译林版（2020） 必修第一册 Unit 3 Getting Along with Others Reading教学设计

B1U3 Getting along with others Reading 1 Friendship on the rocks：please advise教学设计 教材分析 本节课文本话题为“友谊危机”，以论坛发帖交流的形式呈现当代青少年在交友过程中遇到的困扰以及不同网友提出的解决方案。文本内容符合学生身心发展特征,体现出鲜明的互动性、时代性和开放性。 本文通过探讨青少年的友谊危机，引导学生审视友谊的重要性与深新内涵，选择理性的交友方式，妥善处理交友过程中面临的问题，锻炼人际交往的能力，磨炼应对困难的意志力，为青少年身心健康的协调发展奠定良好的基础。 本文的语篇类型为新媒体语篇,由一篇论坛主题帖和两篇回复帖组成。主题帖讲述了朋友交往过程中的一个矛盾冲突，包含叙事情节发展的基本要素：情节交代、情节发展、高潮、情节回落。没有给出故事结尾，既给读者留下想象空间，也给教师留下开展活动的空间。回复帖分别给出了不同建议，也留下了讨论空间。 学情分析 授课对象为高一年级K2302班学生，他们学习英语的动机强，学习热情高，对友谊这一主题有了初步认识，且具备了一定的阅读理解能力。但是英语基础薄弱，缺乏对文本的深层理解与整体分析能力。因此，本课旨在引导学生在本课的学习中学会梳理故事情节梗概和部分细节信息，树立正确的交友观，学会处理人际交往中出现的问题。 教学课时：1 教学准备：PPT、希沃倒计时 Teaching objectives By the end of the lesson, students will be able to: summarize the post of the forum exchange and provide an ending to it; improve their reading skills of skimming and scanning by understanding the story; adopt a positive attitude and practical solution to deal with real-life friendship problems. Key and difficult points Summarize the post of the forum exchange and provide an ending to it; Adopt a positive attitude and practical solution to deal with real-life friendship problems. Teaching procedures Step 1 Greeting and Lead-in Enjoy a short video and answer the questions: Why was Rachel angry If you have a conflict with your best friend, would you like to ask for help Who will you turn to for help 【设计意图：创设情境，引导话题，激发学生的学习期望和兴趣。】 Step 2 Pre-reading Understand the meaning of the title Know the style of the article 【设计意图：通过对标题的理解、浏览文章布局和图片，有助于学生了解整篇文章框架，使学生了解今天要学什么，为新课文内容做好准备。】 Step 2 While-reading Task 1 Read for the main idea 【设计意图：通过略读快速找出论坛帖的大意，有助于学生了解整个故事的内容，理解段落之间的逻辑关系，并且对课文有初步了解。】 Task 2 Read Para.1 and answer the questions. How long have Amy and Jenny been close friends How close are they Task 3 Read Para.2 - 4 and complete the table. Time Event Feeling They planned to 1._____ on Saturday afternoon. 8._____ On Saturday morning They couldn’t 2._____because Jenny said she 3._____. 9._____ On Saturday afternoon Jenny was seen 4._____ in a café. Today (Monday) Amy received the 5._____, viewed it as 6._____ and 7._____Jenny all day. 10._____ 【设计意图：通过朗读课文，来获取细节信息，并探究Amy的心理变化。】 Task 4 Discuss in groups and answer the questions. How would you feel if you were Amy Do you think Jenny’s absence (缺席) from the appointment (约会) with Amy was a complete lie Why or why not ... ...