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(共33张PPT)


Book 2 Unit 3
单元整体分析与设计

（新版）人教版 Book 2 Unit 3 The Internet
单元整体分析与设计
指导思想
一、 英语单元整体教学的内涵
二、 本单元教学设计的具体策略与方法
三、 教学反思


一、 英语单元整体教学的内涵
（一）为什么要进行英语单元整体教学设计？
（二）英语单元整体教学的内涵是什么？
（三）单元整体教学设计有哪些好处？

（一）为什么要进行英语单元整体教学设计？
从《英语课程标准》来看，新课标对英语教学从语言技能、语言能力、情感态度、学习策略和文化意识等五个方面都规定了具体的教学目标，在英语新课程背景下教学目标更加多元化，这就要求我们应该从整体上来设计教学目标。
从新教材的特点来看，教材单元以话题为核心，以结构和功能为主线，给我们进行单元整体教学提供了基础。
所以我们认为，“单元”是我们整体考虑教学目标、教学内容、教学方法、教学评价的重要单位。

（二） 英语单元整体教学的内涵是什么？
新课程下的“单元整体教学”就是在通盘考虑《英语课程标准》对英语教学的目标要求、整体教材和局部教材的关系以及学情分析的基础上，针对一个单元，整体组织教学内容、整体设计教学方法、整体安排教学实践、整体设计形成性评价。
（三）单元整体教学设计有哪些好处？
单元整体教学设计与评价，
有利于实现多样化教学方式的统一；
有利于整合时间资源，使有限的课时产生乘法的效益；
有利于学生合理认知的建构，促进知识的记忆、保持和提取，以及学生语言综合运用能力的发展；
有利于提高教师处理教材的能力和课堂教学效率的提升。
二、 Unit 3单元整体教学设计的具体策略与方法
（一）单元目标的设定

根据《英语课程标准》、教材和学生的实际情况，
本单元在教材中的地位如何？
本单元的基本教学目标是什么？
课时目标是什么？
如何实现单元中课时目标的螺旋性上升？
根据实际的课程设置如何安排单元的教学时间？
本单元的教学目标与要求
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: blog, engine, chat, stream, identity, update, database, software, network, surf, benefit, distance, inspire, access, charity, conference, resident, function, battery, confirm, Wi-Fi, press, button, file, discount, account, click, theft, rude, target, guideline, blog post, search engine, identity card, keep sb. accompany, keep track of…
语法：能够理解并正确运用现在完成时的被动语态。
语篇：1.能够描述个人经历的叙事文本，理解其文本特征和语言特点。2.阅读和理解新媒体语篇---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。
语言能力
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。
了解文章标题的语言特点，能够通过标题预测文本内容。
学习能力
文化意识
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。
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。
（二）单元文本分析

单元主题
本单元的主题是The Internet, 属于“人与社会”主题语境，围绕有关互联网的话题展开。二十一世纪是信息时代，互联网科技已与人们的生活密不可分。它在给人们生活带来便捷的同时也给我们带来了一些问题，例如网络安全、网络霸凌、网络诈骗等欺诈网民人身和财产安全的问题。所有这些也都在提醒人们在尽情享受网络便利的同时，也要增加网络防护意识，保护个人隐私和上网安全。
主题： The Internet
The Internet is becoming the town square for the global village of tomorrow.
---- Bill Gates
话题 功能
模块 理解什么？能做什么？

Internet activities 听说 1.听取生词定义、准确理解听力文本内容；
2.用英语了解同伴上网行为，以及回答同伴有关上网行为习惯的问题。
Stronger Together: How we have been changed by the Internet
读思

语法 1.能够理解文本的主要信息，并掌握通过分析文章标题获取文章话题范围、主旨和作者态度等的阅读策略；
2.引导学生在语境中学习文本词汇和语法，并能用主动语态和被动语态讲述网络给我们生活带来的变化。
Choose the best app 听说 引导学生正确运用表示“预测、猜测和相信”的功能意念项目来口头表达预期和评价。
Online Safety
读写 指导学生把握好博文的文体特点，并能写一篇安全上网建议的博文。
单元话题与功能
板块 话题 课时设置
Listening and Speaking Online activities 1课时
Reading and Thinking Stronger Together: How we have been changed by the Internet 2课时
Discovering Useful Structures

1课时
Listening and Talking Choose the best app 1课时
Reading for Writing Online safety 1-2课时
Assessing Your Progress Compare English learning websites/ apps
1课时
Video Time Social Media and Teen Health 1课时
（三）教学顺序及课时安排
（四）课程的具体实施
板块：Listening and Speaking


1课时
Online activities
话题引入
听力理解
对话表演

1.话题引入
1. What can you see in the picture on Page 25?
2. What do the lines in the picture stand for?
3. How to understand the sentence said by Bill Gates
“The Internet is becoming the town square for the global village of tomorrow.”?
4. Look at the online activities in the box and match them with the pictures.
听前
听力理解
听后
激活学生对话题的认识，讨论网上活动和上网习惯的生活体验和语言知识，处理听力中的生词。
2. 听力理解
Activity 1. Listen to the conversation between Sam, Anna, Paul, and Joe, and complete the table.
Activity 2. Listen again and fill in the blanks to complete the sentences.
(P26 ---27 )
Activity 3. How are the words “blog, stream, search engine” defined in the conversation? By using simpler words? Using examples? Or by comparing to something?
有关三个学生上网时间、上网活动以及上网原因的调查，培养学生获取信息、整理信息的能力，并反思对比自己的上网行为。
对于blog, stream, search engine 三个网络词汇的定义，培养学生在听力中记录特定信息的能力。
培养听力策略（下定义的三种方式），并对其加以理解和运用。
3. 对话表演
Activity 4. Take turns to ask each other about online habits.
拓展性活动：学生根据自己的生活实际，用所学的英语讲述自己的上网经验。
Reading and Thinking
第一课时：Reading
读前: Activity
读中: Activity1.2.3
读后: Activity
读前：
Activity. Look at the title and discuss:
Title: Stronger Together: How we have been changed by the Internet
1. What do you think the text will say?
2. How do you think the writer feels about the topic?
通过思考和讨论，训练学生们通过根据标题来预测课文内容及推测作者态度的能力。
老师要引导学生关注到“标题”的语言特点---形式简洁、重点突出。
2课时
读中：3个活动
Activity 1. Go through the text and find out in which paragraphs
are these questions answered?
The reason for Jan Tchamani going online?
How does the Internet change our life?
What is Jan Tchamani's next goal?
How does the author end the text?
How does Jan Tchamani help others by the Internet?
浏览文章大意，理清文章结构。
Activity 2. Read the text and answer questions.
Why did Jan quit her job?
How did the people in the online community help her?
Why did she start the IT club?
What is the “digital divide”?
What will Jan do in order to achieve her next goal?
What can we learn from her experiences?
理解文章细节，包括生词的理解和对人物行为的思考。
Para 2
Para 1
Para 4
Para 5
Para 3
读中：
Activity 3. List the ways in which the text says that the Internet has changed people’s lives. Try to add more examples.
Examples from the text:
No longer wait in line;
No longer need to carry cash;
Easily get updated information;
Download software, documents…;
Listen to music;
Watch films;
Play games;
Explore the world;
Join an online group;
Apply for work online;
Start a charity website;
Taking online classes.

More examples you know:
Read more books online;
Video chat with friends;
Purchase things;
…

梳理整合语篇信息的能力，联系自己的生活实际的能力。
读后：
Activity. Complete the passage about Wuzhen with the correct forms of the words in the box.
access convenient surf inspire distance network download cash update benefit

通过文章填词为下一节课的词汇学习做铺垫。
通过乌镇的世界互联网大会，引导学生拓宽视野、培养发散性思维。
第二课时：Vocabulary and Thinking
词汇学习
Activity 1. Work in groups and explain the following words in English, and try to use them to make sentences.
wonder countless cash surf benefit update download quit inspire bridge digital divide develop an illness
have access to charity tough times database apply for
make life more convenient, stuck at home, keep sb. company,
surfing the Internet, online communities, social networks, collect money, pay for, apply for, start an online company, take classes, it is highly important to..., digital divide, have access to, inspire
Activity 2. Work in groups and make up sentences with the following phrases, try to use as many phrases as you can, and make all the sentences as meaningful as possible.
引导学生在语境中学习词汇并使用词汇，为后面思考与讨论部分的语言输出做基础。
(词汇学习和反思输出）
Activity3. Discussion.

Do you think your life has been changed by the Internet? If so, how?
The writer mentions many advantages of using the Internet. Do you think there are any disadvantages? If so, what are they?
Is the Internet a good thing or a bad thing for our life?
结合对文本的理解，讲述自己的思考和看法，训练学生的批判性思维和表达能力。
1. The Internet has greatly improved Jan’s life.
2. People have written much about the wonders of the World Wide Web.
Discovering Useful Structures
1课时
(3个活动)
Activity 1. Read the pairs of sentences. Underline and compare the different verb forms.

1. Jan’s life has been greatly improved by the Internet.
2. Much has been written about the wonders of the World Wide Web.
让学生通过对比现在完成时的主动语态和被动语态形式，感知现在完成时被动语态的动词构成形式。
Activity 2.
1. Find out the sentences with the present perfect tense.
2. Classify sentences according to the voice.
3. Change the active voice sentences into passive ones.


能够区分现在完成时主动语态和被动语态的不同动词形式；
能够将主动语态的句子变成被动语态；
引导学生体会并掌握现在完成时被动语态的结构和意义。
Activity 3.
Read the poem. Then think of your own situation and write a similar poem. (P30)
学生朗读30页的小诗，然后结合自己生活中的人和事进行仿写。
通过小诗写作达到灵活运用现在完成时被动语态的目的。
学生写完后可在小组内朗读分享，然后每小组筛选出几首诗歌与全班分享。
Listening and Talking
1课时
听：
Activity 1. Laura and Xiao Bo are talking about apps. Listen to their conversation and find out what apps they want.
Activity 2. Listen again. Are the sentences true (T) or false (F)?
Activity 3. Listen once more and tick the sentences you hear. Underline the words used to express predictions, guess, and beliefs.
教科书31页的三个听力活动，聚焦于信息获取和语言输入。
活动 1 训练学生在听力理解中对主旨大意的概括能力；
活动 2 训练学生在听力中对细节的理解和判断；
活动 3 引入本课的重点：引导学生正确运用表示“预测、猜测的功能意念项目来口头表达预期和评价，为下一步的口头表达做好语言铺垫。

（听、思考讨论）
Activity 4. Talking
1. Lead into the topic by asking some questions.
(1) Who is your favorite star?
(2) Do you often keep yourself updated on him/ her?
(3) Where can you get relevant information?
(4) Would you like to see you on screen with your favorite star?
2. Look at the descriptions of some apps ( Hear It First, TV Me).
Which app do you think would be more popular or useful?
Role-play the conversation.


角色扮演和语言运用
运用表示“预测、猜测和相信”的功能意念项目来口头表达预期和评价。
Reading for Writing 1—2课时
Reading.


Activity 1. Read the blog post and answer 4 questions.
1. What’s the main idea of the blog post? Write a title for it.
2. What guidelines does the author provide for staying safe online?
3. Who are the online troublemakers the blog post mentions?
4. Do you have any more tips for how to surf the Internet safely?

通过问题引导同学们找到本篇博文的主旨、作者分享的上网安全建议、文中提到的网上制造麻烦的两类人，从而帮助同学们理解文章。
Activity 2. Study the organisation and language features.
1. The writer tells the reader the topic of the post in Para 1.
2. The writer usually organizes the information in the second paragraph by
using such phrases as “ First of all…, Second…, Third..., …”
3. The author can use different ways ( giving examples, explanation) to give
definition.
4. At the end of a blog, the author usually asks readers to leave a message.
引导学生发现博文的组织结构，为接下来的写作做好准备工作。
Activity 3. Use what you have learnt to write a blog post about online safety.
1.Choose one topic and draft the blog post.
2. Organize the draft.
3. Write the draft.
4. Exchange drafts with a partner. Use the checklist to help your partner revise his/ her draft.
5. Put up your revised draft in the classroom or read it to your class.
对课上所学知识的运用和输出。
Assessing Your Progress 1课时
语言知识检测
自我反思
项目活动
语言知识检测 （2个活动 P34）
Activity 1. Fill in the blanks with the correct forms of the words.

function target blog comment click chat

Activity 2. Complete the text with the correct forms of the words in brackets.
turn upside down consider completely change
take over heavily influence







活动 1 对本单元重点词汇的进一步巩固
活动 2 对本单元语法结构的进一步巩固


自我反思
引导学生回顾、思考、评价本单元内容；
引导学生反思自己的学习效果和漏洞，让学生体会到自己的进步；
引导学生关注自己在学习过程中的情感态度和价值的变化。
项目活动
Activity. Complete a reflection sheet.
Activity.
What English learning websites and/or apps do you use? Choose one that you like best, and compare it with your partner's.
Write a blog post comparing the websites or apps, and read it in your class.
引导学生关注互联网上的学习资源。通过相互交流和比较的形式，发展学生合作学习的能力，培养学生选择合适资源的策略，更能使学生养成乐于交流分享的优秀品质。
Video Time 1课时
看前准备
Activity 1. Lead in.
Ask students to look at the pictures on Page 36, and read the caption for it. Find out what the researchers are worried about.
Complete the sentences before watching the video.

引导学生通过图片及说明猜测视频主题。通过看前练习为观看和理解视频内容做好语言准备。
观看视频
First time watching:
Ex 1 on Page 36. Choose the best answers according to the video.
1. What is NOT a negative effect of using social media 24/7?
2. How is Blackburn College dealing with social media?
Second time watching:
Ex 2 on Page 36. Complete the quotes below with words you hear in the video.
运用多种媒介引导学生对于单元主题的学习，进一步培养学生的听力能力并巩固单元知识。
看后讨论：1. What are some of the benefits and dangers of social media use?
2. What steps can you take to control your social media use?
三、 教学反思
本单元主题是人与社会，围绕有关互联网的话题展开。二十一世纪是信息时代，互联网给我们的生活、工作和学习带来了巨大的变化。线上购物、线上教育、线上医疗等服务层出不穷，极大地方便了人们的生产和生活，而与此同时，网络信息安全、网络霸凌、网络诈骗等危害网民人身安全的问题也随之出现。所以我们要教会学生客观地看待网络、理智地使用网络，同时还要帮助他们增强防范意识，保护个人隐私和上网安全。
本单元通过不同的板块和不同的话题，在提升学生语言技能的同时，也引发了学生对网络的深刻思考，教育学生理智、健康地使用网络。例如听说板块对于上网时间、上网习惯的调查，引导学生反思自己的上网习惯和时间。读思部分，通过分享女教师Jan用互联网改变自己的生活并帮助其他老年人学会使用互联网，从而也改变了他们的生活和命运的美好故事，让同学们了解到互联网+给社会文明带来的变化。读写部分引导同学们理智地使用网络，注意网络安全。最后又通过学习自评表，引导学生在学习过程中注意自我评价和自我反思。还有不同的项目活动和视频等多种形式，引导学生关注互联网上的学习资源，鼓励学生学会交流、学会比较、学会分享。从而培养了学生合作、交流、共享的优秀品质。

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