北師大版（2019）必修 第三冊Unit 9 Learning Reflection Writing Workshop 教學設計

ATeachingDesignof

Unit9ALearningReflection

WritingWorkshopPeriod1

Teachingmaterial:Book3,Unit9,Writingworkshop

Analysisoftheteachingmaterial:

ThewritingworkshopisdesignedtoreadalearningreflectiononLesson3inUnit9andthenwriteonebythestudentsthemselves.SostudentsshouldfirstlyreviewthetextinLesson3,whichwefinishedinthepreviousclasses.Thenbecausethisisthefirsttimeforthemtoreadalearningreflection,theyneedtobeguidedtofindoutwhatalearningreflectionshouldbelike.Thisclass,they'llreadthelearningreflectiontoidentifyandsummarizeitsstructure,contentandlanguage.Whilereading,thestudentswillbeencouragedtosummarizethewritingtipsofalearningreflection,becauseinthisclass,readingisforthepurposeofwriting.

Analysisofthestudents:

Althoughitisthefirsttimeforthestudentstoreadalearningreflection,itwillnotbeverydifficultforthemtofindthestructure,contentandlanguageofthepassagesincethetextisnotlonganditisclearandwell-written.Byfinishingdifferentkindsofpre-reading,while-readingandpost-readingtasks,thestudentswillbeabletounderstandthetextbetterandsummarizethewritingtipseasily.Itwillalsonotbedifficultforthemtofindtheuseofadditionlinkerstogetthesentencesandparagraphsrelatedtoeachother

Corecompetences:

Languageability:Helpthestudentsreadandunderstandthelearningreflectionandsummarizeitskeyelements.

Culturalconsciousness:Helpthestudentsfindouttheycanlearnhowtobeausefulpersontothe

familyandthentothecountryinmanyways,likereadingabook,listeningtoasongorwatchingamovie.Atthesametime,theycanlearnmanyvirtuesfromancientChinesepeopleinhistory,

likefromMulan.

Thinkingcapacity

1.Therearedifferencesinpeople'smemoryorability,butanywaynobodycansucceedeasily.Studentsshouldmakefulluseoftheirtimeandopportunity.

2.Livingalifeisjustlikelearningapassage.Youshouldlearn,feel,thinkandmakechanges.AfterreadingalearningreflectionandwatchingavideoinwhichMulanreflectsonherownlife,studentscanalsothinkabouthowtheycanliveawell-organizedlife.

Learningability:

1.Whilereadingapassage,studentscanalsogetthecluesfortheirownwriting.Sotheycansummarizethewritingtipsofalearningreflectionafterreading.

2.Writeanoutlineinclassandthenalearningreflectionafterclassbythemselves.

Teachingaims:

Helpthestudentsto

●readalearningreflectiontoidentifyitsstructure,contentandlanguage

●summarizethekeyelementsthatagoodlearningreflectionshouldhave,likestructure,contentandlanguage

●summarizethewritingtipsthatagoodlearningreflectionshouldhave

●learntowriteanoutlineofalearningreflectionbasedonwhathasbeenlearntinthisclassKeypoints:

●Readtoidentifythestructure,contentandlanguageofalearningreflection

●SummarizethekeyelementsofalearningreflectionDifficultpoints:

●Whilereading,summarizethewritingtipsthatagoodlearningreflectionshouldhave

●Understandthefunctionofadditionlinkersinmakingthesentencesandparagraphsrelatedtoeachother.

Designidea:Helpstudentsknowthekeyelementsthatalearningreflectionshouldhavebyanalyzingitsstructure,contentandlanguageandatthesametimesummarizethewritingtips,afterwhichtheywillknowwhattoincludeandwhattopayattentiontointheirownwriting.

Methodsandstrategies

Studentsarethesubjectofthelearningprocess.Languageteachingshouldcareaboutstudents'differencesandrequirements.Theircuriosityandthedesiretofindshouldbeactivatedandprotected.Thus,thelessoniscarriedoutbyaskingthestudentstoworkindividually,inpairsandingroupstohelpthestudentstoread,find,thinkandsummarize.Lecturing,analyzing,discussion,doingexercises,comparing,task-drivenandautonomicmethodsareusedinthisclass.

Thepassageisfirstlyreadasawholeandthengraduallythestudentsgotothedetailstofindthekeyelementsofalearningreflection.Whilelearningadditionlinkers,studentswillbeaskedtoreadandmakecomparisonsbetweenusingtheadditionlinkersornot.Sincetimeislimited,we'lljustdowithsomeofthelinkersinclass.Therestwillbeleftforthestudentstolearnbythemselves,whichwillbebothchallengingandinspiring.Also,classroomteachingwillbeextendedtoafter-classstudy.Afterreadingandanalyzingeachparagraphverycarefully,thewritingtipswillbeveryeasytoget,sinceeveryactivityisdesignedtoleadtotheappearanceofthetips

Teachingresources:thetextbook,Multi-media,hand-out

Teachingprocedures:

I.Lead-in

Activity1Guessing

Allowthestudentssomeminutestolookatthreepicturesandguess:Whatisareflection?

Areflectionisanimageinamirror.(Theimageofacatisshowninthemirror)Itcanalsobeacarefulthoughtaboutsomething.(Amanisthinkinghard)

Whatisalearningreflection?(Alotofideasarecomingoutofanopenbook)

Theprocessofdoingareflection:Whiledoinglearningreflection,youlearnsomething.Youfeelsomething.Youthinkaboutsomething.Youexpecttomakesomechanges

Learningprediction:Studentswillbeabletoknowthemeaningofreflectionandalearningreflectionafterlookingatthepicturesanddiscussingwitheachother.

Thepurposeofthedesign:Usingsomepicturestovividlyshowwhatareflection/learningreflectioniswillbehelptoactivatestudents'mind.

II.Pre-reading

Activity2Reviewing

ReviewLesson3TheSecretsofYourMemory.Thestudentswereaskedtomakeamindmap

ofLesson3afterlearningit.Theteacherwilluseamindmapdrawnbyastudenttoreviewthecontentofthetextandleadtothereadingofthelearningreflection.Theteacherwillremindthestudentsthatwhilewritingalearningreflection,theyneedtogobacktotheoriginaltexttogetsomeideas.Askthestudents,ifyouarethewriter,whatwillyoureflecton?Thisistoencouragethemtoreadthefollowingtextwithaquestioninmind.

Learningprediction:StudentshavelearntthetextanddrawnamindmapforLesson3,soitwillbeeasyforthemtoreflectonthecontentandgetreadyforthereadingofthelearningreflection

Thepurposeofthedesign:Usingoneofthestudents'mindmapstoreviewthecontentofthetextcannotonlyassesstheirhomeworkbutalsostartanewclasswithabetterparticipationofthestudents.

III.While-reading

Activity3Readingforstructure

Whatdoeseachparagraphtalkabout.Marktheparagraphsfirstindividuallyandtheninclass.

Para.IReflectionsonmypastknowledgeaboutmemory

Para.2ReflectionsonwhatI'velearntfromthelesson

Para.3WhatIcandotoimprovemymemory

Thenwe'llgoontomakethemainideasshortertobemoreclear.We'llget:

Para.1Pastknowledge&Anewidea

Para.2Presentunderstanding

Para.3Futureplan

Learningprediction:Therearethreeparagraphsinthetextandthestructureofthetextisveryclear.Askthestudentstoreadthetextquicklyandfindoutwhatistalkedaboutinthetextbymatchingthemainideawitheachoftheparagraph.Thentheywillknowwhilereflectingonsomething,theyneedtolearnandthinkaboutwhattheydidinthepast,feelthedifferencesandformannewideaabouttheknowledge.Thentheywillmakeplansaboutwhatthey'lldonexttomakesomechanges.

Thepurposeofthedesign:Whilereading,itisimportantforthestudentstomasterthestructureofapassage,whichwillhelpthemunderstandthepassageasawhole.Afterdoingthistask,thestudentswillbeclearthatthestructureofalearningreflectionshouldincludePastknowledge,PresentunderstandingandFutureplan.Thatis,theyneedtothinkabouttheiroldknowledge,compareitwiththenewknowledgeandthenmakesomechangesinthefuture.

Activity4Readingforcontent

1.ReadParagraphlindividuallyandthencompletethetableinclass.

Who

What

Influence

Result

Thepurposeofthedesign:Theexercisewillhelpthestudentstofindthattostartalearningreflection,oneneedstomakeitclearaboutwhodidwhatandwhattheinfluenceis.Andthenformanideaandusesomeadjectivesandverbstoshowtheirideaclearly.

Learningprediction:Whilefinishingthetask,thestudentswillfindthetextiswritteninthefirstperson,whichisverynatural,becausethewriteristalkingabouthisownreflectionafterlearningthetext.Fromthesentences,thestudentsshouldbeabletofindthekeywords:has

helpedandinteresting.Inthisway,itwillbeeasyforthemtofindthewriter'sopinionaboutthelearning.Thatistosay,inthefirstparagraph,thewritershoulduseveryfewwordstoshowwhathelearntandhowhefeelsaboutthelearning.ThusitwillbeeasyforthemtogetWritingTip1:

Shortbutclearbeginning.

2.ReadParagraph2andanswerthefollowingthreequestions:

(1)WhatdidIlearn?Truth(Underlinethesentences)

(2)Whatdotheymeantome?Influence(Underlinethesentences)

(3)Canyougetsomethingdeeperfromthelearning?Amorallesson(Discussinpairs)

Learningprediction:From..“NowIunderstand...Ialsolearnt...Itisamazingtoknow...”

thestudentswillknowwhatthewriterlearnt.Atthesametime,theyshouldnotonlyknowthefact,butalsounderstandtheinfluence,especiallytheinfluenceonthewriter,whichwilldecidewhatthewriterwilldonext.Thentheywillunderstandsomethingdeeper:Nobodycansucceedeasily.Theyshouldmakefulluseoftheirvaluabletimeandopportunity.Thekeypointhereistohelpthestudentsfindoutboththefactandtheinfluenceintheparagraphanddosomethinkingonthis.

Thepurposeofthedesign:Afteransweringthethreequestions,thestudentswillbeabletoknowwhatIlearnt,whattheymeantomeandwhatIshoulddo.Butifthewriterjustwritesaboutwhathelearnt,itwillnotbesomeaningful.Instead,heneedstowriteabouttheinfluenceofthelearning,whichisthepurposeofthelearning.SoitiseasytogetWritingTip2:Writenotonly

thetruthbutalsotheinfluence.

3.ReadParagraph3andanswerthefollowingquestions:

(1)Howdoyouunderstand“Gettingtoknowthesecretsofourmemorymeanslearningnotonlythefactsaboutit,butalsothewaystoimproveit"?

Thepurposeofthedesign:Asthefirstsentenceofthethirdparagraph,thesentencetellsuswhatthewriterisgoingtodotoimprovehismemory.“Notonly...butalso...”playtheroleofpushingthemeaningofthesentenceforward,whichshowsProgressiveRelationship.Knowingthefactsaboutourmemoryisnotenough,weshouldlearntoimproveourmemory.HowcanIdoit?Thefollowingsentenceswillbetheanswer.

(2)WhatwillIdothen?

Studentswillbegivensometimetofindthekeyverbsandtheirobjectsthatshowwhatthe

writerwilldo.Itishelpfulforstudentstofocusonthekeyinformation....followtheadviceandstrengthenmymemory

..learntodo“spacedreview”.....makeplansforthework..

Thepurposeofthedesign:BecauseherewearetalkingaboutwhatIwilldo,thestudentsareaskedtofindoutthekeyverbsandtheirobjects.Onestudentwillbeaskedtowritetheanswersontheblackboard,whichwillhelptheteacherfindoutwhetherthestudentscanfollowtheteacherwellenough.

(3)Whatismyattitudeafterthelearning?

Positive.Studentswillbeabletofindtheanswerfromthelastsentenceinthisparagraph“I’

msurethesemethodswillhelpmeimprovemylearming”

Thepurposeofthedesign:Here,thewritershowshisattitudeandalsothereasontowrite

thelearningreflection.Also,itisverycommonforstudentstobeaskedtofindtheattitudeofthewriterwhiledoingexaminationpapers.Soitisnecessarytotrainthemindailylessons.Herewe'llgetWritingTip3:Positivelyplantomakesomechanges.

Activity5Readingforlanguage

(1)Fillintheblanksandcomparethedifferences What'smore,also

□NowIunderstandwhyweremembertheeventsinchildhoodbetterthanthosethathappenedrecently.Ilearntthatsomepeoplehaveamazingmemories.Thesepeoplecanrememberthingsbetterthanmostothers.Forme,itsgoodtoknowthatnoonehasaphotographicmemory.Thatistosay,mostofuswillhavetomakeaneffortwhentryingtorememberthings ,itisamazingtoknowhowaperson'smemorychangeswithageThismeansmymemoryisatitsbeststateatthemoment.Ishouldmakethebestuseofit.

Thepurposeofthedesign:Inthislearningreflection,thetextbookisdesignedtopracticestudents'abilitytouseadditionlinkers.SoherethestudentsareaskedtocomparethedifferencesofusingornotusingadditionlinkersbyreadingParagraph2.“NowIunderstand...Ialsolearnt

that...What'smore,itisamazingtotoknow...”Whilereading,itiseasyforthestudentstofind

thatthemeaningsofthesentencesgofurtherandfurther.Inthisway,theywillfeelthedifferenceofusingornotusingadditionlinkers,suchasalso,what'smore,althoughnowtheydon'tknowtheirname.

ThenmoreworkwillbedonebetweenPara.1andPara.2.Thestudentswillbeguidedtofindthedifferences(Beforereadingthetext,Ididn'tknow...NowIunderstand...)beforeandafterreadingthetext.Theywillfindthetwoparagraphsarerelatedtoeachother.Cohesionhappensbetweenthetwoparagraphsandalsoamongsentencesbecauseofsomecluewords.

Whenstudentsareoftentrainedtomakethiskindofanalysis,theywillbeusedtoit,whichisalsohelpfulindoingcollegeentranceexaminationpaper.

(2)Fillintheblankswiththegivenexpressions. Forexample,butalso,especially,inaddition,moreover,notonly

□Gettingtoknowthesecretsofourmemorymeanslearningthefactsaboutit

thewaystoimproveit.Iwillfollowtheadviceprovidedandtrytostrengthenmymemory.I'lltrytomakeconnectionswithwhatIhavealreadylearnt.,Imustalsolearntodo“spacedreview”,especiallyduringthefirstdayafterlearning.Forexample,thismeansgoingoverwhatI'velearntsoonafterlearningandbeforegoingtobed,itisimportantformetomakeplansfortheworkIneedtodo.

Learningprediction:

1.Thestudentscanfillintheblankseasilywiththeadditionlinkersbecausethemeaningofthe

paragraphisveryclear.Theycanalsorecognizethefirstsentenceofthisparagraphasthetopicsentence,becauseoftheusingof“notonly...butalso..”andalsothecontentofthefollowingsentences.

2.ThestudentscanfindPara.2andPara.3arerelatedtoeachotherbylookingatthelastsentenceinparagraph2andthefirstsentenceinparagraph3.

Thepurposeofthedesign:Exercises6and7aredesignedtopracticeusingadditionlinkers,whichisanimportantpartofthethisclass.Bydoingtheexercises,thestudentswillfindouthowandwhythesewordsareused.Theywillalsofindthedifferencesofusingornotusingthelinkers.

Whilefindingtherelationshipbetweentwoparagraphs,studentswillfirstlyknowhowthetwoparagraphsarerelatedandalsohowtheycandoitwhenwritingbythemselves.

Then,verynaturally,theteacherwillaskthestudentshowthesentencesandparagraphscanberelatedtoeachother.Additionlinkerswillbeintroducedtothestudents.We'llstrengthentheir

meaningsandusagebyrereadingthesentencesinthetext.AndWritingTip4willbegotveryeasily:Usecohesionbetweensentencesandparagraphs.

Activity6Summaryofagoodlearningreflection

Groupdiscussion:Whatelementsshouldagoodlearningreflectionhave?

Learningprediction:Studentswillbegiven3minutestoworkingroupsandtalkabouttheelementsthatagoodlearningreflectionshouldhave.Theaboveactivitiesdealwiththestructure,contentandlanguageofthepassage,soitwillnotbeadifficulttask.Finally,thefollowingsummarywillbesharedinclass:

●Aclearstructure

Paragraph1

Reflectionsonmypastknowledgeaboutmemory

Paragraph2

ReflectionsonwhatI'velearntfromthelesson

Paragraph3

WhatIcandotoimprovemymemory

●Carefully-thoughtcontent

pastknowledge,presentunderstanding,futureplan●Well-writtenlanguage

Usingadditionlinkers

Payingattentiontocohesionamongsentencesandbetweenparagraphs

Thepurposeofthedesign:Afterreadingthelearningreflectionfromdifferentaspects,makingasummaryisquitenecessarytohelpthestudentshaveaclearmapintheirmind.

IV.Post-reading

Activity7Writingwriteanoutline

Afterlearningthestructure,contentandlanguageofalearningreflectionandsummarizingitskeyelements,itistimeforthestudentstowritesomethingbythemselves.Theywillreadthelisteningscript(9.3)forUnit9Lesson2LanguageLearningTipsonPage108andwritetheirlearningreflectiononlanguagelearningtips,usingwhatwe'velearntinthisclass.Sincetimeislimited,theywilljustfinishedtheoutlineinclass,whichwillalsobeawaytofindouthowwelltheyhavelearnttheclass.Twoofthestudentswritingswillbeshowntotheclassandwe'llanalyzetheadvantagesanddisadvantages,followingwhatwe'veanalyzedbefore.

Learningprediction:Thetimeinclassislimited.ButsincethestudentshavelearnedLesson2inthepreviousclassandthestructureofthelearningreflectionwe'velearnedisreallyveryclear,somestudentswillbeabletogooverthelisteningscriptquicklyandfinishwritingtheiroutline.Theirworkwillgivetheothersanexampletoshowhowtodoit.

Thepurposeofthedesign:StudentsalwayshavesomeproblemsinusingthecorrectwaytolearnEnglish.ThepurposeofchoosingLesson2isthatitdealswithlanguagelearningtipsandthegivenadviceisreallyeffective.Ifwejustdoitasali