Click for a Friend?
Chiping No.3 Middle School
ZhangHaiying
Teaching aims:
Knowledge aims: To know the structure of the passage and understand the whole passage.
Ability aims: To enhance the reading ability by finishing the activities.
Emotional aims:To form a correct attitude towards making friends online.
Teaching Procedures:
Step 1: Lead-in
Show a picture of friends.Then ask them :
How do you prefer to make friends?
Step 2.Fast-reading
Develop the students’ ability of skimming. Let them try to grasp the main idea of each part .
Read the whole passage quickly, focusing on the first paragraph and the last paragraph and finish the following tasks.
1.The passage is an ________ essay.
A.narrative B.Argumentative C.descriptive
2. What does an argumentative essay include?
3. Divide the whole passage into three parts and find out the main ideas of each part.
Part1(Para.__) Introduction
Part2 (Para.______) Argument (advantages and disadvantages)
Part3 (Para._____) Conclusion
4. What's the author's purpo in writing the passage?
A. To prove that making friends was easier in the past.
B. To illustrate(阐明）how it is better to make friends online
C. To persuade people to abandon traditional ways of making friends
D. To discuss the advantages and disadvantages of making friends online
Step 3.Detailed-reading
Develop the students’ ability of scanning, so that they can find
some specific information from the text.
1.Read the first paragraph carefully and fill the blanks.
in the past: People lost track of their People lost track of their
Para. 1 friends after______________.
(ways of The only way to stay in touch was_____________.
making
friends )
at prent:Today's _ ______________________
makes it possible for people ________________
and______________ with their faraway friends.
2.Read Para.2-3 carefully and fill the blanks.
3.Read Para.4-7 carefully and fill the blanks.
4.Read Para.8 carefully and answer the following questions.
1).What do you think the author means by “we should not throw the baby outwith the bathwater?”
2). Do you know of any similar sayings in China?
3).How to understand Aristotle's words?
Step 4. Post-Reading Summary
In the past, the only way ____1____ (stay) in touch with faraway friends was writing letters.But nowadays, ___2__ is easy to communicate with social media tools. Online, people can easily make new friends with tho __3___ share the same interests and hobbies, even if they live on the other side of the world. _____4______, when you"friend
"people online, does this mean that they really are your friends? If people always exchange the true personal information online, then yes. But they might not be real ______5______the social media hide real problems,and people tend to post only good things that make them____6_____ (appear)happy and friendly. __7____the Internet, no one knows who you are; we could even be sharing our_____8_____ (inform) with criminals. Although technology has changed the way we _______9_____(connect),the meaning of friendship and our longing for friends remain the same. ___10____Aristotle said, no one would choo to live without friends, even if he had all other goods.
Step 5.Retelling
Revi the structure of the argumentative essay.
Step6.Some suggestions for making friends online
Step7.Homework
Write a short passsage about making friends online and give some tips on how to make friends safely online.
学情分析
呈现这堂课的班级是我校高一的学生，大部分的学生对英语学习保持着较高的积极性，但英语基础较差。学生对网络交友这一话题非常熟悉，教材的内容也很容易引发学生的共鸣，对本单元的主题语境也有了较为充足的知识基础和生活经验准备，因此，在教学中我尽力给学生一个语言输出和表现自我的机会，使得他们在英语学习上越来越有自信，越来越会表现自我，这对他们未来的发展也能起到积极的作用。课前我引导学生就交友这一话题进行信息的收集，总结正确交友的方式。在这堂课上，学生能全程紧跟老师的节奏，认真顺利完成各个任务，很多环节上学生自发就能将答案说出来。这堂课的一半留给学生较为充分阅读时间，帮助学生完成语言的输入，通过对文章结构和细节的分析帮助学生迅速掌握相关信息，在此基础上，为学生搭建了一个平台，学生在这里发挥了他们天马行空的想象力和批判性的思维，既能将网络交友的利与弊进行合理的分析，同时也能融入自己对
这些问题的思考，在思维的深度和广度上都体现出较好的核心素养，彰显了较强的学习能力。最后对于网络交友的风险如何规避，以及对“友谊”这一话题的升华也是在充分的铺垫的基础上学生能够顺利完成的学习任务，课后作业以写作的形式呈现，能帮助学生完善语言输出，完成语言知识的内化。
效果分析
本节课从学生层面和教师层面收到了以下效果：
As for the students:(学生层面)
1）学生通过快读阅读，了解了文章的结构、大意和作者的写作意图。
2)学生了解了过去和现在的交友方式的不同、网上交友的优劣。
3) 学生了解了论说文的特征
4) 学生探讨了友谊的真谛
5) 学生了解了网上交友的禁止行为和自我保护三原则
6) 学生提高了合作能力
As for the teacher：(教师层面)
本节课的教学始终以“任务型教学法”为指导思想。
1）整个教学过程中，教学内容主要围绕教学目标的重点、难点设计教师教的活动，也指引着学生学的活动，并随时发现问题。
2）鼓励学生进行分析和讨论，以培养学生发现、分析及解决问题的能力，活跃思想，鼓励兴趣信心，开阔视野。
3）鼓励学生通过体验，讨论，合作和探究等方式，发展学生的听，说，读，写的综合运用语言的能力，并创造条件让学生探究，并自主解决问题。
4）在课件的制作上，力图做到了图文并茂，能够吸引不同层次学生听课的兴趣，同时积极开展课堂讨论和同学合作。
5）整节课的设计充分体现课改的精神，使不同程度的学生都有所发展。在授课过程中教师
与学生能充分互动和沟通，课堂气氛活跃，教学效果好。
教材分析
本堂课所用教材是外语教学与研究出版社必修第一册
Unit4 Friends forever中Understanding ideas的内容，题目为
Click for a friend? 本单元的主题语境是“人与社会”，涉及的主题语境内容是良好的人际关系与社会交往，具体而言就是人与人之间的友谊。本单元从网络交友、与朋友相处、友谊的关键词、帮助朋友、友谊与法律等学习内容，从多角度诠释了与朋友相关的话题，旨在引发学生对友谊的价值、友谊的真谛、友谊与法律的关系等方面的思考，从而使学生掌握正确的交友原则，以正确的方式结交朋友，珍惜朋友间的友谊，最终形成正确的价值观，培养其自尊、自信、自强的良好品格，并在一定程度上了解中外文化对友谊的探讨和
