Prcedures
表1 寫作評價標(biāo)準(zhǔn)表（自評；同伴評價；師評）
Date
Name
Unit
Bk 2 Unit 2 Let's celebrate
Title
Develping Ideas-Writing a letter t express ideas
Grade
Senir 1
Type
Writing
Objectives: By the end f the lessn, the students will …
? Use related vcabulary t write abut persnal views and feelings n a certain cultural phenmenn.
? Enhance a sense f natinal identity, and learn t spread Chinese culture.
? Analyze the reasns behind a certain cultural phenmenn.
? Learn t evaluate, edit and imprve their writing.
Key pints and/r difficult pints
? Analyze the reasns behind a certain cultural phenmenn.
? Write persnal views and feelings n certain cultural phenmenn.
Methdlgy & Strategies
Activity-based apprach
Aids and/r Materials
Multimedia & PPT slides
Discurse Analysis
Thematic cntext: human and sciety——Different Ethnic Cultural Custms and Traditinal Festivals
Genre: Letter
Discurse analysis: The theme f this sectin is "Writing a letter t express ideas abut the glbal celebratin f the Spring Festival". This sectin prvides an editrial first. In the editrial, it intrduces the phenmenn f the Chinese Spring Festival ging glbal. The first paragraph intrduces that many freigners are celebrating the Spring Festival, and the secnd paragraph intrduces hw freigners celebrate it. The third paragraph asks students t make their wn cmments n this phenmenn. By cmpleting the prescribed tasks, students can learn abut this trend and strengthen cultural self-cnfidence. In the editrial, the authr used the present cntinuus tense t express the cntinuatin f the actin, and the present perfect tense t express the impact f the festival. The clear text structure and cncise language can prvide a gd mdel fr writing.
Analysis f Students
This sectin is in the secnd unit f cmpulsry Mdule 2 in Senir High Schl and the students are frm Grade 1. After the previus study, students have acquired sme backgrund knwledge and vcabulary related t festival and culture. Mst f the students can explre the cntent independently, cperate and cmmunicate with thers with the encuragement f teachers. Their lgical thinking and critical thinking have develped n the basis f early learning, hwever they still need sme guidance n the analysis f reasns behind certain cultural phenmenn. What’s mre, they still lack the prfessinal knwledge related t cmmenting n sme phenmena and may be unable t express themselves cherently and lgically in writings.
Blackbard Design
教學(xué)環(huán)節(jié)
Steps
教學(xué)目標(biāo)
Objectives
活動形式與步驟
Activities
活動意圖
Activity gals
活動層次
Activity Level
學(xué)習(xí)效果評價
Assessment
Shw students the Learning Objectives
T let students knw what t learn frm this class.
Students culd knw what t learn frm this class.
Lead-in
(5m)
Perceiving and nticing
Activity 1: Play a shrt vide f 《只此青綠》in 2022 Spring Festival Gala.
Shw the backgrund knwledge f《只此青綠》t prvide scafflding fr the fllwing questins.
Ask three questins which are shwn as fllws:
1. What impresses yu mst in this petic dance perfrmance?
2. Hw des the dance shw Chinese traditinal culture?
3. Why did 600 freign media utlets frm ver 170 cuntries and regins bradcast the gala live? What des it imply?
T aruse students' interest and backgrund knwledge f the Spring Festival by viewing a dance in Spring Festival Gala. Invite students t appreciate the beauty f Chinese petic dance perfrmance and explre hw the dance shws Chinese traditinal culture.
Learning and understanding activities
Students culd talk abut their feelings and pinins n this dance as well as Chinese culture.
Students culd get a glimpse f
the glbal celebratin f the
Spring festival and be prud f
the charm f Chinese culture.
Pre-writing
(Reading6)
Acquiring and srting, summarizing and integrating
Analyzing and judging
Activity 2: Read the letter n page 23.
1. Ask the Ss t read the letter carefully and answer the questins.
(1) Which cuntries are mentined and hw d they celebrate Chinese Spring Festival?
(Russia, Ghana and the United States.
Russia: The 2017 Grand Chinese New Year Cncert was held in St Petersburg, with its tickets sld ut and with 90% f the audience lcal Russians.
Ghana: Over 1,000 Ghanaian junir high schl students gt up n stage t perfrm Chinese sngs and dances t celebrate the 2017 Spring Festival.
The United States: Students in New Yrk City have since 2016 been able t enjy an fficial day’s hliday fr the Chinese Spring Festival.)
(2) Which event wuld yu like t attend mst? Why?
(Students’ wn answers.)
(3) Why d yu think the Chinese Spring Festival is “ging glbal”?
(Pssible reasns may include: increasing verseas Chinese ppulatin, China’s grwing ecnmic and plitical influence, the desire fr verseas stres and recreatinal venues t prfit frm the celebratin, China’s effrts t help the festival g glbal.)
T help students acquire backgrund knwledge abut the phenmenn f the glbal celebratin f the Chinese Spring Festival
T guide them t brainstrm the reasns.
Learning Cmprehensin
Applicatin and Practice activities
Students culd knw the phenmenn f the glbal celebratin f the Chinese Spring Festival and acquire sme expressins.
Students culd brainstrm the reasns behind this phenmenn.
Pre-writing
(Scafflding)
(14)
Analyzing and judging
Activity 3: Get students t cmplete the ntes t help rganize their ideas.
Genre, tpic______________
Tense and Persn______________
Structure
What the phenmenn is:______________
What reasn lie behind it: ______________
Hw yu feel abut it: _________________
Key pints(reasns): ______________
T prvide guidance in terms f discurse structure, specific cntent, chice f tense.
Applicatin and Practice activities
Students culd knw what t write and hw t rganize the article.
describing and illustrating, applicatin and practice
Activity 4: Students acquire related vcabulary and expressins thrugh translating.
Help students accumulate advanced vcabulary and mre diverse sentence patterns, and enrich their language strage.
Applicatin and Practice activities
Students culd knw hw t express their feelings and pinins prperly with the help f related vcabulary and expressins.
Writing
(0 m)
Applicatin and practice,
Reasning and demnstrating, Imagining and creating
Activity 5: Ask students t write a letter t the editr t express their ideas. (25m)
Students use what they have learned t express their feelings and pinins.
Transference and innvatin activities
Students culd finish the writing within a limited time(25m).
Pst-writing(10m)
Evaluating and cmmenting
Activity 6：Students evaluate their wn writing accrding t the evaluatin criterin.
First, Teacher ask students t evaluate sme articles accrding t the evaluatin criterin and then teacher gives feedback and shws hw t assess a writing.
T guide students t bjectively and accurately evaluate their writing and thers. Students can learn t evaluate, edit and imprve their writing.
Transference
and innvatin activities
Students culd evaluate their writing and thers based n the criteria and imprve these aspects in their future writing.
Deep thinking& Summary
(5m)
Imagining and creating
Activity 7：Ask students t think abut hw culd they make cntributins t the spread f Chinese culture.
Summarize what they have learned.
Strengthen students’ recgnitin f Chinese traditins and natinal identity.
Guide students t think abut their cntributins t the spread f Chinese culture.
Systematize the language knwledge f this lessn t facilitate the students' internalizatin f utput.
Transference
and innvatin activities
Students culd think abut their cntributins t the spread f Chinese culture.
Hmewrk
Reasning and demnstrating, Imagining and creating
1.Students assess their wn writings accrding t the Checklist chart and plish their writings.
2.Write an article abut Chinese peple’s grwing enthusiasm fr celebrating Western Festivals.
現(xiàn)在越來越多的人喜歡過西方的節(jié)日; 假如你是李華,請用英語給報社的編輯寫封信來分析產(chǎn)生這種現(xiàn)象的原因，并就這種現(xiàn)象可能帶來的影響簡要闡述自己的看法和觀點。
注意:1.詞數(shù)100左右;
2.可適當(dāng)增加細(xì)節(jié)，以使行文連貫。
T further revise the manuscript and write a new article.
Transference
and innvatin activities
Students culd further revise the manuscript.
Students culd use what they have learned t write a new article.
參照標(biāo)準(zhǔn)
評價級別
A
14-15
B
11-13
C
8-10
D
1-7
自
評
同伴評
師評
內(nèi)容完整性
覆蓋所有內(nèi)容要點,觀點明確
雖漏掉1、2個次重點，但覆蓋所有主要內(nèi)容
雖漏掉一些內(nèi)容，但覆蓋所有主要內(nèi)容
漏掉主要內(nèi)容，寫了一些無關(guān)內(nèi)容
語法結(jié)構(gòu)和詞匯
應(yīng)用了較多的語法結(jié)構(gòu)和高級詞匯
語法結(jié)構(gòu)或詞匯方面應(yīng)用基本準(zhǔn)確，有些許錯誤
語法結(jié)構(gòu)及詞匯單調(diào)，詞匯語法錯誤不影響理解
文章語法錯誤較多，詞匯很有
限，影響理解
文章邏輯性
有效地使用了語句間的連接成分，
應(yīng)用簡單的語句間的連接成
分，使全文結(jié)構(gòu)緊湊
較少使用語句間的連接成分，內(nèi)容缺少連貫性
缺乏語句間的連接成分，內(nèi)容不連貫；
格式，卷面,書寫
格式正確，字體工整，卷面整潔
格式基本正確，字體基本工整，卷面基本整潔
格式有問題，字體欠工整，有涂改現(xiàn)象，字?jǐn)?shù)較少。
格式有問題，字體潦草，有多處涂改，字?jǐn)?shù)不夠

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高中英語外研版 (2019)必修 第二冊電子課本

Unit 2 Let's celebrate!

版本： 外研版 (2019)

年級： 必修 第二冊

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