Unit4UnderstandingIdeasClickforafriend教學(xué)設(shè)計(jì)-2023-2024學(xué)年高中英語

B1U4Friendsforever教學(xué)設(shè)計(jì)授課教師授課年級高一年級授課時(shí)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(biāo)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(guān)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(shí)，也增加了交友的隱患。同時(shí)，作者舉例論述了線上交友的兩面性，進(jìn)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(jié)構(gòu)清晰，段落與段落之間的邏輯關(guān)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(luò)交友的好處及其隱藏的風(fēng)險(xiǎn)，最后總結(jié)了作者對于網(wǎng)絡(luò)交友的觀點(diǎn):要客觀地看待網(wǎng)絡(luò)交朋友，不應(yīng)不分良秀，因噎廢食。從寫作手法上看，作者運(yùn)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(luò)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(luò)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(luò)結(jié)交朋友，并希望讀者珍惜朋友間的友誼?！綡ow】語篇Clickforafiend?是一篇論說文，文章結(jié)構(gòu)和邏輯清晰，作者的觀點(diǎn)陳述和論證層層展開。課文首段設(shè)問引出科技發(fā)展下新的交友方式，并陳述網(wǎng)絡(luò)交友的好處，但隨即設(shè)問并過渡論述網(wǎng)絡(luò)交友可能隱藏的弊端和潛在的危險(xiǎn)，最后以諺語和亞里士多德的名言結(jié)尾，引領(lǐng)讀者應(yīng)辯證地看待網(wǎng)絡(luò)交友并珍視友誼。學(xué)情分析學(xué)生剛從初中過渡向高中，正在在適應(yīng)新的環(huán)境、結(jié)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(xué)生生活，容易引發(fā)學(xué)生的共鳴。目前，絕大多數(shù)學(xué)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(rèn)識。因此，教師可以有效利用本篇閱讀材料引導(dǎo)學(xué)生辯證地看待網(wǎng)絡(luò)交友的現(xiàn)象。就目前的英語學(xué)情而言，第一，學(xué)生的語言基礎(chǔ)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(xué)生讀懂閱讀材料、猜測文章主題及理清文章脈絡(luò)提供必要前提；第二，學(xué)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(xué)生不斷練習(xí)閱讀技巧，并引導(dǎo)學(xué)生通過“individual”、“pairwork”、“groupwork”和“brainstorming”的方式去快速找到細(xì)節(jié)及關(guān)鍵信息,鍛煉利用“原詞復(fù)現(xiàn)”解題;第三，學(xué)生基礎(chǔ)有差異，部分學(xué)生對于學(xué)習(xí)英語缺乏興趣，因此，教師既需要注重問題的設(shè)置和過渡，引導(dǎo)學(xué)生掌握閱讀策略、識記重點(diǎn)單詞、短語及諺語，幫助學(xué)生樹立學(xué)習(xí)英語的信心和熱情。教學(xué)目標(biāo)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(luò)交友的態(tài)度Befamiliarwiththetopicandrelatedsituation,graspthemainideaofthepassageandanalyzetheauthor'sattitudetowardsonlinefriendship.(2)了解議論文文體特征，理解課文結(jié)構(gòu)及內(nèi)在邏輯關(guān)系RecognizethestyleandfeatureofArgumentation.Understandthestructureofthetextandtheinternallogicalrelations.(3)辯證地認(rèn)識并評價(jià)網(wǎng)絡(luò)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(xì)節(jié)題解題(questionsofdetails)技巧：Readingskill:Repetition(原詞復(fù)現(xiàn)),利用關(guān)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(shí)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(shí)信息。So,youcaneasilyhideyourrealpersonalinformationbehindthescreen.DesignPurposes：Toleadthestudentstodrawaconclusionofthewholepassage.Tosublimatethetheme.Step4:Postreading：AppreciateNoonewouldchoosetolivewithoutfriends,evenifhehadallothergoods.—AristotleBrainstorming:Whatqualitiesshouldagoodfriendhave?Answer：helpfulnessencouragementdedication(奉獻(xiàn))braverydutytrustresponsibilitycooperationconfidencediligence(勤奮)braveryhumorkindness......Students’activities:Studentswillbrainstormsomequalitiesaboutrealfriends.DesignPurposes：Studentswillknowsomequalitiesofrealfriends,cherishtruefriendshipandbuildacorrectattitudetowardsfriendshipsonline.Summary:Homework:Groundworkconsolidation基礎(chǔ)鞏固（pulsory必做題）thein____touchwiththeirfriendswithsocialmediatoolsnowadays.Theyfindthei