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教学设计Unit3 The Internet Reading for Writing
【教学目标】1.To figure out the structure and language feature of a blog post.
2.To identify useful patterns and expressions to make suggestions from the reading text.
3.To write a blog post by using what we have learnt in the reading text.
4.To cultivate the awareness of safety online and Internet values.
【教学重难点】
1. Stimulate students to have a good understanding of how to write a blog post.
2. Cultivate students to write a blog post with the correct structure and the proper language.
【教学思路】
【教学过程】Part1:Warming up (4mins)
教师活动：
1.Greeting.
2.Give the students the topic about Internet and lead them to share their ideas in groups. What can we do on the Internet
3.Go on talking about the following information:
Oh, we can do so many things on the Internet. But last term we had to take online courses at home because of serious virus. But sometimes their relevant information bothered you. How do we stay safe online Do you know This class we’ll learn a blog post and find out the answer.
4.Show students learning objectives and ask students to read them.
5.Play the video and lead students to discuss and answer the given questions in groups after watching the video.
1)What was the video about？
2)How many kinds of bullying are there What are they
学生活动：
1.Discuss the topic given by the teacher. 2.Read the learning objectives. 3.Discuss and answer the questions after watching the video.
设计意图：
通过师生对话，逐步引入课题，让学生有参与感，给学生搭建思维的平台，让学生慢慢走进阅读。通过播放视频，引导学生讨论视频内容，增强网络安全意识，学会保护自己、关爱他人。
Part2: Reading and Promotion（13mins）
I. Fast-reading(3mins)
教师活动：
1.Divide students into some groups.
2.Ask students to read the blog post quickly and answer the questions:
1)Where is the blog post from
2)What parts does a blog post usually include
3)What’s the main idea of the blog post
4)What’s the best title for the blog post
Keys:
1）Internet.
2）Title，Introduction，Body，Ending and Comment.
3）How do you stay safe online and avoid bad experiences on the Internet
4）How to stay safe online/ Online safety
3.Guide students to grasp the main idea and structure of the blog post.
4.Teach students two writing skills.
Tips:
1)Ask a question to introduce the topic.
2)Use as few words as possible to catch the attention of the readers.
学生活动：
1.Divide themselves into groups.
2.Read the blog post quickly and answer the questions.
3.Analyze the structure of the blog post.
4.Learn two writing techniques.
设计意图：帮助学生初步理解文本内容意义、分析文本语篇结构，掌握“博客”的写作技巧。
II. Careful-reading(10mins)
教师活动：
1.Guide students to analyze the content and details of the blog post by reading the passage carefully, and ask students to do exercises in the learning case.
2.Teach students how to explain new words and keyt erms.
3.Teach students writing skills and learn to use them.
Tips:
1)Use imperative sentences to make the language powerful.
2)Use linking words to express ideas clearly and logically.
3)Use skills such as explanation , definition and comparison to make the information clear and understandable.
●Para.1 Introduction
Tick what the writer tells the reader in Para.1. definition of online safety the writer’s knowledge background information the topic of the post
Keys: background information the topic of the post
●Para.2 Body
1.Group discussion:
How does the author answer the question in Para.1
Keys: rules
Dos: leave the site immediately /protect your privacy/ be polite
Don’ts: post comments /click on anything /giveyou’re your address /phone number
Second; Firstly/ Moreover /Finally;
To begin with/ What’s more/ Last but not least 2.How does the author explain new words or key terms in Para.2
1)Identity Theft________________________________________（）
2)A troll______________________________________________（）
3) Acyber bully_________________________________________（）
Match the skills correctly to the details above.
A. explanation B. comparison C. definition
Keys:
1)It’s a problem that someone uses the information to steal your identity(A)
2)a person who posts comments or questions(C)
3)will use something mean but it is usually directed at particular people(B)
●Para.3 Ending What does the author ask the readers to do
Key: Make comments.
学生活动：
1.Read Para.2 carefully and do exercises in learning case.
2.Discuss the questions in groups.
3.Learn how to use writing skills.
设计意图：学生在教师的引导下对文本各部分进行分析、概括、归纳，进一步提取写作框架、技巧与功能句型，为后续完成写作任务做好结构和素材等方面的准备。该环节有利于培养学生的概括分析能力，让学生更好地体会文本语言的功能和特色。
Part3: Summary and Output（2mins）
教师活动：
1.Summarize the structure and the skills of blogging. How to write a blog post
Keys :Title Introduction Body Ending
2.Blackboard-writing:
学生活动：
1.Fill in the table given by the teacher.
2.Read the skills given by the teacher.
3.Learn to draw a mindmap about the structure of a blog post.
设计意图：通过归纳总结，让学生进一步领会“博客”的写作结构和技巧，为学生后续模仿类似写作奠定基础。
Part4:Writing（15mins）
教师活动：
1.Give the writing task:
Online Shopping Safety.
2.Ask students to read the requirements and contents carefully.
请根据以下要点以“Online Shopping Safety”为题写一篇关于如何安全网上购物的博客。词数80左右。
要点：
1.挑选你熟悉的购物网站；
2.使用较为复杂的密码；
3.请勿使用公共电脑购物......
3.Ask students to brainstorm useful expressions.
◆Words
①register
v.注册
②n.记录
③v.安装
Keys:
record
install
◆Phrases
④write a blog about
写一个关于......的博客
⑤know a thing or two___________________
⑥be familiar with___________________
Keys:
Know a thing or two
⑥be familiar with
◆Sentences
⑦Use a website you are familiar with.使用你熟悉的网站
⑧Use strong passwords.___________________
⑨Don't use public computers.________________
Keys:略
4.Ask students to draft the blog post.
学生活动：1.Read and master the writing content and requirements.
2.Fill in the blanks to brainstorm useful expressions.
3.Draft the blog post by oneself.
设计意图：该活动旨在让学生能运用所学知识和技能，根据写作目标和要求，独立进行语言输出，完成写作任务，检验学习效果。
Part5Assessment and appreciation（10mins）
教师活动：
1.Give students check list, and use it for self-assessment.
2.Revise one student’s draft on the blackboard.
3.Ask students to revise their works in groups and choose the best one to appreciate.
4.Give students a possible sample and a good sentence.
5.Summary: which group is the winner.
学生活动：
1.Read the check list and revise their own draft by using it.
2.Watch the teacher-assessment.
3.Revise their works in groups and choose the best one to appreciate.
4.Enjoy a possible sample.
5.Congratulations to the winning group.
设计意图：
该活动旨在让学生根据评价检查表，对照写作目标要求评价个人作品质量，结合老师及同学的评价，修改完善自己的作品，利于提高学生的写作能力；通过师生和生生的互动，实现多元评价，增强协作能力。效果测评：根据教师提供的上面评价表（Checklist），用学生自评、教师示范点评、小组互评并推优展示等方式，评价学生作品，提高学生写作和评析能力。根据教师提供的评价表中的指标，能完成全部指标，没有语法和拼写错误，书写美观大方的为优；能完成9个指标、仅有一两处语法或拼写错误，书写美观大方的为良；能完成7个指标、仅有两三处语法或拼写错误，书写基本可以的为一般；低于6个指标的为差。
Homework（1mins）
1.Continue to evaluate and polish your draft.
2.Read through the passage on page 76 and finish the writing.
(Workbook P76 Reading and Writing)
附：【板书设计】Unit3 The Internet
附：【小组学习竞赛结果】

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