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Topic: The period of training their writing ability
I.Teaching Aims and Demands:
1.Practice their speaking ability
2.Use “brainstorming”to train their writing skills
3.Get a further understanding of learning English
II.Teaching Aids:
Computer, Projector, Some pieces of paper
III.Teaching Important points:
1.knoe the method “brainstorming”
2. Learn to improve their writing ability by “brainstorming”
3. Write a passage in a short time
IV.Teaching Difficult points:
1.How to use “brainstorming” to prepare for a passage
2.How to help students sum up and master the knowledge about this unit.
V.Teaching methods:
1.Questioning ? and—answering
2.group ? work
3.brainstorming 4. Free talk
VI. Cultural awareness;
1.Know the importance of learning English
2.Know the reasons of learning English
VI.Emotion:
1.Learn to use “brainstorming” to prepare for a passge and solve the writing problems by thenselves.
2.Try to appreciate and learn something good from others in class.
VII. Teaching procesure:
Step 1: greetings and revision
Step 2: the introduction of “brainstorming”
1.At the beginning of this class, tell them a funny story about “peanut”
One day, four boys were in the zoo,and a police was talking to them. The boys did something wrong just now, so the police was asking them. “What did you do just now? Tom.” “ I didn’t do anything but throw peanut into the elephant.” So the police answered the second boy,but he answered the same as Tom.Then the police asked the third boy “What did you do just now? Did you do something wrong?” But the boy still said nothing but throw peanut into the elephant. At last the police had to ask the youngest boy what he did a moment before. The boy cried loudly, “My name is peanut!”
2.After this funny story, ask them some questions about this passage.
(1)Can you understand what I said just now?
(2)Can you retell the story?
(3)The story came from a newspaper, can you read the passage without difficulties if I give you the paper? Can you write down this passage?
3. Ask them about these four basic skills of English, “Which is the most difficult?” (Maybe writing is the most difficult for our strdents.)
T: How can we solve it? Can we find a method to make writing easier? Today, I am going to teach you a method, maybe is will help you more or less. We call it “brainstorming”. What is “brainstorming”? (use multimedia computer to introduce it to them)
4. Draw a picture and explain the meaning of “brainstorming” for them.
T: When we do brainstorming we should pay attention to these four steps,
(1)Think of the answers as many as possible by yourself.
(2)Share your ideas with others.
(3)Decide which are the best ideas.
(4)Put those ideas into a map so that you can easily see them.
5. Do some simple examples to practice this method, write down a word “animal” on the blackboard, and ask them to talk freely according to it. After that let them do more speaking exercise such as talking freely about “color” or “culture relics”.
6. Pair-work
Do a more difficult brainstorming exercise in class. Give them the word “English”, ask them to say something about the word. Discuss it with their partners and get the answers as many as possible.
7. Ask them to show their answers one by one.
Step 3 Brainstorming around the topic “Why should we learn English?”
1.Group-work Brainstorming “Why should I learn English?”
(1)Discuss it inside their group freely.
(2)Write down as many sentences as they can and try to make a brainstorming map.
(3)Give them some useful words to help them if necessary. Such as “university, college, business, world trade, newspaper, magazien, program, movies, modern technology, development…”
2.Ask some of them to read out their answers.
After that show them an example on the projector.
……
3.Teach them how to use this map to help prepare for the passage. (such as “I like English”, “English is uesful”)
Step 4 While-Writing
1.Write a passage in class: “About English”.
2.Group-work
Give them the main idea of each paragraph. Divide the whole class into four big groups, each group should try their best to finish a paragraph in class with the help of brainstorming.
Paragraph 1 The present situation of English.
Paragraph 2 English is important and useful.
Paragraph 3 My problem in learning English.
Paragraph 4 How will I improve my English in the future.
3.Give them 12 minutes to finish the paragraph by themselves in class.
When they finish writing, the whole group can appreciate the article they wrote first, then find out some mistakes if possible.
Step 5 Post-Writing
1.Choose several groups to show their articles to the class on the screen.
2.Ask them if they can understand the paragraph written by other students. And try to find out some mistakes or give some advice about paragraph.
3.Ask them to mark some good sentences from other students’ paragraph.
4.Ask them to give a mark to this passage.
Step 6 Summary and Homework
1.Summarize what we have learned today.
2.Make an exercise of “brainstorming” by themselves.
3.Write a passage on “My experience of learning …”
Step 7 Record after teaching
1.The funny story got their great interest at the beginning of the class.
2.Most of them can understand the meaning of “brainstorming”.
3.Many of them can learn to use “brainstorming” to help prepare for their passage.
4.Time if not enough for me to ask more students to show their passages.
5.For some students, the workbook exercise “My experience of learning English” is too difficult, so I change the topic of the article, but it is a little difficult for some of the students to finish.
6.It’s not necessary to give them so many helpful words to make sentences, it may limit their imagination, but I can give them some unless the students ask me to do.
VIII.反思
利用一則有趣的英語故事作為本堂課的導入，一開始就充分激發(fā)了學生學習的興趣和熱情，為本課的開了個好頭。但隨后設置的四個問題，讓學生得出寫作是他們在學習過程中遇到的最大難題似乎有些牽強，因此學生在回答的過程中，出現(xiàn)了許多種答案。
在開始寫作任務About English之前，進行了“頭腦風暴”這一概念的講述，在向?qū)W生介紹“頭腦風暴”的同時，也向?qū)W生展示了在進行“頭腦風暴”的過程中應注意的四個要點，適當結(jié)合中文，言簡意賅，在處理這部分教學時采用這種方法，也比較符合我們學校的學生普遍英語基礎較薄弱的教學實際。接下來的幾個環(huán)節(jié)中，組織學生圍繞多個主題進行操練，同時要求學生注意收集后續(xù)寫作任務中可能會用到的一些單詞、詞組、句子等。
但在“頭腦風暴”Why should we learn English?的過程中，卻將一部分詞匯展示于黑板上，其本意是好的，希望能為學生減少些負擔和難度，但是“頭腦風暴”本身的含義就在于學生自由地發(fā)揮和想象，這種做法似乎束縛了學生這方面的需求。

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