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Unit 4 Friends forever-Period 1

【教材分析】
本节课是高中英语第一册Unit 4 Friends forever 的引入和阅读部分。跟上一单元类似，本单元将继续引导学生关注人际关系，话题由家庭转入到朋友。这也是一个学生非常熟悉的话题，因此很容易激发起学生的兴趣。语言能力方面，将一如既往地重视基本单词和短语及句型的学习，掌握文章主旨大意，探究作者写作目的，获取文章细节信息。探究写作目的这部分内容其实与文章主旨大意具有交叉性，教师应注意两者之间的相互转化。与此同时，教师应通过引导学生反思自己的交友方式，帮助学生树立正确的择友观念。
【教学目标与核心素养】
1．语言能力目标
（1）全面掌握本课时重点单词/词组/句型（读/写/记/运用）；
（2）能够通过阅读文章，快速获取细节信息,并通过文章思考作者的写作目的。
2．思维品质目标：
通过分析文本，了解对比类文章的一些写作手法，认识到事物的两面性（优劣利弊）。
3．文化意识目标：
（1）认识到互联网交友有利有弊，并借此反思网络中的人际关系；
（2）通过学习本课时的内容，学会正确的交友方式。
4．学习能力目标：初步了解对比类文章的写作手法，培养自己独立思考的能力和质疑精神。
【教学重难点】
1．重点
（1）全面掌握本课时重点单词/词组/句型；
（2）能够通过阅读文章，快速获取细节信息,并探究作者写作意图。
2．难点
（1）对作者写作意图的把握；
（2）反思自己的择友方式，培养正确的交友观念。
【教学过程】
Part 1． Starting out
Step 1 Poem time
Listen and read the poem on page 37． Answer the questions:
What is the poem about?
Who would you send this poem to and why? Tell the class about him or her．
Step 2 Video time
Watch the video and answer the questions．
What is the video mainly about?
What poem is mentioned in the video?
What message does the poem mainly express?
What other famous poems do you know on the topic?
Part 2． Understanding ideas
Step 1．
Activity 1 on page 38．
T：Look at the questions about friendship and tick your answers．
How do you prefer to make new friends?
Joining a club to meet people who share the same interests
Using a social app
Asking friends to introduce their friends to you
Posting a “friends wanted” notice online
Talking to strangers during a trip
Taking part in community activities
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．
T：How do you staying touch with faraway friends?
Using social networking apps．
Writing letters．
Writing emails．
Telephoning．
Visiting friends whenever possible．
T：Now work in groups and find out the most popular answers． Share your group’s result with the class．
T：Do you have any other different ways to make new friends? Share with the class．
T：When you use a social app to make a new friend, do you think the person behind the screen is a real friend? Why or why not?
Step 2．Have the Ss complete the diagrams with expressions from the passage．
Step 3．Get the Ss to choose the main purpose of the passage．
To prove that ways of making friends were better in the past．
To illustrate how making friends through the Internet is better．
To persuade people to abandon traditional ways of making friends．
To discuss the benefits and problems of making friends online in an unbiased way．
Step 4．Read the passage again and find out the author’s opinions about online friendship．
（Whether people online are really our friends depends． On one hand, if people always exchange true personal information online, then friendships can be real and meaningful． On the other hand, we should keep in mind that what we see on social media is often not the whole truth about a person． So be CAUTIOUS．）
Step 5．Think and share
Have the Ss to discuss the questions and then with the class．
What do you think the author means by “we should not throw the baby out with the bathwater’? Do you know of any similar sayings in China?
Do you prefer to make friends online? Why?
How does the author organize the passage?
Step 6． Homework
课后练习
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Unit 4 Friends forever-Period 2

【教材分析】
本节课是高中英语第一册Unit 4 Friends forever的语法部分：定语从句之关系代词。众所周知，定语从句是高中英语教学中重要的语法部分，但同时也是特别困难的一个部分。在实际英语教学中，学生因为对英语句子成分没有清晰的概念，所以导致对定语从句知其然而不知其所以然。在教授定语从句时，可以先让学生搞清楚一些概念性的东西，然后从句子成分入手，使学生了解什么是定语，然后利用合并句子的方式解析定语从句是如何构成的，并引出引导词的使用方法。本单元主要专注于关系代词的使用，不必过分深入。
【教学目标与核心素养】
1．语言能力目标
（1）掌握定于从句的基本概念：定语，定语从句，先行词，关系代词；
（2）了解关系代词在定于从句中的功能；
（3）会根据实际情况灵活正确选用相应的关系代词。
2．思维品质目标：通过观察、分析、举例等方式，了解定语从句的相关基础知识，从而加深对定语从句的认识。
3．文化意识目标：
（1）通过学习定语从句，进一步加深对英语的理解，进一步培养起对英语学习的兴趣。
（2）在学习过程中养成善观察，善钻研，善自学，不畏困难迎头而上的优秀学习品质。
3．学习能力目标：能够借助老师提供给自己的资源，通过自主学习和合作学习等方式，探究定语从句的相关概念，学会正确使用关系代词。
【教学重难点】
1．重点
（1）掌握定于从句的基本概念：定语，定于从句，先行词，关系代词；
（2）了解关系代词在定于从句中的功能；
（3）会根据实际情况灵活正确选用相应的关系代词。
2．难点：正确使用关系代词
【教学过程】
Step 1 课前自学
请同学们阅读并理解以下内容。
一、什么是定语
句子中修饰名词或代词的成分叫做定语。定语可以由形容词，名词，不定式，分词，动名词或从句来充当。
I bought an （expensive） computer．（形容词）
I met someone（funny） on my way to school．（形容词）（修饰不定代词的定语后置）
She is an（English） teacher．（名词）
I have a lot of work（to do）．（不定式）
The book（written by Tom） is very popular now．（过去分词短语）
We can see the （rising） sun．（现在分词）= the sun is rising．
He is in the reading） room．（动名词）= the room for reading
The boy （who broke the window） is Tom’s brother．（从句）
二、定语从句
两个术语：先行词，关系代词
先行词：被定语从句所修饰的名词、名词词组或代词
关系词（关系代词或关系副词）：连接先行词与定语从句的词。
关系代词有：who, whom, whose, that, which等
1、关系代词在定语从句中充当主语
先行词为人时
（1）两个单句为The boys are from Class One． The boys are playing football．
将两个单句合并为一句。The boys （the boys are playing football） are from Class One．
括号中句子里的主语the boys, 和先行词是同一个词，应该用关系代词替换从句中重复的the boys．
（2）The boys 在从句中作主语，关系代词中能作主语并代表人的是who, that．
（3）The boys（who\that are playing football） are from Class One．
（4）who\that==the boys, 在定语从句中做主语的成分，并连接先行词和定语从句。
先行词为物时
（5）I found the letter． The letter came yesterday．
（6）用关系代词替换从句中重复的the letter, 关系代词中能作主语并代表物的是which, that
（7）I found the letter （which\that came yesterday）．
（8）which\that==the letter, 在定语从句中做主语的成分，并连接先行词和定语从句。
2．关系代词在定语从句中充当宾语
先行词为人时
（1）The man is my friend． You met the man just now.
（2）The man （you met the man just now） is my friend．
（3）用关系代词替换从句中重复的the man, 关系代词中能作宾语并代表人的是whom, that
The man （whom\that you met just now） is my friend．
（4）whom\that==the man, 在定语从句中做宾语的成分，并连接先行词和定语从句。
做宾语的关系代词whom\that 可以省略The man （ you met just now） is my friend．
先行词为物时
（1）This is the pen． He bought the pen yesterday．
（2）This is the pen （he bought the pen yesterday）．
（3）用关系代词替换从句中重复的the pen, 关系代词中能作宾语并代表物的是which, that
This is the pen （which\that he bought yesterday）．
（4）which\that==the pen, 在定语从句中做宾语的成分，并连接先行词和定语从句。
做宾语的关系代词which\that 可以省略This is the pen （he bought yesterday）．
3．关系代词在定语从句中充当定语
（1）I helped the man． The man’s car was broken．
（2）I helped the man （the man’s car was broken）．
（3）the man’s 是名词所有格，起到定语的作用修饰 car, 用关系代词替换从句中重复的the man, 关系代词中能作定语，表示“谁的”是whose
I helped the man （whose car was broken）．
（4）whose=the man’s, 在定语从句中做定语，并连接先行词和定语从句。
Whose不但可以表示“谁的”，还可以指物，表示“什么的”。例如：
I once lived in a house． The roof of the house has fallen in．
I once lived in a house （the roof of the house has fallen in）．
I once lived in a house （whose roof has fallen in）．
【合作探究】
通过以上几组例句和讲解，我们发现关系代词的功能有__________,__________, _____________．
【自学检测】
阅读以下句子，按要求完成任务。
The man who talked to you just now is an engineer．
This kind of book is for children whose native language is Chinese．
I enjoyed the evening that we spent together by the sea．
Here is the pen that you lost the day before yesterday．
He is the person whom I met in the park yesterday．
The book that you need is sold out．
The lady who came to our class is from Australia．
The man who shook hands with our teacher just now is Li Lei’s father．
She is one of the students in our class who are good at English．
1．勾出先行词
2．圈出关系代词并指出关系代词在从句中的成分。
3．翻译句子。
Step 2．教师讲解
1．核对同学们自学检测的答案。
2．对定语从句的相关知识进行解释说明。
Step 3．小组合作学习
全班分为若干个小组并完成以下任务：
1．完成课本第41页活动1：观察句子回答问题。
2．限时活动：在课本38、39页的课文中找出更多包含定语从句的句子，看哪个组有多又快又准。
Step 4．结对活动
1．独立完成课本41页活动2。
2．与合作伙伴讨论并展示答案。
Step 5．
完成课本P41活动3。
Step 6．Homework
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Unit 4 Friends forever-Period 3

【教材分析】
本课时为欧亨利的短篇小说After Twenty Years的节选，属于文学体裁，故事具有很强的可读性。学习本课时主要有三大任务，一是学习相关的单词和词组，掌握好基本的语言技能；二是引导学生了解欧亨利及其相关作品，培养起学生对英语文学的兴趣；三是本文节选并未给出故事结局，要求学生根据提示自行猜测，这给了学生很大的想象空间，有利于帮助学生培养开放性思维，教师应把握好这一机会。
【教学目标及核心素养】
1.语言能力目标
（1）学习本课时下的重点单词和词组，要求会读、会写、掌握意义及灵活运用。根据提示复述故事并表演。
2.思维品质目标：
（1）根据提示预测故事结尾。能够用自己的话复述故事。
3.学习能力目标：正确合理运用学习策略：
（1）资源策略：通过互联网，图书馆等获取资源，帮助自己了解相关知识；利用思维导图帮助自己串联故事，回忆故事情节。
（2）交际策略：学会与他人分享自己的想法和故事。
4.文化意识目标：了解欧亨利相关的背景知识，培养对英语文学的兴趣，树立起语言文学无界限的跨文化意识
【教学重难点】
1.重点：本课时的重点单词和词组
2.难点：
（1）根据提示信息分场景复述故事。
（2）猜测故事结局。
【教学过程】
Step 1 Lead in
Have the Ss read the short introduction to O. Henry and answer the questions.
Questions:
Have you read any stories written by O. Henry? Share one with the class.
（If none student has ever read O. Henry’s works, what should teacher do? Introduce some to them. Move to step 2）
Do you like stories with surprise endings? Why or why not?
（Open. Take Murder on the Orient Express for example.）
Step 2. Learning to learn
Go through it and then start to read the complete short story After Twenty Years. By reading other short stories by O. Henry, such as The Gift of the Magi and The Last Leaf, you can get a deeper understanding of his works and the surprise endings of his stories.
Step 3. Reading
Read the passage and find out why the man is standing outside the shop.
（Because he promised that he would meet his best friend, Jimmy, after twenty years from the time they last saw each other.）
Step 4. Group work
Task 1. Think of a possible ending to “After Twenty Years” and find evidence to support to 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?
Task 2. Read the note in the original ending and find out what actually happened?
Step 5. Think and share.
Have the Ss think or discuss the questions and then share their answers with the calss.
What does the note tell you about the ending of the story?
How do you think Bob reacted when he read the note?
（What were Bob’s feelings after he read the note?）
Do you think that Jimmy did the right thing? Why or why not?
（Open. Tell students there is no standard answers.）
Do you like the ending? Give your reasons.
（Open. Tell students there is no standard answers.）
What would you do if your friends did something immoral, even illegal?
Step 6. Retell and act.
Get the Ss to think about what happened in detail for the three scenes based on the information you already knew about the story, and retell the whole story.
The story is about two friends named Bob and Jimmy. Twenty years ago...
Group work.
（1）Choose a character （Bob, Jimmy, the policeman） to play and decide what you will say and do.
（2）Act out the whole story.
Step 7. Homework
课后练习

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Unit 4 Friends forever-Period 4

【教学目标与核心素养】
1．语言能力目标
（1）写：完成故事结尾写作（什么类型的结尾？谁？发生了什么？结局如何？）；
（2）说：学习表达赞同或反对的句式（反对或赞同→理由）；
（3）学习本课时的一些重点单词/词组/句型。思维品质目标：
2．学习能力目标
把握故事走向和脉络，发挥想象写出自己的故事；
交际策略：在小组合作学习过程中充分交流，勇敢地表达自己观点。
3．文化意识目标
初步了解辩论赛的一些特点，表达自己的观点，反驳他人的观点
反思朋友关系，树立正确的交友观念
4．思维品质目标：体会观点之间的对比和碰撞，学习表达赞同或反对。
【教学重难点】
重点
本课时的重点单词/词组/句型；
表达赞同或反对的句式。
2．难点
（1）完成故事结尾写作。
（2）对自己的观点进行展开说明(论证/举例等)
【教学过程】
Part 1．Writing
Step 1 Reviewing
T:After we read the story of After Twenty Years, what we can learn about Bob on that cold night?
Then get Ss to answer it．
(He was arrested by the policeman and put into prison．)
Step 2． Reading
Read Bob’s story after he was released from jail and then answer the questions．
How did Bob feel when he finally got out of jail?
(He felt lost and helpless．)
What kind of ending is this? More than one description may be suitable．
A happy ending．
A sad ending．
A surprise ending．
A open ending．
(Open, but students should give some reasons or find some evidence from the passage．)
Do you like this ending? Why?
(Open．)
Step 3． Learning to learn
Read the passage on how to bring a story to life．
Now read the ending in Activity 5 again and find the expressions that describe:
Settings
Characters
Actions
Step 4． Before writing
Come up with your own ending to Jimmy and Bob’s story, twenty years after Bob was arrested． Answer the questions to help you．
What type of ending will it be?
(humorous? Surprising?happy?sad?．．．)
Do you want to introduce other characters in the ending? If so, who are they?
Where will the ending take place?
(Setting: environment or surroundings．)
What has happened to Bob and Jimmy over the past twenty years?
(Imagine: don’t be influenced by the ending on page 47)
How will the story end?
Step 5． Writing and sharing
Write your own ending and share it with the class．
Part 2． Presentation
Step 1． background knowledge about a debate competition
Step 2． debate
Divide the whole class into two groups．
Group 1: (pro) the more friends you have, the happier you’ll be．
Group 2: (against) a few true friends are enough．
Declare the rules:
Two teams speak freely in turn．
（2）For each turn, each team can only has one person speak and the time is limited within one minute．
（3）The teacher acts as judge．
Prepare:
Each team has ten minutes to prepare and exchange ideas．
Point of view
Arguments
Supporting examples






Step 6． Homework
课后练习
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