Using web blogs as a tool to encourage pre-class reading, post-class reflections and collaborati
高中英语_Using language Reading (阅读课)教学设计学情分析教材分析课后反思
新课标人教版选修六unit1 Art Using languagethe Best of Manhattan’s Art Galleries(曼哈顿艺术画廊荟萃)教学设计思路一、Teaching aims:1,Knowledge aim.It is about the words and phrases of this lesson, students can acquire some knowledge of English language and culture about western art.2,competence aim.I expect that it helps students develop their ability of expressing their ideasfreely ,besides, students can get detailed information from the text by skimming the lesson.3, Emotion ，attitude and value aim.This aim is designed to help students develop their interest in art ,they can adopt a positive way to enjoy their life.二、Leading-in:1,Q1：Have you ever been to any galleries before?Q2：Do you think visiting galleries is interesting?Key:Visiting galleries can not only bring people wonderful feelings but also teach them many things2, Preview new words:Preference avenue appeal fragile reputation civilization Egypt Egyptian Visual fragrant contemporary三、Teaching procedures:Step1. Fast-ReadingThis part can be divided into two parts, they are Fast reading and Careful reading. Fast reading, it aims to help you have a general understanding of the whole text. In this part, I design four questions for students.Q1: what’s the main idea of the passage?key:The passage mainly introduces five art galleries of ManhattanQ2: where are the five galleries?Q3: Where may you see this passage?Key: in a guidebook（旅游指南）Q4: Who maybe the passage is designed for?Key: touristsStudents can master the structure of the text by learning the whole text.Step 2.Careful -readingit aims to help students to get detailed information which can help you have a better understanding the text.1, About the Frick Collection. Here, one question is designed for studentsWhat can you do in the Frick Collection?(在弗里克收藏馆你能做些什么？) Key: pre-twentieth century western paintings, Henry Clay Frick’s house and garden This question can absorb students’ attention to the content of the Frick Collection, by the way, students can know a famous figure named Henry Clay Frick as well as his contributions to the Frick Collection2,About Guggenheim MuseumI design some steps for students to follow, namely, the exhibition(superb modern paintings, sculptures , drawing impressionist as well as the post-impressionist paintings) ,the museum building ( fragile, white seashell),the best way to enjoy the exhibition and an excellent restaurant(students can have their meals here during their visit in the museum) These steps will help students practice their logic ways of thought and their memory, some useful vocabularies can be presented to students.3,Metropolitan Museum of Art.This part is designed to enhance students’ recognition of the art’s historical status in the development of the human civilization, art as an important part of the human civilization acts as one way of spreading culture among the countries all over the world. Some typical countries are mentioned in this part, such as America, Europe, China, Egypt, other African countries and South America. Students can experience ancient ways of living by themselves in this museum if they have chance to visit this museum. Some concrete exhibitions are introduced in this part, such as Egyptian temple, a fragrant Ming garden, a typical room in an 18th century French house.4,About the museum of Modern art.As the modern art is mentioned as one style of the western painting in the first lesson A short history of western art, students must be familiar with the modern art as well as its characteristics, in this period, modern art can act as one bridge to narrow the gap between the theory of the style of the modern art and its typical paintings as examples. In this part, some famous artists are introduced such as, Monet, Van Gogh, Picasso and Matisse , they are all world-famous artists, their paintings are well accepted by people of all ages and from home and abroad.5, About Whitney Museum of American artThe Whitney Museum of American art is also very interesting, students can find the information that contemporary American painting and sculpture are exhibited here, If you are eager to learn more about contemporary American painting and sculpture in short time, you can visit this gallery, as the exhibition here changes all the time. As important form of entertainment, videos and films are also shown here.All of these galleries enable students t have a better understanding different styles of painting, this lesson will help students hold a right viewpoint of value and positive attitude towards life, besides students’ ability of appreciating art can be well developed.The initiative aim of the lesson may be achieved easily. In this part, I will introduce the five galleries one by one, in this process, students should make every chance to acquire needed knowledge to enhance their ability of using English flexibly, for example, students can achieve the knowledge aim by reading the text in details and the culture of western art can be plugged into their knowledge structure. For more information, students can read the text carefully as the information is involved in the introduction of the five galleries.This process is perhaps boring ,but it is well worth doing, since reading as an important approach to getting English knowledge for students of ESL( English as a second language) is unavoidable and necessary. In this process, teacher as an instructor and supervisor plays an important part in guiding the students’ learning, Besides, teacher’s status here cannot be replaced, the teacher’s value can be represented and shown here, meanwhile, teacher should praise students to perform their task individually and the error is permitted here, as the error is the initiative source of finding the right answer, student’s self-confidence can be established in this process. If necessary, students should find more approaches to putting English into practice, because as communicative tool, English language should be focused on theusage in daily life ,especially when we are having an English lesson, as the contextual situation should be laid for ESL learners.Step3.DiscussionIn this section, I design a discussion, students can practice their oral English and their way of thinking in English language by recalling what we learn, discussing with their partners ,only in this way, students can express their ideas freelyI will provide them with some necessary words and sentence patterns in case that students can use them. For example, gallery, collection, museum, exhibition, art, painting, sculpture, drawings, display etc. some useful sentence patterns, I’d prefer…I’d rather…I’d like… I have a preference for… Because … as… since… this process is designed to develop students’ oral ability as well as their awareness of cooperation.This process is followed by examples about the usage of the above words ,expressions and sentence patterns.Topic for Discussion:Which one do you like best among the five galleries? Give your reasonsIf I have a chance to visit these galleries, I’d prefer to visit…Because I like…,I think it is well worth a visit.In the last section, I design an assignment for students aiming to help students consolidate the knowledge. The assignment is mainly about the usage of English language. In the meantime ,some famous paintings drawn by world- famous artists are also presented to students, this is also the reflection of the third learning aim, namely, emotion, attitude and value aim, students’ awareness of pursuing after the cause of arts will be aroused, you never know.Homework:1. Write a short passage about the five galleries.2. Finish all the exercises on the book学情分析本人执教的班级是单县二中二层次班级,在课堂教学过程中学生的互动效果相对较差,学生的基础相对薄弱, 同时学生对教材的把握还不够好.在教学过程中我需要不断的引导和重复一些课堂用语,学生的语言输出能力较弱,在本节课的授课过程中有一部分同学能做到积极参与课堂的活动和交流,部分学生由于对教材内容把握的不好,教材的内容不够熟悉,他们没能很好的参与课堂的互动和交流,这是我下一步教学工作的重点和需要努力的方向.此外,学生没有意识到高中学段英语学习的重要意义以及对未来升学,就业等的重要影响,这就需要教师在日常的教学管理中对学生进行引导和帮助,使学生避免在英语学习上的被动局面和依赖心理.注重培养学生的积极的英语思维能力和积极主动的学习态度,让学生养成听说读写的良好学习习惯,避免英语学习的盲目性,教师在日程教学过程中要使学生认识到:英语不仅是学生升学的一个手段而且也是学生进行交流沟通的一门重要的语言,教师要鼓励学生在英语课堂上多说多练多交流,使英语课真正的活起来.课堂教学效果分析本节课的授课过程中我设计了以下几个方面的问题:1 , 新课导入: Have you ever been to any galleries before?Do you think visiting galleries is interesting?从课堂实际效果来看,学生的参与度和达成度都不够好,这主要表现在,一是学生对问题没有很好的了解和把握,此外,学生在关于艺术的文化知识方面尚有欠缺,教学建议: 在设计新课导入时,教师要做到既有利于课堂教学的顺利导入又要切合学生的实际知识水平.2, 在Fast reading 部分我设计的问题能紧扣课堂教学目标，如：（1）How many galleries mentioned in this text? What are they?这个问题从难易程度上来说属于简单问题，而且与课文整体结构结合紧密，这个问题的达成度较高，这类问题也适合学习程度不太好的学生做，这对于提高这类学困生的学习积极性和课堂参与度有很好的借鉴意义。
高一英语必修二-unit1-Cultural-Relics-英文说课稿
A Teaching Design of Module 2,Unit1 In Search of the Amber Room (Reading)Ⅰ.Background information:Students: 40 senior middle school students in grade1Class duration: 45 minutesⅡ.Reality of students’learning:The students in grade 1 are active in thoughts and are curious about the outside world.However, they lack in critical and deep thought about a certain thing.As to reading, they usually lack scientific reading skills in doing reading comprehension.Ⅲ.Analysis of the teaching material:The topic of this unit is cultural relics.Students are quite interested in topics about different cultures around the world.This is the second period of the whole unit.As a reading class, the passage mainly talks about the history of the amber room (how it was made, sent as a gift, lost and rebuilt).According to the new national curriculum, when teaching reading, much emphasis should be put on training the students’reading skills.1.Ⅳ.Teaching objectivesnguage objectives:1) Students are required to master the key words and phrases occurred in the passage(e.g.amazing, decorate, belong, in return, less than etc.)2) Students are required to learn the attributive clause and acquire the sentence pattern.nguage skills objectives:1) Students are required to describe a certain thing by using the new sentence patterns.2) Students are required to master two kinds of reading skills—skimming and scanning, andlearn to use them in their daily reading.4.Affect objectives:1) Students are required to know the history of the amber room.2) Students are required to appreciate cultural relics and understand the importance ofprotecting them.Ⅴ.Teaching important and difficult points1) Teaching important point: Help the students thoroughly understand the passage and acquirethe new words, phrases, and sentence pattern in the course of reading.2) Teaching difficult point: Help the students master two kinds of reading skills—skimmingand scanning and learn to apply them in daily use.Ⅵ.Teaching methods:Task-based method & Top-down modelⅦ.Teaching aids:PPT, pictures, blackboardⅨ.Blackboard design Unit 1 Cultural RelicsTry to use the following sentence patterns⏹ It lies in/on/to … ⏹ It is located in/on/to... ⏹ The scenery there is … ⏹ It is famous for/as ….. ⏹ It looks like …..⏹ I appreciate …most, because …。
新外研社高中英语必修二Unit5On the road-Understanding ideas教案
新外研社（19）高中英语必修二Unit 5 On the road-Understanding ideas教案Teaching objectives:1.Lead students to obtain cultural information about Western Australia from the text through skimming, and master the language knowledge related to the topic.2.Guide students to carry out independent learning and cooperative learning, reflect on the learning effect, and optimize learning strategies and methods accordingly, so as to better communicate and express in English.3.Lead students to talk about the influence of travel on Lauren based on the content of the article and the reality of life and express their own views on tourism-related work.4.Lead students to perceive the differences between Chinese and foreign cultures and form cross-cultural consciousness.Evaluation objectives:Encourage students to share their opinions about how to protect the differences between different cultures by using some relevant expressions correctly.Teaching key and difficult points:1.To master the basic words and expressions in the passage.2.To learn to summarize the passage.3.How to summarize the passage.Teaching methods:Task-based Approach, Cooperative LearningStep1: Pre-readingActivity11.Explain the literal meaning of the saying“Travel broadens the mind”.2.Ask students to discuss the meaning of the saying in groups and give some examples to support their opinions, and note down some main points.3.Invite some students to share their opinions in class.4.Show the map of Australia and introduce Western Australia to students.5.Match the words and the definitions.(1)destination A.to leave a job,school etc.(2)gallery B.a job that needs a high level ofeducation and training(3)quit C.the place where someone is going or where something is being sent or taken(4)profession D.happening or existing before something or someone else(5)previous E.a room or building which is used for showing works of artSuggested answers:(1)--C;(2)--E; (3)--A;(4)--B;(5)--DStep2: Careful-readingActivity21.Ask some students to explain the five questions in activity2 on Page 50.2.Ask students to read the text and choose the correct question for each paragraph.3.Ask students to match each paragraph with its main idea.A.I enjoy photographing nature.B.My visit to Western Australia.C.I use my photography to help protect the environment.D.From a chef to Australia’s first professional photo blogger.E.In Broome in the Kimberley region, you can experience the indigenous Australia.Suggested answers:Para1-D;Para.2-B;Para.3-E; Para.4-A;;Para.5-CActivity31.Ask students to choose the best description of the interview with Lauren Bath.2.Ask students to share answers and explain their choices. Explain some difficult points if necessary.Activity41.Ask students to read the text again and complete the blogger profile on Page52.2.Encourage students to share answers in class.Step3: ComprehendingActivity5(Read&Think&Share)1.Ask students to read the passage quickly and answer the questions.(1)What did the author want to do when working as a chef?A.To cook delicious food.B.To take good pictures.C.To blog on the Internet.D.To make a journey.(2)The author uses the figures in the first paragraph to show .A.how many pictures she has takenB.why people like reading blogsC.how popular she is on the InternetD.what a blogger does on the Internet(3)What do you have to do if you work full time in travel?A.You have to take good cameras.B.You have to be fond of nature.C.You have to wake up early.D.You have to walk every day.(4)Which of the following does the author disagree with according to the last paragraph?A.Photographing wild crocodiles.B.Boating with wild crocodiles.C.Giving food to wild crocodiles.D.Hunting wild crocodiles.2.Discuss the three questions on Page52 in groups.3.Give some explanations about the three questions.4.Encourage students to share their opinions in class.Suggested answers:1.DCBC2.Q1:Because she wanted more out of life and wanted to travel. She also found that she could take pretty good pictures and get paid for that.Q2:Her travel experiences enable her to know more about the country and its people. She also uses her photography to make an impact on people,especially when it comes to environmental issues.Q3:略Step4 Summary.Fill in the blanks according to the text.A few years ago I was a chef,and a happy one at that,but I wanted 1.________ (much)out of life.I have a hobby of taking 2.(picture) while travelling.WhenI post them in the blog,in less than 18 months,there were over 200,000 people3.___________(read)my blog.In 2013,I became Australia’s first4.__________ (profession) photo blogger,with over 464,000 fans following me online.I travelled everywhere and fell in love 5.northern Western Australia6.___________ some of my favourite photographs7.(take) there.I have made over 140 work trips,but my best work trip ever was to Broome in the Kimberley region,which is unique and untouched.I try to take every opportunity8.(get) outside and admire the natural world.I love to photograph the9.(rise) sun,also animals,such as dolphins and kangaroos.I use my photography to make an impact on people about environmental issues.I expect to do something to make others aware 10.the animal protection problem.Suggested answers:1.more2.pictures3.reading4.professional5.with6.where7.were taken8.to get9.rising10.ofStep5：Language Points:e true实现【原句再现】In 2013,I was determined to make my dream come true:I would become Australia’s first professional photo blogger.2013年,我决心实现我的梦想:我将成为澳大利亚第一位职业摄影博主。
小学英语故事朗诵讲课流程
小学英语故事朗诵讲课流程全文共3篇示例，供读者参考篇1Primary School English Story Recitation Teaching Process1. IntroductionHello everyone, today we are going to talk about the process of teaching an English story recitation class in a primary school. English story recitation is a great way for young learners to improve their English language skills, including listening, speaking, and pronunciation. It also helps them develop their confidence and creativity. Let's see how we can make the most of this fun and interactive activity.2. PreparationBefore the class starts, it is important to select a suitable story that is age-appropriate and matches the language proficiency level of the students. Make sure the story is engaging, with interesting characters and a clear plot. You can also consider using props, visual aids, or multimedia resources to enhance the students' understanding of the story.Next, prepare the classroom for the recitation activity. Arrange the seating in a semi-circle or circle formation, so that all students can see and hear each other clearly. Make sure there are enough copies of the story text for the students to follow along as they recite.3. Warm-upTo start the class, engage the students in a warm-up activity to get them excited and focused. You can ask them to do a quick review of some vocabulary words related to the story, or play a short game to test their listening skills. This will help create a positive and interactive learning atmosphere.4. StorytellingOnce the warm-up is done, it's time to start telling the story. Use expressive gestures, facial expressions, and different voices to bring the characters to life. Encourage the students to imagine themselves in the story and to pay attention to the details. Pause at key points in the story to ask comprehension questions or to elicit predictions from the students.After telling the story, it's time for the students to recite it themselves. Divide the class into small groups or pairs and give them some time to practice their recitation. Walk around theclassroom and provide feedback, encouragement, and support as needed.5. PerformanceFinally, it's time for the students to perform their recitations. Each group or pair takes turns standing up and reciting the story in front of the class. Encourage the students to use their voices, body language, and facial expressions to convey the emotions and meaning of the story. Applaud and praise their efforts, and provide constructive feedback to help them improve.6. ReflectionAfter all the groups have performed, take some time to reflect on the class. Ask the students to share their thoughts and feelings about the recitation activity. What did they enjoy the most? What was challenging for them? What did they learn from the experience? Use this feedback to improve future story recitation classes.7. ConclusionIn conclusion, the process of teaching an English story recitation class in a primary school involves careful preparation, engaging storytelling, interactive practice, and meaningful performance. By following these steps, teachers can create a funand effective learning environment where students can improve their English language skills while having fun. Thank you for joining us today, and happy storytelling!篇2Teaching English through storytelling is a fun and effective way to engage young learners in language acquisition. It allows students to immerse themselves in the language in a more natural and engaging way. In this article, we will outline astep-by-step guide on how to conduct a storytelling lesson for primary school students.Step 1: Choose a Suitable StoryThe first step in preparing for a storytelling lesson is to choose a suitable story for the age and language level of your students. You can select stories that are age-appropriate, culturally relevant, and have a clear moral lesson. Make sure the story is not too long or complicated for your students to follow.Step 2: Plan Your LessonOnce you have selected a story, it's time to plan your lesson. Divide the story into smaller sections and identify key vocabulary and phrases that you want to focus on. Think about how you willintroduce the story, engage the students throughout the storytelling, and follow up activities to reinforce learning.Step 3: Introduce the StoryStart your lesson by introducing the story to the students. You can create anticipation by asking questions related to the story or showing pictures or objects related to the theme of the story. Set the context and explain any unfamiliar vocabulary or concepts.Step 4: StorytellingNow it's time to tell the story! Use gestures, facial expressions, and different voices for each character to make the story come alive. Encourage students to listen actively and follow along. Pause at key moments to check for understanding and ask comprehension questions.Step 5: Post-Story ActivitiesAfter you have finished telling the story, engage the students in post-story activities to reinforce learning. This can include asking students to retell the story in their own words, writing a summary, drawing a picture related to the story, or acting out a scene from the story.Step 6: Language PracticeUse the story as a springboard to practice language skills such as vocabulary, grammar, and speaking. You can create worksheets or games based on the story to help students consolidate their learning. Encourage students to use the new language in context.Step 7: Assessment and FeedbackAt the end of the lesson, assess students' understanding of the story and language learning. Provide feedback on their performance and give praise for their effort. Encourage students to continue practicing their English through storytelling at home.In conclusion, storytelling is a powerful tool for teaching English to primary school students. By following these steps and incorporating storytelling into your lessons, you can create a dynamic and engaging learning experience for your students. Happy storytelling!篇3Primary School English Story Recitation Teaching ProcessIntroductionStory recitation is an essential part of language learning for primary school students. It helps improve their listening,speaking, and reading skills, as well as enhances their vocabulary and comprehension. In this article, I will outline a step-by-step process for conducting a successful English story recitation lesson for primary school students.Step 1: Choose a Suitable StoryThe first step in the story recitation process is selecting a story that is appropriate for the students' age and language proficiency level. Choose a story with simple language, vivid characters, and a clear plot that will captivate the students' interest. Consider using stories with moral lessons or themes that align with the students' curriculum or values.Step 2: Pre-teach VocabularyBefore introducing the story to the students, pre-teach any key vocabulary that may be unfamiliar to them. Use visual aids, realia, or gestures to help students understand the meaning of the new words. Encourage students to repeat the words and use them in sentences to reinforce their understanding.Step 3: Introduce the StoryOnce the students are familiar with the new vocabulary, introduce the story to them. Read the story aloud, pausing toexplain any unfamiliar words or concepts. Encourage students to ask questions and make predictions about the plot or characters.Step 4: Model Fluent ReadingAfter introducing the story, model fluent reading for the students. Read the story aloud, focusing on pronunciation, intonation, and expression. Encourage students to follow along with the text and pay attention to how you read the story.Step 5: Practice RecitationNext, divide the students into small groups and assign each group a section of the story to recite. Encourage students to practice reading their assigned section aloud, focusing on fluency and expression. Provide feedback and support to help students improve their recitation skills.Step 6: Whole Class RecitationBring the students back together as a whole class and have each group take turns reciting their section of the story. Encourage students to listen actively and support their classmates as they recite. Provide positive feedback and praise to reinforce students' efforts.Step 7: Comprehension CheckAfter all groups have recited their sections of the story, conduct a comprehension check to assess students' understanding of the story. Ask students questions about the plot, characters, and themes of the story to gauge their comprehension. Provide feedback and clarification as needed.Step 8: Extension ActivitiesTo further reinforce students' learning and engagement with the story, consider incorporating extension activities. These may include role-playing, creative writing exercises, art projects, or discussions about the moral lessons or themes of the story. Encourage students to express their thoughts and ideas creatively.ConclusionIn conclusion, story recitation is a valuable tool for teaching English to primary school students. By following thestep-by-step process outlined in this article, teachers can help students improve their language skills, expand their vocabulary, and develop their comprehension abilities. Through engaging and interactive story recitation lessons, students can enhance their love for reading and learning English.。
新视野大学英语读写教程第三版第一册教案
Unit 1 Book OneSection A: Toward a brighter future for all Teaching Objectives:To know the meaning and usage of some important words, phrases and patternsTo study Passage A and understand the main idea of the textTo understand the structure of the text and the devices for developing it To talk about college educationTeaching Procedures:Pre-reading ActivitiesStep 1. GreetingsGreet the whole class warmly.Step 2. Lead-in and preparation for readingLet them talk to each other about the following questions:1. What is the ideal university like in your eyes?2. What are your expectations of your college life?3. What advice did your parents give you before you left for college? Step 3. Fast readingAsk the Students to read the passage as quickly as they can and then answer the questions on the screen. Let them get the main idea of eachparagraph and make clear about the text structure.Text structure: ( structured writing ) The passage can be divided into 3 parts.Part1 (para.1-3)Opening part of the welcome speechPart 2 (para.4-7) Making the best of what you have.Challenging yourself.Facing new experiences.Opportunities and responsibilities.Part 3 (Para.8)Concluding remarks of the welcome speech.Purpose: Improve the students’ reading and writing ability and understand the general idea of each paragraph.Method:Read the text individually and talk in groups; Use task-based language teaching method, reading approach, communicative approach and total physical response method.Step 4. Preparation for details of the text on the screenStudents are required to look at the Words and Phrases on the screen and give a brief presentation in class.Words and Phrases:Purpose: Train the Students’ability of understanding and using foreign language.Method:Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.1. (Para.1)pledge to do sth. 作保证，承诺China and the United states pledge to boost cooperation and exchange to ensure a better future for China-US ties.中美政府承诺将加强合作与交流以确保两国关系的未来更加美好。
如何赶上技术进步英语作文
如何赶上技术进步英语作文How to Catch Up with Technological Advancement.In today's rapidly advancing world, keeping up with technological advancements is vital for individuals and societies to thrive. The fast-paced nature of technology can sometimes make it challenging to stay up-to-date. However, with the right mindset and approach, it is possible to catch up and embrace these changes. In this essay, I will discuss some strategies to help individuals and societies keep pace with technological advancements.1. Embrace Lifelong Learning: One of the most important strategies to catch up with technological progress is to adopt a mindset of lifelong learning. Individuals should be open to acquiring new knowledge and skills continually. This can be done through formal education, online courses, workshops, or even self-study. By staying curious and willing to learn, individuals can adapt to new technologies and acquire the necessary expertise.2. Stay Informed: It is essential to stay informed about the latest technological trends and advancements. This can be done by regularly reading reliable sources such as technology blogs, news websites, and industrypublications. Subscribing to newsletters or following relevant social media accounts can also provide valuable insights into emerging technologies. Additionally, attending conferences and seminars can provide opportunities to network and gain firsthand knowledge from experts in the field.3. Develop Digital Skills: In today's digital age, having basic digital skills is crucial. Individuals should strive to improve their proficiency in using computers, smartphones, and other digital devices. This includes understanding how to navigate different operating systems, using productivity tools, and being familiar with common software applications. Developing digital skills can enhance one's ability to adapt to new technologies and utilize them effectively.4. Collaborate and Network: Collaboration and networking play a vital role in catching up with technological advancements. Engaging with like-minded individuals, joining professional networks, and participating in communities focused on technology can provide opportunities for knowledge sharing, collaboration, and exposure to new ideas. By connectingwith experts and enthusiasts in the field, individuals can gain insights, collaborate on projects, and stay updated on the latest advancements.5. Embrace Continuous Improvement: Technological advancements are constant and ever-evolving. To catch up and stay ahead, individuals should embrace the concept of continuous improvement. This involves regularly assessing one's skills and knowledge gaps and taking proactive steps to bridge them. By identifying areas that need improvement, individuals can set goals, seek relevant training or education, and track their progress over time.6. Foster an Innovation Culture: Societies and organizations can facilitate technological advancement by fostering an innovation culture. This includes creating an environment that encourages experimentation, risk-taking, and collaboration. Governments can provide support through policies that prioritize investment in research and development, promote entrepreneurship, and encourage the adoption of emerging technologies. By nurturing an innovation culture, societies can create an ecosystem conducive to technological progress.In conclusion, catching up with technologicaladvancements requires a proactive and adaptable approach. Lifelong learning, staying informed, developing digital skills, collaborating, embracing continuous improvement, and fostering an innovation culture are all vital strategies for individuals and societies to keep pace with technology. By embracing these strategies, we can navigate the fast-changing world of technology and harness its potential for personal and societal growth.。
如何帮助初中生适应英语作文
如何帮助初中生适应英语作文How to Help Junior High School Students Adapt to English CompositionIntroductionEnglish composition is a crucial aspect of language learning for junior high school students. It not only helps them improve their English language skills but also enhances their critical thinking, creativity, and communication abilities. However, many students struggle with writing English essays due to various reasons such as lack of vocabulary, grammar mistakes, and difficulty in organizing ideas. As educators, it is essential to provide support and guidance to help students adapt to English composition effectively.Tips for Helping Junior High School Students Adapt to English Composition1. Build a Strong FoundationBefore diving into writing essays, it is important to ensure that students have a solid foundation in basic English language skills such as vocabulary, grammar, and sentence structure. Conduct regular vocabulary quizzes, grammar exercises, andreading comprehension activities to strengthen their language skills.2. Provide Writing Prompts and ExamplesTo help students get started with writing essays, provide them with writing prompts and examples. Writing prompts can stimulate students' creativity and inspire them to generate ideas for their essays. Additionally, showing examples of well-written essays can help students understand the structure, style, and language used in English composition.3. Teach Essay StructureTeach students the basic structure of an essay, which includes an introduction, body paragraphs, and a conclusion. Explain the purpose of each section and guide students on how to organize their ideas coherently throughout the essay. Encourage them to use transition words and phrases to connect their ideas and make their essays flow smoothly.4. Practice Writing SkillsEncourage students to practice their writing skills regularly by assigning them writing tasks such as short essays, journal entries, and creative writing exercises. Provide feedback on their writing, pointing out areas for improvement and praising theirstrengths. Encourage them to revise their essays based on the feedback received.5. Encourage Peer ReviewPromote peer review sessions where students can exchange essays with their classmates and provide feedback to each other. Peer review not only helps students improve their writing skills but also fosters a sense of collaboration and teamwork. Encourage students to give constructive feedback and suggestions for improvement.6. Engage in Writing WorkshopsOrganize writing workshops where students can participate in group discussions, brainstorming sessions, and writing exercises. Provide writing prompts and time limits to encourage students to write spontaneously and creatively. Encourage them to share their writing with the group and receive feedback from their peers.7. Use Technology and ResourcesUtilize technology and online resources to enhance students' learning experience in English composition. Encourage students to use word processing software for writing essays, grammar-checking tools for proofreading, and onlinedictionaries for expanding their vocabulary. Recommend websites, blogs, and online writing communities where students can find writing tips, prompts, and resources.8. Foster a Positive Writing EnvironmentCreate a positive and supportive writing environment in the classroom where students feel comfortable expressing their ideas and creativity. Encourage students to take risks, make mistakes, and learn from their writing experiences. Celebrate their achievements and progress in English composition to boost their confidence and motivation.ConclusionHelping junior high school students adapt to English composition requires patience, guidance, and support from educators. By building a strong foundation in language skills, providing writing prompts and examples, teaching essay structure, practicing writing skills, encouraging peer review, engaging in writing workshops, using technology and resources, and fostering a positive writing environment, educators can help students develop their writing abilities and excel in English composition. With consistent practice and encouragement, students can overcome their challenges and become confident writers in English.。
Unit-4--Lesson-Planning2
Aim
The teacher should have a clear idea of what he /she would like to achieve for the lesson or what outcomes are expected from the lesson.
2. What should teachers do before the class ?
In order to achieve the aims of the lesson, teachers need to think about:
1. The aims to be achieved 2. The materials to be covered 3. The activities to be organized 4. The techniques and resources to be used 5. How to make the lesson transit from one stage
…. to aware of the aims and language contents of the lesson;
…. to help the teacher to distinguish the various stages of a lesson;
…. to see the relationship between stages so that the lesson can move smoothly from one stage to another;
小学英语阅读教学课件培训课程PPT
Distractibility
Students may find it difficult to focus on reading for long periods of time. Incorporating short, interactive activities helps break up the reading and keep them engaged.
Technology integration
Using multimedia resources and technology tools to support and enhance the learning process.
Strategies for Teaching Reading Comprehension
and games help to make reading an
enjoyable and meaningful
experience for students.
3
Balance instruction and
independence
Provide guidance and support as students develop their skills, but also encourage independent reading to foster a love of learning and self-improvement.
Post-reading activities
Includes assessing student understanding and reinforcing material learned.
Reading activities
人教版九年级英语Unit 6 When was it invented。全单元教案
人教版九年级英语Unit 6 When was itinvented。
全单元教案Unit 6: When Was It Invented?Language Goal:XXX.Knowledge Goals:Discuss the history of ns.XXX words such as style。
project。
pleasure。
daily。
website。
neer。
list。
n。
ruler。
boil。
remain。
smell。
nal。
trade。
fridge。
low。
somebody。
translate。
lock。
ring。
earthquake。
sudden。
bell。
biscuit。
cookie。
musical instrument。
sour。
customer。
Canadian。
divide。
basket。
hero。
and nearly.Use matic ns such as have a point。
by accident。
take place。
without doubt。
all of a sudden。
divide…into。
not only…but also…。
look up to。
the Olympics。
and by mistake.1.Q: When was the telephone invented?A: I believe it was invented in 1876 by Alexander Graham Bell.2.Q: Was the TV invented before or after the car?A: There is some doubt about this。
but it is generally accepted that the car was invented before the TV.3.Q: Who invented the zipper?A: XXX XXX.4.Q: What is a hot ice-cream scoop used for?A: A hot ice-cream scoop is used for serving really cold ice-cream.5.XXX was invented by Alexander Graham Bell in 1876.Passive voice can be used to talk about ns。
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Ｊｕｌｙ ２０１０，Ｖｏｌｕｍｅ ７，Ｎｏ．７（Ｓｅｒｉａｌ Ｎｏ．６８） ＵＳ．Ｃｈｉｎａ Ｅｄｕｃａｔｉｏｎ Ｒｅｖｉｅｗ，ＩＳＳＮ １５４８－６６１３，ＵＳＡ Ｕｓｉｎｇ ｗｅｂ ｂｌｏｇｓ ａｓ ａ ｔｏｏｌ ｔｏ ｅｎｃｏｕｒａｇｅ ｐｒｅ－ｃｌａｓｓ ｒｅａｄｉｎｇ，ｐｏｓｔ—ｃｌａｓｓ ｒｅｆｌｅｃｔｉｏｎｓ ａｎｄ ｃｏｌｌａｂｏｒａｔｉｏｎ ｉｎ ｈｉｇｈｅｒ ｅｄｕｃａｔｉｏｎ ＨｉｎｄＡｌ－Ｆａｄｄａｉ ＭａｈａＡＩ．ｒ￣ｈｙａ２ ｆ｜Ｃｕｒｒｉｃｕｌｕｍ＆Ｉｎｓｔｒｕｃｔｉｏｎ Ｄｅｐａｒｔｍｅｎｔ，ＫｉｎｇＳａｕｄ Ｕｎｉｖｅｒｓｉｔｙ，Ｒｉｙａｄｈ １１４４１．ＳａｕｄｉＡｒａｂｉａ ２．Ｉｎｆｏｒｍａｔｉｏｎ Ｔｅｃｈｎｏｌｏｇｙ Ｄｅｐａｒｔｍｅｎｔ，Ｋｉｎｇ Ｓａｕｄ Ｕｎｉｖｅｒｓｉｔｙ，Ｒｉｙａｄｈ １１４９５，Ｓａｕｄｉ Ａｒａｂｉａ）
Ａｂｓｔｒａｃｔ：Ｔｈｉｓ ｐａｐｅｒ ｒｅｐｏｒｔｓ ｏｎ ｔｈｅ ｓｔｕｄｅｎｔｓ’ｅｘｐｅｒｉｍｅｎｔｓ ｏｆ ｕｓｉｎｇ ｂｌｏｇｓ ｔｏ ｅｎｃｏｕｒａｇｅ ｔｈｅｍｓｅｌｖｅｓ ｔｏ ｄｏ ｐｒｅ—ｃｌａｓｓ ｒｅａｄｉｎｇ ａｓｓｉｇｎｍｅｎｔ ａｎｄ ｒｅｆｌｅｃｔｉｏｎｓ ａｆｔｅｒ ｃｌａｓｓ．Ｔｈｅ ｓａｍｐｌｅ ｉｎ ｔｈｅ ｓｔｕｄｙ ｉｎｃｌｕｄｅｄ ｆｉｖｅ ＥＳＬ（Ｅｎｇｌｉｓｈ ａｓ ａ Ｓｅｃｏｎｄ Ｌａｎｇｕａｇｅ）ｇｒａｄｕａｔｅ ｓｔｕｄｅｎｔｓ ｉｎ ａ ｃｏｕｒｓｅ ｏｆ ｔｅａｃｈｉｎｇ ｍｅｔｈｏｄｓ，ａｎｄ ９０ ｓｏｆｔｗａｒｅ ｅｎｇｉｎｅｅｒｉｎｇ ｓｔｕｄｅｎｔｓ ｉｎ ａｎ ｕｎｄｅｒｇｒａｄｕａｔｅ ｉｎｆｏｒｍａｔｉｏｎ ｔｅｃｈｎｏｌｏｇｙ ｐｒｏｇｒａｍ．Ｒｅｓｕｌｔｓ ｉｎｄｉｃａｔｅｄ ｔｈａｔ ｔｈｅｒｅ ｗａｓ ａ ｐｏｓｉｔｉｖｅ ａｔｔｉｔｕｄｅ ｔｏｗａｒｄｓ ｔｈｅ ｕｓｅ ｏｆ ｂｌｏｇｓ ｆｏｒ ｐｒｅ—ｃｌａｓｓ ｐｒｅｐａｒａｔｉｏｎ ａｎｄ ｐｏｓｔ—ｃｌａｓｓ ｒｅｆｌｅｃｔｉｏｎｓ．Ｈｏｗｅｖｅｒ，ｃｏｎｓｉｄｅｒｉｎｇ ｔｈｅ ｓｕｃｃｅｓｓｆｕｌ ｅｘｐｅｒｉｅｎｃｅ， ｉｔ ｉｓ ｉｍｐｏｒｔａｎｔ ｔｏ ｃｏｎｓｉｄｅｒ ｔｈｅ ｃｌａｓｓ ｓｉｚｅ，ｓｔｕｄｅｎｔｓ’ｅｄｕｃａｔｉｏｎａｌ ｌｅｖｅｌ，ａｎｄ ｔｈｅ ｔｙｐｅ ｏｆ ｒｅａｄｉｎｇ ａｓｓｉｇｎｍｅｎｔ． Ｋｅｙ ｗｏｒｄ：ｂｉｏｇｓ；ｈｉｇｈｅｒ ｅｄｕｃａｔｉｏｎ；ｃｌａｓｓ ｄｉｓｃｕｓｓｉｏｎ；ｃｏｌｌａｂｏｒａｔｉｏｎ；ＴＥＳＯＬ；ＥＳＬ
１．ＩｎｔｒＯｄｕｃｔｉ０ｎ Ｃｌａｓｓ ｄｉｓｃｕｓｓｉｏｎ ｉｓ ａ ｖｉｔａｌ ｅｌｅｍｅｎｔ ｉｎ ｈｉｇｈｅｒ ｅｄｕｃａｔｉｏｎ．Ｈｏｗｅｖｅｒ，ｆｏｒ ａｎ ｅｆｆｅｃｔｉｖｅ ｄｉｓｃｕｓｓｉｏｎ，ｓｔｕｄｅｎｔｓ ｍｕｓｔ ｄｏ ｐｒｅ—ｃｌａｓｓ ｒｅａｄｉｎｇｓ．Ｔｈｉｓ ａｌｌｏｗｓ ｔｈｅｍ ｔｏ ｈａｖｅ ａ ｓｔａｎｄ ｂｅｆｏｒｅ ｃｌａｓｓ ａｎｄ ｅｎａｂｌｅｓ ｔｈｅｍ ｔｏ ｅｎｇａｇｅ ｉｎ ｔｈｅ ｄｉｓｃｕｓｓｉｏｎ． Ｔｏ ｅｎｃｏｕｒａｇｅ ｓｔｕｄｅｎｔｓ ｔｏ ｄｏ ｐｒｅ—ｃｌａｓｓ ｒｅａｄｉｎｇｓ，ｔｅａｃｈｅｒｓ ｕｓｅｄ ｂｌｏｇｓ．Ｕｓｉｎｇ ｂｌｏｇｓ ｆｏｒ ｃｏｕｒｓｅｓ，ａｓ ａｎ ｅｎｈａｎｃｅｍｅｎｔ ｔｏ ｔｈｅ ｔｒａｄｉｔｉｏｎａｌ ｃｌａｓｓ ｏｒ ｏｎｌｉｎｅ ｃｏｕｒｓｅ，ｉｓ ｂｅｃｏｍｉｎｇ ｍｏｒｅ ａｎｄ ｍｏｒｅ ｐｏｐｕｌａｒ．Ａ ｂｌｏｇ ｉｓ ｄｅｆｉｎｅｄ ａｓ，“Ａ ｗｅｂｓｉｔｅ ｉｎ ｗｈｉｃｈ ｔｈｅ ｅｎｔｒｉｅｓ ａｒｅ ｍａｄｅ ｉｎ ｊｏｕｒｎａｌ ｓｔｙｌｅ ａｎｄ ｄｉｓｐｌａｙｅｄ ｉｎ ａ ｒｅｖｅｒｓｅ ｃｈｒｏｎｏｌｏｇｉｃａｌ ｏｒｄｅｒ”（Ｗｉｋｉｐｅｄｉａ，２００６）．Ｉｔ ｉｓ ａｌｓｏ ｄｅｆｉｎｅｄ ａｓ，“Ｐｅｒｓｏｎａｌ ｗｅｂ ｐａｇｅｓ ｗｒｉｔｔｅｎ ｉｎ ｃｈｒｏｎｏｌｏｇｉｃａｌ ｄｉａｒｙ ｆｏｒｍ ａｎｄ ｍａｉｎｔａｉｎｅｄ ｔｈｒｏｕｇｈ ｂｌｏｇｇｉｎｇ ｓｏｆｔｗａｒｅ”（Ｗａｇｎｅｒ，２００３）．Ｖｉｓｉｔｏｒｓ ｔｏ ｔｈｅ ｂｌｏｇ ｃａｎ ｒｅａｄ，ｃｏｍｍｅｎｔ ａｎｄ ｌｉｎｋ ｔｏ ｔｈｅ ｂｌｏｇ ｐｏｓｔｉｎｇｓ．Ｆｒｏｍ ａｎ ｅｄｕｃａｔｉｏｎａｌ ｐｅｒｓｐｅｃｔｉｖｅ，ｔｈｅ ａｖａｉｌａｂｉｌｉｔｙ ａｎｄ ｅａｓｅ ｏｆ ｔｈｅ ｕｓｅ ｏｆ ｂｌｏｇｇｉｎｇ ｓｏｆｔｗａｒｅ ｍａｋｅｓ ｂｌｏｇ ａ ｐｒａｃｔｉｃａｌ ｔｏｏｌ ｆｏｒ ｈｉｇｈｅｒ ｅｄｕｃａｔｉｏｎ． Ｔｈｉｓ ｒｅｓｅａｒｃｈ ａｉｍｓ ｔｏ ａｎｓｗｅｒ ｔｈｅ ｆｏｌｌｏｗｉｎｇ ｑｕｅｓｔｉｏｎｓ： （１）Ｄｏｅｓ ｓｔｕｄｅｎｔｓ’ｕｓｅ ｏｆ ｂｌｏｇｓ ｅｎｃｏｕｒａｇｅ ｔｈｅｍ ｔｏ ｐｒｅｐａｒｅ ｆｏｒ ｃｌａｓｓ ａｎｄ ｄｏ ｐｒｅ－ｃｌａｓｓ ｒｅａｄｉｎｇｓ？ （２）Ｄｏｅｓ ｓｔｕｄｅｎｔｓ’ｕｓｅ ｏｆ ｂｌｏｇｓ ｅｎｃｏｕｒａｇｅ ｔｈｅｍ ｔｏ ｒｅｆｌｅｃｔ ｏｎ ｃｌａｓｓ ａｃｔｉｖｉｔｉｅｓ ａｎｄ ｐｏｓｔ ｔｈｅｉｒ ｒｅｆｌｅｃｔｉｏｎｓ ｏｎｌｉｎｅ？ （３）Ｄｏｅｓ ｉｔ ｓｕｐｐｏｒｔ ｃｏｌｌａｂｏｒａｔｉｏｎ ｗｉｔｈ ｔｈｅｉｒ ｐｅｅｒｓ？ Ｔｈｅ ｒｅｍａｉｎｄｅｒ ｏｆｔｈｉｓ ｐａｐｅｒ ｉｓ ｏｒｇａｎｉｚｅｄ ａｓ ｆｏｌｌｏｗｓ．Ｔｈｅ ａｕｔｈｏｒｓ ｗｉｌｌ ｆｉｒｓｔ ｒｅｖｉｅｗ ｔｈｅ ｌｉｔｅｒａｔｕｒｅ ｏｎ ｅｄｕｃａｔｉｏｎａｌ ｕｓｅｓ ｏｆ ｂｌｏｇｓ．Ｔｈｅｎ，ｔｈｅｙ ｗｉｌｌ ｐｒｅｓｅｎｔ ｔｈｅｉｒ ｍｅｔｈｏｄｏｌｏｇｙ ｉｎ ｃｏｎｄｕｃｔｉｎｇ ｔｈｉｓ ｓｔｕｄｙ．Ａｆｔｅｒ ｔｈａｔ，ｔｈｅ ａｕｔｈｏｒｓ ｐｒｅｓｅｎｔ ｔｈｅ ｒｅｓｕｌｔｓ ｏｆ ｔｈｅ ｓｔｕｄｙ ａｎｄ ｔｈｅ ｄｉｓｃｕｓｓｉｏｎ ｏｆ ｔｈｅ ｆｉｎｄｉｎｇｓ．Ｔｈｅ ｆｉｎａｌ ｓｅｃｔｉｏｎ ｓｕｍｍａｒｉｚｅｓ ｔｈｅ ａｕｔｈｏｒｓ’ｗｏｒｋ ａｎｄ ｄｒａｗｓ ｓｏｍｅ ｃｏｎｃｌｕｓｉｏｎｓ ａｎｄ ｆｕｔｕｒｅ ｄｉｒｅｃｔｉｏｎｓ．
Ｈｉｎｄ ＡＩ—Ｆａｄｄ￣Ｐｈ．Ｄ．．ａｓｓｉｓｔａｎｔ ｐｒｏｆｅｓｓｏｒ，Ｃｕｒｒｉｃｕｌｕｍ＆Ｉｎｓｔｒｕｃｔｉｏｎ Ｄｅｐａｒｔｍｅｎｔ，Ｋｉｎｇ Ｓａｕｄ Ｕｎｉｖｅｒｓｉｔｙ；ｒｅｓｅａｒｃｈ ｆｉｅｌｄ：ＴＥＳＯＬ Ｍａｈａ ＡＩ－Ｙａｈｙａ，Ｐｈ．Ｄ．，Ｉｎｆｏｒｍａｔｉｏｎ Ｔｅｃｈｎｏｌｏｇｙ Ｄｅｐａｒｔｍｅｎｔ，Ｋｉｎｇ Ｓａｕｄ Ｕｎｉｖｅｒｓｉｔｙ；ｒｅｓｅａｒｃｈ ｆｉｅｌｄ：ｃｏｍｐｕｔｅｒ ｅｎｇｉｎｅｅｒｉｎｇ． ｓｉｎｇ ｗｅｂ ｂｌｏｇｓ ａｓ ａ ｔｏｏｌ ｔｏ ｅｎｃｏｕｒａｇｅ ｐｒｅ－ｃｌａｓｓ ｒｅａｄｉｎｇ，ｐｏｓｔ—ｃｌａｓｓ ｒｅｆｌｅｃｔｉｏｎｓ ａｎｄ ｃｏｌｌａｂｏｒａｔｉｏｎ ｉｎ ｈｉｇｈｅｒ ｅｄｕｃａｔｉｏｎ ２．Ｂｌｏｇｓ ｉｎ ｅｄｕｃａｔｉｏｎ Ｂｌｏｇｓ ａｒｅ ｐｏｔｅｎｔｉａｌ ｔｅｃｈｎｏｌｏｇｉｃａｌ ｔｏｏｌｓ ｏｆ ｔｅａｃｈｉｎｇ ａｎｄ ｌｅａｒｎｉｎｇ ｔｒａｎｓｆｏｒｍａｔｉｏｎｓ ａｃｃｏｒｄｉｎｇ ｔｏ ｔｈｅ Ａｕｓｔｒａｌｉａｎｓ ｓｃｈｏｌａｒｓ（Ｗｉｌｌｉａｍｓ＆Ｊａｃｏｂｓ，２００４）．Ｏｎｅ ｏｆ ｔｈｅ ｉｍｐｏｒｔａｎｔ ａｓｐｅｃｔｓ ｏｆ ｂｌｏｇｓ ｉｓ ｔｈａｔ ｔｈｅｙ ａｒｅ ｒｅａｄｉｌｙ ａｃｃｅｓｓｉｂｌｅ ａｎｄ ｅａｓｙ ｔｏ ｕｓｅ ｂｙ ｔｅａｃｈｅｒｓ ａｎｄ ｓｔｕｄｅｎｔｓ，ｏｎｌｙ ａ ｃｏｍｐｕｔｅｒ ａｎｄ ａ ｌｉｎｋ ｔｏ ｔｈｅ ｌｎｔｅｒｎｅｔ ａｒｅ ｒｅｑｕｉｒｅｄ．Ｂｌｏｇｓ ｃａｎ ｐｌａｙ ａｎ
ｅｓｓｅｎｔｉａｌ ｒｏｌｅ ｉｎ ｂｏｔｈ ｔｅａｃｈｉｎｇ ａｎｄ ｌｅａｒｎｉｎｇ．Ｅｖｅｎ ｔｈｏｕｇｈ ｔｈｅｒｅ ｉｓ ａ ｓｈｏｒｔａｇｅ ｏｆ ｐｕｂｌｉｓｈｅｄ ｍａｔｅｒｉａｌｓ ｏｆ ｂｌｏｇｓ ｉｎ ｅｄｕｃａｔｉｏｎ，ｉｔ ｉｓ ｃｏｎｓｉｄｅｒｅｄ ａｓ ａｎ ｉｎｔｅｒｅｓｔｉｎｇ ｔｏｏｌ ｉｎ ｗｈｉｃｈ ｔｈｅ ｓｔｕｄｅｎｔｓ ｃａｎ ｄｏｃｕｍｅｎｔ ｂｏｔｈ ｔｈｅ ｌｅａｒｎｉｎｇ ａｃｔｉｖｉｔｉｅｓ ａｎｄ ｒｅｓｕｌｔｓ（Ｄｅｍｐｓｅｙ，ｅｔ ａ１．，２００３）．Ｂ ｌｏｇｓ ｈａｖｅ ｕｎｌｉｍｉｔｅｄ ａｄｖａｎｔａｇｅｓ ｆｏｒ ｈｅｌｐｉｎｇ ｔｈｅ ｅｄｕｃａｔｉｏｎａｌ ｓｅｃｔｏｒ．Ｈｏｗｅｖｅ￣ ｔｈｅ ｅｖａｌｕａｔｉｏｎ ｏｆｂｌｏｇｓ ｄｅｐｅｎｄｓ ｍａｉｎｌｙ ｏｎ ｔｈｅ ｆｏｌｌｏｗｉｎｇｓ：（１）ｔｈｅ ｐｅｒｓｏｎ ｗｒｉｔｅｓ ｔｈｅ ｂｌｏｇ；（２）ｐｅｏｐｌｅ ｒｅａｄ ｉｔ；ａｎｄ（３） ｔｈｅ ｇｏａｌｓ ａｎｄ ｏｂｊｅｃｔｉｖｅｓ ｏｆ ｔｈｅ ｂｌｏｇ． Ｆｏｒ ｔｈｉｓ ｓｔｕｄｙ，ｔｈｅ ｂｌｏｇ ｉｓ ｗｒｉｔｔｅｎ ｂｙ ａｎ ｉｎｓｔｒｕｃｔｏｒ ｃｏｍｍｅｎｔｅｄ ｂｙ ｓｔｕｄｅｎｔｓ，ｒｅａｄ ｂｙ ｂｏｔｈ ｓｔｕｄｅｎｔｓ ａｎｄ ｔｈｅ
ｉｎｓｔｒｕｃｔｏｒ，ａｎｄ ｄｅｓｉｇｎｅｄ ｆｏｒ ｓｕｐｐｏｒｔｉｎｇ ｓｔｕｄｅｎｔｓ ｉｎ ｐｒｅｐａｒｉｎｇ ｆｏｒ ｔｈｅ ｃｌａｓｓ ｄｉｓｃｕｓｓｉｏｎ．
Ｔｈｅ ｌｉｔｅｒａｔｕｒｅ（ＷＡＮＧ，ｅｔ ａ１．，２００８；Ｓａｅｅｄ，ｅｔ ａ１．，２００８）ｒｅｐｏｒｔｅｄ ｏｎ ｔｈｅ ｕｓｅｆｕｌｎｅｓｓ ｏｆ ｂｌｏｇｓ ｉｎ ｓｕｐｐｏｒｔｉｎｇ
ｃｏｌｌａｂｏｒａｔｉｏｎ ａｍｏｎｇ ｓｔｕｄｅｎｔｓ．Ｂｙ ｕｓｉｎｇ ｂｌｏｇｓ，ｔｅａｃｈｅｒｓ ｃａｎ ａｒｒａｎｇｅ ａ ｃｏｌｌａｂｏｒａｔｉｖｅ ｌｅａｒｎｉｎｇ ｅｎｖｉｒｏｎｍｅｎｔ ｗｈｅｒｅ ｓｔｕｄｅｎｔｓ ｃａｎ ｐｅｅｒ ｅｄｉｔ ａｎｄ ｃｏｍｍｅｎｔ ｏｎ ｏｔｈｅｒ ｓｔｕｄｅｎｔｓ’ｐｏｓｔｉｎｇ（Ｄｉｅｕ，２００４；Ｍｉｔｃｈｅｌｌ，２００３）．Ｓｔｕｄｅｎｔｓ ｃａｎ ｓｅｅ ｔｈｅｉｒ ｗｏｒｋ ａｓ ｗｅｌｌ ａｓ ｏｔｈｅｒ ｓｔｕｄｅｎｔｓ’ｗｏｒｋ ａｎｄ ｂｅ ａｂｌｅ ｔｏ ｃｏｌｌａｂｏｒａｔｅ ｏｎ ｔｈｅ ｌｅａｒｎｉｎｇ ａｃｔｉｖｉｔｉｅｓ．