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

Unit 4 Information Technology-Reading Club 教学目标和重难点 教学目标 Language Ability: Master core vocabulary and sentence patterns related to information technology, improve reading comprehension and expression skills. Cultural Awareness: Understand the impact of IT on global cultures and enhance cross-cultural communication awareness. Thinking Quality: Cultivate critical thinking by analyzing the advantages and disadvantages of IT. Learning Ability: Develop autonomous and cooperative learning habits through diverse activities to lay a foundation for lifelong learning. 教学重难点 Key Points: Understand the main idea and structure of the reading materials, master IT-related vocabulary (such as avatar, cyberspace, virtual reality) and functional sentence patterns. Difficult Points: Analyze the logical relationships between paragraphs, use learned knowledge to express personal views on IT rationally, and apply language comprehensively in real contexts. 教学过程 Step 1: Warming-up and Lead-in The teacher starts the class with a question-and-answer activity: “What information technology products do you use in daily life? How do they change your study and life?” Then, show students pictures and short videos of common IT products, such as smartphones, virtual reality devices, and online shopping platforms, and invite students to share their experiences of using these products in pairs. After the pair discussion, 3-4 students are invited to present their views to the whole class. During the presentation, the teacher writes down key words mentioned by students on the blackboard, such as “smartphone”, “WeChat”, “online shopping”, “virtual reality”, “Internet”, etc. Design Intention: This link is designed to activate students' prior knowledge and life experience. By connecting the teaching content with students' daily life, it can quickly arouse students' interest in the topic of information technology, reduce their psychological distance from the reading materials, and lay a good foundation for the subsequent reading activities. At the same time, the question-and-answer and pair discussion activities can exercise students' oral expression ability, and the key words recorded on the blackboard can help students accumulate vocabulary related to the unit in advance, paving the way for understanding the reading materials. Step 2: Pre-reading First, the teacher introduces the background of the reading materials briefly: “Today we will read two passages about information technology. The first passage focuses on avatars and their development, and the second passage discusses the future of cyberspace and people's different attitudes towards it.” Then, the teacher presents the new words and phrases in the reading materials, including “avatar, cyberspace, pessimistic, optimistic, virtual reality, hacker, chaos” and so on. For each new word, the teacher explains its meaning, pronunciation and usage with simple English, and combines it with the pictures and sentences in the reading materials to help students understand. For example, when explaining “avatar”, the teacher shows pictures of different avatars in online games and social media, and says: “An avatar is a digital image that you create to represent yourself online. You can choose its appearance and personality.” Next, the teacher guides students to predict the content of the reading materials. The teacher asks: “Based on the title and the new words we just learned, what do you think the passage will talk about? Do you think avatars will become more and more important in our life? Will the future of cyberspace be bright or worrying?” Students are encouraged to express their guesses freely, and the teacher does not comment on the correctness of their guesses, but only guides them to think actively. Design Intention: The pre-reading link is designed to help students remove language obstacles and establish a preliminary understanding of the reading materials. By introducing new words and phrases in combination with specific contexts and pictures, it can help students master the new knowledge more vividly and deeply, avoiding the boring memory of isolated words. Predicting the content of the reading materials can stimulate students' curiosity and reading motivation, make them read with questions, and improve their reading efficiency. At the same time, this link also conforms to the requirements of the new curriculum standard, which emphasizes guiding students to use reading strategies to improve their reading ability. Step 3: While-reading Activity 1: Skimming Ask students to read the two passages quickly within a certain range, and complete two tasks: 1. Summarize the main idea of each passage in one sentence. 2. Identify the structure of each passage (e.g., argumentative, narrative, expository). After reading, students are asked to complete the tasks independently first, then discuss with their group members to check and supplement each other's answers. Finally, the teacher invites representatives of each group to report the results, and comments and sorts out the main ideas and structures of the passages. The main idea of the first passage: It introduces the definition, development and functions of avatars, and explains that avatars have become an important part of people's online communication. The main idea of the second passage: It discusses the rapid development of the Internet and people's different attitudes (pessimistic and optimistic) towards the future of cyberspace. The structure of both passages is expository, which explains the relevant knowledge of information technology in a clear and logical way. Design Intention: Skimming is an important reading strategy that helps students quickly grasp the core content of the reading materials. By asking students to summarize the main idea and identify the structure, it can train students' ability to extract key information and improve their reading speed. The group discussion link can promote the exchange and cooperation between students, help students learn from each other, and deepen their understanding of the main idea and structure of the passages. At the same time, the teacher's comments and sorting out can help students form a clear cognitive framework of the reading materials. Activity 2: Scanning Ask students to read the passages again carefully, and complete the following detailed tasks according to the requirements: 1. For the first passage, find out the time nodes of the development of avatars and the corresponding changes. 2. For the second passage, list the worries of pessimistic experts and the expectations of optimistic experts about the future of cyberspace. 3. Underline the key sentences in each paragraph (topic sentences or transitional sentences) and analyze their functions. The teacher walks around the classroom to guide students during the reading process, helps students who have difficulties in finding information, and reminds students to pay attention to the connection between sentences and paragraphs. After reading, students exchange their answers in groups, and the teacher checks the completion of the tasks and explains the key points and difficulties. For example, when analyzing the topic sentences, the teacher guides students to find that the first sentence of the first paragraph of the second passage (“In the last thirty years, the Internet has grown rapidly.”) is the topic sentence, which summarizes the main content of the paragraph, and the following sentences are supporting details that explain the rapid development of the Internet with specific data. Design Intention: Scanning is a reading strategy that focuses on finding specific information. Through this activity, students can further understand the detailed content of the reading materials, master the key information such as time nodes and specific views, and lay a foundation for the subsequent in-depth analysis. Underlining key sentences and analyzing their functions can help students understand the logical relationship between paragraphs, improve their ability to analyze and organize text, and cultivate their logical thinking ability. The teacher's on-site guidance can timely solve the difficulties encountered by students in the reading process, ensure that all students can participate in the activity effectively, and achieve the teaching goals. Activity 3: Close Reading The teacher selects several difficult sentences and key sentences from the reading materials to guide students to analyze in depth. For example, the first difficult sentence: “These digital identities, known as avatars, are a key part of how people communicate and express themselves online.” The teacher guides students to analyze the sentence structure: the main clause is “These digital identities are a key part”, “known as avatars” is a past participle phrase used as an attributive to modify “digital identities”, and “how people communicate and express themselves online” is an object clause used as the prepositional object of “of”. Then, the teacher asks students to translate the sentence into Chinese and explain the meaning of the sentence in combination with the context. Another example, the key sentence: “Some experts are pessimistic about the future. One worry is crime in cyberspace. Even now, young hackers can get into the computers of banks and governments.” The teacher guides students to think: “Why are some experts pessimistic about the future of cyberspace? What are the potential risks of cyberspace? How can we avoid these risks?” Students are encouraged to express their views freely, and the teacher guides them to think critically. In addition, the teacher guides students to pay attention to the usage of some important words and phrases in the reading materials, such as “a range of”, “be pessimistic about”, “be optimistic about”, “get into”, “cause chaos” and so on. The teacher gives examples to help students master their usage, and asks students to make sentences with these words and phrases in combination with their own life experience. For example, for “a range of”, the teacher gives the example: “Besides literature, I also have a wide range of hobbies.” Then, ask students to make their own sentences. Design Intention: Close reading is the key link to deepen students' understanding of the reading materials. By analyzing difficult sentences and key sentences, it can help students break through the language difficulties in the reading materials, master the complex sentence structure, and improve their ability to understand and analyze long and difficult sentences. Guiding students to think about the connotation of the sentences can cultivate their critical thinking ability and help them form their own views on the topic of information technology. The explanation and practice of key words and phrases can help students consolidate their language knowledge, improve their ability to use language comprehensively, and achieve the goal of combining language input and output. Step 4: Post-reading Activity 1: Group Discussion Divide students into groups of 4-5, and assign the following discussion topics: 1. What are the advantages and disadvantages of avatars? Do you like using avatars when communicating online? Why or why not? 2. Do you agree with the pessimistic or optimistic views on the future of cyberspace? Please give your reasons. 3. How can we use information technology correctly to avoid its negative impacts? Each group elects a moderator and a recorder. The moderator organizes the discussion, and the recorder records the key views of the group members. During the discussion, the teacher walks around the classroom to guide students, encourages students to express their views bravely, and reminds students to use the words, phrases and sentence patterns learned in the reading materials to express their views. The discussion lasts for a period, and then each group sends a representative to report the discussion results to the whole class. After the report, other groups can ask questions or put forward supplementary opinions, and the teacher makes comments and summaries, guiding students to form a correct view of information technology: information technology brings convenience to our life, but we also need to pay attention to its negative impacts and use it rationally. Design Intention: Group discussion is an important form of cooperative learning, which can fully mobilize students' enthusiasm and initiative, and let students express their views freely in the group. Through the discussion of the topics, students can further deepen their understanding of the reading materials, combine the learned knowledge with their own life experience, and improve their ability to use language to express personal views. The teacher's guidance and comments can help students correct their wrong views, form a correct cognitive view, and cultivate their cooperative spirit and communication ability. At the same time, this activity also conforms to the requirements of the new curriculum standard, which emphasizes the cultivation of students' cooperative learning ability and critical thinking ability. Activity 2: Language Practice Carry out two language practice activities: 1. Sentence making: Ask students to make sentences with the key words and phrases learned in the reading materials, such as “avatar, cyberspace, virtual reality, be optimistic about, cause chaos”. Each student makes at least 3 sentences, and then exchanges their sentences with their deskmates to check each other's correctness. 2. Short writing: Ask students to write a short passage of 80-100 words about “My View on Information Technology”, requiring them to use the words, phrases and sentence patterns learned in the reading materials, and express their own views on the advantages and disadvantages of information technology and how to use it correctly. After finishing writing, students exchange their passages in groups, and select the best passage in each group to present to the whole class. The teacher comments on the presented passages, affirming the advantages and pointing out the problems that need to be improved, such as grammar errors, inappropriate word usage, and unclear logic. Design Intention: Language practice is an important link to realize the transformation from language input to language output. Through sentence making and short writing activities, students can consolidate the language knowledge learned in the reading materials, improve their ability to use language comprehensively, and achieve the goal of “learning by using, using while learning”. The mutual checking and evaluation between students can help them find their own problems and learn from each other's advantages, which is conducive to improving their language expression ability. The teacher's comments can timely correct students' mistakes, guide them to use language correctly, and help them improve their writing level. Activity 3: Theme Expansion The teacher introduces some cutting-edge information about information technology to students, such as the application of artificial intelligence in education, medical care and other fields, the development of 5G technology, and the impact of the Internet of Things on people's life. Then, the teacher asks students: “What do you think information technology will be like in 10 years? How will it change our study and life?” Students are encouraged to imagine freely and share their ideas with the whole class. The teacher also shares some famous quotes about information technology with students, such as “The Internet is becoming the town square for the global village of tomorrow.” (Bill Gates) and “We are all now connected by the Internet, like neurons in a giant brain.” (Stephen Hawking), and guides students to understand the profound significance of the development of information technology. Design Intention: Theme expansion is designed to broaden students' horizons, let students understand the latest development of information technology, stimulate their interest in science and technology, and cultivate their sense of innovation. By imagining the future of information technology, students can give full play to their imagination and creativity, and at the same time, combine the learned knowledge to express their views, which is conducive to improving their comprehensive quality. The famous quotes about information technology can enrich students' knowledge reserve, deepen their understanding of the theme, and enhance their cultural literacy. Step 5: Summary and Homework Summary The teacher summarizes the content of this lesson with the students: “In this lesson, we read two passages about information technology, understood the definition, development and functions of avatars, and learned about people's different attitudes towards the future of cyberspace. We also mastered some key words and phrases related to information technology, and improved our reading and expression ability. Through group discussion and language practice, we have a deeper understanding of the impact of information technology on our life, and we should use information technology correctly to promote our study and life.” Design Intention: The summary link can help students sort out the knowledge learned in this lesson, form a systematic cognitive framework, and deepen their memory and understanding of the teaching content. At the same time, it can also help students review the key points and difficulties of this lesson, and lay a foundation for the subsequent review and consolidation. Homework Assign three levels of homework to meet the needs of different students: 1. Basic homework: Review the new words, phrases and key sentences learned in this lesson, and recite them; Read the reading materials again and write down the main idea of each paragraph. 2. Improved homework: Revise the short passage written in the class, and improve it according to the teacher's comments; Find more information about avatars or virtual reality online, and write a short introduction (about 100 words). 3. Challenging homework: Design an ideal app that uses information technology to promote the spread of traditional Chinese culture, and write a short advertisement for it (about 120 words), requiring the use of the words and phrases learned in this unit. Design Intention: The hierarchical homework is designed to implement the principle of “teaching students in accordance with their aptitude”, meet the learning needs of different levels of students, and ensure that each student can gain something in this lesson. The basic homework focuses on consolidating the basic knowledge, helping students master the key content of this lesson; The improved homework focuses on improving students' reading and writing ability, guiding students to expand their knowledge; The challenging homework focuses on cultivating students' innovation ability and practical ability, encouraging students to apply the learned knowledge to practice, and realizing the integration of knowledge and 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 $