编写时间： 2023年 3 月 高2022级英语 备课组
集体备课教学设计
课 题 Friendship foreverStarting out & Understanding ideas 主备人 授课人
课 型 Listening ViewingReading 课时 第 1 课时 授课时间 节数安排 节
教学目标 知识与能力：31.读懂诗歌，看懂视频，对英文诗歌有初步的认识，理解诗歌所表达的情感，为Project写诗歌做好准备；2.了解视频内容，拓展诗歌《友谊地久天长》有关背景知识，通过视频内容感受“友谊”在中西方文化中的重要地位，明白朋友的重要性，对“友谊”的含义有初步的思考。3.读懂语篇，判断作者对网络交友的态度，并获取相关支撑信息；4.了解语篇结构及内在逻辑关系，初步了解英语论说文的文体特征；5.正确看待网络交友，提高思辨能力。
过程与方法：视听教学法、交际教学法P-W-P模式
情感态度价值观：正确对待网络
重 难 点 重点：1.引导学生读懂语篇，理解作者意图、课文结构及内在逻辑关系；2.引导学生了解论说文的文体特征。
难点： 1.学生理解语篇结构并通过思维导图梳理文中的重要信息；2.引导学生辩证地认识并评价网络交友的现象。
学情分析
教学准备 课件 视频
教学过程（教师活动、学生活动）
Teaching contentsProceduresPurposes Teacher’s activityStudents’ activityActivity 1Teacher plays the audio and asks students to listen to the poem carefully.Teacher asks students to read the poem.Teacher asks students to discuss the main idea of the poem and answer the two questions.Teacher invites some students to introduce his / her friends.Students listen to the poem carefully.Students read the poem.Students discuss the main idea of the poem and answer the two questions.Some students introduce his / her friends to the class.To direct students to learn some basic knowledge of English poems.To let students have a basic understanding of friendship.Activity 2Teacher plays the video and asks students to watch it.Teacher asks students to think about the three questions.Teacher plays the video again and asks students to answer the questions.Students watch the video.Students think about the questions.Students watch the video again and answer the questions.To letstudents have a further understanding of friendship through the video.Teaching contentsProceduresPurposes Teacher’s activityStudents’ activityActivity 1Teacher asks students to look at the questions and tick their answers.Teacher divides the class into groups to have discussions and find out the most popular answers.Teacher chooses one or two groups to share their results with the class.Students tick the answers individually.Students work in groups and find out the most popular answers.One or two groups present their results to the class.To conclude the students’ ways of making friends.To connect the passage with the students’ life.To arouse the students’ curiosity about the topic.Activity 2Teacher asks students to read the passage quickly. Teacher asks students some questions.Students read the passage quickly.Students answer the questions.To get the main idea of the passage.To figure out the author’s opinions about online friendship.Activity 3Teacher asks students to read the passage quickly and choose the author’s purpose in writing the passage.Teacher invites some students to share their answers with the class.Students read the passage quickly and choose the author’s purpose in writing the passage.Some students share their answers with the class.To figure out the author’s purpose in writing the passage.Activity 4Teacher asks students to read the passage carefully and figure out the structure of the passage.Teacher asks students to complete the diagrams in Activity 4.Teacher checks the answers with the students.Teacher asks students to read the passage again so as to further understand the structure of the passage.Teacher invites some students to retell the passage.Students read the passage carefully and figure out the structure of the passage.Students complete the diagrams in Activity 4.Students check the answers with the teacher.Students read the passage again to further understand the structure of the passage.Some students retell the passage.To figure out the structure with some details of the passage.Think & ShareTeacher asks students to think about and answer the questions.Students think about and answer the questions.To focus on the difficult points in the passage.To help students make reasonable judgments about making friends online.
板书设计
作业设计 微点u4 section 1 课堂小练12微点u4 section 2 课堂小练13
课后反思（手写）
补充修改编写时间： 2023年 3 月 高2022级英语 备课组
集体备课教学设计
课 题 Friendship foreverPresenting ideas&Reflection 主备人 授课人
课 型 Speaking 课时 第 4 课时 授课时间 节数安排 节
教学目标 知识与能力：对友谊这一话题有更深入的理解；了解英语辩论的基本方法；
过程与方法：任务型教学法、交际教学法
情感态度价值观：进一步升华对友谊内涵的认识，树立正确的友情观。
重 难 点 重点：1.引导学生通过学习，对友谊有更深入的理解；2.引导学生了解英语辩论的基本方法，并能运用恰当的表达方式进行辩论。
难点： 1.引导学生运用恰当的表达方式进行辩论；2.引导学生升华对友谊的认识，让学生树立正确的人生观、价值观。
学情分析
教学准备 辩论步骤和句型
教学过程（教师活动、学生活动）
Teaching contentsProceduresPurposes Teacher’s activityStudents’ activityPresenting ideasActivity 1Teacher asks students to read the two points of view about friendship.Teacher divides the class into groups and asks them to discuss the two points of view.Teacher asks students to decide which point of view they agree with independently.Students read the two points of view about friendship.Students discuss the two points of view in groups.Students decide which point of view they agree with independently.To help students further understand the meaning of friendship.Activity 2Teacher asks students who support the same point of view to form four-person teams and decide their roles.Teacher asks students to think of reasons to support the team’s opinion.Teacher asks students to prepare for the debate.Students who support the same point of view form four-person teams and decide their roles.Students think of reasons to support the team’s opinion.Students prepare for the debate.To guide students to think deeply about the meaning of friendship and get the basic knowledge of a debate.Activity 3Teacher asks each team to choose a team with the opposite opinion.Teacher asks students to hold a debate.Teacher makes comments and evaluation.Each team chooses a team with the opposite opinion.Students hold a debate.To encourage students to express their opinions, and help them correctly understand the unit theme.ReflectionTeacher guides students to recall what they’ve learnt in this unit. Teacher asks students to complete Reflection in Student’s Book.Students rate their performance in this unit, summarise what they’ve learnt and think about what they need to improve.To help students evaluate their performance, review the unit, and think about ways to improve.
板书设计
作业设计 微点u4 section 5准备默写本单元默写卷
课后反思
补充修改编写时间： 2023年 3 月 高2022级英语 备课组
集体备课教学设计
课 题 Friendship foreverProject 主备人 授课人
课 型 Speaking 课时 第 5 课时 授课时间 节数安排 节
教学目标 知识与能力：1.了解英文诗歌的基本知识，自主选择合适的结构和观点创作诗歌；2.综合运用本单元所学知识，创作关于友谊的英文诗歌，表达自己对友谊的观点或对朋友的情感；
过程与方法：任务型教学法、交际教学法
情感态度价值观：进一步挖掘关于友谊的主题语境，提高综合语言运用能力，形成正确的人生观、价值观和交友观。
重 难 点 重点：引导学生了解英文诗歌的基本知识，自主选择合适的结构和观点创作英文诗歌。
难点： 1.引导学生综合运用本单元所学知识，创作关于友谊的英文诗歌，提高综合语言运用能力；2.引导学生形成正确的人生观、价值观和交友观。
学情分析
教学准备 诗歌
教学过程（教师活动、学生活动）
Teaching contentsProceduresPurposes Teacher’s activityStudents’ activityPresenting ideasInvestigate(In the previous class,) Teacher asks students to collect and read poems on the theme of friendship.Teacher divides the class into groupsand asks students to share the poems they collected.Teacher asks the groups to analyse the poems and make notes.Students collect and read poems on the theme of friendship before class.Students share the poems they collected in groups.Students analyse the poems and make notes in groups.To get students prepared for the activities, and develop their ability of individual learning and exploring.To help students get to know the basic elements of a poem.PlanTeacher asks students to decide what they want to write in the poem independently. Teacher encourages students to decide on the structure and point of view in the poem.Teacher divides the class into groups, and asks students to share their own ideas within groups and make improvements to each other’s ideas.Students decide what they want to write in the poem independently. Students decide on the structure and point of view in the poem.Students share their own ideas within groups and make improvements to each other’s ideas.To help students prepare for the poem writing and make improvements in groups.CreateTeacher asks students to write the poem individually or in groups.Teacher asks students to read the first draft carefully and make revisions or corrections.Students write the poem individually or in groups.Students read the first draft carefully and make revisions or corrections.To offer students a chance to show their ability to write a poem and learn to check their own works.PresentTeacher encourages students to present their poems to the class.Teacher guides the whole class to appreciate and evaluate the poems.Teacher encourages students to make further improvements after class.Students present their poems to the class.Students appreciate and evaluate the poems with the teacher together.Students make further improvements after class.To help students improve skills in presentation.To help students learn from each other.
板书设计
作业设计 单元检测四
课后反思
补充修改编写时间： 2023年 3 月 高2022级英语 备课组
集体备课教学设计
课 题 Friendship foreverUsing language 主备人 授课人
课 型 Reading Listening Speaking 课时 第 2 课时 授课时间 节数安排 节
教学目标 知识与能力：1.熟悉并运用定语从句；2.掌握与友情相关的词汇；
过程与方法：任务型教学法、交际教学法、听说教学法
情感态度价值观：1.理解什么是真正的朋友；2.针对自己在交友过程中的问题找到正确的解决方法。
重 难 点 重点：1.引导学生了解限定性定语从句的基本特征并在真实语境中运用；2.引导学生掌握并恰当地使用描述朋友行为和品质的词汇描述朋友，讨论朋友的行为和品质；3.引导学生初步认识到友谊的重要性，思考与朋友相处的方法，形成健康的人际关系。
难点：1.引导学生在真实语境中运用定语从句；2.引导学生初步认识到友谊的重要性，思考与朋友相处的方法，形成健康的人际关系。
学情分析
教学准备 课件 图片
教学过程（教师活动、学生活动）
Teaching contentsProceduresPurposes Teacher’s activityStudents’ activityActivity 1Teacher asks students to read the sentences in the first box and pay special attention to the words in bold. Then ask students Questions 1–2.Teacher asks students to compare the sentences in the second box with those in the first box. Then ask students Questions 3–5.Teacher instructs students to look for more sentences with attributive clauses in the reading passage and underline the sentences.Students observe the two sentences in the first box and answer Questions 1–2.Students compare sentences in the second box with those in the first box and answer Questions 3–5.Students look for more sentences with attributive clauses in the reading passage and underline them.To find out the structure, function and linking words of the attributive clauses.To get familiar with the attributive clauses.Activity 2Teacher asks students to read the passage and get the main idea of the passage. Teacher asks students to read the underlined sentences carefully and rewrite them.Teacher checks the answers with the class.Students read the passage and get its main idea.Students read and rewrite the underlined sentences.Students check the answers with the teacher.To apply the attributive clauses in a context.Activity 3Teacher asks students to read the post and get its main idea.Teacher asks students to fill in the blanks.Teacher checks the answers with the class.Students read the post and get its main idea.Students fill in the blanks.Students check the answers with the teacher.To consolidate the application of the attributive clauses in a real context.Activity 4Teacher asks students to read the title and look at the picture, then predict the ingredients of the friendship soup.Teacher asks students to read the recipe and work out the meaning of the words in bold.Teacher invites some students to share the answers with the class and others make comments.Students read the title and look at the picture, then predict the ingredients of the friendship soup. Students read the recipe and work out the meaning of the words in bold.Some students share the answers with the class. Others make comments.To further understand the definition of friendship and accumulate relative words.Activity 5Teacher asks students to read the dictionary entries and pay attention to their features. Teacher asks students to match the words in bold in Activity 4 to the dictionary entries.Teacher invites some students to share the answers with the class.Students read the dictionary entries and pay attention to their features. Students match the words in bold in Activity 4 to the dictionary entries.Some students share the answers with the class.To further understand the relative words in Activity 4.Activity 6Teacher asks students to think about the keywords of their own “Friendship soup”.Teacher asks students to work in pairs and create their own recipe.Teacher encourages several pairs to show their recipes to the class.Students think about the keywords of their own “Friendship soup”.Students work in pairs and create their own recipe.Different pairs show their recipes to the class.To enlarge and review the vocabulary about the topic of friendship.Activity 7Teacher asks students to read the sentences and find out the purpose of the activity.Teacher plays the audio and asks students to number the events in the correct order.Teacher checks the answer with the class.Students read the sentences and find out the purpose of the activity.Students listen to the audio and number the events in the correct order.Students check the answer with the teacher.To train the skills of grasping the main idea of a conversation through listening.Activity 8Teacher plays the audio again and asks students to complete the table.Teacher checks the answers with the class.Teacher asks students to talk about how Andy and Clara give suggestions, and asks students to pay attention to “Learning to learn”.Students listen to the audio again and complete the table.Students check the answers with the teacher.Students talk about how Andy and Clara give suggestions, and pay attention to “Learning to learn”.To learn to understand the details of the listening material.To learn the ways of giving suggestions.Activity 9Teacher divides students into pairs and asks them to read the materials on Page 82 and Page 85 respectively.Teacher asks students to work in pairs and make the conversation according to the different materials.Teacher invites several pairs to act out their conversations in front of the class.Students work in pairs and read the materials on Page 82 and Page 85 respectively.Students work in pairs and make the conversation according to the different materials.Several pairs act out their conversations in front of the class.To apply the expressions of giving suggestions.Activity 10Teacher divides students into pairs and asks them to talk about a problem that has come up between friends.Teacher invites several pairs to act out their conversations in front of the class.Students work in pairs and talk about a problem that has come up between friends.Several pairs act out their conversations in front of the class.To further practise giving suggestions.
板书设计
作业设计 微点u4 section 3课堂小练14
课后反思
补充修改编写时间： 2023年 3 月 高2022级英语 备课组
集体备课教学设计
课 题 Friendship foreverDeveloping ideas 主备人 授课人
课 型 Reading Writing 课时 第 3 课时 授课时间 节数安排 节
教学目标 知识与能力：1.理解课文内容，明确故事中的人物形象和特点，评价人物的行为；2初步掌握小说类文体的基本特征和常见的阅读方法，了解欧·亨利小说的主题和结尾特点；3.发挥想象，续写故事；
过程与方法：P-W-P模式
情感态度价值观：联系自身实际，辩证思考，树立正确的友情观。
重 难 点 重点：1.带领学生理清故事情节，把握小说的基本特征；2.引导学生深入理解友谊的内涵和意义，树立正确的友情观。
难点：1.带领学生理清故事情节，把握小说的基本特征；2.引导学生深入理解友谊的内涵和意义，树立正确的友情观。
学情分析
教学准备 课件 视频
教学过程（教师活动、学生活动）
Teaching contentsProceduresPurposes Teacher’s activityStudents’ activityActivity 1Teacher encourages students to read the short introduction to O. Henry.Teacher asks the two questions.Teacherinvites some students to give answers.Teacher asks students to pay attention to “Learning to learn”.Students read the introduction.Students answer the two questions.Some students give answers.Students pay attention to “Learning to learn”.To know some information about the author and accumulate literary knowledge.Activity 2Teacher asks students to read the passage and find out the main plot and characters. Teacher asks students some questions.Students read the passage and find out the main plot and characters.Students answer the questions.To grasp the plot and character relationships of the story.Activity 3Teacher asks students to read the passage carefully and think of the possible ending to “After Twenty Years” with the help of the three questions.Teacher divides the class into groups and asks students to share their endings in groups.Teacher asks students to read the note from the original ending and find out what actually happened.Students read the passage carefully and think of the possible ending to “After Twenty Years” with the help of the three questions.Students share their endings in groups.Students read the note from the original ending and find out what actually happened.To predict the development of the plot and stimulate imagination.Think & ShareTeacher asks students to think about and answer the questions.Students think about and answer the questions.To enhance students’ understanding of the ending and encourage students to show their own opinions.Activity 4Teacher asks students to read the three scenes.Teacher divides students into groups and asks them to discuss what happened in each of the three scenes.Teacher asks students to retell the whole story in groups.Teacher asks students to choose characters and do role play in their groups.Teacher invites several groups to act out the story and others make comments.Students read the three scenes.Students discuss what happened in each of the three scenes in groups.Students retell the whole story in groups.Students choose characters and do role play in groups.Some groups act out the story and others make comments.To be familiar with the plot and experience the feelings of the characters.To improve the speaking skill and performance ability.Activity 5Teacher asks students to read Bob’s story.Teacher divides the class into groups and asks them to discuss the three questions in groups.Teacher invites one or two groups to share their answers and give reasons, and others make comments.Students read the story.Students discuss the questions in groups.One or two groups share their answers and give reasons, and others make comments.To appreciate the style of O. Henry’s novel ending and enhance the literary quality.Activity 6Teacher asks students to pay attention to the key elements of a novel with the help of “Learning to learn”.Teacher asks students to read the story in Activity 5 again and find the key elements in groups.Teacher checks the answers with the class.Students pay attention to the key elements of a novel with the help of “Learning to learn”.Students read the story in Activity 5 again and find the key elements in groups.Students check the answers with the teacher.To find out the key elements of a novel and prepare for the following writing.Activity 7Teacher asks students to read the five questions. Teacher asks students to design an ending to the story independently.Students read the five questions. Students design an ending to the story independently.To organise thoughts and make the main plot clear.Activity 8Teacher asks students to write their endings independently.Students write their own endings independently.To practice the writing skill.Activity 9Teacher invites some students to share their endings and asks others to make comments or discuss together.Some students share their endings and others make comments or conduct a discussion together.To give opportunities for students to present their writings, make comments and learn from others.
板书设计
作业设计 微点u4 section 4课堂小练15
课后反思
补充修改
