教学过程
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教学目标
| 教学活动与步骤
| 设计意图
| 评价要点
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引入主题
| Introduction to the Final Task
By telling a story, the teacher gives the students the final debate task: Do you think the Internet helps or harms friendship?
| 引入主题语境。
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| Preparation for the Final Task
Step 1
Teacher asks students to give ideas and reasons with only one sentence. Teacher writes down students’ reasons on the blackboard.
| 通过头脑风暴的形式让学生发表观点激活学生已有的对于网络与友情的知识与观点。为最终的辩论做第一步的铺垫。
| 学生能够说出自己的观点，并简单解释原因。
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| Step2
Teacher introduces to the students two well-structured blogs, which have been divided into paper slips for students to sequence. Before the students get down to work, the teacher asks students how they can arrange these parts into the right order. Teacher writes down the outcome on the blackboard.
| 引导学生思考议论文的结构，并通过思考如何排序，初步生成议论文的架构（关联词、分论点、topic sentence、supporting details等）。
| 学生能够大概说出一些排序的依据（找关键词、找分论点、分辨主题句与支撑论据等）。
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1．理解两篇文章作者的主观点，梳理议论文的文本结构，包括关联词的使用、主题句与支撑论据之间的关联等（第一课时）。
| Step 3
Teacher gives the paper slips (enclosed in an envelope) to each group. Students work in groups to put these paper slips into the right order.
| 让学生以小组为单位将小纸条排序，在排序过程中体会并运用刚才提到的议论文结构知识。
| 学生能够将一堆小纸条正确排序，形成两篇逻辑清晰的文章。
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| Step 4
Teacher check the answers with students and write the correct order on the blackboard. Then the teacher asks students how they successfully sequence these slips.
| 引导学生通过回顾排序过程，深化关于议论文结构的知识。
| 学生能够说出自己的排序依据（关键词、分论点、主旨句与支撑论据等）。
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2．辨识支撑论点的五种常见方法：引用权威、常理判断、举例证明、对比比较、使用数据（第一课时）。
| Step 5
Teacher gives students the complete text of the two blogs, asks them to read to find out how the authors support their ideas in each body paragraph.
Teacher writes down the nature of each supporting details on the blackboard.
| 引导学生分析支撑论据的类型，并归纳支撑论点的方法。
| 学生能够在教师的引导下说出支撑论据的性质。
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3．多角度辩证地看待网络对于友情的影响，积极思考并深刻理解人与科技的关系（第二课时）
| Step 6
To cast doubt on opponents’ ideas, teacher asks the following two questions based on the text:
(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 you agree? Why?
(2) In the second blog post, what does Eileen Kennedy-Moore mean when she says that online friends “fill holes real-life friends can’t”? Do you agree? Why?
| 通过回归文本，深挖文本，引导学生关注文本细节，重视语言知识；同时联系生活实际，对科技与人的关系进行深入思考。
通过引导学生评价作者观点，培养学生的批判性思维。
| 学生能够说出一些能够发展一生友谊的技巧，并对作者观点作出评价。
学生能够结合自身经历解读文本中的暗喻。
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| The Final Task: Debate
Teacher asks students to debate after 10 minutes’ group preparation.
| 通过辩论，让学生内化语言知识和结构知识，同时培养学生的逻辑思维和批判性思维。
| 学生能够进行深入激烈的辩论。
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| Homework: Composition
Teacher asks students to write a passage to express their ideas on the influence of Internet on friendships.
| 通过写作进一步内化和深化语言知识、议论文结构以及对人与科技关系的认识。
| 学生能够写出条理较为清晰、语言较为通顺的议论文来表达自己关于网络对友情的影响的看法。
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发表于 2025-9-17 10:00:55