资源简介

选择性必修二 Unit 2 Improving: Social Media Detox 教学设计
课型 主题语境 语篇类型 授课时长
阅读 人与自我——不断完善自我认知、提升自我管理能力 专栏文章 45 分钟
【语篇分析】
本单元的主题语境是“人与自我”，涉及的主题语境内容不断完善自我认知、提升自我管理能力。本文呈现了一篇体现单元主题的课文，语篇类型为论坛专题讨论。
What：本文介绍了一场“社交媒体脱瘾”活动，五位参与该活动的学生谈论了他们的亲身经历和感受。
How：本板块呈现了一篇体现单元主题的课文，语篇类型为论坛专题讨论。Why: 通过对课文的学习，学生可以了解到合理利用社交媒体、减少对社交媒体的依赖有助于更健康的人际交流。
【学情分析】
学生已知：对于高二的学生来说，在语篇主题上，社交媒体是当下青少年非常熟悉的话题，与青少年的生活息息相关，但是学生也意识到自己对于社交媒体的自控力和时间管理能力不足，所以学生对话有已知的生活感受经验，帮助他们理解文章和产出。
学生未知：学生对于社交媒体“脱敏”这一词了解较少，对于表达社交媒体拖瘾和正确对待社交媒体的相关表达还是需要一定的语言铺垫。对于联系课文社交媒体脱敏迁移到生活中的自我反思并形成表达，还有一定的距离。
所以教学重点除了引导学生分析、思考、解答与社交媒体脱瘾相关的问题， 更重要的是加深学生对自己使用社交媒体的习惯和培养他们自控能力和习惯的思考。
基于以上文本、学情分析，教学目标确定如下：
【教学目标】
学生在完成本节课学习后，能够：
学生通过标题和图片预测课文的主要内容，并通过快速阅读获取文章大意， 体会五位同龄人参与“社交媒体脱瘾”活动的经历和感受。
学生细读课文，找出“社交媒体脱瘾”活动的益处并给出例证；
学生基于五位同龄人的经历和感受，反思自己的行为和现状，正确看待社交媒体，理解脱瘾的必要性，提高思辨能力，增强自律、自控、自我提升的意识， 加深对单元主题的认知，形成健康，正确的生活习惯；
【教学重难点】
教学重点：学生通过标题和图片预测课文的主要内容，并通过快速阅读获取文章大意，体会五位同龄人参与“社交媒体脱瘾”活动的经历和感受。
教学难点：学生基于五位同龄人的经历和感受，反思自己的行为和现状，正确看待社交媒体，理解脱瘾的必要性，提高思辨能力，增强自律、自控、自我提升的意识，加深对单元主题的认知，形成健康，正确的生活习惯；
【教学过程】
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1： Lead-in 1. Teacher asks students about the ways students communicate with their family and friends. 1. Students talks about the ways they communicate with their family and friends. To help students connect the passage with the their life that social media has become a part of their life. To activate their common knowledge about social media and their life. To prepare for introducing the topic: social media detox.
Activity 2: Background information Teacher asks students to read the three paragraphs and conclude the main idea. Teacher chooses one or two students to share their results with the class. Students read the paragraphs individually and conclude the main idea. One or two students present their results to the class. To conclude some main facts of using social media. To help students realize the situation of social media and its potential bad effects. To prepare for the topic: social media detox.
Activity3 Teacher asks students to look at the picture and the title first before reading the passage. Teacher asks students to predict what the passage is about Students look at the picture and the title first before reading the passage. Students predict what the passage is about and give their answers To make students predict the main idea by thinking about the picture and the title. To help students get the main idea of the passage.
Activity4 Teacher asks students to check their prediction by first reading and find out what the passage is about Students check their prediction by first reading and find out what the passage is about To make students get the main idea of the passage.
Activity 5 Teacher asks students to read the passage carefully again and summarise the five participants’ experiences and reflection. Teacher asks students to share their answers in class individually. Students read the passage carefully and summarise the five participants’ experiences and reflection. Students share their answers in class individually. To help students figure out the structure with some details of the passage as well as thinking critically: five participants’ experience and feelings of the social media detox
Activity6 Teacher asks students to read the passage quickly and choose the evidence to support the benefits of getting rid of social media addiction. Teacher invites some students to share their answers with the class. Students read the passage quickly and choose the evidence to support the benefits of getting rid of social media addiction. Some students share their answers with the class. To help students summarize the benefits of social media detox and realize the necessity of social media detox. To help students figure out the evidence to support the opinions.
Think & Share Teacher asks students to think about and answer the questions. Teacher asks students to work in groups and talk about their ways of managing time based on the picture and their life Students think about and answer the questions. students work in groups and talk about their ways of managing time based on the picture and their life To help students further understand what these five students learn from this experience. To help students think critically on social media use make reasonable judgments and reflect on their own behaviour in social media life. To help students manage their time more properly.
Group Work Teachers ask the students to work in groups make their plan for social media detox; Teachers ask students to share their plan. Students work in groups make their plan for social media detox; Students share their plan. 1. To help students change their behaviour of social media use and form proper habits
【教学反思】
本单元的主题语境是“人与自我”，涉及的主题语境内容不断完善自我认知、提升自我管理能力。本文呈现了一篇体现单元主题的课文，语篇类型为论坛专题讨论。在实施完本课后，我认为的亮点有：
(
1
)本课是在关注单元整体的基础上完成的相关教学设计，所参照地理论基础是《普通高中英语课程标准》中所提到的：单元是承载主题意义的基本单位， 单元教学目标是总体目标的有机组成部分。
本节课的主题是提高社交媒体使用方面的自我管理能力，本设计有效地服务了单元教学目标，即完善自我认知、提升自我管理能力。
(
2
)教学环节的设计指向教学目标，更好地支持了教学目标的达成；教学设计通过预测课文的主要内容和进行相关信息梳理等方式，完成了获取五位参与者“社交媒体脱瘾”活动的经历和感受的目标；通过深度思考和联系生活的相关产出，反思自己的行为和现状，思考形成健康，正确的生活习惯的方式；通过最后的小组活动，制定脱敏计划，增强自律、自控、自我提升的意识，加深对单元主题的认知，形成健康，正确的生活习惯。
(
3
)充分挖掘教材，利用教材现有资源，梳理、发现、整合文本，帮助学生学习理解课文，图文结合的小组活动帮助学生进行课堂知识的应用和实践，最后小组设计的“project”帮助学生进行课堂知识的迁移与创新，通过这些学习活动的设计，落实了学科核心素养。
(
4
)教学设计尊重了学生主体，充分发挥学生的积极性，教师给学生搭建了支架，帮助学生充分参与并表达，提高学生在真实语境下语言综合运用的能力。
(
5
)注重了多元化教学评价，既有形成性评价又有终结性评价，对于小组最后产出的结果既有师生评价还有小组互评生生评价等，对于学生学习能力的培养起到积极作用。

展开更多......

收起↑