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

1. Read the first two paragraphs and answer the teacher's questions.
2. Share their answers and participate in class

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.

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

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