方略培訓(xùn)英語寫作課教案-資料下載頁
2025-04-19 05:40本頁面
【正文】 SummarizingLet students understand the basic skills of the figure description and requirements.3T writes the following points on the blackboard: name, gender, age, identity hair, height, build, character, hobbies etc and two key verbshas, is.T writes the list of the mon errors in writing on the blackboard.(or PPT)T writes the list of the linked words(but, and, because, so)Sts have a discussion in group about the lesson’s content to brainstorm some aspects /elements of the writing. Sts make a list of the mon errors in writing.Sts list the linked words that can be used in the essay.Materials Write what materials you are using and where (what book, internet site, etc) the information es from. You must reference all handouts, and attach a copy of each with your plan. (Example reference: Go for it!, David Nunan, People’s Education Press, 2002, p. 46.)Go for it!, David Nunan, People’s Education Press, 2007, unit 7 ,p. 45.(3a) SelfEvaluation Please plete all parts of this form after teaching your lesson and give it to your tutor.Were your lesson aims achieved? What evidence can you show to prove this?Yes.They can describe the classmates’ appearances from the hair, build, height or others with the Present Tense vividly. Which stages and activities went well? Why did they go well? Give evidence.The “brainstorm” and “Peer editing (2nd time)”went well.Students liked “brainstorm” very much. This activity can arouse most students’ interest to participate in learning.“Peer editing (2nd time)” can arouse students’ participation, raises the cooperation.Which stages and activities did not go well? Why didn’t they go well? Give evidence.Summary didn39。t go well.It’s a bit uninteresting.If you taught this lesson again, what would you do differently? To design some activities in Summary part, such as a kind of petition.
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