Unit 1 Good friends.docx

Unit 1 Good friends.docx

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Unit1Goodfriends

Unit1Goodfriends

Unit1GoodFriends  Ｉ．单元教学目标技能目标GoalsTalkaboutfriendsandfriendshipPractisetalkingaboutlikesanddislikesLearntomakeapologiesUseDirectSpeechandIndirectSpeechWriteane-mail ＩＩ．目标语言         功   能   句   式Talkingaboutlikesanddislikes:

He/Shelikes/loves...He/Sheisfondof...He/Sheisquiteinterestedin...Itakeinterestin...Myinterests/hobbiesare...Ilike...most.  Icarefor...                   I’dprefer...to...He/Shedoesn’tenjoy...Ihate...    I’mnotinto...Ithink... terrible/boring. Makingapologies:

I’mverysorry.Ididn’tmeanto.          That’sallright.Itwon’thappenagain.Noproblem.Pleaseforgiveme.                     Forgetit.Iapologizefor...It’snobigdeal.It’smyfault.It’sOk.       词   汇1.四会词汇honest,brave,loyal,wise,handsome,smart,argue,classical,fond,match,mirror,fry,gun,hammer,saw,rope,movie,cast,deserted,hunt,share,sorrow,feeling,airplane,lie,speech,adventure,notebook2.认读词汇solution,Steve,Sarah,Joe,compass,TomHanks,ChuckNoland,survive,Wilson,parachute,scared,e-pal,SouthCarolina,formal3.词组huntfor,inorderto,careabout,suchas,dropsbaline,eventhough,treat...as,keep...inmind4.重点词汇share,honest,argue,fond,deserted,hunt,adventure,inorderto,careabout,suchas   语法DirectSpeechandIndirectSpeech1.Statements“Afriendinneedisafriendindeed.”Mothersaidtome.→Mothertoldmethatafriendinneedisafriendindeed.2.Questions“Areyousureyoudidn’tdoanythingtothis?

”Heaskedme.→HeaskedmeifIwassureIdidn’tdoanythingtothat.“Whatdifferencesdoesitmake?

”PeteraskedJim.→PeteraskedJimwhatdifferencesitmade. 重   点句子1.Idon’tenjoysinging,nordoIlikecomputers.2.IhatehikingandI’mnotintoclassicalmusic.3.IsurftheInternetallthetimeandIlikeplayingcomputergames.4.Chucksurvivesthecrashandlandedonadesertedisland.5.Herealizesthathehasn’tbeenaverygoodfriendbecausehehasalwaysbeenthinkingabouthimself.6.EventhoughWilsonisjustavolleyball,chuckbecomesfondofhim.7.Hetalkstohimandtreatshimasafriend.8.Chucklearnsthatweneedfriendstosharehappinessandsorrow,anditisimportanttohavesomeonetocareabout. III.教材分析与教材重组      1.教材分析      本单元的中心话题是“朋友”，所谈论的话题涉及好朋友的涵义，对朋友的描述以及如何交友等。

旨在通过单元教学，让学生学会使用有关描述朋友和友谊的词汇，就朋友和友谊这一话题表达自己的观点，并能就所谈论的话题写出合符规范的电子邮件。

      1.1 WARMINGUP通过三个问题引导学生讨论自己心目中的好朋友应该具备什么样的品质，并就其中的一位进行描述。

这一部分呈现了本单元的中心话题，学生可以学习有关朋友的词汇和句型。

      1.2      LISTENING是有关朋友之间矛盾的三段对话。

要求学生听完录音后能够弄清“发生的问题”并找出解决的办法。

本部分有助于引导学生客观认识友情：

好朋友之间建立友谊的同时也可能产生矛盾。

  1.3      SPEAKING部分是几个朋友在谈论各自的喜好。

要求学生掌握有关兴趣、爱好的表达方法，并能在较为真实的情景中练习使用这些句型。

这一部分既有助于学生进一步提高对“朋友”的认识，又训练其口头表达能力。

      1.4      PRE-READING部分假设了一个情景，即“Youarealoneonanisland.”让学生讨论在特定环境条件下如何生存的问题，培养学生的想象力和创造力，为阅读部分的学习做好准备。

      1.5      READING部分是有关美国电影《荒岛余生》的一段简介。

在这一部分当中，学生除了要学习新的词汇、句型和训练阅读技巧外，也要对“如何对待朋友和他人”有更加深刻的认识。

      1.6      POST-READING设计了四个问题。

其中前两个是对READING部分文章内容的理解，后两个是开放式问题，学生可以各抒己见。

      1.7      LANGUAGESTUDY分词汇和语法两部分。

其中，Wordstudy是根据语境在运用中掌握词汇。

Grammar是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。

      1.8      INTEGRATINGSKILLS结合本单元话题，引导学生通过写e-mail来进行交友实践。

TIPS部分给出了e-mail写作的注意事项，指导学生如何写e-mail。

      2.教材重组      2.1听力：

Warmingup与Listening及Workbook中的Listening三部分话题较为接近，都是在谈论朋友或如何解决朋友之间存在的矛盾，可以放在一节课中处理。

      2.2口语：

Speaking和Workbook中的Talking涉及到本单元的两种功能句式，即Talkingaboutlikesanddislikes和Makingapologies，可以整合在一起上一堂口语课。

      2.3精读：

可将PRE-READING,READING和POST-READING三部分整合在一起上一节阅读课。

      2.4泛读：

处理Workbook中的ReadingMany-FlavouredFriends。

      2.5语言学习：

包括Wordstudy和Grammar以及Workbook中的Practising。

      2.6综合技能：

包括第6页的ReadingandWriting以及第90页的Writing。

      3.课型设计与课时分配      1stperiod:

WarmingupandListening      2ndperiod:

Speaking      3rdperiod:

Reading（I）      4thperiod:

Reading（II）      5thperiod:

Languagestudy      6thperiod:

IntegratingskillsⅣ.分课时教案TheFirstPeriod Warmingup&&ListeningTeachinggoals  教学目标1.Targetlanguage目标语言a.词汇和短语:

honest,loyal,smart,funny,inmyopinion,calculator,upsetb.重点句子:

I’mnothappyaboutthis.What’sthebigdeal?

Whatdifferencedoesitmake?

Ididn’tknowyouweresoupsetaboutit.Acommonproblembetweenfriendsisthattheydon’tknowhowtotalktoeachotheraboutdifficultthings.Asimpleapologyisoftenenoughandisagoodstartingpoint.Thebestwaytomakesurethatasecretdoesn’tbecomearumorissimplytokeepittoyourself.2.Abilitygoals能力目标a.DescribingyourfriendsinEnglish.b.Figuringouttheproblemsbetweenfriendsthroughlistening,andthenfinddifferentwaystosolvetheproblems.3.Learningabilitygoals学能目标a.Toencouragestudentstothinkandtalkaboutfriendsandfriendshipbyusingrelevantvocabulary.b.Tolearnhowtosolveproblemsthatmayoccurbetweenfriends.Teachingimportantpoints 教学重点a.Usingthegivenadjectivesandsentencestructurestodescribeoneofyourfriends.b.Listeningtothematerialaboutthreedifferentsituationsandcompletethesentences.Teachingdifficultpoints  教学难点a.Workingtogetherwithpartnersanddescribeoneofthegoodfriends.b.Discussingwithpartnersandfindoutwaystosolvetheproblems.Teachingmethods 教学方法1.Discussion;2.Listening;3.Cooperativelearning.Teachingaids 教具准备Arecorder. Teachingprocedures&&ways 教学过程与方式StepI  WarmingupAsafirstlesson,ateachercanarousestudents’interestsbytellingastoryatthebeginningoftheclass.T:

Goodmorning,everybody.AtthebeginningofourlessonI’mgoingtotellyouastory.Ayoungdeerandawiseoldcrowlivedtogetherinthewood.Pam,thedeerhadlittleexperienceoftheworld.butRob,thecrow,knewallthewaysoftheotheranimals.Oneday,PamsawPuk,afox,comeoutfromatreetowardsher.“Ineedafriend,”saidPukhungrily.“I’llbeyourfriend,”repliedPam.TheywentforawalktogetherinthefieldwherePukknewtherewasatrap.Pamwascaughtinitandcouldnotmove.PukwatchedthefarmerarrivewithhisknifetofinishoffPam.RobflewdowntothefieldandsaidtoPam,“Liedown,andpretendyouaredead.”SeeingPammotionless,thefarmerundidthetrap.“Run!

”shoutedRobandawayPamwent.Backathome,RobsaidtoPam,“Youknowatruefriendbyhisactsnothiswords.”Aftertellingthestory,theteacherencouragestudentstotalkabouttheirunderstandingaboutthestory,andthentelltheirownstoriesaboutfriendship.T:

That’smystory.NowIhaveafewquestionsforyou.Whatdoesthestorytellus?

Doyouknowotherstoriesaboutfriendship?

Ss:

Thestorytellsusthatafriendinneedisafriendindeed.（Tellthestoryaboutthebearandthehunterorotherstories.）Whenstudentsfinishtheirstories,teachercanletthemtalkabouttheirattitudestowardsfriendshipandtheirstandardsofagoodfriend.T:

Justnow...gaveusaverygoodstoryaboutfriends.Doyouthinkthatfriendshipisimportantinourlife?

Why?

Ss:

Ithinkfriendshipisveryimportantinourlife.Whenwefeelboredwecantalktoourfriends;whenweareintrouble,wecanturntoourfriendsforhelp.T:

That’sright.It’simportanttohavefriends.Whatdoyouthinkagoodfriendshouldbelike?

Orwhatqualitiesdoyouthinkagoodfriendshouldhave?

Forexample,shouldhe/shebekind,honest,smart,funnyoranythingelse?

Someadjectivestodescribefriendsarelistedinthetextbook.Studentsshouldbegivensometimetogetfamiliarwiththesewords.Thentheyareencouragedtothinkaboutmoreadjectivesandshouldbeabletodescribetheirfriendsusingthesewords.T:

Nowlookatpage1.Therearesomewordsthatcanbeusedtodescribeafriend.Lookthroughthemquicklyandthinkaboutwhichwordsyouwouldliketochoosetodescribea5-starfriend.Whatotherwordscanyouthinkoftodescribeaperson?

Ss:

Positive:

patient,careful,modest,reliable,open,talkative,energetic,tolerant,generous,humorous,well-educated,self-respected,easy-goingNegative:

selfish,rigid,dull,careless,proud,tricky,simple-mindedT:

OK.Wehavetalkedalotaboutwordstodescribefriends.Nowlet’sdosomepairwork.Tellyourpartneryourstandardsofgoodfriendsbyusingthefollowingsentencepatterns:

Ithinkagoodfriendshould（not）be...Inmyopinion,agoodfriendissomeonewho...Ss:

Ithinkagoodfriendshouldbepatient,reliableandtolerant.Inmyopinion,agoodfriendissomeonewhoisopen,humorousandeasy-going.Inmyopinion,agoodfriendshouldnotbeselfish,dullorproud.Inthispart,theteacherusesagametoconsolidatewhatstudentshavelearntinthepreviousstep.Throughthegame,studentslearntoorganizeashortparagraphinsteadofjustusingsomewordsorsentences.T:

Justnowyoutalkedabout5-starfriendsinyoureyes.Nowlet’splayagame,“Lookingforgoodfriends”.Pleasetakeoutapieceofpaperandthinkoutthreewordsthatyouthinkcanbestdescribeyourpersonalityandthreemorewordstodepictwhatkindofpersonyouwanttomakefriendswith.Writedownyournamesandturnitin.Eachofyouwillgetapieceofpaperwithyourclassmate’sinformationonit.Decidewhetheryoutwocanbegoodfriendsornotandwhy.Telltheclassyourdecision,usingthefollowingpatterns:

I’m__________,__________and_________.He/Sheis_________,__________and___________.Ithinkwecan（not）begoodfriends,because__________.Ss:

I’mtalkative,energeticandeasy-going.Sheistolerant,generousandhumorous.Ithinkwecanbegoodfriends,becausewecanspendalottimetalking,tellingeachotherjokes.IfImakemistakes,shewillforgiveme.StepII  ListeningAteachermaytellstudentsthatsometimesproblemsmightoccurbetweenfriendsanditisveryimportanttoknowhowtosolvetheseproblems.Studentsareencouragedtothinkaboutsomecommonproblemsbetweentheirfri