Unit 3 Times change!（六）Project板块教学设计
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| 名称 | Unit 3 Times change!（六）Project板块教学设计 |  | |
| 格式 | doc | ||
| 文件大小 | 1.3MB | ||
| 资源类型 | 试卷 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2021-12-16 11:28:18 | ||
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文档简介
中小学教育资源及组卷应用平
Project板块教学设计(此部分教师可根据教学实际酌情处理。)
课型 Speaking
主题语境 人与社会——新旧时代社会和生活等各方面的对比及改变
内容分析 本单元的项目实践活动要求学生采访老一辈人，了解从过去到现在的几十年里，他们的生活方式发生了怎样的改变。学生通过对老一辈人的采访，能更好地体会时代的变迁，并思考自己能从中学到什么。学生在教师的指导下，进行自主学习、合作学习与探究式学习，综合运用本单元所学知识，有效完成开放型任务，进一步挖掘人与社会的主题语境，增强积极应对各种变化和挑战的信心。
教学目标 在本板块学习结束时，学生能够：熟悉采访流程，如多渠道研究、讨论、筛选话题、问题筹备等，培养识别、分析和整合信息的能力；综合运用本单元所学知识，整理采访内容，制作幻灯片并做出展示；通过开展合作探究，提升沟通和协作能力；学会与不同年龄和背景的人进行沟通，了解长辈的人生故事并进行思考，树立正确的人生观和价值观。
教学重点 引导学生熟悉采访流程，整理采访内容，制作幻灯片并进行展示。
教学难点 引导学生开展合作探究，提升沟通和协作能力；引导学生学会与不同年龄和背景的人进行沟通，了解长辈的人生故事并进行思考，树立正确的人生观和价值观。
教学策略 任务型教学法
（2019）外研版高中英语选择性必修二
Unit 3 Times change! 教学设计
（六）
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate (In the previous class,) Teacher asks students to do research online or in the library and make a list of the areas in which things have changed over time.Teacher divides the class into groups and asks students to talk about the ways in which they think each of the areas has changed. Before class, students do research online or in the library and make a list of the areas in which things have changed over time.Students talk about the ways in which they think each of the areas has changed in groups. To get students prepared for the activities, and develop their ability to learn and explore individually.To help students get to know some aspects of changes in lifestyles.
Plan Teacher asks students to decide who, and how many people, they would like to interview. Teacher encourages students to decide on the questions they would like to ask and write a listTeacher instructs students to divide their groups into pairs and decide who each pair will interview. Students decide who, and how many people, they would like to interview. Students decide on the questions they would like to ask and write a list.Students divide their groups into pairs and decide who each pair will interview. To help students prepare for the interview and emphasise the importance of cooperation with others.
Create Teacher asks students to carry out the interviews, making notes of the interviewees’ answers.Teacher asks students to try to borrow their interviewees’ visual or written records of the past.Teacher asks students to put all the information and materials gathered in a slide presentation. Students carry out the interviews, making notes of the interviewees’ answers.Students ask their interviewees whether they could borrow their interviewees’ visual or written records of the past.Students put all the information and materials gathered in a slide presentation. To offer students a chance to interview older generations about their lifestyles and learn to use the slide presentation.
Present Teacher encourages students to present their slides to the class.Teacher encourages students to find out which of the changes in lifestyles is the most interesting one and give reasons. Students present their slides to the class.Students appreciate and evaluate the slides with the teacher together and find out the most interesting changes in lifestyles. To help students improve skills in giving presentation.To help students learn from each other.
15 HYPERLINK "http://www.21cnjy.com/" 21世纪教育网(www.21cnjy.com)
Project板块教学设计(此部分教师可根据教学实际酌情处理。)
课型 Speaking
主题语境 人与社会——新旧时代社会和生活等各方面的对比及改变
内容分析 本单元的项目实践活动要求学生采访老一辈人，了解从过去到现在的几十年里，他们的生活方式发生了怎样的改变。学生通过对老一辈人的采访，能更好地体会时代的变迁，并思考自己能从中学到什么。学生在教师的指导下，进行自主学习、合作学习与探究式学习，综合运用本单元所学知识，有效完成开放型任务，进一步挖掘人与社会的主题语境，增强积极应对各种变化和挑战的信心。
教学目标 在本板块学习结束时，学生能够：熟悉采访流程，如多渠道研究、讨论、筛选话题、问题筹备等，培养识别、分析和整合信息的能力；综合运用本单元所学知识，整理采访内容，制作幻灯片并做出展示；通过开展合作探究，提升沟通和协作能力；学会与不同年龄和背景的人进行沟通，了解长辈的人生故事并进行思考，树立正确的人生观和价值观。
教学重点 引导学生熟悉采访流程，整理采访内容，制作幻灯片并进行展示。
教学难点 引导学生开展合作探究，提升沟通和协作能力；引导学生学会与不同年龄和背景的人进行沟通，了解长辈的人生故事并进行思考，树立正确的人生观和价值观。
教学策略 任务型教学法
（2019）外研版高中英语选择性必修二
Unit 3 Times change! 教学设计
（六）
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate (In the previous class,) Teacher asks students to do research online or in the library and make a list of the areas in which things have changed over time.Teacher divides the class into groups and asks students to talk about the ways in which they think each of the areas has changed. Before class, students do research online or in the library and make a list of the areas in which things have changed over time.Students talk about the ways in which they think each of the areas has changed in groups. To get students prepared for the activities, and develop their ability to learn and explore individually.To help students get to know some aspects of changes in lifestyles.
Plan Teacher asks students to decide who, and how many people, they would like to interview. Teacher encourages students to decide on the questions they would like to ask and write a listTeacher instructs students to divide their groups into pairs and decide who each pair will interview. Students decide who, and how many people, they would like to interview. Students decide on the questions they would like to ask and write a list.Students divide their groups into pairs and decide who each pair will interview. To help students prepare for the interview and emphasise the importance of cooperation with others.
Create Teacher asks students to carry out the interviews, making notes of the interviewees’ answers.Teacher asks students to try to borrow their interviewees’ visual or written records of the past.Teacher asks students to put all the information and materials gathered in a slide presentation. Students carry out the interviews, making notes of the interviewees’ answers.Students ask their interviewees whether they could borrow their interviewees’ visual or written records of the past.Students put all the information and materials gathered in a slide presentation. To offer students a chance to interview older generations about their lifestyles and learn to use the slide presentation.
Present Teacher encourages students to present their slides to the class.Teacher encourages students to find out which of the changes in lifestyles is the most interesting one and give reasons. Students present their slides to the class.Students appreciate and evaluate the slides with the teacher together and find out the most interesting changes in lifestyles. To help students improve skills in giving presentation.To help students learn from each other.
15 HYPERLINK "http://www.21cnjy.com/" 21世纪教育网(www.21cnjy.com)