Unit 4 My friends Lesson 2 A story of friendship教学设计 -2025-2026学年冀教版英语七年级下册

科目

英语

年级

七年级下册

课时安排

1课时

核心素养目标

语言能力：掌握friendship、desert、argument等核心词汇及go through、write down等短语，能读懂友谊故事，用简单英语复述情节、表达对友谊的理解。思维品质：通过分析故事细节、讨论人物行为，培养逻辑分析和辩证思考能力，学会理性看待朋友间的矛盾与包容。文化意识：理解中西方友谊文化中共有的宽容、感恩内涵，尊重不同文化中友谊的表达形式，提升跨文化交际意识。学习能力：学会运用阅读技巧提取关键信息，通过小组合作、自主探究，培养自主学习和合作交流能力，养成良好的英语学习习惯。

教学重难点

教学重点：掌握本课核心词汇（friendship, desert, argument, stone, blow等）和重点短语（go through, have an argument, write down, blow away）；能读懂课文故事，理解情节发展和人物情感变化；能运用核心词汇和简单句型复述故事、谈论友谊。教学难点：理解故事中“把伤害写在沙上，把帮助刻在石头上”的深层含义，领悟友谊中宽容与感恩的道理；能在真实语境中灵活运用重点短语和句型，流畅表达对友谊的看法和处理朋友矛盾的方法。

教学过程——主要思路

（一）热身导入（Warm-up & Lead-in）

1. 师生问候：教师以亲切的英语问候开启课堂，“Good morning, class! How are you today? I’m great, because I’m with my good friends—you! ” 引导学生回应，营造轻松和谐的课堂氛围，拉近师生距离。

2. 话题导入：教师提问引导学生思考友谊，“Do you have good friends? What do you usually do with your good friends? When you have problems with your friends, what will you do? ” 鼓励学生用简单的英语或中英文结合的方式回答，分享自己的友谊经历和处理朋友矛盾的方法。

3. 引出主题：教师总结学生的回答，自然过渡到本课主题，“Today, we will learn a story of friendship between two boys—Lee and Jim. They had an argument in the desert, but they still kept their friendship. Let’s find out what happened to them. ” 同时板书课题“Lesson 2 A story of friendship”，带领学生朗读课题，明确本节课学习核心。

设计意图：热身问候环节旨在激活课堂氛围，让学生快速进入英语学习状态；话题导入紧密结合学生生活实际，调动学生已有的生活经验和知识储备，激发学生对“友谊”话题的兴趣，为后续故事学习做好情感和内容铺垫；引出主题时明确故事主角和核心冲突，引导学生带着好奇心进入课文学习，提升学习主动性。

（二）探究新知（Presentation）

1. 词汇教学：聚焦核心词汇，突破学习障碍

教师结合图片、动作和语境，逐一呈现本课核心词汇和短语，确保学生理解含义、掌握发音和用法。

（1）名词类：friendship（友谊）——展示朋友相处的温馨图片，提问“What’s this? It’s friendship. Friendship is the relationship between good friends. ”；desert（沙漠）——展示沙漠的图片，介绍“A desert is a very dry place with little water and few plants. Lee and Jim walked through a desert. ”；argument（争吵）——通过夸张的动作模拟争吵场景，说明“When two people don’t

agree with each other and talk loudly angrily, that’s an argument. Lee and Jim had an argument. ”；stone（石头）——展示石头图片，引导学生认读，“This is a stone. It’s hard. ”；wind（风）——模拟刮风的动作，“Look, the wind is blowing. The wind can blow things away. ”

（2）动词及短语类：go through（经历；穿过）——结合沙漠图片，“Lee and Jim went through a desert. They walked through the desert together. ”；have an argument（争吵）——结合之前的动作模拟，“They had an argument on the way. They were angry with each other. ”；write down（写下）——拿起笔在黑板上书写，“I write down the new word. Write down means to put something on paper with a pen or pencil. ”；blow away（吹走）——用纸片模拟被风吹走的场景，“The wind blows the paper away. Blow away means to make something move away by wind. ”

（3）词汇巩固：带领学生跟读所有词汇和短语，纠正发音；采用“开火车”“小组竞赛”的形式，让学生单独认读，确保每个学生都能掌握正确发音；随机提问词汇含义，如“What’s the meaning of ‘desert’? ”“How do you say ‘写下’ in English? ”，强化学生对词汇的记忆。

设计意图：七年级学生抽象思维较弱，通过图片、动作、语境相结合的方式教学词汇，将抽象的词汇具象化，帮助学生快速理解含义；多样化的巩固形式激发学生的参与热情，避免词汇学习的枯燥感，同时培养学生的认读能力和反应能力，为后续阅读课文扫清词汇障碍。

2. 课文教学：分层阅读，理解情节与内涵

（1）泛读（Skimming）：整体感知课文大意

教师要求学生快速阅读课文，不纠结于生词和细节，思考两个问题：① Who are the main characters in the story? ② What happened to them? 阅读结束后，邀请学生回答问题，教师总结：“The main characters are Lee and Jim. They went through a desert, had an argument, then Jim had trouble in the lake and Lee saved him. Finally, Jim wrote something on the sand and the stone. ” 同时引导学生梳理课文的大致脉络：argument → trouble → save → write。

设计意图：泛读环节旨在培养学生的略读能力，让学生快速把握课文核心人物和主要情节，建立对课文的整体认知，避免学生在阅读中陷入细节误区，为后续精读做好铺垫。

（2）精读（Scanning）：深入分析细节，理解人物情感

教师引导学生逐段精读课文，结合问题探究细节，体会人物情感变化，同时进一步巩固核心词汇和短语。

第一段：教师提问：“Where were Lee and Jim going? What happened to them on the way? ” 引导学生找到关键句子“They were going through a desert. On the way, they had an argument. Lee hit Jim, and Jim felt hurt. ” 追问：“How did Jim feel after Lee hit him? ” 引导学生体会Jim的“hurt”（受伤的）情感，同时讲解“hit”的用法（过去式仍为hit），结合语境巩固“have an argument”“feel hurt”短语。

第二段：提问：“What did Jim do after he felt hurt? Did he argue with Lee? ” 引导学生找到答案“He said nothing. He wrote in the sand: ‘Today, my best friend hit me.’ ” 追问：“Why did Jim write it in the sand instead of arguing? ” 引导学生思考，初步感知Jim的宽容，同时巩固“write down”短语，讲解“instead of”的简单用法（代替）。

第三段：提问：“What happened next? Why did Jim have trouble? ” 引导学生找到关键信息“They kept on walking and got to a small lake. They decided to take a bath. All of a sudden, Jim