北师大版（2019必修第二册 Unit4 Information technology Lesson1 Avatars 公开示课教学设计

Unit4 Lesson1 公开示课教学设计
基本信息
教材: 北师大版新教材必修2 课题：Information Technology—Avatars 课型：Reading 授课年级：高一年级授课教师：北京市第十中学 刘可娟 指导教师：北京教育学院丰台分院 胡润
教学设计
主题：科学与技术文本分析：【what】授课内容是一篇介绍虚拟形象的说明文，涉及的主题语境为“人与社会”下的科技发展, 信息技术创新和信息安全。文章分六个自然段介绍了虚拟形象。第一段引出“虚拟形象”这个话题，简要介绍虚拟形象的定义，并提出虚拟形象这一数字身份是网络社交的关键部分。第二段以时间为线索，介绍了虚拟形象从上世纪80年代到90年代的发展历程，即以2D形式用于电脑游戏到逐渐用于网络聊天的发展历程。第三段和第四段描述了虚拟形象的多样性、人们创建和使用虚拟形象背后的心理动机以及虚拟形象映射出的个性特点。第五段讲述了现在虚拟形象的发展和广泛使用。第六段提出了虚拟形象的使用引发了人们的关注，有担忧的声音也有积极乐观的态度。 可见全文从“虚拟形象的使用”出发，回答了是什么、为什么、怎么样的问题：即虚拟形象是什么，为什么要使用虚拟形象，虚拟形象如何发展以及人们如何看待虚拟形象的使用问题。【why】作者通过虚拟形象的介绍，希望读者能对虚拟形象的特点和本质有深入的认识，引导读者能理性看待虚拟形象的使用问题，并能在现实生活中合理地使用虚拟形象进行网络社交活动。【how】本文体裁为说明文，作者围绕虚拟形象的使用，着重介绍了虚拟形像使用形式和功能的多样化，及其背后所反映出的人们的特征和心理，由此引出了人们对于使用虚拟形象产生担忧或乐观积极的两种不同的态度。作者主要运用了描述（description）、举例（use of examples）、过程说明（explanation of a process）、作比较（comparison and contrast）等说明方法围绕“虚拟形象的使用”进行了说明。例如，作者利用描述（description）描写了虚拟形象的多样化的表现形式和运用：dress their avatars in fancy clothesa sensible one for work; a friendly, good-looking one for … a silly one for having funa picture of a cute catwell known cartoon characters and laughing monkeystall, young and nice lookingwith different hairstyles move around, talk, walk and fly aroundmeet people, go shopping and attend classesact like a real person, travel around bigger, more exciting virtual worlds利用举例（use of examples）解释了虚拟形象运用与人们性格心理的关系： If your blog avatar is…, your messages is “I like relaxing and having fun.Well known cartoon … say “I’m a really funny person”.They also experiment with things like different hairstyles —which says …利用过程说明（explanation of a process）描述了虚拟形象发生的历程：The first simple 2D avatars appeared….in the 1980s.Avatars would have a wide varety… By the late 1990s, they had been used in …Nowadays , avatars are everywehere.Their avatar will act like a real person.利用比较和对比（comparison and contrast）介绍人们的不同态度：The use of avatars has also caused a few concerns. Some users worry that …However, other users view avatar in a more positive light. …学生不仅需要理解这些语言本身的意义，更需要关联信息间的联系，从而更好的理解文本的主题意义；同时要进一步内化语言，迁移运用在不同的语境中。当然，文中还有一些语言较为抽象，没有充分的事实支撑，因此，教师也补充了相关的资源，以帮助学生更好地理解语言所传递的意义，同时也为最后的输出活动进行铺垫。如对于第五段中虚拟形象的广泛使用，文中只提到了未来的虚拟形象能说话，能走路，能购物，能上课。到底它已经用于哪些领域呢？已经发展到什么程度呢？文中没有提及。因此，教师补充了虚拟形象在护理、教育和航空领域的运用（附件1），说明虚拟形象使用的发展。对于第六段中提到的虚拟形象会带来的负面影响，文中只是用“a risk”、“cheat”、“spend so much time in virtual world”等略显抽象的语言进行简单描述，因此教师补充了一些具体事例（附件2），以深化学生的理解。
学情分析：本节课的授课对象为北京市普通高中的高一学生，学生的基础较为薄弱。话题：学生在网络社交和网络游戏中经常使用虚拟形象，因此对于虚拟形象这一事物是非常熟悉的，但对其特点及本质以及其背后的意义并不了解，也很少去思考使用虚拟形象会存在安全隐患。语言知识：信息技术话题下的词汇和语言较为专业，学生没有系统阅读过信息技术这一话题的相关文章，因此本话题的语言对学生有难度。阅读策略：学生习惯基于语言表层信息的获取和提取，对于理解和建立语言信息之间的关联的能力有待提高。
学习目标：在本课结束时，学生能够：1. 获取有关虚拟形象的主要信息，能通过思维导图梳理、概括和复述文章的主要信息； 2. 阐释虚拟形象形式与内涵的关系；并能用所学谈论自己和同学的虚拟形象；3. 谈论虚拟形象过去，现在和未来的使用，分析虚拟形象的正负面影响及其原因；4. 总结虚拟形象的特点，评价和论证有关虚拟形象特点的描述；5. 制作海报，描述未来的虚拟形象。（家庭作业）
学习活动设计
教学目标 活动形式及步骤 设计意图 活动层次 学习效果评价
导入话题，调动已知；激发动机，形成期待 Teacher shows Ss the images of avatar to introduce the topic and help them understand the key words in the passage: “avatar”, “digital identity”, “virtual world”.Students talk about their own avatars.What avatar do you use Why do you choose it 创设真实生活情境，引出主题，铺垫话题词汇。 感知注意 学生能简单的介绍自己的虚拟形象和解释选择的原因。
Students talk about what they want to learn about the topic “avatar” to predict the main information of the passage.Possible answers:What are avatars What kind of avatars do people use Why do people use avatars What effects do avatars have on people … 引导学生预测语篇的内容，形成阅读期待。 感知注意 学生能够从不同角度，提出对主题感兴趣的话题，预测文章内容。
获取有关虚拟形象的主要信息；能通过思维导图梳理、概括、复述文章的主要信息。 1. Students read the passage, get the main information about avatars and check their prediction.What have been mentioned in the passage What other information about avatars has been mentioned in the passage 2. Students draw a mind map of the passage individually.3. Students share their mind maps in groups and in class. 获取和梳理文中主要信息，包括虚拟形象的概念、发展、形式和意义以及人们对虚拟形象使用的不同观点。 获取梳理概括整合 学生能够获取文章的主要信息，并能运用思维导图将信息进行有逻辑地整理。
阐释虚拟形象形式与内涵的关系；并能用所学谈论自己和同学的虚拟形象。 Students read Para.3&4 and explain the correlation between avatars and people to conclude that avatars can let people express themselves and show their own personality. What kinds of avatars do people often create Why do people use these avatars (To express and show themselves.) What can avatars express and show 对虚拟形象使用背后的内涵和心理动机进行深入理解、分析和阐释，引导学生理解虚拟形象的特征：体现和表达自己。 描述阐释分析判断 学生能够清晰地阐释虚拟形象形式和内涵的关系，归纳虚拟形象的特征—体现和表达自己。
Students describe their classmates’ avatars and their own avatars and talk about the message that the avatars convey.What is the avatar like What message does the avatar convey 学以致用，落实和内化文本信息和语言。 内化运用 学生能用文中语言谈论自己和同学的虚拟形象。
谈论虚拟形象过去，现在和未来的使用，分析虚拟形象的正负面影响及其原因。 Students read about the wide use of today’s avatars in different fields to infer that avatars can help people solve problems.What can the avatars do for people in the past and nowadays (课文)What other things can avatars do for people (附件1) Why do people use avatars nowadays Possible answer:To help people solve some problems in real life. 引导学生关注虚拟形象的另外一个特征：帮助解决问题。 概括整合分析判断推理论证 学生能基于课文和补充材料，归纳虚拟形象的另外一个特征：帮助解决问题。
Students talk about avatars in future.What do you think avatars will help us do in the future Possible ideas:replace people to travel around the worlddo some multitaskslook after babydirect the traffic 基于文中有关虚拟形象的使用信息，畅想和谈论未来虚拟形象的发展，进一步建构对虚拟形象的认知，同时内化语言。 推理论证想象创造 学生能迁移运用文中语言，想象和谈论未来虚拟形象的使用和发展
Students analyze and talk about the negative effects of using avatars by reading some events caused by avatars. (见附件2)Why do avatars cause negative effects What negative effects do avatars make on our real life Possible answers:risks to be cheatedexpose your private databe addicted to virtual worldcause a low mood in real life 由之前聚焦虚拟形象优势转向引导学生关注它在使用中带来的问题，培养学生理性思维。 分析判断推理论证 学生能分析和归纳虚拟形象所带来的负面影响。
总结虚拟形象的特点；评价和论证有关虚拟形象特点的描述。 1. Students evaluate a statement (from a study about avatars in the university of York) and use evidence to talk about the features of avatars.2. Students express their idea about how we should use avatars. 引导学生运用所学有理有据评价有关虚拟形象地相关论点，并阐释和归纳虚拟形象的特点，辩证的对待虚拟形象的使用。 推理论证批判评价 学生能够有理有据地评价他人的观点，归纳虚拟形象的特点，并总结如何合理使用虚拟形象。
制作海报，描述未来的虚拟形象。 Home workOur school is holding a science festival, which is about technology next week. You are invited to design a poster to introduce avatars in the future. The information should be included:What will the avatars look like in the future What will the avatars be used to do How can we prevent the risk of using avatars 引导学生想象和预测未来虚拟形象的发展，培养学生创新思维和问题解决意识。 想象创造 学生能够运用所学，简单描述未来虚拟形象的形式、使用以及给出安全使用的建议。
板书设计
Avatars people
附件1
Nursing avatars
Virtual nurse avatars are used to provide care for patients. As lively images on a screen, the avatars are able to copy nursing behaviors and doing various nursing works, such as providing patients with information, assessing(评估) patient health conditions, and showing sympathy for the patient, for example nodding in agreement.
E-learning avatars
Avatars have become ideal tools in learning course. For example, avatars help inform you about what you will learn. Avatar can draw your attention to the key parts of the learning course. Avatars can also assess(评估) your knowledge throughout the eLearning course and to help you more effectively gain the information being offered.
Exploring avatars
Exploring environment through avatars is not foreign for scientists. NASA has used avatars to allow human being to remotely(远程地) explore space from the safety Earth. The research about using avatar is still being carried out through more specific mission related research at NASA and other institutions around the world.
附件2
Case 1
Linda, 24, had discovered Facebook only a few months earlier and the site quickly turned into an addiction as she started spending hours in front of her computer. Her younger sister followed her and both raised the anger of their parents for doing little else except spending time online. The sisters each had more than a thousand friends on Facebook.
Case 2
A teenager tried to kill himself because he wasn’t satisfied with his look. Danny Bowman, 19, spent up to 10 hours each day chatting and playing computer games online. It is said that long exposure to virtual world made him lack of self-confidence in his appearance.
Case 3
A Miami student, Cruz, was sentenced to 22 months in prison. Beginning in June 2015, she tried being a male to chat with Sara. When Sara became suspicious(怀疑的) and refused to contact with her, Cruz threatened to expose all the chatting records and Sara’s private information. And Cruz also demanded &100,000 in exchange for no further contact.
What are avatars
How develop
What forms/kinds
What effects
features
express & show
help
positive
Why use them
be cheated
negative
How to use avatars
expose privacy
be addicted
depress
9 / 9