Unit 4 Information Technology Lesson 1 Reading 教学设计-2026-2027学年高中英语北师大版（2019）必修第二册

该高中英语教学设计聚焦北师大版必修第二册Unit 4 Lesson 1 "Avatars"阅读课，核心知识点涵盖头像的定义、发展历史、用途及人们的观点。课堂导入通过展示动物、照片、卡通等各类头像，引导学生用句子支架"I use ___ as my avatar in order to/because ___"分享选择原因，激活背景知识并为后续阅读构建认知铺垫。 该资料亮点在于深度融合核心素养，思维品质方面通过skimming和scanning策略引导学生提取主旨与细节，分析头像与真实身份的关联；语言能力上系统教学identity、personality等核心词汇，结合填空练习强化语境应用；学习能力通过同伴问答和信息表格任务培养自主阅读与合作表达能力。实例丰富如段落匹配活动帮助学生把握文章结构，既提升学生综合语言运用能力，也为教师提供层次清晰、可操作性强的教学方案。

Unit 4 Lesson 1 1、 教学基本信息 项目 内容 课题 北师大版（2019）高中英语必修第二册 Unit 4 Information Technology Lesson 1 Avatars (Reading) 课时 1 课时（90 分钟） 授课年级 高一年级 课型 新授课 授课教师 授课时间 2、 教学目标与重难点 （一）Teaching objectives 1. Language Competence Students master key vocabulary (identity, personality, a variety of, experiment, be addicted to) and comprehend the reading text about avatars, including their definition, history, purposes of use, and people's views on them. 2. Thinking Quality Students apply skimming and scanning strategies to extract main ideas and detailed information, analyze the link between avatars and real identity, and form critical opinions on digital self-expression. 3. Learning Ability Students develop autonomous reading strategies through guided practice with graphic organizers and pair work, and use target language in structured writing tasks to consolidate comprehension. 4. Cultural Awareness Students recognize diverse cultural views on digital identity, understand how avatars reflect personality and cultural norms, and adopt responsible online self-presentation practices. （二）Teaching points 1. Teaching key points Students can accurately use target vocabulary and understand core arguments about avatars and identity, including the definition, development history, purposes, and different viewpoints on avatars. 2. Teaching difficult points Students can critically analyze the relationship between avatars and real identity, and form and express their own opinions on digital self-expression using evidence from the text. 三、教学准备 多媒体设备、黑板、粉笔；学生课前预习Lesson 1生词；教师准备头像类型图片（动物、照片、卡通人物等）、阅读理解表格、信息匹配卡片及词汇练习材料。 四、教学过程设计 教学环节 Teaching Stage 教师活动 Teacher's Activities 学生活动 Students' Activities 设计意图 Design Intent Step 1 Lead-in The teacher displays various types of avatars (animal images, photos, cartoon characters) and asks: '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 provides sentence frames: 'I use ___ as my avatar in order to/because ___.' The teacher lists possible reasons: to trick others, to avoid online safety risks, to express myself freely, to create a real/digital identity, to protect myself. Students look at different avatar types, share their own avatar choices and explain their reasons using the provided sentence frames. They discuss with partners why people choose specific avatars and what avatars reveal about their owners. 通过展示各类头像并讨论个人选择，激活学生背景知识和表达欲望。句子支架帮助学生组织语言，为后续阅读中理解头像的功能和意义做好铺垫。 Step 2 Pre-reading The teacher asks students to write down questions they would like to learn from the article about avatars in a diagram. The teacher then asks students to predict the genre of the article: 'What is the genre of this article? A. Narrative, B. Expository writing, C. Argumentation, D. Practical writing.' Students brainstorm questions about avatars and write them in the diagram. They predict the genre of the article based on the title and their prior knowledge, and share their predictions with the class. 通过提问和体裁预测活动，激发学生阅读期待，培养预测策略。问题图表帮助学生带着目的阅读，提高阅读的针对性和效率。 Step 3 While-reading (Main Ideas) The teacher asks students to skim the article and match each paragraph (1-6) with key information. The teacher guides students to identify the main idea of each paragraph: definition of avatars, history (1980s, late 1990s), purposes of using avatars, and people's views (negative and positive). Students skim the article, match paragraphs with key information, and identify the structure of the text. They discuss their matching results with partners and verify answers through class discussion. 通过略读匹配活动，帮助学生快速把握文章结构和主旨大意，培养skimming策略。段落匹配任务引导学生关注文章的逻辑组织方式。 Step 4 While-reading (Detailed Reading) The teacher guides students to read the article again and complete an information table with categories: Definition (a digital image representing an Internet user), History (1980s: first simple 2D avatars in role-playing games; late 1990s: used in web chats like instant messenger), Purposes (to express oneself, to represent oneself), Views (negative: spending too much time in virtual worlds; positive: room for creativity, creating new identities, looking forward to avatars acting like real persons). Students read the article carefully, complete the information table, and underline supporting evidence in the text. They compare their tables with partners and discuss any differences in understanding. 通过信息表格引导学生深入阅读，系统整理文章关键信息。分类填写帮助学生理解文章的逻辑层次和论证结构，培养scanning和细节理解能力。 Step 5 Pair Work The teacher organizes pair work with four questions: (1) What is an avatar? (2) How have avatars developed over decades? (3) How do people use avatars? (4) What are people's views on the use of avatars? The teacher circulates to monitor discussions and provide language support. Students work in pairs to ask and answer the four questions about avatars, using information from the article. They then introduce avatars to their partners, incorporating key facts and vocabulary from the text. 通过同伴问答活动，促使学生将阅读输入转化为口语输出，加深对文本的理解。问答形式培养学生的信息重组能力和口语表达流利度。 Step 6 Consolidation The teacher asks students to complete a short text with information from the article: 'Avatars are digital ___ that you use to represent yourself online. You can choose an avatar from ___ of ready-made images, or ___. Although avatars haven't been around for long, they are widely used...' The teacher provides word bank: express yourself, identities, a selection, create your own images, room for creativity, a few concerns, in virtual worlds, a risk, cheat others online, a positive light. Students complete the consolidation exercise by filling in blanks with words from the article. They check answers with the teacher and explain their choices based on the text. 通过填空巩固练习，检验学生对文章核心内容的理解程度，同时训练学生在语境中准确使用目标词汇的能力。 Step 7 Language Points The teacher presents five key vocabulary items with detailed explanations: (1) identity n. (digital/online identity, establish one's identity; derivatives: identify, identical, identification); (2) personality n. (have a strong/outgoing personality, reflect one's personality; derivatives: personal, personally, personnel); (3) experiment v./n. (experiment with sth, conduct an experiment; derivatives: experimental, experimentation); (4) a variety of (= various, all kinds of; derivatives: vary, various, diverse); (5) be addicted to (to as preposition; derivatives: addiction, be obsessed with, be hooked on). Students learn the target vocabulary, take notes on collocations, derivatives, and example sentences. They ask questions about usage and practice creating their own sentences with each word. 通过系统词汇教学夯实语言基础，词族拓展和近义词辨析帮助学生建立词汇网络。例句均与头像话题相关，强化语境中的词汇学习。 Step 8 Exercise The teacher assigns a fill-in-the-blank exercise: (1) Some users become so ___ (addict) to their virtual personas; (2) Designing a unique avatar requires ___ (create) and imagination; (3) There is ___ wide variety of hairstyles; (4) Parents are increasingly ___ (concern) about fake avatars; (5) She decided ___ (experiment) with combining different facial features. Students complete the exercise independently, using correct forms of the given words. They check answers and explain their reasoning, focusing on word formation and collocation. 通过即时练习巩固词汇知识，帮助学生将词汇理解转化为运用能力。练习设计紧扣课堂主题，强化在语境中的词汇应用。 Step 9 Homework The teacher assigns homework: (1) Prepare for the next lesson; (2) Describe an avatar style you've experimented with and explain what it reveals about your personality, using at least two key phrases from this lesson (e.g., a variety of, reflect one's personality). Students note down the homework requirements and ask clarifying questions if needed. 课后作业将阅读理解延伸至写作输出，要求学生运用课堂所学词汇描述头像并分析其反映的性格特征，促进语言内化和批判性思维发展。 五、板书设计 Unit 4 Lesson 1 — Avatars (Reading) Definition: A digital image representing an Internet user History: • 1980s → first simple 2D avatars in role-playing games • Late 1990s → used in web chats (instant messenger) • Nowadays → everywhere Purposes: • To express oneself • To represent oneself Views: Negative: spending too much time in virtual worlds; risk of cheating Positive: room for creativity; creating new identities; acting like a real person Key Vocabulary: identity | personality | experiment | a variety of | be addicted to 六、教学评价与反思 （一）教学评价 1. 阅读理解评价：通过段落匹配和信息表格完成情况，评价学生对文章主旨和细节的理解程度。 2. 口语表达评价：通过Pair Work问答活动，评价学生运用课文信息进行口语表达的能力。 3. 词汇掌握评价：通过填空练习的正确率，评价学生对identity, personality, experiment等核心词汇的掌握。 4. 写作输出评价：通过课后头像描述作业的语言准确性、内容丰富度和词汇运用进行综合评价。 （二）教学反思 本节课以头像话题导入，学生兴趣浓厚，讨论热烈。阅读教学遵循从整体到细节的层次，先通过段落匹配把握结构，再通过信息表格深入理解内容，教学层次清晰。Pair Work环节学生参与度高，但部分学生在表达people's views时语言不够丰富，需要更多支架。词汇教学环节注重词族拓展，有助于学生系统掌握词汇，但a variety of与various的辨析需要更多练习。填空巩固练习完成情况良好，说明学生对文章核心内容理解到位。整体教学效果良好，下次可增加更多批判性讨论环节。 学科网（北京）股份有限公司 $