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1、Unit9WritingWorkshop名师教学设计课时内容:ALearningReflection主题语境：人与自我主题群：生活与学习子主题：乐于学习，善于学习，终身学习语篇类型：说明文文本分析：What本节课提供了一篇关于学习某一话题后反思范文，文章分为三个自然段：第一自然段介绍自己对该话题已有的知识和认识；第二自然段反思自己所学到的知识；最后一段呈现将来自己的打算和计划。Why学会借用连接词和采用三段式来写一篇反思培养学生获取信息并利用所学语言、文化知识创造新语篇的能力以及批判性思维。How本课提供的范文为一篇学习反思，文章采用三段式来表达“过去所学、现在所获、将来所做”。作者使用了大量
2、的连接词使文章结构更加清晰。课时目标：1.获取、梳理和描述反思中的细节和主要信息。2 .分析、判断语篇的文体特征、三段式结构和语言特点。3 .根据框架和借助连接词，针对本单元所学的一课写一篇反思。4 .通过小组合作，对组内成员的文章进行批判性评价并相互学习，培养学生批判性思维及与他人合作学习的能力。重点难点：重点：掌握反思的文体结构。难点：写一篇反思并修改和润色。教学准备：教师准备：反思的结构。学生准备：1 .预习本课词汇。2 .了解反思的写作格式。教学过程：StepI学习理解活动一：获取与梳理1. Askstudentstolookatthepicturesandguessthemeanin
3、gofreflection.Thenexplainthatwhentheylookatthemselvesinthemirror,theyseea“reflection”ofthemselves.Alearningreflectionisthatsomeonereflectsonwhathe/shehaslearntandassessestheinformation.2. WritetieamingreflectionontheboardandaskstudentstobrainstormIdeasonlearningreflection.3. 1.etstudentsdiscusswhatt
4、heyhavelearntfromthisunitwiththeirgroupmembers.TellthemthattheyaregoingtowriteareflectivejournalonwhattheyhaveIeamtfromthisunitandencouragestudentstosupporttheirideaswithreasonsandexamples.4. Instructstudentstowritedowntheirideasandshareinclass.【设计意图】首先创设与主题意义相关的导入，用关键词汇“learningreflection”来引出本课话题，鼓
5、励学生猜测词汇含义和进行脑力风暴，激起学生兴趣，为阅读范文作铺垫。活动二：概括与整合(1) Readforwriting.(2) 1.etstudentsreadthelearningreflectionandlistthethingsthewriterhasreflectedon.(3) Reviewtheanswersasaclass.Suggestedanswers: Whathe,sIeamt Thedifferencebetweenwhatheknewbeforeandwhatheknowsnow Whathefoundinterestinginwhathehaslearnt Que
6、stionsaboutwhatcouldhappeninthefutureasaresultofwhathe,sIeamtabout Whatchangeshe,sgoingtomaketohislifeasaresultofwhathe,sIeamt【设计意图】要求学生阅读范文,获取文本大致信息,通过概括和整合信息，列举作者“反思”的几个方面，建立信息间的关联，形成新的知识结构。Step11应用实践活动三：分析与判断Structureandlanguage.(1) Askstudentstodiscusswhateachparagraphtalksabout.(2) 1.etstudents
7、readthelistofheadingsandcompletethetaskbymarkingtheparagraphs.WhatIcandotoimprovemymemory(2)ReflectionsonwhatvelearntfromthelessonReflectionsonmypastknowledgeaboutmemory(3) Reviewtheanswersasaclass.Suggestedanswers:Reflectionsonmypastknowledgeaboutmemory(2)ReflectionsonwhatveIeamtfromthelesson(4) Wh
8、atIcandotoimprovemymemory(5) 1.earntheSentenceBuilder.SentenceBuilderAdditionLinkersalsoIalsoIeamtthatsomepeoplehaveamazingmemorieswhatsmore/moreoverWhatSmore,itisamazingtoknowhowapersonsmemorychangeswithagenotonly_butalso_GettingtoknowthesecretsofOUrmemorymeanslearningnotlythefactsaboutit,butalsoth
9、ewaystoimprovert.inadditionInaddition,itisimportantformetomakeplansfortheworkIneedtodo.)FirstaskstudentstoreadtheSentenceBuilder.Thenletthemfindsentencesinthetextthatuseadditionlinkerstomakebothspeechandwritingeasierandmoreinterestingtofollow.Suggestedanswers:NowIunderstandwhy.IalsoIeamtthat.Forme,i
10、t,sgoodtoknowthat.Thatistosay,mostofuswill.Whafsmore,itisamazing.Gettingtoknowthesecretsofourmemorymeanslearningnotonlythefactsaboutit,butalsothewaystoimproveit.Moreover,ImustalsoIeamtodo“spacedreview,especiallyduringthefirstdayafterlearning.Forexample,thismeansgoingoverwhatveIeamtsoonafterlearninga
11、ndbeforegoingtobed.Inaddition,itisimportantformetomakeplansfortheworkIneedtodo.(6) AskstudentstowritethreeimportantthingsthattheyhavelearntinthisunitandusetheSentenceBuildertohelpthemselves.【设计意图】通过探索三个自然段的主旨大意，了解反思的结构；在文章中寻找连接词，了解连接词的用法和意义，为下一步的写作提供足量的语言输入。活动四：内化与应用1. OutliningEncouragestudentstoco
12、mpletetheoutlineoftheirreflection.MyOutlineThetopicIamgoingoreflecton:ParagraphI:Paragraph2:Paragraph3:2. Exploremoreadditionlinkers.(1)表示承接的过渡词汇：also,and,andthen,too,inaddition,furthermore,moreover,what,smore,again,ontopofthat,another,first,second,third,fourth等。(2)表示时间顺序的过渡词汇：now,then,before,after,
13、afterwards,earlier,later,immediately,soon,next,inafewdays,gradually,suddenly,finally等。(3)表示空间顺序的过渡词汇：near(to),far(from),infrontof,behind,beside,beyond,above,below,totheright/left,around,outside等。(4)表示比较的过渡词汇：inthesameway,justlike,Justas等。(5)表示转折的过渡词汇：but,still,yet,however,never,onthecontrary,inspite
14、of7inspiteofthefactthat,eventhough,although,despite/despitethefactthat等。(6)一方面,另一方面：Ontheonehand,ontheotherhand,foronething,foranother等。(7)表示结果和原因的过渡词汇：because,Since,so,asaresult,therefore等。表示目的的过渡词汇:forthisreason,forthispurpose,sothat,inorderto等。(9)表示强调的过渡词汇：infact,indeed,surely,necessarily,certain
15、ly,withoutanydoubt,truly,aboveall等。(10)表示解释说明的过渡词汇:forexample,infact,inthiscase,forinstance等。(11)表示总结的过渡词汇：inaword,allinall,finally,atlast,inconclusion,asIhaveshown,inanotherword,inbrief,inshort,ingeneral,onthewhole,ashasbeenstated,lastbutnotleast,inaddition等。3. Drafting.InstructstudentstolearntheWr
16、itingHelpandusetheiroutlineandtheWritingHelptowritethefirstdraft.Studentsmakesurethatthesentencesandparagraphsareproperlylinked.WritingHelpWritingaLearningReflectiontt,sImpcrtMttoi UnderSSndWbyyouihouldreectonwhatyouhoveIeonit; chooseonetopicthatyouwanttoreflecton; listWhatyouknewaboutthetopicbefore
17、learningrt,andwhotyouknowaboutitnow; includehowyouwilluseyournewskill/knowledgeMthefuture.【设计意图】从整体角度出发，概括出反思的大纲，提供一系列的连接词供学生参考。随后指导学生完成初稿，逐步实现对语言知识和文化知识的内化，促进语言运用的自动化，助力学生将知识转化为能力。Stepffl迁移创新活动五：批判与评价1.etstudentsexchangetheirwritingwithapartner.1. UsethePeerEditingSheetforUnit9onPage93tohelpyourevi
18、ewyourpartnersdraft.ALearningReflection口Doesthewritertellthereaderwhichtopiche/sheisreflectingon?口Doesthewriterexplainthechangeshe/shehasmadeafteracquiringtheknowledge?口Doesthewritertellhis/herplanonhowtousetheknowledgeorskills?Isthepieceofwritingwell-linkedbyadditionlinkers? Markanyspelling,punctua
19、tionorgrammarerrors. Markanyunclearexpressions.Givesuggestionsifyoucan. UnderIinetheexpressionsyoulike.2. Takeyourdraftbackandreviseit.3. Sharewhatyouhavewritteninclass.【设计意图】鼓励学生开展自评和互评，加强学生之间的互动交流，促进自我监督式的学习，并在相互评价中不断反思、取长补短、总结经验、调控学习,把教学评价变成主体参与、自我反思、相互激励和共同发展的过程和手段。板书设计：Unit9LearningPeriodVWritingWorkshopL学习理解活动一：获取与梳理活动二：概括与整合Readforwriting.11应用实践活动三：分析与判断Structureandlanguage活动四：内化与应用1. Outlining.2. Exploremoreadditionlinker.3. Drafting.11L迁移创新活动五：批判与评价
