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Book 2 Unit 4 Information Technology教案设计
单元主题 本单元的主题语境为人与社会中的科学与技术，该主题语境主要包括科技发展与信息技术创新、科学精神、信息安全等。本单元主要涉及科技发展与信息技术创新、信息安全。通过本单元的学习，学生将对科技发展和信息技术创新有新的认知；同时在语言能力、文化意识、思维品质和学习能力等方面得到融合发展。
单元目标 语言能力目标 能够理解与信息技术相关的文章内容，听懂并谈论与信息技术相关的话题，恰当使用所学词汇、句型描述信息技术创新、信息安全；能够用英语简要介绍自己；能够为合理利用信息技术提出建议。 文化意识目标 了解信息技术的发展，理解信息技术在我们日常生活中的应用；合理利用信息技术，让技术更好地为人类服务。 思维品质目标 能够通过比较、分析，准确获取语篇中有关信息技术的相关信息，建立对信息技术的正确认识，并在此基础上联系自身实际，有逻辑地阐述如何合理运用信息技术，实现知识与思维能力的迁移。 学习能力目标 能够通过了解信息技术，激发对互联网技术的兴趣；能够多渠道获取英语学习资源；能够选择恰当的策略与方法，如听力策略、阅读策略等，监控、评价、反思和调整自己的学习内容和进程。
Topic Talk板块教学设计 （建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型 Listening + Speaking
主题语境 人与社会——科学技术
内容分析 本部分包含两段关于手机软件的音频对话材料。一段是关于信息技术的好处以及影响；另一段是有关不同手机软件的用途。第一段对话旨在通过谈论信息技术带来的影响，让学生对信息技术有基本的了解，进而在生活中正确运用信息技术；第二段对话旨在引导学生谈论不同手机软件的用途，让学生学会用英语描述不同的手机软件。
教学目标 1. 积累并且活学活用词汇explore, convenience, impact, addicted, recommendation, avatar, personality等和信息技术有关的词汇、短语； 2. 对本单元话题——信息技术，有初步的了解； 3. 通过音频对话，对信息技术有一定的了解，学会在生活中正确运用信息技术； 4. 谈论手机软件的用途，向别人介绍自己喜欢的手机软件。
教学重点 1. 引导学生在具体语境中掌握相关短语和词汇； 2. 清晰明了地介绍一些手机软件的用途。
教学难点 1. 引导学生辩证看待信息技术，正确评价它所带来的影响； 2. 引导学生正确对待信息技术，发挥信息技术的优势，避免沉迷网络。
教学策略 听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T presents some words and their corresponding pictures for students to enjoy. 2. T asks Ss several questions related to information technology. 1. Ss look at the words to guess their meanings with the help of several pictures. 2. Ss answer these questions: ①What is IT short for ②How is IT applied in our daily ③What IT software have you used ④What are their functions Grasp some necessary new words to lay a solid foundation for this lesson, and arouse students’ understanding of information technology.
Activity 2 1. T asks Ss to list the reasons why people use information technology, the uses of information technology, and in what way people use it. 2. T plays the tape on the reasons, uses and effects/impacts of technology. 3. T draws a mind map which needs to be completed. 1. Ss brainstorm the reasons of using information technology, its usages and different aspects in which we may use information technology. 2. Ss listen to the dialogue and complete it by underlining the words or expressions they hear. 3. Ss complete the mind map according to the listening material. Brainstorm to open Ss’ minds and have a better understanding of information technology. Sort out information by drawing a mind map.
Activity 3 T plays the tape about different apps and their uses. Ss take notes and write down why people use these apps in terms of the listening plete the table to develop Ss’ ability of listening.
Activity 4 T provides Ss with different kinds of apps and encourages Ss to express Ss’ ideas towards them. Ss express their ideas towards these apps. Present topics related to Ss’ daily lives, so that they are eager to express themselves.
Activity 5 1. T asks Ss to introduce their favorite apps to others in groups. 2. T encourages Ss to show the best app of each group; 1. Ss form groups and introduce their favorite apps to other group members. 2. Ss introduce their best elected app to the whole class. Express in groups can protect Ss from being shy. The whole-class activity can help Ss express themselves.
Activity 6 1. T guides Ss to think about strengths and weaknesses of information technology, and write them down. 2. T plays a video about how to make full use of IT. 1. Ss write a paragraph about the apps they find useful and the problems they should be aware of when using Information Technology, and explain why. 2. Ss enjoy the video and adopt some views of the speaker in the video. Learn to treat information technology objectively.
Lesson1板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与社会——科学技术
内容分析 本文是高中英语第二册Unit 4 Information Technology的第一课Avatars，课型是阅读课。本节课主要内容是了解与现代信息技术相关的内容，讨论了我们在网络上使用的虚拟形象。通过学习本课，使学生们了解现在信息技术的相关术语表达、含义，并培养学生阅读科技类阅读的能力。其主题意义在于通过探讨虚拟形象的发展与功能，让学生认识到虚拟形象与人物性格及创造力的关系，并引导学生正确使用虚拟形象，提升网络社交的安全意识。
教学目标 1. 通过skimming和scanning的阅读技巧，概括和提炼文章关于虚拟形象的主要信息，并且能够总结出文章每段的中心句和全文的整体段落结构； 2.积累并且活学活用词汇avatar, image, digital identities, personalities, Internet users, instant message, virtual worlds等和虚拟形象有关的词汇、短语； 3. 能够描绘虚拟形象的利弊； 4. 了解并且梳理虚拟形象在不同方面对我们产生的影响； 5. 反思与评价虚拟形象和人们的关系；
教学重点 1. 能够运用所学对avatars进行介绍； 2. 理解文章的整体篇章结构，从正反两方面对虚拟形象进行论述。
教学难点 1. 总结、概括各段落中心大意； 2. 根据关键信息，写出文章概要。
教学策略 P-W-P阅读模式、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T presents some words and their corresponding pictures to help Ss better understand and memorize these words. T arouses Ss’ interest in this topic by asking three questions. Q1: What is an avatar Q2: Where do we use avatars Q3: What do you use as an avatar And explain why. 1. Ss guess the meanings of these new words with the help of pictures. 2. Ss describe avatars with their own words, and think about where they use avatars and what avatars they use. Lead to the topic and activate knowledge.
Activity 2 T encourages Ss to predict what aspects of avatars the following passage will mention. Ss brainstorm possible aspects that will be involved in the following passage. And check what are mentioned and underline them. Train students’ skills of predicting and diverging thinking.
Activity 3 1. T provides Ss with a table that needs to be completed in Activity 4. 2. T asks Ss some questions to think and answer. 1. Ss complete Activity 4. They can read the passage again if necessary. 2. Ss share their answers and give the reasons. Sort out information by filling out the form. Activate Ss’ ability of deep thinking by raising critical questions.
Activity 4 1. T guides Ss to divide this passage into several parts and find out meanings of each part. 2. T chooses some complex sentences and guides Ss to analyze them. 1. Ss divide this passage into several parts and summarize the meaning of each part. 2. Ss read these complex sentences and judge the key grammar points of them. Train Ss’ skills of getting specific information and understanding the language of the passage.
Activity 5 1. T invites Ss to interview classmates and do a survey involving three questions. 2. T encourages Ss to write a report in terms of their interview. Ss interview their classmates and find out their experiences related to online avatars. Ss accomplish the report according to the result of their interview. Train Ss’ ability of using language in their real life and help them realize the importance of online avatars.
Activity 6 T asks Ss to retell the whole passage according to its basic structure. With the help of the outline, Ss try to retell the whole passage as well as possible. Develop Ss’ ability of understanding the whole passage and linking up the isolated sentences.
Activity 7 T presents Ss with some key words, phrases and usages of them. Ss learn to grasp the meanings and usages of these key words and phrases, and take practice in sentences. Learn language points in context is an effective way.
Lesson 2板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 Listening + Speaking
主题语境 人与社会——科学技术
内容分析 本板块包含三段听力材料。第一段材料是对手机软件开发者的采访，分别探讨了手机软件兴起的原因，教育软件的新兴功能，开发者遇到的问题以及当下的研究；第二段材料发生在一对父子之间，父亲要求儿子帮助自己在购物网站上注册信息；第三段材料发生在顾客与客服之间，顾客要求客服帮助自己查询一个未按时收到的包裹。二、三段材料可以 引导学生学会提出请求并给予帮助。
教学目标 1. 学生能够掌握听力材料中的关键单词和短语； 2. 抓住所听语段的关键词，理解话语之间的逻辑关系； 3. 听懂材料中主要人物和事件，并弄懂他们之间的关系； 4. 掌握较好的听力方法，听之前看问题，对答案进行预测，学会做笔记。
教学重点 1. 学习并掌握文章中的关键单词和词组； 2. 听短文，获取文章的关键信息，并回答问题； 3. 引导学生通过听录音和回答问题对手机软件有更深入的了解，激发学生对软件开发的兴趣。
教学难点 让学生掌握正确的听力技巧，学会预测，做笔记，听关键词。
教学策略 交际教学法、听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T shows Ss several new words and their corresponding pictures to help them better memorize new words . 2. T presents Ss with some frequently used apps and asks Ss some questions related to apps. 1. Ss find out the meanings of these new words and memorize them. 2. Ss answer these questions about apps, so as to lay a good foundation for listening. Background information is essential to understanding listening materials.
Activity 2 1. T raises three questions and encourages Ss to predict possible answers to them. 2. T plays the tape of 4.3 twice. 1. Ss give their understanding of these three questions. 2. Ss listen to the radio and check their answers with the help of Skill Builder. 3. Ss listen to the radio again and complete the detail information. Predicting before listening plays an important part in the process of listening.
Activity 3 T guides Ss to discuss whether they would like to be computer programmers and what they would like to achieve if they were computer programmers. Ss say something about becoming computer programmers and discuss the real-world problems they’d like to solve. Pretend to be a computer programmer may help Ss better consider things.
Activity 4 T asks Ss to share an experience of using apps between them and their parents or grandparents. T plays the radio of 4.4. Ss work in pairs, and talk about their experiences of teaching their parents or grandparents to use apps. Ss listen to the radio and complete the Talk Builder. Share their own experiences can activate Ss’ interest and understanding of the topic.
Activity 5 T invites Ss to role-play two situations. Ss role-play the two situations, paying attention to how to ask for help and offer help in English. Role-play helps Ss to use language in context, and create an atmosphere of joy.
Lesson 3板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与社会——科学技术
内容分析 本节课是高中英语第二册Unit 4 Information Technology的第三课Internet and Friendships，课型是阅读课，介绍了网络时代下，网络是否会对友谊产生影响，Robert和Cathy的博客分别阐述了不同的观点。通过本节课的学习，让学生了解虚拟网络与真实友谊之间的关系；同时也希望通过本课的学习，让学生正确认识虚拟世界与真实世界的关系。让学生认识到科技对于人际关系的双重影响，井引导学生养成关注科技与社会的关系的意识，培养学生的辩证思维。 该课的文本包括两篇博客，关于网络对友情的影响分別提出了相反的观点。第一篇题为The Internet Harms Friendship从网络交流方式，内容以及对人的影响等方面论证了网络对友情的危害；第二篇题为 The Internet Helps Friendships，从网络交流的便利性、趣味性、即时性等方面论证了网络对友情的促进作用。
教学目标 1. 理解两篇文章作者的主要观点，梳理议论文的文本结构，包括关联词的使用、主题句与支撑论据之间的关联等； 2. 辨识支撑论点的五种常见方法：引用权威、常理判断、举例证明、对比比较、使用数据； 3. 在文本中找出派生词和合成词，并将这些词用在具体语言活动中； 4. 了解并且正确认识网络对人们的积极作用和消极影响； 5. 了解网络世界下的友谊，能正确认识虚拟世界和真实世界的异同，从而更好地利用网络。
教学重点 1. 能够准确辨识文章和段落的主题句和支撑句，以及找主题句的常见方法； 2. 引导学生分析文章的整体篇章结构，从正反两方面阐述网络交友的利弊； 3. 能够使用地道的英语表达网络的好处和坏处。
教学难点 1. 通过Skimming和Scanning总结、概括各段落中心大意； 2. 通过分析网络对交流的利弊，写出一篇100词左右的观点类英语作文。
教学策略 略读法、寻读法、P-W-P阅读法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T presents Ss with some new words and their corresponding pictures. 2. T guides Ss to think about the usages of the internet in friendship. 3. T asks Ss to brainstorm some aspects that the Internet helps or harms friendships. 1. Ss find out the meanings of these new words and memorize them. 2. Ss talk about what friends usually do on the internet. 3. Ss talk about in which aspects the Internet helps or harms friendships. Lead to the topic, and activate Ss’ background knowledge.
Activity 2 1. T gives Ss titles of the two passages. 2. T asks Ss to skim the passages and find out their writing styles. 1. Ss read the title and then predict what might be talked about in the passages. 2. Ss read the passages and get to know something about argumentative writing. Predict the content of the passages through titles. Skim the passages to get a basic impression of the passages.
Activity 3 T guides Ss to realize arguments of Robert and Cathy. T guides Ss to find out supporting details of each argument. Ss find out three arguments of Robert and Cathy, as well as their supporting details. Arguments and supporting details play a very important role in argumentative writing.
Activity 4 1. T encourages Ss to think about what methods writers use to support their arguments in these two passages. 2. T guides Ss to analyze the main structures of these two passages. 3. T invites Ss to analyze some key sentences. 1. Ss read the passages again and find out methods that writers use to support their arguments, and set an example of each method. 2. Ss discuss the text structures of these two passages in groups and then deduce the text structure of argumentative writing. 3. Ss analyze key sentences in the passages with the guidance of the teacher. Dig the methods used to support arguments in argumentative writing. Consolidate and combine the language and content together.
Activity 5 1. T divides Ss into several groups and stipulates their positions . 2. T encourages Ss to analyse some of the writers’ opinions. 1. Ss work in groups of four, each group member puts forward an argument to support the position and states reasons. 2. Ss think carefully about some of the authors’ opinions, analyse them and express their own views. Debate can help Ss think and express themselves objectively. Analyse key sentences can help Ss better understand the authors and better express themselves.
Activity 6 T asks Ss to list some other strengths and weaknesses of online friendships. Ss list strengths and weaknesses of online friendships in turn. Recall and summarize ideas help Ss clear their minds.
Grammar板块教学设计 （建议时长40分钟，此部分教师可根据教学实际酌情调整。）
课型 Grammar
主题语境 人与社会——科学技术
内容分析 本板块包括两个语法部分Past Future Tense（过去将来时）和Compound Words（复合词）。语法部分旨在引导学生感知发现、总结规律，掌握过去将来时的基本结构及其用法；学会判断复合词的不同词性，能够在真实语境中运用本版块学习的语法知识。
教学目标 1. 能够在教师的引导下，掌握过去将来时的基本结构及其他常见结构； 2. 学习在句子、语篇当中正确运用过去将来时； 3. 能够正确判断复合词的词性； 4. 培养根据各组成部分猜测复合词含义的能力。
教学重点 1. 引导学生熟悉并正确运用过去将来时； 2. 引导学生运用过去将来时描述从过去某时看将来要发生的动作或状态。
教学难点 引导学生选择恰当的结构表示过去将要发生的事情。
教学策略 元认知策略、认知策略、交际策略
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to think what people in the past thought of avatars’ future. 2. According to the content of the text, T presents three questions that need answering with sentences related to past future tense. 1. Ss describe what people thought of avatars’ future. 2. Ss find the answers to the three questions from the text. To arouse Ss’ interest and apply past future tense unconsciously.
Activity 2 1. T guides Ss to conclude basic structure of past future tense in terms of these three sentences. 2. T presents some sentences that use past future tense. 1. Ss summarize the basic structure of past future tense. 2. Ss read them and circle the part using past future tense. Develop Ss’ ability of deduction, deepen Ss’ perception of past future tense.
Activity 3 1. T guides Ss to generalize the definition of past future tense. 2. T gives some example sentences using the basic structure of past future tense. 1. Ss find out the definition of past future tense. 2. Ss read these sentences and focus on the words highlighted in red. Make the definition and usages of past future tense clear.
Activity 4 1. T provides Ss with some other structures which are used to describe events that would happen in the future. 2. T asks Ss to think about what changes technology have brought to our lives. . 1. Ss get familiar with different structures which express events that would happen in the future. 2. Ss introduce the changes by using past future tense. Grasp different structures to describe events that would happen in the future, and use them appropriately.
Activity 5 T presents some examples of compound words. Ss find out the characteristics of compound words and figure out these words’ meanings. To arouse Ss’ interest in compound words and have a basic impression of compound words.
Activity 6 T guides Ss to summarize the definition of compound words. T encourages Ss to name different forms of compound words. Ss get to know what compound word is, and learn to distinguish different forms of compound words. To systematize the definition and forms of compound words.
Activity 7 T shows formation of compound words in terms of their parts of speech. Ss learn how to distinguish their parts of speech according to their isolated parts. Make Ss conclude rules through many examples.
Activity 8 T points out some key points related to compound words. Through observing these examples, Ss get to better understand these key points and memorize them. Let Ss pay more attention to each isolated part of compound words.
Activity 9 T hosts the competition and takes charge of scoring. Ss form two groups and each group in turns provides examples of as many compound words as possible. Motivate Ss to grasp more compound words.
Writing板块教学设计 （此部分教师可根据教学实际酌情调整。）
课型 Writing
主题语境 人与社会——科学技术
内容分析 本板块要求学生通过分析Happy Hermione的个人简介，从而了解个人简介包含的基本信息，以及表达喜好、观点的多种句式。学生在教师的指导下，通过分析文本，回答问题，学会用恰当的句式简单介绍自己。
教学目标 1. 能够正确运用可以表达自己观点的句式进行写作； 2. 了解如何正确、恰当向他人介绍自己； 3. 认识英美文化与中华文化的相似性以及差异性，进而将两种不同文化结合。
教学重点 1. 如何使用地道、恰当的语言书写个人资料；； 2. 正确理解并运用表达个人观点的句式以及动词短语进行恰当表达； 3. 礼貌进行日常对话。
教学难点 能用得体的英语书写个人资料。
教学策略 任务型教学法、认知策略、P-W-P写作模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Brainstorm T asks Ss to brainstorm what information is needed in a personal profile when apply for a reading club. Ss work with a partner and write down possible personal profiles. Cultivate Ss’ ability of divergent thinking.
Activity 1 1. T asks Ss to underline the answers to some questions in the passage. 2. T asks Ss to conclude necessary information in the personal profile. 1. Ss find the answers to these questions and underline them. 2. Ss circle the subtitles of each part. Understand the structure and content of this personal profile.
Activity 2 T guides Ss to find out sentences that show likes and opinions in the passage. Ss figure out the expressions and explore other ways to express likes and opinions. Accumulate different expressions to show likes and opinions.
Activity 3 T guides Ss to complete the outline and draft of their own profiles. Ss provide key points of the profile, and complete the first draft. Practice skills of sorting out information and writing.
Editing While students edit their partner’s draft, T walks around the classroom and offers help if necessary. Ss edit partner’s draft according to the Peer Editing Sheet. Improve ability of assessing and editing others’ essay.

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