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Unit 1 Friendship Further study 教学设计
I. Teaching Aims
1. Knowledge Aims
Students will master key vocabulary related to friendship, such as "trust" (v. 信任), "support" (v. & n. 支持), "share" (v. 分享), "secret" (n. 秘密), "argue" (v. 争吵), "apologize" (v. 道歉), "forgive" (v. 原谅), and phrases like "get on well with" (与…… 相处融洽), "count on" (依靠), "in trouble" (处于困境中).
Students are able to understand complex sentence structures used to describe friendship, like "Although we sometimes argue, we still trust each other." and "A true friend is someone who will support you no matter what."
Students can learn about different cultural perspectives on friendship through reading materials.
2. Ability Aims
Develop students' reading skills, including skimming for the main idea, scanning for specific details, and inferring the deeper meaning in texts about friendship.
Improve students' writing ability by guiding them to write a short passage about their understanding of friendship or an experience with a friend, using appropriate vocabulary and sentence structures.
Enhance students' oral communication skills through group discussions, role - plays, and debates on friendship - related topics.
Train students' critical thinking ability by analyzing different situations and views on friendship.
3. Emotional Aims
Foster students' awareness of the importance of friendship in life and encourage them to cherish and build healthy friendships.
Promote students' positive values, such as being honest, kind, and understanding in friendships.
Cultivate students' cross - cultural communication awareness when it comes to the concept of friendship.
II. Teaching 重难点
1. Key Points
The acquisition and correct usage of key vocabulary and phrases related to friendship.
The understanding and application of sentence structures used to express ideas about friendship.
The development of reading, writing, and speaking skills in the context of friendship.
2. Difficult Points
How to help students understand the subtle differences in the meaning of words related to friendship, such as "trust", "believe", and "rely on".
How to guide students to write a well - organized and meaningful passage about friendship, showing their own insights and emotions.
How to lead students to think critically about various friendship - related issues and express their views clearly in English.
III. Teaching Methods
Task - based Language Teaching (TBLT): Design a series of tasks, such as reading comprehension tasks, writing tasks, and group discussion tasks, to let students actively participate in learning and achieve teaching goals by completing these tasks.
Cooperative Learning Method: Arrange students to work in pairs or groups for discussions, role - plays, and projects. This can promote students' communication and cooperation skills, and they can learn from each other in the process.
Multimedia - assisted Teaching Method: Use PPT, videos, and audio materials to present teaching content vividly. For example, play a short video about a touching friendship story at the beginning of the class to arouse students' interest, or use audio to let students listen to a dialogue about friends having an argument and then analyze it.
Scaffolding Instruction: Provide necessary guidance and support for students in each learning task, gradually reducing the support as students' abilities improve. For instance, when teaching writing, first give students an outline and some sentence patterns, and then let them write independently.
IV. Teaching Procedures
1. Lead - in (5 minutes)
Show students a short video (about 2 - 3 minutes) of a famous friendship scene from a movie or a real - life heartwarming friendship story. After watching, ask students some simple questions:
"What did you see in the video "
"How did you feel when watching this video "
"Can you think of a similar moment in your own friendship "
Invite 2 - 3 students to share their thoughts briefly. This step aims to activate students' prior knowledge and emotions related to friendship, and create a warm - up atmosphere for the class.
2. Pre - reading (10 minutes)
Vocabulary Introduction: Present key vocabulary and phrases on the PPT with pictures, short definitions, and examples. For example, show a picture of two people sharing a book and explain "share: to give a part of what you have to someone else. For example, We often share our books with each other." Let students read the words and phrases after the teacher several times, and then do a quick vocabulary quiz. The quiz can be in the form of matching words with their meanings or filling in the blanks with the correct words in simple sentences.
Predicting the Reading Content: Show students the title and some headings of the reading passage. Ask them to predict what the passage might be about. For example, if the title is "True Friendship Around the World", ask students: "What aspects of friendship around the world do you think the passage will cover Maybe different ways of making friends, or different attitudes towards friends " Let students discuss in pairs for 1 - 2 minutes and then share their predictions.
3. While - reading (10 minutes)
Skimming: Give students 2 - 3 minutes to quickly read the passage. Then ask them to summarize the main idea of the passage. Guide them to find the topic sentences in each paragraph, usually at the beginning or end of the paragraph. For example, if the passage is about different cultural views on friendship, the topic sentences might be "In Western cultures, friendship is often seen as a choice based on common interests." and "In some Asian cultures, loyalty in friendship is highly valued."
Scanning: Design a set of detailed questions related to the passage, such as "According to the passage, what is an important factor in making friends in African cultures " or "What do people in European countries usually do with their friends in their spare time " Let students read the passage again carefully to find the answers. After they finish, ask them to exchange their answers with their partners and then check the answers as a class.
In - depth Reading: Select some difficult sentences or paragraphs from the passage. Analyze the sentence structures, new words in context, and the implied meaning. For example, for the sentence "Despite the distance, their friendship has endured for decades." Explain the meaning of "despite" and "endure", and let students think about what kind of friendship this sentence describes.
4. Post - reading (10 minutes)
Group Discussion: Divide students into groups of 4 - 5. Give each group a discussion topic, such as "What is the most important quality in a friend Trust, support, or something else " or "How can we maintain a long - distance friendship " Each group discusses for 5 - 6 minutes, and then selects a representative to share their group's opinions with the whole class. The teacher can walk around the groups, listen to their discussions, and offer some guidance if necessary.
Role - play: Prepare some friendship - related scenarios, such as "Two friends had an argument because one friend broke the other's favorite toy. Now they are trying to solve the problem." or "One friend is facing a big exam and is very nervous. The other friend is trying to encourage him/her." Divide students into pairs and let them choose a scenario to act out. After the role - plays, ask other students to comment on how the pairs dealt with the friendship situations.
5. Writing (5 minutes)
Writing Guidance: Present a writing task, for example, "Write a short passage about your best friend. Include how you met, what you usually do together, and why you think he/she is your best friend." First, show students an outline:
Introduction: Briefly introduce who your best friend is.
Body: Describe the meeting experience, common activities, and the reasons for being best friends.
Conclusion: Summarize your feelings about this friendship.
Then provide some useful sentence patterns, like "I first met my best friend when...", "We often... together, and it makes us very happy.", "What makes him/her special is that...". Let students start writing. While they are writing, the teacher can walk around to offer individual guidance, such as correcting grammar mistakes and suggesting better expressions.
6. Summary and Homework (5 minutes)
Summary: The teacher briefly summarizes the key points of this class, including important vocabulary, reading skills, and the main ideas about friendship discussed. Emphasize the significance of friendship and the language skills learned.
Homework:
Ask students to rewrite their writing passages according to the teacher's feedback and share them with their friends or family.
Let students find an article or a short story about friendship in English (either from books, newspapers, or the Internet), and write a short book report about it, including the main content, their favorite part, and their own thoughts.
Encourage students to have a conversation with their friends in English about their understanding of friendship after class.
V. Blackboard Design
知识模块 具体内容 用法示例 易错提示
一、核心词汇 1. 动词 (Verbs)- trust (信任)- support (支持，v. /n.)- share (分享)- argue (争吵)- apologize (道歉)- forgive (原谅)2. 名词 (Nouns)- secret (秘密)- loyalty (忠诚)- understanding (理解)- conflict (矛盾)- bond (情谊，纽带)3. 形容词 (Adjectives)- reliable (可靠的)- honest (诚实的)- considerate (体贴的)- sincere (真诚的)- precious (珍贵的) 1. Verbs:- I trust my best friend with all my secrets.- She always supports me when I’m in trouble.- We often share snacks and stories during breaks.2. Nouns:- Keeping a secret for friends shows respect.- The bond between us has lasted for five years.3. Adjectives:- A reliable friend will always keep their promises.- Her sincere apology made me forgive her quickly. 1. “support” 作动词时直接接宾语，作名词时常用 “give support to sb.”： She supports me. / She gives support to me. She makes support to me.2. “forgive” 后接人或事，不可接 “to do”： I forgive you for your mistake. I forgive you to make the mistake.
二、重点短语 1. get on well with (与…… 相处融洽)2. count on (依靠，依赖)3. in trouble (处于困境中)4. make up (和好，和解)5. stand by sb. (支持某人)6. keep one’s promise (信守承诺)7. have a conflict with (与…… 产生矛盾) 1. I get on well with my deskmate—we often help each other.2. You can count on me if you need help with your homework.3. My friend offered to help me when I was in trouble.4. They argued yesterday but made up this morning.5. True friends will stand by you no matter what happens. 1. “count on” 后接人称代词时需用宾格： You can count on him. You can count on he.2. “make up” 表 “和好” 时，不可加宾语；表 “编造（故事）” 时可加宾语： They made up after the argument. She made up a story to explain her lateness.
三、核心句型 1. 描述友谊品质：A true friend is someone who + 定语从句，e.g., A true friend is someone who will help you in trouble.2. 表达转折关系（although/despite）：- Although + 句子，主句，e.g., Although we argue sometimes, we still trust each other.- Despite + 名词 / 代词，主句，e.g., Despite the argument, we are still good friends.3. 表达 “无论……”（no matter what）：Friends will support you no matter what (happens).4. 解释友谊重要性：Friendship is important because + 原因句，e.g., Friendship is important because it makes us feel less lonely. 1. A true friend is someone who remembers your birthday.2. Although he lives far away, we keep in touch every week.3. No matter what difficulties we face, we always help each other.4. Friendship is important because it gives us courage to face problems. 1. “although” 不可与 “but” 连用： Although it rained, we still went out. Although it rained, but we still went out.2. “despite” 后接句子时需加 “the fact that”： Despite the fact that it rained, we went out. Despite it rained, we went out.
四、语法要点 1. 定语从句（who/that 引导）- 先行词为人时，用 “who” 或 “that” 引导，e.g., The friend who/that helped me is Tom.2. 让步状语从句（although/though）- 表 “虽然…… 但是……”，从句可位于句首或句中，e.g., Though she is quiet, she is very kind.3. “no matter + 疑问词” 引导的让步状语从句- 表 “无论……”，e.g., No matter where you go, I will miss you.4. 一般现在时表常态- 描述友谊的常规状态或习惯，e.g., We meet every Saturday to play basketball. 1. 定语从句中 “who” 作主语时不可省略： The girl who sits next to me is my friend. The girl sits next to me is my friend.2. “no matter what” 可替换为 “whatever”，但 “whatever” 更简洁（书面 / 口语均可）： Whatever you do, I will support you. No matter what you do, I will support you.
五、文化拓展 1. 西方友谊文化：- 强调 “自主选择”，基于共同兴趣（common interests），朋友间界限较清晰（e.g., 尊重个人空间）。- 常用表达：“We’re good friends, but we have different hobbies.”2. 亚洲友谊文化：- 重视 “忠诚（loyalty）” 和 “长期陪伴”，朋友间互助更频繁（e.g., 生活、学习全方位支持）。- 常用表达：“We’ve been friends since childhood—we help each other with everything.”3. 跨文化友谊建议：- 尊重差异（respect differences）- 主动沟通（communicate actively） 1. In Western countries, people often make friends through clubs or sports (based on common interests).2. In China, many friends stay in touch even after they move to different cities (valuing long-term bonds).3. When making friends with foreigners, it’s important to respect their personal space. 避免用单一文化视角评判友谊： “Western friends focus on interests, while Asian friends focus on loyalty—both are valuable.” “Western friendship is not as deep as Asian friendship.”
VI. Teaching Reflection
This teaching design is centered around students and adopts a variety of teaching methods to stimulate students' interest in learning about friendship. The tasks are designed step - by - step, which is in line with students' cognitive levels. However, in the actual teaching process, there may be some challenges. For example, some students may have difficulties in expressing their complex thoughts about friendship in English during discussions and writing. In the future, more pre - speaking and pre - writing guidance can be provided. Also, the time allocation for group activities needs to be adjusted more precisely to ensure that every student can fully participate. Additionally, more diverse and in - depth reading materials can be introduced to further expand students' understanding of friendship from different cultural backgrounds.

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