Unit 4 Information Technology 大单元教学设计-2024-2025学年高中英语北师大版（2019）必修第二册

学习活动设计 学习活动 活动意图 核心素养提升点 Activity 1 Lead-in 1.Ss watch a short video about information technology to present the benefits of it. 2.Ss talk about rules of the benefits of information technology. 感知单元主题意义 激活学生已有知识和相关词汇,为听做好准备。 口语表达能力 Activity 2 Listening 1.Ss listen to the first dialogue and complete the text builder by the words and expression they hear. 2.Ss listen to the second dialogue and complete the notes in the table. 获取信息,关注目标词汇与表达,为说做准备 语言能力: 获取与数理 Activity 3 Talking Ss read the quotes and talk about their views on information technology and how to make use of it properly. 内化与应用听力语篇中的语篇结构和重要表达。 培养学生对合理使用信息技术的正确态度。 Activity 4 Students use the language they have learnt to write a short paragraph about the apps they find useful and the problems they should be aware of .Then share it in groups and present in front of the whole class 引导学生深入剖析主题思想,挖掘语篇所蕴含的价值取向与育人特征。 创造性地解决情境中的问题,使学习得到迁移,促进能力转化为素养。 课时教学设计 课时教学设计(第1课时/总 2 课时) 课题 Lesson 1 Avatars 课型 导入课 听说课 阅读词法课 √ 阅读句法课 √ 写作课 复习课 项目式学习课 单元学习阶段 整体感知 探究建构 √ 应用实践 拓展重构 一、语篇文本分析(可用结构图呈现) what 话题 虚拟化身 语篇类型 说明文 主要内容 虚拟化身的定义、发展历史、用途、人们对其使用所持的不同观点 why 情感态度及价值取向 使读者了解虚拟化身,辩证认识虚拟化身的使用,合理利用虚拟化身进行网络社交活动,增强信息安全意识 how 语篇结构(概念图) 说明文;并列式结构 语言特点 说明方法(下定义/举例子/做诠释) 二、学习者分析(学生与本课时相关的学习经验、背景知识、能力水平、学习兴趣、学习发展需求、学习本课时可能会遇到的困难等。) 学生大都喜欢虚拟社交,对本课话题比较感兴趣,也能够用简单的词汇和句型表达交际, 学生可能会在构建思维导图时遇到困难。 三、学习目标(结合英语学习活动观的三个层面展开:学习理解、应用实践、迁移创新,体现语言、文化、思维的融合发展,具有可操作性和可检测性的特点,有利于教师在教学活动中实施与评价。) 1.获取、梳理虚拟化身的定义、发展历史、用途以及人们对其使用所持的正反观点,形成知识结构图。 2.运用所学语言,基于知识结构图,介绍虚拟化身及发展历史、用途以及人们对其使用所持的正反观点。 3.分析、判断人们对虚拟化身的使用存在正反观点的原因。 4.结合自身实际,讨论如何合理利用虚拟化身进行网络社交活动,规避使用虚拟化身带来的风险,并提出建议。 四、学习重点与难点 1. 重点 (1)如何理解信息技术相关术语; (2)正确理解并运用过去将来时; (3)能够运用所学对avatars进行介绍。 2. 难点 (1)能用得体的用英语解释信息技术的专业名词并阐述自己的看法; (2)能正确掌握和使用过去将来时; (3)能够区别过去时和过去将来时的不同。 五、学习活动设计 Period 1 教学步骤 教学活动 设计意图 核心素养提升点 Activity1 Warming Up Teachers will write the heading “Avatars” on the board and below it, write the following questions: 1) What is an avatar? 2) What is a virtue world? Read questions written on the board and elicit answers from the students. 任务型活动:采用引导的方式引入本单元话题,拓宽学生眼界的同时也锻炼学生整合能力,并激发同学们热情和参与课堂的积极性。 语言能力: 获取与梳理 口语表达 Activity2 Lead-in This step is to lead the students to the topic-Avatars. 1. What kind of avatars do you use online: a photo of yourself, a cartoon image or something else? Why did you choose it? Let students discuss and describe their avatar in small groups or as a class. For example: I use a cartoon character avatar instead of a photo to protect myself. 紧扣上一环节的讨论,教师引导学生在阅读课文前进行一些与虚拟形象相关的表达,并鼓励学生与同学分享观点,激发学生的兴趣。此外,通过训练表达选择何种虚拟形象的原因,可以锻炼学生口语能力和思维灵活性,更好地导入课题。 语言能力: 获取信息 Activity3 Pre-reading Teacher will give a question as following: You are going to read an article about avatars. What should do like to learn from it? Write down your questions in the diagram on Page 8. 通过读前头脑风暴,有助于学生对文章主旨大意的掌握,让学生带着问题进行阅读,进而帮助学生更好理解文章而进入泛读和精读环节。 语言能力: 获取信息 Activity4 Fast-reading Read the article. Check how many of your questions in Activity 2 are answered. Underline the answers in the text. 通过泛读,能够让学生对文章每个部分有初步了解,锻炼学生对文章表层含义理解,养成良好的阅读习惯,提高阅读技能。并且帮助学生组织语言回答读前问题。 Activity5 Careful-reading 1. Read the article again. Complete the information on Page 10. 2. Ask and answer questions about avatars using the information in Activity 4 and then introduce avatars to your partner. 1) What is an avatar? 2) How have avatars developed over decades? 3) How do people use avatars? 4) What are people’s views on the use of avatars? 3. Work in groups: Think and share. 1) What does the writer mean bu “the avatars you choose says a lot about your personality”? Do you agree with the writer? Give examples to support your opinion. 2) Can you give examples of the risks of using avatars? What can you do to prevent such risks? 有助于学生深层次把握文章细节内容,似学生建立起上下文关联的能力。并且通过小组合作的方式,有助于提高学生团队合作和交流能力。 关注文本特点和内在联系。培养学生批判思维。 Activity6 Post-reading and Homework 1. Complete the short text with information from the article. (on Page 11) 2. Focus on language: PAST FUTURE 1) Read the sentences. Write P below the underlined parts that refer to the past and PF below the underlined parts that refers to the future in the past. 2) Complete the sentences talking about the future in the past. Homework: Create your own avatar. Introduce it to your partner. ① What does it look like? ② Why did you decide to create it this way? ③ Where would you use it? 充分发挥学生主观能动性,调动学生创造性思维,开发学生潜能,使学生主动参与深层次阅读,以检测学生是否对文章掌握透彻。此外,通过课后练习更进一步掌握过去将来时的使用。 迁移能力 Period 2 教学目标 教学活动与步骤 设计意图 核心素养提升点 引入主题。 Activity 1 : Brainstorm (1) Ss try to guess the word by showing different electronic Images on the Internet. (2) The teacher shows a screen shot with different images in the class Wechat group and asks Ss to describe their images as well as its meanings. 创设生活情境,引入主题。激活学生脑中关于虚拟形象的已有认知,并在语境中激活相关词汇与短语。引起学生对该主题的兴趣。 语言能力: 获取与梳理 口语表达 Activity 2 : Predict SS raise different questions concerning the topic “avatars”. 引导学生预测语篇的主题和内容 ,帮助学生主动思考,铺垫语言和结构。 概括和提炼文本中关于虚拟形象的主要信息。 Activity 3 : Read for general understanding (1) Ss read the article and check prediction. (2) Ss summaries the key information about avatars. 学生通过阅读检验预测,获取语篇关于虚拟形象的主要内容并尝试提炼概括。 找出并梳理虚拟形象在不同方面的具体影响。 Activity 4 :Read for detailed information (1) Ss read the text again, and find detailed information indifferent aspects about avatars. (2)Ss answer more specific questions related to avatars and reveal the details about avatars. 学生通过细读课文,分类梳理虚拟形象的细节信息,获得结构化知识,并且通过回答问题的方式进一步分析和理解文本。 关注文本特点和内在联系。培养学生批判思维。 反思与评价虚拟形象与人们的关系,并且对网络安全问题进行辩证式思考。 Activity 5 :Discuss and have deep thinking Ss read the text again and have a group discussion on the following four questions: (1) Why do people obviously make their avatars look better than they do in real life? (2) Do you agree with the writer that“the avatar you choose says a lot about your personality”?Give examples to support your opinion. (3) Is there any risk of using avatars?Any examples? (4) How should we use avatars in a safer and healthier way on the Internet? Any suggestions? 学生运用证据评价语篇中的某些观点,并就如何使用虚拟形象进行安全社交发表自己的看法。 语言能力: 获取信息 口语表达 Homework Create an avatar for one of the students/teachers in our class.Introduce it next time. (1) Who would you give it to? (2) What does it look like? (3) Why did you deci8de to create it this way? 课时教学设计 课时教学设计(第1课时/总 2 课时) 课题 Lesson3 Internet and Friendships 课型 导入课 听说课 阅读词法课 √ 阅读句法课 √ 写作课 复习课 项目式学习课 单元学习阶段 整体感知 探究建构 √ 应用实践 拓展重构 一、语篇文本分析(可用结构图呈现) what 话题 人们对互联网影响友谊所持的正反观点 语篇类型 议论文 主要内容 Robert 和 Cathy 分别表达了互联网对友谊的利弊 why 情感态度及价值取向 通过介绍人们对互联网影响友谊所持的不同观点(互联网损害/增进友谊),使读者辩证认识互联网对友谊的影响,合理利用互联网保持并增进友谊 how 语篇结构(概念图) 议论文;总分总结构 语言特点 论证方式:举例子,做对比,引用(权威) 二、学习者分析(学生与本课时相关的学习经验、背景知识、能力水平、学习兴趣、学习发展需求、学习本课时可能会遇到的困难等。) 学生大都喜欢互联网交友,对本课话题比较感兴趣,也能够用简单的词汇和句型表达交际, 学生可能会在构建思维导图时遇到困难。 三、学习目标(结合英语学习活动观的三个层面展开:学习理解、应用实践、迁移创新,体现语言、文化、思维的融合发展,具有可操作性和可检测性的特点,有利于教师在教学活动中实施与评价。) 1.语言技能目标 (1) 学生能够借助关键词,在理解文章大意的基础上,找出段落主题句,完成读前问题; (2) 用所学的词汇和语言的对课文进行复述。 2.语言知识目标 (1) 能够正确运用以下单词和短语:replacement, image, concentrate, direct, lifelong, proper, rewarding, in addition, content, shallow, trivial, basis, influence, convenient, response, creative, provoke, argument等; (2) 能正确使用合成词(如friendship, website等)。 3.文化意识目标 (1) 了解不同文化背景下对虚拟网络与真实世界的理解; (2) 正确认识虚拟网络和真实世界的异同。 4.情感态度目标 了解网络世界下的友谊,能正确认识虚拟世界和真实世界的异同,从而更好地利用网络。 四、学习重点与难点 1. 重点 (1)如何使用地道的英语表达网络的好处和坏处; (2)正确理解并运用合成词。 2. 难点 (1)能用得体的英语表达网络和友谊的关系; (2)能正确识别和运用合成名词。 5、 学习活动设计 Period 1 教学步骤 教学活动 设计意图 核心素养提升点 Activity1 Warming Up & Lead-in Activate and share: Do you think the Internet helps or harms friendships? Give your reasons. Write them down in the table on Page 14. 任务型活动:锻炼学生材料收集、整理能力,同时也激发同学们热情和参与课堂的积极性。 感知与注意 Activity2 Pre-reading 1. Tell students to read the Skill Builder first. 2. Apply the method to the first blog. 紧扣上一环节的讨论,教师引导学生如何找到文章主题,并运用该方法,以此激发学生的兴趣,更容易地导入文章主题。 Activity3 Fast-reading Read the first blog post “The Internet Harms Friendships”. Underline the general idea and the topic sentence for each argument. 通过读前头脑风暴和观察图片思考问题,有助于学生对文章主旨大意的掌握,进而帮助学生更好理解文章而进入泛读和精读环节。 通过课前阅读猜测有助于学生对文章接下来要谈论的问题有大致了解,进而把握整篇文章。 Activity4 Deep-reading 1. Read the first blog post again. Complete the information on the left side of the diagram on Page 14. 2. Read the second blog post “The Internet Helps Friendships”. Complete the information on the right side of the diagram in Activity 3 on Page 14. 3. Choose one position. Each member of the group presents one argument to support your position based on the notes taken. 通过泛读,能够让学生对文章每段段意有个初步了解,锻炼学生对文章表层含义理解,养成良好的阅读习惯,提高阅读技能。在此过程中设置一些题目,会让学生更有针对性地阅读,题目比较容易,降低阅读难度,给学生成功感,增强学生学习兴趣。 语言能力: 获取与梳理 概括与整合 Activity5 Post-reading and Homework Step-1 Think and share: 1. Look at the sentence from paragraph 2 in the first blog post, “It is these skills that enable us to develop lifelong friendships”. What does “these” refer to? Do you agree with the statement? Why or why not? 2. In the second blog post, what does Eileen Kennedy-Moore mean when she says that online friends “fill holes real-life friends can’t”? Give your reasons. Step-2 1. Complete the table on Page 16 according to the two blogs and your own understanding. 2. Here are five methods writers often use to support their arguments. Read the two blog posts again. Identity what methods the writers used. Find examples from the text. a) citing ideas from experts or authorities b) giving examples c) using data d) referring to common knowledge e) using comparison and contrast Complete the adjectives. Choose at least five adjectives to write five sentences in the space given. You may express either positive or negative opinions about the use of the Internet. Step-3 Focus on language: Compound words 1. Complete the compound words with a word from the circles on Page 17. Then use them in the summary below. Homework: Group Work Debate. Dose the Internet help or harm friendships? Express your opinion by using examples or personal experiences. 活动一: 有助于学生深层次把握文章细节内容,帮助学生建立起上下文关联的能力。同时帮助学生理解文章主旨和细节,以提高学生深度阅读理解能力。 活动二: 在理解文章的基础上对学生提出更高的要求:帮助学生梳理文章结构,引导学生如何利用此结构进行日后的写作构思。 活动三: 引导学生使用构词法,从而让学生可以更好地掌握词汇。 思维品质: 逻辑思维 批判思维 Period 2 教学目标 教学活动与步骤 设计意图 核心素养提升点 引入主题。 Introduction to the Final Task By telling a story, the teacher gives the students the final debate task: Do you think the Internet helps or harms friendship? 引入主题语境。 Preparation for the Final Task Activity 1 : Teacher asks students to give ideas and reasons with only one sentence. Teacher writes down students'' reasons on the blackboard(help /harm). 通过头路风暴的形式,让学生发表观点,激活学生已有的对于网络与友情的知识与观点。为最终的辩论做第一步的铺垫。 学生能够说出自己的观点,并简单解释原因。 Activity 2 : Teacher introduces to the students two well- structured blogs, which have been divided into paper slips for students to sequence. Before the students get down to work, the teacher topic sentence asks students how they can supporting details arrange these parts into the right order. Teacher writes down the outcome on the blackboard. 引导学生思考议论文的结构,并通过思考如何排序,初步生成议 论文的架构(关联词、分论点等、topic sentence、supporting details等)。 学生能够大概说出一些排序的依据(找关键词、找分论点、分 辨主题句与支撑论据等)。 1.理解两篇文章作者的主观点,梳理议论文的文本结构,包括关联词的使用、主题句与支撑论据之间的关联等。(第一课时) Activity 3: Teacher gives the paper slips ( enclosed in an envelope) each group. Students work in groups to put these paper slips to the right order. 让学生以小组为单位将小纸条排序,在排序过程中体会并运用刚才提到的议论文结构知识。 学生能够将一堆小纸条正确排序,形成两篇逻辑清晰的文章。 Activity 4: Teacher check the answers with students and write the correct order on the blackboard. Then the teacher asks students how they successfully sequence these slips. 引导学生通过回顾排序过程,深化关于议论文结构的知识。 学生能够说出自己的排序依据(关键词、分论点、主旨句与支撑论据等)。 2.辨识支撑论点的五种常见方法:引用权威,常理判断、举例证明、对比比较、使用数据。(第一课时) Activity 5: Teacher gives students the complete text of the two blogs asks them to read to find out how the authors support their ideas in each body paragraph.Teacher writes down the nature of each supporting details on the blackboard. 引导学生分析支撑 论据的类型并归纳 支撑论点的方法。 学生能够在教师的引导下说出支撑论据的性质。 3.多角度辩证地看待网络对于友情的影响,积极思考并深刻理解人与科技的关系。(第二课时) Activity 6: To cast doubt on opponents’ ideas. teacher asks the following two questions based on the text: (1) Look at the sentence from paragraph2 in the first blog post." It is these skills that enable us to develop lifelong friendships. " What does" these"refer to? Do your agree? Why? (2) In the second blog post. What does Eileen Kennedy-Moore mean when she says that on line friends “fill holes real-life friends cannot”? Do your agree? Why? 通过回归文本,深 挖文本,引导学生 关注文本细节,重 视语言知识:同时 联系生活实际,对科技与人的关系进行深入思考。 通过引导学生评价作者观点。培养学生的批判思维。 学生能够说出一些能够发展一生友谊的技巧,并对作者的观点做出评价。 学生能够结合自身经历解读文本中的暗喻。 The Final Task:Debate Teacher asks students to debate after 10 minutes’ group preparation. 通过讨论,让学生内化语言知识和结构知识,同时培养学生的逻辑思维和批判性思维。 学生能够进行深入激烈的辩论。 Homework:Composition Teacher asks students to write a passage to express their ideas on the influence of Internet on friendships. 通过写作进一步内化和深化语言知识、议论文结构和对人与科技关系的认识。 学生能够写出条理较为清晰、语言较为通顺的议论文来表达自己关于网络对友情的影响的看法。 课时教学设计 课时教学设计(第1课时/总 1 课时) 课题 Writing Workshop:A Personal Profile 课型 导入课 听说课 阅读词法课 阅读句法课 写作课 √ 复习课 项目式学习课 单元学习阶段 整体感知 探究建构 应用实践 √ 拓展重构 一、语篇文本分析(可用结构图呈现) what 话题 撰写线上个人简介,应用线上介绍推荐自己的同时保护个人隐私 语篇类型 个人简介 主要内容 为加入阅读俱乐部填写一份线上个人简介 why 情感态度及价值取向 通过介绍人们对互联网影响友谊所持的不同观点(互联网损害/增进友谊),使读者辩证认识互联网对友谊的影响,合理利用互联网保持并增进友谊 how 语篇结构(概念图) 新闻体语篇(网页截图) 语言特点 三个主要模块,多处细节体现信息安全意识 二、学习者分析(学生与本课时相关的学习经验、背景知识、能力水平、学习兴趣、学习发展需求、学习本课时可能会遇到的困难等。) 学生大都喜欢互联网交流,对本课话题比较感兴趣,也能够用简单的词汇和句型表达交际, 学生可能会在梳理线上个人简介结构图时遇到困难。 三、学习目标(结合英语学习活动观的三个层面展开:学习理解、应用实践、迁移创新,体现语言、文化、思维的融合发展,具有可操作性和可检测性的特点,有利于教师在教学活动中实施与评价。) 1.获取梳理线上个人简介的结构,概括主体部分的内容和语言表达 2.列出线上个人简介写作提纲,以范文为参考撰写个人线上个人简介 3.评价和比较各自和同伴的作文,完善线上个人简介 四、学习重点与难点 1.重点 (1)如何使用地道、恰当的语言书写个人资料; (2)正确理解并运用表达个人观点的句式以及动词短语进行恰当表达; 2.难点 (1)能用得体的英语书写个人资料; (2)能正确、恰当地使用动词短语。 五、学习活动设计 教学步骤 教学活动 设计意图 核心素养提升点 Activity1 Warming Up for Writing The teacher will give a situation, saying that let students imagine to join a reading club and students should write a personable profile, which should discuss some needed information. Then let students read an example about how to write a personal profile. 任务型活动:课题引入采取代入情景的方式,使学生能更好地融入到写作情景中。锻炼学生材料收集、整理能力,同时也激发同学们热情和参与课堂的积极性。 感知与注意 Activity2 Lead-in This step is to lead the students to learn how to discuss what kind of information is needed. Give students a passage and read Answer the following questions. (1) How does Happy Hermione feel about reading? What types of books is she interested in reading? (2) What reasons does she give for joining the club? (3) What expressions are used by Happy Hermione to express her opinions about the first book in the Harry Potter series? 紧扣上一环节的讨论,通过阅读一篇范文个人资料,教师引导学生模仿文章书写结构、语言和上下文间的逻辑衔接,以激发学生的兴趣,导入写作课意图。 感知与注意 Activity3 Pre-writing This step is to focus on text structure and language that will be used in the event description. 1. List the information that is included in the personal profile. 2. Write 2-3 sentences about the important details you want to include in your profile. Use the Sentence Builder to help you (on Page 19). 活动1:该教学过程主要是帮助学生梳理需要表达的要点,再根据要点进行写作。 活动2:该教学过程主要是更进一步帮助学生如何将上一步所列的要点进行归纳总结,使之形成一篇叙述连贯的文章。 语言能力: 获取与梳理 概括与整合 Activity4 While-writing This step is to instruct students to compose their writing. 1. Complete an outline of your profile based on Activities 3 and 4. 2. Use your outline and the Writing Help to write your first draft. 该教学过程主要帮助学生构思写作大纲,以完成写作目的。 活动1:构建写作大纲,主要参考教学过程3中活动3&4的结构; 活动2:利用列好的提纲,结合写作帮助中提示的内容书写第一遍,建立好草稿,为下一步教学活动提供帮助。 写作表达能力 Activity5 Post-writing When the students finish the description, edit it in pairs. Please note that it’s important to avoid posting private information, to tell others what you enjoy and give reasons about why you want to join the club or group. 完成后的草稿,同桌间进行交换批改,主要看事件描述结构,句式结构以及其他用词方面的问题。 语言输出 课时教学设计 课时教学设计(第1课时/总 1 课时)