Unit 2 Period 1 Starting out & Understanding ideas（表格式教学设计）英语外研版选择性必修第二册

该高中英语教学设计聚焦“社交媒体戒断”主题，通过多视角论坛叙事文本，引导学生理解数字时代青少年自我管理困境。以视频导入呈现社交媒体双重影响，激活学生既有体验，搭建“天数—反应—行为—收获”分析框架，帮助梳理五位参与者戒断经历，衔接读前认知与读中信息整合。 亮点在于践行英语学习活动观，三阶活动链层层递进。读中用对比表格梳理参与者成败与收获，提升语言能力，读后讨论“除金钱外还筹集到什么”，培养批判性思维与文化意识。分层作业兼顾差异，实现语言学习与立德树人融合，助力教师高效落实核心素养，引导学生反思社交习惯，树立平衡使用科技的价值观。

Unit 2 Improving yourself Period 1 Starting out & Understanding ideas教学设计 教学基本信息 单元名称 选择性必修第二册Unit 1 Improving yourself 学科 英语 学段 高中 年级 高二第一学期 主要教材 书名：普通高中教科书·英语选择性必修第二册 出版社：外语教学与研究出版社 出版日期：2017年 课时安排 2课时(80min) 课型 阅读课 教学设计理念 主题语境引领下的词汇、语法教学，英语学习活动观 1. 本节课以“自我管理与成长反思”为子主题，在“人与自我”主题语境统领下，将英语学习活动观与深度阅读教学相融合。本课语篇为多视角网络论坛叙事，呈现不同学生在“社交媒体戒断”活动中的真实经历，揭示数字时代青少年在时间管理与社交依赖中的普遍困境。教学围绕“虚拟社交”与“真实接触”的二元对立展开，通过对比分析、观点思辨等活动，引导学生反思自身社交媒体使用习惯，构建关于“合理使用科技、回归真实生活”的主题认知。 2. 基于英语学科核心素养，本课严格遵循“学习理解—应用实践—迁移创新”三阶活动链设计。读前，通过社交媒体使用数据激活学生既有认知，引发对“是否过度依赖社交媒体”的初步反思；读中，通过梳理五位参与者的戒断天数、情绪反应与收获，完成文本细节提取与归类，深度解读戒断体验的多维价值；读后，通过讨论“戒断是否值得”、为参与者提建议、反思“除金钱外还‘筹集’到了什么”，实现语言内化与批判性输出。 3. 本节课全程凸显学生主体地位，设计多个任务，践行英语学习活动观。通过探讨“科技让我们更亲密还是更疏远”这一核心问题，引导学生辩证看待社交媒体的双重作用，培养自律与珍视真实连接的品格，实现语言学习与立德树人的深度融合，助力学生完成关于“自我认知与成长”的意义建构。 教材分析 【What】本课语篇为网络论坛叙事体，围绕布伦顿高中“社交媒体戒断”募捐活动展开，呈现五位学生参与活动的真实经历。文本以多视角并列结构，记录参与者从期待、挣扎到反思的全过程，围绕“虚拟社交依赖”与“真实生活价值”的冲突展开，揭示青少年过度依赖社交媒体的普遍问题，传递“适度使用科技、回归面对面沟通”的核心主题。 【Why】 通过本节课文，学生能从不同层面获得提升。语言层面，围绕社交媒体使用与自我管理搭建主题词块，训练多视角叙事梳理与观点支撑能力；文化层面，结合中国社交媒体使用数据，引导学生反思数字时代的时间管理与身心健康挑战，培养媒介素养与批判性思辨意识；育人层面，贴合高中生自我管理能力养成的关键期，引导其辩证看待社交媒体利弊，学会自律与平衡，落实立德树人根本任务。 【How】 本文以“活动发起—多视角经历叙述—总结升华”为叙事主线。开篇介绍戒断活动背景；中间以五个独立段落分别呈现参与者叙事，每段含“天数—反应—行为—收获”的固定结构；结尾以主持人总结点明深层主题。语言特色鲜明，使用口语化表达、形象化比喻和对比结构。课堂遵循“学习理解—应用实践—迁移创新”三阶推进。 学情分析 1. What I know 词汇方面：学生已掌握描述日常活动、时间频次及情绪体验的基础词汇，如 spend, check, post, message, nervous, embarrassed，熟悉 use, communicate, realize, manage 等常用动词，能读懂叙事类论坛短评，对“社交媒体”“自我管理”等话题具备初步感知能力。 语法方面：学生掌握一般过去时、现在完成时及被动语态（如“had been persuaded”），具备理解多视角个人叙事文本和并列结构的语法基础。 背景知识方面：学生自身即为社交媒体深度使用者，对文中所描述的“忍不住看手机”“担心错过朋友动态”“线上聊天取代面对面交流”等现象有切身体验，能快速与参与者的经历产生共鸣；同时对中国社交媒体使用现状（日均2小时、视力下降、睡眠减少等）有直观感受。 2. What I want to know 1.学生对文中“失去手臂”“放弃”“彻底坚持了一周”等形象化表达背后的真实情感与动机感兴趣，想深入理解为何不同参与者对戒断的反应差异如此之大。 2.学生对部分参与者“反而收获更多”的反直觉结果感到好奇，想探究“社交媒体的价值究竟在哪里”“戒断是否真的值得”。 3.学生希望掌握叙事类文本中通过细节对比（成功与失败、事前预期与事后反思）推断作者态度的方法。 3. What I learned 主题内容方面：通过阅读论坛叙事，学生能够理解五位参与者因戒断社交媒体而产生的不同经历与收获，准确把握作者对“青少年过度依赖社交媒体”这一问题的关注，以及“适度使用科技、回归真实沟通”的倡导态度。学生将反思自身社交媒体使用习惯，辩证看待科技便利与人际真实连接之间的平衡，树立自我管理与自律意识。 语言知识方面：学生将积累社交媒体与自我管理主题核心词块，如 detox, fundraiser, give in, throw in the towel, catch up on, miss out；掌握通过“天数—反应—行为—收获”结构梳理多视角叙事的方法；学会运用对比手段（成功/失败、预期/实际）支撑观点表达，提升信息整合与批判性思维能力。 教学目标 语言能力 引导学生梳理五位参与者的戒断天数、情绪反应与收获，掌握叙事类文本中“天数—反应—行为—收获”的对比分析框架；运用文中形象化表达与对比结构，描述社交媒体使用经历并支撑个人观点。 学习能力 运用预测、略读、扫读等策略，快速定位关键信息并完成信息归纳；学会倾听多元观点，通过小组讨论与互评反馈调整自身认知，提升合作学习效率。 文化意识 对比不同参与者对戒断的不同反应与收获，理解数字时代青少年对社交媒体的多元依赖现状；结合中国社交媒体使用数据，理性看待科技便利与身心健康之间的平衡，培养媒介素养。 思维品质 通过比较五位参与者的成败得失、推断作者深层态度、反思“除了金钱还筹集到了什么”等任务，锻炼批判性思维与归纳能力，引导学生辩证看待社交媒体的利弊，形成独立思考与自我管理意识。 教学重难点 教学重点 引导学生运用“天数—反应—行为—收获”结构梳理五位参与者的戒断经历，对比分析不同反应背后的原因与收获，准确把握“虚拟社交依赖”与“真实生活价值”的冲突主线，读懂作者对青少年过度使用社交媒体的关注态度。 掌握社交媒体与自我管理主题核心词块，如 detox, fundraiser, give in, throw in the towel, catch up on, miss out；理解并识别形象化表达与对比手法，能借助文本细节推断参与者情感变化与作者立场。 教学难点 引导学生辩证看待戒断活动的多重价值，避免简单地判断“戒断全好”或“社交全坏”，理解文本传递的深层含义是“适度使用、保持平衡”而非彻底否定社交媒体，客观反思科技便利与真实人际连接之间的复杂关系，形成理性的自我管理价值观。 灵活识别文中蕴含态度倾向的句式与表达，如“I felt like I had lost an arm!”“something other than money has also been raised”，准确区分字面描述与深层意图，在讨论与书面表达中运用对比结构清晰输出个人对社交媒体使用的理性见解。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Step 1 Pre-reading Activity 1 Lead in 以视频导入。呈现社交媒体给人们带来的双重影响：一方面方便联系、分享生活、获取信息；另一方面引发焦虑、过度比较、时间失控等负面感受，激发阅读兴趣，自然过渡到课文学习。 If you had to give up all social media for 7 days, how would you feel? What do you think would happen? ●通过呈现社交媒体的双重影响，激活学生关于该话题的既有认知与真实体验，营造认知冲突，激发学生对课文主题的好奇心与阅读期待。 3min Activity 2 Read for main idea and structure Read the title to get the main idea. What does the passage mainly talk about? A．Fundraising campaign. B．New school sports equipment. C．The activity of Social Media Detox. D．Communication with each other. 答案：C Find out the main idea of each part.. Paras.1～2　 A．The harvest of this activity. Para.3 B．Some of George's activities and feelings. Para.4 C．Max's failed experience in getting rid of Internet addiction. Para.5 D．The content of the activity and the students' reaction after the activity. Para.6 E．Some of Cindy's activities. Para.7 F．Anna's feelings during the process of giving up her Internet addiction. Para.8 G．How Devon communicated with his friend and his feelings after getting rid of Internet addiction. 答案：DFGEBCA ●通过快速浏览文章，把握文章中心思想和主旨。 7min Step 2 While-reading Activity 3 Read for details Read the passage to choose the right answer. 1. What's the purpose of the Social Media Detox according to the passage? A．To buy new sports equipment. B．To persuade students to treasure social media. C．To reduce the dependency on social media. D．To help students develop more hobbies. 答案：C 2．How did George succeed in the Social Media Detox campaign? A．His father confiscated (没收) his phone. B．He paid a visit to his friends every day. C．He did a lot of physical exercise occasionally. D．His brother encouraged him not to give in. 答案：D 3．What does George think of the detox? A．It is a piece of cake.　 B．It is a waste of time. C．It is too hard to do. 　 D．It is a little tiring. 答案：A 4．Who failed to stay away from social media at the very beginning? A．Anna.　　 B．Max.　 C．George.　　 D．Devon. 答案：B 5．What is the moderator's attitude towards the Social Media Detox campaign? A．Favorable. 　 B．Negative. C. Doubtful. 　 D．Mixed. 答案：A 6．What advice may the moderator give to the teens? A．To do exercise by using sports equipment. B．To avoid using social media too much. C．To improve their skills of communication. D．To realise that money isn't everything. 答案：B ●采用自上而下的教学方式，在学生掌握了文章结构和主旨的基础上，进一步精读文章，寻找细节，同时引导学生关注每一段不同的写作手法。层层递进，逐步掌握说明文的写作手法和语言特点。 25min Activity 4 Summary Choose the benefits of the social media detox A.It helps students learn how to best communicate using social media. B.It raised money for school sports equipment. C.It made students want to spend even more time on social media. D.It made students realise how much time they had been spending on social media. E.It encouraged students to find new ways to communicate and try new activities. 答案：B D E ●通过主旨匹配题帮助学生系统化地掌握说明文结构。 5min 应用实践 Step 2 Post-reading Activity 5 Think & Share 1. What is your understanding of “something” in “After reading the posts on this forum, it seems that something other than money has also been raised through the detox”？ 2. Do you think the detox is worthwhile? Why? 答案： 1. Internet detox should be a conscious act, and should be achieved by external pressure. 2. Yes, I think it is worthwhile.Because it can make teens have a healthier lifestyle. ●通过两个聚焦性问题，帮助学生回顾课文关键信息，检测阅读理解；引导学生对比儿童与成人的视角差异，思考想象力的价值，为后续主题探讨做铺垫。 10min Activity 6 Assessment Fill in the blanks to consolidate the text Several students who had taken part in a fundraising campaign ① (call) Social Media Detox shared their experiences. Anna lasted two days, saying the detox was more difficult ② (tolerate) than she had expected but realised too much of her time ③ (occupy) with checking her phone. She is now trying to spend less time online and ④more (much) time picking up her hobbies. Devon lasted four days. ⑤ (do) the detox made him realise the value of real contact that he had forgotten. Cindy managed the whole week! At first, she really felt she was missing out.But after a proper conversation with her friend, she decided to visit a different friend every day. George lasted all seven days, too! The detox wasn't too difficult for him, but he ⑥ (do) give his phone to his dad to avoid giving in! His brother took him to their local sports centre to do an-hour sport each day, ⑦ helped him make full use of his time and made him healthier! In order not to miss the party, Max switched ⑧ his phone to check where it was, but couldn't resist having a quick look at his social media accounts. As a result, he threw in the towel on the first day! At last, the detox raised ⑨ total of ￡1,632.82 for new school sports equipment! It seems that something other than money has also been raised through the detox.⑩ (aware) of just how much we rely on social media can help us step away from it and communicate with each other better. 答案：1.called 2. to tolerate 3. had been occupied 4. more 5. Doing 6. did 7. which 8. on 9. a total of 10. Awareness ●通过语法填空，提炼文章语言点，实现语块的二次输入。 15min Activity 7 Language points 详解文章中的重点单词、短语和句型。 ●教考衔接——通过提炼语言点和练习，让学生了解本篇文章中的重要知识点。 10min 迁移创新 Activity 8 Homework 作业设计意图 5min 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择作业一，基础较好的同学可以选择作业二。 1.假定你是李华，你所在班级上周参加了学校组织的“社交媒体戒断周”活动，请你给英国朋友Chris写一封邮件，向他推荐这一活动。内容包括： （1）活动内容简介； （2）你的个人收获； （3）推荐理由。 注意： （1）词数80左右； （2）可适当增加细节，以使行文连贯。 ·参考范文： Dear Chris, I’m writing to recommend a meaningful activity called “Social Media Detox” to you. Last week, our school held a seven-day campaign asking us to stop using social media. I managed to last four days. During the detox, I realised how much time I had wasted checking my phone. Instead of messaging friends online, I talked with them face to face and even picked up my old hobbies. I strongly recommend this activity to you because it helps us realise the value of real communication and improves our self-management. I hope you can try it too! Yours sincerely, Li Hua 2.你校英文报正在开展以“Social Media and Me”为主题的征文活动。请你写一篇短文投稿，内容包括： （1）你使用社交媒体的现状； （2）社交媒体对你的积极影响与负面影响； （3）你未来的改进计划。 注意： （1）词数100左右； （2）标题已为你写好。 ·参考范文： Social Media and Me As a high school student, I spend about two hours on social media every day, mainly using WeChat and Douyin to chat with friends and watch short videos. Social media brings me convenience. I can keep in touch with friends easily and get the latest news quickly. However, it also has negative effects. I often find myself checking my phone before sleeping, which reduces my sleep time. Worse still, I sometimes feel anxious if I don’t reply to messages immediately. To improve my situation, I plan to set a time limit of one hour per day for social media use. I will also turn off my phone when doing homework and spend more time reading or exercising. I believe these small changes will help me live a healthier and more balanced life. ●通过写作练习，让学生在真实的语境中运用所学知识，提高学生的语言综合运用能力、逻辑思维和表达能力。 板书设计 OB2 Unit2 Improving yourself Starting out & Understanding ideas 教学反思 优点：教学设计完整，活动紧扣“学习理解—应用实践—迁移创新”三阶逻辑；视频导入有效激发话题兴趣，贴合学生生活实际；信息梳理框架清晰，分层作业兼顾不同水平学生，实现语言学习与主题育人的融合。 缺点：读中环节选择题偏多，导致读后思辨与语言赏析时间不足；课堂互动形式以师生问答为主，生生深度对话略显薄弱。 改进：精简读中任务数量，增加小组讨论与观点分享时间；增设语言赏析微环节，强化学生对形象化表达与对比手法的关注；拓展追问层次，引导学生从“是什么”走向“为什么”和“你怎么看”。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $