牛津译林版（2019）必修 第三册Unit 1 Nature in the balance Integrated skills教学设计

高中英语选修B3U1 Integrated skills教学设计
在本节课中，陈老师是基于“产出导向法（POA）”理论来进行教学设计的。因此，有必要先对该理论的教学流程有一个大致的了解。
Product-Oriented Approach (POA)的教学流程：“驱动(output-driven)---促成(input-enabling)---评价(assessment)”循环链。
输出驱动帮助学生明确学习目标，定位能力缺口；促成环节通过多样性的促成活动帮助学生内化选择性的学习材料，促进产出；评价环节为课中和课后产出 提供反馈和建议。
学习目标：
1.通过听读的活动，学生能够说出旅游计划的要素和特点。
2.通过讨论的活动，学生能够收集镇江的景色和特色文化的信息，并组织和分享他们的镇江二日游计划。
3.通过写的活动，学生能够辨别正式和非正式语气，并回复邮件，且能根据受众特点正确选择合适的语言和语气。
4.通过思考，学生能够真切地表达对家乡和祖国的赞美，燃起爱国爱家乡之情。
说课：
教材解读：
By doing so, students can know more and deeper about their own hometown, thus strengthening their confidence and love for their hometown, and China.
输出驱动：
Step1: play a self-made video about our hometown being the happy planet
Step2: receive an email from a foreign, asking for a 2-day travel plan
老师好搞笑哈哈多才多艺
输入促成：
Step3: make a 2-day travel plan
call Steven for more information (listening)
study the sample travel plan about Shanghai (reading)
discuss the 2-day travel plan in pairs (speaking)
Step4: write the travel plan in email
以评促学：
Step5: assess the email by peers and teachers
评价结束后的课堂案例：
Step6: email the letter to Michael and ask students: how would Michael feel
发送邮件to Michael. So just imagine, if you were Michael, when you receive such a letter, how would you feel
Step7: receive a reply email from Michael and ask students: how do you feel
After receiving Michael's letter, how would you feel