外研版（2019） 选择性必修 第二册 Unit 2 Improving yourself Understanding ideas教学设计
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| 名称 | 外研版（2019） 选择性必修 第二册 Unit 2 Improving yourself Understanding ideas教学设计 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-12-03 16:48:39 | ||
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选择性必修二 Unit 2 Improving yourself understanding ideas Social Media Detox教学设计
一、语篇分析
本文是一篇反映单元主题“不断完善自我认知、提升自我管理能力”的论坛专题讨论类语篇。课文介绍了一场“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，论坛主持人在课文开头介绍了活动的基本信息，包括活动目的、要求、参与者等；课文结尾处，主持人对此活动进行了总结。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。
二、学情分析
本节课的阅读内容适用于高二年级上学期，学生在日常生活中经常使用社交媒体，甚至有部分学生在社交媒体上投入大量的时间，达到上瘾的程度，这必然给学生带了很多消极影响，比如缺乏睡眠时间，视力下降，与父母关系紧张，学习成绩下滑，私人信息泄露等。通过本课的学习，学生了解到这五位学生“社交媒体脱瘾”的亲身经历，以此来反思自己使用社交媒体的现状，并思考一些行之有效的解决办法，加强自我管理、自我提升的能力。
三、教学目标
1. To grasp the main idea of the passage, and identify the five students ’ experiences and feelings in the social media detox.
获取文章主旨大意，理解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. To act out an interview based on the mind map of the passage, and recognize the importance of this activity.
基于课文思维导图，表演访谈节目，并认识到“社交媒体脱瘾”活动的重要性。
3. To reflect on your own behavior, and put forward some suggestions on using social media properly.
反思自己的行为和现状，提出合理利用社交媒体的建议。
4. To have a rational attitude towards social media, and form a healthy and positive lifestyle.
理性看待社交媒体，形成健康、积极的生活习惯。
四、教学重难点
1. 重点：引导学生理解在线论坛语篇的文体特征，并通过思维导图梳理文中的重要信息。
2. 难点：引导学生辩证地认识并评价社交媒体对日常生活的影响，并能合理利用社交媒体、减少对社交媒体的依赖。
五、教学过程
Step 1 Pre-reading
Free talk.
1. What social media apps can you list
2. How much time do you spend on social media on the weekend
3. What negative effects does social media have on you
【设计意图】通过复习本单元 starting out 部分，引出生活中常用的社交媒体软件，谈论学生们使用社交媒体的时间，社交媒体带来的消极影响，使学生熟悉话题，认识到自己过分依赖社交媒体这一问题，为课文学习做铺垫。
Step 2 While-reading
3【Read for main idea】Read the passage quickly and find out the main idea of each part.
Part 1:
Part 2:
Part 3:
【设计意图】通过快速浏览，抓取文中的关键词，归纳概括每部分的主旨大意。【Read for details】Task 1: Read Part 1 and find the basic information of the campaign
Name
Aim/purpose
Participant
Requirement
【设计意图】细读第一部分的内容，梳理社交媒体脱瘾活动的基本信息，包括活动名称、目的、参与者、活动要求。
Task 2: Read Part 2 and complete the mind map.
What did they do during the detox Cindy, George
How did they feel about the detox
How did they feel about the detox Anna, Devon, Max
What have they learnt from the experience
【设计意图】
细读第二部分的内容，将课文中的 5名学生分成两类，一类是坚持不使用社交媒体 7天的学生，另一类是中途放弃的学生。通过前两个问题，学生独自梳理 Cindy和 George对社交媒体脱瘾活动的反应和感受；通过后两个问题，学生自由选择感兴趣的人物，同位再交流答案，互帮互学，梳理出 Anna, Devon, Max的活动感受和结果，最终完成思维导图。基于思维导图，引导学生思考这 5名学生为什么会有不同的结果，分析得出他们的自控力（self-control）不同。
Task 3: Read Part 3 and answer the questions.
1. What’s the result of the campaign
2. What is your understanding of “something” in the sentence
Tips :After reading the posts on this forum, it seems that something other than money has also been raised through the detox.
【设计意图】细读第三部分内容，获取社交媒体脱瘾活动后的结果，除了金钱，还有其他的东西被筹集。通过文中的总结句，让学生体会作者的写作意图，认识到要合理利用社交媒体、减少对社交媒体的依赖，并尝试更积极健康的交流方式。Step 3 Post-reading (Group work)
Task 1: Act out an interview based on the mind map of the passage. Interviewer: Moderator
Interviewee: Anna, Devon, Cindy, George, Max.
Interview Content:
1. Hello, everyone! Welcome to Daily English Studio! I’m... Joining us today are the students who took part in the campaign -- Social Media Detox. Welcome them!
2. In the campaign, you were persuaded to stop using social media for 7 days. Right
3. Who managed to last the full 7 days What did you do during the detox How did you feel about the detox
4. Who gave in during the detox How did you feel Why did you give in What have you learned from the experience ...
5. Thanks for sharing. After hearing your experiences, it seems...
【设计意图】
基于课文的思维导图，组织学生小组合作完成课文改编的访谈节目，让学生内化所学语言知识与相关信息，并根据自己对课文的理解，增加丰富的信息，实现学习的应用与实践，加深学生对主题意义的理解。
Task 2: Think &Share
Thinking about your current situation, give some suggestions on using social media properly.
Sentence structure: 1. It is a good idea to... 2. Perhaps we should... 3. It is suggested that... 4. We had better do...
【设计意图】引导学生反思自己使用社交媒体的现状，认识到我们的生活离不开社交媒体，但又不能过分依赖。通过小组合作，共同探讨合理利用社交媒体的建议，鼓励学生理性表达自己的观点态度，以此达到知识的迁移与创新。Step 4 Summary Awareness of just how much we rely on social media can help us step away from it and communicate with each other better. (思想) Put down your mobile phone. Do what you want to do. Be what you want to be! （行动） Self - discipline enables you to succeed! （自律）【设计意图】基于板书，引导学生归纳本节课所学内容，在梳理完语篇知识之后，从思想、行为、自律三方面升华本节课的主题意义，鼓励学生理性看待社交媒体，形成积极健康的交际方式和生活方式，最终实现自我的提升。Step 5 Homework
I. Fill in the correct form of the words. Social Media DetoxToday marks the last day of the Social Media Detox, 1_______ is a fundraising campaign for new sports 2 ( equip). At first, over 100 students 3________________(persuade) to stop using social media, in ANY form, for seven days. Now, with the detox 4_________(finish), they’ve switched on their devices and they are back online. In the campaign ,some students, who found the detox was difficult to tolerate 5_________(throw) in the towel halfway, while others managed the whole week. 6________(face) with the challenge, they found new ways to communicate with each other. They believe even if social media aren’t 7_____ (access) , they still can enjoy a colourful life.In my opinion, 8 _____ has been raised through the detox is not only money, but also the 9 (aware) of how much we rely on social media. Now it’s time for us 10_________ (step) away from it and live a more meaningful life.
【设计意图】将课文改编成语法填空的形式，加深学生对文章内容和语言知识的理解。
plete the sentences with the correct expressions.
1.When you _____ (认输)，you admit defeat.
2.We had to _____ ( 依 赖 ) a compass and a lot of luck to get here.
3. There's no problem here except you forgot to _____ (打开) the machine.
4. If you sing this song several times, the children will_____ (学会)the words.
5. Don't _____（ 错 失 ）your chance to take advantage of this market.
6. Do you know what Tom has been _____（忙于）recently？
7. _____（说实话），I have to improve my English, because my English is not good enough.
8. My family insisted that I should not _____ (屈服 )，but stay and fight.
9. Have you found the best way to _____ (充分利用 ) the materials？
10. I have to_____ ( 补做)writing letters tonight so I can't go out.
【设计意图】创设新的语境，培养学生对课文中重点短语的运用能力。
III. Write a persuasive letter. Our school is going to start a campaign. Write an persuasive letter to call on more students to join in the campaign. (including the aim, requirements, benefits of joining in and suggestions. )
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【设计意图】以劝告信的写作形式，锻炼学生利用课堂中学到的相关表达，清晰准确地表达自己的观点，介绍某一活动的目的、要求、好处以及建议。
课后反思
本单元的主题语境是“人与自我”，本节课是本单元的Understanding ideas 板块，所涉及的主题语境内容是“不断完善自我认知、提升自我管理能力”。通过略读、精读活动，文本分析，表演访谈，小组讨论等活动实现以读促说的目的，加深对主题意义的理解。整堂课的教学过程比较流畅、自然、学生参与度较高，学生理解也比较到位，但仍存在以下问题：
1.在大单元教学理念下，备课时一定要仔细研读本单元教学内容、以及内容之间的逻辑关系，立足单元整体教学的基础上，设计自己的教学活动。在设计自己的教学活动前，还要先思考一下课本上所提供活动的设计意图，结合自己班的学情做加减法。
2.教学活动应有情境性，层次性和实效性，包括学习理解类、应用实践类和迁移创新类活动。
3.读中环节设计的问题过于繁琐，导致教学过程中间部分有些拖沓，后续的语言输出活动不够充分。以后在设计读中活动时，应该更加遵循学生的认知规律，以及文本的内在逻辑，让学生充分阅读，获取有效信息，为最终的生成打下更好的基础。
4.最后学生小组讨论环节学生分享不充分，应该更加明确小组分工，让每个学生都能充分参与，积极展示，共同提升。
5.教学过程中，教师对于学生的评价过于单一，应该更加多样化、更加有针对性，更富有感染力。
一、语篇分析
本文是一篇反映单元主题“不断完善自我认知、提升自我管理能力”的论坛专题讨论类语篇。课文介绍了一场“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，论坛主持人在课文开头介绍了活动的基本信息，包括活动目的、要求、参与者等；课文结尾处，主持人对此活动进行了总结。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。
二、学情分析
本节课的阅读内容适用于高二年级上学期，学生在日常生活中经常使用社交媒体，甚至有部分学生在社交媒体上投入大量的时间，达到上瘾的程度，这必然给学生带了很多消极影响，比如缺乏睡眠时间，视力下降，与父母关系紧张，学习成绩下滑，私人信息泄露等。通过本课的学习，学生了解到这五位学生“社交媒体脱瘾”的亲身经历，以此来反思自己使用社交媒体的现状，并思考一些行之有效的解决办法，加强自我管理、自我提升的能力。
三、教学目标
1. To grasp the main idea of the passage, and identify the five students ’ experiences and feelings in the social media detox.
获取文章主旨大意，理解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. To act out an interview based on the mind map of the passage, and recognize the importance of this activity.
基于课文思维导图，表演访谈节目，并认识到“社交媒体脱瘾”活动的重要性。
3. To reflect on your own behavior, and put forward some suggestions on using social media properly.
反思自己的行为和现状，提出合理利用社交媒体的建议。
4. To have a rational attitude towards social media, and form a healthy and positive lifestyle.
理性看待社交媒体，形成健康、积极的生活习惯。
四、教学重难点
1. 重点：引导学生理解在线论坛语篇的文体特征，并通过思维导图梳理文中的重要信息。
2. 难点：引导学生辩证地认识并评价社交媒体对日常生活的影响，并能合理利用社交媒体、减少对社交媒体的依赖。
五、教学过程
Step 1 Pre-reading
Free talk.
1. What social media apps can you list
2. How much time do you spend on social media on the weekend
3. What negative effects does social media have on you
【设计意图】通过复习本单元 starting out 部分，引出生活中常用的社交媒体软件，谈论学生们使用社交媒体的时间，社交媒体带来的消极影响，使学生熟悉话题，认识到自己过分依赖社交媒体这一问题，为课文学习做铺垫。
Step 2 While-reading
3【Read for main idea】Read the passage quickly and find out the main idea of each part.
Part 1:
Part 2:
Part 3:
【设计意图】通过快速浏览，抓取文中的关键词，归纳概括每部分的主旨大意。【Read for details】Task 1: Read Part 1 and find the basic information of the campaign
Name
Aim/purpose
Participant
Requirement
【设计意图】细读第一部分的内容，梳理社交媒体脱瘾活动的基本信息，包括活动名称、目的、参与者、活动要求。
Task 2: Read Part 2 and complete the mind map.
What did they do during the detox Cindy, George
How did they feel about the detox
How did they feel about the detox Anna, Devon, Max
What have they learnt from the experience
【设计意图】
细读第二部分的内容，将课文中的 5名学生分成两类，一类是坚持不使用社交媒体 7天的学生，另一类是中途放弃的学生。通过前两个问题，学生独自梳理 Cindy和 George对社交媒体脱瘾活动的反应和感受；通过后两个问题，学生自由选择感兴趣的人物，同位再交流答案，互帮互学，梳理出 Anna, Devon, Max的活动感受和结果，最终完成思维导图。基于思维导图，引导学生思考这 5名学生为什么会有不同的结果，分析得出他们的自控力（self-control）不同。
Task 3: Read Part 3 and answer the questions.
1. What’s the result of the campaign
2. What is your understanding of “something” in the sentence
Tips :After reading the posts on this forum, it seems that something other than money has also been raised through the detox.
【设计意图】细读第三部分内容，获取社交媒体脱瘾活动后的结果，除了金钱，还有其他的东西被筹集。通过文中的总结句，让学生体会作者的写作意图，认识到要合理利用社交媒体、减少对社交媒体的依赖，并尝试更积极健康的交流方式。Step 3 Post-reading (Group work)
Task 1: Act out an interview based on the mind map of the passage. Interviewer: Moderator
Interviewee: Anna, Devon, Cindy, George, Max.
Interview Content:
1. Hello, everyone! Welcome to Daily English Studio! I’m... Joining us today are the students who took part in the campaign -- Social Media Detox. Welcome them!
2. In the campaign, you were persuaded to stop using social media for 7 days. Right
3. Who managed to last the full 7 days What did you do during the detox How did you feel about the detox
4. Who gave in during the detox How did you feel Why did you give in What have you learned from the experience ...
5. Thanks for sharing. After hearing your experiences, it seems...
【设计意图】
基于课文的思维导图，组织学生小组合作完成课文改编的访谈节目，让学生内化所学语言知识与相关信息，并根据自己对课文的理解，增加丰富的信息，实现学习的应用与实践，加深学生对主题意义的理解。
Task 2: Think &Share
Thinking about your current situation, give some suggestions on using social media properly.
Sentence structure: 1. It is a good idea to... 2. Perhaps we should... 3. It is suggested that... 4. We had better do...
【设计意图】引导学生反思自己使用社交媒体的现状，认识到我们的生活离不开社交媒体，但又不能过分依赖。通过小组合作，共同探讨合理利用社交媒体的建议，鼓励学生理性表达自己的观点态度，以此达到知识的迁移与创新。Step 4 Summary Awareness of just how much we rely on social media can help us step away from it and communicate with each other better. (思想) Put down your mobile phone. Do what you want to do. Be what you want to be! （行动） Self - discipline enables you to succeed! （自律）【设计意图】基于板书，引导学生归纳本节课所学内容，在梳理完语篇知识之后，从思想、行为、自律三方面升华本节课的主题意义，鼓励学生理性看待社交媒体，形成积极健康的交际方式和生活方式，最终实现自我的提升。Step 5 Homework
I. Fill in the correct form of the words. Social Media DetoxToday marks the last day of the Social Media Detox, 1_______ is a fundraising campaign for new sports 2 ( equip). At first, over 100 students 3________________(persuade) to stop using social media, in ANY form, for seven days. Now, with the detox 4_________(finish), they’ve switched on their devices and they are back online. In the campaign ,some students, who found the detox was difficult to tolerate 5_________(throw) in the towel halfway, while others managed the whole week. 6________(face) with the challenge, they found new ways to communicate with each other. They believe even if social media aren’t 7_____ (access) , they still can enjoy a colourful life.In my opinion, 8 _____ has been raised through the detox is not only money, but also the 9 (aware) of how much we rely on social media. Now it’s time for us 10_________ (step) away from it and live a more meaningful life.
【设计意图】将课文改编成语法填空的形式，加深学生对文章内容和语言知识的理解。
plete the sentences with the correct expressions.
1.When you _____ (认输)，you admit defeat.
2.We had to _____ ( 依 赖 ) a compass and a lot of luck to get here.
3. There's no problem here except you forgot to _____ (打开) the machine.
4. If you sing this song several times, the children will_____ (学会)the words.
5. Don't _____（ 错 失 ）your chance to take advantage of this market.
6. Do you know what Tom has been _____（忙于）recently？
7. _____（说实话），I have to improve my English, because my English is not good enough.
8. My family insisted that I should not _____ (屈服 )，but stay and fight.
9. Have you found the best way to _____ (充分利用 ) the materials？
10. I have to_____ ( 补做)writing letters tonight so I can't go out.
【设计意图】创设新的语境，培养学生对课文中重点短语的运用能力。
III. Write a persuasive letter. Our school is going to start a campaign. Write an persuasive letter to call on more students to join in the campaign. (including the aim, requirements, benefits of joining in and suggestions. )
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【设计意图】以劝告信的写作形式，锻炼学生利用课堂中学到的相关表达，清晰准确地表达自己的观点，介绍某一活动的目的、要求、好处以及建议。
课后反思
本单元的主题语境是“人与自我”，本节课是本单元的Understanding ideas 板块，所涉及的主题语境内容是“不断完善自我认知、提升自我管理能力”。通过略读、精读活动，文本分析，表演访谈，小组讨论等活动实现以读促说的目的，加深对主题意义的理解。整堂课的教学过程比较流畅、自然、学生参与度较高，学生理解也比较到位，但仍存在以下问题：
1.在大单元教学理念下，备课时一定要仔细研读本单元教学内容、以及内容之间的逻辑关系，立足单元整体教学的基础上，设计自己的教学活动。在设计自己的教学活动前，还要先思考一下课本上所提供活动的设计意图，结合自己班的学情做加减法。
2.教学活动应有情境性，层次性和实效性，包括学习理解类、应用实践类和迁移创新类活动。
3.读中环节设计的问题过于繁琐，导致教学过程中间部分有些拖沓，后续的语言输出活动不够充分。以后在设计读中活动时，应该更加遵循学生的认知规律，以及文本的内在逻辑，让学生充分阅读，获取有效信息，为最终的生成打下更好的基础。
4.最后学生小组讨论环节学生分享不充分，应该更加明确小组分工，让每个学生都能充分参与，积极展示，共同提升。
5.教学过程中，教师对于学生的评价过于单一，应该更加多样化、更加有针对性，更富有感染力。