Unit 3 The world Online-Welcome to the unit 教案-2025-2026学年高中英语译林版必修第三册

Unit 3 The world Online-Welcome to the unit 教学目标和重难点 1. 教学目标 Language competence: Master internet-related vocabulary and express views simply. Cultural awareness: Understand diverse internet usage across cultures. Thinking quality: Develop critical thinking on internet pros and cons. Learning ability: Improve cooperative inquiry and autonomous learning skills. 2. 教学重难点 Key points: Master core internet-related words and phrases, and talk about internet usage freely. Difficult points: Use target vocabulary accurately in context and form logical views on the internet’s influence. 教学过程 I. Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a set of familiar internet-related pictures on the screen, including social media interfaces (such as WeChat Moments, Instagram), search engines (Baidu, Google), online shopping platforms (Taobao, Amazon), and online learning tools (Tencent Classroom, Zoom). Then the teacher asks open-ended questions in English: “What do you see in these pictures? How often do you use these internet tools in your daily life? What do you usually do when you surf the internet?” After asking the questions, the teacher invites 3-4 students to share their answers freely. During the sharing process, the teacher listens carefully, gives positive feedback in time (such as “That’s a good point!”, “I agree with you.”), and properly guides students to use simple English expressions related to the internet, such as “chat online”, “search for information”, “shop online” and so on. For students who have difficulty expressing themselves, the teacher provides appropriate hints, such as prompting with key words or simple sentence patterns, to help them complete the expression. Design Intention: This lead-in link takes students’ daily life experience as the starting point. The familiar internet pictures can quickly attract students’ attention and reduce their psychological distance from the unit theme. By asking open-ended questions, students are guided to recall their own internet usage experience, activate their prior knowledge of internet-related English vocabulary and expressions, and lay a foundation for the subsequent teaching. At the same time, positive feedback from teachers can enhance students’ confidence in speaking English and stimulate their enthusiasm for participating in classroom activities. II. Vocabulary Learning: Master Core Vocabulary and Phrases 1. Present new vocabulary: Based on the lead-in link, the teacher naturally presents the core vocabulary and phrases of this lesson, including nouns (internet, website, search engine, social media, online shopping), verbs and verb phrases (surf the internet, browse, search for, chat online, post, share), and adjectives (online, digital, convenient). For each word and phrase, the teacher first pronounces it clearly and asks students to follow along, correcting their pronunciation and intonation in time. Then, the teacher explains the meaning of the word or phrase with simple English, combined with specific examples related to students’ life, to help students understand. For example, when explaining “search engine”, the teacher says: “A search engine is a tool that helps you find information on the internet. For example, when you want to know the weather tomorrow, you can use Baidu, which is a famous search engine in China.” When explaining “surf the internet”, the teacher says: “Surf the internet means to use the internet to do various things, such as chatting, shopping or watching videos. I usually surf the internet for 30 minutes after dinner every day.” 2. Consolidate vocabulary: After presenting all the new words and phrases, the teacher organizes two interactive activities to help students consolidate their memory and master their usage. Activity 1: Match-up. The teacher prepares some cards, with words and phrases on one side and their corresponding English explanations or pictures on the other side. Students are divided into groups of 4, and each group sends a representative to the front of the classroom to match the cards. The group that completes the matching correctly and quickly wins a small reward. During the activity, the teacher guides other students to judge whether the matching is correct, and reviews the pronunciation and meaning of the words and phrases again. Activity 2: Make sentences. The teacher randomly selects 5-6 core words and phrases, such as “social media”, “browse”, “share”, “online shopping”, “search for”, and asks students to make simple sentences with these words and phrases according to their own experience. Each student can write a sentence on the exercise book first, then the teacher invites some students to read their sentences aloud, and comments on them, pointing out the advantages and areas for improvement. For example, if a student says: “I often use social media to share my daily life with my friends.”, the teacher can praise: “This sentence is very good! It uses ‘social media’ and ‘share’ correctly.” If a student makes a mistake, such as “I surf internet every day.”, the teacher corrects it patiently: “It should be ‘surf the internet’. Remember to add ‘the’ before ‘internet’.” Design Intention: Vocabulary is the foundation of language learning. This link adopts the method of “presentation-explanation-consolidation” to help students master core vocabulary and phrases. By combining examples closely related to students’ life, students can understand the meaning and usage of words more easily, avoiding mechanical memory. The interactive activities of match-up and sentence-making not only increase the fun of vocabulary learning, but also enable students to apply the learned vocabulary in practice, improving their language application ability. At the same time, group activities can cultivate students’ cooperative learning awareness. III. Theme Discussion: Explore the Influence of the Internet 1. Present discussion topics: On the basis of mastering the core vocabulary, the teacher guides students to enter the theme discussion link. The teacher first shows a short video (about 2 minutes) that introduces the positive and negative influences of the internet in daily life, such as the convenience brought by online shopping and online learning, and the problems such as internet addiction and false information. After watching the video, the teacher puts forward two main discussion topics: Topic 1: What are the advantages of the internet in our daily life? (e.g., study, communication, shopping, entertainment) Topic 2: What are the disadvantages of the internet? How can we avoid these disadvantages? 2. Group discussion: Students are divided into groups of 5-6, and each group chooses one topic to discuss. During the discussion, the teacher walks around the classroom, listens to the discussion of each group, provides guidance when necessary, and reminds students to use the core vocabulary and phrases learned in this lesson. For example, if a group is discussing the advantages of the internet, the teacher can prompt: “You can talk about online learning—we can use the internet to attend online courses and search for learning materials.” If a group has difficulty putting forward views, the teacher can give some hints, such as “Do you think the internet makes communication easier? How?” The teacher also reminds students to take notes during the discussion, recording the key points of the group’s views, so as to prepare for the subsequent group presentation. 3. Group presentation: After the discussion, each group sends a representative to present the group’s views to the whole class. The presentation time of each group is about 2-3 minutes. During the presentation, the teacher asks other students to listen carefully, and can ask questions appropriately after the presentation, such as “Do you agree with their views? Why or why not?” “Can you add more examples to support their views?” After all groups finish their presentations, the teacher makes a summary, combs the positive and negative influences of the internet sorted out by each group, affirms the wonderful views put forward by the students, and guides students to realize that the internet is a double-edged sword—we should make good use of its advantages and avoid its disadvantages. Design Intention: Theme discussion is an important link to cultivate students’ thinking quality and language expression ability. By watching short videos, students can have a more intuitive understanding of the influence of the internet, which lays a foundation for the discussion. Group discussion allows students to express their views freely, exchange ideas with each other, and improve their cooperative learning ability and oral expression ability. The teacher’s guidance and summary can help students sort out their ideas, deepen their understanding of the unit theme, and cultivate their critical thinking ability—letting students know that they should view things from two sides. IV. Situation Simulation: Apply Knowledge in Practice The teacher sets up two real-life situations, and asks students to carry out situational simulation activities, so as to further apply the core vocabulary and phrases learned, and improve their practical language application ability. Situation 1: You are talking with your foreign pen pal on WeChat. He/She asks you how you use the internet in your daily life. Please introduce your internet usage habits to him/her, including what you usually do online, how often you use the internet, and how the internet helps you. Situation 2: Your classmate is addicted to playing online games and often stays up late surfing the internet, which affects his/her study and health. Please talk to him/her, persuade him/her to use the internet reasonably, and put forward some practical suggestions. Students are divided into pairs, and each pair chooses one situation to prepare. During the preparation, the teacher walks around to provide guidance, helping students sort out their ideas and use the correct vocabulary and sentence patterns. For example, in Situation 1, the teacher can prompt students to use expressions such as “I usually surf the internet to...”, “The internet helps me...”, “I spend... hours surfing the internet every day.” In Situation 2, the teacher can prompt students to use expressions such as “You should use the internet reasonably.”, “Playing online games for a long time is bad for...”, “Why not use the internet to...?” After the preparation, the teacher invites 2-3 pairs to perform their situational dialogues in front of the class. After each performance, the teacher and other students make comments, affirming the advantages of the performance (such as accurate use of vocabulary, fluent dialogue) and putting forward suggestions for improvement (such as adding more details, improving pronunciation and intonation). For students who perform well, the teacher gives public praise to encourage them. Design Intention: Situational simulation is closely combined with real life, which can make students feel that English is practical and useful, and further stimulate their enthusiasm for learning English. By carrying out situational dialogues, students can apply the core vocabulary and phrases learned in this lesson flexibly, improve their oral expression ability and communicative competence. At the same time, Situation 2 can also guide students to establish a correct view of internet use, which is in line with the requirements of cultural awareness and moral education. V. Summary and Homework: Consolidate and Extend 1. Summary: The teacher leads students to review the key content of this lesson, including the core vocabulary and phrases (such as internet, surf the internet, social media, search for), the positive and negative influences of the internet, and the way to use the internet reasonably. The teacher emphasizes that this lesson is the starting point of the unit “The World Online”, and in the subsequent lessons, we will further explore more topics related to the internet, such as online information credibility, online communication etiquette, etc., so as to arouse students’ expectation for the subsequent learning. 2. Homework: The teacher assigns two types of homework, combining written and oral practice, to help students consolidate the knowledge learned in this lesson and extend it. Homework 1 (Written): Write a short passage (about 80-100 words) about your own internet usage habits. You should include the following points: how often you use the internet, what you usually do online, and your views on the internet. Requirements: Use at least 5 core vocabulary and phrases learned in this lesson. Homework 2 (Oral): Talk with your deskmate about the advantages and disadvantages of the internet after class, and practice the situational dialogues learned in this lesson. Next class, the teacher will randomly invite some students to show their dialogues. Design Intention: Summary can help students sort out the knowledge system of this lesson, deepen their memory and understanding of the key content. The design of homework combines written and oral practice, which can not only consolidate the core vocabulary and phrases, but also improve students’ written and oral expression ability. Homework 1 requires students to express their own views, which can cultivate their thinking ability and language organization ability; Homework 2 encourages students to practice oral English after class, creating a good English learning atmosphere and improving their communicative competence. At the same time, the homework is closely related to the unit theme, laying a foundation for the subsequent learning. 1 / 1 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 $