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

Unit 3 The world Online-Extended reading 教学目标和重难点 1. 教学目标 Language competence: Master Internet-related vocabulary and reading skills. Thinking quality: Cultivate critical thinking to evaluate Internet pros and cons. Cultural awareness: Understand global online culture and cross-cultural communication. Learning ability: Develop independent and cooperative learning skills. 2. 教学重难点 Key points: Grasp the text’s main idea, key details and core vocabulary like “cyberculture” and “information overload”. Difficult points: Distinguish Internet and World Wide Web, and conduct in-depth critical analysis on Internet’s influence. 教学过程 Step 1: Lead-in (Warm-up and Topic Introduction) The teacher starts the class by showing a set of pictures and short video clips, which include scenes of students using smartphones to browse the Internet, people working online, online shopping, and cases of information fraud. After playing the video, the teacher asks the following questions in English: “Do you use the Internet every day? What do you usually do online? Have you ever met any problems when using the Internet?” Then, the teacher invites 3-4 students to share their own experiences and opinions. After the sharing, the teacher summarizes: “The Internet has become an indispensable part of our life. It brings us convenience but also brings some challenges. Today, we will learn the Extended Reading of Unit 3 The World Online to explore more about the Internet and learn how to use it properly.” Design Intention: This lead-in links the text content with students’ real life, which can quickly arouse students’ interest and enthusiasm for learning. By asking questions and encouraging students to share, it not only activates students’ existing knowledge and experience about the Internet, but also lays a foundation for the subsequent reading and discussion. The visual materials (pictures and videos) can make the abstract topic of “the Internet” more specific and intuitive, helping students quickly enter the learning state. Step 2: Pre-reading (Vocabulary Preview and Text Prediction) First, the teacher presents the core vocabulary and phrases in the Extended Reading on the screen, including “browsing”, “hypertext”, “World Wide Web”, “cyberculture”, “information overload”, “virtual reality” and “TCP/IP”. For each word or phrase, the teacher explains its meaning in simple English, combines it with common collocations and example sentences, and guides students to read it aloud to strengthen memory. For example, when explaining “information overload”, the teacher says: “Information overload means having too much information to process effectively. For example, when you search for a topic online, you may get thousands of results, which makes it hard for you to choose the useful one.” Then, the teacher shows the title of the Extended Reading and the first paragraph of the text. Ask students to read the title and the first paragraph carefully, and predict the main content of the text. The teacher can give some hints: “What do you think the author will talk about in this text? Will it introduce the history of the Internet, the functions of the World Wide Web, or the influence of the Internet on our life?” Students are allowed to discuss in groups of 4 for 2 minutes, and then each group sends a representative to share their predictions. The teacher comments on students’ predictions and guides them to focus on the key points that may appear in the text. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students avoid being blocked by new words during reading, improve reading speed and comprehension. By explaining vocabulary with simple English and example sentences, it conforms to the principle of immersive English teaching and helps students master the usage of vocabulary in context. Text prediction can cultivate students’ reading strategy of “predicting before reading”, stimulate students’ curiosity about the text, and make students read with clear goals. Step 3: While-reading (Intensive Reading and Information Extraction) This step is divided into three parts: skimming, scanning and intensive reading, to help students gradually understand the text from the overall to the local, from the surface to the deep. First, skimming. The teacher asks students to read the whole text quickly within a certain time, and answer two questions: 1. What is the main topic of the text? 2. What is the author’s attitude towards the Internet? After students finish reading, the teacher invites several students to answer the questions, and summarizes: “The text mainly introduces the development of the Internet, the difference between the Internet and the World Wide Web, and the positive and negative influences of the Internet on individuals and society. The author holds a dialectical attitude towards the Internet, affirming its advantages and reminding people of its potential risks.” Design Intention: Skimming is a basic reading skill that helps students quickly grasp the main idea of the text and form an overall understanding of the text structure. By setting simple and direct questions, it can guide students to focus on the core content during skimming, avoid reading aimlessly, and lay a foundation for further intensive reading. Second, scanning. The teacher asks students to read the text again, and complete the following information form according to the text content. The form includes four columns: “The development of the Internet”, “The definition of the World Wide Web”, “The advantages of the Internet” and “The disadvantages of the Internet”. Students need to find the key information in the text and fill in the form. During the process, the teacher walks around the classroom, provides guidance for students who have difficulties, and reminds students to pay attention to key sentences and signal words, such as “first”, “then”, “however”, “for example”. Aspects Key Information The development of the Internet It originated from ARPANET and developed into a global network connecting billions of people. The definition of the World Wide Web It is an information resource sharing system built on the Internet, using hypertext and browsing technology. The advantages of the Internet Providing convenient information access, promoting online communication and e-commerce, and breaking geographical boundaries. The disadvantages of the Internet Causing information overload, privacy leakage, and the spread of false information and cyberbullying. After students finish filling in the form, the teacher invites a group to present their answers, and corrects and supplements them. At the same time, the teacher emphasizes the key information and difficult points in the text, such as the difference between the Internet and the World Wide Web: “The Internet is the basic network infrastructure, while the World Wide Web is an application built on the Internet. We can use the Internet without the World Wide Web, but the World Wide Web cannot exist without the Internet.” Design Intention: Scanning is a skill to find specific information quickly. By completing the information form, it can guide students to read the text carefully, extract key details, and deepen their understanding of the text content. The form can help students sort out the information in a systematic way, making the scattered information in the text more organized. For the difficult point of distinguishing the Internet and the World Wide Web, the teacher’s emphasis and explanation can help students break through the difficulty. Third, intensive reading. The teacher selects several key paragraphs and long difficult sentences in the text for detailed analysis, guiding students to understand the sentence structure, the usage of key words and the logical relationship between sentences. For example, the teacher selects the sentence: “Even in the countryside, people can use the Internet to reach beyond their villages and get in touch with the outside world.” The teacher decomposes the sentence structure: “Even in the countryside” (adverbial clause of place), “people” (subject), “can use” (predicate), “the Internet” (object), “to reach beyond their villages and get in touch with the outside world” (infinitive phrase as adverbial of purpose). Then, the teacher explains the usage of “reach beyond” and “get in touch with”, and asks students to make sentences with these two phrases to consolidate their understanding. Another example is the sentence: “However, while the Internet brings great convenience to our life, it also brings some problems, such as information overload and privacy leakage.” The teacher guides students to analyze the logical relationship of the sentence: “while” is used to express contrast, indicating that the Internet has both advantages and disadvantages. Then, the teacher asks students to find other sentences in the text that express contrast or transition, and analyze their functions, such as “On the one hand... On the other hand...” and “But”. During the intensive reading, the teacher also guides students to pay attention to the author’s writing skills, such as the use of examples, data and rhetorical devices. For example, the author uses “billions of people” to illustrate the popularity of the Internet, which enhances the persuasiveness of the text. The teacher asks students to find other examples and data in the text, and discuss their roles. Design Intention: Intensive reading is the key link to improve students’ language competence. By analyzing key paragraphs and long difficult sentences, it can help students master the usage of sentence structures and key words, break through the language difficulties in reading. Guiding students to analyze the author’s writing skills can cultivate their ability to appreciate and evaluate the text, and lay a foundation for their own writing. At the same time, it can also deepen students’ understanding of the text’s connotation. Step 4: Post-reading (Discussion, Practice and Extension) This step includes three parts: group discussion, language practice and topic extension, to help students apply the knowledge and skills learned, and cultivate their critical thinking and comprehensive language application ability. First, group discussion. The teacher divides students into groups of 4-5, and puts forward the following discussion topics: 1. What are the most important advantages of the Internet in your opinion? Why? 2. What problems have you encountered when using the Internet? How did you solve them? 3. As senior high school students, how should we use the Internet responsibly? Each group is required to discuss the topics in English, and assign a recorder to record the key points of the discussion and a speaker to present the group’s opinions. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and provides guidance and help for students who have difficulties in expression. After the discussion, each group sends a speaker to present their opinions, and the teacher comments on their performances, affirming their advantages and putting forward suggestions for improvement. Design Intention: Group discussion can provide students with more opportunities to speak English, improve their oral expression ability. The discussion topics are closely related to the text content and students’ real life, which can stimulate students’ thinking and help them apply the knowledge learned in the text to practice. At the same time, group cooperation can cultivate students’ cooperative learning ability and communication ability, and let students learn from each other. Second, language practice. The teacher designs two types of exercises to help students consolidate the vocabulary and sentence structures learned in the text. Exercise 1: Fill in the blanks with the core vocabulary and phrases learned. The sentences are as follows: 1. With the development of technology, more and more people are used to ______ (浏览) information online. 2. The ______ (万维网) has made it easier for us to share information with others. 3. Many people suffer from ______ (信息过载) because they receive too much information every day. 4. ______ (虚拟现实) technology is widely used in education, medical treatment and other fields. Exercise 2: Rewrite the following sentences using the sentence structures learned. For example, rewrite “The Internet brings us convenience. It also brings us problems.” into “While the Internet brings us convenience, it also brings us problems.” Students complete the exercises independently, and then the teacher checks the answers and explains the key points. Design Intention: Language practice is an important link to consolidate the knowledge learned. The exercises are closely combined with the core vocabulary and sentence structures in the text, which can help students deepen their memory and master the usage of language points. Independent completion of exercises can cultivate students’ independent learning ability, and teacher’s explanation can help students correct mistakes and strengthen their understanding. Third, topic extension. The teacher introduces the concept of “digital citizenship” to students, and explains: “Digital citizenship refers to the ability to use the Internet responsibly, respect others’ rights and interests online, and protect one’s own privacy and safety.” Then, the teacher shows some cases of improper use of the Internet, such as cyberbullying and false information dissemination, and asks students to discuss: “What should we do to be a good digital citizen?” After the discussion, the teacher summarizes the key points: abide by network rules, respect others’ opinions, do not spread false information, protect personal privacy, and use the Internet to learn and improve ourselves. In addition, the teacher assigns an after-class task: Write a short passage of 150-200 words about “How to Be a Responsible Internet User”, using the vocabulary and sentence structures learned in the text. The teacher reminds students to pay attention to the logical structure of the passage and the correct use of language points. Design Intention: Topic extension can expand students’ horizons, help them establish a correct view of network use, and cultivate their sense of social responsibility, which is in line with the requirements of core literacy such as thinking quality and cultural awareness. The after-class writing task can combine reading and writing, help students apply the language knowledge learned in the text to writing, and improve their writing ability. At the same time, it can also consolidate the content learned in the class and extend the learning effect. Step 5: Summary and Reflection The teacher invites students to summarize the content of this class independently, including the core vocabulary, key information of the text, reading skills and the views on the Internet. Then, the teacher makes a comprehensive summary: “In this class, we have learned the Extended Reading of Unit 3 The World Online, mastered some core vocabulary and reading skills, understood the development of the Internet and its influence on our life. We also discussed how to use the Internet responsibly. I hope you can apply what you have learned today to your daily life, be a good digital citizen, and make the Internet serve us better.” Then, the teacher guides students to reflect on their own learning: “What have you learned in this class? What difficulties have you encountered? How can you improve in the future?” Students can share their reflections freely, and the teacher gives positive feedback and encouragement. Design Intention: Summary can help students sort out the knowledge learned in the class, form a systematic knowledge framework, and strengthen memory. Reflection can help students understand their own learning situation, find their own shortcomings, and put forward improvement measures, which is conducive to improving their learning ability. Teacher’s feedback and encouragement can enhance students’ confidence in learning English and stimulate their enthusiasm for continuous 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 $