Unit 3 The world online Extended reading教学设计 必修 第三册牛津译林版（2019）

Unit 3 The world online
Extended reading（教学设计）
I. Learning objectives
By the end of the period, students will be able to:
1. know about Alan’s life about living without a smartphone for a week;
2. decide whether a life without a smartphone is a smart choice;
3. leave a message under the blog to state their opinions about the topic.
II. Key competence focus
1. Understand the changes that the writer experiences.
2. Develop a right attitude towards a smartphone.
III. Predicted areas of difficulty
1. Summarize the differences between before and after the writer stopped using his smartphone.
2. Leave a message after the blog to state their opinions.
IV. Teaching procedures
Step 1 Lead-in
T asks Ss what would they do if they stay alone and introduces the topic of this lesson.
【设计意图：直接通过一个问题了解学生平时一个人待着的时候会做些什么，大部分学生的答案应该是玩手机，由此引入今天的主题——Smartphone: a smart choice 】
Step 2 Prediction
1. T asks Ss to answer the title.
T: Smartphone: a smart choice What’s your answer
T asks Ss to predict what will be talked about in the passage.
T: Can you predict what will be talked about in the passage and what opinion the writer would hold
【设计意图：先让学生回答课文标题的问题，再让学生预测作者的观点和态度。】
Step 3 Global reading
T asks Ss to read the passage quickly and answers the following questions:
● How many parts can this passage be divided into What are they
● Can you find the main idea of each paragraph
【设计意图：帮助学生从宏观层面理清文章结构。】
Step 4 Detailed reading
T asks Ss to read the first and second paragraphs and answer the following questions:
● Why did the writer say he was a smartphone addict
● Why did the writer finally realize he had to make a change
T asks Ss to read paras. 3–5 and answer the following questions:
● What did he do during the week without his smartphone And how about his feeling
● What benefits did he get from the experience without his smartphone
Read the last paragraph and answer the following question:
● Why didn’t the writer want to turn his phone back
T asks Ss to make a list to find out how Alan’s life changed after he stopped using his smartphone.
Before After
·Looked at his smartphone all the time·Reached for his smartphone first in the morning·Always asked for Wi-Fi connections in a new place·Felt it necessary to make a change but did not know how ·Had time for reading, writing and exercise·Appreciated the beauty in life with his own eyes·Maintained offline relationships with both friends and family
T asks Ss to finish the following mind map.
Past situation
Decision
Behaviour
Changes
Feeling
Result
【设计意图：首先通过一个个问题引导学生了解这篇文章的一些细节，最后通过思维导图让学生对整篇文章有更好地理解。】
Step 5 Further thinking
T asks Ss to think about the following questions and have a group discussion, and then leave a message under the blog.
·What do you think of Alan’s experience And what would you do if you had to live without a smartphone for a week
·What do you think of the policy that forbids students from taking phones to school And why
【设计意图：让学生小组讨论读完这篇文章之后的看法，并回答书本上的问题：如果没有智能手机你会怎么做，让学生在blog文章之后留言。然后再结合教育部正在推行的禁止学生带手机进校园的政策，让学生谈谈自己的看法并说明理由，为家庭作业中“号召同学们禁带手机进校园的推广活动”做好铺垫。】
V. Homework
Design a public service advertisement calling for Ss not to take phones to school. You can come up with a story or a slogan that you think could encourage Ss not to take their smartphones to the school.
·Looked at his smartphone all the time
·Reached for his smartphone first in the morning
·Always asked for Wi-Fi connections in a new place
·Felt it necessary to make a change but did not know how
Finally realize he had to make a change.
·Had time for reading, writing and exercise
·Appreciated the beauty in life with his own eyes
·Maintained offline relationships with both friends and family
·lost and anxious
·began to feel free
·felt more alive
·felt more closer to each other
Didn’t want to turn his phone back on