【完美导学】Unit 2 Improving yourself Period 1 Starting out and understanding ideas 教学设计-2022-2023学年高中英语同步备课(外研版2019选择性必修第二册)

Unit2ImprovingyourselfPeriod1Startingoutandunderstandingideas教学设计Startingout板块教学设计（建议时长10–15分钟，教师可根据教学实际酌情调整。）课型Listening+Viewing主题语境人与自我——不断完善自我认知、提升自我管理能力内容分析本板块有两个活动，活动1呈现了一段与单元主题相关的视频，介绍了做好时间管理的六点建议，引发学生对日常生活中自我时间管理情况的思考。活动2要求学生完成一份调查问卷，并对照标准了解自己的自控力情况。教学目标在本板块学习结束时，学生能够：1.能够说出从哪些方面进行自我提升，激活已有的语言、背景知识；2.看懂视频，了解关于时间管理的六点建议，培养迅速提取关键信息的能力，激发对话题的兴趣；3.理解并完成调查问卷，就自己的自控力现状进行思考和分析，引发对“自我管理”的初步思考。教学重点引导学生看懂视频，了解时间管理的六点建议，理解自我管理的重要性。教学难点引导学生理解完成调查问卷，反思自我的自控力现状。教学策略视听教学法、交际教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherasksstudentstoreadthetitleoftheunit,andthensayinwhichaspectstheycanimprovethemselves.TeacherplaysthevideoandasksstudentstoanswerQuestion1,2.Teacherasksstudentstotakenotesoftimemanagementtipswhilewatchingthevideo.Teacherasksstudentstodiscusstheanswersandinvitesomestudentstosharethemwiththeclass.Studentsreadthetitleoftheunitcarefullyandsharetheirideasaboutself-improvement.Studentswatchthevideo.Studentstakenotesandthenanswerthequestions.Studentsdiscusstheanswersandsomestudentssharetheiranswerswiththeclass.Toencouragestudentstothinkaboutthedifferentwaystoimprovethemselves.Toletstudentshaveabasicunderstandingofself-improvement.Activity2Teacherasksstudentstocompletethequestionnaire.TeacherasksstudentstocomparetheiranswerswiththestatementsonP88.Teacherasksstudentstoexplainhowtoimprovethemselvesbyexamples.Studentscompletethequestionnaire.Studentschecktheiranswers.Studentssharetheirownideasbyexamples.Toletstudentshaveafurtherunderstandingofself-managementthroughthequestionnaire.Understandingideas板块教学设计（建议时长30–35分钟，教师可根据教学实际酌情调整。）课型Reading主题语境人与自我——不断完善自我认知、提升自我管理能力内容分析本板块呈现了一篇体现单元主题的课文，语篇类型为论坛专题讨论，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。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。读前的导入活动展示了近些年中国网民社交媒体使用情况的数据统计与分析，意在帮助学生熟悉背景知识，为课文学习做铺垫。读中活动引导学生通过标题和文中配图对课文内容进行预测，再通过阅读进行验证，了解课文大意。读后活动通过分析“社交媒体脱瘾”的益处、细节理解和开放性问答等活动，启发学生深入思考，积极探究主题意义。教学目标在本板块学习结束时，学生能够：读懂语篇，体会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.了解语篇结构及内在逻辑关系，初步了解在线论坛的文体特征；3.正确看待社交媒体，提高思辨能力，形成健康、正确的生活习惯。教学重点引导学生读懂语篇，理解作者意图、课文结构及内在逻辑关系；引导学生了解在线论坛的文体特征。教学难点引导学生理解语篇结构并通过思维导图梳理文中的重要信息；引导学生辩证地认识并评价社交媒体对日常生活的影响。TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherasksstudentstoreadthethreeparagraphsandconcludethemainidea.Teacherdividestheclassintogroupstohavediscussionsandfindoutthemostpopularanswers.Teacherchoosesoneortwogroupstosharetheirresultswiththeclass.Studentsreadtheparagraphsindividuallyandconcludethemainidea.Studentsworkingroupsandfindoutthemostpopularanswers.Oneortwogroupspresenttheirresultstotheclass.Toconcludestudents’waysofusingsocialmedia.Tohelpstudentsconnectthepassagewiththetheirlife.Toarousestudents’curiosityaboutthetopic.Activity2Teacherasksstudentstolookatthepictureandthetitlefirstbeforereadingthepassage.Teacherasksstudentssomequestions.Studentslookatthepictureandthetitlefirstbeforereadingthepassage.Studentsanswerthequestions.Tomakestudentspredictthemainideabythinkingaboutthepictureandthetitle.Tohelpstudentsgetthemainideaofthepassage.Activity3Teacherasksstudentstoreadthepassagequicklyandchoosetheevidencetosupporttheadvantagesofgettingridofsocialmediaaddiction.Teacherinvitessomestudentstosharetheiranswerswiththeclass.Teacherasksmorequestionstoinspirestudentstothinkfurtherandillustratethereasons.Suchas:Howmuchtimeisitproperforyoutospendonsocialmedia?Howtobestcommunicateusingsocialmedia?Listoneortwoways.Canyoufindanynewcommunicationwaysoractivitiesbesidessocialmedia?Studentsreadthepassagequicklyandchoosetheevidencetosupporttheadvantagesofgettingridofsocialmediaaddiction.Somestudentssharetheiranswerswiththeclass.Studentsthinkfurtherandillustratethereasons.Suchas:1)Howmuchtimeisitproperforyoutospendonsocialmedia?2)Howtobestcommunicateusingsocialmedia?Listoneortwoways.3)Canyoufindanynewcommunicationwaysoractivitiesbesidessocialmedia?Tohelpstudentsfigureouttheevidencetosupporttheopinions.Activity4Teacherasksstudentstoreadthepassagecarefullyagainandsummarisethefiveparticipants’experiencesandreflection.Teacherasksstudentstodiscusstheiranswersingroups.Teacherasksstudentstosharetheiranswersinclassindividually.Teacherdividestheclassintopairstochoosetheirfavouriteparticipantandoffermoreadviceonfurtheractivity.Teacherinvitessomestudentstosharetheirideasandotherstoevaluatethem.Studentsreadthepassagecarefullyandsummarisethefiveparticipants’experiencesandreflection.Studentsdiscusstheiranswersingroups.Studentssharetheiranswersinclassindividually.Studentsworkinpairstochoosetheirfavouriteparticipantandoffermoreadviceonfurtheractivity.Somestudentssharetheirideasandothersevaluatethem.Tohelpstudentsfigureoutthestructurewithsomedetailsofthepassageaswellasthinkin