致用英语综合教程综合英语2教案综合英语2教案unit.docx

1、致用英语综合教程综合英语2教案综合英语2教案unit本次课标题：Unit 9 World in the web 授课班级商务英语一年级上课时间10课时上课地点多媒体教室教学目标能力(技能)目标知识目标1. talk about the Internet and virtual world2. use conditionals to make predictions3. Correctly use some abbreviations of online chatting4. master the words to do with computer5. project: Vitalizing y

2、our dream college6. master the skills of set your self achievable goals1. vocabulary of World in the web2. language points in reading: Out there in cyberspace3. grammar: conditional 4. vocabulary building: words to do with computer5. important words and phrases: virus, cyberspace, blog, hacker, e-co

3、mmerce, virtual-reality, backbone, access, crash, chaos, essential, physical, purchase, dedicated, staple, productive, charge, entity, the masses, digital, preserve, deny, fragile能力训练任务及案例1. 参考资料致用英语综合教程第二册（学生用书）程晓堂主编 外语教育与研究出版社致用英语综合教程第二册（教师用书）程晓堂主编 外语教育与研究出版社Section One Around the topicStep 1 Topi

4、c introduction:The topic of this unit is about cyberspace. This unit provides some information about the history of the internet and discusses some uses of the internet that have grown dramatically in recent years. The main reading text enables students to access and reflect on the future of cybersp

5、ace. In the Extension part, students will read about the benefits of a digital library. Step 2 watch the video1. Watch the video “April Fools Day in the Internet Age”. What tricks did the websites play? How are they different from the past?2. How has internet changed your life? Discuss in groups.Pla

6、y the video twice and try to have students think about the questions in the PPT and then ask some volunteers to express their viewpoints.Step 3 Your ideasA. Which of the following famous IT faces do you recognize? Do you know what they are famous for?Start the unit by encouraging students to think o

7、f IT entrepreneurs and their IT business success. The aim here is to get students talking about the benefits they enjoy in the electronic era. Ask students to identify the three IT entrepreneurs and match them to their companies. Conduct a class feedback and familiarize students with the benefits of

8、 high-tech products. If there is enough time, the teacher can add some questions such as how do they like the products of the above three companies, etc. B. How often do you use products made by these international IT giants? Has your life become more convenient since you started to use them? Share

9、your ideas in pairs. Encourage student to discuss the effects of information technology on our daily life. You may elicit topics and write them on the board to start students thinking, e.g. travel, education, communication, food, interpersonal relationships, work, hobbies, sports, money, health, fam

10、ily, agriculture. C. How often do you do the following things? check e-mail chat on the net buy things through internet listen to music on the net learn English on the net play games search information read e-books read news reports watch movies onlineInvite some students to talk about their own int

11、ernet experiences.Step 4 vocabularyA. Many web-related words are newly created or are common words assigned with new meanings. Match the following words with their definitions.Ask students to do this exercise in pairs. Check answers by asking students to read out the definition of each word. Answers

12、:1. BBS2. browser3. virus4. e-mail5. hacker6. cyberspace7. e-commerce8. blogB. Do you know any other new words in the computer world? Describe and explain them in pairs.Encourage students to brainstorm more words related to the cyberspace or the computer world. Step 5 Listening and speakingThe aim o

13、f this section is to help students learn about the drawbacks of searching information on the internet. Ask students to think of their own experiences of using the internet as a tool when doing homework. Is it time-consuming or is it worth the while to do so? Are you easily distracted by looking at o

14、ther things? Play the recording and ask students to tell whether the statements are true or false. A. Listen to a man and a woman talking about surfing the internet. Decide whether the following statements are true (T) or false (F). Play the recording once or twice if necessary. Ask students to take

15、 notes while listening to the recording, and tell them the importance of taking note in the listening practice. And then ask for the feedback from several volunteers and check the answer together as a class. B. Listen again and answer the following questions.1. What has the man been doing for the la

16、st few hours?2. What information did the man want to find?3. Why does the woman say surfing the internet can be distracting?4. What is the thing the man really doesnt like about the internet? Play the recording again and encourage students to improve their notes and find answers from the notes. Then

17、 check the answer as a class.C. Work in groups and discuss the following questions.1. How convenient is it for you to use the internet on campus?2. Do you regularly chat in a certain online group? Whats it about?3. What topics do you usually talk about when you chat online? Divide students into grou

18、ps and have them discuss on the above questions and exchange ideas, then ask several representatives from each group to express their ideas.Section two Reading Step 1 introductionThe topic of this unit is about cyberspace. This unit provides some information about the history of the internet and dis

19、cusses some uses of the internet that have grown dramatically in recent years. The main reading text enables students to access and reflect on the future of cyberspace.This is an argumentative article, aiming at discussing the future of the internet. In the first two paragraphs, the writer presents

20、the definition of cyberspace and the influence of the internet-the soaring use of the internet leads to the heated discussion of the net future. In the following paragraphs, the writer views the net future from two opposite opinions. Some are pessimistic, particularly because of the threat of cyberc

21、rimes. Others are optimistic, because life has been made easier and more convenient. This article ends with uncovering the nature of the internet-a non-existing entity. Step 2 pre-reading questionsDiscuss the following questions in groups:1. In what way has the Internet made our life easier or less

22、convenient? Read the question as a class. Divide students into groups and assign a group leader to take notes on the advantages and disadvantages of using the net. 2. Imagine life in the next 20 years. How do you think the Internet will further change our lives?Ask students to discuss he question in

23、 pairs or groups. Students may have interesting and creative ideas. Let their imagination go!Step 2 Text illumination1) Ask several students to read the whole text in order to check whether they preview the text and get a general understanding bout it or not beforehand. 2) Ask students to summarize

24、the text3) The teacher can put the comprehension check either before or after illuminating the text according to the needs of class and the students comprehension ability.4) Illuminate the text, during the process of which the teacher can encourage students to highlight or underline the important pa

25、rts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. backbone n. the most important part of an organization or group of people 骨干，中坚e.g. Such people are the backbone of the country.2. case n. act

26、ual state of affairs; situation 实情，情况e.g. If thats the case, youll have to work harder. 3. access n. opportunity or right to use sth. 使用某物的机会或权利e.g. Students must have access to a good library. 4. cyberfraudster n. a person who deceives people on the Internet in order to gain money, power, etc. 网络骗子

27、 e.g. The Internet has given birth to the cyberfraudster 5. chaos n. a state of complete disorder and confusion 混乱；无秩序状态 e.g. The wintry weather has caused chaos on the roads.6. crash v. to (cause to) have a sudden, violent, and noisy accident（使）猛撞，（使）撞毁 e.g. The plane crashed into the sea.7. essent

28、ial adj. extremely important and necessary 必要的，不可缺少的，最重要的8. simulated adj. not real, but made to look, sound, or feel real 伪装的，模仿的 e.g. The movies simulated tropical storm used up huge quantities of water.9. undoubtedly adv. used for saying that sth. is certainly true or is accepted by everyone 无疑地，

29、肯定地e.g. The painting is undoubtedly genuine.10. assimilation n. the process of becoming an accepted part of a country or group 融合，同化 assimilate v.e.g. The USA has assimilated people from many different countries. 11. physical adj. relating to real objects that you can touch, see, or feel 物质的 e.g. th

30、e physical world around us the physical environment12. purchase v. to buy sth. 购买 e.g. They purchased a large house.13. the masses all the ordinary people in society who do not have power or influence 劳动者阶层 e.g. Leaders should trust and rely on the masses. 14. dedicated adj. made for or used for onl

31、y one particular purpose 专用的 e.g. a dedicated word processor15. staple n. the main product that is produced in a country 主要产品 e.g. Cotton is one of Egypts staples.16. productive adj. causing or resulting in sth. 造成某种结果的；产生某种事物的 e.g. The changes were not productive of better labor relations.17. charg

32、e v. to ask someone to pay for sth. you are selling 收费 e.g. Im not going there againthey charged me 1 for a cup of coffee!18. entity n. things with distinct and real existence 实体e.g. The mind and the body are seen as separate entities. Step 3 Post-reading exercises1. The following sentences are taken form the text. Put them back in the correct plac