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Unit 3 The world online
Extended reading（教學(xué)設(shè)計(jì)）
I. Learning objectives
By the end of the period, students will be able to:
1. know about Alan’s life about living without a smartphone for a week;
2. decide whether a life without a smartphone is a smart choice;
3. leave a message under the blog to state their opinions about the topic.
II. Key competence focus
1. Understand the changes that the writer experiences.
2. Develop a right attitude towards a smartphone.
III. Predicted areas of difficulty
1. Summarize the differences between before and after the writer stopped using his smartphone.
2. Leave a message after the blog to state their opinions.
IV. Teaching procedures
Step 1 Lead-in
T asks Ss what would they do if they stay alone and introduces the topic of this lesson.
【設(shè)計(jì)意圖：直接通過一個(gè)問題了解學(xué)生平時(shí)一個(gè)人待著的時(shí)候會(huì)做些什么，大部分學(xué)生的答案應(yīng)該是玩手機(jī)，由此引入今天的主題——Smartphone: a smart choice 】
Step 2 Prediction
1. T asks Ss to answer the title.
T: Smartphone: a smart choice What’s your answer
T asks Ss to predict what will be talked about in the passage.
T: Can you predict what will be talked about in the passage and what opinion the writer would hold
【設(shè)計(jì)意圖：先讓學(xué)生回答課文標(biāo)題的問題，再讓學(xué)生預(yù)測(cè)作者的觀點(diǎn)和態(tài)度。】
Step 3 Global reading
T asks Ss to read the passage quickly and answers the following questions:
● How many parts can this passage be divided into What are they
● Can you find the main idea of each paragraph
【設(shè)計(jì)意圖：幫助學(xué)生從宏觀層面理清文章結(jié)構(gòu)。】
Step 4 Detailed reading
T asks Ss to read the first and second paragraphs and answer the following questions:
● Why did the writer say he was a smartphone addict
● Why did the writer finally realize he had to make a change
T asks Ss to read paras. 3–5 and answer the following questions:
● What did he do during the week without his smartphone And how about his feeling
● What benefits did he get from the experience without his smartphone
Read the last paragraph and answer the following question:
● Why didn’t the writer want to turn his phone back
T asks Ss to make a list to find out how Alan’s life changed after he stopped using his smartphone.
Before After
·Looked at his smartphone all the time·Reached for his smartphone first in the morning·Always asked for Wi-Fi connections in a new place·Felt it necessary to make a change but did not know how ·Had time for reading, writing and exercise·Appreciated the beauty in life with his own eyes·Maintained offline relationships with both friends and family
T asks Ss to finish the following mind map.
Past situation
Decision
Behaviour
Changes
Feeling
Result
【設(shè)計(jì)意圖：首先通過一個(gè)個(gè)問題引導(dǎo)學(xué)生了解這篇文章的一些細(xì)節(jié)，最后通過思維導(dǎo)圖讓學(xué)生對(duì)整篇文章有更好地理解。】
Step 5 Further thinking
T asks Ss to think about the following questions and have a group discussion, and then leave a message under the blog.
·What do you think of Alan’s experience And what would you do if you had to live without a smartphone for a week
·What do you think of the policy that forbids students from taking phones to school And why
【設(shè)計(jì)意圖：讓學(xué)生小組討論讀完這篇文章之后的看法，并回答書本上的問題：如果沒有智能手機(jī)你會(huì)怎么做，讓學(xué)生在blog文章之后留言。然后再結(jié)合教育部正在推行的禁止學(xué)生帶手機(jī)進(jìn)校園的政策，讓學(xué)生談?wù)勛约旱目捶ú⒄f明理由，為家庭作業(yè)中“號(hào)召同學(xué)們禁帶手機(jī)進(jìn)校園的推廣活動(dòng)”做好鋪墊。】
V. Homework
Design a public service advertisement calling for Ss not to take phones to school. You can come up with a story or a slogan that you think could encourage Ss not to take their smartphones to the school.
·Looked at his smartphone all the time
·Reached for his smartphone first in the morning
·Always asked for Wi-Fi connections in a new place
·Felt it necessary to make a change but did not know how
Finally realize he had to make a change.
·Had time for reading, writing and exercise
·Appreciated the beauty in life with his own eyes
·Maintained offline relationships with both friends and family
·lost and anxious
·began to feel free
·felt more alive
·felt more closer to each other
Didn’t want to turn his phone back on

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