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Teaching DesignWhatdoes itmean owmany peopledid ittake fortheparcel toreach therightperson inMilgramsexperimentHow didit influencetheentertainment industry\vhat didStanlevxvhat isthe\vhat wasthe resultof theMilsramdo^Columbia Small-niversitv ofMilans researchworld？Project”When didtheterm firstappear“Six DegreesofSeparation59What happenedinthe1950sTitle:How closelyconnected areweBook4Unit10Connections本单元围绕Connections这一主题展开，以说明文、节目访谈、小说等多模态语篇从深入了解人们之间的关系、反思与人相处、解决人际交往中的问题等多个角度探讨人与人之间的联系话题，属于“人与社会”这一主题单元本单元从了解人与人之间的紧密联系开始，依次呈现了主题和谐社区精神对人们的积极影响、在人与人之间冲突和连接中展现出来的人性特点等学习内容，帮助学生了解人们之间的联系、沟通交往对人的影响，从而掌握正确与人交流相处的方法
1.语言能力目标掌握并运用对于不同关系的介绍的方法，并描述各种关系中存在的问题和从中的获益；听懂、获取并梳理描述社区精神的信息，概括总结良好社区精神的重要性；获取小说中的信息，梳理、推断人物的联系、冲突和心理状态；梳理记叙文的文本结构，发现、总结、赏析小说的写作特点；通过阅读文本总结新闻六要素、文体结构和语言特征，并进行新闻的撰写
2.文化意识目标初步了解解决人际关系中问题的应对方法和技巧；掌握美式英语和英式英语在词汇和拼写方面的差异，从而了解两国文化差异；通过对不同联系中存在的矛盾、对人们的单元影响的学习、分析，总结、反思与他人的联系和沟通技巧，目标并运用这些技能建立良好的人际关系
3.思维品质目标在听力和阅读之后，可以通过思维导图的形式来概括、提炼听力文本和阅读文本的主要信息，进而培养学生的结构化思维方式和清晰的条理；通过对良好社区精神的学习，发表对社区精神的看法，提出如何传承优良社区精神的观点；通过对小说内容的分析，对节选部分作合理的读后续写；并鼓励学生独立思考，培养学生创造性的思维品质，增强学生有条理地描述和表达的思维意识
4.学习能力目标利用听力和口语中的对话，带动学生进行同伴之间或小组内的模仿练习和角色扮演，培养学生的合作学习能力；介绍自己家乡或居住地的社区精神；通过视听说等各种渠道拓展学习方式，激发学习兴趣；通过阅读后对各种语言现象的思考和讨论，学会小组合作和探究式学习，提高学习的主动性；能够选择恰当的策略与方法，监控、评价、反思和调整自己的学习内容和进程Lesson1How CloselyConnected AreWe课型Reading+Speaking人与社会一一“六度分隔”理论的内涵及发展历程主题语境内容分析本文为一篇说明文，说明对象为涉及人与人之间紧密关系的“六度分隔”理论本文不仅介绍了该理论的定义，并展示了不同时期不同人们对该理论的发展、验证及实验的方法与结论，证明了“地球很小”、人们之间联系紧密这一主题教学目标
1.获取并梳理“六度分隔”理论定义、及发展的基本信息；整合文本信息，完成思维导图；
2.基于所学，在图表的基础上复述“六度分隔”理论及其发展；
3.通过口语练习，掌握更多处理人际交往问题的技巧与方法
4.教学重点引导学生整合文本信息并形成结构化知识，并借此介绍“六度分隔”理论教学难点引导学生运用思维导图和关键词汇阐述一项理论的定义、实验过程及结论交际法、阅读模式教学策略P-W-PTeaching ProceduresPurposescontentsTeachersactivity Students9activity
1.Ss answerthese Leadinto thetopic of
1.T asksSs thefollowing twoquestionsand talk about“Six Degreesofquestions:their contactson thesocial Separation^^and geta.How manycontacts doyoumedia.discuss withtheir preparedfor thehaveon socialmediapartner andshare theirreading.b.How manypeople doyouanswers withthe wholeregularlycommunicate withc.IfPre-reading class.
2.T askswhether theybelieve
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1.T asksSs toread the rest of the
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2.T leadsSs to summarize thepredictions.technique ofthe text.While-readimain idea andwriting order ofthis
2.Ss summarizethe mainngActivity3text.ideaandwritingorderof itandgive evidence.
1.T guidesSs toreadtherestofGet detailedthearticle againandfindout the information ofthedevelopment ofthe theory and
1.Ssreadtherestpart“Six Degreesoftake notesto finishthe table.again tofill inthe tableto Separation^^theory.
2.T leadsSs tocheck the answers.sort outtheinformationof GuideSs toclassify,
3.T leadsSs totalkaboutthe thedevelopment ofthe organizeand retellWhile-readi ngtheory followingthe diagram.theory.information.GraspActivity
44.T asksSs tofill inthe blanksto
2.Ss checktheanswers.
3.related language andcomplete thesentences.Ss taketurns toexplain thevocabulary.theory withthe helpof thediagram.
4.Ss completethesentences withcorrectforms ofthe givenwords.Ss trytosummarizetheT helpsSs recalland summarizeSummarize how toPost-readin structureand writingthestructure ofthe text.introduce atheorytechniques tolearn howtog andits development.Activity1introduce atheoryanditsdevelopment.Ss discuss in groupsabout Geta deeperthequestions.understanding oftheT asksSs todiscuss aboutthemeaning of“Sixfollowing twoquestions:
1.WhyPost-readin Degreesofdid Milgramand ColumbiagSeparation”.University bothlabel theirActivity2？experiments“SmaH-World”
2.Why doyou thinkpeople studyhowpeople areconnectedT organizesSs tohave agroup Ssdiscussingroups andApply theknowledgediscussion about howtocarry outdecide whatexperiment learnedto developanexperiment totestify tothe theycan carryout tofind insightinto howtoGroup theory.outhowmany degreesof carryout andiscussionseparation thereare experiment.between peoplewho dontknoweach other.Then sharetheir resultwiththe wholeclass.TpresentsSs fourquestions toSs answerthe fourSsassess theircheckSs understanding.questions individuallyandSelf-evaluat performancein thecarefully.ion classand adjusttheirattitude andmethodin thenext class.T asksSstosearch onlinefor ConsolidatetheSs searchonline andfindrelated information.languageandexpanddetails abouttherelated knowledge.small-world problem,Columbia Small-worldHomeworkProject“or otherexperimentsrelated tothetheory.Then writea shortreportonthefindings.。
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