Unit 4 Friends forever Developing ideas 教学设计-2024-2025学年高中英语外研版（2019）必修第一册

Unit4 Friends forever Developing ideas 教学设计 一、单元基本信息 使用教材 外研版（2019年）必修一 单元名称 Unit4 Friends forever 单元课时 第5课时 二、单元教学规划 单元主题及主要内容分析 新外研版高中英语必修第一册Unit4 Friends forever是“人与社会”主题下对“人际交往与社会交往”的探讨，主题语境内容是良好的人际关系与社会交往，具体而言就是人与人之间的友谊。本单元语篇类型丰富，包括诗歌、议论文、网络论坛帖子、对话和小说等。Starting Out部分主要涵盖了友谊的诗歌《友地久天长》的历史； Understanding Ideas主要谈论网络交友； Using Language词汇部分主要包括与友谊相关的词、听力部分帮助朋友； Developing Ideas关注友谊和法律的关系、写作部分为读后写，给故事加结尾、；Presenting Ideas部分为辨论，讨论朋友“多”与“精”的关系,从多角度诠释了与朋友相关的话题。旨在引发学生对友谊的价值、友谊的真谛、友谊与法律的关系等方面的思考，从而使学生掌握正确的交友原则、以正确的方式结交朋友，珍惜朋友间的友谊，最终形成正确的价值观，培 养其自尊、自信、自强的良好品格，并在一定程度上了解中外文化对友谊的探讨和歌颂。 主题学情分析 基于本单元整体学生学情分析： 学习水平:学生对于友谊这一话题非常感兴趣，有些问题学生也能感同身受，学生对此话题兴趣浓厚，学习态度积极认真，学生能够自主按照老师要求完成课堂任务及课前、课后作业。但学生在英语基础知识储备方面差距较大，语言运用能力差距的现象普遍存在。 语言技能:学生虽然掌握了略读( skimming)、扫读( scanning)等阅读技巧，但对于新的文体 --论说文，我们应该让学生分析文章结构，感知文章逻辑，让学生理解网络交友的利弊。在 Developing ideas这一模块，学生也会接触到英文小说，我们教师应利用这一模块激发学生阅读英文原著的兴趣。 思维品质:学生能够正确判断语篇中人物的观点和态度，辨析人们对友谊的定义，评判网络、社交媒体环境下人们的交友观念，辨析友谊与法律之间的关系，在深入理解语篇内容的同时联系自身实际，实现知识与思维能力的迁移。 开放性学习环境 1. Interactive multimedia learning environment. 2. Diversity of teaching materials of the unit,such as poems, songs, videos, online fortum posts, dialogues and novels. 3. Diversity of teaching means：listening，speaking，reading，writing，discussing，sharing, debating, evaluating... 4. Cooperative Teaching Method; Task-based Approach; Communicative Approach... 5. The cooperation between the interactive classroom and students’ personal experience. 单元学习目标 语言能力目标: 能够理解与友谊相关的语篇内容，听懂并谈论与友谊相关的话题，使用新学语言描述朋友间的相处与情感，恰当运用定语从句对目标内容进行修饰、说明，根据故事情节的发展合理续写结尾。 文化意识目标： 能够了解中外文化中关于友谊的观点和态度，丰富对友谊的认知，形成正确的人生观、价值观、交友观和跨文化意识，并在生活中珍惜友谊、正确交友。 思维品质目标： 能够正确判断语篇中人物的观点和态度，辨析人们对友谊的定义，评判网络、社交媒体环境下人们的交友观念，辨析朋友与法律之间的关系，在深入理解语篇内容的同时联系自身实际，实现知识与思维能力的迁移。 学习能力目标： 能够通过了解友谊的价值和交友原则，激发英语学习兴趣;能够多渠道获取英语学习资源;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。 指向核心素养的单元整体教学目标 在本单元学习结束后，学生能够： 1. 语言能力：通过听说读看写的方式，理解和表达友谊对个人的人生意义，交友的方式形式、正确对待朋友的情感态度，传递自己的价值观念。 2. 文化意识：了解中西方不同的文化、习俗以及待人接物方面的差异。学习跨文化意识中对于人际交往的正确价值取向、态度和行为，强调对于美好品德的理解和认同。同时，在全球化背景下在网络时代能够跨文化理解和沟通，形成积极的人生态度和良好的人文修养。 3. 思维品质：从跨文化的视角出发，观察和分析人际交往中解决问题的途径。通过语言、思维与文化相结合的课堂活动，对于待人接物作出正确的价值判断。批判性进行名著阅读，发挥逻辑推断思维，续写欧亨利小说。 4. 学习能力：通过跨文化人际交往话题的学习，形成情绪情感价值观的自我塑造。通过多技能语言形式的学习，形成自我管理的良好学习习惯。利用多媒体，拓宽学习渠道，提升学习效率。 单元课时安排 语篇 课型 第*课时 课时对应的单元教学目标 Starting out& Keywords of friendship & Listening vocabulary listening &speaking Period1 Experience the beauty of friendship in poetry, master the vocabulary related to friendship and talk about the topic of friendship in English. Understand what a true friend is and the meaning of deal with the hard times with friends in English. Understanding ideas (Click For A Friend ) reading Period2 &Period3 Understand the reading passage and improve reading skills, and develop the dialectical thinking ability. Learn to compare cultural differences and form correct values and moral feelings about making friends online. Using language grammer Period4 Understand the structure and function of the restrictive attributive clauses,and be able to use attributive clauses appropriately. Developing ideas (After Twenty Years) reading Period5 Master the basic features of the novel style and the common reading methods, understand the theme of Henry's novel and the characteristic of O. Henry-style ending. Develop dialectical thinking of the relationship between friendship and duty. Developing ideas (Writing an ending to a story) writing Period6 Write the ending of the novel,further understand the meaning of friendship, and finally establish a correct view of friendship. Presenting ideas & Revision debating& conclusion Period7 Have a deeper understanding of this unit, debate with others in a proper way and improve ability of logical thinking. Form correct views on life and values by sublimating the understanding of friendship. 持续性评价的手段与方式 Assess students' needs first: ask students to think about what they know about the topic by designing K-W-L (known- want to know-learn)charts, pay attention to what they want to know, and finally record what they have learned and what they need to learn. Monitor the learning process: observe and record texts and data in group study and individual study units to enable teachers to make appropriate teaching adjustments and provide reference for the final assessment. Encourage autonomy and cooperation: it can be achieved by designing students' self-evaluation and reflection, peer feedback, group observation and other means. Demonstrate understanding and skills: Use these strategies at the end to evaluate students, understanding and skills. 三、课时教学设计 本单元第5课时 Developing ideas (After Twenty Years) Reading 语篇研读 外研版高中英语必修一Unit 4的主题语境是“友谊”，本节课为本单元的 Developing Ideas 部分。Developing Ideas阅读部分主要引导学生关注和辨析友谊和法律之间的关系，写作部分为读后写、给故事加结尾，旨在引发学生对友谊的价值、友谊与法律的关系等方面的思考，从而使学生掌握正确的交友原则、珍惜朋友间的友谊，最终形成正确的价值观，培养其自尊、自信、自强的良好品格，同时激发学生对名著的阅读兴趣。 What：Developing ideas部分节选自美国著名短篇小说家欧·亨利的短篇小说“ After Twenty Years”，主题为友谊与法律，文章讲述了两兄弟阔别二十年后重逢的场景，结尾出人意料，引人深思。 Why:通过这一板块的学习，学生能够深入理解友谊的内涵与意义，辩证地思考情与法之间的关系，形成正确的人生观、价值观。 How:所节选的内容呈现了主人公Bob在约定的时间和地点等待重逢的场景，之后通过主人公 和警察的对话，讲述了主入公和朋友20年前和20年间发生的故事。通过setting,character and plot的学习和分析初步掌握小说的文体特点和小说结尾的写法。在深入理解语篇内容的 同时联系自身实际，实现知识与思维能力的迁移。 学情分析 本课的教学对象是高中一年级的学生，他们的认知能力有了一定的发展，初步具备了用英语获取信息、处理信息、分析问题和解决问题的能力。高一学生们的表现欲很强，有一定的想象力和创造力、但在丰富的词汇积累和语言表达方面还很匮乏。本课学习中学生能够读懂小说中具体的事实性信息，但是对于语篇的隐性逻辑关系，以及如何表达自己观点方面仍有待提高，需要教师循序渐进由浅入深的问题引导。所以我在设计这节课的时候，除了考虑对学生基本阅读能力的培养、注重突出了对学生想象力和创造力的激发，降低语言表达方面的要求，在词汇和表达方面给予一定的提示。 教学目标 单元教学目标 课时教学目标 关注友谊与法律的关系，形成正确的友谊观，学习跨文化意识中对于人际交往的正确价值取向、态度和行为,强调对于美好品德的理解和认同。在深入理解语篇内容的同时联系自身实际，实现知识与思维能力的迁移。 Language Knowledge students can understand the content of the text, master the basic features of the novel style, identify the characters in the story and evaluate their behaviors. Cultural Awareness To understand the views and attitudes about friendship in O. Henry's novels, to enrich the cognition of friendship and law, to form correct values and views on making friends , understand the discussion of friendship in foreign literature works. Thinking Quality Students can connect with their own reality，further understand the meaning of friendship，develop their dialectical thinking of the relationship between friendship and duty and finally establish a correct view of friendship. Learning Ability Students can understand the theme of Henry's novel and the characteristic of O. Henry-style ending, and arouse their interest of reading famous works. Master the common reading methods and skills , and try to think of a possible ending to the story. 教学重难点 Teaching key points: 1. Lead the students understand the content of the text and master the basic features of the novel style. 2. Help the students further deepen the understanding of the theme of the unit, develop students' logical thinking, critical thinking and innovative thinking. 3. Lead the students form a correct view of friendship and values. Teaching difficult points: 1. Help students identify the characters in the story and evaluate their behavior, try to think of a possible ending to the story. 2. Lead the students further understand the meaning of friendship， develop their dialectical thinking of the relationship between friendship and duty and finally establish a correct view of friendship. 教学难点解决措施： 在课前预习阶段，让学生通过查阅字典、网络，学习单词表里的单词，为之后的阅读扫除生词障碍。由于学生初次接触英文小说且许多学生并不了解欧·亨利作家的作品，我布置学生在课前借助互联网查找作家欧·亨利相关资料及他的作品，使学生能对所学内容有更多的了解。本节课中语篇的隐性逻辑关系，人物性格的分析以及如何表达自己观点方面对于学生来说是个难点，需要教师循序渐进由浅入深的引导。在这一环节我通过问题引领学生，注重故事细节描写，通过共同探讨，一步步引导学生分析文中人物的描述，从而分析推断人物性格，并以表格形式汇总。通过人物分析帮助学生理解文章，预测故事发展走向，为下一步预测故事结局做铺垫，培养学生逻辑推理能力和创新能力。 同时在预测故事结局环节采取小组合作的学习方式，留给学生足够的准备时间，提高学生的参与度、降低了该环节的难度。在赏析欧亨利式结尾后，让学生思考和分享自己的看法，引导学生辩证思考情与法之间的关系，树立正确的友情观，形成正确的人生观和价值观。 教学方法 Cooperative Teaching Method; Task-based Approach; Communicative Approach 教学工具 Textbook;notebook,learning materials; multimedia. 教学流程图 教学过程（第1课时） 教学目标 教学活动及互动方式（时间） 设计意图 效果评价 Know the topic of the class. Step1 Lead-in(2 min) 1. Show the poem of Li Bai --- Presented to Wang Lun on the screen. Li Bai on board, ready to push off, suddenly heard the tramping and singing on the bank. Peach Flower Pool a thousand feet deep, is shallower than the love of Wang Lun who sees me off. Have Ss read the poem and ask questions: Q1:Which poem is it by Li Bai? Q2:What idea does the poem mainly express? 以诗人李白的一首赠汪伦的英文诗歌引入本课话题“friendship”，激发学生学习兴趣。 Students can say something about the poem. Know the O. Henry and his works. Step 2 Pre-Reading (3 min) 1. Ask Ss questions and lead to the content of this class. 1). Do you like reading novels? Have you ever read these novels? Do you know the author? 2). Please read the introduction of O. Henry and find out why his stories are famous? 3). Do you know what the surprising endings are? Let’s read the novel. 2.Show the learning aims: 通过几个问题引出本课小说作者欧•亨利，通过让学生阅读欧•亨利的简介回答问题，引出欧•亨利小说以surprising endings而出名，从而为本文要讲解O. Henry style ending 做铺垫。 通过了解学习目标，让学生明确学习任务。 Students can say something about the writer O.Henry. Read for the three elements of the novel. Read for main idea and identify the characters in the story. Step3 While- Reading Fast Reading(4 min) 1.Ask Ss to read the paragraph below the title---the background introduction of the story to find out the place, the time and the characters of the story. Ask Ss to read the story to grasp the main idea and make clear of the relationship of characters. Then T checks the answer with the class. 2. We can infer that they had a promise, so do you want to know why did they agree to meet 20 years later？ 利用表格提供学生阅读的支撑框架，通过填写表格找出基本信息when,where,who,what&why，从而完成第一个学习目标，掌握小说三要素和基本了解故事大意。 通过promise一词衔接过渡引出对文章细节的阅读，激发学生好奇心和阅读兴趣。 Students can get the key words of the settings, plot and characters. Students can get the key words of the main idea through skimming. Read for detailed information. Identify the characters in the story and evaluate their behaviors. Step 3 While reading Careful reading(12 min) 1. Read Paragraph 1 and answer the 2 questions. 2. Read the first part and Paragraph 3 and answer the 5 questions. 3. Read the first part and Paragraph 2 and answer the 2 questions. 本环节分三步，从文章大意阅读上升到文章细节阅读，通过问题引领学生注重故事细节描写，通过共同探讨，一步步引导学生分析文中人物的描述，从而分析推断人物性格，并以表格形式汇总。表格始终在课件中呈现，通过一个个细节分析逐步让人物丰满起来。通过人物分析帮助学生理解文章，预测故事发展走向，为下一步预测故事结局做铺垫。培养学生逻辑推理能力和创新能力，完成第二个学习目标。 Students can take active part in the class activities and get the detailed information through scanning. Students may have difficulty in evaluating the character’ behaviors. Predict and write an ending of the story. Read the original ending to find out what actually happened. Step4 Post reading (12 min) 1.According to the chart that we have analyzed, please discuss the three questions in groups. Use the answers to predict an ending and write it down.（4min） T asks Ss to answer the three questions in Activity 3 and think of a possible ending to After Twenty Years. ①Did Jimmy come to meet his friend? ②What has Jimmy experienced over the past twenty years? ③What might happen between the policeman and the man? 2. Invite some groups to show their endings.(3min) 3. Read the original ending and find out what actually happened. Share opinions in groups.(3min) 4. Invite some students to analyze the note and share opinions.(2 min) 通过阅读输入信息，通过表格展示汇总信息，通过小组讨论利用集体智慧加工信息，以书面形式呈现预测故事结局让学生主动输出信息，锻炼学生英语表达和写作能力。 让学生主动探究小说结局，发现故事真相，并与自己的预测结局进行对比。锻炼学生信息阅读，推理判断等能力。同时，学生能感受到欧•亨利小说的特别之处，总结O. Henry style ending即导入时提到的Surprising ending的特点，“出乎意料却情理之中”。完成第三个学习目标。 Students can take active part in the groupwork and share opinions. Students can get the surprising ending of the story and understand the O. Henry style ending. Develop dialectical thinking of the relationship between friendship and duty. Step 5 Think & Share(4 min) Do you think that Jimmy did the right thing? Share your opinions. 激励学生大胆表达自己观点，畅所欲言。引导学生辩证思考情与法之间的关系，树立正确的友情观。引导学生在生活中做他人的益友，交益友。 Students can further understand the meaning of friendship， establish a correct view of friendship. Make a conclusion of the class and have a self- Evaluation. Step 6 Self-evaluation(2 min) 让学生及时回顾总结本课所学，查漏补缺，做好自评。 Students can get what they have learned in this class. Arouse and keep the interests of reading famous works. Step 7 Homework(1min) 让学生继续名著阅读兴趣，课下进一步自主探究。 Student can better understand O.Henry’s works and the surprise endings to his stories. 课时教学板书设计 课时作业设计 一.词汇练习（复习本课中重点词汇，短语及其短语的用法） Ⅰ. 用所给词的适当形式填空。 1. With a few inspiring (inspire) words from his parents he should do well. 2. These new shoes are not very comfortable (comfort). 3. You’ll just have to be patient (patience) and wait till I’m finished. 4. Every student in our school was asked to meet at the school gate at the appointed(appoint) time. 5. The girl was ashamed(shame) of what she did. 6. I think she has many good qualities (quality) besides being very beautiful. 7. Parents are naturally anxious (anxiety) for their children. Ⅱ. 单句语法填空 1. I have a passion for Chinese classical literature and have spent some time reading Tang and Song poetry. 2. She didn’t get what she wanted so she felt down. 3. I begged my uncle to come along with him. 4. His fourth novel is a funny story set in London. 5. His father made a fortune out of bananas. 6. We ought to follow (follow)her good example.   7. It took me some time to work out the problem. 8. I know you’re surprised to hear from me. 9. I’ve been waiting for an hour and he still hasn’t turned up. 10. She still corresponds with American friends she met in Majorca nine years ago. 二 阅读理解（基于本单元主题设计阅读材料，让学生更好地理解友谊) 本文是一篇说明文, 主要讲述了在学校我们该如何做才能成为别人的好朋友。 A One of the most important things in the world is friendship. In order to have friends, you have to be a friend. But how can you be a good friend at school? Listen—Listen when they are talking. Don’t say anything unless they ask you a question. Sometimes it’s not necessary for you to have anything to say; they just need someone to talk to about their feelings. Help them—If your friend is ever in need of something, be there to help them. You should try to put them first, but make sure you don’t do everything they want you not to do. Try to take an extra (额外的) pencil or pen with you to classes in case (以防) they forget one. Have a little extra money in your pocket in case they forget something they need. Be there for them—Try to make something for your friends to help make them feel better in hard times. Making cards and encouraging them are among the nicest things you can do for a friend. Marilyn Monroe, a famous US actor, once said, “I often make mistakes. Sometimes I am out of control. But if you can’t stay with me at my worst, you are sure not to deserve (值得) to be with me at my best. ” Always remember this! If you don’t want to stay with your friends when they’re in hard times, then you don’t deserve to be with them when they’re having a good time! ______—Try to make plans with your friends. Go shopping, go for ice cream, have a party, go to a movie and so on. Take time to know each other even better by doing something you both enjoy. By planning things together, you both can have a good time. And you’ll remember these things when you’re all old!   1. When we provide help for our friends, we should ______.   A. try to do everything for them B. put them before ourselves C. change their bad habits first D. ignore their faults 2. What can we learn from Marilyn Monroe’s words? A. Life without a friend is death. B. A friend is easier lost than found. C. A friend in need is a friend indeed. D. A man is known by his friends. 3. Which of the following can be put in the blank of the last paragraph? A. Make plans. B. Enjoy yourself. C. Understand your friends. D. Play with your friends. 4. What is the passage mainly about? A. How to find a good friend. B. How to help friends in trouble. C. How to be a good friend. D. How to make more friends. 本篇阅读理解设计了主旨大意题，推理判断题，段落大意题和细节理解题，使学生明白如何做一个好朋友，和朋友一起做好计划, 通过共同做事来促进相互了解，真正的朋友应该和自己患难与共，如果朋友需要帮助, 我们应该把对方置于自己之上。 课后反思 Developing ideas部分节选自美国著名短篇小说家欧亨利的《二十年后》，文章讲述了两兄弟阔别二十年后重逢的场景，结尾出人意料，引人深思。基于此，本节课的主要设计思路是，引领学生通过自主探究和小组合作的形式完成不同任务，理解课文内容，明确故事中的背景、人物和情节三要素，并依据故事情节发展大胆猜想续写结尾。之后阅读欧亨利原著结尾，思考并讨论问题，引导学生辩证思考情与法的关系，树立正确的友情观。最后，通过表格内容让学生进行自我评估，回忆巩固本节课所学知识，同时也是圆满完成各种任务后的评价和激励。在本课中语篇的隐性逻辑关系，人物性格的分析以及如何表达自己观点方面对于学生来说是个难点，需要教师循序渐进由浅入深的引导。在这一环节我通过问题引领学生，注重故事细节描写，通过共同探讨，一步步引导学生分析文中人物的描述，从而分析推断人物性格，并以表格形式汇总。通过人物分析帮助学生理解文章，预测故事发展走向，为下一步预测故事结局做铺垫，培养学生逻辑推理能力和创新能力。 在准备这节课的过程中，我查阅了大量资料，包括阅读原文、了解作者的写作背景以及观看名师示范课等。新教材的选材更新了很多新鲜元素，给予了教师和学生新的更多的可能。如何能让学生发现经典名著的闪光点，并从中借鉴写作手法学以致用，成为了我本节课所要解决的主要矛盾，首先我会肯定学生真实的想法，然后交代当时的写作背景，引导学生把这一结尾放到那个时代大环境中去赏析，最后强调，情与法的抉择在任何情况下都不应改变，同时也鼓励学生创造属于自己的结局。总体来说，本节课收获了预期的效果，学生热情高涨、积极主动，由于事先对时间分配做了计划，并预判出学生可能出现困惑的地方加以引导，整节课的节奏以及强度都很适应学生理解与反馈。 面对新教材、新高考的要求，新的探索总在路上，但是在对“新”的不断探索中，也不应忘记初心、迷失自我，尤其是遇到这种有年代感的“老”名著，更应该进行资源整合，从学生感兴趣的切入点入手，体现“用教材教”而不是“教教材”的新观念，依然要重视“双基”的培养。无论是备课、上课、还是反思，都是一个发现问题、解决问题的过程，既然是过程就不可能一蹴而就，点滴的积累与打磨都渗透在日常的每节课中，每节课都值得仔细雕琢，也许世界上不存在最完美的课，但一定会有更好的下一课。 四、单元整体评价 单元整体评价 在本单元学习结束后，学生能够： 1. 语言能力：通过听说读看写的方式，理解和表达友谊对个人的人生意义，交友的方式形式、正确对待朋友的情感态度，传递自己的价值观念。 2. 文化意识：了解中西方不同的文化、习俗以及待人接物方面的差异。学习跨文化意识中对于人际交往的正确价值取向、态度和行为。强调对于美好品德的理解和认同。同时，在全球化背景下在网络时代能够跨文化理解和沟通，形成积极的人生态度和良好的人文修养。 3. 思维品质：从跨文化的视角出发，观察和分析人际交往中解决问题的途径。通过语言、思维与文化相结合的课堂活动，对于待人接物作出正确的价值判断。批判性进行名著阅读，发挥逻辑推断思维，续写欧亨利小说。 4. 学习能力：通过跨文化人际交往话题的学习，形成情绪情感价值观的自我塑造。通过多技能语言形式的学习，形成自我管理的良好学习习惯。利用多媒体，拓宽学习渠道，提升学习效率。 21 学科网（北京）股份有限公司 $$