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

Unit 3 The World Online-Reading 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabularies and sentence patterns related to the online world, understand the expository-argumentative text structure, and improve reading and expression skills. Cultural Awareness: Understand the impact of the Internet on global culture and interpersonal communication, and establish the awareness of respecting cross-cultural differences in the online world. Thinking Quality: Cultivate critical thinking by dialectically analyzing the advantages and disadvantages of the online world, and improve the ability of logical reasoning and independent judgment. Learning Ability: Master effective reading strategies such as skimming and scanning, and develop the habit of autonomous learning and cooperative inquiry in the process of exploring the theme of the text. 2. 教学重难点 Key Points: Grasp the main idea and structure of the reading text, master core vocabularies (e.g., cyberspace, browse, e-commerce) and key sentence patterns, and understand the author’s argumentation methods such as examples and comparisons. Difficult Points: Comprehend long and difficult sentences in the text, cultivate the ability to dialectically evaluate the pros and cons of the online world, and apply reading strategies to analyze and interpret the text in depth. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing a set of pictures and short videos about the online world, including scenes such as online shopping, video calls, online learning, and social media interaction. Then the teacher asks the students the following questions in English: “What do you usually do online? How does the Internet affect your daily life? Is the online world a completely good or bad place?” The teacher invites 3-4 students to share their answers freely, and then makes a brief summary: “The Internet has become an indispensable part of our life. It brings us convenience but also brings some problems. Today, we will learn a reading text about the online world, which will help us understand it more comprehensively.” Design Intent: This lead-in activity is closely connected with the students’ real life. The pictures and short videos can quickly attract the students’ attention and activate their existing knowledge and experience about the online world. By asking open-ended questions, the teacher guides the students to think about the impact of the Internet, stimulates their interest in learning the reading text, and lays a good emotional and cognitive foundation for the subsequent text learning. At the same time, it helps students initially establish the awareness of dialectically viewing the online world, which is consistent with the training requirement of thinking quality in core literacy. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabularies and phrases in the reading text on the blackboard or multimedia courseware, including cyberspace, browse, access, e-commerce, maintain, social ties, physical distance, misinformation, etc. For each vocabulary, the teacher explains its meaning in simple English, combines it with common collocations and example sentences related to the online world, and invites students to make sentences with the vocabularies to ensure that they can understand and initially master the usage of these words. For example, when explaining “e-commerce”, the teacher says: “E-commerce refers to the activity of buying and selling goods or services online. For example, we often shop on Taobao or JD.com, which is a kind of e-commerce.” Then, the teacher briefly introduces the background of the text: “The reading text we will learn today is an expository-argumentative article titled ‘The Internet: A World Without Frontiers’. It mainly discusses the advantages of the Internet in information acquisition, life convenience and social connection, and also reminds us to use the Internet responsibly. This article is closely related to our life and will help us understand the role of the Internet more deeply.” Finally, the teacher introduces two common reading strategies: skimming and scanning. “Skimming means reading quickly to get the main idea of the text, and scanning means reading quickly to find specific information. We will use these two strategies in our reading process today to improve our reading efficiency.” Design Intent: Vocabulary is the foundation of reading comprehension. By previewing core vocabularies and phrases, the teacher helps students remove language obstacles in the process of reading the text, ensuring that they can focus on understanding the content and structure of the text. The background introduction enables students to have a preliminary understanding of the theme and genre of the text, which is conducive to improving their reading comprehension ability. The introduction of reading strategies is to help students master scientific reading methods, cultivate their learning ability, and lay a foundation for their autonomous reading in the future. Step 3: While-reading (In-depth Text Analysis) Activity 1: Skimming to Get the Main Idea The teacher asks the students to read the text quickly (skimming) and answer the following questions: 1. What is the main topic of the text? 2. What are the main contents discussed in the text? After the students finish reading, the teacher organizes them to discuss in groups of 4, and then invites representatives of each group to share their answers. The teacher makes a summary and correction: “The main topic of the text is the impact of the Internet on our life. The text mainly discusses the advantages of the Internet, including convenient information acquisition, improved life convenience and strengthened social ties, and also points out that we should use the Internet responsibly.” Design Intent: This activity aims to train students’ skimming ability, enable them to quickly grasp the main idea of the text, and cultivate their ability to generalize and summarize. Group discussion can stimulate students’ enthusiasm for participation, let them learn from each other, and improve their cooperative learning ability. At the same time, it helps students form an overall understanding of the text, laying a foundation for in-depth analysis of the text. Activity 2: Scanning to Find Specific Information The teacher asks the students to read the text again carefully (scanning) and complete the following table. The table is presented on the multimedia courseware, including three columns: Advantages of the Internet, Specific Performance, and Supporting Examples. The teacher gives students appropriate guidance, and after they finish, invites some students to present their answers on the blackboard, and then corrects and supplements them together with the whole class. For example, in the “Advantages of the Internet” column, students can fill in “Convenient information acquisition”; in the “Specific Performance” column, they can fill in “We can get a lot of information quickly through search engines”; in the “Supporting Examples” column, they can fill in “We can find recipes, professional knowledge and other information online in a short time, which is much faster than looking for books in the library.” Design Intent: Scanning is an important reading strategy for finding specific information. Through this activity, students can not only master the specific content of the text, but also improve their scanning ability and information extraction ability. The form of the table makes the content of the text more intuitive, which is conducive to students’ understanding and memory of the text content. At the same time, it helps students sort out the logical structure of the text, laying a foundation for the analysis of the text structure. Activity 3: Text Structure Analysis The teacher guides the students to analyze the structure of the text paragraph by paragraph. First, ask the students to read the first paragraph and think: “What is the function of the first paragraph?” After discussion, the teacher summarizes: “The first paragraph is the introduction, which puts forward the core view that the Internet has the power to connect people all over the world into a shared community, laying the foundation for the following discussion.” Then, guide the students to read Paragraphs 2-4 and ask: “What is the main content of these three paragraphs? What is the logical relationship between them?” The students discuss in groups, and the teacher summarizes: “These three paragraphs are the main body of the text, which respectively discuss the three advantages of the Internet: convenient information acquisition, improved life convenience and strengthened social ties. They are parallel to each other, and each paragraph uses examples and comparisons to support the view, making the argument more persuasive.” Finally, guide the students to read Paragraph 5 and ask: “What is the function of the last paragraph?” The students answer freely, and the teacher summarizes: “The last paragraph is the conclusion. It uses the transition word ‘however’ to point out that the Internet also has problems while bringing advantages, and puts forward the view that we should use the Internet responsibly, which echoes the theme of the text and sublimates the theme.” After analyzing the structure of the text, the teacher invites the students to draw a mind map of the text structure on the paper, and then invites some students to show their mind maps and explain them. The teacher makes comments and guidance. Design Intent: Analyzing the text structure is conducive to students’ in-depth understanding of the logical relationship of the text, improving their ability of logical reasoning and text analysis. Drawing a mind map can help students sort out the framework of the text, strengthen their memory of the text content, and at the same time cultivate their ability of organizing and summarizing. Group discussion and display of mind maps can stimulate students’ learning enthusiasm and improve their cooperative learning ability and expression ability. Activity 4: Key Sentences and Long Difficult Sentences Analysis The teacher selects several key sentences and long difficult sentences in the text and writes them on the blackboard, guides the students to analyze them, and helps them understand the meaning and structure of the sentences. 1. Key sentence 1: “The Internet has the power to connect people across the world to a single shared community.” The teacher guides the students to analyze the structure of the sentence: “The Internet” is the subject, “has” is the predicate, “the power” is the object, and “to connect people across the world to a single shared community” is the infinitive phrase as an attributive to modify “the power”. Then, the teacher asks the students to translate the sentence and understand the core meaning of the sentence, which highlights the powerful role of the Internet in connecting people. 2. Long difficult sentence: “Even in the countryside, people can use the Internet to reach beyond their villages and get in touch with the outside world, which was almost impossible in the past.” The teacher guides the students to analyze the sentence structure: the main clause is “Even in the countryside, people can use the Internet to reach beyond their villages and get in touch with the outside world”, and “which was almost impossible in the past” is a non-restrictive attributive clause, modifying the whole main clause. The teacher explains the meaning of the sentence word by word, helps students understand the contrast between the past and the present, and highlights the role of the Internet in breaking geographical limitations. 3. Key sentence 2: “However, while the Internet brings many valuable advantages, being connected has its problems, and as with any great invention, we must be aware of these problems and use the Internet carefully.” The teacher guides the students to pay attention to the transition word “however”, which reflects the dialectical thinking of the author. The teacher explains the meaning of the sentence, helps students understand that the author not only affirms the advantages of the Internet, but also reminds people to pay attention to its problems, and guides students to establish a dialectical view of the Internet. After analyzing the sentences, the teacher asks the students to read these sentences aloud, and invites some students to read them in front of the class, correcting their pronunciation and intonation. Design Intent: Key sentences and long difficult sentences are the key points and difficulties in reading comprehension. By analyzing these sentences, the teacher helps students break through the difficulties in reading, understand the deep meaning of the text, and master the usage of complex sentence structures. Reading aloud can help students consolidate their understanding of the sentences, improve their pronunciation and intonation, and enhance their sense of language, which is conducive to the improvement of their language ability. Step 4: Post-reading (Consolidation and Extension) Activity 1: Text Retelling The teacher asks the students to retell the text according to the mind map they drew and the key information they sorted out. The teacher gives some prompts, such as the main idea of the text, the three advantages of the Internet, and the author’s suggestion. The students can retell the text individually or in pairs. After that, the teacher invites 2-3 students to retell the text in front of the class, and makes comments and guidance, affirming their advantages and pointing out their deficiencies, such as missing key information or incorrect sentence expression. Design Intent: Text retelling is an effective way to consolidate the text content. It can help students deepen their understanding and memory of the text, improve their ability of language organization and expression, and test their mastery of the text. Retelling in pairs can promote students’ mutual learning and help students with poor expression improve their ability with the help of their partners. Activity 2: Group Discussion The teacher puts forward the discussion topic: “What problems may the Internet bring to us? How can we use the Internet responsibly as senior high school students?” The students discuss in groups of 4, and the teacher walks around the classroom to guide them, reminding them to combine the text content and their own life experience to put forward specific views and suggestions. After the discussion, each group sends a representative to share their discussion results. For example, some groups may put forward that the Internet may bring problems such as misinformation, Internet addiction and cyberbullying; and put forward suggestions such as not believing in unknown information easily, arranging online time reasonably, and respecting others’ opinions online. After all groups finish sharing, the teacher makes a summary: “The Internet is a double-edged sword. It brings us convenience and happiness, but also brings some potential risks. As senior high school students, we should establish correct Internet usage awareness, use the Internet rationally and responsibly, and make the Internet a helper for our study and life.” Design Intent: Group discussion can stimulate students’ thinking, let them combine the text content with real life, and deeply understand the dialectical relationship between the advantages and disadvantages of the Internet. This activity not only cultivates students’ critical thinking and cooperative learning ability, but also guides students to establish correct values and sense of responsibility, which is consistent with the requirements of cultural awareness and thinking quality in core literacy. At the same time, it helps students apply the knowledge they have learned to practice, improving their ability of solving practical problems. Activity 3: Language Practice The teacher designs a language practice task: ask the students to write a short passage (about 80-100 words) titled “My View on the Internet”, using the core vocabularies and sentence patterns learned in the text, and expressing their own views on the Internet. The teacher gives some tips: first, briefly introduce the role of the Internet; then, talk about its advantages and disadvantages; finally, put forward their own suggestions on how to use the Internet responsibly. After the students finish writing, the teacher collects some compositions, comments on them in class, affirming the advantages of the compositions, such as correct use of vocabularies and clear logic, and pointing out the problems that need to be improved, such as incorrect sentence structure and insufficient content. Design Intent: Language practice is an important link to consolidate the knowledge learned. By writing a short passage, students can not only consolidate the core vocabularies and sentence patterns learned in the text, but also improve their ability of language expression and writing. The teacher’s comments can help students find their own deficiencies and improve their writing ability. At the same time, this activity enables students to express their own views, which is conducive to the cultivation of their independent thinking ability. Step 5: Summary and Homework Summary The teacher summarizes the whole class: “Today, we learned the reading text ‘The Internet: A World Without Frontiers’. We mastered the core vocabularies and key sentence patterns related to the online world, understood the structure and main content of the text, and learned to use skimming and scanning reading strategies. Through group discussion and language practice, we also deeply understood the advantages and disadvantages of the Internet and the importance of using the Internet responsibly. I hope you can apply what you have learned today to your daily life and become rational and responsible Internet users.” Design Intent: The summary of the class helps students sort out the knowledge learned in the whole class, consolidate the key and difficult points, and form a systematic understanding of the knowledge. At the same time, it strengthens the guidance of students’ values, and guides them to apply the knowledge learned to practice, which is conducive to the improvement of their comprehensive quality. Homework 1. Review the core vocabularies and key sentence patterns of the reading text, and make sentences with each vocabulary (at least 5 sentences). 2. Polish the short passage written in class and hand it in the next class. 3. Surf the Internet to find a real case about the impact of the Internet on people’s life (positive or negative), and prepare to share it in the next class. 4. Preview the extended reading part of Unit 3, and try to use the reading strategies learned today to read the text. Design Intent: The design of homework is hierarchical, which not only includes the consolidation of basic knowledge (reviewing vocabularies and making sentences), but also includes the improvement of comprehensive ability (polishing the passage and finding cases). Previewing the extended reading part can help students connect the knowledge of the next class, lay a foundation for the next class, and cultivate their autonomous learning ability. Finding real cases can let students further understand the impact of the Internet on real life, and enhance their ability of combining theory with practice. 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 $