Unit 4 Friends Forever 单元教学设计 -2024-2025学年高一英语外研版（2019）必修第一册

2024-2025学年度第一学期备课教案Unit 4 时间：第十一周（第一次） 11月10日 星期三 　　　 　　 　　 课题 Unit 4 Friends forever (Period 1) 课型 新授课（词汇课） 教 学 目 标 1. 语言能力目标： (1) 学生能够正确书写并拼读课文中的重要词汇和固定搭配； 2. 学习能力目标： (1) 学生能够在语境中正确使用重要词汇和固定搭配并区分它们的意义； (2) 学生能够在具体的语境中培养猜测词义的技能； 教学重点 1. 学生能够准确拼读并书写核心词汇及其相关联的其他词性的变体词； 2. 学生能够准确认读并书写核心短语。 教学难点 1. 学生能够准确拼读并书写核心词汇及其相关联的其他词性的变体词； 2. 学生能够准确认读并书写核心短语。 主要教法 讲授法、练习法、游戏教学法 教　　学　　过　　程 1. Lead-in: (15 minutes) （1） Students are given eight minutes to finish the quiz about the attributive clauses. (Teaching aims: The teacher can check whether students can still remember the grammar point they have learned last weekend.) （2） The teacher reads the new words and expressions of Unit 4 twice. Students need to follow the teacher’s pace and try to pronounce the words correctly. (Teaching aims: Students can learn about the new words and expressions before learning the new passage.) 2. Presentation: (20 minutes) (1) The teacher introduces the new words in each paragraph of the new passage, Click for a friend, including their usage, formation and other forms. Students need to line out those new words in the passage and take notes. (Teaching aims: Students can make sense of those new words, which can make it much easier for them to understand the passage and the grammar.) (2) The teacher gives some examples to further explain the usage of those new words and expressions. Students need to answer the given blanks to help them master those grammar points. (Teaching aims: Students can be clear about how to use those new words and expressions in the real context and consolidate what they have learned.) (3) The teacher introduces the new phrases and expressions in each paragraph, including its usage and other relevant phrases. Students need to line out those new expressions in the passage and take notes. (Teaching aims: Students can make sense of those new expressions, which can make it much easier for them to understand the passage and the discourse.) 3. Practice: (5 minutes) (1) Game time: The teacher randomly invite students to read the new word or phrases. Each student can get one point for their group. The top three groups can win the awards and the last two groups will lose the game and have punishment. (2) Students need to fill in the blanks according to what they have been taught. The teacher will then show the correct answers. (Teaching aims: Students can consolidate those knowledge about the new words and expressions and different forms.) 4. Homework: (1) Read the new words we have learned today at least twice; (2) Copy down those new words and phrases for three times. 课后 反思 时间：第十一周（第二次） 11月11日 星期四 课题 Unit 4 Friends forever （Period 2） 课型 新授课（语法课） 教 学 目 标 1. 语言能力目标： （1） 学生能够认识并掌握定语从句的基本含义； （2） 学生能够认识并简单区分定语从句中5个关系代词的用法，分别是who, which, that, whom, whose； 2. 学习能力目标： （1） 学生能够准确判断出该句子为“定语从句”，以及该从句缺的是关系代词； （2） 学生能够区分5个关系代词的意义及其用法。 3. 思维品质目标： （1）学生能够以“思维导图”的形式，将定语从句的5个关系代词用法区分开来； 教学重点 1. 学生能够准确判断一个句子为定语从句； 2. 学生能够将定语从句中缺的关系代词准确填写。 教学难点 1. 学生能够准确判断一个句子为定语从句； 2. 学生能够将定语从句中缺的关系代词准确填写。 主要教法 情景教学法、讲授法、练习法 教　　学　　过　　程 1. Lead-in: (3 minutes) (1) The teacher introduces her idol to students by giving some specific information about him and asks students to guess who he is. (Teaching aims: Students are interested in this idol. By introducing him, the teacher can well raise students’ learning interest and pave the way for their later learning.) 2. Presentation: (27 minutes) (1) The teacher throws a question and gives students 2 minutes to discuss with their desk-mates: How can you get the right name of my idol? What is the function of these information? (2) The teacher gathers students’ opinions and guides them to understand the real function of these information. After that, the teacher introduces the concept of “attributive clause”. (Teaching aims: Students can get to know the function of attributive clause which can help them better recognize if this is an attributive clause.) (3) The teacher introduces the meanings of five relative pronouns, including who, which, that, whose and whom. Later, the teacher needs to show the usage and examples in the real context for students to better understand. (Teaching aims: Students can get to know those five relative pronouns and their usages.) (4) The teacher shows two attributive clauses and lines out antecedents and relative pronouns while explaining the meanings of these two concepts. (Teaching aims: Students can be aware of the basic structure of an attributive clause.) (5) The teacher asks the whole class to find out the antecedents and relative pronouns in the following sentences: A. The boy who is reading is Tom. B. Hospital is a place which gathers lots of patients. C. The book whose cover is green is mine. D. The girl to whom Jack is speaking is my sister. E. I don’t like the house that is too old and small. (Teaching aims: Students can get a little more familiar with the structure of the attributive clauses.) 3. Practice: (10 minutes) (1) The teacher asks students to finish the exercise on the PowerPoint while lining out the antecedents. (Teaching aims: Students can better consolidate the knowledge they have learned and see if they can understand the basic differences between those five relative pronouns.) (2) Check the answers. 4. Homework: (1) Review the attributive clause and make it clear about its usage. (2) Finish the practice on the given sheet. 课后 反思 时间：第十二周（第一次） 11月15日 星期一 　　 课题 Unit 4 Friends forever （Period 3） 课型 新授课（语法课） 教 学 目 标 1. 语言能力目标： （1） 学生能够熟悉并快速区分定语从句中5个关系代词的用法，分别是who, which, that, whom, whose； （2） 学生能够认识并掌握关系代词使用的特殊情况，包括：只用that的5种情况，只用which或who的情形，只用whom的情形。 2. 学习能力目标： （1） 学生能够快速判断出该句子为“定语从句”，以及该从句缺的是哪个关系代词； （2） 学生能够选择恰当的策略与方法，监控、评价、反思和调整自己的学习内容和进程。 3. 思维品质目标： （1） 学生能够有逻辑、有条理地理清定语从句关系代词的用法； （2） 学生能够以“思维导图”的形式，将定语从句的特殊情形加以理解和记忆。 教学重点 1. 学生能够将定语从句中缺的关系代词准确填写； 2. 学生能够熟悉并掌握关系代词使用的特殊情况，尤其是只用that的情形。 教学难点 1. 学生能够将定语从句中缺的关系代词准确填写； 2. 学生能够熟悉并掌握关系代词使用的特殊情况，尤其是只用that的情形。 主要教法 情景教学法、讲授法、练习法 教　　学　　过　　程 1. Lead-in: (5 minutes) (1) The teacher gives students two minute to write down those five relative pronouns and check if they can still remember. (Teaching aims: Students can have a quick review of relative pronouns in attributive clauses.) (2) The teacher invites two students to analyze attributive clauses where they need to figure out the antecedents and relative pronouns. (Teaching aims: Students can review the basic structure of an attributive clauses.) 2. Presentation: (25 minutes) (1) The teacher gives students five minutes to discuss in groups about the following questions: A. Both “who” and “that” can represent people, does it mean that we can choose either of them when the attributive clause does not have a subject to represent people? B. Both “which” and “that” can represent objects, does it mean that we can choose either of them when the attributive clause does not have a subject to represent something? C. “Which” is used to represent objects, while “who” can refer to people. Then, what should we use to represent the antecedent where it is combined with people and objects? (Teaching aims: Instead of directly introducing the special usage of relative pronouns, the teacher can ignite students’ learning interest, curiosity and thinking ability by pondering over these three questions. The process can help them have a deeper understanding about attributive clauses.) (2) The teacher shows the answers of these questions and naturally presents the special usage of relative pronoun--that in an attributive clauses. The teacher will give some examples to further illustrate it. A. Do you know the things and persons that they are talking about? B. This is all that I want from the school. C. This is the very book that I am looking for these days. D. The TV tower is the highest building that has been built in this city. E. The first lesson that I learned will never be forgotten. (Teaching aims: Students can know the situations where we can only use “that” in an attributive clause.) (3) The teacher gives several sentences and asks students to fill in the blanks. Students need to find out the key information that tells them the answers. (Teaching aims: Students can consolidate those five special usage about “that” in attributive clauses.) (4) The teacher shows the specific situations respectively where we can only use “who”, “whom” and “which”. (Teaching aims: Students can know other special usages in attributive clauses.) 3. Practice: (10 minutes) (1) The teacher asks students to finish the exercise on the PowerPoint while lining out the key information. (Teaching aims: Students can better consolidate the knowledge they have learned and see if they can master the special usage of those five relative pronouns in attributive clauses.) (2) Check the answers. 4. Homework: (1) Finish the practice on the given sheet. (2) Review the special usage of those five relative pronouns in attributive clauses. 课后 反思 时间：第十二周（第二次） 11月16日 星期二 　　　 　　 课题 Unit 4 Friends forever 课型 复习课（练习课） 教 学 目 标 1. 语言能力目标： （1） 学生能够熟悉定语从句的五个关系代词及其用法。 2. 学习能力目标： （1） 学生能够在练习过程中养成“圈画先行词”和关键词的习惯，摸索、总结做题规律。 教学重点 1. 学生能够熟悉定语从句的五个关系代词及其用法，查漏补缺 教学难点 1. 学生能够熟悉定语从句的五个关系代词及其用法，查漏补缺； 2. 学生能够在练习过程中领悟做题的规律和门道，形成自己的学习方式。 主要教法 讲授法、练习法 教　　学　　过　　程 1. Lead-in: (10 minutes) (1) The teacher gives students five minutes to discuss in groups and finishes a mind-map which can show the basic usage of relative pronouns in attributive clauses. (Teaching aims: By doing this, students can check whether they are familiar with those five relative pronouns or not and learn from their group members.) (2) The teacher invites two groups to present their group-work or show their understanding about attributive clauses. The teacher can give some instructions to students after their presentation. 2. Practice: (30 minutes) (1) Students finish the exercise sheet. (2) Check the answers. 1. Homework: (1) Correct the exercise sheet finished in the class. (2) Review those five relative pronouns and their usage in attributive clause. 课后 反思 时间：第十二周（第三次） 11月17日 星期三 　　 课题 Unit 4 Friends forever (Period 4) 课型 新授课（词汇课） 教 学 目 标 1. 语言能力目标： （1）学生能够正确书写并拼读Unit 4中的重要词汇和固定搭配； 2. 学习能力目标： （1）学生能够在语境中正确使用重要词汇和固定搭配并区分它们的意义； （2）学生能够在具体的语境中培养猜测词义的技能； 教学重点 1. 学生能够准确拼读并书写核心词汇及其相关联的其他词性的变体词； 2. 学生能够准确认读并书写核心短语。 教学难点 1. 学生能够准确拼读并书写核心词汇及其相关联的其他词性的变体词； 2. 学生能够准确认读并书写核心短语。 主要教法 讲授法、练习法、游戏教学法 教　　学　　过　　程 1. Lead-in: (10 minutes) （1） Students are given five minutes to read the first part of vocabulary of Unit 4 together. (Teaching aims: Students can recheck if they can pronounce those words correctly.) （2） The teacher reads the rest part of new words and expressions of Unit 4 twice. Students need to follow the teacher’s pace and try to pronounce the words correctly. (Teaching aims: Students can learn about the new words and expressions before learning the following content.) 2. Presentation: (20 minutes) (1) The teacher introduces the rest of new words in Unit 4, including their usage, formation and other forms. Students need to pronounce those words and take notes. (Teaching aims: Students can pronounce those words correctly and try to know more about the relevant words or collocations.) (2) The teacher gives some examples to further explain the usage of those new words and expressions. Students need to answer the given blanks to help them master those grammar points. (Teaching aims: Students can be clear about how to use those new words and expressions in the real context and consolidate what they have learned.) (3) The teacher introduces the new phrases and expressions in each paragraph, including its usage and other relevant phrases. Students need to line out those new expressions in the passage and take notes. (Teaching aims: Students can make sense of those new expressions, which can make it much easier for them to understand the passage and the discourse.) 3. Practice: (10 minutes) (1) Game time: The teacher randomly invite students to read the new word or phrases. Each student can get one point for their group. The top three groups can win the awards and the last two groups will lose the game and have punishment. (2) Students need to fill in the blanks according to what they have been taught. The teacher will then show the correct answers. (Teaching aims: Students can consolidate those knowledge about the new words and expressions and different forms.) 4. Homework: (1) Read the new words we have learned today at least twice; (2) Copy down those new words and phrases we have learned for three times. (3) Recite the first fifteen words of Unit 4. 课后 反思 　　 时间：第十三周（第一次） 11月22日 星期一 　 　　 课题 Unit 4 Friends forever 课型 复习课（复习+评讲课） 教 学 目 标 1. 语言能力目标： （1） 学生能够熟悉并进一步掌握定语从句关系代词的用法。 2. 学习能力目标： （1） 学生能够在讲评的过程中，及时反思、调整自己的学习内容和进度。 3. 思维品质目标： （1） 学生能够通过分析句子结构，区分关系代词和关系副词的用法。 教学重点 1. 学生能够通过练习巩固定语从句有关关系代词的用法。 2. 查漏补缺。 教学难点 1. 学生能够通过练习巩固定语从句有关关系代词的用法。 主要教法 讲授法、讨论法 教　　学　　过　　程 1. Lead-in: (10 minutes) (1) Dictation: The teacher uses ten minutes to dictate the first fifteen new words of Unit 4. (Teaching aims: Check if students have remembered those new words.) (2) The teacher invites four students to write down those five relative pronouns on the blackboard. (Teaching aims: Students can quickly review those five relative pronouns in attributive clauses.) 2. Presentation: (25 minutes) (1) Review: Teacher uses three minutes to help students review the chart about the usage of relative pronouns. (2) The teacher asks students to discuss in groups and lists out the special situations where we can only use “that” in an attributive clauses. (Teaching aims: Students can further consolidate the key points in this grammar section.) (3) The teacher explains the errors in their exercise sheet one by one. (Teaching aims: Students can have a deeper and clearer understanding about the usage of relative pronouns in attributive clauses.) (4) The teacher introduces three sentences and explains the meanings of those three relative adverbs, where, when and why. Then, the teacher guides students to figure out the antecedents and attributive clauses respectively and what element this attributive clause lack. (5) The teacher shares the answers and presents the concept of relative adverbs and their usages. (Teaching aims: Students can get to know those three relative adverbs.) 3. Practice: (5 minutes) (1) Students finish the exercise on the PowerPoint and try to figure out when to use relative pronouns and when to use relative adverbs. (Teaching aims: Students can have a fundamental understanding about those three relative adverbs.) 4. Homework: (1) Review those five relative pronouns and adverbs. (2) Prepare for the quiz tomorrow. 课后 反思 时间：第十三周（第二次） 11月23日 星期二 课题 Unit 4 Friends forever (Period 5) 课型 新授课（语法课） 教 学 目 标 1. 语言能力目标： （1） 学生能够认识并掌握定语从句关系副词的用法。 2. 学习能力目标： （1）学生能够在学习的过程中，善用对比的方式去区分关系代词和关系副词的适用情况； 3. 思维品质目标： （1）学生能够通过分析句子结构，区分关系代词和关系副词的用法。 教学重点 1. 学生能够掌握定语从句有关关系副词的用法。 2. 学生能够准确判断何时使用关系代词、何时使用关系副词。 教学难点 1. 学生能够掌握定语从句有关关系副词的用法。 2. 学生能够准确判断何时使用关系代词、何时使用关系副词。 主要教法 讲授法、讨论法 教　　学　　过　　程 1. Lead-in: (10 minutes) (1) The teacher gives students 10 minutes to finish the quiz about attributive clauses. (Teaching aims: A quiz can examine whether students can master the basic part of relative pronouns and adverbs and their usage.) (2) Quick review: The teacher asks students what those three relative adverbs are and their functions. (Teaching aims: Students can quickly review yesterday’s knowledge about relative adverbs.) 2. Presentation: (20 minutes) (1) The teacher asks a question and students are given five minutes to look at the learning plans and discuss with their group members. Question: When should we use a relative pronoun or a relative adverb? Is there any key point that can help us in doing exercise? (Teaching aims: Students can try to self-learn this important point and figure out the answer to the question. ) (2) The teacher shows the two charts which includes relative pronouns and relative adverbs. Then, we can conclude that relative pronouns should be used when the attributive clauses lack subjects, objects or attributives. (Teaching aims: Students can realize the biggest difference between using a relative pronoun and using a relative adverb.) (3) Giving the basic theory and introduction, the teacher further illustrates it by comparing two similar sentences while using different words to modify. (Teaching aims: Students might be confused about it when it comes to exercise. Therefore, analyzing and comparing two similar sentences which use relative pronouns and relative adverbs respectively is a must. It deepens students’ understanding about it.) 3. Practice: (10 minutes) (1) The teacher guides students to work out the answers of those questions on the PowerPoint and figures out the antecedents and the lacking element of attributive clauses. (Teaching aims: Students can gradually make sense about the usage of attributive clauses and the difference between relative pronouns and relative adverbs.) 4. Homework: (1) Finish the exercise sheet. (2) Review relative adverbs in attributive clauses. 课后 反思 时间：第十三周（第三次） 11月24日 星期三 　　　 　　 课题 Unit 4 Friends forever 课型 复习课（评讲课） 教 学 目 标 1. 语言能力目标： （1） 学生能够查漏补缺，提高对定语从句的掌握程度。 2. 学习能力目标： （1） 学生能够形成自己独特的学习方式，养成良好的订正和做笔记习惯。 3. 思维品质目标： （1） 学生能够在复习、评讲过程中摸索题目答题的规律，懂得举一反三。 教学重点 1. 学生熟悉关系代词和关系副词的差别，提高对定语从句的掌握程度。 教学难点 1. 学生熟悉关系代词和关系副词的差别，提高对定语从句的掌握程度。 主要教法 讲授法 教　　学　　过　　程 1. Lead-in: (5 minutes) (1) Students are given five minutes to write down those relative pronouns and adverbs. (Teaching aims: Students can quickly review those relative pronouns and adverbs in attributive clauses.) 2. Presentation: (35 minutes) (1) The teacher invites students to speaks out their understanding and answers one by one while finding out the antecedents and the lacking elements of each attributive clauses. (Teaching aims: Students can be more clear about how to choose a relative pronoun or relative adverb in an attributive clause.) (2) The teacher invites three students to write down their answers of the blanks and check the answers together. (Teaching aims: Students can be more clear about how to choose a relative pronoun or relative adverb in an attributive clause.) (3) The teacher helps review the important points of using relative pronouns in attributive clauses, including the five situations where we can only use “that” in an attributive clauses, the three situations where we can’t use “that” in an attributive clause and the situation where we can only use “who”, “which” and “whom” respectively. (Teaching aims: Students can have an overall review of relative pronouns.) (4) The teacher helps review the important points of using relative adverbs in attributive clauses, including when to use relative adverbs and the difference between these three relative adverbs. (Teaching aims: Students can have an overall review of relative adverbs.) 3. Homework: (1) Copy down those errors and writes down the key points or grammar once. (2) Review relative pronouns and relative adverbs in attributive clauses. 课后 反思 时间：第十四周（第一次） 11月30日 星期二 课题 Unit 4 Friends forever (Period 6) 课型 新授课（阅读课） 教 学 目 标 1. 语言能力目标： （1）学生能够认识并掌握一些核心词汇和固定搭配。 2. 学习能力目标： （1） 学生能够获取文章主旨大意，通过细读获取关键信息； （2） 学生能够把握故事的核心要素及故事脉络。 3. 思维品质目标： （1） 学生能够联系前文，发挥想象力，为这个故事创设一个可能的结局。 4. 文化意识目标： （1）学生能够思考法与情的关系，对友谊有一个更加深刻的认识。 教学重点 1. 学生能够获取文章主旨大意，通过细读获取关键信息; 2. 学生能对情与法的冲突有一个深入的了解。 教学难点 1. 学生能够联系前文，发挥想象力，为这个故事创设一个可能的结局。 主要教法 任务驱动法、讨论法 教　　学　　过　　程 1. Pre-reading: (3 minutes) (1) Read the short introduction to O. Henry and answer the questions: A. Have you ever read any stories by O. Henry? If yes, share one with the class. B. What story endings attract you most? C. Do you like stories with surprise endings? Why or why not? (Teaching aims: It can help naturally lead to the theme of the passage, After Twenty Years.) 2. While-reading: (30 minutes) (1) Fast-reading: Students will be given three minutes to read the passage quickly, think about the following questions and fill in the blanks: (Teaching aims: Students can practice their fast-reading ability and try to grasp the main idea and the basic elements of the story.) A. Who wrote the short story? B. What is the story mainly about? C. What are three key elements of a story? (2) Careful reading: 1) Students read the first paragraph carefully and answer the following questions: 1. Why is the man standing outside the shop? A. Because he is waiting for his friend Jimmy. B. Because he is going for a walk. C. Because he is going on a patrol(巡逻). 2. What promise did they make before they parted? A. Make a fortune together. B. Leave New York together. C. Meet again at the same place twenty years later. (Teaching aims: Based on the keywords of each question and the exact paragraph, students can catch some detailed information in the passage.) 2) Students read the second and third paragraph carefully and answer the questions: 1. What happened after one or two years? 2. What can we learn from these sentences? A. The trust in friendship. B. Jimmy is loyal to his friend. C. The man kept his promise. D. All of the above. (Teaching aims: Based on the keywords of each question and the exact paragraph, students can catch some detailed information in the passage.) 3) The teacher shows some important phrases or collocations of this passage and gives some practices. (Teaching aims: Students can learn and master the usage of those important phrases and expressions of the passage.) 3. Post-reading: (7 minutes) (1) Students work in groups and think of a possible ending to “After Twenty Years” and find evidence to support your ideas. (Teaching aims: Students can improve their imagination and spoken English in a way.) 1. Did Jimmy come to meet his friend? 2. What has Jimmy experienced over the past twenty years? (2) Students read the note from the original ending and find out what actually happened. (Teaching aims: Students can have a deeper thinking and understanding of this story and form their own way to treat the world.) 1. So what does the note tell you about the ending of the story? 2. Do you think that Jimmy did the right thing? Why? 4. Homework: (1) Finish the exercise sheet about the grammar points in this passage. (2) Recite those ten phrases lined out in the passage. 课后反思 时间：第十四周（第二次） 12月2日 星期四 　　　 课题 Book 1 Unit 4 Friends forever (Period 4) Click for a friend? 课型 新授课（阅读课） 教材 分析 本单元的主题是“人与社会”，主要围绕人际关系和社会交往两个方面展开。本课的文本以线上交友为核心问题，阐述了科技发展在给交友方式带来便利的同时，也增加了交友的隐患。同时，作者也举例论述了线上交友的两面性，进而表明了他对线上交友的态度。本文是一篇论说文，文章结构清晰，段落与段落之间的逻辑关系非常清楚。从内容上看，作者首先以科技发展改变交友方式这一社会背景引入文本话题，随之展开阐述了网络交友的好处及其隐藏的风险，最后总结了作者对于网络交友的观点：要客观地看待网络交朋友，不应不分良莠，一起抛弃。从写作手法上看，作者运用了举例子、引用等写作方法，使文章的论说更具说服力。 学情 分析 学生刚从初中向高中过渡，在适应新的环境、结交朋友上容易产生一些问题。该文本主题是“人与社会”，围绕交友方式展开，主题贴近学生生活，容易引发学生的共鸣。目前，绝大多数学生都已经将微信、QQ等社交软件作为与朋友交往的主要渠道，但对线上交友的现象还未形成全面的认识。因此，教师可以有效利用该文本教材，引导学生辩证地看待网络交友的现象。 就学生目前的英语学习情况而言，第一，学生的语言基础较为薄弱，词汇量较差，因此，教师需要提前扫清单词和短语的障碍，为学生读懂课文提供可能性；第二，学生尚未掌握如“略读”、“速读”等的阅读技巧，在阅读过程中没办法快速寻找一些问题的答案，因此，教师需要在课上介绍相关的阅读策略，并引导学生通过“小组合作”的方式去快速找到一些细节信息的答案；第三，相当一部分的学生对于学习英语缺乏兴趣，因此，教师既需要注重基础性问题的设置，帮助学生树立学习英语的信心，同时，教师也应当在课上设计一些游戏或者竞赛来激发学生积极参与的热情。 教 学 目 标 在完成本节课后，学生能够： 1. 通过剖析文章标题和“略读”，预测文章大意，把握文章的大致方向。 2. 通过“细节阅读”，准确获取一些基础问题的答案。 3. 准确分析并判断作者对于线上交朋友的态度。 4. 以辩证的眼光看待网络交友的利与弊，树立健康向上的交朋友观念。 教学 重难点 1. 提升学生敢于阅读、敢于开口的勇气； 2. 培养学生“略读”和“细读”的阅读能力，引导学生有意识地关注文章中表示转折、衔接的词语。 3. 引导学生理清文章脉络结构，把握段落与段落之间的逻辑关系。 4. 引导学生客观地看待网络交友的现象，并树立健康积极的交友观念。 教学 过程 教学步骤 设计意图 Pre- reading 1. Teacher presents some photos and leads to the topic of friendship. (1 minute) 2. Teacher asks two questions and invites several students to share their answers: (2 minutes) How do you prefer to make friends? How do you prefer to maintain friendship? 3. Teacher guides students to look at the title while paying attention to the word “click” and try to predict what the passage is going to talk about. (2 minutes) 1. 以教师的大学生活照片巧妙引入本单元话题（friendship），形成自然过渡，激发学生兴趣。 2. 教师抛出两个问题，询问学生常用的交友方式，活跃课堂气氛；同时，自然过渡到本课主题（online friendship）。 3. 引导学生关注并挖掘文章标题的内涵，培养学生通过标题预测文章内容的意识与能力。 While- reading 1. Fast Reading(5 minutes): Students have three minutes to read the passage quickly and try to grasp the main idea of the passage. Teacher asks students to choose the author’s opinion towards making friends online and the correct answer will not be given before their careful reading. 1. 引导学生以“速读”（scan reading）的方式整体把握文章的主要内容和作者观点。 2. 在选择作者观点上，教师应引导学生各抒己见，并通过“细读”（careful reading）的方式准确获取作者对待网络交友的观点和态度。 2. Careful Reading(15 minutes): 1 Teacher divides students into groups of four. Students read the passage again and work in groups to find out the answers to the following questions in 8 minutes: Q1: What’s the only way of getting news from faraway friends in the past? (Para 1) Q2: Why does the way we make friends and communicate with them has changed significantly? (Para 1) Q3: What do we use to maintain friendship nowadays? (Para 2) Q4: How does social media influence friendship? (Para 2-3) Q5: What does “It depends” mean in paragraph 5? Q6: What are the disadvantages of online friendship? (Para 6-7) Q7: What is the author’s opinion about online friendship? (Para 8) 1. 学生能够快速判断设问当中的关键词，并根据所给的关键词，快速定位文章中的关键信息； 2. 学生能够从“what”“why”“how”三个维度去把握一篇文章； 3. 学生能够在寻找7个问题的答案的过程中，逐渐理清文章的脉络结构。 4. 学生进行自我反思，检测自己的初次阅读是否准确把握文章作者的观点。 5. 学生能够形成小组合作的合作意识，养成互帮互助的良好学习氛围。 3. Dare you challenge yourselves? (8-10minutes) Students are free to choose tasks with different levels of difficulties and get certain stars for their groups by finishing them. 1 Task A: True or False (✬) 2 Task B: Match the main idea to each part of the passage (✬✬) 3 Task C: Complete the diagrams with expressions from the passage. (✬✬✬) 1. 以小组竞赛的方式，激发学生回答问题的欲望； 2. 通过完成拓展任务，学生能够进一步巩固对文本内容的熟悉度和提升他们的阅读速度与能力。 Post- reading 1. Teacher concludes the author’s opinions and guides students to have a discussion about online friendship with their desk-mates. (2 minutes) 2. Teacher plays a video and raises students’ awareness of cherishing their friendship and loving their friends. (2 minutes) 1. 引导学生自身树立正确的网上交友观，辩证看待它的利与弊。 2. 情感升华，回归学生，引导学生珍视友谊，真诚待友。 Assignment (1 minute) 1. Draw a mind-map which shows the basic structure of the passage. 2. Write your own opinion towards online friendship according to the given sentence pattern: ① I think making friends online is... because... ② Making friends online is... It enables us to... 1. 锻炼学生在阅读全文后，对文章内容进行概括的能力；学生能够对本节课所学内容进行内化，理清文章结构。 2. 学生能够对本课所学到的一些词汇进行运用，并树立对网络交友的正确态度。 课后 反思 学科网（北京）股份有限公司 $$