Unit 1 Relationships Lesson 3 So Close, Yet So Far 教学设计-2025-2026学年高中英语北师大版选择性必修第一册

教学设计 课题名称 So Close, Yet So Far 学科 英语 年级/班级 高二1班 教材版本 北师大版(2019) 课时 第一课时 授课教师 一、教材分析 【What】：本文围绕大学生Mark沉迷社交媒体的日常生活展开叙述。他频繁浏览社交应用、发布动态、查收并回复信息，这种密切的社交网络互动让他倍感疲惫，也使他在现实生活中不断拖延重要事务。在一次聚会中，他和朋友们都沉迷于各自的社交网络互动，面对面交流寡淡无味。他的朋友们虽因社交网络的必要性无法彻底摆脱其影响，却也意识到了问题并尝试改变，而Mark尽管也察觉问题，却依旧每日在线，与他人的距离愈发疏远。 【Why】：本课是本单元第三篇阅读课，聚焦大学生Mark在社交媒体裹挟下的生活状态，呈现了社交媒体过度渗透生活的社会现象，归属于“人与社会”主题范畴。其核心价值在于引导学生审视自身生活现状，深入思索如何在真实世界与虚拟网络社会间达成平衡，从而在网络社交中更优质地生活。 【How】：这是一篇结构清晰的社交网络主题博客。文章由三部分构成：第一部分阐述Mark日常的网络社交活动；第二部分剖析社交网络对Mark及其朋友的影响；第三部分说明Mark无法放弃使用社交网络的缘由，同时点明社交网络存在的问题。全文淋漓尽致地展现了Mark使用社交网络的真切感受。 二、学情分析 授课对象为物化生组合高二1班, 经过高一一年的学习，学生已积累了一定的词汇量，具备了基本的语言运用能力和问题解决能力，且对“网络社交”这一话题有较高的兴趣，多数学生拥有相关的生活体验。 三、教学目标 At the end of this period,students will be able to: 1. comprehend and master the new vocabulary and expressions associated with social networking. 2. skim to obtain general information and scan to extract detailed facts regarding the tough situations Mark is confronted with. 3. summarize the causes of Mark’s predicament and explore possible solutions. 4. reflect on their own online and offline social lives, and strive to maintain a healthy social lifestyle. 四、教学重难点 教学重点： Skim to grasp the overall information and scan to get specific details about the challenging circumstances Mark is dealing with. 教学难点： Summarize the factors leading to Mark’s dilemma and discuss feasible solutions. 五、 教学准备 教师准备： 课件PPT（希沃），黑板、白板 学生准备： 书本，笔记本，配套练习 六、 教学过程 教学环节 教师活动 学生活动 设计意图 时间安排 Leading in T shares a guess with Ss:①I am small and portable.②I can make and receive calls.③I can help you connect with people around the world.④I need to be charged now and then. T invites students to observe the pictures on the blackboard and response the following question: 1.What are these individuals doing in your opinion? Ss give the answer: Cellphone. Ss look at the pictures and answer the questions using the words and phrases they know. Ss give the conclusion:We can’t live without cellphones! 引导学生进入本课主题，帮助他们激活已有知识。 5mins Pre-reading T asks students to make predictions about the blog post’s content based on its caption. The following questions can provide guidance: 1. What topics will the blog post cover? 2. Why does he frequently engage in online socializing? T requires students quickly read the first sentence of each paragraph to verify their predictions. Ss read the caption and work in pairs to predict the blog post’s content. Then share your predictions with the class. Ss quickly read the topic sentence of each paragraph to check if your predictions are accurate. After that, summarize the main idea of each paragraph in one sentence. 引导学生预测课文内容。 帮助学生通过略读来检查他们的预测。 8mins While-reading 1.Read paragraph 1-3 and list Mark’s routine activities online. 2.Read paragraph 4-6 and find out social networking’s impact on Mark and his friends. 3.Read paragraph 7-8 and underline the reasons Mark can’t drop social networking. T encourages students to discover more expressions describing Mark’s online activities, think about his attitude toward online socializing, and find supporting evidence. For instance: a never-ending flow, distracted, obsess over, depressed. Ss read the blog post and fill in the table. Ss pay attention to the expressions describing Mark's feelings and think about what attitude Mark has towards online socializing. Find evidences. 分析文章 结构 ，获 取和梳理 细 节 信 息。 帮助学生更好地理解复合句。 18mins Post-reading T asks students to find expressions that show how “close” Mark is to the online world and how “far” he is from people in real life, then categorize these expressions. T asks Ss to think about the meaning of title. Have a debate: Should we use the social networking? Ss understand the true meanings of "far" and "close" . Ss engaged in a debate on this topic. Pros: Cons: 引导学生理解题目的含义。 学生能够 通过个人 思考和辩论赛探究并深化主题意义。 14mins 七、板书设计 设计灵感说明 1.以蜘蛛网为视觉载体，巧妙呼应“网络（www：Internet）”的意象，将抽象的社交网络概念具象化。蛛网的辐射状结构能清晰地呈现各板块内容的关联与层次，让“线上社交”的复杂性和关联性一目了然。 2. 主题呼应：“So Close, Yet So Far”的对比呈现，将“Close（物理上的近）”与“Far（精神上的远）”作为核心对比轴，通过横贯蛛网的红线强化视觉区分。这种设计直接服务于课题“So Close, Yet So Far”，直观展现线上社交“物理距离近、心理距离远”的矛盾，帮助学习者快速把握主题内核。 3. 内容模块化：分板块承载教学要点 • 蛛网上方“P1-3 online activities”：对应文本前3段，聚焦“线上活动”的信息梳理； • 蛛网下方左侧“P4-6 Impacts”：对应文本4-6段，分析线上社交的“影响”； • 蛛网下方右侧“P7-8 reasons”：对应文本7-8段，深挖现象背后的“原因”。 八、 作业设计 • Required Task：Write an email to your friend Mark, offering practical and detailed suggestions on how to overcome phone and Internet addiction. • Optional Task：Watch a documentary or Ted Talk about digital wellness, and write a one-paragraph reflection on how to balance technology use and real-life interactions. 九、 教学反思 1.从知识层面看，学生对“线上社交”“手机依赖”等相关词汇与表达的掌握较为扎实，能在作业中准确运用所学表达描述自身线上社交生活或提出戒瘾建议。但在能力层面，部分学生在运用语言进行批判性思考（如分析线上社交与面对面社交的深层差异、辩证看待手机依赖问题）时，仍显思路单薄，说明在培养学生高阶思维能力上还有提升空间。 2.教师需加强教学评一致性：在作业评价中，除关注语言表达外，增加对学生思维深度、创新能力的评价维度，通过多元化评价引导学生全面发展。 1 学科网（北京）股份有限公司 $