人教版（2019）选择性必修 第一册Unit 2 Looking into the Future Reading for Writing 教案（表格式）.docx

《人教版（2019）选择性必修 第一册Unit 2 Looking into the Future Reading for Writing 教案（表格式）.docx》由会员分享，可在线阅读，更多相关《人教版（2019）选择性必修 第一册Unit 2 Looking into the Future Reading for Writing 教案（表格式）.docx（4页珍藏版）》请在优知文库上搜索。

1、TeachingP1.anTopic:OB1.Unit21.oOkingintotheFutureqReadingforWritingGrade:SenIar2Ana1.ysesofteachingmteria1.s阅读语篇以-Shou1.dWeFightNeuTechno1.ogy?为题,从无人驾驶模式下汽车撞车造成伤亡的事故谈起,展示不同人群对科技发展的态度.一方面.有些群体保持希古老的牛活方式，不依赖现代科技，更愿意在自然状态下荷朴地生活：另一方面，科技的发展给人们带来了很多好处，例如：互岷网让社交和联络更加容易，等等.作者还从个人经历和羟验出发，佐证了科技带来的便利，并表明自己枳极看待

2、新技术的态度。从写作技巧上来说,该语篇更多使用了蛟论文的写法.与正面论证自己观点的立论文不同.驳论文通常先抛出对立观点,可通过论证进行驳斥.进而证明自己的观点.谱或从一个具体事故出发,引出人们对新技术的担忧和对技术发展的排斥并用阿曼门诺派拒绝现代技术而按照简朴的农梆方式牛活的例子来说明人们在不依赖新技术的情况下也可以自如地生活.然后.语篇用新技术带来的各钟便利论证了另一种观点.段后，作者抛出自1.1.的观点，即应从枳极的角度看待技术革新带来的变化.从语篇表达的情感态度来看.作者并没有用强烈的语气旗帜鲜明地驳斥某一种观点，而是较为温和地分类综述犷实、分析和说明问题，直到表明个人态度.这样的写作方

3、式不会给读者压力.更像是在和读者交流,引发更多的思考.Ana1.ysisofStudents本次读写课，课文圉境科技发展的利弊展开要求学习写作议论文.学生对主题作常熟悉有话可说，但是受到薄弱的英语口语基础影响，或缺乏英语表达的劣气，或长达不流畅,或容易偏离主咫内容空洞.教师在课堂上应枳极引导，合理组织课堂活动，多鼓励学生用英语表达自己的观点，用出证性思维看待科技发展的利韩.TeachingObjectivesAfter1.earningthis1.esson,studentsareexpectedto:1 .Itsu11三arzespeop1.e*sdifferentviewsandattit

4、udestowardsnewtechno1.ogytreabothpositiveandnegativeaspects,integratestextinformation,OStabIiSheStextinfo11Mitioncorre1.ation,formsnewknow1.edgestructureofnewtechno1.ogyprciucts,perceivesandunderstandsthemoaningexpressedby1.anguage.2 .Ana1.yzeandjudgetheauthorswritingtcchniquemastertheWriIinKcharact

5、eristicsofargumentativeessays,1.earnthewritingmethodofthisartic1.e,andprovideagoodmode1.forwriting.3 .Connectwithpersona1.1.ife,enab1.estudentstoexpresstheirviewsandattitudesIOqardSnewtechno1.ogieswithappropriate1.anguageinanewcontext,deepentheirUnderstarx1.ingofthemea11irofthesubject,achievedeepIea

6、min,andprxnotethetransformationofabi1.ityinto1.iteracy.ImportantDifficu1.tPoints:ImportantPoints:1.Itsunmarizespeop1.e*sdifferentviewsandattitudestowardsnewtechno1.ogyfrobothpositiveandnegativeaspects.2.Ana1.yzeandjudgetheadvantagesanddisadvantagesofnewtechno1.ogy.Difficu1.tPointsUseappropriate1.ang

7、uagetoexpressyourviewsonnewtechno1.ogies.Teachingaids:Mu1.ti-media,b1.ackboardTypeReadingandWritingPeriod:40b1iuTeaChingProceduresStepsActivitiesJustificationIanIup&1.eadinActivity1Watchthec1.ipofvideo1 .Ihat*syouropinionondriver-1.esscars?2 .Qoyouthinkitissafetorideindriver-1.esscars?Throughthevide

8、oofthedriver1.esscar.studentsareguidedtothinkpositive1.y,andthecontentofthis1.essonissubstitutedintoit.soareCCfItriIStGiveexa11p1.eTeachingMethodTask-basedTeachingMethods2.Studentsunder1.inethesentencesshowpeop1.etsdifferentopinionsanda1.titudes(yesorno)tothequestion.3.StudentsSUfrtnariZethesentence

9、patternsusedtoshovopinions?Shou1.dwefightthetechno1.ogy?ProsConsFindSonIOnCCSthatindicatedifferentattitudes,SUHmariZesentencepatterns,trainS1.UdCrHsabi1.itytoextractaintegrateinformation,andfaci1.itatethetransferandapp1.icationofVritingPara.Ii1.ntroducetheissues-*Variouspeop1.e*sopinionsSignpostsrhe

10、nce.neverthe1.essUsefu1.expressions:(1) .opposetheideaof(2) .ceaseacceptingtechno1.ogy.(3).c1.aimthatanstpeop1.ewou1.d.Para.2:Topicsentences(pros)examp1eSigposts:0ritheonehandUsefu1.expressions:(I)Thereare.1ivehappi1.yintheabsenceofnewtechno1.ogy.(3) .advocate.withanemphasison.(4) Itcou1.devenbeargu

11、edthat.since.ratherthan.Para.3:Topicsentences(cons)-*examp1eSignpostsiOntheotherhand1.sefu1.expressions:(1).providedpeop1.eeverywherewithmanybenefits(2).whichsaves11ny1ives.(3) .hasMdeitpassib1.eforfriendsandfami1.ytodo.evenif.(4) .made.mucheasier,asita1.Iovspeop1.etodo.Para.4:Topicsentences(myopini

12、on)-exanp1.eSignpostszporsona1.1.y,neverthe1.essUsefu1.expressions:(1)Ihavebenefitedquitea1.otfrotechno1.ogica1.advances.(2)aIsohe1.pedmo(3)itcanbea.prospect,1.ookonthepositivesideofchangeandacceptitratherthanresistit.WritinActivity4Writeapassageaboutyouropiniononrobot1.ate1.y,asrobotsareincreasing1.ypowerfu1.andinf1.uentia1.,somepeop1.earguethatutrobot