1、第 1 页 共 4 页 Book 3 Unit 3 The world online Welcome to the unit 一、一、教学教学目标目标 By the end of the section, students will be able to: 1. predict what each text is about by observing the illustrations attached to the texts; 2. describe the origin of the three milestones in the development of the Internet;
2、 3. find what contributed to the invention of the first email, the first webcam and emojis; 4. share their use of emails, webcams or emojis and their knowledge of the application of the Internet. 二、二、教学重难点教学重难点 1. To observe the illustrations and describe the origin of these three milestones; 2. To
3、discuss the qualities needed to invent the first email, the first webcam and emojis. 三、三、教学教学过程过程 步步 骤骤 教学教学活动活动 设计设计意图意图 互动互动时间时间/ /模式模式 Lead-in Step 1 The teacher gets students involved in the learning mood by asking the following questions related to the Internet. 1. Do you have easy access to th
4、e Internet? If so, how often do you access it? In which way do you access the Internet, using a mobile device or other devices? 2. What do you usually do on the Internet? 3. What does the Internet mean to you? The teacher lets students talk about whether they can access the Internet and in what way
5、创设互动情境， 拉近沟通距离，激发 学习兴趣的同时，开 发话题资源，为单元 学习做好准备。 4 Individual Work Class Work 第 2 页 共 4 页 they can access it. The teacher encourages students to summarize their online activities. The teacher can show some pictures of the influence of the Internet if possible. Step 2 The teacher draws students attentio
6、n to the first sentence “There are many important milestones in the development of the Internet,” and lets students focus on the word “milestones”. Students share their understanding of the word “milestone”. The teacher has students think, “When we speak of important milestones in the development of
7、 the Internet, what can you think of?” Students discuss in groups and share their ideas about some milestones in the development of the Internet. 利用相关图片导 入主题，并引导学生 进行头脑风暴，激活 学生已有的背景语言 知识，自然过渡到学 习内容。 6 Group Work Free talk Step 3 Students observe the three pictures of the “” sign of an email address,
8、 a webcam and some emojis attached to the three texts and find out what they are used for respectively. Then, the teacher asks students to read the three texts and answer the following questions. 1. What can you see from the three pictures attached to the three texts? 2. Can you predict what each of
9、 the three texts might tell us about according to the pictures? 引导学生观察图 片，识别图片中物体 的用途，预测文本主 要内容，并有策略地 提取细节信息，掌握 “看”的语言技能， 激发学生输出动机。 10 Individual Work Class Work 第 3 页 共 4 页 Students read the three texts and answer the questions. 1. After you have finished reading the texts, to be exact, do you know
10、 what each text tells us about? 2. Can you describe them? Step 4 The teacher has students read the three texts again and answer the following question. Why are these three examples of invention presented to us? Meanwhile, the teacher leads students to reflect on what contributed to the invention of
11、the first email, the first webcam and emojis and has students answer the following questions. 1. What do you think contributed to the invention of the first email, webcam and emoji? 2. What can you learn from these examples? 引导学生基于文 本，反思归纳，自我 探索， 表达个人观点。 5 Individual Work Group Work Step 5 The teach
12、er has students exchange their opinions about their use of emails, webcams or emojis by asking the two questions on Page 29. 1. Which of the above inventions do you use most frequently? Why? 2. What other facts do you know about the Internet? The teacher guides students to understand the importance
13、of those milestones in the development of the Internet, which are benefiting the whole world. 引导学生联系自 身实际，回顾总结， 理解科技发明的意 义，进行语言输出。 5 Individual Work Group Work 第 4 页 共 4 页 Step 6 The teacher has students engage in brainstorming on widespread use of the Internet by asking the following question. In w
14、hat areas do you know the Internet is widely used? 激活学生已有的 语言和背景知识，让 学生进行头脑风暴， 为本单元的学习做好 准备。 5 Individual Work Discussion Step 7 The teacher divides students into small groups, getting students to share their opinions on whether we can always trust the Internet. It seems that the Internet has been u
15、sed in almost every area in our life, but do you think we can always trust the Internet? Why or why not? Students read the quotation together and translate it into Chinese. Then the teacher asks students to talk about how they understand the topic of this unit. What do you think “the world online” r
16、eally means? Why? During the time of discussion, the teacher had better take part in students discussion and offer them some language help if necessary. Then, let small groups report their ideas to the whole class. 引用名人名言呈 现新知，引导学生对 单元的主题意义进行 深入探究。 通过对问题的思 考与讨论，拓宽学生 思维的深度与广度， 提升学生对单元主题 的理解，从而提高其 语言运用能力。 8 Group Work Class Work Homework 1. Write down your use of the emails, webcams or emojis. 2. Finish the workbook. 2
