The Effects of the Internet on Our Lives一、教材分析本课为译林版《牛津高中英语》必修模块7第3单元Reading （The Effects of the Internet on Our Lives）的内容。
本课的话题是互联网给人类生活带来的影响，课文内容由两篇辩论性的演讲组成，分别代表正反两方观点，讨论了互联网的利与弊。
本单元以“The Internet”为话题，旨在通过本单元教学，使学生了解互联网以及使用互联网的利与弊，掌握辩论稿的写作特色。
互联网是学生最乐于学习，也是最感兴趣的话题之一。
在本单元的welcome to the unit中，学生已经了解了互联网的相关信息，这为阅读课奠定了一定的基础。
另一方面，课文中出现了reading strategy, 教会学生如何阅读辩论稿。
所以说，这节阅读课在整个单元模块中起着比较重要的作用。
二、教学目标1.语言知识目标：丰富学生与网络相关的词汇和表达，把握辩论文体的结构特点。
2.语言技能目标：1)强化略读、查读等阅读微技能，训练通过寻找关键词、主题句等方式更快速、更准确地确定文章的段落大意，理清文章的总体框架与脉络。
2)继续运用已经掌握的基本猜词技巧猜测文章中的部分单词。
3）增强阅读理解能力；发展借助网络作品、图片、表格等非语言信息进行语言输出的能力。
3.情感态度与情感意识目标：1）在小组合作互动中，增强学生的团队合作精神与分享意识。
2）培养学生自主学习的能力。
3）指导学生全面、正确地看待网络，自觉抵御其不良影响。
三、教学重点与难点：1、教学重点：a.学会谈论因特网，把世界连起来，所带来的好处和不利之处，以及因特网将来的用处。
b.阅读能力的培养和阅读技巧的训练，如快速阅读找出各段主题句和精读课文完成回答问题等。
c.自觉端正对网络的态度，正确、有效地使用网络。
2、教学难点：a.通过阅读更好地发展各种阅读技巧；b.训练用英语获取信息、处理信息、分析问题和解决问题的能力。
四、教学策略：1. 教学方法：多媒体演示法、提问法、师生互动法、任务型阅读法、练习法、讨论法等。
2. 教学方法及其理论依据：坚持“以学生为主体，以教师为主导”的原则，运用多媒体增加课堂容量，提高课堂教学效率，激发学生学习的积极性，使课堂教学得以及时反馈。
通过设计有助于提高学生的阅读概括水平与分析问题能力的练习，指导学生提高阅读速度和把握作者写作思路；及通过练习设计提高学生运用语言解决问题的能力，变学习语言为运用语言。
3.学情分析：（1）学生特点分析：中学生心理学研究指出，高中生心理发展具有不平衡性和闭锁性特点，所以应采取形象生动，形式多样的教学方法以促使学生广泛积极主动地参与学习，激发其兴趣，有效地培养学生能力，促进学生个性发展。
生理上表现为少年好动，注意力易分散。
（2）学法：充分调动学生的学习积极性，以“主动参与，乐于探究，交流与合作”为主导的学习方式。
五、教学媒体：多媒体、网络、黑板和粉笔六、授课时间：45分钟七、教学过程Step 1:Lead-in ( 5 minutes)上课提前三分钟利用多媒体播放网络游戏LOL英雄联盟的MV，激发学生兴趣，为课文导入埋下伏笔。
上课开始即对MV进行简短讨论，通过询问：Can you guess where I got this MV? 自然引出Internet这一主题。
通过问题What can we do on the Internet? 要求学生通过列单子总结网络用途。
接着播放CBS关于中国青少年网络成瘾及中国政府的应对措施的新闻报道，引导学生对问题Does the Internet have any negative effects on us? What are they? 进行思考。
Step 2: Fast-reading（5 minutes）Ask the students to read the two speeches quickly and answer the following three questions:①What are the speeches about? (Two different effects of the Internet on our lives.)②How many points does the first speaker make? (Two.)③What are the two points made by the second speaker? (Uncontrolled information and the change in the way people spend their time.)Step 3: Reading strategy (6 minutes)Tell students when we read an argument, there are something we should pay particular attention to. Allow the students about six minutes to read through the reading strategy on page35, and find out the answers to the following two questions. It is suggested that the students work in pairs to compare notes with each other about their answers to the questions. (ppt.)(1) When you read an argument, you must remember that________________________.(2) How does an argument develop?--- The first thing : ____________________________________--- After that: _______________--- In the rest of the argument: _______________--- At the end of the argument: _______________.Answers:(1) a specific view is being given(2) a statement of what the argument is about；main points；supporting facts；conclusionStep 4: Careful reading for detailed information (10 minutes)Tell students to read the two speeches and see how they were developed. Get them toanalyze the structure of each speech and find out information about main points, supporting facts and conclusion. Allow them ten minutes to read and then complete the following exercises about the text. (ppt.)(1). I. Analyze the structure of the 1st partA specific view: ___________Para ___: Present the two main pointsPara ___: Supporting facts for Point 1Para ___: Supporting facts for Point 2Para ___: Draw a conclusionII. Fill in the blanks.(2) I. Analyze the structure of the 2nd partA specific view: _________Para 1 : Present the two ___________ Para 2 : ________________for Point 1 Para 3-4 : Supporting facts for Point 2 Para 5: Draw a ___________II. Complete the form below Supporting facts:Internet friendships are based on common____7_____.People who are disabled can _____8_____ with the outside world.View:The Internet has ____1____ effects on our lifePoint1:Its __2__ for people to look for information Point2:Its ___6___ to build groups online and form friendshipsSupporting facts: A survey shows__3_ of users use it to search foranswers to questions._4__ of the respondents use it toadvance knowledge about ____5____.Conclusion:the Internet remains a positive __9__that makes our lives betterStep 5: Listening and consolidation (8 minutes)Play the tape for students to listen and imitate and ask the students to judge whether the statements below are true or false, and then deal with Part E on Page 37. Check the answer together after that. (ppt.)1. According to the survey, children use the Internet mostly to play games.2. When people are in need of information, the Internet is now the first place that many people turn to.3. In building a friendship, the most important thing is common interests.4. The clinic was opened in Beijing to help people surf the Internet.5. If people spend all their time on the Internet, they will feel separated from the people and the world around them.6. The purpose of the passage is to present the positive effects of the Internet. Answers: FTTFTFStep 6: Extension (8 minutes)Ask the students to work in pairs and make a dialogue. Supposing one of them is Henry, who spends much time on the Internet everyday and often makes online friends ; the other is Sabrina, who is worried about the friendship online. And they are debating whether people can find true friendship on the Internet. Give the students an example as follows:Henry: Do you often use the Internet to talk to your friends?Sabrina: No, not really. I see my friends at school. People do not tell the truth about themselves on the Internet, so …Henry: But I like to chat …Sabrina: …Get two pairs to act their dialogue out in front of the class.Ste p 7:Homework ( 2minutes )近日，我班学生就网络的利弊进行了学习和讨论，请以Should all the Internet bars be closed?为题，写一篇短文反映下表所列讨论之内容，并发表你自己的看法。