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Unit 4 Earthquakes--writing

Good morning/afternoon, everyone! I'm very glad to stand here to interpret my teaching design. Today my topic is “Earthquake” (writing part). I am going to introduce my lesson from the following aspects: the analysis of teaching material and students, teaching aims, teaching key points and different points, teaching and studying methods, teaching procedures and blackboard design.

Ⅰ. Analysis of the teaching material

First of all, let’s focus on the analysis of teaching material. This unit comes from New Senior English for China Book 1 Unit 4. It is about the whole process of the earthquake: signs, damages, rescues and so on. Writing part consists of three sections: section 1 is a newspaper story and its outline. Besides, in section 1, the introduction of outline was also been mentioned. Section 2 is a task for students to write another outline, and section is also a task for students to write an article according to his outline. Because of the time limiting, I would focus on outline in my teaching and encourage students to write the article after class.

Ⅱ. Analysis of the students

Then, I’d like to talk something about the students. Outline is very helpful for students in their article writing. And in the first year of senior high school, it is necessary for students to grasp this point well. But it is also difficult for students to write a great outline at their first try. So I set the format as the main knowledge aim of this class.

Ⅲ. Analysis of the teaching aims

Based on the syllabus and the analysis above, I set the teaching aims as follows:

Knowledge aim: By the end of the class, students will know the format of a newspaper outline, which includes: a headline, a list of main ideas and a list of important details.

Ability aims:

Students’ awareness of finding important information from a newspaper can be trained.

2. Students’ news writing ability can be improved by the end of the class.

Emotional aim:

1. Students will be aware of interdisciplinary learning.

2. Students will be more interested in learning English.

Ⅳ. Analysis of the key and difficult points

According to the teaching aims, the key point of this lesson is getting students to master the format of a newspaper outline. And the difficult point is finding some important information about one special event by themselves.

Ⅴ. Analysis of teaching and study methods

To help students achieve the teaching aims much easier, I will mainly use task-based teaching method, multimedia method and communicative teaching method and so on. For students, I will encourage them to learn to communicate with their classmates and become the real host of the class.

Ⅵ. Analysis of the teaching procedures

Now I will talk about the most important part of my teaching. That is my teaching procedures.

Step1: Warming up

In this step, I would use the video of report rescuing after earthquake to attract students’ attention on the class and create a circumstance for today’s learning. After watching this video, I would ask them some questions:

 

What do you get from this video?

 

Who was mentioned in this video?

 

Why they took that activity?

 

Those questions could make students be aware of the importance of outline and their interest to learn this will be aroused.

 

Step2: Pre-writing

 

Then comes to step 2: pre-writing. I would show them the outline on the textbook. That is also about that video mentioned above. Then I would explain that outline can help us organize our ideas before writing the article. And I would tell them an outline should include: a headline, a list of main ideas and a list of important details. Besides, some important words, such as outline, headline, and cyclist would be also explained in this step.

 

Through this step, the direction will be clear for students. Thus they know the structure of an outline, and this is the foundation of today’s writing class and it is also the teaching key point.

 

Then I would encourage students to find out the outline from the example. Then I would check it. This step could make students enhance the knowledge they have just learned.

 

After that, I would run a brainstorming activity: take 5 minutes to find one special event that they want others know and write down everything about that event. And in this brainstorming, they don’t ever judge their ideas and just write down everything that comes to their mind.

 

Then I would ask them to tell their event to their desk-mates and check whether their ideas are clear enough. In senior high school, we find that many students have trouble in writing because of they don’t know how to write and what to write about. So in the two steps above, we focus on those two difficult points and try to solve them.

 

Step3: While-writing

 

After that, I would give them some guides such as: pay attention to the punctuation, sentence structure and tenses.10 minutes would be given to them to complete their outline individually.

 

Guides are necessary for students’ writing, they should have some limitations in writing. So they can do better in writing.

 

Step4: Post-writing

 

When they finished their writing, I would run self-editing: Ask students to check their outline according to the example on page 32 in textbook and then do some editing. Then peer editing: Ask students to check and edit their partners’ outline and give them some suggestions. At last, share with the whole class, i will invite some students to share their outlines in the front and give them some comments.

 

Three kinds of evaluating and editing can make the writing better, and according to the New English Curriculum Standard, evaluation between students can improve their ability to judge and also enhance their writing ability.

 

Step5: Summary and homework

 

Before the end of the class, I would sum up what we have learned today and show them some other outlines on the screen. After class, write another outline and article about one special event happened in students’ hometown. This homework is close to students’ real life and it can make students do a better understanding of outline and article.

 

VII Analysis of the blackboard Design

 

This is my blackboard design, clear and simple.

 

How to make an outline?

 

Cyclists Ready to Go on the Road for Disaster-Hit Areas

 

Paragraph 1

 

Main idea: Cyclists plan to get money for disaster-hit areas

 

Detail 1:

 

Detail 2:

 

Detail 3:

That’s all for my teaching design. Thank you for listening。

VIII.Teaching Reflection

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