高中英语人教版必修-第二册(2019)-Unit-3-The-Internet-(reading-a.docx

Unit 3 The Internet (reading and thinking)
教学设计
六横中学 李冰倩
Teaching aims:
1. To predict the main idea of the text from the title.
2. To obtain and sort out the author's views on the Internet and the factual
information provided.
3. To compare their online activities with people’ s online activities in the text.
4. To write a passage about how the Internet has changed people’s life.
Key points:
1. To predict the main idea of the text from the title.
2. To obtain and sort out the author's views on the Internet and the factual
information provided.
Difficult points:
1. To compare their online activities with people’ s online activities in the text.
2. To write a passage about how the Internet has changed people’s life.
Teaching methods:
Task-based teaching and communicative teaching
Learning methods:
Individual thinking and cooperative learning
Teaching process:
Activity 1: Brainstorm what they can do on the Internet.
Q:What can we do on the Internet?
[设计意图]激活学生的原有认知， 如listen to music, watch videos, go online shopping, take online classes等与网络活动相关的词汇，为下个环节的阅读扫清语言上的障碍。
Activity 2:Predict the content of the text by examining its title.
Q: What do you think the text will be about?
[设计意图]利用标题预测主旨，能激发学生的阅读兴趣，为阅读做好准备，同时训练学生们根据标题来预测课文内容的能力。
Activity 3:Read for the text type and the main idea.
Q1: What are the text type and the main idea of the text?
Q2: What does para1 tell us about the Internet?
Q3: Whose life has been changed by the Internet?
[设计意图]了解文本大意，通过分析文本训练学生整体把握文章内容的能力，并让学生能够理清文章结构。
Activity 4:Read each paragraph for detailed information.
1. Read para2, write down a question you would like to ask your classmates.
when
how
where
why
who
what

2. draw a mind map of how Jan's life has been changed by the online communities
and social networks.
3. Read para3 and 4, Find out other changes of Jan made by online communities and
social networks.
Q1: Did she achieve her goal of helping older people?How do you know?
Q2: what drove Jan to use the Internet to make society better?
Q3: What do“bridge the digital divide”and“has access to”mean?
4. Find out the reason why Jan is willing to offer help.
[设计意图]第二段学生围绕记叙文的六要素进行互问互答活动，在增进对文本理解的同时，也成为阅读课堂的主体。同时，对本段的深入理解也为课后的文章输出做下铺垫。第三、四段围绕“change”的主线引导学生引导学生梳理和整合重点信息，细致地理解文章，注意在语境中理解掌握生词.第五段通过评鉴主人公Jan所具备的品质帮助学生树立正确的世界观和价值观。
Activity 5:Evaluate what made Jan change.
Q1: Is the Internet important to Jan's change?
Q2: What is more important to Jan's change?
[设计意图]学生进一步明确互联网在生活中的意义，同时引发学生的深层思考: 真正能使人们变强的是人们之间的相互关爱和相互帮助。从而激发同学们向上、向善的世界观。
Activity6: Discussion
Q:What do you usually do on the Internet?Compare your online activities with
people’ s online activities in the text, what can you learn?
[设计意图]引导学生反思自己和互联网的关系，通过对比引导学生更理智、更有意义地使用网络。

?
Blackboard design
out of work&
stuck at home
joined an online group got
support & advice from others
less lonely & bored

updated
benefit
remove the distance
has access to
lonely & bored
bridge the digital divide

Para2