Unit 1 Relationships Lesson 3 So Close, Yet So Far 教案-2024-2025学年高中英语北师大版（2019）选择性必修第一册

Lesson 3: So Close, Yet So Far

Subject

English

Grade Level

Senior High School Grade 1

Total 3 periods

Textbook

Beijing Normal University Press, Senior High School English, Compulsory 1

Class Type

Reading Class

Period 3

Text Analysis

Text Analysis
The text "So Close, Yet So Far" discusses the impact of social networking and the Internet on people's daily lives, particularly focusing on a young man named Mark. The text highlights the paradox where despite being connected to hundreds of friends online, Mark feels increasingly isolated and disconnected from his real-life relationships. It explores themes of loneliness, addiction, and the superficial nature of online interactions.

Learner Analysis
Students are familiar with social media and the Internet, as they are an integral part of their daily lives. They have varying levels of awareness about the potential negative impacts of excessive online activity. Some students may relate to Mark's experiences, while others may have different perspectives. The challenge is to engage students in critical thinking about the balance between online and offline life and to encourage them to reflect on their own habits.

Teaching Objectives

Comprehension
1. Understand the main idea and supporting details of the text.
2. Identify the paradox of being socially connected yet feeling isolated.
Language Skills
1. Use key vocabulary and phrases related to social media and relationships.
2. Develop critical thinking and analytical skills through discussion and reflection.
Application
1. Apply the knowledge gained from the text to personal experiences.
2. Engage in group activities to explore the impact of social media on relationships.
Reflection
1. Reflect on personal social media habits and their impact on real-life relationships.
2. Formulate strategies to balance online and offline life.

Key Points and Difficulties

Key Points
1. Understanding the main idea and supporting details of the text.
2. Identifying the paradox of social connectivity and isolation.
3. Using key vocabulary and phrases related to social media and relationships.
Difficulties
1. Analyzing the deeper implications of social media on personal relationships.
2. Encouraging students to critically reflect on their own social media habits.
3. Balancing the discussion between positive and negative aspects of social media.

Teaching Methods and Preparation

Teaching Methods
Issue-based teaching, context inquiry, cooperative learning, lecture method

Preparation
Textbook, PowerPoint slides, handouts, internet access

Teaching Procedure

Teacher Activities

Student Activities

Warm-up

Activate Prior Knowledge
(1) Greet students and introduce the topic of social media and its impact on daily life.
(2) Show a brief video clip or images that highlight the prevalence of social media in modern society.
(3) Ask students to share their initial thoughts on the role of social media in their lives.
(4) Write key vocabulary on the board: social networking, isolation, paradox, connectivity.
(5) Explain the meaning of these terms and ask students to provide examples.
Discussion Questions
(1) What roles do social networking and the Internet play in your daily life? What do you use them for?
(2) How many online friends do you have? Do social networking and the Internet help improve your relationships with others? Give some examples.

1. Watch the video and share initial thoughts.
2. Participate in the vocabulary review.
3. Predict the content of the text based on the title.

Reading and Exploration

Pre-reading Activity
(1) Divide students into small groups and ask them to predict what Mark will say about social networking and his relationships with others.
(2) Distribute the text and ask students to read it individually.
 

1. Predict what Mark will say about social networking.
2. Read the

(3) Instruct students to underline or highlight key points and unfamiliar words.
(4) After reading, ask students to share their predictions and compare them with the actual content of the text.
(5) Guide a class discussion on the main ideas and supporting details of the text.
(6) Address any questions or confusions students may have.

Post-reading Activity
(1) Ask students to complete the information about Mark based on the text.
(2) Provide a worksheet with the following questions:
- What is Mark's routine?
- What activities does Mark engage in online?
- Why can't Mark drop social networking?
- How has social networking affected Mark's friends?
(3) Review the answers as a class and discuss the implications.
(4) Introduce the concept of colloquial phrases and ask students to identify and explain the meanings of "way beyond," "go cold turkey," "booze," and "be hard-wired in."
(5) Provide additional examples of these phrases in different contexts.

text individually and highlight key points.
3. Share predictions and compare with the actual content.
4. Complete the worksheet and discuss the answers in class.

Group Work

Discussion Leader
(1) Assign roles: Discussion Leader, Word Master, Summariser, Student Advisor.
(2) Instruct the Discussion Leader to think of two open-ended questions and write down their answers.
(3) Ask the Discussion Leader to share the questions with the group and invite members to answer.
(4) Allow each member to share their own work with the group.
(5) Encourage the group to discuss and comment on each other's contributions.

Word Master
(1) Find three expressions in the text to describe Mark's problems (actions, situations, or feelings).
(2) Explain each expression in English and use it in a new sentence.
(3) Invite the group to comment on the new sentences.
 

1. Take on assigned roles and complete tasks independently.
2. Share work with the group and participate in discussions.
3. Prepare for a class presentation.