牛津版 (深圳&广州)Unit 1 Encyclopaedias试讲课课件ppt

课题名

Lesson 4 - Descriptive writing

教学目标

- Ss learn what is descriptive writing.

- Teach the format of a descriptive paragraph.

- Ss will demonstrate how to write details of a descriptive paragraph.

- Ss demonstrate their understanding through practicing and peer review.

教学重点

- Elaborate how to write each part of the paragraph.

- Model how to think and how to describe details in 5 senses.

教学难点

- Ss can write a descriptive paragraph.

教学准备

- T print out examples, and cut into sentences. T can use these print-outs to stick on the board.

- T prints out the peer review RUBRIC and distribute during peer review.

- Ss did research on A.I. functions to be ready for the writing topic.

教学过程

1. Warm up game(5mins)

10-20 questions game:

Teacher asks the class to guess the answer to your personal information such as “What’s my favorite pet? ” “What’s me favorite activity?”  “Who’s my hero? ”or whatever creative.

Ss take turns to ask questions to find out the answer. They can ask 10-20 questions instead of asking for the direct answer.

(Control this game in 3-5 mins. If there’s any great questions, let the whole class know why the question is good. E.g. The question is great because it make me think how the object feels/tastes/ smells/looks/sounds like.  Encourage Ss to ask questions based on 5 senses.)

2. Learn to write a descriptive paragraph(40 mins)

1. What is descriptive writing. (2mins)

In the encyclopaedia, most of the articles are descriptive essays.

It describes people, animals, places, things. A good descriptive writing can make readers feel like they are part of what’s going on by creating a vivid and moving picture in the reader’s mind.

2. Descriptive paragraph format elaboration (10-15mins)

1. Topic sentence - Identify WHAT the paragraph is about and focus on WHY your are writing.(In PPT P7, the topic is highlighted.)
2. Supporting Details - show 5 senses. Show readers action, or feeling. Don’t tell what it is. (Play the PPT on p7, examples are provided which highlighted how to show 5 senses but not tell. If one tells they would say I feel.... ; It tastes ...... When you show your feeling, you describe what you saw, what hear.... etc. )
3. Conclusion - restate the topic or opinion.

C. More example: T can also use another example in PPT p8.

3. Practice (25-30)
   T uses My dream house as an example to practice the whole process with Ss in the class
   Explain the task: Write a paragraph to describe your dream house. Imagine that you are living in it.

1. Brain storm - discuss in groups to choose the topic and ideas by using 5 senses. The more ideas the better.

Use the words cloud(PPT P11 as an example, I’m thinking of a house in the future with A.I. technology support. ) Ss can write down whatever pop up in their mind when they see the topic.

Then, use circle chart to help us. (Use circle chart in the PPT p12 or draw the chart on board.)

2. Categorize information- Ss can use Transition words in PPT 13 to finish their first draft. 
3. Self edit and Peer review - based on Rubric on PPT 14,  Ss do editing first. 
4. Pair up and review for friends-  Ss provide peer review comment based on the Rubric.

4. Summary(2 mins)

        We learned what is descriptive article.

        We’ve known basic format of descriptive article

        We practiced how to think and how to organize information.

        Through peer review, we should be able to know how to correct our own article.

板书设计

- T can draw the descriptive paragraph template chart on the board

- T can stick related example sentences in the chart.

- T can model how to use transitions on the board.

课后作业

- Complete the descriptive paragraph. 

- Be prepared to share in the coming classes. After a student share the writing, the rest of the students draw the image in their mind on paper. And let the writer judge which is close to the dream house. And take turns in the other classes.

教学反思

        During elaboration, T can let students learn through answering questions. Let students answer “What sense does this sentence describe?”

        Involve Ss in group discussions.

        Encourage Ss to raise questions any time. Or allow students ask T for repeating or more examples.