牛津译林版（2019） 选择性必修 第三册 Unit 3 Back to the past Project教案

《英语》（选择性必修·第三册） Unit 3 Back to the past Project I. Learning objectives By the end of the lesson, students will be able to: 1. research a historical event through cooperation and exploration; 2. make a report on a historical event including its background, process and impact; 3. present their report on a historical event; 4. evaluate and comment on each other’s report. II. Key competence focus Make a report on a historical event and give an oral presentation. III. Predicted area of difficulty Describe a historical event briefly and objectively. IV. Teaching procedures Step 1 Lead-in T asks Ss to brainstorm some historical events by asking the following questions. ● What historical events do you know ● What do you know about these events 【设计意图：教师通过提问让学生回顾所知道的历史事件并简单分享与其相关的知识，激活学生已有知识，快速导入课堂。】 Step 2 Deciding on a historical event to research T asks Ss to have a discussion and choose a historical event to research. T asks Ss to have a discussion and decide what aspects they want to contain in their report. ● Background (when, where, who, why, ect.) ● Process ● Impact ● … 【设计意图：各小组通过讨论确定要研究的历史事件以及可能要寻找哪些方面的信息。本环节旨在训练学生在较短时间内收集和统一全体成员的意见，达成一致。】 Step 3 The analysis of the example T asks Ss to figure out the structure of the report and summarize the main idea of each part. Part 1 (para.1) Background Part 2 (paras.2-3) Process Part 3 (para.4) Impact T asks Ss to answer the following questions according to the report. When and where did the Industrial Revolution start In England in the 18th century. What were the changes of the Industrial Revolution The factory system and steam power. What was the impact of the Industrial Revolution It promoted economic growth, expanded world trade and brought about the rapid growth of industrial cities and the appearance of an urban working class. T guides Ss to conclude the language features of a report on a historical event and offer some tips for writing one. Language features: objective, formal and brief Tips: sticking to facts; proper use of past tense and passive voice 【设计意图：在学生自己动手写报告之前，教师引导学生学习书上的范例，给学生提供示范指导。首先让学生阅读范例，弄清楚报告的结构及大意；接着，让学生再读，找出背景、过程和影响三方面的内容；最后，教师引导学生总结出写历史事件报告需要注意的地方，为写作报告做好铺垫。】 Step 4 Task division T asks Ss to discuss in groups to think about all the work that needs to be done and how to divide the work properly among the group members. The tasks include: ● Collect materials (pictures and texts). ● Write a report ● Polish the report ● Make a presentation 【设计意图：这一步骤由各小组讨论完成，商议组员如何分工合作，将一项比较大的项目分解成更具操作性的小任务，提高组员的积极性和参与度。需要说明的是，Project 这堂课需要学生走出课堂，学以致用，迁移创新，所以本课要完成的步骤分成两个阶段，到Step 4 为止属于第一阶段。之后学生利 ... ...