资源简介

Unit 3 The world online
Reading 教案
教材分析：
本课时阅读文章是关于网络对于人类生活的正面影响并提供了相关例子支撑。学生通过阅读文章，需要识别和提取新闻报道基本信息以及基本结构，其中包括优点及举例信息。然后，进行演绎归纳并整合诠释。学生需要掌握“网络”话题相关词汇及表达，感知对比手法在文章中的运用特点，加深对本单元主题的理解，积极调动思维，辩证思考网络对人类生活的影响。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，在语境中识别和运用本单元重点单词和短语；拓展主题相关的词汇，理解文章采用的结构。
思维品质上，厘清文章的结构框架，发散思维，从不同视角思考网络对人们生活的影响，创造性地提出自己的观点。
文化品格上，从全球网络发展的角度，综合已学相关知识，加深对主题的理解，充分调动和复习网络的优势。
学习能力上，习得如何使用对比手法，使得读者更容易理解文章主题意义。
教学重点：
学生能够厘清文章的组织结构，获取关键信息。
学生能够掌握和运用重点单词、短语，理解文章中的修辞手法。
教学难点：
学生梳理文章的组织框架，获取关键信息。
了解对比的写作手法。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Review: T helps Ss review the definition of Internet, T can highlight the key words to deepen the impression. 复习本单元中心词，激活学生已知信息。 3’ CW
Step 2 Lead in: Ss watch a music video before doing the task. T needs to ask Ss what aspects does the music video (first half part) cover. Alternatively, T can show some key words for leading in discussion. Then, the teacher has students answer the two questions on Page 30. 1. What do you often do on the Internet [By answering the question, students talk about their online activities. If possible, the teacher can show some clues from above video.] 2. What effects do you think the Internet has on your life [Students share with each other the effects the Internet has on their lives both negative and positive for predicting the contents of the article.] 激发学习兴趣，定位学习起点，自然引出学习任务。 8’ CW/IW
Step 3 Reading (first time): T guides Ss to predict what they might read from the text by looking at the picture and reading the title. Then, Ss are given 5mins to find out the answers. 1. How many advantages of the Internet does the author mention 2. How does the author make the readers quickly know there are mainly three advantages of the Internet During the feedback, the teacher can help students understand some new words and expressions. Students find the topic sentences for each paragraph for completing the task A1. 引导学生运用阅读策略，进行整体阅读，抓住主题句，从而把握文章大意与行文思路。 10’ IW/CW
Step 4 Reading (second time): The teacher asks each student to read the text carefully again. Students locate detailed information by scanning the article and finish A2 on Page 32. While reading, students are encouraged to use a dictionary if they come across any new words. Alternatively, T can help Ss analyse the blanks’ info by the structure, linking words and so on. 带领学生进一步梳理细节信息，提取有关文章主旨的基本事实信息，理清行文脉络。 5’ IW/CW
Step 5 Review: T guides Ss to review the advantages of internet by comparing what they watched before, also T shows some picture and expression from the video. 复习互联网的好处，结合已知和新知，通过图片和语言表达提高学生印象。 5’ GW/CW
Step 6 Discussion: Students answer the first question in A3 on Page 32. Then in groups of four, students discuss the writing purpose and techniques of the article by answering the following questions. [T makes Ss to consider their personal experience.] T can give some key aspects on the slide. Then, T plays the second half music video, and concludes the negative effects on Internet. 理解文章的写作意图与写作方法。引导学生正确运用批判性思维去评价文本价值，有深度地理解文本，并能用英语积极自信地表达观点。 7’ CW
Step 7 Key words T analyses the key words and arouse Ss’ interests to know more. Tips: while analysing those words, T could give more examples of pollution as sample sentences.
Step 8 Building your language: Students consolidate the use of new words and phrases and finish task B1. Check the answers together. While checking the answers, T needs to tell the clues for each blank, and also summarise the key information for each para. 在新的语境中运用生词，巩固新知。教授选词填空的方法，总结每段话的中心思想，提高主题认知。 8’ IW/CW
Step 9 Building your language: T leads Ss to summarise the key info from the article and make a mind-map. Then T can encourage Ss to think more aspects they know based on their personal experience. 拓展思维，结合生活真实情况，提炼语言表达。 5’ CW
Step 10 Building your language: T makes Ss to reread the article and find out the comparing sentences, then T asks questions: How do you feel when you read such sentences What about only second half sentences. Ss needs to tell their understanding toward these sentences. T tells the importance and effects of these expression and makes Ss to write a passage. If possible, T gives sample topic and passage. 巩固语言技巧，强调对比型写作方式的特点和效果，提高学生语言表达能力。 5’ IW/CW
Step 11 Homework: 1. Search more information or reference materials, and How do we use the Internet properly and responsibly 2. Write a short paragraph about a comparison of the life before and after smartphones were invented. 同主题资源分析，巩固新知。 1’
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生能否理解对比写作的特点。
学生在本课时学习之后，能否梳理文章结构和信息，并提出自己的观点。
学生能否加深对主题的理解和认知。
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