Unit 10 Connections-Lesson 1 How Closely Connected Are We 教案-2025-2026学年高中英语北师大版选择性必修第四册

Unit 10 Connections-Lesson 1 How Closely Connected Are We 教学目标和重难点 教学目标 It cultivates students’ language ability to express connections, develops critical thinking on interpersonal bonds, strengthens cultural awareness of global connections, and improves autonomous learning ability in exploring relevant topics. 教学重难点 Key: Master core vocabulary and sentences about connections; understand the “Six Degrees of Separation” theory. Difficulty: Analyze complex sentences and apply knowledge to express personal views. 教学过程 Lead-in The lead-in link is designed to arouse students’ interest in the topic, activate their prior knowledge, and lay a foundation for the subsequent text learning. At the beginning of the class, the teacher will start with daily life scenarios that students are familiar with, creating a relaxed and interactive English learning atmosphere. First, the teacher will ask students two open-ended questions in English: “How do you keep in touch with your friends and relatives? ” and “Do you think you are connected with strangers in some way? ” After asking the questions, the teacher will give students 2 minutes to think independently, and then invite 3-4 students to share their answers. Some students may say they keep in touch through WeChat, phone calls or face-to-face communication; some students may think they have no connection with strangers, while others may think there is an indirect connection. The teacher will positively affirm all students’ answers, and then further guide: “In fact, every one of us is closely connected with the world around us, even with strangers far away. Today, we will learn a text to explore how closely connected we are.” Next, the teacher will show some pictures on the screen, including scenes of people communicating through social media, global logistics transportation, and international cultural exchanges. While showing the pictures, the teacher will briefly introduce: “These pictures show different forms of connections in our life. They connect people, regions and even countries together. The text we are going to learn today will focus on a famous theory about connections—the ‘Six Degrees of Separation’ theory. Let’s first learn some new words to help us understand the text better.” Pre-reading The pre-reading link mainly includes new words teaching and text prediction, which helps students remove language obstacles and establish a preliminary understanding of the text content. In terms of new words teaching, the teacher will focus on the core vocabulary and phrases in the text that are closely related to the theme, such as connection, maintain, strengthen, intimate, be connected to, build a bond with, deliver a parcel, based on, random sample, etc. For each new word and phrase, the teacher will first pronounce it clearly and ask students to follow along, ensuring that students master the correct pronunciation. Then, the teacher will explain the meaning and usage of the words and phrases in combination with context and simple examples. For example, when teaching “connection”, the teacher will say: “Connection means the relationship between two or more people or things. For example, there is a close connection between diet and health.” When teaching the phrase “be connected to”, the teacher will give an example: “We are all connected to each other in this global village.” At the same time, the teacher will ask students to make simple sentences with the new words and phrases to consolidate their memory and understanding. For difficult words such as “random” and “sample”, the teacher will use pictures or simple explanations to help students understand, avoiding too abstract explanations. After the new words teaching, the teacher will guide students to predict the text content. The teacher will ask students to look at the title of the text “How Closely Connected Are We?” and the pictures in the text, and then ask: “What do you think the text will talk about? ” “Who put forward the ‘Six Degrees of Separation’ theory? ” “How to prove this theory? ” Students can discuss in groups of 4 for 3 minutes, and then each group sends a representative to share their predictions. The teacher will record the key points of students’ predictions on the blackboard, and then say: “Let’s read the text to check whether your predictions are correct.” While-reading While-reading is the core link of the teaching process, which is divided into Fast reading and Careful reading. The purpose is to help students grasp the main idea of the text, understand the detailed information, and analyze the text structure and language features, so as to improve their reading ability. Fast reading: The teacher asks students to read the text quickly, ignore the new words they don’t know temporarily, and focus on the main idea of the text. After reading, the teacher will ask two questions: “What is the main topic of the text? ” and “What is the ‘Six Degrees of Separation’ theory? ” Students can answer the questions independently. The teacher will check the answers and summarize: “The main topic of the text is the connections between people, and it mainly introduces the origin, development and verification process of the ‘Six Degrees of Separation’ theory, which holds that any two people in the world can be connected through no more than five people.” At the same time, the teacher will help students sort out the text structure: the first paragraph introduces the universality of connections; the middle paragraphs introduce the origin of the “Six Degrees of Separation” theory and the process of its verification; the last paragraph summarizes the significance of the theory. Careful reading: On the basis of fast reading, students are required to read the text carefully, understand the detailed information, and answer the following questions. The teacher will first put the questions on the screen, and then give students 10 minutes to read the text and find the answers. The questions are as follows: (1) Who first put forward the “Six Degrees of Separation” theory? When was it put forward? (2) What did Stanley Milgram do to test the theory? (3) What were the results of Milgram’s experiment? (4) Why is the “Six Degrees of Separation” theory still influential today? (5) What does the author want to tell us through this text? After students finish reading, the teacher will organize students to exchange answers in groups, and then invite students to answer each question one by one. For the key and difficult points in the answers, the teacher will explain and emphasize. For example, when answering the second question, the teacher will guide students to find the relevant sentences in the text: “In the 1960s, American social psychologist Stanley Milgram designed an experiment to test this theory. He asked hundreds of people in Kansas and Nebraska to send a parcel to a stranger in Boston. The rules were simple: they could only send the parcel to someone they knew personally, who would then send it to someone they knew, and so on, until it reached the target person.” The teacher will explain the key information in the sentence, such as “social psychologist”, “design an experiment”, “hundreds of people”, “send a parcel”, etc., to help students deeply understand the process of Milgram’s experiment. In addition, during the careful reading process, the teacher will also guide students to analyze the language features of the text. The text is an expository text, which takes time as the clue and uses a lot of past tense and passive voice to introduce the development process of the theory. The teacher will find typical sentences in the text, such as “The theory was first proposed by Hungarian author Frigyes Karinthy in 1929.” and “The parcel was delivered to the target person through an average of 5.5 intermediaries.”, and explain the usage and function of the passive voice in these sentences, helping students master the grammatical points in the text. At the same time, the teacher will guide students to pay attention to the connecting words in the text, such as “first”, “then”, “however”, “in addition”, which help to sort out the logical relationship of the text and improve students’ ability to analyze the text structure. After analyzing the detailed information and language features, the teacher will ask students to read the text again aloud, paying attention to the pronunciation, intonation and pauses, so as to deepen their understanding of the text and feel the language rhythm of the expository text. The teacher can read the text first, and then ask students to read it in groups or individually, and correct their pronunciation and intonation in time. Post-reading Post-reading activities are designed to help students consolidate the knowledge they have learned, apply the language knowledge to practical communication, and develop their critical thinking and comprehensive application ability. The post-reading link includes three parts: group discussion, language practice and critical thinking training. Group discussion: The teacher puts forward two discussion topics: (1) Do you agree with the “Six Degrees of Separation” theory? Why or why not? (2) With the development of information technology, how have the connections between people changed? What are the advantages and disadvantages of these changes? Students are divided into groups of 4-5, and each group chooses one topic to discuss. During the discussion, the teacher will walk around the classroom, guide students to use the new words, phrases and sentence patterns they have learned to express their views, and help students solve the language problems they encounter in the discussion. The discussion lasts for 8 minutes. After the discussion, each group sends a representative to make a report, and the report time is 1-2 minutes per group. After each group’s report, the teacher will make comments, affirm the advantages of the group, and put forward suggestions for improvement. For example, if a group mentions that information technology makes connections more convenient but reduces face-to-face communication, the teacher can guide students to further think: “How can we balance the convenience of online communication and the warmth of face-to-face communication? ” Language practice: The language practice is mainly to consolidate the new words, phrases and grammatical points learned in the text. The teacher designs two exercises: (1) Fill in the blanks with the correct form of the given words. The words include connection, maintain, release, deliver, random, etc. For example: ① There is a close ______ between environmental protection and people’s health. ② The company ______ a new product last month. ③ The letters ______ to the post office yesterday. (2) Rewrite the sentences using the passive voice. For example: ① Stanley Milgram designed an experiment to test the theory. → An experiment ______ by Stanley Milgram to test the theory. ② People send parcels through intermediaries. → Parcels ______ through intermediaries. Students finish the exercises independently, and then the teacher checks the answers and explains the key points. For the wrong answers, the teacher will analyze the reasons and help students correct them, ensuring that students master the usage of new words and passive voice. Critical thinking training: The teacher guides students to think deeply about the theme of the text. The teacher asks: “The ‘Six Degrees of Separation’ theory shows that we are closely connected with others. What responsibilities should we take in these connections? ” “In the era of globalization, how can we maintain good connections with people from different cultural backgrounds? ” Students can think independently first, and then share their views with the whole class. The teacher will encourage students to put forward different views, guide students to establish a correct view of interpersonal relationships, and cultivate their sense of social responsibility and cross-cultural communication awareness. For example, some students may say that we should be kind to others and help those in need; some students may say that we should respect cultural differences and learn from each other. The teacher will affirm these views and summarize: “In the global village, every one of us is a part of the connections. We should cherish these connections, be kind to others, and respect differences, so as to build a more harmonious world.” Summary At the end of the class, the teacher will lead students to summarize the content of this lesson. The teacher will ask students to recall: “What did we learn today? ” “What are the key points of this lesson? ” Students can answer one by one, and the teacher will supplement and sort out. The summary mainly includes three parts: (1) The main content of the text: the origin, development and verification process of the “Six Degrees of Separation” theory, and the significance of the theory. (2) Key knowledge: core vocabulary, phrases and passive voice. (3) Core literacy: through this lesson, we have improved our reading ability, developed critical thinking on interpersonal connections, and strengthened our awareness of global connections. The teacher will also emphasize: “Connections are everywhere in our life. They connect us with the world around us. I hope you can apply the knowledge and views learned today to your daily life, pay attention to the connections around you, and become people who know how to communicate and cherish relationships.” Homework The homework is designed to consolidate the knowledge learned in class, extend the learning content, and improve students’ independent learning ability and writing ability. The homework includes three parts: Basic homework: (1) Recite the core vocabulary and phrases learned in this lesson, and write 5 sentences with them. (2) Read the text aloud for 15 minutes every day, and record the reading audio. (3) Finish the exercises in the textbook related to this lesson. Improved homework: Write a short passage of 100-120 words about “My Views on Interpersonal Connections”. Requirements: Use the new words, phrases and sentence patterns learned in this lesson, and express your own views on interpersonal connections. Extended homework: Surf the Internet to find more information about the “Six Degrees of Separation” theory or other theories about connections, and prepare a 2-minute oral report for the next class. Before assigning homework, the teacher will explain the requirements of the homework clearly, especially the requirements of the improved homework and extended homework, and remind students to complete the homework independently and carefully. At the same time, the teacher will tell students that if they encounter difficulties in completing the homework, they can ask the teacher or classmates for help. In the whole teaching process, the teacher adheres to the student-centered concept, pays attention to the interaction between teachers and students and between students and students, and combines knowledge teaching with ability training and core literacy cultivation. Through a series of links such as lead-in, pre-reading, while-reading, post-reading, summary and homework, students can not only master the key knowledge of the text, but also improve their English comprehensive application ability and develop good learning habits and values. 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 $