资源简介

U3 Getting along with others
Project and assessment 教案
教材分析：
本课时向学生布置了完成一本剪贴簿的任务。重点表达与句式主要涉及友情价值观、剪贴簿的制作等话题。本文的价值取向在于学生通过学习，复习本单元所学内容，总结升华朋友与友谊的意义与内涵，学会正确看待与朋友间的关系，小组合作与个人工作相结合的完成一本剪贴簿。
教学策略与设计说明：
1. 采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，习得涉及友情价值观、剪贴簿的制作等话题的重点词组与句式，如search for, source；
思维品质上，梳理制作剪贴簿的主要步骤与过程，组织剪贴簿文本的结构与逻辑。
文化品格上，体会朋友与友情的意义与内涵，感受友情的幸福与珍贵；发掘并体会不同类型的（多媒体）资源的意义和功能，提升学生多模态阅读意识与能力。
学习能力上，了解搜集信息的多种途径与方法；提高个人反思评价意识，并能针对发现的问题进行更改，形成更改计划。
教学重点：
学生结合所学内容，完成一本剪贴簿。
教学难点：
学生发掘并体会不同类型的（多媒体）资源的意义和功能，能按照主题特点寻找合适的资源进行意义体现。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: Ss are asked to watch the video and find out what kinds of book it is. Then T leads Ss to check the answers and introduce the word “scrapbook” through word formation and its definition. . 利用视频，激活学生已有知识，引出主题；引导学生使用构词法辨识生词，提高学生学习能力。 5’ CW
Step 2 Discuss with a partner: Ss are asked to think about the things we need to consider in making a scrapbook. Suggested answers: We might need to think about its color match, reading materials, page design, decoration of the pages. 引导学生学前思考制作剪贴簿的要素，为下一步活动进行铺垫。 5’ GW/CW
Step 3 Steps for making a scrapbook: T leads Ss to check the steps for making a scrapbook. Then T defines the theme or topic of the book and tick the first step, which means the first mission in making a scrapbook is completed. 引导学生把制作任务进行发布，并逐步完成任务。 5’ CW/IW
Step 4 Generate your reading material: Ss are asked t discuss what aspects should be included in a scrapbook about friendship and T could offer several options if necessary. T could also remind Ss of diversity of the reading material to broaden their minds. 引导学生进行剪贴簿制作第二步，拓展学生对于阅读的思考，提升学生多模态阅读的意识，提升学生思维品质。 7’ CW/GW
Step 5 Generate your reading material: Ss are asked to research their chosen part and explain what you think of the stories. T could offer some hints about how to explain if necessary. 延伸上一活动，引导学生加深对材料的理解，为后期剪贴簿内的文本写作铺垫。 5’ CW/IW
Step 6 Discuss with your partner: Ss are asked to think about the aspects that might be discussed in a scrapbook in terms of friendship. T could lead Ss to recall the ideas learned previously. Then Ss and T check the answers together and review the main content learned before. 引导学生对本单元所学内容进行复习。 7’ CW/IW
Step 7 Design for the scrapbook: T leads Ss to check steps for designing the book and some materials or tools for making it. 引导学生完成剪贴簿第三步。 5’ CW/IW
Step 8 Create your pages: Ss are asked to put the information together to make the book. T leads the Ss to go through the sample passage and conclude the suggested structure of the passage. 引导学生总结归纳文本制作技巧，引导学生进行思维结构训练，提升学生思维品质。 8’ CW/IW
Step 9 Make a scrapbook: Ss are asked to compose their pages and organize the pages into a scrapbook. In guiding Ss to make the book, T could give several hints to help them. 巩固所学语言与内容，应用所学内容，引导学生完成制作任务，并提示学生制作剪贴簿的小贴士，为学生搭建脚手架。 20’ CW/GW
Step 10 Assessment: Ss are asked to complete the table in pairs and have a reflection of the learning of the unit. Ss are also asked to think about their plan practically in making an improvement and T could offer some hints if necessary. 引导学生进行单元学后反思，提升学生学习能力。 7’ CW/GW
Step 11 Culture: Firstly, T reminds Ss what we’ve learnt from the unit, then linking to their own life, to talk about their first impression of their best friend and why Then T plays a micro video of person perception. And leading in to a discussion part: with the development of relationship, you may change the impression of others but why And how to be a popular person in a group 升华单元文化主题，用已学习课时内容导入，引导学生思考友谊和印象。教师通过播放微课，提高信息传递。讨论提高学生语言能力。 10’ CW
Step 12 Homework: Heidi is a classic novel by the Swiss author Johanna Spyri. It tells a heart-warming story about a girl named Heidi and her friendship with wheelchair-bound girl. Read the novel to find out about Heidi's adventures with her friend. The film The Sisterhood of the Traveling Pants is about friendships between four girls, who try to stay connected during the summer by sharing a pair of jeans. Watch the film to find out what happens to them.
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，整合所学内容完成一本剪贴簿。
学生通过本课时学习，能否梳理完成剪贴簿的基本步骤，整理并模仿剪贴簿文本的基本结构。

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