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Senior English Book 4 Unit 1 Women of Achievement --writing 说课稿 By Yu Lu Good morning, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book4 Unit1 (Writing--Women of Achievement). I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and blackboard design. First, let me talk about the teaching material. Part 1: Teaching Material: By studying of this part, I’ll enable the students to know how to write a great person. This part is the writing part, so I will offer practice about reading, speaking and writing around the topic, it is the expansion of this unit and give students a space to use the structure and the language. So it plays a significant part in the English teaching in this unit. As we know, reading belongs to the input during the process of the language learning. The input has great effort on output, such as speaking and writing. Meanwhile, the foundation of the students in our school is not so good. According to the new standard curriculum and syllabus, after analyzing the teaching material, I think the teaching aims are as follows: 1.Knowledge aims: Knowledge aims of this section are: (1) learn the outline of the sample passage about a great woman. (2)learn some useful expressions and structures of describing a great woman;. 2.Ability aims: Ability aims of this section are: the students will read the sample passage and learn how to describe a great woman by imitating the sample passage. 3.Emotional aims: Emotional aims of this section are: Arouse the students’ interest of great women and learn something from them. Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? According to the analysis of the teaching material and the students’ learning background, I will use the following methods. Part 2: Teaching Methods: “Product Approach” （结果教学法） “Task-based Approach” (任务型教学法) That is to say, I’ll let the students to get a better understanding of the key structure of the writing. Part 3: Studying Methods： Students of this stage are quick in thought and they are eager to show what they know and they have a certain ability to read and write. But they lack the basic structure, some useful expressions and advanced sentence patterns to express their ideas. In this lesson, I will teach my students to master the following strategy: (1) Basic learning strategy: The students can get the structure and some advanced sentence patterns of this passage. (2) Practice strategy: Practice can help students get the general idea and have a better understanding of how to write a great person. In a word, let the students pass “Observation-- Imitation-- Practice” strategy to grasp the way to describe a great person. Part4: Teaching procedures: Step One: Lead-in. Enjoy some pictures and play a part of Roman Holidays and then talk about the famous actress and great woman Audrey Hepburn. This process can lead to the topic and make the students know that Audrey Hepburn is not only a famous actress but also a great woman. Step Two: Pre-writing. Firstly, ask the students to read the sample passage quickly and find out the main idea of the passage and each paragraph, and match the main ideas with the paragraphs. By reading the passage, let the students get the basic structure of describing a person. Secondly, lead the students to find out some useful expressions and advanced sentence patterns through this passage. This process can make the students aware of the advanced expressions and sentence patterns given in the sample. Meanwhile, they can learn from it. Thirdly, analyze the writing material, first of all, analyze the person and tense about the material, and then, divide the content into three parts according to the writing structure. This process aims to strengthen the impression of writing a person. Fourthly, ask the students if they will describe the background, achievement and evaluation of a person, what kind of sentence structures they will use. And then, introduce some words, phrases and sentence patterns and write some sentences together. By doing this, the aim is to fully prepare for the writing part. Step Three: While-Writing. Ask the students to write a passage about Peng Liyuan within 10 minutes and invite a student to write his /her composition on the blackboard. This process is to practice by them. Step Four: Post-Writing. Present the checklist on the screen and lead the students to check the composition on the blackboard through it. The teacher leads the students to check the composition, and master the requirement of the grade, which is beneficial to the improvement of writing skills. Step Five: Summary. Teacher guides students to make a summary. This process aims to let students have a deep impression about what they’ve learned today. Step Six: Homework. Exchange their passage after class and check it with each other. By appreciating others’ composition, they can review the knowledge and find out the advantages and disadvantages of others’ composition. In this way, they can be aware of their own mistakes and pay attention to them, which will help and remind the students to write better texts. Part5: Blackboard Design Blackboard design should think for a thing that attracts the students’ attention and let them write down the important teaching points. For this period, the most important factor is the structure of describing a person. So I will write the structure on the blackboard. No matter which step is taken, the purpose is to provide teacher and students with information and internal demand to improve teaching skills and learning qualities. Strategy and approach will help students become more independent and become a successful learner. That’s all, thank you. 本文来源：https://www.dywdw.cn/80df7fb759fafab069dc5022aaea998fcd2240cb.html
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2022-04-15
