外研版 (2019)选择性必修 第二册Unit 3 Times change!教案及反思

这是一份外研版 (2019)选择性必修 第二册Unit 3 Times change!教案及反思，共11页。教案主要包含了设计意图等内容，欢迎下载使用。
Develping ideas部分包含两部分：第一部分是一篇说明文，介绍了在现代交际中表情符号的运用，使用表情符号，聊天者可以在传递信息时生动形象且直观地表达自己的情绪等非语言信息，有利于营造良好的谈话氛围，增强交际功能。第二部分 Writing abut a change是一篇报纸专栏文章，介绍了一种可能消失的事物——电话亭。
Presenting ideas部分通过图片展示了由传统课堂到现代化课堂的变化，传统课堂是老师一本课本，一支粉笔讲完整节课。随着电脑和互联网的兴起，多媒体课堂备受欢迎，现在可采用互动白板或触屏电脑来授课，甚至实现了云端授课。
课时目标：
1.掌握本课时的重点单词 expand、emtinal、gesture、facial、textspeak、intentin、adaptatin、accessible、sul、tendency、facilitate、educatr、urgently、cnvincing和短语instead f、search fr、be limited t、due t、fr the first time、have advantages ver、be similar t、add t、fr instance、spread t、be accessible t、take away、after all、fcus n、take ut、a series f、be unlikely t以及重要句型，并能熟练运用。
2.通过阅读《表情符号：一门新语言？》一文，了解表情符号在交际中的作用和意义，学会恰当选用表情符号，表达自己的想法，增强表达的幽默感，使聊天生动有趣。
3.通过该课时了解传统课堂向现代化课堂的转变，了解课堂从面对黑板到面对屏幕，从教室空间到网络空间，从传统课堂表达到影音化、网络化表达。未来人工智能时代，学校教育将进入“集智教育”，发挥团队集体教育的智慧，实施集体教研、协作教学，这可以发挥互联网教育的协作放大优势。
重点难点:
重点：
1.掌握重点单词 expand、emtinal、gesture、facial textspeak、intentin、adaptatin、accessible、sul、tendency、facilitate、educatr、urgently、cnvincing和短语 instead f、search fr、be limited t、due t、fr the first time、have advantages ver、be similar t、add t、fr instance、spread t、be accessible t、take away、after all、fcus n、take ut、a series f、be unlikely t的用法。
2.了解描述变化类作文的写作要素和写作技巧。
3.时代在发展，科技在进步，我们应该与时俱进，不断努力。
难点:
1.掌握该部分词汇和句型的用法，并能在真实语境中灵活运用。
2.了解描述变化类作文的写作要素和写作技巧。
教学准备：
教师准备：
1.准备好该部分内容的PPT和音频。
2.聊天中常见的表情符号以及电影中超人的精彩片段。
学生准备：
1.上网查资料：了解表情符号在聊天中的作用，并查看常见的表情符号。
2.英语表情符号的运用。
教学过程：
Step I Leading in
Lk at the messages and answer the questins.
·Which message is easier t understand？Which message d yu prefer？Why？
·Which way d yu use t send messages？
【设计意图】通过简短的问答，引发学生的思考，导入聊天中表情符号的运用，以自然的方式，顺利导入后面的阅读内容。
Step Ⅱ Reading
1. Pre-reading.
Lk at the title f the passage and predict the authr’s attitude twards emjis.
2. Fast reading.
(1) Match the paragraphs with the main ideas.
Paras. 1~3: ________________________
Paras. 4~5: ________________________
Paras. 6~7: ________________________
Para. 8: ________________________
(2) Read the passage n Pages 32~33 and make ntes.
【设计意图】通过标题预测作者对表情符号的态度、归纳段落大意和填表，引导学生提取关键信息，进一步了解文章主旨和篇章结构。
3. Careful reading.
（1）Answer the questins accrding t the passage.
(2) Language pints.
Master the wrds and phrases:
expand, emtinal, gesture, facial, textspeak, intentin, adaptatin, accessible, sul, tendency, facilitate, educatr, urgently, cnvincing, instead f, search fr, be limited t, due t, fr the first time, have advantages ver, be similar t, add t, fr instance, be accessible t, take away, after all, fcus n, take ut, a series f, be unlikely t
【备注】词汇知识点讲解详见第二教案“新知探究”。
（3）Read the passage again and retell it.
【设计意图】复述的过程是将学过的文章经过加工处理，用自已的语言，以口头形式进行表达。这种表述不是对已知材料简单的、机械的重复，而是经过自己大脑语言中枢的“加工”，创造性地再现已知语言材料的内容。教师要在每个学生复述完毕后给予中肯的评价及热情的鼓励，同时纠正一些错误。通过反馈，复述者本人及其他学生可以分享成功的喜悦，互相学习，互相借鉴，使以后的课文复述变得更好、更精彩。
4. Pst-reading.
（1）D Activity 3 n Page 34.
Chse the authr’s purpse in writing the passage and give yur reasns.
(2) D Activity 4 n Page 34.
Wrk in grups. Give a talk abut the sentence frm the passage.
①G thrugh the sentences in Learning t learn and make sure students understand their meanings.
②Read the sentence and decide whether yu agree r disagree with it.
③Prvide three reasns t supprt yur ideas and give evidence fr each reasn. Make ntes.
④Give yur talk t the class.
【设计意图】首先明确观点，再列举原因和证据。锻炼学生的语言材料整理能力和表述能力。
Step III Writing abut a change
D Activities 5~7 n Page 35.
(1) Read the passage and answer the questins.
·Why des the authr start the passage by writing abut Superman?
·What will disappear in the future accrding t the passage? What is the majr reasn fr this phenmenn?
·What supprting arguments des the authr give t make the pint cnvincing?
(2) Think abut smething that might disappear in the future and cmplete the table.
（3）Nw write yur passage.
（4）Wrk in pairs. Make imprvements t each ther’s passages and share them with the class.
【设计意图】通过读短文回答问题，思考将来会消失的事物及互检互评，深入思考时代变迁带来的影响，丰富学生的跨文化知识，培养学生的分析问题的能力及语言表达能力。
Step IV Presenting ideas
1. Wrk in grups. Lk at the pictures and answer the questins.
·What can yu see in the pictures?
·What changes in ur ways f learning d the pictures shw?
(2) Think abut hw learning will change in the future and cmplete the table.
3. Prepare a shrt presentatin. Cnsider the fllwing:
·the structure f yur presentatin
·useful wrds，expressins and structures
4. Give yur presentatin t the class.
【设计意图】通过观察并描述图片，思考学生的学习方式发生了怎样的变化，并预测未来学习活动的变化趋势，锻炼学生的表达能力和胆量，培养学生开口说英语的习惯。
Step V Hmewrk
Review the language pints learnt in class.
板书设计：
A. The develpment f emjis.
B. I received emjis and tried t understand them.
C. The rigin f emjis.
D. The predictin t the trend f future cmmunicatin.
Suggested answers:
Paras.1~3—B
Paras.4~5—C
Paras.6~7—A
Para.8—D
The emjis I received
The rigin f emjis
The develpment f emjis
The future trend f emjis
Suggested answers:
·The emjis I received: he’d be running late and wuld be there sn.
·The rigin f emjis: The wrd “emji” cmes frm Japanese, literally meaning “picture character”.
·The develpment f emjis: emjis expand frm 176 simple designs t mre than 3,000.
·The future trend f emjis: emjis may becme a real pictrial “language”.
①What can we knw abut the authr?
A. He didn’t understand the emjis.
B. He ften uses emjis in his text messages.
C. He isn’t familiar with the emjis.
D. He insisted using wrds rather than emjis.
②What can we infer abut emjis?
A. They first appeared in America.
B. They nly adpt faces and peple.
C. The Oxfrd Dictinaries wrd f the Year in 2015 admits all f them.
D. They have becme mre and mre well-received.
③Why d peple like using emjis?
A. They enrich expressins and are easy t use.
B. They expand and spread t ther places rapidly.
C. They bring the heart and sul f classical literature.
D. They make spken language mre clurful.
④What’s the last paragraph mainly abut?
A. The predictin f emjis
B. The trend f cmmunicatin
C. The wrry f educatrs
D. The authr's pinins abut emjis
Suggested answers:
①C ②D ③A ④D
①T guide readers t use emjis prperly.
②T discuss the develpment and influence f emjis.
③T criticise the increased use f emjis.
④T entertain readers with examples f hw emjis have been used.
Suggested answers:
②
Suggested answers:
·The authr starts by writing abut Superman in rder t frm an instant cnnectin with readers, as everyne is familiar with Superman. It als sets the tne f the passage by intrducing sme light-hearted humur.
·Phne bxes will disappear in the future. The majr reasn is that almst everyne has a mbile phne and they dn’t need phne bxes any mre.
·The supprting arguments are as fllws:
□Phne bxes are difficult t find.
□It is mre cnvenient t take ut a mbile and make a call at the tuch f a buttn than t press a series f lng numbers.
□Remembering thers’ telephne numbers Is nt easy.
□It is mre cnvenient t brrw a mbile phne frm smene else than walk arund lking fr a phne bx.
Smething that will nt be arund in the future
Reasns
Supprting arguments
Suggested answers:
·（略）
·The pictures shw changes in classrm cnditins，teaching tls，ways f interacting and access t resurces.
Learning activities
Changes
hmewrk
exam
Unit 3 Times change!
Perid Ⅲ Develping ideas & Presenting ideas
I. Leading in
Lk at the messages and answer the questins.
Ⅱ. Reading
1. Pre-reading.
Lk at the title f the passage and predict the authr’s attitude twards emjis.
2. Fast reading.
(1) Match the paragraphs with the main ideas.
(2) Read the passage n Pages 32~33 and make ntes.
3. Careful reading.
(1) Answer the questins accrding t the passage.
(2) Language pints.
Master the wrds and phrases:
expand, emtinal, gesture, facial, textspeak, intentin, adaptatin, accessible, sul, tendency, facilitate, educatr, urgently, cnvincing, instead f, search fr, be limited t, due t, fr the first time, have advantages ver, be similar t, add t, fr instance, be accessible t, take away, after all, fcus n, take ut, a series f, be unlikely t
(3) Read the passage again and retell it.
4. Pst-reading.
(1) D Activity 3 n Page 34.
(2) D Activity 4 n Page 34.
Ⅲ. Writing abut a change
D Activities 5~7 n Page 35.
IV. Presenting ideas
V. Hmewrk