【中职专用】高中英语 外研版2021·基础模块1Unit 2 We are friends!课件+教案

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 use 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  学  活  动

设计意图

Step 1

Pre - reading

Task 1 : Warming up

1. Greet the students and divide them into four groups.

2. Show them the scoreboard and told them how to make points.

  Task 2 : Free Talk

1. The teacher shows a photo of his/her friend and tells the students how they become friends.

2. The teacher shows the 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 2

While - reading

Task 1 : Fast reading

1. The teacher shows the text in Activity 1 and asks the students to think about the questions:

(1) What’s 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. The teacher checks the answer afterwards.

  Task 2 : Intensive reading

1. 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 never 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 checks the answer.

  Task 3 : Language points  

The teacher explains the key expressions:

1. get along with

2. close friends

3. have ... in common

4. enjoy doing sth.

5. quarrel with

6. in good times

7. follow rules

8. keep in touch

9. pay attention to

10. 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 3

Post - reading

1. 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 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 4

Practice

Based on the form, the students follow the example 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 5

Summary

With 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 6

Homework

1. 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