know where it is? T: Right! Have you been to Jiuzhaigou? T: What a pity! I hope you will Ss: It’s Jiuzhaigou. Ss: No. be there one day. The old saying goes that traveling ten thousands miles is better than studying ten years at school. Travel experiences make people knowledgeable. Remark：教师用PPT或者影像资料展示一些九寨沟的美景，引起学生的兴趣。 Stage 3（3mins)：Reading Step Teacher activity Student activity Designing purpose Let the Ss read 3 to learn about Read 3 to learn about 通过学习3的旅游经历，Bill’s travel experiences. Bill’s travel experiences. 学习写作旅游经历的方法。为完成3的写作任务做准备。 T: Darren’s friend, Bill, had a trip to Jiuzhaigou. He couldn’t help sharing his exciting travel experiences with Darren. Do you want to know his experiences, Ss: Yes. too ? 1(Individual work) T: Go and read 3. You should find out : where it is, what it is famous for and what they did there. T: Have you found the answers? T: Girls, first! T: Exactly! Then boys! Ss: Yes. S1: Jiuzhaigou is in Sichuan. It’s in the
southwest of China. S2: Jiuzhaigou is famous 5 / 9
T: Next one, be brave! for its beautiful mountains, forests and lakes. S3:They took pictures , saw pandas and monkeys. T: Wonderful answers ! From this passage, do you know how to describe your own travel experiences? Ss: Yes. T: What should be in your writing? Who can tell us? T: Do you agree with him ? S4: Where to go, when to go, how to go, what to do, how long to stay ,and so on. Ss: Yes. Remark：教师要引导学生通过学习3的电子邮件来学习旅游经历的写作。 Stage 4（20mins): Writing Step Teacher activity Student activity Designing purpose Let the Ss write an email to Bill Write an email to Bill in 培养学生的写作能力 in the name of Darren. the name of Darren. T: Darren explored Tian’anmen Square with Kangkang and Micheal. Now, suppose you are 1(Individual work) Darren, you have to write an email back to Bill to introduce your travel experiences to Tian’anmen Square. You have twenty minutes to write the email. Is everybody clear? Ss: Yes. 6 / 9
T: Fine. Go ahead! Remark：学生在写作的时候老师要在教室四处走动，以便给学生提供可能的帮助。 Stage 6（5mins)： Presenting writings Let the Ss present their writings Present their writings and 展示学生的习作，可以让to help them learn from each learn from each other. other. 学生相互学习，相互借鉴。 T：Now, it’s time to present your writing in your group. Each group can choose the best one to present in class. T: Which group will be the first Group one : to present ? 1(Group work ) T: Oh, excellent writing! Next group! Dear Bill, I’m glad to receive your e-mail and learn that you had a wonderful vacation. I had a nice vacation, too. Kangkang, Michael and I explored Tian’anmen Square... Best wishes to your family. Yours, Darren Group 2: ... 7 / 9
Remark：教师在学生展示习作前，各组可以设立语法监督员，相互检查出现的错误。 Stage 7（5mins)： Summarizing and assigning HMK Step Teacher activity Summarize their writings. Student activity Designing purpose Learn how to improve 对学生的习作进行分析their writing. 总结，帮助学生提高写作能力。 T: We have listened to several passages. What do you think of them? 1( Class activity ) T: I think so. Who else? experiences clearly. It uses the new grammar we learned. S2:I think Group Three’s passage is very good. It has all the things you said. It uses the adverbial clause of time correctly... Assign the HMK. T: For today’s homework, I’d like you to finish The Grammar 2（Individual work) and Functions in Section D and write a story according to the pictures in Project. S1: I think Group One’s passage is the best one. Because it has no grammar mistakes and it describes their travel Finish the HMK after 布置学生完成Section D class. 的语法和功能句部分的作业及探究部分的看图写故事可以减轻下一课时的任务量。 Remark：教师可以让学生以小组为单位完成Project的看图写故事，以避免部分无法单独完成的学生无事可做。 8 / 9
VI . Blackboard design
第四课时(Section B-4a, 4b, Section C-2,3) Words and expressions: Grammar experience 时间状语从句 become larger and larger when,while ,as ,as soon as , after, before,.. push one’s way out call one’s name be famous for can’t/couldn’t help doing in the southwest part of
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