Unit 3 The Internet Workbook教案（表格式）-2025-2026学年高中英语人教版（2019）必修第二册
文档属性
| 名称 | Unit 3 The Internet Workbook教案（表格式）-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 | 248.1KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2026-03-23 00:00:00 | ||
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文档简介
WORKBOOK-UNIT 3 THE INTERNET
内容导航
This workbook unit focuses on the Internet’s application in daily life, study and communication. It includes practical exercises like reading comprehension, writing, listening and speaking, helping students consolidate unit vocabulary, grammar and functional expressions, and guide them to use English to discuss Internet-related topics and reflect on rational Internet use.
1. 教学目标
Language Ability: Master Internet-related vocabulary and sentence patterns, and improve the ability to understand and express Internet-related information in English. Cultural Awareness: Understand the impact of the Internet on global communication and cultural exchange, and cultivate the awareness of cross-cultural communication in the digital age. Thinking Quality: Develop critical thinking by analyzing the advantages and disadvantages of the Internet and making rational judgments. Learning Capacity: Master effective learning strategies such as using online resources to learn English and cooperating with peers to complete tasks, and form good learning habits.
2. 教学重难点
Key Points: Master core vocabulary (e.g., benefit, convenient, privacy, cyberbully) and phrases (e.g., surf the Internet, keep track of, look up), and proficiently use the present perfect passive voice in practical communication. Difficult Points: Use English to accurately express personal views on Internet-related issues, especially in writing blog posts and participating in discussions; understand the logical structure of practical texts and improve the ability of comprehensive language application.
Warm-up and Lead-in The warm-up activity is designed to arouse students’ interest in the topic of the Internet and activate their existing knowledge reserve, laying a foundation for the subsequent learning of workbook exercises. First, the teacher will ask students some open-ended questions related to the Internet, which are closely connected with their daily life and easy to arouse resonance. The questions are as follows: “What do you usually do when you surf the Internet ”, “Which apps do you use most frequently online ”, “Can you share a memorable experience related to the Internet ” Students are allowed to think freely for a few minutes, and then invite 3-4 students to share their answers in English. During the sharing process, the teacher will positively affirm the students’ expressions, correct minor grammatical errors appropriately, and guide them to use simple and accurate words and sentences. For example, if a student says “I often use WeChat to chat with my friends online”, the teacher can further ask “How does WeChat help you keep in touch with your friends ” to guide students to express more details. After the sharing, the teacher will briefly introduce the main content of this workbook unit: “Today we will finish the exercises in WORKBOOK Unit 3. These exercises are closely related to our daily Internet use. Through these exercises, we will consolidate the knowledge we have learned in the textbook, improve our English application ability, and learn to think about the rational use of the Internet.” Then, the teacher will present some core vocabulary and phrases of the unit on the blackboard or multimedia courseware, such as benefit, convenient, download, surf the Internet, keep track of, look up, and ask students to read them aloud together twice to help them review and consolidate the pronunciation and spelling of the vocabulary, laying a foundation for the subsequent exercise training. Reading Comprehension Exercises The reading comprehension part of the workbook includes two practical passages, which are closely related to the theme of the Internet. The first passage is about the application of e-learning in different countries, introducing the specific practices of e-learning in Singapore and South Korea, and reflecting the impact of the Internet on education. The second passage is a personal experience about how the Internet changes daily life, recording the author’s daily activities online from morning to night, which is close to students’ real life. The teaching focus of this part is to help students improve their ability to obtain key information, understand the logical structure of the text and guess the meaning of new words according to the context. First, the teacher will ask students to read the first passage quickly and answer the following questions: “What is the main topic of this passage ”, “Which two countries are mentioned in the passage about e-learning ” After students finish reading, the teacher will invite students to answer the questions, check their reading speed and ability to grasp the main idea. Then, guide students to read the passage carefully, and ask them to find out the key information in each paragraph: “What e-learning tools are mentioned in Singapore ”, “How is e-learning carried out in South Korea ” Students can work in pairs to find the relevant information in the text and mark it. After that, the teacher will explain the key sentences and new words in the passage. For example, explain the phrase “instead of” and its usage, and give examples to help students understand; explain the relative clause “Where—” and guide students to analyze its structure and function in the sentence. At the same time, guide students to summarize the advantages of e-learning mentioned in the passage, such as flexibility, rich resources and convenience, and let students combine their own online learning experience to talk about their feelings. Next, carry out the training of the second reading passage. The teacher will adopt the same teaching method: first, let students read the passage quickly to understand the main content, then read it carefully to complete the detailed exercises in the workbook, such as filling in the blanks and answering questions. During the process, the teacher will walk around the classroom to observe students’ learning status, and timely help students who have difficulties in reading. For example, if a student cannot guess the meaning of the word “stream” in the passage, the teacher can guide the student to combine the context “I stream videos and music — that means I watch or listen to them online” to guess that “stream” means “to watch or listen to something online without downloading it first”. After students finish the exercises, the teacher will comment on the answers, focus on analyzing the error-prone points, and guide students to summarize the reading skills, such as how to find key information quickly, how to guess the meaning of new words according to the context, and how to understand the logical relationship between paragraphs. After finishing the two reading passages, the teacher will organize a small discussion: “What do you think of e-learning What are its advantages and disadvantages ” Students can discuss in groups of 4-5, and then each group sends a representative to share their views. During the discussion, the teacher will guide students to use the vocabulary and sentence patterns learned in the unit, such as “I think e-learning is convenient because...”, “The disadvantage of e-learning is that...”, and cultivate students’ ability to express their views in English and their critical thinking ability. Grammar Consolidation Exercises The grammar focus of this unit is the present perfect passive voice, and the workbook designs a series of targeted exercises to help students consolidate and apply this grammar point. The teaching focus of this part is to help students master the structure and usage of the present perfect passive voice, and be able to use it correctly in sentences and short passages. First, the teacher will briefly review the present perfect passive voice: its basic structure is “have/has been + past participle”, which is used to express an action that started in the past, continued to the present, and has a certain connection with the present, or an action that was completed in the past but has an impact on the present. Then, the teacher will present some example sentences from the textbook and workbook, such as “The Internet has been used by more and more people in daily life.”, “Many online courses have been designed to help students learn better.”, and guide students to analyze the structure and meaning of the sentences, so that students can further understand the usage of the present perfect passive voice. Next, guide students to complete the grammar exercises in the workbook. The exercises include filling in the blanks with the correct form of the given verbs, rewriting sentences into the present perfect passive voice, and choosing the correct answers. For the filling-in-the-blank exercise, the teacher will ask students to first determine the tense and voice according to the context, then fill in the correct form. For example, for the sentence “The new app ________ (download) by thousands of students so far.”, students need to determine that the time adverbial “so far” indicates the present perfect tense, and the subject “the new app” and the verb “download” are in a passive relationship, so the correct answer is “has been downloaded”. For the sentence rewriting exercise, the teacher will guide students to pay attention to the conversion between active voice and passive voice, such as changing “People have used the Internet to communicate with others.” into “The Internet has been used to communicate with others by people.”, and remind students to pay attention to the change of subject and the correct form of the verb. After students finish the exercises, the teacher will check the answers one by one, focus on analyzing the error-prone points. For example, some students may confuse the present perfect passive voice with the general past passive voice, or make mistakes in the form of the past participle. The teacher will give targeted explanations and additional exercises to help students correct their mistakes. For example, design a contrast exercise: “The letter was sent yesterday. (general past passive voice)” and “The letter has been sent already. (present perfect passive voice)”, guide students to distinguish the differences between the two tenses according to the time adverbial and the meaning of the sentence. In order to enhance students’ ability to apply grammar, the teacher will design a small writing activity: ask students to write 3-5 sentences about the impact of the Internet using the present perfect passive voice. For example, “The Internet has been used to improve our study efficiency.”, “Many people’s lives have been changed by the Internet.” Students can write independently, and then exchange their sentences with their deskmates, check each other’s grammar and expression, and the teacher will randomly select some students’ sentences to comment on, affirm the correct expressions, and correct the wrong ones. Listening and Speaking Exercises The listening and speaking part of the workbook focuses on training students’ ability to understand Internet-related listening materials and express their views on Internet-related topics. The listening material is a dialogue about online habits and the selection of learning apps, which is close to students’ daily life and has strong practicality. The speaking part requires students to discuss online habits, the advantages and disadvantages of Internet use, and other topics, improving their oral expression ability. First, carry out the listening training. The teacher will play the listening material twice. For the first time, ask students to listen carefully and grasp the main content of the dialogue: “What are the two speakers talking about ”, “What online habits do they mention ” For the second time, ask students to listen carefully again and complete the exercises in the workbook, such as filling in the blanks with the key information heard and choosing the correct answers. After listening, the teacher will play the listening material again sentence by sentence, check the answers with students, and explain the key words and sentences in the listening material. For example, explain the functional expressions such as “I guess...”, “I suppose...”, “I believe...”, which are used to express guesses and beliefs, and guide students to read these expressions aloud to master their pronunciation and usage. After the listening training, carry out the speaking activity. The teacher will divide students into groups of 4, and give the discussion topic: “How do you use the Internet in your study and life What are the advantages and disadvantages of using the Internet too much ” Before the discussion, the teacher will give some useful words and sentences to help students express their views, such as “The Internet helps me...”, “I think the Internet is useful because...”, “However, using the Internet too much will...”, “We should use the Internet rationally.” Students will have a 10-minute group discussion. During the discussion, the teacher will walk around the classroom, listen to students’ discussions, and timely guide students who have difficulties in expression. For example, if a student cannot express “network addiction” in English, the teacher can tell them the phrase “be addicted to the Internet” and guide them to use it in sentences. After the group discussion, each group will send a representative to make a 2-3 minute report, sharing the group’s views on the discussion topic. The teacher will comment on each representative’s report, affirm their advantages in expression, such as fluent pronunciation, accurate use of vocabulary and sentence patterns, and put forward suggestions for improvement, such as adding more details to make the report more vivid. At the same time, guide other students to listen carefully to the reports and ask questions to the representatives, such as “Do you have any suggestions on how to avoid being addicted to the Internet ”, further expanding the discussion and improving students’ oral communication ability. In addition, the teacher will design a role-play activity. Ask two students to play the roles of two friends, and have a dialogue about their online habits. For example, one student asks: “How much time do you spend online every day ”, the other student answers: “I usually spend two hours online every day. I often surf the Internet to look up study materials and chat with my friends.” Then the first student asks: “Do you think it’s good to spend so much time online ”, and the second student answers: “I think it’s okay as long as I don’t waste time on meaningless things. What about you ” Through the role-play activity, students can better apply the functional expressions and vocabulary learned in the unit, and improve their ability to communicate in real situations. Writing Exercises The writing part of the workbook requires students to write a blog post about safe Internet use, which is a comprehensive application of the knowledge and skills learned in the unit. The teaching focus of this part is to help students master the structure of a blog post, use the vocabulary and sentence patterns learned in the unit to express their views, and improve their writing ability. First, the teacher will guide students to read the sample blog post in the workbook, analyze its structure and language characteristics. The sample blog post is divided into three parts: the opening part introduces the importance of safe Internet use; the main body part puts forward 2-3 suggestions on safe Internet use, such as protecting personal privacy, not believing in false information, and avoiding cyberbullying; the ending part calls on everyone to use the Internet rationally and safely. The teacher will guide students to pay attention to the structure of the blog post, the use of transition words (such as first, second, finally, however), and the accurate use of vocabulary and sentence patterns. Then, the teacher will guide students to brainstorm the content of the blog post. Ask students to think about: “What suggestions on safe Internet use can you put forward ”, “What examples can you use to illustrate the importance of safe Internet use ” Students can write down their ideas on the draft paper, and then exchange their ideas with their deskmates, supplementing and improving each other. The teacher will also put forward some suggestions, such as adding specific examples, such as “We should not give out our personal information, such as ID number and phone number, to strangers online.”, to make the blog post more persuasive. After brainstorming, students will start to write the blog post independently. The teacher will remind students to pay attention to the following points: first, the structure is clear, including opening, main body and ending; second, use the vocabulary and sentence patterns learned in the unit, such as benefit, privacy, cyberbully, surf the Internet, keep track of, and the present perfect passive voice; third, the language is accurate and fluent, avoiding grammatical errors; fourth, the content is practical and meaningful, putting forward specific and feasible suggestions. During the writing process, the teacher will walk around the classroom, provide timely help to students who have difficulties in writing. For example, if a student does not know how to express “protect personal privacy” in English, the teacher can tell them the phrase “protect personal privacy” and guide them to use it in a sentence; if a student has problems with the structure of the blog post, the teacher can help them sort out the ideas. After students finish writing, they will exchange their blog posts with their deskmates, and check each other’s writing according to the evaluation criteria: whether the structure is clear, whether the vocabulary and sentence patterns are used correctly, whether the content is practical, and whether there are grammatical errors. Students can put forward suggestions for revision to each other. Then, the teacher will select 2-3 excellent blog posts and 2-3 blog posts with common problems, and comment on them in class. For the excellent blog posts, the teacher will affirm their advantages, such as clear structure, fluent language, and rich content, and let students learn from them; for the blog posts with problems, the teacher will point out the existing problems and give specific revision suggestions, such as correcting grammatical errors, improving the structure, and adding more details. Finally, ask students to revise their own blog posts according to the teacher’s comments and their deskmates’ suggestions, and submit the revised blog posts to the teacher for review. The teacher will review each student’s blog post, record the common problems, and explain them in the next class to help students improve their writing ability. Summary and Extension At the end of the class, the teacher will summarize the key content of this workbook unit with students. First, review the core vocabulary and phrases of the unit, such as benefit, convenient, privacy, surf the Internet, keep track of, look up, and emphasize their usage; then, review the present perfect passive voice, including its structure and usage, and remind students to pay attention to the differences between the present perfect passive voice and other tenses; finally, summarize the key points of reading, listening, speaking and writing exercises, and emphasize that the purpose of these exercises is to help students consolidate the knowledge learned, improve their comprehensive language application ability, and cultivate the awareness of rational and safe Internet use. In the extension part, the teacher will assign a practical after-class task: ask students to interview their family members about their Internet use habits, record the interview content in English, and write a short report (about 100 words). The task aims to let students apply the knowledge and skills learned in the unit to real life, improve their ability to collect and organize information, and enhance their communication ability with others. At the same time, guide students to pay attention to the Internet use habits of their family members, and advocate rational and safe Internet use in the family. In addition, the teacher will recommend some English learning websites and apps to students, such as BBC Learning English, Duolingo, etc., guiding students to use online resources to learn English, improving their learning ability and expanding their horizons. Finally, the teacher will encourage students to use the Internet rationally in daily life, make full use of the advantages of the Internet to help their study and life, and avoid the negative impact of the Internet, such as network addiction and cyberbullying.
内容导航
This workbook unit focuses on the Internet’s application in daily life, study and communication. It includes practical exercises like reading comprehension, writing, listening and speaking, helping students consolidate unit vocabulary, grammar and functional expressions, and guide them to use English to discuss Internet-related topics and reflect on rational Internet use.
1. 教学目标
Language Ability: Master Internet-related vocabulary and sentence patterns, and improve the ability to understand and express Internet-related information in English. Cultural Awareness: Understand the impact of the Internet on global communication and cultural exchange, and cultivate the awareness of cross-cultural communication in the digital age. Thinking Quality: Develop critical thinking by analyzing the advantages and disadvantages of the Internet and making rational judgments. Learning Capacity: Master effective learning strategies such as using online resources to learn English and cooperating with peers to complete tasks, and form good learning habits.
2. 教学重难点
Key Points: Master core vocabulary (e.g., benefit, convenient, privacy, cyberbully) and phrases (e.g., surf the Internet, keep track of, look up), and proficiently use the present perfect passive voice in practical communication. Difficult Points: Use English to accurately express personal views on Internet-related issues, especially in writing blog posts and participating in discussions; understand the logical structure of practical texts and improve the ability of comprehensive language application.
Warm-up and Lead-in The warm-up activity is designed to arouse students’ interest in the topic of the Internet and activate their existing knowledge reserve, laying a foundation for the subsequent learning of workbook exercises. First, the teacher will ask students some open-ended questions related to the Internet, which are closely connected with their daily life and easy to arouse resonance. The questions are as follows: “What do you usually do when you surf the Internet ”, “Which apps do you use most frequently online ”, “Can you share a memorable experience related to the Internet ” Students are allowed to think freely for a few minutes, and then invite 3-4 students to share their answers in English. During the sharing process, the teacher will positively affirm the students’ expressions, correct minor grammatical errors appropriately, and guide them to use simple and accurate words and sentences. For example, if a student says “I often use WeChat to chat with my friends online”, the teacher can further ask “How does WeChat help you keep in touch with your friends ” to guide students to express more details. After the sharing, the teacher will briefly introduce the main content of this workbook unit: “Today we will finish the exercises in WORKBOOK Unit 3. These exercises are closely related to our daily Internet use. Through these exercises, we will consolidate the knowledge we have learned in the textbook, improve our English application ability, and learn to think about the rational use of the Internet.” Then, the teacher will present some core vocabulary and phrases of the unit on the blackboard or multimedia courseware, such as benefit, convenient, download, surf the Internet, keep track of, look up, and ask students to read them aloud together twice to help them review and consolidate the pronunciation and spelling of the vocabulary, laying a foundation for the subsequent exercise training. Reading Comprehension Exercises The reading comprehension part of the workbook includes two practical passages, which are closely related to the theme of the Internet. The first passage is about the application of e-learning in different countries, introducing the specific practices of e-learning in Singapore and South Korea, and reflecting the impact of the Internet on education. The second passage is a personal experience about how the Internet changes daily life, recording the author’s daily activities online from morning to night, which is close to students’ real life. The teaching focus of this part is to help students improve their ability to obtain key information, understand the logical structure of the text and guess the meaning of new words according to the context. First, the teacher will ask students to read the first passage quickly and answer the following questions: “What is the main topic of this passage ”, “Which two countries are mentioned in the passage about e-learning ” After students finish reading, the teacher will invite students to answer the questions, check their reading speed and ability to grasp the main idea. Then, guide students to read the passage carefully, and ask them to find out the key information in each paragraph: “What e-learning tools are mentioned in Singapore ”, “How is e-learning carried out in South Korea ” Students can work in pairs to find the relevant information in the text and mark it. After that, the teacher will explain the key sentences and new words in the passage. For example, explain the phrase “instead of” and its usage, and give examples to help students understand; explain the relative clause “Where—” and guide students to analyze its structure and function in the sentence. At the same time, guide students to summarize the advantages of e-learning mentioned in the passage, such as flexibility, rich resources and convenience, and let students combine their own online learning experience to talk about their feelings. Next, carry out the training of the second reading passage. The teacher will adopt the same teaching method: first, let students read the passage quickly to understand the main content, then read it carefully to complete the detailed exercises in the workbook, such as filling in the blanks and answering questions. During the process, the teacher will walk around the classroom to observe students’ learning status, and timely help students who have difficulties in reading. For example, if a student cannot guess the meaning of the word “stream” in the passage, the teacher can guide the student to combine the context “I stream videos and music — that means I watch or listen to them online” to guess that “stream” means “to watch or listen to something online without downloading it first”. After students finish the exercises, the teacher will comment on the answers, focus on analyzing the error-prone points, and guide students to summarize the reading skills, such as how to find key information quickly, how to guess the meaning of new words according to the context, and how to understand the logical relationship between paragraphs. After finishing the two reading passages, the teacher will organize a small discussion: “What do you think of e-learning What are its advantages and disadvantages ” Students can discuss in groups of 4-5, and then each group sends a representative to share their views. During the discussion, the teacher will guide students to use the vocabulary and sentence patterns learned in the unit, such as “I think e-learning is convenient because...”, “The disadvantage of e-learning is that...”, and cultivate students’ ability to express their views in English and their critical thinking ability. Grammar Consolidation Exercises The grammar focus of this unit is the present perfect passive voice, and the workbook designs a series of targeted exercises to help students consolidate and apply this grammar point. The teaching focus of this part is to help students master the structure and usage of the present perfect passive voice, and be able to use it correctly in sentences and short passages. First, the teacher will briefly review the present perfect passive voice: its basic structure is “have/has been + past participle”, which is used to express an action that started in the past, continued to the present, and has a certain connection with the present, or an action that was completed in the past but has an impact on the present. Then, the teacher will present some example sentences from the textbook and workbook, such as “The Internet has been used by more and more people in daily life.”, “Many online courses have been designed to help students learn better.”, and guide students to analyze the structure and meaning of the sentences, so that students can further understand the usage of the present perfect passive voice. Next, guide students to complete the grammar exercises in the workbook. The exercises include filling in the blanks with the correct form of the given verbs, rewriting sentences into the present perfect passive voice, and choosing the correct answers. For the filling-in-the-blank exercise, the teacher will ask students to first determine the tense and voice according to the context, then fill in the correct form. For example, for the sentence “The new app ________ (download) by thousands of students so far.”, students need to determine that the time adverbial “so far” indicates the present perfect tense, and the subject “the new app” and the verb “download” are in a passive relationship, so the correct answer is “has been downloaded”. For the sentence rewriting exercise, the teacher will guide students to pay attention to the conversion between active voice and passive voice, such as changing “People have used the Internet to communicate with others.” into “The Internet has been used to communicate with others by people.”, and remind students to pay attention to the change of subject and the correct form of the verb. After students finish the exercises, the teacher will check the answers one by one, focus on analyzing the error-prone points. For example, some students may confuse the present perfect passive voice with the general past passive voice, or make mistakes in the form of the past participle. The teacher will give targeted explanations and additional exercises to help students correct their mistakes. For example, design a contrast exercise: “The letter was sent yesterday. (general past passive voice)” and “The letter has been sent already. (present perfect passive voice)”, guide students to distinguish the differences between the two tenses according to the time adverbial and the meaning of the sentence. In order to enhance students’ ability to apply grammar, the teacher will design a small writing activity: ask students to write 3-5 sentences about the impact of the Internet using the present perfect passive voice. For example, “The Internet has been used to improve our study efficiency.”, “Many people’s lives have been changed by the Internet.” Students can write independently, and then exchange their sentences with their deskmates, check each other’s grammar and expression, and the teacher will randomly select some students’ sentences to comment on, affirm the correct expressions, and correct the wrong ones. Listening and Speaking Exercises The listening and speaking part of the workbook focuses on training students’ ability to understand Internet-related listening materials and express their views on Internet-related topics. The listening material is a dialogue about online habits and the selection of learning apps, which is close to students’ daily life and has strong practicality. The speaking part requires students to discuss online habits, the advantages and disadvantages of Internet use, and other topics, improving their oral expression ability. First, carry out the listening training. The teacher will play the listening material twice. For the first time, ask students to listen carefully and grasp the main content of the dialogue: “What are the two speakers talking about ”, “What online habits do they mention ” For the second time, ask students to listen carefully again and complete the exercises in the workbook, such as filling in the blanks with the key information heard and choosing the correct answers. After listening, the teacher will play the listening material again sentence by sentence, check the answers with students, and explain the key words and sentences in the listening material. For example, explain the functional expressions such as “I guess...”, “I suppose...”, “I believe...”, which are used to express guesses and beliefs, and guide students to read these expressions aloud to master their pronunciation and usage. After the listening training, carry out the speaking activity. The teacher will divide students into groups of 4, and give the discussion topic: “How do you use the Internet in your study and life What are the advantages and disadvantages of using the Internet too much ” Before the discussion, the teacher will give some useful words and sentences to help students express their views, such as “The Internet helps me...”, “I think the Internet is useful because...”, “However, using the Internet too much will...”, “We should use the Internet rationally.” Students will have a 10-minute group discussion. During the discussion, the teacher will walk around the classroom, listen to students’ discussions, and timely guide students who have difficulties in expression. For example, if a student cannot express “network addiction” in English, the teacher can tell them the phrase “be addicted to the Internet” and guide them to use it in sentences. After the group discussion, each group will send a representative to make a 2-3 minute report, sharing the group’s views on the discussion topic. The teacher will comment on each representative’s report, affirm their advantages in expression, such as fluent pronunciation, accurate use of vocabulary and sentence patterns, and put forward suggestions for improvement, such as adding more details to make the report more vivid. At the same time, guide other students to listen carefully to the reports and ask questions to the representatives, such as “Do you have any suggestions on how to avoid being addicted to the Internet ”, further expanding the discussion and improving students’ oral communication ability. In addition, the teacher will design a role-play activity. Ask two students to play the roles of two friends, and have a dialogue about their online habits. For example, one student asks: “How much time do you spend online every day ”, the other student answers: “I usually spend two hours online every day. I often surf the Internet to look up study materials and chat with my friends.” Then the first student asks: “Do you think it’s good to spend so much time online ”, and the second student answers: “I think it’s okay as long as I don’t waste time on meaningless things. What about you ” Through the role-play activity, students can better apply the functional expressions and vocabulary learned in the unit, and improve their ability to communicate in real situations. Writing Exercises The writing part of the workbook requires students to write a blog post about safe Internet use, which is a comprehensive application of the knowledge and skills learned in the unit. The teaching focus of this part is to help students master the structure of a blog post, use the vocabulary and sentence patterns learned in the unit to express their views, and improve their writing ability. First, the teacher will guide students to read the sample blog post in the workbook, analyze its structure and language characteristics. The sample blog post is divided into three parts: the opening part introduces the importance of safe Internet use; the main body part puts forward 2-3 suggestions on safe Internet use, such as protecting personal privacy, not believing in false information, and avoiding cyberbullying; the ending part calls on everyone to use the Internet rationally and safely. The teacher will guide students to pay attention to the structure of the blog post, the use of transition words (such as first, second, finally, however), and the accurate use of vocabulary and sentence patterns. Then, the teacher will guide students to brainstorm the content of the blog post. Ask students to think about: “What suggestions on safe Internet use can you put forward ”, “What examples can you use to illustrate the importance of safe Internet use ” Students can write down their ideas on the draft paper, and then exchange their ideas with their deskmates, supplementing and improving each other. The teacher will also put forward some suggestions, such as adding specific examples, such as “We should not give out our personal information, such as ID number and phone number, to strangers online.”, to make the blog post more persuasive. After brainstorming, students will start to write the blog post independently. The teacher will remind students to pay attention to the following points: first, the structure is clear, including opening, main body and ending; second, use the vocabulary and sentence patterns learned in the unit, such as benefit, privacy, cyberbully, surf the Internet, keep track of, and the present perfect passive voice; third, the language is accurate and fluent, avoiding grammatical errors; fourth, the content is practical and meaningful, putting forward specific and feasible suggestions. During the writing process, the teacher will walk around the classroom, provide timely help to students who have difficulties in writing. For example, if a student does not know how to express “protect personal privacy” in English, the teacher can tell them the phrase “protect personal privacy” and guide them to use it in a sentence; if a student has problems with the structure of the blog post, the teacher can help them sort out the ideas. After students finish writing, they will exchange their blog posts with their deskmates, and check each other’s writing according to the evaluation criteria: whether the structure is clear, whether the vocabulary and sentence patterns are used correctly, whether the content is practical, and whether there are grammatical errors. Students can put forward suggestions for revision to each other. Then, the teacher will select 2-3 excellent blog posts and 2-3 blog posts with common problems, and comment on them in class. For the excellent blog posts, the teacher will affirm their advantages, such as clear structure, fluent language, and rich content, and let students learn from them; for the blog posts with problems, the teacher will point out the existing problems and give specific revision suggestions, such as correcting grammatical errors, improving the structure, and adding more details. Finally, ask students to revise their own blog posts according to the teacher’s comments and their deskmates’ suggestions, and submit the revised blog posts to the teacher for review. The teacher will review each student’s blog post, record the common problems, and explain them in the next class to help students improve their writing ability. Summary and Extension At the end of the class, the teacher will summarize the key content of this workbook unit with students. First, review the core vocabulary and phrases of the unit, such as benefit, convenient, privacy, surf the Internet, keep track of, look up, and emphasize their usage; then, review the present perfect passive voice, including its structure and usage, and remind students to pay attention to the differences between the present perfect passive voice and other tenses; finally, summarize the key points of reading, listening, speaking and writing exercises, and emphasize that the purpose of these exercises is to help students consolidate the knowledge learned, improve their comprehensive language application ability, and cultivate the awareness of rational and safe Internet use. In the extension part, the teacher will assign a practical after-class task: ask students to interview their family members about their Internet use habits, record the interview content in English, and write a short report (about 100 words). The task aims to let students apply the knowledge and skills learned in the unit to real life, improve their ability to collect and organize information, and enhance their communication ability with others. At the same time, guide students to pay attention to the Internet use habits of their family members, and advocate rational and safe Internet use in the family. In addition, the teacher will recommend some English learning websites and apps to students, such as BBC Learning English, Duolingo, etc., guiding students to use online resources to learn English, improving their learning ability and expanding their horizons. Finally, the teacher will encourage students to use the Internet rationally in daily life, make full use of the advantages of the Internet to help their study and life, and avoid the negative impact of the Internet, such as network addiction and cyberbullying.