高中英語 選必B3U 第五課時(shí)-Presenting Ideas

1、Presenting ideas & Reflection板塊教學(xué)設(shè)計(jì)（Presenting ideas和Reflection部分建議時(shí)長8090分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Speaking主題語境人與自我工匠的日常工作和精神內(nèi)容分析Presenting ideas板塊要求學(xué)生思考兩種觀點(diǎn)人的一生是應(yīng)該廣泛涉獵不同領(lǐng)域，還是應(yīng)該堅(jiān)持專注做好一件事然后尋找充足的論據(jù)支持自己的觀點(diǎn)，并組成正反兩方進(jìn)行辯論。本板塊旨在通過觀點(diǎn)的思考與表達(dá)，促進(jìn)學(xué)生在真實(shí)的語境下綜合運(yùn)用語言，相互合作，展示個(gè)性，充分表達(dá)自己對單元主題思想的理解和認(rèn)識。Reflection板塊引導(dǎo)學(xué)生能夠在本單元學(xué)習(xí)過程中

2、和結(jié)束時(shí)對自己的學(xué)習(xí)行為和效果做出評估和分析，對自己的優(yōu)缺點(diǎn)和得失做出反思，并與教師溝通改進(jìn)方法。教學(xué)目標(biāo)1引導(dǎo)學(xué)生通過本板塊的學(xué)習(xí)，更深入地理解堅(jiān)韌不拔的毅力、堅(jiān)持不懈的精神對于一個(gè)人的事業(yè)與人生的重要性，能夠辯證地看待問題，另辟蹊徑，思考解決問題的辦法；2幫助學(xué)生熟悉辯論的流程，引導(dǎo)學(xué)生通過運(yùn)用本單元所學(xué)的表達(dá)方式，恰當(dāng)表達(dá)自己的觀點(diǎn)，有理有據(jù)地進(jìn)行辯論；3引導(dǎo)學(xué)生分組討論并搜集論據(jù)，通過合理分工、協(xié)作完成辯論，培養(yǎng)團(tuán)隊(duì)合作意識。教學(xué)重點(diǎn)1. 引導(dǎo)學(xué)生根據(jù)單元所學(xué)內(nèi)容，分析文本體裁特征和掌握關(guān)于工匠精神的表達(dá)和加深對總結(jié)工匠精神的理解。2. 引導(dǎo)學(xué)生從語言能力、思維品質(zhì)等方面對自己在學(xué)習(xí)本

3、單元后的效果做出合理的評價(jià)。教學(xué)難點(diǎn)1. 指導(dǎo)學(xué)生使用本板塊中的實(shí)用表達(dá)，關(guān)注內(nèi)容的細(xì)節(jié)補(bǔ)充。2. 引導(dǎo)學(xué)生如何客觀科學(xué)地做好互評和自我評價(jià)。教學(xué)策略元認(rèn)知策略、認(rèn)知策略、交際策略和情感策略Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. T asks Ss to read the opinions of the two teenagers and the three questions below.2. T divides Ss into groups to discuss t

4、he two opinions and the answers.3. T invites some representatives from some groups to the front to present their outcomings of their discussions.1. Ss read the two short passages about the opinions of the two teenagers and the three questions below.2. Ss brainstorm their ideas in groups.3. Ss choose

5、 some representatives to share their ideas after discussion.Generate new ideas and prepare for the presentation.Activity 2-41. T regroups Ss into teams sharing the same idea.2. T encourages Ss to fill up the form in Activity 2 by collecting supporting ideas and searching for the exact examples.3. T

6、assigns the debating task to Ss and asks them to prepare a well-organised and persuasive argument using practical words.4. T organises students to develop a debate by choosing three or four debaters from each group. 1. Ss form a new group sharing the same idea.2. Ss write down their views ,arguments

7、 and supporting examples to complete the form with the cooperation of their groups. 3. Ss work in groups and write an argument for the debate.4. Ss choose three or four Ss from their groups to participate in the debate.Organise a debate in the class.Reflection1. T asks Ss to do self-assessment about

8、 their own academic performances according to the questions given in the part.2. T helps Ss to summarise what they have learnt in the unit.3. T asks Ss to make sure what they need to improve and reflect.4. T helps Ss to improve the learning methods and modify studying strategies.Ss rate their perfor

9、mance in this unit, summarise what they have learnt and think about what they need to improve and reflect. Review, rate performance and think about ways to improve.Project板塊教學(xué)設(shè)計(jì)（此部分教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Speaking主題語境人與自我工匠的日常工作和精神內(nèi)容分析本板塊的項(xiàng)目實(shí)踐活動(dòng)要求學(xué)生開展調(diào)研，搜集身邊的傳統(tǒng)手工藝并制作名錄。教師引導(dǎo)學(xué)生通過自主學(xué)習(xí)、合作學(xué)習(xí)與探究式學(xué)習(xí)，培養(yǎng)學(xué)生的調(diào)研與思考能力，

10、對單元主題做進(jìn)一步的延伸和探索。教學(xué)目標(biāo)1. 指導(dǎo)學(xué)生運(yùn)用一定的調(diào)研方法和技巧，選擇合適的途徑展開調(diào)研；2. 引導(dǎo)學(xué)生充分進(jìn)行小組合作，合理安排分工，全面而科學(xué)地完成傳統(tǒng)手工藝項(xiàng)目目錄；3. 引導(dǎo)學(xué)生學(xué)習(xí)工匠大師的傳世作品和優(yōu)秀的工匠精神，培養(yǎng)自己堅(jiān)持不懈的優(yōu)秀品質(zhì)。教學(xué)重點(diǎn)1. 引導(dǎo)學(xué)生利用單元所學(xué)，了解和掌握調(diào)研的方法和技巧，發(fā)掘出更多感人的工匠故事；2. 確定分組，完善小組內(nèi)分工，為課堂活動(dòng)做好準(zhǔn)備。教學(xué)難點(diǎn)1. 引導(dǎo)學(xué)生分組匯報(bào)調(diào)研成果，全班進(jìn)行評價(jià)并給出修改建議；2. 引導(dǎo)學(xué)生進(jìn)行自我反思如何養(yǎng)成認(rèn)真做事的好習(xí)慣。教學(xué)策略任務(wù)型教學(xué)法Teaching contentsProcedur

11、esPurposes Teachers activityStudents activityInvestigate1. T asks Ss to get further understanding of traditional craftsmanship by surfing the Internet, visiting museums, art galleries and folk craftsmanship streets while doing a research about dying craftsmanship.2. T requires Ss to keep a written r

12、ecord about their research. 1. Ss do their researches in museums, art galleries and folk craftsmanship streets or by surfing the Internet.2. Ss makes notes about what they have seen.Develop skills of searching information.Plan1. T divides Ss into groups to share their investigations.2. T asks Ss to

13、make a list of traditional craftsmanship according to their investigations. 1. Ss share what theyhave found with their members.2. Ss work in groups and list traditional craftsmanship.List traditional craftsmanship. Create1. T asks Ss to collect pictures as many as possible in advance as scheduled.2.

14、 T assigns Ss to write a directory entry for their chosen craft according to the instructions in Ss Book.3. T guides Ss to create a presentation in PPT about their chosen craft by selecting proper pictures matching with the words and carefully designing.1. Ss search for some vivid pictures to illust

15、rate the work of traditional craftsmanship.2. Ss choose a craft to write a directory entry.3. Ss design their work into their PPT with suitable pictures. Giving a presentation in a group and learn from each other.Present1. T encourages Ss to present their works and asks Ss to feedback, helping Ss to

16、 reflect.2. T organises Ss to collect their directory entries, producing a collection of traditional craftsmanship, and then make it a printed version and an electronic edition. 3. T helps Ss to donate the printed version to the school library and upload the electronic edition onto the Internet, appealing to protection of traditional craftsmanship.1. Ss show their work and ev