教師姓名：章按照時間順序以第三人稱的口吻講述了英國一位年過五旬的失網探索虛擬世界,親身體驗互聯網的神奇，一起搭上網絡信息時代的快。單元第三課時是Vocabulary。學生了解并積累與互聯網有關的詞匯如webpage,software,download,entlivestreaming等，構建主題詞匯體系，并在語境中準確、恰當的使用或損失無論大小，持續(xù)時間無論長短，都是不愉快的經歷都應該盡量避單元第七課時是AssessingYourProgress，包括Vocabulary&主題是“比較英語學習網站/應用軟件”(pareEnglishlearning既能發(fā)展合作學習的能力，也能培養(yǎng)選擇合適資源的生使用社交媒體,而是鼓勵、引導學生明智、適度地使用社交媒體來豐富自己的學習生活。該視頻引導學生培養(yǎng)自我管理的技能,包括知道何時打。。其他同學的上網習慣，對于上網習慣的好壞與否無法進行自我界定和掌。ThevideomainlyintroducesthenegativeefandBlackburnCollegeisdealingwithreplyingtoothersonsocialmediaplatforms,resultinginsrelaxingorconfidenceboosting;ontheconothersandtheirwonderful,succesmanydisadvantages,BlackburnCollegesupportsnewmediatechnology.InsteadofpreventingstudentsfromusingsocialWhy:Thepurposeofthevskills,includingknowingwhentoturnsocialmediaon,whwhentoimmersethemselvesinreallife,ratherthanspeeffectsofusingsocialstepstocontrolsociHow:Thetextispresentetoacquirerelevantvocabulary,understandthenegativeeffectsofsocialmedia,finallyenhancetheircorepreviouslearning,stuthisperiod,theywilllearnmoreabouthowtousetheInternetwisBytheendofthisclass,studentsareexpectedtobetc.)aboutsocialmediaandteenhealththroughwatchi3.beawarethatcontrollingsocialmediaisawchoosingthebestanswersandpletingth1.Guidestudentstolocatespecificproblem.TaskBasedLanguage教學students’backgroundmeaningofrelevantexpressions(selfisocialmediaprofile,24/7,likes,etc.).meaningsofgetprepared3’understandbeforepracticestudents’predicting2.Predictthecontentofthevideothroughapictureandanintrowiththepredictthevideobasedonthepicture2’1.Toguidestudentsto2.Tohelpstudentstolearntoprstudents’students’personsinthevideosuitableidentities.answersaccordingtobyunderstandeffectsofmedia24/7.students’effectsofmedia24/7).students’media).students’dealingwith2.Toguidestudentstounderstandthenegativeeffectsofusingsocialmedia24/7.3.Toguidestudentstofiunderstandmakeuseofofusingprepareforthe“shortvideo”.8’設計意圖:1.Tohelpstudentsmakeuseofwhattheyhavelearnedtocopeproblemofusingsocialmediainappropriately.2.Topracticestudents’abilitytocooperperformanceSublimatingthemeoftheunitandreflectingperformances1’2.Toguidestudentstoassessthemselvescorretheyhave1’設計意圖：ToguidestudentstomakebestuseofsociPleasepolishtheirIfpossible,pleaseshootthevideo.設計意圖:1.TohelpstudentstoapThislessonisavideolesson.“Viewing”isalsooneofthEnglishcurriculumstandards,materialsinsideandoutsideofthebwiththethemeofthisunit,anddesignedtheobthisperiod,Ialsodesignedaseriesofactivitiestohelpmystudentstothink,andtopresent,followingtheprincipleofintegratnamethisprocesstheASIDEmosteps:warmingup,beforeviewiassessment.Andthefivestepsaremadeupoactivities.Inthe“Beforeviewing”part,andinformationaboutsocialmediaandteenhealth,pavingthewayforunderstandingthevideosofthislesson.Atthesametime,aprwassetuptoencouragestudentstopredictthevideo.Inthe“Whileviewing”apply.Inthe“Afterviewing”part,studentsdiscussedtwoquestionsingrandpreparefora“importantbutwhatmattersmostistheideasbehindthelanguage.it’smyjobtoplanttheseedsofbigideasinmystudents’mindwhentheyarestButthemostimpressivepartismystudenttheycanbe.Justlikeifyoudon’twalkintothegarden,you’llneverknowhowNextcla