2021新版北师大版必修第二册英语-Unit 4 Information Technology Lesson 1 Avatar-ppt课件（含教案+学案）.zip

1、Unit 4 Information Technology Lesson 1 Avatars Lesson 1 Avatars Period 1 学生头像1学生头像2 学生头像3 学生头像4 avatars Brainstorm Look at the screenshot of our WeChat group, describe your avatar and share the reason why you use it. Example: I use_ as my avatar in order to/ because_ _. Prediction What would you lik

2、e to learn about avatars? Write down your questions. Read for General Understanding From what aspects does the author talk about avatars? Avatars Para 1 Para 2 Paras 3-5 Para 6 Key Information introduction /definition history uses/purposes of avatars different views Read for Detailed Information How

3、 does the author explain each aspect with details? avatars Para 1 Para 2 Paras 3-5 Para 6 Details Key Information 1. To express and give room for creativity 2. To show personality 3. To move around and talk introduction /definition history uses/purposes of avatars different views Discussion and Deep

4、 Thinking Why do people obviously make their avatars look better than they do in real life? Do you agree with the writer that “the avatar you choose says a lot about your personality”? Give examples to support your opinion. Are there any risks of using avatars? Any examples? How should we use avatar

5、s in a safer and healthier way on the Internet? Any suggestions? Homework Create an avatar for one of the students/teachers in our class. Introduce it next time. Who would you give it to? What does it look like? Why did you decide to create it this way? Lesson 1 Avatars Period 2 Review and Practice

6、Complete the short text with information from the reading. The answers can be one word or more. Avatars are digital 1_ that you use to represent yourself online. You can choose an avatar from 2_of ready-made images, or 3_. Although avatars havent been around for long, they are widely used. identitie

7、s a selection create your own images Review and Practice 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

8、_, as people can use avatars to 9_. However, many people see avatars in 10_. express yourself lots of room for creativity concerns in virtual worlds a risk cheat others online a more positive light Language Learning Work in pairs and ask the following questions about the change of avatars. Write dow

9、n the answers from the text: 1) In the past, like the 1980s, what was peoples prediction about future avatars? 2) When people started creating avatars, what was their plan? 3) Since when did people start to have more than one avatar? Language Learning 1)Yet very few people knew that future avatars w

10、ould 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)Also, many Internet users realized that their avatars would be

11、seen by many people, not just their friends. Form: _ Function:_ Language Learning Whats the relationship between past, present and future? Draw a timeline. Language in Use Think about what changes has technology brought to our lives. Make a list of four changes in groups and describe the changes by

12、using past future tense. Example: In the past, I never thought that we would In the past 1) _ 2) _ 3) _ 4) _ VS Now (present) 1) _ 2) _ 3) _ 4) _ Language in Use Complete the following sentences using past future tense. In the 1990s, few people knew that _. When computers were invented, it was belie

13、ved that _. In the past few years, users of smartphones realised that _. The convenience of the Internet made Internet users discover that _. When avatars first appeared in the 1980s, few people believed that _. Creative Writing Suppose you were at the age of ten, how would you fancy your life in th

14、e future with the help of technology? Complete the story by using past future tense. Example: When I was ten, I believed that any one who could use a computer would become the most intelligent person in the future. I fancied that I would have a beeper , like the one my father had. I thought that I w

15、as going to buy a robot to help with my homework and exams. Homework Writing “_ in the past, present and future”. You can also use past future tense to show the changes. Thank YouUnit 4 Information Technology Lesson 1 Avatars 【第一学时第一学时】 【学习目标学习目标】 1能够概括和提炼文本中关于虚拟形象的主要信息； 2能够找出并梳理虚拟形象在不同方面的具体影响； 3能够反

16、思与评价虚拟形象与人们的关系，并对网络安全问题进行辩证式 思考。 【学习重难点学习重难点】 通过阅读理解虚拟形象，并对虚拟形象与人们的关系进行评价。 【学习过程学习过程】 I. Prediction. What would you like to learn about avatars? Write your questions in the diagram. Avatars II. Reading for general understanding and deep learning. Key informationdetails Para 1 Para 2 Paras 35 Avatars

17、 Para 6 III. Discussion and deep thinking. 1. Why do people obviously make their avatars look better than they do in real life? 2. Do you agree with the writer that “the avatar you choose says a lot about your personality”? Give examples to support your opinion. 3. Are there any risks of using avata

18、rs? Any examples? 4. How should we use avatars in a safer and healthier way on the Internet? Any suggestions? 【第二学时第二学时】 【学习目标学习目标】 1复习和归纳语篇中关于虚拟形象的主要信息； 2能够识别既包含过去时又包含过去将来时的主从复合句，并理解其句法 功能； 3能够根据不同语境运用过去将来时创作不同的句子和语篇。 【学习重难点学习重难点】 发现过去将来时的用法，并用过去将来时创作句子和语篇。 【学习过程学习过程】 I. Review and practice. Comple

19、te the short text with information from the reading. Avatars are digital 1_ that you use to represent yourself online. You can choose an avatar from 2_ of ready-made images, or 3_. Although avatars havent been around for long, they are widely used. Avatars let you 4_ and give you 5_. But the use of

20、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_. II. Language learning. 1. Work

21、in pairs and ask the following questions about the change of avatars. Write down the answers from the text: 1) In the past, like the 1980s, what was peoples prediction about future avatars? 2) When people started creating avatars, what was their plan? 3) Since when did people start to have more than

22、 one avatar? Answers: 1) _ 2) _ 3) _ 2. Observe the three complex sentences, underline the verbs and write down their tenses. 3. Summarise the form and function of past future tense. Form: _ Function: _ 4. Whats the relationship between past, present and future? Draw a timeline. _ III. Language in u

23、se. Think about what changes has technology brought to our lives. Make a list of four changes in groups and describe the changes by using past future tense. Example: In the past, I never thought that we would 2. Complete the following sentences using past future tense. 1) In the 1990s, few people kn

24、ew that _. 2) When computers were invented, it was believed that _. 3) In the past few years, users of smartphones realised that _. 4) The convenience of the Internet made Internet users discover that _. 5) When avatars first appeared in the 1980s, few people believed that _. IV. Creative writing. S

25、uppose you were at the age of ten, how would you fancy your life in the future with the help of technology? Complete the story by using past future tense. _ _ _ _ _ _ _Unit 4 Information Technology Lesson 1 Avatars 第一课时第一课时 教学目标教学目标在本课结束时，学生能够： 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反思与评价虚拟形象与

26、人们的关系，并对网络安全问题进 行辩证式思考。 教学重难点教学重难点通过阅读理解虚拟形象，并对虚拟形象与人们的关系进行评 价。 教学过程教学过程 教学目标教学活动与步骤设计意图评价要点 Step 1: Brainstorm (1) Ss try to guess the word showing different electronic images on the Internet. (2) The teacher shows a screenshot with different images in the class WeChat group and asks Ss to describe

27、 their images as well as its meanings. 创设生活情境， 引入主题。激 活学生脑中关 于虚拟形象的 已有认知，并 在语境中激活 相关词汇与短 语。引起学生 对该主题的兴 趣。 学生能够描述 自己的虚拟形 象内容及意义。 引入主题。 Step 2: Predict Ss raise different questions concerning the topic “avatars”. 引导学生预测 语篇的主题和 内容，帮助学 生主动思考， 铺垫语言和结 学生能够基于 语篇标题提出 关于虚拟形象 的问题。 构。 1概括和 提炼文本 中关于虚 拟形象的 主要信息。

28、 Step 3: Read for general understanding (1) Ss read the article and check prediction. (2) Ss summarise the key information about avatars. 学生通过阅读 检验预测，获 取语篇关于虚 拟形象的主要 内容并尝试提 炼概括。 学生能够概括 文章中关于虚 拟形象的主要 信息；学会总 结段落关键信 息。 2找出并 梳理虚拟 形象在不 同方面的 具体影响。 Step 4: Read for detailed information (1) Ss read the text

29、 again, and find detailed information in different aspects about avatars. (2) Ss answer more specific questions related to avatars and reveal the details about avatars. 学生通过细读 课文，分类梳 理虚拟形象的 细节信息，获 得结构化知识， 并通过回答问 题的方式进一 步分析和理解 文本。 学生能够基于 话题的细节信 息，完善对于 网络头像的理 解，并内化语 言。 3反思与 评价虚拟 形象与人 们的关系， 并对网络 安全问题 进

30、行辩证 式思考。 Step 5: Discuss and have deep thinking Ss read the text again and have a group discussion on the following four questions: (1) Why do people obviously make their avatars look better than they do in real life? (2) Do you agree with the writer that “the avatar you choose says a lot about your

31、 personality”? Give examples to support your opinion. (3) Are there any risks of using avatars? Any examples? 学生运用证据 评价语篇中的 某些观点，并 就如何使用虚 拟形象进行安 全社交发表自 己的看法。 学生能够评价 作者观点并表 达自己的看法。 (4) How should we use avatars in a safer and healthier way on the Internet? Any suggestions? Homework Create an avatar f

32、or one of the students/teachers in our class. Introduce it next time. (1) Who would you give it to? (2) What does it look like? (3) Why did you decide to create it this way? 第二课时第二课时 教学目标教学目标在本课结束时，学生能够： 1复习和归纳语篇中关于虚拟形象的主要信息； 2识别既包含过去时又包含过去将来时的主从复合句，并理 解其句法功能； 3根据不同语境运用过去将来时创作不同的句子和语篇。 教学重难点教学重难点发现过

33、去将来时的用法，并用过去将来时创作句子和语篇。 教学过程教学过程 教学目标教学活动与步骤设计意图评价要点 1复习和 归纳语篇 中关于虚 拟形象的 主要信息。 Step 1: Review the text 1. Ss answer the questions about avatars. 2. Ss complete the summary of the text. 回顾主题，复 习已学的话题 知识，巩固语 言。 学生能够回答 话题相关的问 题，根据文本 回顾主题信息。 2识别既 包含过去 时又包含 过去将来 时的主从 复合句， Step 2: Focus on language 1. Ss

34、answer the questions about the changes of avatars and underline the answers with past tense and past future tense. 2. Ss summarise the form of 在语篇中识别 过去将来时， 发现其形式。 在语境中体会 过去时和过去 将来时的关系， 学生能够在语 篇中识别时态 的形式，发现 规律，总结出 功能意义。 并理解其 句法功能。 past future tense and understand the grammatical function concerning

35、past future in the context. 3. Ss explain the relationship between the past, present and future by drawing a timeline. 从而理解过去 将来时的功能。 学会在句子语 境中使用过去 将来时。 3根据不 同语境运 用过去将 来时创作 不同的句 子和语篇。 Step 3: Language in use 1. Ss create sentences concerning the change of technologies by following the sentence patte

36、rn of the past future tense. 2. Ss complete the sentences by using past future tense. 3 Ss complete a story using past future tense. 给出主题相关 的不同情境， 让学生深度感 受和运用过去 将来时。从句 型到句子再到 语篇，完成语 法知识“形式 意义使 用”的统一体。 学生在不同的 语境中使用过 去将来时。从 模仿句型到创 作句子再到创 作语篇，完成 与主题意义相 关的语法应用。 Homework Writing “_ in the past, present and future”. You can also use past future tense to show the changes.