(共13张PPT)
课型
《 高 中 英 语 》 ( 上 外 版 )
必 修 第 三 册 第 四 单 元
主讲人 ：
//课 时 授课内容 1 Getting Started/ Reading A/Vocabulary Focus 2 Reading A/ /Grammar in Use 3 Listening and Viewing 4 Moving Forward (Writing)
5 Moving Forward (Speaking)
6 Reading B/ Critical Thinking 7 Further Exploration/ Self-assessment
《 高 中 英 语 》 ( 上 外 版 )
必修第三册第四单元
At the end of the lesson, you will be able to ...
1. 能辨识Reading A及Listening and Viewing 板块中，用于呈现对比的表达， 进一步了解它们的使用方式。
recognise the contrastive lexical chunks in the Reading A and Listening and Viewing and get familiar with the use of lexical chunks;
2. 能在主题语境下，归纳整合更多网络学习特征表达方式，
完成语言素材的积累。
learn more expand lexical chunks indicating comparison and
contrast;
3. 能根据评价量表对同伴作文做出合理评价，完整阐述对 网络教学的观点。
internalize the knowledge of lexical chunks with writing tasks and make reasonable comments.
学习目标 Learning Objectives：
Moving forward 2
find contrastive lexical chunks
such as also, however, likewise, etc
a lot of care needed
close relationship with people
little care needed
limited relationship with people
flexible
movements
interaction with people
the robot dog a real dog
comparatively flexible learning time
comfortable learning environment easily fetched learning material or tools
fewer distractions
immediate interaction
formal learning atmosphere
online learning traditional classroom learning
fixed course schedule
assigned homework
Comparison (similarities) …is similar to …
… also …
Both …
Likewise, …
share … in common
Another similarity is …
In contrast to … Unlike …
However, … While …
…is different from …
Another difference is …
Expressionsfor reference
Contrast (differences)
Sentencewriting
_________________________________________________________________
_________________________________________________________________
Paragraphwriting
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
口 logical and integrated opinions stated in the essay
口 using contrastive lexical chunks to show similarities and differences
口 coherence between lines throughout the whole essay
口 appropriate wording and correct grammar
Completetheassessmenttable
Homework
1. Write a complete assay based on the sentences made in class.
2. Prepare another topic for further discussion in the next lesson.
感谢您的观看《高中英语（上外版）》必修第三册 Unit 4 Life and Technology
课时： 课题：Sharing Views on Online and Traditional Classroom Teaching
课型：说写融合课（1） 设计者：
一、教学设计与说明
1. 教学目标
引导学生辨识 Reading A 及 Listening and Viewing 板块中，主题语境下用于呈现对比 的词块内容，了解它们的使用方式。在该主题语境下，指导学生归纳整理更多相关词块表 达方式，帮助他们在主题语境下，归纳整合更多相关词块表达方式，完成语言素材的积
累。指导学生根据评价量表对同伴作文作出合理评价，完整表达对网络教学的观点。
2.设计思路
学生在上完本单元词汇课的第一、第二课时之后，对于传统家养宠物和电子宠物的差 异已经有所了解，本课在此基础上对于写作过程中所需要的相关词块内容作梳理，帮助学 生掌握并应用到实际写作中，写作主题类型也与 Reading 部分的内容比较契合，学生可以 进行相关知识点的迁移。教学步骤上，学生由 Reading 部分宠物狗和机械狗的对比文本作 为导入，识别提取文本内所有对比词块的信息，并将其分享罗列在黑板上。随后，学生将 讨论内容转移到传统课堂与在线课堂上，区分异同，分享感受，教师关注学生完整内容的 产出，并将内容整理在黑板上。接着由学生归纳整理所有已知已学的对比词块内容，分别 在相同点和不同点的两栏内容进行填写，为后续写作任务做铺垫。最后，学生根据黑板上 罗列的对比词块，从撰写完整句入手，再推进到段落写作，教师适时鼓励学生反思微调撰 写内容，引导学生对其他学生的写作内容进行评价，回家作业为撰写并润色整篇写作内
容。
3. 重点难点
运用词块内容在写作中表述传统课堂与在线授课的差异性。
Lesson Plan
By the end of this period, students will be able to:
1. recognize the contrastive lexical chunks in the Reading A and Listening and Viewing and get familiar with the use of lexical chunks;
2. expand lexical chunks indicating comparison and contrast;
3. internalize the knowledge of lexical chunks with writing tasks and make reasonable comments.
Procedures:
I. Warm-up
1
*T: Ask the students to recognize the contrastive lexical chunks in the READING. *Ss: Pick out the related words in the READING. Purpose: To reassert the topic and recognize the contrastive lexical chunks in the READING.
Guided questions:
1. What are contrastive words
2. What are contrastive words used for
3. Can you find some contrastive lexical chunks in the Reading Part
II. Discussion: Sharing the lexical chunks
1. *T: Ask the students to share the contrastive lexical chunks in class. *Ss: Share what they have found in the READING. Purpose: To get familiar with the use of lexical chunks.
Guided questions:
1. Can you share with us some contrastive lexical chunks
2. Can you make a sentence with that work
III. Discussion: Comparison and contrast
1. *T: Ask students to read a diagram that can help compare and contrast two or more items. *Ss: Compare and contrast two or more items. Share their ideas in class. 2. *T: Work in groups to discuss the similarities and differences between the two types of learning. *Ss: Discuss the similarities and differences between the two types of learning. Make comments on each other’s opinions if necessary. 3. *T: Ask students to brainstorm more useful expressions or lexical chunks of similar function. *Ss: Share some other useful expressions and lexical chunks, such as while, on the other hand, etc. Purpose: To focus on some differences between online and traditional classroom teaching; To expand lexical chunks of similar function.
Guided questions:
1. Are there any similarities and differences between the two items
2
2. Can you find out any similarities and differences between the two types of learning
3. Could you brainstorm more useful expressions of the lexical chunks of similar function
IV. Writing: Sentence & paragraph writing
1. *T: Ask students to write sentences about the similarities or differences based on the lexical chunks learned. *Ss: Write sentences. 2. *T: Ask students to write a paragraph about the similarities or differences based on the lexical chunks learned. *Ss: Write sentences. Purpose: To internalize the knowledge of lexical chunks with prescribed writing tasks.
V. Evaluation: Evaluate each other’s writings
*T: Evaluate each other’s work and complete the assessment table. Give comments when necessary. *Ss: Appreciate each other’s work and rate it according to the assessment table. Make comments when necessary. Purpose: To appreciate each other’s work and better internalize the knowledge learned.
Guided questions:
1. On a scale of 1-5, how will you rate his/her work
2. Could you make some comments on his/her work
VI. Homework:
1. Write a complete essay based on the sentences made in class.
2. Prepare a presentation of 3 minutes to express your opinions on online learning.
3学案（教师版）
《高中英语（上外版）》必修第三册
第四单元 Life and Technology 学案（教师版）
课题： Writing ：Analyzing the similarities and differences between online and traditional classroom learning.
课时学习目标：
l 辨识阅读 A 板块中对比词块的相关内容。
l 熟悉相关词块的使用方式。
l 在该主题板块下，学习更多相关词块的表达方式。
l 将整理积累出的主题词块的知识内化于不同的写作任务中。
Learning Procedure
I. Pre-activity
1. Read the reading content and pick out the contrastive lexical chunks;
2. Share the contrastive lexical chunks in class.
II.While-activity
1. Step 1: Make a diagram that can help compare and contrast two or more items.
2. Step 2: Work in groups to discuss the similarities and differences between the two types of learning.
potential answers to online learning advantages:
1. comparatively flexible learning time
2. comfortable learning environment
3. easily fetched learning materials or tools
potential answers to traditional classroom learning advantages:
1. fewer distractions, like cell-phones
2. immediate interaction with the teacher
3. formal learning atmosphere to concentrate oneself
potential answers to what the two types of learning have in common:
1. fixed course schedule
2. assigned homework
3. Step 3: brainstorm more useful expressions of the lexical chunks of similar function.
4. Step 4: Try to write sentences about the similarities or differences based on the lexical chunks learned. (student’sindividual work)
5. Step 5: Try to write a paragraph about the similarities or differences based on the lexical chunks learned.
(student’sindividual work)
III. Post-activity
Evaluate each other’s work based on the checklist.
□ logical and integrated opinions stated in the essay
□ using contrastive lexical chunks to show similarities and differences
□ coherent between lines throughout the whole essay
□ appropriate wording and correct grammar
IV. Assignment Required:
1. Write a complete assay based on the sentences made in class.
2. Prepare a presentation of 3 minutes to express your opinions on online learning.
