無(wú)生試講+說(shuō)課：《Critical Reading on Social Media》一等獎(jiǎng)

無(wú)生試講+說(shuō)課：《CriticalReadingonSocialMedia》一等獎(jiǎng)Wellsharealessononcriticalreadingonsocialmedia.oh,socialmedia.whodoesn'tlikeit?Ithassomuchinformation,somuchfunandbestofallasenseofconnection,right?However，therearesomenegativephenomenaonsocialmedia.Couldyoupleasegivemesomeexamples？Yes,fakenewscyberbullyrumor.Shockingtitle,whatdoyoumeanbyshockingtitle?Yes,youmeanclickbait,right?It'skindofmarketinghype,andwhataboutthelastone?Whatdotheywanttodo?

Yes,manipulationtheywanttocontrolwhatpeoplethink,howterribleright.Sohowcanweavoidthesethingsonsocialmedia?Yesyouropinion.Ah,distinguishedamwiselyhow?Doesn’tmatter,wehaven'tthoughtaboutitbeforeright.Andforme,thinkcriticalcritically,whichmeansmakingclear,reasonedjudgmentsandwhataboutcriticalreadinginthetitle?Doingsowhilereading,butstillthesameproblemwithyou,how,howtodistinguishcritically?

howtothinkcriticallytobeacriticalthinker,readerandthinker.Hopefullywecanfindoutouranswersattheendofmyclass,OK?First,justjoinmetotheseatinthesubway.Ohmygod,whathappened?Pleasereadthepassageyouhaveandsortoutthebasicfacts.Goahead.Yes,youfinish.Whendidithappen?JustbeforeChristmasinnineteeneightyfour.Andwheredidithappen?

NewYork.Toogeneral?Specific.Location.Yes,subwaynumbertotraininNewYork.Andwhowasinvolved?BernhardGeotzandfouryoungmen.Andwhathappened？Ashootingoffourabloodcase.Nowlet'sgofurthertothenatureofthiscase,isitmurder?Getshotjusttokill.isitself-defense?Heshottoprotecthimself.Whatdoyouthink?Yes,murder,yourreason?Neighbor,couldyoupleasehelpher?

Exactlythere'snoreasonwecanfindoutfromthepassage,right?okay,differentideas?Yes,youarereason.Ahself-defense,becauseitseemslikeapotentialrubbery,soMrgetshadareasontopullthetriggertoprotecthimselfright.OK,nowlet'smakeanopinionpoll,handsupifyouthinkitmurder.Whyareyouraisingyourhandslikethis?Andhandsupifyouconsideritselfmurderaself-defense.Alittlebitmore,thistimeevidencewhereistheevidence?

andtheseemsthatyouropinionsonthesameinstantdivideforsomereason.what'sit?It’swhatyouread,OK,guys,whichofthefollowingbestdescribethepassageyoureadjustnow?AB,what'swrong?Yes,actuallyyouwereshowntwodifferentpassagesaboutthesameincident.AH,yes,sorry,Iwasnotfoolingyou,butguys,whydidyoujustassumethatyouhavethesamereadingmaterial?

Especiallyoneisreadingonsocialmedia.yes,keepthislessoninyourmind.Ok,itisapassage,apersonalstatementfromthevictim'smurderandb,officialdocument.Apleasereport.So,guys,nowyoucanexchangeyourmaterials,yourpassage.yes,andreadcarefully,thistimeseewhereyoustandafterwards.Finishsecondroundvotemurder.Still,thisself-defense.

Ahamajorityofyouthinkitself-defenseandIneedmoredetailstosupportyouridea.Whatdoyoufind?Theywerefollowinghim;Idon'tthinkit'senough.Whatelse?Yes,theywerearmed,theyhavesword.Yes,sotheymayconductarubberyofhim,Mrgaswasscared,sohepullthetriggertoprotecthimself.OK,sothistime,asyoucansee,it’sstrikinglyclearthat.Whattheremustbesomethinginwhatwereadthatworkonourmind.

What'sthesomethinghere?OK,guys,pleaseworkinggroupsoffourhaveadiscussiononthefeaturesofthetwopassagesthatinfluenceourjudgment.OK,fiveminutesforyou,youcandiscusswithneighbors.Haveyoufinish?OK,firstvolunteer,please,youmentionpassage,onepassageaisfullofemotions.Whataboutpassageb?

Howtochooseyourword?OKneighborshelphimyesfact.Anyotherdifferentpoint?Yes,please,uhhuh,youmeanit’squitepersonalstatement.Andtheotherone?Good,officialAndotherdifferentpoints?yes,pleaseAh,sinceit'sapersonalstatementfromthevictim'smurder.Itmustbeverysubjective,yes,andtheotheronefromthepoliceman.

Objective,yes.Anyotherdifferentpoints?Yes,youmeanthemurderonlyknewsomethingbeforethecase.Sohowwillyousummarizethefeaturehere?Otherguys,exactlythelimitedsource.Andthepolicetrytocollectalltheinformation.so,thisoneisrelatively.Completeinformation.Allright,whatelse?Youridea.Doesn'tmatter,wecanjustkeepthislistopen,allrightforthefurtherunderstandinginourfuturelife.

OK,guys,weshouldconsiderseriouslywe'vealreadyanalyzedthefeaturesofdifferentpassagesthatinfluenceourjudgmentandwe'vealreadyknownthetwosidesofthestory?Canwemakeafinalcall?No,youlearnsoquick,yes,whatelse?whatelsedoweneed?Youropinion.Yes,maybeavideofromthesubway.Yes,Ijusthaveavideo,butit'snotfromthesubway.It’stheconfessionfromG.Watchcarefullyandseewhetherorhowyourideaschange.OK,guys,youshouldseeyourfaces.Doyouwanttochangeyouyouridea?Yes,please.

Murder,thistimewhy?Hegotangryright,andhepulledthetriggerforthesecondtime,allright?Andyourideastillself-defense,why?Becausehewastryingtoprotectinghimselfincaseofsomethingchangeorsomethingelse.Hedidn'tknowright,OK?Oh,athirddifferentvoice,yourideaoverself-defense,youmeanexcessiveself-defense,yes,hewastryingtoprotecthimself,buthedidsomethingwrong.Hewenttoofaristhatsoyes,socomplicatedandhardtomakethedecision.Guys,whatadditionalinformationdoweneedtosecureareasonablejudgment?Tellmetogether,B,weneedalegallysecuredtruthinsteadofpublicopinion.AndIjusthaveavideoaboutthewitnesstestimonyincourt.andatthistime,pleasepayattentiontothepoorinformation,theheartofthiscase,it’salittlebitchallengingforyou.Yes,guys,whatisthecore?What'stheheartofthecase?Didgetspause,yes?Getshimselfsaidthathepausedlongenoughbeforethesecondshotwhiletheothereightwitnessestheymentioned.Theywereinrapidsectionsuccession,whichmeansyespompompom.Allright,whodoyoubelieve?Youridea.

AreyoubelieveintheAI.Theyhavethesameopinionright.OK,otherdifferentvoices?Pleaseinthecorner,youbelieveingets.Heshouldbeguiltybecausehehasnoreasontolietomakehimselfguilty.Yes,that’scorrectheconfessed.soguys,Ihavenofurtherevidenceforyou.wehavetomakethefinalcall.Three,two,onemurder.noself-defense.

AhamajorityofyouOKguys,doyouwanttoknowtheresultofthecourtverdict?Don'tlistentoGoetz.Luckily,wearewiththelegaltruth.ButjustnowIcanseeyourhesitationonyourface.AndIunderstandwhyyouwereraisingyourhandslikethis.That’sbecausewedon’ttrulytrustourownjudgment.Wehaveheavyburdeninourhearts.Weareafraidofmakingmistakes;afraidofbeingintheminorityisthat.SoOK,anddon'tworryaboutthisfeeling.Thatisgoodthingthatisexactlythefeelingwearetryingtomakeclearandrecentchange.Judgmentandthatshouldbehappeningeveryminuteeverysecondonthesocialmedia.Yes,whatifpictureslikethisonsocialmediatriggeredoveremotion?Whatifwecannotfindoutalltheinformationaboutthetruththeywerehiddeninoverloadedofinformation?Whatifwehavemade?Clearandreasonedjudgment,butweareafraidofbeingintheminority.So,classthere'smust,mustthatwebecautious,weshouldbecautiousandreflect.Whatwecandotoapplywhatwehavelearntodayinourfuturelife.Ifthat'sallnow,youcanexchangeyourideaswithyourpartnerslater.Pleasesummarizealittlebitwritedownsomekeywordsontheblackandexplaintotheclass.Allright,fiveminutesforyou.whatdoyouhaveyes,firstone,please?Totheclass,yes,selectreliablewebsite.Differentkindsofmaterialsoreyewitnesses’perfectpointnextone,please.Yes,whatdoesthatmean?Weshouldn'tbeinahurrytohaveafinalcallisthatsoOKperfectpointandotherguys.

Lastchance,hurryup.Yes,weneedtotryourbesttocollectmoreinformation.AndthentrytomakecautiousconclusionthatisthepointIwouldliketosharewithyou.IIsthereanythingelse？Yes,pleaseno.Don'tworryaboutit.wecanalsokeepthislistopenisthatso.OK,guys,youhaveverydeepunderstandingofthethemecriticalreadingonsocialmedia.AlmostcovereverypointIwouldliketoconveytoyou,there'snorightorwronganswers.Theresnoguaranteedanswers.OK,andlet'sgobacktotheproblemattheverybeginning,howtodistinguishwisely?Howtothinkcriticallytobeacriticalreader?Guyskeepaskingourselvesandkeepwarningourselves.There’snoguaranteethatwecanmakeallthejudgmentclearorreasoned,butit'shighlylikelywecanmakeaclearandrecentjudgmentatleastonsocialmedia,OK?Thankyou,guessthankyouverymuch.Goodnewsforyou.Nohomeworktoday,uh,thankyou.說(shuō)課部分Honorablejudgesforgivingmethisopportunitytointerpretmyinstructionaldesign.基于主題意義探究的高中英語(yǔ)綜合拓展課教學(xué)案例andIwillmainlycoverthesesixaspectsfrommysomerealisticsituationstomypracticalattempts.OK,firstly,mydesignstampsfromChina’sincreasinglyhighstandardfortest.talentcultivation,awell-roundedpersonandintheEnglishnationalcurriculumstandardforgeneralseniorhighschool.school,thelatestversion,theEnglishsubjectworkcompetencespresentmorespecificaims.Forteachersandstudents,sotoachievethem.ThecurriculumcontentespeciallythethemeorwecallittheemanticcontextplaysanimportantroleinnotonlycreatinganenvironmentforvariousEnglishlearningactivities.butalsobuildingupabridgeforstudentstoconnecttheirreallifeandtextbooks.therefore,studentswillutilizelanguagetosolveproblemsinsomerealsituationsintheirdailylife,intheirfuturelife.sowithinthesemanticcontextandinthelightoftheoutlookofEnglishlearningactivities,Itrytoconstructamultilevelpath.formystudentstograduallydeveloptheirEnglishcorecompetenceslikethisstepbystep.takethisperiodasanexample.thethemeforunitthreeofbooktwoinpeptwentynineteenistheinternet.studentslearnalotaboutthebenefitsandtheconvenienceoflifeontheinternet.also,theyrealizethepotentialrisks.onoftheinternet,sotheyneedtolearnhowtothinkcriticallytoprotectthemselves.soicreatethisreadingandtheingsection.it'snotinthetextbookoncriticalreadingonsocialmediaandIadaptarealcase.

murderorselfdefencetohelpthestudentsfromthegeneralthemetospecificdecisiontohaveadeeperunderstandingofthetheme.andtodeveloptheircriticalthinkingtoprotectthemselves,thisispreciselythepathfor.forthestudentsinsonetodeveloptheirpoorcompetence,especiallythecriticalthinking.andsenioronestudents,theyarequiteinterestedinthiscase.consideringallthis,Isaidthreelearningobjectivesafterviewinganddiscussingexploringtheyareabletolistsomefeatures.featureshere.ofreadingmaterialsthatcaninfluencepeople'sjudgmentandalso.theyareabletooffersomeusefultipstoreadandthinkcriticallyandthethirdone.theyareabletogaintheawarenessthatreadingmaterialscangreatlyinfluencepeople'sjudgment,soweneedtothinkcautiouslyandcriticallywhenreadingonsocialmedia.thefirsttwoaremyemphasisinthisclassineachactivityandthelastoneit's.

alongterm,anultimateanddifficultobjectformeandforthestudentstoachieve.OK,sotoachieveallofthem,Ishouldsettleatleastthreequestionsinmyclassdesign.first,howtoselectandadaptlearningmaterialsandsecond,howtohelpthestudents.overcomethelearningdifficultyindevelopingcriticalthinkingandnumberthreehowtoorganizedistinctiveEnglishlearningactivitiesto.totrytoinvolvemostofthemorallofthemintheconceptdiscussion.sothefollowingaremypracticalattamps.first.Ibasedonaallthesereadingmaterialsorvideoclipsarebasedonarealsituation,arealcase.withinthetheme,

athematiccontextandnumbertwoinquirelearningstrategiesisalwaysencouragedinmyclassforthestudentstojudge.baseongraduallyofferedinformation.andnumberthree.theywillexplorewithcooperativestrategiesbyexchangingmaterialsgroupdiscussionandclasspresentationinthefront.somyclassaimsatdevelopingmystudentsEnglishworkcompetencesandmeetstherequirementsoftheoutlookofEnglishlearningactivity.itisreallystudents.centeredprocessorientedandformativelyevaluated.asforthemainprocedure,afterleadinginwithsettingarealsituationinthesubway,therearemainlythreestagesofmyclass.inthefirststage,studentswillreadtocollectsomeFACTSandtocomparethetwodifferentpassages.whileinthesecondstage,theywilldiscusstodrawsomefeatureslikethisandalsotrywillingtodistinguishtheeffectivenessofdifferentpiecesofevidence.whileinthelaststage,

theywilltrytoevaluateandmostimportantlytalkingabouttheirinspirations.onhowtobecriticalreader?soasyoucansee,indifferentstages,differenttechniquesandvariouscompetenceareappliedandexercised.andalsoeachstageisatimelyevaluationonthelearningandteachinginthepreviousstage.sofinallytheywillgraduallydeveloptheircorecompetencetoachievethelearningobjectivesstepbystep.andincludingcomprehensiveskills,especiallycriticalthin