IV teaching method
The 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 writing 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 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 教学材料（内容）/学案（另附）
V teaching design
A. guiding principle
As 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 regulate 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 draft
The writing, based on the text Life in the 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 translation
2.help with students difficulties
3.student's work on the 5 sentences with teacher's on-line help
4.student's work on the passage
5.student's attempt to recite the whole passage
6.teacher' feedback on students' performance
VI teaching procedures
Task one：leading-in and review of the chunks needed for translation
Teacher talk: What is the English for …？
SS:… （write down some students' answers）
T：You have made very good predictions about the cars inn the future. Look at the blackboard.
Task two：translation of the 5 sentences
Highlight: 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 sure all students are doing and keep talking with individuals about their problem ）
Task three: assessment/ sharing of the writing
Highlight: to help ss to select the suitable sentences from the whole of the context, based on the whole-part relation
Ask 5 students to write down 5 sentences on the blackboard, to elicit as many varieties as possible and also to balance their quality.