资源简介

Unit 3 The Internet Project教学设计
教学目标
1.0bjectives of language Competence ①All the students can cultivate the vocabulary about English-learning apps with integration of the textual information. ②The majority of students can present and outline an English-learning app from different perspectives. 2.0bjectives of learning capacity ①Most students can analyze and exemplify the advantages and disadvantages of an English-learning app. ②Every student can collaborate on the group project and play a role in a short presentation. 3.0bjectives of cultural awareness All the students could take more rational attitude to the Internet and hi-tech. 4.0bjectives of thinking quality Most students can assess how well an English-learning app works from different perspectives with the guidance of the criteria.
教学文本分析
The theme of this unit is the Internet,which is concerned with human and society.The global system of interconnected computer networks has become the backbone of the global industry and modern culture,which has a significant impact on students'daily life and learning habits.The task of this project is to compare two English-learning apps without any texts provided.To help students get better knowledge of the discourse of new media as well as the words and expressions related with English-learning
apps,a new media text (a clip of an infomercial on an English-learning app)will be supplemented,which mainly promotes an English-learning app called“alive studio”.Students will learn about contemporary Internet technology such as apps and webcast as well as social media and the influence it has on different groups of people.Therefore,the task of this project has been replaced by a live webcast on an English-learning app rather than blogging which has been completed during the period of reading for writing.It is hoped that students can act out a live webcast on an English-learning app and make an assessment on its advantages and disadvantages
学情分析
Students have learned about online habits and communities,virtual technology and the realm of e-learning in the previous periods,who are quite familiar with the words and expressions about English learning while a lack of the understanding and learning of discourse of new media text such as apps and webcasts.It is expected that students could reflect on playing role of a presentation on how an English-learning app works and take more rational attitude to the Internet.
教学策略选择
This PBL lesson will be developed by the top-down processing to decode the text and by project-based learning processing as follows 1.Activate the students’prior knowledge about English-learning apps and presentation with integration of textual information. 2.Elicit some scaffolding questions to relate to the interaction that occurs between the students and the text and represent the text as a whole 3.Formulate some alternative plans to accomplish the project through acting out a presentation on an English-learning app in groups. 4.Make a peer evaluation on the performance of the presentation by means of plickers and interactive questions.
教学内容
教学重点： 1.Cultivate the vocabulary with integration of textual information 2.Facilitate the task of comprehending and decoding the text.
教学难点： 1.Monitor and manage the project-based learning process to accomplish the project. 2.Guide the students to present English-learning apps in a creative way.
教学过程
步骤 教师活动 学生活动 设计意图 核心素养提升点
Warm- up Lead in the theme of the project by introducing the impact of the Internet on daily life. Talk about the influence the Internet brings us. Arouse the learning interest of students and introduce th e background of the project Raise the cultural awareness of the proper use of the Internet.
Step Lead-in Ask students to guess what app it is through viewing the logos of several English-learning apps Think answer question individually. and th e Create the textua setting and lead in the theme of the pro ject. Attain the background knowledge of the topic of the project.
Step 2 Pre-prc ject Ask students about what English-learning apps they usually use and ask them to differentiate the function and target users of different apps Discuss in pairs and answer the question individually. Activate the prior knowledge about English-learning apps. Cultivate the chunks and vocabularies.
Step 3 Pre-pro ject Ask students to watch the video with three questions kept in mind: 1.What's the app name 2.Who is it intended for Watch the video and decode the text from different perspectives of different roles Comprehend the content of the video text. Acquire the chu sentence pattern integration of th information
3.What is it for
Step 4 Pre- project Elicit some scaffolding questions to lead the students to make Comment on the English-learning app Analyze and exemplify the advantages and disadvantages of the app Make Comments on the app and prepare the representation of the app Assess how well an English-learning app works from perspectives
Step 5 Pre-pro ject Select 3 sentence patterns from the text and ask students to polish the sentence. Polish sentences lmeans inversion. th e by of Address the differences between the discourse of new media and formal written text. Foster the students competence.
Step 6 While- project Ask individuals tol carry out a webcast for the first time based on what has been learned above. Present the text as a whole by outlining the introduction to the app Get familiar with the discourse in webcast and prepare for the final presentation Reinforce the earning capacity of summarizing and solving the problems
Step 7 While- project Guide students to formulate a project plan and role play a live streaming based on the criteria of the project Have a group discussion and collaborate to promote an English-learning app through presentation. a Learn from peers and make a self-reflection Cultivate the creative qualities of student ability to solve problems
through interactive Communication during presentation an the
Step 8 While- project Ask students to make peer evaluations and give feedback on the winning group awarded with“the most popular English-learning app. ” Give comments on the performance of the project group with the guidance of the criteria given by teacher. Encourage students to make an assessment on the performance of the presentation Develop the studen thinking ability.
Step 9 Post-pr oject Share a famous proverb about language learning and remind students to make proper use of new medial technology. Appreciate and internalize the meaning of the proverb. Broaden the students'horizon and make an emotional promotion. Raise the cultural aw taking more rational new media technolog

展开更多......

收起↑