1、第 1 页 共 4 页 Book 3 Unit 3 The world online Extended reading Smartphone: a smart choice? 一、一、教学目标教学目标 By the end of the section, students will be able to: 1. find out how Alans life changed after he stopped using his smartphone; 2. reflect on what they would do if they had to live without a smartphon
2、e 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. 二、二、教学重难点教学重难点 1. To analyze the writing techniques of the blog; 2. To raise awareness of cutting back on the use of smartphones.
3、 三、三、教学过程教学过程 步步 骤骤 教学活动教学活动 设计意图设计意图 互动时间互动时间/ /模式模式 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。 2 Individual Work Group Work Step 2 The teacher has students read the title of the blog “Smartphone: a smart choice?” written by Alan and ans
4、wer 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。 3 Individual Work Class Work Reading 第 2 页 共 4 页 Step 3 The teacher has studen
5、ts read the blog post and finish Part A on Page 40. What was Alans 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
6、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。 5 Individual Work Group Work Class Work 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。 5 Individual Work Class Work Step 5 The teacher has students discuss the question in Part B on Page 40. What wou
7、ld 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。 5 Pair Work Class Work Appreciating Step 6 The teacher guides students to discuss the writing techniques of this blog
8、. 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? 引导学生分析博 客写作技巧。 5 Group Wo
9、rk Class Work 第 3 页 共 4 页 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? Step 7 The teacher invites students to read the
10、 title of the blog again and answer the following question. Why did Alan use a title in the format of a question? Whats the function of such a title? 培养学生的思辨 能力与表达能力。 2 Individual Work Step 8 The teacher inspires students to reflect on what they have learned from the blog by asking them a question a
11、nd 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。 6 Group Work Class Work Step 9 The teacher guides students to design a public advertisement calling for peopl
12、e 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。 10 Group Work Class Work 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 2 第 4 页 共 4 页 it. 2. Finish the workbook.
