外研版 (2019)选择性必修 第四册Unit 4 Everyday economics优秀教学设计

Objectives: By the end of the lesson, the students will be able to…

 understand the development of non-cash payment in nowadays society.

 write a introductory passage with basic and complete components;

 express their opinion towards a social phenomenon in an orderly and logical way;

 improve their competence of summarizing information from a given text  ;

Key points and / or difficult points

Key points:

(1)  Students should be able to structure the passage in an orderly and logical way.

(2)  Students should be able to present the advantages and disadvantages of non-cash payment in a proper way.

Difficult point:

Students should be led to conclude the definition of non-cash payment and the opinions of the three respondents on the textbook.

教学环节

Steps

活动形式与步骤

Activities

预计用时

Time

Lead-in①:

Writing Task

1. The teacher begins by asking students what is non-cash payment to enhance their understanding about this topic.
2. The teacher introduces the preflix “non” to explain non-cash payment as “to pay without cash”
3. The teacher leads students to come up with some examples of non-cash payment, such as credit card and mobile payment

(The purpose of this step is to enable students to understand the topic to be discussed in the writing task)

2 min

Lead-in②:

Topic to be discussed

1. The teacher plays a video to students, in which a CNN respondent introduces the development and usages of mobile payment in China.
2. The students note down the advantages and possible problems of mobile payments in China and share with each other after the video is finished.

(The purpose of this step is to activate students’ peripheral knowledge about the topic to be discussed so that they are ready to say something about non-cash payment)

2 min

Brian Storm

The students are given two minutes to write down the possible advantages and disadvantage in their opinion on a paper before they started to share with each other.

2 min

Start the writing task

1. The teacher introduces the writing task to be accomplished for the class (Suppose the students are a journalist. The press you are working for assigned you with a task to write an essay introducing “non-cash payment”. You interviewed several persons about how they think about this new form of payment. The students need to conclude what they have said and give your own opinions)
2. The students choose the right attitude for being a journalist reporting something new to the general public.

5 min

Structure the passage

1. The teacher leads students to think about the structure of the passage before breaking the whole passage down into 4 parts and finish them one by one.
2. The students respond to the teachers about the specific content of the beginning of the passage, the main body and the end of the passage.

13 min

Give a proper definition

1. The teacher asks students what searching engines they could use to find the definition for non-cash payment.
2. The teacher leads students to conclude the definition from the background information given on the textbook.

4 min

Construct the main body of the text

1. The teacher gives students time to read the comment written by Frank, Betty and Yang.
2. The students tell the general attitude of the three respondents.
3. The students conclude the main arguments of the three respondents and categorize the arguments into advantages and disadvantages on their own paper.
4. The students construct two paragraphs, respectively about the advantages and advantages of non-cash payment, on their own exercise book.

4 min

End the passage properly

1. The teacher leads students to think about what should be discussed in the end (by thinking about the news report made by the CNN journalist in the very beginning of the class)
2. The teacher helps students conclude the whole passage by offering them some expressions that are useful in situation as such.

4 min

Learn from the possible version

1. The teacher presents the possible version of the writing task given by the reference book on the screen.
2. The students compare the possible version and their own work and note down good expressions that they think are useful.

2 min