Unit 3 Times change單元教學設計

1、Book 5 Unit 3 Times change!單元主題本單元主題語境是“人與社會”，涉及的主題語境內容是新舊時代社會和生活的對比及改變。本單元從一段快慢生活對比的視頻和四組對比圖片導入，講述了彩虹書店以創(chuàng)新改變來化解危機的故事，討論了表情符號的使用對語言發(fā)展的影響，還涉及了社會不同領域近些年來所歷經的發(fā)展變化等話題，幫助學生了解人類創(chuàng)新和科技進步對社會發(fā)展所起的推動作用，引導學生學習用發(fā)展的眼光看問題，同時也鼓勵學生用審辯性思維來看待身邊的各種變化。單元目標學生能夠圍繞本單元的主題語境內容，基于本單元提供的圖片對比、個人故事、圖表數(shù)據、個人采訪、熱點論說、現(xiàn)象分析等多模態(tài)語篇，綜合運用

2、各種語言技能，讀懂不同類型的語篇內容，恰當使用過去進行時的被動語態(tài)來描述過去某一時刻的狀態(tài)，聽懂并把握采訪的核心思想和細節(jié)信息，使用新語言描述社會各領域的發(fā)展變化，對未來可能發(fā)生的變化進行預測和討論，體會時代變化對每個人的學習和生活所帶來的影響，培養(yǎng)自己的創(chuàng)新意識，鼓勵自己以積極的心態(tài)面對各種社會變化，形成正確的人生觀和價值觀；同時能夠將單元所學運用于實際中，通過運用各種學習策略，在自主、合作與探究學習的過程中，結合單元所提供的反思性和評價性問題不斷監(jiān)控、評價、反思和調整自己的學習內容和進程，提高自己理解和表達的效果，最終促進自身語言能力、文化意識、思維品質和學習能力的綜合提升Book 5 U

3、nit 3 Times Change第一課時教學設計課題Period 1 Starting out & Understanding Ideas-A New Chapter教材內容分析本單元的主題語境是“人與社會”， 涉及的主題語境內容是新舊時代社會和生活等各方面的對比及改變。Starting out板塊通過一段視頻和四組圖片比對的方式讓學生借由“看”來直觀感受時代的變化；Understanding ideas板塊呈現(xiàn)了一篇體現(xiàn)單元主題的課文, 語篇類型為記敘文，通過作者的視角以敘事的形式講述彩虹書店的創(chuàng)新式改變。讀前的導入活動讓學生看圖表，對比分析實體書店與網絡書店近些年來的銷售情況，旨在幫助

4、學生提前熟悉話題，為學習課文做鋪墊。讀中考查學生對課文標題的理解。讀后通過推理判斷、細節(jié)理解和開放性問答等活動，啟發(fā)學生深入思考，積極探究主題意義。學情分析授課對象為高二學生，經過了一年基礎語言的學習，學生能基本表達出自己的觀點。對于社會各領域的變化，特別是第一篇課文所展示的書店變革，學生們深有體會，這也是他們平常熱衷談論的話題之一，所以他們有能力說，有素材說，也有意愿說。教師引導學生進一步展開主題探究，深入思考。教學目標在本板塊學習結束時，學生能夠：看懂視頻，感知過去與現(xiàn)在生活方式的不同，思考不同生活節(jié)奏的利弊；看懂圖片，討論生活方式在各個方面的變化，想象時光倒退40年后自己的體驗，引發(fā)對單

5、元主題的初步思考。通過標題和圖片預測文章內容，熟悉話題語境，并通過快速閱讀獲取文章大意；讀懂語篇，找出文章的核心信息并從文中找出例證；對比新舊書店的異同，使用思維導圖呈現(xiàn)重要信息，提高學習效率。教學重點與難點引導學生看懂視頻，感知過去與現(xiàn)在生活方式的不同，思考不同生活節(jié)奏的利弊。引導學生讀懂語篇，找出文章的核心信息并從文中找出例證。教學流程教師行為學生行為設計意圖Lead-inTeacher presents the video and ask students to answer the questions:What is the video about? And give some exa

6、mples that the author mentions.Teacher invites students to answer the question individually and then add one more question:Which do you prefer, a faster pace of life or a slower pace of life?No matter which lifestyle you choose, our life has greatly changed. Lets take a look.Teacher asks students to

7、 work in groups of four. Teacher asks students to look at the pictures and answer the questions in Activity 2. 1. What kinds of changes do the pictures show？2. What else can you think of that has changed?3. Imagine you could travel 40 years back in time. What would you want to experience? Why?Teache

8、r asks one or two groups to present their answers.There are many other changes over the years. One of them is about bookstores. Now lets look at the charts.Teacher asks students to look at the charts and answer the questions in pairs.Q1: What information do the charts show?Q2: What conclusions can y

9、ou draw from these charts?Teacher asks one or two pairs to answer the questions and other students make comments.Teacher asks students to look at the title of the passage and the pictures and think about what the title means.Teacher asks students to read the passage to check the meaning of the title

10、.Teacher asks students to check with their desk mates.Teacher asks one or two students to share their ideas about the title of the passage.Luckily, the Rainbow book store has started a new chapter, but why? What has been done to make it into a new chapter? Lets read the passage again, and find out t

11、he ideas conveyed.Teacher invites four students to give their answers and evidence about activity 3, and the other students make comments. Teacher encourages different ideas.Teacher checks the answers with the students.Teacher reminds students that the only technology mentioned is the big screen. It

12、 does offer some help for the bookstore, but it is not the key factor.Teacher asks students to finish the diagram in Activity 4 to better understand how the bookstore has changed. Then Teacher asks students to check in groups and invite three groups to put their answers on the blackboard. The other

13、students add more information.Teacher asks students to think about how the diagram helps students to better understand the passage.The only constant thing in the world is change itself, so we should follow the trend of the times and make strives to innovate and create. Homework:1. Retell the story “

14、A New Chapter”according the diagram in Activity 4 and write it down.2. Think about the following questions after class and put down your answers on your notebook. We will check next class.1. What is the authors feeling towards the Rainbow Bookstore?2. Do the authors childhood memories make the passa

15、ge more appealing? Why or why not? (Think and Share 1)3. What do you think of the changes made to the Rainbow Bookstore? (Think and Share 2)Is there any one that surprises/ disappoints/ enlightens you? Why?4. What changes do you think will happen to the bookstores around you? (Think and Share 3)Watc

16、h the video and think about the questions.Possible answers：Its about two different lifestyles - a slow pace of life and a fast pace of life; Its about slow life and fast life.For example, in the past people travelled by sea, which took a long time, but today airplane can keep us close to each other.

17、For example, in the past we enjoyed receiving letters from friends but today weve got so many messages to read on our phones. For example, in the past though there were a few friends around we cherished them a lot. But now we dont seem to be closeStudents give their reasons.Possible answers:I prefer

18、 a faster life, which makes life fast and convenient.Or I prefer a slower pace of life, because I want to slow down my life to enjoy it. For example, by writing letters I can feel the connections between my friends and me.Students look at the pictures and work in four to discuss the questions.Possib

19、le answers:1. Shopping;Living conditions; houses;Means of transport; traffic; travelling;Ways of communication2. Other aspects such as clothes, reading, learning, music, jobs, and so on.3. If I could travel 40 years back in time, I would experience the big family where there were lots of members liv

20、ing together under the same roof. Because Im the only child in a family of three. I always feel a sense of loneliness. Or if I could travel 40 years back in time, I would like to study and introduce the first Internet to China, which would build a completely new world.Students work in pairs and answ

21、er the questions.Possible answers: Answer 1: The charts show the sales made by physical bookstores and online bookstores respectively. Sales made by physical bookstores stay stable during the past 7 years, while those made by online bookstores keep increasing rapidly. In 2016， sales made by online b

22、ookstores are higher than those made by physical bookstores.Answer 2: More and more people choose to buy books online. Physical bookstores still have their attraction to people.Class response.Possible answers:a change of a physical bookstoreStudents read the passage and check with their desk mates.O

23、ne of them give the answers.Possible answers:It means “新篇章” in Chinese, which is a new start for the bookstore.It means the Rainbow bookstore, which is a physical bookstore, has made some changes and turned on a new look;Its used as a pun in figure of speech.Students read the passage again and finis

24、h activity 3 to find the reasons that have brought the old bookstore back to life.Students share their ideas.Possible answers:Not True. Para 8 “as you can see, corporate knowledge combined with creativity has brought my humble bookstore into the 21st century!.”True. Para 1 “The bookstore, which was

25、a legendary fixture in the neighbourhood, was a place where anyone could drop in and connect through their love of books.”Para 7 “Under Jennifers leadership, the bookstore was being turned into a place for literature-loving members of the community to get together.”Not true.Para 5 “The large board i

26、n the corner had been replaced by a big screen, where customers comments on the months best-seller were being displayed.”True.Para 5 “Clearly, the RainbowBookstore was in good, creative hands.”Para 8 “as you can see, corporate knowledge combined with creativity has brought my humble bookstore into t

27、he 21st century!.”Students complete the diagram.possible answers:Similarities:Sells books;Promotes communication in the store;Encourages idea-sharing;Students share their ideas.課本視頻導入吸引學生注意力，同時引出本課內容-改變。激發(fā)學生背景知識?？磮D描述，讓改變更具體，從學生身邊的變化入手，學生體會會更深。開放性問題有助開闊學生思維，讓學生對整個單元的學習有所了解。學生通過觀察圖表，對比數(shù)據，得出結論。 有助于學生觀察

28、和分析能力的培養(yǎng)，同時通過自己得出的結論預測文章所要描寫的改變內容。關注文章標題有利于學生進一步理解文章。通過閱讀，學生根據自己的理解，從原文找出例子支撐不同的選項。得出結論：人們對閱讀的愛的情懷讓實體書店留存下來，同時創(chuàng)造性在變化中起到至關重要的作用。再次閱讀，完成表格，讓學生關注文章中書店變革的具體的事實性信息，進一步理解文章。學生小組合作通過完成任務深度理解文章。多重任務分層設計，意在讓學生擴寬思維，深度理解文章。Unit 3 Times Change 第二課時教學設計課題Period 2 Using language教材內容分析本課為語法課，主要內容為過去進行時的被動語態(tài)，包括一篇小短

29、文和兩組對比圖片：小短文描述了一家舊市場改造為現(xiàn)代化購物中心的過程；兩組圖片對比了新聞行業(yè)在采訪、編輯、發(fā)行和閱讀四個方面所經歷的變化。本節(jié)課重在使用“觀察發(fā)現(xiàn)歸納應用”的方法培養(yǎng)學生的理解能力與語言表達的技能。 學情分析學生在經過一年的英語學習后，他們的英語知識與能力有所 提高，已經基本掌握了動詞的常用時態(tài)和語態(tài)。通過學習和訓練，學生對過去進行時和被動語態(tài)有一定的了解。學生通過對本課的語法這一語言現(xiàn)象的發(fā)現(xiàn)和探究學習，將所學的語法知識應用到語篇語境中。通過聽、說、讀、看、寫技能的綜合應用，讓同學們強化了這一語法結構的實際應用。體現(xiàn)了以語言運用為向導的“形式意義使用”三維動態(tài)語法觀。教學目標通

30、過本課的學習，學生能夠：初步感知過去進行時的被動語態(tài)在語境中的表意功能，掌握該時態(tài)的基本構成；能在真實語境中正確運用該時態(tài)描述行業(yè)變化。教學重點與難點初步感知過去進行時的被動語態(tài)在語境中的表意功能，掌握該時態(tài)的基本構成以及能正確運用該時態(tài)描述行業(yè)變化。教學方法Task-based learning教學流程教師行為學生行為設計意圖(Teacher displays homework left yesterday on the screen and ask students to share in group and then invites several students to present

31、s their ideas)（No more than 20 minutes）Teacher reminds students to be confident before their presentation.Homework 1：Teacher can ask two students to present their retelling and asks the other students to comment on which one cover as much as information.Homework 2: Teacher chooses question 1 and que

32、stion 4 to check with the students in class.Teacher asks the other students to make comments or raise different ideas.Teacher can also praise students for their creative ideas and make request for more detailed information so that their ideas can be clearly displayed.You have given many great ideas

33、and it can be seen that you have learnt well how the Rainbow Bookstore came back to life. Do you still remember this scene?When I hurried to the store, I saw that the books were already being packed into boxes.Which of these two pictures do you think shows this scene ?Teacher presents two pictures“H

34、ere is another sentence. “When I hurried to the store, I saw that the books were already packed into boxes.” Can you do a match? ” Now look at the sentences and answer the questions. Sentence (a) is from the reading passage. Work in pairs.When I hurried to the store, I saw that the books were alread

35、y being packed into boxes. When I hurried to the store, I saw that the books were already packed into boxes.What is the difference between sentences (a) and (b)?Which of the sentences emphasises process and which emphasises result?What is the structure of the words in red on the PPT slide in sentenc

36、e (a)?Now Teacher asks students to look for more sentences with the past continuous passive in the reading passage, and summarize its use in their own words.Teacher asks students to think about the following two questions to better understand when and why this tense is used.1. What are the doers of

37、the action in each sentence?2. Are they important or necessary in the sentence? Teacher asks students to read the following paragraph and then answer the questions. What process does it describe?Do you think the process is clearly emphasized? Why?Teacher asks students to rewrite the passage using th

38、e past continuous passive where appropriate and then check with the teacher.Changes are happening in our daily life and happening in many industries. Now lets look at the pictures.Teacher asks students to look at the pictures in groups and describe the news industry in the past using the past contin

39、uous passive where appropriate.Teacher advises students to start by using “Yesterday, I watched a documentary about the news industry in the past. I saw that an interview was being done face to face. ”Changes are always there, around us. You can discover the changes if you pay attention. Now think a

40、bout other industries. Did you notice that some changes were being made in recent years?Clothes were being displayed on streets.They are shown in stores.They can be viewed online.Teacher asks students to work in groups to describe the changes in another industry using the past continuous passive whe

41、re municationmeans of transportfashion clothestourismways of paymenteducationcateringTeacher asks two groups to present. The other students can make comments.Homework:1. Find more changes in the industry you chose on the Internet. And write a passage about it.2. Think about what make these changes p

42、ossible.“Well talk about it next class.”Students share their ideas.Students watch the pictures and describe the books in the pictures.Possible answers:The books were packed to/ put into the box and labeled. Picture A to Sentence 1.Picture B to Sentence 2.Students work in pairs and answer the questio

43、ns.Possible answers:They are different tenses; the meanings are different.Sentence A emphasizes process; sentence B emphasizes result.The structure is: was/were being doneStudents go back to the book the find more sentences.1. More and more customers were being attracted by chain stores and online d

44、iscounts. 2. In one area, a book reading was being delivered. 3. The large board in the corner had been replaced by a big screen, where customers comments on the months best-seller were being displayed.4. Under Jennifers leadership, the bookstore was being turned into a place for literature-loving m

45、embers of the community to get together.Possible summary:In conclusion, the past continuous passive is used to describe something happening in the process in the past.Students think about the questions and summarize why we use the past continuous passive:1. when the patients are more important than

46、the agents.2. and when we do not know the agents, which we dont need to emphasize.Students read the passage and then give the answer.Possible answers:It describes the process of the reconstruction work on the old market.No, it doesnt emphasize the important reconstruction work. It uses “somesomesome

47、” as its subject.Students rewrite the passage.Walking home a few days ago, I saw that reconstruction work was being done on the old market. It would be turned into a modern shopping mall. The old gate was being torn down. The wooden stands were being removed. Rubbish was being cleared away from the

48、floor. While all this was going on, a journalist was taking photos. The resulting story in the local newspaper divided the people of the town: some were in favour of the new shopping mall, and some were against it. Students give the answers together.Yesterday, I watched a documentary about the news

49、industry in the past. I saw that an interview was being done face to face, but now it can be done on online; news was being edited by pen, but now it can be edited on computers; newspapers was being printed on paper, but now it can be released on the Internet; newspapers was being delivered at the d

50、oor, but now it can be read online. Students work in groups to describe the changes in another industry using the past continuous passive where appropriate.此環(huán)節(jié)中，學生兩人合作，觀察并發(fā)現(xiàn)過去進行和過去時間的表意不同。同時，學生歸納時態(tài)結構。通過回文查找，學生熟悉過去進行時被動語態(tài)結構并再次總結該時態(tài)在語境中的表意功能。進一步體會這一語法的實際運用。此環(huán)節(jié)通過情境創(chuàng)設讓學生進一步熟悉該項語法，并為下一環(huán)節(jié)輸出做鋪墊。讓學生回憶身邊行業(yè)的變

51、化，知識進行遷移和運用。教師用圖片激活背景知識。讓學生思考改變的原因，為下節(jié)課做準備。Unit 3 Times Change 第三課時教學設計課題Period 3 Into a new era教材內容分析本課時 Into a new era 是該單元的第三課時，話題為“走進新時代”，首先通過兩篇短文呈現(xiàn)了與時代發(fā)展變化相關的表達：第一篇短文介紹了中國改革開放取得的巨大成就，第二篇短文為一個科技中心商業(yè)園成立一周年的發(fā)言稿；接下來的聽說部分為一段采訪，內容為一位深圳市民根據親身經歷談論改革開放前后深圳的巨大變化。本板塊旨在幫助學生深度聚焦語言的意義和功能，進行真實語境下的思考和交際運用，全方位提

52、升學生的綜合語言運用能力。學情分析授課對象為我校高二學生。學生整體外向、開朗、 思維活躍。大多數(shù)學生基礎較好，能用英語提取信息、處理信息，簡單表達自己的觀點，但由于日常聽力訓練較少，學生整體聽力水平不高，用英語連貫地描述自己所見、所思、 所想的能力有待進一步加強。教學目標 通過本課學習，學生能夠：1 掌握有關時代發(fā)展變化的短語，了解中國取得的偉大成就；2 了解聽力語篇的意圖，抓住細節(jié)信息，提煉描述變化、進行對比比較的功能語言，并在真實情境中妥當運用。3 為中華民族所取得的偉大成就感到自豪，能積極弘揚中國人積極上進、勤奮肯干的精神，努力學習做人做事，成為一個積極進取、有社會責任感的人。教學重點與

53、難點1 帶領學生學習并運用有關時代發(fā)展變化的短語，了解中國取得的偉大成就；2 引導學生通過完成聽力活動，進一步了解中國改革開放取得的成就，并能夠關注語用功能，學會運用比較與對比描述一個地方的變化。教學流程教學行為學生行為設計意圖Step 1 Teacher presents several pictures of changes in our life. Over the years, the living condition for Chinese people is getting better and better.Teacher asks students to find out wh

54、at makes the changes possible.Teacher asks students to read the passage on P30, and answer the questions.1、What is the passage about?2、Can you explain the meaning of the expressions in bold in your own words?Match their meanings with the phrases.These expressions are used to describe influence.Under

55、 the influence of the policy, many high-tech companies have sprung up and they are usually built in a Tech-hub business park.Now Teacher asks students to read a speech about the development of a tech-hub business park under the influence of the reform and opening-up policy. Teacher asks students to

56、complete it with the correct form of the expressions in Activity 5.Teacher checks the answers with the students together.Teacher asks students whether they know some of the high-tech companies.Teacher shows the pictures on the PPT and asks students to recognize them. Teacher asks students the questi

57、on, “Which city are their headquarters located？”What else do you know about the city?Lets listen to more about the city.Now Teacher plays the tape and asks students to listen to the interview and choose its purpose.Teacher asks students to listen again and complete the interview record.Second time,

58、write down the key words.Third time, check your answer.Now Teacher asks students to work in groups to check.Teacher checks the answer with the class together.Teacher asks students to complete the boxes with the expressions from the interview.Teacher asks students the question: “What about your exper

59、ience of changes in Taiyuan?”Think about it in the following aspects:infrastructurelifestylesportsnew energyNow work in pairs and describe the changes in Taiyuan using the expressions in this section.Teacher invites students to present their ideas in class.Homework：Changes are happening around us. F

60、ind more information about the changes in Taiyuan on the Internet. And write it down.Students work together to exchange their ideas.Possible answers:The development of technology;the increase of economy; the support of the policy.Students read the passage and then answer the questions.Possible answe