Unit3Timeschange单元教学设计-高中英语外研版选择性

附件3：教学设计模板基本信息姓名任苗苗联系电话学段高中展示单元选择性必修二第三单元Timeschange!单元教学设计单元名称Book5Unit3:Timeschange!1.单元教学设计说明(1)教学内容分析:本单元的主题是人与社会，涉及的话题是新旧时代社会和生活等方面的对比与改变。本单元的教学设计基于大单元整体教学理念，以多模态语篇构建了单元育人蓝图。"Startingout"板块的视频对过去慢节奏和现在快节奏的生活进行了比较，引发学生对不同生活节奏利弊的思考，以此引入单元主题；之后通过展示不同领域发展变化的四组图片，先让学生观察图片并说出每组图片分别展现了哪些方面的变化，接着请学生谈谈由此能联想到哪些其他方面或领域的变化，并想象如果能回到40年前，自己想体验什么，引发学生对单元主题的初步思考。"Understandingideas"板块通过作者的视角以叙事的形式讲述了彩虹书店的创新式改变，引发学生对单元主题的进一步思考。"Usinglanguage"板块语法部分的语篇介绍了一个旧市场被改造成现代化购物中心以及人们对此的不同看法，两组图片对比了新闻行业在四个方面所经历的变化；综合语言运用中词汇部分的语篇介绍了中国改革开放取得的巨大成就，呈现了一篇庆祝科技中心商业园运营一周年的演讲稿，听说部分是对一位深圳居民就深圳几十年来巨大变化进行的采访，使学生在学习和运用语言的同时能够从更多方面了解时代的变化。"Developingideas"板块的阅读语篇切换角度，介绍了表情符号的发展变化过程，让学生从全新的角度感受网络语言对表达方式的影响；写作活动则通过介绍一种可能消失的事物——电话亭，引导学生描述另一种未来可能会消失的事物，深入思考时代变化所带来的影响。"Presentingideas"板块要求学生思考过去几十年里学生的学习方式发生的变化，并预测未来学习活动的变化趋势。"Project"板块引导学生通过采访了解过去几十年里长辈生活方式的改变，从而更深刻地认识社会发展变化的必然性。单元整体教学框架：PresentingIdeas要求学生观察描述三张教师给学生授课的图片，思考过去几十年里学生的学习方式的变化并预测未来学习活动的变化趋势。学生通过观点阐述，进一步认识和理解时代变迁的话题，寻求高效的学习方式。Reflection生活方式的内驱力理解；题材和特点；词汇、表达和结构；理解不同文化方面的改进；使用学习策略并探究有效学习方式是否改进；在分析解决问题有什么改进。Project要求学生采访长辈，了解过去到现在的几十年，他们生活方式的改变。通过采访活动，学生能够更好体会时代变迁，进一步挖掘人与社会的主题语境。本单元教学设计与实践的理论基础：英语学习活动观：根据新课程标准六要素整合的英语学习活动观将活动氛围迁移创新类、应用实践类、学习理解类，旨在促进学生深度学习；教学评一体化：设计目标、活动和评价相统一的教学，实现以评促学、以评促教。单元整体教学观：以主题为引领，使课程内容情境化、结构化，从碎片化学习转向整合关联结构化学习。本课时的顶层设计基于大观念，采用单元整体教学的方法。在纵向上，通过英语学习活动观的三个层级活动，旨在促进学生的深度学习；在横向上，以英语学科核心素养为导向，实现教—学—评一体化。任务型教学法(TaskbasedApproach)：为解决具体、真实的任务而进行的学习活动。整体语言教学法(WholeLanguageapproach)：在教学过程中，把语言“听、说、读、看、写”五个部分有机地整合为一体，实践英语学习整体观。交际语言教学法(municativeLanguageApproach)：在课堂学习中,学生在多数情况下处于“交流”“交往”和“交际”的场景中，借助思考、讨论、表达等具体行为，获得交际能力和语言素养的提升。2.单元目标与重点难点(1)单元学习目标：语言能力：通过单元教学，学生能够理解读懂与时代变迁有关的文章内容，能够听懂并谈论与时代变迁有关的话题，能够恰当使用过去进行时的被动语态对过去某一时刻正在进行的被动动作进行描述，能够使用所学词汇和表达来描述时代的变迁，能够通过论证分析表达自己的观点；文化意识：通过单元教学，学生能够了解时代发展给不同领域带来的变化和影响，能够联系生活实际，培养创新意识，能够积极面对社会和生活的各种变化和挑战，树立健康积极的世界观、人生观和价值观；思维品质：通过单元教学，学生能够正确判断作者的观点和态度，能够运用审辨式思维和创新思维，针对不同话题做出客观、理性的判断，并有理有据地论述自己的观点，能够联系自身实际，实现知识和思维能力的迁移，并从学习中提升分析问题和解决问题的能力；学习能力：通过单元教学，学生能够进一步了解时代变迁的各种原因，预测未来不同领域可能的发展方向，能够多渠道获取英语学习资源，进行有效的自主学习和探究式学习，能够选择恰当的策略和方法，监控、评价、反思和调整自己的学习内容和进程。单元重难点:重点：读懂与时代变化相关的语篇内容；用过去进行时的被动语态来描述过去某一时刻正在进行的被动动作，表达各行各业所发生的变化；听懂并谈论与家乡变化相关的话题；难点：用所学词汇和表达描述社会各领域的发展变化，对未来可能发生的变化进行预测，体会变化给每个人的生活带来的影响；在深入理解文本主题的同时联系生活实际，培养自己的创新意识，鼓励自己以积极的心态面对各种变化，形成正确的世界观、人生观和价值观；通过运用各种学习策略，在自主、合作与探究式学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己理解和表达的能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。3.单元整体教学思路（介绍单元整体教学实施的思路，包括课时安排、教与学活动规划，以结构图等形式整体呈现单元内的课时安排及课时之间的关联等）课时关联主题大观念：时代变迁小观念1:感知时代变化：Startingout:changesindailylifeUsinglanguage(grammar:Pastcontinuouspassive):changesinhometownandthenewsindustryProject:interviewoldergenerationsabouttheirlifestyle小观念2:紧跟时代步伐：UnderstandingIdeas:bravechangesthroughcreativityandcorporateknowledgeUsinglanguage(vocabulary:Intoanewera):achievementsofChina’sreformandopeninguppolicyListening&Speaking:China’sgrowthmiracle:acontrastofShenzhen’syesterdayandtoday小观念3:审辨时代发展：DevelopingIdeas(reading):thedevelopmentofemojisDevelopingIdeas(writing):writesththatwilldisappearinthefuturePresentingIdeas:thingschangedorthatwillchangeinourways二、课时安排第一课时：Reading&Speaking:Startingout&UnderstandingIdeas感知时代变化第二课时：Grammar:Usinglanguage:Pastcontinuouspassive谈论时代变化第三课时：Listening&Reading:Usinglanguage:Vocabulary&listening紧跟时代步伐第四课时：Reading&Writing:DevelopingIdeas审视时代发展第五课时：Speaking:PresentingIdeas审视时代发展课时教学设计课题StartingOut&UnderstandingIdeas:ANewChapterThediscoursethemeofthislessonis"ManandSociety,"whichbelongstothe"History,Society,andCulture"themegroup.Specifically,itdelvesinto"SocialProgressandTechnologicalDevelopment."Startingout,wediscussthechangesinvariousaspectsoffastpacedandslowpacedlifeintheoldandneweras,leadingtotheUnderstandingIdeassectionabouttheinnovativetransformationofRainbowBookstore.Thistriggersstudents'perceptionofchangesinthetimesandinspirestheircouragetodaretokeeppacewiththetimesandadapttothedevelopmentsandchangesoftheera.FoundationProblemsSolutionsThemeStudentsarefamiliarwiththetopicofthisunitStudentshavenotpaidmuchattentiontothechangesinthelayoutandfunctionsofbookstores.Theyhavenotdeeplyconsideredthereasonsbehindtheevolutionofthetimesandthecorrespondingmeasures.Guidethepresentationofchangesandconstantsthroughvisualtables.Leadstudents'thinkingfromlowordertohighorderlevelsthroughachainofquestions.Createauthenticcontextsandsettaskstostimulatestudents'motivationtodelvedeeplyintothecausesandsolutions.AbilityStudentshavemasteredbasicreadingskillsandhavetheabilitytoacquiretheinformationfromreadingTheyarenotfamiliarwiththefunctionsofenvironmentaldescriptionandflashbacktechniquesinnarrativewriting.ThestudentsIamteachingarefreshmeninhighschool,usingtextbooksforsecondyearhighschoolstudents.Theirvocabularyisrelativelylow,whichincreasesthedifficultyofunderstandingthearticles.Itisnecessarytopreviewthevocabularyrelatedtothetextbookbeforehand;Duringclass,dictionariescanbepreparedtocultivatethehabitofsolvingunknownwordsbyusingdictionaries.Bytheendoftheclass,studentswillbeableto:（1）sortoutthechangedandunchangedaspectsofthebookstore;学习理解（2）figureoutthefunctionofenvironmentaldescriptionandflashbackinthenarrativeessay;学习理解（3）bthroughtheauthor’sfeelingsandwhathappenedtothebookstorebasedonthetimeline;学习理解（4）summarizewhatwecanlearnfromthepassageinourlife；应用实践（5）holdapositiveattitudetowardschangesinthetimesandpeople’slivesandmaintainChinesespiritstofacethechangeswithcreativityandknowledge.应用实践(6)offercreativesuggestionstothephysicalbookstores迁移创新4.学习重点难点重点：（1）sortoutthesimilaritiesanddifferencesofthebookstore;学习理解（2）figureoutthefunctionofenvironmentaldescriptionandflashbackinthenarrativeessay;学习理解（3）bthroughtheauthor’sfeelingsandwhathappenedtothebookstorebasedonthetimeline;学习理解难点：summarizewhatwecanlearnfromthenewownerinthepassage；应用实践holdapositiveattitudetowardschangesinthetimesandpeople’slivesandmaintainoriginalaspirationtofacethechangeswithcreativityandknowledge.应用实践(3)offercreativesuggestionstothephysicalbookstores迁移创新5.学习活动设计教师活动学生活动Prereading(LearningandUnderstanding)Step1：Warmingup(感知与注意)TshowsavideowhichshowsthechangesoflifeinChinaandasksSstothinkaboutwhathaschangedinourlife?Sswatchthevideotofeelthechangesoftimestoindividualsandthesociety.Purpose:ToarouseSs’backgroundinformationaboutthistopicStep2：Leadin（获取与梳理；描述与阐释）TleadsSstotalkaboutthechangesinthewaypeoplebuybooksandmakesasurveyaboutwhichwaytheypreferandexplainreasons.TpresentstwochartsaboutthesalesmadebyphysicalandonlinebookstoresinChinafrom2011to2023andasksSstoobservethemandanswerthefollowingtwoquestionsandthinkaboutwhatwillhappentothephysicalbookstores.Sstalkaboutwhichwaydotheypreferandexplainreasons.Ssobservethecharts,maketheirownconclusionsbasedonthefiguresandpredictthefutureofphysicalbookstores.PurposeToleadSsintothetopicandgainaninitialunderstandingofchangesinlife;ToactivateSs’backgroundknowledge;TotrainSs’abilityof“viewing”andformSs’readingexpectations.Step3：Makeaprediction（感知与注意；分析与判断）TguidesSstoobservethetitleofthetextandillustrationsinthetextbookandguessthemainideaofthepassageSspredictthemainideaofthepassagebyobservingthetheillustrationsandguessthemeaningsofthetitle.PurposeTostimulatestudents’curiosity,createreadingexpectations;Tocultivatetheirpredictiveabilities.WhileReading(learningandunderstanding,applyingandpracticing,transferringandcreating)Step4：1stReading:Readfororderandstructure（获取与梳理；概括与整合；分析与判断）TasksSstoreadthepassagequicklytocheckpredictions,findouttheorderandstructureofthepassage.Thepassageismainlydevelopedinorderoftime.(Tips:Payattentiontothefirstsentenceofeachparagraph,especiallysomesignalwords,andfigureouthowthepassageisdeveloped.)Dividethepassageintotwopartsandsummarizethemainideaofeachpart:Part1:para1para4:oldbookstore;Part2:para5para8:newbookstoreSsreadthepassagequicklytochecktheirprediction,getageneralideaofthepassagebyidentifyingthethestructureandfiguringouthowthepassageisdevelopedbyfindingfivetimepoints.Purpose:TohelpSsunderstandthewritingorderbyfocusingonthesignalwordsinthepassage.TocultivateSs’abilityinfiguringoutthegeneralideaandstructureofapassage.Step5：2ndReading:Readfordifferencesandsimilarities（获取与梳理；概括与整合）Jigsawreading:Findoutwhatarethedifferencesandsimilaritiesinfacilitiesandactivitiesofbookstoresandownersbydividingstudentsinagroupandinvitesomegroupstosharetheiranswerwithothers.StudentA:differencesinbookstores’facilities(nouns)StudentB:differencesinbookstores’activities(verbs)StudentC:similaritiesinbookstoresStudentD:similaritiesinownersSsaredividedinagrouptoreadanddiscussthedifferencesandsimilaritiesbetweennewbookstoreandoldbookstore.Aftertheirreadingfortheirpart,theysharetheiranswerswithotherstudents.Ssshouldunderlinetheplaceswheretheyfindthedifferencesandsimilarities.Purpose:TohelpstudentsfigureoutthesimilaritiesanddifferencesbetweenoldbookstoreandnewbookstoreandknowhowtokeeporiginalaspirationbyfindingoutthesimilaritiesbetweenCaseyandJennifer.Tocultivatetheircooperativeabilityandencouragestudentstosharetheiropinionswithothers.Step6：3rdReading:Readforplotsandemotions（获取与梳理;分析与判断；描述与阐释；推理与论证）AskSstosortoutwhathappenedtothebookstoreandtheauthor’sfeelingsaccordingtothetimeline;Ssreadthepassagetofindoutwhathappenedtothebookstoreandthechangesofauthor’semotions.Analysethereasonswhyoldbookstorehadtochangeandexplainthedeepmeaningsofthetitle.Analysethefunctionsofenvironmentaldescriptionandflashbackinthenarration.Ssunderstandthedeepreasonswhytheoldbookstorehadtochangeandthedeepmeaningsofthetitle.SsappreciatetheenvironmentaldescriptionandtheuseofflashbackPurpose:Tohelpstudentslearnaboutthewholepassage,andfeeltheauthor'semotionschanges;Tohelpstudentslearnaboutsomewritingskillsinnarration,includingenvironmentaldescriptionandflashback;Tohelpstudentexploretherootreasonswhytheoldbookstorehadtocloseanddeepentheunderstandingofthetitle.PostReading(applyingandpracticing;transferringandcreating)Step7：Questionchains（推理与论证；批判与评价）1.WhatmakesRainbowBookstoresurviveastimeschange?2.WhydoesJenniferchoosetocontinueopeningRainbowBookstoreratherthanstartotherkindsofbusinessmodes?Ssdiscusswithpartnersabouttheanswersofthequestion.Possibleanswers:corporateknowledge,creativityandpositiveattitude;LoveforreadingandmunityPurpose:TohelpstudentunderstanddeeplywhatmakeRainbowBookstoresurviveandthereasonswhythebookstorecanbestillinthemunity.Tocultivatestudents’criticalthinkingabilityandevaluatingability.Step8：Creation(内化与运用；想象与创造)TshowsanewsvideomadebyAIwhichintroducesarealstoryabouta98yearoldmanandhisbookstorewithmorethan100yearsandinvitesstudentstosharetheirideaswithothersandshowtheirdesignswithcreativityandknowledge.Basedonthelearning,studentsworkingroupstoprovidesuggestionsforlocalphysicalbookstoresbyusingthelanguagescaffoldingsetupbyteachersandtheircreativethinking.Purpose:Todeveloptheircreativityandcooperationabilitiesbydiscussingwithpartnersandapplyingtheknowledgeintoreality.ToknowhowtogivesuggestionsStep9：Summary(概括与整合)TaskSs:“Astimeschange,whatshouldwedo?”Firstly:weshouldtakeapositiveattitudetowardschangeswithknowledgeandcreativitywiththeaimofturningchangeintochance.Secondly:weshouldneverforgetouroriginalaspirationLet'sembracechangesandkeeporiginalaspirationLet’sbeginanewchapteroflifeandtimes!SsthinkaboutwhattheyshoulddofromthepassageandwatchthevideomadebystudentstolearnmanybrilliantspiritsfromChinese.Purpose:TosummarizetheclasswithadviceastimechangesandtoencourageSstobroadentheirknowledge,developtheircreativity,keepapositiveattitudeandpromoteChinesespiritstofacethechangesinthefuture.6.板书设计7.作业与拓展学习设计Ø

pulsoryhomework：WritealetterofadvicetoWenshanBookstore,providingsuggestionsfortheirsurvival.

（30

mins）Ø

Optionalhomework:Findoutmorechangesinlifebyshootingshortvideos(10mins),analyzethereasonsforthesechanges,anddiscusshowweshouldfacethesechanges.8.特色学习资源分析、技术手段应用说明1.AIGC(ArtificialIntelligenceGeneratedContent):TusesAIGCtomakeanewsvideowhichshowstherealstoryofWenshanbookstoreinSuzhouandseekadvicefromSswiththeaimofcreatingarealscenerytomakeSsthinkabouthowtosolvetheproblemandmeetthechanges.2.AIImages:Tcreatespicturesinthe.tomakethePowerPointmorevivid.9.教学反思与改进教学亮点：使用韦恩图和拼图式阅读对彩虹书店的变与不变进行分析归纳和总结，充分考虑到学生的水平并能提高阅读兴趣和效率，同时促进学生之间的合作与交流。利用时间线索梳理故事发展脉络及作者的感情线，将明线与暗线相结合，最后通过感情变化来总结作者对于书店变化的态度以及让学生了解要以积极心态面对挑战。充分使用人工智能技术与教学相融合。教师利用魔珐有言AI视频软件以新闻方式向学生介绍了一个真实存在的老书店和年近百岁的书店主人的故事，设置了真实的情景，在线寻求帮助，为输出