趙玉書(shū)2012學(xué)年基于翻譯的寫(xiě)作心理滲透教學(xué)設(shè)計(jì)

1、2012學(xué)年基于翻譯的寫(xiě)作心理滲透教學(xué)設(shè)計(jì)-A translation-based writing teaching plan for Life in the futureUnit 3 Module 5 Guangzhou No. 41 middle school Zhao Yushu 廣州市第41中學(xué) 英語(yǔ)科 趙玉書(shū)I course background (analysis of the teaching material) 教材分析This teacher-adapted translation-based writing, an extension of Unit 3, Module 5

2、 by Peoples Education Press, is designed to consolidate and improve students writing skills. This material used is a semi-controlled writing composed of the first 5 Chinese sentences and later a coherent Chinese passage needed to put into English, with two purposes. The first is the integration of k

3、nowledge and skills to use what is learned into written communication; and the second is the integration of linguistic and non-linguistic targets to understand the further development of future life to build up ambition to learn more for future challenges.II class background 學(xué)情分析It is a large group

4、of 50 members on the E-level (第五組生源) with more interests in the science subjects. They have intermediate level English and wish to broaden their vocabulary and improve their 5-sentence writing skills needed for the MET exam. They badly need help and guidance to improve their writing because they lac

5、k necessary words and basic grammar acceptable in the exam.III teaching aims 教學(xué)目標(biāo)A. language knowledge 語(yǔ)言知識(shí)目標(biāo)1. vocabulary To help students with the necessary words, phrases and drills related to Life in the future. 2. functionTo integrate the learning of words and the use of language in a nearly re

6、al-life situation.3. topicTo write a summary for the text Life in the futureB. language skills 語(yǔ)言技能目標(biāo)1. logical skills To help students learn the importance of information processing by putting the sentences into good order. 2. writing skillsTo guide students to do a simple translation with the help

7、 of the teacher, including:a. to write with correct words choiceb. to write with correct “SV”- sentence structure c. to write at least 4 correct sentences out of the 8 C. learning strategy 學(xué)習(xí)策略目標(biāo)1. cognitive strategy 認(rèn)知策略to focus on teachers talk and be able to take in the target sentence structure

8、for creative use to generalize language rules from teachers language examples 2. adjusting strategy 調(diào)控策略to learn how to get chances and help from others when having difficulties. to exchange personal ideas about writing with others (teacher)3. communicative strategy 交際策略to learn to refer to others w

9、riting for improvementto be brave to speak out personal ideas different from othersD. affect and attitude 情感態(tài)度to love writing practice, or at least to continue learning writing to like to overcome learning difficulties, to be willing to share with others his /her own writingE. cultural awareness 文化意

10、識(shí)to be willing to know more information about the future cars and build up interest in this topic IV teaching methodThe task-based method adopted for this teaching highlights the students learning activities, in which students learn not only language knowledge and skills but also experience a writin

11、g process as a complete one with thinking and trying, choosing and deleting, also, revising and deciding. The lesson is based on the learning of students in an imitative authentic setting, in which teachers elicits students oral output with questions related to Life in the Future. The progression is

12、 guided and graded on a spiral development of teaching procedures. As a result, students can learn to use language in a natural and authentic setting, keep learning and drawing conclusions about language, and finally to attain the ability to use the English language. V teaching materials 教學(xué)材料（內(nèi)容）/學(xué)案

13、(另附)V teaching design A. guiding principleAs is noted in the English Curriculum Criterion, students, with the help and encouragement by teachers, should experience, practice, involve and explore language thereby to discover the rules behind it and master language knowledge and skills. They should re

14、gulate their affect and attitudes to build up a set of effective learning strategies and an autonomous leaning ability. Therefore, this lesson is to promote students ability to think and express in English, and to taste success in writing.B. class design draftThe writing, based on the text Life in t

15、he future, is the summary of the original text. The progression of this teaching material is designed into several steps:1. leading-in and review of the chunks needed for translation2. help with students difficulties3. students work on the 5 sentences with teachers on-line help4. students work on th

16、e passage5. students attempt to recite the whole passage6. teacher feedback on students performanceVI teaching proceduresTask one：leading-in and review of the chunks needed for translationTeacher talk: What is the English for ?SS: (write down some students answers)T：You have made very good predictio

17、ns about the cars inn the future. Look at the blackboard.Task two：translation of the 5 sentencesHighlight: to help ss to understand the importance of whole-part relation Teacher talk: Ask me if you have problems in doing this translation. I am happy to help you with any problems you have. (to make s

18、ure all students are doing and keep talking with individuals about their problem )Task three: assessment/ sharing of the writingHighlight: to help ss to select the suitable sentences from the whole of the context, based on the whole-part relationAsk 5 students to write down 5 sentences on the blackb

19、oard, to elicit as many varieties as possible and also to balance their quality. Teacher talk: Look at the blackboard. Lets check every sentence one by one. Who can tell us if this sentence is correct?Do you have another way to say this?Which one do you think is better?Task four: retell the whole pa

20、ssage Highlight: to absorb the best expressions in mind orallyAsk students to write the whole passage. Ask students to comment after reading other others draft. Ask students to memorize and retell as much as possible really. To comment on the students language performance (mainly the sentence struct

21、ure and also the correctness of tensed verbs) and learning strategies (mainly being willing to ask for help, to cooperate, and to resort to circumlocution) to give suggestions for their study. Task difficulty:The teacher must have a whole picture of the lesson and a clear mind of where to go in spit

22、e of the occurrence of unexpected events from students. Those unexpected events mirror the present cognitive state of the learners and therefore are worth dealing with carefully because they can serve to promote them to a higher level. The following might help the learners:l to write their answer on

23、 the blackboardl to make them compare each others versionl to ask them to comment the sentences, based on the whole-part relationl to have them rewrite the articlesl to have them output the article orally with a faster pickup of the languagel to tailor the length or offer more assistance if it is be

24、yond the ss ability 以下是上一節(jié)課學(xué)生的課堂表現(xiàn)，為本節(jié)課提供參考：VI the effect of teaching （教學(xué)效果）ItemAims observed (課堂表現(xiàn)記錄)language knowledge 語(yǔ)言知識(shí)目標(biāo)60% students can find the word choice and drills language skills 語(yǔ)言技能目標(biāo)50% can finish their 5-sentence writing, and less than 40% can finish the 8-sentence passage.Only 2 students can comment on and advise the class on the correctness of the sentence on the blackboard.Less than 50% can write at least 4 correct sentence