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課題 Unit 3 The Internet 授課時間
課 時 Period 1 Listening and speaking 課 型 新授課
教學目標與核心素養 In this lesson, the students will learn 1.to understand the content and structure of an investigation interview about online habits. 2.to master how to define new words and use the skill to catch the key information in the listening process. 3.to identify the useful sentence patterns and expressions from the listening text. 4.to talk about online activities and the reasons for using the Internet.
重 難 點 教學重點 Cultivate students' listening strategies by learning ways to define new words.
教學難點 Enable students to naturally use the functional and notional items of this unit to express their guess, expectation or belief.
教法學法 1. Interactive lecture-based teaching. 2. Group discussions and pair work. 3. Listening and speaking exercises. 4. Real-life examples and case studies. 課程資源 PPT
教 學 過 程 教學設計 二次備課
Step 1 Lead-in Task 1: Look at the Opening Page and think about the meaning of the sentence. (P. 25) The Internet is becoming the town square for the global village of tomorrow. ——Bill Gates Task 2:Watch a video.(PPT) Step 2 Pre - listening Task :Look at the online activities in the box and match them with the pictures. Then tick the pictures of the activities that you like to do when you are online. Step 3 While - listening Task 1:Sam is doing a survey on online habits. He is now talking to his schoolmates Anna, Paul, and Joe. Listen to the conversation and complete the table. Task 2:Listen for definitions Task 3:Learn the expressions Step 4 Post - listening Task：Take turns to ask each other about your online habits. Step 5 Pronunciation Task 1: Read the sentence and notice which words are stressed. Task 2:Read the poem about online safety and mark the words that should be stressed. Step 6 Homework Independently complete the exercises in the guide plan; Remember the new words and learn the usages of them.
板書設 計 Unit 3 The Internet .
課后反 思
課題 Unit 3 The Internet 授課時間
課 時 Period 2 Reading and thinking 課 型 新授課
教學目標與核心素養 In this lesson, the students will learn to predict the main idea of the text from the title. to obtain and sort out the author's views on the Internet and the factual information provided. to compare their online activities with people’ s online activities in the text. to write a passage about how the Internet has changed people’s life.
重 難 點 教學重點 To predict the main idea of the text from the title. To obtain and sort out the author's views on the Internet and the factual information provided.
教學難點 To compare their online activities with people’ s online activities in the text. To write a passage about how the Internet has changed people’s life.
教法學法 Cooperative Teaching Method, Task-based language teaching 課程資源 PPT
教 學 過 程 教學設計 二次備課
Step 1 Warming up and lead in Boys and girls, before our class, let's enjoy some pictures together and compare how the Internet changed our lives. Teacher shows some pictures and let students talk about how the Internet changed their lives. Step 2 Pre-reading Look at the title and ask students to discuss these questions in pairs. What do you think the text will say How do you think the writer feels about the topic A. Indifferent B. Positive C. Negative D. Pessimistic Step 3 While-reading Fast reading Task 1. Skim the passage and get the main idea of this passage. The passage mainly talks about how the Internet has made our lives more convenient by giving the example how Jan Tchamani's life have been changed by the Internet . Task 2. Match the main idea of each paragraph. Para.1 A. Jan benefited from the Internet. Para.2 B.Jan's life has been greatly improved by the Internet. Para.3 C. Introduction---People's lives have been changed by online communities and social network. Para.4 D. Jan started to help others online. Para.5 E. Jan's online classes and her new goal. Careful reading Task 1. Fill in the blanks according to paras 2-3 and observe the changes of people's lives. Jan TchamaniA 59-year-old manA 61-year-old woman Previous situation Developed a serious illness. Quit her job. Felt lonely and bored. Had no job. Lived alone.Online activitiesSurfing the Internet. Running an IT club. Learning online.Learn how to apply for work. Running a small online company . Results Offering help to more people. Having a positive attitude towards life.Found a great job. Taking care of himself. No longer feeling lonely. Her company is successful.
Task 2. Read for details 1．Why did Jan quit her job (Para.2) A．Because she began to hate teaching. B．Because she had a serious illness. C．Because she was too old to teach. D．Because she wanted to work for the Internet. 2．How did Jan felt about the help from the Internet (Para.2) A．Surprised.　 B．Disappointed. C．Puzzled. D．Satisfied. 3．Why did Jan start an IT club (Para.3) A．To help older people use the computer. B．To help older people find the job. C．To help jobless people live a happy life. D．To help her daughter study at university. 4．What is Jan's next goal (Para.4) A．To take online classes. B．To make society better. C．To start a website to help poor children. D．To improve poor people's life by the Internet. Step 4 Post-reading The writer mentions many advantages of Internet. Can you list some Do you think there are any disadvantages of using the Internet Step 5 Conclusion Ask some students to summarize what they have learned this class. Step 6 Homework Complete the passage with the correct forms of the words in the box. Recite ten words and dictate next class.
板書設 計 Unit 3 The Internet
課后反 思
課題 Unit 3 The Internet 授課時間
課 時 Period 3&4 Important language points 課 型 新授課
教學目標與核心素養 By the end of this period, students should be able to: 1. master the usage of such important words and expressions. 2. learn how to study by oneself with the help of the dictionary. 3. enjoy the fun of expressing oneself using English and participate in class with passion. 4. Learn the method of constructing knowledge trees through self-study &cooperative exploration.
重 難 點 教學重點 Students will be able to master the usage of such important words and expressions .
教學難點 How to use the words and phrases in real situations. Exercises are expected to assist students to express themselves freely in English.
教法學法 Communicative teaching method Activity-based teaching method Individual learning ; Cooperative learning 課程資源 PPT
教 學 過 程 教學設計 二次備課
Activity 1: Lead-in Teacher guides students to recognize the words and expressions on PPT Activity 2: Presentation and practice 1.blog n .博客 v .寫博客 a blog post 一篇博文；博客帖子
blogger n .博主；博客作者 microblog n .微博
拓展： micro ﹣是一個前綴，表示微小的，微型的，微觀的意思。如 microscope ，顯微鏡 2.engine n ．引擎；發動機；火車頭 a search engine 搜索引擎
engineer n .工程師 一名工程師 an engineer engineering n . 工程學 3. chat vi.聊天；閑聊 n.閑聊 chat with sb . about ...與某人聊… have a chat 閑談
Within minutes of being introduced, they were chatting like old friends .
4.stream vt.流播；流出 vi ．流動 n.小河；溪流；車流；人流； ① When she saw her son coming back safely , tears Streamed down her cheeks
看到兒子平安回來，淚水順著她的臉頰流了下來。
② People streamed across the street . 街上行人川流不息。
5.identity n ．身份；個性 identity card ( ID card ）身份證（ passport 護照 visa 簽證）
拓展： identify v ．認出；識別；表明…的身份 identification n ．識別；鑒定：確認
His accent identified him as a Frenchman .他的口音表明他是法國人。
6.comvenient adj .方便的；便利的 inconvenient adj.不方便的 convenience n.方便
常見搭配： It is convenient ( for sb .) to do sth .（對某人而言）做某事方便 for convenience 為了方便起見 at one ‘s convenience 在某人方便時 Please come at your convenience . It is very convenient to travel in Shanghai by underground. 請你在方便的時候過來。在上海乘坐地鐵出行很方便。
特別提醒： convenient 作表語時，不可用人作主語，要用物作主語或用it充當形式主
語。表達"如果你方便"和"在你方便的時候"時，要分別用 if it is convenient for you 和when it is convenient for you .
7.cash n.現金；金錢 pay in cash 用現金支付
It doesn’t matter whether you pay in cash or by credit card in this store .
8.update vt. 更新；向…提供最新信息 n.更新；最新消息 up-to-date adj.最新的
常見搭配： update sb. on sth. 向某人提供某事物的最新信息
It is said that all the data have been updated up to now .(= by now /so far)
9. stuck adj .卡住；陷入；困于
常見搭配： be / get stuck in 卡住；陷入＝ be trapped in
The wheels were stuck in the mud / snow .
I got stuck on the first question .= be caught in
Stuck is such a dilemma (陷入這樣的困境）, I’m anxious to get your help .
拓展： Stick vt .& vi .刺；粘貼（過去式 stuck ，過去分詞 stuck） n .棍，棒；枝條
stick to 堅持；遵守；粘住 stick to doing 堅持做某事 =insist on doing
strike v.擊打；碰撞；罷工；侵襲（過去式 struck，過去分詞 struck，adj. stricken）罷工（短語） go / be on strike ； 某人突然想到一個好主意 a brilliant/good idea struck/hit/occurred) 10. keep pany 陪伴某人 company n. 公司：陪伴（ set up /start a company 開公司）
in company with ... 與…一起
11. benefit n .益處 vt. 使受益 vi. 得益于
常見搭配： for the benefit of sb .= for sb’s benefit 為了某人的利益
be of ( great ) benefit to …對…（很）有益benefit from sth .得益于某事
benefit sb .使某人受益
拓展： beneficial adj.有利的 be beneficial to 對…有益 12.distance n ．距離；冷淡；疏遠
常見搭配： in the distance 在遠方
keep sb. at a distance 與某人保持一定距離
at / from a distance 隔一段的距離 at / from a distance of … 隔…的距離（ of ＋具體距離）
拓展： distant adj. 遙遠的；冷淡的 distantly adv .遠地；冷淡地
13. inspire vt. 鼓舞；激勵；啟發思考 inspire sb . to do sth. 鼓勵某人做某事 =encourage /motivate/stimulate
拓展： inspired adj.受到鼓舞的 inspiring adj.令人鼓舞的 inspiration n.鼓舞；靈感
14. now that 既然：由于 翻譯：既然你已經完成了家庭作業，你就可以打籃球了。
Now that you’ve completed your homework , You are allowed to play basketbal 15. access n.通道；（使用，查閱，接近的）機會 vt.進入；使用；獲取 assess vt.評價，評估 常見搭配： have / get / gain access to … 有…機會；可以進入，接近 access to + n ．通往．．的路（類似的名詞： key / answer/solution/entrance） 在因特網訪問權限 have Internet access = have aceess to the Internet 拓展： accessible adj. 可接近的；可使用的
be accessible to sb 能為某人接近或使用的
inaccessible adj. 難以接近的
The library is wheelchair accessible .
16. go through ①經歷；經受（苦難等） She knew that she had to go through all the difficulties .
②瀏覽；仔細檢查（= look through） I went through all my pocket but I couldn’t find it .
③經過：穿過 Go through the gate and you will get there .
17. tough adj ．艱難的；嚴厲的
have a tough time // lt is really a tough decision to make .// His parents are really tough on him .
He built up a reputation as a tough businessman. 堅韌的
18. province n ．省 provincial adj ．省的
19. plus conj .而且；此外 n.加號；優勢 prep.加，另外
① Plus , they can download movies at high speed .
② Knowledge of French is a plus in her job.優勢
20. function n .功能；作用；職能 vi 起作用；運轉 functional adj ．實用的；起作用的；功能的
常見搭配： perform a (...) function 發揮（...）的功能；履行（...）職責
function well / normally 運轉良好／正常 function as … 起…作用，具有…功能
21.confirm vt. 確明,使確信 confirmation n .證實；證明 常見搭配： It is confirmed that / it has been confirmed that 據/已證實
confirm one ' s belief / determination 堅定某人的信念／決心
22. press vi ./ vt .按；壓；擠 press (...) against ..．按／壓（...)
press sb . into ( doing ) sth .敦促某人做某事
press sb . to do sth ．催促／極力勸說某人做某事
impose /press sth . on sb ．把（想法，事物等）強加于某人
n ．新聞界 [ U ］報刊 press conference 新聞發布會
拓展： pressure n.壓力； impression n.印象 expression n.表達，表情 23.in shape 狀況良好（ in a good condition ) in good / bad shape 健康狀況良好／糟糕
in the shape of ..．呈．…的形狀；以．.．的形式 out of shape 變形的，走樣的，健康狀況不好的
take shape 成形；有了模樣
shape one’s character / life decisions 塑造；影響 24. keep track of 掌握．.．的最新消息；與．．保持聯系
lose track of 與…失聯
get in contact 和某人取得聯系
lose touch with sb .與．.．失聯
be / keep in touch with sb ．和某人保持聯系
be out of touch with sb ．和．.．失聯 25. discount n .[ C ］折扣 vt ．打折
常見搭配:get give offer a discount ( on …)（在…上）得到／給予／提供折扣
a 10% / 60% discount 打九／四折 at a discount 打折
26.account n .[ C ］賬戶；描述；敘述 accountant n .會計；會計師
常見搭配： open an account 開帳戶
give a ( n )... account of ..描述／敘述．= give a description of
account for … 是…的原因；對…做出解釋；（在數量／比例上）占
take sth . into account = take account of sth . 對某事加以考慮
on account of 因為＝ due to = owing to
on no account 絕不（位于句首部分倒裝）= by no means = in no case
27. privacy n .隱私；私密
private adj .私人的；私密的 privately adv.私下地
in private 私下地
28. theft n .偷；偷盜罪 thief （復數： thieves ) n .小偷
29. rude adj. 粗魯的；無理的 be rude to 對．.．粗魯 rudeness n ．粗魯；無理 30.target n ．目標；靶子 v ．把．.．當作目標
常見搭配： a target for sb ./ sth ...的攻擊對象／目標 set a target = set a goal /set an aim /set an objective
meet / achieve a target 完成目標 be targeted at ...是面向…的；是…針對…的；
31.false adj ．假的；錯誤的 反義詞： true
false teeth / hair 假牙／假發 Activity 3: Summary Teacher guides students to summary the expressions by asking them to speak out and write some sentences by using them. Homework: Finish the exercise of workbook.
板書設 計 Unit 3 Words and expressions blog n .博客 v .寫博客 engine n ．引擎；發動機；火車頭 3. chat vi.聊天；閑聊 n.閑聊 4. stream vt.流播；流出 vi ．流動 n.小河；溪流；車流；人流；
課后反 思
課題 Unit 3 The Internet 授課時間
課 時 Period 5 Discovering useful structure 課 型 新授課
教學目標與核心素養 (1) Knowledge Objects: a) Students will learn some words and phrases b) Students will master the the structure of the present perfect passive voice through self-study and practice (2)Students can use the structure of the present perfect passive voice to express their ideas. (3)Students can foster the interest and desire of learning English grammar.
重 難 點 教學重點 Help students identify the structure of the present perfect passive voice.
教學難點 How to use the structure of the present perfect passive voice in real situation.
教法學法 1. Inquiry-based and Student-centered Teaching Approach 2. Cooperative and Inductive Methods 3. Multimedia Computer Assisted Instruction 課程資源 PPT
教 學 過 程 教學設計 二次備課
Step 1 Presentation Read the pairs of sentences.Underline and compare the different verb forms. 1.Jan's life has been greatly improved by the Internet. The Internet has greatly improved Jan's life. 2.Much has been written about the wonders of the World Wide Web. People have written much about the wonders of the World Wide Web. 現在完成時的被動語態 一、基本結構： have/has been +及物動詞過去分詞 二.現在完成時的被動語態的形式： (1)肯定式：主語+ have/has+ been+及物動詞的過去分詞+其他。 The car has been repaired. 這輛汽車已經被修理過了。 (2)否定式：主語+ have/has+ not+ been+及物動詞的過去分詞+其他。 The house hasn’t been cleaned for a long time. 這所房子很久沒有打掃了。 (3)一般疑問式：Have/Has+主語+been+及物動詞的過去分詞+其他 Has my letter been received 你收到我的信了嗎？ (4)特殊疑問式：特殊疑問詞+have/has+主語+been+及物動詞的過去分詞+其他 How long has the car been used 這輛汽車用了多長時間了？ 三、主要用法： 1. 表示發生在過去的動作對現在產生的影響或結果，這個動作是被動的。當動詞為短暫性動詞的時候，可與already或yet連用，但不能與for或since引導的表示一段時間的狀語連用。 This novel has been translated into several languages. 2. 還可以表示在過去發生的，已知延續到現在的并可能持續延續下去的被動動作或狀態。常與for或since引導的時間狀語連用，或用于“How long…？”句型中。 The machine has been used for 3 years. 3. 用在時間或條件狀語從句中，表示將來某時已完成的動作，即用現在完成時態的被動語態代替將來完成時的被動語態。 You can go home as soon as your homework has been finished. 四、注意： 1）現在完成時的被動語態的兩個助動詞：have/has和been 缺一不可。 2）注意與一般過去時被動語態的區別。一般過去時的被動語態表示一個被動的動作發生在過去，其結果對現在沒有影響；而現在完成時的被動語態的動作或狀態盡管發生在過去，但側重說明該動作或狀態對想在造成的影響或結果。 The machine has been repaired. (說明動作發生在過去，對現在有影響，“修好了”) The machine was repaired yesterday. (只說明動作發生在昨天) 3）不可與確定的表示過去或將來的時間狀語連用（如yesterday, three days ago, in 1970,in 2050等），但可與不確定的時間狀語連用（如 already，yet，just，often，recently，in the past few years等） They have been punished recently. 4）有些動詞像finish，buy，start，begin，return，join，marry，open，die等，表示的動作很短暫，我們稱之為短暫性動詞或非延續性動詞。它們構成的現在完成時的被動語態不能夠與for構成的短語，since構成的短語或引導的句子連用，也不能用于How long… 句型中。 Step 2 Practice Students finish the exercise on page 18.Teacher will ask them to check the right answer on PPT. Step 3 Summary and homework 1. Summary Students should act as an assistant to conclude what they have learned in this class, and then the teacher will make a summary together with students. 2. Homework Finish the exercise in PPT.
板書設 計 Unit 3 The Internet Discovering Useful Structure 不可與確定的表示過去或將來的時間狀語連用（如yesterday, three days ago, in 1970,in 2050等），但可與不確定的時間狀語連用（如 already，yet，just，often，recently，in the past few years等） They have been punished recently.
課后反 思
課題 Unit 3 The Internet 授課時間
課 時 Period 6 Listening and talking& Assessing your progress 課 型 新授課
教學目標與核心素養 In this lesson, students will listen to get the main purpose and details of the conversation about choosing apps; master expressions to show your predictions/ guesses/ beliefs; choose suitable apps based on purposes/ apps’ functions/ expectations; recommend suitable apps to others in need.
重 難 點 教學重點 1.Improve students’ listening skills to better understand the main purpose and details of the conversation; 2.Lead students to focus on expressions used to show predictions/ guesses/ beliefs.
教學難點 1.Encourage students to naturally show their predictions/guesses/beliefs in daily conversations; 2.Lead students to choose or recommend suitable apps logically.
教法學法 English learning activity outlook, communicative language teaching, cooperative learning method. 課程資源 PPT
教 學 過 程 教學設計 二次備課
Part 1 Listening and talking Step1: Warming up Ask students to look at commonly used apps on the slide, and answer questions below together. Q1: What apps will you use if you want to chat online Any other apps for social networking Q2: How about online shopping And online payment Q3: What if you want to stream the movies or music Q4: If you want to ask questions or improve your study, you may use ________ Step2: Listening Activity1 Set up Listening - Activity1. Ask students to listen to the conversation and find out personal purposes when choosing apps. Then elicit answers from the class. What apps does Xiao Bo/Laura want Why Activity2
Set up Listening - Activity2. Ask students to listen again and focus on functions of each app mentioned in the conversation. Invite a group of students to share answers. What apps are found for Xiao Bo/Laura What functions do these apps have Activity3 Show statements about predictions/guesses/beliefs to students. Ask students to underline key expressions used to express predictions, guesses, and beliefs. Then ask students to read statements together, stressing the underlined parts. Listen once more. Ask students to put the sentence they hear into the form. Find out expectations of those mentioned apps. Then invite volunteers to share their answers. What does Xiao Bo/Laura think of these apps Make a brief summary After finishing listening tasks, invite students to summarize key factors when choosing apps. When choosing apps, we should consider: ___________, ______________, and ________________. Step3: Talking Ask students to discuss in pairs: Which app would Xiao Bo/Laura probably choose Why Give the sentence pattern to students in advance. And remind students to refer to their expectations of those mentioned apps. Xiao Bo/Laura would probably choose App_________, because _______________. Ask students to discuss in groups：Which app would you like to recommend to her Why Remind students to consider Susan’s purposes/Apps’ functions/Your expectations in their discussion. And encourage students to use expressions like “I believe .../ I imagine ...”. Demonstrate an example first. After the discussion, ask volunteers to share their recommendations with the class. Step4: Summary Summary: Remind students to choose apps carefully and use them wisely in the future. Part 2 Assessing your progress Step 1 語言知識檢測 學生完成活動1和活動2，師生核對答案。教師指導學生自我檢測本單元詞匯及語法知識掌握的情況。學生除了關注這個語篇中三種短語的功能之外，還應當關注這個語篇的意義建構. Step 2 反思與評價 教師可以利用單元內容評價和自我反思部分的問題，讓學生發表意見，重要的是看意見的支撐性內容，以便評估學生的語言運用能力、信息加工能力和批判性思維能力的發展情況。教師要充分利用學生學習情況的反饋，及時掌握學情，改進教學。 Step 3 Homework Finish the workbook
板書設 計 Unit 3 The Internet
課后反 思
課題 Unit 3 The Internet 授課時間
課 時 Period 7 Reading for writing 課 型 新授課
教學目標與核心素養 By the end of the class, students will be able to: 1. Improve their language skills in talking about the advantages and disadvantages of online shopping and writing a letter to introduce it by using the useful expressions, sentences patterns and linking words that they’ve learnt in class. 2. Improve their thinking ability by involving themselves in discussing about the advantages and disadvantages of online shopping. 3. Enhance their cultural awareness and national pride after knowing online shopping has enjoyed a boom in China. 4. Learn to evaluate others’ composition and improve this learning ability after class.
重難 點 教學重點 Instruct students to build idea, language and discourse scaffolding in writing a letter to introduce online shopping.
教學難點 Lead students to evaluate others’ compositions according to the evaluation criteria.
教法學法 Task-based teaching method, situation teaching method, self-study and group work, presentation & practice & evaluate 課程資源 PPT
教 學 過 程 教學設計 二次備課
Step1.Lead-in 1.What other problems will we face on the Internet Cyberbullying (網絡暴力） Wire Fraud （電信詐騙) Identity theft (身份盜竊) Troll (網絡挑事者) 2.Watch the vedio and learn five Intenet safety tips . Step2.While reading Task 1. What’s the blog A blog post is an entry (article) that you write on a blog. It can include content in the form of text, photos, infographics (信息圖), or videos. Task2. Skiming Ask the students what’s the structure of the blog post. Task 3 Scanning 1.Read paragraph 1 and find out the title of the blog post and answer the question. 1) Tick what the writer tells the reader in Paragragh1. definition of online safety the writer’s knowledge background information the topic of the post Title: Online Safety 2.Read paragraph 2 1) Find out 3 guidelines the author provided. 2)How are the guidelines connected First of all,... Second,... Third,... Who are the online troublemakers the blog post mentions Read paragraph 3 and choose the best answer. How does the writer end the post A. By asking questions. B. By answering questions. C. By asking and answering questions. D. By asking readers to write comments. Task 4 Detailed reading Learn some important words and phrases. the gold rule click on give out stir up trouble be mean to direct at particular embarrassing the more...; the less... Step 3 A summary of a blog post Step 4 Writing---Imitate and Draft a blog post. Today, I want to blog about ________________, which has caused wide attention nowadays. Many years as an online shopper have taught me a thing or two about this topic. To begin with, you might as well............Besides, remember to..., avoiding.........Equally important is to..........keep it in mind that the more cautious you are online, the less likely it is for you to become an easy target. Do you have some good advice to share with us Your comments are highly welcome.
板書設 計 Unit 3 Reading for Writing
課后反 思
課題 Unit 3 The Internet 授課時間
課 時 Period 8 Exercise(workbook) 課 型 新授課
教學目標與核心素養 By the end of this period, the students will have been able to: 1) Review and practise using words and phrases learned in this unit. (Language competence+ Learning ability) 2) Reflect on and summarize what have been learnt in this unit. (Learning ability + Thinking quality)
重 難 點 教學重點 1) Reviewing and practising the usage of some words and phrases learned in this unit. 2) Knowing about the education in poor countries. 3) Reflecting on and summarizing what have been learnt in this unit.
教學難點 Reflecting on and summarizing what have been learnt in this unit.
教法學法 Question-based method, Group discussion method 課程資源 PPT
教 學 過 程 教學設計 二次備課
Step 1 Review 1. Check the homework. 2. Review the new language items learned in the previous period. Step 2 Practice 漢譯英 adj.粗魯的;無禮的______________ adj.方便的;近便的______________ adj.假的;錯誤的______________ adj.艱難的;嚴厲的______________ adj.讓人難堪(尷尬;害羞)的_________ adj.熟悉;熟知______________ adj.特定的;特別的_______ adj.心煩的;沮喪的__________ n.功能;作用 vi.起作用__________ n.會議;研討會;______________ n.目標;對象;靶子______________ n.通道;vt.進入;使用______________ n.益處 vt.使受益______________ n.引擎;發動機;火車頭___________ n.隱私;私密______________ n.折扣 vt.打折______________ n.忠告;訣竅;______________ n.作者;作家______________ vt.&vi.點擊______________ vt.&vi.瀏覽;沖浪______________ vt.按,壓;敦促______________ vt.給……下定義解釋____________ vt.更新 n.更新;最新消息________ vt.鼓舞;激勵;啟發思考___________ vt.確認;使確信______________ 漢譯英 既然;由于____________________ 經歷;度過;通讀______________ 牢記____________________ 陪伴某人____________________ 取笑;戲弄______________ 身份證______________ 掌握……的最新消息____________ 狀況良好_______________________ 在遠處______________________ 10.特別地______________________ 11. 對...熟悉______________________ 12. 以防萬一_____________________ 詞性轉換 _________________n.引擎;發動機→_________________n. 工程師 _________________adj.方便的→_________________n.方便，便利→_________________a.不方便的 _________________n.益處 vt.使受益→_________________adj. 有益的；有利的 _________________n.距離→_________________adj. 遙遠的 _________________vt.鼓舞;激勵→_________________adj. 鼓舞人心的→_________________adj. 備受鼓舞的→_________________n.靈感 _________________n.通道;機會 vt.進入→_________________n.通道;機會 vt.進入 _________________vt.按,壓;敦促→_________________n.壓力 _________________n.隱私;私密→_________________Adj.個人的，私密的 __________________adj.假的_________________→adj.真的 _________________adj.特定的→_________________adv.特定地 _________________v.（使）尷尬→_________________adj.尷尬的→_________________adj.令人尷尬→_________________n.尷尬 _________________vt.給……下定義→_________________n.定義 Homework： 1. Complete the unit summary, assessment and reflection form. 2. Revise this unit and preview the next unit.
板書設 計
課后反 思
課題 Unit 3 The Internet 授課時間
課 時 The Ninth＆Tenth Period 課 型 Revision class
教學目標與核心素養 1.To check what students have learned in this unit. 2.To let the students know what is missing in this unit by testing it.
重 難 點 教學重點 1.The words and expressions in this unit. 2.Some sentence patterns and structures.
教學難點 How to put the reading skills into their practice.
教法學法 Presentation-Practice-Production Teaching Method Task-based Teaching Method 課程資源
教 學 過 程 教學設計 二次備課
Practicing and Explanation
板書設 計
課后反 思
Unit 3 The Internet 單元檢測卷
滿分：100分 時間：40分鐘
一 知識點鞏固
I.單詞拼寫
1.Please show your_______________（身份）card before you enter the hall.
2.John was found_______________（聊天）with his teacher in the classroom.
3.The blogger_______________（更新）his blog every day to attract more people.
4.His car got_______________（困住，陷入）in the mud ,so he had to call the police.
5.It is_______________（方便）for the old people nearby to go to the hospital.
6.The_______________（引擎）of my car must have broken down.
7.People nowadays don’t have a lot of_______________（現金）at hand.
8.She loves the_______________（溪流）that runs through the forest .
9.A 20%_______________（折扣）was given to them at last.
10.The_______________（粗魯的）boy threw me a cold glance.
11. _______________（按）the button to call for help.
12.The spokeswoman_______________（證實）the death of the national hero.
13.The building looks great even in the_______________（距離）.
14.I wonder whether it is true or_______________（假的）.
15.The press_______________（會議）has to be delayed due to the weather.
II.單句語法填空
1.In the past few years, the tennis player_______________(gain) several gold medals.
2.You should keep what your mother told you _______________ mind.
3.He tried hard to _______________ track of the latest news.
4.He kept a lot of cash at home_______________ case of emergency.
5.A lot_______________(do) since the new leader came to the town.
6.The young woman must __________ (go) through a lot when she was in the factory.
7.Now_______________ you are an adult now, you should be more responsible.
8.Alice felt so_______________(embarrass) that she couldn’t say a word.
9.He is in need of a lot of things, food_______________ particular.
10.His students were forbidden_______________(watch) TV at night.
二 閱讀理解
Road to Hana Tours
The famous roadway along Maui’s North Shore provides fantastic views for travelers who enjoy the beauty of nature.
Road to Hana Day Trip
You will enjoy beautiful beaches, quiet coastline, and towering waterfalls as you drive your way across the Kalepa Bridge, where the highway continues to Kipahulu on the Piilani Highway. This journey through the narrow highway consists of 59 bridges and over 600 turnings taking travelers in and out of rainforests and tropical plants.
Hana Grand Tour
During this 6-hour adventure, you can sit back and relax inside your bus on the way to Hana, stopping at Hana Tropical Gardens and at wonderful waterfalls, where you’ll have time to swim. You’ll also enjoy a beachside lunch before eventually boarding a helicopter for a thrilling 36-minute flight above Haleakala Crater and the island’s rough coast. This grand small-group trip to Hana also includes a professional guide.
Rainforest Hiking Adventure
Experience the green beauty of East Maui on this rainforest hike with an informative local guide. Learn about the Maui’s ecosystems, be impressed at magical waterfalls, climb rock formations, and leap into the fresh water pools below for a refreshing swim. Enjoy a delicious, healthy lunch along the way — it’s included in the tour price.
Jungle Adventure on Maui
This personalized experience is great for nature lovers. You can visit multiple beautiful waterfalls, with a local tour guide. There are chances for safe cliff jumping, or choose to swim, or simply admire the magic of the falls. If the group is 4 people or more, this will be a private tour for your family only.
1. Which is the best choice for those who love self-driving tours
A. Road to Hana Day Trip. B. Hana Grand Tour.
C. Rainforest Hiking Adventure. D. Jungle Adventure on Maui.
2. What do we know about Hana Grand Tour
A. It lasts a whole day. B. It includes a local guide.
C. It provides a flight experience. D. It offers a free wonderful lunch
3. What can you do in all the four tours
A. See waterfalls. B. Enjoy swimming.
C. Walk in rainforests. D. Climb rock formations
三：完形填空
Ashley Jost was shopping at the department store when she ___1___ that she had promised to do a reading challenge with her friends.
The challenge was reading 10 pages of a book every day for 75 days. With this in___2___, Jost took a book written by Rachel Hollis.
Upon returning home Jost sat down on her sofa and started reading. Shortly after she sat down, her dog started barking(吠叫). Jost then threw the book down onto the floor___3___ she could calm down the dog.
When she ___4___, she was surprised to find that a $5 bill had appeared on her floor.
Supposing the cash had flown out of the book, Jost began turning over the pages quickly in the hope of ___5___ a clue(線索). She then found a pink Post-it note hidden between the pages. The note read: “To the person who ___6___ this book: I am having a bad day. I thought maybe I could ___7___ someone else’s with this little ___8___. Go buy a coffee or an ice cream. Practice some self-care today.”
“Remember that you are loved. You are amazing. You are strong. Love, Lisa.”
Needless to say, Jost was ___9___ by the note. She wanted to share the ___10___ gesture(舉動) with her friends on social media, so she posted a photo of the note and cash on the Internet. The ___11___ got thousands of likes.
Jost decided to pay the good deed(行為) forward by spending $5 on good deeds every day for a week. She has since ___12___ her own note and gift card inside a library book; and she gave a gift card to her friend ___13___ a hard time.
Jost says that she___14___ the media attention will finally reach Lisa, the writer of the pink note, so that she knows the full ___15___ of her simple act of kindness.
1. A. understood B. remembered C. doubted D. accepted
2. A. power B. sight C. mind D. trouble
3. A. but B. so C. when D. and
4. A. went B. worked C. arrived D. returned
5. A. finding B. hiding C. picking D. making
6. A. buys B. loses C. likes D. borrows
7. A. celebrate B. admire C. darken D. brighten
8. A. sadness B. joy C. surprise D. change
9. A. attracted B. pleased C. touched D. warned
10. A. sweet B. crazy C. funny D. strange
11. A. note B. money C. photo D. book
12. A. left B. drawn C. forgotten D. searched
13. A. leaving behind B. going through C. looking for D. getting over
14. A. promises B. proves C. decides D. hopes
15. A. strategy B. pressure C. choice D. influence
七選五
Kids are begging parents for cell phones at younger and younger ages, leaving families with tough choices to make. It might take some time to teach kids how to use phones as tools, not toys. Here are a few ways to get the message across.
Tell them not to use phones at school. Phones can be a distraction (干擾) from learning when used in the classroom. ____1____In fact, 43% of teens admit that they often or sometimes use their phones as a way to avoid face-to-face communication with others.
Encourage them to contact long-distance relatives. ____2____ They’re also for keeping in touch with people who you may not get to talk to as often. If you have families who live in another city or state, ask your kids to strike up a conversation.
Lead by example. Setting an example is not only about how you use your phone, but also about how much you use it. When you feel bored and expect to glance over social media, fight it by taking a short walk. ____3____
Advise them not to use phones at the dinner table. For many families, the only time they truly get together is breaking bread at tbe end of a long day. ____4___ Asking your children to leave their phones far from the dinner table is a great way to solve the problem.
____5____ Sometimes, kids need a little push in order to make better choices about their phones. If they’re struggling with healthy habits, put some real-world events on the calendar. Good options include going to an amusement park, working together on a craft project or signing your kids up for sports.
A．Plan other forms of entertainment.
B．Prepare a dinner together with your children.
C．Screen time before bed reduces sleep quality.
D．They can also prevent students from connecting with one another.
E．So it is wise of parents to stress the importance of parent child time.
F．Also, instead of reading a headline, why not pull out a book to read
G．Phones aren’t just for texting the best friend who lives two blocks away.
語法填空
The Internet is an 1________ (amaze) information resource. Students, teachers, 2_______ researchers use it as 3_________ important tool. Journalists use it to find information for stories. Doctors use it to learn more about unfamiliar diseases and the _4________ (late) medical development. Ordinary people use it for shopping, banking, bill-paying, and communicating with family and friends. People all over the world use it _5___________ (connect) with individuals from other countries and cultures. However, while there are many positive developments associated with the Internet, there are also certain fears and _6___________ (concern). One concern is a lack of control over what 7__________ (appear) on the Internet. With television and radio the editors will check the accuracy of the contents of programs, and with television there are limits on what kinds of programs can _8___________ (broadcast) and at what time of the day. However, _9___________ the help of the Internet, parents can check a published guide to determine what is__10___________ (suit) for their children to see.

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