Unit 3 Getting along with others Integrated skills 2 教学设计-2024-2025学年高中英语牛津译林版（2020）必修第一册

教学设计 学 科 高中英语 课 题 Describing the qualities of a good friend 教 材 译林版必修一 设计者 Unit 3 Getting along with others Lesson 4 Describing the qualities of a good friend Ⅰ Analysis of Teaching Material In this part, we explore the qualities of a good friend in listening, speaking, reading, and writing. First, we get the problems Tim has encountered and the help his friend Patrick has given him from the records. Then in Patrick's diary, he introduces the basic qualities of being a good friend; In oral activities, examples of phrases and patterns are provided. Students can use these phrases and patterns to discuss the qualities of good friends. Finally, the writing part requires students to write a diary in the language and content they have learned, introducing the excellent qualities of their good friends. The whole class set up some relevant, comprehensive, and practical language activities in listening, speaking, reading, and writing to explore the significance of the theme. Ⅱ Teaching Aims: By the end of the lesson, students will be able to: 1. Analyze the format, structure, and linguistic features of a diary entry based on Patrick’s diary entry; 2. Remember the format, structure, and linguistic features of a diary entry and write one by themselves; 3. Form a new understanding of the quality of good friends, improve their ability to distinguish friends, and develop good friendships. Ⅲ Important Teaching Points: 1. Analyze the format, structure, and linguistic features of a diary entry based on Patrick’s diary entry; 2. Remember the format, structure, and linguistic features of a diary entry and write one by themselves. Ⅳ Difficult Teaching Points: 1. Form a new understanding of the quality of good friends, improve their ability to distinguish friends, and develop good friendships. Ⅴ Teaching Method: Task-based teaching method Ⅵ Teaching Aids： 1. Multimedia 2. Blackboard 3. Chalk 4. Video & Tape Ⅶ Teaching Procedures: 注: IP=Interactive Pattern; T=Teacher; Ss=Students; CW=Class Work; IW=Individual Work; PW=Pair Work; GW=Group Work Activities Intentions IP&Time Lead-in Step 1 ·A video & Two question T shows Ss a video from the movie “Trevor” describing a little boy writing a diary to complain about his parents' ignorance. Then T asks: what is the boy doing in the video? After that T continues to ask Ss: Do you have a habit of keeping a diary? 以视频开头能够激起学生学习的兴趣，引起学生的共鸣。同时通过问题的提出有利于学生们提前进入授课的主要内容,引出diary entry。 CW 3’ Preparation of writing Step 2 1. Learning about the format T shows Ss a picture of a traditional Chinese diary and then asks students to compare the format of it with the one on page 37. Once they find out, T can tell them when writing a diary entry, they should write the date in the top left-hand corner of the page and begin with “Dear Diary”. 2. Learning about the text type T tells Ss that a diary entry is a record of a person’s experience, thoughts, feelings, or plans, and then asks them to read the first and last paragraphs in order to answer the question： What did Patrick include in his diary? Please show me your evidence. 1 personal experience ② thoughts 2 feelings ④ plans 3. learning about the structure T asks Ss to reread the first paragraph and answer: What is the function of paragraph 1 of the passage? A. To give an example of a good friend. B. To introduce the topic of the passage. C. To arouse (激发) readers’ interest. D. To make a comparison between Tim and Patrick. Then T asks Ss to skim the text and answer “What is the structure of the passage？” Then T tells Ss that a diary entry usually has a concluding ending to make this diary more structurally complete. 4. Learning about writing skills T asks Ss “How did the author support his topic sentences in each passage?” By giving facts and examples (give paragraph 2 as an example.) Then T asks Ss how to make a passage more cohesive. (Hint: what kind of word do we usually add before every topic sentence of each paragraph) Linking words T tells Ss that when writing a diary entry try to use informal English, as if you were talking to a close friend. The first person “I” is often used in a diary entry. 通过阅读和提问的形式，帮助同学们掌握更多与diary entry有关的知识点。有利于学生关于写作知识的扩充，并为写作做打算。 CW&IW 20’ Writing & checking Step 3 1. T asks Ss to write a conclusive end for Patrick’s diary entry. (T shows them an example and gives them some expressions like, generally speaking, all in all, put simply…) Then T asks students to exchange their writing with their partner. 2. T asks Ss to discuss the homework they did last night and exchange ideas with each other. Then T asks Ss to write their own diary entry with the beginning and ending parts already given. (T shows them some useful expressions and asks them to pay attention to the linking words and the informal expression.) When finished, T picks some pieces to present in front of the class and checks their problems. 通过末尾段落的写作能够更加加强学生对一个完整结构的认识，并且通过linking words的强调有利于学生形成连贯意识。以讨论和写作的方式提高了学生的表达输出能力。 IW & PW GW & CW 20’ Summary & Homework Step 5 ·Summary T summarizes the content of today's learning. T presents the famous sentence “A friend is easier lost than found.” to point out that it is important for them to cherish those good friends. ·Homework T asks Ss to write a diary entry with every part on it. And T asks them to pay attention to handwriting, spelling, punctuation, choice of words, grammar, structure, and style. (Make their work concrete, convincing, and cohesive.) 通过总结升华，让学生在课本知识的学习中能够体悟到关于人生的真理。同时通过作业的布置让同学们的表达能力进一步提高。 CW 3’ Blackboard Design 学科网（北京）股份有限公司 $$