外研版（2019）高中英语选择性必修第二册 Unit3 Times change!Developing ideas 板块教学设计
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| 名称 | 外研版（2019）高中英语选择性必修第二册 Unit3 Times change!Developing ideas 板块教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 23.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-03 16:35:00 | ||
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Unit3 Developing ideas板块教学设计
Developing ideas板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
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 本板块呈现了从另一角度反映单元主题的课文，语篇类型为说明文。课文介绍了emojis表情符号的发展变化过程，使学生从全新的角度感受网络语言对我们表达方式的影响。读写部分的范文是一篇报纸专栏文章，介绍了一种可能消失的事物——电话亭，要求学生描述另一种未来可能会消失的事物。通过本板块的学习，学生能够深入思考时代变迁所带来的影响，丰富自身的跨文化知识，培养分析问题、形成自己观点的能力。
教学目标 在本板块学习结束时，学生能够： 理解课文内容，获取语篇的主要观点与信息，把握作者的态度和写作意图； 用英语阐释自己的观点，运用例证说明赞同或反对的理由，提高逻辑能力与思辨能力； 介绍一种未来可能会消失的事物，以理性客观的态度看待生活中的“变”与“不变”，加深对单元主题意义的认识。
教学重点 带领学生把握文章大意，培养学生有理有据地表达观点的意识； 引导学生介绍一种未来可能会消失的事物。
教学难点 学会用英语阐释自己的观点，增强逻辑能力和思辨能力，能以理性客观的态度了解时代变迁带来的新变化。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to look at the messages and answer the questions. Teacher invites some students to give answers. Students look at the messages and answer the questions. Some students give answers. To lead students into the topic of emojis.
Activity 2 Teacher asks students to look at the title of the passage and predict the author’s attitude towards emojis. Teacher asks students to work in groups and discuss the question. Then invites some students to share their answers. Teacher asks students to read the passage and check their prediction. Students look at the title of the passage and predict the author’s attitude towards emojis. Students work in groups and discuss the question. Some students share their answers. Students read the passage and check their prediction. To strengthen students’ ability to predict.
Activity 3 Teacher asks students to read the passage again and get the main idea. Teacher asks students to discuss in groups, choose the author’s purpose in writing the passage and give their reasons. Teacher invites some students to give answers. Students read the passage again and get the main idea. Students discuss in groups, choose the author’s purpose in writing the passage and give their reasons. Some students give answers. To help students to grasp the main idea and the author’s writing purpose.
Think & Share Teacher asks students to think about the questions and discuss them in groups. Teacher invites some students to give answers. Students think about the questions and discuss them in groups. Some students give answers. To enhance students’ understanding of emojis’ wide usage and encourage students to show their own opinions.
Activity 4 Teacher divides students into groups and asks them to discuss the meaning of the sentence from the passage. Teacher asks students to prepare for the talk. And asks students to pay attention to the “Learning to learn”. Teacher invites several students to give their talk to the class and others to make comments. Teacher asks students to think about what they have learnt from the opinions of their classmates and whether they helped to change their opinion in any way. Students work in groups and discuss the meaning of the sentence from the passage. Students prepare for the talk and pay attention to the “Learning to learn”. Some students give their talk to the class and others make comments. Students think about what they have learnt from the opinions of their classmates and whether they helped to change their opinion in any way. To help students learn to be able to justify their opinions. To improve students’ speaking skill and performance ability.
Activity 5 Teacher asks students to read the passage and think about the questions. Teacher divides the class into groups and asks them to discuss the three questions in groups. Teacher invites one or two groups to share their answers and give reasons, and others to make comments. Students read the passage and think about the questions. Students discuss the questions in groups. One or two groups share their answers and give reasons, and others make comments. To help students learn how to write a passage about something that will disappear in the future.
Activity 6 Teacher asks students to think about something that might disappear in the future and complete the table. Teacher asks students to write their own passages according to the content in the table. Students think about something that might disappear in the future and complete the table. Students write their own passages according to the content in the table. To help students organise their thoughts before writing a passage.
Activity 7 Teacher divides students into pairs and asks them to make improvements to each other’s passages. Teacher invites one or two pairs to share their answers to the class and others to make comments. Students work in pairs and make improvements to each other’s passages. One or two pairs share their answers with the class and others make comments. To encourage students to learn from their partners. To improve students’ writing and speaking skills.
Developing ideas板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
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 本板块呈现了从另一角度反映单元主题的课文，语篇类型为说明文。课文介绍了emojis表情符号的发展变化过程，使学生从全新的角度感受网络语言对我们表达方式的影响。读写部分的范文是一篇报纸专栏文章，介绍了一种可能消失的事物——电话亭，要求学生描述另一种未来可能会消失的事物。通过本板块的学习，学生能够深入思考时代变迁所带来的影响，丰富自身的跨文化知识，培养分析问题、形成自己观点的能力。
教学目标 在本板块学习结束时，学生能够： 理解课文内容，获取语篇的主要观点与信息，把握作者的态度和写作意图； 用英语阐释自己的观点，运用例证说明赞同或反对的理由，提高逻辑能力与思辨能力； 介绍一种未来可能会消失的事物，以理性客观的态度看待生活中的“变”与“不变”，加深对单元主题意义的认识。
教学重点 带领学生把握文章大意，培养学生有理有据地表达观点的意识； 引导学生介绍一种未来可能会消失的事物。
教学难点 学会用英语阐释自己的观点，增强逻辑能力和思辨能力，能以理性客观的态度了解时代变迁带来的新变化。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to look at the messages and answer the questions. Teacher invites some students to give answers. Students look at the messages and answer the questions. Some students give answers. To lead students into the topic of emojis.
Activity 2 Teacher asks students to look at the title of the passage and predict the author’s attitude towards emojis. Teacher asks students to work in groups and discuss the question. Then invites some students to share their answers. Teacher asks students to read the passage and check their prediction. Students look at the title of the passage and predict the author’s attitude towards emojis. Students work in groups and discuss the question. Some students share their answers. Students read the passage and check their prediction. To strengthen students’ ability to predict.
Activity 3 Teacher asks students to read the passage again and get the main idea. Teacher asks students to discuss in groups, choose the author’s purpose in writing the passage and give their reasons. Teacher invites some students to give answers. Students read the passage again and get the main idea. Students discuss in groups, choose the author’s purpose in writing the passage and give their reasons. Some students give answers. To help students to grasp the main idea and the author’s writing purpose.
Think & Share Teacher asks students to think about the questions and discuss them in groups. Teacher invites some students to give answers. Students think about the questions and discuss them in groups. Some students give answers. To enhance students’ understanding of emojis’ wide usage and encourage students to show their own opinions.
Activity 4 Teacher divides students into groups and asks them to discuss the meaning of the sentence from the passage. Teacher asks students to prepare for the talk. And asks students to pay attention to the “Learning to learn”. Teacher invites several students to give their talk to the class and others to make comments. Teacher asks students to think about what they have learnt from the opinions of their classmates and whether they helped to change their opinion in any way. Students work in groups and discuss the meaning of the sentence from the passage. Students prepare for the talk and pay attention to the “Learning to learn”. Some students give their talk to the class and others make comments. Students think about what they have learnt from the opinions of their classmates and whether they helped to change their opinion in any way. To help students learn to be able to justify their opinions. To improve students’ speaking skill and performance ability.
Activity 5 Teacher asks students to read the passage and think about the questions. Teacher divides the class into groups and asks them to discuss the three questions in groups. Teacher invites one or two groups to share their answers and give reasons, and others to make comments. Students read the passage and think about the questions. Students discuss the questions in groups. One or two groups share their answers and give reasons, and others make comments. To help students learn how to write a passage about something that will disappear in the future.
Activity 6 Teacher asks students to think about something that might disappear in the future and complete the table. Teacher asks students to write their own passages according to the content in the table. Students think about something that might disappear in the future and complete the table. Students write their own passages according to the content in the table. To help students organise their thoughts before writing a passage.
Activity 7 Teacher divides students into pairs and asks them to make improvements to each other’s passages. Teacher invites one or two pairs to share their answers to the class and others to make comments. Students work in pairs and make improvements to each other’s passages. One or two pairs share their answers with the class and others make comments. To encourage students to learn from their partners. To improve students’ writing and speaking skills.