预设时间 | 活动步骤 | 学教活动 | 学教意图 | 学科核心素养提升点 |
4’ | Step1 Lead-in | 1.T guides Ss to view the photos about food posted on WeChat Moments and guess the figure. 2.Ss are led to think over the relationship between our body and our eating habits. T leads in the topic with a proverb “We are what we eat” | 创设情境，引入话题，激发学生学习兴趣，初步思考饮食与健康的关系。 | 语言能力：用语言知识表达的能力 文化意识：引导学生形成健康的饮食习惯和生活方式， 拥有积极的生活态度 |
3’ | Step 2 Pre-writing | 1.T invites Ss to read a survey report by Li Hua and match the main idea with each part. 2.T inspires Ss to summarize the structure of a survey report and write it down on the blackboard. | 关注文章体裁，获取文章结构，为提取和归纳各部分的主要内容作准备。 | 学习能力：获取、概括信息 |
6’ | Step 2 Pre-writing | 1.T invites Ss to think “what should be included in each part and what useful words and expressions can we use for writing our own survey report? 2.Ss are guided to underline the useful words and expressions in each part. T gives some hints when Ss have difficulty and add some expressions to enrich their writing. 3.T gives Ss a tip to quote a proverb or saying related to healthy eating. | 进行写前构思，为接下来的写作任务准备并构建内容图式和语言图式。培养学生语篇衔接的能力，尝试通过引用与健康饮食有关的谚语增加观点的说服力。 | 语言能力：提取概括信息；描述阐释意义 |
4’ | Step 2 Pre-writing | 1.T shows the writing task-to write a survey report about students’ eating habits. 2.Ss discuss in groups and translate words, phrases and sentences related to food and health.(GW) 3.T invites a group’s students to share their translation. | 学生通过联系本模块已学与健康饮食有关的表达，为接下来的正式写作作语言上的准备。 | 学习能力：合作学习与探究学习 |
2’ | Step 2 Pre-writing | Ss and T together reflect and summarize the wring tips for a survey report from structure, content and useful expressions in a mind map. | 在学生正式写作前再次总结内容图式和语言图式。 | 思维品质：利用结构图通过分析、概括并整合信息， 形成主题意义及语义内部联系。 |
10’ | Step 3 While-writing | 1. Ss work in groups of four to write a survey report on their own according to the mind map of writing tips. (GW) 2.T walks around the classroom to facilitate Ss’ writing. | 给学生提供实际的写作任务，让学生运用所学知识学写一篇关于健康饮食的调查报告。教师提供正面反馈，助力学生写作过程。 | 语言能力：写的能力 |
12’ | Step 4 Post-writing | 1. T introduces the evaluation criteria for a good survey report and writes down the criteria on the blackboard. 2. T evaluates, revise some of Ss’ writings and gives specific guidance to improve their writing. | 引导学生反思自己的写作过程，通过量表进行评价。教师根据学生实际情况决定评价与修改的次数。 | 学习能力：评价 思维品质：逻辑思维、批判性思维 |
6’ | Step 4 Post-writing | 1. Ss work in groups to evaluate and revise their groups’ survey report.(GW) 2. T invites Ss to evaluate the best writing in the group. 3. T asks Ss to stick the best writings on the wall of the classroom for further appreciation. | 学生在教师示范如何评价一篇调查报告后进行小组互评，选出最好的作品向全班展示。 | 语言能力：运用语言知识表达的能力 学习能力：倾听，评价，合作 思维品质：逻辑思维，批判性思维及创新思维 |
2’ | | Ss watch the video , know more about Healthy China Initiative .T calls on Ss to keep healthy lifestyle and be a healthy Chinese. | 深化主题意义，加强德育浸润 | 文化意识：联系现实生活，注意健康饮食，提高全民身体素质。 |
1’ | Homework | Polish and improve your survey report on students’ eating habits according to the mind map for writing a survey report and the evaluation criteria for What Makes a Good Survey Report . |
