Unit 3 Times change 单元教学设计（表格式）-2025-2026学年高中英语外研版（2019）选择性必修第二册

附件3：
教学设计
基本信息
姓名 联系电话
学段 高中 展示单元 选择性必修二第三单元 Times change!
单元教学设计
单元名称 Book 5 Unit 3: Times change!
1. 单元教学设计说明 (1) 教学内容分析: 本单元的主题是人与社会，涉及的话题是新旧时代社会和生活等方面对比与改变。本单元的教学设计基于大单元整体教学理念，以多模态语篇构建了单元育人蓝图。"Starting out"板块的视频对过去慢节奏和现在快节奏的生活进行了比较，引发学生对不同生活节奏利弊的思考，以此引入单元主题；之后通过展示不同领域发展变化的四组图片，先让学生观察图片并说出每组图片分别展现了哪些方面的变化，接着请学生谈谈由此能联想到哪些其他方面或领域的变化，并想象如果能回到40年前，自己想体验什么，引发学生对单元主题的初步思考。"Understanding ideas"板块通过作者的视角以叙事的形式讲述了彩虹书店的创新式改变，引发学生对单元主题的进一步思考。"Using language"板块语法部分的语篇介绍了一个旧市场被改造成现代化购物中心以及人们对此的不同看法，两组图片对比了新闻行业在四个方面所经历的变化；综合语言运用中词汇部分的语篇介绍了中国改革开放取得的巨大成就，呈现了一篇庆祝科技中心商业园运营一周年的演讲稿，听说部分是对一位深圳居民就深圳几十年来巨大变化进行的采访，使学生在学习和运用语言的同时能够从更多方面了解时代的变化。"Developing ideas"板块的阅读语篇切换角度，介绍了表情符号的发展变化过程，让学生从全新的角度感受网络语言对表达方式的影响；写作活动则通过介绍一种可能消失的事物——电话亭，引导学生描述另一种未来可能会消失的事物，深入思考时代变化所带来的影响。"Presenting ideas"板块要求学生思考过去几十年里学生的学习方式发生的变化，并预测未来学习活动的变化趋势。"Project"板块引导学生通过采访了解过去几十年里长辈生活方式的改变，从而更深刻地认识社会发展变化的必然性。 单元整体教学框架： Presenting Ideas 要求学生观察描述三张教师给学生授课的图片，思考过去几十年里学生的学习方式的变化并预测未来学习活动的变化趋势。学生通过观点阐述，进一步认识和理解时代变迁的话题，寻求高效的学习方式。Reflection生活方式的内驱力理解；题材和特点；词汇、表达和结构；理解不同文化方面的改进；使用学习策略并探究有效学习方式是否改进；在分析解决问题有什么改进。Project要求学生采访长辈，了解过去到现在的几十年，他们生活方式的改变。通过采访活动，学生能够更好体会时代变迁，进一步挖掘人与社会的主题语境。
本单元教学设计与实践的理论基础： 英语学习活动观：根据新课程标准六要素整合的英语学习活动观将活动氛围迁移创新类、应用实践类、学习理解类，旨在促进学生深度学习； 教学评一体化：设计目标、活动和评价相统一的教学，实现以评促学、以评促教。 单元整体教学观：以主题为引领，使课程内容情境化、结构化，从碎片化学习转向整合关联结构化学习。 本课时的顶层设计基于大观念，采用单元整体教学的方法。在纵向上，通过英语学习活动观的三个层级活动，旨在促进学生的深度学习；在横向上，以英语学科核心素养为导向，实现教—学—评一体化。 本单元教学方法： 任务型教学法 (Task-based Approach)： 为解决具体、真实的任务而进行的学习活动。 整体语言教学法 ( Whole Language approach)： 在教学过程中，把语言“听、说、读、看、写”五个部分有机地整合为一体，实践英语学习整体观。 交际语言教学法 ( Communicative Language Approach)： 在课堂学习中, 学生在多数情况下处于“交流”“交往”和“交际”的场景中，借助思考、讨论、表达等具体行为，获得交际能力和语言素养的提升。
2. 单元目标与重点难点 (1) 单元学习目标： 语言能力：通过单元教学，学生能够理解读懂与时代变迁有关的文章内容，能够听懂并谈论与时代变迁有关的话题，能够恰当使用过去进行时的被动语态对过去某一时刻正在进行的被动动作进行描述，能够使用所学词汇和表达来描述时代的变迁，能够通过论证分析表达自己的观点； 文化意识：通过单元教学，学生能够了解时代发展给不同领域带来的变化和影响，能够联系生活实际，培养创新意识，能够积极面对社会和生活的各种变化和挑战，树立健康积极的世界观、人生观和价值观； 思维品质：通过单元教学，学生能够正确判断作者的观点和态度，能够运用审辨式思维和创新思维，针对不同话题做出客观、理性的判断，并有理有据地论述自己的观点，能够联系自身实际，实现知识和思维能力的迁移，并从学习中提升分析问题和解决问题的能力； 学习能力：通过单元教学，学生能够进一步了解时代变迁的各种原因，预测未来不同领域可能的发展方向，能够多渠道获取英语学习资源，进行有效的自主学习和探究式学习，能够选择恰当的策略和方法，监控、评价、反思和调整自己的学习内容和进程。 单元重难点: 重点： 读懂与时代变化相关的语篇内容； 用过去进行时的被动语态来描述过去某一时刻正在进行的被动动作，表达各行各业所发生的变化； 听懂并谈论与家乡变化相关的话题； 难点： 用所学词汇和表达描述社会各领域的发展变化，对未来可能发生的变化进行预测，体会变化给每个人的生活带来的影响； 在深入理解文本主题的同时联系生活实际，培养自己的创新意识，鼓励自己以积极的心态面对各种变化，形成正确的世界观、人生观和价值观； 通过运用各种学习策略，在自主、合作与探究式学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己理解和表达的能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
3. 单元整体教学思路（介绍单元整体教学实施的思路，包括课时安排、教与学活动规划，以结构图等形式整体呈现单元内的课时安排及课时之间的关联等） 课时关联 主题大观念：时代变迁 小观念1: 感知时代变化： Starting out: changes in daily life Using language (grammar:Past continuous passive): changes in hometown and the news industry Project: interview older generations about their lifestyle 小观念2: 紧跟时代步伐： Understanding Ideas: brave changes through creativity and corporate knowledge Using language (vocabulary: Into a new era): achievements of China’s reform and opening up policy Listening & Speaking: China’s growth miracle: a contrast of Shenzhen’s yesterday and today 小观念3: 审辨时代发展： Developing Ideas (reading): the development of emojis Developing Ideas (writing): write sth that will disappear in the future Presenting Ideas: things changed or that will change in our ways 二、课时安排 第一课时：Reading & Speaking: Starting out & Understanding Ideas 感知时代变化 第二课时：Grammar: Using language:Past continuous passive 谈论时代变化 第三课时：Listening & Reading: Using language: Vocabulary & listening 紧跟时代步伐 第四课时：Reading & Writing: Developing Ideas 审视时代发展 第五课时：Speaking: Presenting Ideas 审视时代发展
课时教学设计
课题 Starting Out & Understanding Ideas:A New Chapter
1. 教学内容分析 The discourse theme of this lesson is "Man and Society," which belongs to the "History, Society, and Culture" theme group. Specifically, it delves into "Social Progress and Technological Development." Starting out, we discuss the changes in various aspects of fast-paced and slow-paced life in the old and new eras, leading to the Understanding Ideas section about the innovative transformation of Rainbow Bookstore. This triggers students' perception of changes in the times and inspires their courage to dare to keep pace with the times and adapt to the developments and changes of the era. What (主题内容)通过作者的视角，按时间顺序记叙了彩虹书店由衰变兴的故事。彩虹书店，一个承载了作者童年回忆乃至整个社区集体记忆的场所在时代巨变的洪流中受到电商与连锁书店的冲击，举步维艰，面临即将停业的窘境。作者从危机开篇，描述了自己难过的心情，表达了对书店老板的同情和对书店未来的忧虑和迷茫。文章第二部分从作者几个月后春假回家再次见到彩虹书店开始，讲述了彩虹书店发生的变化。这些变化让作者又惊又喜，也正是这些创新的变化使得彩虹书店找回了自己的竞争优势，得以重生。Why (主题意义）意义：本文旨在通过讲述彩虹书店的经营危机和创新蜕变，强调时代发展中“与时俱进”的重要性。本课的教学价值在于激发学生的批判性思维与创新思维。学生通过阅读，比较新旧书店的变化，挖掘背后深层的原因，更深刻地理解如何在时代巨变的洪流中迎难而上、紧跟时代步伐，不被时代所淘汰，并用发展的眼光看待问题。 启示：文章启示我们要珍惜身边的实体书店和社区文化，同时也要关注时代变迁对于传统文化的影响。在享受科技带来的便利的同时，也要思考如何保护和传承传统文化。How (文体特征)标题特点：A new chapter 有双关之意，精炼有趣、形象生动，能激发学生的阅读兴趣。 语篇特点：本文为记叙文，按照时间顺序，故事在情节线上发展，情感围绕情节铺开。文章脉络清晰，第一至四段围绕遇到经营危机的旧彩虹书店展开，第五至八段围绕创新蜕变后的新彩虹书店展开。明线是书店的变化；暗线是作者对书店改变的情感变化。 写作手法： 环境描写：作者在文中第一部分告别旧书店时使用了环境描写，书店在一片雾中不仅能体现作者当时沮丧的心情也能暗示作者对于旧书店未来的担忧，语言形象巧妙 插叙手法：在第三段使用插叙手法描绘作者对书店的美好的童年记忆，表达作者对于书店的深厚感情。 对比手法：全文运用对比将新旧书店的变与不变展现给读者。
2. 学情分析 FoundationProblemsSolutionsThemeStudents are familiar with the topic of this unitStudents have not paid much attention to the changes in the layout and functions of bookstores. They have not deeply considered the reasons behind the evolution of the times and the corresponding measures. Guide the presentation of changes and constants through visual tables. Lead students' thinking from low-order to high-order levels through a chain of questions. Create authentic contexts and set tasks to stimulate students' motivation to delve deeply into the causes and solutions.AbilityStudents have mastered basic reading skills and have the ability to acquire the information from readingThey are not familiar with the functions of environmental description and flashback techniques in narrative writing. The students I am teaching are freshmen in high school, using textbooks for second-year high school students. Their vocabulary is relatively low, which increases the difficulty of understanding the articles.It is necessary to preview the vocabulary related to the textbook beforehand; During class, dictionaries can be prepared to cultivate the habit of solving unknown words by using dictionaries.
3.目标确定 By the end of the class, students will be able to: （1）sort out the changed and unchanged aspects of the bookstore; 学习理解 （2）figure out the function of environmental description and flashback in the narrative essay ; 学习理解 （3）comb through the author’s feelings and what happened to the bookstore based on the timeline; 学习理解 （4）summarize what we can learn from the passage in our life；应用实践 （5）hold a positive attitude towards changes in the times and people’s lives and maintain Chinese spirits to face the changes with creativity and knowledge. 应用实践 (6) offer creative suggestions to the physical bookstores 迁移创新
4.学习重点难点 重点： （1）sort out the similarities and differences of the bookstore; 学习理解 （2）figure out the function of environmental description and flashback in the narrative essay ; 学习理解 （3）comb through the author’s feelings and what happened to the bookstore based on the timeline; 学习理解 难点： summarize what we can learn from the new owner in the passage；应用实践 hold a positive attitude towards changes in the times and people’s lives and maintain original aspiration to face the changes with creativity and knowledge. 应用实践 (3) offer creative suggestions to the physical bookstores 迁移创新
5.学习活动设计
教师活动 学生活动
Pre-reading (Learning and Understanding)
Step 1：Warming up (感知与注意)
T shows a video which shows the changes of life in China and asks Ss to think about what has changed in our life Ss watch the video to feel the changes of times to individuals and the society.
Purpose: To arouse Ss’ background information about this topic
Step 2：Lead in （获取与梳理；描述与阐释）
T leads Ss to talk about the changes in the way people buy books and makes a survey about which way they prefer and explain reasons. T presents two charts about the sales made by physical and online bookstores in China from 2011 to 2023 and asks Ss to observe them and answer the following two questions and think about what will happen to the physical bookstores. Ss talk about which way do they prefer and explain reasons. Ss observe the charts, make their own conclusions based on the figures and predict the future of physical bookstores.
Purpose To lead Ss into the topic and gain an initial understanding of changes in life; To activate Ss’ background knowledge; To train Ss’ ability of “viewing ” and form Ss’ reading expectations.
Step 3：Make a prediction （感知与注意；分析与判断）
T guides Ss to observe the title of the text and illustrations in the textbook and guess the main idea of the passage Ss predict the main idea of the passage by observing the the illustrations and guess the meanings of the title.
Purpose To stimulate students’ curiosity, create reading expectations; To cultivate their predictive abilities.
While-Reading (learning and understanding, applying and practicing, transferring and creating)
Step 4：1st Reading: Read for order and structure（获取与梳理；概括与整合；分析与判断）
T asks Ss to read the passage quickly to check predictions, find out the order and structure of the passage. The passage is mainly developed in order of time. (Tips: Pay attention to the first sentence of each paragraph, especially some signal words, and figure out how the passage is developed. ) Divide the passage into two parts and summarize the main idea of each part: Part 1: para1-para4: old bookstore; Part 2: para5-para8: new bookstore Ss read the passage quickly to check their prediction, get a general idea of the passage by identifying the the structure and figuring out how the passage is developed by finding five time points.
Purpose: To help Ss understand the writing order by focusing on the signal words in the passage. To cultivate Ss’ ability in figuring out the general idea and structure of a passage.
Step 5：2nd Reading: Read for differences and similarities（获取与梳理；概括与整合）
Jigsaw reading: Find out what are the differences and similarities in facilities and activities of bookstores and owners by dividing students in a group and invite some groups to share their answer with others. Student A: differences in bookstores’ facilities (nouns) Student B: differences in bookstores’ activities (verbs) Student C: similarities in bookstores Student D: similarities in owners Ss are divided in a group to read and discuss the differences and similarities between new bookstore and old bookstore. After their reading for their part, they share their answers with other students. Ss should underline the places where they find the differences and similarities.
Purpose: To help students figure out the similarities and differences between old bookstore and new bookstore and know how to keep original aspiration by finding out the similarities between Casey and Jennifer. To cultivate their cooperative ability and encourage students to share their opinions with others.
Step 6：3rd Reading: Read for plots and emotions （获取与梳理;分析与判断；描述与阐释；推理与论证）
Ask Ss to sort out what happened to the bookstore and the author’s feelings according to the time line; Ss read the passage to find out what happened to the bookstore and the changes of author’s emotions.
Analyse the reasons why old bookstore had to change and explain the deep meanings of the title. Analyse the functions of environmental description and flashback in the narration. Ss understand the deep reasons why the old bookstore had to change and the deep meanings of the title. Ss appreciate the environmental description and the use of flashback
Purpose: To help students learn about the whole passage, and feel the author's emotions changes; To help students learn about some writing skills in narration, including environmental description and flashback; To help student explore the root reasons why the old bookstore had to close and deepen the understanding of the title.
Post-Reading (applying and practicing;transferring and creating)
Step 7：Question chains （推理与论证；批判与评价）
1. What makes Rainbow Bookstore survive as times change 2. Why does Jennifer choose to continue opening Rainbow Bookstore rather than start other kinds of business modes Ss discuss with partners about the answers of the question. Possible answers: corporate knowledge, creativity and positive attitude; Love for reading and community
Purpose: To help student understand deeply what make Rainbow Bookstore survive and the reasons why the bookstore can be still in the community. To cultivate students’ critical thinking ability and evaluating ability.
Step 8：Creation (内化与运用；想象与创造)
T shows a news video made by AI which introduces a real story about a 98-year-old man and his bookstore with more than 100 years and invites students to share their ideas with others and show their designs with creativity and knowledge. T provides Ss with an evaluation form and asks Ss to conduct group evaluation. Based on the learning, students work in groups to provide suggestions for local physical bookstores by using the language scaffolding set up by teachers and their creative thinking.
Purpose: To develop their creativity and cooperation abilities by discussing with partners and applying the knowledge into reality. To know how to give suggestions
Step 9：Summary (概括与整合)
T ask Ss: “As times change, what should we do ” Firstly: we should take a positive attitude towards changes with knowledge and creativity with the aim of turning change into chance. Secondly: we should never forget our original aspiration Let's embrace changes and keep original aspiration
Let’s begin a new chapter of life and times! Ss think about what they should do from the passage and watch the video made by students to learn many brilliant spirits from Chinese.
Purpose: To summarize the class with advice as time changes and to encourage Ss to broaden their knowledge, develop their creativity, keep a positive attitude and promote Chinese spirits to face the changes in the future.
6.板书设计
7.作业与拓展学习设计 Compulsory homework： Write a letter of advice to Wenshan Bookstore, providing suggestions for their survival. （30 mins） Optional homework: Find out more changes in life by shooting short videos (10 mins), analyze the reasons for these changes, and discuss how we should face these changes.
8. 特色学习资源分析、技术手段应用说明 1. AIGC(Artificial Intelligence Generated Content): T uses AIGC to make a news video which shows the real story of Wenshan bookstore in Suzhou and seek advice from Ss with the aim of creating a real scenery to make Ss think about how to solve the problem and meet the changes. 2. AI Images: T creates pictures in the www.. to make the PowerPoint more vivid.
9.教学反思与改进 教学亮点： 使用韦恩图和拼图式阅读对彩虹书店的变与不变进行分析归纳和总结，充分考虑到学生的水平并能提高阅读兴趣和效率，同时促进学生之间的合作与交流。 利用时间线索梳理故事发展脉络及作者的感情线，将明线与暗线相结合，最后通过感情变化来总结作者对于书店变化的态度以及让学生了解要以积极心态面对挑战。 充分使用人工智能技术与教学相融合。教师利用魔珐有言AI视频软件以新闻方式向学生介绍了一个真实存在的老书店和年近百岁的书店主人的故事，设置了真实的情景，在线寻求帮助，为输出活动做了充分的信息准备； 问题链的设计：在pre-reading部分，设置了一系列引入式问题链：例如：what changes are there Will the physical bookstores disappear What about the bookstore’s future based on the title and pictures While-reading 部分，设置了辐射式问题链和递进式问题链：例如：What did Casey and the author talk about What are the root reason why the bookstore has to close 以及在post -reading 部分的两个问题： What made the bookstore survive Why does Jennifer choose to continue opening Rainbow Bookstore 最后迁移创新部分则是探究式问题链：If you were the new owner of Wenshan Bookstore, what would you do to help the bookstore 英语教学与思政元素相融合：文章的主旨在于通过看彩虹书店的变革与读者探讨如何迎接时代的变化；教师不仅通过书店对比来挖掘了如何用积极的心态，丰富的集体知识和创造力迎接挑战，同时也注意通过思考为何Jenifer仍然选择继续开书店来挖掘在迎接挑战中应保有本真，那就是为社区服务，传承文化与精神，传播知识的初心不变，同时引申到我们在面对时代变革中也应学习保有优秀的精神，向课程最后视频中所展现的中国人民一样不忘初心，砥砺前行。 教学不足： 教学设计中的教学环节还有待更为优化，要敢于取舍，将更多的时间用于给学生讨论和展示环节。输出环节中讨论部分只给了两个学生机会发言，应将更多的时间给学生并对学生的表现充分展开互评，自评和教师评价；
学习评价设计 ChecklistEvaluation（1）sort out the changed and unchanged aspects of the bookstore; 5 4 3 2 1（2）figure out the function of environmental description and flashback in the narrative essay ; 5 4 3 2 1（3）comb through the author’s feelings and what happened to the bookstore based on the timeline; 5 4 3 2 1（4）summarize what we can learn from the passage in our life；5 4 3 2 1（5）hold a positive attitude towards changes in the times and people’s lives and maintain Chinese spirits to face the changes with creativity and knowledge. 5 4 3 2 1(6) offer creative suggestions to the physical bookstores5 4 3 2 1
Peer Response: Group presentationEvaluationCreative ideas5 4 3 2 1Attractive design5 4 3 2 1Accurate expressions5 4 3 2 1Reasonable plans5 4 3 2 1