Unit3 Developing ideas and Presenting ideas 名師教學(xué)設(shè)計(jì)

2/2Unit3Developingideas&Presentingideas名師教學(xué)設(shè)計(jì)課時(shí)內(nèi)容:Developingideas部分包含兩部分：第一部分是一篇說(shuō)明文，介紹了在現(xiàn)代交際中表情符號(hào)的運(yùn)用，使用表情符號(hào)，聊天者可以在傳遞信息時(shí)生動(dòng)形象且直觀地表達(dá)自己的情緒等非語(yǔ)言信息，有利于營(yíng)造良好的談話氛圍，增強(qiáng)交際功能。第二部分Writingaboutachange是一篇報(bào)紙專欄文章，介紹了一種可能消失的事物——電話亭。Presentingideas部分通過(guò)圖片展示了由傳統(tǒng)課堂到現(xiàn)代化課堂的變化，傳統(tǒng)課堂是老師一本課本，一支粉筆講完整節(jié)課。隨著電腦和互聯(lián)網(wǎng)的興起，多媒體課堂備受歡迎，現(xiàn)在可采用互動(dòng)白板或觸屏電腦來(lái)授課，甚至實(shí)現(xiàn)了云端授課。課時(shí)目標(biāo)：1.掌握本課時(shí)的重點(diǎn)單詞expand、emotional、gesture、facial、textspeak、intention、adaptation、accessible、soul、tendency、facilitate、educator、urgently、convincing和短語(yǔ)insteadof、searchfor、belimitedto、dueto、forthefirsttime、haveadvantagesover、besimilarto、addto、forinstance、spreadto、beaccessibleto、takeaway、afterall、focuson、takeout、aseriesof、beunlikelyto以及重要句型，并能熟練運(yùn)用。2.通過(guò)閱讀《表情符號(hào)：一門新語(yǔ)言？》一文，了解表情符號(hào)在交際中的作用和意義，學(xué)會(huì)恰當(dāng)選用表情符號(hào)，表達(dá)自己的想法，增強(qiáng)表達(dá)的幽默感，使聊天生動(dòng)有趣。3.通過(guò)該課時(shí)了解傳統(tǒng)課堂向現(xiàn)代化課堂的轉(zhuǎn)變，了解課堂從面對(duì)黑板到面對(duì)屏幕，從教室空間到網(wǎng)絡(luò)空間，從傳統(tǒng)課堂表達(dá)到影音化、網(wǎng)絡(luò)化表達(dá)。未來(lái)人工智能時(shí)代，學(xué)校教育將進(jìn)入“集智教育”，發(fā)揮團(tuán)隊(duì)集體教育的智慧，實(shí)施集體教研、協(xié)作教學(xué)，這可以發(fā)揮互聯(lián)網(wǎng)教育的協(xié)作放大優(yōu)勢(shì)。重點(diǎn)難點(diǎn):重點(diǎn)：1.掌握重點(diǎn)單詞expand、emotional、gesture、facialtextspeak、intention、adaptation、accessible、soul、tendency、facilitate、educator、urgently、convincing和短語(yǔ)insteadof、searchfor、belimitedto、dueto、forthefirsttime、haveadvantagesover、besimilarto、addto、forinstance、spreadto、beaccessibleto、takeaway、afterall、focuson、takeout、aseriesof、beunlikelyto的用法。2.了解描述變化類作文的寫作要素和寫作技巧。3.時(shí)代在發(fā)展，科技在進(jìn)步，我們應(yīng)該與時(shí)俱進(jìn)，不斷努力。難點(diǎn):1.掌握該部分詞匯和句型的用法，并能在真實(shí)語(yǔ)境中靈活運(yùn)用。2.了解描述變化類作文的寫作要素和寫作技巧。教學(xué)準(zhǔn)備：教師準(zhǔn)備：1.準(zhǔn)備好該部分內(nèi)容的PPT和音頻。2.聊天中常見(jiàn)的表情符號(hào)以及電影中超人的精彩片段。學(xué)生準(zhǔn)備：1.上網(wǎng)查資料：了解表情符號(hào)在聊天中的作用，并查看常見(jiàn)的表情符號(hào)。2.英語(yǔ)表情符號(hào)的運(yùn)用。教學(xué)過(guò)程：StepILeadinginLookatthemessagesandanswerthequestions.·Whichmessageiseasiertounderstand？Whichmessagedoyouprefer？Why？·Whichwaydoyouusetosendmessages？【設(shè)計(jì)意圖】通過(guò)簡(jiǎn)短的問(wèn)答，引發(fā)學(xué)生的思考，導(dǎo)入聊天中表情符號(hào)的運(yùn)用，以自然的方式，順利導(dǎo)入后面的閱讀內(nèi)容。StepⅡReading1.Pre-reading.Lookatthetitleofthepassageandpredicttheauthor’sattitudetowardsemojis.2.Fastreading.(1)Matchtheparagraphswiththemainideas.Paras.1~3:________________________Paras.4~5:________________________Paras.6~7:________________________Para.8:________________________A.Thedevelopmentofemojis.B.Ireceivedemojisandtriedtounderstandthem.C.Theoriginofemojis.D.Thepredictiontothetrendoffuturecommunication.Suggestedanswers:Paras.1~3—BParas.4~5—CParas.6~7—APara.8—D(2)ReadthepassageonPages32~33andmakenotes.TheemojisIreceivedTheoriginofemojisThedevelopmentofemojisThefuturetrendofemojisSuggestedanswers:·TheemojisIreceived:he’dberunninglateandwouldbetheresoon.·Theoriginofemojis:Theword“emoji”comesfromJapanese,literallymeaning“picturecharacter”.·Thedevelopmentofemojis:emojisexpandfrom176simpledesignstomorethan3,000.·Thefuturetrendofemojis:emojismaybecomearealpictorial“l(fā)anguage”.【設(shè)計(jì)意圖】通過(guò)標(biāo)題預(yù)測(cè)作者對(duì)表情符號(hào)的態(tài)度、歸納段落大意和填表，引導(dǎo)學(xué)生提取關(guān)鍵信息，進(jìn)一步了解文章主旨和篇章結(jié)構(gòu)。3.Carefulreading.（1）Answerthequestionsaccordingtothepassage.①Whatcanweknowabouttheauthor?A.Hedidn’tunderstandtheemojis.B.Heoftenusesemojisinhistextmessages.C.Heisn’tfamiliarwiththeemojis.D.Heinsistedusingwordsratherthanemojis.②Whatcanweinferaboutemojis?A.TheyfirstappearedinAmerica.B.Theyonlyadoptfacesandpeople.C.TheOxfordDictionarieswordoftheYearin2015admitsallofthem.D.Theyhavebecomemoreandmorewell-received.③Whydopeoplelikeusingemojis?A.Theyenrichexpressionsandareeasytouse.B.Theyexpandandspreadtootherplacesrapidly.C.Theybringtheheartandsoulofclassicalliterature.D.Theymakespokenlanguagemorecolourful.④What’sthelastparagraphmainlyabout?A.ThepredictionofemojisB.ThetrendofcommunicationC.TheworryofeducatorsD.Theauthor'sopinionsaboutemojisSuggestedanswers:①C②D③A④D(2)Languagepoints.Masterthewordsandphrases:expand,emotional,gesture,facial,textspeak,intention,adaptation,accessible,soul,tendency,facilitate,educator,urgently,convincing,insteadof,searchfor,belimitedto,dueto,forthefirsttime,haveadvantagesover,besimilarto,addto,forinstance,beaccessibleto,takeaway,afterall,focuson,takeout,aseriesof,beunlikelyto【備注】詞匯知識(shí)點(diǎn)講解詳見(jiàn)第二教案“新知探究”。（3）Readthepassageagainandretellit.【設(shè)計(jì)意圖】復(fù)述的過(guò)程是將學(xué)過(guò)的文章經(jīng)過(guò)加工處理，用自已的語(yǔ)言，以口頭形式進(jìn)行表達(dá)。這種表述不是對(duì)已知材料簡(jiǎn)單的、機(jī)械的重復(fù)，而是經(jīng)過(guò)自己大腦語(yǔ)言中樞的“加工”，創(chuàng)造性地再現(xiàn)已知語(yǔ)言材料的內(nèi)容。教師要在每個(gè)學(xué)生復(fù)述完畢后給予中肯的評(píng)價(jià)及熱情的鼓勵(lì)，同時(shí)糾正一些錯(cuò)誤。通過(guò)反饋，復(fù)述者本人及其他學(xué)生可以分享成功的喜悅，互相學(xué)習(xí)，互相借鑒，使以后的課文復(fù)述變得更好、更精彩。4.Post-reading.（1）DoActivity3onPage34.Choosetheauthor’spurposeinwritingthepassageandgiveyourreasons.①Toguidereaderstouseemojisproperly.②Todiscussthedevelopmentandinfluenceofemojis.③Tocriticisetheincreaseduseofemojis.④Toentertainreaderswithexamplesofhowemojishavebeenused.Suggestedanswers:②(2)DoActivity4onPage34.Workingroups.Giveatalkaboutthesentencefromthepassage.①GothroughthesentencesinLearningtolearnandmakesurestudentsunderstandtheirmeanings.②Readthesentenceanddecidewhetheryouagreeordisagreewithit.③Providethreereasonstosupportyourideasandgiveevidenceforeachreason.Makenotes.④Giveyourtalktotheclass.【設(shè)計(jì)意圖】首先明確觀點(diǎn)，再列舉原因和證據(jù)。鍛煉學(xué)生的語(yǔ)言材料整理能力和表述能力。StepIIIWritingaboutachangeDoActivities5~7onPage35.(1)Readthepassageandanswerthequestions.·WhydoestheauthorstartthepassagebywritingaboutSuperman?·Whatwilldisappearinthefutureaccordingtothepassage?Whatisthemajorreasonforthisphenomenon?·Whatsupportingargumentsdoestheauthorgivetomakethepointconvincing?Suggestedanswers:·TheauthorstartsbywritingaboutSupermaninordertoformaninstantconnectionwithreaders,aseveryoneisfamiliarwithSuperman.Italsosetsthetoneofthepassagebyintroducingsomelight-heartedhumour.·Phoneboxeswilldisappearinthefuture.Themajorreasonisthatalmosteveryonehasamobilephoneandtheydon’tneedphoneboxesanymore.·Thesupportingargumentsareasfollows:□Phoneboxesaredifficulttofind.□Itismoreconvenienttotakeoutamobileandmakeacallatthetouchofabuttonthantopressaseriesoflongnumbers.□Rememberingothers’telephonenumbersIsnoteasy.□Itismoreconvenienttoborrowamobilephonefromsomeoneelsethanwalkaroundlookingforaphonebox.(2)Thinkaboutsomethingthatmightdisappearinthefutureandcompletethetable.SomethingthatwillnotbearoundinthefutureReasonsSupportingarguments（3）Nowwriteyourpassage.（4）Workinpairs.Makeimprovementstoeachother’spassagesandsharethemwiththeclass.【設(shè)計(jì)意圖】通過(guò)讀短文回答問(wèn)題，思考將來(lái)會(huì)消失的事物及互檢互評(píng)，深入思考時(shí)代變遷帶來(lái)的影響，豐富學(xué)生的跨文化知識(shí)，培養(yǎng)學(xué)生的分析問(wèn)題的能力及語(yǔ)言表達(dá)能力。StepIVPresentingideas1.Workingroups.Lookatthepicturesandanswerthequestions.·Whatcanyouseeinthepictures?·Whatchangesinourwaysoflearningdothepicturesshow?Suggestedanswers:·（略）·Thepicturesshowchangesinclassroomconditions，teachingtools，waysofinteractingandaccesstoresources.(2)Thinkabouthowlearningwillchangeinthefutureandcompletethetable.LearningactivitiesChangeshomeworkexam3.Prepareashortpresentation.Considerthefollowing:·thestructureofyourpresentation·usefulwords，expressionsandstructures4.Giveyourpresentationtotheclass.【設(shè)計(jì)意圖】通過(guò)觀察并描述圖片，思考學(xué)生的學(xué)習(xí)方式發(fā)生了怎樣的變化，并預(yù)測(cè)未來(lái)學(xué)習(xí)活動(dòng)的變化趨勢(shì)，鍛煉學(xué)生的表達(dá)能力和膽量，培養(yǎng)學(xué)生開(kāi)口說(shuō)英語(yǔ)的習(xí)慣。StepVHomeworkReviewthelanguagepointslearntinclass.板書設(shè)計(jì)：Unit3Timeschange!PeriodⅢDevelopingideas&PresentingideasI.LeadinginLookatthemessagesandanswerthequestions.Ⅱ.Reading1.Pre-reading.Lookatthetitleofthepassagean