1、Developing ideas板块教学设计（建议时长8090分钟，教师可根据教学实际酌情调整。）课型Reading + Writing主题语境人与社会科技发展、人类生活的变化内容分析本文是一篇议论文，介绍了人们对富兰克林著名的“风筝实验”真实性的怀疑和求证，学生通过阅读和完成活动初步了解科学精神的内涵，培养批判性思维。读写部分的范文介绍了鸡蛋入杯压强实验的过程及结果。实验报告共分为三段，采用总分总的结构。第一段总体介绍实验的目的，第二段介绍实验所需材料和实验过程，第三段汇报实验结果，以及实验收获。语篇通过This experiment is designed toI preparedProc
2、edure, After the experiment等句型，把整个实验过程一一展开。教学目标1. 读懂语篇大意，获取文章的主要信息，概括文章的主要内容；2.了解议论文的文体特征；3. 进一步加深对本单元主题意义的认识，形成初步的科学思想和科学探索精神；4. 理解并掌握实验报告的文体特征；5. 模仿范文，写一篇实验报告。在写作过程中学习和运用新的词汇、句型。教学重点1. 引导学生读懂文章，获取富兰克林的风筝实验真实的过程，加深对本单元主题意义的认识，形成初步的科学思想和科学探索精神；2. 引导学生梳理实验报告的篇章结构，勾画并运用有关 “an experiment report” 的过渡性词汇
3、及句型表达。教学难点1. 引导学生通过阅读文章，认识到“we should not always believe everything we read or hear, even if it is a great story”，形成对“seeing is believing ”的理解；2. 引导学生掌握实验报告的篇章结构和实用表达。教学策略交际教学法、任务型教学法Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. T asks Ss to read the introduction
4、 to Benjamin Franklin.2. T asks Ss to share any other information about him. 1. Ss read the introduction to Benjamin Franklin.2. Ss share some information about him.Lead to the topic, activate the Ss background knowledge.Activity 21. T asks the Ss to read “learning to learn” and the title to predict
5、 what the essay might focus on.2. T asks Ss to read the passage and check their prediction.1. Ss read “learning to learn” and the title to predict the essay.2. Ss read the passage and check their prediction.Predict the topic of the essay through tips and the title.Activity 3T asks Ss to number the s
6、tatements to show how peoples attitudes towards Franklins experiment have changed.Ss number the statements in Activity 3 based on the information from the interview.Understand the information intended to convey to Ss in the text.Think & Share1. T asks Ss to discuss the four questions in “Think and S
7、hare”.2. T invites some Ss to share their opinions.Ss discuss the four questions in groups and then share with the class.Use the useful expressions related to the theme of the unit to express their own ideas.Activity 41. T asks the Ss to explain their understanding of the saying “Seeing is believing
8、” and discuss their ideas in groups.2. T asks the Ss to make notes about their understanding and list supporting ideas using information in the passage.3. T asks the Ss to exchange the ideas in groups and helps the Ss organise their talk following the steps in Activity 4.4. T encourages some Ss to m
9、ake presentations.1. Ss explain their understanding of the saying “Seeing is believing” and discuss their ideas in groups.2. Ss make notes about their understanding and list supporting ideas.3. Ss exchange the ideas in groups4. Some Ss make presentations.Consolidate and integrate the language and co
10、ntent learnt.Activity 51. T asks Ss to read the instructions of the experiment and predict the results of this experiment.2. T encourages some Ss to demonstrate the experiment on the platform. 3. T guides Ss to watch the experiment carefully and check the result.4. T asks the Ss to discuss the resul
11、t and try to find out what they learn from the experiment.1. Ss to read the instructions of the experiment and predict the results of this experiment.2. Some Ss demonstrate the experiment on the platform. 3. Ss watch the experiment carefully and check the result.4. Ss discuss the result and find out
12、 what they learn from the experiment.Read an experiment report and understand the structure of an experiment report.Activity 61. T asks Ss to complete the boxes with the information in Activity 5. And do further research if necessary.2. T asks Ss to write a report of the experiment, and reminds them
13、 to use the useful expressions. 1. Ss complete the boxes with the information in Activity 5.2. Ss write their experiment report according to the notes. Practise an experiment report with the help of the given structure.Activity 71. T shows the criteria of a good experiment report and demonstrates how to judge an experiment report.2. T asks some Ss to show their experiment report to the class, and invites other Ss to judge.Ss show their experiment report to the class, and do peer evaluation.Improve writing through peer evaluation.
