M11_U2_Project(1)教学设计.doc

M11U2 Project(1)教学设计设计思路：本节课是以读文章获取信息、小组讨论共同完成任务。有别于Reading部分的阅读材料，project的阅读材料，语言较简单、结构明了。其功能主要是为学生提供空档年（gap year）的相关背景知识。学生通过快速阅读和信息搜索来掌握何为空挡年，公众对其态度以及开展空档年活动的益处。在此基础上，学生就自身对空档年的认知，如去何处、做什么、开展空档年的得失展开小组讨论并撰写短文一篇。任务型课程的教学开展应尤其注意各学习小组中任务的明确分配。教师应以统筹管理的身份监控学生开展活动，并设计活动结果评比规则来确保任务开展的有效性。教学目的：After learning Project Planning a gap year, the students will be able to (1) have a deep and clear understanding of “gap year”; (2) voice and exchange their own opinions on taking a gap year and write out an essay about what they think of going on a gap year;(3) cooperate with group members to complete a task before a deadline.教学步骤：Step 1: Lead-in1. Show two pictures and say something about what the two students did in the last summer vacation of the senior high school.2. Listen to a short audio clip about gap year.目的：通过展示两位学生在高中最后一个漫漫暑假中开展的有意义的活动，适时提出gap year的概念并让学生收听BBC一段短小的英语节目来初步了解何为gap year，引起学生对这一新概念的兴趣。步骤：白板第二页，点击图片右边空白处，呈现内容。白板第三页，同样方法呈现图片内容。呈现中，提示红色字体提及的内容，导出本课话题gap year。白板第四页，思考何为gap year, 点击喇叭图标，播放BBC一段声频，将右上角一小处红色文字拖拽到方框，呈现答案。Step 2: Skimming Skim the text and analyze the structure of it.目的：抓住学生对于gap year的好奇之心，让其跳读课文，了解课文结构，并从整体把握作者对于开展gap year的态度。步骤：点击第六页，分析文章结构并思考main idea，点击相应下方的空白处呈现答案。点击第七页，把握作者对于开展gap year 的态度。拖拽笑脸呈现答案。Step 3: Scanning 1Scan Paras1-3 and know some information about the traditional course of a student leaving school and taking a gap year. They also learn about different peoples attitudes towards taking a gap year and the reason for it.2 .Scan Paras4-6 and fill in the formWhowhereactivitiesresultsCarol SmithDaniel JonesMartin Johnson3.Scan Paras7-8 and answer the two questions.目的：阅读信息的搜索强调层次设计。在对文章有一个整体把握后，该步骤主要帮助学生对文章细节信息的搜索，进一步了解空档年的相关信息。通过阅读三个学生的真实经历体会空档年所带来的益处。步骤：1.点击第八页，阅读Paras1-3之后，对gap year下定义，点击对应横线空白处呈现答案。继续思考该部分相关信息，点击屏幕右上角，关闭屏幕，点击空白处对应处呈现答案。2.点击第九页，阅读Paras4-6，根据内容填表，按顺序点击单元格阴影，即可呈现隐藏的答案。3.点击第十页，阅读Paras7-8，拖拽左边“”，呈现答案。Step 4: Further thinking Encourage students to skim the whole passage again, and then summarize the benefits of taking a gap year by completing each sentence.目的：空档年的益处是全文的主旨所在，也是学生开展后期写作任务的重要铺垫。首先让学生独自归纳益处，其次再通过完成短句的形式帮助学生巩固对空档年益处的掌握。步骤: 点击第十一页，在对应各句后面空白处点击，呈现答案。Step 5: Carry out the task 1. Organize students into groups of four and discuss on what they think of going on a gap year, where they would go and what they would do.2. Make sure each group member will be responsible for on part of the task and inform them later they will report their essay to the whole class目的：在掌握了空档年的相关信息后，学生可在教师的帮助下，分组讨论各自对开展空档年活动的看法。此外，教师明确任务完成中的要求和任务完成后的汇报比赛，可激励学生有效完成该任务。步骤：点击第十二页，按照预设的问题学生进行小组讨论。Step 6: Report the essay 1. Each group take turns to report their essay to the whole class. 2. When one group is reporting their essay, other groups evaluate their essay and choose the best one they think.Evaluation FormGroups Marks (1-10)wonderful points in the essayG1G2G3目的：开展汇报比赛，通过小组互评一方面可以帮助学生互相交换