Book11_U2_Project.doc

牛津高中英语教学设计 单　　元：Unit 2 Getting a job 板　　块：Project Thoughts on the design: 本节课是以读文章获取信息、小组讨论共同完成任务。有别于Reading部分的阅读材料，project的阅读材料，语言较简单、结构明了。其功能主要是为学生提供空档年（gap year）的相关背景知识。学生通过快速阅读和信息有哪些信誉好的足球投注网站来掌握何为空档年，公众对其态度以及开展空档年活动的益处。在此基础上，学生就自身对空档年的认知，如去何处、做什么、开展空档年的得失展开小组讨论并撰写短文一篇。任务型课程的教学开展应尤其注意各学习小组中任务的明确分配。教师应以统筹管理的身份监控学生开展活动，并设计活动结果评比规则来确保任务开展的有效性。 Teaching aims: After learning Project, the students will be able to: 1. have a deep and clear understanding of “gap year”; 2. voice and exchange their own opinions on taking a gap year and write out an essay about what they think of going on a gap year; 3. cooperate with group members to complete a task before a deadline. Teaching procedures: Step 1 Lead in 1. Say something about the last year of senior high school and what to do in the last summer vacation of the senior high school. 2. Show pictures related to a gap year. 3. Listen to a short audio clip about gap year. [Explanation] 通过对高中最后一年的讨论憧憬未来大学生活的美好，同时思考在高中最后一个漫漫暑假中可以开展哪些有意义的活动。适时提出gap year的概念并让学生收听BBC一段短小的英语节目来初步了解何为gap year，引起学生对这一新概念的兴趣。 Step 2 Scanning 1. Scan Part A to have a basic idea of the whole passage. 2. Answer two questions. (1) How many people’s experiences of taking a gap year are mentioned? (Three students’ experiences are described in this passage, namely, Carol Smith, Daniel Jones, and Martin Johnson.) (2) Does the writer have a positive or negative attitude towards taking a gap year? (The writer holds a positive attitude towards taking a gap year) [Explanation] 抓住学生对于gap year的好奇之心，让其快速浏览全文并回答两个问题。此两个问题中第一个是了解作者通过具体实例介绍gap year的写作结构；第二问则整体把握作者对于开展gap year的态度。 Step 3 Skimming 1. Skim Para1 and Para 2-3 to answer three questions. (1) What is the traditional course of a student leaving school? (He or she would go straight to university and study for three or four years before joining the world of work and begin the slow climb up the career ladder.) (2) What is the main idea of this part? (Different attitudes towards taking a gap year and the rea