Unit 4 Information Technology-Lesson 3 Internet and friendships 教案-2025-2026学年高中英语北师大版必修第二册

Unit 4 Information Technology-Lesson 3 Internet and Friendships 教学目标和重难点 教学目标 It focuses on improving students’ language ability to discuss Internet and friendships in English, cultivating critical thinking about virtual relationships, developing autonomous learning skills, and guiding them to view online friendships rationally to form positive social values. 教学重难点 Key: Mastering core vocabulary and sentence patterns about Internet friendships; understanding the two authors’ opposite views. Difficulty: Using learned language to express personal opinions and analyzing the pros and cons of online friendships dialectically. 教学过程 Lead-in The teacher starts the class by showing some common online communication scenarios, such as chatting with friends via WeChat, making new friends on social media platforms, and video-calling with distant friends. Then the teacher asks two guiding questions: “Do you have friends you know online? How do you keep in touch with them?” After that, invite 3-4 students to share their own experiences briefly. Finally, the teacher summarizes and leads to the topic of the lesson: “Today we will explore the relationship between the Internet and friendships through two blog posts, and discuss whether the Internet helps or harms friendships.” Design Intention: The lead-in is closely connected with students’ daily life, which can quickly arouse their interest in the topic. By asking questions and inviting students to share, it activates students’ prior knowledge and life experience related to online friendships, lays a foundation for the subsequent reading and discussion activities, and also creates a relaxed and active classroom atmosphere, encouraging students to participate in classroom interaction actively. Pre-reading Vocabulary Preview: The teacher presents the core vocabulary of the lesson on the screen, including “replacement, reality, account, ensure, harm, shallow, rewarding, concentrate, concerned” and phrases such as “in addition, focus on, be concerned with, face-to-face contact”. For each word and phrase, the teacher provides simple English definitions and example sentences related to Internet friendships, and guides students to read them aloud and guess their Chinese meanings. For example, for “replacement”, the teacher says: “A replacement is something that takes the place of another thing. For example, online chatting is no replacement for face-to-face contact.” Then ask students to make simple sentences with the new words and phrases in pairs, and check several pairs’ sentences in class. Predicting the Text: The teacher shows the titles of the two blog posts in the text—“The Internet Harms Friendship” and “The Internet Helps Friendships”. Ask students to work in groups of 4 to discuss: “What do you think the two authors will talk about respectively? What reasons may they give to support their views?” After 3 minutes of discussion, each group sends a representative to share their predictions. The teacher writes down the key points of students’ predictions on the blackboard and comments briefly, guiding students to pay attention to the possible opposite views of the two authors. Design Intention: Vocabulary preview helps students remove language obstacles in reading, so that they can focus more on understanding the content of the text. By providing English definitions and example sentences, it helps students understand the meaning and usage of words in context, laying a solid foundation for their subsequent reading and language application. Predicting the text can stimulate students’ reading motivation, cultivate their ability of logical speculation, and enable them to read the text with a clear purpose, improving reading efficiency. While-reading This part is divided into two steps: skimming and scanning, aiming at helping students understand the text from the overall to the details, and master the structure and key information of the text. Skimming: Ask students to read the two blog posts quickly, and finish two tasks: (1) Find out the main idea of each blog post. (2) Fill in the table to show the authors’ views on the relationship between the Internet and friendships. The table is as follows: Blog Title Author’s View The Internet Harms Friendship The Internet Helps Friendships After students finish reading, invite them to complete the table and check the answers together. The teacher summarizes: The first author holds that the Internet harms friendship, while the second author believes that the Internet helps friendships. Then ask students to think about: “What is the text type of the two blog posts?” Guide students to conclude that they are argumentative essays, which mainly express the authors’ views and support them with reasons and examples. Scanning: Ask students to read the text carefully again, and finish the following tasks in groups: Task 1: For the blog “The Internet Harms Friendship”, find out the reasons given by the author to support his view, and list them point by point. Task 2: For the blog “The Internet Helps Friendships”, find out the reasons and examples given by the author to support his view. Task 3: Underline the key sentences (topic sentences) of each paragraph and discuss with group members why they are the topic sentences. During the group discussion, the teacher walks around the classroom, observes students’ discussion situation, and provides appropriate guidance for students who have difficulties. For example, if some students can’t find the topic sentences, the teacher can remind them: “The topic sentence is usually at the beginning or end of a paragraph, which summarizes the main content of the paragraph.” After the discussion, each group selects a representative to share their findings, and the teacher comments and supplements, helping students sort out the key information of the text clearly. For the blog “The Internet Harms Friendship”, the key reasons are: (1) Online chatting is no replacement for face-to-face contact, which lacks real emotional communication. (2) The Internet makes people self-centered, and people pay more attention to their own online image rather than real friendships. (3) Online relationships may not be what they appear to be, and there may be lies and deception. (4) Spending too much time online will affect people’s real social life and reduce the time spent with real friends. For the blog “The Internet Helps Friendships”, the key reasons and examples are: (1) The Internet makes communication more convenient and faster, which helps people keep in touch with friends who are far away. For example, people can chat, video-call and share their life with friends anytime and anywhere. (2) The Internet helps people make new friends who have the same interests, expanding their social circle. For example, people can join online communities and make friends with people who like the same hobbies. (3) Online communication can help people express their feelings more freely, which is helpful for deepening friendships. Design Intention: Skimming helps students grasp the overall idea of the text quickly, understand the authors’ core views, and recognize the text type, which is conducive to students’ mastery of reading strategies for argumentative essays. Scanning focuses on guiding students to find key details, such as reasons and examples, which can improve students’ ability to extract specific information from the text. Group discussion can cultivate students’ cooperative learning ability, encourage students to exchange ideas with each other, and deepen their understanding of the text. At the same time, guiding students to find topic sentences helps them master the structure of argumentative essays and lay a foundation for their subsequent writing and discussion. Post-reading This part includes three activities: language focus, discussion and writing, aiming at helping students consolidate the learned language knowledge, apply it to practice, and cultivate their critical thinking and language expression ability. Language Focus: The teacher focuses on explaining the key vocabulary and sentence patterns in the text, combining with the context of the text, and guides students to master their usage. Key Vocabulary: Focus on explaining the usage of “replacement, harm, rewarding, concentrate, concerned”. For example, “replacement” is a noun, and the common collocation is “a replacement for sth”; “harm” can be used as a noun or a verb, with collocations such as “do harm to sb/sth” or “harm sb/sth”; “rewarding” is an adjective, meaning “giving satisfaction or pleasure”, and can be used to describe activities or experiences. After the explanation, arrange some exercises for students to practice: fill in the blanks with the correct form of the given words, and complete the sentences with the key sentence patterns. Check the answers together, and correct the mistakes made by students in time. Discussion: The teacher puts forward the discussion topic: “Do you think the Internet helps or harms friendships? Give your reasons and examples.” Ask students to work in groups of 5 to discuss this topic. During the discussion, students should use the learned vocabulary and sentence patterns to express their views, and can refer to the reasons and examples in the text. The teacher puts forward some guiding questions to help students think deeply: “What are the advantages of online friendships? What are the potential risks? How can we make good use of the Internet to maintain and develop friendships?” After 8 minutes of discussion, each group sends a representative to give a speech in front of the class, expressing the group’s views. Other students can ask questions or put forward different opinions after the speech. The teacher comments on students’ speeches, affirming their positive performance, pointing out the advantages and disadvantages of their language expression, and guiding students to view the impact of the Internet on friendships dialectically. The teacher summarizes: The Internet has both advantages and disadvantages for friendships. What we need to do is to use the Internet rationally, make full use of its advantages to maintain and develop friendships, and avoid its disadvantages. Writing: Ask students to write a short passage of 80-100 words, titled “My View on Internet and Friendships”. The requirements are: (1) Clearly express your view on the relationship between the Internet and friendships. (2) Use at least 2 key words and 1 key sentence pattern learned in the lesson. (3) Give simple reasons or examples to support your view. Before writing, the teacher gives a sample passage to guide students to understand the writing requirements and ideas. For example: “In my opinion, the Internet is helpful for friendships. Firstly, it makes it easier for us to keep in touch with friends who are far away. We can chat and share our daily life with them anytime. Secondly, the Internet helps us make new friends with the same interests. Talking online is no replacement for face-to-face contact, but if we use it properly, it can help us strengthen our friendships.” After students finish writing, collect some students’ works, read them in class, and comment on them, pointing out the advantages and areas for improvement. Encourage students to revise their own works according to the comments. Design Intention: Language focus helps students consolidate the learned vocabulary and sentence patterns, master their usage, and lay a foundation for their language application. Discussion activities can stimulate students’ critical thinking, enable them to apply the learned language knowledge to practical communication, and improve their oral expression ability. At the same time, guiding students to view the topic dialectically helps them form correct values. Writing activities integrate reading and writing, enabling students to apply the learned language knowledge to writing, improving their writing ability, and also helping teachers check students’ mastery of the lesson content. Summary and Homework Summary: The teacher guides students to review the content of the lesson together. First, ask students to recall the main views of the two blog posts, then review the key vocabulary and sentence patterns, and finally summarize the core content of the lesson: Through this lesson, we have learned two opposite views on the relationship between the Internet and friendships, mastered some key vocabulary and sentence patterns, and learned to view online friendships rationally. The teacher emphasizes that students should use the Internet properly in daily life to maintain and develop real friendships. Homework: Task 1: Revise the short passage written in class, and improve it according to the teacher’s comments. Hand it in the next class. Task 2: Read the two blog posts again, and retell the main content of one of them in your own words (about 50 words). Task 3: Interview your parents or friends about their views on Internet and friendships, and take notes. Share your findings in the next class. Design Intention: Summary helps students sort out the knowledge learned in the lesson, deepen their understanding and memory of the lesson content. The homework is designed hierarchically, which not only helps students consolidate the learned knowledge (Task 1 and Task 2), but also extends the classroom content to real life (Task 3), enabling students to apply the learned knowledge to practice, cultivate their ability of collecting and sorting out information, and lay a foundation for the next class’s sharing activity. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $