Unit 2 Safety Lesson 3 Better Safe Than Sorry Safe Surfing 教学设计 2025-2026学年北师大版（2024）八年级英语上册

Unit 2 Safety-Lesson 3 Better Safe Than Sorry Safe Surfing This lesson, "Better Safe Than Sorry: Safe Surfing" from Unit 2 Safety in the 2024 Beijing Normal University Edition English textbook for Grade 8, focuses on the crucial topic of online safety. In the digital age, students are constantly exposed to the Internet, making it essential for them to understand how to protect themselves while surfing the web. The lesson starts with presenting various online scenarios that students might encounter, such as chatting with strangers, sharing personal information, and downloading files. Through reading materials, it elaborates on the potential risks like identity theft, cyberbullying, and malware attacks. It also provides practical tips and strategies for safe surfing, including setting strong passwords, being cautious about sharing personal details, and recognizing phishing attempts. 教学目标 A. Knowledge Aims Students will be able to master key vocabulary related to online safety, such as "password", "privacy", "phishing", "malware", and "cyberbully". They will learn useful expressions and sentence patterns for discussing online safety, like "You should never...", "It's important to...", "Be cautious about...", etc. Understand the main ideas and details of the reading passage about safe surfing. B. Ability Aims Develop students' reading skills, including skimming for the main idea, scanning for specific information, and inferring meaning from context. Improve students' speaking skills by enabling them to express their opinions and experiences regarding online safety in English. Cultivate students' writing skills so that they can write a short passage about safe surfing tips. C. Emotional Aims Raise students' awareness of online safety and the importance of protecting their personal information and digital footprint. Encourage students to develop a responsible attitude towards using the Internet and to respect the rights and privacy of others online. 教学重难点 A. Key Points Key vocabulary and expressions related to online safety. Reading comprehension strategies to understand the safe surfing passage. Sentence patterns for giving advice and expressing opinions on online safety. B. Difficult Points Helping students understand and distinguish between different types of online risks, especially more complex concepts like phishing and malware. Encouraging students to apply the learned safe surfing knowledge in real - life situations and to form good online habits. A. Vocabulary password (n.): A secret word or string of characters used for user authentication. For example, "You should choose a strong password to protect your account." privacy (n.): The state of being free from public attention or the right to keep one's personal information private. E.g., "We should pay attention to our privacy when using the Internet." phishing (n.): A fraudulent attempt to obtain sensitive information, such as passwords and credit card details, by disguising as a trustworthy entity in an electronic communication. Example: "Be careful of phishing emails that ask for your personal information." malware (n.): Malicious software, including viruses, worms, and trojans, designed to damage or disrupt computer systems. For instance, "Don't download files from unknown sources to avoid malware." cyberbully (v. & n.): To bully someone using electronic means, such as sending mean messages or spreading rumors online. E.g., "Cyberbullying can have a serious impact on a person's mental health." B. Expressions and Sentence Patterns You should never...: Used to give strong advice against doing something. Example: You should never share your password with strangers. It's important to...: Emphasizes the significance of an action. E.g., It's important to keep your software updated to prevent malware attacks. Be cautious about...: Advises being careful. For example, Be cautious about clicking on links in emails from unknown senders. 教学过程 A. Warming - up (5 minutes) Greet the students and start the class. Show some pictures on the PPT, such as a child chatting with an unknown person online, someone sharing their home address on a social media platform, and a computer screen with a virus warning. Ask students to look at the pictures and think about what might be wrong in these scenarios. Then, invite several students to share their thoughts briefly. B. Pre - reading (10 minutes) New Vocabulary Introduction Present the key vocabulary related to online safety on the PPT one by one. Explain the meaning of each word with simple English explanations and examples. For example, when teaching "password", say, "A password is like a secret key to your house. You use it to protect your accounts on the Internet. For example, your email password or game account password." After introducing each word, let students repeat the pronunciation several times to ensure they can pronounce it correctly. Prediction Show the title of the reading passage "Better Safe Than Sorry: Safe Surfing" on the PPT. Ask students to look at the title and predict what the passage might be about. Encourage them to share their predictions in pairs first and then with the whole class. C. While - reading (15 minutes) Skimming Let students read the passage quickly (about 2 - 3 minutes) without paying too much attention to details. Ask them to find out the main idea of the passage. After they finish reading, ask some students to share what they think the main idea is. The main idea might be that the passage is about the importance of safe surfing and how to protect oneself online. Scanning Present some detailed questions on the PPT, such as "What are three things we should not do while surfing the Internet?" or "How can we protect our privacy online?". Ask students to read the passage again, this time scanning for specific information to answer these questions. Give them about 5 - 6 minutes to read and answer. Then, check the answers with the whole class. Ask students to read out the relevant sentences from the passage that support their answers. D. Post - reading (10 minutes) Group Discussion Divide the students into groups of 4 - 5. Give each group a topic related to online safety, such as "What would you do if you received a phishing email?" or "How can you avoid being cyberbullied?". Let the groups discuss their topics for about 5 minutes. Encourage each group member to share their ideas and opinions. After the discussion, ask each group to choose a representative to report their group's discussion results to the whole class. Summary Summarize the key points of safe surfing together with the students, including important vocabulary, useful expressions, and main safety tips. Write the key points on the blackboard or show them on the PPT. E. Homework Assignment (5 minutes) Ask students to write a short passage (about 80 - 100 words) about safe surfing. They should include at least three safety tips they have learned in this class. Remind students to pay attention to grammar, spelling, and the logical structure of their writing. 教学反思 After teaching this lesson, I found that the students were quite interested in the topic of online safety as it is highly relevant to their daily lives. The warming - up activity using pictures effectively grabbed their attention and activated their prior knowledge. However, during the vocabulary introduction, some students had difficulty remembering the more complex words like "phishing" and "malware". In the future, I could use more real - life examples or even short videos to help them better understand and remember these words. During the reading process, most students were able to master the skimming and scanning skills to some extent, but a few students still had trouble finding the specific information accurately. I need to provide more targeted practice for these students. The group discussion in the post - reading part was quite successful, as it gave students a chance to express their own ideas and communicate with their peers in English. However, some students were a bit shy and did not actively participate. I should encourage them more and create a more relaxed and inclusive atmosphere in class. Overall, this lesson achieved most of the teaching aims, but there is still room for improvement in terms of vocabulary teaching and individual student support. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $