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1、Book 1 Unit 3 Getting along with othersIntegrated skills 1Describing the qualities of a good friend教学目标By the end of the section, students will be able to:1. acquire the good qualities of a good friend;2. grasp the features of a diary entry.教学重难点1. To list the good qualities which are important to a
2、 friend;2. To learn the features of a diary entry.教学过程步 骤教学活动设计意图互动时间&模式Lead-in Step 1The teacher gets students involved in the context by asking the following questions related to friends and friendship: 1. Who is your favourite friend?2. Why do you think he/she is your favourite friend?3. What doe
3、s friendship mean in your eyes?The teacher lets students talk about their friends, and asks what they think friendship means to them. The teacher can encourage them to talk about their own good friends.创设互动情境，拉近沟通距离，引发学习兴趣的同时，开发话题资源，为单元学习做好准备。5Individual WorkClass WorkListening Step 2Have students l
4、isten to the recording in Part A on Page 36 and find out what the relationship between Tim and Patrick is and the topic of their conversation. Meanwhile, the teacher asks students to pay attention to Tims problems and tick the problems in the boxes in Part A1. 指导学生听录音，归纳其主要内容并有策略地提取细节信息；帮助学生掌握“听”的语言
5、技能；激发学生的输出动机。5Individual WorkClass WorkStep 3Students listen to the recording again and complete the notes in Part A2. In this process, ask students to pay attention to some detailed information: advice and suggestions. 进一步激发学生通过“听”输入语言信息，并进行整合归纳，为后续输出做好铺垫。5Individual WorkClass WorkReadingStep 4The
6、teacher has students read the first paragraph of Patricks diary entry on Page 37 and answer the following questions:1. Whats the topic of this diary entry?(What does it really mean to be a “good friend”?)2. Whats the function of Paragraph 1 of the diary? (It functions as an introduction to the whole
7、 diary entry.)通过问题设置，引导学生思考日记首段的引领作用，预测文本内容，为后续输出积累写作技巧。3Individual WorkClass WorkStep 5The teacher has students read the rest of the diary entry and think about the question:How is each paragraph developed?(The first paragraph is used as a topic paragraph, which is followed by supporting details.)总
8、结梳理文本脉络和宏观结构，了解主题句的重要性和日记这一文体的写作特点。7Individual WorkClass WorkSpeakingStep 6The teacher has students conclude the good qualities of a good friend using relative clauses according to Patricks diary entry:A good friend is one who .运用所学总结归纳个人观点，为后续写作积累素材。8Individual WorkGroup WorkStep 7The teacher gives
9、 students a question to discuss and encourage as many students as possible to speak out their opinions and feelings:If your friends come across some difficulties in life or study, what will you do and why? 运用并巩固所学知识，通过过渡性问题引导学生思考“朋友”的内涵与品质。10Group WorkClass WorkHomeworkPreview Part D on Page 38.2Boo
10、k 1 Unit 3 Getting along with othersIntegrated skills 2Describing the qualities of a good friend教学目标By the end of the section, students will be able to:1. use adjectives and attributive clauses to describe a good friend;2. write a diary entry about what makes a good friend.教学重难点1. To express persona
11、l opinions concerning good qualities of a friend in oral English;2. To write a diary entry about what makes a good friend in organized language.教学过程步 骤教学活动设计意图互动时间&模式Lead-in Step 1The teacher gets students involved in the context by asking the following questions related to friends and friendship: W
12、ho is your favourite friend? Can you use some adjectives to describe him/her?创设互动情境，拉近沟通距离，引发学习兴趣的同时，开发话题资源，为单元学习做好准备。5Individual WorkClass WorkSpeaking Step 2The teacher organizes the students into small groups. Based on the information from Patricks diary, students are encouraged to express their
13、true feelings and own opinions by answering the following questions: 1. What qualities are important to you in a friend? Can you brainstorm as many adjectives as you can to describe the qualities of a good friend?2. Include examples from your personal experiences to support your idea.During the disc
14、ussion, the teacher had better take part in the students discussion and offer them some language help if necessary. Then, the teacher gets small groups to report their ideas to the whole class.话题讨论的延伸，吸引学生积极参与、多元输出，在真实的交流中强化形式、拓展意义、体验情感。10Group WorkClass WorkWriting Step 3Have students read Part D o
15、n Page 38 and pay attention to the three characteristics of diary-writing in terms of text type, format and language. 引导学生梳理写作思路，掌握写作技巧。 8Individual WorkStep 4Have students finish writing a diary entry about what makes a good friend. Remind students to use ideas and vocabulary from Part A, B and C.在
16、运用听、读等理解性技能输入的基础上，通过写作让学生输出本节课所学。10Individual WorkStep 51. After students finish writing, have them check their writings and exchange drafts with their partners for review.2. Encourage students to share their writings in class and evaluate which diary entry they prefer. 通过讨论、交流和分享，加深学生思维宽度、深度与层次，从而进一步提升语言运用能力，完善写作能力。10Group WorkClass WorkHomework1. Finish writing your diary and share it with other students.2. Finish the workbook.2