对应课程目标

语言能力

了解句子结构特征，能识别语篇主题，提取归纳关键信息，理解隐含意义。（感知与积累）

能分析梳理常见书面语篇的基本结构特征，能用简单的连接词建立语义联系。（习得与构建）

能围绕相关主题，运用所学表达情感、态度和意图。（表达与交流）

文化意识

领会科学精神，正确地认识自我。（感悟与内化）

思维品质

能辨识语篇中的逻辑关系，能发现同类型语篇之间的相似之处和不同之处，能多角度、辩证地看待事物和分析问题。（观察与辨析）

能提取、整理、概括长语篇的关键信息、主要内容、思想、观点，判断各种信息的异同和关联；能从不同角度解读语篇，推断语篇的深层含义，作出正确的价值判断。（归纳与判断）

能针对语篇内容或观点进行合理质疑，评价语篇内容和作者观点；能根据语篇内容或所给条件进行改编或创编。（批判与创新）

学习能力

对英语有持续的兴趣和较为明确的学习需求与目标，主动学习并积极使用现代信息技术。（乐学与善学）

能主动反思自己英语学习中的进步与不足，调整学习计划和策略；能借助不同的数字资源和平台学习英语。（选择与调整）

能在学习过程中积极思考，主动探究，发展并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。（合作与探究）

对应课程内容

主题要求

本语篇属于人与自我”主题范畴，涉及自我认识、自我管理、自我提升。

语篇类型

本语篇为说明文，具备基础性、通用性和适宜性的特点。

语言知识

借助重音、意群、语调、节奏方面的变化，表达不同的意义、意图和态度。（语音知识）

理解和领悟词汇的基本含义，以及在特定语境和语篇中的意义、词性和功能，通过识别词根、词缀理解生词。（词汇知识）

了解句子的结构特征，体会所学语法的形式和表意功能。（语法知识）

理解说明文语篇的主要写作目的、结构特征、基本语言特点和信息组织方式，并用以说明事物和阐释真理。（语篇知识）

语言技能

借助语境克服生词障碍，分析和梳理常见书面语篇的基本结构特征和内容的主次关系，判断归纳作者的观点及语篇的主旨要义，辨别语篇中的衔接手段，判断语篇中句子之间、段落之间的逻辑关系。（理解性技能）

参与讨论，根据所给语篇进行简单的书面改编或创编，恰当质疑语篇的内容、观点，解释不合理处。（表达性技能）

文化知识

了解科学知识，正确认识大脑。

学习策略

搜索并利用线上线下资源丰富自己的英语学习；经常与同学形成小组，合作学习。（元认知策略）

在学习中善于利用信息结构图等理解主题来了解和运用各种阅读技巧和策略，如审题、略读，猜测词义、推断、理解篇章结构和指示代词的指代意义等，提升阅读的兴趣与能力。（认知策略）

对应学业质量标准

三级标准

3-6能运用一定阅读策略，借助表格、思维导图等工具梳理书面语篇的主要信息，理解大意。

3-7 在阅读稍长的语篇材料时，能理解主要内容，推断隐含信息，表达个人看法，提出合理疑问，分析和解决问题。

3-15 能结合图片、文字等提示信息，对语篇进行补充、续编或改编，语言基本准确。

3-17 积极参与课堂活动，与同班一起就相关主题进行讨论，合作完成学习任务。

1.运用一定阅读策略，借助表格、流程图等工具梳理书面语篇的主要信息，获取有关大脑知识的关键信息，总结大脑工作的流程；（学习理解：获取与梳理，概括与整合）

2.理解说明文语篇的主要写作目的、结构特征、基本语言特点和信息组织方式，推断语篇的深层含义，并用以说明事物和阐释真理；（应用实践：描述与阐释，分析与判断）

Step One: Lead in

Computers can do many things. These days we use computers all the time and we use them in many ways. Did you know that you have the most powerful computer in the world? Where is it? It’s part of you. It's your brain.

Step Two: Pre-reading

1. Talk and predict

l What you know: (possible answers)

It’s in our head.

It helps us think, learn and move.

It allows us to avoid danger.

It controls our feelings.

l What you want to know: (possible answers)

What is the brain?

How does it work?

Why is it amazing?

How can we protect and exercise it?

Step Three: While-reading

1. Read for gist

1) What is the text type?

A. Exposition (说明文)

B. Argumentation(议论文)

C.  Narration(记叙文)

2) How is the text organized?

A. From general to specific

B. From specific to general

3) What is the main idea of the text?

2. Skim and scan

1) Can you match the subtitles with the paragraphs?

l Para 2 Your brain is faster and more powerful than a supercomputer.

l Para 3 Your brain generates enough electricity to power a light bulb.

l Para 4 When you learn, you change the structure of your brain.

l Para 5 Exercise helps make you smarter.

2) Choose the right answer

l Your brain has the ability to deal with the information coming from_____.

A. the basic movements part of the brain

B. a supercomputer

C.  your eyes, ears, and other sensory organs

D.  microscopic cells

l What happens every time you learn something new or have a new thought or memory?

A. It gets harder to remember.

B. You will always forget it.

C. The emotion part of the brain is triggered.

D. The structure of your brain changes.

l What should you do if you are having a hard time learning?

A. Get up and exercise.

B. Give up.

C. Raise your hand.

D. Don't worry about it.

Observe students' performance in answering questions and learn how much they know about brain and what they expect to learn.

Students’ structured knowledge of the exposition is built with the help of the three questions.

Students’ abilities of summarizing the main ideas are assessed by providing subtitles for each paragraph.

设计意图：文章通过问题导入，引用名人“世界上最强大的计算机”的概念让学生产生好奇心，随后揭晓答案为大脑，并引导其对学习内容进行预测，让学生对今日所学内容产生好奇和期待。此文章为说明文结构清晰，每段都设有小标题，通过设置匹配标题和阅读选择的任务，匹配了考试技能训练，可以培养学生的梳理概括能力。

2.理解说明文语篇的主要写作目的、结构特征、基本语言特点和信息组织方式，推断语篇的深层含义，并用以说明事物和阐释真理；（应用实践：描述与阐释，分析与判断）

3.根据语篇提示预测接下来可能会写的内容，进行简单的书面改编或创编，恰当质疑语篇的内容、观点，解释不合理处；（迁移创新：批判与评价、想象与创造）

3. Read for details

1) Read para 2 and answer the questions.

l How does your brain control everything you do?(Circle out the key words)

l What writing technique is used to support the opinion?

l Why does the writer compare the brain to a computer?

l What does the “awesome ability” refer to(指)?

l (Critical thinking) The technology is developing quickly. Do you think computers will be more powerful than human brains one day? Why or why not?

2) Read para 3 and answer the questions.

What part of the brain helps the work?

l What else can you get from this paragraph?

l How does the writer write about neurons?

l (Critical thinking) Do the details really support the opinion? What can we add to the paragraph?

And ____________ a single neuron generates only a tiny amount of electricity, all your neurons together can generate enough electricity to power a bulb.

3) Read para 4 and complete the workflow chart.

l How is your brain changed?

l By giving e______ and d______ the process, we can learn that practice makes a d_______.

l It can be inferred from the last sentence of the paragraph that ______.

a) the brain adapts to(适应) information learned

b) the brain is not a big structure after all

c) the brain is a beautiful creation

l What else can change the structure of your brain?

4) Read para 5 and choose the right answers.

l How does the writer make his opinion convincing(令人信服)?

A. Listing

B. Making comparison

C. Quoting scientific research

D. Explaining the process

l What sport will you do to make you smarter?

l What may be talked about in the following paragraph?

A. How fast neurons send information

B. What may hurt your brain

C. How to protect your brain

D. How to train your brain

Students' internalisation of language and information is captured by observing whether they can summarize how the brain work and find out the writing methods employed in the article such as exemplifying and making comparison.

Students are expected to give their opinions on the further thinking questions and organize their languages to make themselves persuasive.

Students are expected to make reasonable predictions on what may be written about in the following passage.

设计意图：引导学生内化结构化新知和关键语言，并根据语篇信息解决实际问题，通过问题导向的任务，引导学生去分析文章的写作结构、手法与特征，并利用文章观点与例子支撑自己的观点。通过设置批判性问题，启发深度思考，探究深层意义，培养了学生的质疑精神。同时让学生为文章下一步会写什么内容进行合理预测，为创编文章做好铺垫。

4.参与讨论，认识到大脑的重要性，学习总结保护和锻炼大脑的方式，并运用在实际生活中。（迁移创新：想象与创造）

Step Four: Post-reading

1. Think further

1) Is everyone born smart?

Genius is 1% inspiration and 99% perspiration.

2) How do you exercise your brain?

2. Summarize

Pay attention to whether students’ group discussions and class presentations cover the main factual and implicit information talked about in the text, with the teacher giving guidance and feedback as necessary.

Observe how well they have mastered the main content of the text.

设计意图： 通过讨论，让学生认识到了保护大脑的重要性，并且能够结合自身情况，将锻炼大脑的方法进行有取舍地吸收，将努力奋斗、勤能补拙的信念贯彻执行。通过思维导图的总结归纳，概括复习这篇文章的要点，形成结构化知识。

Step Five: Assignment

Search and write

Do some research and write an ending for the text. You can refer to the following tips.