Unit 6 Writing A journal entry about living in space教学设计--外研版高中英语选择性必修第四册.docx

Basic InformationMaterialsWriting : A journal entry about living in spaceTeacher Time40 minutesTheoretical Basis1. Core literacyThis class implements the basic concepts of the core literacy of English subject, promoting the development of language ability, cultural awareness, thinking quality, and learning ability at the same time.2. Activity conception of learningThis class adopts learning methods such as independent learning, cooperative learning, and inquiry learning.Different levels of teaching activities are designed to improve English learning ability and application ability.3. Deep learningThe teaching design of this lesson highlights the context, problems and activities, reflecting the in-depth learning process of English learningcomprehensive, practical, and relevant.Analysis of materials and studentsAnalysis of materials（1）What Theme and ContentIn the writing section, students need to write a journal about life in space to help students better understand the life of an astronaut, while consolidating the vocabulary and expressions they have learned. The reading passage mainly talks about the main reasons of everyday tasks are less simple in space and the reason why it is important for astronauts to exercise regular. Through reading and writing, students will learn more about the life of astronauts in space, aiming to inspire students to have the spirit of exploration and truth-seeking, and to cultivate students' thinking quality of scientific knowledge.（2）Why Writing PurposeThe writing purpose of the lessons material is to let students Lead the students to have a better understanding the theme of this unit and develop their the spirit of space exploration, guide students to write a journey entry about living in space with the writing help, help students prepare a short presentation about another new Voyage mission into space and Enlighten students to have the spirit of exploring truth and cultivate students scientific thinking quality. Through reading and writing, students will learn more about the life of astronauts in space, aiming to inspire students to have the spirit of exploration and truth-seeking, and to cultivate students' thinking quality of scientific knowledge.（3）How Structure and StyleAs an expository text, the lesson is designed on a base of PWP theoretical framework.The structure of the provided article is clear and adopts the overall structure of the total score. The first part introduces the topic and leads people to think about how the astronauts live in the space. The second part introduces how the astronauts live in the space, including eating, exercising, sleeping and so on. In the last part, the author reminds people that these everyday tasks effectively helps the astronauts stay healthy and focus on their work in space. Accroding to this provided passage, students are able to reflect on their eveydays task and imagine how they live in space if they can enter.Analysis of Students: Senior two students1. With mature intellectual development2. Cognitive ability has further developed than that of senior onel3. Gradually form the ability of acquiring and processing information, analysing and solving in English4. Have the basic ability of critical thinking and clear expression in EnglishTeaching ObjectivesAfter this period, students are expected to be able to:1. Knowledge aim: Students will know more about the journal entry and the information it contains.2. Ability aim: Students writing ability of journal entry can be improved by the end of the class.3. Emotional aims: Inspire students spirit of exploration and develop students pursuit of seeking knowledgeKey Points:1. To help students to know more about the journal entry and the information it contains2. To improve the writing ability by composing an article about a journey entry about living in spaceDifficult Points:To inspire students spirit of exploration and develop students pursuit of seeking knowledgeTeaching Flow ChartStep 1. Lead inStep 2. Pre-writingUse multimodal resources (ChinaReading for writing: ReadingDaily video clips) to activatepromotes writing, throughstudents' background about livingreading materials to understand in outer space, and guide studentsthe relevant topic vocabulary, to focus on the difficulties and joyssentence patterns, writing ideas of living in outer space.and structure of the materials.Including the overall scorestructure of the article, topic sentence ideas, etc. for studentsStep 3. While-writingto use in subsequent writing.Gradually improve the composition by outlining, writing topic sentences and details, andorganize the structure and generalStep 4. Post-writing content of the compositionbyThe self-examination and sharing listing the form of mind map,process is to allow students to which is clear and coherent.improve their composition in termsof spelling, sentence patterns,vocabulary, etc. The process ofStep 5. Further thinkingsharing helps to increase student The description of the alien worldmotivation.and the invasion of the earth inscience fiction novel ”Three-Body Problem", which is widely loved byhigh school students, children areStep 6. Summary & homeworkinspired to think deeply about theBy shooting and sharing videos in problem of alien life in spacethe form of vlogs that students like, exploration.the homework is more diversified.Teaching Plan - A journal entry about living in space?Teaching ProcessStepsActivitiesExpected Responses from SsIntentionsLevelDurationLead inTeacher plays a short video clip from China Daily and gets students to brainstorm ideas about difficulties of exploring into space and what it is like to be an astronaut.Students watch a short video clip from China Daily and to brainstorm ideas about difficulties of exploring into space and what it is like to be an astronaut.Use multimodal resources (China Daily video clips) to activate students' background about living in outer space, and guide students to focus on the difficulties and joys of living in outer space.Perception and attention5 minPre writing1. Read for gist: Teacher gets students to read the questions in this page. (guide them find some key words in questions)2. Read for details: Teacher gets students to skim through the passage to get the main idea.3. Read for writing: Teacher gets students to read the passage and answer the questions.4. Teacher gets students to find out astronauts everyday tasks and complete the mind map.5. Q&A: Teacher gets student to imagine students have spent 24 hours on board a spacecraft and describe the day.1. Read for gist: Students need to read the questions in this page.(Teacher guides them find some key words in questions)2. Read for details: Students need to skim through the passage to get the main idea.3. Read for writing: Students need to read the passage and answer the questions.4. According to the answers, students need to find out astronauts everyday tasks and complete the mind map.5. Q&A: Student need to imagine students have spent 24 hours on board a spacecraft and describe the day.Reading promotes writing, through reading materials to understand the relevant topic vocabulary, sentence patterns, writing ideas and structure of the materials. Including the overall score structure of the article, topic sentence ideas, etc. for students to use in subsequent writing.Description and illustration8 minTeaching ProcessStepsActivitiesExpected Responses from SsIntentionsLevelDurationWhile writing1. Teacher gets students to write down outline of their journal entries2. Teacher gets students to write down topic sentence every passage3. Teacher gets students to write down details of every passage. (Please write down main vocabulary of your journal entries and try best to use the phrases and words you have learned in high school)4. Teacher gets students to organize materials they have written5. Teacher gets students to complete their journal entries.1. Students need to write down outline of their journal entries2. Students need to write down topic sentence every passage3. Students need to write down details of every passage.(Please write down main vocabulary of your journal entries and try best to use the phrases and words you have learned in high school)4. Students need to organize materials they have written5. Students need to complete their journal entries.Gradually improve the composition by outlining, writing topic sentences and details, and organize the structure and general content of the composition by listing the form of mind map, which is clear and coherent.Internalization and application18 minPost writing1. Self-editing: Teacher asks students to check their writing by themselves after finishing.2. Sharing: Teacher invites some students to share their writing in front of the class and make some comments.1. Self-editing: Students need to check their writing by themselves after finishing.2. Sharing: Students need to share their writing in front of the class and receive some comments from teacher.The purpose of theself-examination and sharing process is to allow students to improve their composition in terms of spelling, sentence patterns, vocabulary, etc. The process of sharing helps to increase student motivation.Reflection4 minFurther thinking1. Teacher asks students whether they have ever read Liu Cixins most famous science fictions: The Three-body Problem?2. Teacher introduce the books briefly and asks students to tell the main idea of the first book.3. Teacher asks students to have a further thinking: We have been searching for life on other planets all through the years. Is there possibility that in space therere life forms looking for us as well? What is their life like in your opinion? Do you wish to be visited / greeted by them? Why / Why not?1. Students think about whether they have ever read Liu Cixins most famous science fictions: The Three-body Problem?2. After listening the brief introduction and students need to tell the main idea of the first book.3. Students need to have a further thinking about the above topic: We have been searching for life on other planets all through the years. Is there possibility that in space therere life forms looking for us as well? What is their life like in your opinion? Do you wish to be visited / greeted by them? Why / Why not?Through the description of the alien world and the invasion of the earth in Liu Cixin's science fiction novel "Three-Body Problem", which is widely loved by high school students, children are inspired to think deeply about the problem of alien life in space exploration.Critical thinking3minTeaching ProcessStepsActivitiesExpected Responses from SsIntentionsLevelDurationSummary & Homework1. Teacher asks students to tell the whole class what they had learnt in this writing class2. Teacher briefly summarise the main knowledge in this class, expecially how to produce a journal entry.Make sure the topic collect materials list the outline organise materials write the draft check1. Students need to tell the whole class what they had learnt in this writing class2. Students need to listening to teachers introduction about the main knowledge in this class and take some notes.Make sure the topic collect materials list the outline organise materials write the draft check1.To help students reflect on their real life and find out how green they are at home or in community. 2.To give a scene to encourage students to have a try to reuse something and test whether they can use “cause-effect” to share their ideasReflection7 minTeacher shows the homework today:假如你是李华，有幸参加了一个太空旅行项目，已经在太空生活了几天 的时间。请你用英语录制一个短视频向地球上的朋友们简单介绍一下你 在太空的第一天的生活场景，要包括吃饭、锻炼以及睡觉等几个方面。Students need to look at the homework:假如你是李华，有幸参加太空旅行项目，已经在太空生活了几天的时 间。请你用英语录制一个短视频向地球上的朋友们简单介绍一下你在 太空的第一天的生活场景，要包括吃饭、锻炼以及睡觉等几个方面。By shooting and sharing videos in the form of vlogs that students like, the homework is more diversified.Connettion11 minBlackground DesignLesson 5 Writing: A journal entry about living in spacePart 1. Lead inLife scenarios, including eating,My journal entry in spacePart 2. Bodyexercising, sleeping and so on.Part 3. Summary学科网（北京）股份有限公司