人教版 (2019)选择性必修 第一册Unit 2 Looking into the Future优秀教学设计及反思

这是一份人教版 (2019)选择性必修 第一册Unit 2 Looking into the Future优秀教学设计及反思，共16页。教案主要包含了what，语篇话题，语篇语言，语篇理解等内容，欢迎下载使用。

人教新版选择性必修一 Unit 2 Using language2教学设计
Should We Fight New Technology?
授课教师

学校、年级
高二
课型
读写课
时长
80分钟
教学设计理念
本节课根据课标提出的六要素整合的英语学习活动观理念，关注学生学习参与的实际获得，创设与主题意义密切相关的语境，引导学生对文本主题意义的探究。依据英语学科能力要素及表现指征框架进行学习理解类，应用实践类和迁移创新类活动过程中培养学生语言理解和表达能力，推动学生对主题意义的深度学习，构建新知，发展思维。在解决问题的过程中辨别真善美，达到学科育人，落实对学生学学科素养的培育。
文本解读

主题语境：该部分的活动主题是“欢迎或拒绝未来的变化”（Welcome or reject future changes）,要求学生通过阅读理解人们对科技发展的不同态度，梳理语篇信息和结构，提炼其中的观点并进行讨论，最后写一篇阐述自己观点的议论文。
语篇类型：驳论文
语篇研读：
【what】前面的 听说 板块重点为预测未来科技和生活的访谈，而此处的读写板块则聚焦“欢迎或拒绝未来的变化”。教材选取了一篇题为 Should We Fight New Technology? 的驳论文。

【why】驳论文通常先抛出对立观点，再通过论证进行驳斥，进而证明自己的观点。语篇从一个具体事故出发，引出人们对新技术的担忧和对技术发展的排斥，并用阿曼门诺派拒绝现代技术而按照简朴的农耕方式生活的例子来说明人们在不依赖新技术的情况下也可以自如地生活。然后，语篇用新技术带来的各种便利论证了另一种观点。最后，作者抛出自己的观点，即应从积极的角度看待技术革新带来的变化。作者并没有用强烈的语气旗帜鲜明地驳斥某一种观点，而是较为温和地分类综述事实、分析和说明问题，直到表明个人态度。这样的写作方式不会给读者压力，更像是在和读者交流，引发更多的思考。

【How】该板块要求学生写对新科技观点的驳论文，目的引导学生分析语篇结构进而掌握驳论文的结构，熟悉文中标识性语言，同时合理组织语言，描述新科技的利弊以及表达自己的看法。

学情分析
本节课授课对象是高二普通班学生。学生英语基础个体差异较大，但是大部分学生思维活跃、英语学习热情高，模仿能力强。本节课是本单元学习的第三个模块，单词学习主要为本模块的核心单词和深入了解文本内容和文章架构。让学生在讨论新科技的利弊时表达自己对其的观点，达到学科育人，落实对学生学学科素养的培育。主要内容为研读文本后，以文章中的句式和词语为架构模板，为学生搭建如何写驳论文的“脚手架”，使其顺利完成接下来的写作任务做好铺垫。由于本班学生的词汇量和写作能力还较为薄弱，因此在授课过程中给学生提供相关的词汇和写作的句式。
【语篇话题】阅读文本是一篇驳论文，语篇从一个具体事故出发，引出人们对新技术的担忧和对技术发展的排斥，并用阿曼门诺派拒绝现代技术而按照简朴的农耕方式生活的例子来说明人们在不依赖新技术的情况下也可以自如地生活。然后，语篇用新技术带来的各种便利论证了另一种观点。最后，作者抛出自己的观点，即应从积极的角度看待技术革新带来的变化。
【语篇语言】驳论文是议论文的一种形式，语言精辟简练，标识性语言明显，语篇结构清晰。大部分学生认为难度适中，能较好的理解语篇中不同人对新科技的不同观点。
【语篇理解】学生已经基本具备在阅读中获取细节信息的能力，部分学生能用英语自信地表达自己的观点。但是多数学生在理解和整合知识、逻辑推理和分析论证观点以及批判评价等方面学科能力要素上需要提升。

教学目标
本节课 2个课时，设计如下：
第一课时： 阅读及词汇 课，1.通过本节课的学习，学生能够理解运用文中的新词汇；2.进行语篇分析，理解文章结构和内容；3.初步了解驳论文。
第二课时： 写作 课，4.通过本节课的学习，学生能够理解驳论文的结构和特点并且誊写一篇观点明确、层次分明的驳论文，5.小组合作，提升合作意识。

教学重难点

教学重点：引导学生分析语篇结构，熟悉语篇中的标识性语言；理解驳论文的一般写法，能够在写作中通过有效论证表明自己的观点。

教学难点：用目标语言有条理地用英语发表自己对新科技变化的见解和看法；独立完成一篇观点明确、层次分明的驳论文。


教学资源
课件PPT，黑板、白板。
教学目标
活动形式与步骤
活动意图
活动
层次
学习效果评价
时间
创设语境导入主题
第一课时：阅读课
Step 1: Lead in
Watch video--the Stone in the Road
After watching:
T: Do you like new technology——satellite positioning? What’s your point of view on it? Do you want to know more about other new technology?

设计意图：通过视频让学生了解更多话题内容——新科技带来的变化。

(A1感知与注意)
视频可以让学生能更生动的了解文本内容，并增加学习兴趣。

3
教学目标1：利用多模态教学让学生能够理解运用文中的新词汇
Step 2: Learning new words
The teacher shows the pictures or uses the stick figure to draw the new words or phrases in the teaching text.
设计意图：多模态教学。图文加句子，以及单词的派生词或同义词，让学生初步了解生词。
(A1感知与注意)
利用图片引起学生兴趣。同时用句子引出单词，加深学生的印象。

8
教学目标2：进行语篇分析，理解文章结构和内容































教学目标3：初步了解驳论文。
















Step 3: Reading
Pre-reading
Discuss
1.What are some of the new devices or apps have you been using recently? Are they helpful or distracting?
2.What do you expect to read from the text?
While-reading
(for detailed information)
1.Go through the passage and finish the following T/F exercise.
(1)A person died in an accident while driving a car.
(2)The Amish avoid new technology because they do not want to have good lives.
(3)Many disasters have been prevented by weather-tracking computer programmes.
(4)Building large networks through social media helps us find new opportunities.
(5)The author uses a health monitor to know how much exercise he/she needs.
Key: F; F; F; T; T
2.

Key: oppose; Yes; unnecessary; dangerous; No

Key:
Para2: There are many different groups of people around the world who live happily in the absence of new technology.
advocate; better.
Para3: New technology has provided people everywhere with many benefits over the years.
saves; better.
Para4: I have benefited quite a lot from technological advances.
best; accept
(for structure)
In which paragraphs does the author:
describe the issue?
give an opinion?
discuss the advantages?
discuss the disadvantages?
Key:
describe the issue? Para 1
give an opinion? Para 4
discuss the advantages? Para3
discuss the disadvantages? Para 2
Which one shows the structure of the text?

Key: B
After-reading
Summarize the structure of the argumentative writing.
The issue – people’s opinions – author’s opinion
设计意图：讨论话题，看标题预测文章内容，让学生更快投入文章的内容。






判断正误的练习为了让学生获取与语篇主题相关的细节信息。







用列表的方式概括第一段的内容，让学生概括第一段话中不不同人对无人驾驶车的不同态度，补全观点的空格词均能体现不同的态度。



设置该表格为了让学生从中归纳第2-4段的表达结构(总分)，topic sentence——supporting evidence。挖空词的设置也与该段的观点态度有关。









段落大意的匹配以及文章结构的匹配练习，学生可总结概括语篇的作用，并了解这就是驳论文的篇章结构。为下节写作课作铺垫作用。








(A2获取与梳理)











（A3 概括与整合）






（A3 概括与整合）













（A3 概括与整合）















（B3内化与运用）


用话题相关的内容引入语篇，让学生尽快进入对文章的思考。






学生在对比细节信息和比较后，提升对新科技对现实的利弊的辨别能力。






让学生养成从分析语篇结构的习惯去分析理解文章的内容和表达的主旨。































知识迁移，学生通过对该文本的语篇分析总结得出驳论文的篇章结构，为下节读写课作铺垫。
25
















































































4

教学目标1：理解驳论文的篇章和段落结构和表达特点。
第二课时：读写课
Step 1: Pre-writing
1.Guessing: What is this kind of writing called?
It’s a kind of essay to express opinions.
It has supporting details.
The language is logical.
Signposts are used to show a paragraph’s purpose.
Key: Argumentative writing
2.What are the signposts?
Some words and phrases are used as signposts to help show a paragraph’s purpose. These usually come at the beginning or end of a paragraph, such as, on one hand, on the other hand and so on.
3. Review the structure
The issue – people’s opinions – author’s opinion
signposts
para1

para2

para3

para4

Key: para 1 Hence ,nevertheless
Para 2 on the one hand
Para 3 on the other hand, for example, moreover
Para 4 personally, of course

设计意图：通过逐步给出argumentative writing相关信息，让学生猜出，同时也能让学生把argumentative writing的特点记下来。


设计意图：引导学生总结归纳每段话signposts，并总结其作用。


复习语篇的结构并在每段找出signposts，理解其语言表达特点。












（A1感知与注意）


（B1描述与阐述）


（B3内化与运用）









通过对驳论文特点的描述，深化学生对驳论文的了解和加强对此文体的印象。


深化学生对signposts的理解。


深化驳论文的结构特征，通过找出每段话signposts，理解其在每段话所起的作用。









6
































教学目标2：了解驳论文的写作框架并学以致用。







































教学目标3：通过小组合作完成小作，并在小组互评后润色文章。




































Step 2: While-writing
1.Read for writing method
(conclude the structure of each paragraph and find out signposts and useful expressions in each paragraph)
Para 1: the structure
Introduce the issues→Various people’s opinions
Writing tip:
signposts
Useful expressions
Hence
nevertheless
…oppose the idea of …
… cease accepting technology…
… claim that most people would…
Para 2: the structure
Topic sentences(pros)→example
Writing tip:
signposts
Useful expressions
On the one hand
There are … live happily in
the absence of new technology…
… advocate … with an emphasis
on…
It could even be argued that
… since… rather than…
Para 3: the structure
Topic sentences(cons)→example
Writing tip:
signposts
Useful expressions
On the other hand
...provided people everywhere
with many benefits
…which saves many lives.
…has made it possible for friends
and family to do… even if…
… made … much easier, as it allows
people to do…
Para 4: the structure
Topic sentences(my opinion)→example
Writing tip:
signposts
Useful expressions
Personally
nevertheless
I have benefited quite a lot from
technological advances.
also helped me
it can be a … prospect.
look on the positive side of change and
accept it rather than resist it.

2.Discuss in groups
Work in groups. Brainstorm some future advances in technology and their possible advantages and disadvantages and your opinion about it.

3.Write on your own
Write an essay with the topic “ Should We Fight Against …” based on what your group discuss. The following tips may be of help.
(1) Underline good expressions that you can apply in your own article.
(2) Signposts: hence, nevertheless, on the one hand, on the other hand, for example, moreover, personally
(3) Paragraph structure: topic sentence + example
Sample writing:
The other day, I read about a company developing companion robots. The company claimed that the robots could be friends for people who live alone. Some of these companion robots are actually like small pets that a person can talk to and interact with. But unlike real pets, they do not have to feed them or take them for a walk. However, this company is also developing a companion robot that is exactly like a human being. It can walk and talk just like a person does. This all got me to think.
On the one hand, some people could say that a companion robot like this could provide us with many benefits. For example, if someone old lives alone and seldom goes out, a companion robot could provide him or her a lot of comfort and enrich his or her life. Moreover, the robot could help monitor the health condition of that person. For example, if the person falls down and gets injured at home, the robot can call the doctor immediately to come and help.
On the other hand, some people also use this technology to avoid social contact. For example, there was a young man who recently got married to an anime character. What if it became common for people to get married to robots rather than human beings in the future? Is it a scary or promising prospect? The gap between people could further widen due to the development of realistic robots.
Personally, I oppose the idea of using companion robots as an answer to people’s problems. Hence, we should lay emphasis on providing each other with true companions and true friendship rather than cold machines.

设计意图：本部分为写作的重要引入部分。深入驳论文语篇的结构，接着深挖段落的总分结构，进而在每段话找出支撑该段主旨的句子结构和词块，提供写作的脚手架，让学生创设可供使用的写作思维。












































设计意图：通过搭建脚手架并且小组合作产生一小段文章。讨论新科技可能存在的利弊处，并罗列出来为下步的写作提供素材。在产出的过程中，小组合作，提升合作意识。





对写作手法的总结，让学生更清楚自己的在写作的时候该用什么和注意什么。在搭建一系列的脚手架后，学生开始有自己的写作思维。分四小组完成这篇作文，每小组负责一小段话，最后让每个小组派一个代表投影作文。































（A3 概括与整合）
（B3内化与运用）










































（B3内化与运用）



























为学生搭建写作初步的脚手架







































为写作提供素材。





小组成员合作，小组创作出小段落，学会使用以上总结的语篇结构进行描写，并且使用所搭建的写作脚手架。学生学习的内容得到实践。并且可以在其中探知学生吸收了多少。























25



































































































誊写一篇观点明确、层次分明的驳论文。
Step 3: Post-writing
1.Summary for structure
How to write argumentative writing?
Review the writing methods we have learned before:
useful expressions, signposts, the structure of each paragraph and the whole passage.
2. Write and check your work
Exchange your draft with a partner.
Use the checklist to give feedback on your own and your partner’s draft, and then hand it in.
3.Homework
Write an argumentative writing titled Should we advocate Wechat ?


设计意图：再次深化学生的写作思路，让学生复习仿写的手法，加深印象


设计意图：让学生学会评价，提升鉴赏能力。










设计意图：学以致用。





（A3 概括与整合）


（B2分析与判断）



巩固学生的写作思路，
巩固学生对写作手法的印象。



提升学生对自己写作文章的赏析和评价。
10












板书设计
第一课时：











第二课时：
Should we fight new technology?
Signposts: para 1 Hence ,nevertheless
Para 2 on the one hand
Para 3 on the other hand, for example, moreover
Para 4 personally, of course
Structure of each paragraph: Topic sentence → example (supporting details)
Useful expressions