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

Unit 3 The world Online-Integrated skills 教学目标和重难点 1. 教学目标 It focuses on improving students’ language ability to use online-related words and sentences, cultivating cultural awareness of global online culture, developing critical thinking to distinguish online information, and enhancing learning ability of independent and cooperative inquiry. 2. 教学重难点 Key: Master online-related vocabulary and functional sentences, and integrate listening, speaking, reading and writing skills to communicate and complete tasks. Difficulty: Use virtual mood naturally in proposals and distinguish false online information critically. 教学过程 Step 1: Lead-in (Warm-up & Lead-in) The teacher starts the class by showing some familiar online scenarios to students, such as WeChat chat interfaces, online shopping pages, search engine pages and short video platforms. Then the teacher asks open-ended questions in English: “What do you usually do when you surf the Internet? Do you have any interesting or embarrassing experiences online? How does the Internet change your daily life?” After asking the questions, the teacher invites 3-4 students to share their answers freely. During the sharing process, the teacher pays attention to guiding students to use simple English expressions, and timely supplements and corrects their pronunciation and grammar errors. At the same time, the teacher writes the key words mentioned by students on the blackboard, such as “online shopping”, “chat online”, “search for information”, “short video”, “WeChat”, etc., to lay a foundation for the subsequent learning of new words and phrases. Design Intention: This lead-in link is closely combined with students’ daily life. The familiar online scenarios can quickly arouse students’ learning interest and enthusiasm, reduce their psychological pressure in English expression, and let them naturally enter the theme of “The World Online”. By inviting students to share their own experiences, it not only exercises their oral expression ability initially, but also helps the teacher understand students’ existing knowledge and experience about the Internet, so as to adjust the teaching progress and content appropriately in the follow-up teaching. Writing key words on the blackboard can help students accumulate vocabulary unconsciously and lay a solid foundation for the subsequent integrated skills training. Step 2: Vocabulary & Sentence Drilling (Language Input) First, the teacher introduces the core vocabulary of this lesson with pictures and example sentences, focusing on the words and phrases related to online activities and information processing, such as “browse”, “search engine”, “website”, “blog”, “chatroom”, “password”, “virtual world”, “distinguish true from false”, “prevent online fraud”, “release information” and so on. For each word and phrase, the teacher explains its pronunciation, meaning and usage in detail, and gives simple and easy-to-understand example sentences, such as “We usually browse news on official websites to get real information.” “Using a search engine can help us find what we need quickly.” After explaining the new words and phrases, the teacher organizes a quick memory game. The teacher shows the Chinese meaning of the words, and students respond with English words quickly; or the teacher says the English words, and students spell them aloud. Then, the teacher introduces the functional sentences needed for this lesson, mainly including sentences for expressing opinions, putting forward suggestions and describing online phenomena, such as “In my opinion, the Internet brings great convenience to our life.” “We should learn to distinguish false information online to avoid being cheated.” “More and more people use mobile devices to surf the Internet.” Next, the teacher asks students to practice these functional sentences in pairs. Each pair chooses one topic related to the Internet, such as “The advantages of the Internet” or “How to protect ourselves online”, and uses the newly learned words and functional sentences to make a short dialogue. After the pair practice, the teacher invites 2-3 pairs to present their dialogues in front of the class, and gives positive comments and appropriate guidance, focusing on checking whether students use the words and sentences correctly and whether their expressions are fluent. Design Intention: Vocabulary and sentences are the basis of integrated skills. This link focuses on inputting basic language knowledge, helping students master the core vocabulary and functional sentences needed for this lesson. Using pictures and example sentences to explain words can make abstract words more specific and help students understand and remember them better. The quick memory game can mobilize students’ enthusiasm and improve the efficiency of vocabulary memory. Pair practice enables students to apply the learned language knowledge in practice, initially improve their oral expression ability, and lay a foundation for the subsequent listening, reading and writing integration training. Step 3: Listening Training (Listening Comprehension & Application) Before listening, the teacher briefly introduces the background of the listening material: it is a dialogue between two students, Li Hua and Tom, talking about their online habits, the problems they encountered online and how to solve them. Then the teacher asks students to read the listening tasks carefully, including multiple-choice questions and short-answer questions, and guides them to predict the content of the listening material according to the tasks. For example, according to the question “What problem did Tom encounter online?”, students can predict that the listening material may involve online fraud, false information or other related content. Then, the teacher plays the listening material twice. For the first time, students are required to listen carefully and grasp the main idea of the dialogue, and complete the multiple-choice questions that test the main idea. For the second time, students are required to listen carefully and take notes, focusing on the key information, such as time, events, opinions and suggestions, and complete the short-answer questions. After listening, the teacher checks the answers with students, and plays the key parts of the listening material again for students who have not grasped the key information, explaining the difficult sentences and key points in detail. After checking the answers, the teacher organizes students to discuss in groups: “What problems did Li Hua and Tom encounter online? What suggestions did they put forward? Do you have similar experiences? What would you do if you were in their situation?” During the group discussion, the teacher walks around the classroom, listens to students’ discussions, and gives timely guidance and help to students who have difficulties in expression. Finally, the teacher invites representatives of each group to share the results of the discussion, and summarizes and supplements their opinions. Design Intention: Listening is an important part of integrated skills. This link focuses on training students’ listening comprehension ability and information extraction ability. Before listening, guiding students to predict the listening content can help them improve their listening efficiency and grasp the key points better. Playing the listening material twice meets the cognitive law of students, allowing them to first grasp the main idea and then extract detailed information. Group discussion after listening not only enables students to deepen their understanding of the listening material, but also provides them with more opportunities for oral expression, integrating listening and speaking skills, and cultivating their ability to analyze and solve problems. Step 4: Reading Training (Reading Comprehension & Analysis) The teacher distributes the reading material to students. The reading material is an article about the impact of the Internet on teenagers, including the positive impact (such as facilitating learning, expanding horizons, strengthening communication) and the negative impact (such as being addicted to online games, being exposed to false information, damaging eyesight), and puts forward corresponding suggestions for teenagers to use the Internet rationally. First, the teacher asks students to read the article quickly (skimming) and answer the question: “What is the main idea of this article?” This link aims to train students’ ability to grasp the main idea of the article quickly. Then, the teacher asks students to read the article carefully (scanning) and complete the following tasks: 1. Underline the positive and negative impacts of the Internet on teenagers mentioned in the article; 2. Find out the suggestions put forward in the article for teenagers to use the Internet rationally; 3. Answer the detailed questions designed by the teacher, such as “What are the positive impacts of the Internet on teenagers?” “What problems may teenagers encounter when using the Internet?” “What suggestions does the article put forward?” After students finish the tasks, the teacher checks the results with the whole class, and explains the difficult words, phrases and sentences in the article in detail, such as “be addicted to”, “expose to”, “rationally use the Internet”, “balance online and offline life” and so on. At the same time, the teacher guides students to analyze the structure of the article, helping them understand how the article expounds the theme, how to arrange the content and how to put forward suggestions, so as to improve their reading analysis ability. Next, the teacher organizes a debate activity. Students are divided into two groups: Group A holds the view that “The advantages of the Internet to teenagers outweigh the disadvantages”, and Group B holds the view that “The disadvantages of the Internet to teenagers outweigh the advantages”. Each group has 5 minutes to prepare, and then each group sends 2-3 representatives to express their views, and they can refute the views of the opposite group. During the debate, the teacher guides students to use the words, phrases and sentences learned in this lesson, and pays attention to guiding students to express their views clearly and logically. Design Intention: Reading is an important way for students to obtain information and improve their language ability. This link designs skimming and scanning tasks to train students’ fast reading and detailed reading abilities respectively. Underlining key information and answering detailed questions can help students deepen their understanding of the article and extract effective information. Analyzing the structure of the article can help students master the writing skills of argumentative articles and lay a foundation for the subsequent writing training. The debate activity not only exercises students’ oral expression ability and logical thinking ability, but also guides them to view the impact of the Internet from a comprehensive and dialectical perspective, cultivating their critical thinking ability and correct values. Step 5: Writing Training (Writing Practice & Improvement) On the basis of listening and reading training, the teacher guides students to carry out writing practice. The writing task is to write a short proposal about “How to Use the Internet Rationally for Senior High School Students”, which requires students to combine the listening and reading materials, use the words, phrases and sentences learned in this lesson, and put forward specific and feasible suggestions. Before writing, the teacher guides students to sort out the writing ideas: first, briefly introduce the importance of using the Internet rationally; second, put forward 3-4 specific suggestions (such as arranging online time reasonably, distinguishing false information, protecting personal information, balancing online and offline life); finally, call on all students to use the Internet rationally. Then, the teacher gives a writing template to help students who have difficulty in writing. The template includes the structure of the proposal and some common expressions, such as “Nowadays, the Internet plays an important role in our daily life, but we should use it rationally.” “First of all, we should arrange our online time reasonably to avoid being addicted to the Internet.” “In addition, we should learn to distinguish false information online to protect ourselves.” “Finally, we should balance our online and offline life and focus on our study and life.” Students start to write independently, and the teacher walks around the classroom, providing timely help to students who have difficulties in writing, such as guiding them to choose appropriate words and sentences, adjusting the structure of the article, and correcting grammar errors. After students finish writing, the teacher collects some students’ works (including excellent works and works with common problems), and displays them in front of the class for comment. For excellent works, the teacher affirms their advantages, such as correct use of words and sentences, clear structure, specific suggestions; for works with problems, the teacher points out the existing problems and gives modification suggestions, guiding students to correct them by themselves. Then, students exchange their works in pairs, read each other’s works, and put forward modification suggestions according to the evaluation standards (whether the content is complete, whether the words and sentences are correct, whether the structure is clear, whether the suggestions are feasible). Finally, students revise their own works according to the teacher’s comments and their partners’ suggestions, and submit the revised works to the teacher for review. Design Intention: Writing is the comprehensive embodiment of students’ language ability. This link integrates listening and reading into writing, enabling students to apply the learned language knowledge and information to practice, and improving their writing ability. Providing a writing template can help students who have difficulty in writing sort out their ideas and reduce their writing pressure. The teacher’s guidance and pair evaluation can help students find their own problems and improve their writing level. At the same time, the writing task of the proposal guides students to establish a correct attitude towards using the Internet, which integrates the cultivation of language ability and moral education, reflecting the requirements of core literacy. Step 6: Summary & Extension (Consolidation & Application) First, the teacher summarizes the content of this lesson with students: reviewing the core vocabulary and functional sentences learned in this lesson, sorting out the listening and reading materials, and summarizing the key points of writing a proposal. The teacher emphasizes that integrated skills require the combination of listening, speaking, reading and writing, and encourages students to apply the learned knowledge to their daily life, and use English to communicate and express their views on the Internet. Then, the teacher arranges the extension task: 1. After class, surf the Internet to find an English article about “Online Safety”, read it carefully, and write a short reading report (about 100 words), which includes the main idea of the article and their own feelings; 2. With their partners, make a short English speech about “Rational Use of the Internet”, and prepare to present it in the next class. The teacher reminds students to use the words, phrases and sentences learned in this lesson when completing the extension tasks, and pay attention to the correctness and fluency of English expression. Finally, the teacher ends the class with a summary: “The Internet is a double-edged sword. It brings convenience to our life, but it also brings some problems. I hope all of you can use the Internet rationally, distinguish true from false, protect yourself, and make the Internet a good helper for your study and life. Let’s work together to create a healthy online environment.” Design Intention: The summary link helps students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and consolidate the learning results. The extension tasks extend the classroom teaching to after-class life, enabling students to continue to practice integrated skills, improve their language application ability and independent learning ability. The final summary not only summarizes the teaching content, but also guides students to establish a correct view of using the Internet, integrating the cultivation of language ability, thinking quality and cultural awareness, and realizing the teaching goal of core literacy. 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 $