牛津译林版（2019）必修三英语《Unit 3 The world online》Project教学设计

PAGE第2页共3页Book3Unit3TheworldonlineProjectHoldingadebateaboutbringingmobilephonestoschool一、教学目标Bytheendofthissection,studentswillbeableto:1.exploretheadvantagesanddisadvantagesofbringingmobilephonestoschool;2.knowtherulesofdebateanddifferentrolesinvolvedinadebate;3.haveadebateaboutwhetherstudentsshouldbeallowedtobringmobilephonestoschool;4.evaluateandcommentoneachspeaker’sperformance.二、教学重难点1.Toexploretheadvantagesanddisadvantagesofbringingmobilephonestoschool;2.Tohaveadebateaboutwhetherstudentsshouldbeallowedtobringmobilephonestoschool.三、教学过程步骤教学活动设计意图互动时间/模式PreparationStep1Theteacherhasstudentsbrainstormtogetherabouttheadvantagesanddisadvantagesofbringingmobilephonestoschool.激活学生与“bringingmobilephonestoschool”话题相关的信息知识储备以及语言知识储备，为辩论扫除明显的信息及语言障碍。5’ClassworkStep2Theteacherhasstudentsgettounderstandhowadebateisorganizedbyintroducingthefollowingprocedure.激活学生进行辩论所必需的形式和流程知识储备，让学生知晓辩论的基本形式和流程。3’GroupWorkStep3Theteacherhasstudentsworkingroupsoffourandchoosethe“for”or“against”sideofthedebateaboutbringingmobilephonestoschool.Havestudentsworkingroupsoffouranddosomeresearchorinterviewteachersandschoolmatestocollectinformationfortheirarguments.为使辩论顺利进行，各小组必须明确项目任务及组内每个成员的分工；通过讨论让学生明确自己的立场和观点。5’GroupWorkImplementation&EvaluationStep4TheteacherhasstudentspracticeusingtheexpressionsintroducingargumentsandarguingagainstpreviousoppositionspeakersinPartBonPage41.1.Howwilltheleadspeakerintroducethetopicandputforwardarguments?2.Howwillthesecondspeakerargueagainstpreviousoppositionspeakerandintroducenewargument?3.Howwillthethirdspeakerargueagainstpreviousoppositionspeakersandbuildonkeyarguments?4.Howwillthesummaryspeakersummarizekeyargumentsandconcludethedebate?通过全班学生对携带手机上学利弊的讨论，对涉及辩论的相关句型的学习和使用，为他们接下来要进行的辩论提供进一步的素材及语言支撑。8’GroupWorkStep5Theteacherhasonegroupfromthe“for”sideandanothergroupfromthe“against”sidecometothestageanddebate“whetherstudentsshouldbeallowedtobringmobilephonestoschool”.Theteacherhasallthestudentscasttheirvotesonwhichsideisthewinninggroup.在全班展示之前，请学生示范展示，为正式辩论提供示例。教师可针对范例中出现的问题及时提醒，并加以纠正。5’GroupWorkStep6Theteacherhasmoregroupsfrombothsidescometothestageanddebatewhetherstudentsshouldbeallowedtobringmobilephonestoschool.Theteacherhasthewholeclasscasttheirvotesonwhichsidesarethewinninggroups.在辩论展示环节，学生将相互合作、整合性地运用所学语言知识和辩论知识，创造性地表达观点，提供强有力的论据，完成辩论。提升学生的合作意识、组织能力、思辨能力、语言表达能力。通过对他组的过程性评价，培养学生独立思考、懂得倾听和欣赏他人的品质。15’GroupWorkStep7Theteachermakescommentsontheperformancesofeachgroup.