教学过程

主 要 教 学 内 容 及 步 骤

Unit 1 What Inspires Innovation？

Extended Reading & Real-Life Activity

Ⅰ.学习任务

1. 知识与能力目标：1). 能够理解各类创新灵感来源，识别并阐述每种灵感来源对应的具体实例。

2). 能够了解说理性说明文从概括到具体的语篇结构特征，识别和区分语篇中用于引出创新灵感来源的引导句和用以举例说明的支撑句。

2. 过程与方法目标：能够表达自己对创新灵感来源的思考，并举例证明；通过了解创新灵感的来源拓宽对创新的认识，培养创新能力。

3.情感态度价值观目标：能够通过参与产品创新设计活动，提高对创新的兴趣和热情，养成主动观察生活、发现问题并寻求创新解决方案的意识。

Ⅱ. 教学指导

1. The audio-lingual method

2. The task-based method

3. Group Discussion

Ⅲ.学生活动

Step 1

Pre-reading

Situation Introduction

Situation: Innovation may come from rethinking and improving what already exists rather than inventing something entirely new. By observing the world and drawing inspiration from tradition and experiences, we may develop innovative ideas that shape our future.

T raises questions like: Where do innovative ideas come from?

Ss discuss and express their ideas freely.

Step 2

While-reading

1. Reading for the Main Idea

(1) T asks Ss to read the text and find out the four sources of inspiration.

(2) Ss read the text and circle or summarize the four sources of inspiration. If Ss have difficulty, T can ask Ss to match each of the four sources of inspiration listed in activity 1 with its relevant paragraph.

教学过程

主 要 教 学 内 容 及 步 骤

(3) T asks some Ss to give the answers and makes explanations when needed.

2. Reading and Matching

(1) T asks Ss to read the examples in activity 1 and translate them into Chinese. T gives assistance when needed.

(2) Ss read the text again and match each source of inspiration with its example.

(3) T asks some Ss to give the answers and makes explanations when needed.

3. Text Analysis—Structure and Features

(1) T asks Ss to think about:

Ø  What is the goal of an expository writing?

– To introduce (the sources of creative inspiration).

Ø  What is the structure of the text?

– Para. 1: the brief introduction to the sources of creative inspiration.

– Para. 2-5: the detailed  information of the four sources of creative inspiration and their examples.

Ø  – Para. 6: the summary of the sources of creative inspiration.

Ø  What are the features of an expository writing?

– To be objective, to write in third person, to use present tense, and etc.

(2) Ss try to conclude the structure and features of an expository writing.

Ⅳ. 任务训练

1. Retelling

Step 3

Post-reading

(1) T asks Ss to retell the sources of inspiration and its examples.

(2) Ss work in groups and retell the passage with the help of the expressions and statements in  activity 1.

教学过程

主 要 教 学 内 容 及 步 骤

(3) T asks Ss to retell the passage and provides assistance if needed.

2. Source of Inspiration in Daily Life

(1) T shows the pictures of a bamboo shopping basket and asks Ss read its description.

(2) T raises the question: What is the source of inspiration of the bamboo shopping basket?

(3) Ss write down the answers and some Ss share their answers with the class. T encourages Ss to tell the reason for judgement.

(4) T asks Ss to give an example of a product, describe it, and tell its source of inspiration.

(5) Some Ss share ideas and T gives assistance when needed.

Step 4 Real Life Activity

1. Brainstorming

Task: You are going to participate in the China Innovation and Entrepreneurship Competition for Vocational School Students. Suppose your team wants to redesign a product by adding innovative features or new functions and present it at the competition.

(1) T asks Ss to brainstorm a product and think about the following questions:

Ø  Which product do you want to improve?

Ø  Why do you want to improve it?

Ø  What elements do you want to improve?

Ø  How to improve your product?

教学过程

主 要 教 学 内 容 及 步 骤

(2) T shows the chart in Step 1 and asks Ss to work in groups, discuss, and fill in the chart.

(3) Ss discuss in groups and fill in the blanks about the design ideas.

(4) T asks Ss to give the answers and makes explanations when needed.

2. Table Filling

(1) T presents the table in Step 2 and asks Ss to fill in the table with the information they have discussed in groups.

(2) Ss work in groups, ask and answer the questions and write down the answer to each question in books.

(3) T asks some Ss to give the answers and helps Ss collect information for the introduction of their models.

3. Model Introduction

(1) T asks Ss to write down the information collected in the previous step in the framework in Step 3 and get prepared for presentation.

(2) After Ss finish writing, T organizes peer reading to correct grammatical errors. T provides assistance when needed.

(3) Some Ss present their innovative product models to the class, with suggestions and comments from other students. T helps to correct Ss’ pronunciation and grammatical errors during the presentation.

Step 5

Summary

1. Sources of inspiration and their examples.

1. Sources of inspiration and their examples.

3. Introduction of the model.

Ⅴ.布置作业

Step 6

Homework

1. Polish in-class retelling, record a radio and upload it onto the platform.

教学过程

主 要 教 学 内 容 及 步 骤

2. Revise the introduction of the model and put it up on the wall in the classroom.