Unit 4 Information technology Lesson 3 Internet and friendships 教学设计-2024-2025学年高一英语北师大版（2019）必修第二册

U4 Information Technology L3 Internet and Friendships Teaching Plan-Yu Jiajia · Guideline: · Focus on the thematic meaning and study the unit as a whole; · Research the discourse deeply and its main contents; · Teach students to learn through various activities and help cultivate students’ core qualities. · The Analysis on the Text · What: the course is located in the third section of the fourth unit themed on information technology, which belongs to the thematic context of human&society and human&self. It’s an argumentation which follows the order of opinion, argument and conclusion. · Why: the two texts are written to tell Ss about how Internet impacts friendships, inform them to pay attention to the ways of communication and the doubled-edged sword——Internet and encourage Ss to take online communication rationally, devoting themselves to developing healthy, rewarding and lifelong relationships. · How: the authors develop their blog posts by following the argumentation’s structure, in which they firstly state their respective point of view, and then give some powerful arguments with detailed information which can make their opinion more persuasive, followed by the conclusion. The two posts are logical and well-organized, for which Ss can easily grasp their structure, which may help their comprehension. · The Analysis on Ss The subjects are from Senior 1, who may have doubts towards the external world and be eager to explore it, which means they may have difficulty in understanding some abstract concepts like interpersonal communication despite the curiosity. Besides, they may lack knowledge in dealing with long and difficult sentences or texts and need our guidance. Only in this way can Ss master relevant knowledge and skills to adapt themselves to the society. · Teaching Objectives (by the end of the class, students will be able to...) · form a clear picture about the structure of the argumentation and transfer; · develop their critical thinking over the Internet and how to develop healthy, rewarding and lifelong relationships. · Teaching Key and Difficult Points · Teaching Key Points how to lead them to form a clear picture about the structure of the argumentation and transfer. · Teaching Difficult Points how to help Ss develop their critical thinking over the Internet and how to develop healthy, rewarding and lifelong relationships. · Teaching Aids Textbook, Changyan app and other guiding materials. · Teaching Procedures Step 1 Activate&Share Activity 1 Ss are asked to enjoy different images and a video about the most popular apps during the years. Justification: By doing this, it can help activate the atmosphere and lay a foundation for the new lesson. Step 2 Vote&Predict Activity 2 Ss are required to vote their opinions over the following question: Do you think whether Internet harms friendships or not? Justification: It can introduce the topics of the lesson and offer a pre-reading background for the instructor. After that, they may have an evaluation about whether their opinions have changed or not. Step 3 Read&Explore Activity 3 Ss are asked to place the following options in order to match the main idea of each paragraph. A. Be unsure about the authenticity. B. Internet harms friendships. C. Focus more on face-to-face contact. D. Make people self-centred. E. Reduce face-to-face contact. Justification: Such activity is designed for Ss to grasp the general idea of the text and also the structure of an argumentation including opinion, argument and conclusion. Activity 4 Ss are invited to read Para.02-04 and fill in the blank about the supporting ideas. Argument 1 Reduce face-to-face contact. 1　 _______ cannot replace a _______ _______ or __________; 2　 People are less likely to ___________ or show _________; 3　 People may lack chance of developing _______ _______, which enables them to develop _________ __________. Argument 2 Make people self-centred. 1　 Some people are only concerned with their__________ __________; 2　 The _________ posted on social media is _________ or ________, which doesn’t necessarily help form _________ __________. Argument 3 Be unsure about the authenticity. 1　 People you are chatting to may be __________; 2　 Going online can be _________ for people who are _________ _________ or _________ __________. Justification: It can exercise Ss’ abilities of locating and analyzing and deepen their understanding that the supporting ideas must be closely related to the given argument. Activity 5 Ss are required to read the text on Page 16 and fill in the blanks. Opinion Argument 1 Argument 2 Argument 3 Conclusion Justification: It can consolidate Ss’ learning about the structure of an argumentation and exercise their ability of dealing with long texts. Step 4 Think&Share Activity 6 Ss are led to discuss with their group members over the following questions and then watch a video about how to develop a healthy and lifelong friendship: 1. What methods did the writer use in each text? 2. Do you agree that “online friends fill holes real life friends can’t”? Why or why not? 3. How can we use the Internet to develop long-term and rewarding friendships? Justification: It is expected to help Ss further understand the methods used in an argumentation, the impacts of Internet and what they can do to develop healthy, rewarding and lifelong friendships. Activity 7 Ss are invited to vote on their own opinion again. Do you think whether Internet harms friendships or not? Justification: It is designed for Ss to see whether they have changed their opinion or not after learning something rational and practical about Internet and friendships. · Homework-assigning Compulsory: Write a composition, sharing your ideas on the impacts Internet has on friendships; Optional: Read the text themed on Social Media…the Highs and Lows on Page81 and finish relevant exercises. · Blackboard-designing U4L3 Internet and Friendships Argumentation Argument Conclusion Opinion · Reflection 1 学科网（北京）股份有限公司 $$