高中英语北师大版（2019）必修第二册 Unit 4 Information technology Lesson 3 Internet and Friendships 教案 (2).docVIP

教学设计 Internet and Friendships 主题语境：人与社会--因特网和友情的关系 语篇类型：议论文 课型：阅读课 授课时长：1课时（40分钟） = 1 \* ROMAN I . Analysis of Teaching Contents What北师大版新教材第二册Unit 4，Lesson 3的话题是Internet and Friendships，本课中两人分别就网络对于友谊带来的利弊发表了个人看法。 How该文本的结构特点在于体现了英语中常用的表达观点的语言形式，即观点+支撑性理由或细节；内容特点在于双方就网络给友谊带来的利弊意见不一。该文本契合本课在教材、单元中的定位，即学生通过阅读，丰富对话题的认知，学习相关语言，观点表达的常见语言形式，从而辨识并理解不同观点及其支撑性理由或细节。然后基于话题内容和语言知识的输入，加以综合运用，做到言之有物，言之有序。 Why通过挖掘文本内容，抓住批判性思维能力的培养机会，带领学生深入思考并探究作者观点，启发其发表自己的观点并提出合理质疑，初步形成批判性思维意识。在习得语言知识、强化语言能力和实践的过程中提升批判性思维意识，理解并尝试做到更全面地看待问题。 = 2 \* ROMAN II . Analysis of Students 上课班级为高一(10)清北班，由于刚到高中两个月，还处于适应阶段，并且对阐述观点类的文章接触较少，疫情期间又进行半个多月的线上课，所以大部分学生不太愿意口语表达，但是有一定的批判思维能力。 = 3 \* ROMAN III .Teaching Objects 1.Language ability Students can master the key words and expressions about the Internet and Friendships. 2.Learning ability Students get to know how to get the main idea of the passage and the topic sentence of each argument; Students can develop the reading skills about argumentation as well as the ability to develop their own arguments. 3.Cultural awareness （1）Students can realize how important of friendships are to people’s lives, as well as how great influence the Internet has on friendships; （2）Students may feel patriotic and will be inspired to use the Internet smartly and properly. 4.Thinking quality (1)Students can critically view the question that the Internet helps or harms friendships; (2)Critically think?and?deeply?understand?the?relationship?between friendships and?technology. Remind?people?to?pay?attention?to?the network?security. = 4 \* ROMAN IV.Teaching key and difficult points 1.Key points： Students have a better understanding of the effect the Internet have on relationships, especially on friendships; Students can realize the importance of not only the Internet but also friendships in their life. 2.Difficult points： (1)Students may find it hard to summarize their arguments about whether Internet helps or harms friendships in a critical way. (2)Students may find i