新外研版高中英语必修第一册Unit 4教学设计
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Book 1 Unit 4 Friends forever教学设计
单元主题 本单元的主题语境是“人与社会”，涉及的主题语境内容是良好的人际关系与社会交往，具体而言就是人与人之间的友谊。本单元语篇类型丰富，包括诗歌、论说文、网络论坛帖子、对话和小说等。从一首关于友谊的诗歌开始，本单元依次呈现了诗歌《友谊地久天长》的历史、网络交友、与朋友相处、友谊的关键词、帮助朋友、友谊与法律等学习内容，从多角度诠释了与朋友相关的话题，旨在引发学生对友谊的价值、友谊的真谛、友谊与法律的关系等方面的思考，从而使学生掌握正确的交友原则，以正确的方式结交朋友，珍惜朋友间的友谊，最终形成正确的价值观，培养其自尊、自信、自强的良好品格，并在一定程度上了解中外文化对友谊的探讨和歌颂。
单元目标 1. 语言能力目标
能够理解与友谊相关的语篇内容，听懂并谈论与友谊相关的话题，使用新学语言描述朋友间的相处与情感，恰当运用定语从句对目标内容进行修饰、说明，根据故事情节的发展合理续写结尾。
2. 文化意识目标
能够了解中外文化中关于友谊的观点和态度，丰富对友谊的认知，形成正确的人生观、价值观、交友观和跨文化意识，并在生活中珍惜友谊、正确交友。
3. 思维品质目标
能够正确判断语篇中人物的观点和态度，辨析人们对友谊的定义，评判网络、社交媒体环境下人们的交友观念，辨析友谊与法律间的关系，在深入理解语篇内容的同时联系自身实际，实现知识与思维能力的迁移。
4. 学习能力目标
能够通过了解友谊的价值和交友原则，激发英语学习的兴趣；能够多渠道获取英语学习资源；能够选择恰当的策略与方法，监控、评价、反思和调整自己的学习内容和进程。
Starting out板块教学设计
（建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型 Listening + Viewing
主题语境 人与社会——良好的人际关系与社会交往
内容分析 本板块有两个活动，活动1呈现了一首诗歌，阐述了友谊的重要意义和作用；活动2给出了一段视频，视频用孔子对友谊的论述引出一首关于友谊的著名英文诗歌《友谊地久天长》。
教学目标 在本板块学习结束时，学生能够：
1. 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2
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。
教学重点 引导学生读懂诗歌，了解英文诗歌的基本知识，理解诗歌所表达的情感。
教学难点 引导学生感受和理解诗歌所传递的情感，思考“朋友”的含义。
教学策略 视听教学法、交际教学法
Teaching
contents Procedures
Purposes
Teacher’s activity Students’ activity
Activity 1 1. Teacher plays the
audio and asks
students to listen to
the poem carefully.
2. Teacher asks
students to read the
poem.
3. Teacher asks
students to discuss
the main idea of the
poem and answer
the two questions.
4. Teacher invites
some students to
introduce his / her
friends. 1. Students listen to
the poem carefully.
2. Students read the
poem.
3. Students discuss the
main idea of the
poem and answer
the two questions.
4. Some students
introduce his / her
friends to the class. 1. To direct students
to learn some
basic knowledge
of English poems.
2. To let students
have a basic
understanding of
friendship.
Activity 2 1. Teacher plays the
video and asks
students to watch it.
2. Teacher asks
students to think
about the three
questions.
3. Teacher plays the
video again and
asks students to
answer the
questions. 1. Students watch the
video.
2. Students think
about the questions.
3. Students watch the
video again and
answer the
questions. To let students have a
further understanding
of friendship through
the video.
Understanding ideas板块教学设计
（建议时长30–35分钟，教师可根据教学实际酌情调整。） 3
课型 Reading
主题语境 人与社会——良好的人际关系与社会交往
内容分析 本板块的课文是一篇论说文，讨论的是网络的发展使交友方式和朋友间的沟通方式都发生了巨大的变化。我们能够随时随地与朋友保持联系，也能够通过网络交到志趣相投的朋友；但与此同时，网络交友也有不少弊端，比如，我们无法确定对方的信息真实与否，因此在网络这种虚拟空间交友存在着一定的风险。
教学目标 在本板块学习结束时，学生能够：
1. 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；
2. 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；
3. 正确看待网络交友，提高思辨能力。
教学重点 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。
教学难点 1. 引导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。
教学策略 P-W-P模式
Teaching
contents Procedures
Purposes
Teacher’s activity Students’ activity
Activity 1 1. Teacher asks
students to look at
the questions and
tick their answers.
2. Teacher divides the
class into groups to
have discussions
and find out the
most popular
answers.
3. Teacher chooses
one or two groups
to share their
results with the
class. 1. Students tick the
answers
individually.
2. Students work in
groups and find out
the most popular
answers.
3. One or two groups
present their results
to the class. 1. To conclude the
students’ ways of
making friends.
2. To connect the
passage with the
students’ life.
3. To arouse the
students’ curiosity
about the topic.
Activity 2 1. Teacher asks
students to read the
passage quickly.
2. Teacher asks
students some
questions. 1. Students read the
passage quickly.
2. Students answer the
questions. 1. To get the main
idea of the
passage.
2. To figure out the
author’s opinions
about online
friendship. 4
Activity 3
1. Teacher asks
students to read the
passage quickly and
choose the author’s
purpose in writing
the passage.
2. Teacher invites
some students to
share their answers
with the class. 1. Students read the
passage quickly and
choose the author’s
purpose in writing
the passage.
2. Some students
share their answers
with the class. To figure out the
author’s purpose in
writing the passage.
Activity 4 1. Teacher asks
students to read the
passage carefully
and figure out the
structure of the
passage.
2. Teacher asks
students to
complete the
diagrams in
Activity 4.
3. Teacher checks the
answers with the
students.
4. Teacher asks
students to read the
passage again so as
to further
understand the
structure of the
passage.
5. Teacher invites
some students to
retell the passage. 1. Students read the
passage carefully
and figure out the
structure of the
passage.
2. Students complete
the diagrams in
Activity 4.
3. Students check the
