这是一份高中英语外研版 (2019)选择性必修第二册Unit 2 Improving yourself优质教学设计，共5页。

教学设计

Starting ut板块教学设计
（建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型
Listening + Viewing
主题语境
人与自我——不断完善自我认知、提升自我管理能力
内容分析
本板块有两个活动，活动1呈现了一段与单元主题相关的视频，介绍了做好时间管理的六点建议，引发学生对日常生活中自我时间管理情况的思考。活动2要求学生完成一份调查问卷，并对照标准了解自己的自控力情况。
教学目标
在本板块学习结束时，学生能够：
1. 能够说出从哪些方面进行自我提升，激活已有的语言、背景知识；
2. 看懂视频，了解关于时间管理的六点建议，培养迅速提取关键信息的能力，激发对话题的兴趣；
3. 理解并完成调查问卷，就自己的自控力现状进行思考和分析，引发对“自我管理”的初步思考。
教学重点
引导学生看懂视频，了解时间管理的六点建议，理解自我管理的重要性。
教学难点
引导学生理解完成调查问卷，反思自我的自控力现状。
教学策略
视听教学法、交际教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher asks students t read the title f the unit, and then say in which aspects they can imprve themselves.
Teacher plays the vide and asks students t answer Questin 1, 2.
Teacher asks students t take ntes f time management tips while watching the vide.
Teacher asks students t discuss the answers and invite sme students t share them with the class.
Students read the title f the unit carefully and share their ideas abut self-imprvement.
Students watch the vide.
Students take ntes and then answer the questins.
Students discuss the answers and sme students share their answers with the class.
T encurage students t think abut the different ways t imprve themselves.
T let students have a basic understanding f self-imprvement.
Activity 2
Teacher asks students t cmplete the questinnaire.
Teacher asks students t cmpare their answers with the statements n P88.
Teacher asks students t explain hw t imprve themselves by examples.
Students cmplete the questinnaire.
Students check their answers.
Students share their wn ideas by examples.
T let students have a further understanding f self-management thrugh the questinnaire.
Understanding ideas板块教学设计
（建议时长30–35分钟，教师可根据教学实际酌情调整。）
课型
Reading
主题语境
人与自我——不断完善自我认知、提升自我管理能力
内容分析
本板块呈现了一篇体现单元主题的课文，语篇类型为论坛专题讨论，介绍了一场“社交媒体脱瘾”活动，五位参与该活动的学生谈论了他们的亲身经历和感受。通过对课文的学习，学生可以了解到合理利用社交媒体、减少对社交媒体的依赖有助于更健康的人际交流。读前的导入活动展示了近些年中国网民社交媒体使用情况的数据统计与分析，意在帮助学生熟悉背景知识，为课文学习做铺垫。读中活动引导学生通过标题和文中配图对课文内容进行预测，再通过阅读进行验证，了解课文大意。读后活动通过分析“社交媒体脱瘾”的益处、细节理解和开放性问答等活动，启发学生深入思考，积极探究主题意义。
教学目标
在本板块学习结束时，学生能够：
读懂语篇，体会五位同龄人脱离社交媒体一周的经历和感受，并获取相关支撑信息；
2. 了解语篇结构及内在逻辑关系，初步了解在线论坛的文体特征；
3. 正确看待社交媒体，提高思辨能力，形成健康、正确的生活习惯。
教学重点
引导学生读懂语篇，理解作者意图、课文结构及内在逻辑关系；
引导学生了解在线论坛的文体特征。
教学难点
引导学生理解语篇结构并通过思维导图梳理文中的重要信息；
引导学生辩证地认识并评价社交媒体对日常生活的影响。
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher asks students t read the three paragraphs and cnclude the main idea.
Teacher divides the class int grups t have discussins and find ut the mst ppular answers.
Teacher chses ne r tw grups t share their results with the class.
Students read the paragraphs individually and cnclude the main idea.
Students wrk in grups and find ut the mst ppular answers.
One r tw grups present their results t the class.
T cnclude students’ ways f using scial media.
T help students cnnect the passage with the their life.
T aruse students’ curisity abut the tpic.
Activity 2
Teacher asks students t lk at the picture and the title first befre reading the passage.
Teacher asks students sme questins.
Students lk at the picture and the title first befre reading the passage.
Students answer the questins.
T make students predict the main idea by thinking abut the picture and the title.
T help students get the main idea f the passage.
Activity 3
Teacher asks students t read the passage quickly and chse the evidence t supprt the advantages f getting rid f scial media addictin.
Teacher invites sme students t share their answers with the class.
Teacher asks mre questins t inspire students t think further and illustrate the reasns. Such as:
Hw much time is it prper fr yu t spend n scial media?
Hw t best cmmunicate using scial media? List ne r tw ways.
Can yu find any new cmmunicatin ways r activities besides scial media?
Students read the passage quickly and chse the evidence t supprt the advantages f getting rid f scial media addictin.
Sme students share their answers with the class.
Students think further and illustrate the reasns. Such as:
1) Hw much time is it prper fr yu t spend n scial media?
2) Hw t best cmmunicate using scial media? List ne r tw ways.
3) Can yu find any new cmmunicatin ways r activities besides scial media?
T help students figure ut the evidence t supprt the pinins.
Activity 4
Teacher asks students t read the passage carefully again and summarise the five participants’ experiences and reflectin.
Teacher asks students t discuss their answers in grups.
Teacher asks students t share their answers in class individually.
Teacher divides the class int pairs t chse their favurite participant and ffer mre advice n further activity.
Teacher invites sme students t share their ideas and thers t evaluate them.
Students read the passage carefully and summarise the five participants’ experiences and reflectin.
Students discuss their answers in grups.
Students share their answers in class individually.
Students wrk in pairs t chse their favurite participant and ffer mre advice n further activity.
Sme students share their ideas and thers evaluate them.
T help students figure ut the structure with sme details f the passage as well as thinking critically.
Think & Share
Teacher asks students t think abut and answer the questins.
Students think abut and answer the questins.
T help students further understand the meaning f the passage.
T help students make reasnable judgments and self reflectin n scial media.

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