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基于新课程标准的“教-学-评”一致性单元整体教学设计
Unit Name Unit 9 Have you ever been to a museum.
Period 1 Lesson 4 Section B 2a-2c
Theme Man and Society: History,Society and Culture
Text Analyse What The main content of this class is to read the passage about scenery of Singapore. Students can understand the characteristics of Singapore and compare the similarities and differences between Chinese and foreign cultures by reading practice. They also advertise interesting places where they have been to as cultural ambassadors to enhance cultural confidence.
Why Helping students improve their English reading ability through reading comprehension to cultivate their interest and cognition of international culture. At the same time, promote students’ thinking from different perspectives and improve ability of cross-cultural communication and enhance their self-confidence in their own culture.
How The characteristic of the text is to combine reading practice, mind-map exercises, group discussions and cultural propaganda. Through these activities, students can cultivate their ability of acquiring and organizing information. It improve their logical thinking and organizing ability through mind mapping exercises.To exercise their ability of thinking from multiple perspectives and cross-cultural communication by comparing the similarities and differences between Chinese and foreign cultures and discussing in groups. Finally, as cultural ambassadors, they can publicize their favorite places through the target language to enhance their cultural self-confidence.The whole teaching design is a close combination of practice and application and it pays attention to multi-directional and multi-angle learning and thinking.
Analyse of learning situation Know Want Learn
Students have the foundation of English learning in junior high school, But students rarely relate what they have learned to their lives and use the language they have learned. but they need to further improve their reading comprehension and muti-perspective thinking ability.
Learning Objectives By the end of the class, the students are able to： 1、（Learn and Understand） Using a mind map to get and sort through information about Singapore and tell others about Singapore with the help of the notes 2. To Learn and use ability of taking notes as a reading skill. 2、（Apply and Practice） What aspects of an interesting place can be summarized . （Transfer and Create） Students can enhance their confidence in cross-cultural communication and exchange by introducing their hometown of Chongqing,Strengthen students' sense of identity and cultural confidence in their hometown and country.
Teaching Important & Difficult Points Important Points： To learn and use of taking notes as a reading skill. Using mind-map to get and comb through information about Singapore and introducing others to Singapore with the help of notes. what aspects of an interesting place can be summarized. Difficult Points：Complete dictation and blank filling in listening activities accurately, and express fluently in oral practice.
Teaching Strategies & learning methods Teaching methods This class will combine reading text, mind mapping exercises, discussion activities and other teaching methods and means.
Teaching preparations Technical preparation: The classroom needs to prepare the teaching projector and related learning materials.
Teaching Process
Learning Objectives Learning Activities Evaluation
Activity 1: Pre-reading 1.Play a game：guess the place according to the pictures-Singapore. Q1: Where is it 2.Students share what they have known about Singapore and their traveling experience in Singapore. Besides, students can come up with ideas about what aspects they want to know about of this country. Q2: Have you ever been to Singapore what have you known about Singapore Q3: what do you want to know about Singapore （Learn to understand：perception and attention） How much do students know about Singapore.
Design Intention：To arouse students’ curiosity and aspiration so that it can inspire students to think by themselves. What’s more, the connection between discourse and life experience can be discovered by students. In this way, students can understand what problems they ‘ll solve in this lesson and cultivate their predictive ability
Learning objective 1 Activity 2：While-reading 1.Get and summarize the basic information of writer’s impression about Singapore by reading the discourse. Q1: What is the article about How do you know it Q2: What does the writer think of Singapore from the title 2.Get and comb the reasons that writer explained the advance of Singapore in the passage and summarize them into four aspects. Q3: Why does the writer think it is an unforgettable city 3.Construct and present the discourse by using the mind map. Q4: How many reasons can you find for visiting Singapore Q5: How many aspects does the writer talk about （Learn to understand：Acquisition and combing、generalization and integration） 1. Whether students can comb the information of Singapore by using the mind map. 2.Whether students can express correctly when they introduce Singapore to others.
Design Intention：Help students to grasp the thematic meaning of the discourse and elaborate the reasons that the writer explained in the discourse logically. Moreover, help students to feel the connection of language, culture and thinking.
Learning objective 2 Activity 3： While-reading/post-reading 1. Analyze the writing purpose according to the discourse and discuss why it is wonderful and safe for Chinese to visit Singapore with the help of mind map. Q1: Who is the article written for 2.Take notes and comb how does the writer recommend Singapore according to his own experience. Q2: Why does the writer think it is an unforgettable place for Chinese tourists 1).Talk about what moves you most as a Chinese tourist. 2).Take notes about Singapore. Write down anything you remember without looking at your book. （Application practice：description and elaboration, analysis and judgment, internalization and application） 1.According to whether students can write down the most interesting places in Singapore by themselves to judge how students mastered the reading skill: taking motes.
Design Intention： guide students to clarify the writer’s writing purpose, internalize learning strategies and construct new knowledge and target language in order to pave the way for summarizing the thematic meaning.
Learning objective3 Activity 4：Post-reading To sum up what interests you most for visiting Singapore as a Chinese tourist by combing your own experience. Q1: What interests you most for visiting Singapore as a Chinese tourist Why To attract more tourists to come to Singapore by comparing the four aspects the writer expressed in the discourse. Q2: What other aspects will interest Chinese tourists (Migration and innovation：reasoning and argumentation, critique and assessment） 1.Whether students can summarize a main body frame to introduce the advance of a place.
Design Intention：To clarify an opinion that it is a useful way to introduce a place to others through your own experience and to guide students to understand the thematic meaning.
Learning objective 4 Activity 5: Post-reading To summarize advance of Chongqing and introduce it to other people. To introduce Chongqing to Singaporeans ---- Come to Chongqing and you never want to leave. Q1: What makes Chongqing an unforgettable city （Migration and innovation：belief and creativity） 1.whether the introduction video of Chongqing contain each aspect of the main body frame. 2.whether student use the good expression they learned in this passage.
Design Intention：To guide students to strike a chord of thematic meaning. Furthermore, to summarize the cultural features of Chongqing and introduce it to Singaporeans in a way that interests them. during the sharing, to strengthen students’ sense of identity and cultural confidence in their hometown and country.
Homework 1.填导图Talk about Singapore according to the mind-map.(Learn and Understand) 2.读文章Fill in the lines according to Kunming.（Apply and Practice） 3.做课件Make a PPT to introduce Kunming in class according to the notes. (Transfer and Create)
Blackboard Design Unit 9 Have you ever been to a museum
评价反馈 Good！ Very good！ Perfect！ 评价项目 同伴评价 自我评价
基于文本观点的讨论
基于话题的拓展性讨论
基于文本内容的问题解决
文本重建性输出
Teaching Reflection 在本课时的阅读课的设计中需要兼顾以下几方面内容： 对于主题语境以及教学目标的把握，在结合学情的基础上有效设计不同的学习项目。引导学生通过自主完成、团结协作的方式完成不同难度的项目。 对于阅读技巧的输入。读的技能有益于学生更精准的把握主题，并且能引导学生用于课后阅读。 对于主题语境中一些重难点表达方式的迁移。学生通过完成项目熟悉这些用法，并且在相似的语境中进行灵活运用。 结合文本的内容对学生认识自我，以及认识自我与他人之间的关系，引导学生形成正确的价值观。

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