(教案)Unit 4 Information Technology—Viewing Workshop

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Unit 4 Information Technology
Viewing Workshop

教学目标	在本课结束时，学生能够： 1．获取两段视频谈论问题的基本观点； 2．表达关于纸质书是否将被电子书所取代的看法，并给出原因； 3．梳理文本词句结构，发现并欣赏文章巧妙换行的结构和语言特点。
教学重难点	口头表达自己的观点，梳理分析文本结构。

教学过程
教学目标	教学活动与步骤	设计意图	评价要点
引入主题。	Step 1 Brainstorm 1. Do you prefer reading this printed book to reading digital books? And why? 2. Do you agree with the saying “This is the end of printed books”?	创设情景，引入主题。	学生能够尝试就纸质书是否将消亡表达观点并说出原因。
1．获取两段视频谈论问题的基本观点。	Step 2 Watch Part 1 1. What is the speaker’s opinion on printed books? 2. Tick the information that are mentioned or implied in the video. 1) Presentation is more important than content. 2) Printed books are expensive and not easy to carry. 3) People’s attention spans are too short for the complex ideas in printed books. 4) People want to know the latest news about pop stars, instead of learning about the past. 5) Printed books cannot meet people's various reading interests. 6) The market for printed books is dying.	获取视频中的基本观点。	学生能够说出视频中讲话人的立场和主要观点；学生能够完成活动2并筛选出正确信息。
2．表达关于纸质书是否将被电子书所取代的看法，并给出原因。	Step 3 Watch Part 1 again 1. With questions, watch Part 1 again. 2. Ss work in groups of four. Then copy the first five lines on the screen and discuss whether the speaker’s opinion changed when reading reversely.	通过小组分工合作交流及反复视听和操练，熟悉文章中出现的语言，从而更加清楚透彻地理解文章内容。	学生能够完成各自任务，并在小组内交流学习。
3．梳理文本词句结构，发现并欣赏文章巧妙换行的结构和语言特点。	Step 4 Watch Part 2 Has the speaker’s opinion changed? 1. Watch Part 2 and complete the table in Activity 4. 2. Compare your notes in groups and report in class based on the table.	通过视听获取细节信息，并记录要点；从整体把握说话人的态度和立场，并通过讨论内化和应用语言。	能够说出两段视听材料中连接正反两方面论述主要观点的语言。
	Step 5 Find out the “secret” ingredients 1. Find out how the video presents two different ideas on the issue in a very special way. 2. Watch and read with the whole video to find out more “secrets”.	通过寻找“秘方”，引导学生学会欣赏语言文字的趣味性。	能够说出两段视听材料中连接正反两方面论述主要观点的语言。
	Step 6 Write for fun Ss write a poem that can be read reversely. If writing a poem is difficult for your class, set an example for your class or ask students to work in pairs to rewrite a poem that is given in the handout.	使语言学习从欣赏、发现，到学习、模拟，从而增强兴趣，提升英语素养。	学生能够创造性地仿写，体验语言学习的乐趣。