Book7U3教案课时2Reading1
人教版新课标高中英语book 7 unit 3 warming up and reading教学设计
人教版高中英语教案book 7 unit 3 period 1warming up and reading Teaching procedures && ways教学过程与方式Step ⅠWarming upT: Good morning / afternoon, everyone!Ss: Good morning / afternoon, Sir / Madam!T: Have you seen plants and animals that live under the sea? And do you like them?Ss: Yes. They are very beautiful and lovely. / Some are ugly and dangerous. / I like them very much whether they are beautiful or ugly. / Yes, they are very nice ...T: Mm, I see. But where did you see them?Ss: At an aquarium. / In the tunnel under the sea. / In the zoo. / On TV, the programs about the sea animals. / On the Internet. I have seen a lot of pictures about the sea animals and plants...T: Very good. You see, your sight of sea animals is limited. Do you want to know more about them?Ss: Yes! Very much! But how?T: Now you can talk to each other in pairs about the sea animals and plants you’ve seen before to enrich your knowledge of them. Use the list on Page 19 to help you.The Ss begin to talk about the plants and animals under the sea they’ve seen before and the teacher can walk around to see what theyare talking about. After that the teacher can ask two or three pairs to act their dialogues out.Possible dialogue 1:Sa: Last summer holiday, I went toHainanProvincewith my parents. There when I was on my snorkelling trip, I saw many kinds of beautiful fish under the sea. They have so rich and fresh colors that I couldn’t believe my eyes.Sb: Do you know their names?Sa: No. So large variety of colorful fish that they made me astonished. But I could hardly call a single name of them. Maybe I saw sea anemones, which live on rocks and look like flowers.Sb: Have you seen anything special?Sa: Yes. I saw some corals, real and living corals. You know the red one is the most beautiful.Sb: Red? I’ve only seen white ones in decoration shops. I like its fantastic shapes. But I don’t know there are some red ones.Sa: Besides red ones, there are purple, yellow, blue, pink ones.Sb: Oh! That’s wonderful! How lucky you are! I like sea animals and plants very much but I haven’t seen them under the sea with my own eyes. I’ve only seen them on TV programs and in some films about living things under the sea.Sa: When we can earn enough money by ourselves, the first holiday trip would be going on a snorkelling trip.Sb: It’s a go!Possible dialogue 2:Sa: Once I saw many turtles in the Aquarium of Shanhaiguan. Some were so large that they couldn’t move very fast. Two or three of them had hard horns on their legs. It is said they must have lived at least over three hundred years before they have this kind of thing.Sb: Really? I’ve never heard about that. I have been to Shengya Ocean World inDalian. I saw some large turtles but didn’t find that kind of ones.Sa: You must have seen many fish, right?Sb: Certainly! A large number of animals and plants under the sea.Sa: Tell me more, please.Sb: Some eels, for example. They were long and thin with sharp teeth and swam very quickly. Small sharks in white-grey color swam in groups around the diver. They were active and seemed never to stop. The explainer told us that only a few kinds of sharks might attack people. There were also fat sea lions, yellow and green parrotfish, blue-striped angelfish, sea horses—they were very small, floating upright in water, sea stars in many colors and so on. There were also some sea plants such as kelp.Sa: That’s wonderful. I’ll ask my parents to take me there next summer holiday!T: Very good job! You make me know more about the lovely sea animals. Would you like me to show you around the world under the sea?Ss: Hurray! We couldn’t wait any more!T: But remember, after you’ve seen each beautiful creature without name marked, you must try to write down the name of the animal or the plant in your exercise books, three of you will be asked to write the names on the blackboard. Whoever writes the names most quickly and accurately will get a small gift. Clear?Show pictures of sea plants and animals on the screen and ask the Ss to do the spelling job. If possible, a short video about the world under sea would be better.(1) (2)(3) (4)(5) (6)(7) (8)S: In the picture we can see a huge fish, from the water spurted out of the blow-hole on its head we can know it must be a whale. There are some big fish running after it. They are having a fight, I guess.S: There is a small boat not far from the whale. The people on the boat might be hunting whales. I heard of it before.T: If you want to uncover the puzzle, read the words on the left side of the picture.After a short while.T: What does anecdote mean? Have you got its meaning from the dictionary?S: It means a short story based on your personal experience.T: Right! So what are the main characters of the story?S: Whalers, killer whales and baleen whales.T: But what is the real name of the killers? And how did they help the whalers to catch the baleen whales? Let’s read the text and find the answers.Step ⅢReading comprehendingIn this step, the Ss will read the text and deal with the comprehending exercises.SkimmingLet the Ss skim the text and get the main ideas of the two anecdotes.After skimming.T: Who is Old Tom? What is the first anecdote about?S: Old Tom is the name of killer whales. The first anecdote describes a hunting experience about how the killer whales helped the whalers to hunt a whale.T: Good! How about the second one?S: It tells about how a killer whale protected and saved James, a whaler.ScanningLet the Ss do scanning and find the answers to the questions in Exercise 2.T: First, go through the questions in Exercise 2 on Page 21, and then I will give you several minutes to do scanning.A few minutes later, guide the Ss to do pair work (as follows), while the teacher can walk around to see if they have any problems to deal with.Sa: What evidence was there that Old Tom was helping the whalers out?Sb: Old Tom was swimming by the boat, showing us the way and leading us to the hunt. George started beating the water with his oar and there was Tom, circling back to the boat, leading us to the hunt again...Then ask some pairs to ask and answer the questions before class.T: Very good! Now close your books and we’ll listen to the tape of this text. Take out a piece of paper. Look at the screen, while you are listening, pay attention to the whole story and try to write down the missing words in the sentences according to what you hear. Are you ready?Show the following sentences on the screen. (The sentences are given with blanks.)1. I thought, at the time, that this was just a story but then I witnessed it with my own eyes many times.2. …as I was sorting out my accommodation, I heard a loud noise coming from the bay.3. We ran down to the shore in time to see an enormous animal throwing itself out of the water and then crashing down again.4. “Come on, Clancy. To the boat,”George said as he ran ahead of me.5. As we drew closer, I could see a whale being attacked by a pack of about six other killers.6. And those others are stopping it diving or fleeing out to sea.7. Within a moment or two, its body was dragged swiftly by the killers down into the depths of the sea.8. In the meantime, Old Tom, and the others are having a good feed on its lips and tongue.After playing the tape, ask someone to spell out the words or write them down on the Bb to check their listening and spelling tasks. At last, show the answers on the screen.Step ⅣDiscussionDeal with Exercise3 inComprehending. Let the Ss work in groups and do some discussion.T: Look at the title of this text: Old Tom the Killer Whale. Who is Old Tom and what is special about it?S: It is a killer whale! It’s the head of the killer whale team, I think.S: Maybe it is the most clever and powerful one in the team.T: Now in groups, discuss the relationship between Old Tom and the whalers. Then discuss what other animals help out humans in hunting.A sample description:Sa: Old Tom is honest and helpful to the whalers and the whalers are very kind to Old Tom and its group, too. They’re just like good friends.Sb: I think so. Maybe Old Tom and other killers have been trained by the whalers, just like hunting dogs, they get on well with the whalers. In everyday life they take care of each other and in an emergency, they help each other.Sc: Speaking to hunting dogs, I think they are the most typical animals that help out humans in hunting. Upon meeting the quarries, they are very excited and listen to their masters very well to hunt forthem. If there is a group of dogs, they may work together till they help the master catch the quarries. Then they will be very happy and come back to the master to report their success. That’s very interesting. And if their master is in danger, they will rush up to rescue him. There are many moving stories of this kind.Sd: Yes. After reading the text, we can learn more about the relationship between humans and animals. Humans and animals should depend on each other and be kind to each other. Only in that way, can the world be more harmonious and beautiful.Deal with some language points.Step ⅤHomeworkT: As a matter of fact, whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station inAustraliaclosed in 1978. But some countries oppose the ban. And there are still people who hunt whales. What’s your opinion? Are you for or against the banning whaling? Consider the problem carefully and we’ll have a discussion tomorrow. Good-bye everyone!。
牛津英语模块七第三单元Reading精品教案1
Topic : Reading (1)Unit 3 Reading period 1Teaching aims :To help the students know some background knowledge about theInternet technology .To learn some vocabulary about the Internet .To read a debate about the effects of the Internet on our lives . Teaching important pointsTo read the passage and get a general idea of it byFast reading .To finish C1 and C2 by careful reading .Teaching difficult points :To master the skills of reading a debateTeaching methods :Reading discussion practicingTeaching procedures :Step one : Greetings and revisionGreet the whole class as usual .Revise the new words in reading and try to get students to read them correctly and know their meanings .Step two : Lead—inYesterday we mainly talked about the convenience the Internet hasbrought to us . But do you think it always bring us good things ?(No.) Although it can give us much convenience , it can also havesome badeffect on us .Yes , can you give me someExamples of the two effects the Internet has on our daily lives .(Give the students a few minutes to discuss with their classmates and then ask some to list their opinions .)From your answers , we can find that some students think it has good effects ; some think it’s bad .That’s what we will mainly learn today .Now please turn to page 34 and let’s learn the reading strategy first .Step three : Reading strategyReading an argumentWhen you read an argument , you must remember that a speview is being given . If you know what to look for , you can be a better judge of whether the argument is well made .First know what the argument is about .Then find a list of the points the person wants or make or individual sub-arguments 。
牛津英语模块七第三单元Reading部分语言点精品教案1
Topic : Reading (2)Type : New lesson Unit three Reading Period 2Teaching aims :To help the students better understand the passage by explaining some difficult words and phrases .in the first part .Teaching important points :To explain the usages of the following : that is to say , value , turn to , whether , a waste of remainTeaching difficult points :How to grasp these language points and practice themTeaching methods :Reading , explaining ,practisingTeaching procedures :Step one : Greetings and revisionGreet the whole class as usual .Check the homework exercise . Part E on page 37 .Answers :1. Internet2. debate3. speakers4. experts5. social ties6. heavy7. aspect8. up-to-date9. disabled 10. statisticsStep two : The analysis of the first part .After we got the main idea of the passage . Now today we will mainly deal with some language points in the first part .Now , please read the passage together and pay attention to yourpronunciation and intonation .1. that is （to say ）亦可，换言之，也就是说，在句中为独立成分，作插入语，位置较为灵活。
Book 7_U3_Reading 1
II. Fill in the blanks.
View: The Internet has ________ positive effects on our life
uses for people Point1: Its ____ to look for information Supporting facts: A survey shows 80% ___ of users use it to search for answers to questions. ___ of the respondents use 79% it to advance knowledge hobbies about ________. way to build Point2: Its ______ groups online and form friendships
Unit
3
Reading
The effects of the Internet on our lives
板块：教学设计—课件
What do you usually use it for?
information
What do you usually use it for?
amusement
What do you usually use it for?
communication
What do you usually use it fou think the most
important benefit of the Internet is? • Do you think there are any negative
the title A specific view: _________ main points Para 1 : Present the two ___________ Para 2 : Para 5: Supporting facts ________________for Point 1 conclusion Draw a ___________ Para 3-4 : Supporting facts for Point 2
高二年级 Book7 unit3 教案
据vt. 当场见到；目击 pause vi. & n drag vt.urge vt.in the meantime 在此期间 be/become aware of 对……知道、明白upside down 上下翻转 sort out 整理aim at 瞄准一． 词形变换。
1 annual adj.每年的，按年度计算的n.年刊，年鉴→annually adv.每年地，年度地→anniversary n.周年纪念2 migration n.→ migrate vi 迁移，移往；使移居；使移植3 accommodation n. 住所，住宿→accommodate vt.容纳，使适应；向……提供住处4 flee vi.逃避，逃跑 vt.逃离→fled/fled (过去式/过去分词)5 depth n. 深(度)，深处→deep adj.深的→deeply adv.深深地 →deepen v. (使)深化，加深6 urge vt.催促，极力主张，驱策→urgent adj. 急迫的，催促的，极力主张的→urgency n. 紧迫，急事7 abandon vt.abandoned adj.放纵的，堕落的8 conservation n. 保存，保护→ conserve v. 保存，保持，节省9 reflect vi.思考 vt.映射，反射，思考→reflection n.10 pure adj. 纯的，纯粹的→purely adv. 完全地，全然，纯粹地，仅仅→pureness n.纯度；纯净11 aware adj.意识到的，知道的→awareness n.12 vivid adj. 生动的, 鲜明的, 活泼的→vividly adv. 生动地 鲜明地→vividness n.活泼，生动，逼真 13 sharp adj.锐利的，锋利的→ sharpen v. (使)尖锐，磨快→ sharply adv. 锐利地；严厉地14 tasty adj. 好吃的, 可口的 →taste v.品尝; n 味道, 味觉 → tasteless adj. 没味道的, 无鉴赏力的 15 scare vt.恐吓 vi.受惊吓→scared adj.scary adj.引起恐慌的16 awesome adj.使人敬畏的，令人畏惧的→awe n. & vt.敬畏，使畏惧，满心敬畏→awful adj.可怕的，吓人的，极度的，很糟的→awfully adv.极度地，十分地二．翻译短语。
Book7 Unit3 Reading 教学设计(gui)
Book 7 Unit 3 Under the sea教学设计(Old Tom The Killer Whale)一．主题语境：人与自然二．语篇类型：轶事（anecdote)三．教材分析：1.教材内容分析：该单元中心话题是“海底世界”。
阅读部分是一篇与大海有关的奇闻异事。
作者以第一人称的口吻，讲述了一个名叫Old Tom的虎鲸的故事。
故事分为两部分：第一个故事讲述Old Tom是捕鲸人的好帮手；第二个故事讲述Old Tom是遇险者的救星。
故事发生于20世纪初期，海上捕鲸和捕鲨没有像现在这样受限制。
学生阅读此文可以了解人类如何利用鲸捕杀鲸的残酷事实，同时可以从文中学到许多描述事物和情境的生动手法。
2.Teaching aims:In the end of this class, students will be able :(1)To develop some basic reading skills.(2)To know how human killed whales with the help of killer whales at the beginning of the 20th century .(3)To realize the necessity of protecting whales.3.Teaching important and difficult points:(1)The main idea of each story .(2)What Old Tom did to help men kill whales and to save whalers.4.Teaching aids:A multi-media classroom四．Teaching Procedures教学反思：。
必修模块七Unit 3 Reading 教学设计
一、教学课型：阅读课二、教材分析1.教材处理本课为译林版《牛津高中英语》必修模块7第3单元Reading （The Effects of the Int ernet on Our Lives）的内容。
本课的话题是互联网带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。
围绕课文主题，针对文体特点和学生的认知水平，安排了4个教学步骤，旨在让学生通过本课学习增强阅读技能，加深对互联网的认识，在参与活动中提升语言的综合运用能力。
2.教学目标（1）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）训练学生通过阅读快速、有效地查找、转换和生成信息的能力；（3）指导学生全面、正确地看待网络，自觉抵御其不良影响。
（4）通过任务型教学模式，有效降低学生过高英语学习焦虑，锻炼其听说读写技能。
3.教学重点（1）熟练掌握表达网络用途和影响的词汇；（2）利用课文信息顺利完成各项任务；（3）自觉端正对网络的态度，正确、有效地使用网络。
三、教学设计1.总体思路针对本课教学目标和本班学生的语言基础，本课采取了4个主要教学步骤，即：lead-in, reading comprehension, language focus 和post-reading，按照步骤的要求设计了8个操作性强的学习任务，涉及了大脑风暴、速读和略读、阅读判断、阅读选择、阅读填表、词语配对、缺词填空、观点交流、学习报告等形式。
教学步骤由浅入深、先感性后理性，突出阅读能力的培养，兼顾其它能力的发展，逐步提高对学生综合语言运用能力的要求。
整个教学过程以学生为主体，以任务为驱动，学生增加了知识，激发了兴趣，降低了过高焦虑，提高了能力，升华了思想。
2.教学过程Stage 1. Lead-in上课提前三分钟利用多媒体播放网络游戏Final Fantasy X-2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，随即开展Task 1: Brainstorming。
【省公开课教案】选修七Unit3 Period 1Reading Old Tom the Killer Whale教学设计
教学设计Module7 Unit3 Period 1Reading Old Tom the Killer Whale一、教材分析This reading material is taken from New Senior English for China, Student’s Book 7 Unit3. In this passage, the author told the story of Old Tom, the killer whale. The teacher designed different tasks for students to finish. In this part, students’reading and speaking skills will be trained.二、教学目标1. Knowledge objectives: (1) Students will find out the detailed information of the passage by scanning. (2) Students will be able to learn useful expressions.2. Ability objectives: (1)Students will practice their reading and speaking abilities while performing tasks. (2)Students will develop their autonomous, cooperative and investigative learning abilities during group discussion.3. Emotional objectives: Students will have better awareness of the importance of protecting marine animals and oceans.三、学情分析The students are from Grade 2 in key Senior High School. They have certain ability in reading comprehension and are familiar with skimming and scanning skills. Besides, they like to air their opinions, so discussion in groups is supposed to be carried out effectively. In that case,teacher should well design exercises so that the students will easily understand the passage and improve their reading skills.四、重点难点(1)Students will find out the detailed information of the passage.(2)Students will discuss what they should do to protect marine animals and oceans.(3)Students’ reading and speaking abilities will be trained.五、教学方法Task-based Teaching Method. Giving students tasks will help them finish a lesson better.六、教具(1) Multimedia(2) Blackboard and chalk七、教学过程Step1.Lead inAsk Ss to name the marine animal on the screen and answer the following questions.(1)Can you tell me which one is a baleen whale? (2)Which ones are killer whales?(3) Is Old Tom a baleen whale or a killer whale? (4) What do yo u think is happening between baleen whales and killer whales? (5)Who ar e the men in the boat? (6) What are they trying to do?Step2 Task 1Complete the table according to the passage.Task2Choose the best answer according to the passage.1. The text mainly tells us_________.A. that the killer whales were easily trained and controlled.B. how the killer whales helped the whalers catch the baleen whales and how Old Tom protected and saved James.C. why the killer whales killed the whales for their own food.D. how the killer whales dragged the whales under the water.2. Why did George beat the water with his oar?A. To frighten the whales awayB. To call back Old Tom to lead the wayC. To attract the attention of huge whalesD. To send signals to other whales.3. What does the word “it” in the sentence “He let it go and the harp oon hit the spot” refer to?A. The whale.B. The boat.C. The harpoon.D. The killer.4. Where does the passage probably come from?A. An advertisement.B. A book review.C. A magazine.D. A travel guide .Task3Proof readingWorking at the whaling station, I had witnessed whales killed much times with my own eyes. At the afternoon I arrived at the station, as I was sorting out my accommodation, I hear a loud noise coming from the bay. Running down to the shore in time, and we saw an enormous animal opposite us. As we drew close, I could saw a whale being attacked by pack of other killer . Being bad wounded, the whale soon died. Very soon, its body was dragging by the killers down into the depths of the sea. Task4Filling in the blanksThere was one day __1___we were out in the bay during a hunt and Jame s _____2_____ (wash) off the boat. The sea was rough that day and it wa s difficult ____3____ (handle) the boat . The waves were carrying James much___4____ (far) away from us.From James's face,I could see he was t errified of_______5________ (abandon) by us. _6__took over half an ho ur to get the boat back __7__James, and when we ____8_______ (approach) him, I saw James being___9___(firm) held up in the water by old To m . I couldn't believe my eyes. There were __10____ (shout) of”Well don e,Old Tom”and”Thank God”as we pulled James back into the boat.And t hen Old Tom was off and back to the hunt where the other killers were sti ll attacking the whale.Task5Extensive readingThe sea has always interested man. From it he can get food, minerals, and treasure. 1 But he could not go far beneath its surface. 2 However, he is n ot a fish. He must breathe air, so he can’t stay under the water’s surface f or any length of time. To explore deep water, man faces even more dange rs and problems. A diver who wants to stay under water for more than a f ew minutes must breathe air or a special mixture of gases. 3 He can carry a tank of air on his back and breathe through a nose and a mouthpiece. W ater weighs 800 times as much as air. Tons of water pushes against a dive r deep in the sea. 4 When a diver is under great pressure, his blood takes i n some of the gases he breathes. As he rises to surface, the water pressure becomes less. If the diver rises too quickly, the gases in his blood form b ubbles(气泡). The diver is then suffering from the bends(潜水病). The bends can cause a diver to double up in pain. 5A. Consequently his body is under great pressure.B. Scientists are trying to find more about the sea.C. For thousands of years, he could sail on it.D. They can even kill him.E. He can wear a diving suit and have air pumped to him from above. F. The water pressure can cause a diver to breathe with difficulty. G. Man wants to explore deep into the sea.Task6DiscussionWhat should we do to protect marine animals and oceans?Step3 Homework1. Retell the story according to the reading passage.2. Finish Exercise 1、2 on Page 22.八、教学反思本节课我通过不同形式的教学方法，设置不同的任务，基本做到了把课堂让给学生，让学生在自主、合作、探究的气氛中愉快度过，既顺利完成教学任务，又促进其情感教育。
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牛津高中英语教学设计单元：Unit 3 The world online板块：Reading 1Thoughts on the design本节课是阅读教学，主要目的是指导学生有效地阅读辩论类的文章，并通过对文章的阅读获取必要的信息，帮助学生更好地评价因特网的影响，理解如何去适当地使用因特网的资源。
教学过程中，通过对课文内容相关练习的设计，帮助学生逐步加深对课文的理解以及对辩论类文章结构的掌握。
最后辩论部分的设计是要帮助学生进一步巩固课文的内容，并且让学生学会使用文章中所出现的结构及形式进行辩论，达到学以致用的目的。
Teaching aims:After learning this period, the students will be able to:1.understand the argument about the positive and negative effects of the Internet on people’slives;2.learn about the strategy of “reading an argument”;3.retell the effects of the Internet and debate about a certain subject.Step 1 Lead-in1. Begin the class by discussing some problems about the Internet … (PPT 4-9)(1)What do you usually use the Internet for?（Gather different answers to the questions and showsome pictures about the functions of the Internet: to search for information, to help with study, to play game and download some music and video, for amusement and shopping）(2)What do you think the most important benefit of the Internet is?（It has brought us muchconvenience; it help us to save much time, energy as well as money.）(3)Do you think there are any negative things about the Internet?（Give the students a fewminutes to discuss with their classmates and then ask some to list their opinions）2. From your answers, we can find that some students think it has good effects; some others think it’s bad.That’s what we will mainly learn today.Now please turn to page 34 and let’s learn the passage about the Internet.[Explanation]第一步的设置主要为激发学生对于本节课的兴趣，由于因特网是学生生活中很熟悉的话题，所有绝大多数学生有话可说，并由此话题自然地引入课文，从而充分调动学生的学习热情和兴趣。
Step 2 Skimming and scanning for general idea (PPT 10)Allow the students two or three minutes to go through the text quickly to find the answers to the following questions.(1) The text presents the __________ two students gave at a _______________ about the _____________of Internet use.(2) Who are the two debaters?Answers:(1) speeches, debate, advantages and disadvantages(2) Zhu zhenfei, in favour of the Internet；Lin Lei, against the Internet.[Explanation]第二步的快速阅读主要为帮助学生迅速把握住文章主要内容以及文章类型，使学生对于课文内容有了大致的了解，其中第一个关于文章类型的提问，主要为引入下一步的阅读策略。
Step 3 Reading strategy (PPT 11)Tell students when we read an argument, there are something we should pay particular attention to. Allow the students about five 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.(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；conclusion. [Explanation]这一步骤主要为帮助学生了解辩论类文章的阅读策略，使学生知道此类文章的阅读技巧。
处理阅读策略时，没有采用教师直接讲解的形式，而是由学生自己阅读并填空，这样可以加深学生的印象。
Step 4 Careful reading for detailed information (PPT 12-15)Tell students to read the two speeches and see how they were developed. Get them to analyze the structure of each speech and find out information about main points, supporting facts and conclusion. Allow them five minutes to read and then complete the following exercises about the text.(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 1Para 3-4: Supporting facts for Point 2Para 5: Draw a ___________Answers:(1) I. the title: 1, 2-3, 4, 5II. positive, value, 80%, 79%, hobbies, ability, interests, communicate, tool(2) I. the title, main points, Supporting facts, conclusionII. Point 1: inaccurate information; Point 2: transferring / changing the way people spend their time; Conclusion: It remains important for us either to limit our use of the Internet, or to learn how to handle the problems it has caused.[Explanation]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 forinformationPoint2: Its ___6___ to build groups online and form friendships Supporting facts: A survey shows __3_ ofusers use it to search for answers to questions._4__ of the respondents use it to advanceknowledge about ____5____. Conclusion: the Internet remains a positive __9__that makes our lives better这一步骤的细读及相关练习，能更好地帮助学生应用前面的阅读策略，根据前面阅读策略中提到的辩论性文章的要点，分别找出论点、论据、结论，从而很好地理解文章的结构，任务型阅读练习和完成表格可帮助学生进一步理解掌握文章内容。