Unit 3 The world Online Extended reading教学设计-2025-2026学年高中英语译林版（2020）必修第三册

该高中英语教学设计聚焦“Smartphone: a smart choice?”拓展阅读，核心梳理Alan停用手机前后的生活变化及博客写作手法。课堂导入通过自由讨论手机话题激活学生经验，结合标题设问引导预测内容，搭建从生活经验到文本分析的学习支架。 特色在于融合语言能力与思维品质培养，利用对比表格、写作手法导图等支架，引导学生分析第一人称叙述、对比手法及设问标题作用，小组合作设计公益广告和撰写演讲，提升逻辑表达与批判性思维，既落实语言知识又引导理性使用手机，为教师提供结构化活动设计，提高教学效率。

2026年祁阳市优质教学资源评选活动 ---高一年级必修三第三单元 《Extended reading——Smartphone: a smartchoice?》教学设计 课程基本信息 B3U3 Extended reading Smartphone: a smart choice? 主备人 桂雨昕 课型 新授课 学科 英语 年级 高一 学段 高一 版本章节 译林版必修三第三单元 教学目标 1. find out how Alan’s life changed after he stopped using his smartphone; 2. reflect on what they would do if they had to live without a smartphone for a week; 3. reconsider how they should use smartphones in their life; 4. design a public service advertisement calling for people to reduce their use of smartphones. 教学重难点 Key Points 1. Identify and organize the changes in Alan’ s life before and after quitting smartphones. 2. Master the writing techniques of the blog: first-person narration, contrast, emotional adjectives, and question-style title. 3. Reflect on personal smartphone use and develop awareness of rational use. Difficult Points 1. Analyze the writing purpose and effect of the blog, especially the function of the question title. 2. Use the language and writing skills from the text to finish oral expression and public service advertisement creation. 3. Transfer students’ understanding from the text to real-life behavior change. 学情分析 1. Cognitive Basis: Senior high 1 students are familiar with the topic of smartphones and willing to participate in life-related discussions. 2. Language Level: Students have basic reading skills but lack abilities in analyzing long sentences, summarizing structure, and expressing opinions logically. 3. Learning Features: Students enjoy group work and sharing, but need guidance in critical thinking and standard output. 4. Practical Connection: Most students use smartphones frequently, so they can easily relate to the text and reflect on their own habits. 5. Potential Challenges: Difficulties in contrasting information, analyzing writing techniques, and organizing language for output tasks. 教学准备 多媒体课件：包含标题设问、对比表格、博客原文、写作手法导图、公益广告范例。 学习任务单：停用手机前后对比表、段落主旨句梳理表、语言输出脚手架。 课堂素材：手机使用时间小调查、优秀公益广告短句库、评价量表。 板书设计：提前规划核心结构，便于课堂快速呈现。 课后作业单：明确演讲写作要点与评分维度。 三、教学过程 步 骤 教学活动 设计意图 互动时间/模式 Lead-in Step 1 The teacher has a free talk with students about smartphones. 激发学生的学习兴趣，激活学生已有的相关知识和经验。 Individual Work Group Work (2min) Step 2 The teacher has students read the title of the blog “Smartphone: a smart choice?” written by Alan and answer the following questions. · Do you think smartphone is a smart choice? · Why did Alan use such a title for his blog? · Would you please guess what Alan might talk about in his blog? 基于博客标题，让学生预测行文内容，激发学生的好奇心，为后续活动做好铺垫。 Individual Work Class Work (3min) Reading Step 3 The teacher has students read the blog post and finish Part A on Page 40. What was Alan’s life like before and after he stopped using his smartphone? Make a list of these differences. The teacher has students find sentences in the blog that show what Alan learned from his experience of quitting using his smartphone for a week. 引导学生用查读方式，了解停止使用智能手机前后作者身、心变化，为后续阅读活动做铺垫。 Individual Work Group Work Class Work (5min) Step 4 The teacher has students write a summary of this blog. 通过写博客概要，巩固新词，并为之后高阶思维活动做铺垫。 Individual Work Class Work (5min) Step 5 The teacher has students discuss the question in Part B on Page 40. What would you do if you had to live without a smartphone for a week? The teacher motivates students to give some suggestions to those smartphone addicts. 鼓励学生联系自身实际，初步唤起学生减少智能手机使用时间的意识。 Pair Work Class Work (5min) Appreciating Step 6 The teacher guides students to discuss the writing techniques of this blog. 1. In which person is the blog written? Why? 2. What are the first sentences of each paragraph? 3. What do all the above sentences mean to Alan? How are they presented? 4. In what way did Alan show readers the changes in him after quitting using his smartphone for a week? 5. Can you find the adjectives Alan used in his blog to show the changes in his feelings? 6. Which adjective do you think is the most impressive when it comes to showing positive changes in Alan? How do you understand it? Why? 引导学生分析博客写作技巧。 Group Work Class Work (5min) Step 7 The teacher invites students to read the title of the blog again and answer the following question. Why did Alan use a title in the format of a question? What’s the function of such a title? 培养学生的思辨能力与表达能力。 Individual Work (2min) Step 8 The teacher inspires students to reflect on what they have learned from the blog by asking them a question and invites students to share the stories of their familiar smartphone addicts who manage to cut back on smartphone use by using the writing techniques in the blog. 训练学生思维的深度与发散能力，拓展其思维空间。 Group Work Class Work (6min) Step 9 The teacher guides students to design a public advertisement calling for people to reduce using smartphones in groups, make a presentation and consider the significance of cutting back on smartphone use. 基于之前的活动铺垫，发挥学生的创造性，提高学生的综合运用语言的能力，增强学生了解社会问题的意识，激发学生减少使用智能手机的意识并感受智能手机之外丰富多彩的生活。 Group Work Class Work (10min) Homework 1. Write a speech to call for people to cut back on smartphone use, including a story of a smartphone addict, why we should cut back on smartphone use and how to make it. 2. Finish the workbook. 板书设计/课堂小结 Smartphone: a smart choice? 1. Changes: Before & After Before: busy, tired, absent-minded, less connected After: peaceful, focused, more communication, meaningful life 2. Writing Techniques First person Contrast Question title Emotional adjectives 3. Reflection & Action Use smartphones wisely Less screen time, more real life 教学反思 1. 目标达成：学生基本能梳理 Alan 的生活变化，多数能参与讨论，但写作手法分析与语言输出仍需更多支架。 2. 课堂亮点：手机话题贴近生活，学生参与度高；对比表格与标题设问有效降低阅读难度。 3. 存在问题：部分学生信息整理不规范；小组讨论时间偏紧，展示不够充分；输出任务语言准确性不足。 4. 改进措施：下次课增加词汇句型脚手架；优化时间分配，预留更多展示时间；加强对比阅读与结构分析训练。 5. 育人效果：学生对理性使用手机有明显反思，公益广告创作有创意，实现语言学习与价值引导统一。 第 1 页 共 4 页 学科网（北京）股份有限公司 $