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Unit 4 Friends forever
Using language教学设计
科目：英语 课题：Using language 课时：1课时
教学目标与核心素养：
1. Lead the students to understand the structure and function of the restrictive attributive clauses.
2. Lead the students to understand and use the relative pronouns that, which, who, whom and whose in the context
3. Lead the students to understand the content of general topics related to friendship and be able to use the attributive clauses appropriately.
4. Lead the students to initially recognise the importance of friendship and the way to get along with friends, and form a healthy interpersonal relationship
教学重难点
教学重点：1.Lead the students to understand the basic structure of the attributive clauses.
2.Lead the students to appropriately express ideas, and describe people and things by using the attributive clauses.
教学难点：1.Lead the students to use correct relative pronouns to introduce the restrictive attributive clauses.
2.Lead the students to use the attributive clauses in the real context.
3.Lead the students to recognise the importance of friendship, think about ways to get along with friends form a healthy interpersonal relationship.
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-reading
1. Greeting
2. Leading-in
教师活动：教师请学生欣赏英文歌曲 That's why you go away. 教师将歌曲的歌词展示并且向学生提问这是什么从句。
(1) Love is one big illusion that I should try to forget.
(2) You're the one who set it up now.
(3) I'm the one who is feeling lost right now.
(4) Now you want me to forget every little thing that you said.
二、While- reading
学生活动：完成活动1。
a We can...stay in touch with the people that we want to remain friends with.
b The digital age also enables us to find people who share our interest…
Ask the students to read the sentences in the first box and pay special attention to the words in bold. Then ask
the students to answer questions 1-2.
1. What does "that" refer to in sentence (a) The people.
2. What does "who" refer to in sentence (b) People.
Ask the students to compare the sentences in the second box with those in the first box. Then ask the students to answer questions 3-5.
c We can...stay in touch with people. We want to remain friends with them.
d The digital age also enables us to find people. These people share our interests...
3 What is the difference between the two groups of sentences
Sentences (a) and (b) both contain a clause defining a noun in each sentence. Sentences (c) and (d) are each constructed with a pair of simple sentences, with one defining a noun that appears in the other sentence in each pair.
4 Why does the author choose to use sentences (a) and (b) in the reading passage
Because there is a closer link and connection between "people" and the clause defining it in sentences (a) and (b).
It also makes the passage clearer, and creates an emphatic effect on the people or things being defined.
5 What other words are used to introduce attributive clauses What do they refer to
Other words used to introduce attributive clauses include "which", "whom" and "whose". They can refer to an object or a thing, a person as the object of an action and the relationship of belonging.
More sentences with attributive clauses in the reading passage:
... the Internet can connect us with others who also enjoy doing them...
... people tend to post only positive updates that make them appear happy and friendly.
教师活动：语法讲解
一、定语从句的基本概述：复合句中用来限制、描绘或说明主句中某一名词或代词而起定语作用的从句叫定语从句；定语从句所修饰的名词或代词叫做先行词；引导定语从句的词叫关系词。按照关系词在定语从句中所作的成分，可将关系词分为关系代词和关系副词。非限制性定语从句往往是对先行词或整个主句进行附加说明，主从句的关系并不十分密切，如果省略非限制性定语从句，主句的意义仍然完整清楚，而且主句和从句之间往往用逗号隔开。
二、关系代词的用法
被定语从句修饰的词叫作先行词；连接先行词与从句的词叫关系词（包括关系代词和关系副词）。关系词不仅在先行词与定语从句之间起连接作用，而且也充当定语从句中的一个成分。
关系代词除了指代主句中的先行词外，同时还在定语从句中作主语、宾语、表语等。作宾语时可以省略；但关系代词作介词宾语，而且介词提到它的前面时，关系代词不能省略。
关系代词的用法如下表所示：
关系代词 修饰的先行词 从句中所作的成分
Who 人 主语，宾语
Whom 人 宾语
Whose 人或物 定语
That 人或物 主语，宾语，表语
Which 物或事 主语，宾语，表语，定语
As 人，物或事 主语，宾语，表语
1. who, whom的用法who和whom引导定语从句，二者都用于指人。who在定语从句中作主语，whom在定语从句中只作宾语。在现代英语中，跟特殊疑问句一样，作宾语时可以用who代替whom。
2. whose引导定语从句，既可指人也可指物，它表示先行词和它所修饰的词是所属关系，在定语从句中作定语。
I want to help the children whose parents died in the earthquake.
我想帮助那些父母在地震中丧生的孩子们。
We must repair the desks whose legs are broken.
我们必须修理断了腿的桌子。
除了用whose表所属关系以外，在whom和which之前加of也可以表示所属关系（即：of whom，of which）。
这时名词需要特指，应加定冠词，放在of whom, of which之前或之后均可。例如：
I want to help the children whose parents died in the earthquake.
= I want to help the children of whom the parents died in the earthquake.
= I want to help the children the parents of whom died in the earthquake.
3.which的用法
which引导定语从句用来指物，在定语从句中作主语、宾语或表语，偶尔作定语。
The river which runs through the centre of the city brings us lots of pleasure.
穿过市中心的那条河给我们带来了很多欢乐。（which在从句中作主语）
Do you remember the holiday (which) we spent together？
你记得我们一起度过的那个假期吗？（which在从句中作宾语）
He was not sick, which some of the other passengers were.
他没有生病，但有些其他旅客却病了。（which指代形容词sick，在从句中作表语）
4.that的用法
that引导定语从句，既可指人也可指物，指人时可与who或whom互换，指物时可与which互换。在从句中可作主语、宾语、表语。作宾语时可以省略；作介词的宾语时介词不能提到that之前。
Jane is no longer the person（that/who/whom）I worked with several years ago.
珍妮不再是几年前我共事的那个人了。
（that, who, whom在从句中作宾语）
This is the supermarket that/which sells a variety of goods.这就是那个卖各种各样的商品的超市。（that, which在从句中作主语）
5.as的用法
as引导定语从句主要用于两种情况：一种是限制性定语从句，先行词由as, so, such, the same修饰；一种是非限制性定语从句，其先行词是整个主句，即as指代整个主句的内容。
（1）as引导限制性定语从句，先行词前有as，so，such，the same修饰。
当先行词前有as，so，such，the same等修饰时，关系代词常用as，它在从句中作主语或宾语。
Such people as have made great contributions to the world should be greatly respected.那些对世界作出巨大贡献的人应受到极大的尊重。（as作从句的主语）
You may take as many chairs as you need.
你需要多少椅子就拿走多少椅子。（as作need的宾语）
My parents have not so much money as I want.
我父母没有我需要的那么多钱。（as作want的宾语）
He made the same mistake as you made in the last exam.
在上次考试中，他犯了跟你相同的一个错误。（as作made的宾语）
（2）as引导非限制性定语从句，其先行词是整个主句。
as也可以引导非限制性定语从句，先行词就是整个主句，它在定语从句中作主语、宾语。它引导的从句可以位于主句前，也可以位于主句后，还可以位于主句中间。
As everybody knows, Shakespeare was a great English writer.
众所周知，莎士比亚是一位伟大的英国作家。（从句在主句之前，as作从句的宾语）
Tom is a brave boy, as is described in the report.
汤姆是一个勇敢的男孩，这正如在报道中描述的那样。（从句在主句之后，as作从句的主语）
The project, as we had expected, got along well.
正如我们所预料的那样，工程进展顺利。（从句在主句中间，as作从句的宾语）
as引导非限制性定语从句时，常见的固定表达：
as we all know众所周知
as I can remember正如我所记得的
as often happens这经常发生
as we expect正如我们预料的那样
as you see这一点你明白
as has been said before如前所述解
as is well known众所周知
as was expected正如预料的那样
as can be seen看得出来
as may be imagined正如可以想象出来的那样
as has been said above如上所述
as we all can see正如我们都能看到的那样
as is often the case情况常常如此
as everybody can do正像人人都能做到的那样
学生活动：完成活动2。
Rewrite the underlined sentences with that, which, who, whom or whose.
1. Ask the students to read the passage and get the main idea of the passage.
2. Ask the students to read the underlined sentences carefully and rewrite them.
3. Check the answers with the class.
Suggested answers:
1. Lucy is my friend who/that has a hearing problem.
2. So I learnt a new language which/that allows me to "speak" with my hands.
3. Lucy is a smart girl whose ideas are always inspiring.
4. I sometimes have problems (that/which) I can't solve.
5. Lucy is a good listener (whom/who/that) I enjoy sharing moments of my life with.
学生活动：完成活动3。Complete the online forum post with that, which, who, whom, or whose.
Walk and Talk is a group 1 _____ meets every Sunday. It is free to join. Walk and Talk is perfect for anyone 2 _____ weekends need some excitement. We are all teenagers 3 _____ love walking and making new friends.
We want you to join us! The next walk 4_____ is open to new members is on 22 July. You can also bring your friends. However, anyone 5_____ you bring must be over 12 years old.
Come along and join the fun!
Suggested answers:
1. that/which
2. whose
3. who/that
4. which/that
5. whom/who
完成活动4 5。
Friendship soup
Like any good soup, this won't fail to make you smile when you're feeling down.
All you need to get started is a box of love.
Pour it into a pot and mix it with five grams of smiles.
Next, add:
two cups of trust,
one spoon of encouragement,
three spoons of helpfulness,
three cups of good conversation,
one pack of similar interests,
one glass of comfort,
two drops of patience,
one bag of passion,
one piece of generosity,
... and a slice of humour !
Match the words in bold in Activity 4 to the dictionary entries.
__________________ noun [U] an act of being kind, especially by giving things to others
__________________ noun [U] a feeling that shows you believe that someone is honest and fair
__________________ noun [U] a strong feeling of love or interest
__________________ noun [U] a quality that offers help to others
__________________ noun [U] words or actions that make people feel better
__________________ noun [U] the quality of being funny and understanding funny situations
__________________ noun [U] words or actions that give someone support and hope
__________________ noun [U] the ability to wait without becoming anxious or angry
参考答案：generosity trust passion helpfulness comfort humour encouragement patience
三、After-reading
Work in pairs. Talk about the keywords of your "Friendship soup" and create your own e up with more words if you can.
参考答案：ability, ambition, attraction, bravery, carefulness, confidence , cooperation, creativity, dedication, diligence, discipline, duty, energy, enterprise, frankness, independence, intelligence, kindness, logic, modesty, objectiveness, optimism, perseverance, politeness, punctuality, responsibility, selflessness, support, sincerity steadiness, tirelessness.
四、Summary
总结课上所学
五、Homework 完成本节课同步练习
2Unit 4 Friends forever
Understanding ideas教学设计
科目：英语 课题：Understanding ideas 课时：1课时
教学目标与核心素养：
1. Lead the students to be familiar with the topic "make friends online" and get them equipped with words,
phrases and sentences related to the topic. Students can master more knowledge of English syntax and use the knowledge in context.
2. Help the students learn to compare cultural differences and similarities between western culture and eastern
culture and form correct values and moral feelings about making friends online. Meanwhile, lead them to build positive self-confidence and self-improvement.
3. Instruct the students to fully understand the reading passage and get what the author is trying to express and lead them to develop their dialectical thinking ability.
4. Help the students improve their reading skills, such as skimming and scanning. Encourage students to access learning resources from different channels, and learn more effectively. Choose appropriate strategies to monitor, reflect and evaluate their own learning process.
教学重难点
教学重点：1.Lead the students to understand the passage through reading.
2.Get to know the main idea of each paragraph.
3.Students learn about the stylistic features of argumentation.
教学难点：1. Help the students sort out the relevant details of making friends online. 2. Students get to know and judge the phenomenon of making online friends in a proper way.
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-reading
1. Greeting
2. Leading-in
教师活动：教师问学生以下问题让学生用自己的语言回答：
What kind of friends do you like
Honest, kind, helpful, loyal, selfless…
How many ways do you employ to make friends
Joining a club; using a social app; through other friends…
What do you think of making friends online
It has both advantages and disadvantages.
2、 While- reading
学生活动：完成活动1。Look at the questions about friendship and tick your answers.
1 How do you prefer to make friends？
Joining a club to meet people who share the same interests.
Using a social app.
Through other friends.
Posting a "friends wanted" notice online.
Taking part in community activities.
2 How do you prefer to communicate with friends every day
Talking face to face.
Using social networking apps.
Writing letters.
Writing emails.
Telephoning each other.
3 How do you stay in touch with faraway friends
Using social networking apps.
Writing letters.
Writing emails.
Telephoning.
Visiting friends whenever possible.
Fast reading
1. What is the type of this passage
Argumentation.
2. What is the main idea of each paragraph
Para.1: Technology has changed the way of making friends.
Para.2: Today it's easy to keep in touch with friends.
Para.3: Today it's easy to find friends who share our interests.
Paras.4-7: It's difficult to judge whether online friendship is real or not.
Para.8: We should take an unprejudiced attitude to online friendship.
3. What is the meaning of the title "CLICK FOR A FRIEND"
Is it possible to find areal friend online
学生完成活动2的练习。Find out the author's opinions about online friendship.
In the author's opinion, the social media tools enable us to find people who share our interests and to stay in touch with the people that we want to remain friends with. But some people tend to hide something from others and make themselves appear happy and friendly. They are not true friends.
Careful reading
Teacher's activity
Ask the students to read the passage carefully and find out the answers to the questions and then check the answers with their partners in their groups.
Ask some groups to show their answers.
Ask the students to translate the important sentences and the teacher gives instruction.
1. Why does author ask questions in paragraph 1
2. How does the digital age benefit us
3. How can we judge if online friendship is real
4. What does the sentence "this doesn't mean that we should throw the baby out with the bath water" mean
Suggested answers
1. The author asks two questions to introduce the topic.
2. We can move around the world and still stay in touch with the people that we want to remain friends with. Social media tools let us see what our friends are up to and maintain friendships. The digital age also enables us to find people who share our interests.
3. The real friends online always exchange true personal information online.
4. We shouldn't throw anything valuable away with something unwanted.
学生活动：学生完成活动3。
Choose the author's purpose in writing the passage.
1 To prove that making friends was easier in the past.
2 To illustrate how it is better to make friends online.
3 To persuade people to abandon traditional ways of making friends.
4 To discuss the advantages and disadvantages of making friends online.
参考答案：4。
学生活动：完成活动4。
Past People lost track of their friends after 1 _______ The only way to stay in touch was 2 ______ Ways of making friends Present It's easy to 3________ with social media tools. Online, people can easily make new friends with those who 4_____
It can be real if people 5 ___online. Online friendship: real or not It might not be real because social media doesn't present 6______, and people tend to 7 _____.
1 moving to a new town 2 writing letters 3 maintain friendships 4 share their interests 5 exchange true personal information 6 the whole truth about a person 7 post only positive updates
三、After-reading
学生活动：Think & Share
1 Why does the author say "But this doesn't mean that we should throw the baby out with the bathwater"
Do you know of any similar sayings in Chinese
2 Do you prefer to make friends online Why
参考答案：
1 Because there are both advantages and disadvantages to online friendships, and the author
wants to remind us to treat them rationally (理性地) and wisely. Similar saying in Chinese: 因噎废食.It literally means to stop eating for fear of (因害怕) choking. It's used as a metaphor(比喻)of the action of stopping doing something for fear of its disadvantages.
2 Students' own answers.
四、Summary
总结本节课所学。
五、Homework
1. Sum up what they learned in class and take notes.
2. Preview the next period.
2Unit 4 Friends forever
Developing ideas
Writing教学设计
科目：英语 课题：Developing ideas 课时：1课时
教学目标与核心素养：
知识目标：学生能够理解和使用相关单词，词组和句子结构
能力目标：学生能够准确得组织语言，完成写作任务
情感目标：学生对于友谊有更加深入的理解，懂得珍惜自己珍贵的友谊
教学重难点：
教学重点：学生会灵活运用学习到的单词，词组及表达，完成写作任务
教学难点：提高学生对于写作的兴趣
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-writing
1. Greeting
2. Leading-in
教师活动：教师引导学生复习上节课的单词，重点讲解本节课的单词。
学生活动：学生完成活动5。Read and answer the questions.
1 How did Bob feel when he finally got out of jail
Bob felt lost and helpless.
2 What kind of ending is this More than one description may be suitable.
A happy ending
A sad ending.
A surprise ending.
An open ending
3 Do you like this ending Give your reasons.
Students'own answers.
学生活动：完成活动6。
Read the ending in Activity 5 again. Find the expressions that describe:
Settings
Character
Actions
· Expressions that describe settings: out of jail, cold wind, cold, dark night
· Expressions that describe characters: now 58, lost and helpless, a young man, a familiar-looking man in his thirties, doubtfully
· Expressions that describe actions: stepping out of, smiled bitterly, heard, turned around, was surprised to find, replied, unfolded, shaking, finished reading, shouted in surprise, smiled
2、 While-writing
学生活动：学生完成活动7和8。
Come up with your own ending to Jimmy and Bob's story, twenty years after Bob was arrested. Answer the questions to help you.
1 What type of ending will it be
2 Do you want to introduce other characters in the ending If so, who are they
3 Where will the ending take place
4 What has happened to Bob and Jimmy over the past twenty years
5 How will the story end
Learning to learn
To bring your story to life, describe the settings and characters.
Settings: time, location and descriptions of the environment or surroundings help your readers picture the scene. For example, The street was long and dark, and there was no one around.….
Characters: introducing characters means describing both appearance and personality.
For example, He was a tall man with curly brown hair. She always seemed happy and friendly.
Characters' actions, or their behaviours, not only tell your readers what kind of people they are, but also drive the plot forward and create a particular atmosphere.
写作思路
（一审、二定、三明确、四分段）
（1）一审：确定写作体裁和主题体裁：记叙文主题：故事结尾描写
（2）二定：确定时态和人称（与体裁和主题息息相关）
（3）三明确： 明确写作要点：①内容要求 ②词数要求：100词左右。
（4）四分段：（与写作要点息息相关）结合写作要点分段落。
三、After-writing
教师活动：邀请几位同学展示他们的作品。
It was a cold winter night when Bob ca me out of jail. After twenty years behind bars, he felt like a stranger to the city and everyone in it. Lost and helpless, he didn't know where to go or whom to go to. A year after he had been arrested, his wife had left him and taken their daughter with her. Former good friends had cut all contact with him. "Is there anyone here who still thinks of me " he wondered bitterly. Recalling the night twenty years earlier that had completely changed his life, he wandered blindly through the streets. In the dim light of a street lamp, he noticed an old man sitting on a bench. "Another lonely man, just like me," he thought to himself. "Bob," the old man looked up. Although twenty years had passed, he could still recognize that face-Jimmy's face. "I'm here for our meeting, though I don't know if you still want it. Anyway, welcome home, buddy!" "Long time no see," murmured Bob, his voice trembling. The uncertainty was gone. He now had a home.
四、Summary
总结课上所学。
作业布置：复习本节内容，完成同步练习。
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