Unit6CommunicationWorkshop教學(xué)設(shè)計(jì)北師大版七年級(jí)英語(yǔ)下冊(cè)

Unit6municationWorkshop

LessonFocus

·Writing:writeaboutatriptothezoo

·Speaking:talkaboutatriptothezoo

Reading

Exercise1

purpose:tohelpstudentsunderstandthecontentofatextandtoputphotosinthecorrecttimeorder

Readandunderstandthesampletext.Directstudentstothephoto.Ask"What'shappeninginthephoto?"Elicitanappropriateresponse,forexample,She'sgivinganelephantbananas.Thenask"Wheredoyouthinksheis?"Elicitanappropriateresponse,forexample,She'satthezoo.Ifyoufeelyourstudentsarereadytodotheexercise,youmayskipthisstep.

Say"ReadAmy'sblog.Findoutwheresheis".Monitorasstudentsreadthefirsttime,offeringassistanceasneeded.Afterstudentshavefinishedreading,ask"WhereisAmy?"ElicitShe'satAnimalWorld.

Directstudentstothephotosatthebottomoftheblog.Ask"Whatanimalsdoyousee?"Elicitorprovidepenguins,amonkey,apanda,aparrot.Say"Nowreadtheblogagain.PutAmy'sphotosintimeorder.Writethenumbersinthecircle".Monitorasyourstudentsputthephotosinorder,offeringassistanceasneeded.Ifstudentsneedsupport,youmayhavethemworkinpairs.

Goovertheanswers,encouragingstudentstoanswerinpletesentences.

Answers

1.elephant;2.panda;3.penguins;4.parrot;5.monkey

Expansion:Don'tStop!

Note:Usethisactivitywithmoreproficientstudents.Havestudentsgetintopairsorsmallgroupsandtalkabouttheanimalsinthephotos.Herearesomediscussionquestions:Whatdotheyknowabouttheanimals?Whataretheiropinionsofthem?Aretheycute,ugly,intelligent?Havetheyeverseentheseanimalsbefore?Where?Wouldtheyliketoseethem?Don'tworrysomuchaboutaccuracy.Justallowstudentstospeakfreely.

Exercise2

Purpose:tohelpstudentspleteatablebasedonareading

Directstudentstothetable.Readthequestionsatthetop.Say"Findthepassageaboutthebabyelephants"Oncestudentshavefoundthepassageintheblog,ask"What'sthenextanimalinthechart?"Elicitpandas.Havestudentsfindthepassageaboutthepandas.Continuewiththeotheranimals.Ifyoufeelyourstudentsarereadytodotheexercise,youmayskipthisstep.

Directstudentstothetable.Say"Readtheblogagainandpletethetable".Monitorasstudentspletethetable,offeringhelpasneeded.

Goovertheanswers,havingindividualstudentssaytheanswersaloud.Encouragestudentstoanswerinpletesentences.

Answers

Thebabyelephantsweresocute.Theyatebananas.Shefedoneelephant.Shewasafraidatfirstbutitwasalotoffun.

Thepandasweretiredandsleptallthetime.

Amyfeltbored./Itwasboring.

Thepenguinswerereallyfunny.Theywalkedslowlybutswamfast.

Theparrotwasloud.Itwashungryandwantedtheirsandwiches.

Themonkeysweresmall.Theygotsomefoodandwerereallyexcited.Amytooksomephotos.

Writing

Exercise3

Purpose:tohelpstudentsprewritebyansweringquestionsaboutatriptothe200oratelevisionshowaboutanimals

Directstudentstothephotos.Ask"Whataretheseanimals?"Elicitorprovideakoala,giraffes,fish,amonkey.Ask"Haveyouseentheseatthe200oronaTVshow?"Elicitanappropriateresponse.Ifyoufeelyourstudentsarereadytodotheexercise,youmayskipthisstep.

Brainstormwhatyouwanttowrite.Gooverthequestionsandcues,makingsurestudentsunderstandmeaning.Say"Thinkaboutatriptothezooyoutookoratelevisionshowaboutanimalsyousaw.Trytorememberthetriporshow,orimagineit.Usethequestionstohelpyou".Youmaywishtohavestudentsworkinpairstoanswerthequestionsanddiscusstheirtriptothe200ortheTVshowtheysaw.Encouragethemtospeakfreelybutnottomakenotesyet.Monitorasstudentstalk,butavoidcorrectingerrors.Justletstudentsmeetandtalkabouttheexperience,generatingideas.

Exercise4

Purpose:tohelpstudentsmakenotesandthenwriteabouttheirtriptothe200oraTVshowonanimals

Identifythestructureandlanguageforthespecialtopic.DirectstudentstothebloginExercise1.Ask"Whatsortofreadingisit?"ElicitorprovideIt'sablog.Ask"Howmanyparagraphsarethere(pointingtothem)?"Elicitfive.Pointtothefirstparagraphandask“WhatinformationisinthefirstparagraphsElicitorprovideItintroduceswhattheblogwillbeabout.Revisethatthefirstparagraphistheintroduction.Ask"Whatinformationdotheotherparagraphshave?"Elicitorprovideinformationoneachanimalwhattheywerelike,whattheydidandAmy'sfeelings.Ask"Whatorderaretheparagraphsin?"Elicitorprovidetimeorder.Pointoutthatstudentsshouldbegintheirparagraphswithanintroductionandhaveaparagraphforeachanimaltheyaregoingtowriteabout.Theyshouldfol.lowtimeorder,orchronological(frombeginningtoend).

Listyourstructure.Directstudentstothemodelwriting,thebloginExercise1.Say"LookatthebloginExercise1.Findsomecoordinatingconjunctions".Studentsshouldidentifybut,andandso.Ifnecessary,revisetheuseofcoordinatingconjunctions.Askstudentstoidentifysomeadverbsintheblog.Studentsshouldidentifyslowlyandfast.Ifnecessary,revisetheuseandformationofadverbs.Say"WhenyouwriteaboutyourtriptothezooortheTVshowyousaw,besuretousecoordinatingconjunctionsandadverbscorrectly"

Write.Say"Useyouranswerstothequestionstomakenotes".Monitorasstudentsmakenotes,offeringassistanceasneeded.

Directstudentstothestarterwriting.Readitaloud,orhaveastudentreadit.Explainthatstudentsshouldfirstwriteasentencethatintroducestheirtriptothe200ortheTVshowtheysawaboutanimals.Say"NowwriteaboutyourtriptothezooortheTVshowyousaw.Monitorcloselyasstudentswrite,offeringhelpasneeded.Iftimeisshortinclass,allowstudentstofinishtheirparagraphsforhomework.

Selfcheck.Whenstudentshavefinishedwriting,eithergivethemahandoutwiththefollowingchecklistorwriteitontheboard;DIhadanintroduction.

□IhaveaseparateparagraphforeachanimalthatIsaw.

□Iusedcoordinatingconjunctionsandad.verbscorrectly.

□IusedtheKeyWordsandKeyExpressionscorrectly.

□Idoublecheckedspelling,grammarandpunctuation.

Readthelistaloud,makingsurestudentsunderstandmeaning.Say"Nowreadyourwriting.Canyoucheckallthepointsonthelist?"Monitorasstudentsreadtheirwriting,offeringassistanceonhowtheycanimprovethem.

Peerreviewchecklist.WhenstudentshavefinisheddoingtheSelfcheck,havethemswappaperswithapartner.Alternately,youmaycollecttheirpapersandredistributethemtotheclass,havingpeereditingdoneanonymously.Eithergiveeachstudentahandoutwiththefollowingchecklistorwriteitontheboard:

□Isthewritinginteresting?Ifnot,howcoulditbemoreinteresting,forexample,usemoreadverbstodescribetheanimals'actions?

□Doesthewriterhaveanintroduction?

□Doesthewriterhaveaseparateparagraphforeachanimal?

□Doesthewriterusecoordinatingconjunetionsandadverbscorrectly?

□Doesitanswerallyourquestionsaboutthewriter'striportheTVshow?Ifnot,whatelsewouldyouliketoknow?

□DidthestudentusetheKeyWordsandKeyExpressionscorrectly?Ifnot,circlethem.

□Isthespelling,grammarandpunctuationcorrect?Ifnot,circlewherethestudenthadproblems.

□Doyouhaveanyothersuggestions?

Readthequestionsaloud,makingsurestudentsunderstandmeaning.Say"Nowreadyourclassmates'writing.Canyoucheckallthepointsonthelist?"Monitorasstudentsreadtheirclassmates'writing.Offerassistanceonhowtheycangivesuggestionstotheirclassmates.

Revise.Whenstudentshavefinishedreadingtheirclassmates'papersandansweringthequestionsonthePeerreviewchecklist,returnthepaperswiththechecklists.Youmaychoosetohavestudentsmeetanddiscusstheirpapers,orkeepitanonymous.Say"Nowusetheinformationinthechecklisttoreviseyourwriting".Iftimeisshortinclass,assignrevisionforhomework.

Speaking

Exercise5

Purpose:tohelpstudentstelltheclassabouttheirtriptothezoooraTVshowaboutanimalstheysaw

HavestudentsgetintosmallgroupstopractisetellingabouttheirtripsortheTVshowtheywroteabout.Encouragethemtospeakfreelyandmakeeyecontact.Theyshouldnotsimplyreadtheirpapers.

DirectstudentstotheExample.Readitaloud.Say"Nowtelltheclassaboutyourtriptothe200ortheTVshowyousaw".Tellstudentstolookovertheirpapersonemoretime.Theymaybringanynotesthey