I believe that the world is what you think it is.教学设计
一、教学目标
(一)知识目标
1.掌握四会词汇
（1）单词silence, pass, bright, treasure, trust, include, circle ,stick,glue, suggestion.
(2)短语：in silence,day by day, be afraid to do sth, worry about.
2.掌握重点句型
Every time I heard the other students talking and laughing, I felt even more lonely.
I did not know who she was.
It made me feel happy,lively and warm.
They included me in their circle of friends.
Now I believe that the world is what you think it is.
Smile at the world and it will smile back.
进一步学习掌握if/whether和疑问词引导的宾语从句。
（二）能力目标
1.能够读懂短文完成相关练习。
掌握正确的阅读方法：抓住五要素（who,when, what,where, why）.
能根据提示，写一篇有关改变你生活的人或物的文章，做到有条理、有层次、有内容。
（三）情感目标
通过本节课的学习，学生一方面可以从本质上了解到朋友的重要性，从而懂得珍惜友情、帮助他人可以带给自己快乐，另一方面也可以学会自我调节心理状态。这些在青少年成长过程中经常会遇到的问题，很多需要自己去体会，去解决。但是一定要保持乐观的心态，是更好地学习和生活的首要保证。
二、教学重难点及突破
（一）重点
1.掌握本单元的重点词汇和句型。
2.if/whether 和疑问词引导的宾语从句。
（二）难点
1.if/whether 和疑问词引导的宾语从句
2.阅读能力和写作能力的训练。
（三）教学突破
通过轻松有趣的谈话和紧张激烈的小组加分机制来锤炼学生的语言运用能力；从快速阅读和精读两方面来训练学生的阅读能力，结合教材提供的阅读材料设置相关的问题帮助学生理解文章内容，提高阅读的有效性；通过理清文章的写作思路，让学生按照这个思路模仿写作，以此提高其写作能力。
教学方法和用具
（一）教学及学习方法
情境式教学，启发式教学，合作探究式学习方法，小组合作学习，互动教学
教学用具
多媒体教学，影音文件
四、教学设想
本节课的教学为话题导入，渐入主题。虽有巧妙地把相关难点蕴含在带有图片的free talk中，既可以导入情境教学，又可以突破重难点生词和短语。再通过对短文A beautiful smile的文章处理，粗读，细读，精读，在层层的任务完成中，学生理解能力的水平和话题表达水平步步提高。最后生成写作任务，学生有两种写作任务可以选择，第一种，写人为主，第二种，写故事或物为主。采用话题超市的形式，学生写作后的表达非常精彩，惊喜不断。
五、教学环节设计
（一）话题导入
1.通过图片导入，启发学生的交友话题，以学生的生活经历为素材，引导两组学生做朋友的话题表达，学生能够说出朋友的外貌和性格，但是在阐述具体的故事时候有所障碍，恰好引入本文正题，如何阐述和阅读故事。
2.情境的整体设置延续
T：What’s you feeling with your friends?
Ss:Happy.I want to make more friends.
T:But, how do you become friends?And if there is a girl who doesn’t feel happy,I mean, she or he often feels lonely, what should we do for her?
Ss:Give her or him a beautiful smile.
由此引入正题。
(二)探究新知
1.活动一：认读单词，完成课本P75的Activity 4的检测，自主学习后组内讨论答案并翻译。
设计意图：扫清单词障碍。
活动二：做速读练习。
教师首先做主导如何阅读:Do you want to read more stories that happened to different people?And what about telling your stories?Then you need to focus on the five questions:who, what,when,where and why.Who is the main character?What happens to you?When does the story take place?Where does it take place?Why is it called a beautiful smile?Now read the passage quickly and let’s see who can find the answers to the questions quickly.
DO Task 1. Read and answer questions.
(1) Does the beginning of the passage surprise you? Why?
(2) How did the writer feel in the past?
(3)How does the writer feel now?
(4)What advice does she give?
操作要领：学生分配两分钟时间做题，两分钟时间组内合作出答案，班内检查。
设计意图：锤炼学生的关键词定位技巧外，增加对脉络的处理能力。
3.活动三：做细读练习
Part1 Background Information:P1-3
(1)At the age of thirteen, a girl gave me an important gift. (从课文中找出该句的同义句)
(2)How did the writer feel in the past?
Part2 Main Events:P4-5
(1)Who was the girl? I did not know the girl. (合并为一句)
这是对难点的突破环节！
(2)It made me feel happy, lively and warm. In this sentence it refers to_____________
Part 3 Conclusions:P6-8
(1) How did the smile change her life?
A. She began to make friends.
B. She became best friends with the girl.
C. She became best friends with the boy.
(2)Day by day, I learnt to trust people, and they included me in their circles of friends. A: refused B: accepted C: drove
操作要领：整篇文章分为三部分，每部分一处理，对题方式以整句读和翻译为主，既能突破长句子的理解障碍，又能增强关键性句子的记忆能力。最难的部分是Who was the girl? I did not know the girl. (合并为一句) 这里涉及到宾语从句的由来，举一反三，引导学生找出全部的四个宾语从句后，再生成两个含有宾语从句的句子。学生的难点在于宾语从句的陈述语序掌握不当，通过这个环节，难点可以得以突破。
本部分引入小组加分环节，课堂气氛得以紧张高效。
设计意图：既增强了学生的话题表达能力，又有阅读技巧的锤炼。每个部分设计的活动有猜词题，有语法题，有细节题，有推断题。贯穿了四大基本阅读理解题型。既练习话题输入，又练习阅读技巧。
4.活动四：做精读练习
学生自主朗读课文后，完成课本P75的Activity 3.
操作要领：分配学生4分钟时间完成练习。学生对文本的梳理能力进一步提高。逐句翻译分配到第二课时再行处理。
设计意图：为后面写作做好铺垫。
*灵活设计环节，本环节灵活依据课堂节奏决定是否处理。目的在于为学差生搭建写作梯子，以及为全班同学进一步理清写作顺序问题。
Task 4.Put the sentences into the correct order.
a) Day by day, I learnt to trust people and they included me in their circle of friends.
b) At first I was very lonely and afraid to make friends.
c) At that moment, a girl entered and smiled at me without a word.
d) One day I asked why she smiled at me, but she could not remember.
e) One day, my classmates were taking with their friends, but I sat in silence.
f) I felt even more lonely when I heard the other students talking and laughing.
g) The girl with the smile has become my best friends now.
h) Suddenly, I felt the touch of something bright and friendly. It made me feel happy, lively and warm.
(三)生成写作
学生的写作任务采取作业超市的形式,A Your best friends B What was the most important thing to you in the past.
为了增进表达的兴趣，增添一些英文友谊的谚语：
1.A friend in need is a friend indeed.患难见真交。
2. Between friends all is common. 朋友之间不分彼此。
3. Friendship is love with understanding.
友谊是爱加上谅解。
4. Friendship multiplies joys and divides grief.
友谊可以增添欢乐，可以分担忧愁。
5. Friendship the older it grows the stronger it is.
友谊地久天长。
6.He is rich enough who has true friends.
有真朋友的人是富翁。
***灵活设计环节:Possible answers:
My important gift(A篇)
What is my “important gift”? It’s a smile.
When I was nine years old, I went to a new school. As a result, no one knew me. I was very lonely. Then one day when I sat at my desk unhappily as usual, a girl walked to me and smiled.
Though she said no words, I felt the touch of something bright and friendly and it made me feel happy and warm again. After that, she became my good friend.
As we all know, everybody may feel lonely or be in trouble. Now I believe that the world is what you think it is. Smile at the world and it will smile back.
My friend helped me a lot(B篇)
Last Saturday, I felt unhappy because I got the bad mark. My parents were very angry with me. I told my friend about it. Then he came with a smile. He helped me with my lessons and we studied together. That made me feel happy. Then I made great progress and passed the exam. Now I think a friend is very helpful and important.
A life without friends is like a day without sunshine.
操作要领：分配学生五分钟后，选取四名同学进行作文展读及点评。若学生的表达不尽人意，则引入提前准备后的POSSBILE ANSWERS 为学生拓宽思路。全班同学课下再行收取作业进行全班点评。
设计意图：检验阅读能力输入后的写作输出，是验收成果的环节。
课堂小结
T:What have you got this class?
Ss:自主回忆后，跟着PPT提示做本课三维目标是否达成的回顾。
设计意图：引导学生珍惜友谊，并且对本课的单词，短语，语法等内容进行夯实回顾。
