Unit 3 The Internet教学设计-高中英语人教版（2019）必修第二册.docx

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1、Book2 Unit 3 The Internet 教学设计Reading and thinking 教学设计课型Reading + Thinking + Vocabulary主题语境人与社会；科技发展与信息技术创新语篇类型说明文内容分析本节课的重点是梳理文本内容和结构，本篇文章采用说明文的形式，文章先 介绍互联网给人们生活带来方便，然后引出本文话题网上社区和社交网络极 大地改变了人们的生活。接着作者以伯明翰一名英语老师为例，说明这一事实。 该英语老师由于生病离开教学工作，她在家以网络为伴，她发现通过上网，能够 听音乐、看电影、玩游戏、探索世界、在群里聊天等，这些活动让她不再感到孤 单和无聊。

2、当她意识到网络也消除了现实生活中人与人之间的距离，她决定建立 一家网络俱乐部，帮助老人学习使用网络让每个人都能使用网络改变生活。文章 结构清晰，语言准确，写作方法得当，能够引发学生对单元主题语境的思考。教学目标1 .读懂语篇大意，获取文章的主要信息，概括文章的主要内容；深层阅读课文 内容，理解网络给人们带来方便的同时也极大改变人们的生活。2 . 了解说明文的文体特征；3 .进一步加深对本单元主题意义的认识，形成初步的科学思想和科学探索精 神；4 .列举出更多网络改变人们生活的例子，能用恰当的语言表达自己对网络优缺 点的认识。教学重点重点：1 .通过阅读获取语篇信息，掌握文章大意，把握语篇体裁；

3、2 .获取文章的深层意思，理解网络如何改变人们的生活。3 .列举出网络改变人们生活的例子。教学难点1 .思考、总结、归纳阅读中常用的阅读技巧，形成有效的阅读策略；2 .能用恰当的语言表达自己对网络优缺点的认识。教学策略情景式教学策略启发式教学策略探索发现式教学策略教学准备教师准备：1 .准备网络改变人们生活的相关例子。2 .准备一个故事结构图，帮助学生梳理课文内容。学生准备：预习本课的相关词汇，查找网络改变人们生活的事例。教学过程Step I Pre-readingActivity 1； Making predictions (SB, P28, Part 1)Before reading, a

4、sk students to look at the title and discuss these questions in pairs.(1 )What do you think the text will say?(2)How do you think the writer feels about the topic?【设计意图】读前预测是指学生在阅读前对文章中可能讨论的问题进行猜测，这是一个积极思维的过程，也 是为阅读热身准备的过程。在读前预测活动中，学生对文本内容信息的了解将有助于他们树立阅读 信心、明确阅读任务以及减少阅读过程中的障碍。在实践教学过程中，教师可以利用图片、表格、 标

5、题等信息引导学生对文本内容进行预测讨论，为正式阅读做好准备。Step II While-readingActivity 1 : Acquire (获取)1. Try to find the main idea of each paragraphJan started to help others online. (Para. 3 )Jans online classes and her new goal. (Para.4 )Peoples lives have been changed by online communities and social network. (Para. 1 )Ja

6、n benefited from the Internet. (Para. 2 )Jans life has been greatly improved by the Internet. (Para. 5 )2. Answer the following questions. (SB, P29, Part 2)Why did Jan quit her job?How did the people in the online community help her?Why did she start the IT club?What is 4 the digital divide?Whats Ja

7、ns next goal?What can we learn from her experiences?Suggested answers ： Because she suddenly developed a serious illness. She also joined an online group where she could talk about her problems and get support and advice from others. Because she was so inspired by the people she met online that she

8、decided to start an IT club.数字鸿沟(指上网者与不上网者之间的差别、隔阂) Her next goal is to start a charity website to raise money for children in poor countries. The answers vary from person to person.3. List and add. (SB, P29, Part 3)List the ways in which the text says that the Internet has changed peoples lives.Try

9、 to add more examples.Examples from the textMore examples you know【设计意图】阅读理解的程度可由浅入深分为三个层次：表层理解、深层理解和评价性理解。 本环节属于表层理解，首先让学生通过阅读完成每大意的归纳，对文章主要内容进行梳理，然后让 学生带着问题细读文章。进一步获取和梳理基本信息。Step III Post-readingActivity 1 ：(Critical reading)After reading, ask students the following questions for them to think dee

10、ply about the text.1. Which part of the passage impresses you most? Why?2. From the title, what kind of message could you get?3. Which paragraph or sentence do you like most? Give your reasons.4. How do you like the structure of the passage?【设计意图】阅读理解要超越基本的识别、区分和归纳层次，走向分析阐释和评价层次。阅读的最高层次是 读者对作者观点、态度和

11、写作手法的欣赏与评价，这是阅读的高阶思维层次。Step IV PracticeActivity 1 ： Use words correctly (SB, P29, Part 4)1. Go through the following words and make sure students understand their meanings.countless, convenient, cash, update, database, software, network, stuck, surf, benefit, distance, inspire, access, divide, chari

12、ty, tough, province, conference, resident, plus.2. Choose proper words to complete the following passage about Wuzhen with correct forms.3. Share the answers.Suggested answers：benefits； convenient； surf； download；distance; cash； updated； inspire； network； access【设计意图】让学生正确使用本课重点词汇，巩固新的知识结构，将知识转化为能力。

13、Step V Creative thinking (SB,P29,Part 5)Activity 1 : Go through the two questions with students and make sure they understand their meanings.(l)Do you think your life has been changed by the Internet? If so, how?(2)The writer mentions many advantages of using the Internet.Do you think there are any disadvantages? If so, what are they?【设计意图】迁移与运用是读后活动，是语言的产出活动。理想的阅读教学活动应该将可理解性输入和可理 解性输出有机结合，使语言教学形成动态的平衡结构。本活动基于文本，同时又超越文本，更重要 的是关联学生生活，让学生利用在文本中所学的知识去解决自己生活中的问题。