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单元名称 Unit 7 High technology Has Really Changed Our Life 课型 Reading & Writing 1
教学目标 能够比较和总结有无智能手机的不同生活方式，理解和分析智能手机的利弊；能够分析文章中心内容，把握作者对于使用智能手机的观点；学生能够仿写论述类语篇，表达自己对使用手机的见解；能够运用读前预测、抓取重复词、高频词及关键词的阅读策略把握语篇段落大意；回看板书回顾课堂要点、整理和拓展思维，不断培养利用板书提升学习效率的意识和习惯。
思政目标：能够理解、归纳和对比不同的观点，学会辩证看待问题，培养批判性思维。能够深刻体会到高新技术对生活方式带来的巨大影响，理解现代社会发展高新技术的重要性。
教学重点 能够学生能够比较和总结有无智能手机的不同生活方式，理解和分析智能手机的利弊。
教学难点 学生能够仿写论述类语篇，表达自己对使用手机的见解。
教学方法 交际教学法、小组讨论法、任务教学法
教学手段 PPT课件、多媒体设备、语音素材、职场礼仪规则图片等
教学过程 教学过程
教学环节与时间分配 教学活动与步骤 设计意图 评价要点
Warm-up10’ T invites several Ss to present their ideas on what changes high-tech products like smartphones has made in our life (homework last time) . T gives an evaluation on the presentations. T checks and helps with their pronunciation. 通过口语展示，带领学生复习旧知，让学生快速做好进一步学习单元话题的准备，也可获得上一课时的学习反馈以便教师及时做出必要的教学调整；此环节也起到强化词汇学习效果的作用，为本课相关背景词汇的学习作铺垫。 正确说出高科技产品的名称和对生活的影响，做到用词准确、发音正确。
Pre-reading4’ T shows the words from the box in Activity One and tells Ss they are taken from the text. Ss try to read them and T checks Ss’ pronunciation. Ss guess what the text is about. 学习重点词汇，调动学生阅读兴趣,引导学生运用语篇内词汇进行读前预测的阅读策略。 准确朗读词汇并预测语篇大意。
Ss tell reasons for their prediction and T encourages Ss to predict further what information the text will give. T helps with Ss’ explanation and elicits as many background words and expressions as possible. 鼓励学生说出判断语篇大意的依据，锻炼学生的逻辑推理能力，并进一步引出背景词汇，扫清阅读障碍。 预测背景词汇并借助背景词汇来说明判断依据。
While-reading15’ Ss skim the text to check whether their guesses are right or not. T encourages Ss to find out and give the supporting information from the text, especially from the first and last sentences in each paragraph. 快速获取语篇大意并判断预测是否正确，引导学生利用首尾段获取主旨大意，提升学生快速获取语篇大意的能力。 正确说出语篇大意，并能通过每段的关键句给出判断依据。
Ss read paragraphs 1 and 2 and underline the high-frequency words, keywords and expressions in each paragraph which reveal the gist of the paragraph. T helps to draw Ss’ attention to words such as stay away from my smartphone, give it a shot, benefit, joy, make my short-term experiment longer. 再次阅读语篇为把握作者观点做好准备；引导学生利用重复词、高频词及关键词来掌握语篇大意及要点，培养学生基本的信息提取能力。 正确划出反映段落大意的重复词或高频词，如第一段中的away from my smartphone, give it a shot，第二段中的benefit, joy, make my short-term experiment longer等表达。
Ss read three words from the box in Activity Two and tick the one indicating the writer’s attitude. T checks and helps understand the meaning of each word. Ss try to decide on the writer’s attitude. 确定三个表示态度的词汇的意义，随后通过比对主题句关键词和段落关键词，判断作者观点，培养学生的逻辑关联能力。 正确识别三个表示态度的词汇，并选择与上一步中的语篇大意相对应的一个，判断作者观点。
Ss choose one word from the box in Activity Two with the writer’s attitude. T checks the answers. 判断作者观点。 从三个选项中选择表达作者观点的词语。
T shows the diagram in Activity Three and Ss read the complete text to find out the differences of writer’s life with/without a smartphone in corresponding paragraphs 1 and 2. T checks the answers. 按要点提取应对段落中作者有无手机的生活方式，提升学生要点定位和信息提取能力。 正确定位要点细节并找出作者过去使用手机的生活方式和现在不使用智能手机的生活方式。
T plays the recording of the text. Ss read and follow the recording. T checks and helps with Ss’ pronunciation. 跟读录音加深对语篇内容的印象，有助于识记语篇主旨大意和要点细节、反馈学生在表达和发音上的情况以便教师及时进行评价、指正。 正确跟读语篇录音，正确把握句子重音，模仿句子节奏。
Post-reading15’ T leads Ss to go through the whole text paragraph by paragraph. T asks about and explains the parts and points Ss have difficulty in understanding. Meanwhile, T highlights the important words, phrases, expressions and sentences in the text where Ss mark and take explanatory notes. 分段梳理语篇内重要字词、表达及句子，为后续语言训练活动奠定基础；引导学生做标记并记录语言点，养成良好的语言学习习惯。 提出语篇内理解难点，划出重要字词、表达及句子，记录相关语言点。
Ss read the five words and expressions from the box in Activity Four and tell their meanings. T checks their understanding. Ss try to complete the sentences with the correct form of the words and expressions. T checks the answers. 及时巩固重点字词和表达的理解并加强对字词的运用，反馈学生对语言点的掌握情况以便教师对后续教学做出及时调整。 用所给字词的正确形式填入并补全句子。
T asks Ss to think about what life is like without a smartphone. T lists their ideas on the board. 深化本课话题，为学生写出没有手机的一周做好铺垫。 发挥想象，说出没有手机的生活是怎样的。
T shows the first sentence of the passage in Activity Five and encourages Ss to work in pairs to brainstorm more. T shows picture hints if Ss have any difficulties. T gives comments on Ss’ answers and lists them on the board. 小组讨论及图片提示降低任务难度；通过合作交流培养学生的观点表达能力、语言沟通能力，学生在交流中体会思考智能手机给我们生活带来的影响。 小组合作进行头脑风暴思考没有智能手机一周的生活会是什么样子的。
Ss write a passage about a week without a smartphone and then present it to the whole class. Ss and T comment on and make suggestions if needed. 汇报、分享作文能有效增加学习成就感，高效地补全智能手机下的生活的相关知识、感受手机对生活的意义，同时也进一步锻炼学生展示、讲解的能力。 有条理地汇报展示作文，做到语言响亮、准确。
Based on board writing, Ss go through the main ideas of the text, attitudes towards living without smartphones and language points together with T. 回顾板书内容，复习语篇大意和要点，回顾并梳理语言点。 重述语篇大意及要点、离开智能手机的生活状态和重点词句含义及用法。
Homework1’ Practise reading the text and the audio clip to the learning platform. List all the electrical appliance learnt in both listening and reading sections in the notebook and think about how to instruct the usage. 朗读语篇并将音频上传学习平台以便师生开展即时评价、完善学习评价电子档案袋；在笔记本上归纳电子设备名称、思考如何进行英文表述，以复习、夯实本课内容并为下一阶段的阅读教学作铺垫。 利用学习平台开展语言实践，促进交流与互动；利用笔记本完善知识框架，巩固重点内容。
板书设计 Unit 7 High Technology Has Really Changed Our LifeReading and WritingIn the pastNowThe writer cannot live without a smartphonecheck WeChat messagesunlock a shared bicycleorder takeout foodbook movie ticketssettle billsThe benefits of living without a smartphone are apparent.better focus on what she is doingbetter sleepread books, go for walks, do a million other things

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