高一下期Unit 2 Sports Events写作课教学设计

 英语写作教学在英语教学中的位置越来越重要，撰写教学设计和试讲也是近年来教招考试中出现频率较高的考查形式，能够测出考生的语言功底和表达能力。本文以牛津版高一下学期Unit 2 Sports Events写作课为例进行教学设计，该教学设计以学生的兴趣爱好为出发点和归宿点，旨在发挥学生的实际语言运用能力。

 

Teaching aims:

 

Knowledge aims:

 

Students can get familiar with the topic “sports” and “history of an event.”

 

Ability aims:

 

Students can catch the detailed information from the given content and then use their own words flexibly to talk about the history of a kind of sport they are interested in.

 

Emotional aims:

 

Students will increase their interest in discussing with others together.

 

Students will hold a positive attitude to attending sports events.

 

Teaching key points and difficult points:

 

Key points:

 

Students can get familiar with the topic “sports” and “history of them.”

 

Students can apply reading and writing strategies: skimming and scanning, coherence writing.

 

Difficult Points:

 

Students can talk and write the history of the sports they liked in proper way.

 

Teaching procedures:

 

Step 1 Lead-in

 

Greet the class and play a video which is a competition of Zhang Jike, a famous Chinese table tennis player. Recall students’ memory about Olympic and the things they have learned in the last few lessons.

 

(Justification: the teacher can use the multimedia device to arouse students’ interest about the topic “sports” and review the knowledge they learned before, which is good for new lesson. )

 

Step 2 Pre-writing

 

Students read the passage on page36 by themselves and finish the task: find out the answer about the following questions:

 

①What’s the definition of table tennis?

 

②Describe the history of table tennis?

 

③How about table tennis today?

 

Choose students to give the answers.

 

Students read the shorter passage on page 37, then they talk about the history of bowling with group members.

 

(Justification: students can practice their skimming and scanning ability during this task and know some basic thing about tennis, moreover, they can realize the content they are going to write)

 

Step 3 While-writing

 

Students have 15 minutes to write a paragraph about how’s their favorite sports like nowadays according to their daily experience and the article they just read before. If some of them can finish quickly, they can also write the first two paragraph: definition and history.

 

(Justification: students’ writing skills can be trained. It’s an individual work, so the autonomous learning method can be demonstrated also.)

 

Step 4 Post-writing

 

Editing: Deskmates check their paragraph or passage for each other, correct wrong words, punctuation and grammar mistakes.

 

Sharing: Choose one volunteer show his paragraph or passage on the screen. Students read it.

 

Evaluating: Students evaluate the passage and talk about something that they learned from others passage. The teacher give some advice about the showing passage.

 

(Justification: After reading others’ passages, students can know some good way to express their opinions and they can also have the ability judging a good composition)

 

Step 5 Summary and homework

 

Summary: Invite one student to summarize what they have learned today.

 

Homework: Ask students to finish the whole three parts of their compositions. They can search some information they need on the Internet.

 

Blackboard design:

 

History of an event

 

Definition: world/Britain table/ground, ...

 

History: begin in ... spread to ...

 

Today: Olympic, psychological, popular, enjoy, ...