Unit1friendship全单元教案.docx

1、Unit1friendship全单元教案Unit 1 friendshipParticipants: 靳燕，黄洋，董妮娅，仝亚军，李桂秀，吴晓，邹舍龙 School: Tai Zhou No.1 Senior Middle School1.Teaching aims and demands类别课程标准要求掌握的项目话题Friends and friendship; interpersonal relationships词汇Add point upset ignore calm concern loose cheat reason list share feeling Netherlands G

2、erman outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habitadd up calm down have got to be concerned about walk the dog go through hide away set down a series of on purposein order to face to fac

3、e according to get along with fall in lovejoin in功能态度(attitudes)Are you afraid that-?Ive grown so crazy about-I didnt dare-2. 同意和不同意（agreement and disagreement） I agree. I think so. Exactly. I dont agree. I dont think so. Im afraid not.3.肯定程度（certainty） Thats correct. Of course not.语法直接引语和间接引语(1): 陈

4、述句和疑问句陈述句“I dont want to set down a series of facts in a diary.” Said Anne.-Anne said that she didnt want to set down a series of facts in a diary.一般疑问句He asked, “Are you leaving tonight?”-He asked us whether we were leaving that night.特殊疑问句“When did you go to bed last night?” father said to Anne.-

5、Father asked Anne when she went to bed the night before.Suggested teaching notes1). Analyses of the teaching contentsThis unit is about friendship, and nearly all the teaching materials center on it.Warming up-The questionnaire leads students to think and talk about friendship, get to know the probl

6、ems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary.Pre-reading-The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend

7、, too.Reading- The diary by theJewish girl Anne gave a glimpse of her life during her familys shelter in Amsterdam from the German Nazis killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get

8、 through the days.Comprehending-It helps students further understand the text by doing multiple choices, questions and answers, and matching.Learning about language-It teaches the important expressions and structures and grammar: direct and indirect speeches.Using language-The two letters, listening

9、, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students abilities to practice language, discover, and solve problems.Summing up-It summarizes the whole co

10、ntents of this unit from the aspects of topics, vocabulary and grammar.Learning tip- This part encourages students to form the habit of writing a diary.Integrating skills- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of f

11、riendship in addition its importance in all cultures.2) Making of the teaching planThis unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself,i.e., the comfort and support one seeks from an imaginary friend. Stu

12、dents are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break

13、 down the traditional belief in theinterpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns eyes. All in all, this unit promises to unveil the

14、true essence of friendshipand helps students to lead a more friendly and harmonious life.Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:Period 1Warming up and speakingPeriod 2ReadingPeriod 3GrammarPeriod 4Integrating sk

15、ills (WB)Period 5Using language3. Teaching plans for each periodPeriod 1 Warming-up and Speaking1. Teaching objectives:1) Target languageI (dont) think I (dont) think so. I (dont) agree. I believe Thats correct. In my opinion, 2) Ability goalsDescribe your friends in EnglishFigure out the problems b

16、etween friends and then find different ways to solve the problems.Learning ability goalsTo encourage students to think and talk about friends and friendship by using some phrases and structures.To learn to solve problems that may occur between friends.c. To cultivate the students to form the good ha

17、bit of learning English in Senior Middle School.2. Teaching important points:Use the given adjectives and sentence structures to describe one of your friends.Learn to evaluate friends and friendship.3. Teaching difficult points:Work together with partners and describe one of your good friends.Discus

18、s with partners and find out ways to solve the problems.4. Teaching methods Task-based teaching and learningCooperative learningDiscussion 5. Teaching aids:CAI6. Teaching procedures and ways:Step 1 Lead-in and Warming-upBefore the lesson, the teacher can arouse the students interests by showing a vi

19、deo of Auld Lang Syne .At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time?Wha

20、t do you think of our new school? Do you like it? Could you say something about it?Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?Step 2 Think i

21、t over1. Give a brief description of one of your friends. The following phrases and structures may be helpful:His/Her name is He /She is years old.He /She likes and dislikes He /She enjoys and hatesHe /She is very kind/friendly/When /Where we got to know each other.2. What types of friendship do you

22、 have? Please tick them out. Then fill in the blanks.girl friends boy friends pen friendslong -distance friends friends of the same agee-friends (friends over the internet) friends across generations unusual friends like animals, books1)._ is /are most important to you. 2). You spend most of your fr

23、ee time with _.3). You will share your secrets with _.4). When in trouble, you will first turn to _.Step 3 Make a survey1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.Tell your partner your standards of good fr

24、iends by using the following structure: I think a good friend should (not) beIn my opinion, a good friend is someone whoHave a member of each group report on what their lists have in common and list them on the board.Ask the class whether or not they agree with all the qualities listed.Then have the

25、 students do the survey in the textbook.Have the students score their survey according to the scoring sheet on page 8.The teacher ask some students how many points they got for the survey and assess their values of friendship: 47 points: You are not a good friend. You either neglect your friends nee

26、ds or just do what he/she wants you to do. You should think more about what a good friend needs to do. 812 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friends needs and feelings. Try to strike a balance between

27、 your friends needs and your own responsibilities. 13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friends. Well done.(You may also show your students the results above and let themselves self-reflect upon their own values of frien

28、dship)Step 4 Talking and sharing( work in pairs)1. If your best friend does something wrong, what will you do?Try to use the following phrases: I (dont) think I (dont) think so. I (dont) agree. I believe Thats correct. In my opinion, What to doreasons2. What is a friend?A British newspaper once offe

29、red a prize for the best definition(定义) of a friend. If you were the editior, choose the best one from the following entries(条目), and explain why.One who understands my silence.A friend in need is a friend indeed.Friends are just the people who share your happiness and sorrow.When you look at your w

30、atch at 4 am, but still know you can call them and wake them up, and theyll still want to talk to you ,thatsfriendship. To have a friend, you need to be a good friend.Step 5 Group work (output)The teacher can give each group one of these questions below to talk about. Then let the class share their

31、ideas. Its better to stimulate the students to express their own opinions about these questions.Do you think it is a good idea to borrow money from your friend?Why and Why not?2. What factors may cause the breakdown of a good friendship?3. What can be your unusual friend besides human beings? And why?Step 6 homework Write down a short passage about your ideas /the factors/your unusual friends.Prepare for the new lesson.Period 2 Reading “Annes Best Friend”1. Teachi