大家好，我是Kethrine。今天要分享的是南方教研大讲堂第125场-单元整体教学视域下高中英语项目式学习的广东实践的前半场的学习笔记。直播的时候没听上，所以听了B站的录播。笔记分享旨在学习，侵权联系删除哈~
一、罗永华教研员的主题阐述
二、课例展示1
人教版（2019年版）高中英语必修第二册 Unit 5 Music：Listening and Talking
肖晓洪 汕头市金山中学教师
Good afternoon, ladies and gentlemen. I'm Xiao Xiaohong from Jinshan senior school. It's my great honor to share my teaching design here with you. Project based learning advocates solving the real problems in authentic situations.
Based on this, I desire the project based learning of Module two Unit5 Music. Through the overall analysis of the unit, I adjusted the project task of the textbook to suit students' needs of handing in the proposal for the 29th creation festival on campus Students are expected to plan the music festival and make a proposal and poster.
To complete the task, students are guided to put forward six driving questions about the project and solve them one by one under the framework of the overall teaching of the unit. Questions 1 to 3 are mainly discussed in the first period. After class, students are required to make a survey of music preferences and talents. Next, students explore question 4 from different angles in periods 2 to 7, gradually deepening their understanding of the theme and building the theme related lexical networks. Period 8and 9 listening and talking provides a very good example of the music festival, so that students can crack questions 5 and 6.
Apart from language and the content scaffolding, the process scaffolding is also needed. So I divide the whole process into four steps, prepare, produce, present, polish, and perform.
Now I will illustrate a produce part in detail, as mentioned above. In the previous seven periods, students have been partly prepared. However, they lack relevant experience, so need to accumulate some indirect experience under the guidance of the teacher.
Based on this, I designed the learning objectives. Listen, summarize, determine, draft, and further understand.
According to the learning objects, I designed the following activities. Firstly, students review what they have learned and what they have done, and then I naturally guided to propose two questions. What aspects should be included in a proposal? And What makes a good proposal? With these two questions in mind, students listen to an announcement and sort out the key information by using a mind map. Then the teacher further asked some details and guided the students to summarize and co-create the evaluation criteria. To this point, students have formally entered the produce part, in which the worked in groups, determined a theme and used a mind map to plan the details and made a draft. After that, students presented their group discussions and results and make peer assessment, according to the evaluation criteria, which has been set in Activity2. After class, students reflect and revise to form a complete written proposal.
And period 10, they made group presentations, evaluated and interacted with each other. And these are some pictures of the group presentations at that time. The group that gets the most votes can represent our class, integrate all the advantages of other groups and submit a final proposal to the students union. To our great delight, our proposal was passed. So we got the opportunity to carry out. When carrying out, we also found other problems, so the students need to adjust the plan accordingly and constantly. Finally, we held the music festival successfully. After the project, the students made self reflection. From their self-reflection, it can be seen that the students can not only apply the language in an integrated way, but also acquire some new knowledge and practical skills.
Seeing their reflections, I feel very delighted and touched. Also, I made my own reflection, too. This project aims to solve real problems in real situations, takes the overall teaching of the unit as the framework, takes the driving questions as the Guide and promote students all round development.
这节课后面还有赖老师的课例展示，大家可以去B站观看学习～
今天的分享就到这里啦！下期再见！
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