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

Unit 3 The World Online-Assessment 教学目标和重难点 1. 教学目标 It focuses on developing students’ language ability to use online-related words and sentences, cultural awareness of rational Internet use, thinking quality of critical analysis on online information, and learning ability to independently explore online English resources. 2. 教学重难点 Key points: Mastering core vocabulary (e.g., network, cybercrime, blog) and sentence patterns about online advantages and disadvantages; understanding the main idea of related passages. Difficult points: Using -ing forms as attributes and adverbials flexibly and analyzing online issues critically. 教学过程 Step 1: Lead-in (Warm-up & Activation) The teacher starts the class by asking students two open-ended questions: “How do you use the Internet in your daily life?” and “What changes has the Internet brought to our study and life?” Students are invited to share their personal experiences freely, such as using WeChat to communicate, searching for study materials online, watching English videos, or shopping on e-commerce platforms. After 3-4 students share their ideas, the teacher shows some pictures on the screen, including a student using a webcam to attend an online class, people browsing blogs, and a warning about cybercrime. Then the teacher summarizes: “The Internet is everywhere in our life, bringing both convenience and challenges. Today, we will explore Unit 3 The World Online to learn more about its influence and how to use it properly.” Design Intention: This lead-in links the unit topic with students’ real life, which can quickly arouse their interest and enthusiasm for learning. By sharing personal experiences, students can activate their existing knowledge and vocabulary related to the Internet, laying a foundation for the subsequent learning. The pictures displayed help students intuitively understand the related scenes of the unit, further strengthening their connection with the topic. Meanwhile, it subtly leads to the core content of the unit—exploring the advantages and challenges of the Internet and guiding students to establish a correct attitude towards Internet use. Step 2: Presentation (Vocabulary & Sentence Patterns) First, the teacher presents the core vocabulary of the unit with pictures, examples and English explanations, avoiding direct Chinese translation as much as possible. For example, when teaching “network”, the teacher shows a picture of the Internet connection and explains: “A network is a system of connected computers and other devices that allows people to share information.” For “cybercrime”, the teacher gives an example: “Stealing others’ personal information online is a kind of cybercrime.” For phrases like “at one’s fingertips”, the teacher explains: “If something is at your fingertips, you can get or use it easily, such as most information is at our fingertips with the Internet.” Then, the teacher guides students to read the new words and phrases aloud, correcting their pronunciation and stress in time. After that, the teacher presents the key sentence patterns combined with the unit passages, focusing on the inverted sentence “With access to the Internet come some truly life-changing advantages” and the -ing forms used as attributes and adverbials. For the inverted sentence, the teacher analyzes its structure and gives another example: “With hard work comes great progress.” For the -ing forms, the teacher explains their usages with specific examples from the passage, such as “The students running along the street are from our school” (-ing form as attribute) and “Walking in the park, she saw an old friend” (-ing form as adverbial). The teacher also emphasizes the differences between present participles and gerunds when used as attributes. Design Intention: Presenting vocabulary with pictures and examples helps students understand the meaning and usage of words in a specific context, which is more vivid and memorable than simple rote memorization. Guiding students to read aloud helps them master correct pronunciation and stress, laying a solid foundation for their listening and speaking. Focusing on key sentence patterns and grammar points (-ing forms) is closely combined with the unit’s difficult points, helping students break through the difficulties step by step. By analyzing sentence structures and giving extra examples, students can better understand and master the usage of these sentence patterns and grammar points, improving their language ability. Step 3: Reading (Intensive & Extensive Reading) This step is divided into two parts: extensive reading and intensive reading, focusing on the two core passages of the unit: “The Internet: a World without Frontiers” and “Smartphone: a Smart Choice?”. First, extensive reading: The teacher asks students to read the two passages quickly and answer the following questions: 1. What are the main advantages of the Internet mentioned in the first passage? 2. What problem did the author of the second passage have, and how did he solve it? Students read independently, and then discuss their answers in pairs. After the discussion, the teacher invites several groups to share their answers and summarizes the main ideas of the two passages: The first passage mainly introduces the life-changing advantages of the Internet, while the second passage tells the author’s experience of being addicted to smartphones and finally getting rid of the addiction, expressing the importance of balancing online and offline life. Then, intensive reading: The teacher guides students to read the passages carefully, focusing on key details, difficult sentences and the author’s attitude. For the first passage, the teacher asks: “What specific advantages does the Internet bring? Please find the related sentences and analyze them.” Students find sentences such as “It allows us to connect with people around the world, access vast amounts of information, and even work or study from home.” The teacher guides students to analyze the structure of these sentences and the usage of key phrases like “connect with” and “access to”. For the second passage, the teacher asks: “What made the author decide to get rid of his smartphone addiction? How did he feel during the process?” Students find the key sentence: “Head down, eyes on my smartphone, I stepped into the road and a car shot past, nearly knocking me off my feet.” The teacher guides students to understand the background of this sentence and the author’s emotional changes—from being glued to the screen to feeling scared, then free, and finally appreciating life beyond the screen. At the same time, the teacher points out the -ing forms used in the passage, such as “nearly knocking me off my feet” (-ing form as adverbial), and asks students to analyze their usages, combining with the grammar points learned earlier. In addition, the teacher guides students to think critically: “Do you think the Internet is completely good? What are the potential disadvantages of the Internet?” Students discuss in groups and list disadvantages such as cybercrime, information overload, and addiction to the Internet. The teacher then asks: “How can we avoid these disadvantages and use the Internet rationally?” This question guides students to combine their own experiences and put forward practical suggestions. Design Intention: Extensive reading helps students quickly grasp the main ideas of the passages, improving their reading speed and skimming ability. Intensive reading focuses on key details and difficult sentences, helping students deeply understand the content of the passages and master the usage of key words, phrases and grammar points. The critical thinking questions designed not only help students develop their thinking quality but also guide them to establish a correct view of Internet use, which is in line with the requirement of cultural awareness in core literacy. Group discussions during the reading process can improve students’ cooperative learning ability and communicative ability, and also stimulate their thinking enthusiasm. Step 4: Language Practice (Speaking & Writing) This step is designed to help students apply the knowledge they have learned to practical communication and writing, improving their language application ability. First, speaking practice: The teacher divides students into groups of 4 and gives them a discussion topic: “Should high school students use smartphones at school? Why or why not?” Each group is required to discuss from both advantages and disadvantages, and then elect a representative to make a 2-minute presentation. Before the discussion, the teacher reminds students to use the vocabulary, sentence patterns and grammar points learned in the unit, such as “cybercrime”, “at one’s fingertips”, “with access to”, and -ing forms. During the discussion, the teacher walks around the classroom, provides guidance for students who have difficulties in expression, and corrects their mistakes in time. After the presentations, the teacher makes comments, affirming the advantages of each group and putting forward suggestions for improvement, such as how to use more complex sentence patterns and how to express their views more clearly. Then, writing practice: The teacher asks students to write a short passage (about 120 words) with the title “My View on the Internet”. The requirements are: 1. Briefly introduce the influence of the Internet on our life; 2. Express your own views on the Internet (advantages and disadvantages); 3. Put forward suggestions on how to use the Internet rationally. Before writing, the teacher guides students to sort out their ideas: first, the opening (introduce the topic); second, the main body (advantages, disadvantages); third, the conclusion (suggestions). The teacher also reminds students to use the key words, phrases and sentence patterns learned in the unit, and pay attention to the correct use of -ing forms. Students write independently, and after finishing, they exchange their passages with their deskmates for mutual revision, focusing on checking for mistakes in vocabulary, grammar, and sentence structure. Then the teacher selects several typical passages (both good and bad) to comment on, analyzing the advantages and existing problems, and guiding students to improve their writing. Design Intention: Speaking practice provides students with an opportunity to express their views in English, which can improve their oral expression ability and communicative ability. The discussion topic is closely related to students’ real life, which can stimulate their enthusiasm for participation. Writing practice helps students consolidate the knowledge they have learned, improve their writing ability, and also helps the teacher check students’ mastery of the unit knowledge. Mutual revision between deskmates can not only help students find their own mistakes but also learn from each other’s advantages, improving their learning ability. The teacher’s comments can help students clearly understand their own problems and make targeted improvements. Step 5: Consolidation & Summary First, consolidation exercise: The teacher assigns some targeted exercises on the screen, including vocabulary filling, sentence rewriting (using -ing forms), and short reading comprehension. Vocabulary filling focuses on the core vocabulary of the unit, such as “network”, “cybercrime”, “blog”, and “at one’s fingertips”. Sentence rewriting requires students to rewrite sentences using -ing forms as attributes or adverbials, such as rewriting “The boy who is playing football on the playground is my brother” into “The boy playing football on the playground is my brother”. Short reading comprehension is a passage related to the Internet, requiring students to answer questions based on the passage, focusing on checking their reading ability and comprehension of key points. Students finish the exercises independently, and then the teacher checks the answers and explains the difficult ones, especially the usage of -ing forms and key sentence patterns. Then, summary: The teacher guides students to summarize the key points of the unit together. First, ask students to recall the core vocabulary and phrases, then the key sentence patterns and grammar points (-ing forms as attributes and adverbials), and finally the main content of the passages and the correct attitude towards Internet use. The teacher supplements and sorts out the students’ summaries, emphasizing that the Internet is a double-edged sword—we should make full use of its advantages, avoid its disadvantages, and use it rationally to help our study and life. At the same time, the teacher encourages students to use the online English resources to expand their knowledge and improve their English ability after class, such as reading English blogs, watching English news online, etc. Design Intention: The consolidation exercises are targeted, which can help students consolidate the knowledge they have learned in class, check their mastery, and find out their weak points. The summary link helps students sort out the knowledge system of the unit, forming a complete cognitive structure. Encouraging students to use online English resources after class can cultivate their independent learning ability, which is in line with the requirement of learning ability in core literacy. At the same time, it further strengthens the theme of the unit, guiding students to establish a correct view of Internet use and achieve the goal of cultural awareness cultivation. Step 6: Homework Arrangement 1. Recite the core vocabulary and key sentence patterns of the unit, and write 5 sentences using -ing forms as attributes or adverbials. 2. Revise the short passage written in class according to the teacher’s comments and the deskmate’s suggestions, and write a new version (about 150 words). 3. Surf the Internet to find an English article about the Internet’s influence, read it carefully, and write a 50-word summary. 4. Discuss with your family members about how to use the Internet rationally and write down their views. Design Intention: The homework is designed to consolidate the knowledge learned in class and extend the learning content. Reciting vocabulary and writing sentences helps students consolidate the basic knowledge and grammar points. Revising the passage helps students improve their writing ability. Finding and summarizing English articles about the Internet can help students expand their reading scope and improve their reading ability, and also cultivate their ability to collect and sort out information. Discussing with family members can help students further understand the importance of rational Internet use, and also promote the communication between students and their families, realizing the integration of family education and school education. 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 $