4把后面的writing部分提前,原来是毫不相干的内容,我用下面一段话把他们做了链接,这段话是:
You know Betty is going off to Guangzhou. Suppose on the plane she chatted with Sue pleasantly and at last they became good friends. They decided to make journeys together. They had a wonderful time. Now Sue is writing to her parents about their travel.
Look at the schedule for Sue’s trip. Imagine you are Sue, write one diary and one letter in which you describe what you are doing, what you will do, and what you have done. The letter should be written on Saturday and the diary should be written on Sunday.(the class into the halves)
显而易见,文中会大量地用到刚才操练过的几种时态。本单元的写作要求是完成a travel letter, 具体任务是:一信写于周六,另一信写于周日。为求变化,我做了一点小小的更动。考虑到日记与书信的时态要求差不多,我把两封信换成一信、一日记。这样学生可以多一种文体的练习,不仅同样完成要求的写作任务,还跳一跳,摘到了桃子 —— 学习了日记的书写。
5文章的修改。步骤为:a) 每人在规定时间内独立完成 b) 与同伴交换习作,互相评改,取长补短。学生在进行讨论、写作与互相评改的过程中,教师可在课堂上来回走动,以提供必要的帮助。我想文章要写,更要改,让学生自己改,更能充分调动他们参与的主体性与创造性。
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