1、课 堂 教 学 设 计课题名称Unit 2 : We Are Friends授课教师小兜老师授课内容Reading & Writing授课班级课 时第3课时授课时间教 学 内 容 分 析读写部分的两篇课文围绕交友话题展开。第一篇课文是一则交友故事，介绍了作者和挚友王莉一直遵守的三条相处准则。首先，引导学生带着问题阅读课文，理解语篇基本信息。之后，引导学生通过填写图表，对语篇内容进行少纳，并联系自己的实际情况深入思考。第二篇课文是图文结合的说明文，展示了朋友圈的分类。引导学生发表对朋友分类的看法，将特定人群与朋友类别匹配，并结合自身实际描述身边的朋友及彼此成为朋友的原因等，从而激发学生对交友的思
2、考，帮助他们培养思辨意识，提高语言综合运用能力。学 习 目 标1. Students can use skimming and scanning strategies to get the idea of the dating story.2. Students can use the skimming and skimming strategy to obtain the relevant details of the text and supplement the relationship rules between friends.学 习 重 难 点学习重点Students can us
3、e skimming and scanning strategies to get the idea of the dating story.学习难点Students can use the skimming and skimming strategy to obtain the relevant details of the text and supplement the relationship rules between friends.资 源 与 工 具PPT课件、多媒体设备、语音素材、拓展资源包等教 学 方 法小组讨论法、任务教学法、情境教学法教 学 过 程 结 构 设 计教学环节教
4、 学 活 动设计意图Step 1Pre - readingTask 1 : Warming up1. Greet the students and divide them into four groups.2. Show them the scoreboard and told them how to make points. Task 2 : Free Talk1. The teacher shows a photo of his/her friend and tells the students how they become friends.2. The teacher shows th
5、e picture in Activity One and asks the students to predict the possible aspects the story may cover. 通过问候，尽快让学生进入课堂。设计计分板，分组竞争，增强课堂趣味性。分享教师自己的交友故事，引入阅读主题，为文本分析做铺垫。通过读前的看图预测，培养预测的阅读策略，调动学生积极性，激发进一步阅读的兴趣。Step 2While - readingTask 1 : Fast reading1. The teacher shows the text in Activity 1 and asks the
6、 students to think about the questions:(1) Whats the story about?2.The students scan the story and circle the answers as soon as possible.3. The students share their answer.4. The students listen to the recording and underline the relevant sentences to catch the detailed information of the story. 5.
7、 The teacher checks the answer afterwards. Task 2 : Intensive reading1. The teacher asks the students to read the story again and judge right or wrong:(1) Wang Li and the writer have been friends for 10 years. (2) They became friends in the primary school. (3) They have many things in common and nev
8、er quarrel with each other. (4) Their friendship rules work effectively for them to get along well. 2. The students share their answers.3. The teacher checks the answer.4. The teacher ask the students to read the story again and finish the mind map.5. The students share their answers.6. The teacher
9、checks the answer. Task 3 : Language points The teacher explains the key expressions:1. get along with2. close friends3. have . in common4. enjoy doing sth.5. quarrel with6. in good times7. follow rules8. keep in touch9. pay attention to10. Whether . or .通过扫读策略和圈画的方式迅速定位答案，了解故事的主题，从而对内容有初步的整体感性认识。通过
10、自主阅读和判断正误，体现学生对于细节信息的深入分析，提升判断、分析、辨识的能力。Step 3Post - reading1. The teacher shows two sentences related to the story and asks the students to tell the difference:(1) Wang Li has been my close friend for over 10 years.(2) Wang Li and I have been close friends for over 10 years.2. The teacher explains
11、the difference and introduces the subject-verb agreement rule: When the subject of the sentence is composed of two or more nouns or pronouns connected by “and”, use a plural verb.通过观察两个句子在主语和谓语动词使用上的不同，了解主谓一致关系，掌握基本的语法知识，培养学生观察、比较、分析、总结的综合能力。Step 4PracticeBased on the form, the students follow the e
12、xample of story and talk about how they get along with their friends and explain their friendship rules.鼓励学生深入理解文本内容，仿照课文谈论自己与朋友的相处方式，提升语言的综合运用能力。Step 5SummaryWith the help of the teacher, the students try to sort out the knowledge points. 梳理板书内容，高效整理本课思路，归纳知识点。Step 6Homework1. The students write a story to tell how they get along with their friends. 2. Finish the exercise in this period.板 书 设 计Unit 2 : We Are Friends教 学 反 思
