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Book 1 Unit 4 Friends forever教学设计
单元主题 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。本单元语篇类型丰富，包括诗歌、论说文、网络论坛帖子、对话和小说等。从一首关于友谊的诗歌开始，本单元依次呈现了诗歌《友谊地久天长》的历史、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歌颂。
单元目标 语言能力目标 能够理解与友谊相关的语篇内容，听懂并谈论与友谊相关的话题，使用新学语言描述朋友间的相处与情感，恰当运用定语从句对目标内容进行修饰、说明，根据故事情节的发展合理续写结尾。 文化意识目标 能够了解中外文化中关于友谊的观点和态度，丰富对友谊的认知，形成正确的人生观、价值观、交友观和跨文化意识，并在生活中珍惜友谊、正确交友。 思维品质目标 能够正确判断语篇中人物的观点和态度，辨析人们对友谊的定义，评判网络、社交媒体环境下人们的交友观念，辨析友谊与法律间的关系，在深入理解语篇内容的同时联系自身实际，实现知识与思维能力的迁移。 学习能力目标 能够通过了解友谊的价值和交友原则，激发英语学习的兴趣；能够多渠道获取英语学习资源；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。
Starting out板块教学设计 （建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型 Listening + Viewing
主题语境 人与社会——良好的人际关系与社会交往
内容分析 本板块有两个活动，活动1呈现了一首诗歌，阐述了友谊的重要意义和作用；活动2给出了一段视频，视频用孔子对友谊的论述引出一首关于友谊的著名英文诗歌《友谊地久天长》。
教学目标 在本板块学习结束时，学生能够： 读懂诗歌，看懂视频，对英文诗歌有初步的认识，理解诗歌所表达的情感，为Project写诗歌做好准备； 了解视频内容，拓展诗歌《友谊地久天长》有关背景知识，通过视频内容感受“友谊”在中西方文化中的重要地位，明白朋友的重要性，对“友谊”的含义有初步的思考。
教学重点 引导学生读懂诗歌，了解英文诗歌的基本知识，理解诗歌所表达的情感。
教学难点 引导学生感受和理解诗歌所传递的情感，思考“朋友”的含义。
教学策略 视听教学法、交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher plays the audio and asks students to listen to the poem carefully. Teacher asks students to read the poem. Teacher asks students to discuss the main idea of the poem and answer the two questions. Teacher invites some students to introduce his / her friends. Students listen to the poem carefully. Students read the poem. Students discuss the main idea of the poem and answer the two questions. Some students introduce his / her friends to the class. To direct students to learn some basic knowledge of English poems. To let students have a basic understanding of friendship.
Activity 2 Teacher plays the video and asks students to watch it. Teacher asks students to think about the three questions. Teacher plays the video again and asks students to answer the questions. Students watch the video. Students think about the questions. Students watch the video again and answer the questions. To let students have a further understanding of friendship through the video.
Understanding ideas板块教学设计 （建议时长30–35分钟，教师可根据教学实际酌情调整。）
课型 Reading
主题语境 人与社会——良好的人际关系与社会交往
内容分析 本板块的课文是一篇论说文，讨论的是网络的发展使交友方式和朋友间的沟通方式都发生了巨大的变化。我们能够随时随地与朋友保持联系，也能够通过网络交到志趣相投的朋友；但与此同时，网络交友也有不少弊端，比如，我们无法确定对方的信息真实与否，因此在网络这种虚拟空间交友存在着一定的风险。
教学目标 在本板块学习结束时，学生能够： 读懂语篇，判断作者对网络交友的态度，并获取相关支撑信息； 了解语篇结构及内在逻辑关系，初步了解英语论说文的文体特征； 正确看待网络交友，提高思辨能力。
教学重点 引导学生读懂语篇，理解作者意图、课文结构及内在逻辑关系； 引导学生了解论说文的文体特征。
教学难点 引导学生理解语篇结构并通过思维导图梳理文中的重要信息； 引导学生辩证地认识并评价网络交友的现象。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to look at the questions and tick their answers. Teacher divides the class into groups to have discussions and find out the most popular answers. Teacher chooses one or two groups to share their results with the class. Students tick the answers individually. Students work in groups and find out the most popular answers. One or two groups present their results to the class. To conclude the students’ ways of making friends. To connect the passage with the students’ life. To arouse the students’ curiosity about the topic.
Activity 2 Teacher asks students to read the passage quickly. Teacher asks students some questions. Students read the passage quickly. Students answer the questions. To get the main idea of the passage. To figure out the author’s opinions about online friendship.
Activity 3 Teacher asks students to read the passage quickly and choose the author’s purpose in writing the passage. Teacher invites some students to share their answers with the class. Students read the passage quickly and choose the author’s purpose in writing the passage. Some students share their answers with the class. To figure out the author’s purpose in writing the passage.
Activity 4 Teacher asks students to read the passage carefully and figure out the structure of the passage. Teacher asks students to complete the diagrams in Activity 4. Teacher checks the answers with the students. Teacher asks students to read the passage again so as to further understand the structure of the passage. Teacher invites some students to retell the passage. Students read the passage carefully and figure out the structure of the passage. Students complete the diagrams in Activity 4. Students check the answers with the teacher. Students read the passage again to further understand the structure of the passage. Some students retell the passage. To figure out the structure with some details of the passage.
Think & Share Teacher asks students to think about and answer the questions. Students think about and answer the questions. To focus on the difficult points in the passage. To help students make reasonable judgments about making friends online.
Using language板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Listening + Speaking
主题语境 人与社会——良好的人际关系与社会交往
内容分析 本板块分为三部分，为语法、词汇和听说的综合活动。语法部分包括对定语从句的感知发现、规律总结和真实语境运用，其中两个小语篇的话题分别为“我的朋友”和“社团招新”，前者描述了和朋友相处的细节，后者以网络论坛的形式介绍了远足社团，欢迎志同道合的朋友加入；词汇部分以“友谊汤”食谱的形式呈现了有关友谊的可贵行为和品质的词汇，帮助学生描述、评价朋友的行为和品质；听说部分呈现了两位朋友间的一段对话，引导学生帮助朋友排忧解难。
教学目标 在本板块学习结束时，学生能够： 熟悉并运用定语从句； 掌握与友情相关的词汇； 理解什么是真正的朋友； 针对自己在交友过程中的问题找到正确的解决方法。
教学重点 引导学生了解限定性定语从句的基本特征并在真实语境中运用； 引导学生掌握并恰当地使用描述朋友行为和品质的词汇描述朋友，讨论朋友的行为和品质； 引导学生初步认识到友谊的重要性，思考与朋友相处的方法，形成健康的人际关系。
教学难点 引导学生在真实语境中运用定语从句； 引导学生初步认识到友谊的重要性，思考与朋友相处的方法，形成健康的人际关系。
教学策略 任务型教学法、交际教学法、听说教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the sentences in the first box and pay special attention to the words in bold. Then ask students Questions 1–2. Teacher asks students to compare the sentences in the second box with those in the first box. Then ask students Questions 3–5. Teacher instructs students to look for more sentences with attributive clauses in the reading passage and underline the sentences. Students observe the two sentences in the first box and answer Questions 1–2. Students compare sentences in the second box with those in the first box and answer Questions 3–5. Students look for more sentences with attributive clauses in the reading passage and underline them. To find out the structure, function and linking words of the attributive clauses. To get familiar with the attributive clauses.
Activity 2 Teacher asks students to read the passage and get the main idea of the passage. Teacher asks students to read the underlined sentences carefully and rewrite them. Teacher checks the answers with the class. Students read the passage and get its main idea. Students read and rewrite the underlined sentences. Students check the answers with the teacher. To apply the attributive clauses in a context.
Activity 3 Teacher asks students to read the post and get its main idea. Teacher asks students to fill in the blanks. Teacher checks the answers with the class. Students read the post and get its main idea. Students fill in the blanks. Students check the answers with the teacher. To consolidate the application of the attributive clauses in a real context.
Activity 4 Teacher asks students to read the title and look at the picture, then predict the ingredients of the friendship soup. Teacher asks students to read the recipe and work out the meaning of the words in bold. Teacher invites some students to share the answers with the class and others make comments. Students read the title and look at the picture, then predict the ingredients of the friendship soup. Students read the recipe and work out the meaning of the words in bold. Some students share the answers with the class. Others make comments. To further understand the definition of friendship and accumulate relative words.
Activity 5 Teacher asks students to read the dictionary entries and pay attention to their features. Teacher asks students to match the words in bold in Activity 4 to the dictionary entries. Teacher invites some students to share the answers with the class. Students read the dictionary entries and pay attention to their features. Students match the words in bold in Activity 4 to the dictionary entries. Some students share the answers with the class. To further understand the relative words in Activity 4.
Activity 6 Teacher asks students to think about the keywords of their own “Friendship soup”. Teacher asks students to work in pairs and create their own recipe. Teacher encourages several pairs to show their recipes to the class. Students think about the keywords of their own “Friendship soup”. Students work in pairs and create their own recipe. Different pairs show their recipes to the class. To enlarge and review the vocabulary about the topic of friendship.
Activity 7 Teacher asks students to read the sentences and find out the purpose of the activity. Teacher plays the audio and asks students to number the events in the correct order. Teacher checks the answer with the class. Students read the sentences and find out the purpose of the activity. Students listen to the audio and number the events in the correct order. Students check the answer with the teacher. To train the skills of grasping the main idea of a conversation through listening.
Activity 8 Teacher plays the audio again and asks students to complete the table. Teacher checks the answers with the class. Teacher asks students to talk about how Andy and Clara give suggestions, and asks students to pay attention to “Learning to learn”. Students listen to the audio again and complete the table. Students check the answers with the teacher. Students talk about how Andy and Clara give suggestions, and pay attention to “Learning to learn”. To learn to understand the details of the listening material. To learn the ways of giving suggestions.
Activity 9 Teacher divides students into pairs and asks them to read the materials on Page 82 and Page 85 respectively. Teacher asks students to work in pairs and make the conversation according to the different materials. Teacher invites several pairs to act out their conversations in front of the class. Students work in pairs and read the materials on Page 82 and Page 85 respectively. Students work in pairs and make the conversation according to the different materials. Several pairs act out their conversations in front of the class. To apply the expressions of giving suggestions.
Activity 10 Teacher divides students into pairs and asks them to talk about a problem that has come up between friends. Teacher invites several pairs to act out their conversations in front of the class. Students work in pairs and talk about a problem that has come up between friends. Several pairs act out their conversations in front of the class. To further practise giving suggestions.
Developing ideas板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与社会——良好的人际关系与社会交往
内容分析 本板块的课文节选自著名短篇小说家欧·亨利的作品《二十年之后》，小说讲述了两位好友相约二十年后见面的故事，所节选的内容呈现了主人公在约定的时间和地点等待重逢的场景；读写部分的范文是在该短篇小说结局的基础上续写的结尾。
教学目标 在本板块学习结束时，学生能够： 理解课文内容，明确故事中的人物形象和特点，评价人物的行为； 初步掌握小说类文体的基本特征和常见的阅读方法，了解欧·亨利小说的主题和结尾特点； 发挥想象，续写故事； 联系自身实际，辩证思考，树立正确的友情观。
教学重点 带领学生理清故事情节，把握小说的基本特征； 引导学生深入理解友谊的内涵和意义，树立正确的友情观。
教学难点 引导学生根据小说线索续写小说结尾； 引导学生辩证思考情与法之间的关系，树立正确的友情观。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher encourages students to read the short introduction to O. Henry. Teacher asks the two questions. Teacher invites some students to give answers. Teacher asks students to pay attention to “Learning to learn”. Students read the introduction. Students answer the two questions. Some students give answers. Students pay attention to “Learning to learn”. To know some information about the author and accumulate literary knowledge.
Activity 2 Teacher asks students to read the passage and find out the main plot and characters. Teacher asks students some questions. Students read the passage and find out the main plot and characters. Students answer the questions. To grasp the plot and character relationships of the story.
Activity 3 Teacher asks students to read the passage carefully and think of the possible ending to “After Twenty Years” with the help of the three questions. Teacher divides the class into groups and asks students to share their endings in groups. Teacher asks students to read the note from the original ending and find out what actually happened. Students read the passage carefully and think of the possible ending to “After Twenty Years” with the help of the three questions. Students share their endings in groups. Students read the note from the original ending and find out what actually happened. To predict the development of the plot and stimulate imagination.
Think & Share Teacher asks students to think about and answer the questions. Students think about and answer the questions. To enhance students’ understanding of the ending and encourage students to show their own opinions.
Activity 4 Teacher asks students to read the three scenes. Teacher divides students into groups and asks them to discuss what happened in each of the three scenes. Teacher asks students to retell the whole story in groups. Teacher asks students to choose characters and do role play in their groups. Teacher invites several groups to act out the story and others make comments. Students read the three scenes. Students discuss what happened in each of the three scenes in groups. Students retell the whole story in groups. Students choose characters and do role play in groups. Some groups act out the story and others make comments. To be familiar with the plot and experience the feelings of the characters. To improve the speaking skill and performance ability.
Activity 5 Teacher asks students to read Bob’s story. Teacher divides the class into groups and asks them to discuss the three questions in groups. Teacher invites one or two groups to share their answers and give reasons, and others make comments. Students read the story. Students discuss the questions in groups. One or two groups share their answers and give reasons, and others make comments. To appreciate the style of O. Henry’s novel ending and enhance the literary quality.
Activity 6 Teacher asks students to pay attention to the key elements of a novel with the help of “Learning to learn”. Teacher asks students to read the story in Activity 5 again and find the key elements in groups. Teacher checks the answers with the class. Students pay attention to the key elements of a novel with the help of “Learning to learn”. Students read the story in Activity 5 again and find the key elements in groups. Students check the answers with the teacher. To find out the key elements of a novel and prepare for the following writing.
Activity 7 Teacher asks students to read the five questions. Teacher asks students to design an ending to the story independently. Students read the five questions. Students design an ending to the story independently. To organise thoughts and make the main plot clear.
Activity 8 Teacher asks students to write their endings independently. Students write their own endings independently. To practice the writing skill.
Activity 9 Teacher invites some students to share their endings and asks others to make comments or discuss together. Some students share their endings and others make comments or conduct a discussion together. To give opportunities for students to present their writings, make comments and learn from others.
Presenting ideas & Reflection板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Speaking
主题语境 人与社会——良好的人际关系与社会交往
内容分析 Presenting ideas板块呈现了两种关于友谊的观点，旨在引导学生对友谊这一话题有更加深入的理解，形成正确的友情观。 Reflection板块引导学生回顾本单元所学知识，及时对自己的学习行为和效果做出评估和判断，反思自己并进行改进。
教学目标 在本板块学习结束时，学生能够： 对友谊这一话题有更深入的理解； 了解英语辩论的基本方法； 进一步升华对友谊内涵的认识，树立正确的友情观。
教学重点 引导学生通过学习，对友谊有更深入的理解； 引导学生了解英语辩论的基本方法，并能运用恰当的表达方式进行辩论。
教学难点 引导学生运用恰当的表达方式进行辩论； 引导学生升华对友谊的认识，让学生树立正确的人生观、价值观。
教学策略 任务型教学法、交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1 Teacher asks students to read the two points of view about friendship. Teacher divides the class into groups and asks them to discuss the two points of view. Teacher asks students to decide which point of view they agree with independently. Students read the two points of view about friendship. Students discuss the two points of view in groups. Students decide which point of view they agree with independently. To help students further understand the meaning of friendship.
Activity 2 Teacher asks students who support the same point of view to form four-person teams and decide their roles. Teacher asks students to think of reasons to support the team’s opinion. Teacher asks students to prepare for the debate. Students who support the same point of view form four-person teams and decide their roles. Students think of reasons to support the team’s opinion. Students prepare for the debate. To guide students to think deeply about the meaning of friendship and get the basic knowledge of a debate.
Activity 3 Teacher asks each team to choose a team with the opposite opinion. Teacher asks students to hold a debate. Teacher makes comments and evaluation. Each team chooses a team with the opposite opinion. Students hold a debate. To encourage students to express their opinions, and help them correctly understand the unit theme.
Reflection
Teacher guides students to recall what they’ve learnt in this unit. Teacher asks students to complete Reflection in Student’s Book. Students rate their performance in this unit, summarise what they’ve learnt and think about what they need to improve. To help students evaluate their performance, review the unit, and think about ways to improve.
Project板块教学设计 (此部分教师可根据教学实际酌情处理。)
课型 Speaking
主题语境 人与社会——良好的人际关系与社会交往
内容分析 本板块要求学生写一首以友谊为主题的诗歌，表达自己的真情实感，并了解诗歌的情感表达方式及语言特征等，帮助学生深入理解友谊的本质和内涵，增进学生与友人的情感，形成正确的人生观、价值观和交友观。学生在教师的指导下，综合运用本单元所学，有效完成开放型任务，进一步挖掘关于友谊的主题语境，提高综合语言运用能力。
教学目标 在本板块学习结束时，学生能够： 了解英文诗歌的基本知识，自主选择合适的结构和观点创作诗歌； 综合运用本单元所学知识，创作关于友谊的英文诗歌，表达自己对友谊的观点或对朋友的情感； 进一步挖掘关于友谊的主题语境，提高综合语言运用能力，形成正确的人生观、价值观和交友观。
教学重点 引导学生了解英文诗歌的基本知识，自主选择合适的结构和观点创作英文诗歌。
教学难点 引导学生综合运用本单元所学知识，创作关于友谊的英文诗歌，提高综合语言运用能力； 引导学生形成正确的人生观、价值观和交友观。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Investigate (In the previous class,) Teacher asks students to collect and read poems on the theme of friendship. Teacher divides the class into groups and asks students to share the poems they collected. Teacher asks the groups to analyse the poems and make notes. Students collect and read poems on the theme of friendship before class. Students share the poems they collected in groups. Students analyse the poems and make notes in groups. To get students prepared for the activities, and develop their ability of individual learning and exploring. To help students get to know the basic elements of a poem.
Plan Teacher asks students to decide what they want to write in the poem independently. Teacher encourages students to decide on the structure and point of view in the poem. Teacher divides the class into groups, and asks students to share their own ideas within groups and make improvements to each other’s ideas. Students decide what they want to write in the poem independently. Students decide on the structure and point of view in the poem. Students share their own ideas within groups and make improvements to each other’s ideas. To help students prepare for the poem writing and make improvements in groups.
Create Teacher asks students to write the poem individually or in groups. Teacher asks students to read the first draft carefully and make revisions or corrections. Students write the poem individually or in groups. Students read the first draft carefully and make revisions or corrections. To offer students a chance to show their ability to write a poem and learn to check their own works.
Present Teacher encourages students to present their poems to the class. Teacher guides the whole class to appreciate and evaluate the poems. Teacher encourages students to make further improvements after class. Students present their poems to the class. Students appreciate and evaluate the poems with the teacher together. Students make further improvements after class. To help students improve skills in presentation. To help students learn from each other.

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