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范文Friendship教案3
Friendship教案
新课标高一必修1英语教案
Unit1Friendship
Partone:
TeachingDesign
Period1:
Asamplelessonplanforreading
Aims
Totalkaboutfriendship
Toreadaboutfriendship
Procedures
I.warmingup
.warmingupbyassessing
Alotofpeoplehaveonlyfewpossibilitiesofgettingfeedbackabouttheirownpersonality.Inthisexerciseyouwillhavetheopportunitytogetsomefeedbackandtodiscussitwithapartner.whilecomparingyourmutualjudgments,certainprejudicesormisunderstandingsmayappear,aspeopleoftendonotknoweachotherthoroughlyenoughtojudgeotherscorrectly.Trytobehonest!
Selfassessment
ofthefollowingcharacteristicschoose5thatareparticularlyapplicabletoyoupersonally.
sociable,honest,friendly,easygoing,nervous,open-minded,anxious,careful,talented,talkative,nosy,thoughtful,generous,carefree,pessimistic,peaceful,optimistic,interesting,reliable,helpful,active,careless,caring,exact,adventurous,imaginative,hot-blooded,well-organised,trustworthy,patient,responsible,outgoing,kind,brave,warm-hearted,selfless,tolerant
Partnerassessment
Nowchoose5characteristicfeatureswhichyouthinkareespeciallyapplicabletoyourpartner.
sociable,honest,friendly,easygoing,nervous,open-minded,anxious,careful,talented,talkative,nosy,thoughtful,generous,carefree,pessimistic,peaceful,optimistic,interesting,reliable,helpful,active,careless,caring,exact,adventurous,imaginative,hot-blooded,well-organised,trustworthy,patient,responsible,outgoing,kind,brave,warm-hearted,selfless,tolerant
2.warmingupbydescribing
Havethestudentsgetintogroupsoffourtodescribetheirownidealfriend.IndividualstudentsmustdecideonToP5characteradjectivesthatcouldbeusedtodescribetheidealfriendandinsisttheyhavegoodreasonsfortheirchoice.Thenletthegroupleadergivetheclassadescriptionoftheiridealfriend.
3.Furtherapplying
youmayalsohavethestudentsdothesurveyinthetextbook,followingthestepsbelow.
.Getthestudentstomakealistofthreequalitiesagoodfriendshouldhave.
2.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.
3.Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard.
4.Asktheclasswhetherornottheyagreewithallthequalitieslisted.
5.Thenhavethestudentsdothesurveyinthetextbook.
6.Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8.
7.Theteacherasksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship:
★4~7points:
youarenotagoodfriend.youeitherneglectyourfriend’sneedsorjustdowhathe/shewantsyoutodo.youshouldthinkmoreaboutwhatagoodfriendneedstodo.
★8~12points:
youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.
★13+points:
youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.welldone.
II.Pre-reading
TofocustheStudents’attentiononthemaintopicofthereadingpassage.
Toactivatetheirpreviousknowledgeonthetopic.
III.Talkingandsharing
workingroupsoffour.Tellyourgroupmateshowyoureflectonthesequestions.
.whydoyouneedfriends?
makealistofreasonswhyfriendsareimportanttoyou.
2.whatdoyouthinkagoodfriendshouldbelike?
Listwhatagoodfriendshoulddoandsharethelistwithyourpartners.
3.Doesafriendalwayshavetobeaperson?
whatelsecanbeafriend?
4.Doyouthinkadiarycanbecomeyourfriend?
whyorwhynot?
Instructions:
Theteachercangiveeachgrouponeofthesequestionsabovetotalkabout.Thenlettheclasssharetheirideas.It’sbettertostimulatethestudentstochallengetheirclassmates’opinionsaboutthesequestions.
Possibleanswers
Q1:
ReasonsIneedfriends:
※tocopewithstressfulsituationsinlife
※tosharemyworriesandsecretsinmyinnerworld
※toshowmyconcernforotherpeople
※toletotherpeoplesharemyhappiness
※tounfoldtootherpeoplethesecretsinmyheart
Q2:
Agoodfriendshould:
※tellmethetruth
※begoodtome
※bewillingtoconsideroracceptothers’ideasoropinions
※bewillingtohelpothers
※begood-tempered
※thinkaboutwhatothersneedandtrytohelpthem
※beloyaltotheirresponsibility
※noteasilyupset
※beout-going
※betolerant
※beselfless
Q3:
whatelsecanbeafriend?
Answerscanbevarious.
Q4:
Students’answersmayvarybutmustincludeareason.
yes.Ithinkitcanbe,becauseIcansetdownhowIfeeleverydayinmydiary,andletotherpeoplereadittosharemyfeelingssometimelater.Aboveall,itfeelsgoodtowritedownmythoughtsandfeelingonpaperwhenIamsadorlonely.
IV.Reading
.Lookingandguessing
workinpairs.Lookatthepicturesandtheheadingandguesswhatthetextmightbeabout.
).Imaginewhatitmightbelikeifyouhadtostayinyourbedroomforawholeyear.youcouldnotleaveiteventogotothewcortogetacupoftea.Howwouldyoufeel?
2).whatwouldyouchooseifyouareonlyallowedtohavefivethingswithyouinthehidingplacebecausethereisverylittleroom?
2.Readingtosummarisethemainideaofeachparagraph.
Skimthetextandsummarisethemainideaofeachparagraphinonesentence.
Para.one:
Annemadeherdiaryherbestfriendwhomshecouldtelleverything.
Para.Two:
Anne’sdiaryactedashertruefriendduringthetimesheandherfamilyhadtohideawayforalongtime.
Para.Three:
Havingbeenkeptindoorsforsolong,Annegrewsocrazyabouteverythingtodowithnature.
3.Languagefocus
Nextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.copythemtoyournotebookafterclassashomework.
laughat,gothrough,make/call+o+Noun,hideaway,setdown,growcrazyabout,dowith…,therewasatimewhen…,keepsb.spellbound,onpurpose,inordertodosth.,fartoo+adj./adv,happentodosth.,itwasthefirst/secondtimethat…,facetoface
V.closingdown
closingdownbydoingexercises
ToendthelessonyouaretodothecomprehendingExercises1and2.
closingdownbydiscussionofideas
workingroupsoffour.Discusstheideasputforwardinthereadingpassage.Itdoesnotmatterwhetheryouagreeordisagree.whatisimportantisthatyoushouldhaveareasonforwhatyousay.Alsoyoucanputforwardyourownideas,eithercriticisingthetextorusingitasasupport:
★whatwouldyoudoifyourfamilyweregoingtobekilledjustbecausetheydidsomethingtheEmperordidnotlike?
★wherewouldyouplantohide?
★Howwouldyouarrangetogetfoodgiventoyoueveryday?
whatwouldyoudotopassthetime?
LanguagechunksfromUnit1Friendship
addup,getsth.done,calmsb.done,havegotto,goonholiday,talkcareof,walkthedog,getloose,payforsth,cheatintheexam,shouldhavedone,someoneelse’s,laughat,gothrough,hideaway,setdown,aseriesof,ahidingplace,Iwonderif…,grow/be/becomecrazyabout,couldhavedone,keepsb.spellbound,keepdoing,stayawake,onpurpose,inorderto,byoneself,fartoomuch,itwasthefirsttimethat…,facetoface,feellonely/sitalone,saveone’slife,beconcernedabout,withsomanyclotheson,havetroublewithsb,atthemoment,getalongwithsb./sth,enjoydoing,be/become/makefriendswith,be/fallinlove,trysth.outonsb.askforadvice,givesb.someadviceon…,makeanefforttodosth.,joininsth.,showone’sinterestin,farandwide,payattentionto,looktoone’sownconcern,shareone’sthoughtsandfeelingswithsb,cometoaconclusion,bepreparedtodosth.,aheart-to-hearttalk,hurtone’sfeelings,changeone’smind,liveinpeace,goonapicnic,getawaywith,feelathome,inneed
Period2:
AsamplelessonplanforLearningaboutLanguage
statements&questions)
Aims
Todiscoverusefulwordsandexpressions
Todiscoverusefulstructures
Procedures
I.warmingup
warmingupbydiscoveringusefulwordsandexpressions
Turntopage4anddoExercises1,2,3and4first.Thencheckyouranswerswithyourclasspartner.
II.Learningaboutgrammar:
DirectandIndirectSpeech
.DirectSpeech
Indirectspeech,theoriginalspeaker'sexactwordsaregivenandareindicatedbyquotationmarks.
★“Idon’tknowwhattodo,”saidDean.
Insomegrammarbooks,‘saidDean’isreferredtoasareportingclause.“Idon'tknowwhattodo,”isreferredtoasthereportedclause.
2.IndirectSpeech
Inindirectspeech,theexactmeaningofthespeaker’swordsisgiven,buttheexactwordsarenotdirectlyquoted.
★Deansaidthathedidn’tknowwhattodo.
Toconvertdirectspeechintoindirectspeech:
Ifthemainverbispasttense,presenttenseverbsin‘thatclause’mustalsobechangedtopasttense.
Deansaidthathedidn’tknowwhattodo.
Firstandsecondpersonpronounsmustbechangedtothirdpersonpronouns.
Deansaidthathedidn’tknowwhattodo.
3.IndirectQuestions
Directquestion:
“Didmarama’shorsewinaprize?
”owenasked.
Indirectquestions:
owenaskedwhethermarama’shorsehadwonaprize.
Thesamerulesapplytoindirectquestionsastoindirectstatements.Thedifferenceisthatawh-clauseisusedinsteadofathatclause.
Directquestion:
“whywon’tyoumarryme?
”askedDonald.
Indirectquestion:
Donaldaskedherwhyshewouldn’tmarryhim.
Intellingastoryorrecountingevents,aspeakerusingdirectspeechhasalltheresourcesofintonationtoproducealivelyaccount.Becauseindirectspeechisalwaysspeechreportedbysomeoneelse,theaccountismorereservedandrestrained.
“whatshallwedo?
”askedBev.
“Don’tworry,Bev,”saidDuncan,“I’vegotaplan.”
BevaskedDuncanwhattheyshoulddo.Hetoldhernottoworryandthathehadgotaplan.
Theabilitytochangedirectspeechintoindirectspeechisausefulskillforthoseengagedintakingtheminutesofameetingorreportingonevents.
Directspeech:
“Firstofall,Iwouldliketothankeverybodywhohelpedwiththefair.Theresultswereverygood,andwewillnowbeabletobuytwomorecomputers.”
Indirectspeech:
Theprincipalsaidthathewouldliketothankeverybodywhohadhelpedwiththefair.Heannouncedthattheresultswereverygoodandthattheschoolwouldnowbeabletobuytwomorecomputers.
III.Discoveringwordsandexpressions
Doexercises1,2,3and4onpage4and5.checkyourworkwithyourpartner’s.
IV.Discoveringstructures
Doexercise1and2.checkyourworkwithyourpartner’s.
Period3:
AsamplelessonplanforUsingLanguage
Aims
Tolistentoaletteraboutfriendship
Tospeakaboutaquestionnaireaboutfriendship
Towriteadviceaboutfriendship
Towriteafewlinesdescribingafriend
Procedures
I.warmingup
.ReadthelettertomisswangandfindoutwhatwasupsettingLisa.
2.Listentowhatmisswangsays,andthenanswerthequestionsinExercise2.
3.ListentothetapeagainandtrytospelloutthemissingwordsinEx3.
II.Talkingaboutdesigningaquestionnaire
workingroupsoffour.Designaquestionnairetofindoutwhatkindoffriendsyourclassmatesare.AsktheStude