资源简介

Unit 4 Scientist who changed the world
Integrated skills 第二课时教案
教材分析：
本课时承接Integrated skills第一课时内容，主要通过引导学生思考如何为科学节策划活动，进行口语练习及报告写作。重点表达与句式主要涉及计划和活动描述，正式用语和非正式用语等。学生通过本课时学习，能够了解计划写作的方法，习得使用正式语言表达的场景和结构。
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，学生能够针对科学节进行讨论，并在写作中描述时间、地点、人物等要素，并能够叙述活动原因，评估计划的可操作性。
思维品质上，结构清晰、逻辑有序的独立完成写作任务；懂得策划合理的活动安排。
文化品格上，了解科学节活动对引发学生学习兴趣的影响及科学的重要性。
学习能力上，学生能根据语境与意义需要，灵活运用非正式和正式语言进行输出，选择恰当的表达形式与搭配进行写作。。
教学重点：
学生能运用整合所学内容独立进行写作。
教学难点：
学生能逻辑有序、结构清晰的组织写作内容，并独立完成写作任务。
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: For arousing Ss’ interests and liking to their personal experience, T leads Ss to ask: have you ever been to any school festivals What activities impressed you most Then, T combines what they’ve learnt in the unit to give some tips. Next, T asks: What impression do you want to have for your Science Festival And leads in the topic of the lesson. 复习上节课内容，引起学生兴趣，激活话题词汇。 2’ CW
Step 2 Speaking: T analyses the question on the task, and gives some tips to the main point. After discussing those questions, T gives a tip about continue a discussion for improving Ss’ speaking skill. While teaching the method, T can imitate some negative samples to deepen Ss’ impression. Next, T give 5-8 minutes for discussion, and asks Ss to collect ideas from their partners. 提供要点延续对话的方法，使学生交流更顺畅。由输入转为输出，口语训练既能拓宽学生的思路，又能夯实教学内容，提高语言能力。 15’ CW/GW
Step 3 Writing: T analyses the type of writing step by step. Step 1: Learning about the text type T needs to say what a detailed proposal is and show some examples. Step 2: Learning about the structure T gives some three main parts and some key words. Then, T displays the structure of the plan, and analyses the tip and show an example in the book. Step 3: Learning about the language T tells what the main phrases mean in the description. Then, analyses the differences between formal language and informal language by showing examples and words. Then, T gives some tips to teach how to use formal language and a practice paragraph to ask Ss correct the informal language to formal language. 通过指导学生使用本课所学知识，强调需要注意写作的体裁、结构和语言，提高学生写作能力和学习能力。 10’ CW
Step 4 Writing: If possible, T gives Ss 15 to 20 mins for finishing writing, and then shows a sample writing. T needs to analyse the structure, sentence using and vocabulary. 课上完成作文，通过分析参考作文，复习本节课已学句型和语篇结构。 13’ CW
Step 5 Evaluation: After showing a sample wiring, T divided Ss into several groups for peer evaluation by aspects they’ve just learnt. Ss should highlight the key sentences and expression for improving language skills. 让学生评价自己的作文，引导其对自身习作进行批判性审视，对写作过程中发现的问题进行探究和调控，解决问题，学会学习。分析范文巩固新知。 10’ GW
Step 6 Homework: Polish up your plan and search some event plans online. Consider the possibility of holding the festival you’ve planned 同主题同文体写作，巩固新知 1’
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，能否整合所学内容对科学节安排进行交流讨论，并能逻辑有序、结构清晰地独立完成相关写作任务。
学生通过本课时学习，能否加深对科学节的理解。
学生通过本课时学习，能否掌握使用正式语言的方法，掌握相关的写作句型。
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