基于高中英語單元的項目式學(xué)習教學(xué)實踐探究Unit5WorkingtheLandReadingforWriting課件高中英語人教版選擇性

1基于高中英語單元的項目式學(xué)習教學(xué)實踐探究教學(xué)年級：高二年級（上）教材版本：人教版（2019）教學(xué)內(nèi)容：ReadingforWriting:ChemicalVersusOrganicFarming教學(xué)單元：選擇性必修一Unit5WorkingtheLand2教學(xué)年級：高二年級（上）教材版本：人教版（2019）教學(xué)內(nèi)容：ReadingforWriting:ChemicalVersusOrganicFarming教學(xué)單元：選擇性必修一Unit5WorkingtheLandReadingforWriting3EnglishSubjectCoreCompetencies4教學(xué)年級：高二年級（上）教材版本：人教版（2019）教學(xué)內(nèi)容：ReadingforWriting:ChemicalVersusOrganicFarming教學(xué)單元：選擇性必修一Unit5WorkingtheLand目錄CONTENTS1.Introductionoftheteachingunit(單元簡述)2.Theoreticalbasis&Application（理論依據(jù)及應(yīng)用）3.Teachingprocedures（教學(xué)過程）4.Innovations（教學(xué)亮點）5.Reflection（教學(xué)反思）Introductionoftheteachingunit(單元簡述)Theoreticalbasis&Application（理論依據(jù)及應(yīng)用）TeachingproceduresoftheReadingforWriting（讀寫課教學(xué)過程）Innovations（教學(xué)亮點）Reflection（教學(xué)反思）單元主題人與自然——自然科學(xué)研究成果單元標題單元內(nèi)容本單元以“農(nóng)業(yè)”為主題，探討了一系列與農(nóng)業(yè)相關(guān)的熱點問題，提供了多模態(tài)語篇素材，介紹了農(nóng)業(yè)科學(xué)家袁隆平、世界糧食日、化學(xué)耕作與有機耕作、培養(yǎng)農(nóng)業(yè)人才、發(fā)展生態(tài)農(nóng)業(yè)和農(nóng)業(yè)創(chuàng)新等內(nèi)容。Introductionoftheteachingunit(單元簡述)Theoreticalbasis&Application（理論依據(jù)及應(yīng)用）TeachingproceduresoftheReadingforWriting（讀寫課教學(xué)過程）Innovations（教學(xué)亮點）Reflection（教學(xué)反思）StudentsBookExploretheworldhungerproblem(ListeningandSpeaking)StudentsBookAPioneerforAllPeople(ReadingandThinkingStudentsBookChemicalVersusOrganicFarming(ReadingforWriting)WorkBookAmazingmethodsofagriculture(Expandingyourworld)WorkBookThreenewsreportaboutagriculture(ListeningandSpeaking)StudentsBookEarthUniversity(VideoTime)StudentsBookAssessingYourProgress-ProjectStudentsBookLearningaboutLanguageWorkBookBetter,GreenerLivesAwayFromTheCity(ReadingforWriting)Introductionoftheteachingunit(單元簡述)Theoreticalbasis&Application（理論依據(jù)及應(yīng)用）TeachingproceduresoftheReadingforWriting（讀寫課教學(xué)過程）Innovations（教學(xué)亮點）Reflection（教學(xué)反思）1.“BigIdeas”大觀念英語學(xué)科大觀念示意圖《基于大觀念的高中英語單元整體教學(xué)設(shè)計》（王薔，2022）Introductionoftheteachingunit(單元簡述)Theoreticalbasis&Application（理論依據(jù)及應(yīng)用）TeachingproceduresoftheReadingforWriting（讀寫課教學(xué)過程）Innovations（教學(xué)亮點）Reflection（教學(xué)反思）WorkingTheLand大觀念示意圖1.“BigIdeas”大觀念I(lǐng)ntroductionoftheteachingunit(單元簡述)Theoreticalbasis&Application（理論依據(jù)及應(yīng)用）TeachingproceduresoftheReadingforWriting（讀寫課教學(xué)過程）Innovations（教學(xué)亮點）Reflection（教學(xué)反思）1.“BigIdeas”大觀念I(lǐng)ntroductionoftheteachingunit(單元簡述)Theoreticalbasis&Application（理論依據(jù)及應(yīng)用）TeachingproceduresoftheReadingforWriting（讀寫課教學(xué)過程）Innovations（教學(xué)亮點）Reflection（教學(xué)反思）“BigIdeas”大觀念I(lǐng)ntroductionoftheteachingunit(單元簡述)Theoreticalbasis&Application（理論依據(jù)及應(yīng)用）TeachingproceduresoftheReadingforWriting（讀寫課教學(xué)過程）Innovations（教學(xué)亮點）Reflection（教學(xué)反思）2.“PBL”項目式學(xué)習《項目式教師手冊》（桑國元、葉碧欣、王翔，2023）Introductionoftheteachingunit(單元簡述)Theoreticalbasis&Application（理論依據(jù)及應(yīng)用）TeachingproceduresoftheReadingforWriting（讀寫課教學(xué)過程）Innovations（教學(xué)亮點）Reflection（教學(xué)反思）2.“PBL”項目式學(xué)習Introductionoftheteachingunit(單元簡述)Theoreticalbasis&Application（理論依據(jù)及應(yīng)用）TeachingproceduresoftheReadingforWriting（讀寫課教學(xué)過程）Innovations（教學(xué)亮點）Reflection（教學(xué)反思）AnalysisofthetextWHATWHYHowThemeHuman&NatureContentTheProsandConsoforganicfarmingandchemicalfarmingTherelationshipbetweenthetwofarmingmodelsIntentionHaveabetterknowledgeoftheprosandconsoforganicandchemicalfarmingmodelsPromotetheabilitiesoflogicthinkingandcriticalthinkingValueHaveadeeperunderstandingoftherelationshipsamongthefoodproblems,environmentalprotectionandfarmingmodels.GenreAnargumentativeessayStructureSpecific-GeneralLanguageevidence,cause-effect,comparison,linkingwordsIntroductionoftheteachingunit(單元簡述)Theoreticalbasis&Application（理論依據(jù)及應(yīng)用）TeachingproceduresoftheReadingforWriting（讀寫課教學(xué)過程）Innovations（教學(xué)亮點）Reflection（教學(xué)反思）AnalysisofthestudentsWhattheyhaveknownfoodproblems&relevantsolutionsadvancedagriculturaltechniques&inventionsApioneerforallpeople:YuanLongpingWhattheywanttoknowHowtoimprovetheproductionofthecucumbersintheroof-garden.WhattheywillknowTheprosandconsofchemicalfarmingandorganicfarming.Howtowriteanargumentativeessaytostateopinions.Whichfarmingmodelisbetterforourroof-garden.Introductionoftheteachingunit(單元簡述)Theoreticalbasis&Application（理論依據(jù)及應(yīng)用）TeachingproceduresoftheReadingforWriting（讀寫課教學(xué)過程）Innovations（教學(xué)亮點）Reflection（教學(xué)反思）TeachingobjectivesBytheendofthelesson,studentswillbeableto:IdentifyandsummarizetheprosandconsofchemicalfarmingandorganicfarmingIdentifythelanguagefeaturesusedinthetextUsetheOREOwritingstructureandtheexpressionsfromthetexttowriteanargumentativeessay,expressingtheiropinionsinchoosingthemostsuitablefarmingmodelEnglishSubjectCoreCompetenciesIntroductionoftheteachingunit(單元簡述)Theoreticalbasis&Application（理論依據(jù)及應(yīng)用）TeachingproceduresoftheReadingforWriting（讀寫課教學(xué)過程）Innovations（教學(xué)亮點）Reflection（教學(xué)反思）TeachingproceduresStep1Leading-inactivity(1)Introductionoftheteachingunit(單元簡述)Theoreticalbasis&Application（理論依據(jù)及應(yīng)用）TeachingproceduresoftheReadingforWriting（讀寫課教學(xué)過程）Innovations（教學(xué)亮點）Reflection（教學(xué)反思）TeachingproceduresStep1Leading-inactivity(2)Introductionoftheteachingunit(單元簡述)Theoreticalbasis&Application（理論依據(jù)及應(yīng)用）TeachingproceduresoftheReadingforWriting（讀寫課教學(xué)過程）Innovations（教學(xué)亮點）Reflection（教學(xué)反思）TeachingproceduresStep2ClarifythedefinitionIntroductionoftheteachingunit(單元簡述)Theoreticalbasis&Application（理論依據(jù)及應(yīng)用）TeachingproceduresoftheReadingforWriting（讀寫課教學(xué)過程）Innovations（教學(xué)亮點）Reflection（教學(xué)反思）TeachingproceduresStep2ClarifythedefinitionIntroductionoftheteachingunit(單元簡述)Theoreticalbasis&Application（理論依據(jù)及應(yīng)用）TeachingproceduresoftheReadingforWriting（讀寫課教學(xué)過程）Innovations（教學(xué)亮點）Reflection（教學(xué)反思）TeachingproceduresStep3CombouttheprosandconsoftheChemicalFarmingandOrganicFarmingIntroductionoftheteachingunit(單元簡述)Theoreticalbasis&Application（理論依據(jù)及應(yīng)用）TeachingproceduresoftheReadingforWriting（讀寫課教學(xué)過程）Innovations（教學(xué)亮點）Reflection（教學(xué)反思）TeachingproceduresStep3CombouttheprosandconsoftheChemicalFarmingandOrganicFarmingIntroductionoftheteachingunit(單元簡述)Theoreticalbasis&Application（理論依據(jù)及應(yīng)用）TeachingproceduresoftheReadingforWriting（讀寫課教學(xué)過程）Innovations（教學(xué)亮點）Reflection（教學(xué)反思）TeachingproceduresStep3CombouttheprosandconsoftheChemicalFarmingandOrganicFarmingIntroductionoftheteachingunit(單元簡述)Theoreticalbasis&Application（理論依據(jù)及應(yīng)用）TeachingproceduresoftheReadingforWriting（讀寫課教學(xué)過程）Innovations（教學(xué)亮點）Reflection（教學(xué)反思）TeachingproceduresStep3CombouttheprosandconsoftheChemicalFarmingandOrganicFarmingIntroductionoftheteachingunit(單元簡述)Theoreticalbasis&Application（理論依據(jù)及應(yīng)用）TeachingproceduresoftheReadingforWriting（讀寫課教學(xué)過程）Innovations（教學(xué)亮點）Reflection（教學(xué)反思）TeachingproceduresStep4Group-writing:writeanessayaboutyourfavoritefarmingmodelintheOREOstructureIntroductionoftheteachingunit(單元簡述)Theoreticalbasis&Application（理論依據(jù)及應(yīng)用）TeachingproceduresoftheReadingforWriting（讀寫課教學(xué)過程）Innovations（教學(xué)亮點）Reflection（教學(xué)反思）TeachingproceduresStep5PresentationandEvaluationIntroductionoftheteachingunit(單元簡述)Theoreticalbasis&Application（理論依據(jù)及應(yīng)用）TeachingproceduresoftheReadingforWriting（讀寫課教學(xué)過程）Innovations（教學(xué)亮點）Reflection（教學(xué)反思）TeachingproceduresStep5Introductionoftheteachingunit(單元簡述)Theoreticalbasis&Application（理論依據(jù)及應(yīng)用）TeachingproceduresoftheReadingforWriting（讀寫課教學(xué)過程）Innovations（教學(xué)亮點）Reflection（教學(xué)反思）TeachingproceduresStep6After-clas