Unit 1 Relationships Lesson 3 So Close, Yet So Far 教案-2025-2026学年高二上学期英语北师大版选择性必修第一册

该教案聚焦社交媒体对现实关系的影响，以“线上联结却情感疏离”为核心。通过快速调查激活学生生活经验，话题讨论引入文本，读前预测降低阅读难度，读中略读抓主旨、细读析细节、理解标题深层含义，构建从感知到深入的学习支架。 此教案以任务型教学为主导，融合调查、预测、辩论等多元活动。通过略读和扫描提升语言能力，辩论活动培养思维品质，小组合作发展学习能力。如“手机能否构建真实关系”辩论，锻炼批判性思考与口语表达，助学生平衡线上线下关系，为教师提供结构化流程与可操作活动设计。

Unit 1 Relationships Lesson 3 So Close, Yet So Far教案 一、教学目标（Teaching Objectives） 1. 语言目标（Language Objectives） Students can understand the main idea and structure of the text. Students can get detailed information about Mark’s online life and its negative effects. Students can master key words and expressions related to social media and relationships. 2. 能力目标（Skill Objectives） Improve reading skills: skimming for main idea, scanning for details. Develop critical thinking by discussing and debating the impact of mobile phones on real relationships. 3. 情感目标（Affective Objectives） Realize the advantages and disadvantages of social media. Learn to balance online communication and face-to-face interaction. Value real-life relationships. 二、教学重难点（Key & Difficult Points） Key points: Text structure; details about Mark’s online habits and problems. Difficult points: Understanding the title “So Close, Yet So Far”; critical thinking about online vs real relationships. 三、教学方法（Teaching Methods） Task-based Language Teaching (TBLT) Reading-based activities: skimming, scanning, discussion, debate Group work, pair work 四、教学过程（Teaching Procedures） Step 1 Lead-in & Warm-up（5mins） 1. Quick Survey T:“Raise your hand if you spend more than 2 hours on social media every day.” “Raise your hand if you feel lonelier after using your phone for a long time.” “Raise your hand if you ever ignored a friend face-to-face to chat online.” Students’ activity: Participate in the survey, respond to questions. 2. Topic Discussion T:“What do you usually use your phone for? Please answer in English.” Students’ answers:“Chatting with friends, watching videos, playing games, studying, reading news…” T: “We all use phones a lot. Today we will read a story about a boy who is always online but feels lonely. Let’s see why.” 设计意图：通过贴近学生生活的话题快速引入，激活背景知识，激发阅读兴趣，为后续文本理解铺垫情感基础。 Step 2 Pre-reading（5mins） 1. Background Introduction T:“Mark. He is a high school student with 500 online friends. He checks his phone every minute, but he says he feels depressed. Why?” 2. Prediction Activity T:“What problems do you think Mark might have? Write 2-3 points on your worksheet.” Students’ activity:Complete the prediction task individually, then share ideas with partners. Expected answers:He feels lonely in real life./He can’t focus on his studies./He ignores his real friends./He is addicted to social media. 设计意图：引导学生根据标题和背景信息预测文本内容，降低阅读难度，培养预测策略。 Step 3 While-reading（20mins） Activity 1 Fast Reading: Skimming for Main Idea（5mins） Task 1: Main Idea Choice “Read the text quickly (3 minutes) and choose the main idea of the passage.” What is the main message of the text? A.Social networking helps people make more friends easily. B.People are too busy with studies to use phones properly. C.Being constantly online makes people feel more disconnected and lonely. D.Young people prefer online communication over face-to-face interaction. Students’ activity:Read quickly, choose the answer. Teacher’s feedback:“The correct answer is C. The last sentence of the text supports this: ‘We’re hard-wired in, but we’re more disconnected than ever.’” Task 2: Structure Matching T:“Match each part with its main idea.”Complete the matching on the worksheet. Answers: Part 1 (Para.1-2) → C. Mark’s daily online habits and phone fixation Part 2 (Para.3-4) → D. Negative impact on study and attention Part 3 (Para.5-6) → A. Breakdown of real relationships and personal feelings Part 4 (Para.7-8) → B. Difficulty breaking free from Internet dependence 设计意图：训练学生快速阅读抓主旨、理结构的能力，建立文本整体框架。 Activity 2 Careful Reading: Scanning for Details（10 mins） Task 1: Multiple Choice (Details) T:“Read the text carefully and choose the correct answers to the questions.” ① What does Mark do as soon as he opens his eyes in the morning? A. He checks social media apps, emails and text messages. B. He has breakfast while watching TV. C. He starts doing his homework. D. He calls his best friend. Answer: A Explanation: The text says, “As soon as I open my eyes, I check through all my social networking apps, read my emails and answer text messages.” ② Why does Mark feel distracted even at parties or sports activities? A. He doesn’t like the people around him. B. His mind is always focused on his phone and online updates. C. He is too tired from using the phone all day. D. The activities are not interesting enough. Answer: B Explanation: Mark says his mind is “a million miles away” and he worries about followers and online updates. ③ What happened at the dinner get-together with friends? A. They had a long and meaningful conversation. B. No one used their phones during the meal. C. Some friends ignored each other and focused on their phones. D. They all agreed that using phones at the table was rude. Answer: C Explanation: The text states, “Some spent the dinner bending over their phones, texting friends online but ignoring the ones who sat right in front of them.” Task 2: Group Discussion (Detailed Questions) T:“Work in groups of 4. Discuss and answer the following questions. You have 3 minutes.” ① What are Mark’s daily online activities? ② What negative effects has social media brought to Mark’s life? ③ Why can’t Mark stop using social media? Answers: ① Check social media apps, read emails, answer messages, scroll through friends’ posts and photos, download songs and videos. ② It controls his life; he feels depressed, dissatisfied and lonely; he ignores people around him; he can’t focus on studies or real activities. ③ He is afraid of missing important appointments, invitations and news; classmates and teachers may need to contact him anytime. Students’ activity:Discuss in groups, then share answers with the whole class. 设计意图：通过细读和小组讨论，深入理解文本细节，培养合作学习和信息提取能力。 Activity 3 Title Understanding（5mins） T:“What does the title ‘So Close, Yet So Far’ mean? Discuss with your partner.” Students’ activity:Discuss with partners, then share ideas. T:“It means we seem very close to many people online through constant connection, but emotionally we are far apart. We lack real face-to-face communication and often feel lonely, even with so many online friends.” Extension:“Have you ever had a similar experience? Share with us briefly.” 设计意图：引导学生理解标题的深层含义，联系自身生活体验，实现文本与生活的连接。 Step 4 Post-reading（10 mins） 1. Advice for Mark（3 mins） T:“If you were Mark’s best friend, what advice would you give him? Write down 3 suggestions in English.” Expected answers:Limit daily social media time;put the phone away during face-to-face meetings;start small talks with real people around;develop offline hobbies, such as sports or reading;spend more time with family and real friends. Students’ activity:Write suggestions individually, then share with the class. 2. Debate（7 mins） Topic: Can mobile phones help us build real relationships? Group A (For): Phones help build real relationships. Group B (Against): Phones cannot build real relationships. Rules: Each group has 2 minutes to prepare. Each group sends 2 speakers to present their ideas (1 minute each). The class votes for the group with better arguments. Expected arguments: For: Connect people far away; convenient to keep in touch; share feelings easily. Against: Lack real emotions and body language; easy to be fake; reduce face-to-face interaction. Teacher’s conclusion: “Phones are tools. They can help us keep in touch, but they cannot replace real communication. We should use them wisely.” 设计意图：通过辩论活动，培养批判性思维、逻辑表达和口语输出能力，深化对主题的理解。 Step 5 Summary（3 mins） Teacher’s instruction: “Let’s summarize what we learned today. Fill in the blanks on your worksheet.” Fill-in-the-blanks: Social media creates ________ across distances. However, excessive scrolling replaces ________ and causes ________. We should remember: Use technology, don’t be used by it. Answers: instant connections; face-to-face interaction; emotional gaps Teacher’s conclusion:“Today we learned that being constantly online can make us feel lonely. The key is to find a balance between online and real life.” 设计意图：帮助学生梳理本节课核心内容，强化主题理解，形成正确的价值观。 Step 6 Homework（2 mins） Writing Task: Design a Phone-Free Weekend Plan (80-100 words in English). Include the time, activities and reasons. Reflection Task: Write a short paragraph about how to use social media wisely. 设计意图：通过写作任务巩固所学知识，将课堂内容延伸到课外，培养学生的反思能力和写作能力。 五、板书设计（Blackboard Design） Lesson 3 So Close, Yet So Far 1. Main Idea Online: connected Real life: lonely & disconnected 2. Structure Para1-2: habits & phone fixation Para3-4: study & attention problems Para5-6: real relationships broken Para7-8: hard to break free 3. Title Meaning Close (online) → Far (emotionally) 4. Conclusion Use technology, don’t be used by it. 学科网（北京）股份有限公司 $