Unit 3 The world of Science Understanding ideas教案 2024-2025学年高中英语外研版必修第三册

2025年黔西南州高中英语优质课评选观摩交流活动教学设计 课题：The New Age of Invention 参赛序号：NO.3 黔西南州教育局 年 月 日 Catalogue I. Teaching Plan..........................................1 II.Teaching Material.................................20 学科网（北京）股份有限公司 I.Teaching Plan I. Overall Design Concept This lesson is a reading-and-speaking class. Based on the relevant concepts of the New Curriculum Standards and integrated with the Production-Oriented Approach (POA) theory, the teaching of this class session is divided into three stages: "motivating", "enabling", and "assessing". During the "motivating" stage, the teacher creates a reading scenario to guide students in paying attention to inventions around them, thereby introducing the concept of The New Age of Inventions, the discourse (text), and the productive task for this class session (which involves conducting an interview after inventing an item to prepare for sharing). The learning objective of this stage is to stimulate students' interest in learning the new discourse or activate their existing background knowledge, preparing them for better reception of the input. Subsequently, we move on to the "enabling" stage. Based on the discourse, the teacher will guide students to deconstruct its structure, content, main idea, and purpose through activities such as matching exercises, filling in tables, and setting up question-and-answer sessions. After receiving input assistance, the focus of the learning tasks will shift to understanding the ideas conveyed behind the discourse. Subsequently, the teacher will instruct students to select the necessary content, linguistic forms, etc., from the input and incorporate them into the productive task (the interview). Finally, during the "assessing" stage, an "immediate assessment" is conducted on students' preliminary outcomes. After class, the teacher will carry out a "delayed assessment" of the interview activities related to the invented items that students produced based on the immediate assessment. The Production-Oriented Approach (POA) not only embodies the integration of "teaching, learning, and assessment" but also has an inherent connection with the concept of English learning activities. Integrating these two aspects into reading-and-speaking instruction is conducive to facilitating the achievement of teaching objectives. II. Brief Description of Design Features Feature 1: The design uses Wanfenglin as the setting, incorporating real-location videos to introduce the new lesson. This enhances students' sense of authenticity and immersion, allowing them to better perceive the influence of "inventions in the new era" and delve deeper into the relationship between science and life. Feature 2: The input part of the design focuses on "guiding students to summarize the structure of interview texts". Based on this structure, students attempt to use science to change their own lives. They expand questions using the four interrogative words "what, who, why, how" as a framework. The output part involves "students conducting interviews about invented items". This approach not only highlights the teaching objectives but also echoes the theme of the entire text. Feature 3: The design primarily centers on exploring the "new characteristics" of the theme "the era of new inventions". It guides students to comprehend the inventive spirit of the new era and understand the trends in future technological development. III. Analysis of Teaching Background (1) Analysis of Curriculum Standards According to the English Curriculum Standards for General Senior High Schools (2017 Edition), the content of the English curriculum serves as the foundation for developing students' core competencies in the English subject, encompassing six key elements: thematic context, discourse type, linguistic knowledge, cultural knowledge, language skills, and learning strategies. Thematic Context: This lesson, titled "The New Age of Invention," reflects the theme of technological development and scientific spirit within the broader context of "man and society" in the unit. Discourse Type: This text belongs to the interview genre within the compulsory curriculum. Linguistic Knowledge: This lesson's text involves grammatical knowledge, discourse knowledge, and pragmatic knowledge. The discourse knowledge demonstrated includes explicit cohesion and coherence devices within the text, as well as the characteristics of transition sentences and the structure of interview articles. The pragmatic knowledge demonstrated involves using appropriate language to respond to others or express one's own viewpoints, and effectively employing non-verbal forms in oral communication, such as eye contact, facial expressions, and gestures. Cultural Knowledge: The cultural knowledge covered in this lesson involves understanding scientific and technological inventions from various countries throughout history, both ancient and modern. It emphasizes learning from and drawing inspiration from the outstanding achievements of human civilization, particularly China's scientific and technological inventions, to help students strengthen their cultural confidence and enhance their patriotic sentiments. Language Skills: Language skills are divided into receptive skills and productive skills. The receptive skills demonstrated in this lesson include extracting main information and viewpoints from the discourse, comprehending the gist of the text, grasping key concepts and details within the discourse, and understanding the structure and linguistic features of the text. The productive skills in this lesson involve initiating and sustaining conversations based on communicative needs. Learning Strategies: Learning strategies refer to the regulatory and managerial behaviors that students adopt during their learning process, driven by a problem-solving mindset. These strategies encompass metacognitive strategies, cognitive strategies, communicative strategies, and affective strategies. For example, students may quickly skim through the text to grasp its overall meaning, scan for specific information, use mind maps to collect and organize information, and independently, collaboratively, and inquisitively complete group activities. (2) Analysis of Teaching Materials 1. Unit Analysis The thematic context of this unit is "Human and Society," with a focus on the development of technology and the spirit of science. Starting with scientific conjectures that have appeared in science fiction, this unit presents a historical overview of scientific progress from ancient times to the modern era. It enriches students' understanding of scientific phenomena in daily life, guiding them to deeply contemplate the relationship between science and life. Moreover, it cultivates students' attitudes towards science and fosters a critical thinking mindset, encouraging them to explore how science can be utilized to transform their own lives. The core linguistic knowledge that students need to learn in this unit encompasses key vocabulary such as “press, flexible, capable, significant, mental, flash, attach, procedure” and so on. Core phrases include “virtual reality, wearable tech, in addition, in terms of, fly a kite, tie...to, along with, establish the truth, take place, die from, come up with” and so on. Core sentence structures involve patterns like “It will become..., People will use... instead of..., It will be... for people to..., There will be no... because...”and so on. The key points for skill and strategy learning in this unit include grasping the main idea of the text through looking at pictures, reading stories, and listening to dialogues, sorting out detailed information from the discourse, comprehending the author's writing intentions, delving into the characteristics and writing methods of argumentative essays, and fostering critical thinking. The aim is to cultivate students' scientific spirit of seeking truth and deepen their understanding of the community with a shared future for mankind. 2. Lesson Analysis 【What】Theme and Content This text is an interview that records a conversation between the interviewer and the interviewee, Richard, the author of "The New Age of Invention." The dialogue, presented in a question-and-answer format, introduces great new inventions throughout history from both China and the West, the profound changes these inventions have brought to our lives, and the driving forces behind innovation. The text is structured around the interviewer's questions. The first question revolves around the title of the book, "The New Age of Invention." Many people believe that the great age of invention has passed, and the interviewer asks the author for his perspective. The author introduces inventions from ancient China and the West, acknowledging that there were indeed "golden ages" of invention in history, but emphasizes that we are now in a new era of technology. This leads the interviewer to ask the second question: Are most inventions today related to technology? Richard answers this question with examples and points out that modern inventors often collaborate on their innovations. Finally, the interviewer inquires about what motivates people to invent and create, as well as Richard's views on the invention of a time machine. 【Why】Style and Language This text, grounded in a personal interview, aims to enable students to recognize the profound impact of rapid technological advancements on our daily lives. It inspires students to delve deeper into the relationship between science and life, explore the essence of the scientific spirit, and deepen their understanding and exploration of the thematic significance of the unit. By doing so, students can gain insights into the future development trends of technology in the world and cultivate an international perspective. 【How】Text Structure and Activity Design The discourse type of this text is an interview. The language used in the text is relatively colloquial, featuring numerous everyday expressions such as "Welcome, Richard!", "Well, that’s an interesting point.", "Sure.", and "I see." Students should be encouraged to apply these expressions in their oral communication after understanding their meanings. When presenting his viewpoints, Richard first clearly states them and then supports them with examples. He cites numerous examples of inventions from both ancient and modern times to substantiate his arguments, such as "the four great inventions in Ancient China" and "3D printers." (III) Analysis of Students’ Learning Conditions (SWOT Analysis): 1. Strengths: After a period of English learning, students are capable of expressing their own viewpoints, emotions, and attitudes. They can comprehend simple language materials in daily life and possess a certain ability to acquire and summarize specific and key information. Additionally, students have initially developed the capacity for autonomous learning and cooperative inquiry-based learning, enabling them to read and contemplate textual materials with depth. 2. Weaknesses: Most students tend to rely on simple sentences for expression, indicating a relatively weak language organization ability. Due to the ease of identifying textual genres, students often overlook the collating and integration of key information in texts, resulting in a superficial, literal understanding of the articles. Grasping the logical relationships between inventions and the eras in which they were created requires higher-order thinking skills. Consequently, students may struggle to comprehend the underlying thought processes and significance behind the information provided by interviewees when reading texts. 3.Opportunities: Guide students to acquire and integrate information through independent reading and group collaboration, thereby providing opportunities for mutual learning. Enable students to understand the trends in future technological development worldwide, foster an international perspective, and deepen their understanding of the unit's theme. Help students develop critical thinking skills. Stimulate students' cultural confidence and national pride, as well as their desire for innovation and invention. 4. Threats (Challenges): Designing and summarizing the characteristics of new inventions, and conducting interviews about the era of these new inventions. Presenting oneself and pushing personal boundaries in the classroom. IV. Teaching and Learning Methods (I) Teaching Methods 1. Situational Teaching Method The Situational Teaching Method refers to a pedagogical approach where the teacher intentionally introduces or creates vivid, concrete scenarios with emotional undertones and primarily visual elements during the teaching process. These scenarios are designed to evoke certain attitudinal responses from students, thereby aiding their comprehension of the teaching materials and facilitating the development of their psychological functions. In the introduction phase of this lesson, a video titled "The Wonders of Technology in Wanfenglin" will be shown. This video uses inventions from the students' hometown daily life as a context to draw their attention to the innovations around them, thus introducing the topic of the discourse. This context is closely aligned with the students' actual lives, not only stimulating their interest but also providing an authentic linguistic context for subsequent learning. 2. Activity-based Approach Activity-based teaching approach involves teachers designing activities at different levels, where students complete various activities independently, collaboratively with peers, or under the guidance of the teacher. During the learning process, students comprehend, internalize, and apply the acquired linguistic knowledge to acquire and construct meaning, develop diverse thinking skills, gain learning experiences, and form subject-related core competencies. In this lesson, the activity-based teaching approach was implemented throughout the class. The teaching tasks progressed gradually from basic comprehension to practical reading, helping students master the framework, core content, and language application methods of film review writing step by step. In the lead-in phase, a video titled "Adventures in Technology at Wanfenglin" was shown, creating a context centered around inventions in students' daily hometown life. This enabled students to form initial cognitive understanding and established a certain contextual foundation for comprehending the text. Subsequently, students moved on to the stage of text content learning and interview practice. First, they completed a paragraph-main idea matching task to organize the structure of the text, and then a table-filling task to further refine their understanding of the content structure. Next, in group collaborations, students extracted sentence structures and accumulated expressive ways for interview language. These activities focused on dissecting and analyzing the interview content, aiding students in grasping the core components of an interview. Finally, students combined the structures, content, and language expressions they had organized and extracted in the previous activities to complete tasks involving inventing an item and conducting an interview. The task designs not only had clear directions but also left room for students to express their own viewpoints, aligning with the characteristic of the activity-based teaching approach of being "task-driven." (II) Learning Methods 1. Individual Inquiry Individual inquiry is a key component of students' autonomous learning, offering them opportunities for independent thinking and the internalization of knowledge. 2. Cooperative Learning Cooperative learning is demonstrated in various interactive activities during this lesson, primarily focusing on enhancing students' expressive abilities and language integration skills through group discussions and teamwork. In the group discussion segment, students discuss and contemplate ways to solve problems, design corresponding solutions, invent relevant items, and present their findings in an interview format. During cooperative learning, students also need to extract valuable sentence structures and accumulate expressive techniques for interview language to form a coherent output. V. Teaching Objectives 1. Guide students to grasp the genre and structure of the text through skimming, thereby stimulating their interest in learning about the development of modern technology. 2. Lead students to find detailed information in the text through intensive reading, and assist them in completing a mind map. 3. Guide students to Invent to give a presentation or interview in the class. VI. Key Teaching Points and Difficulties (I) Key Teaching Points: 1. Guide students to acquire and integrate information through independent reading and group collaboration, and help them develop critical thinking skills based on an understanding of the power of technological inventions as depicted in the text. 2. Stimulate students' cultural confidence , and inspire their desire for creation and invention. (II) Teaching Difficulties: 1. Identify key words, phrases, and concepts to quickly locate target information. 2. Guide students to understand the trends in the future technological development, foster an international perspective, and deepen their understanding of the unit theme. 3. Design and summarize the characteristics of new inventions based on problems that need to be solved in daily life, and conduct interviews about the era of new inventions. VII. Teaching Resources PPT presentations, blackboard, study handouts, textbooks VIII. Teaching Flowchart IX. Teaching Process Teaching procedures Teaching activities Purpose Step 1 Motivating (4 mins.) Warming-up Play a video related to inventions around us. This activity can warm students up and lead in the topic--the new age of invention. Lead-in Q: What has changed our lifestyle? It’s invention that makes these changes. This activity can stimulate the students’ desire for knowledge and learning. Step 2 Enabling (35 mins.) Activity 1 Observe and think The teacher guides students to initially get the genre and structure of the passage by observing the words,pictures title and sentences. This activity allows students to initially perceive and learn the basic information and the structure of the interview. Activity 2 Read and complete The teacher guides students to find some detailed information to complete the mind map. By acquiring the detailed information and completing the mind map, this activity further helps students learn and understand the content of the interview. Activity 3 Read and find The teacher leads students to think about the differences of the inventions of today compared to the past, guiding them to find the “new features”of inventions today. Through this activity, students can understand the interview deeply and boost their cultural awareness. Step 3 Assessing (5 mins.) Activity 4 Discuss and share The teacher guides students to work in groups to invent things and give an brief interview,then share them with others in the class. Through this activity, students beat their brains,work in groups to apply to interview structure and develop their speaking skills, simultaneously, it achieves the teaching objectives. Activity 5 Summarize The teacher leads students to summarize the structure and key points of the interview. This activity serves as a method for students to memorize what they learned about the interview. Activity 6 Reflect The teacher guides students to think what qualities scientists/inventors should have. By think about the related qualities,they can further understand the spirit of the invention. Activity 7 Assignments: Compulsory: Write down an interview related to your invention in the class. Optional: Search a new invention online which had a great impact on our country recent years, and shoot a short video to elaborate it. To meet the needs of students with different English levels and cultivate the students’ awareness of culture and patriotic sentiment. X.Blackboard Design Core Board： Side Board： II.Teaching Material 0 1 学科网（北京）股份有限公司 $