Unit 3 The Internet Period 6 Reading for Writing 读写课教学设计-2026-2027学年人教版高中英语必修第二册

必修二 Unit 3 The Internet Period 6 Reading for Writing 读写课教学设计（真实情境：武汉移动支付安全） 课题 Unit 3 The Internet Period 6 Reading for Writing 课型 读写课 教材 人教版高中英语必修第二册 课时 1 课时（45 分钟） 教材页码 课本第 32 页（Reading for Writing） 授课对象 高一下学期 一、设计说明 本课为人教版高中英语必修第二册 Unit 3 The Internet 第六课时的读写课，对应教材第 32 页 Reading for Writing 板块，示范语篇为一篇关于网络安全的博客。依据《普通高中英语课程标准（2017年版2020年修订）》对核心素养和英语学习活动观的要求，读写课的核心是“以读促写”：先带学生分析语篇的结构和语言，建立写作框架，再让他们迁移到自己的写作中。 授课对象为高一下学期学生。经过本单元前五个课时的学习，学生已熟悉“互联网”话题的基础词汇，具备初步的篇章阅读能力；但写作中常见两类问题：一是段落意识弱、结构松散；二是建议空泛，只会写“be careful”“don’t worry”一类，缺少具体支撑。学生对扫码支付等生活场景非常熟悉，但很少把生活经验转化为英语写作素材，这正是本课要解决的衔接点。 教材原写作任务围绕“网络安全”展开（网购、社交软件、聊天室三选一）。本设计将写作情境替换为“给来武汉的澳大利亚交换生写一篇移动支付安全博客”，替换时守住三条原则：读的目标不变，仍通过分析课文博客的三段式结构获取写作框架；写的目标不变，仍要求运用 First of all / Second / Third 与提建议句型写一篇 100—120 词的博客；情境更贴近学生生活，武汉的扫码支付场景（买热干面、乘地铁、扫共享单车）提供了具体、可迁移的写作素材，降低“无话可写”的门槛。若班级对移动支付场景不熟悉，可将情境替换为本地其他生活场景，写作结构与方法不变。 二、学习目标 1. 能通过略读与寻读梳理课文博客的三段式结构（开头点题—正文分条建议—结尾邀评），概括作者给出的网络安全建议，并说出 First of all / Second / Third 的语篇衔接作用。 2. 能运用提建议句型（I suggest that..., You’d better..., It is a good idea to...）写一篇 100—120 词的移动支付安全博客，每条建议配有武汉生活场景的具体实例。 3. 能借助提纲、自查清单和互评量表，完成“写草稿—自改—互评—修改—展示”的完整过程，体验“我的生活经验可以用英语分享”。 三、教学重点与难点 教学重点： 1. 博客的三段式结构：开头引入话题，正文用 First of all / Second / Third 分条提建议，结尾邀请评论（结构分析见 Step 2、Step 4，写作提纲见 Step 5.2）。 2. 提建议的常用表达：I suggest that..., You’d better..., It is a good idea to...（Step 4 归纳、Step 5.1 梳理、Step 5.2 写作运用）。 教学难点： 1. 把课文里学来的建议句型真正用到自己的博客上，而不是照着课文句子抄（写作与互评环节体现，见 Step 5.2、Step 6）。 2. 让每条建议都落在武汉的真实场景里（买热干面、坐地铁、扫共享单车），不写“be careful”式的空话（头脑风暴与提纲环节落实，见 Step 5.1、Step 5.2）。 四、教学过程 Step 1 Cultural Note（About 2 minutes） Teacher’s instructions: Tell students that “blog” is short for “web-log”. Explain that in today’s lesson they will first read a blog about online safety and then write a blog of their own. A blog is written for ordinary readers, and it usually ends with an invitation to leave comments. Students’ activity: Listen carefully and understand today’s reading and writing tasks. 设计说明：这里只交代博客是什么、今天要读什么写什么，不展开文体知识，把时间留给后面的读写活动。 Step 2 Reading for the main idea（About 6 minutes） Teacher’s instructions: Ask students to turn to Page 32 and read the blog quickly. Show the three questions on the screen before they start reading. After about 4 minutes, invite two or three students to share their answers. Students’ activity: Read the blog quickly, answer the three questions, and share their answers with the class. Content: 1. What is the main purpose of the blog post? 2. What is Paragraph 2 mainly about? 3. Can you write a title for it? 设计说明：三个问题让学生先抓住博客的写作目的、段落大意和标题，对文章有个整体印象，再进细节。 Step 3 Reading for details（About 7 minutes） Teacher’s instructions: Ask students to read the blog again and answer four questions. After about 5 minutes, ask students to share their answers; for Question 4, invite two or three pairs to share their ideas. Students’ activity: Read the blog again, answer the four questions, and discuss Question 4 with a partner. Content: 1. What guidelines does the author provide for staying safe online? 2. Who are the online troublemakers mentioned in the blog post? 3. What does “a troll” mean? What does “a cyberbully” mean? 4. Do you have any more tips on how to surf the Internet safely? Share your ideas with a partner. 设计说明：前三个问题落在课文的具体建议和两个关键概念上（troll、cyberbully）；第四个问题开放，让学生结合自己上网的经验补充建议，给后面的写作攒点素材。 Step 4 Analysing structure and language（About 8 minutes） Teacher’s instructions: Ask students to read the text once more and study how it is organised and what language is used. After about 6 minutes, ask students to share their answers and mind maps, and write the structure on the blackboard. Students’ activity: Read the text again, answer the questions, draw a mind map of the structure, and share it with the class. Content: 1. Tick what the writer tells the reader in Paragraph 1. □ definition of online safety □ the writer’s knowledge □ background information □ the topic of the post 2. What words and phrases does the writer use to organise the information in Paragraph 2? 3. How does the writer end the post? 4. Draw a mind map to show the structure of the post. 设计说明：这一步直接落实教学重点——不直接给结论，让学生从课文中自己归纳出博客的三段式框架，画成思维导图，写作时照着用。 Step 5 Writing: Mobile payment safety in Wuhan（About 15 minutes） Step 5.1 Brainstorming（About 3 minutes） Teacher’s instructions: Ask students to work in pairs and think about their own experience of using mobile payment in Wuhan. What advice would they give to a foreign visitor? Ask them to fill in the mind map, and write the useful expressions on the blackboard. Students’ activity: Work in pairs, brainstorm ideas about mobile payment safety, and fill in the mind map. Content: Background: A group of Australian exchange students are coming to your school. They will stay in Wuhan for a month. They are excited about China’s mobile payment — you can pay for everything with your phone, from a bowl of hot dry noodles to a ticket to Yellow Crane Tower. But they are also worried about safety. As a Wuhan student, write a blog post to give them advice on how to use mobile payment safely in Wuhan. Mind map: 1. Before paying: ________________________ 2. While paying: ________________________ 3. After paying: ________________________ Useful expressions: First of all, ... / Second, ... / Third, ... / I suggest that you should... / You’d better... / It is a good idea to... 设计说明：头脑风暴从学生自己的支付经验出发，按“支付前—支付中—支付后”理出三条建议，避免写空话；黑板上同步写衔接词和建议句型，写作时可以取用。 Step 5.2 Drafting（About 10 minutes） Teacher’s instructions: Ask students to organise their drafts according to the outline below and write about 100—120 words. Walk around the classroom and help students who need it, especially those whose advice is still too general. Students’ activity: Write the blog draft according to the outline. Content: Paragraph 1 (Introduction): Who are you? What is the blog about? Why is it important? Paragraph 2 (Advice): Give three pieces of advice using “First of all / Second / Third”. Each piece of advice should include a Wuhan example (e.g. paying for hot dry noodles, taking the subway, renting a shared bike). Paragraph 3 (Ending): Invite readers to leave comments. Ask if they have more advice. 设计说明：这一步集中突破教学难点——按三段式提纲成文，每条建议配一个武汉实例；巡视时用“你买热干面时怎么扫码？”这类追问，把学生的空泛建议问具体。 Step 5.3 Self-checking（About 2 minutes） Teacher’s instructions: Ask students to read their drafts and check the four points below. Students’ activity: Read the draft and check the four points. Content: □ Does it have 3 paragraphs? □ Did you use “First of all / Second / Third”? □ Does each piece of advice have a Wuhan example? □ Are there any spelling or grammar mistakes? 设计说明：让学生写完先按这四条自己过一遍，把检查和修改当成写作流程的一部分。 Step 6 Peer evaluation and polishing（About 5 minutes） Teacher’s instructions: Ask students to exchange drafts with a partner and give feedback using the checklist below. After about 3 minutes, ask students to polish their drafts according to the feedback, then invite one or two students to share their blogs with the class. Students’ activity: Exchange drafts, give feedback according to the checklist, polish the draft, and share the final version with the class. 设计说明：互评时照着量表逐项打分，比笼统说“写得不错”更具体。量表见第六部分。 Step 7 Homework（About 2 minutes） Teacher’s instructions: Assign the homework and briefly explain why the blogs will be posted in the class WeChat group. Students’ activity: Write down the homework. Content: 1. Finish polishing your blog post. Read it aloud to make sure it sounds natural. 2. Post your blog on the class WeChat group. Read at least 2 classmates’ blogs and leave a comment. 设计说明：写作的最终目的是交流。博客发到班级群、同学互相留言，比交作业本更有真实读者，也正好对应课文博客“邀请评论”的写法。 五、板书设计 Unit 3 The Internet — Period 6 Reading for Writing Blog structure: （1）Introduction: who you are + topic + why it is important （2）Body: First of all... / Second... / Third... （each piece of advice + a Wuhan example: hot dry noodles, subway, shared bike） （3）Ending: invite comments Useful expressions: First of all, ... / Second, ... / Third, ... I suggest that you should... You’d better... It is a good idea to... 六、评价设计 量表在 Step 6 互评环节使用，由同桌依据标准打分并写出简要评论。评分分“结构、内容、语言”三个维度，分值供参考，不机械折算进平时成绩，重在让学生明确“一篇好博客”的标准。满分 21 分。 Aspect Criteria Score (0—3) Comments Organisation 1. 3 clear paragraphs 2. Ending invites comments Content 3. 3 pieces of advice 4. Each with a Wuhan example Language 5. Uses First of all/Second/Third 6. Uses suggestion patterns (I suggest/You'd better/It is a good idea) 7. No spelling/grammar mistakes Total Full mark: 21 七、使用提示：预设与应对 本部分面向使用本设计的教师，列出课堂中可能出现的情况与应对建议，供灵活调整。 预设一：学生写作时建议空泛，只会写“be careful”“don’t worry”。 应对：巡视时用问题追问——“你买热干面的时候怎么扫码？”“坐地铁进站时你会注意什么？”；也可先示范一个“支付前—支付中—支付后”的具体例子。 预设二：基础较弱的学生写不满 100 词。 应对：允许先写提纲再成文；鼓励先列出三条建议的武汉实例关键词，再连成句子；互评时优先肯定结构完整。 预设三：互评时间紧张，部分小组完不成。 应对：量表的七个条目可压缩为“结构（1、2）、内容（3、4）、语言（5、6、7）”三组，先评大类再评细项；时间不够时优先评结构与内容。 预设四：个别班级对移动支付场景不熟悉。 应对：将情境替换为本地生活场景（如食堂刷脸支付、校园卡充值），写作结构与方法不变。 八、参考答案 本课读后理解题（Step 2 至 Step 4）的参考答案以教师用书为准，此处从略；下面仅提供写作环节的教师自编范文，供课堂示范与评讲使用。 Sample blog（教师自编范文）: Mobile Payment Safety in Wuhan Hello! I’m a student from Wuhan. Today I want to give our Australian exchange students some advice on using mobile payment safely in Wuhan. You can pay for almost everything here, from hot dry noodles to Yellow Crane Tower tickets, but you need to be careful. First of all, you’d better use only official apps like Alipay or WeChat Pay. Second, I suggest that you should not scan QR codes from strangers — when you buy noodles or take the subway, scan the code from the shop or the machine. Third, it is a good idea to set a payment password and not use public WiFi when paying. I hope you enjoy mobile payment in Wuhan! If you have more advice, please leave a comment! （约 110 词） 评讲要点：范文与课文博客同构（三段式结构、First of all / Second / Third、结尾邀评），示范“每条建议配武汉实例”的写法；讲评时可与学生的“be careful”式建议对比，讨论具体建议与空泛建议的差别。 学科网（北京）股份有限公司 $