资源简介

学习主题 Unit 4 Friends forever Helping our friends 帮助我们的朋友
学科 英语 年级 高一 时长 45分钟
背景 分析 一、课标分析 《普通高中英语课程标准(2020年修订版)》(以下简称《新课标》)明确指出普通高中英语课程的总目标是“全面贯彻党的教育方针，培育和践行社会主义核心价值观，落实立德树人根本任务，在义务教育的基础上，进一步促进学生英语学科核心素养的发展，培养 具有中国情怀、国际视野和跨文化沟通能力的社会主义建设者和接班人”,为本课教学设计提供了以下四点重要的理论依据。 首先，英语学科育人价值集中体现在学生英语学科核心素养的发展上。本课旨在培养学生理解和表达珍贵友情、如何维护友情、如何帮助朋友的英语语言能力，树立正确的友情观，提升归纳与建构有关朋友情谊的知识体系，并巩固自主与同伴协作的学习能力；帮助学生逐步形成正确价值观、必备品格和关键能力。 其次，发展学生英语学科核心素养的基础是英语课程内容六要素。本课以“帮助朋友”的主题为引领，以教材听力(Clara与Andy帮助朋友Matt一起旅行)的多模态语篇为依托，将相关的语言知识学习、在知识的建构中形成的对友情的深层认知、态度和价值取向、听说读看的语言技能发展，以及自主与协作的学习策略运用融合在四十五分钟线上教学中。 再次，活动是英语学习的基本形式，基于英语课程内容六要素整合，在教学过程中要形成指向学科核心素养发展的英语学习活动观。本课教学设计便包含了获取、梳理听力文本中有关Clara与Andy提出帮助建议和评论的交际性信息的学习理解类活动；在为学生A修复与学生B的友情提出建议的创新类、实践类活动。 最后，为进一步促进学生有效学习和英语学科核心素养发展，普通高中英语课程还应重视现代信息技术应用。本课使用腾讯会议线上教学平台，在防控疫情的特殊时期营造全信息化教学环境，促进信息技术与英语课堂教学评各环节的融合，努力实现线上英语教学中的人际互动、观点碰撞与情感交流，提高学生英语学习效率。 教材分析 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”，如图1单元语篇内容分析图所示。本单元围绕Friends forever这一主题，探讨交友和友谊的话题。教材通过向学生呈现有关友谊的音频、视频资料以及诗歌、论说文、网络论坛帖子、对话和小说等不同类型的文本阅读材料，语篇内容丰富，包括诗歌《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，引导学生从不同角度理解友谊和朋友的深刻内涵，在知识的建构中形成对友情的深层认知、态度和价值取向，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，从而让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，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，并在对主题意义探究的过程中，习得语言知识、锻炼语言技能、发展思维能力。 图1单元语篇内容分析图所示 学情分析 授课学生为周口店中学高一（1）班学生, 整体来看, 智力发展渐趋成熟，学习态度比较端正。同时高中阶段正是学生人生观、价值观和世界观形成的关键时期和重要阶段，他们对于友情的话题有自己的观点并乐于表达。1班学生上课大部分听讲状态良好，学习兴趣一般。学生的英语听说、阅读、写作等基础较为薄弱，语言运用能力需要加强，整体缺乏一定的自主思考能力。 教学重难点分析 教学重点： summarize the main idea from a conversation and number events in correct order. talk about how Andy and Clara give suggestions. 教学难点： 1. infer the speaker's attitude by analyzing stress and intonation. 2. have a similar conversation about solving a problem and give some suggestions.
学习 目标 At end of this class,students can: summarize the main idea from a conversation and number events in correct order. 2. talk about how Andy and Clara give suggestions. 3. infer the speaker's attitude by analyzing stress and intonation. 4. have a similar conversation about solving a problem and give some suggestions.
问题 框架
方法 策略 针对“听力文本信息充实，不易于学生在短时间内获取所有细节信息”的问题，本节听说课将采取“总分总”的教学结构，对细节信息进行分类着重处理。首先，教师引导学生预测听力文本内容，通过第一遍完整听，验证听前猜想并确认材料大意；随后，教师通过将学生分成两组分别听取不同内容，形成信息差；再次，学生再次回顾听力内容进行suggestions与comments的表格听力；最后，学生回顾所听内容，围绕“如何帮助朋友”的话题进行如何提出建议的讨论。这样做有助于高一学生在理解听力文本大意与结构的基础上，更加有效且全面地获取细节信息，并在最近发展区内巩固与提升精听、记笔记和复述的英语语言能力。 为缓解“因疫情影响采取网课的教学形式，师生互动可能存在时间延迟”的问题，本节课前将提前与学生沟通，排除潜在的技术问题干扰，并督促学生做好上课准备。课堂上将使用腾讯会议线上教学平台，通过上麦、评论区互动等教学互动形式，提高课堂活动效率，增强学生积极性。
教学活动设计
课堂教学活动 活动目标 步 骤
Activate Students’ theme-related background knowledge. Lead-in T shows the questions and asks Ss to have a free talk. Questions: Have you ever had problems between you and your friends What did you do to solve them
Improve Students ability of prediction before listening. Activity 1 Prediction T asks Ss to read the six sentences of activity 7, and predict what happened among these three friends.
Firstly, listen to gist the main idea of the tape. Activity 2 First listening students listen to the tape at first time to check their prediction and number the events.
Work together to exchange information Activity 3 Second listening T divides the Ss into two groups and asks group one to listen and answer question 1-3, group 2 to listen and answer question 1,4,5. 2. Work in pairs from the two groups and exchange information with each other. Questions: Why don't they wait until Matt's better What may happen if they send Matt photoes of the places they visit Why don't they send funny postcards from every place they visit to Matt ________ aren’t allowed in some places. Which suggest does Andy agree with 3. T helps students to get more detail information about the tape.
Listen to get more detail information and improve ability of taking notes during listening. Activity 4 Third listening Ss listening for detailed information and fill in the blank.
Summarize the way to give suggestions and be prepared to speaking part. Activity 5 Talking T asks students to answer the question according to the form. ①What are the speakers doing ②How does the speaker make suggestions Ss read “Leaning to learn”on page 57 to summarize the way to give suggestions.
Get in used of learning. Activity 6 Practice Student A has a problem. One of A's friends has been avoiding A all week. He/She doesn’t talk to A and refuses to text or phone back. Student A asks student B for help. B should give A some suggestions as to how to solve it. Students read the passage by themselves and try to give suggestions to Student A.
Have a deep thinking of friendship. Activity 7 Thinking T asks Ss to read two sentences and talk about What they can learn from these two sentences. He doesn’t want us to give up our holiday because of him. Matt will be in the photos, too, as if he were there with us.
支撑材料 外研版英语必修一教材、PPT
板书设计 Suggestions: 1. You could...V 2. How about... V-ing 3. Why don't you... V
评价设计
课后作业（活动） 活动目标 作业（活动）要求
Make a dialogue to review about giving suggestions and think about friendship deeply. Option 1. Write down a dialogue about asking for help and giving suggestions. Option 2. Search more sayings about friendship .

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