资源简介

Unit 3 The world online
Extended reading 教案
教材分析：
本课时通过阅读文章，要求学生完成包括习题、讨论、制作公益广告等学习任务，其中包含了对于过度使用手机情况的描述。重点内容主要涉及沉迷于手机的情况、其弊端等话题。本文的价值取向在于学生通过学习，感知过度使用手机对于人们生活的负面影响，保持正确价值观看待手机。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
采用情境教学法(Situational teaching method)，通过多媒体资源导入主题，通过观看视频，引导学生同步加深阅读活动与思考任务，落实学生价值观的培养。
教学目标：
在本课学习结束时，学生能够：
语言能力上，习得涉及手机相关话题、解决方法等重点词汇及句型，提高获取信息写作能力及分析语篇能力，提高综合运用语言能力。
思维品质上，提升对比分析与批判性思考的能力；有逻辑的梳理阅读语篇的主要结构，辩证思考手机使用的利弊以及如何避免沉迷于手机的方法。
文化品格上，感受手机对全世界人影响的共同性。
学习能力上，掌握公益广告制作方法，学会从多媒体角度综合运用语言。
教学重点：
学生读懂阅读文本大意，掌握不同观点。
教学难点：
引导学生从语篇中感知过度使用手机的负面影响，提高学生合理使用手机的意识。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: The teacher has a free talk with students about smartphones. What are the very first you do in the morning And the very last thing in the evening [linking to Ss’ personal experience for arousing their interests] Have you counted how much time you spend on smartphone [T shows data from research to make Ss understand how serious it is] Then two more questions: Are you addicted to smartphone [T explains what “addict” means] Are you curious about why [T plays a short video to explain why so many people are addicted to smartphone] Next, T leads in the title of the reading “Smartphone: a smart choice ”, and Ss may answer both yes and no. 激发学生的学习兴趣，激活学生已有的相关知识和经验，初步体会手机对于我们生活节奏无形的影响。 10’ CW
Step 2 Reading: T asks Ss to predict what will be discussed in the article by reading the title. Then, first reading, Ss need to catch the main idea and fill in the graph. Next, Ss complete the task A for comparing the life before and after the character stopped using his smartphone. After that, answer three questions: Can you summarise the benefit of leave smartphone away [highlight the benefit of stopping using phones] At the same time, what trouble things might happen in the week [critical thinking: coins have two sides. Ss need to get the inconvenient things might happen] Do you have any ideas to balance the benefits and trouble [critical thinking: how to solve the above situation, provide a better way to rid of addiction] 让学生预测行文内容，激发学生的好奇心。 引导学生用查读方式，了解停止使用智能手机前后作者身、心变化，为后续阅读活动做铺垫。 鼓励学生结合本单元所学内容辩证思考手机的利弊，在从中找到平衡，提出解决办法。 20’ CW
Step 3 Discussion: T highlights the comment picture below. And asks questions: Have you experience the similar life above Leave a comment to the blog post and share your opinions or life experience. [Ss have the opportunity to express their opinions to the topic. T encourages Ss to speak out bravely.] 激活新知，表达观点，学生表达自己对话题的真实感受，加强学生与文本的联系。 5’ CW
Step 4 Key words and language points: T analyses the difficult language points and helps Ss improves language skills. 分析语篇中出现的重难语言点，从语法点提高学生学习能力和语言表达能力。 5’ CW
Step 5 Discussion: T plays a short video whose contents are similar to the article above. Then Ss needs to tell the way of improving life habit for riding of smartphone addiction. Then, Ss complete task B. T gives some tips. 播放视频，总结文章内容，直观感受离开手机对生活的改变。初步唤起学生减少智能手机使用时间的意识。 8’ CW
Step 6 Project: The teacher guides students to design a public advertisement calling for people to reduce using smartphones in groups, make a presentation and consider the significance of cutting back on smartphone use. Step 1: introduce the types of AD (video or poster) Step 2: show the difference between the two types and give some tips Step 3: appreciate an AD – look up, Ss need to tell how they feel, and will it affect your habit. 基于之前的活动铺垫，发挥学生的创造性，提高学生的综合运用语言的能力，增强学生了解社会问题的意识，激发学生减少使用智能手机的意识并感受智能手机之外丰富多彩的生活。 5’ GW
Step 7 Homework: Complete the public service advertisement task. Post it to your favourite social media or video website and collect comments. 巩固新知，复习语篇，为下节课做准备。 1’
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，能否理解阅读文本主要内容，并能逻辑清晰地梳理出文章大意与主要结构。
学生通过本课时学习，能否加深对沉迷手机的理解，懂得摆脱手机依赖的办法。
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