Unit 4 Information Technology-Lesson 1 Avatars 教案-2025-2026学年高中英语北师大版必修第二册

Unit 4 Information Technology-Lesson 1 Avatars 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabulary about avatars and related sentence patterns, improve reading skills of skimming and scanning to obtain main and detailed information, and be able to express views on avatars in English. Cultural Awareness: Understand the impact of avatars on digital communication, respect the diversity of digital culture, and establish a rational attitude towards the balance between virtual and real life. Thinking Quality: Develop logical thinking by sorting out the structure of expository texts, and cultivate critical thinking by discussing the advantages and risks of avatars. Learning Ability: Improve autonomous learning and cooperative inquiry ability through pre-class preview, in-class group activities and after-class extension. 2. 教学重难点 Key Points: Master core vocabulary such as avatar, virtual, identity, communicate, personality and related phrases; understand the definition, development history, functions and people’s attitudes towards avatars; grasp the reading skills of skimming and scanning. Difficult Points: Understand and use complex sentence patterns such as attributive clauses related to avatars; flexibly use the learned knowledge to discuss the advantages, risks and rational use of avatars in real contexts. 教学过程 Step 1: Pre-class Preview Guidance Before the class, the teacher assigns preview tasks through the national smart education platform and learning task lists. Students are required to complete two parts of preview: independent preview and cooperative preview. In the independent preview, students need to look up the new words and phrases in the text with the help of dictionaries, such as avatar, virtual world, digital identity, personality, cheat, etc., and make simple notes on their pronunciations and meanings. They also need to read the text roughly to get a general idea of what the text is about and put forward the questions they encounter during the reading, such as unclear sentences or unfamiliar cultural background. In the cooperative preview, students form groups of 4-5 people to exchange and discuss the new words and questions they sorted out, help each other solve simple problems, and record the unsolved questions to ask the teacher in class. At the same time, students are encouraged to collect pictures of different types of avatars (such as cartoon avatars, animal avatars, real-person avatars, etc.) used in their daily social software and think about the reasons for choosing these avatars. Design Intention: The pre-class preview is designed to help students activate their prior knowledge, reduce the difficulty of in-class learning, and lay a solid foundation for the smooth development of in-class teaching. By assigning independent preview and cooperative preview tasks, it not only cultivates students' autonomous learning ability but also improves their cooperative communication ability. Collecting avatar pictures and thinking about the reasons for choosing them can closely connect the teaching content with students' real life, stimulate their learning interest, and lay a foundation for the introduction of the class theme. Step 2: Lead-in (Lead-in to the Theme) At the beginning of the class, the teacher shows the avatar pictures collected by students on the screen, including various types of avatars such as cute animal avatars, cartoon character avatars, and avatars in fancy clothes. Then the teacher asks two guiding questions in English: “What kind of avatar do you use online: a photo of yourself, a cartoon image or something else?” “Why did you choose it?” The teacher invites 3-4 students to share their own avatars and the reasons for choosing them in English. During the students' sharing, the teacher writes down the key words and sentences mentioned by the students on the blackboard, such as “cute”, “express myself freely”, “avoid online safety risks”, etc. After the sharing, the teacher summarizes: “Today, we will learn a text about avatars, which are the digital identities we use online. Through this lesson, we will understand the definition, development history, functions and people’s different attitudes towards avatars.” Then the teacher writes the title “Avatars” on the blackboard and leads students to enter the reading link. Design Intention: The lead-in link takes students' real life as the starting point, and uses the avatar pictures collected by students themselves to arouse their sense of identity and participation. The guiding questions can effectively activate students' existing knowledge and experience, stimulate their desire to express, and help them quickly enter the English thinking state. Writing down the key words and sentences mentioned by students on the blackboard can not only help students consolidate the existing vocabulary and expressions but also lay a foundation for the learning of the text content. At the same time, the teacher's brief summary can clearly point out the learning focus of this lesson and help students establish a clear learning goal. Step 3: Reading (Text Comprehension and Skill Training) Skimming (Grasp the Main Idea) The teacher presents the text on the screen and asks students to read the text quickly within a certain time (without specifying the time) and complete two tasks: First, judge the text type of this passage; second, summarize the main idea of the text. After reading, students are invited to answer the questions. The teacher guides students to conclude that this passage is an expository text, which mainly introduces the definition of avatars, their development history, people’s reasons for choosing avatars, and different attitudes towards the use of avatars. Then the teacher helps students sort out the overall structure of the text: the first paragraph introduces the definition of avatars; the second paragraph talks about the development history of avatars; the third to fifth paragraphs introduce the reasons why people choose avatars and the relationship between avatars and personality; the sixth and seventh paragraphs discuss the widespread use of avatars and people’s different attitudes towards them. Design Intention: Skimming is an important reading skill. Through this link, students can quickly grasp the text type and main idea, and establish a holistic understanding of the text. Guiding students to sort out the text structure can help them understand the logical relationship between each part of the text, cultivate their logical thinking ability, and lay a foundation for the detailed reading of the text. Scanning (Obtain Detailed Information) On the basis of skimming, the teacher arranges a scanning task for students. The teacher distributes the task list to each student, which includes the following questions: 1. What is an avatar? 2. When and where did the first simple 2D avatars appear? 3. When were avatars used in web chats? 4. What are the reasons why people choose different avatars? 5. What are the concerns about the use of avatars? 6. What is the positive attitude towards avatars? Students are required to read the text carefully, find the relevant information in the text, and fill in the blanks in the task list. During the reading process, the teacher walks around the classroom to guide students who have difficulties, reminds them to mark the key sentences and words in the text, and helps them master the scanning skill of locating key information quickly. After students finish the task, they check the answers in groups. Each group sends a representative to report the answers, and the teacher corrects and supplements them. For the key sentences in the text, such as “These digital identities, known as avatars, are a key part of how people use the Internet to communicate and express themselves.” and “The avatar you choose says a lot about your personality.”, the teacher guides students to analyze the sentence structure, especially the attributive clauses, and helps students understand the meaning of the sentences deeply. Design Intention: Scanning is a skill to obtain detailed information quickly. Through the task list, students can clearly know what information to find, which improves the efficiency of reading. Checking answers in groups can not only help students find and correct their mistakes but also cultivate their cooperative learning ability. Analyzing key sentences and complex sentence patterns can help students break through the difficult points of language knowledge, master the usage of attributive clauses, and improve their ability to understand complex texts. Intensive Reading (Deep Understanding and Language Acquisition) After scanning, the teacher carries out intensive reading teaching for key paragraphs. First, the teacher focuses on the first paragraph, guides students to read it aloud, and explains the key phrases and sentences, such as “be known as”, “communicate and express oneself”, etc. Then the teacher asks students to translate the paragraph into Chinese orally to check their understanding. Next, the teacher focuses on the second paragraph, which introduces the development history of avatars. The teacher guides students to find the time clues in the paragraph: “in the 1980s”, “By the late 1990s”, “Nowadays”, and helps students sort out the development process of avatars from simple 2D images in role-playing games to widely used digital identities in various online scenarios. For the third to fifth paragraphs, the teacher guides students to discuss in groups: “What does the writer mean by ‘the avatar you choose says a lot about your personality’? Do you agree with the writer? Give examples to support your opinion.” After the discussion, each group shares their views, and the teacher comments and guides them, helping students understand the relationship between avatars and personality. Finally, the teacher focuses on the sixth and seventh paragraphs, guides students to list the advantages and risks of using avatars, and helps students form a comprehensive understanding of avatars. Design Intention: Intensive reading is the key link of text teaching, which helps students deeply understand the text content, master key language points, and accumulate language materials. Focusing on key paragraphs and explaining key phrases and sentences can help students break through the key and difficult points of language knowledge. Group discussion can stimulate students' thinking, cultivate their critical thinking ability and cooperative communication ability, and make students deeply understand the theme of the text. Translating paragraphs orally can check students' understanding of the text and improve their oral expression ability. Step 4: Post-reading Activities (Internalization and Application of Knowledge) Group Discussion The teacher divides students into groups of 4-5 people and arranges the discussion topic: “What are the advantages and risks of using avatars? How can we use avatars rationally to ensure online safety?” Before the discussion, the teacher provides some language supports for students, such as “The advantages of using avatars are...”, “The risks of using avatars include...”, “To use avatars rationally, we should...”, etc. During the discussion, students are required to use the vocabulary and sentence patterns learned in the text to express their views, and each group designates a recorder to record the key points of the discussion. The teacher walks around the classroom to guide the discussion, helps students solve the language difficulties encountered in the discussion, and encourages students to express their views boldly. Design Intention: Group discussion is an important way to realize the internalization and application of knowledge. Through the discussion, students can flexibly use the learned vocabulary and sentence patterns to express their views, improve their oral expression ability and cooperative communication ability. The language support provided by the teacher can help students break through the language barrier and express their views more smoothly. The discussion topic is closely related to the text content and students' real life, which can help students deeply understand the impact of avatars on life and establish a rational attitude towards using avatars. Avatar Creation and Presentation After the group discussion, the teacher arranges an avatar creation activity: “Each group creates a unique avatar and introduces it in English. The introduction should include three parts: what the avatar looks like, why you create it this way, and where you would use it.” Students are given time to discuss and create their avatars in groups. They can draw the avatar on the paper or describe it in words. After the creation, each group sends a representative to present their avatar in front of the whole class. The representative uses the learned vocabulary and sentence patterns to introduce the avatar, and other students can ask questions after the presentation, such as “Why do you choose this color for the avatar?” “What does this part of the avatar represent?” The teacher comments on the students' presentations, affirms their advantages, and puts forward suggestions for improvement. Design Intention: The avatar creation and presentation activity combines knowledge application with practical operation, which can fully stimulate students' creativity and imagination. Through the presentation, students can further improve their oral expression ability and confidence in speaking English. Other students' questions can promote the interaction between students and enliven the classroom atmosphere. The teacher's comments can help students find their own shortcomings and improve their ability to use English. Step 5: Language Consolidation (Consolidation of Key Knowledge) The teacher arranges some consolidation exercises on the screen to help students consolidate the key vocabulary and sentence patterns learned in this lesson. The exercises include three parts: 1. Fill in the blanks with the correct form of the given words (avatar, virtual, personality, communicate, cheat); 2. Rewrite the sentences with attributive clauses according to the requirements; 3. Complete the sentences with the learned phrases (be known as, express oneself, a wide variety of). Students complete the exercises independently, and then the teacher checks the answers and explains the key and difficult points in the exercises. For the wrong questions that students often make, the teacher emphasizes them and gives more examples to help students master them. Design Intention: Language consolidation exercises are an important link to help students consolidate the key knowledge learned. Through different types of exercises, students can comprehensively review the key vocabulary, phrases and sentence patterns, and improve their ability to use language. Checking answers and explaining difficult points can help students find their own mistakes in time, correct them, and deepen their understanding and memory of knowledge. Step 6: Summary and Extension Class Summary The teacher invites students to summarize the content of this lesson. Students are encouraged to talk about what they have learned, including key vocabulary, phrases, sentence patterns, text content and their own understanding of avatars. After students' summary, the teacher makes a supplementary summary: In this lesson, we have learned the definition, development history, functions and people’s attitudes towards avatars. We have mastered some key vocabulary and sentence patterns related to avatars, and improved our reading and oral expression abilities. At the same time, we have also realized the advantages and risks of using avatars, and we should use avatars rationally and pay attention to online safety. Design Intention: Letting students summarize the lesson can help them sort out the knowledge learned in this lesson, deepen their understanding and memory of knowledge, and cultivate their ability to summarize and induce. The teacher's supplementary summary can help students form a systematic knowledge framework and clarify the key points of the lesson. After-class Extension The teacher assigns after-class extension tasks: 1. Write a short passage (about 80-100 words) to introduce your own avatar, including its appearance, the reason for choosing it and the place where you use it. 2. Surf the Internet to find more information about the development of avatars (such as AI avatars) and write a short report to share in the next class. 3. Discuss with your family members about their views on avatars and record their opinions. Design Intention: After-class extension tasks can extend the teaching content from the classroom to the outside of the classroom, help students consolidate the knowledge learned, and improve their writing ability and information collection ability. The task of discussing with family members can let students understand different people's views on avatars, expand their horizons, and further deepen their understanding of the theme of the lesson. The task of finding information about AI avatars can connect the lesson content with the latest technological development, stimulate students' interest in learning and exploration. 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 $