Unit 4 Information technology Lesson 3 Internet and friendships 说课 课件-2024-2025学年高一上学期英语北师大版（2019）必修第二册

北师大版必修二Unit4InformationTechnologyLesson3InternetandFriendships高一阅读课第一课时

ContentsDesignPrinciplesGeneralIntroductionTeachingproceduresTeachingReflection01020304DesignPrinciples01DesignprinciplesCoreCompetencies

CurriculumContent感知与注意迁移创新获取与梳理描述与阐释推理与论证批判与评价基于语篇建构知识深入语篇转化能力超越语篇形成素养TheActivity-basedApproachintegrated,relevantandpracticaltheme-basedactivities想象与创造学习理解感知与注意应用实践获取与梳理概括与整合描述与阐释分析与判断内化与运用基于语篇建构知识DesignprinciplesGeneralIntroduction0202GeneralIntroduction1.Content-relatedbigideaandsmallideasofthisunit2.Language-relatedbigideaandsmallideasofthisunit3.Teachingobjectivesofthisunit5.Analysisofstudents4.Analysisofteachingmaterial6.TeachingobjectivesofthisperiodTopictalkInfluenceofApps听力（对话）Lesson1Avatars阅读（说明文）Lesson2Apps听力（对话）Lesson3InternetandFriendships阅读（议论文）ViewingWorkshopPublishingintheDigitalAge视听（回文诗）WritingWorkshopAPersonalProfile写作（个人简介）ReadingClub

1DigitizingAncientArt补充阅读ReadingClub

2

WearableTechnology补充阅读Project4DesigningANewApp实践活动北师大新版（2019）高中英语必修二Theme:

Man

and

SocietyUnit

4InformationTechnology主题大观念语言大观念单元目标文本分析学情分析课时目标TopicTalkReadingClub2WearableTechnology了解智能手环的特点和功能评价判断信息技术Lesson3InternetandFriendships对互联网影响友谊的正反观点ViewingWorkshopPublishingintheDigitalAge电子书取代纸质书的正反观点合理利用信息技术ReadingClub1DigitizingAncientArts利用数字化技术传承传统文化WritingWorkshopAPersonalProfile利用网络平台介绍自己Lesson2APPs利用软件提升生活质量认识了解信息技术的应用和影响合理利用信息技术造福社会输出小观念1：梳理知识结构图并对信息技术进行介绍输出小观念2：通过辩论，输出自己对互联网的影响的观点输出小观念3：设计一款应用软件并对其设立理念和用途进行描述单元大观念：正确认识信息技术，合理利用信息技术，提高网络安全意识主题大观念语言大观念单元目标文本分析学情分析课时目标认识了解信息技术Lesson1Avatars了解网络虚拟形象（定义、发展历程、用途及人们对其评价）语言大观念1.描述app功能TT:getupdatednews...L2:makelifeeasierRC2:keeptrackofyourself

2.描述Avatars功能L1:express/representoneself小观念1：通过语篇结合语境概括整合信息技术话题词汇和相关表达小观念2：运用所学，批判评价信息技术对人们生活的双重影响，表达个人观点单元大观念：运用信息技术话题词汇，采取多维度论证方式，描述功能，分析影响，批判表达个人观点描述功能1.积极影响TT:makecommunicationconvenient...L1:giveroomforcreativityL3:makecommunicationmoreconvenient/funRC1:makeartcomealive2.消极影响TT:addictedtoit...L1:cheatothersolineL3:makepeopleself-centeredVW：bedistractedbyIT分析影响辩证看待，合理利用L3/WW:Inmyopinion,...Frommyperspective...Itiswidelybelievedthat...Accordingtostatistics...Itdoesharmto...Itisofgreatbenefitto...表达观点总分总GeneralideaTopicsentencesupportingdetailsConclusion语篇结构a.citingideasfromexpertsorauthoritiesb.givingexamplesc.usingdatad.referringtocommonknowledgee.usingcomparisonandcontrast论证方式主题大观念语言大观念单元目标文本分析学情分析课时目标通过本单元的学习，学生能够：1.认识了解信息技术：描述APP的功能及其影响，讨论如何合理利用信息技术提升生活质量。(TopicTalk&ReadingClub2)介绍虚拟化身，谈论如何提高信息安全意识，规避网络风险。（Lesson1)2.评价判断信息技术：概括电子书取代纸质书的正反观点，谈论数字化时代下人们的阅读形式选择。（ViewingWorkshop)阐述互联网对友谊的正负面影响，分析评价互联网的利弊并就如何合理利用提出建议。(Lesson3)3.合理利用信息技术：撰写线上个人简介，应用信息技术推荐自己。(WritingWorkshop)获取利用数字化技术传承传统文化的方法，论证如何利用信息技术发扬文化。（ReadingClub1）整合APP的种类用途，设计APP

(Project)，应用信息技术解决现实问题。(Lesson2)主题大观念语言大观念单元目标文本分析学情分析课时目标Maincontent:Thematictopic:ManSocietyWhat主题大观念语言大观念单元目标文本分析学情分析课时目标×noreplacementforfacetofacecommunication×makepeopleself-centered×onlinerelationshipsarenotrealnegative√moreconvenient√morefun√bringpeoplecloserpositiveOppositeviewsontheimpactoftheInternetonfriendships.WhatHow主题大观念语言大观念单元目标文本分析学情分析课时目标oppositeviewsMaincontent:Thematictopic:Structure:ArgumentationIntroductionArguments(1,2,3)ConclusionWritingtechniques:citingideasfromexpertsorauthoritiesgivingexamplesusingdatareferringtocommonknowledgeusingcomparisonandcontrastLanguagestyle:LogicalObjective&ConciseVividManSocietyWhatHow主题大观念语言大观念单元目标文本分析学情分析课时目标oppositeviewsMaincontent:Thematictopic:Structure:ArgumentationIntroductionArguments(1,2,3)ConclusionWritingtechniques:Languagestyle:LogicalObjective&ConciseVividWhyPurposeto

viewtheinfluenceofInternetonfriendshipsdialectically;tocultivatereaders’awareness

ofusingtheInternetrationally.ManSocietyKnowthebasicapplicationofinformationtechnology;Masterreadingskillsofskimmingandscanning;Expresstheiropinionsoninformationtechnologysimplywithrelatedlanguage.Desiretoknowhowtomaketheirviewsconvincing;Wantmorelanguageknowledgeconcerningtopic.Understandthedualimpactoftechnologydeeply;Buildupconfidenceinexpressingtheiropinions;CultivateawarenessofthinkingcriticallyandusingtheInternetrationally.Whatthey

WonderWhattheywillLearnWhattheyhaveKnown1.你知道网络在人们生活中的具体应用吗？2.你会花费大量时间和亲友线上交流吗？主题大观念语言大观念单元目标文本分析学情分析课时目标1.获取、梳理网络对友谊的影响的正反观点和论据；理解议论文的文体结构和写作手法；（语言小观念2）2.整合、内化Robert和Cathy的观点，借助思维导图进行演讲；（语言小观念1）3.运用所学表达自己对网络利弊的看法，分析其对友谊和生活的影响；（语言小观念2）4.学会批判性思考，树立合理使用网络的意识。（主题小观念2）通过本节课的学习，学生能够：主题大观念语言大观念单元目标文本分析学情分析课时目标1.获取、梳理网络对友谊的影响的正反观点和论据；理解议论文的文体结构和写作手法；2.整合、内化Robert和Cathy的观点，借助思维导图进行演讲；3.

运用所学表达自己对网络利弊的看法，分析其对友谊和生活的影响；4.学会批判性思考，树立合理使用网络的意识。Focalpoints主题大观念语言大观念单元目标文本分析学情分析课时目标通过本节课的学习，学生能够：1.获取、梳理网络对友谊的影响的正反观点和论据；理解议论文的文体结构和写作手法；2.整合、内化Robert和Cathy的观点，借助思维导图进行演讲；3.运用所学表达自己对网络利弊的看法，分析其对友谊和生活的影响；4.学会批判性思考，树立合理使用网络的意识。Difficultpoints主题大观念语言大观念单元目标文本分析学情分析课时目标通过本节课的学习，学生能够：TeachingProcedures03聚焦“情境化素养课堂”，深化课堂改革，着力打造“6C课堂范式”，课堂实施通常包含：1.情境创设(Context)2.思维碰撞(Communication)3.合作探究(Cooperation)4.知识构建(Construction)5.多元评价(Comment)6.迁移创新(Creation)6C课堂教学范式迁移创新情境创设思维碰撞合作探究知识构建多元评价TeachingmodelTeachingProceduresContext&CommunicationCooperation&ConstructionComment&CreationStep1

ActivateandshareStep2ReadforgeneralideaStep3ReadfordetailsStep4ExploreargumentativetechniquesStep5

MakeaspeechStep6

PrepareadebateStep7

ThinkcriticallyHomeworkPutoralpraticeintocompositionTeachingProceduresStep1Activateandshare(IW)NegativePositiveQ1:Whatdoyouknowaboutinformationtechnology?Q2:DoestheInternethelporharmfriendships?Giveyourreasons.toactivatestudents’priorknowledgeandgetthempreparedforreadingargumentationContext&CommunicationExample:

IthinktheInternetharmsfriendship.(Position/Generalview)Firstly,theInternetmakespeopleself-focused.(Argument1)Forexample....(Supportingideas)Step2Readforgeneralidea(CW&IW)Readthetwoblogposts.

Underlinethegeneralideaandthetopicsentencesforeachargument.SkillBuilderTopicGeneralideaTopicSentence1TopicSentence2TopicSentence3ConclusionTextTypeArgumentationtoidentifytopicsentencesofargumentationandconcludethebasicstructureofargumentationContext&CommunicationCooperation&ConstructionStep3Readfordetailedinformation(CW&IW)Readthetwoblogpostsagain.Lookforthesupportingdetailsandcompleteyourmindmaps.Context&CommunicationCooperation&ConstructiontosortoutargumentsandcorrespondingsupportingdetailsthroughmindmapsandconstructthemodelofargumentationStep4Exploreargumentativetechniques(CW&IW)

Readthetwoblogpostsagain.Identifywhatmethodsthewritersusedtosupporttheirarguments.a.citingideasfromexpertsorauthoritiese.g.Accordingto...b.givingexamples

e.g.forexamplec.usingdatad.referringtocommonknowledge

e.g.Asweknow;Itisknowntousall...e.usingcomparisonandcontrast

e.g.However;But...toexplorecommonargumentativetechniquesContext&CommunicationCooperation&ConstructionStep5Makeaspeech(PW)Chooseeitherofthepositions.Makea2-minutespeechundertheguidanceofyourmind-map.TheInternetharms

friendshipsnoreplacementforface-to-facecontactmakepeopleself-centerednotbewhattheyappeartobeTheInternethelpsfriendshipsmuchmoreconvenientmorefunmuchclosertoeachothera.citingideasfromexpertsorauthoritiese.g.Accordingto...b.givingexamplese.g.forexamplec.usingdatad.referringtocommonknowledgee.g.Asweknow;Itisknowntousall...e.usingcomparisonandcontraste.g.However;But...TheInternetandFriendshipsContext&CommunicationCooperation&ConstructionStep5Makeaspeech(PW)Chooseeitherofthepositions.Makea2-minutespeechundertheguidanceofyourmind-map.TheInternetharms

friendshipsnoreplacementforface-to-facecontactmakepeopleself-centerednotbewhattheyappeartobeTheInternethelpsfriendshipsmuchmoreconvenientmorefunmuchclosertoeachothera.citingideasfromexpertsorauthoritiese.g.Accordingto...b.givingexamplese.g.forexamplec.usingdatad.referringtocommonknowledgee.g.Asweknow;Itisknowntousall...e.usingcomparisonandcontraste.g.However;But...TheInternetandFriendshipsContext&CommunicationCooperation&Constructiontointernalizeandretellthe

structureknowledgebasedonthemindmaps;topavethewayofexpressingtheirownopinions语言小观念1：分析影响√Step6Prepareadebate(GW)Pros（正方）Cons（反方）OnlinefriendshipshelpusOnlinefriendshipsharmusContext&CommunicationCooperation&ConstructionComment&CreationRules:Workingroupof4.(Pros:studentA,B;Cons:studentC,D)StudentA/Cgivesyourargumentandsupportingdetails,andstudentC/Drefutestheotherside’sarguments.Isitgoodtomakefriendsonline?Lesson1AvatarsStep6Prepareadebate(GW)Context&CommunicationCooperation&ConstructionComment&CreationIsitgoodtomakefriendsonline?Step6Prepareadebate(GW)Pros（正方）Cons（反方）OnlinefriendshipshelpusOnlinefriendshipsharmustoanalyzetheinfluenceofInternetoninterpersonalrelationships；

toinspireandinstructthemtoexpresstheirpersonalideaslogicallyandconvincinglyContext&CommunicationCooperation&ConstructionComment&CreationRules:Workingroupof4.(Pros:studentA,B;Cons:studentC,D)StudentA/Cgivesyourargumentandsupportingdetails,andstudentC/Drefutestheotherside’sarguments.Isitgoodtomakefriendsonline?语言小观念2：表达观点√Step7Thinkcritically(CW&IW)TalkaboutyouropiniononsuchconvenientbutriskyInternetandputforwardsuggestionsonhowtouseit.positiveaspectsnegativeaspectssuggestionstocultivatestudents'awarenessofthinkingcriticallyandusingtheInternetrationallyContext&CommunicationCooperation&ConstructionComment&CreationTheworldhasmultipleaspects.Takeamoreholisticviewofthingsandmakedecisionsbasedonacomprehensiveunderstanding.Participant&GuideHomeworkCompulsory:WriteanargumentativepassageonhowweshouldusetheInternetbyfollowingthestructureofLesson3.Giveyourgeneralideaandsupportingdetails;Don’tforgettouseargumentativetechniqueslearntinthislesson.Optional:MakeaspeechabouthowtheInternetaffectsourlife,andshareitwithyourclassmatesnextlesson.toconsolidatewhattheyhavelearnedinclass;totransformtheresultsofthinkinganddiscussionintowordsContext&CommunicationCooperation&ConstructionCooperation&ConstructionBlackboardDesignInternetandFriendsh