Unit 1 Relationships Lesson 3 So close ,yet so far 教学设计（表格式）-2024-2025学年高中英语北师大版（2019）选择性必修第一册

U1 L3 So Close, Yet So Far
教学设计
教材分析
本节课是北师大选择性必修二 Unit 1 Lesson 3 Relationships 第一课时，课型是阅读课。是一篇博客，讨论了 Mark 自己沉迷于表面上很活跃的社交网络，但内心却很孤独，现代社会中又离不开社交网络。
教学目标
在本课结束时，学生能够：
1.提取阅读文本中结构，了解 Mark 在网络世界中，内心孤独的原因等信息；
2.利用阅读策略整合阅读文本中的信息，做到读前读中细节信息---读后总结概述---读后给出建议；
3.通过阅读圈活动引导学生关注文中的常用表达，对文章结构进行梳理，并给 Mark 如何正确对待社交网络的建议；
教学重难点
1.如何提取阅读文本中的信息；
2.理解并掌握阅读策略；
3.对文章结构进行梳理
4.提出 Mark 如何正确使用手机、有意义人际关系的建议。
学情分析
本节课的授课对象是高一下学期学生，词汇量有所增加，在文章理解能力上有所提升，对于较长文章的信息抓取能力有一点欠缺，因此分层教学、由浅入深，由易入难逐步深化的教学模式可以激发学生的学习兴趣，减少学生对长篇阅读文章的畏难心理，并能培养学生的自学能力。
教学目标与核心素养
1.语言能力目标
单元话题是 Relationship 理解并获取阅读文本中提到的 Mark 的个性以及每天的日常生活，社交网络对自己和朋友产生的影响，以及不能放下社交网络的原因，从而如何处理现实生活中的人际关系；
利用阅读策略整合阅读文本中的信息，能做到读前预测—
读中细节信息——读后总结概述并提出建议；
（3）通过阅读圈活动引导学生关注文中的常用表达，对文章结构进行梳理，并给 Mark 如何正确对待社交网络的建议；
2.文化意识目标
多角度辩证地看待社交网络对于人际关系的影响，积极思考并深刻理解科技对人际关系的影响，对于信息社会如何正确应对。
思维品质目标
掌握阅读不同的策略：1. 通过“预测”判断文章大意；2. 通过细节信息了解阅读文本的细节信息和主旨大意；3.把握主旨大意概括文本信息；
教学方法
1.Task-based, discussing approach and discovery 2.Cooperative learning and group learning 3.Communicative approach
教学用具
1. The multi-media 2.pad 3. The blackboard
教学过程
教学目标 Teacher’s activities Students’ activities 设计意图 时间
1.Activate and share Show students a video and ask them what we call those people in the video Students watch the video and tell what we call those people in the video 引入主题， 激活背景知识，激发兴趣。铺 垫 语言。 4min
2.Before-reading: predict Mark’s attitude towards the use of cellphone. Ask students to predict Mark’s attitude towards the use of cellphone based on the picture and caption at the beginning of the passage. Predict Mark’s attitude towards the use of cellphone based on the picture and caption at the beginning of the passage. 利用阅读策略预测文章大意。 2min
3.Fast reading Ask students to read the text quickly and match the main ideas with paragraphs. Read the text quickly and match the main ideas with paragraphs 帮助学会略读并获取段落大意 3min
4.While-reading Ask Students to read paragraph1-3 and figure out What are Mark’s online activities and how he feels. Read paragraph1-3 and figure out What are Mark’s online activities and how he feels. 通过对Mark 日常网上活动进行有效整合， 学生学会在文中提取信息。 3min
5.While-reading Ask students to read paragraph 4-6 and and complete the graphic organizer about how Mark’s life is impacted by cellphone. Students read paragraph 4-6 and complete the graphic organizer about how Mark’s life is impacted by cellphone. 探索手机对Mark 的生活造成的影响，通过完成信息组织图梳理文章的结构。 4min
6.While-reading Ask students to find out the reasons why Mark can't drop social networking. Students read paragraph 7 & 8.Then they try to find out the reasons why Mark can't drop social networking. 挖掘文章中Mark离不开手机的原因，为下文的阅读圈中引导学生对Mark提出建议做铺垫。 4min
Engage and expand --Reading circle Encourage four students to form a reading circle group and ask each student to choose a role and finish the related tasks as follows. Four students form a reading circle group. One student acts as the group leader who raise two open-ended questions and provide answers for them. The second student is the word master who find out impressive expressions in the passage and make sentences with them. The third student works as a group summariser who summarized the passage with a mind map drawn by themselves and then explain the mind map to other group members. The fourth student puts forward advice on solving Mark’s problems. 沉浸式课堂让学生感同身受地体验面对面沟通交流重要性,并且在小组合作的过程中梳理文章的结构，自主学习文中的表达方式，并对Mark提出合理的建议去帮助他摆脱沉迷手机的问题。 15min
Homework Ask students to write a short passage about the problems with social networking and the solutions to the problems Students write a short passage about the problems with social networking and the solutions to the problems 利用本课所学关键信息进行书 面 表达。 1min
板书设计
L3 So close yet so far
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