support. 3. The teacher distributes the self-check checklist (Step 4) and asks students to review their own writing by answering the four questions. 4. The teacher organizes a peer review activity (Step 5), asking students to exchange their writing with a partner and give feedback based on the same checklist. 1. Students brainstorm and create their own sensory list based on a memorable travel experience, writing down specific details for each sense. 2. Students write their own travel postcard independently, incorporating their sensory details and following the correct format (date, greeting, message, closing, signature, and address). 3. Students read their own writing and check it against the four questions in Step 4, identifying any areas for improvement. 4. Students exchange their postcards with a partner, read each other's writing, and answer the four review questions to provide constructive feedback. 1. To activate students' prior travel experiences and help them gather vivid details through the sensory list, making their writing more engaging. 2. To provide students with an opportunity to apply what they have learned in a meaningful writing task, developing their independent writing skills. 3. To foster students' self-reflection and self-editing skills by guiding them to check their own writing systematically. 4. To develop students' critical thinking and collaborative skills through peer review, while reinforcing the key elements of a well-written postcard.
Summary 归纳总结 1. The teacher guides students to review the key vocabulary by translating the English words and Chinese meanings into each other. 2. The teacher presents the phrase-completion exercise and asks students to choose the correct words from the box to complete the sentences. 3. The teacher instructs students to translate the target Chinese sentences into English, emphasizing the correct use of the past tense, future tense, and sensory verbs. 4. The teacher leads students to complete the grammar cloze test, guiding them to choose the best option based on the context and grammar rules. 1. Students recall the core vocabulary and translate the English words and Chinese meanings into each other. 2. Students read the sentences and choose the appropriate phrases from the given box to fill in the blanks. 3. Students practice translating the Chinese sentences into English, paying attention to the sentence structures and tenses. 4. Students read the short passage and choose the best options to complete it, demonstrating their understanding of the target grammar points. 1. To consolidate students' memory of the core vocabulary through a focused review task. 2. To check students' ability to apply the target phrases in meaningful contexts. 3. To strengthen students' translation skills and their ability to use the correct tenses and sensory verbs. 4. To evaluate students' overall mastery of the target grammar through a comprehensive grammar exercise.
Language points 知识梳理 1. The teacher presents the writing framework on the blackboard, guiding students to review the key points for each paragraph of a travel postcard (Opening, Body 1, Body 2, Closing). 2. The teacher explains the useful expressions (e.g., "Greetings from...", "I saw/heard/smelt/tasted/felt...", "Tomorrow, we are going to...") and demonstrates how to use them effectively. 3. The teacher distributes the quick checklist and instructs students to check their own writing or their partner's writing against the four questions. 1. Students observe the blackboard summary and recall the structure and key points of a travel postcard. 2. Students review and practice the useful expressions, using them as scaffolds for their own writing. 3. Students use the quick checklist to self-assess or peer-assess their postcards, checking the format, details, sensory words, and receiver's address. 1. To provide a clear and systematic framework that helps students organize their postcard writing logically. 2. To equip students with practical expressions that they can directly apply in their writing. 3. To develop students' self-reflection and peer review skills through a structured checklist, ensuring they can identify strengths and areas for improvement in their writing.
Exercises 练习巩固 1. The teacher assigns the tiered homework, explaining the specific requirements for the Basic, Improving, and Extending levels. 2. The teacher clarifies the tasks: writing five sentences using sensory words, writing a complete travel postcard (80-100 words) following the model, and creating a "My Travel Postcard Poster" with hand-drawn pictures or photos. 3. The teacher encourages students to choose the tasks based on their proficiency and reminds them to apply the target vocabulary, sensory words, and correct format learned in this lesson. 1. Students listen to the instructions and choose the homework tasks that match their learning level. 2. For the Basic task, students use sensory words (see, hear, smell, taste, feel) to write five sentences about one of their travel experiences. 3. For the Improving task, students write a complete travel postcard (about 80-100 words) to a friend or family member, following the model in Step 1. 4. For the Extending task, students create a "My Travel Postcard Poster" with hand-drawn pictures or photos, showcasing their travel experiences creatively. 1. To cater to different learning levels by providing tiered homework options that suit various student abilities. 2. To consolidate the target vocabulary and sensory words through focused sentence writing practice. 3. To develop students' comprehensive writing skills by applying the postcard format, sensory details, and correct tenses in a complete writing task. 4. To foster students' creativity and personal expression by encouraging them to create a visual and personalized travel postcard poster.
分层作业设计
A层： 基础巩固 面向基础薄弱学生，设计简单、保底的作业任务….
B层： 能力运用 面向大多数学生，设计应用型、巩固性作业….
C层： 拓展挑战 面向学有余力学生，设计拓展性、创造性作业….
教学反思
亮点：1. The lead-in activities effectively aroused students' interest through a video about travel and contrasting pictures, naturally introducing the topic of writing a travel postcard. 2. Through studying the model postcard in Step 1, students intuitively understood the different parts of a postcard and were able to complete the mind map successfully. 3. The sensory list activity in Step 2 was very effective. Students learned to use sensory words (see, hear, smell, taste, feel) to describe their travel experiences vividly, which made their writing more engaging. 4. The writing task in Step 3 and the peer review in Step 5 worked well. Students were able to write a complete postcard using the correct format and tenses, and they provided constructive feedback to their partners using the checklist. 不足：1. Some weaker students still had difficulty using the correct tenses (simple past for experiences and simple future for plans) consistently throughout their writing. 2. Due to limited class time, some students did not have enough time to fully complete their postcards or participate in the peer review activity. 3. In the writing task, some students' descriptions lacked sensory details, and their sentences were simple and not vivid enough. 改进：1. Provide more sentence frames and tense practice before the writing task to help weaker students use the correct tenses consistently. 2. Optimize class time management by assigning the writing task as homework or shortening the peer review activity, ensuring sufficient time for writing and feedback. 3. Encourage students to use more sensory words by providing additional examples and a word bank, guiding them to produce richer and more vivid descriptions.
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