牛津译林版（2019）选择性必修 第二册Unit 3 Fit for life Integrated skills (II) 教学设计

Unit 3 Fit for life
Integrated skills (II)（教学设计）
I. Learning objectives
By the end of the lesson, students will be able to:
1. talk about the problem of short-sightedness among Chinese students;
2. list the effective measures to deal with the rising percentage of short-sightedness;
3. write an article on short-sightedness among Chinese students.
II. Key competence focus
Write an article on short-sightedness among Chinese students.
III. Predicted area of difficulty
Present information related to short-sightedness clearly and logically.
IV. Teaching procedures
Step 1 Lead-in
T asks Ss the following questions to help Ss review what they learned in the previous period and get ready for the discussion later.
Q1: What are the measures taken by No. 9 High School to protect students’ eyes
Q2: What are the measures taken by our school to protect our eyes
Q3: What else can we do to protect our eyes
Q4: Who should play the major role in protecting our eyes Why
【设计意图：通过提问帮助学生复习上一节课学习的关于保护眼睛的举措，了解本校为保护学生视力采取的措施，并补充其他有效措施，激活已有知识，为下一步口头输出做准备。在这个过程中培养学生的发散性思维，同时让学生意识到保护眼睛的主要责任在我们自己，从而增加护眼意识及责任感。】
Step 2 Discussion in pairs
1. T asks Ss to think about the following questions and then discuss with their partners.
What is the present situation of short-sightedness among Chinese students
What are causes of short-sightedness
What can we do to protect our eyes
2. T helps Ss accumulate some useful expressions to talk about cause and effect.
Due to/Because of/As a result of/As a consequence of/Owing to ..., short-sightedness has become a serious problem.
As a result/As a consequence/Consequently/Therefore, more and more students ...
Because/Since/As ..., students ...
Such problems arise out of/arise from ...
... is caused by ...
The reason why ... is that ...
3. T asks some pairs to share their dialogues.
4. T asks Ss to read the sample dialogue to get a better understanding of the topic.
【设计意图：C部分的三个问题是本节课写作中的重要组成部分，在独立思考之后，学生找搭档交流探讨。同时，教师带领学生一起头脑风暴，引导学生挖掘和积累更多功能性语言，激活学生已有知识，并为有需要的同学搭建支架。教师鼓励学生大胆表达，提高学生的口头表达能力，也为后面的写作做好内容铺垫。】
Step 3 Preparing for writing
T asks Ss to figure out the structure of the article about short-sightedness before writing.
Beginning: An introduction to the current situation.
Body: An analysis of the causes.
Conclusion: Suggestions to improve the situation.
T offers some tips on the language of the article.
To put forward your suggestions, you can use expressions like:
The situation could be improved if ...
An effective way to ... is ...
It is beneficial for ... to ...
It is advised/suggested recommended that ...
You can also write about the improvement you would like to see using expressions like:
It is my belief that ...
I am looking forward to ...
I am fully convinced that ...
【设计意图：激发学生积极思考，主动参与写作准备活动。教师帮助学生梳理语篇的结构和支架，帮助他们积累多样化的词汇和句子结构，提高综合运用语言的能力，为学生的动手写作搭建支架。】
Step 4 Writing and revising
Writing a draft
T asks Ss to write an article about short-sightedness. Meanwhile, T encourages Ss to use what they have learned in this period.
Self-review
T leads Ss to revise their own writing in terms of the six aspects:
□ Punctuation □ Spelling □ Grammar
□ Choice of words □ Style (formal/informal) □ Structure
T leads Ss to revise their own writing considering the following questions:
Does your writing cover all the main points in your writing plan
How can you improve your writing
Peer review
T guides Ss to exchange their writings and do some peer review considering the following questions:
What does your partner think of your writing on short-sightedness
What improvements does your partner advise you to make
【设计意图：在完成前面几个环节的学习活动后，要求学生写一篇关于近视的文章，让学生对所学知识进行充分实践。并通过自我评价和同伴互评，进一步巩固所学知识，培养学生的自主学习能力和合作意识。】
Ⅴ. Homework
Polish up your writing.