人教版（2019）必修第二册 Unit3 The internet Reading and Thinking名师教学设计
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| 名称 | 人教版（2019）必修第二册 Unit3 The internet Reading and Thinking名师教学设计 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2023-03-09 21:48:29 | ||
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文档简介
Unit3 Reading and Thinking名师教学设计
课时内容
Start an online community
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
语篇类型：说明文
文本分析：
本节课采用说明文的形式，文章先介绍互联网给人们生活带来方便，然后引出本文话题——网上社区和社交网络极大地改变了人们的生活。接着作者以伯明翰一名英语老师为例，说明这一事实。该英语老师由于生病离开教学工作，她在家以网络为伴，她发现通过上网，能够听音乐、看电影、玩游戏、探索世界、在群里聊天等，这些活动让她不再感到孤单和无聊。当她意识到网络也消除了现实 生活中人与人之间的距离，她决定建立一家网络俱乐部，帮助老人学习使用网络让每个人都能使用网络改变生活。文章结构清晰，语言准确，写作方法得当，能够引发学生对单元主题语境的思考。
课时目标
1.深层阅读课文内容，理解网络给人们带来方便的同 时也极大改变人们的生活。
2.列举出更多网络改变人们生活的例子。
3.能用恰当的语言表达自己对网络优缺点的认识。
重点难点
重点：
1.获取文章的深层意思，理解网络如何改变人们的生活。
2.列举出网络改变人们生活的例子。
难点：
能用恰当的语言表达自己对网络优缺点的认识。
教学准备
教师准备：
1.准备网络改变人们生活的相关例子。
2.准备一个故事结构图，帮助学生梳理课文内容。
学生准备：
预习本课的相关词汇，查找网络改变人们生活的事例。
教学过程
Step I 学习理解
活动一：感知与预判（Making predictions) (SB, P28, Part 1)
Before reading, ask students to look at the title and discuss these questions in pairs.
(1) What do you think the text will say
(2) How do you think the writer feels about the topic
【设计意图】读前预测是指学生在阅读前对文章中可能讨论的问题进行猜测，这是一个积极思维的过程，也是为阅读热身准备的过程。在读前预测活动中，学生对文本内容信息的了解将有助于他们树立阅读信心、明确阅读任务以及减少阅读过程中的障碍。在实践教学过程中，教师可以利用图片、表格、标题等信息引导学生对文本内容进行预测讨论，为正式阅读做好准备。
活动二:获取和梳理
Graphic organiser.
Ask students to read the passage and get some information about the English teacher Jan Tchamani by filling the Graphic organiser.
2. Answer the questions. (SB, P29, Part 2)
(1) Go through the six sentences with students and make sure they understand their meanings.
(2) Ask students to read the passage and answer the questions.
①Why did Jan quit her job
②How did the people in the online community help her
③Why did she start the IT club
④What is 4 the“digital divide”？
⑤What’s Jan’s next goal
⑥What can we learn from her experiences
Suggested answers ：
Because she suddenly developed a serious illness.
She also joined an online group where she could talk about her problems and get support and advice from others.
Because she was so inspired by the people she met online that she decided to start an IT club.
数字鸿沟（指上网者与不上网者之间的差别、隔阂）
Her next goal is to start a charity website to raise money for children in poor countries.
The answers vary from person to person.
3. List and add. (SB, P29, Part 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__________________________________________
More examples you know________________________________________
【设计意图】阅读理解的程度可由浅入深分为三个层次：表层理解、深层理解和评价性理解。本环节属于表层理解，首先让学生通过阅读完成一个Graphic organiser,对文章主要内容进行梳理，然后让学生带着问题细读文章。进一步获取和梳理基本信息。
活动三：深层理解（Critical reading)
After reading, ask students the following questions for them to think deeply about the text.
1. Which part of the passage impresses you most Why
2. Which paragraph or sentence do you like most Give your reasons.
3. How do you like the structure of the passage
4. How do you like the title of the passage Can you make a new title
5. Do you think there is something that can be improved about the structure of the passage
【设计意图】阅读理解要超越基本的识别、区分和归纳 层次，走向分析阐释和评价层次。阅读的最高层次是读者对作者观点、态度和写作手法的欣赏与评价，这是阅读的高阶思维层次。
Step II 应用实践
活动四：词汇应用(SB，P29，Part 4)
1. Go through the following words and make sure students understand their meanings.
countless, convenient, cash, update, database, software, network, stuck, surf, benefit, distance, inspire, access, divide, charity, tough, province, conference, resident, plus.
2. Choose proper words to complete the following passage about Wuzhen with correct forms.
3. Share the answers.
Suggested answers：
benefits； convenient； surf； download；
distance; cash； updated；inspire； network； access
【设计意图】让学生正确使用本课重点词汇，巩固新的知识结构，将知识转化为能力。
Step III 迁移创新
活动五:想象与创造(Creative thinking) (SB,P29,Part 5)
1. Go through the two questions with students and make sure they understand their meanings.
(1) Do you think your life has been changed by the Internet If so, how
(2)The writer mentions many advantages of using the Internet.Do you think there are any disadvantages If so, what are they
2. Ask students to work in groups and talk about the questions above.
【设计意图】迁移与运用是读后活动，是语言的产出活动。理想的阅读教学活动应该将可理解性输入和可理解 性输出有机结合，使语言教学形成动态的平衡结构。本活动基于文本，同时又超越文本，更重要的是关联学生生活，让学生利用在文本中所学的知识去解决自己生活中的问题。
板书设计
Unit 3 The Internet
Period II Reading and Thinking
I.学习理解
活动一：感知与预判（Making predictions)
活动二：获取和梳理
活动三：深层理解（Critical reading)
II.应用实践
活动四：词汇应用
III.迁移创新
活动五：想象与创造（Creative thinking)
课时内容
Start an online community
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
语篇类型：说明文
文本分析：
本节课采用说明文的形式，文章先介绍互联网给人们生活带来方便，然后引出本文话题——网上社区和社交网络极大地改变了人们的生活。接着作者以伯明翰一名英语老师为例，说明这一事实。该英语老师由于生病离开教学工作，她在家以网络为伴，她发现通过上网，能够听音乐、看电影、玩游戏、探索世界、在群里聊天等，这些活动让她不再感到孤单和无聊。当她意识到网络也消除了现实 生活中人与人之间的距离，她决定建立一家网络俱乐部，帮助老人学习使用网络让每个人都能使用网络改变生活。文章结构清晰，语言准确，写作方法得当，能够引发学生对单元主题语境的思考。
课时目标
1.深层阅读课文内容，理解网络给人们带来方便的同 时也极大改变人们的生活。
2.列举出更多网络改变人们生活的例子。
3.能用恰当的语言表达自己对网络优缺点的认识。
重点难点
重点：
1.获取文章的深层意思，理解网络如何改变人们的生活。
2.列举出网络改变人们生活的例子。
难点：
能用恰当的语言表达自己对网络优缺点的认识。
教学准备
教师准备：
1.准备网络改变人们生活的相关例子。
2.准备一个故事结构图，帮助学生梳理课文内容。
学生准备：
预习本课的相关词汇，查找网络改变人们生活的事例。
教学过程
Step I 学习理解
活动一：感知与预判（Making predictions) (SB, P28, Part 1)
Before reading, ask students to look at the title and discuss these questions in pairs.
(1) What do you think the text will say
(2) How do you think the writer feels about the topic
【设计意图】读前预测是指学生在阅读前对文章中可能讨论的问题进行猜测，这是一个积极思维的过程，也是为阅读热身准备的过程。在读前预测活动中，学生对文本内容信息的了解将有助于他们树立阅读信心、明确阅读任务以及减少阅读过程中的障碍。在实践教学过程中，教师可以利用图片、表格、标题等信息引导学生对文本内容进行预测讨论，为正式阅读做好准备。
活动二:获取和梳理
Graphic organiser.
Ask students to read the passage and get some information about the English teacher Jan Tchamani by filling the Graphic organiser.
2. Answer the questions. (SB, P29, Part 2)
(1) Go through the six sentences with students and make sure they understand their meanings.
(2) Ask students to read the passage and answer the questions.
①Why did Jan quit her job
②How did the people in the online community help her
③Why did she start the IT club
④What is 4 the“digital divide”？
⑤What’s Jan’s next goal
⑥What can we learn from her experiences
Suggested answers ：
Because she suddenly developed a serious illness.
She also joined an online group where she could talk about her problems and get support and advice from others.
Because she was so inspired by the people she met online that she decided to start an IT club.
数字鸿沟（指上网者与不上网者之间的差别、隔阂）
Her next goal is to start a charity website to raise money for children in poor countries.
The answers vary from person to person.
3. List and add. (SB, P29, Part 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__________________________________________
More examples you know________________________________________
【设计意图】阅读理解的程度可由浅入深分为三个层次：表层理解、深层理解和评价性理解。本环节属于表层理解，首先让学生通过阅读完成一个Graphic organiser,对文章主要内容进行梳理，然后让学生带着问题细读文章。进一步获取和梳理基本信息。
活动三：深层理解（Critical reading)
After reading, ask students the following questions for them to think deeply about the text.
1. Which part of the passage impresses you most Why
2. Which paragraph or sentence do you like most Give your reasons.
3. How do you like the structure of the passage
4. How do you like the title of the passage Can you make a new title
5. Do you think there is something that can be improved about the structure of the passage
【设计意图】阅读理解要超越基本的识别、区分和归纳 层次，走向分析阐释和评价层次。阅读的最高层次是读者对作者观点、态度和写作手法的欣赏与评价，这是阅读的高阶思维层次。
Step II 应用实践
活动四：词汇应用(SB，P29，Part 4)
1. Go through the following words and make sure students understand their meanings.
countless, convenient, cash, update, database, software, network, stuck, surf, benefit, distance, inspire, access, divide, charity, tough, province, conference, resident, plus.
2. Choose proper words to complete the following passage about Wuzhen with correct forms.
3. Share the answers.
Suggested answers：
benefits； convenient； surf； download；
distance; cash； updated；inspire； network； access
【设计意图】让学生正确使用本课重点词汇，巩固新的知识结构，将知识转化为能力。
Step III 迁移创新
活动五:想象与创造(Creative thinking) (SB,P29,Part 5)
1. Go through the two questions with students and make sure they understand their meanings.
(1) Do you think your life has been changed by the Internet If so, how
(2)The writer mentions many advantages of using the Internet.Do you think there are any disadvantages If so, what are they
2. Ask students to work in groups and talk about the questions above.
【设计意图】迁移与运用是读后活动，是语言的产出活动。理想的阅读教学活动应该将可理解性输入和可理解 性输出有机结合，使语言教学形成动态的平衡结构。本活动基于文本，同时又超越文本，更重要的是关联学生生活，让学生利用在文本中所学的知识去解决自己生活中的问题。
板书设计
Unit 3 The Internet
Period II Reading and Thinking
I.学习理解
活动一：感知与预判（Making predictions)
活动二：获取和梳理
活动三：深层理解（Critical reading)
II.应用实践
活动四：词汇应用
III.迁移创新
活动五：想象与创造（Creative thinking)