高中 高二 英语选必B4U6-Writing 选择性必修四 Unit6 Lesson Writing教学设计

深圳南山外国语学校（集团）高级中学英语科组教学设计editedbyCharlesTeachingPlan-Ajournalentryaboutlivinginspace?BasicInformationMaterialsWriting:AjournalentryaboutlivinginspaceTeacherCharlesTime40minutesTheoreticalBasis 1.Coreliteracy

ThisclassimplementsthebasicconceptsofthecoreliteracyofEnglishsubject,promotingthedevelopmentoflanguageability,culturalawareness,thinkingquality,andlearningabilityatthesametime.2.Activityconceptionoflearning

Thisclassadoptslearningmethodssuchasindependentlearning,cooperativelearning,andinquirylearning.DifferentlevelsofteachingactivitiesaredesignedtoimproveEnglishlearningabilityandapplicationability. 3.Deeplearning

Theteachingdesignofthislessonhighlightsthecontext,problemsandactivities,reflectingthein-depthlearningprocessofEnglishlearning—comprehensive,practical,andrelevant.Analysisofmaterialsandstudents Analysisofmaterials

（1）[What]ThemeandContent

Inthewritingsection,studentsneedtowriteajournalaboutlifeinspacetohelpstudentsbetterunderstandthelifeofanastronaut,whileconsolidatingthevocabularyandexpressionstheyhavelearned.Thereadingpassagemainlytalksaboutthemainreasonsofeverydaytasksarelesssimpleinspaceandthereasonwhyitisimportantforastronautstoexerciseregular.Throughreadingandwriting,studentswilllearnmoreaboutthelifeofastronautsinspace,aimingtoinspirestudentstohavethespiritofexplorationandtruth-seeking,andtocultivatestudents'thinkingqualityofscientificknowledge.（2）[Why]WritingPurposeThewritingpurposeofthelesson’smaterialistoletstudentsLeadthestudentstohaveabetterunderstandingthethemeofthisunitanddeveloptheirthespiritofspaceexploration,guidestudentstowriteajourneyentryaboutlivinginspacewiththewritinghelp,helpstudentsprepareashortpresentationaboutanothernewVoyagemissionintospaceandEnlightenstudentstohavethespiritofexploringtruthandcultivatestudents’scientificthinkingquality.Throughreadingandwriting,studentswilllearnmoreaboutthelifeofastronautsinspace,aimingtoinspirestudentstohavethespiritofexplorationandtruth-seeking,andtocultivatestudents'thinkingqualityofscientificknowledge.（3）[How]StructureandStyleAsanexpositorytext,thelessonisdesignedonabaseofPWPtheoreticalframework.Thestructureoftheprovidedarticleisclearandadoptstheoverallstructureofthetotalscore.Thefirstpartintroducesthetopicandleadspeopletothinkabouthowtheastronautsliveinthespace.Thesecondpartintroduceshowtheastronautsliveinthespace,includingeating,exercising,sleepingandsoon.Inthelastpart,theauthorremindspeoplethattheseeverydaytaskseffectivelyhelpstheastronautsstayhealthyandfocusontheirworkinspace.Accrodingtothisprovidedpassage,studentsareabletoreflectontheireveyday’staskandimaginehowtheyliveinspaceiftheycanenter.AnalysisofStudents:Seniortwostudents

1.Withmatureintellectualdevelopment

2.Cognitiveabilityhasfurtherdevelopedthanthatofsenioronel

3.Graduallyformtheabilityofacquiringandprocessinginformation,analysingandsolvinginEnglish4.HavethebasicabilityofcriticalthinkingandclearexpressioninEnglishTeachingObjectivesAfterthisperiod,studentsareexpectedtobeableto:

1.Knowledgeaim:Studentswillknowmoreaboutthejournalentryandtheinformationitcontains.2.Abilityaim:Students’writingabilityofjournalentrycanbeimprovedbytheendoftheclass.3.Emotionalaims:Inspirestudents’spiritofexplorationanddevelopstudents’pursuitofseekingknowledgeKeyPoints:

1.Tohelpstudentstoknowmoreaboutthejournalentryandtheinformationitcontains

2.ToimprovethewritingabilitybycomposinganarticleaboutajourneyentryaboutlivinginspaceDifficultPoints:

Toinspirestudents’spiritofexplorationanddevelopstudents’pursuitofseekingknowledgeTeachingFlowChartStep1.Leadin

Usemultimodalresources(ChinaStep2.Pre-writingReadingforwriting:ReadingDailyvideoclips)toactivatepromoteswriting,throughstudents'backgroundaboutlivinginouterspace,andguidestudentstofocusonthedifficultiesandjoysoflivinginouterspace.readingmaterialstounderstandtherelevanttopicvocabulary,sentencepatterns,writingideasandstructureofthematerials.Includingtheoverallscorestructureofthearticle,topicsentenceideas,etc.forstudentsStep3.While-writing touseinsubsequentwriting.Graduallyimprovethecompositionbyoutlining,writingtopicStep4.Post-writing

Theself-examinationandsharingprocessistoallowstudentstoimprovetheircompositionintermssentencesanddetails,andorganizethestructureandgeneralcontentofthecompositionbylistingtheformofmindmap,whichisclearandcoherent.Step5.FurtherthinkingThedescriptionofthealienworldandtheinvasionoftheearthinofspelling,sentencepatterns,vocabulary,etc.Theprocessofsharinghelpstoincreasestudentmotivation.sciencefictionnovel”Three-BodyProblem",whichiswidelylovedbyhighschoolstudents,childrenare Step6.Summary&homeworkinspiredtothinkdeeplyaboutthe Byshootingandsharingvideosinproblem of alien life in space theformofvlogsthatstudentslike,exploration. thehomeworkismorediversified.第1页共4页南山外国语学校（集团）高级中学英语科组教学设计editedbyCharlesTeachingProcessStepsActivitiesExpectedResponsesfromSsIntentionsLevelDurationLeadinTeacherplaysashortvideoclipfromChinaDailyandgetsstudentstobrainstormideasaboutdifficultiesofexploringintospaceandwhatitisliketobeanastronaut.StudentswatchashortvideoclipfromChinaDailyandtobrainstormideasaboutdifficultiesofexploringintospaceandwhatitisliketobeanastronaut.Usemultimodalresources(ChinaDailyvideoclips)toactivate

students'backgroundaboutlivinginouterspace,andguidestudentstofocusonthedifficultiesandjoysoflivinginouterspace.Perceptionandattention5minPre

writing1.Readforgist:Teachergetsstudentstoreadthequestionsinthispage.(guidethemfindsomekeywordsinquestions)

2.Readfordetails:Teachergetsstudentstoskimthroughthepassagetogetthemainidea.3.Readforwriting:Teachergetsstudentstoreadthepassageandanswerthequestions.4.Teachergetsstudentstofindoutastronauts’everydaytasksandcompletethemindmap.5.Q&A:Teachergetsstudenttoimaginestudentshavespent24hoursonboardaspacecraftanddescribetheday.1.Readforgist:Studentsneedtoreadthequestionsinthispage.(Teacherguidesthemfindsomekeywordsinquestions)

2.Readfordetails:Studentsneedtoskimthroughthepassagetogetthemainidea.3.Readforwriting:Studentsneedtoreadthepassageandanswerthequestions.4.Accordingtotheanswers,studentsneedtofindoutastronauts’everydaytasksandcompletethemindmap.5.Q&A:Studentneedtoimaginestudentshavespent24hoursonboardaspacecraftanddescribetheday.Readingpromoteswriting,

throughreadingmaterialsto

understandtherelevanttopic

vocabulary,sentencepatterns,

writingideasandstructureofthematerials.Includingtheoverallscorestructureofthearticle,topicsentenceideas,etc.forstudentstouseinsubsequentwriting.Descriptionandillustration8min第2页共4页南山外国语学校（集团）高级中学英语科组教学设计editedbyCharlesTeachingProcessStepsActivitiesExpectedResponsesfromSsIntentionsLevelDurationWhile

writing1.Teachergetsstudentstowritedownoutlineoftheirjournalentries2.Teachergetsstudentstowritedowntopicsentenceeverypassage3.Teachergetsstudentstowritedowndetailsofeverypassage.(Pleasewritedownmainvocabularyofyourjournalentriesandtrybesttousethephrasesandwordsyouhavelearnedinhighschool)4.Teachergetsstudentstoorganizematerialstheyhavewritten5.Teachergetsstudentstocompletetheirjournalentries.1.Studentsneedtowritedownoutlineoftheirjournalentries2.Studentsneedtowritedowntopicsentenceeverypassage3.Studentsneedtowritedowndetailsofeverypassage.(Pleasewritedownmainvocabularyofyourjournalentriesandtrybesttousethephrasesandwordsyouhavelearnedinhighschool)4.Studentsneedtoorganizematerialstheyhavewritten

5.Studentsneedtocompletetheirjournalentries.Graduallyimprovethe

compositionbyoutlining,writingtopicsentencesanddetails,andorganizethestructureandgeneralcontentofthecompositionby

listingtheformofmindmap,

whichisclearandcoherent.Internalizationandapplication18minPost

writing1.Self-editing:Teacherasksstudentstochecktheirwritingbythemselvesafterfinishing.2.Sharing:Teacherinvitessomestudentstosharetheirwritinginfrontoftheclassandmakesomecomments.1.Self-editing:Studentsneedtochecktheirwritingbythemselvesafterfinishing.2.Sharing:Studentsneedtosharetheirwritinginfrontoftheclassandreceivesomecommentsfromteacher.Thepurposeofthe

self-examinationandsharingprocessistoallowstudentstoimprovetheircompositionintermsofspelling,sentence

patterns,vocabulary,etc.Theprocessofsharinghelpsto

increasestudentmotivation.Reflection4minFurtherthinking1.TeacherasksstudentswhethertheyhaveeverreadLiuCixin’smostfamoussciencefictions:TheThree-bodyProblem?2.Teacherintroducethebooksbrieflyandasksstudentstotellthemainideaofthefirstbook.3.Teacherasksstudentstohaveafurtherthinking:Wehavebeensearchingforlifeonotherplanetsallthroughtheyears.Istherepossibilitythatinspacethere’relifeformslookingforusaswell?Whatistheirlifelikeinyouropinion?Doyouwishtobevisited/greetedbythem?Why/Whynot?1.StudentsthinkaboutwhethertheyhaveeverreadLiuCixin’smostfamoussciencefictions:TheThree-bodyProblem?2.Afterlisteningthebriefintroductionandstudentsneedtotellthemainideaofthefirstbook.3.Studentsneedtohaveafurtherthinkingabouttheabovetopic:Wehavebeensearchingforlifeonotherplanetsallthroughtheyears.Istherepossibilitythatinspacethere’relifeformslookingforusaswell?Whatistheirlifelikeinyouropinion?Doyouwishtobevisited/greetedbythem?Why/Whynot?ThroughthedescriptionofthealienworldandtheinvasionoftheearthinLiuCixin'ssciencefictionnovel"Three-Body

Problem",whichiswidelylovedbyhighschoolstudents,childrenareinspiredtothinkdeeplyabouttheproblemofalienlifeinspaceexploration.Criticalthinking3min第3页共4页南山外国语学校（集团）高级中学英语科组教学设计editedbyCharlesTeachingProcessStepsActivitiesExpectedResponsesfromSsIntentionsLevelDuration1.TohelpstudentsreflectontheirSummary1.Teacherasksstudentstotellthewholeclasswhattheyhadlearnt1.Studentsneedtotellthewholeclasswhattheyhadlearntinthisreallifeandfindouthowgre