Unit4CommunicationWorkshop（第二課時(shí)）教學(xué)設(shè)計(jì)八年級(jí)英語北師大版上冊(cè)冊(cè)

Unit4municationWorkshop（第二課時(shí)）

LessonFocus

·Useconnectivewordsthatexpresscauseandeffect,timeandtransitionbecause/so/when/but/although

·Analyzeandsummarizethestructureofmodelessay,clarifythewritingideasofwoodtext,thatis,theparisonofgoodhealthhabitsandbadhealthhabits.

Writing

Exercise4

Purpose:tohelpstudentswriteareportabouttheirhealthhabits

Brainstormwhatyouwanttowrite.Directstudentstotheirpletedsurveys.Havethemcategorizetheirhealthhabitsaseithergoodorbad.Askthemtothinkofotherhealthhabitstheyhaveandaddthemtothelist.YoumayreferthemtotheKeyWordsonpage41,theVocabularyonpages43,45and47,andtheGrammaronpage47.

Identifythestructureandlanguageforthespecialtopic.DirectstudentstothewritinginExercise1.Revisetheconceptofanintroductionbypointingtothefirstparagraphandasking“Whatisthis?”Elicitorprovidetheintroduction.Ask“Whatdoestheintroductiontellyou?”Elicitorprovidewhatthewritingwillbeabout.PointoutthattheintroductioninthediarystatesthatWuWenjinghasgoodhabitsandbadhabits.Asaclass,diagramthemodel,bywritinganoutlineontheboard,forexample:

Ⅰ.Introduction

II.Paragraph1:Eating

a.positive:healthyfood

b.negative:nothealthyfood

III.Paragraph2:Cleanliness

a.positive:washhands,showerandbrushteethregularly

b.negative:nothing

IV.Paragraph3:Exercise

a.positive:playpingpong,walktoschool

b.negative:don'texerciseverymuch

V.Conclusion

Ifnecessary,explaintheromannumeralsbriefly.Theideaistogetstudentstoorganisetheirwritingintoparagraphs,eachhavingspecificinformation,withanintroductionandconclusion.Explainthattheycanthinkoftheintroductionandconclusionasthe“bread”oftheirsandwich;theyaresimilarincontentandsurroundthe“meat,cheese,andvegetables,”orwhat'sinside.Pointoutthatthemodelwritingisapareandcontrastpaper;WuWenjingpares(showthesimilarities)andcontrasts(showsthedifferences)hergoodhabitswithherbadhabits.Showthisbypointingtothea.andb.pointsintheoutline.

Say“Now,usingtheinformationinthesurveyandyournotes,writeanoutlineaboutyourhealthhabits”.Monitor,offeringhelpasneeded.Makesurestudentssupplypositiveandnegativepointsforeachparagraph.Youmaywishtohavestudentsparetheiroutlines,offeringsuggestions.

Write.Say“Nowwriteareportaboutyourhealthhabits.UseyouroutlineandthewritinginExercise1tohelpyou”.Monitor,offeringhelpasneeded.Besuretogivestudentsenoughtimetowrite.Iftimeisshortinclass,allowstudentstofinishtheirparagraphsforhomework.

Selfcheck.Whenstudentshavefinishedwritingtheirreports,eithergivethemahandoutwiththefollowingchecklistorwriteitontheboard:

□Ihaveanintroduction.

□Ifollowedtheinformationlaidoutinmyoutline.

□IusedallKeyWords,KeyExpressionsandVocabularycorrectly.

□Idoublecheckedspelling,grammarandpunctuation.

Readthelistaloud,makingsurestudentsunderstandthemeaning.Say“Nowreadyourwriting.Canyoucheckallthepointsonthelist?”Monitorasstudentsreadtheirreports,offeringassistanceonhowtheycanimprovethem.

Peerreviewchecklist.WhenstudentshavefinisheddoingtheSelfcheck,havethemswappaperswithapartner.Alternatively,youmaycollecttheirpapersandredistributethemtotheclass,havingpeereditingdoneanonymously.Eithergiveeachstudentahandoutwiththefollowingchecklistorwriteitontheboard;

□Isthepaperinteresting?Ifnot,howcoulditbemoreinteresting,forexample,givemorepositiveornegativeinformationtoinpareandcontrast?

□Doesitmakesense?Ifnot,whatcouldthewriterdotomakeitbetter,forexample,provideclearerparisons?

□Doesitansweryourquestionsaboutthestudent'shealthhabits?Ifnot,whatelsewouldyouliketoknow?

□DidthestudentuseKeyWords,KeyExpressionsandVocabularycorrectly?Ifnot,circleanymistakes.

□Arethespelling,grammarandpunctuationcorrect?Ifnot,circlewherethestudentwhatproblems.

□Doyouhaveanyothersuggestions?

Readthequestionsaloud,makingsurestudentsunderstandthemeaning.Say“Nowreadyourclassmate'swriting.Canyoucheckallthepointsonthelist?”Monitorasstudentsreadtheirclassmates'papers.Offerassistanceonhowtheycangivesuggestionstotheirclassmates.

Revise.Whenstudentshavefinishedreadingtheirclassmates'papersandansweringthequestionsonthePeerreviewchecklist,return