Unit 3 The Internet Listening and Talking 教案-2024-2025学年人教版英语高中必修第二册

Unit 3 The Internet-Listening and Talking 教学设计 教学目标 Language Competence: Master internet-related expressions (e.g., "surf the net", "social media") and functional dialogues about online habits. Cultural Awareness: Understand cross-cultural differences in internet usage and digital etiquette. Thinking Quality: Analyze pros/cons of internet dependence through critical thinking in discussions. Learning Ability: Develop skills to extract key info from listening materials and collaborate in pair talks. 重难点 Key Points: Grasp listening details about internet activities; use proper tones to express preferences/opinions. Difficult Points: Distinguish subtle meanings in spoken language; conduct fluent dialogues comparing online/offline lifestyles. 教学环节 学习活动 新课教学 Teacher: Good day, class! Today, we are going to focus on Unit 3 The Internet, specifically the Listening and Talking part. The Internet has become an integral part of our daily lives. We use it for various purposes, from entertainment to education, from communication to business. So, let's start by thinking about our own online habits. Can anyone share with the class what they usually do online? Student 1: I usually play online games. It's a great way to relax and compete with friends. There are so many interesting games available, like strategy games and action games. Teacher: That's interesting. Playing games is indeed a popular online activity. How about you, Student 2? Student 2: I like to watch videos on YouTube. There are countless channels with all kinds of content, from funny vlogs to educational documentaries. I can learn a lot while being entertained. Teacher: Excellent. YouTube has truly become a vast library of knowledge and entertainment. Now, let's move on to a listening task. Sam is doing a survey on online habits. He is talking to his schoolmates Anna, Paul, and Joe. Listen carefully to their conversation and try to answer the questions that follow. (Play the audio) Teacher: Now, let's start with the first question. How much time does Anna spend online every day? Student 3: Anna says it depends, but she'd say two or three hours. Teacher: Correct. And what about Paul? Student 4: Paul spends maybe about two hours, sometimes more. Teacher: Well done. And Joe? Student 5: Joe spends at least an hour every day online. Teacher: Great. Now, let's dig deeper into what they do online. What does Joe usually do online? Student 6: Joe has a blog. He says it's like an online diary where he writes about things he's interested in. For example, he likes basketball, so he writes a lot about his favourite team on his blog. Teacher: Very good. Blogging is a wonderful way to express one's interests and share them with the world. Now, what about Anna? What does she do online? Student 7: Anna likes to stream videos and music. She watches videos and listens to music online. She also says it's cheap and easy. Sometimes she looks up information, and she can chat with her friends anytime, anywhere with the Internet. Teacher: Exactly. Streaming services have really changed the way we consume media. And Paul? What does he use the Internet for? Student 8: Paul uses a search engine to do his homework. He says a search engine is a tool that helps him find what he's looking for. With it, he can find all the information, videos, and pictures he needs for his homework. Teacher: Right. Search engines are extremely useful for students. They have made research so much more accessible. Now, let's think about the importance of the Internet. Sam asks them what they think life would be like without the Internet. What was Joe's response? Student 9: Joe said no Internet? Life would be over! Teacher: That shows how much we rely on the Internet nowadays. Now, let's break into groups and discuss your own online habits. Compare them with what Anna, Paul, and Joe do. You can talk about how much time you spend online, what activities you engage in, and why you think the Internet is important to you. (Students form groups and start discussing) (After a few minutes) Teacher: Okay, let's come back together. Can one group share some of the points from their discussion? Group 1 Representative: In our group, we found that most of us spend around two to three hours online every day, similar to Anna and Paul. We do a variety of things. Some of us play games like Student 1 mentioned, some watch videos like Student 2, and a few of us also use the Internet for studying, like Paul. We all agreed that the Internet is really important because it connects us with people around the world, provides us with a lot of information, and offers entertainment. Teacher: That's a great summary. Another group? Group 2 Representative: In our group, we noticed that some of us use the Internet to learn new languages. There are many online courses and language exchange platforms. Also, we talked about how the Internet has made shopping more convenient. We can buy things from all over the world without leaving home. And like Joe, some of us have started writing our own blogs to share our hobbies and experiences. Teacher: Wonderful. The Internet truly offers a wide range of opportunities. Now, let's focus on some language points from the conversation. Joe said, "I have a blog. It's like an online diary where you write about something you're interested in." Here, we use "where" to introduce a relative clause that gives more information about the blog. Can you think of other sentences using "where" in this way? Student 10: I have a favourite park where I go to relax on weekends. Teacher: Excellent. And Anna said, "I like to stream videos and music. That is, I watch videos and listen to music online." "That is" is used to explain or clarify something. Can you make a sentence using "that is"? Student 11: I enjoy outdoor activities. That is, I like hiking, cycling, and playing sports outside. Teacher: Very good. Now, Paul talked about a search engine. A search engine is a tool that helps you find what you're looking for. This is a great example of using "that" to introduce a relative clause to define something. Let's practice this. Can you define something using a relative clause with "that"? Student 12: A smartphone is a device that allows you to make calls, send messages, and access the Internet. Teacher: Perfect. Now, let's have a role - play. I want you to imagine you are interviewing someone about their online habits. Use the questions we've discussed today and come up with some of your own. You can start by asking how much time they spend online, what they do online, and why they use the Internet. (Students pair up and start role - playing) (After the role - play) Teacher: That was great. I could see that you were all actively using the language we've learned today. Now, let's think about the future of the Internet. How do you think it will change our lives even more? Student 13: I think in the future, the Internet will be even faster, and we'll be able to have more immersive experiences, like virtual reality meetings and classes. Teacher: That's a fascinating thought. What about you, Student 14? Student 14: Maybe the Internet will be integrated even more into our daily objects, like our homes and cars. We could control everything with just our voices or a simple gesture. Teacher: Very creative. The Internet has the potential to bring about many amazing changes. Before we end this class, let's quickly summarize what we've learned. We've talked about different people's online habits, the importance of the Internet, and some useful language points related to describing online activities and defining things. For homework, I want you to write a short paragraph about your own online habits. Include how much time you spend online, what you do, and why the Internet is important to you. Make sure to use the language we've learned today. That's all for today's class. Have a great day! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$