Unit4Lesson3Internetandfriendships教学设计-高中英语北师大版

教学设计InternetandFriendships主题语境：人与社会因特网和友情的关系语篇类型：谈论文课型：阅读课授课时长：1课时〔40分钟〕授课老师：胡梦悦=1\*ROMANI.AnalysisofTeachingContentsWhat北师大版新教材其次册Unit4，Lesson3的话题是InternetandFriendships，本课中两人分别就网络对于友情带来的利弊发表了个人看法。How该文本的结构特点在于表达了英语中常用的表达观点的语言形式，即观点+支撑性理由或细节；内容特点在于双方就网络给友情带来的利弊意见不一。该文本契合本课在教材、单元中的定位，即同学通过阅读，丰富对话题的认知，学习相关语言，观点表达的常见语言形式，从而辨识并理解不同观点及其支撑性理由或细节。然后基于话题内容和语言学问的输入，加以综合运用，做到言之有物，言之有序。Why通过挖掘文本内容，抓住批判性思维力量的培育时机，带着同学深化思索并探究作者观点，启发其发表自己的观点并提出合理质疑，初步形成批判性思维意识。在习得语言学问、强化语言力量和实践的过程中提升批判性思维意识，理解并尝试做到更全面地看待问题。=2\*ROMANII.AnalysisofStudents上课班级为高一(10)清北班，由于刚到高中两个月，还处于适应阶段，并且对阐述观点类的文章接触较少，疫情期间又进行半个多月的线上课，所以大局部同学不太情愿口语表达，但是有肯定的批判思维力量。=3\*ROMANIII.TeachingObjects1.LanguageabilityStudentscanmasterthekeywordsandexpressionsabouttheInternetandFriendships.2.LearningabilityStudentsgettoknowhowtogetthemainideaofthepassageandthetopicsentenceofeachargument;Studentscandevelopthereadingskillsaboutargumentationaswellastheabilitytodeveloptheirownarguments.3.Culturalawareness〔1〕Studentscanrealizehowimportantoffriendshipsaretopeople’slives,aswellashowgreatinfluencetheInternethasonfriendships;〔2〕StudentsmayfeelpatrioticandwillbeinspiredtousetheInternetsmartlyandproperly.4.Thinkingquality(1)StudentscancriticallyviewthequestionthattheInternethelpsorharmsfriendships;(2)Criticallythink

and

deeply

understand

the

relationship

betweenfriendshipsand

technology.Remind

people

to

pay

attention

to

thenetwork

security.=4\*ROMANIV.Teachingkeyanddifficultpoints1.Keypoints：StudentshaveabetterunderstandingoftheeffecttheInternethaveonrelationships,especiallyonfriendships;StudentscanrealizetheimportanceofnotonlytheInternetbutalsofriendshipsintheirlife.2.Difficultpoints：(1)StudentsmayfindithardtosummarizetheirargumentsaboutwhetherInternethelpsorharmsfriendshipsinacriticalway.(2)Studentsmayfinditdifficulttoattacktheopponentsanddefendthemselvesinadebate.=5\*ROMANV.TeachingApproaches1.CommunicativeLanguageTeachingApproach2.WholelanguageTeachingApproach3.ActivitybasedTeachingApproach4.ComputerAidedInstruction=6\*ROMANVI.TeachingProceduresTeachingProceduresStepsActivitiesPurposesTimePrereadingStep1Tshowstwovideosonthetopic.TogetSsinvolvedinthetopicandgetreadytoread.3’WhilereadingStep1Ssskimthetwoblogsandquicklyfindoutthewriter’spointofview.TomakeSsclearaboutthewriter’spointofview.2’Step2SsreadandfindoutthetopicsentencesofthetwoblogsTomakeSsidentifyandunderstandtopicsentences5’Step3Ssreadcarefullyandfindoutsupportingdetailsofeachargument.Ssreadcarefullyandfindouttheconclusionoftwoblogs.TomakeSsidentifysupportingdetailsofeachargument.TomakeSsclearabouttheconclusionoftwoblogs.10’Step41.Ssguessthewritingstyleofthepassage.2.Ssfillintheblanksaboutthestructureofthepassageandintroducethemethodsusedtosupporttheargument.TomakeSsthinkaboutthethewritingstyleandclearaboutstructureofthepassageandthemethodsusedtosupportthearguments.6’PostreadingStep1Ssdiscussintwogroupsbasedondifferentopinionsandgetreadyforthedebateaboutthequestion“Isitgoodtopostpersonallifeonsocialmedia？〞TomakeSscriticallythinkaboutthequestionandgetreadyforthedebate.3’Step2Ssvoicedifferentopinionsinthedebate.TomakeSspractisespeakingtopicsentences,supportingdetails.6’Step3Tmakesaconclusionandhavetheemotionaleducation.TomakeSsrealizehowimportantoffriendshipsaretopeople’slives.Criticallythink

and

deeply

understand

the

relationship

betweenfriendshipsand

tech