Unit 3 The Internet 单元整体教学设计-2025-2026学年高中英语人教版必修第二册

该高中英语教学设计围绕“互联网”主题，整合词汇（如blog、database等）、现在完成时被动语态、博客文体结构等核心知识。课堂导入通过数码产品图片、网络生活照片等引发兴趣，搭建从生活情境到语言技能的学习支架，衔接听说读写任务。 特色在于多模态语篇（采访、叙事文本、博客）与任务链设计，如读思课分析Jan的故事培养思维品质，读写课从博客结构分析到写作输出提升语言能力，融入听力预测、笔记技巧等学习策略。助力学生提升综合语言运用能力，为教师提供系统的单元教学框架。

Unit3 The Internet 单元整体教学设计 单元基本信息 学科 英语 实施年级 高一 设计者 段俊蓉 使用教材 人教2019版英语必修二 单元名称 Unit3 The Internet 单元学习主题分析 本单元的主题是“互联网”,属于“人与社会”主题语境下的“科学与技术”这一主题群,具体到“科技发展与信息技术创新,科学精神,信息安全”这一主题语境内容。21世纪是信息时代,互联网已与人们的生活密不可分。它在给人们生活带来便捷的同时也给我们带来了一些问题,如网络安全,网络霸凌,网络诈骗等欺诈网民人身和财产安全的问题。这些都在提醒人们在尽情享受网络使用便利的同时,也要增强网络防护意识,保护个人隐私和上网安全。 【What】单元主要内容:本单元围绕有关互联网的话题展开,Listening and Speaking部分通过调查了解学生的网络使用情况,Listening and Talking部分互相交流选择合适的应用软件。Reading and Thinking部分通过人物故事讲述了互联网对老年人生活的改变,揭示了互联网对人们的积极影响。同时,Reading for Writing部分通过博客文章提出关于安全上网的建议,增强防护意识,保护个人隐私和上网安全。Discovering Useful Structures 目标语法结构是现在完成时的被动语态,内容为“谈论已完成的事”。通过人们或主动或被动地接受互联网带来的变化来练习现在完成时的主被动语态结构。 【Why】学生通过本单元的学习能够更好地体会到互联网给人们的生活带来积极影响和消极影响,让学生从不同的语篇形式思考人与科技的关系,认识到社交媒体是把“双刃剑”,学会培养自我管理的技能,明智、适度地使用社交媒体来丰富自己的学习生活,戒除自身不良的上网行为,发展批判性思维和创新思维能力,做到安全上网,文明上网。 【How】单元语篇文体结构和语言修辞:本单元选取了不同类型的多模态语篇,包括:采访,对话,描述人物的叙事文本,视频,博客文章,其中叙事文本语篇中运用了很多现在完成时的主动或被动语态结构来描述人们或主动或被动地接受互联网带来的变化;通过对博客语篇的学习,熟悉并掌握博文的文体特点、语篇结构、标题特征和语言特点;通过调查类访谈的口头语篇结构,引导学生在听力中获取生词定义的听力技巧,培养学生的听力策略。 学情分析 所授班级来自高一年级,学生学习兴趣较浓,乐于参与课堂活动,但大部分学生的词汇量不够,大部分学生只有简单的句法和词汇基础。但对于本单元“Internet”的相关话题,学生在现实生活中运用较多,所以很感兴趣,他们能简单地描述网络在日常生活中的应用,以及互联网给人们带来的便利,能够简单地表达自己对网络的认识,谈论自己的网络习惯。但是学生对话题的认知水平比较基础,对于如何更好地运用网络帮助自己、帮助他人方面还不是很熟悉。学生能使用一些简单的和主题相关的单词和词块来表达自己对互联网的认识但仍然无法运用英语恰当地表达看法及写文章。 单元学习目标 核心素养 教学目标及要求 语言能力 主题:互联网 词汇:能正确使用下列单词及词块: blog,engine chat,identity, convenient,update, database,software, network,surf, benefit,distance, inspire, function, battery, confirm, WiFi,press,button,file,account,click, guideline,etc. 词块:blog post, search engine, identity card, keep sb. company,now that go through, in shape, keep track of, make fun of, keep ...in mind 语法:能够理解并正确运用现在完成时的被动语态进行口头和书面表达 语篇: Reading and Thinking:描述个人经历,理解文本特点和语言特点。 Reading for Writing: 新媒体语篇-博客文章,分析和把握语言特征。 表达: 1. 能够在谈话中得体恰当地表达预测、猜想和看法。 2. 能够写一篇关于网络安全的博客文章。 学习能力 1. 了解下定义的语言标记,能够在听的过程中,利用其更好地理解相关重要信息。 2. 了解文章标题的语言特点,能够通过标题预测文本内容。 文化意识 1. 了解网络在日常生活中的应用,以及中国在互联网领域的重要发展。 2. 了解互联网给人们带来的便利及问题,了解中外青少年使用互联网的现状,正确合理地使用互联网进行学习及社交。 思维品质 理解新媒体语篇的语言特征及其在传递信息、交流看法与思想情感方面的特点和优势;初步掌握对博客文章等新媒体语篇所传递的信息及作者意图进行梳理分析的能力;结合自身需求和互联网特点,在学习、生活和社交中合理有效地使用互联网,发展批判性思维和创新思维能力。 课时及学习目标 Ask about online habits (Listening and Speaking 听说1课时) 通过听力文本中对网络使用习惯的调查访谈,反思自己的上网行为,借鉴他人良好的上网习惯,戒除自己不良的上网行为。 Stronger together: How we have been changed by the Internet (Reading and Thinking 读思 1课时) 了解失业女教师通过互联网改变了自己及他人的生活和命运的美好故事的生活 ,揭示了互联网的作用和意义,让学生反思互联网和自己的关系,鼓励他们积 极投身世界互联网变革大潮塑造正确的世界观、人生观和价值观。 Talk about something that has been done (Discover useful structures) (语言运用 1课时) 学习现在完成时被动语态的用法、及其基本 构成、功能,在学生熟练掌握现在完成时被 动语态的形式和意义的基础上,引导他们恰 当地使用现在完成时主动语态和被动语态 去构建有意义的语篇来描述互联网带来了巨大的变化。 Choose the best app (Listening and Talking) (听说 1课时) 结合听力训练和口头表达,谈论应用软件赋予智能设备各种各样的功能,能够使用本单元的功能意念项目来表达对应用程序的猜测、预期或相信,选择好的应用程序。 Write a blog post (Reading for Writing) (读写 2课时) 通过阅读一篇有关安全上网建议的博客文章,了解博文的文体特点,然后能写 一篇涉及互联网利弊的博文,并在博文中给出安全上网的建议。 第一课时: Listening and Speaking: Teaching Objectives: At the end of this section, students will be able to: 1.use listening skills prediction and the key word to complete listening tasks about Internet habit surveys. 2.use some useful vocabulary and sentence patterns related to Internet habits to express themselves freely. Teaching Important and Difficult points: 1.How to use listening skills (prediction,key word) freely. 2.How to help the students communicate about Internet habits naturally and fluently in real contexts. Teaching Aids: PPT ; Listening audio Teaching Procedures Acclivity1 Lead-in Show the pictures of the digital products and Ask the students the following questions: 1.What products are in the pictures? 2.What do you usually do with them? 3.How long will you spend on them ? Purpose: to arouse the students’ interest, and get ready for the following activities. Activity2: Pre-listening Task1: Match phrases (write a blog post / use a search engine / chat online / stream movies and music) with pictures, and ask students to tick their favorite Internet activities and communicate briefly with desk mates. Task 2:Present the background of the listening task (Sam does a survey on Internet habits and interviews Anna, Paul and Joe), guide students to predict who will be interviewed and what information might be asked. Task 3:Introduce the listening skill of "prediction" and remind students to focus on key dimensions like people, time and activities. Activity3: While-listening Task1: Play the listening audio for the first time, ask students to fill in the "Time spent online every day" part of the form. Task2: Play the audio for the second time, ask students to supplement the "Online activities" and "Reasons for using the Internet" parts of the form. Task3: Play the audio for the third time and fill in the blanks of EX3. 1. A blog an online diary where you write about something you’re interested in. ,I like basketball, so I write a lot on my blog about my favorite team. 2. I stream videos and music. ,I watch videos and listen to music online. 3. A search engine that helps you find what you’re looking for. Task 4: Play the audio for the forth time for checking the answers. While listening, ask the students to try to take notes,and show some tip of taking notes:like initial letter for names ,numbers for time and statistics. Activity4: Post-listening Sort out core sentence patterns with students, including question patterns (I’d like to ask you some questions about… / How much time do you spend online every day? etc.) and answer patterns (It depends. / I’d say… etc.). Activity5: Pair work Students ask each other about Internet habits with reference to examples, teacher corrects mistakes and select 2-3 groups to show. Evaluate the students according to their pronunciation and intonation as well as the expressions. Activity 6: Summary & Homework "Do you think it is a good habit to spend much time online? Why or why not?" Express your views in a short passage. 第二课时: Reading and Thinking Stronger together:How we have been changed by the Internet Teaching Objectives By the end of this class, the students will be able to 1.master key vocabularies and sentence patterns about internet impacts; understand argumentative structure. 2.summarize main ideas, infer implications, and apply strategies to similar texts. Key and Difficult Points 1. Grasp the author’s perspective on the Internet's influence; using topic sentences to organize ideas. 2.Distinguish facts from opinions; understanding complex clauses in analyzing Internet effects. Teaching Procedures Step1:lead-in Good morning, class! Today, we are going to explore Unit 3 The Internet, specifically the Reading and Thinking part. The title of our reading passage is "Stronger Together: How We Have Been Changed by the Internet". Let's first think about the Internet in our daily lives. What are some of the things you do online regularly? Raise your hands and share with the class.(教师展示网络改变生活的照片,引导学生了解、思考、表达网络带给我们的影响。) Step2: Reading Activity1: prediction Ask the students to answer the following questions according to the picture and the title. 1.What will the passage say? 2. How does the writer feel about the topic? A. Optimistic B. neutral[ nju tr l] C. Negative D. Pessimistic Activity2:Read for structure 1. Match the main idea of each paragraph. Para.1 Jan started IT club to help others Para.2 Benefits of the Internet Para.3 The Internet helped Jan deal with illness. Para.4 Jan’s life has been improved. Para.5 Jan’s belief and next goal Activity 3:Read for details Para1:Benefits of the Internet 1. What’s the benefits of the Internet? 2.What is the function of this paragraph? A. To raise problems that will be solved later. B. To sum up the whole passage. C. To introduce the topic. D. To prove the author's argument. Para2:The Internet helped Jan deal with illness. 1. What’s the problem with Jan ? 2.How did she deal with her illness? Para3:Jan started IT club to help others 1. Why did she start the club? 2. Who have been helped by Jan? 3.what’s the purpose by referring to the 59-year-old man and 61-year-old woman? A. To introduce two old people. B. To explain how to apply for jobs online. C. To prove they are successful. D. To give two examples helped by Jan's club. Para4:Jan’s belief and next goal 1. Which of the following words is similar to the underlined word “bridge”? A. Remove. B. Design. C. Broaden. D. Increase. 2.What is the “digital divide”? digital divide:(数字鸿沟)the gap between those who know how to use new technology and those who don't. 3.What is her next goal? Para5:Jan’s life has been improved. 1. What can we know from Jan’s words in the last paragraph? ( ) A. She will keep offering help to other people. B. Thinking about other people’s life makes her tired. C. Helping others by the Internet is a challenge for her. D. Jan’s life has been greatly changed by the Internet. 2.What is the function of this paragraph? Activity4: Read and Think Jan’s life has been changed. Her career: a teacher _ start a club start a charity website Her feelings: _ inspired Her social role: helpless receive help _help Step3:Discussion What kind of person do you think Jan is? Step4 :Summary The Internet has changed our lives in many fields, including financial industry,education,transportation,catering industry,medical treatment and so on.However, it also brings some problems, we should take advantage of it in a proper way. Step5 :Homework 1.read the passage again. 2. write a short essay about whether you think the Internet has made the world a better place. 第三课时: Discovering Useful Structures Teaching Objectives By the end of this class, the students will be able to 1. Get students to have a good understanding of the basic usages of the present perfect passive voice. 2. Enable students to use the tense flexibly. Key and Difficult Points Use the present perfect passive voice accurately to describe something that has been done. Teaching Procedures Step1:Revision Good morning, class! Today, we are going to focus on the Discovering Useful Structures part in Unit 3 The Internet.Read the sentences below, and tell which is active voice and which is passive voice. My sister planted seven trees this morning.( active voice) Seven trees were planted (by my sister) this morning.(passive voice) Turn the following active voice into passive voice. 1. How many bridges have they built over the river? 2. Yan Lili told us an interesting story yesterday. 3. We are making a new study plan for this term. 4. The students will visit a history museum next Friday. Step 2 Discovering useful structures Activity1 Read and analyse Read the following sentences,and pay attention to the boldface words in red. 1.Much has been written about the wonders of the World Wide Web. 2.People’s lives have been changed by online communities and social networks. 3.Many people have been helped by the club. 4.Jan’s life has been greatly improved by the Internet. 5.The ink has not been removed from the clothes. 6.Haven’t your problems been solved? 7.How many buildings have been built in your school? Activity 2 summary How do we form the present perfect passive voice? 形式 结构 肯定式 主语+have/has been done 否定式 主语+have/has not been done 一般疑问式 Have/Has (not)+主语+been done? 特殊疑问式 疑问词+have/has (not)+主语+been done? Activity 3 Exercise 1. Change the sentences into the present perfect passive voice, and then check the answers. Example: They’ve built a kind of new PC with more functions. A kind of new PC has been built with more functions. 1) I have downloaded the software to help my phone battery last longer. The software has been downloaded to help my phone battery last longer. 2) Someone has lost an identity card. An identity card has been lost. 3) Have you confirmed the Wi-Fi password? Has the Wi-Fi password been confirmed? 4) Have you pressed the button yet to copy the file? Has the button been pressed yet to copy the file? 5) Has anyone made a comment about the online database? Has a/any comment been made about the online database? Activity 4 Pair work Ask the students to work in pair to discuss “What aspects in your life have been changed since the appearance of the Internet?” Then ask some of them to show themselves and evaluate the performance. Step3 Homework Finish off the exercises in the workbook. 第四课时: Listening and Talking Teaching Objectives By the end of this class, the students will be able to 1. master effective listening skills such as predicting the content of the listening material and grasping key words; 2. learn to draw on others' viewpoints to improve their own ideas in communication. Key and Difficult Points 1.Enhance students' listening comprehension skills, 2.cultivate students' oral expression abilities by discussing topics related to the Internet 3.express students’ viewpoints coherently and logically. Teaching Procedures Step1:Lead-in Good day, class! Today, we are going to focus on Unit 3 The Internet, specifically the Listening and Talking part. From the previous pages,we know 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. And we use different apps for different aims,like 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. Now Can anyone share with the class what apps you usually use online? Now, let's move on to a listening task. Step 2: Pre-listening 1.Present the background of the listening task (Laura and Xiao Bo are talking about how to choose suitable apps. 2.Explain the phrase oink and piggy bank piggy bank是指小猪造型的存钱罐,oink是拟声词,指猪的哼哼声。把硬币放进存钱罐,钱撞击罐体发出声音,就好像是小猪发出了“哼”的声音。所以,add some oink to my piggy bank常用来隐喻“赚点小钱”。 Step 3: While-listening Task1: Play the listening audio for the first time, ask students to fill in the blanks in EX1 and find out what apps they want.(listening tips: predict by key words) Xiao Bo is looking for a(n) app to help him get in shape. Laura would like an app for getting and another that will make her better. Task2: Play the audio for the second time, ask students to tell whether the following statements are true of false. Task3: Play the audio for the third time for checking the answers, and then tick the sentences you hear as well as underline the words used to express predictions, guesses and beliefs. While listening, ask the students to try to take notes,and show some tip of taking notes:like initial letter for names ,numbers for time and statistics. Step 4: Talking Ask the students to read the descriptions of the two apps on page 31. Then ask them to role play the conversation on the right. Step 5: Presentation Select 2-3 groups to show. Evaluate the students according to their pronunciation and intonation as well as the expressions. Step 6: Summary & Homework 1. Ask the students to discuss which app would be more popular or useful after class. 2.Write the idea and reasons down. Finish off the exercises in the workbook. 第五课时: Reading for Writing Teaching Objectives By the end of this class, the students will be able to 1.realize how to protect their online privacy and how to be a polite netizen; 2.view the information online critically and objectively; 3.figure out the organization and language feature of blog post; 4.learn the useful patterns and expressions to make suggestions from the reading text Key and Difficult Points Grasp the useful patterns and expressions to make suggestions from the reading text; Stimulate students to understand how to write a blog post Teaching Procedures Step1:Lead-in Good day, class! Today, we move to the next part of Unit 3 The Internet:Reading for Writing. Show the students some pictures about the bad effects of the Internet. 1.What problems are mentioned in the pictures? 2.What other problems will we face on the Internet? 3.How can we stay safe online? The Internet is a double-edged sword, so we should avoid accidentally falling into the trap of it. Step 2: Reading Activity 1: Read the blog and gather information. 1.What’s the main idea of the blog post? 2.Who are the online troublemakers the blog post mentions? Activity 2: Read Comprehension Read the text carefully and choose the best answer. 1. What does the writer tell us in Paragraph 1? A. Definition of online safety. B. The writer's knowledge. C. Background information. D. The topic of the blog post. 2. What's the best title of the blog post? A. Rules of the Internet B. Online Safety C. A Troll Online D. How to Post Online 3. How does the writer end the post? A. By asking questions. B. By answering questions. C.By asking readers to write comments. D. By asking and answering questions. 4. What can we learn according to the comment part? A. Boy579 always makes trouble in the chat room. B. Boy579 had a bad experience online. C. Amy's photo was posted online. D. Amy was made fun of by someone. Activity 3:Read for Structure How many parts does a blog post have? Lead the students to find and summarize: - Title:Online Safety - Introduction:the topic +background of the author:(“I’m an experienced blogger...”); - Body:Suggestions + reasons as well as explanations of something; - Ending:appeal to interact(“Post your comments below!”); - Comments:the opinions of users. Activity 4:Read for details and language 1.What guidelines does the author provide for staying safe online? 2. How are the guidelines connected? First of all,... Second,... Third, .. . Tip for you: Using linking words to express ideas clearly and logically. 3.How does the author explain these online troublemakers? Identity theft is a common and serious problem; Someone might use the information to steal your identity.Explanation A troll(挑事精)is a person who posts comments or questions in order to stir up trouble online.Definition A cyberbully uses the Internet to be mean to others. Like a troll, a cyberbully will also write something mean but it is usually directed at particular people.Comparison Step 3: Summary& Homework Ask the students to underline some useful phrases and sentences related to the writing task. 第六课时: Writing:Write a blog post Teaching Objectives By the end of this class, the students will be able to 1.write complete and logically clear blog text about online safety by using the language in the reading text; 2.summarize specific security protection measures for different network scenarios (such as social software, chat rooms) and enhance the ability to analyze and solve problems. Key and Difficult Points Apply the typical language structures of blog writing, including imperative sentences ,conjunctions and interactive sentence structures. Teaching Procedures Step1:Lead-in What do you prefer to do when you are online? How to surf the Internet safely? Online shopping sites Use a website you are familiar with. Use strong passwords. Don't use public computers. Don't click uncertain links. Social networking apps Don't post personal information. Don't believe everything you read. Be polite. Don't pay for unreasonable charge Step2:Writing 假如你是李华,受邀请你参加“网络安全”论坛,请在该论坛上就“使用社交软件时,如何维护自身安全”发表你的看法与建议。 Use what you have learnt to write a blog post about “Online Safety” Activity 1: Analysis 文体:议论文:博文 主题:如何安全使用网络 时态:一般现在时为主 布局:1.引出论点; 2.给出建议; 3.期待评论 Activity 2: Translation Ask the students to translate the following sentences according to the given words. 首段:引出话题及论点 1.多亏了智能手机,我们可以随时随地在社交媒体上发帖。(thanks to, smartphone post, social media) Thanks to smartphones, we can post on social media whenever and wherever we want. 2.但是分享自己的时候我们可以如何保护我们自己呢? But how can we protect ourselves when sharing ourselves? 中段:给出建议及措施 3.设置仅好友可访问你的帖子,而不是所有人。( access, instead of ) Set your posts to be accessible only to your friends, instead of everyone. 4.保护你的隐私。不要暴露你的地址和电话号码。(give out) Protect your privacy. Don’t give out your address or phone number. 5.因为有人可能会使用这些信息窃取你的身份。(steal) Someone might use the information to steal your identity. 6. 小心好友请求。只接受你认识的人,绝不单独去见你在网上认识的人。(be careful of, request, accept ) Be careful of friend requests. Only accept people who you actually know and never meet anyone you met online alone. 尾段: 期待读者评论 7.有了这些技巧,你可以让社交媒体更安全。(tips, usage ) With these tips, you can make your social media usage safer/more secure. 7. 期待你的评论。(Look forward to ) Look forward to your comments. Activity 3: Connection Ask the students to connect the sentences using the linking words like the following: First of all, to begin with, to start with,... In addition, additionally, besides, what’s more... finally, last but not least, at last, in the end ... Step3: Evaluation and Presentation 1. Pair work:交换修改,重点检查:是否明确主题、建议是否有条理、是否解释新词汇、是否有互动结尾、语法拼写错误。 2. Choose the best ones to present to the whole class. Step4 :Summary Lead the students to summarize the structure and the sentence patterns:(结构:标题 - 引言 - 主体 - 结尾 - 评论;语言:祈使句、连接词、互动提问)。 Step5:homework Write a passage with the topic “Science and technology changes daily shopping”. 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $