资源简介

教学设计
课 题 Unit4 Friends foreverStarting out & Understanding Ideas 学 科 英语 班 级 Class 授课教师
单 元目 标 1 语言能力目标能够理解与友谊相关的语篇内容，在阅读过程中通过关注主题句、关键句、主题词等内容把握文章大意，推断作者的观点和态度。2 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。3 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，辨析友谊与法律之间的关系，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。4 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。
重 点 带领学生阅读课文，使学生能够熟悉话题语境，获取课文的主旨大意，判断作者对网络交友的态度。
难 点 1 关注英文诗歌的诗节、韵律和韵脚等现象，对英文诗歌有更充分的认识，体会英文诗歌的音韵美，创作有关友谊的英文诗歌；2 理解课文结构及内在逻辑关系，梳理相关的细节信息，初步了解论说文的文体特征。
教 学方 法 Interactive Reading ApproachCritical Reading Approach
教学内容与过程 Step1 Warming up教师引导学生听诗歌的录音，了解友谊的意义和作用，初步导入话题。第一步：播放诗歌录音，请学生先听录音再阅读诗歌，理解诗歌的大意。第二步：请各小组讨论诗歌的主旨，并回答学生用书中给出的两个问题。第三步：请部分小组分享自己的答案，说明希望将这首诗歌赠与哪位朋友，并对他（她）进行介绍。Listen and read the poem. Answer the questions.1 What is the poem about 2 Who would you send this poem to and why ○参考答案1 The poem is about friendship.2 Students’ own answers.Step2 Starting out 教师带领学生观看视频，了解以友谊为主题的著名诗歌，激活已有的语言、背景知识，激发对话题的兴趣。第一步：播放视频，请学生通过看画面和听旁白，试着回答学生用书中给出的三个问题。第二步：再次播放视频，请学生检查自己的答案是否正确。如果学生理解有困难，可多播放几遍视频。第三步：学生分组讨论问题的答案，说出更多关于友谊的中英文诗歌。第四步：请部分小组回答问题并分享更多诗歌，其他小组进行评价或补充更多以友谊为主题的诗歌。○参考答案1 Auld Lang Syne.2 It mainly reminds people to remember and value old friendships.3 Students’ own answers.Watch the video and answer the questions. 1 Which poem is mentioned in the video 2 What idea does the poem mainly express 3 What other poems do you know on the same topic Step3 Understanding ideas Activity 1 Brainstorming教师在读前活动中，帮助学生提前熟悉文章话题，激活背景知识。第一步：全班展开头脑风暴，列举自己喜欢的交友方式和与朋友交流、保持联系的方式。第二步：根据头脑风暴的结果，学生分组拓展学生用书中活动的选项，并讨论自己喜欢的方式。第三步：各小组组内交流各自的答案，并统计组内最受欢迎的交友方式和与朋友交流、保持联系的方式。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.Now work in groups and find out the most popular answers. Share your group‘s result with the class.Activity 2 ReadingⅠ.Reading for the author’s opinions.教师在读中活动中，引导学生带着任务阅读课文、理解课文。第一步：学生浏览活动指令，确认阅读中应特别注意的信息。第二步：学生快速阅读课文，找出作者对网络交友的观点。第三步：请部分学生回答问题，教师可酌情讲解，引入课文学习。Read the passage and find out the author’s opinions about online friendship.Ⅱ.Reading for main idea.引导学生在阅读过程中通过关注主题句、关键句、主题词等内容把握文章大意，推断作者的写作意图。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. Ⅲ.Reading for detail information.第一步：请学生仔细阅读课文，标记出表明课文主题和逻辑结构的语句。第二步：学生分组，然后根据标记的语句，讨论和整理课文的逻辑脉络，提取主要细节信息，并绘制思维导图。第三步：学生独立完成图表，并对比图表内容，调整自己的思维导图。第四步：各小组在组内通过图表和思维导图复述课文。 Complete the diagrams with expressions from the passage.Activity 3 Discussion第一步：学生分组讨论学生用书中两个问题的答案。教师引导学生根据上下文理解句意，对比中外文化，并联系自身实际，深入思考网上交友的利弊。第二步：请个别学生回答问题，其他学生进行补充或展开自由讨论。 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 and wisely.Similar saying in Chinese: 因噎废食. It literally means to stop eating for fear of choking. It’s used as a metaphor of the action of stopping doing something for fear of its disadvantages.2 Students’ own answers. 备注教学设计
课 题 Unit4 Friends foreverUsing language（grammar） 学 科 英语 班 级 Class 授课教师
教 学目 标 1恰当运用定语从句对目标内容进行修饰、说明。2 通过了解限制性定语从句的结构和表意功能，掌握关系代词的用法，并能够在实际语境中运用。3 掌握关系代词的用法，在真实语境中巩固对定语从句的理解。
重 点 引导学生自己去发现、总结限制性定语从句的使用规律。
难 点 理解关系代词的用法，引导学生发现并总结不同的关系代词能够替代的先行词类型及其在从句中能够充当的成分。
教 学方 法 Situation Approach. Learn grammar through practice.
教学内容与过程 Step1 Discover rules: Attributive clauses(1)第一步：引导学生独立朗读并对比两组例句，发现其在句子结构上的不同之处，并关注第一组例句中的粗体部分。第二步：学生分组对比两组例句，基于活动中的问题展开讨论，发现并归纳限制性定语从句的表意功能、关系代词的基本用法及其在语篇层面的效果。第三步：请个别小组分享答案并总结限制性定语从句的表意功能和用法，教师可根据学生水平酌情进行补充和扩展。第四步：学生在文中找出更多由关系代词引导的限制性定语从句，体会其表意功能和用法。Look at the sentences from the reading passage and answer the questions.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 interests… 1 What does “that” refer to in sentence (a) 2 What does “who” refer to in sentence (b) Compare them with the following sentences and answer the questions.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 4 Why does the author choose to use sentences (a) and (b) in the reading passage 5 What other words are used to introduce attributive clauses What do they refer to ○参考答案1 “That” refers to “the people” in sentence (a).2 “Who” refers to “people” in sentence (b).3 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 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 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.Step2 Presenting定语从句讲解定语从句是由关系词（关系代词或关系副词）引导的从句，其作用是作定语修饰主句的某个名词或代词，其功能相当于形容词，被修饰的名词或代词被称作先行词。关系词一般有三个功能：①起连词作用，引导从句；②代替先行词；③在从句中充当一个成分、起一定的句法作用。定语从句中关系代词的基本用法如下其中 that 与 who 指人作主语或宾语时均可互换；that 与 whom 指人作宾语时可互换；that 与 which 指物作主语或作宾语时均可互换；that, which, who(m) 作宾语时，在口语或非正式场合可以省略。例如：He is the man that / who won the first prize in the competition. 他就是在这次比赛中获得第一名的男子。Is this the girl (that / who / whom) you talked of in your letter 她就是你在信中谈及的那个女孩吗？The train that / which has just left is for Shenzhen. 刚出发的这趟列车是开往深圳的。Where is the book (that / which) I bought last week 我上周买的那本书在哪儿？Step3 Rewrite sentences 教师带领学生改写句子，在真实语境中巩固对定语从句的理解。第一步：学生独立阅读语篇，整体理解语境和语篇大意。第二步：学生分组，然后按要求改写画线句子，比较并讨论改写前后的表达有何不同。第三步：请个别小组分享改写的句子，全班核对答案。第四步（适合程度较好的班级或学生）：请学生根据语篇内容，简要介绍 Lucy，并鼓励学生在介绍中恰当使用由关系代词引导的定语从句。Rewrite the underlined sentences with that, which, who, whom or whose.○参考答案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.Step4 Practice 教师引导学生在真实、具体的语境中运用定语从句，并鼓励学生通过参加集体活动结交志同道合的朋友。第一步：学生独立阅读语篇，整体理解语境和语篇大意。第二步：学生分组，选择恰当的关系代词填空，补全语篇。教师引导学生复习网络论坛文体的特点。第三步：请个别小组阅读完整的语篇，全班核对答案。教师鼓励学生通过参加集体活动结交志同道合的朋友。Complete the online forum post with that, which, who, whom or whose.Walking group welcomes new members!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 e along and join the fun!○参考答案1 that / which 2 whose 3 who / that 4 which / that 5 whom / whoStep5 Homework联系生活实际，写一篇其他集体活动的招募帖。恰当使用由关系代词引导的定语从句，号召志同道合的朋友加入。 备注教学设计
课 题 Unit4 Friends forever-Using language（listening & speaking） 学 科 英语 班 级 Class 授课教师
教 学目 标 1 引导学生听懂与友谊有关的一般性话题内容，并能恰当地运用功能表达向朋友提出建议；2 引导学生初步认识到友谊的重要性和与朋友相处的方法，形成健康的人际关系。
重 点 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。
难 点 引导学生掌握并能够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。
教 学方 法 Audio-lingual Approach
教学内容与过程 Step1 Warming up: Friendship soupTask1 教师引导学生阅读“友谊汤”的食谱，熟悉关于朋友的可贵行为和品质的词汇。Read the recipe and work out the meaning of the words in bold.Friendship soupLike 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!Task2 教师带领学生将粗体部分的单词与词典中的释义匹配，进一步理解词义。Match the words in bold to the dictionary entries. ○参考答案generosity comfort trust humour passion encouragement helpfulness patienceTask3 鼓励学生展开头脑风暴，尽可能多地提供可加入“友谊汤”的“食材”，拓展与话题相关的词汇。Work in pairs. Talk about the keywords of your “Friendship soup” and create your own e up with more words if you can.Step2 ListeningTask1 Ordering第一步：学生分组，阅读活动中需要排序的内容，理解活动意图，做好听前准备。第二步：播放录音，请学生理解对话大意，完成排序。如需要，可再次播放录音。Listen to the conversation and number the events in the correct order.___Andy and Clara thought about postponing their trip.___Matt broke his leg.___Andy and Clara agreed on a plan.___Matt called Clara.___Andy, Clara and Matt decided to go to London.___Andy and Clara made a cardboard version of Matt.○参考答案4 2 5 3 1 6Task2 Listening to complete the table第一步：播放录音，学生根据听到的信息，补全表格中的信息。如需要，可以再次播放录音。第二步：请部分学生朗读表格内容，全班核对答案。第三步：再次播放录音，请学生做笔记，记录对话中用以提出建议的表达方式。第四步：请学生分组讨论对话中向别人提建议的表达方式，提醒学生同时关注提建议时的语气、句式等。第五步：请部分学生分享自己的笔记，并根据表格内容和笔记模仿、还原情境对话。第六步：鼓励学生思考其他可以帮助 Matt 的方法，并用适当的英语表达提出建议。Listen again and complete the table.Now talk about how Andy and Clara give suggestions.Listen again if necessary.○参考答案1 photos 2 feel even worse3 funny postcards 4 take days5 video chat 6 allowed7 life-sized 8 laughStep3 After-listening: making a dialogue教师鼓励学生运用前面活动所学习的语言知识，将“听”与“说”的技能结合起来，借助学生用书中提供的话题情境和实用短语，编演新的对话，解决朋友间的问题。第一步：请学生两人一组，分别阅读指定材料，根据活动任务进行分工，为编演对话做好准备。第二步：各小组编演对话。提醒学生在对话中运用前面活动所学的语言知识、框架和表达。第三步：请几组学生进行展示。Work in pairs. Act out the conversation to solve a problem between friends. Student A: Turn to Page 82. Student B: Turn to Page 85.Step4 Homework联系自身实际，选择一个你与你的朋友间需要解决的问题，自创情境，编演对话。 备注教学设计
课 题 Unit4 Friends forever--Developing ideas 学 科 英语 班 级 Class 授课教师
教 学目 标 1 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；2 初步掌握小说类文体的基本特征和常见的阅读方法，了解 O. Henry 小说的主题和“欧·亨利式”结尾的特点，和小说结尾的写法；3 联系自身实际，进一步深入理解友谊的意义和内涵，辩证地思考情与法之间的关系，树立正确的友情观。4 能够深入理解友谊的内涵与意义，辩证地思考情与法之间的关系，形成正确的人生观、价值观；
重 点 掌握小说的文体特点和常见的阅读方法。
难 点 能够运用所学为小说续写结尾。
教 学方 法 Task-based Approach.Group Work.
教学内容与过程 Step1 Leading-in了解 O. Henry 的背景信息，并谈论自己的看法，为阅读活动预热。Read the short introduction to O. Henry and answer the questions.1 Have you read any stories by O. Henry Share one with the class. 2 Do you like stories with surprise endings Why or why not Step2 Fast-reading教师在读中活动中，请学生带着问题快速阅读课文。第一步：请学生阅读活动指令，明确阅读任务。第二步：阅读课文，把握小说故事情节和人物关系，并回答问题。第三步：全班核对答案并讨论。Read the passage and find out why the man is standing outside the shop.○参考答案Because he is waiting for his friend Jimmy.Step3 Detail-reading第一步：请学生回答学生用书中的三个问题，根据文中的内容和线索，想出故事结尾。第二步：学生分组并在组内分享自己的结尾构思并陈述理由。第三步：学生阅读小说真实的结尾，体会“欧·亨利式”结尾的特点。Work in groups. Think of a possible ending to “After Twenty Years” and find evidence to support your ideas. Use the following questions to help you. 1 Did Jimmy come to meet his friend 2 What has Jimmy experienced over the past twenty years 3 What might happen between the policeman and the man Now read the note from the original ending and find out what actually happened.Step4 Group Work合理构思小说的其他情节，复述并表演出小说中的三个场景，提醒学生在复述时恰当使用本板块所学的定语从句。第一步：学生阅读活动中提供的三个场景，了解活动的主要内容。第二步：学生分组，根据课文内容，发挥想象，讨论各场景的具体内容，写下每个场景的关键信息，为复述故事做好准备。各小组根据复述的故事确定成员的角色，准备表演台词与动作，将故事排演成戏剧。Work in groups. Act out the whole story. 1 Think about what happened in each of the three scenes, using the information you have already read in the story. Retell the whole story.The story is about two friends named Bob and Jimmy. Twenty years ago, …2 Choose a character to play and decide what you will say and do. 3 Act out the whole storyStep5 After-reading: Writing an ending to a storyTask1 教师带领学生阅读短文，回答问题，了解故事结尾的特点。第一步：学生阅读短文，读懂故事，理清故事中的人物关系。第二步：学生分组讨论短文后的问题，体会故事中人物的情感，了解故事结尾的特点及分类。第三步：请个别小组分享答案并给出理由，其他小组进行评价或展开讨论。Read Bob’s story after he was released from jail and answer the questions.1 How did Bob feel when he finally got out of jail 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.○参考答案1 Bob felt lost and helpless.2 A happy ending, and a surprise ending.3 Students’ own answers.Task2教师提供必要的支持，引导学生关注小说的要素，为写作做好准备。第一步：学生自主阅读指令，明确活动要求。第二步：各小组再次阅读活动 5 中的短文，找出文中描述环境、人物和动作的表达。第三步：全班核对答案，教师引导学生关注小说的要素。 Read the ending above again. Find the expressions that describe: settings characters actions ○参考答案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, longed for, heard, turned around, was surprised to find, replied, unfolded, shaking, finished reading, shouted in surprise, smiled.Task3 教师引导学生根据 After Twenty Years 这篇课文的情节，进行知识和思维能力的迁移，创作自己心中的故事结尾。教师提醒学生注意小说的写作要素，鼓励学生在写作过程中通过对环境、人物和动作的描述，让故事更加生动。 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 Write your own ending. Share your ending with the class.Step6 Homework小组内展示自己创作的结尾，相互进行评价或展开讨论。 备注教学设计
课 题 Unit4 Friends forever--Presenting ideas 学 科 英语 班 级 Class 授课教师
教 学目 标 1 引导学生通过本单元的学习，对友谊这一话题有更深入的理解，能够形成自己的友谊观；2 引导学生了解英语辩论的基本方法，使学生能够运用恰当的表达方式进行辩论，阐述自己对友谊的理解并举例佐证，提高英语综合运用能力，锻炼逻辑思维；3 引导学生进一步升华对友谊内涵的认识，使学生形成正确的人生观、价值观。
重 点 掌握英语辩论的基本方法。
难 点 通过两种关于友谊的观点阐述和佐证，促进学生对所学内容的复习与掌握，并在真实的情境下加以运用和实践。
教 学方 法 Cooperative learning. Debating.
教学内容与过程 Step1 Leading-in教师带领学生阅读两种关于友谊的观点，请学生确定自己支持哪一种观点。第一步：请学生阅读两种观点，理解两种观点的意思。第二步：学生分组，讨论两种观点背后表达的不同的友谊观，并确定自己支持哪一种观点。Read the two points of view about friendship. Decide which one you agree withStep2 Group work教师引导学生结合自身实际，整理自己的论点，并举例说明。第一步：组织支持同一观点的学生四人一组，进行一辩、二辩、三辩和结辩的角色分工。第二步：学生根据自己在辩论队内的角色，有针对性地准备自己的论点和论据，按照学生用书中的格式整理自己的发言。教师可为学生提供不同的指导，让学生更明确各个角色在辩论中的具体职能。Think of reasons to support your opinion and make notes.Point of viewArguments Supporting examplesStep3 Presentation教师引导学生结合自身实际开展辩论，帮助学生正确理解单元主题。第一步：请各小组选择与自己观点不同的小组，展开辩论。第二步：教师就辩论过程、辩论效果等方面进行评价。Team up with a group with the opposite opinion and hold a debate. Use the expressions in the box to help you. In my opinion, … I’m sorry, but I don’t agree because… I see your point, but… That’s a good point, but… Step4 Reflection of this unit1.After completing this unit, I can rate my performance 1 (excellent), 2 (good) or 3 (in need of improvement).___talk about friendship___make suggestions using less direct language___write an ending to a story___give your point of view with logical reasoning ___and supporting facts___appreciate and understand the values of ___friendship2.I’ve learnt to make use of the following words and expressions:___________________________________________________________________________________________________________________________________________3.I still need to improve:____________________________________________________________________________________________Step5 Homework课后练习 备注

展开更多......

收起↑