资源简介

THE INTERNET—VIDEO TIME
[单元及课时教学设计]
教师姓名：
单元教学设计
1. 单元 基本 信息 学科 英语
使用教材 人教版（2019）必修二
单元名称 Unit 3 The Internet
单元课时 8 课时
2. 单元 整体 教学 设计 说明 基于主题意义探究的单元整体教学是指“教师基于课程标准， 围绕特 定主题， 深入解读、分析整合和重组教材等教学资源后， 结合学习主体的 需求， 搭建起的一个由单元大主题统领、各语篇子主题相互关联、逻辑清 晰的完整教学单元， 使教学能够围绕一个完整的单元主题设定目标， 帮助 学生在零散的知识之间建立关联， 形成结构， 为推动整合性的学习创造可 能，指向深度学习(王蔷等， 2021)。 本教学设计围绕互联网这一单元主题，利用调查类访谈、叙事文本、 博客文章、音频、视频等多模态语篇、创设真实情境， 激活学生已有知识 和经验， 设计富有逻辑、层层递进的教—学—评一体化活动，引导学生阅 读叙事文本、博客文章， 使其理解相应的文体特征和语言特点，并能在谈 话中得体地表达猜想和看法， 写一篇关于网络安全的文章， 使学生在“互 联网 ”主题语境中学习理解、应用实践和迁移创新，逐步加深对互联网的 认知， 了解互联网的给我们生活带来的巨大改变以其存在的弊病， 培养学 生世界公民意识和地球村意识， 并积极利用互联网将自己与他人联系起来 中，增强合理有效上网的意识，训练批判性思维和提高创新思维能力。
图 1 单元整体教学设计模式
3. 单元 主题 分析 本单元以互联网为话题， 这个由相互连接的计算机网络组成的全球系 统， 在过去几十年里把世界连在一起， 并已成为全球工业和现代文化的支 柱。在“人与社会 ”的主题之下， 学生们将了解同伴的网络使用习惯、网 络社区、当代互联网技术（如网络应用程序和博客）以及社交媒体及其对 现代生活的影响。最后， 学生将进一步进入电子学习领域，并将学习分析 相关网站和应用程序。希望学生能利用本单元的信息来反思互联网是如何 影响他们的生活和周围的世界， 并体会互联网的巨大力量， 同时也要增强 防护意识，安全上网，合理使用互联网。 图 2 单元主题分析
4. 单元 本单元以互联网为话题， 这个由相互连接的计算机网络组成的全球系 统，在过去几十年里把世界连在一起， 并已成为全球工业和现代文化的支
教学 内容 分析 柱。在“人与社会 ”的主题之下， 学生们将了解同伴的网络使用习惯、网 络社区、当代互联网技术（如网络应用程序和博客） 以及社交媒体及其对 现代生活的影响。最后， 学生将进一步进入电子学习领域， 并将学习分析 相关网站和应用程序。希望学生能利用本单元的信息来反思互联网是如何 影响他们的生活和周围的世界， 并体会互联网的巨大力量， 同时也要增强 防护意识，安全上网，合理使用互联网。 首先，开篇页主题图上这幅图片中纵横交织的线条象征着互联网的互 通互联，每个人形图标都代表一个人与网络上所有其他人相连；右下角的 智能手机是当今社会上网的主要方式， 把散布在地球上各个角落的人紧密 联系在一起。开篇页的引言“The Internet is becoming the town square for the global village of tomorrow. —Bill Gates（因特网正成为明日 地球村的闹市广场。—— 比尔 盖茨） ”很好地诠释了主题图的寓意：现 实世界的闹市广场熙熙攘攘、人来人往， 商品、服务和信息在此集聚、流通、 交换和分享， 满足人们的物质生活和精神生活的需要。该名言用闹市广场 隐喻互联网，让学生更好地认识到互联网对于全人类的意义。 单元第一课时是 Listening and Speaking。该板块的活动主题是“调 查上网习惯 ”（Ask about online habits）。听力文本是关于一个中学生 互联网使用情况的调查类访谈。学生通过听力文本中采访者与被采访者对 自己上网情况的描述和讨论， 提升对互联网的认识， 同时帮助他们反思自 己的上网行为，择善而从。 单元第二课时是 Reading and Thinking。该板块以“创办网上社区 ” （Start an online community）为活动主题。学生阅读的文本为记叙文，文 章按照时间顺序以第三人称的口吻讲述了英国一位年过五旬的失业女教 师Jan Tchamani不仅使用互联网改变了自己的生活,而且帮助其他老年人 学会使用互联网从而改变了他们的生活和命运的美好故事。本节课帮助学 生了解到个人也能在消除数字鸿沟方面贡献自己的力量， 帮助周围的人上 网探索虚拟世界,亲身体验互联网的神奇，一起搭上网络信息时代的快 车， 并引导学生拓宽视野、反观自身， 鼓励他们积极投身世界互联网变革 大潮。
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单元第三课时是 Vocabulary。学生了解并积累与互联网有关的词汇 如 webpage, software, download, entertainment, education, watch live-streaming 等，构建主题词汇体系，并在语境中准确、恰当的使用 目标词汇描述互联网的使用现状。 单元第四课时是 Discovering Useful Structure该s。板块的活动主题是 “谈论已完成的事 ”（Talk about something that has been done）。本课时 的主要内容是现在完成时被动语态的用法， 以及其基本构成、功能。互联网 飞速发展， 进入寻常百姓生活， 给社会和个人生活的各个方面带来了巨大 的变化。互联网的影响深远而有力， 人们或主动或被动地接受互联网带来 的改变，描述这些变化离不开现在完成时的主动或被动语态结构。 单元第五课时是 Listening and Talking。该板块的活动主题是“挑选 最佳应用软件”(Choose the best app)。听力文本以对话形式呈现， 谈论 的话题是选择合适的应用软件， Xiao Bo 在寻找自己想要的应用软件， 还 推荐给 Laura 想要的应用软件。该话题具有普遍性， 真实地存在于当前的 社会语境中， 贴近学生生活。由于这两款应用软件是虚构的， 学生都没有 使用过， 没有确切的证据来支持自己的看法， 因而学生会自然而然地使用 本单元的功能意念项目来表达猜测、预期或相信。 单元第六课时是 Reading for Writing。该板块的活动主题是“写博客 文章 ”（Write a blog post）。本课时阅读文本是一篇博客文章。在文章 中作者提出三点安全上网的建议， 主旨明确， 结构完整， 简明扼要。学生 上网时往往并不知道对方是谁，可能会上当受骗；点击网站链接时，病毒 可能会趁机侵入并破坏我们的电脑以及储存在里面的重要资料。这些伤害 或损失无论大小，持续时间无论长短，都是不愉快的经历都应该尽量避 免。学会安全上网是每个网民、尤其是涉世未深的青少年的必备技能。 单元第七课时是 Assessing Your Progress，包括 Vocabulary & Grammar, Reflecting, Project 三个板块。前两个板块针对本单元重点词 汇和语法进行复习， 回顾本单元主要内容。第三个板块是项目活动， 活动 主题是“ 比较英语学习网站/应用软件”(Compare English learning websites/apps)，学生以小组形式针对互联网上有丰富的英语学习资源，
收集资料， 整理信息， 最后进行课堂演示。活动内容紧扣单元主题并进行 了延伸， 引导学生关注互联网上的学习资源， 互相交流、比较， 确定适合 自己的网站或应用软件来辅助英语学习。学生在完成项目活动的过程中， 既能发展合作学习的能力，也能培养选择合适资源的策略,更能养成乐于 交流分享的优秀品质。 单元第八课时是 Video Time。该板块视频主题是“社交媒体和青少年 健康”(Social media and teen health)，英国布莱克本学院的学生社交活 动大多在网上进行， 学生常常熬夜上网， 在社交媒体平台上投入大量时间 不断刷新内容、点费和回复别人， 造成睡眠不足而伤害身体。学生使用社 交媒体有如此多的弊端， 但布莱克本学院支持新媒体技术， 没有去阻止学 生使用社交媒体,而是鼓励、引导学生明智、适度地使用社交媒体来丰富 自己的学习生活。该视频引导学生培养自我管理的技能,包括知道何时打 开社交媒体、何时关闭、何时全身心投入真实的生活。
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图 ；单元教学内容分析
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图 4 大观念视角下的单元教学内容逻辑关联图
5. 单元 学情 分析 第一，学生对于本单元主题互联网相当熟悉， 但是他们对于如何利用 互联网提升自己和他人的学习及生活不够了解， 同学之间对于线上学习应 用程序的交流也较少。不清楚互联网除了娱乐、获取资讯和与他人交流之 外，可以从更多方面来改善我们的生活。 第二， 当代学生都有上网的习惯， 但他们很少关注自己的上网习惯和 其他同学的上网习惯，对于上网习惯的好坏与否无法进行自我界定和掌 控。 第三， 学生虽然接触过博客， 但是对该文体没有深入发掘， 未尝试过 书写英文博客，需要进一步学习它们的语言特点和功能。 第四，学生的互联网相关的词汇量较为有限， 还处于积累和获取阶段， 虽然已掌握一些可以用于谈论互联网用途的相关词汇， 但用英语去描述互 联网的影响、利弊还是有难度。 第五， 学生在之前的学习已经接触过现在完成时被动语态的用法， 主 动语态和被动语态表达的内容相同， 但两个句子的主语不同， 所要谈论的 对象也不同。学生尚不能灵活根据语言环境和表达选择合适的语态。 在以上基础上，基于核心素养教育理念，整合了单元主题学情分析， 绘制了核心素养视角下的主题学情分析图（如图 5 所示）。
图 5 核心素养视角下的主题学情分析图
6. 基于 主题 意义 探究 的单 元作 业设 计 作业作为课堂教学的补充和延伸， 在学生知识巩固、能力培养、思维 提升等方面发挥了重要的作用。“双减 ”政策的实施对作业的布置提出了 更新、更高的要求。基于单元整体教学设计， 本教学设计提出了单元作业 的设计策略， 通过主题引领、任务驱动、多维评价的方式优化单元作业的 设计，使英语作业体现整体性、层次性、差异性，实现减负提质的变化。 本单元作业设计紧扣单元主题意义的探究， 以调查网络使用习惯、分析互 联网利弊、合理使用互联网和构建网络空间命运共同体为主线， 设计了一 系列具有科学性、趣味性、针对性和综合性的作业。
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课时教学设计
第 8 课时 Video Time: Social Media and Teen Health
1. 教材 分析 What: This is a video class whose topic is social media and teen health. The video mainly introduces the negative effects of using social media 24/7, and Blackburn College is dealing with social media. Students at Blackburn College in the UK often stay up late to surf the
Internet and spend hours updating their social media, checking accounts and replying to others on social media platforms, resulting in sleep deprivation and harm to their health. Posting photos on social media platforms isn’t always relaxing or confidence-boosting; on the contrary, seeing beautiful pictures of others and their wonderful, successful lives can lead to feelings of depression and anxiety, which can affect mood and sleep quality. Though there are so many disadvantages, Blackburn College supports new media technology. Instead of preventing students from using social media, the college advocates guiding students to use social media wisely and appropriately to enrich their study life. Why: The purpose of the video is to develop students’ self-management skills, including knowing when to turn social media on, when to turn it off, and when to immerse themselves in real life, rather than spending all their time in a virtual world. The video can not only draw students’ attention to the negative effects of using social media 24/7, but also get the students to think over the steps to control social media use. How: The text is presented in the form of a video. Students are supposed to acquire relevant vocabulary, understand the negative effects of social media, work out the steps that they can take to control their social media use, and finally enhance their core qualities.
2. 学情 分析 This lesson is designed for the senior one high school students. Through previous learning, students are quite familiar with the topic of the Internet. In this period, they will learn more about how to use the Internet wisely.
3. 教学 目标 By the end of this class, students are expected to be able to 1. understand some expressions (selfies, social media profile, 24/7, likes, etc.) about social media and teen health through watching videos; 2. locate specific information (the negative effects of using social media 24/7, Blackburn College is dealing with social media, etc.) through viewing specific video clips;
3. be aware that controlling social media is a worldwide problem through choosing the best answers and completing the quotes; 4. work out the steps that they can take to control their social media use through group work.
4. 重点 难点 Key Points 1. Guide students to locate specific information through viewing specific video clips. 2. Lead students to be aware that controlling social media is a worldwide problem. Difficult Points Help students work out the steps that they can take to control their social media.
5. 教学 方法 Task-Based Language Teaching Communicative Approach
6. 教学 过程 教学目标 教学活动与步骤 评价要点 时 间 等
To check students’ background knowledge about social media. To prepare necessary expressions for the class. Step 1 Warming up Watch the video and understand the meaning of relevant expressions (selfies, social media profile, 24/7, likes, etc.). Students can work out the meanings of some expressions about social media, and get prepared for the class. IW 3’ 学 习 理 解
设计意图： 1. To activate students’ prior knowledge. 2. To set up the context and lead in the topic.
1. To make sure students all understand the necessary expressions before viewing the video; 2. To practice students’ predicting ability. Step 2 Before Viewing 1. Complete the sentences with the expressions in the box. 2. Predict the content of the video through a picture and an introduction. Students can complete the sentences with the expressions in the box. Students can predict the video based on the picture and the introduction. IW/ CW 2’ 学 习 理 解
设计意图：
1.To guide students to relate social media to teen health. 2.To help students to learn to predict.
To practice students’ ability to view for the main idea. To practice students’ Step 3 While viewing 1. View for the 1st time to acquire the main idea. 2. View for the 2nd time and give the persons in the video suitable identities. 3. View for the 3rd time and choose the best answers according to the video. Students can get the main IW/ CW 25 ’ 应 用 实 践
idea viewing video. by the
Students can get specific details by viewing the video. Students can understand the negative effects of using social media 24/7.
ability view details. to for
To practice students’ ability to locate specific information (the negative effects of using social
media 24/7). To practice students’ ability to locate specific information (Blackburn College is dealing with social media). To practice students’ ability to take down notes. 4. View for the 4th time and complete the quotes below with words you hear in the video. Students can acquire information about how Blackburn College is dealing with social media. Students can complete the quotes based on their notes.
设计意图： 1. To practice students’ ability to view for main ideas and details. 2. To guide students to understand the negative effects of using social media
24/7. 3. To guide students to find out how Blackburn College is dealing with social media.
To help students understand their tasks clearly. To guide students to make use of what they have learned to cope with the problem of using social media inappropriat ely. Step 4 After Viewing 1. Listen to voice messages and get their tasks. 2. Discuss the questions in groups, and prepare for the “short video” . Students can summarize what they have heard in the voice messages. Students can work out the steps to control their social media use. GW 8’ 迁 移 创 新
设计意图: 1.To help students make use of what they have learned to cope with the problem of using social media inappropriately. 2. To practice students’ ability to cooperate with others.
Step 5 Self-assessment
To guide students to summarize what they learned about social media and teen health. To guide students to reflect on their performance s in this class. Sublimating theme of the unit and reflecting on this class. Students can assess their performances in this class according to the checklist. IW/ CW 1’
设计意图： 1. To guide students to summarize what they learned about social media and teen health. 2. To guide students to assess themselves correctly and comprehensively.
To help students to apply what they have learned in this unit. Step 6 Homework IW/ PW 1’
设计意图：To guide students to make best use of social media.
7. 板书 设计
8. 作业 布置 Required: Please polish their lines. Optional: If possible, please shoot the video. 设计意图: 1. To help students to apply what they have learned in this unit. 2. To develop their interest in learning.
9. 教学 反思 This lesson is a video lesson. “Viewing” is also one of the effective ways for students to get information. When I designed this class, I analyzed the teaching materials, the new English curriculum standards, and my students. Then I chose the teaching materials inside and outside of the book. I combined the teaching materials with the theme of this unit, and designed the objectives of the whole unit and this period, I also designed a series of activities to help my students to read, to think, and to present, following the principle of integrating teaching, learning and evaluation. Finally, I evaluated my students in different aspects, so there are 5 steps in this process: Analyze, Select, Integrate, Design, and Evaluate. I name this process the ASIDE mode.
As for this class, briefly, the teaching procedures can be divided into 5 steps: warming up, before viewing, while viewing, after viewing, and self- assessment. And the five steps are made up of different levels of learning activities. In the “Before viewing” part, students were provided with pictures and information about social media and teen health, paving the way for understanding the videos of this lesson. At the same time, a prediction part was set up to encourage students to predict the video. In the “While viewing” part, I designed a series of activities to help my students to view, learn and apply. In the “After viewing” part, students discussed two questions in groups, and prepare for a “short video” . When I reflect on the whole class, it comes to me that we can plant the seeds of big ideas in students’ mind. I know vocabulary and grammar are important but what matters most is the ideas behind the language. it’s my job to plant the seeds of big ideas in my students’ mind when they are still young and curious. But the most impressive part is my students’ excellent performance. If I don’t give students the chance, I will never know how talented and creative they can be. Just like if you don’t walk into the garden, you’ll never know how beautiful the spring is. Next class I can make better use of learning resources, especially from the Internet, to make my class more attractive and appealing. All in all, under the guidance of new English curriculum standards and the big idea theory, the whole class went smoothly with all the teaching objectives achieved. Thus, the class enhanced my students core competence especially learning capacity and thinking quality.

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