北师大版（2019）必修第二册 Unit4 Information technology Lesson1 Avatars名师教学设计

Unit4 Lesson 1 名师教学设计
课时内容：
Avatars
主题语境：人与社会主题群：科学与技术
子主题：科技发展与信息技术创新，科学精神，信息安全
语篇类型：说明文
文本分析：
本文介绍了虚拟形象从兴起到被广泛使用的发展过程，揭示了人们选择虚拟形象背后所隐含的性格特征，以及不同虚拟形象的功能和意义。主要有五部分构成：第部分阐述虚拟形象的定义；第二部分讲述虚拟形象的发展历程；第三部分探讨人们选择的虚拟形象与自身性格特征的关系；第四部分说明虚拟形象的创造给予人们很多想象的空间；第五部分提出虚拟形象的使用所产生的一些不同的声音。
课时目标
语言目标：
1.Students are able to master related words，phrases some sentence patterns and the past future and can use them freely.
2.Learn about some functional expressions and information of avatars.
学习策略：
1.Students are able to analyze the topic and the main content of the material，the purpose and the sense of values of the author，the style and the structure of the passage.
2.Students can use the mind map to describe the avatars.
3.Students can cooperate with others to complete the mind map and share with each other to evaluate the mind map they have made.
思维品质：
Students can face the innovation of technology in rational way，and develop their creative quality of thoughts.
情感目标：
Students are able to develop their own correct sense of values to the modern technological products.
文化意识：
Students are able to have a strong desire to learn about the different styles of technology and the technological products，analyze and distinguish their sense of values.
重点难点：
重点：
1.概括和提炼文本中关于虚拟形象的主要信息。
2.找出并梳理虚拟形象在不同方面的具体影响。
3.学习过去将来时的用法。
难点：
1.深化对主题意义的探究。
2.提升学生逻辑性、批判性、创新性的思维品质。
3.帮助学生树立使用现代科技产品的正确价值观。
教学准备：
教师准备：
多媒体设备、白板教案等。
学生准备：
教材、导学案等。
教学过程：
Step I学习理解
活动一：Brainstorm
Ask students to look at the screenshot of a WeChat group.
活动二：Free talk
Ask students the following questions.
What kind of avatar do you use online：a photo of yourself，a cartoon image or something else？Why did you choose it？
a cute animal avatar an avatar in fancy clothes a cartoon character avatar to express myself freely to trick others to create a real/digital identity to avoid online safety risks to protect myself
Let students discuss and describe their avatars in groups. Example: I use a cartoon character avatar instead of a photo to protect myself online.
If students don't have avatars, they can describe the avatars that they would like to choose.
【设计意图】通过自由表达活动，联系学生的生活实际，引发学生对主题的思考，激活学生的背景知识和相关经验。
活动三：Predicting
Tell students they are going to read an article about avatars. Ask them what they would like to learn from it Have them write down their questions in the diagram.
活动四：Read for general understanding
Ask students to read the article and get what the author talks about？
Suggested answers: Para 1：Definition Para 2：History Paras 3-5：Purposes of using avatars Para 6：Views
活动五：Read and explore
1. Read the article. Check how many of your questions in Activity 2 are answered. Underline the answers in the text.
2. Read the article again. Complete the information below.
Avatars Details
Definition A digital image that represents an Internet user.
History 1980s
Late 1990s
Purposes of using avatars To express oneself
To represent oneself
Views Negative
Positive
Suggested answers： The first simple 2D avatars appeared in role-playing computer games. Avatars were used in web chats like instant messenger. The avatar you choose says a lot about your personality t and avatars let you express yourself. Avatars give you room for creativity. People can create avatars and create new identities that do not look or act like their real selves. People spend so much time in virtual worlds that they are becoming afraid of meeting people in the real world. People look forward to a time when their avatar will act like a real person and travel around bigger, more exciting virtual worlds.
【设计意图】通过阅读，获取关键信息点，然后以填充表格的形式，整合文章的信息。通过该活动，可以实现英语课程标准对普通高中英语课程语言技能内容要求提出的目标，即通过阅读能从语篇中提取主要信息和主要观点，并且能够理解语篇要义。
活动六：Read for detailed information
1.Ask students to read the article again，and find detailed information about avatars.
2.Ask students to answer more questions related to avatars.
What is an avatar？
How have avatars developed over decades？
How do people use avatars？
What are people's views on the use of avatars？
Suggested answers: An avatar is the digital identity you use online. The first simple 2D avatars appeared in role-playing computer games in the 1980s. By the late 1990s, they had been used in web chats like instant messenger. Nowadays, avatars are everywhere. People can choose an avatar from a selection of ready-made images, or create their own images. People use avatars to express themselves. They use avatars to create new identities that did not look or act like their real selves. They also have different avatars for different situations. People also use avatars to present themselves. They use or create avatars that have similar features to their personalities and that look more or less like them and act like them. But people obviously make their avatars look better than they do in real life. Some users worry that they are spending too much time in virtual worlds and the use of several avatars can also be a risk. Others view avatars in a more positive light. They look forward to a time when their avatar will act like a real person and travel around bigger, more exciting virtual worlds
【设计意图】通过细读课文，分类、梳理虚拟形象的细节信息，获得结构化知识，并通过问题进一步分析和理解文本。
活动七：Focus on language（Past Future）
【备注】语法知识点讲解详见第二教案“重点语法精讲”。
Step Ⅱ 应用实践
活动八：Discussion
1.Work in groups of four. Discuss the purpose of the author to write this passage and the style of the passage.
【设计意图】引导学生通过讨论作者的意图及文体特征来探究语篇的深层含义，挖掘文化价值，实现深度学习。
2.Think and share.
（1）What does the writer mean by “the avatar you choose says a lot about your personality”？Do you agree with the writer？Give examples to support your opinion.
（2）Can you give examples of the risks of using avatars？What can you do to prevent such risks？
Suggested answers: 略
活动九：Summary
Complete the short text with information from the article.
Avatars are digital 1________ that you use to represent yourself online. You can choose an avatar of ready-made images, or 3 ________. Although avatars haven’t been around for long, they are widely used. Avatars let you 4 ________ and give you 5 ________. But the use of avatars has also caused 6 ________. Some users worry that they are spending too much time 7 that they are becoming afraid of meeting people in the real world. The use of several avatars can also be 8 ________, as people can use avatars to 9 ________. However, many people see avatars in 10 ________.
Suggested answers： 1 identities 2 a selection 3 create your own images 4 express yourself 5 lots of room for creativity 6 a few concerns 7 in virtual worlds 8 a risk 9 cheat others online 10 a more positive light
【设计意图】考查学生对课文的理解，并练习重点词汇，加深对文本的理解。
Step Ⅲ 迁移创新
活动十：Grammar（Focus on language：Past Future）
1.Read the sentences. Write p below the underlined parts that refer to the past and PF below the underlined parts that refer to the future in the past.
1 Yet, very few people knew that future avatars would have such a wide variety of forms and uses.
2 When people started creating their own avatars, they discovered that they were going to have the power to create new identities that did not look or act like their real selves at all.
3 Many Internet users realised that their avatars would be seen by many people, not just their friends.
Suggested answers： 1 P; PF 2 P; P; PF 3 P; PF
2.Complete the sentences talking about the future in the past.
1 In the 1990s，few people knew that…
2 When computers were invented，it was believed that…
3 In the 1990s, users of smartphones realised that…
4 The convenience of the internet made internet users discover that…
5 When avatars first appeared in the 1980s, fey people believed that…
活动十一：Oral practice
Create your own avatar. Introduce it to your partner.
What does it look like？
Why did you decide to create it this way？
Where would you use it？
【设计意图】美国的教育家布鲁姆认为“成功的外语课堂教学应当在课内创设更多的情境，让学生有机会运用已学到的语言材料。”同时英语课程标准也明确指出：“要学生在真实的情境中体验和学习语言。”所以恰当的情景设计对激发学生的学习动机、调动学生的学习积极性和完成词汇、语法等课型，有着重要的作用。
板书设计：
Unit 4 Information Technology Period Ⅱ Lesson1 I.学习理解 活动一：Brainstorm 活动二：Free talk 活动三：Predicting 活动四：Read for general understanding 活动五：Read and explore 活动六：Read for detailed information 活动七：Focus on language（Past future） Ⅱ.应用实践 活动八：Discussion 活动九：Summary Ⅲ.迁移创新 活动十：Grammar（Focus on language：Past future） 活动十一：Oral practice
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