Unit 3 The Internet Reading and Thinking 教案-2026-2027学年高中英语人教版必修第二册

Unit 3 The Internet · Period 2 Reading and Thinking 教案 2026—2027学年高一下学期　|　人教版必修第二册 Unit 3 The Internet　|　课文：Stronger Together: How We Have Been Changed by the Internet　|　课时：1课时（45分钟） 一、教材分析 本课时选自人教版高中英语必修第二册 Unit 3 The Internet 的 Reading and Thinking 板块，主课文为 Stronger Together: How We Have Been Changed by the Internet。课文以英国伯明翰前英语教师 Jan Tchamani 的经历为主线：她因病离职居家，借助互联网走出孤独；随后创办 IT 俱乐部教老人使用电脑，又上网课学习如何用互联网让社会变得更好，并计划创办慈善网站帮助贫困国家的儿童。 全文共五段：Para. 1 总起点题，Para. 2–4 按“自助—助老—助社会”三个层次展开，Para. 5 总结升华，是典型的“总—分—总”结构。文本夹叙夹议、话题贴近学生生活，语料集中，适合训练略读抓结构、细读抠细节、按段落归纳话题表达的阅读技能，也为读后联系自身表达提供了真实情境。 二、教学目标 1. 通过略读梳理各段大意，理清课文“总—分—总”的篇章结构，并能说出五个段落之间的关系。 2. 通过细读提取 Jan 的故事发展与互联网改变生活的关键细节，按段落整理 Internet 话题表达，并能选用其中3—5个用于自己的表达。 3. 说出作者的写作目的与大致读者对象，并结合自身经历用英语写3—5句话（课后扩写为约80词的段落），做到观点明确、有例子支撑。 三、教学重难点 教学重点： 1. 略读各段大意，理清“总—分—总”的篇章结构； 2. 细读课文，提取 Jan 的故事发展与互联网改变生活的关键细节； 3. 按段落整理 Internet 话题表达，并尝试迁移到自己的表达中。 教学难点： 1. 体会作者的写作目的与读者对象，并就“数字鸿沟”问题形成自己的看法； 2. 结合自身生活经历，用英语连贯、有条理地表达观点。 四、教学过程 Part I　Lead-in & Prediction (Before reading)　（约5分钟） Step 1　导入（约2分钟） Teacher: "How do you use the Internet every day? Tell your partner in one or two sentences." Students: Discuss in pairs about their daily use of the Internet. 1. Lead-in: How do you use the Internet every day? Tell your partner in one or two sentences. 【设计说明】从学生每天的真实使用切入激活话题；控制在2分钟内，不展开、不总结。 Step 2　预测（约3分钟） Teacher: "Now look at the title — what will the text say? How does the writer feel about it? Which word in the title gives you the clue?" Students: Read the title; predict the content and the writer's attitude. 2. Look at the title "Stronger Together: How We Have Been Changed by the Internet". (1) What do you think the text will say? (2) How does the writer feel about the topic? Which word in the title gives you the clue? 3. Reading tip: Headlines usually include only key ideas or information. They often do not follow strict grammar rules, because writers use as few words as possible to catch readers' attention. 【设计说明】借标题预测，渗透“抓标题关键词”的阅读策略，消除对长文的畏难情绪。 Part II　Reading for structure　（约8分钟） Teacher: "Read the text quickly and find the main idea of each paragraph. First choose the structure of the passage, then match the paragraphs with their main ideas, and finish the structure map." Students: Skim the text; choose the structure; finish the matching and the structure map. 1. Read the text quickly. Which best describes the structure of the whole passage? ( ) A. The time order of Jan's whole life B. A general idea → specific examples → a conclusion C. Different places where Jan has lived 2. Match each paragraph with its main idea. Write the letter in the brackets. Para. 1 ( )　　Para. 2 ( )　　Para. 3 ( )　　Para. 4 ( )　　Para. 5 ( ) a. Jan developed a serious illness and had to stay at home, but the Internet kept her company. b. Jan started taking online classes to learn how to use the Internet to make society better. c. People's lives have been changed by online communities and social networks. d. Jan's life has been greatly improved by the Internet. e. Jan set up an IT club to teach older people how to use computers and the Internet. 3. Complete the structure map of the passage. Para. 1 (main idea) → Para. 2–4 (Jan's story): she first helped ____________, then helped ____________, and now wants to help ____________ → Para. 5 (conclusion) 【设计说明】干扰项 A（一生的时间顺序）利用 2–4 段暗含的局部时间线设误，倒逼学生区分“整体结构”与“局部顺序”；结构填空导图把段间关系显性化，落实目标1。 Part III　Reading for details　（约10分钟） Teacher: "Read the passage again carefully: Who is Jan, and what did she do before she got ill? Then discuss the paragraph questions in pairs." Students: Read closely; discuss in pairs; report to the class. Read the passage again and discuss the questions with your partner. First: Who is Jan? What did she do before she got ill? Para. 1　In what two ways has the Internet made people's lives more convenient? Para. 2　Why did Jan quit her job? How did the Internet help her when she was stuck at home? Para. 3　Why did Jan start the IT club? How does the writer show that many old people have been helped? Para. 4　What is the "digital divide"? What is Jan's next goal? Para. 5　Why does the writer say Jan's life has been greatly improved? 【设计说明】先补人物身份（英国伯明翰英语教师），为理解 Para.3 她能教老人电脑作铺垫；每段只留1—2个问题，控制题量，避免碎问碎答。 Part IV　Building up topic language　（约7分钟） Teacher: "Go back to each paragraph, pick out useful expressions about the Internet, and write them in the table." Students: Find expressions paragraph by paragraph; fill in the table. Go back to each paragraph and pick out useful expressions about the Internet. Write them in the table below. Paragraph Theme Topic expressions (write here) Para. 1 People's lives have been changed Para. 2 Jan used the Internet to help herself Para. 3 Jan used the Internet to help the old Para. 4 Jan wants to make society better Para. 5 Jan's life has been greatly improved 【设计说明】按“段落+主题”归拢语料而非孤立抄词，学生在语境里存语言，为 Part VI 的口头、笔头输出提供可调取的表达库。 Part V　Reading for thinking　（约6分钟） Teacher: "Discuss in pairs: What is Jan's attitude? What can we learn from her story? Why does the author write this article, and for whom?" Students: Discuss in pairs; share ideas with the class. Sentence starters on the board: I think Jan is …, because … / The writer wants to … / The intended readers are … Discuss the questions in pairs. 1. What is Jan's attitude towards the Internet? What can we learn from her experiences? 2. Why does the author write this article? Who do you think the intended readers are? 【设计说明】从理解走向评价，追问写作目的与读者，突破难点；“数字鸿沟”评价题移至课后作业，保证课内容量。 Part VI　After reading: share and write　（约8分钟） Teacher: "Think about your daily life in Wuhan. Jot down two or three points, talk with your partner, then write three to five sentences, using at least three expressions from Part IV." Students: Jot down notes; talk in pairs; begin writing. Do you think your life has been changed by the Internet? Think about your daily life in Wuhan — taking the metro, visiting places, buying breakfast, and so on. Step 1　Jot down 2–3 points below. Step 2　Talk with your partner, then write 3–5 sentences. Try to use at least 3 expressions from the table in Part IV. Possible vocabulary: take online classes, chat with friends, purchase things, no longer wait in line or carry cash when shopping, listen to music, explore the world, have access to ... You may talk about: scan a QR code to take Wuhan Metro; book tickets for Yellow Crane Tower online; reserve a visit to Wuhan University's cherry blossoms online; order hot dry noodles for breakfast on the phone. My notes: ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 【设计说明】武汉本土情境（地铁扫码、订黄鹤楼票、手机过早）直击“没话说”；Possible vocabulary 保底语言、You may talk about 保底内容，双层支架降低输出难度。 Summary & self-check　（约1分钟） Teacher: Now finish the self-check table on your worksheet. Students: Tick the three self-check items. Self-check ☺ / ☹ I can tell the text is "general → specific examples → conclusion" and explain how Paras. 2–4 develop (help herself → the old → society). I can list at least 3 Internet expressions from the text and use them in my own sentences. I can write 3–5 sentences about how the Internet has changed my life, with a clear opinion and examples. 【设计说明】三条自评对应三条教学目标，当堂回收“教—学—评”闭环。 五、Homework 1. Expand your 3–5 sentences in Part VI into a short paragraph of about 80 words. 2. The "digital divide" means some people have little or no access to the Internet. Jan tried to help old people get online. Is one person's action enough? Write 2–3 sentences about it. Sentence support: I think ..., because ... / One more thing we can do is to ... 3. (选做) Write a short appeal (about 50 words) to help bridge the digital divide. 六、板书设计 Stronger Together: How We Have Been Changed by the Internet Para. 1　main idea: lives changed by online communities / social networks Para. 2　illness → Internet keeps her company　　(help herself) Para. 3　IT club → teach the old　　　　　　　　　(help the old) Para. 4　online classes → bridge the digital divide (help society) Para. 5　conclusion: her life has been greatly improved 七、教学反思 优点： 1. 结构教学有抓手：选择题、段落匹配、结构填空三步把“总—分—总”落在纸上，学生对段间关系看得见、填得出，目标1落地。 2. 语料按段落主题归拢，读后任务落到武汉真实生活，双层支架降低开口难度，学生有话可说、有词可用。 3. 教学目标、学习活动与自评表一一对应，“教—学—评”基本闭环。 预设风险与应对： 1. 45分钟容量偏紧：Part IV 填表与 Part V 讨论均设时限（讨论限时3分钟），Part III 问题数量预留弹性，按课堂节奏取舍。 2. Part V 讨论对基础薄弱学生偏抽象：已在板书给出句型支架（I think ..., because ...），不放在作业里。 3. 已在作业3设置选做题（约50词倡议），供学有余力的学生完成分层。 八、参考答案 Part I Lead-in: Students' answers vary. Title questions: (1) The text will tell us that the Internet has changed our lives and brought people closer together. (2) Positive. The word "stronger" in the title shows the writer's support for the Internet. Part II 1. B. 2. Para. 1—c　Para. 2—a　Para. 3—e　Para. 4—b　Para. 5—d. Structure note: Para. 1 puts forward the theme; Paras. 2–4 tell Jan's story in three layers — she first helped herself, then helped the old, and now wants to help more people and make society better; Para. 5 draws the conclusion. So the passage is "general → specific examples → conclusion". 3. herself; the old; more people and society. Part III Jan: She was an English teacher in Birmingham, UK. Para. 1: Way 1 — people no longer wait in line or carry cash when shopping. Way 2 — they can easily get updated information and download software, documents and images. Para. 2: She suddenly developed a serious illness and had to quit her job. Surfing the Internet kept her company — she listened to music, watched films, played games and explored the world, so she felt less lonely and bored. Para. 3: To teach older people how to use computers and the Internet. The writer shows it by giving examples — old people learned to apply for work online, found great jobs, started small online companies and no longer felt lonely. Para. 4: It is the gap between those who have access to the Internet and those who don't, and between those who know how to use new technology and those who don't. Her next goal is to start a charity website to raise money for children in poor countries. Para. 5: Because she went from being stuck at home to helping herself, helping others, and inspiring more people to offer help. Part IV Paragraph & Theme Topic expressions Para. 1 — People's lives have been changed make our lives more convenient; no longer wait in line or carry cash when shopping; get the most updated information; download software, documents and images Para. 2 — Jan used the Internet to help herself keep her company; feel less lonely and bored; listen to music; watch films; play games; explore the world; remove the distance Para. 3 — Jan used the Internet to help the old start an IT club; organise events and collect money; pay for private teachers; learn how to apply for work online; find a great job; start a small online company; no longer feel lonely Para. 4 — Jan wants to make society better take online classes; make society better; bridge the digital divide; have access to the Internet; start a charity website; raise money for children Para. 5 — Jan's life has been greatly improved go through tough times; meet others online; think about other people's situations; inspire me to offer help Part V 1. She is grateful / positive, because the Internet has changed her and her life. We learn that when we go through tough times, we can find help and support online; we can also feel less lonely by joining online communities, and even use the Internet to help others and achieve our goals. 2. To tell readers how people's lives have been changed by the Internet by telling the story of Jan. Intended readers: general readers, especially people who are interested in how the Internet is changing daily life. Part VI (sample) My life has been greatly changed by the Internet. I no longer wait in line or carry cash when shopping — I just scan a QR code to take Wuhan Metro. I also purchase things online, like booking tickets for Yellow Crane Tower. When it rains, I have access to breakfast by ordering hot dry noodles on my phone. 家庭作业 2. Open answer. One possible view: one person's action is a good start but not enough on its own. Schools, communities and the government can offer free computer classes for the elderly, share public computers, and make the Internet cheaper and easier to use. 1 学科网（北京）股份有限公司 $