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Unit 1 Me and My Class
课时 第4课时 Best Friends 课型 新授课
教学目标 【语言能力】能掌握下列词汇：copy, surprise, lend, enemy, deal, Patrick, Grant, pea, pod, angrily, cheat, following, gym, embarrassed2. 能掌握以下句型： One day, the two best friends stopped talking to each other.That way, he could spend more time playing basketball.【思维品质】 该部分学习内容贴近学生的生活，谈论的主题是友谊。首先，要让学生能够保持对文本阅读兴趣并乐于参与小组讨论，然后，让学生理解“什么是真正的友谊”，以达到能够批判性思考人物行为，理解人物情绪，反思文本主题，能借用谚语或名言表达对友谊的观点。
教学重点 1. 指导学生学习并运用阅读策略。2. 通过文本分析引导学生批判性、创造性表达个人对友谊的观点。
教学难点 掌握简单句的句子结构；能用英语谈论关于友谊的话题。
教学准备 教师：音频、课件。
教 学 过 程 Step 1: Lead in 建议：教师展示多媒体课件，播放一些关于友谊的图片，并提出问题。T: Who is your best friend What do you like about him/her Did you ever argue with your best friend Why Ss: …Step 2: Presentation建议：教师展示多媒体课件，播放本课时单词。Step 3: Drill建议1: 游戏比赛，通过一闪而过的图片，让学生说出英语单词，看谁说得又快又准。建议2: 同桌间互相提问单词，一个说汉语，一个说英语, 然后教师抽查。Step 4: Listening建议: 听录音填空。1. When he saw the broken windows, he felt 　　　　(生气的). 2. The girl cried 　　　　 (angry)because her toy car was broken. 3. To my s　　　,they won the game.4. They are like two p　　　 in a pod. 5. Can you l　　　 your ruler to me I left mine at home. 6. You mustn’t c　　　 in the exam.7. I am your friend. I’m not your e　　　.Answers: 1. angry 2. angrily 3. surprise 4. peas 5. lend 6. chat 7. enemyStep 5: Reading and Answering 建议: 阅读课文，回答问题。1. What did Grant like to play after class 2. Why did the two boys stop talking to each other 3. What made the two boys become friends again 4. What agreement did the two boys make Answers: 1. He liked to play basketball after class.Evidence: One day, the two best friends stopped talking to each other. Why Grant wanted to copy Patrick’s homework. That way, he could spend more time playing basketball. But to his surprise. Patrick didn’t agree.2. They got angry with each other.Evidence: Grant said angrily…3. A basketball game./Understanding and being open-hearted to each other.Evidence: At the end of the game, the two friends looked at each other.4. They would do their own homework first and play basketball later.Evidence: That day the two boys made a deal. They would do their own homework first and play basketball later.Step 6: Practice建议: 读课文，完成填空。Patrick and Grant are best friends. They are like “two 　　　　 in a pod”. One day, the two best friends 　　　　 to each other. Why Grant wanted to 　　　　Patrick’s homework. That way, he could spend more time 　　　　 basketball. But to his 　　　　, Patrick didn’t 　　　　.Answers: peas, stopped talking, copy, playing, surprise, agreeStep 7: Language Points1. two peas in a pod本意为“一个豆荚里的两颗豆”，在文中意为“一模一样，形影不离”。【例句】My mum and the cat were two peas in a pod.我妈妈与那只猫形影不离。2. stop doing 表示“停止做某事”，指停止正在做的事。stop to do意为“停下来开始做某事”，指停下来去做另一件事。【例句】Stop reading, boys and girls. 同学们，别读了。When I was cooking yesterday evening, someone knocked at the door. I stopped to answer the door.昨天晚上我正在做饭，这时候有人敲门。我停下来去开门。 3. spend 表示“花费”，主语是人，既可以表示花费时间，也可以表示花费金钱。常用句型为：sb spend +时间/ 金钱 +on sth; sb spend +时间 + （in）doing sth.。cost也有花费的意思，主语为物。常用句型为：sth cost sb +金钱.。【例句】The children today spend too much time (in) watching TV.如今的孩子们花费了太多的时间看电视。He spent 150 yuan on this shirt.他买这件衬衫花费了150元。His schoolbag cost him two dollars.这个书包花了他2美元。4. lend借给（某人钱或东西）；借出lend sb. sth. =lend sth. to sb. 借给某人某物”对应短语为：borrow sth. from sb.【例句】My brother lent me his bike yesterday.=I borrowed my brother’s bike yesterday. 昨天我哥哥把他的自行车借给了我。Step8 : Work in Pairs建议：两人一组，让学生讨论自己眼中的友谊。Step 9: Summary建议：让学生自己总结本节课主要学习了什么，还有哪些疑惑？教师可作补充。For example: 本节课我们学习了描述友谊的相关词汇，还有如何使用阅读策略提高阅读能力，巩固了之前所学内容，在今后的学习中我们也会加以运用。
课堂作业 1．口头作业: 朗读课文。2．书面作业: 写一篇“Best Friends”的短文，要求用到本课时学习的词汇短语。
板书设计 Unit 1 Me and My ClassLesson 4 Best Friends
1. New words and phrases: copy, surprise, lend, enemy, deal, Patrick, Grant, pea, pod, angrily, cheat, following, gym, embarrassedtwo peas in a pod, spend… (in) doing …, to one’s surprise, make a deal2. Important sentences: One day, the two best friends stopped talking to each other.That way, he could spend more time playing basketball.
教学反思 这是单元的第四个课时。因此，继续巩固前面学习的句型并结合新学内容进行整合是非常重要的。要使学生能够保持对文本阅读兴趣并乐于参与小组讨论，能够理解“什么是真正的友谊”，在实际任务中运用阅读策略，通过文本分析引导学生批判性、创造性表达个人对友谊的观点。本课设计关注内容、思维和语言三者的有机融合，从文本解读、课堂目标、信息加工、策略获得、阅读体验等多个方面，扎实阅读过程。

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