UnitRelationshipsLesson3SoCloseYetsofar说课课件-高中英语北师大版选择性

Lesson3SoClose,YetSoFar

Unit1RelationshipsTeachingEvaluationandReflectionAnalysisofTargetMaterialAnalysisofStudents’AcademicLevelTeachingObjectivesKeyPointsandDifficultPoints

TeachingStrategies

TeachingProceduresEightAspectsTeachingdesignofSoClose,YetSoFarBlackboardDesign

TheoriesofDesign

学习理解

应用实践

迁移创新英语学科核心素养2017年版《普通高中英语课程标准》英语学习活动观

大概念单元大观念Aboutthistext

AboutthistextⅠAnalysisofTargetMaterialAboutthistextgenrecontent

Aboutthistexttopicbloglifeofflineandonlineonlineactivities&impact&addictedreasonsⅠAnalysisofTargetMaterialWhat1.apersonalblog2.Mark’slifeonline&itsimpact&reasonscan’tdropHowlearntobalancethelifebetweenonlineandofflineWhy1.examples;2.comparisontheonlinelifeandofflinelife.TopicTheyhavelearnedsomerelatedwordsandexpressionsaboutsociallifeonlinebefore.Theyhaveabasicgraspofsomereadingstrategieslikeskimmingandscanning.LanguageStrategiesTheyarefamiliaraboutthetopicoftheonlinesociallife.Theyhavedonesimilaractivitiesbefore.ExperienceNoteasyforthemtogetthemeaningofthetitle;Belackinginpatienceorconfidenceinreadingalongtext;Alackofmotivationtospeakupinclass.Senior2studentsVariouspictureswillbeusedtomotivatethem.

Activitieswithdifferentlevelsarecarriedoutstepbystep.Groupworkcanhelpthemtoexpressconfidently.ⅡAnalysisofStudents’AcademicLevel核心素养CultureawarenessLanguagecompetenceThinkingqualityLearningcapacityCorecompetencesThinkingqualityDrawinferencesaboutlearninglanguage,therebyintroducingtheimpactsofsociallifeonline.LearningabilityMakeuseofreadingstrategiestofinishspecifictasks.CulturalcharacterGettheimpactofaddictedonlinelifeandknowhowtogetridofthebadimpacts.Makeuseofusefulwordsandexpressionsinthetexttointroducethesociallifeonline.LanguagecompetenceCultureawarenessThinkingqualityCorecompetences321readingstrategiescomparisonbetweentheonlineandofflinelifecriticalthinkingofthetitleTeachingfocusesⅢTeachingObjectives1.Analyzethethemeof"closenessvs.distance"inmodernrelationshipsthroughtextualevidenceandcriticalreading.2.Developcriticalthinkingoninterpersonalconnections.3.Expresspersonalviewpointsthroughstructureddiscussionsandwriting.ⅣKeyPointsandDifficultiesKeypoints:Toencouragedebatesonwhetherdigitalcommunicationbringspeoplecloserorcreatesisolation.Difficulties:SomelearnersmightnotrelatetoWesternindividualisticthemesofisolation;Avoidingoversimplified“goodvs.bad”viewsontechnology.TeachingaidsCommunicativeApproachActivity-basedTeachingApproachWhole-languageTeachingApproachTeachingapproachesSsarecenteredLearning&TeachingmoreeffectiveⅤTeachingStrategiesⅥTeachingProceduresStepILead-inStepIILearningaimsStepIIISelf-learningStepIVExplorationStepVIPracticeStepⅦHomworkStepV

ImprovementPurposeToarousestudentsinterestinthetopicandreviewsomerelevantwordsandphrasesforthelearning.Step1Leadin1.Analyzethethemeof"closenessvs.distance"inmodernrelationshipsthroughtextualevidenceandcriticalreading.2.Developcriticalthinkingoninterpersonalconnections.3.Expresspersonalviewpointsthroughstructureddiscussionsandwriting.Step2LearningAimsActivity1.MakeapredictionWhatwillMarksayinhisblog?Ineverstopsocialisingwithmyfriends.ButIstillfeelmorelonely.Ihave500friendsonlineandspendalotoftimeontheInternet.PurposeTomakeapredictionoftheblogthroughtitle,pictureandintroduction.Step3Self-learningPurposeTogetthegistandstructureofthetextandpavethewayofthenextactivityofreading.Step4Exploration1PurposeToobtaindetailedinformationabouttheonlinesociallifeandtoimprovedivergentthinking.Exploration2PurposeTofosterstudents'creativethinkinganddeepentheirunderstandingofthetopic.Step5ImprovementStep6PracticePurposeToenhancetheirabilitytoidentifymainideas,supportingdetails,andlogicalconnectionsinthepassage.PurposeTointernalizethepassagebyapplyinglanguagelearnedandtransferreadingskilltowritingskill.Step7HomeworkTimeArrangements

StepILead-in3’

StepIILearningaims2’StepIIISelf-learning5’StepIVExploration8’StepVImprovement15’StepVIPractice5’

StepⅦHomework2’

routineactivities&feelings

Impacts

reasonscan’