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人教社2019年版高中英语新教材必修Book 2
Unit 3 The Internet
单元语篇教学设计
单元教学核心素养目标与要求：
核心素养 教学目标与要求
语言 能力 主题：互联网
语音：学习和理解句子重音的规律及其对意义表达的影响，能够在日常交流中利用句子重音的规律，正确理解和表达交际目的和意图。
词汇：能正确使用下列单词和词块。 单词：blog, engine, chat, stream, identity, convenient, cash, update, database, software, network, surf, benefit, distance, inspire, access, charity, tough, province, conference, resident, plus, function, battery, confirm, Wi-Fi, press, button, file, discount, account, click, theft, rude, target, false, particular, upset, guideline, author, tip, familiar, case 词块：blog post, search engine, identity card, keep pany, now that, go through, in shape, keep track of, make fun of, keep (...) in mind
语法：能够理解并正确运用现在完成时的被动语态进行口头和书面表达。
语篇：1. 阅读描述个人经历的叙事文本，理解其文体特征和语言特。 2. 阅读和理解新媒体语篇一一博客文章，分析和把握其语言特征。
表达：1. 能够在谈话中得体恰当地表达预测、猜想和看法。 2. 能够写一篇关于网络安全的博客文章。
学习能力 1. 了解下定义的语言标记，能够在听的过程中，利用其更好地理解相关重要信息。 2. 了解文章标题的语言特点，能够通过标题预测文本内容。
文化意识 1. 了解网络在日常生活中的应用，以及中国在互联网领域的重要发展。 2. 了解互联网给人们带来的便利及问题，了解中外青少年使用互联网的现状，正确合理地使用互联网进行学习及社会交往。
思维品质 理解新媒体语篇的语言特征及其在传递信息、交流看法与思想情感方面的特点和优势，初步掌握对博客文章等新媒体语篇所传递信息及作者意图进行梳理分析的能力;结合自身需求和互联网的特点，在学习、生活和社会交往中合理有效地使用互联网，发展批判性思维和创新思维能力。
单元教学课时规划：
课时安排 教学内容
课时1 Opening Page (看读说语篇1) + Listening and Speaking (听说语篇2) + Pronunciation
课时2 Reading and Thinking—Reading comprehension (阅读语篇3)
课时3 Reading and Thinking—Language focus (阅读语篇3) [实际用时2课时]
课时4 Discovering Useful Structure (综合运用语篇/诗歌4)
课时5 Listening and Talking (听说语篇5)
课时6 Reading for Writing (阅读语篇6+写作语篇7)
课时7 Language focus (Reading for Writing) + Assessing Your Progress (综合运用语篇8)
课时8 Project (综合运用语篇9) + Video Time (视听说语篇10)
Period 1
Teaching and learning contents: Opening Page + Listening and Speaking + Pronunciation
Comprehensive teaching and learning objectives:
By the end of this period, the students will have been able to:
1) Know about the teaching and learning theme, contents, and comprehensive learning objectives of this unit;
2) Listen to a survey about online habits, catch the detailed information and get to know how to listen for definitions;
3) Ask and talk about online habits;
4) Learn about the sentence stress and practice reading sentence with correct stress.
Teaching and learning important points:
1) Listening comprehension and talking about online habits;
2) Cultural awareness of online habits.
Teaching and learning difficult points:
Listening comprehension and talking about online habits.
Teaching and learning procedure:
Step 1 Warming up (Opening Page)
Activity 1 Leading-in
1. Lead in the teaching topic by talking about the theme of this unit and the quote.
1) Introduce the theme of this unit—The Internet.
2) Look at the picture and talk about the quote.
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。
The quote is by Bill Gates, one of the founders of Microsoft. He uses the metaphor of a village, or a local environment, to describe the whole world, or the global community. In this way, it makes the world seem closer together, as it has become through the process of globalisation over recent decades. In local communities and villages, there is usually a central public space, such as a town square, where people meet to interact, whether it is to discuss issues, share information or trade. Gates compares the Internet to such a place; although a physical communal space is not possible for the whole world, the virtual space provided by the Internet provides somewhere where the whole world can undertake these activities, quickly and easily.
3) Introduce another quote to help student to understand the Internet better.
We are now connected by the Internet, like neurons in a giant brain.—Stephen Hawking
我们现在通过互联网连接起来，就像一个巨大的大脑中的神经元。
2. Guide the students to discuss and answer the three questions at the bottom of the page to think more about the usages of the Internet.
Suggested answers to the questions (Just for reference, students can have their own answers):
Question1: I usually spend time online playing games with my friends, watching funny videos, and reading about interesting facts about the world.
Question 2: There are many good websites for learning English online. You can listen to music and you can look up the words for songs, which is a good way to practise.
Question 3: I have helped my grandparents use the Internet. At first they didn’t know how to use the Internet, but I explained how web browsers and websites worked and helped them find useful and interesting things online.
3. Introduce the learning objectives at the bottom of the Opening Page and make the students have a general idea of what they are going to learn in this unit. (Get the students to read the comprehensive learning objectives.)
Step 2 Listening
Activity 2 Pre-listening
1. Look at the online activities in the box and match them with the pictures.
Answers: A—stream movies and music B—write a blog post
C—use a search engine D—chat online
2. Go through the new words in listening and speaking part and get to know their meaning.
blog n.博客 vi.写博客
blog post 博文；博客帖子
blogger n.博客作者；博主
engine n.引擎；发动机；火车头
search engine (互联网上的)搜索引擎
chat vi.聊天；闲聊
stream n.小河；溪流 vt. 流播(不用下载直接在互联网上播放音视频) ; 流出 vi.流动
identity n.身份；个性 identity card 身份证
3. Go through the listening tasks first and then introduce related listening strategies.
Strategy 1: While listening to a survey, focus on who (the people survived), what they say (for this survey, pay attention to time spent online every day, online activities, and reasons for using the Internet) and the final conclusion.
Strategy 2: Listen for definitions. When you hear a word you don’t know, pay attention to the next sentence or two to see if there is a definition. Definitions often begin with words like “it’s like”, “that is”, or “for example”.
Activity 3 While-listening (Listening comprehension and text reconstruction)
1. Listen to the conversation twice to complete the table and fill in the blanks, and then check and answers.
Answers:
1) Complete the table.
Name Time spent online every day Online activities Reasons for using the Internet
Anna two or three hours stream videos and music; look up information; chat with friends cheap and easy
Paul two hours or more use a search engine to find information, videos, and pictures to do homework; helpful
Joe At least one hour write blog posts to write something interesting
2) Fill in the blanks.
is like, For example; That is; is a tool.
2. Listen to the survey once more to understand it better and then summarize the main content to reconstruct the listening text.
Activity 4 Post-listening
Identify how the new words in listening are defined.
A. Use simpler words. (stream)
B. Use an example. (blog)
C. Compare to something. (search engine)
Step 3 Speaking
Activity 5 Taking turns to ask each other about their online habit
1. Read the sample conversation on P27 in the textbook.
2. Work in pairs and role play their conversation about online habit and choose a few pairs to talk about their online habits.
Step 4 Pronunciation
Activity 6 Pronunciation practice: sentence stress
1. Introduce the rule of word stress in sentence.
Most sentences have two basic types of words: content words (实义词) and function words (功能词). Content words are usually stressed. For example: The Internet is becoming the town square for the global village of tomorrow.
Content words are nouns, verbs, adjectives, and adverbs which give a sentence meaning. They are important, and therefore tend to be stressed. Function words are used to create a structure into which the content words will fit and show the relationships between them. These are “small’ words, such as pronouns, prepositions, and conjunctions. As they perform this function they are usually not stressed. The stressed words in a sentence show what the speaker considers important and wants to emphasise. This can change significantly depending on the meaning the speaker wants to communicate.
2. Read the poem about online safety and mark the words that should be stressed.
3. Listen to the recording to check the stressed words and practice reading the poem again with correct stress.
Step 5 Language Focus
Activity 7 Learning about new language items
Learn about the usage the some words and phrases (or chunks) in the context.
1. blog n.博客 vi.写博客 blog post 博文；博客帖子blogger n.博客作者；博主
write a blog post写博文，写博客帖子
vlog n. 视频博客; travelog/travelogue n. 旅行见闻讲座（常用幻灯或影片助讲）;旅行纪录片;
2. engine n.引擎；发动机；火车头
search engine (互联网上的)搜索引擎
3. chat vi.& n.聊天；闲聊
chat with sb＝have a chat with sb 与某人聊天
e.g. We usually drop in on friends，chatting together and enjoying the delicious food.(动作描写)
我们经常顺便去拜访朋友，一起聊天，享受美食。
They sat at the back of the classroom, chatting/having a chat with each other.
4. stream vt.流播(不用下载直接在互联网上播放音视频)；流出 vi.流动 n.小河；溪流
stream videos and music 在线播放视频和音乐
e.g. The little girl stood there helplessly, tears streaming down her cheeks. (vi.流动)
小女孩无助地站在那里，泪水顺着她的脸颊流了下来。
When the snow melts, the mountain stream becomes a flood. ( n.小河；溪流)
I like to stream music while doing my homework. (vt.流播)
5. identity n.身份；个性 identity card 身份证
identify vt. 识别，认出；确定 vi. 确定；认同
identification n. 识别；身份证明；认同
Step 6 Evaluation and summary
Activity 8 Self-evaluation
Guide the students to reflect on their learning of this period by considering the following aspects.
1. What have you learned (Words, chunks, useful expressions, text organization)
2. How is your listening comprehension (Good/Fairly good/Moderate/Just so so/Poor)
3. What will you do to improve your learning
Activity 9 Summary
(The teacher) Summarize the main contents of this period.
Homework:
1. Preview the new words and expressions in Reading and Thinking part.
2. Complete the exercises in reference book.

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