课题	UNIT 3 THE INTERNET Period 2 Reading and Thinking	学科	英语	班级	授课教师
教学目标	By the end of this section, students will be able to: 1. identify and use some new words, such as convenient, benefit and access. 2. grasp the features of headlines and use them to predict the main idea of the text; 3. read about a narrative essay about online communities and grasp its features; 4. summarize the changes that the Internet brings to Jan; 5. share what they have learnt from Jan’s story with others; 6. discuss opinions on the influences and effects of the Internet.
教学主题	该板块以“创办网上社区”（Start an online community）为主题，讲述英国一位年过五旬的失业女教师不仅使用互联网改变了自己的生活，而且帮助其他老年人学会使用互联网从而改变了他们的生活和命运的美好故事。本文是一篇记叙文，文章以第三人称的口吻讲述了Jan Tchamani的故事，以过去时态为主，谈及事件的影响时使用了现在完成时，包括现在完成时的主动语态和被动语态。读者对象为一般大众，文体较为正式。
教学重点	1. 引导学生掌握该板块出现的新词汇和短语； 2. 引导学生了解文章标题的特点，能够通过标题预测文章内容； 3. 引导学生阅读一篇关于“创办网上社区”的记叙文，理解其文本特征和和语言特点。
教学难点	1. 引导学生概括整合互联网改变Jan的生活的细节内容，并谈谈自己从她的故事中获得的感悟； 2. 引导学生思考对互联网的看法。
教学内容与过程	Lead-in 展示主题图片，为后面的教学活动做准备。 Step 1 Pre-reading 带领学生学习P28活动1右边的学习策略，了解文章标题的特点；让学生结对完成该活动，通过标题预测文章内容，推测作者对该话题的态度。  Look at the headlines. What do you think the text will say?  How do you think the writer feels about the topic? Step 2 While-reading （1）让学生略读文章，验证预测，并概括文章大意。（2）让学生细读文章，回答下列问题。  Why did Jan quit her job?  How did the people in the online community help her?  Why did she start the IT club?  What is the “digital divide”?  What’s Jan’s next goal? （3）让学生再读文章，引导学生总结文体特点，完成P29活动3的表格。（4）引导学生通过绘制思维导图概括整合互联网改变Jan的生活的细节内容。 Step 3 Post-reading （1）让学生完成活动4，选词填空。（2）引导学生结合问题深入思考。  What can we learn from her experiences?  Do you think your life has been changed by the Internet? If so, how?  The writer mentions many advantages of using the Internet. Do you think there are any disadvantages? If so, what are they? Step 4 Homework Retell the changes that the Internet brings to Jan with the help of your own mind map. Write a short paragraph to show your experiences while surfing the Internet.					备注