Unit4SpaceExplorationReadingforwritingIsexplorationspaceawasteoftimeandmoney?——DuYanli

YichangNo1seniorHighSchoolCONTENTSAnalysisoftheTeachingMaterialsIAnalysisofthestudentsIIthelearningobjectivesIIITeachingProcedureIVVBlackboarddesignVIThereflectionI.AnalysisoftheTeachingMaterialsStatusandfunctionTeachingimportantanddifficultpoints1.StatusandfunctionTheme:SpaceexplorationStyle:argumentationContent:Isexplorationspaceawasteoftimeandmoney?Status:ThecenterofaunitcontainingthemostwordsandexpressionsAgoodexampletodevelopstudentswrittenEnglish2.TeachingimportantanddifficultpointsTeachingimportantpoints:●understandthewholepassagefromdifferentaspects●talkaboutspaceexplorationintheirownopinion.Teachingdifficultpoint:●improvethestudents'criticalthinkingabilityⅡ.

AnalysisofthestudentsLanguagecompetenceobjectivesThinkingqualityobjectivesCultural-awarenessobjectivesLearningabilityobjectivesⅢ.Learningobjectives●Readtheargumentativeessayaboutspaceexploration;●Studytheorganisationandlanguagefeaturesoftheargumentativeessay;●Trytowriteanargumentativeessayaboutspaceexploration.

LearningObjectivesLeadinginwritingHomeworkWhilereading(skimming,scanning,carefulreading)assessment12345TeachingProcedures6postwritingLeadin:IsExploringSpaceaWasteofTimeandMoney?＊createarelaxedatmosphereforthestudentstoexpressthemselvesfreely＊

arousetheirinterest＊broadenSshorizonsSkimforthetexttypeA.argumentation（議論文）B.narration（記敘文）C.traveljournalA.argumentation（議論文）Purpose:togetageneralunderstandingofargumentationWhydoestheauthorusetheword“shallow”?However,othersfeelthisisa

shallow

viewwhichfailstorealisehowexploringspacehelpsus.Para.1Activity1:ReadandAnswerthesisstatement（中心觀點(diǎn)）Tip1:Usingwordsimpliedwithsubjectivemoodcanshowtheauthor’sopinion.＊todevelopandtraintheSs’sabilityofcatchingkeyinformation.＊tohelpthemconcentrateonthestructureandthelanguagefeaturesofanargumentativeessay.Introduction(Para1)DifferentviewsThesisstatementBody(Para2-4)Para2Argument1SupportingdetailsPara3Argument2SupportingdetailsPara4Argument3SupportingdetailsConclusion(Para5)RepeatthestatementStructure＊Sscanhaveaclearunderstandingofthestructureaccordingtothepassageonthetextbook.Activity6:ReadandFindReadthepassageagain.Searchfortransitionalwords.Showthestatement(呈現(xiàn)觀點(diǎn)):Somepeoplearguethatweshould...Instead,weshould...However,othersfeel...It’sbelievedthat...Peopleholdtheviewthat...Givingexamples(舉例):forexample,suchas,andsoon＊toleadtheSstofocusonthelanguagefeaturesoftheargumentativeessayandpavethewayforthefollowingactivity.Brainstorm:HowtowriteanargumentativeessayStep1:decideonatopicStep2:StructuretheessayStep3:polishthelanguageIntroduction:differentopinionsandthethesisstatementBody:argumentsandsupportingevidenceConclusion:restatementofthewriter’sopinion＊Tobettertheirunderstandingofthestructureofanargumentativeessay.

＊topreparethemforthewriting.AgainstspaceexplorationForspaceexplorationAddyourownideasandwriteyouressayaboutMusk’spaceexploration.WritingTheSpaceXStarshipliftsoffsuccessfullyforitsfirsttestflightbutexplodedshortlyafterward.IsisworthwhileforMusktospendsomuchmoneyinspaceexploration?

＊TohelpSstransferwhattheyhavelearnedtopractice.＊toguideandhelpSshaveathoroughunderstandingoftheprocedureofwritinganargumentativeessay.＊tocultivatetheircriticalthinking.Self-assessmentAspectsItemschecklistYes/Nostructure1Isthereastatement,argumentandsupportingevidence?contents1Aretheexpressionofthestatementandargumentclear?2Dotheargumentssupportthestatement?3Doesthesupportingevidencesupporttheargument?language1Isthelanguagesubjective,logical,convincingandvivid?2Arethereanygrammar,spelling,orpunctuationerrors?＊ToimproveSs’assessmentabilityandhelpthemenhancewhattheyhavelearntthroughthislesson,whichcanalsoprovideaplatformforSstoshareandlearnmutually.Doestheintroductionstatethetopic?Doestheintroductionexpressdifferentopinionsaboutthetopic?Doesthebodygiveargumentswithsuitablesupportinginformation?Isthelanguagesubjective,logical,convincingandvivid?Doestheclosingexpressthewriter'sopinionandendproperly?Arethereanygrammar,spelling,orpunctuationerrors?assessmentV.blackboarddesignstructureshowthestatementpresentargumentsprovidesupportingevidencerepeatthestatementargumentationlanguagefeaturessubjectivelogicalconvincingvividⅥ.Thereflection

閱讀與寫作板塊的設(shè)計意圖主要包括三個方面：（1）采用以讀促寫、讀寫結(jié)合的形式，重點(diǎn)培養(yǎng)學(xué)生的寫作能力。該板塊的閱讀功能不僅僅是為了獲取語篇信息，更重要的是幫助學(xué)生