B3 U3《The World Online》拓展阅读教学设计：《Smartphone,a Smart Choice》

B3U3《TheWorldOnline》拓展阅读教学设计：《Smartphone,aSmartChoice?》一、设计理念（TeachingConcept）ThislessonisbasedonthenewGeneralSeniorHighSchoolCurriculumStandards.Classroomteachingaimstofosterstudents’awarenessofEnglishsubjectcorepetencies,includinglanguageability,learningability,thinkingquality,andculturalawareness.Itisnecessarytointegratethesixponentsofthecurriculumintoteachingthroughthreekeystages:learningandunderstanding,applyingandpracticing,andtransferringandcreating.二、教材解析（AnalysisoftheTeachingMaterial）[WHAT]Thisisablogpostthemedaroundaoneweekexperienceoflivingwithoutasmartphone.Thecorethemeofthepassagerevolvesaroundthebalancebetweensmartphoneusageandreallife.[WHY]Theauthorsharesinsightsintolifebeyondthescreen,emphasizingthesignificanceofembracingreallifeandgenuinerelationshipsratherthandevotingexcessivetimetosmartphones.[HOW]Asatimeorderedblog,thepassagerecordsthechangesinfeelingsandthoughtsbeforeandaftergivingupsmartphoneusagebyemployingwritingtechniquessuchasexemplification,parison,psychologicaldescription,andactiondescription.Thetitleadoptsaninterrogativeform,andthelanguageisplain,natural,vivid,andappropriate.三、学情分析（AnalysisofStudents）1.ExistingKnowledgeFoundationSeniorOnestudentshaveasolidEnglishfoundation.TheyhavepreviouslylearnedpassagesthemedaroundtheInternetandareawareofitsdualadvantagesanddisadvantages.Giventhatthecurrenttopicfocusesonsmartphoneusage,studentscantransfertheirpriorknowledgetothislesson.2.LearningNeedsAfterlearningthereadingsection,studentshaverecognizedthesignificantadvantagesoftheInternetbuthavelimitedunderstandingofitsadverseimpacts,particularlyregardingsmartphoneaddiction.Thus,theyareeagertoexploremorecontentrelatedtothisaspect.3.ExpectedLearningOutesStudentsareexpectedtomastertheabilitytorationallyhandletherelationshipbetweensmartphonesandreallife,ultimatelyachievingabalancebetweenthetwo.四、教学目标（TeachingObjectives）Bytheendofthislesson,studentswillbeableto:1.LanguageAbilityExpresspersonalopinionsonthetopicraisedinthetitle:《Smartphone,aSmartChoice?》andwritementscorrespondingtotheblogcontent.Utilizetheknowledgeandlanguagepointslearnedtoconducteffectiveselfexpressionandmunication.2.LearningAbilityprehendthecorecontentoftheblogpostabouttheoneweeksmartphonefreeexperience.Participateingroupdiscussionsactively,cooperatewithpeers,andassisteachotherinpletinglearningtasks.3.ThinkingQualityAcquireinformationandrelevantskillsthroughlistening,speaking,reading,andwritingactivities.Developlogicalthinking,criticalthinking,andcreativethinkinginthelearningprocess.4.CulturalAwarenessEstablishanobjectiveattitudetowardssmartphonesandlearntoavoidtheirpotentialdrawbacks.Enhanceculturalconfidenceandcultivateasenseofsocialresponsibility.五、教学重难点（TeachingKeyandDifficultPoints）1.KeyPointsGuidingstudentstosortoutthedifferencesinlifebeforeandaftergivingupsmartphoneusage.Enhancingstudents’readingandspeakingabilities.2.DifficultPointsStimulatingstudents’activeparticipationinclassroomactivities.Encouragingstudentstobravelyexpresspersonalviewpointsonthetopicraisedinthetitle.六、教学方法与策略（TeachingMethodsandStrategies）TaskbasedcenteredTaskbasedapproachQuestiondrivenapproachGroupdiscussion七、教学资源与工具（TeachingAids）Multimediaequipment,PPT,blackboard八、教学过程（TeachingProcedures）教学步骤教师活动学生活动设计意图核心素养渗透StepILeadin（3’）1.Organizestudentstowatchavideorelatedtosmartphoneusage.<br>2.Raiseguidingquestions:<br>Whatarethepeopleinthevideodoing?<br>Doyouthinksmartphonesareasmartchoiceforyou?1.Watchthevideocarefully.<br>2.Engageinfreetalksandanswerthequestionsactively.1.Introducethelessontopicnaturallyandarousestudents’learninginterest.<br>2.Provideopportunitiesforstudentstopracticeoralexpression.Activatestudents’existinglifeexperienceandcognitivereserverelatedtothetopic.StepIIPrereading（3’）Task1:Predictionactivity<br>Guidestudentstoanalyzethetitleandraisequestions:<br>1.Whatisthedoublemeaningoftheword“smart”inthetitle?<br>2.Whyisthetitledesignedasaninterrogativesentence?<br>3.Whatpossibleanswermightthepassagegivetothetitle’squestion?1.Analyzethetitleindependently.<br>2.Predictthecontentofthepassageandshareideas.1.Activatestudents’priorknowledgeabout“smartphones”.<br>2.Cultivatestudents’predictionabilitythroughtitleanalysis.Createasituationalcontextforstudentstoconductpreliminarylogicalanalysisandcriticalthinking.StepIIIWhilereading（20’）Task1:Fastreading<br>Instructstudentstoreadthepassagequicklytograspthemainidea.<br><br>Task2:Carefulreading<br>1.Introductionpart:<br>Raisequestions:<br>Whatarethecharacteristicsofsmartphoneaddiction?<br>Whatchangesdidtheauthorundergo?<br>Whatfactorspromptedtheauthortomakechanges?<br>2.Mainbodypart:<br>Guidestudentstofillinthechartabouttheauthor’sfeelingsonthefirstdayofgivingupthesmartphone.<br>Organizestudentstoparelifebeforeandafterabandoningsmartphoneusage.<br>3.Conclusionpart:<br>Ask:Whatresultsdidtheauthorachievebytheendoftheweek?1.Skimandscanthepassagetoobtainbasicinformation.<br>2.Readcarefullytodigoutdetailedcontent:<br>Answerquestionsabouttheintroductionpart.<br>pletethechartandconductparativeanalysisingroups.<br>Discussandsummarizetheconclusionofthepassage.1.Improvestudents’readingspeedandskimming/scanningskills.<br>2.Helpstudentsdeepentheirunderstandingofthepassagethroughdetailedreading.<br>3.Cultivatestudents’logicalthinkingandsummaryabilities.1.Enhancestudents’problemsolvingabilitiesandstrengthentheirculturalidentity.<br>2.Fosterstudents’criticalthinkingandcreativethinkingintheprocessofinformationprocessing.StepIVPostreading（7’）Organizeadebateactivitywiththetopic:“Shouldstudentsbeallowedtobringsmartphonestoschool?”<br>Providenecessaryguidanceondebaterulesandexpressionskills.1.Divideintoprosandconsteams.<br>2.Conductgroupdiscussionstosortoutdebatearguments.<br>3.Participateinthedebateactively.1.Guidestudentstoapplytheknowledgeandviewpointslearnedinclasstoreallifescenarios.<br>2.Realizethetransformationfromknowledgeinputtooutputandimproveoralexpressionabilities.Cultivatestudents’abilitytoanalyzeproblemsfrommultipleperspectivesandenhancetheirlogicalreasoningandlanguageexpressionskills.StepVExtension（4’）Guidestudentstoconductindepthdiscussions:<br>“binedwiththepassageandyourownexperience,howdoyouunderstandthetitle’squestion?Howcanwebewisesmartphoneusers?”1.Conductgroupdiscussions.<br>2.Sharepersonalviewpointsandinsights.<br>3.Reflectonpersonalsmartphoneusagehabits.1.Deepenstudents’understandingofthelessontheme.<br>2.Cultivatestudents’criticalthinkingandpracticalproblemsolvingabilities.Strengthenstudents’senseofsocialresponsibilityandguidethemtoestablisharationalattitudetowardsmoderntechnology.StepVISummaryandHomework（3’）1.Summarizethecorecontentofthelesson:thebalancebetweensmartphoneusageandreallife,andtheimportanceofrationalusage.<br>2.Assignhomework:Writeashortstory(about80words)thatencouragespeopletoputdowntheirsmartphonesandembracereallife.1.Reviewthekeypointsofthelessonwiththe