高一英语Unit 1 Friendship 教案.docx
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高一英语Unit1Friendship教案
高一英语Unit1Friendship教案
Unit1Friendship1.Teachingaimsanddemands类别课程标准要求掌握的项目话题Friendsandfriendship;interpersonalrelationships词汇add
point
upsetignore
calm
concern
loose
cheatreasonlistsharefeelingNetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequestionnairequizsituation
editor
communicate
habitaddup
calmdown
havegotto
beconcernedabout
walkthedog
gothrough
hideaway
setdown
aseriesof
onpurposeinorderto
facetoface
accordingto
getalongwith
fallinlovejoinin功能态度Areyouafraidthat---?
I’vegrownsocrazyabout---Ididn’tdare---2.同意和不同意(agreementanddisagreement)
Iagree.Ithinkso.Exactly.
Idon’tagree.Idon’tthinkso.I’mafraidnot.3.肯定程度(certainty)
That’scorrect.ofcoursenot.语法直接引语和间接引语:
陈述句和疑问句陈述句“Idon’twanttosetdownaseriesoffactsinadiary.”SaidAnne.-----Annesaidthatshedidn’twanttosetdownaseriesoffactsinadiary.一般疑问句Heasked,“Areyouleavingtonight?
”---Heaskeduswhetherwewereleavingthatnight.特殊疑问句“whendidyougotobedlastnight?
”fathersaidtoAnne.---FatheraskedAnnewhenshewenttobedthenightbefore.1.
Suggestedteachingnotes1).AnalysesoftheteachingcontentsThisunitisaboutfriendship,andnearlyalltheteachingmaterialscenteronit.warmingup---Thequestionnaireleadsstudentstothinkandtalkabout
friendship,gettoknowtheproblemsbetweenfriends
andseeksolutions,whichmakespreparationsforthe
furtherteachingintopics,backgroundandvocabulary.Pre-reading---Thequestionspromptstudentstothinkcriticallyabout
friendsandfriendshipinreality,alertingthemtothefact
thatbesidespeople,adiarycanbeafriend,too.Reading---ThediarybythejewishgirlAnnegaveaglimpseofherlife
duringherfamily’sshelterinAmsterdamfromtheGerman
Nazis’killinginworldwar2.shetreatsthediaryasherbestfriend,andinitrevealsherlongingforanormallifeandclosecontactwithnature,prehending---Ithelpsstudentsfurtherunderstandthetextbydoing
multiplechoices,questionsandanswers,and
matching.Learningaboutlanguage---Itteachestheimportantexpressionsand
structuresandgrammar:
directandindirect
speeches.Usinglanguage---Thetwoletters,listening,questionnairedesign,letter
writingandfunwritingpreparesstudentstofurther
talkaboutfriendship,especiallytheproblemswith
misunderstanding,andunfriendliness,thus
strengtheningstudents’abilitiestopractice
language,discover,andsolveproblems.Summingup---Itsummarizesthewholecontentsofthisunitfromthe
aspectsoftopics,vocabularyandgrammar.Learningtip---Thispartencouragesstudentstoformthehabitofwriting
adiary.Integratingskills---ThetextintroducesthewayHawaiiansexpress
friendship,togetstudentstorealizethecultural
differencesinthevaluesoffriendshipinaddition
itsimportanceinallcultures.2)makingoftheteachingplanThisunitcentersonfriendsandfriendship,exploringdifferenttypesoffriendshipwithparticularattentiontothatonecandevelopwithoneself,i.e.,thecomfortandsupportoneseeksfromanimaginaryfriend.Studentsareexpectedtocometobetrulyawareofthequalitiesandconductsthatmakeagoodfriend,displayanddeveloptheabilitytocopewithmisunderstanding,conflictsandproblemsrelatedtofriendship,andgiveadviceonit.Theconceptthatevenanordinarythingcanbeafriendshouldbreakdownthetraditionalbeliefintheinterpersonalnatureoffriendship.Also,thecomparisonofsimilaritiesdissimilaritiesinfriendshipcomprehensionbetweentheEastandthewestleadsstudentstoknowbetterthevaluesoffriendshipinwesterns’eyes.Allinall,thisunitpromisestounveilthetrueessenceoffriendshipandhelpsstudentstoleadamorefriendlyandharmoniouslife.Thus,basedonthetheme,contentsandteachingobjectives,thewholeteachingprocedurescanfallintofiveperiodsasfollows:
Period1warmingupandspeakingPeriod2ReadingPeriod3GrammarPeriod4IntegratingskillsPeriod5Usinglanguage3.TeachingplansforeachperiodPeriod1warming-upandSpeaking1.Teachingobjectives:
1)TargetlanguageIthink……
Ithinkso.
Iagree.
Ibelieve……
That’scorrect.
Inmyopinion,……2)Abilitygoalsa.
DescribeyourfriendsinEnglishb.
Figureouttheproblemsbetweenfriendsandthenfinddifferentwaystosolvetheproblems.3)
Learningabilitygoalsa.
Toencouragestudentstothinkandtalkaboutfriendsandfriendshipbyusingsomephrasesandstructures.b.
Tolearntosolveproblemsthatmayoccurbetweenfriends.c.
TocultivatethestudentstoformthegoodhabitoflearningEnglishinSeniormiddleSchool.2.Teachingimportantpoints:
a.
Usethegivenadjectivesandsentencestructurestodescribeoneofyourfriends.b.
Learntoevaluatefriendsandfriendship.3.Teachingdifficultpoints:
a.
worktogetherwithpartnersanddescribeoneofyourgoodfriends.b.
Discusswithpartnersandfindoutwaystosolvetheproblems.4.Teachingmethodsa.
Task-basedteachingandlearningb.
cooperativelearningc.
Discussion5.Teachingaids:
cAI6.Teachingproceduresandways:
Step1
Lead-inandwarming-upBeforethelesson,theteachercanarousethestudents’interestsbyshowingavideoofAuldLangSyne.Atthebeginningofthefirstclass,wecangetthestudentstotalkabouttheirsummerholidays.Thestudentscantalkfreelyastheylike.1.
Howdidyouspendyoursummerholidays?
Howdidyoufeel?
whatdidyoudoinyoursummerholidays?
whatdidyoudoinyoursparetime?
2.
whatdoyouthinkofournewschool?
Doyoulikeit?
couldyousaysomethingaboutit?
3.
Doyoulikemakingfriends?
Howdogetintouchwithyourfriends?
Doyouhavemanyfriends?
wherearetheynow?
Doyouhaveanyoldfriendsinourschool?
Haveyoumadeanynewfriendsinourclass?
Step2Thinkitover1.Giveabriefdescriptionofoneofyourfriends.Thefollowingphrasesandstructuresmaybehelpful:
His/Hernameis……He/Sheis……yearsold.He/Shelikes……anddislikes……He/Sheenjoys……andhates……He/Sheisverykind/friendly/……when/wherewegottoknoweachother.2.whattypesoffriendshipdoyouhave?
Pleasetickthemout.Thenfillintheblanks.girlfriends
boyfriends
penfriendslong-distancefriends
friendsofthesameagee-friends
friendsacrossgenerationsunusualfriendslikeanimals,books……1).______is/aremostimportanttoyou.2).youspendmostofyourfreetimewith____.3).youwillshareyoursecretswith_____.4).whenintrouble,youwillfirstturnto_____.Step3
makeasurvey1.Listsomequalitiesofagoodfriendoryouridealfriend.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.Tellyourpartneryourstandardsofgoodfriendsbyusingthefollowingstructure:
Ithinkagoodfriendshouldbe……Inmyopinion,agoodfriendissomeonewho……1.
Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard.2.
Asktheclasswhetherornottheyagreewithallthequalitieslisted.3.
Thenhavethestudentsdothesurveyinthetextbook.4.
Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8.5.
Theteacherasksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship:
★4~7points:
youarenotagoodfriend.youeitherneglectyourfriend’sneedsorjustdowhathe/shewantsyoutodo.youshouldthinkmoreaboutwhatagoodfriendneedstodo.★8~12points:
youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.★13+points:
youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.welldone.Step4Talkingandsharing1.Ifyourbestfrienddoessomethingwrong,whatwillyoudo?
Trytousethefollowingphrases:
Ithink……
Ithinkso.
Iagree.
Ibelieve……
That’scorrect.
Inmyopinion,……
whattodo
reasons2.whatisafriend?
ABritishnewspaperonceofferedaprizeforthebestdefinitionofafriend.Ifyouweretheeditor,choosethebestonefromthefollowingentries,andexplainwhy.onewhounderstandsmysilence.Afriendinneedisafriendindeed.Friendsarejustthepeoplewhoshareyourhappinessandsorrow.whenyoulookatyourwatchat4am,butstillknowyoucancallthemandwakethemup,andthey’llstillwanttotalktoyou,that’sfriendship.Tohaveafriend,youneedtobeagoodfriend.Step5
GroupworkTheteachercangiveeachgrouponeofthesequestionsbelowtotalkabout.Thenlettheclasssharetheirideas.It’sbettertostimulatethestudentstoexpresstheirownopinionsaboutthesequestions.1.
Doyouthinkitisagoodideatoborrowmoneyfromyourfriend?
whyandwhynot?
2.whatfactorsmaycausethebreakdownofagoodfriendship?
3.whatcanbeyourunusualfriendbesideshumanbeings?
Andwhy?
Step6
Homeworkwritedownashortpassageaboutyourideas/thefactors/yourunusualfriends.Prepareforthenewlesson.Period2Reading“Anne’sBestFriend”1.Teachingobjectives:
1)Todevelopthestudents’readingability,learntousesomereadingstrategiessuchasguessing,keysentences,skimmingandsoon;2).Togetthestudentstorealizetheimportanceoffriendsandfriendship,andtotelltruefriendsfromfalsefriends;3).Tograspsomeusefulwordsandexpressionsinthispassage,suchasonpurpose,becrazyaboutetc.;4).Tolearnthewritingstyleofthispassage.2.Teachingmethod:
Task-basedteaching3).Teachingprocedure:
Step1.Pre-reading1.Pleaseenjoythreepiecesofmusicandfindoutwhattheyareabout.2.whydoyouthinkfriendsareimportanttoyou?
3.whatdoyouthinkagoodfriendshouldbelike?
Listthegoodqualitiesagoodfriendshouldhave.4.Haveyoueverconsideredmakingfriendswithanimals,plantsorevenanobject?
whyorwhynot?
Step2.Reading1.TrytoguesswhatAnne’sfriendisandwhatthepassageisaboutbyreadingthetitleandhavingaquickatthepicturesinthispassagewithoutreadingit.2.Skimmingthefirsttwoparagraphstoconfirmyourguessing.1)whatwasAnne’sbestfriend?
whydidshemakefriendswithit?
2)Didshehaveanyothertruefriendsthen?
why?
3)whatisthedifferencebetweenAnne’sdiaryandthoseofmostpeople?
4)Doyoukeepadiary?
whatdoyouthinkmostpeoplesetdownintheirdiaries?
5)wearegoingtoreadoneofAnne’sdiaries.butbeforereading,canyoutellmewhatthediaryisaboutwiththehelpofonekeysentenceinthe2ndparagraph?
3.ReadingofAnne’sdiaryHowshefeltinthehidingplaceTwoexamplestoshowherfeelingsthenStep3.Post-reading1.whatwouldyoumissmostifyouwentintohidinglikeAnneandherfamily?
Giveyourreasons.2.GroupworkworkingroupstodecidewhatyouwoulddoifyourfamilyweregoingtobekilledjustbecausetheydidsomethingtheEmperordidnotlike.
wherewouldyouplantohide?
Howwouldyouarrangetogetfoodgiventoyoueveryday?
whatwouldyoudotopassthetime?
------3.Discoveringusefulwordsandexpressionscompletethefollowingsentences,usingwordsandexpressionsfromReading1)Shehasgrow