《英语》（必修第三册）

Unit 3  The world online

Reading

 江苏省宜兴市周铁中学 陆赟

 

I. Learning objectives

By the end of the lesson, students will be able to:

1. figure out the main structure of the argumentation by analyzing the main idea of each part;

2. analyze, explore and comment on the truly life-changing advantages of the Internet that the article expresses;

3. continue the article on ‘how to build a true world without frontiers’ with the required writing skills;

4. adopt a critical attitude towards the Internet.

 

II. Key competence focus

1. Explore the real meaning of  ‘a world without frontiers’.

2. Explore the functions of the writing skills in the article.

 

III. Predicted area of difficulty

1. Understand the real meaning of ‘a world without frontiers’.

2. Continue the article with the required writing skills.

 

IV. Teaching procedures

Step 1 Lead-in

1. T displays pictures of various apps which students often use in daily life and has Ss talk about the question:

• What do you often do on the Internet?

2. T leads Ss to express their ideas with the suggested sentence pattern:

• ‘With the app ___________, it is more convenient for me to __________________________.’

【设计意图：挑选日常生活中学生最熟悉的App进行展示，为学生提供语言支架进行简单的口语表达，激活了学生的背景知识，创设了情境，引出主题。】

 

Step 2 First reading

Activity 1 Explore the title.

1. T asks Ss to read the title and make predictions:

• What will be the author’s attitude towards the Internet in the article?  

• What will be talked about in the article?

【设计意图：本堂课教学思路为两条主线，即以标题“无疆之界”为切入点的意义探索线以及以文本内容为抓手的写作手法线。学生在真正阅读文本前阅读标题，对作者的态度以及文本内容进行预测，能够形成阅读期待。】

 

Activity 2 Explore the structure. 

1. T asks Ss to read the article quickly and match three parts with the key elements of an argumentation.

2. T asks Ss to find out the topic sentences of each paragraph.

  

 

3. T leads students to think over the following two questions:

• Are there any key words in each paragraph helping you to find out the topic sentences so quickly and precisely?

• What is the meaning of applying proper cohesive devices such as linking words or linking phrases in writing?

【设计意图：关注了该文本典型的议论文体裁，让学生在段落要素匹配以及大意提取的过程中了解了文章结构，为后续提取和归纳基本信息作了准备。同时，让学生在大意提取的过程中探索和感知衔接手段在文本写作中的意义，为最后的写作输出做准备。】

 

Step 3 Closer reading

Activity 1 Explore the meaning of  ‘a world without frontiers’.

1. T plays the tape of Para. 1 and leads Ss to fill in the blanks.  

 

【设计意图：播放第一段的录音，让学生边听录音边“初探”“无疆之界”的初步内涵，完成填空，提取相关基本事实性信息。】

 

Activity 2 Explore the truly life-changing advantages.

1. T asks Ss to read Para.2-4 and draw the mind map in groups.

 

2. T leads Ss to focus on Para.3 again and answer the following questions:   

• In addition to listing examples, how does the author persuade（使...信服）us that the Internet has made our lives unbelievably convenient?  

• Can you make a sentence with a ‘before and after’ comparison to put in this paragraph?

• What is the meaning of making ‘before and after’ comparisons in showing the illustrations?  

【设计意图：进一步梳理细节信息，利用“思维导图”，让学生在小组合作中自己设计思维导图，群策群力，概括、整合因特网给人们生活带来的各个方面的好处，培养了批判精神和合作精神。同时，学生关注第三段文本写作中“对比”技巧使用的魅力，在创作表达中，探究“对比”技巧在文本写作中的意义，为最后的写作输出做准备。】

 

Activity 3 Explore the meaning of  ‘a true world without frontiers’.

1. T asks Ss to read Para. 5 and discuss the following questions:

• Is ‘a world without frontiers’ always beneficial?

• Can you list some problems with the Internet?

• What is the real meaning of  ‘a world without frontiers’?

• What will be talked about following the last paragraph?

【设计意图：利用“问题链”，学生“深探”“无疆之界”的真正内涵，进一步加深了对“因特网”的批判性精神。通过对文本续写内容的预设，学生为最后的输出环节做好了铺垫。】

 

Step 4 Follow-up

1. T leads Ss to continue the article on ‘how to build a true world without frontiers’ based on the following requirements.

Requirements: Use some proper cohesive devices（衔接手段）, examples or comparisons. 

To build a true world without frontiers, teenagers can turn to a variety of measures. To begin with(cohesive devices), we should not easily trust some strangers on the Internet, whose scams(骗局) are more complex(复杂的) to see through than before(comparison). _____________________

_______________________________________________________________________________

 

2. T asks Ss to finish the self & peer review with the aid of an assessment chart.

 

 【设计意图：让学生将讨论中的思维火花落在笔上，在“写作手法线”的驱动下，要求学生运用本节课所学的写作手法实践在续写内容中，探究“如何建立一个真正的无疆之界”，深化了主题意义，加强德育浸润，迁移创新。最后利用自评和互评，进一步明确了写作要求。】

 

V. Homework

①Read aloud the article.

②Design a weekend schedule to guide your proper use of the Internet.

③Polish up your writing based on the assessment chart.

【设计意图：家庭作业为课堂内容的延伸，巩固课上所学。学生制定周末网络使用时间表，将文本的主题意义落到生活实处。】