1、UNIT-4 Information TechnologyLesson-3 Internet Friendships教学设计本节课是高中英语第二册Unit 4 Informatio Technology的第三课Internet and Friendships，课型是阅读课，介绍了网络时代下，网络是否会对友谊产生影响，Robert和Cathy的博客分别阐述了不同的观点。通过本节课的学习，让学生了解虚拟网络与真实友谊之间的关系；同时也希望通过本课的学习，让学生正确认识虚拟世界与真实世界的关系。1. 语言技能目标（1） 学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；（2）
2、 用所学的词汇和语言的对课文进行复述。2. 语言知识目标（1） 能够正确运用以下单词和短语：replacement, image, concentrate, direct, lifelong, proper, rewarding, in addition, content, shallow, trivial, basis, influence, convenient, response, creative, provoke, argument等；（2） 能正确使用合成词（如friendship, website等）。3. 文化意识目标（1） 了解不同文化背景下对虚拟网络与真实世界的理解；（2）
3、 正确认识虚拟网络和真实世界的异同。4. 情感态度目标了解网络世界下的友谊，能正确认识虚拟世界和真实世界的异同，从而更好地利用网络。1. 重点（1）如何使用地道的英语表达网络的好处和坏处；（2）正确理解并运用合成词。2. 难点（1）能用得体的英语表达网络和友谊的关系；（2）能正确识别和运用合成名词。教学步骤教学活动设计意图时间Step-1 Warming Up & Lead-inActivate and share:Do you think the Internet helps or harms friendships? Give your reasons. Write them down i
4、n the table on Page 14.任务型活动：锻炼学生材料收集、整理能力，同时也激发同学们热情和参与课堂的积极性。5分钟Step-2 Pre-reading1. Tell students to read the Skill Builder first.2. Apply the method to the first blog.紧扣上一环节的讨论，教师引导学生如何找到文章主题，并运用该方法，以此激发学生的兴趣，更容易地导入文章主题。5分钟Step-3 Fast-readingRead the first blog post “The Internet Harms Friendshi
5、ps”. Underline the general idea and the topic sentence for each argument. 通过读前头脑风暴和观察图片思考问题，有助于学生对文章主旨大意的掌握，进而帮助学生更好理解文章而进入泛读和精读环节。通过课前阅读猜测有助于学生对文章接下来要谈论的问题有大致了解，进而把握整篇文章。5分钟Step-4 Deep-reading1. Read the first blog post again. Complete the information on the left side of the diagram on Page 14.2. R
6、ead the second blog post “The Internet Helps Friendships”. Complete the information on the right side of the diagram in Activity 3 on Page 14.3. Choose one position. Each member of the group presents one argument to support your position based on the notes taken. 通过泛读，能够让学生对文章每段段意有个初步了解，锻炼学生对文章表层含义理
7、解，养成良好的阅读习惯，提高阅读技能。在此过程中设置一些题目，会让学生更有针对性地阅读，题目比较容易，降低阅读难度，给学生成功感，增强学生学习兴趣。10分钟Step-5 Post-reading and HomeworkActivity-1Think and share:1. Look at the sentence from paragraph 2 in the first blog post, “It is these skills that enable us to develop lifelong friendships”. What does “these” refer to? Do
8、 you agree with the statement? Why or why not?2. In the second blog post, what does Eileen Kennedy-Moore mean when she says that online friends “fill holes real-life friends cant”? Give your reasons.Activity-21. Complete the table on Page 16 according to the two blogs and your own understanding.2. H
9、ere are five methods writers often use to support their arguments. Read the two blog posts again. Identity what methods the writers used. Find examples from the text.a) citing ideas from experts or authoritiesb) giving examplesc) using datad) referring to common knowledgee) using comparison and cont
10、rastComplete the adjectives. Choose at least five adjectives to write five sentences in the space given. You may express either positive or negative opinions about the use of the Internet.Activity-3Focus on language: Compound words1. Complete the compound words with a word from the circles on Page 1
11、7. Then use them in the summary below.Homework:Group Work Debate. Dose the Internet help or harm friendships? Express your opinion by using examples or personal experiences.活动一：有助于学生深层次把握文章细节内容，帮助学生建立起上下文关联的能力。同时帮助学生理解文章主旨和细节，以提高学生深度阅读理解能力。活动二：在理解文章的基础上对学生提出更高的要求：帮助学生梳理文章结构，引导学生如何利用此结构进行日后的写作构思。活动三：引导学生使用构词法，从而让学生可以更好地掌握词汇。
