Unit-4-Lesson3-名师教学设计

2/2Unit4Lesson3名师教学设计课时内容：InternetandFriendships主题语境：人与社会主题群：科学与技术；人际沟通子主题：科技发展与信息技术创新，科学精神，信息安全；良好的人际关系与社会交往语篇类型：议论文文本分析：[What]第一篇博客“TheInternetHarmsFriendships”作者从三个方面论述了互联网对友情的弊端：一是网络交流无法替代面对面交流；二是网络让人变得更加自我，并且网络的交流内容比较肤浅；三是网络交流中人与人之间无法建立充分的信任。最后作者给出自己的观点：朋友间应该更加聚焦于面对面交流，减少在线交流，以此保持健康的关系。第二篇博客“TheInternetHelpsFriendships作者从三个方面简单地论述了互联网能够帮助发展友情的观点：一是网络让沟通更方便；二是网络让交流更有趣；三是在线交流可以拉近人们的关系。选择两篇观点相反的博文，很好地服务于主题。[Why]从正、反两个方面简单论述互联网与友情的关系，旨在提高学生对网络与友情关系的认识，帮助学生形成正确的价值观。[How]这两篇博客写作结构相似。标题、论点、论据，文章脉络清晰，内容分布合理。两篇博客都使用了大量的关联词：firstly，secondly，thirdly，finally，使得文章的脉络特别清晰。课时目标：1.能识别主题句和支持句，提取文章主要信息。2.从正、反两个方面阐述互联网和友情之间的关系，说明自己的观点，养成辩证看待问题的思维。重点难点：重点：学生通过阅读，获取关于互联网和友情之间关系的主要信息。难点：学生通过阅读、讨论等活动，形成自己关于互联网和友情之间关系的观点和判断。教学准备：教师准备：了解互联网与友情的关系，培养学生的辩证思维。学生准备：构词法相关知识；阅读互联网与友情的关系的相关文章，为理解本课做好背景知识储备。教学过程：StepI学习理解活动一：感知与注意1.Brainstorm.Askstudentstoworkinpairsanddiscussthefollowingpicture:2.Letstudentssharetheirideas.首先小组讨论教师提出的问题：DoyouthinktheInternethelpsorharmsfriendships?Why?Andgivethereasons.然后填写下表。PositiveaspectsNegativeaspectsbringspeopleclosertogethermakespeopleself-centred【设计意图】通过头脑风暴和回答问题活动，联系了学生的生活实际，引发学生对主题的思考，激活学生的背景知识和相关经验。活动二：Readandexplore1.UnderlineReadthetwoblogposts:“TheInternetHarmsFriendships”and“TheInternetHelpsFriendships”.Andunderlinethegeneralideaandthetopicsentenceforeachargument.Suggestedanswers:（略）2.Completethediagram.Suggestedanswers:NegativeaspectsArgument1Topicsentence:Talkingonlineisnoreplacementforface-to-facecontact.Supportingdetails:Imagesreallycannotreplaceareal-lifesmileorhug.Communicatingthroughascreenmakesitmoredifficultforchildrentoconcentrateorshowkindnesstoothers.Argument2Topicsentence:TheInternetcanmakepeopleself–centred.Supportingdetails:Insteadofhavingproperconversationswiththeirfriends,somepeopleareonlyconcernedwiththeironlinepopularity.Alotofthecontentpostedonsocialmediaisshallowortrivial.Argument3Topicsentence:Onlinerelationshipsmaynotbewhattheyappeartobe.Supportingdetails:Friendshipsarebuiltonthebasisoftrust,andwithonlinecommunicationyoucanneverbe100percentsurethatthepeopleyouarechattingtoarebeinghonestaboutwhotheyare.PositiveaspectsArgument1Topicsentence:TheInternetmakescommunicationmuchmoreconvenient.Supportingdetails:Youcanstayintouchwithfriendsnomatterwhereyouareorwhatyouaredoing.Argument2Topicsentence:TheInternethasalsomadecommunicationmorefun.Supportingdetails:Youcansharephotos,videosnewsstoriesandwebsiteswithyourfriendsonline.Argument3Topicsentence:Onlinecommunicationcanactuallybringpeopleclosertoeachother.Supportingdetails:Wheneversomeoneneedshelp,friendsfromallovertheworldcanimmediatelyprovideusefulsuggestionsorinformation.Thismakesfriendsfeellovedandcaredfor.【设计意图】把握文章的标题与内容、段落与段落、主题句与支持句之间的关系，有助于学生对文章结构、行文特点进行整体把握。为了更好地让学生了解语篇信息，要引导学生梳理主线，通过梳理主线，把握文章的内容和行文逻辑。通过阅读标出主题句和支持句，获取关键信息点，然后以填充图表的形式，整合文章的信息。通过这两个活动，可以实现英语课程标准对普通高中英语课程语言技能内容要求所提出的目标，即通过阅读能从语篇中提取主要信息和主要观点，并且能够理解语篇要义。活动三：Focusonlanguage1.Lexicalchunks.Askstudentstounderlinesomeimportantlexicalchunksinthetwoblogs,andcopythemintheirnotebooksafterclass.2.Discoursemarkers.Askstudentstoreadthetwoblogsandunderlinethewordswhichshowthedevelopmentofeachblog：firstlysecondly,thirdly,finally.3.Translating.(1)TheInternetcanhelpdevelopfriendshipsinmanyways.(2)TheInternetmakescommunicationmuchmoreconvenient.(3)Usingasmartphone，atabletoracomputer，youcanbeincontactathome.(4)Finally,IbelievetheInternetbringspeopleclosertogetherandmakescommunicationwithfriendsmoreconvenientandinteresting.4.Compoundwords.Completethecompoundwordswithawordfromthecircles.Thenusetheminthesummarybelow.SomepeoplebelievethattheInternethasmanynegativeaspects.Talkingtopeople1________orhavinga2________withsomeoneyouonlytalktoontheInternetisn’tareplacementfor3________communication,Whileitcanconnectyouwithotherpeoplewhousea4________,face-to-facecontactwithothersisimportanttohelpyoumaintainhealthyrelationships.Thisargumentisthought-provokingbecauseitshowsthatpeoplestillneedface-to-facecommunicationwithotherstoday.Inaddition,spendingtoomuchtimeontheInternetcanmakeyou5________becauseyoucanbecomeobsessedwithpopularityandgainingfollowers.Finally,youneedtobecarefulwithvarious6________becauseyoucanneverbe1007________surethat8________youreadonlineistrue.Suggestedanswers:Compoundwords：1friend+ship=friendship2any+thing=anything3per+cent=percent4web+site=website5on+line=online6self-+centred=self-centred7real-+life=real-life8smart+phone=smartphoneSummary1online2friendship3real-life4smartphone5self-centred6websites7percent8anything【设计意图】本环节围绕语言知识学习设计了四个活动：活动一让学生画出相关的词块（lexicalchunks），活动二画出文章的话语标记（discoursemarkers），活动Translating是对课中优美的句子进行翻译，活动四学习构词法，旨在加深对语言的理解和掌握。活动四：Readfordeepunderstanding1.Questions.Askstudentstoreadthetwoblogpostsagainandanswerthequestions:(1)Lookatthesentencefromparagraph2inthefirstblogpost“Itistheseskillsthatenableustodeveloplifelongfriendships”.Whatdoes“these”referto?Doyouagreewiththestatement?Whyorwhynot?(2)Inthesecondblogpost,whatdoesEileenKennedy-Mooremeanwhenshesaysthatonline“fillholesreal-lifefriendscan’t”?Giveyourreasons.Suggestedanswers:(1)Theword“these”referstosocialskills，likeconcentratingorshowingkindnesstoothers.(2)Onlinecommunicationisasolutionwhentherearedifficultieswithface-to-facecommunication,i.e.peoplelivefarapart(andarefriendsorhavecommoninterests)，apersonsuffersfromsocialanxietyandmayfinditeasiertotalktopeopleonline,etc.2.Writingmethods.Thefollowingarefivemethodswritersoftenusetosupporttheirarguments.Readthetwoblogpostsagain.Identifywhatmethodsthewritersused.Findexamplesfromthetext.acitingideasfromexpertsorauthoritiesbgivingexamplescusingdatadreferringtocommonknowledgeeusingcomparisonandcontrastSuggestedanswers:（略）【设计意图】这个教学环节属于深层理解方面。英语课程标准在高中学业质量水平和考试评价中指出，高中英语阅读理解要超越对基本信息的识别、归纳的层次，逐步走向分析、阐述和评价的层次，这三个层次属于高阶思维层次。同时也指出，阅读的最高层次是对作者的观点、态度和写作手法的赏析与评价，或者对作者的写作进行改进。StepⅡ应用实践活动五：DiscussionWorkingroupsoffourandchooseoneaspect.Eachmemberofthegrouppresentsoneargumenttosu