Unit 4 Information Technology Lesson 3 教学设计 -2026-2027学年高中英语北师大版（2019）必修第二册

该高中英语教学设计聚焦北师大版必修第二册Unit 4“网络与友谊”主题，通过对比传统面对面友谊与数字屏幕友谊的图片导入，以“屏幕是连接还是隔离我们”为核心问题搭建学习支架，引导学生思考网络对友谊的影响，为后续阅读两篇对立观点的博客文章奠定认知基础。 此资料亮点在于融合思维品质与语言能力培养，通过对比阅读两篇对立博客，借助信息图表可视化论证结构，引导学生识别引用权威、举例等五种论证方法，深化批判性思维。词汇练习结合观点表达，如用核心形容词造句，语言点辨析（harm与damage等）夯实基础，同时反思数字沟通培养文化意识，丰富的教学资源助力教师高效授课，提升学生综合语言运用与辩证思考能力。

Unit 4 Lesson 3 1、 教学基本信息 项目 内容 课题 北师大版（2019）高中英语必修第二册 Unit 4 Information Technology Lesson 3 Internet and Friendships 课时 1 课时（90 分钟） 授课年级 高一年级 课型 新授课 授课教师 授课时间 2、 教学目标与重难点 （一）Teaching objectives 1. Language Competence Students master key vocabulary related to IT and friendships (harm, replace, focus, self-centred, rewarding, shallow, convenient) and can express opinions on the internet's impact on relationships using target language. 2. Thinking Quality Students analyze the pros and cons of online friendships critically, distinguish topic sentences from supporting details, identify five common supporting techniques (citing authorities, giving examples, using data, referring to common knowledge, using comparison and contrast), and interpret implicit meanings in the text. 3. Learning Ability Students extract key information from opposing blog posts, collaborate in group discussions, and use word formation rules to expand vocabulary through compound words and adjective completion exercises. 4. Cultural Awareness Students reflect on changes in interpersonal communication in the digital age, recognize the irreplaceable value of face-to-face interaction and genuine care, and develop a balanced view of online and offline friendships. （二）Teaching points 1. Teaching key points Students comprehend core vocabulary and expressions, understand arguments and supporting details in both blog posts, and identify five common supporting techniques used by the writers. 2. Teaching difficult points Students critically evaluate abstract concepts like 'social skills' and 'authenticity' in online relationships, and apply new vocabulary and argumentation skills in oral and written output. 三、教学准备 多媒体设备、黑板、粉笔；学生课前预习Lesson 3生词；教师准备传统友谊与数字时代友谊对比图片、博客文章结构图表、论证方法卡片及词汇练习材料。 四、教学过程设计 教学环节 Teaching Stage 教师活动 Teacher's Activities 学生活动 Students' Activities 设计意图 Design Intent Step 1 Lead-in The teacher displays two pictures showing traditional friendship (face-to-face interaction) and digital-age friendship (screen-mediated communication). The teacher asks: 'What differences do you notice? How do the people in each picture feel about their friendships?' and guides students to consider: 'Does the screen connect us or isolate us?' Students observe the two pictures, identify differences in communication styles, and share their feelings about traditional versus digital friendships. They discuss whether the Internet connects or isolates people. 通过对比图片导入话题，引发学生对网络与友谊关系的思考。connect or isolate的核心问题贯穿全课，为后续阅读两篇对立观点的博客文章做好情感和认知铺垫。 Step 2 Pre-reading The teacher presents the central question: 'Do you think the Internet helps or harms friendships?' and asks students to brainstorm positive and negative aspects in a T-chart. The teacher introduces two blog posts: 'The Internet Harms Friendships' (by Robert) and 'The Internet Helps Friendships' (by Cathy). Students brainstorm positive aspects (brings people closer, makes communication convenient and fun, helps develop new friendships) and negative aspects (makes people self-centred, risk of being cheated, takes a lot of time, no face-to-face communication). They predict the arguments in both blog posts. 通过T-chart头脑风暴活动，激活学生已有观点，为阅读对立观点的博客文章做铺垫。预测活动培养学生的阅读期待和批判性思维意识。 Step 3 While-reading (Blog 1: Harms) The teacher guides students to read the first blog post 'The Internet Harms Friendships' and identify three arguments with their topic sentences and supporting details: (1) Talking online is no replacement for face-to-face contact (images cannot replace a real-life smile or hug; communicating through a screen makes it difficult for children to concentrate or show kindness); (2) The Internet can make people self-centred (only concerned with online popularity; content posted is shallow or trivial); (3) Online relationships may not be what they appear to be (built on trust, but can never be 100% sure people are being honest). Students read the first blog post carefully, complete the information diagram with topic sentences and supporting details for each argument, and underline key evidence in the text. They discuss the logical structure of the arguments with partners. 通过结构化阅读帮助学生理解议论文的论证框架，topic sentence + supporting details的模式为后续写作提供范例。信息图表使文本结构可视化，降低理解难度。 Step 4 While-reading (Blog 2: Helps) The teacher guides students to read the second blog post 'The Internet Helps Friendships' and complete the right side of the diagram with three arguments: (1) The Internet makes communication much more convenient (stay in touch no matter where you are or what you are doing); (2) The Internet has made communication more fun (share photos, videos, news stories and websites); (3) Online communication can bring people closer (friends from all over the world can immediately provide useful suggestions or information; makes friends feel loved and cared for). Students read the second blog post, complete the diagram with topic sentences and supporting details, and compare the arguments in both posts. They identify which arguments are more persuasive and why. 通过对比阅读两篇对立观点的博客，培养学生的批判性思维和辩证分析能力。学生不仅理解文本内容，还学会评价论证的说服力。 Step 5 Post-reading (Critical Thinking) The teacher organizes group work with critical thinking questions: (1) 'It is these skills that enable us to develop lifelong friendships' — What does 'these' refer to? (Answer: social skills, like concentrating or showing kindness to others.) (2) What does Eileen Kennedy-Moore mean when she says online friends 'fill holes real-life friends can't'? (Answer: online communication helps when there are difficulties with face-to-face communication.) The teacher also asks students to list other advantages and disadvantages of online friendships. Students work in groups to discuss the critical thinking questions, analyze implicit meanings, and brainstorm additional advantages (keep contact with many friends simultaneously, get to know more new friends, messages can be saved) and disadvantages (anonymous friends may be dangerous, too many messages take time, hard to have thought-provoking communication). 通过批判性思维问题引导学生深入解读文本隐含意义，超越字面理解。补充优缺点的活动拓展学生思维广度，培养多角度分析问题的能力。 Step 6 Supporting Techniques The teacher presents five methods writers use to support arguments: (a) citing ideas from experts or authorities; (b) giving examples; (c) using data; (d) referring to common knowledge; (e) using comparison and contrast. The teacher asks students to identify which methods are used in both blog posts and find examples: Post 1 uses a (lines 5-7), b (lines 12-15), d (lines 8-10); Post 2 uses a (lines 16-17), d (lines 12-14), e (lines 6-9). Students study the five supporting techniques, identify them in both blog posts, and find specific examples from the text. They discuss which techniques are most effective for different types of arguments. 通过论证方法的分析，帮助学生理解议论文的写作技巧，为后续写作提供方法支撑。五种论证方法的识别和举例培养学生的修辞分析能力。 Step 7 Vocabulary Practice The teacher guides students through two vocabulary exercises: (1) Complete adjectives (rewarding, shallow, convenient, self-centred, limiting, brief, creative, cheerful, trusting, thought-provoking) and choose at least five to write sentences expressing opinions about Internet use; (2) Complete compound words (friendship, something, self-centred, smartphone, website, online, real-life, phone) and use them in a summary about the Internet's impact on friendships. Students complete the adjective and compound word exercises, write sentences expressing their opinions, and fill in the summary text with compound words. They share their sentences with partners for peer feedback. 通过词汇练习巩固核心词汇，形容词填空和造句活动将词汇学习与观点表达结合。复合词练习拓展词汇量，同时为文本摘要提供语言支架。 Step 8 Language Points The teacher presents three key vocabulary items: (1) harm vt./n. (harm children's ability; comparison with damage, destroy, ruin); (2) replace vt. (no replacement for; replace a real-life smile or hug; derivatives: replacement); (3) focus vi./n. (focus more on face-to-face communication; focus one's mind on; derivatives: focused, focus on). The teacher provides example sentences from the text and explains usage differences. Students learn the target vocabulary, take notes on collocations and word family, and study the distinction between harm, damage, destroy, and ruin. They create their own example sentences using each word. 通过词汇教学夯实语言基础，harm/damage/destroy/ruin的辨析帮助学生精准选词。例句来自课文，强化语境中的词汇学习。 Step 9 Exercise & Homework The teacher assigns a grammar fill-in exercise: (1) tobacco contains ___ (harm) products; (2) Paper books will never be ___ (replace) by e-books; (3) Some people use meal ___ (replace) for a balanced diet; (4) I found it hard to focus my mind ___ the discussion; (5) With all the eyes ___ (focus) on her, she felt nervous. The teacher then assigns homework: (1) Prepare for the next lesson; (2) Write one sentence using each of three supporting techniques from the text. Students complete the fill-in exercise independently, check answers, and explain their reasoning. They note down the homework requirements. 通过填空练习巩固词汇和语法知识，检验学生对harm, replace, focus等核心词汇的掌握。课后作业要求运用三种论证方法造句，将阅读中学习的写作技巧迁移到写作实践中。 五、板书设计 Unit 4 Lesson 3 — Internet and Friendships Blog 1: The Internet Harms Friendships (Robert) Arg 1: Talking online ≠ face-to-face contact Arg 2: Internet → self-centred Arg 3: Online relationships may not be authentic Blog 2: The Internet Helps Friendships (Cathy) Arg 1: Communication more convenient Arg 2: Communication more fun Arg 3: Brings people closer Five Supporting Techniques: a. Citing authorities b. Giving examples c. Using data d. Common knowledge e. Comparison & contrast Key Vocabulary: harm (vs. damage/destroy/ruin) | replace | focus self-centred | rewarding | shallow | convenient 六、教学评价与反思 （一）教学评价 1. 阅读理解评价：通过信息图表完成情况和论证方法识别，评价学生对两篇博客文章论证结构和细节的理解程度。 2. 批判性思维评价：通过Group Work中批判性思维问题的讨论质量，评价学生分析隐含意义和多角度思考的能力。 3. 词汇掌握评价：通过形容词填空、复合词练习和语法填空的正确率，评价学生对核心词汇的掌握。 4. 写作能力评价：通过课后运用论证方法造句的语言准确性和方法运用恰当性进行评价。 （二）教学反思 本节阅读课以对比图片导入，connect or isolate的核心问题贯穿全课，教学主线清晰。两篇对立观点博客的对比阅读有效培养了学生的批判性思维和辩证分析能力。信息图表帮助学生可视化论证结构，降低了理解难度。论证方法分析是本课亮点，学生通过识别五种论证技巧深化了对议论文写作的理解。词汇练习形式多样，但部分学生对thought-provoking等复合形容词的拼写仍有困难。Group Work讨论氛围热烈，学生在补充网络友谊优缺点时展现了丰富的思维广度。整体教学效果良好，但时间分配上语言点讲解略显紧凑，下次可适当调整。 学科网（北京）股份有限公司 $