高中英語(yǔ) Smartphone a smart choice 教學(xué)設(shè)計(jì)

第一課時(shí)ExtendedreadingSmartphone:asmartchoice?授課時(shí)長(zhǎng)40分鐘1.教材分析本單元的主題語(yǔ)境是“人與社會(huì)”，話(huà)題是“互聯(lián)網(wǎng)與網(wǎng)絡(luò)時(shí)代”。本單元的教學(xué)旨在幫助學(xué)生認(rèn)識(shí)互聯(lián)網(wǎng)的發(fā)展和應(yīng)用、辨析互聯(lián)網(wǎng)的利弊，進(jìn)而培養(yǎng)學(xué)生正確的網(wǎng)絡(luò)使用觀。本節(jié)課的語(yǔ)篇是一篇網(wǎng)頁(yè)文章，詳細(xì)分析如下：What：本文是一篇關(guān)于如何明智地處理智能手機(jī)和現(xiàn)實(shí)生活關(guān)系的博客文章，作者講述了自己手機(jī)上癮和停用手機(jī)后的不同經(jīng)歷，認(rèn)識(shí)到真實(shí)的生活、真實(shí)的人際關(guān)系才是生活中不可或缺的，做出了減少智能手機(jī)使用的時(shí)間、享受智能手機(jī)之外的精彩生活的選擇。Why:本課旨在幫助讀者了解手機(jī)上癮的消極影響，感受真實(shí)生活和人際關(guān)系的樂(lè)趣，理性認(rèn)識(shí)現(xiàn)實(shí)生活和智能手機(jī)的關(guān)系，做出關(guān)于智能手機(jī)的明智選擇。How:本文是一篇博客文章，明線(xiàn)為按時(shí)間順序展開(kāi)的故事情節(jié)，簡(jiǎn)述了博文發(fā)帖人Alan對(duì)待智能手機(jī)的態(tài)度如何發(fā)生轉(zhuǎn)變以及背后的原因，經(jīng)過(guò)和結(jié)果。暗線(xiàn)為作者通過(guò)分享個(gè)人經(jīng)歷，介紹了常見(jiàn)的三種處理智能手機(jī)和現(xiàn)實(shí)生活關(guān)系的做法，著重凸顯了手機(jī)之外的生活的意義。2.學(xué)情分析Whatstudentshaveknown：本節(jié)課授課對(duì)象為高一學(xué)生。首先，由于網(wǎng)絡(luò)和智能手機(jī)的普及，學(xué)生對(duì)本板塊的話(huà)題內(nèi)容“智能手機(jī)”及其功能具備很好的常識(shí)基礎(chǔ)。其次，作為高一年級(jí)的學(xué)生，對(duì)于社交媒體如博客的應(yīng)用具備良好的認(rèn)知基礎(chǔ)，因此對(duì)本板塊的語(yǔ)篇類(lèi)型——博客文章并不陌生。再者，本單元前四個(gè)板塊分別涉及了“互聯(lián)網(wǎng)與網(wǎng)絡(luò)時(shí)代”的多個(gè)層面，學(xué)生對(duì)互聯(lián)網(wǎng)的廣泛用途和存在的問(wèn)題也有了一定程度上的認(rèn)識(shí)。Whatstudentswanttoknow:學(xué)生相當(dāng)熟悉網(wǎng)絡(luò)時(shí)代中最廣泛應(yīng)用的衍生產(chǎn)品：智能手機(jī)，但是對(duì)于過(guò)度使用智能手機(jī)導(dǎo)致成癮及其危害的認(rèn)知有待提高和加強(qiáng)。學(xué)生在Reading板塊了解到互聯(lián)網(wǎng)的巨大優(yōu)勢(shì)，但是對(duì)其存在的問(wèn)題淺嘗輒止，因此在本板塊，對(duì)互聯(lián)網(wǎng)潛在問(wèn)題之一——智能手機(jī)成癮話(huà)題的延伸有所期待。Whatstudentsareexpectedtoknow:學(xué)生有望在本節(jié)課充分了解過(guò)度使用智能手機(jī)會(huì)導(dǎo)致上癮、脫離現(xiàn)實(shí)生活和真實(shí)的人際關(guān)系，切實(shí)感悟適度使用智能手機(jī)的好處，以此體會(huì)作者寫(xiě)下并發(fā)表這篇博文的用意：明智地處理智能手機(jī)和現(xiàn)實(shí)生活的關(guān)系。3.教學(xué)目標(biāo)學(xué)完本課后，學(xué)生能夠：1.了解作者對(duì)智能手機(jī)態(tài)度的轉(zhuǎn)變，以及背后的原因、經(jīng)過(guò)和結(jié)果；2.理解作者對(duì)智能手機(jī)和現(xiàn)實(shí)生活的選擇和態(tài)度；3.批判性思考智能手機(jī)和現(xiàn)實(shí)生活的關(guān)系；4.利用自主學(xué)習(xí)以及合作學(xué)習(xí)的方式完成學(xué)習(xí)任務(wù)。4.重點(diǎn)難點(diǎn)1.了解作者對(duì)智能手機(jī)態(tài)度的轉(zhuǎn)變，以及背后的原因、經(jīng)過(guò)和結(jié)果（通過(guò)讓學(xué)生快速閱讀、仔細(xì)閱讀并且回答問(wèn)題來(lái)解決）；2.批判性思考智能手機(jī)和現(xiàn)實(shí)生活的關(guān)系（通過(guò)讓學(xué)生分析總結(jié)作者的經(jīng)歷和選擇，小組討論形成自己的認(rèn)知和態(tài)度來(lái)完成）。5.教學(xué)資源多媒體運(yùn)用6.教學(xué)流程圖7.教學(xué)過(guò)程教學(xué)目標(biāo)教學(xué)活動(dòng)與步驟評(píng)價(jià)要點(diǎn)核心素養(yǎng)提升點(diǎn)設(shè)計(jì)意圖分析標(biāo)題，結(jié)合體裁，預(yù)測(cè)文本內(nèi)容。Step1Lead-inAftergreeting,ThasSsinterviewedfortheiruseofsmartphonesduringthisNationalDayholidaywitha“Yes”or“No”questionnaire.在與教師的問(wèn)卷互動(dòng)中分享自己在假期中使用智能手機(jī)的情況。分析標(biāo)題中的關(guān)鍵詞和問(wèn)號(hào)，結(jié)合文章類(lèi)型預(yù)測(cè)內(nèi)容。語(yǔ)言能力：聽(tīng)懂問(wèn)卷內(nèi)容，表達(dá)個(gè)人情況。思維品質(zhì)：感知、注意標(biāo)題中的關(guān)鍵詞和問(wèn)號(hào)，識(shí)別文本類(lèi)型。創(chuàng)設(shè)情景，激活已有經(jīng)驗(yàn)，激發(fā)學(xué)生的興趣，引出話(huà)題。Step2PredictionfromthetitleTleadsSstonoticethekeywordinthetitleandidentifythetexttypesoastomakepredictionswiththefollowingquestions:Whatmighttheblogpostbeabout?WhatmightbeAlan’sanswertothequestionaskedinthetitle:“Issmartphoneasmartchoice”?快速閱讀全文，概括作者從手機(jī)上癮到脫離上癮的經(jīng)歷。Step3FastreadingTasksSstoreadthewholetextquicklyandfindoutAlan’sexperienceswithhissmartphone:WhatdidAlanexperiencewithhissmartphone?通過(guò)快速閱讀文章，總結(jié)作者的經(jīng)歷，整體理解文本。語(yǔ)言能力：檢索概括主要信息，把握文章故事線(xiàn)。思維品質(zhì)：快速理解篇章大意。梳理文本故事情節(jié)，了解作者對(duì)待智能手機(jī)的態(tài)度變化。分段落細(xì)讀、梳理、對(duì)比作者手機(jī)上癮和停用手機(jī)時(shí)的兩種生活狀態(tài)。Step4Carefulreading1.ThasSsreadParas.1-2andanswerthefollowingquestion:WhydidAlandecidetomakethechange?2.ThasSsreadParas.3-5andanswerthefollowingquestion:HowdidAlanmakethechange?3.ThasSsreadPara.6andanswerthefollowingquestion:WhatdidAlanlearnfromthechange?處理細(xì)節(jié)信息，通過(guò)對(duì)Why、How、What問(wèn)題的解決，層層遞進(jìn)地深入理解作者態(tài)度變化的原因、經(jīng)過(guò)和結(jié)果。語(yǔ)言能力：檢索關(guān)鍵內(nèi)容,概括細(xì)節(jié)信息。思維品質(zhì)：分析、判斷問(wèn)題產(chǎn)生的原因和解決方法。學(xué)習(xí)能力：自主學(xué)習(xí)，合作學(xué)習(xí)。文化意識(shí)：感知生活與科技之間的關(guān)系。梳理整合細(xì)節(jié)信息，理解作者發(fā)生轉(zhuǎn)變的原因、經(jīng)過(guò)和結(jié)果?；谖谋痉治?，推導(dǎo)出作者最終對(duì)智能手機(jī)做出的選擇。討論作者對(duì)智能手機(jī)和現(xiàn)實(shí)生活的態(tài)度，批判性思考二者之間的關(guān)系。依托課文分析,理性認(rèn)識(shí)現(xiàn)實(shí)生活和智能手機(jī)的關(guān)系，做出明智的選擇。Step5PostreadingPairworkTleadsSstosummarizethreekindsofrelationshipsbetweenlifeandsmartphones:lifewiththeaddictiontosmartphones,lifewithoutsmartphonesandlifebeyondsmartphoneswhilethinkingaboutAlan’sanswertothequestionheaskedinthetitle。IssmartphoneasmartchoiceforAlan?Groupwork1TinspiresSstodiscussandarguefortheirchoicesbetweenreallifeandsmartphones.Whatkindoflifedoyouprefer?Howareyougoingtoputitintopractice?Groupwork2TencouragesSstodesignapublicserviceslogantocallonmorepeopletoputdowntheirsmartphones.總結(jié)作者的經(jīng)歷，辨析現(xiàn)實(shí)生活和智能手機(jī)的關(guān)系，并總結(jié)作者對(duì)標(biāo)題中提出的問(wèn)題的回答。積極分享對(duì)智能手機(jī)和現(xiàn)實(shí)生活的選擇以及做法，批判性表達(dá)對(duì)待智能手機(jī)的使用態(tài)度。運(yùn)用簡(jiǎn)潔的語(yǔ)言高度概括觀點(diǎn)，設(shè)計(jì)宣傳口號(hào)。語(yǔ)言能力：整合運(yùn)用語(yǔ)言表達(dá)個(gè)人觀點(diǎn)和選擇。思維品質(zhì)：批判性思考現(xiàn)實(shí)生活和智能手機(jī)之間的關(guān)系。學(xué)習(xí)能力：自主學(xué)習(xí)，合作學(xué)習(xí)。文化意識(shí)：感悟如何正確處理生活與科技之間的關(guān)系。深入分析文章主題，把握作者的態(tài)度，辯證地表達(dá)對(duì)智能手機(jī)和現(xiàn)實(shí)生活的看法。鞏固內(nèi)化課上所學(xué)，深入話(huà)題內(nèi)容。Step6Summary&Homework1.Summary:ThasSsretellAlan’sstorywithhissmartphoneandconcludehisintentionofsharingthisblogpostwiththehelpofthethreeemojis.Homework:Writeashortpassagetointroduceyourslogantomorepeople.Finishthechecklistonthehandout.概括本節(jié)課主要內(nèi)容，總結(jié)作者的寫(xiě)作意圖。語(yǔ)言能力:復(fù)述故事大綱，總結(jié)作者寫(xiě)作意圖。鞏固課上所學(xué)，加深對(duì)話(huà)題內(nèi)容的理解。8.板書(shū)設(shè)計(jì)9.作業(yè)布置Assignment:writeashortpassagetointroduceyourslogantomorepeople(15mins).（寫(xiě)作任務(wù)幫助學(xué)生更深層次地把握本節(jié)課的主題，批判性思考現(xiàn)實(shí)生活和智能手機(jī)的關(guān)系并進(jìn)一步鞏固自己的認(rèn)知和理解。）10.教學(xué)反思本節(jié)課話(huà)題主要圍繞智能手機(jī)和現(xiàn)實(shí)生活的關(guān)系展開(kāi)，貼近學(xué)生的生活。教師在教學(xué)過(guò)程中語(yǔ)言流暢自然，語(yǔ)速適中，對(duì)學(xué)生的回答能做出積極的反饋。教學(xué)設(shè)計(jì)思路清晰，重點(diǎn)突出。教學(xué)亮點(diǎn)在于巧用故事發(fā)展的順序，引導(dǎo)學(xué)生完整地梳理博主從手機(jī)上癮到脫離上癮經(jīng)歷的改變，以及改變背后深層次的原因、經(jīng)過(guò)以及結(jié)果。在此過(guò)程中，教師巧用“l(fā)ifebeyondsmartphones”這一概念，對(duì)比“l(fā)ifewithaddictiontosmartphones”和“l(fā)ifewithoutsmartphones”，幫助學(xué)生準(zhǔn)確、生動(dòng)、形象地提煉現(xiàn)實(shí)生活和智能手機(jī)的關(guān)系；最后教師引導(dǎo)學(xué)生回到標(biāo)題，基于對(duì)作者的態(tài)度的分析，小組討論表達(dá)個(gè)人對(duì)智能手機(jī)和現(xiàn)實(shí)生活的選擇，形成正確的價(jià)值觀。這節(jié)課仍有不足之處，最后的小組活動(dòng)呈現(xiàn)時(shí)間有限，或可在課后給予學(xué)生更多展示的機(jī)會(huì)。Unit3Theonlineworld(Extendedreading)Smartphone:asmartchoice?說(shuō)課稿安徽省銅陵市銅陵中學(xué)曾雯

Distinguishedjudges,IamZengWenfromHighSchoolofTongLing.It’sagreathonourtosharemyteachingplanfortheextendedreadingofUnit3intherequiredcourse,Book3.Anditwillbepresentedinthefollowingsixparts.Part1TeachingmaterialsBook3iscomposedunderthethemesofmanandnature,andmanandsociety.Unit3Theworldonlineisabout“manandsociety”withthefocusontheInternetandthenetworkera,whoseextendedreadingreachesoneoftheproblemstheNethasbrought:smartphoneaddiction.ItstextcomesfromablogpostwrittenbyAlansharinghispersonalexperiencesandfeelingstocallonmoderateuseofsmartphonesbycomparinghisownlifewithandwithoutusinghissmartphone.Part2StudentsMystudents,seniorone,haveeasyaccesstousingsmartphonesintheirdailylife.Besides,they’velearnedaboutthegeneralknowledgeabouttheNetandthewideusageofmobiledevicesintheformersectionsofthisunit,sotheyhavethedesiretoknowmoreaboutsmartphones.However,theirinsightintothehealthyrelationshipbetweenreallifeandsmartphonesremainstobedeveloped.Part3TeachingobjectivesBasedontheanalysisaboveandtheguidanceoftheGeneralSeniorHighSchoolCurriculumStandards:English,myteachingobjectivesaresetasfollows.Bytheendofthelesson,studentsareableto:findoutwhatchangeAlanexperienced,why&howhemadeitandwhathelearnedfromthechange;understandthewriter’sattitudetowardssmartphones;criticallythinkaboutrelationshipsbetweenreallifeandsmartphones;workindividually,workinpairsandworkingroupstosolvetheabovequestions.Andthesetwoarekeyanddifficultpoints.Part4TeachingapproachesTheaboveteachingobjectivesaretailoredtopromotethedevelopmentofstudents’Englishsubjectcorecompetencieswiththeaidofsituationalteachingapproach,communicativeteachingapproachandactivity-basedapproachtoEnglishlearning.Learningstrategies,likecognitiveandaffectivestrategiesaresuggestedtohelpachievetheseobjectiveswiththeaidofthemultimediaandtheblackboard.Nowletmeintroducemorewithmyteachingprocedures.Part5TeachingproceduresThisistheoutlineofmyteachingprocedureswiththeme-basedactivitiesrangingfrom“l(fā)earningandunderstanding”to“applyingandpracticing”to“transferringandcreating”.Step1LeadinginNowletmeintroducethemstepbystep.Inthebeginning,a“Yes”or“No”questionnaireisintendedtoleadthetopicin,throughwhichthewholeclassareinterviewedfortheiruseofsmartphonesduringtheNationalDayholiday.Suchperceivingactivitycanhelpactivatestudents’priorexperiencesaboutusingsmartphonesandarousetheirdesiretoknowmoreaboutthetopic.Inthisway,students’Englishsubjectcorecompetencies,likelanguageability,thinkingcapacityandlearningabilitycanbestimulatedatthesametime.Step2PredictionBeforereading,studentsareguidedtonoticethekeyword“smartphone”inthetitleandidentifythetexttype.Inthisway,theycometopredict:Alanwrotetheblogposttosharehisexperiencesaboutsmartphones.Besides,suchatitleinthequestioningvoicearousesstudents’interestinguessingAlan’spossibleanswers.Thus,theirabilitytomakeproperpredictionsaccordingtothetitleandthetexttypegetsnaturallypromoted.Step3FastreadingAccordingtothepreviouspredictions,studentshavealreadylearnedAlansharedhisexperiencesaboutsmartphonesinthisblogpost.ThenwhatdidAlanexactlyexperience?Throughfastreading,theygetthegeneralideathatAlanexperiencedahugechangefrombeingasmartphoneaddicttoanormalperson.Theretrievingandsummarizingactivitycontributestotrainingstudents’abilityofskimmingforthemainidea.Toachievethispurpose,activity-basedapproachtoEnglishlearninghasbeenemployed.Step4Carefulreading AfterknowingAlanexperiencedahugechangewithhissmartphone,studentsareeagertolearnmoreaboutthereasonsforhisdecisiontomakethechange.Afterscanningthefirsttwoparagraphsforhissufferingsandfeelings,it’snottoodifficulttomakeaconclusionthatAlan’slifewithtoomuchtimespentonhissmartphonewasfulloftroubles.HereItakeadvantageofthisemojitoshowAlan’stroublesomelifewithhissmartphone.Thatcanalsolivelyillustratewhyhedecidedtomakeachange.ThenhowdidAlanmakethechange?Ingeneral,hemadeitbyspendingawholeweekwithouthissmartphone.Toknowmoredetails,studentsareguidedtoreadfromparagraph3toparagraph5andthinkaboutthesetwoquestions:whatproblemsdidhemeetonthefirstdayduringtheweek?whatdidhedonexttosolvetheseproblems?Bycarefulscanning,studentshavenodifficultysummarizing:Alandidmeetsomeproblemsonthefirstdaybutlaterhemanagedtoenjoyhimselfwithactivitiesbeyondhissmartphonejustliketheemojishows.Lastbutnotleast,Alanalsolearnedalotfromthechange.ReadingthelastparagraphcanleadstudentstofindingAlanrealizedtheimportanceoflifebeyondsmartphonesandhefinallymadesuretospendmoretimeonreallifeandrealrelationshipswhilelesstimeonhissmartphone.Asthelastemojifinished,Alan’sexperiencesandfeelingsgetactivelypresentedinthethreeemojis.Thefirststandsforhislifewithtoomuchtimespentonhissmartphone.Thesecondrepresentshislifewithoutusinghissmartphoneandthelastshowshislifewithmoretimeenjoyingreallife.Tillnow,carefulreadingisfinishedwiththesewhat,whyandhowquestionsworkedoutunderthesupportofcognitiveandaffectivelearningstrategiesandcommunicativeteachingapproach.Thus,purposesasfollowsareachievedandstudents’abilitiesrelatedtoscanning,logicalthinkingandindividualworkarecultivatedtoahigherlevel.Step5PostreadingNextcomesthepostreadingmadeupofthreedifferentlevelsofactivities.ActivityoneisapairworkinwhichstudentshaveanoverallaccountofAlan’sexperiencesandanalyzehisanswertothequestioninthetitle:“Issmartphoneasmartchoice?”Throughpreviouslearningandunderstanding,thereisnochallengeforstudentstograsphisanswer.ForAlan,lifewithtoomuchtimespentonhissmartphoneisnotasmartchoicebecausehesufferedalotfrombeingasmartphoneaddict.Neitherislifewithouthissmartphonebecausehecan’tescapefromthemodernworld.Solifebeyondsmartphonesisthesmartone,forhefindsawaytoenjoyreallifewithoutgivinguphissmartphone.Thisapplyingandpracticingactivitymakesadifferencetostudents’deepcomprehensionofthetitleandthewriter’sattitudetosmartphones.Activitytwo,agroupwork,isforstudentstodiscussandarguefortheirchoicesbetweenreallifeandsmartphones.Duringthediscussion,studentsinternalizeandutilizeAlan’sexperiencestotalkabouttheirownchoices.Thelastactivityaimstofirestudents’imaginationandcreativitybydesigningsloganstocallonmoderateuseofsmartphones.Hereisashortvideofrommystudents’presentation.Thetransferringandcreatingactivityfurtherstrengthensstudents’perceptiononthetopic.Heresituationalteachingapproachisappropriatelyusedtofacilitatethesustainabl