Unit3 The world online Reading The Internet: a world without frontiers教学设计-2024-2025学年高中英语牛津译林版必修第三册

B3 Unit3 Reading The Internet: a world without frontier 教学设计 学 校：祁阳市第二中学 授课教师：罗亚琴 I. Analysis of Teaching Material This lesson is a reading class from Unit 3 The Internet: a world without frontier in Yilin (Edition 2020), Book 3, targeting senior one students. The text centers on the theme of the Internet, with a clear structure.The Internet is closely related to students’ daily lives, making it easy to arouse their interest and engage them in discussions. The text not only introduces practical advantages (e.g., information access, e-commerce, social connection) but also lays the groundwork for critical thinking about its disadvantages, which aligns with the goal of cultivating students’ comprehensive literacy. The text uses clear logical connections and specific examples to support its points, helping students master reading strategies like skimming for structure and scanning for details. It also contains topic-related vocabulary (e.g., e-commerce, access to information, Internet fraud) that provides language support for subsequent discussions. Ⅱ. Analysis of Learning Situation The students are in the first year of senior high school. Firstly, they are familiar with the Internet in daily life (e.g., online shopping, social media, information search), which provides rich life experience for understanding the text and participating in discussions. Secondly, they have basic reading and communication skills but may need guidance in analyzing text structure and extracting detailed information. Vocabulary barriers can be alleviated through pre-reading vocabulary games. Thirdly, they are capable of critical thinking but may lack systematic expression when discussing disadvantages. Visual aids (pictures, keywords) in the lesson can help them organize ideas. Ⅲ. Teaching Objectives By the end of the lesson, students will be able to: 1. get the structure of the passage; 2. know some advantages of the Internet; 3. discuss the advantages and disadvantages of the Internet. Ⅳ. Teaching Important Points 1.Understanding the text structure and extracting the main advantages of the Internet with supporting details. 2.Discussing and expressing the advantages and disadvantages of the Internet in English. Ⅴ. Teaching Difficult Points 1.Developing critical thinking to systematically analyze and express the disadvantages of the Internet with logical reasoning. 2.Applying the language knowledge learned from the text to practical communication (e.g., group discussions and presentations). Ⅵ. Teaching Methods 1.Task-Based Language Teaching (TBLT): Students complete reading tasks (e.g., filling in charts for main ideas and details) to achieve learning goals. 2.Communicative Language Teaching (CLT): Encourage interaction through group discussions, presentations, and critical thinking activities. 3.Multimedia-Assisted Teaching: Use audio (text recording), pictures (for disadvantages), and video (correct Internet use) to enrich teaching resources. 4.Reading Strategy Guidance: Guide students to use skimming and scanning skills to improve reading efficiency. ⅤⅡ. Teaching Aids 1.Multimedia equipment: computer, projector, speakers. 2.Audio: recording of the passage. 3.Visual materials: pictures of Internet disadvantages (fraud, addiction, virus), video about correct Internet use. 4.Vocabulary cards/games for pre-reading review. ⅤⅢ. Teaching Procedures Step1 Before Reading 1. Review：词汇游戏，复习本节课的新词汇 2. Lead-in: 看图并讨论What do we often do on the Internet? Step2 While Reading 1. Listen to the tape, read the passage the first time and get the main idea of each paragraph 2. Read again and finish the chart 3. Read the third time and finish chart Step3 After Reading 1. Critical thinking思考讨论 What do you think the disadvantages with the Internet are? （给学生提供一些参考图片和相应关键词） the Internet fraud; be cheated by false information addicted to the Internet; social isolation; hate study the Internet fraud; be cheated by the Internet fraud; be cheated by personal information; be stolen virus; damage computers virus; damage computers 2. Discuss and presentation 分组讨论并记录关于网络优缺点的信息，最后投影展示分享 3. Summary the advantages and disadvantages of the Internet 4. Watch a video about how to use the Internet correctly. Let’s be a wise netizen. Step4 Homework 1. Discuss about bringing mobile phones to school with your classmates. 2. Finish exercise B1& B2 on page 33 Blackboard Design Unit3 Reading The Internet: a World Without Frontiers Text Structure Advantages Disadvantages Introduction: Achieve almost anything online. 1. Information access: Quick/ 2. easy access to huge information. 1. Internet fraud; false information. Main Body: 3 advantages. 3. E-commerce: Convenient shopping, taxi ordering, travel arrangements (via smartphone). 2. Addiction → social isolation, poor study. Conclusion: Use properly and responsibly. 3. Social connection: Contact loved ones, find communities with shared interests. 3. Personal information theft; virus damage. Teaching Reflection 1. Strengths (1)The combination of pre-reading vocabulary games and life-related lead-in effectively activated students’ prior knowledge and interest. (2)Layered reading tasks (skimming for structure, scanning for details) helped students systematically grasp the text, with charts making abstract content concrete. (3)The use of pictures and keywords when discussing disadvantages reduced expression barriers, promoting active participation in group discussions. (4)The video on “correct Internet use” at the end effectively sublimated the theme, strengthening students’ awareness of responsible netizen behavior. 2. Weaknesses (1)Some students struggled to express disadvantages in English despite visual aids; more sentence patterns or model dialogues may be needed for support. (2)Time allocation in group presentations was slightly tight, with a few groups not having enough time to fully share. (3)Individual students with weaker reading skills lagged behind in completing detail-filling tasks, requiring more targeted guidance. 3. Improvement Directions (1)Prepare simplified language support (e.g., sentence frames) for discussing disadvantages to help low-proficiency students. (2)Adjust time management in group activities, perhaps setting a clearer time limit and appointing a group leader to organize sharing. (3)Provide differentiated reading tasks (e.g., simpler charts for slow readers) to ensure all students participate effectively. 学科网（北京）股份有限公司 $$