（2021新教材）牛津译林版必修第三册英语Unit3 Reading 1 教学设计.doc

1、第 1 页 共 3 页 Book 3 Unit 3 The world online Reading 1 The Internet: a world without frontiers 一、一、教学教学目标目标 By the end of this section, students will be able to: 1. grasp the structure, outline and details of the article by skimming and scanning; 2. understand how cohesive devices and comparisons are

2、used in the article; 3. adopt a critical attitude towards the Internet. 二、二、教学重难点教学重难点 1. To read and understand the article; 2. To describe your online activities and write a comparison of the life before and after smartphones were invented. 三、三、教学教学过程过程 步步 骤骤 教学教学活动活动 设计设计意图意图 互动互动时间时间/ /模式模式 Pre-

3、reading Step 1 The teacher has students answer the two questions on Page 30. 1. What do you often do on the Internet? 2. What effects do you think the Internet has on your life? By answering the two questions, students talk about their online activities. If possible, the teacher can show some pictur

4、es to offer some clues. Students share with each other the effects the Internet has on their lives. 激 发 学 习 兴趣，定位学习 起点，自然引出 学习任务。 3 Individual Work Class Work Step 2 The teacher has students recall what the topic of this 基 于 标 题5 第 2 页 共 3 页 unit “The world online” means. The teacher has students re

5、ad the title to predict the contents of the article by asking the following questions and directs students attention to the title of this article. 1. Why is the Internet compared to “a world without frontiers” by the author? 2. What could be discussed in this article? Students predict the main conte

6、nt of the article according to the title and given information. 的细节与背景 信息，引导学生 预测文章的主 要内容，激发阅 读兴趣，为本课 后续活动埋下 伏笔。 Individual Work Group Work While reading Step 3 The first reading Students find the topic sentence for each paragraph by skimming the article and answer the following questions. 1. How ma

7、ny advantages of the Internet does the author mention? 2. How does the author make the readers quickly know there are mainly three advantages of the Internet? During the feedback, the teacher can help students understand some new words and expressions. Students find the topic sentences for each para

8、graph. 引 导 学 生 运用阅读策略， 进行整体阅读， 抓住主题句，从 而把握文章大 意与行文思路。 5 Individual Work Class Work Step 4 The second reading The teacher asks each student to read the text carefully again. Students locate detailed information by scanning the article and finish A2 on Page 32. While reading, students are encouraged t

9、o use a dictionary if they come across any new words. 带 领 学 生 进一步梳理细 节信息，提取有 关文章主旨的 基本事实信息， 理清行文脉络。 5 Individual Work Class Work Step 5 The third reading Students read through the text again, discuss in pairs 利 用 思 维 导图，帮助学生 15 Individual Work 第 3 页 共 3 页 and complete the outline of the article usin

10、g a mind map. During discussion, students identify what message the author wants to convey and summarize the main idea of the article. 完成结构和内 容的分析、梳理 与归纳，使思维 过程可视化。引 导学生关注文 本结构及衔接 手段，更好地理 解课文的内容 逻辑。 Pair Work Class Work Post-reading Step 6 Students answer the first question in A3 on Page 32. Then in

11、 groups of four, students discuss the writing purpose and techniques of the article by answering the following questions. 1. What is the authors purpose of writing this article? 2. How does the author develop the article to show the advantages of the Internet? 3. How does the author convince the rea

12、ders of the argument “The Internet: a world without frontiers”? 4. Whats the writers attitude towards the Internet? Students share ideas with each other. 理 解 文 章 的写作意图与 写作方法。引导 学生正确运用 批判性思维去 评价文本价值， 有深度地理解 文本，并能用英 语积极自信地 表达观点。 10 Individual Work Group Work Homework 1. Retell the article based on the outline. 2. Finish the workbook. 2