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1、教学设计Topic（主题）选择性必修二 Unit 3 Times Change -Understanding ideasMy students are in the first semester of Grade 2. They have got used to an all-English class, and most of them can participate in task-based group learning activities, perform actively and deal with the challenges in class by cooperating wi
2、th group members. So, the progressive cooperated tasks through reading not only helps me a lot to arouse their enthusiasm but also enable them to understand the passage better.Core Competence (Teaching Aims)Linguistic ability: The students are supposed to talk about the changes with the words and ph
3、rases related to this topic.Learning ability: The students are supposed to search for the key information and the evidence. Meanwhile, they should learn how to deal with the difficulties caused by times changing according to the text.Thinking ability: The students are supposed to regard the social d
4、evelopment from a point of dialectics.Cultural character: The students are supposed to thinking about “human and society” and to establish positive values of rationalized development keeping the essence and making changes to contribute to the community. Importantanddifficultpoints （重难点）1.Enablethest
5、udentstoanalyze the passage and to find out the reason why Jennifer made changes of the old Rainbow Store instead of opening a new one.2. Develop the students associative ability and logical capability to deal with the similar issues.Teaching methods （教学方法）Task-basedteachingapproach;stratified teach
6、ing; self-directed learning; Groupwork, etc.Review tasks （预习任务）Since this part is about the changes made by advanced technology, creativity, corporate knowledge, etc., the students are asked to think about some changes around them.Teaching procedures （教学内容与过程）Process教学过程Purpose目的Teachers Activities教
7、师活动Students Activities学生活动Part I:Leading-in1. To reduce theirtension and arouse their interest of the class2. To lead in (a natural transition to the topic)1. Use the mask, the Coronavirus, SARS to lead in the changes of the students study life.2. Ask the students to talk about the changes around th
8、em. (Especially mention the sky railway to arouse their patriotism)1. Students think about the changes brought by the pandemic.2. Several students share the changes around their life.Part II:Pre-reading:1. To train students ability of finding the key information.2. Two questions are designed to moti
9、vate the students to think about the affection to the bookstore expressed by the text.1. Ask the students to read the passage to find the ideas conveyed. 2. Ask the students to divide the passage into two parts as well as concluding the main ideas. 3. Ask the students two questions about the old boo
10、kstore and the new one.(Do the authors childhood memories make the passage more appealing? why didnt Jennifer open a new one? Or open a chain bookstore/ online bookstore to earn more money?)Students read the passage quickly and finish the tasks individually.Part III:Reading(group work)1. To train th
11、e students to acquire the specific information;2. To train the students cooperation ability;3. to help them both to regard the social development from a point of dialectics and to establish the positive values of rationalized development;4. to lead the students to think about “human and society”, an
12、d how to contribute to the community.1. Ask the students read the passage again and find out the features of the old Rainbow bookstore as well as that of the new one;2. Ask the students to make a comparison to find out the similarities and the differences;3. Ask the students “which change do you thi
13、nk is the most attractive? Why?” 1. The students read the passage. Then write down their answers about the features on the blackboard;2. The students work with their partners to make a comparison. Each group share the similarities and differences; 3. The students expression their own opinions about
14、the changes of the bookstore.Part IVPost-readingA Task1. To identify the theme of the text 2. Consolidation and divergent thinking (group work)Ask each group to give me (the owner of a coffee shop) some suggestions not only to attract more customers but also to contribute to the community.1. Student
15、s get their task and try their best to accomplish them.2. Students are proud and delighted to share their ideas with the rest of the class.Part V:ReflectionTo check whether they have reached the teaching aims. Show the teaching aims on the screen and ask the students to check by themselves. Tell the
16、 students if there is any question, contact the teacher after class.Read them and check whether they have reached the aims.Part VI Homework（课后作业）1. To consolidate what has been learned during this class.2. To pave the way for the listening part on the text book (Activity 7).1. Talk about the changes
17、 of the Rainbow bookstore, and try to use the expressions from the passage. 2. Talk with your grandparents to get to know what the life was like in their times and what they think of the changes.Blackboard design （板书设计）Unit 3 Times ChangeA New ChapterProblems: e-books, chain stores, online discounts
18、Features of the old one Features of the new one (The students will write down the answers on the black board)教学反思本单元主题是“人与社会”，整个课堂40分钟时间，我给予学生足够的思考和表达时间，而我作为教学的指导者，针对学生的不足和疑问进行点拨、总结、补充，整节课学生的参与面广，学生的汇报展示不局限于教材，而是对教材知识的整合、重组、拓展，学生学习的积极性被充分调动起来，体现了新课程改革强调的充分发挥学生主体地位、教师真正成为了学生学习的促进者和培养者。同时，我对问题也进行了分层次设计，由浅入深，逐步引导学生在理解课文表面意义的基础之上进行深入思考，引导学生学习用发展的眼光看问题，同时用辩证的思维看待身边的各种变化。并激发他们为自己的社区，为社会奉献一份力量的热情与决心。但是在教学中出现了之前学习情趣不强、基础知识较差的学生情趣特别高涨，但苦于词汇积累不够，表达不出。这就需要教师及时给予帮助，并要求教师具备较高的临场掌控的能力。这也给予我一些启示，可以在今后的教学生活中多留意与话题有关的文章、视频，帮助学生们更多地积累地道的表达。