2/2Unit4Lesson3名師教學設計課時內容：InternetandFriendships主題語境：人與社會主題群：科學與技術；人際溝通子主題：科技發展與信息技術創新，科學精神，信息安全；良好的人際關系與社會交往語篇類型：議論文文本分析：[What]第一篇博客“TheInternetHarmsFriendships”作者從三個方面論述了互聯網對友情的弊端：一是網絡交流無法替代面對面交流；二是網絡讓人變得更加自我，并且網絡的交流內容比較膚淺；三是網絡交流中人與人之間無法建立充分的信任。最后作者給出自己的觀點：朋友間應該更加聚焦于面對面交流，減少在線交流，以此保持健康的關系。第二篇博客“TheInternetHelpsFriendships作者從三個方面簡單地論述了互聯網能夠幫助發展友情的觀點：一是網絡讓溝通更方便；二是網絡讓交流更有趣；三是在線交流可以拉近人們的關系。選擇兩篇觀點相反的博文，很好地服務于主題。[Why]從正、反兩個方面簡單論述互聯網與友情的關系，旨在提高學生對網絡與友情關系的認識，幫助學生形成正確的價值觀。[How]這兩篇博客寫作結構相似。標題、論點、論據，文章脈絡清晰，內容分布合理。兩篇博客都使用了大量的關聯詞：firstly，secondly，thirdly，finally，使得文章的脈絡特別清晰。課時目標：1.能識別主題句和支持句，提取文章主要信息。2.從正、反兩個方面闡述互聯網和友情之間的關系，說明自己的觀點，養成辯證看待問題的思維。重點難點：重點：學生通過閱讀，獲取關于互聯網和友情之間關系的主要信息。難點：學生通過閱讀、討論等活動，形成自己關于互聯網和友情之間關系的觀點和判斷。教學準備：教師準備：了解互聯網與友情的關系，培養學生的辯證思維。學生準備：構詞法相關知識；閱讀互聯網與友情的關系的相關文章，為理解本課做好背景知識儲備。教學過程：StepI學習理解活動一：感知與注意1.Brainstorm.Askstudentstoworkinpairsanddiscussthefollowingpicture:2.Letstudentssharetheirideas.首先小組討論教師提出的問題：DoyouthinktheInternethelpsorharmsfriendships?Why?Andgivethereasons.然后填寫下表。PositiveaspectsNegativeaspectsbringspeopleclosertogethermakespeopleself-centred【設計意圖】通過頭腦風暴和回答問題活動，聯系了學生的生活實際，引發學生對主題的思考，激活學生的背景知識和相關經驗。活動二：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.【設計意圖】把握文章的標題與內容、段落與段落、主題句與支持句之間的關系，有助于學生對文章結構、行文特點進行整體把握。為了更好地讓學生了解語篇信息，要引導學生梳理主線，通過梳理主線，把握文章的內容和行文邏輯。通過閱讀標出主題句和支持句，獲取關鍵信息點，然后以填充圖表的形式，整合文章的信息。通過這兩個活動，可以實現英語課程標準對普通高中英語課程語言技能內容要求所提出的目標，即通過閱讀能從語篇中提取主要信息和主要觀點，并且能夠理解語篇要義。活動三：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【設計意圖】本環節圍繞語言知識學習設計了四個活動：活動一讓學生畫出相關的詞塊（lexicalchunks），活動二畫出文章的話語標記（discoursemarkers），活動Translating是對課中優美的句子進行翻譯，活動四學習構詞法，旨在加深對語言的理解和掌握。活動四：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）【設計意圖】這個教學環節屬于深層理解方面。英語課程標準在高中學業質量水平和考試評價中指出，高中英語閱讀理解要超越對基本信息的識別、歸納的層次，逐步走向分析、闡述和評價的層次，這三個層次屬于高階思維層次。同時也指出，閱讀的最高層次是對作者的觀點、態度和寫作手法的賞析與評價，或者對作者的寫作進行改進。StepⅡ應用實踐活動五：DiscussionWorkingroupsoffourandchooseoneaspect.Eachmemberofthegrouppresentsoneargumenttosu