Unit 10 Connections Lesson 1 How Closely Connected Are We? 教案-2024-2025学年高中英语北师大版（2019）选择性必修第四册

Lesson 1: How Closely Connected Are We? Subject English Grade Level Senior High School, Elective 4 Total 1 Period Textbook NCEP (North China Electric Power University Press) Lesson Type Reading Class Period 1 Textbook Analysis Textbook Analysis This lesson introduces the concept of "Six Degrees of Separation," a theory that suggests any person on Earth can be connected to any other person through a chain of no more than five intermediaries. The reading material covers the history and development of this theory, including its origins in the 1920s, the experiments conducted by Stanley Milgram in 1967, and recent studies confirming the theory. The text also explores the impact of this concept on popular culture, such as movies and TV shows. Student Analysis Students have some basic knowledge of social networks and may have heard of the "Six Degrees of Separation" theory. However, they may lack a deep understanding of its historical context and scientific basis. They are generally curious and engaged when discussing topics related to social connections and human relationships. Some students may struggle with the complex vocabulary and concepts, so scaffolding and clear explanations will be necessary. Lesson Objectives 1. Students will be able to define and explain the "Six Degrees of Separation" theory. 2. Students will evaluate the significance of Stanley Milgram's experiment. 3. Students will conduct a mini experiment to explore the concept of "Six Degrees of Separation" within their own social networks. 4. Students will engage in group discussions and presentations. Teaching Focus and Difficulties Focus 1. Understanding the "Six Degrees of Separation" theory and its historical context. 2. Analyzing the significance of Stanley Milgram's experiment. 3. Applying the theory to real life situations. Difficulties 1. Grasping the complex vocabulary and concepts related to social networks. 2. Conducting a mini experiment to test the theory. 3. Reflecting on the broader implications of the theory for society. Teaching Methods and Preparation Teaching Methods Lecture, group discussion, cooperative learning, inquiry based learning Materials Preparation Textbook, handouts, projector, internet access, worksheets Teaching Procedures Teacher Activities Student Activities Warm up (5 minutes) Activate Prior Knowledge (1) Greet the students and introduce the topic of social connections. (2) Ask the following questions: Q1: How many contacts do you have on social media? Q2: How many people do you regularly communicate with? (3) Encourage students to share their answers and discuss why these numbers might vary. (4) Introduce the concept of "Six Degrees of Separation" and explain that they will learn more about it today. (5) Write the key terms on the board: "Six Degrees of Separation," "Social Network," "Stanley Milgram." (6) Distribute handouts with key vocabulary and definitions. 1. Respond to the teacher's questions and share their thoughts. 2. Write down key terms and definitions. 3. Engage in class discussion. Reading and Exploring (20 minutes) Read the First Two Paragraphs (1) Instruct students to read the first two paragraphs of the article on "Six Degrees of Separation." (2) Ask the following questions: Q1: What does "Six Degrees of Separation" mean? Q2: Who invented this theory? (3) Have students share their answers and clarify any misunderstandings. (4) Write the main points on the board. (5) Provide additional context about the theory's origins in the 1920s and its influence on early impressions of social networks. (6) Discuss the mathematical attempts to prove the theory in the 1950s and why they were unsuccessful. Read the Rest of the Article (1) Instruct students to read the remaining paragraphs of the article. (2) Provide a worksheet with a table for students to take notes on the development of the theory. (3) Guide students to fill in the table with the following categories: Year, Who, How, Findings/Results. (4) Have students work in pairs to complete the table. (5) Review the completed tables as a class and discuss any discrepancies. (6) Summarize the key points of the theory's development and its impact on popular culture. 1. Read the first two paragraphs and answer the teacher's questions. 2. Share their answers and participate in class discussion. 3. Take notes on the development of the theory using the provided worksheet. 4. Work in pairs to complete the table. 5. Participate in the class review and discussion. Group Work (15 minutes) Explain the Theory (1) Divide the class into small groups. (2) Instruct each group to take turns explaining the "Six Degrees of Separation" theory using the diagram provided in the textbook. (3) Provide guiding questions: Q1: How many people did it take for the parcel to reach the right person in Milgram's experiment? Q2: When did the term "Six Degrees of Separation" first appear? Q3: How did it influence the entertainment industry? Q4: What happened in the 1950s? Q5: What is the "Columbia Small world Project"? (4) Monitor group discussions and provide support as needed. (5) Have each group present their findings to the class. (6) Facilitate a class discussion to compare and contrast the different explanations. Think and Share (1) Ask the following questions: Q1: Why did Milgram and Columbia University both label their experiments "Small world"? Q2: Why do you think people study how people are connected? (2) Have students share their thoughts and discuss as a class. (3) Write key points on the board. (4) Provide feedback and clarify any misconceptions. (5) Encourage students to think critically about the implications of the theory. (6) Summarize the main ideas and connect them to real life applications. 1. Work in small groups to explain the "Six Degrees of Separation" theory using the diagram. 2. Answer the guiding questions and prepare a presentation. 3. Present their findings to the class. 4. Participate in class discussion and compare different explanations. 5. Share their thoughts on the guiding questions and engage in critical thinking. 6. Connect the theory to real life applications. Language Focus (10 minutes) Passive Forms in the Past (1) Instruct students to read the sentences and underline the passive forms. (2) Ask the following questions: Q1: What tense is used in each sentence? (3) Provide the correct answers and explain the use of passive forms in the past. (4) Have students complete the worksheet with the correct form of the verbs in brackets. (5) Review the completed worksheets as a class and provide feedback. (6) Summarize the key points of passive forms in the past and their importance in academic writing. Experiment Task (1) Instruct students to read the description of a "Six Degrees of Separation" experiment. (2) Provide a worksheet with the task of completing the passage using the correct form of the verbs in brackets. (3) Have students work in pairs to complete the task. (4) Review the completed tasks as a class and provide feedback. (5) Discuss the significance of the experiment and how it relates to the theory. (6) Encourage students to think about how they can apply the theory to their own lives. 1. Read the sentences and underline the passive forms. 2. Answer the teacher's questions and provide the correct tense. 3. Complete the worksheet with the correct form of the verbs in brackets. 4. Work in pairs to complete the task. 5. Participate in class review and discussion. 6. Think about how they can apply the theory to their own lives. Conclusion and Homework (5 minutes) Summarize the Key Points (1) Summarize the main ideas covered in the lesson. (2) Emphasize the importance of understanding the "Six Degrees of Separation" theory and its applications. (3) Provide a brief overview of the next lesson. (4) Assign homework: Search online and find details about the "small world problem," "Columbia Small world Project," or other experiments related to the theory. Write a short report on your findings. (5) Encourage students to share their reports in the next class. (6) Thank the students for their participation and dismiss the class. 1. Listen to the summary and take notes. 2. Understand the homework assignment and ask any questions. 3. Prepare to share their reports in the next class. 4. Thank the teacher and leave the classroom. Evaluation Tasks 1. Participation in class discussion: ☆☆☆ 2. Completion of the worksheet: ☆☆☆ 3. Group presentation: ☆☆☆ Design Intentions The lesson is designed to engage students in active learning through a combination of reading, discussion, and group activities. By exploring the "Six Degrees of Separation" theory, students will develop a deeper understanding of social networks and their implications. The use of real life examples and experiments will help students see the relevance of the theory to their own lives. The language focus section will reinforce grammar skills, while the homework assignment will encourage independent research and critical thinking. Homework Design Research Task 1. Search online and find details about the "small world problem," "Columbia Small world Project," or other experiments related to the "Six Degrees of Separation" theory. 2. Write a short report (approximately 200 300 words) on your findings. Include the following sections: Introduction, Methodology, Results, and Conclusion. 3. Prepare to share your report in the next class. Reflection Task 1. Reflect on the "Six Degrees of Separation" theory and its implications for modern society. 2. Write a paragraph (approximately 150 200 words) discussing how this theory affects your understanding of social connections and networks. 3. Consider how you can apply the theory to your own life and relationships. Board Design Six Degrees of Separation Definition: Any person on Earth can be connected to any other person through a chain of no more than five intermediaries. Key Figures: Frigyes Karinthy, Stanley Milgram, Columbia University, University of Milan. Historical Context: 1920s: Introduced by Frigyes Karinthy. 1950s: Mathematical attempts to prove the theory. 1967: Stanley Milgram's "small world problem" experiment. 2001: Columbia Small world Project. 2011: University of Milan's research. Significance: Impact on popular culture (movies, TV shows). Vocabulary: Social network, intermediaries, chain, experiment, methodology, results, conclusion. Passive Forms in the Past: Examples and explanations. Teaching Reflection Insufficient Time Management 1. The warm up activity took longer than expected, leaving less time for the group work and language focus sections. 2. Some students were slow to complete the worksheet, causing delays in the class progress. 3. The group presentations were not as structured as intended, leading to some confusion. 学科网（北京）股份有限公司 $$