Unit1CommunicationWorkshop(第二课时)教学设计北师大版英语七年级上册

Unit 1 munication Workshop（第二课时）
Lesson Focus
·Writing: a blog about your family
·Speaking: talk about your family
Exercise 5
Purpose: to help students write about their families
➢List your structure.Direct students to the reading in Exercise 1.
Revise the information in the introduction and the information in the rest of the paragraphs. Then direct students to the starter writing. Say "You can begin your blog about your family like this". Read the starter writing aloud, pleting it with information about your family.
➢Write. Say "Use your notes (or table) to write about your family. Use the structure of Steve's blog to help you". Monitor closely as students write, offering help as needed. Be sure to give students enough time to write. If time is short in class, allow students to finish their blogs for homework.
➢Selfcheck. When students have finished writing their blogs, either give them a handout with the following checklist or write it on the board:□I have an introduction.
□I have logical information in each paragraph.
□I answered all possible questions about my family members.
□I used the Key Words and Key Expressions correctly.
□I doublechecked spelling, grammar and punctuation.
Read the list aloud, making sure students understand meaning. Say " Now read your blog. Can you check all the points on the list?" Monitor as students read their blogs, offering assistance on how they can improve them.
➢Peerreview checklist.When students have finished doing the Selfcheck, have them swap papers with a partner. Alternately, you may collect their papers and redistribute them to the class, having peer editing done anonymously. Either give each student a handout with the following checklist or write it on the board;
□Is the blog interesting? If not, how could it be more interesting, for example, give more information?
□Does it make sense? If not, what could the writer do to make it better, for example, reorganise the paragraphs?
□Does it answer all your questions about the student's family members? If not, what else would you like to know?
□Did the student use the Key Words and Key Expressions correctly? If not, circle them.
□Is the spelling, grammar and punctuation correct? If not, circle where the student had problems.
□Do you have any other suggestions?
Read the questions aloud, making sure students understand the meaning.
Say "Now read your classmate's blog. Can you check all the points on the list?" Monitor as students read their classmates' blogs. Offer assistance on how they can give suggestions to their classmates.
➢Revise. When students have finished reading their classmates papers and answering the questions on the Peerreview checklist, return the papers with the checklists. You may choose to have students meet and discuss their papers, or keep it anonymous. Say "Now use the information in the checklist to revise your papers". If time is short in class, assign revision for homework.
Speaking
Exercise 6
Purpose: to help students tell the class about their family members
➢Show your class a photo of your family. Say some things about your family, for example, "I have a big family. Here is a photo. This is my mum. Her name is ..."
➢Have students get into pairs or groups of three. Say " Now tell your classmates about your family. Use the notes (or table) vou made to write your blog to help you". Monitor closely as students talk about their families, making notes of any serious mistakes to correct in a feedback session at the end of the activity.
➢If possible, make time for each student to tell the entire class about his or her family. Be sure to allow them to practise in pairs first. Tell them
to use their notes or charts to help them. Don't worry too much about mistakes in pronunciation or form. Allow students the opportunity to speak fluently about their families.
Expansion: Keep Talking!
Note: Use this activity with more proficient students. Have your students prepare a formal presentation about their families for the class. Encourage them to give as much information as possible. They should have several days to prepare, and should follow the same steps for writing. Encourage them to practise reading their presentation to their friends and family members so often that they almost "know it by heart". When they are ready to present to the class, they may use old and recent photos or mementos (for example, a wedding ring or special objects) to tell the story of their families. They may prepare a more standard presentation or use PPT or another presentation program. Have a questionandanswer session after each presentation or after all the presentations.。