Unit 3 The Internet Reading for Writing Write a blog post 教学设计-2025-2026学年高中英语人教版（2019）必修第二册
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| 名称 | Unit 3 The Internet Reading for Writing Write a blog post 教学设计-2025-2026学年高中英语人教版（2019）必修第二册 |
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| 格式 | docx | ||
| 文件大小 | 71.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-11-20 16:06:43 | ||
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文档简介
Teaching Plan for Reading for Writing
Unit 3 The Internet
Write a blog post
Analysis of the teaching content
What:The text is a new media discourse - a blog post.This part force under the domain of human and society covering online safety tips in the genre of the blog posts. Why:Guide students to use the Internet rationally and healthily.Students must pay attention to network security. How:The article is divided into the blog area and the comment area, the blog is divided into three parts: introduction, body and end, the theme is clear, the structure is complete, concise and to the point. The comments section shows specific cases, echoing the content of the article.
About the target students
Present Level (For the time being) ①Through the previous few lessons, students have learned how to talk about online habits and the useful words and structures. ②Students have a strong interest in the topic of the internet. Potential Level (Through this lesson we hope that students can: ) ①Obtain and collect factual information of blog post. ②Generalize and summarize the main idea and the structure of the passage. ③Develop a ability of the overall idea of writing a blog post about online safety. Gap (The question that still remains are these: ) ①Students are not yet familiar with the writing structure, stylistic features, and language features of writing blog post. ②Students have relatively weak written expression abilities (such as word choice, sentence construction, and essay layout)
Teaching objectives
By the end of the class, students will be able to: realize how to protect their online privacy and how to be a polite netizen; view the information online critically and objectively; figure out the organization and language feature of blog post; identify the useful patterns and expressions to make suggestions from the reading text; write a blog about online safety by using the language in the reading text;
Teaching key and difficult points
Key Point Stimulate students to understand how to write a blog post Difficult Points Cultivate students to write a blog post with the appropriate structure and proper language.
Teaching Approaches
Communicative teaching; Task-based teaching; Situational teaching; Activity-based Approach
Teaching Aids
Multimedia, pictures, chart, assessment checklists, etc.
Teaching procedures
Lead in
Steps Teacher’s Activities Students’ Activities Purpose
Begin the class with the lead-in questions: 1.What problems are mentioned in the pictures 2.What other problems will we face on the Internet 3.How can we stay safe online The teacher shows pictures about Internet problems and asks students to guess in order to interact and get to the topic. Look at some pictures and answer the questions. To kindle students’ learning interest and activate students’ prior knowledge about online safety.
Pre-writing
Activity 1: Read the blog and gather information. 1.What’s the main idea of the blog post Try to 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 Have students read the passage to get the main content and answer the questions. Read the passage roughly to get the main information and answer the questions. To hone their reading skills like skimming and scanning and refine their learning ability.
Activity 2: Analyse the organization and language features of the blog post. 1.Tick what the writer tells the reader in Paragraph 1. 2.What words and phrases does the writer use to organized the information in the second paragraph 3.What new words are explained in the text,and how 4.How does the writer end the pose？ Give students time to read the passage, guide students to pay attention to the structure of each paragraph, analyze the wording and development order of the passage, and guide students to find answers to questions. Read the paragraphs carefully and answer the questions. Through quick reading, students can acquire information, master the general idea of the text, sort out the information of the text paragraphs, clarify the structure and logical sequence of the text, and develop their logical thinking ability.
While-writing
Activity 1: Use what you have learned to write a blog post about online safety. Figure out the writing assignment Remind what needs attention Provide students with a writing framework and give them sentence patterns. After choosing the corresponding writing topic, students should organize the information and arrange the content according to the framework , complete the first draft. To inspire students to put the skills and language into practice and to evaluate how well they can generate a blog post.
Post-writing
Presentation and Evaluation: Exchange drafts with a partner.Use the checklist to help your partner revise his/her draft. After the students have completed the first draft, have the students evaluate each other and fill out the checklist for each other. Peer review the first draft and propose modification suggestions. To provide further guidance and revision direction for students and cultivate an environment for mutual learning.
Blackboard layout
Unit 3 The Internet
Write a blog post
Analysis of the teaching content
What:The text is a new media discourse - a blog post.This part force under the domain of human and society covering online safety tips in the genre of the blog posts. Why:Guide students to use the Internet rationally and healthily.Students must pay attention to network security. How:The article is divided into the blog area and the comment area, the blog is divided into three parts: introduction, body and end, the theme is clear, the structure is complete, concise and to the point. The comments section shows specific cases, echoing the content of the article.
About the target students
Present Level (For the time being) ①Through the previous few lessons, students have learned how to talk about online habits and the useful words and structures. ②Students have a strong interest in the topic of the internet. Potential Level (Through this lesson we hope that students can: ) ①Obtain and collect factual information of blog post. ②Generalize and summarize the main idea and the structure of the passage. ③Develop a ability of the overall idea of writing a blog post about online safety. Gap (The question that still remains are these: ) ①Students are not yet familiar with the writing structure, stylistic features, and language features of writing blog post. ②Students have relatively weak written expression abilities (such as word choice, sentence construction, and essay layout)
Teaching objectives
By the end of the class, students will be able to: realize how to protect their online privacy and how to be a polite netizen; view the information online critically and objectively; figure out the organization and language feature of blog post; identify the useful patterns and expressions to make suggestions from the reading text; write a blog about online safety by using the language in the reading text;
Teaching key and difficult points
Key Point Stimulate students to understand how to write a blog post Difficult Points Cultivate students to write a blog post with the appropriate structure and proper language.
Teaching Approaches
Communicative teaching; Task-based teaching; Situational teaching; Activity-based Approach
Teaching Aids
Multimedia, pictures, chart, assessment checklists, etc.
Teaching procedures
Lead in
Steps Teacher’s Activities Students’ Activities Purpose
Begin the class with the lead-in questions: 1.What problems are mentioned in the pictures 2.What other problems will we face on the Internet 3.How can we stay safe online The teacher shows pictures about Internet problems and asks students to guess in order to interact and get to the topic. Look at some pictures and answer the questions. To kindle students’ learning interest and activate students’ prior knowledge about online safety.
Pre-writing
Activity 1: Read the blog and gather information. 1.What’s the main idea of the blog post Try to 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 Have students read the passage to get the main content and answer the questions. Read the passage roughly to get the main information and answer the questions. To hone their reading skills like skimming and scanning and refine their learning ability.
Activity 2: Analyse the organization and language features of the blog post. 1.Tick what the writer tells the reader in Paragraph 1. 2.What words and phrases does the writer use to organized the information in the second paragraph 3.What new words are explained in the text,and how 4.How does the writer end the pose？ Give students time to read the passage, guide students to pay attention to the structure of each paragraph, analyze the wording and development order of the passage, and guide students to find answers to questions. Read the paragraphs carefully and answer the questions. Through quick reading, students can acquire information, master the general idea of the text, sort out the information of the text paragraphs, clarify the structure and logical sequence of the text, and develop their logical thinking ability.
While-writing
Activity 1: Use what you have learned to write a blog post about online safety. Figure out the writing assignment Remind what needs attention Provide students with a writing framework and give them sentence patterns. After choosing the corresponding writing topic, students should organize the information and arrange the content according to the framework , complete the first draft. To inspire students to put the skills and language into practice and to evaluate how well they can generate a blog post.
Post-writing
Presentation and Evaluation: Exchange drafts with a partner.Use the checklist to help your partner revise his/her draft. After the students have completed the first draft, have the students evaluate each other and fill out the checklist for each other. Peer review the first draft and propose modification suggestions. To provide further guidance and revision direction for students and cultivate an environment for mutual learning.
Blackboard layout