Unit3Reading教案 高中英语人教版必修第二册

新人教必修2 Unit 3 THE INTERNETReading and Thinking: Stronger Together: How We Have BeenChanged by the Internet文本简析本单元阅读文本的话题是互联网对人们的积极影响：互联网不但给人们的生活带来便利，而且能促进人与人之间的相互帮助，使人们变得更加强大。

该文本是叙事性文本，讲述了英国一位名叫简的英语教师辞职后，借助互联网得到了帮助，并主动帮助他人的事例。

从表层意义讲，文本讲述了互联网是如何改变人们的生活方式的；从深层意义来看，本文进一步表达互联网带给人与人之间的“连锁反应”：互联网作为媒介，连接着人与人之间的互助，激发着人们积极向上的正能量，传递着人们之间的互相关爱。

全文共五段，文本结构清晰。

第一段阐明了互联网带给人们的积极影响；第二、三、四段讲述了简失业在家及接触互联网后心理和行为上的变化；第五段通过简自己的话语，解释了她愿意帮助别人的原因，体现了相互帮助带来的积极效应。

本文可以围绕标题中的关键词“change, stronger, together”展开教学，主要通过静默阅读提取文本信息、提问处理相关语言、人物鉴赏学习优秀品质、写作迁移训练语言能力等几个教学策略达到本文的阅读课教学目标。

第1课时一、教学内容提取标题中“stronger, together, change”和“Internet”四个关键词。

梳理关于互联网、人物和描述变化的语言。

抓住“变化”主线，梳理文本，系统化地处理信息。

二、课时目标1. 通过分析标题关键词，理清标题与文本的内在联系，掌握文本主要内容。

2. 理解表示变化、互联网等的话题语言，能够在关键词的帮助下，复述主人公简的故事。

3. 通过记者与简之间角色扮演，进一步梳理简的故事，训练语言的综合运用能力。

三、教学过程Activity 1 Finding out the key words of the title本活动为实现课时目标1而设计。

教学设计课时The secondperiod 课型Reading 授课班级高一、一班学科英语授课教师授课时间教具 a projectorblackboard 教法Situational method and communication methodCore literacy nguage competence: Help the students learn English expressions related to the Internet and analyze the structure of the text.2.Cultural consciousness: Guide the students to understand China's important developments in the field of the Internet and learn to use the Internet for learning and social interaction.3. Thinking quality: Students canconnect their own life experience of using the Internet with the text and discuss the advantages and disadvantages of the Internet in daily life.4. Learning ability: Get the students to exchange their ideas with others freely and develop the ability of understanding and cooperating.Important points 1. Help the students learn English expressions related to the Internet and analyze the structure of the text.2.Get the students to exchange their ideas with others freely and develop the ability of understanding and cooperating.Difficult points 1.Guide the students to understand China's important developments in the field of the Internet and learn to use the Internet for learning and social interaction.2.Students canconnect their own life experience of using the Internet with the text and discuss the advantages and disadvantages of the Internet in daily life.高考考点阅读理解题教学环节主要内容、过程与方法设计意图Step 1 Warming up and leadin(3')Interlanguage: Boys and girls, before our class,let's enjoy some pictures together and compare howthe Internet changed our lives.Teacher shows some pictures and let students talkabout howthe Internet changed their lives.通过呈现一些图片，让学生谈论互联网如何改变了我们的生活，吸引学生注意力，为新课做准备。

Unit 3 Reading教案Teaching aims1. Ability aimTo develop the students' reading ability by skimming and scanning the text.2. Knowledge aimKnow the development and usages of computerTeaching procedures:Step 1 Lead-inWatch a video about the development of computers to lead in the topic of the class.Step 2 Pre-readingGuess some pictures about the development of computers to let student think about when the inventions appeared.Step3 Reading1. Fast readingSkimming and finding the general ideaNow please skim the text WHO AM I. Then try to get the general idea of the passage. Have you got the main idea?Yes, it tells us the development and usages of computers.2. Careful readingListening to the tape and scanning the passageTo know the content of the interview and finish task 2, 3, 4, 5. Each group finishes a task.Task 2 Choose the best answer and fill in the chart1. “I” in the passage refers to _____.A. A TV setB. A computerC. A radioD. The internet2.When was the biggest computer?A.In 1642B. In 1936C. In the 1940sD. In the 1970s3. Who was the first person to make the earliest computer?A. Alan TuringB. Charles BabbageC. Charles TuringD. Charles Alan.4.When was the universal machine built?A.In 1822.B. In 1642.C. In 1936 .D. In 1940.Task 3 Decide whether they are true or false and fill in the chart1. After I got my new transistors in the 1960s, I became smaller but cleverer and quicker.2. My shape wasn't changed.3. Since the 1970s, the first family of computers was connected to each other.Task 4 Read Para 3 and then answer the following questions and fill in the chart1. What are the new applications of the computer?2. What roles do computers play in the life of human beings?Task 5 Summary of the passageRead and finish the timeline below.Step 4 Post reading1. DiscussionWhat are the advantages and disadvantages of computers nowadays?3.Make a conversationTo use the passage in a practical way to improve students’ pronunciation, stress, rhythm and intonation.Please talk about the advantages and disadvantages of the computers with your partner.Step 5 Summary1Know more knowledge about the development and usages of computers.2Know the advantages and disadvantages of computers.Step 6 Homework1. Review the text and the new expressions.2. Pick out the sentences with the present perfect passive voice in the text.。

Unit3 Reading教学设计（一）教学设计（一）设计意图This is the second teaching period of this unit, aiming to help students get a thorough understanding of the reading material in this unit. The emphasis of this period is mainly placed on some topic sentences, some key details and information of the passage. While teaching teachers should also focus on some difficult expressions and sentences in order that students can really understand the passage thoroughly. At the same time, teachers should help students get acquaintance with some reading skills about narrative writing.教学重点1. Enable students to master the reading skills such as skimming, scanning and getting the main idea of a paragraph or passage.2. Enable students to learn the development of computers.3. Enable students to further understand the new words and expressions in this passage.教学难点1. Let students master the reading skills such as skimming, scanning and getting the main idea of a paragraph or passage.2. Get students to understand the structures and meanings of some difficult sentences.(l) Over time I have been changed quite a lot.(2) I developed very slowly and it took nearly two hundred years before I was built as an analytical machine by Charles Babbage.(3) As a result I totally change my shape.教学过程(This step is designed to let students get an idea of the development of computers by a question——Guess who I am？)T: Hello, everybody! Nowadays, what are you most familiar with? Today we are going to make an interesting game——Guess who he is?Guess who I am?It’s a long history...From then on, I grew rapidly both in size and in brainpower.As time went by, I was made smaller. First as a PC.Then as a laptop.As a result my memory became so large that even I couldn’t believe it!I am a computer!思考引导As we can see from the pictures, computers have developed fast lately, so are you interested in exploring more detailed information?课堂探究Step 1 Reading(This step focuses on helping students develop skills of getting the main idea of a passage. At the same time, let them get some information for the development of computers.)1. SkimmingRead the text quickly and try to find out the topic sentence for each paragraph.Matching work:Suggested answers: 1. Paragraph 2 2. Paragraph 3 3. Paragraph 12. ScanningDraw the timeline (时光轴) and find the relevant (相关的) events.1642 The computer began as a calculating machine.。

Unit3 Reading优教教学设计（一）教学设计（一）设计意图This is the second teaching period of this unit, aiming to help students get a thorough understanding of the reading material in this unit. The emphasis of this period is mainly placed on some topic sentences, some key details and information of the passage. While teaching teachers should also focus on some difficult expressions and sentences in order that students can really understand the passage thoroughly. At the same time, teachers should help students get acquaintance with some reading skills about narrative writing.教学重点1. Enable students to master the reading skills such as skimming, scanning and getting the main idea of a paragraph or passage.2. Enable students to learn the development of computers.3. Enable students to further understand the new words and expressions in this passage.教学难点1. Let students master the reading skills such as skimming, scanning and getting the main idea of a paragraph or passage.2. Get students to understand the structures and meanings of some difficult sentences.(l) Over time I have been changed quite a lot.(2) I developed very slowly and it took nearly two hundred years before I was built as an analytical machine by Charles Babbage.(3) As a result I totally change my shape.教学过程(This step is designed to let students get an idea of the development of computers by a question——Guess who I am？)T: Hello, everybody! Nowadays, what are you most familiar with? Today we aregoing to make an interesting game——Guess who he is?Guess who I am?It’s a long history...From then on, I grew rapidly both in size and in brainpower.As time went by, I was made smaller. First as a PC.Then as a laptop.As a result my memory became so large that even I couldn’t believe it!I am a computer!思考引导As we can see from the pictures, computers have developed fast lately, so are you interested in exploring more detailed information?课堂探究Step 1 Reading(This step focuses on helping students develop skills of getting the main idea of a passage. At the same time, let them get some information for the development of computers.)1. SkimmingRead the text quickly and try to find out the topic sentence for each paragraph.Matching work:Suggested answers: 1. Paragraph 2 2. Paragraph 3 3. Paragraph 12. ScanningDraw the timeline (时光轴) and find the relevant (相关的) events.1642 The computer began as a calculating machine.1822 The analytical machine was made by Charles Babbage.1936 The computer grew rapidly both in size and in brainpower.1940s The computer had grown as large as a room.1960s The first family of computers were connected to each other.1970s Computers were used in offices and homes.Now Computers have connected people all over the world.3. Careful readingA. Read the text carefully and then fill in the blanks.B. Read the text again and then do the true or false exercises.(l) In 1642 I began as a calculating machine and could solve any mathematical problem.(2) My real father was Charles Babbage, who wrote a book and built me in 1936.(3) After I got my new transistors in the 1960s, I became smaller but cleverer and quicker.(4) I was brought into people’s homes in the1970s.(5) Since my birth I have been built to take the place of human race.Suggested answers:A. (1) simplify (2) sums (3) analytical (4) logically (5) technological(6) artificial (7) reality (8) went (9) personal (10) totally (11) so (12) that (13) applications (14) rockets (15) explore (16) goalB. (1) F (2) F (3) T (4) T (5) FStep 2 Cracking the difficult points(This step is designed to guide students to understand some important sentences better and finally crack the difficult points.)Observe the sentences carefully and translate them into Chinese.1. Over time I have been changed quite a lot.2. As a result I totally changed my shape.3. I developed very slowly and it took nearly two hundred years before I was built as an analytical machine by Charles Babbage.4. After all, with the help of my electronic brain which never forgets anything, using my intelligence is what I’m all about.5. This means that it should clean the house, mop the floors, cook the dinner and deal with telephone calls.Suggested answers: 1. 经过一段时间我已被改变了很多。

Unit3 Reading优教教学设计(二)教学设计(二)设计意图本课为有关电脑知识的阅读课，因此要充分利用多媒体生动形象地展示电脑的发展历史，引导学生积极主动地参与教学，发挥教师的主导”与学生的主体”作用，培养学生自主、合作学习，分析解决问题的能力，设计不同的阅读方式，加强师生互动，提高学生综合应用语言的能力。

教学重点1. 训练skimming, seanning, careful reading, fast reading等阅读技能。

2•对文章深层次的理解，认识有关电脑、网络的社会利弊。

3.掌握以时间为线索组织文章内容。

教学难点1. 阅读技能的训练。

2. 帮助学生认识到通过网络获取信息、进行交流等的价值。

教学过程Prese ntati ons:I . Warming up1. Have stude nts guess who the pers on is accord ing to the in formati on give n.There is a man who makes us lear n the world at home. He makes most people use his software and we can keep in touch with each other wherever we are. He sets up his own company “ Microsoft ” . He makes most people in the world use the computer.2. Have stude nts know someth ing more about his software.3. Have a word competiti on.n . Listen and answer.A. Liste n to the tape once without ope ning the book.1. Who is the speaker? (The computer.)2. Who is the speaker ' s father? (Alan Turing.)B. Have stude nts guess some devices of the computer.川.Fast reading.A. Fill in the bla nks.1642: The computer bega n as a calculati ng mach ine.1822: The an alytical mach ine was made by Charles Babbage.1936:Ala n Turi ng wrote a book to describe how a computer could be made to work as a “ uni versal machi ne ”1960s: Computers got new tran sistors and became smaller.1960s: The first familys of computers was conn ected to the n etwork.1970s: Computers were used in offices and homes.Now: Computers are used to connect people all over the world together.B. Have some of students retell the history of the computer in their own words.IV. Careful read ing.1. Accord ing to the passage, describe the trend of computers.The size: smaller and smaller.The brain: cleverer and cleverer.The speed: quicker and quicker.The memory: larger and larger.2. Read ing comprehe nsion.(1) When the computer became small and th in, his memory ____ . (C)A. rema ined the sameB. became small as wellC. became large(2) Since the computer was brought into people ' s home, what have people done with the computer? (A)A. People have used computers to deal with in formati on and com muni cate witheach other.B. People have used computers to decorate their houses.C. People have used computers to show how rich and clever they are.3. Useful structures:(1) ①As time went by, I was made smaller.② I am now truly filled with happ in ess that I am a devoted frie nd and helper ofthe huma n race!(2) Have stude nts try to find more main Ian guage poi nts in the text and makesenten ces one by one.V. Creative work1. What ' s the computer in students Havm itihem think it over and express themselves clearly to the class.2. Discussi on.What are the adva ntages and disadva ntages of the computer? Use the follow ing expressi ons to express themselves.I thi nk that...In my opin io n...I believe that...I agree because...I disagree because...弋.Homework assignment （5 m）Write a passage about the adva ntages and the disadva ntages of computers in fourparagraphs.。

Unit 3 The Internet “Reading forWriting”教学设计1.教学分析1.1教学内容分析本课教学内容选自人教版普通高中教科书英语教材必修二第三单元The Internet的Reading for Writing板块中的Write a blog post部分，主要任务是应用文写作中的博客写作。

主题语境为人与社会，旨在培养学生如何在网络生活中保护自己的技能与。

课文是一篇分享如何在网络生活中保护浏览体验与个人隐私的博客文章，正文主要分为开头、主体和结尾三个部分。

开头部分交代了这封倡议信的写作目的；主体部分提出了三个具体可行的网络安全方案；结尾部分是呼吁更多的人加入对如何在上网时保护信息安全的讨论。

文本的主线是“提出问题——提供建议——发出倡议”。

文章结构清晰，语言简洁，内容明确，适合学生学习和模仿。

就文章结构来看，该文包含了一般应用文的必要组成部分，包括具体问题、解决方案以及呼吁，为学生的应用文写作提供了一个可模仿的框架。

就语言来看，该文有很多非正式语体应用文的功能句式，如“many years...have taught me a thing or two”“there’s the golden rule of...”“do you have some advice for...”等等，为学生的写作输出提供了语言支撑。

就内容来看，文章话题为宣传、倡导上网时保护信息安全和维系良好体验的方法，属于实用的互联网话题，具有一定的普遍性和时效性。

学生可以通过独立阅读和小组讨论来提取文章的结构以及功能句型，并在教师的引导下提炼写作技巧。

1.2学情分析本课学生来自Z省某普通高中高一年级，大部分学生已有七年的英语学习经历。

他们对互联网这一话题很感兴趣，对如何获得更好的上网体验以及如何保护信息安全也了解颇多，这为本课的学习提供了有利条件。

此外，经过初中阶段的英语学习，他们已有了一定的应用文写作基础以及基本的语言能力。