Unit4FriendsForever單元教學設計-高一英語

20242025學年度第一學期備課教案Unit4時間：第十一周（第一次）11月10日星期三課題Unit4Friendsforever(Period1)課型新授課（詞匯課）教學目標語言能力目標：學生能夠正確書寫并拼讀課文中的重要詞匯和固定搭配；學習能力目標：學生能夠在語境中正確使用重要詞匯和固定搭配并區(qū)分它們的意義；學生能夠在具體的語境中培養(yǎng)猜測詞義的技能；教學重點學生能夠準確拼讀并書寫核心詞匯及其相關聯(lián)的其他詞性的變體詞；學生能夠準確認讀并書寫核心短語。教學難點學生能夠準確拼讀并書寫核心詞匯及其相關聯(lián)的其他詞性的變體詞；學生能夠準確認讀并書寫核心短語。主要教法講授法、練習法、游戲教學法教學過程Leadin:(15minutes)Studentsaregiveneightminutestofinishthequizabouttheattributiveclauses.(Teachingaims:Theteachercancheckwhetherstudentscanstillrememberthegrammarpointtheyhavelearnedlastweekend.)TheteacherreadsthenewwordsandexpressionsofUnit4twice.Studentsneedtofollowtheteacher’spaceandtrytopronouncethewordscorrectly.(Teachingaims:Studentscanlearnaboutthenewwordsandexpressionsbeforelearningthenewpassage.)Presentation:(20minutes)Theteacherintroducesthenewwordsineachparagraphofthenewpassage,Clickforafriend,includingtheirusage,formationandotherforms.Studentsneedtolineoutthosenewwordsinthepassageandtakenotes.(Teachingaims:Studentscanmakesenseofthosenewwords,whichcanmakeitmucheasierforthemtounderstandthepassageandthegrammar.)Theteachergivessomeexamplestofurtherexplaintheusageofthosenewwordsandexpressions.Studentsneedtoanswerthegivenblankstohelpthemmasterthosegrammarpoints.(Teachingaims:Studentscanbeclearabouthowtousethosenewwordsandexpressionsintherealcontextandconsolidatewhattheyhavelearned.)Theteacherintroducesthenewphrasesandexpressionsineachparagraph,includingitsusageandotherrelevantphrases.Studentsneedtolineoutthosenewexpressionsinthepassageandtakenotes.(Teachingaims:Studentscanmakesenseofthosenewexpressions,whichcanmakeitmucheasierforthemtounderstandthepassageandthediscourse.)Practice:(5minutes)Gametime:Theteacherrandomlyinvitestudentstoreadthenewwordorphrases.Eachstudentcangetonepointfortheirgroup.Thetopthreegroupscanwintheawardsandthelasttwogroupswilllosethegameandhavepunishment.Studentsneedtofillintheblanksaccordingtowhattheyhavebeentaught.Theteacherwillthenshowthecorrectanswers.(Teachingaims:Studentscanconsolidatethoseknowledgeaboutthenewwordsandexpressionsanddifferentforms.)Homework:Readthenewwordswehavelearnedtodayatleasttwice;Copydownthosenewwordsandphrasesforthreetimes.課后反思 時間：第十一周（第二次）11月11日星期四課題Unit4Friendsforever（Period2）課型新授課（語法課）教學目標語言能力目標：學生能夠認識并掌握定語從句的基本含義；學生能夠認識并簡單區(qū)分定語從句中5個關系代詞的用法，分別是who,which,that,whom,whose；學習能力目標：學生能夠準確判斷出該句子為“定語從句”，以及該從句缺的是關系代詞；學生能夠區(qū)分5個關系代詞的意義及其用法。思維品質目標：（1）學生能夠以“思維導圖”的形式，將定語從句的5個關系代詞用法區(qū)分開來；教學重點學生能夠準確判斷一個句子為定語從句；學生能夠將定語從句中缺的關系代詞準確填寫。教學難點學生能夠準確判斷一個句子為定語從句；學生能夠將定語從句中缺的關系代詞準確填寫。主要教法情景教學法、講授法、練習法教學過程Leadin:(3minutes)Theteacherintroducesheridoltostudentsbygivingsomespecificinformationabouthimandasksstudentstoguesswhoheis.(Teachingaims:Studentsareinterestedinthisidol.Byintroducinghim,theteachercanwellraisestudents’learninginterestandpavethewayfortheirlaterlearning.)Presentation:(27minutes)Theteacherthrowsaquestionandgivesstudents2minutestodiscusswiththeirdeskmates:Howcanyougettherightnameofmyidol?Whatisthefunctionoftheseinformation?Theteachergathersstudents’opinionsandguidesthemtounderstandtherealfunctionoftheseinformation.Afterthat,theteacherintroducestheconceptof“attributiveclause”.(Teachingaims:Studentscangettoknowthefunctionofattributiveclausewhichcanhelpthembetterrecognizeifthisisanattributiveclause.)Theteacherintroducesthemeaningsoffiverelativepronouns,includingwho,which,that,whoseandwhom.Later,theteacherneedstoshowtheusageandexamplesintherealcontextforstudentstobetterunderstand.(Teachingaims:Studentscangettoknowthosefiverelativepronounsandtheirusages.)Theteachershowstwoattributiveclausesandlinesoutantecedentsandrelativepronounswhileexplainingthemeaningsofthesetwoconcepts.(Teachingaims:Studentscanbeawareofthebasicstructureofanattributiveclause.)Theteacherasksthewholeclasstofindouttheantecedentsandrelativepronounsinthefollowingsentences:TheboywhoisreadingisTom.Hospitalisaplacewhichgatherslotsofpatients.Thebookwhosecoverisgreenismine.ThegirltowhomJackisspeakingismysister.Idon’tlikethehousethatistoooldandsmall.(Teachingaims:Studentscangetalittlemorefamiliarwiththestructureoftheattributiveclauses.)Practice:(10minutes)TheteacherasksstudentstofinishtheexerciseonthePowerPointwhileliningouttheantecedents.(Teachingaims:Studentscanbetterconsolidatetheknowledgetheyhavelearnedandseeiftheycanunderstandthebasicdifferencesbetweenthosefiverelativepronouns.)Checktheanswers.Homework:Reviewtheattributiveclauseandmakeitclearaboutitsusage.Finishthepracticeonthegivensheet.課后反思 時間：第十二周（第一次）11月15日星期一課題Unit4Friendsforever（Period3）課型新授課（語法課）教學目標語言能力目標：學生能夠熟悉并快速區(qū)分定語從句中5個關系代詞的用法，分別是who,which,that,whom,whose；學生能夠認識并掌握關系代詞使用的特殊情況，包括：只用that的5種情況，只用which或who的情形，只用whom的情形。學習能力目標：學生能夠快速判斷出該句子為“定語從句”，以及該從句缺的是哪個關系代詞；學生能夠選擇恰當?shù)牟呗耘c方法，監(jiān)控、評價、反思和調整自己的學習內容和進程。思維品質目標：學生能夠有邏輯、有條理地理清定語從句關系代詞的用法；學生能夠以“思維導圖”的形式，將定語從句的特殊情形加以理解和記憶。教學重點學生能夠將定語從句中缺的關系代詞準確填寫；學生能夠熟悉并掌握關系代詞使用的特殊情況，尤其是只用that的情形。教學難點學生能夠將定語從句中缺的關系代詞準確填寫；學生能夠熟悉并掌握關系代詞使用的特殊情況，尤其是只用that的情形。主要教法情景教學法、講授法、練習法教學過程Leadin:(5minutes)Theteachergivesstudentstwominutetowritedownthosefiverelativepronounsandcheckiftheycanstillremember.(Teachingaims:Studentscanhaveaquickreviewofrelativepronounsinattributiveclauses.)Theteacherinvitestwostudentstoanalyzeattributiveclauseswheretheyneedtofigureouttheantecedentsandrelativepronouns.(Teachingaims:Studentscanreviewthebasicstructureofanattributiveclauses.)Presentation:(25minutes)Theteachergivesstudentsfiveminutestodiscussingroupsaboutthefollowingquestions:Both“who”and“that”canrepresentpeople,doesitmeanthatwecanchooseeitherofthemwhentheattributiveclausedoesnothaveasubjecttorepresentpeople?Both“which”and“that”canrepresentobjects,doesitmeanthatwecanchooseeitherofthemwhentheattributiveclausedoesnothaveasubjecttorepresentsomething?“Which”isusedtorepresentobjects,while“who”canrefertopeople.Then,whatshouldweusetorepresenttheantecedentwhereitisbinedwithpeopleandobjects?(Teachingaims:Insteadofdirectlyintroducingthespecialusageofrelativepronouns,theteachercanignitestudents’learninginterest,curiosityandthinkingabilitybyponderingoverthesethreequestions.Theprocesscanhelpthemhaveadeeperunderstandingaboutattributiveclauses.)Theteachershowstheanswersofthesequestionsandnaturallypresentsthespecialusageofrelativepronounthatinanattributiveclauses.Theteacherwillgivesomeexamplestofurtherillustrateit.Doyouknowthethingsandpersonsthattheyaretalkingabout?ThisisallthatIwantfromtheschool.ThisistheverybookthatIamlookingforthesedays.TheTVtoweristhehighestbuildingthathasbeenbuiltinthiscity.ThefirstlessonthatIlearnedwillneverbeforgotten.(Teachingaims:Studentscanknowthesituationswherewecanonlyuse“that”inanattributiveclause.)Theteachergivesseveralsentencesandasksstudentstofillintheblanks.Studentsneedtofindoutthekeyinformationthattellsthemtheanswers.(Teachingaims:Studentscanconsolidatethosefivespecialusageabout“that”inattributiveclauses.)Theteachershowsthespecificsituationsrespectivelywherewecanonlyuse“who”,“whom”and“which”.(Teachingaims:Studentscanknowotherspecialusagesinattributiveclauses.)Practice:(10minutes)TheteacherasksstudentstofinishtheexerciseonthePowerPointwhileliningoutthekeyinformation.(Teachingaims:Studentscanbetterconsolidatetheknowledgetheyhavelearnedandseeiftheycanmasterthespecialusageofthosefiverelativepronounsinattributiveclauses.)Checktheanswers.Homework:Finishthepracticeonthegivensheet.Reviewthespecialusageofthosefiverelativepronounsinattributiveclauses.課后反思 時間：第十二周（第二次）11月16日星期二課題Unit4Friendsforever課型復習課（練習課）教學目標語言能力目標：學生能夠熟悉定語從句的五個關系代詞及其用法。學習能力目標：學生能夠在練習過程中養(yǎng)成“圈畫先行詞”和關鍵詞的習慣，摸索、總結做題規(guī)律。教學重點學生能夠熟悉定語從句的五個關系代詞及其用法，查漏補缺教學難點學生能夠熟悉定語從句的五個關系代詞及其用法，查漏補缺；學生能夠在練習過程中領悟做題的規(guī)律和門道，形成自己的學習方式。主要教法講授法、練習法教學過程Leadin:(10minutes)Theteachergivesstudentsfiveminutestodiscussingroupsandfinishesamindmapwhichcanshowthebasicusageofrelativepronounsinattributiveclauses.(Teachingaims:Bydoingthis,studentscancheckwhethertheyarefamiliarwiththosefiverelativepronounsornotandlearnfromtheirgroupmembers.)Theteacherinvitestwogroupstopresenttheirgroupworkorshowtheirunderstandingaboutattributiveclauses.Theteachercangivesomeinstructionstostudentsaftertheirpresentation.Practice:(30minutes)Studentsfinishtheexercisesheet.Checktheanswers.Homework:Correcttheexercisesheetfinishedintheclass.Reviewthosefiverelativepronounsandtheirusageinattributiveclause.課后反思 時間：第十二周（第三次）11月17日星期三課題Unit4Friendsforever(Period4)課型新授課（詞匯課）教學目標語言能力目標：（1）學生能夠正確書寫并拼讀Unit4中的重要詞匯和固定搭配；2.學習能力目標：（1）學生能夠在語境中正確使用重要詞匯和固定搭配并區(qū)分它們的意義；（2）學生能夠在具體的語境中培養(yǎng)猜測詞義的技能；教學重點學生能夠準確拼讀并書寫核心詞匯及其相關聯(lián)的其他詞性的變體詞；學生能夠準確認讀并書寫核心短語。教學難點學生能夠準確拼讀并書寫核心詞匯及其相關聯(lián)的其他詞性的變體詞；學生能夠準確認讀并書寫核心短語。主要教法講授法、練習法、游戲教學法教學過程Leadin:(10minutes)StudentsaregivenfiveminutestoreadthefirstpartofvocabularyofUnit4together.(Teachingaims:Studentscanrecheckiftheycanpronouncethosewordscorrectly.)TheteacherreadstherestpartofnewwordsandexpressionsofUnit4twice.Studentsneedtofollowtheteacher’spaceandtrytopronouncethewordscorrectly.(Teachingaims:Studentscanlearnaboutthenewwordsandexpressionsbeforelearningthefollowingcontent.)Presentation:(20minutes)TheteacherintroducestherestofnewwordsinUnit4,includingtheirusage,formationandotherforms.Studentsneedtopronouncethosewordsandtakenotes.(Teachingaims:Studentscanpronouncethosewordscorrectlyandtrytoknowmoreabouttherelevantwordsorcollocations.)Theteachergivessomeexamplestofurtherexplaintheusageofthosenewwordsandexpressions.Studentsneedtoanswerthegivenblankstohelpthemmasterthosegrammarpoints.(Teachingaims:Studentscanbeclearabouthowtousethosenewwordsandexpressionsintherealcontextandconsolidatewhattheyhavelearned.)Theteacherintroducesthenewphrasesandexpressionsineachparagraph,includingitsusageandotherrelevantphrases.Studentsneedtolineoutthosenewexpressionsinthepassageandtakenotes.(Teachingaims:Studentscanmakesenseofthosenewexpressions,whichcanmakeitmucheasierforthemtounderstandthepassageandthediscourse.)Practice:(10minutes)Gametime:Theteacherrandomlyinvitestudentstoreadthenewwordorphrases.Eachstudentcangetonepointfortheirgroup.Thetopthreegroupscanwintheawardsandthelasttwogroupswilllosethegameandhavepunishment.Studentsneedtofillintheblanksaccordingtowhattheyhavebeentaught.Theteacherwillthenshowthecorrectanswers.(Teachingaims:Studentscanconsolidatethoseknowledgeaboutthenewwordsandexpressionsanddifferentforms.)Homework:Readthenewwordswehavelearnedtodayatleasttwice;Copydownthosenewwordsandphraseswehavelearnedforthreetimes.RecitethefirstfifteenwordsofUnit4.課后反思 時間：第十三周（第一次）11月22日星期一課題Unit4Friendsforever課型復習課（復習+評講課）教學目標語言能力目標：學生能夠熟悉并進一步掌握定語從句關系代詞的用法。學習能力目標：學生能夠在講評的過程中，及時反思、調整自己的學習內容和進度。思維品質目標：學生能夠通過分析句子結構，區(qū)分關系代詞和關系副詞的用法。教學重點學生能夠通過練習鞏固定語從句有關關系代詞的用法。查漏補缺。教學難點學生能夠通過練習鞏固定語從句有關關系代詞的用法。主要教法講授法、討論法教學過程Leadin:(10minutes)Dictation:TheteacherusestenminutestodictatethefirstfifteennewwordsofUnit4.(Teachingaims:Checkifstudentshaverememberedthosenewwords.)Theteacherinvitesfourstudentstowritedownthosefiverelativepronounsontheblackboard.(Teachingaims:Studentscanquicklyreviewthosefiverelativepronounsinattributiveclauses.)Presentation:(25minutes)Review:Teacherusesthreeminutestohelpstudentsreviewthechartabouttheusageofrelativepronouns.Theteacherasksstudentstodiscussingroupsandlistsoutthespecialsituationswherewecanonlyuse“that”inanattributiveclauses.(Teachingaims:Studentscanfurtherconsolidatethekeypointsinthisgrammarsection.)Theteacherexplainstheerrorsintheirexercisesheetonebyone.(Teachingaims:Studentscanhaveadeeperandclearerunderstandingabouttheusageofrelativepronounsinattributiveclauses.)Theteacherintroducesthreesentencesandexplainsthemeaningsofthosethreerelativeadverbs,where,whenandwhy.Then,theteacherguidesstudentstofigureouttheantecedentsandattributiveclausesrespectivelyandwhatelementthisattributiveclauselack.Theteachersharestheanswersandpresentstheconceptofrelativeadverbsandtheirusages.(Teachingaims:Studentscangettoknowthosethreerelativeadverbs.)Practice:(5minutes)StudentsfinishtheexerciseonthePowerPointandtrytofigureoutwhentouserelativepronounsandwhentouserelativeadverbs.(Teachingaims:Studentscanhaveafundamentalunderstandingaboutthosethreerelativeadverbs.)Homework:Reviewthosefiverelativepronounsandadverbs.Prepareforthequiztomorrow.課后反思 時間：第十三周（第二次）11月23日星期二課題Unit4Friendsforever(Period5)課型新授課（語法課）教學目標語言能力目標：學生能夠認識并掌握定語從句關系副詞的用法。學習能力目標：（1）學生能夠在學習的過程中，善用對比的方式去區(qū)分關系代詞和關系副詞的適用情況；思維品質目標：（1）學生能夠通過分析句子結構，區(qū)分關系代詞和關系副詞的用法。教學重點學生能夠掌握定語從句有關關系副詞的用法。學生能夠準確判斷何時使用關系代詞、何時使用關系副詞。教學難點學生能夠掌握定語從句有關關系副詞的用法。學生能夠準確判斷何時使用關系代詞、何時使用關系副詞。主要教法講授法、討論法教學過程Leadin:(10minutes)Theteachergivesstudents10minutestofinishthequizaboutattributiveclauses.(Teachingaims:Aquizcanexaminewhetherstudentscanmasterthebasicpartofrelativepronounsandadverbsandtheirusage.)Quickreview:Theteacherasksstudentswhatthosethreerelativeadverbsareandtheirfunctions.(Teachingaims:Studentscanquicklyreviewyesterday’sknowledgeaboutrelativeadverbs.)Presentation:(20minutes)Theteacherasksaquestionandstudentsaregivenfiveminutestolookatthelearningplansanddiscusswiththeirgroupmembers.Question:Whenshouldweusearelativepronounorarelativeadverb?Isthereanykeypointthatcanhelpusindoingexercise?(Teachingaims:Studentscantrytoselflearnthisimportantpointandfigureouttheanswertothequestion.)Theteachershowsthetwochartswhichincludesrelativepronounsandrelativeadverbs.Then,wecanconcludethatrelativepronounsshouldbeusedwhentheattributiveclauseslacksubjects,objectsorattributives.(Teachingaims:Studentscanrealizethebiggestdifferencebetweenusingarelativepronounandusingarelativeadverb.)Givingthebasictheoryandintroduction,theteacherfurtherillustratesitbyparingtwosimilarsentenceswhileusingdifferentwordstomodify.(Teachingaims:Studentsmightbeconfusedaboutitwhenitestoexercise.Therefore,analyzingandparingtwosimilarsentenceswhichuserelativepronounsandrelativeadverbsrespectivelyisamust.Itdeepensstudents’understandingaboutit.)Practice:(10minutes)TheteacherguidesstudentstoworkouttheanswersofthosequestionsonthePowerPointandfiguresouttheantecedentsandthelackingelementofattributiveclauses.(Teachingaims:Studentscangraduallymakesenseabouttheusageofattributiveclausesandthedifferencebetweenrelativepronounsandrelativeadverbs.)Homework:Finishtheexercisesheet.Reviewrelativeadverbsinattributiveclauses.課后反思 時間：第十三周（第三次）11月24日星期三課題Unit4Friendsforever課型復習課（評講課）教學目標語言能力目標：學生能夠查漏補缺，提高對定語從句的掌握程度。學習能力目標：學生能夠形成自己獨特的學習方式，養(yǎng)成良好的訂正和做筆記習慣。思維品質目標：學生能夠在復習、評講過程中摸索題目答題的規(guī)律，懂得舉一反三。教學重點學生熟悉關系代詞和關系副詞的差別，提高對定語從句的掌握程度。教學難點學生熟悉關系代詞和關系副詞的差別，提高對定語從句的掌握程度。主要教法講授法教學過程Leadin:(5minutes)Studentsaregivenfiveminutestowritedownthoserelativepronounsandadverbs.(Teachingaims:Studentscanquicklyreviewthoserelativepronounsandadverbsinattributiveclauses.)Presentation:(35minutes)Theteacherinvitesstudentstospeaksouttheirunderstandingandanswersonebyonewhilefindingouttheantecedentsandthelackingelementsofeachattributiveclauses.(Teachingaims:Studentscanbemoreclearabouthowtochoosearelativepronounorrelativeadverbinanattributiveclause.)Theteacherinvitesthreestudentstowritedowntheiranswersoftheblanksandchecktheanswerstogether.(Teachingaims:Studentscanbemoreclearabouthowtochoosearelativepronounorrelativeadverbinanattributiveclause.)Theteacherhelpsreviewtheimportantpointsofusingrelativepronounsinattributiveclauses,includingthefivesituationswherewecanonlyuse“that”inanattributiveclauses,thethreesituationswherewecan’tuse“that”inanattributiveclauseandthesituationwherewecanonlyuse“who”,“which”and“whom”respectively.(Teachingaims:Studentscanhaveanoverallreviewofrelativepronouns.)Theteacherhelpsreviewtheimportantpointsofusingrelativeadverbsinattributiveclauses,includingwhentouserelativeadverbsandthedifferencebetweenthesethreerelativeadverbs.(Teachingaims:Studentscanhaveanoverallreviewofrelativeadverbs.)Homework:Copydownthoseerrorsandwritesdownthekeypointsorgrammaronce.Reviewrelativepronounsandrelativeadverbsinattributiveclauses.課后反思 時間：第十四周（第一次）11月30日星期二課題Unit4Friendsforever(Period6)課型新授課（閱讀課）教學目標語言能力目標：（1）學生能夠認識并掌握一些核心詞匯和固定搭配。學習能力目標：學生能夠獲取文章主旨大意，通過細讀獲取關鍵信息；學生能夠把握故事的核心要素及故事脈絡。思維品質目標：學生能夠聯(lián)系前文，發(fā)揮想象力，為這個故事創(chuàng)設一個可能的結局。文化意識目標：（1）學生能夠思考法與情的關系，對友誼有一個更加深刻的認識。教學重點學生能夠獲取文章主旨大意，通過細讀獲取關鍵信息;學生能對情與法的沖突有一個深入的了解。教學難點學生能夠聯(lián)系前文，發(fā)揮想象力，為這個故事創(chuàng)設一個可能的結局。主要教法任務驅動法、討論法教學過程Prereading:(3minutes)ReadtheshortintroductiontoO.Henryandanswerthequestions:HaveyoueverreadanystoriesbyO.Henry?Ifyes,shareonewiththeclass.Whatstoryendingsattractyoumost?Doyoulikestorieswithsurpriseendings?Whyorwhynot?(Teachingaims:Itcanhelpnaturallyleadtothethemeofthepassage,AfterTwentyYears.)Whilereading:(30minutes)Fastreading:Studentswillbegiventhreeminutestoreadthepassagequickly,thinkaboutthefollowingquestionsandfillintheblanks:(Teachingaims:Studentscanpracticetheirfastreadingabilityandtrytograspthemainideaandthebasicelementsofthestory.)Whowrotetheshortstory?Whatisthestorymainlyabout?Whatarethreekeyelementsofastory?Carefulreading:Studentsreadthefirstparagraphcarefullyandanswerthefollowingquestions:Whyisthemanstandingoutsidetheshop?BecauseheiswaitingforhisfriendJimmy.Becauseheisgoingforawalk.Becauseheisgoingonapatrol(巡邏).Whatpromisedidtheymakebeforetheyparted?Makeafortunetogether.LeaveNewYorktogether.Meetagainatthesameplacetwentyyearslater.(Teachingaims:Basedonthekeywordsofeachquestionandtheexactparagraph,studentscancatchsomedetailedinformationinthepassage.)Studentsreadthesecondandthirdparagraphcarefullyandanswerthequestions:Whathappenedafteroneortwoyears?Whatcanwelearnfromthesesentences?Thetrustinfriendship.Jimmyisloyaltohisfriend.Themankepthispromise.Alloftheabove.(Teachingaims:Basedonthekeywordsofeachquestionandtheexactparagraph,studentscancatchsomedetailedinformationinthepassage.)Theteachershowssomeimportantphrasesorcollocationsofthispassageandgivessomepractices.(Teachingaims:Studentscanlearnandmastertheusageofthoseimportantphrasesandexpressionsofthepassage.)Postreading:(7minutes)Studentsworkingroupsandthinkofapossibleendingto“AfterTwentyYears”andfindevidencetosupportyourideas.(Teachingaims:StudentscanimprovetheirimaginationandspokenEnglishinaway.)DidJimmyetomeethisfriend?WhathasJimmyexperiencedoverthepasttwentyyears?Studentsreadthenotefromtheoriginalendingandfindoutwhatactuallyhappened.(Teachingaims:Studentscanhaveadeeperthinkingandunderstandingofthisstoryandformtheirownwaytotreattheworld.)Sowhatdoesthenotetellyouabouttheendingofthestory?DoyouthinkthatJimmydidtherightthing?Why?Homework:Finishtheexercisesheetaboutthegrammarpointsinthispassage.Recitethosetenphraseslinedoutinthepassage.課后反思 時間：第十四周（第二次）12月2日星期四課題Book1Unit4Friendsforever(Period4)Clickforafriend?課型新授課（閱讀課）教材分析本單元的主題是“人與社會”，主要圍繞人際關系和社會交往兩個方面展開。本課的文本以線上交友為核心問題，闡述了科技發(fā)展在給交友方式帶來便利的同時，也增加了交友的隱患。同時，作者也舉例論述了線上交友的兩面性，進而表明了他對線上交友的態(tài)度。本文是一篇論說文，文章結構清晰，段落與段落之間的邏輯關系非常清楚。從內容上看，作者首先以科技發(fā)展改變交友方式這一社會背景引入文本話題，隨之展開闡述了網絡交友的好處及其隱藏的風險，最后總結了作者對于網絡交友的觀點：要客觀地看待網絡交朋友，不應不分良莠，一起拋棄。從寫作手法上看，作者運用了舉例子、引用等寫作方法，使文章的論說更具說服力。學情分析學生剛從初中向高中過渡，在適應新的環(huán)境、結交朋友上容易產生一些問題。該文本主題是“人與社會”，圍繞交友方式展開，主題貼近學生生活，容易引發(fā)學生的共鳴。目前，絕大多數(shù)學生都已經將微信、QQ等社交軟件作為與朋友交往的主要渠道，但對線上交友的現(xiàn)象還未形成全面的認識。因此，教師可以有效利用該文本教材，引導學生辯證地看待網絡交友的現(xiàn)象。就學生目前的英語學習情況而言，第一，學生的語言基礎較為薄弱，詞匯量較差，因此，教師需要提前掃清單詞和短語的障礙，為學生讀懂課文提供可能性；第二，學生尚未掌握如“略讀”、“速讀”等的閱讀技巧，在閱讀過程中沒辦法快速尋找一些問題的答案，因此，教師需要在課上介紹相關的閱讀策略，并引導學生通過“小組合作”的方式去快速找到一些細節(jié)信息的答案；第三，相當一部分的學生對于學習英語缺乏興趣，因此，教師既需要注重基礎性問題的設置，幫助學生樹立學習英語的信心，同時，教師也應當在課上設計一些游戲或者競賽來激發(fā)學生積極參與的熱情。教學目標在完成本節(jié)課后，學生能夠：通過剖析文章標題和“略讀”，預測文章大意，把握文章的大致方向。通過“細節(jié)閱讀”，準確獲取一些基礎問題的答案。準確分析并判斷作者對于線上交朋友的態(tài)度。以辯證的眼光看待網絡交友的利與弊，樹立健康向上的交朋友觀念。教學重難點提升學生敢于閱讀、敢于開口的勇氣；培養(yǎng)學生“略讀”和“細讀”的閱讀能力，引導學生有意識地關注文章中表示轉折、銜接的詞語。引導學生理清文章脈絡結構，把握段落與段落之間的邏輯關系。引導學生客觀地看待網絡交友的現(xiàn)象，并樹立健康積極的交友觀念。教學過程教學步驟設計意圖PrereadingTeacherpresentssomephotosandleadstothetopicoffriendship.(1minute)Teacheraskstwoquestionsandinvitesseveralstudentstosharetheiranswers:(2minutes)Howdoyouprefertomakefriends?Howdoyouprefertomaintainfriendship?Teacherguidesstudentstolookatthetitlewhilepayingattentiontotheword