1、Book2 Unit3 The InternetText book versionText book version T The he new high school English compulsory 2 new high school English compulsory 2 Period Period 2 of Unit 3 2 of Unit 3 “Reading “Reading and and ThinkingThinkingBy PeopleBy Peoples Education Presss Education PressTopicTopicFinding the corr
2、ect perspectiveFinding the correct perspectiveTeaching contents Main ContentsTeaching material analysisTeaching material analysisStudent analysisStudent analysisTeaching, learning methods and teaching aidsTeaching, learning methods and teaching aids Teaching proceduresTeaching proceduresBlackboard d
3、esignBlackboard designTeaching evaluationsTeaching evaluations The theme of Reading and Thinking is Start an online community. It tells the story of a 50-year old unemployed female teacher in the UK who not only used the Internet to change her life, but also helped other older people learn to use th
4、e Internet to change their lives.This article is a narrative, it contains the main title and subtitle. The main title Stronger Together represents the result or state, and the subtitle How We Have Been Changed by the Internet emphasizes the role and significance of the Internet through the passive v
5、oice of the present completion tense. There are five natural sections in the article, which explain the background, place and characters of the story, as well as the cause, process and result of the event.一、教材分析（一、教材分析（The analysis of teaching materials） As we know, reading belongs to the input duri
6、ng the process of the language learning. The input has great effect on output , such as speaking and writing. According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of childrens growing of mind, I think the teaching objecti
7、ves are the followings:二、说教学目标和核心素养（二、说教学目标和核心素养（Talk about the teaching goal and the core accomplishment）1. 语言能力（Language Skills）1)Students can understand and correctly use the passive voice of the present perfect tense for oral and written expressions.2)Students can read narrative texts describing
8、 their personal experiences and understand their stylistic and linguistic features.2.学习能力（Learning Ability）Students can understand the language characteristics of the title of the article and can predict the content of the text through the title.3.文化意识（ Cultural Awareness）1) Students can understand
9、the application of the Internet in daily life and the important development of China in the field of the Internet.2)Students can understand the convenience and problems brought by the Internet, understand the current situation of the use of the Internet by young people at home and abroad, and use th
10、e Internet correctly and reasonably for learning and social communication.4.思维品质（Thinking Quality） Students can understand the linguistic characteristics of new media discourse and their characteristics and advantages in transmitting information, exchanging views and thinking and emotion; combining
11、their own needs and the characteristics of the Internet, they can make rational and effective use of the Internet in study, life and social communication, and develop critical thinking and innovative thinking ability.Teaching focusHelp students understand the main information of reading text, and ma
12、ster the reading strategies to obtain the scope of topic, theme and attitude of the author by analyzing the title of the article; guide students to learn the important vocabulary in the text in the context, and can tell the network story of themselves or others. 三、说教学重难点（三、说教学重难点（Talk about teaching
13、 focus and difficulty）Teaching difficultyHelp students understand the main information of the reading text, and master the reading strategies to obtain the scope of the topic, the main purpose and the attitude of the author through the analysis of the title of the article.Analysis of the Ss Subject：
14、The Ss in Grade 1, senior high school in ruralareas, weak English foundation, but they are familiar with this topic “The Internet” . Lesson time: in the second lesson of this unit. The students have mastered the new words and phrases in the text.四、说学情分析（四、说学情分析（Talk about the analysis of academic si
15、tuation） Teaching methods: Teaching methods: task-based teaching, auto-lingual approach Learning methods:Learning methods: Discussion, cooperative learning method Teaching aids: Teaching aids: Blackboard, projector and PPTWarming up 5 mPre-reading 7 mReading 19 mPost-Reading 14 m4 steps Teaching pro
16、cedures 45mins七、说教学过程（Talking about the teaching process） My teaching design is divided into the following steps:Prediction(5min)Predict the general meaning of the text.Look at the activity title “Start an online community” and the title of the text “Strong Together: How We Have Been Changed by the
17、Internet. How are they connected with each other?What do you think the text will be about?How do you think the writer feels about the topic?Textual pattern analysisTask1Go through the text and find out the text pattern_A. General- particular pattern （总分模式）B. Problem-solution pattern （问题解决模式）C. Quest
18、ion- answer pattern （问题回答模式） Task 2Read the text and answer questions.1. Why did Jan quit her job?2. How did the people in the online community help her?3. Why did she start the IT club?4. What is the “digital divide”?5. What is Jans next goal?6. What can we learn from her experiences?Task 2Read the
19、 text and answer questions.1. Why did Jan quit her job?2. How did the people in the online community help her?3. Why did she start the IT club?She suddenly developed a serious illness.People in the online community talked with her about her problems, supported her, and gave her advice.To teach older
20、 people how to use computers and the Internet.Task 2Read the text and answer questions.4. What is the “digital divide”?5. What is Jans next goal?6. What can we learn from her experiences?It is the gap between those who have access to the Internet and those who havent , and those who know how to use
21、new technology and those who dont.Her next goal is to start a charity website to raise money for children in poor countries.Task 3 List the ways in which the text says the Internet has changed peoples lives. Try to add more examples.Examples from the text:No longer wait in line;No longer need to car
22、ry cash;Easily get updated information;Download software, documents;Listen to music;Watch films;Play games; Explore the world;Join an online group;Apply for work online;Start a charity website;Taking online classes.More examples you know:Read more books online;Video chat with friends;Purchase things
23、;Task 4Use mind map to show how Jans life has been changedTask 51.Where can you read this passage?2.Who will be interested in this passage?Pragmatical analysisMaybe you can read it in a magazine or newspaper.People who are interested in the Internet.Critical thinkingDo you think your life has been c
24、hanged by the Internet? If so, how?1. Skim the text and answer: (2min) The aim of the passage is_. A. to advise the students not to go to the university B. to tell the students how to get a good job C. to challenge students ideas and introduce more efficient study habits D. to teach the students how
25、 to set a goalReading 2. Scan this text and finish the following exercises. Check in pairs.(7min)1.Why do successful students worry? ( within 10 words)3.Listen to the tape and finish the following questions.(7min)Key: Because they dont want to disappoint their parents and teachers. Key: Keep your li
26、fe in proportion, so that things dont get you down2.Which sentence in the passage is the closest in the meaning of the following one? Try to remain well-balanced and sensible at all times and youll not feel depressed.3.According to the context, what does the word “fullfil” in paragraph 2 mean? A. ac
27、hieve B. complete C. follow D. obey4.Do you think breaks in a study schedule useful? Why or why not?Key: Yes, because breaks can help us workmore efficiently. Post reading(1)Do you agree or disagree with the four myths? Give a reason.(2)Which advice are you most likely to follow? Why?1. Discussion(5
28、min) As a student in Grade 3, what other worries do you have about your schoolwork or your future? Share with your partners and get some advice. Then report briefly.2.Talk and write(6min)uWhat have you learned from this passage?uWhat problems have you solved?uWhat difficulties do you still have afte
29、r learning this passage?Evaluation and summary(2min) Write a passage about “How to be a happy student in Grade 3?” Homework(1min) Unit3 Finding the correct perspectiveHomework:Write a passage about “How to be a happy student in Grade 3?”Words: Select, representUseful expressions: in pieces, in ruins.Blackboard design.1.Face all students, design different activities, try hard to arouse students interest.2. Highlight the student main body and respect the individual differences.3. Attach as many opportunities as possible for the students to output after input. Teaching evaluation
