Unit 1 School life Project
徐州二中 葛建华
课前导学案 + 课上活动单 + 当堂展示、评价
课前导学案（输入过程）
课上活动单 (知识的细化、整合)
当堂展示、评价（输出过程）
导学案（输入过程）
Step1. Fast reading (1 minute)
What are the names of the two school clubs?
__________________________________________________________________
Step2. Detail reading （7 minutes）
Every morning we tells our schoolmates about ________, __________, and _________
that the teachers want to broadcast.
In the club meetings, we first __________ that we love and read them ________. I was a little
________ at first, but everyone was so _____________that I soon stopped worrying.
Step3. Language points:
1. approve （Page18, Line7）
(1) vt 批准，通过” The President approved the building plan.
(2) vi 赞成，认可，同意” approve of
(3) n approve → approval 名词
Her parents don’t ________their marriage. 她父母不赞成他们的婚事。
2. charge （Page18, Line8）
n. (1) 负责，掌管 sb. be in charge of … 某人负责……；in/under the charge of sb. 由某人负责
take charge of … 负责……
The company is now in the charge of Mr. White.
=Mr. White is now ____________the company. 公司现在由怀特先生负责。
v. (1) 使承担责任
(2) 收费 charge sb. $50 for a meal
(3) 指控，控告 He was charged with murder. 他被控犯有谋杀罪。
3. inform v. 通知 （Page18, Line16）
(1) inform sb. about/of sth.(正式)告知某人某事
Please ________ us _______ any change of address as soon as possible.
请尽快通知我们地址的变动。
(2) inform sb. + that-从句 告知某人……
Practice
1. I think doctors should _________the patients of the side effects of the medicine they take.
2. I do not ___________your choice of friends.
[设计说明]：project 不同于reading,但仍然也要考虑到学生在课前知识输入时可能遇到的问题，因此、导学案能够更好地帮助学生课前自己处理语言点，含义，常用搭配及造句。为课上的提高升华做好了铺垫。
活动单 (知识的细化、整合)
Step1. Check the answer quickly and ask your partners or the teacher for help if you have any difficulties. (5’)
[设计说明]：这一步是过渡阶段，从课前自学的输入阶段过渡到课上知识整合阶段。各小组在黑板上呈现答案，应该来说不会出现太多问题。如有问题，可以组内解决，或者是老师点拨答疑。
Step2. Reading (pair work)
1. Divide your group into pairs. In each pair, ask one student to read passage one and the other student to read passage two.
2. work in pairs and get information of the passage which you haven’t read by asking your partner the following questions:
1) What club is it?
2) When was it started?
3) Who started it?
4) Why was it started?
5) What does the club/ a club member do?
3. Summary—passage one
The________________ club was started ____________by _________ to __________.
The club/ club members ______________________________________.
Summary—passage two
The________________ club was started ____________by _________ to __________.
The club/ club members ______________________________________.
4. Draw a conclusion
1. What are the basic elements of a club?
(1)____________ (2)____________ (3)_____________ (4)_______________ (5)_____________
2. Could you find more elements of a club?
_________________________________________________________________
[设计说明]：让同桌的两个同学分别阅读两篇文章中的一篇，使学生之间形成信息差，再让他们用一组问题来从对方获取信息。在通过问答实现了信息的传输后，再让提问的同学把了解到的信息用一段话做一个概要总结，完成信息的整合与输出。在此过程中，学生练习了通过阅读、提问等多种渠道获取信息，为下一步俱乐部海报的制作挖掘出基本要素。即What, when, who, why, activities.使得学生能把关注的焦点集中在同一点上，不至于设计的范围太漫无边际,进而实现了知识的整合。在此基础上，可以适当的发挥学生的创造性。通过问问题，你还能想出其他要素吗？学生有可能增加一些要素，如：地点、社员权利，如免费借阅三本以上的图书，优先发表文章，免费借光碟等等。这一步鼓励了学生的创造性。
Step3. Group -discussion
1. Which of the two clubs will you choose? (Students with the same choice can form groups of six.)
________________________________________________________________
2. If you’re asked to design a poster for this club, what information will be covered to attract more people?
_________________________________________________________________
[设计说明]：自主选择，了解学生更喜欢哪一个club，并让有相同选择的同学形成六人小组。分组后，让学生讨论给这个club设计海报要涵盖哪些内容以吸引跟多人加入， 促使学生思考海报传递的信息内容。如：有吸引力的图片，劝说性的言语。所以，讨论的结果，既明确了兴趣小组的方向，又解决了如何让海报更有吸引力的问题，为海报的生成打下基础。
Step4. Making a poster advertising a school club
(结合Task 中所学的date, day, time等缩略形式，使海报更简洁)
1. [planning] Divide the task among group members: collecting information, making the poster, presenting the poster.
|
Group |
Collecting information |
Making the poster |
Presenting the poster |
|
|
student A_________
student B_________
student C_________ |
student D___________
student E____________ |
student F ___________ |
2. [preparing] Group members need to decide whether there is any information to be added to the poster besides the information they have agreed on from discussion. Also they need to think about how to make the poster more attractive?
(1) Discuss with your partners to decide whether there is any information to be added to the poster besides the basic information and write them down______________________________________________________.
(2) Discuss with your partners about how to make the poster more attractive and write them down.
___________________________________________________________.
3. [producing] Group members do writing and drawing to make the poster.
Student D and student E do writing and drawing to make the poster.
4. [presenting] Ask each group to present their posters in the front of the classroom.
[设计说明]：这一步使得task和project紧密相连，task是输入，project是输出。学生在之前讨论的基础上，分工合作，制作海报，并上台展示，让学生体验在合作中学习。
当堂展示、评价（输出过程）
Put your poster on the wall of your classroom. Have as many students sign up as possible. The representative of each group should sign up for three clubs. The group which gets the most members wins the competition.
[设计说明]：当堂展示能促使学生将刚刚理解的知识加以应用，在应用中加深理解。当堂评价能够激发学生参与课堂学习的积极性,是一个重要环节。当各组海报都贴到展板上后，每组派个代表在最有吸引力的海报下签名，至少是签三张海报，这就避免了每组代表只在自己的海报下签名的情况。同时，老师也签三张海报去参与评价，总体上尽可能地做到了客观评价。最后，赢得签名最多的小组赢得比赛。
Step 5. Homework
1. Part B1 on P87, workbook.
2. Parts D1, D2 on P89, workbook.
