资源简介

U4 Exploring Literature
Project and Assessment 教案
教材分析：
本课时通过提供小组设计人物海报的课堂活动，小组合作和小组竞争的学习方式，让学生在做中学，在学中做。教学中将综合训练学生的独立思考能力、团队协作能力、自我反省能力。成果展示操练学生的演讲表达能力。
教学策略与设计说明：
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，掌握海报的定义、组成部分和核心内容，能够阅读与制作英文人物海报；熟悉如何进行人物介绍；演讲与表达能力得到操练。
思维品质上，发展审美能力和归纳事物特点的能力，提高写作水平和综合运用英语的能力。
文化品格上，通过课堂活动，积极参与、主动思维、大胆实践，体会交流思想和共享知识的乐趣。
学习能力上，提高用英语进行思维的能力，培养自主学习和协作学习的习惯，锻炼用英语进行自我表达和交际的能力；提升信息收集与整理能力。
教学重点：
学生模仿后进行创新，进行人物海报的制作与展示，以演讲形式进行人物介绍。
教学难点：
以课堂教学为依托，加强和提高运用英语的综合能力。
模仿后进行创新，通过小组合作的方式为学校制作人物海报。
鼓励学生就海报的制作进行演讲。
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 Introducing a writer: T leads Ss to make a brainstorming to think about things which can be added into introduction. 激活学生已知信息，拓展思维，全面思考介绍内容和细节。 6’ CW/IW
Step 2 Choosing a writer to research: T introduces several famous writers domestic and abroad. Optionally, for example, when talking about a writer, T encourage Ss to share one of his /her works. Then Ss report their favorite writers and make a brief introduction. 教师介绍数名中外著名作家以调动学生的储备知识，为后续制作人物海报做准备，丰富课堂文学氛围。 5’ CW/IW
Step 3 Choosing a writer to research: T teaches the way of collecting information. T explains sorting out all information collected detailly. Then, 4 Ss as a group makes research on the chosen writer. 介绍信息收集与整理方法，锻炼学生做研究的能力，为海报的搜索信息准备。 8’ CW/IW
Step 4 Choosing a writer to research: Review what have been discussed in the beginning of the class, Ss combine topics with collecting ways to research writers. 运用新知，结合已知内容进行讨论和调查。 10’
Step 5 Making a poster about a writer: Firstly, T tells what poster is, and divided the content into definition, features and purpose. T takes the poster on the textbook as an example to lead Ss to think about the question: What should be included in a poster about a writer And how to get this information And T analyses element step by bining the elements of poster, T shows three posters to ask Ss to discuss their advantages. For encourage Ss to use their creativities, T needs to highlight advantages from each poster. Lastly, T gives some time to let Ss work together for making a poster. 赏析课本中的海报，介绍海报的用途与特点。教师展示数张海报，学生通过观察，自行总结并归纳海报特点。讨论过程中，实现生生互动、师生互动。拓宽思路，集思广益。 20’ CW/IW
Step 6 Presentation: Firstly, T plays a speech, and asks Ss to answer a question: Do you think the speech is attractive Why or why not Then, T gives tips to help Ss catch the main points of a good speech, and analyses the purpose for each point. In addition, T gives a sentence pattern to start their presentation. Ss need to show their final work. Ss are asked to pick out the most creative poster and presentation according to the criterion in slide. Finally, T encourage Ss to express their evaluation and suggestion. 书面语转化为口语表达，操练学生多方面的语言能力以及演讲技巧。学生进行组间互评，充分发挥学生的主体性。 7’ GW/CW
Step 7 Assessment: Ss are asked to write down the assessment in the column “Me” and ask their partner to write down his / her assessment of your performance in the column “Partner”. Then Ss are asked to answer the following question. 培养学生正确认识自己、在课堂中进行自省的能力，并学会发现他人的优点，从而进行学习和自我提高。 2’ IW/GW
Step 8 Further study: T could introduce some information and show some pictures about The Nobel Prize in literature. 老师介绍相关背景知识，提供学习材料，引导学生课后深入学习。 5’ CW
Step 9 Homework: Choose one task to finish individually. 1. Make a poster to introduce a writer who has won The Nobel Prize in Literature. 2. Read and appreciate your favorite Shakespeare comedies or tragedies. Choose one of it to make a summary in 100 words. 延伸课堂，学生自主学习教材的Further Study 板块。
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
通过本课时学习，学生能否把握人物介绍的要点，通过小组合作进行海报的制作。
通过本课时学习，学生能否提升公众演讲与表达能力。
通过本课时学习，学生能否对自己整个单元的学习进行合理地梳理、总结和反思。

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