Unit 2 Improving yourself（二）Understanding ideas 教学设计
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| 名称 | Unit 2 Improving yourself（二）Understanding ideas 教学设计 |  | |
| 格式 | doc | ||
| 文件大小 | 162.9KB | ||
| 资源类型 | 试卷 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2021-12-16 11:29:43 | ||
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文档简介
中小学教育资源及组卷应用平
（2019）外研版高中英语选择性必修二
Unit 2 Improving yourself 教学设计
Understanding ideas板块教学设计（建议时长30–35分钟，教师可根据教学实际酌情调整。）
课型 Reading
主题语境 人与自我——不断完善自我认知、提升自我管理能力
内容分析 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，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。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。读前的导入活动展示了近些年中国网民社交媒体使用情况的数据统计与分析，意在帮助学生熟悉背景知识，为课文学习做铺垫。读中活动引导学生通过标题和文中配图对课文内容进行预测，再通过阅读进行验证，了解课文大意。读后活动通过分析“社交媒体脱瘾”的益处、细节理解和开放性问答等活动，启发学生深入思考，积极探究主题意义。
教学目标 在本板块学习结束时，学生能够：读懂语篇，体会五位同龄人脱离社交媒体一周的经历和感受，并获取 相关支撑信息；2. 了解语篇结构及内在逻辑关系，初步了解在线论坛的文体特征；3. 正确看待社交媒体，提高思辨能力，形成健康、正确的生活习惯。
教学重点 引导学生读懂语篇，理解作者意图、课文结构及内在逻辑关系；引导学生了解在线论坛的文体特征。
教学难点 引导学生理解语篇结构并通过思维导图梳理文中的重要信息；引导学生辩证地认识并评价社交媒体对日常生活的影响。
教学策略 P-W-P模式
（二）
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the three paragraphs and conclude the main idea.Teacher divides the class into groups to have discussions and find out the most popular answers.Teacher chooses one or two groups to share their results with the class. Students read the paragraphs individually and conclude the main idea.Students work in groups and find out the most popular answers.One or two groups present their results to the class. To conclude students’ ways of using social media.To help students connect the passage with the their life.To arouse students’ curiosity about the topic.
Activity 2 Teacher asks students to look at the picture and the title first before reading the passage. Teacher asks students some questions. Students look at the picture and the title first before reading the passage.Students answer the questions. 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.
Activity 3 Teacher asks students to read the passage quickly and choose the evidence to support the advantages of getting rid of social media addiction.Teacher invites some students to share their answers with the class.Teacher asks more questions to inspire students to think further and illustrate the reasons. Such as:How much time is it proper for you to spend on social media How to best communicate using social media List one or two ways.Can you find any new communication ways or activities besides social media Students read the passage quickly and choose the evidence to support the advantages of getting rid of social media addiction.Some students share their answers with the class.Students think further and illustrate the reasons. Such as:1) How much time is it proper for you to spend on social media 2) How to best communicate using social media List one or two ways.3) Can you find any new communication ways or activities besides social media To help students figure out the evidence to support the opinions.
Activity 4 Teacher asks students to read the passage carefully again and summarise the five participants’ experiences and reflection.Teacher asks students to discuss their answers in groups.Teacher asks students to share their answers in class individually.Teacher divides the class into pairs to choose their favourite participant and offer more advice on further activity.Teacher invites some students to share their ideas and others to evaluate them. Students read the passage carefully and summarise the five participants’ experiences and reflection.Students discuss their answers in groups.Students share their answers in class individually.Students work in pairs to choose their favourite participant and offer more advice on further activity. Some students share their ideas and others evaluate them. To help students figure out the structure with some details of the passage as well as thinking critically.
Think & Share Teacher asks students to think about and answer the questions. Students think about and answer the questions. To help students further understand the meaning of the passage.To help students make reasonable judgments and self reflection on social media.
HYPERLINK "http://www.21cnjy.com/" 21世纪教育网(www.21cnjy.com)
（2019）外研版高中英语选择性必修二
Unit 2 Improving yourself 教学设计
Understanding ideas板块教学设计（建议时长30–35分钟，教师可根据教学实际酌情调整。）
课型 Reading
主题语境 人与自我——不断完善自我认知、提升自我管理能力
内容分析 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，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。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。读前的导入活动展示了近些年中国网民社交媒体使用情况的数据统计与分析，意在帮助学生熟悉背景知识，为课文学习做铺垫。读中活动引导学生通过标题和文中配图对课文内容进行预测，再通过阅读进行验证，了解课文大意。读后活动通过分析“社交媒体脱瘾”的益处、细节理解和开放性问答等活动，启发学生深入思考，积极探究主题意义。
教学目标 在本板块学习结束时，学生能够：读懂语篇，体会五位同龄人脱离社交媒体一周的经历和感受，并获取 相关支撑信息；2. 了解语篇结构及内在逻辑关系，初步了解在线论坛的文体特征；3. 正确看待社交媒体，提高思辨能力，形成健康、正确的生活习惯。
教学重点 引导学生读懂语篇，理解作者意图、课文结构及内在逻辑关系；引导学生了解在线论坛的文体特征。
教学难点 引导学生理解语篇结构并通过思维导图梳理文中的重要信息；引导学生辩证地认识并评价社交媒体对日常生活的影响。
教学策略 P-W-P模式
（二）
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the three paragraphs and conclude the main idea.Teacher divides the class into groups to have discussions and find out the most popular answers.Teacher chooses one or two groups to share their results with the class. Students read the paragraphs individually and conclude the main idea.Students work in groups and find out the most popular answers.One or two groups present their results to the class. To conclude students’ ways of using social media.To help students connect the passage with the their life.To arouse students’ curiosity about the topic.
Activity 2 Teacher asks students to look at the picture and the title first before reading the passage. Teacher asks students some questions. Students look at the picture and the title first before reading the passage.Students answer the questions. 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.
Activity 3 Teacher asks students to read the passage quickly and choose the evidence to support the advantages of getting rid of social media addiction.Teacher invites some students to share their answers with the class.Teacher asks more questions to inspire students to think further and illustrate the reasons. Such as:How much time is it proper for you to spend on social media How to best communicate using social media List one or two ways.Can you find any new communication ways or activities besides social media Students read the passage quickly and choose the evidence to support the advantages of getting rid of social media addiction.Some students share their answers with the class.Students think further and illustrate the reasons. Such as:1) How much time is it proper for you to spend on social media 2) How to best communicate using social media List one or two ways.3) Can you find any new communication ways or activities besides social media To help students figure out the evidence to support the opinions.
Activity 4 Teacher asks students to read the passage carefully again and summarise the five participants’ experiences and reflection.Teacher asks students to discuss their answers in groups.Teacher asks students to share their answers in class individually.Teacher divides the class into pairs to choose their favourite participant and offer more advice on further activity.Teacher invites some students to share their ideas and others to evaluate them. Students read the passage carefully and summarise the five participants’ experiences and reflection.Students discuss their answers in groups.Students share their answers in class individually.Students work in pairs to choose their favourite participant and offer more advice on further activity. Some students share their ideas and others evaluate them. To help students figure out the structure with some details of the passage as well as thinking critically.
Think & Share Teacher asks students to think about and answer the questions. Students think about and answer the questions. To help students further understand the meaning of the passage.To help students make reasonable judgments and self reflection on social media.
HYPERLINK "http://www.21cnjy.com/" 21世纪教育网(www.21cnjy.com)