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Unit 3 The online world
( Reading Ⅰ )
The Internet: a world without
frontiers
Good morning. Ladies and gentlemen. My name is KeHuifang from Tongling No.1 high school. I’m glad to present my lesson here. It is from unit 3: The world online， reading: The Internet: a world without frontiers. My presentation mainly consists of these six parts.
Part 1 Teaching material & students
First about the teaching material. The selected material is from the required course, Book 3, whose topic is “Nature and science”. The theme is “man and nature; man and society”, while the unit’s theme is “Man and society”. This reading class lies in the second period of the whole unit. And its connections with the other sections of the unit go as the table shows. Here is the text. It introduces the great power of the Internet and the three advantages brought by it: information, e-commerce and social ties. But the writer also mentions being connected has problems and offers the advice: using the Internet properly and responsibly. So the writer wants the students to form a critical attitude towards the Internet use. As for the text type, it is an argumentative essay with a clear structure: Point—Sub-points—Conclusion, which is inferred from topic sentences and linking words. During Sub-points, argumentative methods: listing examples and making a comparison are frequently used to stress the life-changing benefits. Meanwhile, they also show the big differences after the Internet’s being. The implicit line is about the multiple meanings of the title, especially “without frontiers” . As the analysis goes on, it appears gradually and fully.
Then what about the target students Well they are the ones from senior 1. These three aspects are considered. After the learning of Book 1 & 2, they have been exposed to the same theme and text type, let alone a certain amount of vocabulary. Besides, the first period of the unit has also provided a general knowledge of the Internet. So the students have the ability to read and speak in relevant situations. All these prepare for the learning of the class. However, in some way, they may have some difficulty reading between lines, not to mention beyond lines. Thus they may want to know the power behind the Internet technology. And most importantly, they are expected to develop a critical attitude towards the Internet use after the learning.
Part 2 Teaching objectives
Therefore, combined with the requirements of the General Senior High School Curriculum Standards: English, these teaching objectives are designed to cultivate the students’ English subject core competencies. Among them, “Knowing the power of the Internet and the advantages brought by it to humans’ life; Inferring the power behind the Internet technology and noticing potential problems caused by the Internet connection” are the teaching key and difficult points.
Part 3 Teaching approaches & aids
Then how to achieve the goals Well based on the Curriculum Standards, the situational teaching approach, the communicative teaching approach and the activity- based approach to English learning are used together with the learning strategies. Of course, the achievement can not go without necessary teaching aids. For this class,
multi-media comes first along with the assistance of traditional ones.
Part 4 Teaching procedures
Following is the most important part: teaching procedures. The whole class is mainly divided into 3 steps: Lead-in; Reading; Summary and homework. Activities of different levels are designed like this. Next please enter the class with me.
Step1 Lead-in
Step 1: lead-in. There are two activities. First, the assessment sheet will be shown. On the one hand, the students will be invited to briefly know the learning contents for the class. On the other hand, to have them better monitor their performance, I will remind them to complete the sheet timely during the class and have it collected after class. The second activity is to check the homework for last lesson. In this way, the students can quickly get into the class. Besides, by exposing them to different ideas related to the theme, their prior knowledge will be activated and the topic will be led in.
Step2 Reading
A title can reveal much. So after knowing the text type and topic, Pre-reading focuses on the title analysis. By perceiving and noticing the difference of the titles of the two argumentative essays, (The one on the right column was learnt last term.) the students will figure out the writer’s attitude: “The Internet is a world without frontiers.” to achieve the purpose: prepare for the structure and content. So the activity in skimming is: “How many parts can the text be divided into ”. Through sorting and generalizing, they can infer the structure and summarize the main idea. After that, reading for detailed information is followed. Based on the structure, it involves the argumentation part by part. Part 1, activity 5, deals with how the point is introduced. Through retrieving and summarizing; generalizing and synthesizing, the students’ ability to obtain key information will be trained. And also they will know the forming of the point: by introducing the power of the Internet to the influence of the power and finally to the being of the point. About Part 2, put simply, these three activities are designed. I will inspire the students to read from topic sentences to paragraphs. With the approaches, they will know the exact aspects the sub-points focus on, get the key features of the advantages and understand the usage of the argumentative methods: listing examples and making a comparison. Therefore they will clearly comprehend the supporting details. After that, I will lead the students to a further thinking: “Is it the Internet that creates all these shared resources ”. And then immediately ask them: “What are the roles of humans ”. Through analyzing and judging, the students will realize the power behind the Internet technology and humans’ double roles. Based on the analysis of this activity, the conclusion part deals with these questions. It is easy for them to retrieve the information. However, since the writer doesn’t mention problems, activity 9: further thinking with these two questions comes after. On the basis of the former activities, through analyzing and judging after their pair work, the students will infer the potential problems and have an overall comprehension of humans’ roles. Thus, they are expected to form a critical attitude towards the Internet use. Until now, the argumentation comes to an end, but the implicit line: the comprehension of the title,
totally appears. So activity 10 in post-reading is to understand the title again by asking: “How many meanings does ‘without frontiers’ have ”. After their pair work and through describing and interpreting, the students will deeply understand the title; understand the writer’s purpose: to use the Internet properly and responsibly. Besides, it prepares them for the following discussion. Discussion inspires the students to think about the question: “Are the technologies with or without frontiers And why ”. The intention of the activity is to create an open platform where the students can share their voices bravely and freely. So any answer will be accepted and appreciated as long as it is reasonable. Here is the opinion from one group. After concluding their attitudes: physical frontiers differ from mind ones, a short video about Tim Berners·Lee will be shown—expecting a technologies-shared world truly without frontiers by putting the benefits of the world first. Through criticizing and evaluating, the students will be led to a multiple thinking, inspired to deepen their understanding of the theme and helped to shape their value.
Step 3 Summary & homework
Step 3 is the summary and homework. As for the summary, the students will be encouraged to think about: “What do you learn from the text ” according to the key information on the blackboard. In this way, they will better understand the text. Homework is the extension of the class. So I assign the following ones with the purpose of consolidating and internalizing what have been learnt in this class and preparing for the next class. After this, the assessment sheets will be collected to better inspect the students’ performance. So much about the whole procedures.
Part 5 Blackboard design
Next is the blackboard design. Here is mine. The purpose is to highlight the key information and show the implicit line for the students to achieve a comprehensive understanding of the text.
Part 6 Reflection
At the end is the reflection. During the class, based on the structure, the argumentation advanced layer upon layer, so the students well understood the text and the meaning of the theme. Besides, the students greatly had a cooperative and enquiry- based learning through different levels of activities. They participated to the full extent and creatively expressed their personal ideas. Above all else, the assessment was through the whole class. So both the students and the teacher can know the feedback timely. To sum up, the teaching objectives are well achieved. Of course, there is still something for improvement. I will give students directer guidance to push their quick thinking in the future.
That’s all for my presentation. Thanks for listening.

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