资源简介

B1U3 Getting along with others
Reading 1
Friendship on the rocks：please advise教学设计
教材分析
本节课文本话题为“友谊危机”，以论坛发帖交流的形式呈现当代青少年在交友过程中遇到的困扰以及不同网友提出的解决方案。文本内容符合学生身心发展特征,体现出鲜明的互动性、时代性和开放性。
本文通过探讨青少年的友谊危机，引导学生审视友谊的重要性与深新内涵，选择理性的交友方式，妥善处理交友过程中面临的问题，锻炼人际交往的能力，磨炼应对困难的意志力，为青少年身心健康的协调发展奠定良好的基础。
本文的语篇类型为新媒体语篇,由一篇论坛主题帖和两篇回复帖组成。主题帖讲述了朋友交往过程中的一个矛盾冲突，包含叙事情节发展的基本要素：情节交代、情节发展、高潮、情节回落。没有给出故事结尾，既给读者留下想象空间，也给教师留下开展活动的空间。回复帖分别给出了不同建议，也留下了讨论空间。
学情分析
授课对象为高一年级K2302班学生，他们学习英语的动机强，学习热情高，对友谊这一主题有了初步认识，且具备了一定的阅读理解能力。但是英语基础薄弱，缺乏对文本的深层理解与整体分析能力。因此，本课旨在引导学生在本课的学习中学会梳理故事情节梗概和部分细节信息，树立正确的交友观，学会处理人际交往中出现的问题。
教学课时：1
教学准备：PPT、希沃倒计时
Teaching objectives
By the end of the lesson, students will be able to:
summarize the post of the forum exchange and provide an ending to it;
improve their reading skills of skimming and scanning by understanding the story;
adopt a positive attitude and practical solution to deal with real-life friendship problems.
Key and difficult points
Summarize the post of the forum exchange and provide an ending to it;
Adopt a positive attitude and practical solution to deal with real-life friendship problems.
Teaching procedures
Step 1 Greeting and Lead-in
Enjoy a short video and answer the questions:
Why was Rachel angry
If you have a conflict with your best friend, would you like to ask for help Who will you turn to for help
【设计意图：创设情境，引导话题，激发学生的学习期望和兴趣。】
Step 2 Pre-reading
Understand the meaning of the title
Know the style of the article
【设计意图：通过对标题的理解、浏览文章布局和图片，有助于学生了解整篇文章框架，使学生了解今天要学什么，为新课文内容做好准备。】
Step 2 While-reading
Task 1 Read for the main idea
【设计意图：通过略读快速找出论坛帖的大意，有助于学生了解整个故事的内容，理解段落之间的逻辑关系，并且对课文有初步了解。】
Task 2 Read Para.1 and answer the questions.
How long have Amy and Jenny been close friends
How close are they
Task 3 Read Para.2 - 4 and complete the table.
Time Event Feeling
They planned to 1._____________ on Saturday afternoon. 8.____________
On Saturday morning They couldn’t 2.___________because Jenny said she 3._________________. 9.____________
On Saturday afternoon Jenny was seen 4._________________ in a café.
Today (Monday) Amy received the 5.________________, viewed it as 6.________________ and 7._____________Jenny all day. 10.___________
【设计意图：通过朗读课文，来获取细节信息，并探究Amy的心理变化。】
Task 4 Discuss in groups and answer the questions.
How would you feel if you were Amy
Do you think Jenny’s absence (缺席) from the appointment (约会) with Amy was a complete lie Why or why not
【设计意图：通过小组合作探究的方式有助于优秀学生的积极引领会更好地让彼此内化知识，加深对主题意义的理解，培养学生的批判性思维，使同学们在读后环节更好的输出。】
Task 5 Read the two replies and make a comparison.
Cindy
Attitude:
Advice:
David
Attitude:
Advice:
【设计意图：通过听课文录音，来获取不同网友对此件事件的态度和建议等细节信息。】
Step 3 Post-reading
Think and discuss in pairs.
Whose advice do you prefer Why What might Amy do
Role-play
Suppose you were Amy, and your partner acts as Jenney, what would you say to each other
【设计意图：通过角色扮演，充分展现学生的创作能力，有助于帮助学生梳理对主人公这次友情危机事件的理解，并帮助他们妥善处理交友过程中面临的问题。】
Step 3 Summary
What lessons can we learn to maintain our friendship
Jenny lied to Amy, so Amy was heartbroken.
Lesson 1 _______________________________________
Amy avoided Jenny, but it was not a good way to solve her problem.
Lesson 2 _______________________________________
Friends come and go in life. Not every friend deserves to be cherished.
Lesson 3________________________________________
【设计意图：引导学生通过对文章的理解，进行情感教育。】
Homework
根据内容和所给段落开头语续写一段（5至7个句子），使之构成一篇完整的短文。
When I finally confronted my friend about the situation, she looked genuinely surprised and quickly explained._______________________________________________________________
______________________________________________________________________________ _______________________________________________________________
Blackboard design
B1U3 Getting along with others Reading Friendship on the rocks：please advise Cindy Amy (Ask for help) David
教学反思：
本课时将对处理人际关系主题的探究视为教与学的核心任务，以此整合教学内容，引领学生在语言能力、文化意识、思维品质和学习能力方面的融合发展。教师创设多种情境，让学生多维接触文本，深入了解主题，帮助学生形成正确的友谊观，习得有效的沟通交流技能，促进人际交往的健康发展，建立良好的人际关系。在本节授课过程中，前期部分学生反应和课堂氛围没有达到预期效果，读后环节的角色扮演是整节课的高潮部分，激发了学生的学习兴趣，学生表现积极，气氛活跃，真正做到了课堂的主体，能将自己对课文的理解和个人批判性的看法淋漓尽致的表现出来。

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