Unit4FriendsForever单元教学设计-高一英语

20242025学年度第一学期备课教案Unit4时间：第十一周（第一次）11月10日星期三课题Unit4Friendsforever(Period1)课型新授课（词汇课）教学目标语言能力目标：学生能够正确书写并拼读课文中的重要词汇和固定搭配；学习能力目标：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；学生能够在具体的语境中培养猜测词义的技能；教学重点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；学生能够准确认读并书写核心短语。教学难点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；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.课后反思 时间：第十一周（第二次）11月11日星期四课题Unit4Friendsforever（Period2）课型新授课（语法课）教学目标语言能力目标：学生能够认识并掌握定语从句的基本含义；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；学习能力目标：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；学生能够区分5个关系代词的意义及其用法。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；教学重点学生能够准确判断一个句子为定语从句；学生能够将定语从句中缺的关系代词准确填写。教学难点学生能够准确判断一个句子为定语从句；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.课后反思 时间：第十二周（第一次）11月15日星期一课题Unit4Friendsforever（Period3）课型新授课（语法课）教学目标语言能力目标：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；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。学习能力目标：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；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。思维品质目标：学生能够有逻辑、有条理地理清定语从句关系代词的用法；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。教学重点学生能够将定语从句中缺的关系代词准确填写；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。教学难点学生能够将定语从句中缺的关系代词准确填写；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.课后反思 时间：第十二周（第二次）11月16日星期二课题Unit4Friendsforever课型复习课（练习课）教学目标语言能力目标：学生能够熟悉定语从句的五个关系代词及其用法。学习能力目标：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；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Leadin:(10minutes)Theteachergivesstudentsfiveminutestodiscussingroupsandfinishesamindmapwhichcanshowthebasicusageofrelativepronounsinattributiveclauses.(Teachingaims:Bydoingthis,studentscancheckwhethertheyarefamiliarwiththosefiverelativepronounsornotandlearnfromtheirgroupmembers.)Theteacherinvitestwogroupstopresenttheirgroupworkorshowtheirunderstandingaboutattributiveclauses.Theteachercangivesomeinstructionstostudentsaftertheirpresentation.Practice:(30minutes)Studentsfinishtheexercisesheet.Checktheanswers.Homework:Correcttheexercisesheetfinishedintheclass.Reviewthosefiverelativepronounsandtheirusageinattributiveclause.课后反思 时间：第十二周（第三次）11月17日星期三课题Unit4Friendsforever(Period4)课型新授课（词汇课）教学目标语言能力目标：（1）学生能够正确书写并拼读Unit4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；学生能够准确认读并书写核心短语。教学难点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；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.课后反思 时间：第十三周（第一次）11月22日星期一课题Unit4Friendsforever课型复习课（复习+评讲课）教学目标语言能力目标：学生能够熟悉并进一步掌握定语从句关系代词的用法。学习能力目标：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。思维品质目标：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。教学重点学生能够通过练习巩固定语从句有关关系代词的用法。查漏补缺。教学难点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.课后反思 时间：第十三周（第二次）11月23日星期二课题Unit4Friendsforever(Period5)课型新授课（语法课）教学目标语言能力目标：学生能够认识并掌握定语从句关系副词的用法。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；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。教学重点学生能够掌握定语从句有关关系副词的用法。学生能够准确判断何时使用关系代词、何时使用关系副词。教学难点学生能够掌握定语从句有关关系副词的用法。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.课后反思 时间：第十三周（第三次）11月24日星期三课题Unit4Friendsforever课型复习课（评讲课）教学目标语言能力目标：学生能够查漏补缺，提高对定语从句的掌握程度。学习能力目标：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。思维品质目标：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.课后反思 时间：第十四周（第一次）11月30日星期二课题Unit4Friendsforever(Period6)课型新授课（阅读课）教学目标语言能力目标：（1）学生能够认识并掌握一些核心词汇和固定搭配。学习能力目标：学生能够获取文章主旨大意，通过细读获取关键信息；学生能够把握故事的核心要素及故事脉络。思维品质目标：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。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。教学重点学生能够获取文章主旨大意，通过细读获取关键信息;学生能对情与法的冲突有一个深入的了解。教学难点学生能够联系前文，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(巡逻).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.课后反思 时间：第十四周（第二次）12月2日星期四课题Book1Unit4Friendsforever(Period4)Clickforafriend?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：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。通过“细节阅读”，准确获取一些基础问题的答案。准确分析并判断作者对于线上交朋友的态度。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。教学重难点提升学生敢于阅读、敢于开口的勇气；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。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。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PrereadingTeacherpresentssomephotosandleadstothetopicoffriendship.(1minute)Teacheraskstwoquestionsandinvitesseveralstudentstosharetheiranswers:(2minutes)Howdoyouprefertomakefriends?Howdoyouprefertomaintainfriendship?Teacherguidesstudentstolookatthetitlewhilepayingattentiontotheword