Unit4UnderstandingIdeasClickforafriend教學設計-2023-2024學年高中英語

B1U4Friendsforever教學設計授課教師授課年級高一年級授課時間授課教材外研版（2019）TitleClickForaFriend?主題語境人與社會——現(xiàn)代科技下的交友方式及變化教材分析基于課標本文選自新外研版高中英語必修1Unit4Friendsforever里Understandingideas部分。其主題是“人與社會”，主要圍繞人際關系和社會交往兩個方面展開。閱讀文本以線上交友為核心問題，闡述了科技發(fā)展在給交友方式帶來便利的同時，也增加了交友的隱患。同時，作者舉例論述了線上交友的兩面性，進而表明了作者對線上交友的態(tài)度及對友誼的態(tài)度——人人都需要朋友。本文是一篇論說文，文章結構清晰，段落與段落之間的邏輯關系非常清楚。從內(nèi)容上看，作者首先以科技發(fā)展改變交友方式這一社會背景引入文本話題，隨之展開闡述了網(wǎng)絡交友的好處及其隱藏的風險，最后總結了作者對于網(wǎng)絡交友的觀點:要客觀地看待網(wǎng)絡交朋友，不應不分良秀，因噎廢食。從寫作手法上看，作者運用了舉例子、引用等寫作方法，使文章的論說更具說服力。基于語料【W(wǎng)hat】作者通過討論與過去相比交友方式的改變及網(wǎng)絡交友的利弊，力證需辯證看待新交友方式并珍視友；【W(wǎng)hy】本文作者通過多種論證手法來討論了與過去相比交友方式的改變及網(wǎng)絡交友的利弊，啟發(fā)讀者思考社交媒體的這一快捷的交友工具可能存在的弊端，從而明智而理性地使用網(wǎng)絡結交朋友，并希望讀者珍惜朋友間的友誼。【How】語篇Clickforafiend?是一篇論說文，文章結構和邏輯清晰，作者的觀點陳述和論證層層展開。課文首段設問引出科技發(fā)展下新的交友方式，并陳述網(wǎng)絡交友的好處，但隨即設問并過渡論述網(wǎng)絡交友可能隱藏的弊端和潛在的危險，最后以諺語和亞里士多德的名言結尾，引領讀者應辯證地看待網(wǎng)絡交友并珍視友誼。學情分析學生剛從初中過渡向高中，正在在適應新的環(huán)境、結交新的朋友。本閱讀文本主題是“人與社會”，圍繞交友方式展開，主題貼近學生生活，容易引發(fā)學生的共鳴。目前，絕大多數(shù)學生都已經(jīng)將微信、QQ、陌陌等社交軟件作為與朋友交往的主要渠道，但對線上交友還未形成較全面而理性的認識。因此，教師可以有效利用本篇閱讀材料引導學生辯證地看待網(wǎng)絡交友的現(xiàn)象。就目前的英語學情而言，第一，學生的語言基礎較為薄弱，詞匯量不夠豐富。因此，教師需要掃清單詞和短語的障礙，為學生讀懂閱讀材料、猜測文章主題及理清文章脈絡提供必要前提；第二，學生尚未完全掌握如“略讀”“速讀”等的閱讀技巧，在閱讀過程中沒辦法快速尋找一些問題的答案，因此，教師需要在課充分利用問題串的形式，讓學生不斷練習閱讀技巧，并引導學生通過“individual”、“pairwork”、“groupwork”和“brainstorming”的方式去快速找到細節(jié)及關鍵信息,鍛煉利用“原詞復現(xiàn)”解題;第三，學生基礎有差異，部分學生對于學習英語缺乏興趣，因此，教師既需要注重問題的設置和過渡，引導學生掌握閱讀策略、識記重點單詞、短語及諺語，幫助學生樹立學習英語的信心和熱情。教學目標Attheendoftheclass,studentswillbeableto:(1)熟悉話題語境，獲取文章主旨大意，判斷作者對網(wǎng)絡交友的態(tài)度Befamiliarwiththetopicandrelatedsituation,graspthemainideaofthepassageandanalyzetheauthor'sattitudetowardsonlinefriendship.(2)了解議論文文體特征，理解課文結構及內(nèi)在邏輯關系RecognizethestyleandfeatureofArgumentation.Understandthestructureofthetextandtheinternallogicalrelations.(3)辯證地認識并評價網(wǎng)絡交友Expressviewsononlinefriendshipcritically.TeachingdesignStep1：LeadinFriendsmatter,tooFriendsmatter,tooTinawantstomakefriendswithyou.Butshe’dliketoknow“Howdoyouusuallymakefriends?”（IndividualWork）Students’activities：Studentsthinkindividuallyandanswerquestions.Howdoyouprefertomakefriends?Howdoyouprefertomunicatewithfriends?DesignPurposes：Theteacheractivatestheclassroomatmospheretoarousestudents’interestsinlearningbyaskingtwoquestionsandcreateasituation.Atthesametime,naturaltransitiontothetopicofthislesson.Step2：PrereadingActivity1:（IndividualWork）Individualwork:Payattentiontothetitleandfinishthetask.Whatdoes“click”mean?clickthemouseontheputerWhat’sthemeaningof“clickforafriend”?Makefriendsonline.Payattentiontothepunctuationmark.Whydoestheauthoruse“thequestionmark”here?Gothroughthewholepassagetofindouttheanswer.(setacliffhanger(懸念)here.)Students’activities：Studentswilldiscusswiththeirpartnerstodigouttheconnotationofarticletitle.DesignPurposes：Guidestudentstopayattentiontoanddigouttheconnotationofarticletitle,andcultivatestudents'awarenessandabilitytopredictthecontentofthepassagethroughtitle.Step3:WhilereadingActivity1:Fastreading:Useexpressionsfromthepassage(1)Readparagraph1andfillintheblanks.(2)Readparagraph23andfillintheblanks.(3)Scanparagraph47Isonlinefriendshiprealornot?Tips:閱讀理解細節(jié)題解題(questionsofdetails)技巧：Readingskill:Repetition(原詞復現(xiàn)),利用關鍵詞文中定位，在原文找到答案出處。Readparagraph8andfindouttheauthor’sattitudetowardsmakingfriendsonline.GroupWork:Discussion：(3minutes)Whatistheauthor'sattitudetowardsmakingfriendsonline?Why?PositiveB.NegativeC.Objective(客觀的)D.DoubtfulInotherwords:neutral(中立的);factual(根據(jù)事實的)Students’activities：Studentswillreadeachparagraphquicklyandthenfillintheblanksaccordingtosomekeyinformation.Studentstrytofindouttheauthor’sattitudetowardsmakingfriendsonline.Studentsdosomeexerciseandlearnsomereadingskillsaboutquestionsofdetails.That’srepetition.DesignPurposes：Guidestudentstodeepentheunderstandingofthepassagebyansweringthesequestionchainsandanalyzingthelogicofthepassage.高考鏈接(2017,全國Ⅲ，C篇)Thegovernmentspentnearly30yearsingupwithaplantoreintroducethewolves.TheU.S.FishandWildlifeServicecarefullymonitorsandmanagesthewolfpacksinYellowstone.Today,thedebatecontinuesoverhowwellthegraywolfisfittinginatYellowstone.Elk,deer,andcoyotepopulationsaredown,whilebeaversandredfoxeshavemadeaeback.TheYellowstonewolfprojecthasbeenavaluableexperimenttohelpbiologistsdecidewhethertoreintroducewolvestootherpartsofthecountryaswell.Whatistheauthor'sattitudetowardstheYellowstonewolfproject？

A.Doubtful√DesignPurposes：Guidestudentstoreadthepassagequicklyandusethereadingskillwehavelearnttofindouttheauthor’sattitudeandtoenlargestudents’vocabulary.Activity2:Pairwork(1)Fastreading.Howmanypartscanthepassagebedividedinto?What’sthemainideaofeachpart.（2minutes）Tip:Don'treadthepassagewordbyword.Justreadthefirstorlastsentenceofeachparagraph.Payattentiontosomekeywords.(2)Discussion:What’sthetypeofthepassage?（1minutes）A.Narration√B.ArgumentationC.ExpositionStudents’activities：Studentswillreadquicklyanddividethepassageinto4partsandgraspthemainideaofeachpart.Studentswillalsothinkaboutthegenreofthepassageinpairworkandbefamiliarwiththestructureandfeatureofargumentation.Step4:Postreading：ParaphraseSentence1Throwthebabyoutwiththebathwater.Meaning:Throwsomethingvaluableawaywithsomethingunwanted.Sentence2Nobodyknowsyou’readog.Students’activities：Studentsunderstandtwoproverbsintheirownwords.WatchaVideo:Meaning：Nobodyknowswhoyouare.互聯(lián)網(wǎng)上沒有人知道你真實信息。So,youcaneasilyhideyourrealpersonalinformationbehindthescreen.DesignPurposes：Toleadthestudentstodrawaconclusionofthewholepassage.Tosublimatethetheme.Step4:Postreading：AppreciateNoonewouldchoosetolivewithoutfriends,evenifhehadallothergoods.—AristotleBrainstorming:Whatqualitiesshouldagoodfriendhave?Answer：helpfulnessencouragementdedication(奉獻)braverydutytrustresponsibilitycooperationconfidencediligence(勤奮)braveryhumorkindness......Students’activities:Studentswillbrainstormsomequalitiesaboutrealfriends.DesignPurposes：Studentswillknowsomequalitiesofrealfriends,cherishtruefriendshipandbuildacorrectattitudetowardsfriendshipsonline.Summary:Homework:Groundworkconsolidation基礎鞏固（pulsory必做題）thein____touchwiththeirfriendswithsocialmediatoolsnowadays.Theyfindthei