资源简介

U3 Getting along with others
Extended reading 教案
教材分析：
本课时通过阅读Francis Bacon的“Of Friendship”，介绍了友情的重要性与友情带来的三种收获。重点表达主要涉及友情价值观、观点表达等话题。重点句式主要为小结的书写格式。本文的价值取向在于学生通过学习，学习朋友与友谊的意义与内涵，学会正确看待与朋友间的关系，学会辨别朋友，学会自己也成为一个好朋友。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
采用情境教学法(Situational teaching method)，通过多媒体资源导入主题，通过观看视频，引导学生同步加深阅读活动与思考任务，落实学生价值观的培养。
教学目标：
在本课学习结束时，学生能够：
语言能力上，习得涉及友情价值观、观点表达等话题的重点词组，如friendship；习得涉及总结书写的重点句式。
思维品质上，提升对比分析与批判性思考的能力；准确定位中心句位置与意义，梳理阅读文章的主要结构，整理阅读材料全文及各部分的主要大意。
文化品格上，了解网络交友的利弊，正确看待网络交友；体会朋友与友情的意义与内涵，感受友情的幸福与珍贵，学会判断与辨别真实友谊及其价值。
学习能力上，归纳与学习小结写作的主要步骤与技巧；能根据指引为伙伴进行写作润色，提高写作修改意识，提高小组活动意识与能力。
教学重点：
学生读懂阅读文本大意，能对阅读文本进行小结写作。
教学难点：
学生能形成词组搭配意识，并归纳常见重点单词常见词组。
学生能归纳学习并使用重点连接词。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: Ss are asked to watch the four video clips and think about the questions. Do you think a good friend necessarily needs to have a lot in common with you 2. What do you think a real friendship is 3. Do you think Tom is a good friend Why or why not Then T leads Ss to discuss the questions and share their answers together. 利用视频，激活学生已有知识，引出主题，引导学生思考。 15’ CW/GW
Step 2 Read the passage: Ss are asked to read the passage and think about the question “What is the main idea the author wants to tell us ”. 根据视频主题，引导学生带着问题进行阅读。 8’ CW/IW
Step 3 Organize the structure: Ss are asked to match the main idea with the paragraphs. 巩固所学语言与内容，引导学生梳理文章结构，提升学生思维品质。 3’ CW/IW
Step 4 Write a summary: Ss are asked to write a summary of the passage. Before writing, T introduces the definition of summaries and leads Ss to learn the basic steps in writing a summary. Then Ss are given 15 minutes to write a summary of their own. 引导学生学习小结写作技巧，提升学生学习能力。 20’ CW/IW
Step 5 Peer evaluation: Ss are asked to read their partner’s summary and revise it according to the rules. Suggested answers: He is not a good friend in my opinion. Although he has lots of things in common with Pan Pan, he didn't know to keep the right distance between friends and rely on him too much. 引导学生以小组为单位进行写作修改与整合，提升学生小组活动学习能力。 10’ CW/GW
Step 6 Discuss in groups: Ss are asked to discuss the question “How do you know when to be independent and when to ask for help of friends Explain and support your opinion.” T could offer hints of how to develop the answer if necessary. Ss are encouraged to share their answers. 加深讨论话题，整合所学内容对学生友情观进行培养，引导学生思考自己如何做“好朋友”，提升学生文化意识。 7’ CW/GW
Step 8 Conclusion: T leads Ss to conclude the main idea of the reading passage and get the content of a true friendship. After discussing the idea, T plays the first micro video “What is a true friendship” to show a proper explanation of a true friendship. Then T gives a question: Can you give some examples of famous friendships in history. [linking English and history] Ss can give some examples to support the idea of a true friendship in history, then, T plays the second video “Friendships in history” to show some friendships Ss may not know. 总结文本中对友谊的理解，通过微课视频展示相关定义，并联系相关的历史知识，要求学生举例他们所知道的友谊，学科融合教学，最后播放微课视频拓展有趣的友谊，激活学生兴趣，鼓励课后探究。 5’ CW
Step 9 Homework： Summary the friendship you know or from books and movies. [T can give an example of recommended books and summary by playing the third micro video “Recommended books of friendships] 推荐学生延伸阅读，通过播放微课视频提供阅读书目和摘要样例。 2’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，能否理解阅读文本主要内容，并能逻辑清晰地梳理出文章大意与主要结构。
学生通过本课时学习，能否加深对朋友与友谊的理解，并对自己如何成为一名“好朋友”生成思路。

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