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U1 L3 So Close, Yet So Far
教學設計
教材分析
本節課是北師大選擇性必修二 Unit 1 Lesson 3 Relationships 第一課時，課型是閱讀課。是一篇博客，討論了 Mark 自己沉迷于表面上很活躍的社交網絡，但內心卻很孤獨，現代社會中又離不開社交網絡。
教學目標
在本課結束時，學生能夠：
1.提取閱讀文本中結構，了解 Mark 在網絡世界中，內心孤獨的原因等信息；
2.利用閱讀策略整合閱讀文本中的信息，做到讀前讀中細節信息---讀后總結概述---讀后給出建議；
3.通過閱讀圈活動引導學生關注文中的常用表達，對文章結構進行梳理，并給 Mark 如何正確對待社交網絡的建議；
教學重難點
1.如何提取閱讀文本中的信息；
2.理解并掌握閱讀策略；
3.對文章結構進行梳理
4.提出 Mark 如何正確使用手機、有意義人際關系的建議。
學情分析
本節課的授課對象是高一下學期學生，詞匯量有所增加，在文章理解能力上有所提升，對于較長文章的信息抓取能力有一點欠缺，因此分層教學、由淺入深，由易入難逐步深化的教學模式可以激發學生的學習興趣，減少學生對長篇閱讀文章的畏難心理，并能培養學生的自學能力。
教學目標與核心素養
1.語言能力目標
單元話題是 Relationship 理解并獲取閱讀文本中提到的 Mark 的個性以及每天的日常生活，社交網絡對自己和朋友產生的影響，以及不能放下社交網絡的原因，從而如何處理現實生活中的人際關系；
利用閱讀策略整合閱讀文本中的信息，能做到讀前預測—
讀中細節信息——讀后總結概述并提出建議；
（3）通過閱讀圈活動引導學生關注文中的常用表達，對文章結構進行梳理，并給 Mark 如何正確對待社交網絡的建議；
2.文化意識目標
多角度辯證地看待社交網絡對于人際關系的影響，積極思考并深刻理解科技對人際關系的影響，對于信息社會如何正確應對。
思維品質目標
掌握閱讀不同的策略：1. 通過“預測”判斷文章大意；2. 通過細節信息了解閱讀文本的細節信息和主旨大意；3.把握主旨大意概括文本信息；
教學方法
1.Task-based, discussing approach and discovery 2.Cooperative learning and group learning 3.Communicative approach
教學用具
1. The multi-media 2.pad 3. The blackboard
教學過程
教學目標 Teacher’s activities Students’ activities 設計意圖 時間
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 引入主題， 激活背景知識，激發興趣。鋪 墊 語言。 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. 利用閱讀策略預測文章大意。 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 幫助學會略讀并獲取段落大意 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. 通過對Mark 日常網上活動進行有效整合， 學生學會在文中提取信息。 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. 探索手機對Mark 的生活造成的影響，通過完成信息組織圖梳理文章的結構。 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離不開手機的原因，為下文的閱讀圈中引導學生對Mark提出建議做鋪墊。 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. 沉浸式課堂讓學生感同身受地體驗面對面溝通交流重要性,并且在小組合作的過程中梳理文章的結構，自主學習文中的表達方式，并對Mark提出合理的建議去幫助他擺脫沉迷手機的問題。 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 利用本課所學關鍵信息進行書 面 表達。 1min
板書設計
L3 So close yet so far
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