教育学习文章good friends教案1.docx

1、教育学习文章good friends教案1good friends教案Unit1GoodFriendsTeachingobjectivesanddemands:Theactivityisdesignedtoencouragestudentstothinkaboutfriendsandfriendshipandtoactivaterelevantvocabulary.Askthestudentstodescribeagoodfriendandgiveexamplesofsituationswherefriendshavehelpedthem.Usetheactivityasabrainstorm

2、ingsessiondoneeitheringroupsorwiththewholeclass.Languageuse:manipulatelistening,speakingpracticekeypoints:.EverydayEnglishforcommunication.2.wordsandusefulexpressionsTheFirstPeriodStep1.warmingupStudentsareaskedtodescribethemselvesandafriend.youcanusethesequestionsinatleasttwodifferentways.onealtern

3、ativeistoaskthestudentstothinkaboutthreewordstodescribethemselvesandthenleteachstudenttelltheclassthethreecharacteristicstheyhavechosen.Asecondalternativewouldbetoaskthestudentstowritedownthethreecharacteristicsandletotherstudentsguesswhoisbeingdescribed.Aswiththefirstpart,theobjectiveistoelicitstud

4、entlanguageandgetthestudentstothinkaboutfriendsandfriendship.whichwordscanbeusedtodescribethecharacteristic?Brave:couragefearlessheroicScared:astonishfearfulfrightenedhorrifiedshockedterrifiedtimidLoyal:devotedfaithfulwise:brightclevercutegiftedintelligentsmartwell-learnedwittyFoolish:sillystupidBea

5、utiful:attractivebreath-takingcharmingcoolcuteeleganteye-catchinggood-lookinggracefulinvitinglovelyneatprettysplendidstunningRich:wealthyplentifulFunning:amusinghumorousHappy:carefreecheerfulcontenteddelightedgladhighmerrypleasedUnhappy:bitterbluediscourageddispleasedheavymiserablesadupsetStep2.List

6、eningThestudentswillhearfriendsdiscusscommonproblemsthatmayoccurinafriendship.Thestudentsareaskedtoidentifytheproblemsandsuggestsolutions.Tellthestudentsthatfriendssometimeshaveproblemsandthatitisimportanttoknowhowtosolvetheproblems.Thestudentswillhearthreeargumentsbetweenfriendsandareaskedtowritedo

7、wntheproblemsandsuggestpossiblesolutions.Itmaybenecessarytodividethetaskintotwoparts;firstthestudentswritedowntheproblemsastheylistentothetape,andthentheydiscusspossiblesolutions.Thestudentscanalsolistentoonesituationatatimeanddiscusssolutionswiththewholeclass.key.Peterisoftenlateforfootballpractice

8、.Ithinkthatheshouldtrytobeontimeinthefuture.2.maryusuallyborrowsthingswithoutaskingandshedoesntreturnthingsontime.Sheshouldasktheownerisshewantstoborrowsomethingandtrytoreturnitontimeinthefuture.3.AdamborrowedjohnscDplayeryesterdayandnowitisbroken.Adamcanaskhisuncletofixit.Extensionthestudentsareask

9、edtothinkofothersituations/problemsinvolvingfriendsandrole-playordiscusstheissues.youmayalsoaskthestudentstolistordiscusswhatmethodsaremosteffectivewhenyouwanttosolveproblemsinafriendship.workbookP85ListeningStudentswillhearaboutproblemsfriendsmayhaveandwhatcanbedonetosolvesuchproblems.Thestudentsar

10、easkedtowritedownthesolutionsmentionedonthetapeandtothinkofothersolutions.Askthestudentstolistentothetapeandwritedownthesolutionssuggestedbythespeaker.youcanhelpthestudentspreparebyfirstaskingthemtothinkaboutproblemstheymayhavehadwiththeirfriends.Thesolutionsmentionedonthetapearesimpleandgeneral.Enc

11、ouragethestudentstothinkofbetter,morespecificsolutions.whatwouldtheydoiftheyhadaquarrelwithafriend?Howdotheytalktotheirfriendsaboutdifficultthings?Howdotheykeepsecretsfrombecomingrumors?ListeningtextEverybodyneedsfriends.Butbeingagoodfriendcansometimesbehardwork.Learninghowtosolveproblemsinafriendsh

12、ipcanmakeyouabetterfriendandahappierperson.Acommonproblembetweenfriendsisthattheydontknowhowtotalktoeachotheraboutdifficultthings.whentheydotalk,theyoftengetmadwitheachother.whatcantheydo?well,ittakestimetolearnhowtocommunicatewell,anditisimportanttounderstandwhyafriendgetsangrywithyouwhenyousaysome

13、thing.Ifyouknowwhatitisthatmakesyourfriendangry,thenyoucantrytotalkabouttheprobleminadifferentway.Anotherproblemthatmanyfriendshavetodealwithiswhattodoafteroneofthemgetsangryorupset.Iffriendsgetangrywitheachotherandsaysomethingbadbecausetheyareangry,theyoftenfinditdifficulttoapologizeafterthequarrel

14、.Thebestwaytoapologizeafteraquarrelissimplytostartbytellingeachotherthatyouaresorryandthengofromthere.Asimpleapologyisoftenenoughandisagoodstartingpoint.whataboutfriendswhocantkeepasecret?Sometimesitseemsimpossibletokeepasecretfrombecomingarumourthateveryoneknows.Shouldntagoodfriendbeabletokeepasecr

15、et?Perhaps,butitisnotalwaysthateasytokeepasecret,andtellingasecrettosomeonewilloftenputtheminadifficultsituationtheymayhavetolietootherfriendstokeepthesecret.Thebestwaytomakesurethatasecretdoesntbecomearumorissimplytokeepittoyourselfdonttellanyone.AnswerstoExercise1Problem:Friendsgetangrywitheachoth

16、erwhentheytrytotalkaboutsomethingdifficult.Solution:Trytounderstandyourfriend/Trytotalkabouttheprobleminadifferentway.Problem:Friendsdontknowhowtoapologize.Solution:Startbytellingeachotherthatyouaresorryandtakeitfromthere.Asimpleapologyisoftenenough.Problem:Somefriendsdontknowhowtokeepsecrets.Soluti

17、on:keepyoursecretstoyourself.Step3SpeakingThestudentswillusetheinformationaboutthepeopleonSBpage2totalkaboutlikesanddislikesandtopracticegivingreasonsfortheiropinions.Tellthestudentstoworkinpairs.AskthestudentstocompletethechartonpageSBpage3andthenusetheanswerstotalkaboutwhocouldbefriendsandwhatthey

18、likeordislike.Askeachpairtodecidewhocouldbefriendsandgivereasonsfortheirdecisions.whentheyhavemadetheirdecision,askthemtocompareanddebatetheirideaswithotherpairs.Encouragedifferentanswers,includingstrangeones.P3workinpairsNamejohnStevePeterAnnSarahjoeAge54564GenderboyboyboygirlgirlboyLikesfootball/r

19、eadingsingingskiingreadingrockmusiccomputersingingcomputersrockmusicdancingreadingnovelsfootballsingingrockmusicskiingsurfingtheInternetDislikessingingrockmusiccomputerhikingfootballrockmusicfootballclassicalmusicdancinghikingclassicalmusicreadingrockmusicdancingcomputersfootballhikingExtensionThest

20、udentsareaskedtomakealistoffamouspeopleorpeopletheyknow.Thestudentsthenusethelisttoidentifylikesanddislikesandcharacteristicsandtrytodeterminewhocouldbefriends.Step4.TalkingworkbookP85Thestudentsaregivenrolecardsbasedonthreesituationswherefriendsarehavingproblems.Theyareaskedtoactoutthesituationswit

21、hthe“usefulexpressions”.Theyarealsoaskedtothinkofafourthsituation,preparerolecardsforit,andactitout.Letthestudentsrole-playinpairs.Remindthemthattheyshouldnotwritedownadialogueandthensimplyreadthedialogue.Instead,theyshouldtrytoactoutthesituationwithoutrehearsingit.Iftheyfinditdifficulttogetstarted,

22、youcanletthempreparebypractisingpartofasituation.youcanalsohelpbymodelingpartofasituation.ExtensionFriendsoftenhelpeachother.Askthestudentstoworkinpairsandlistexamplesofsituationswherefriendscanhelpeachother.Thestudentscanthenwriterolecardsforthesituationsandactoutinpairs.Step5.HomeworkFinishoffthee

23、xercisesofUnit1intheworkbook.Revisethekeypointsofthisunit.Listthefriendtheygettoknowinclassandwritedownsomethingtheywanttoknow.Evaluationofteaching:TheSecondPeriodTeachingobjectives.Developthestudentscomprehensionofexplorativepassages,especiallytheirabilityofanalyzingthestructureofsuchkindofarticles

24、.offerthestudentschancesofself-culturebyworkingingroupsandseekinginformationaboutthefilmout-sidetheclass.3.Infusethestudentswithbasicknowledgeaboutthefriendandfriendship4.Learnsomewordsandusefulexpressionsfromthetext.TeachingAmunicativeApproachshouldbeusedthroughouttheclass.Stressshouldbelaidon:2.Le

25、arner-centeredness;learning-centeredness3.Task-basedlearning4.Activity-basedteachingTeachingtype:ReadingcomprehensionTeachingProcedureStep1.ReportinclassAstudentisaskedtoreportsomethinginterestingheorshepicksupfromnewspaperormagazines.Step2.ReviewandcheckSshaveaworddictationandchecktheirhomeworkinwo

26、rkbookExercise2Suggestedsamplesentences)myfriendAlanisbrave.Heoncesavedthelifeofalittlegirlwhohadfallenintoalake.2)myfriendBobisloyal.HewouldnttalktocharleswhomIdontlikeatall.3)myfriendDavidiswise.Healwaysgivesmethebestadvice.4)myfriendGeorgeisahandsomeboy,buthedoesntliketostudyandalwaysdreamsofbeco

27、mingamodel.5)myfriendHarryisasmartstudent.Healwaysasksgoodquestionsinclass.Step3Pre-readingSsareaskedtolistentothetapeandfindthethingstheyareusingortalkingabout.PractisingonP87vocabulary“Thebooksaretooheavy!Ithinkitsgoingtobreak.”2“ohno!IforgotwhereIputit!Ihavewrittendownalltheimportantphonenumbers.

28、”3“yum!youhaveboughtitatlast.wecanhavefriedfishfordinner.mmmIcantwaittoputthisfishinit.”4“Handsup!DontmoveorIllshoot.Givemeallyourmoney!”5“ooooh!Ilookveryniceinthisnewdress!”6A:Ithinkwerelost.whatshouldwedonow?B:Dontworry.IhaveithereandIknowhowtouseit.7“ouch!Ihitmyselfwithit.”8A:Hurryup!Itssodarkher

29、e.Icantseeanything.9“Itisshakingbadly.AmIgoingtodie?Help!oh,thankGod!”0“Ifeelsadwhenitcomestothepartinwhichthetwofriendsbecomeenemies.”Answers1rope2notebook3pan4gun5mirror6compass7hammer8match9airplane0movieGetthestudentstothinkaboutwhatitwouldbeliketobealoneonadesertedisland.Theactivityisnotdirectl

30、inkedtoareadingstrategyorastructureinthereading,butisintendedtobeusedasapreliminaryactivityrelatedtothepreviouspartsoftheunit.Thepre-readingexercisealsogivesthestudentsanopportunitytopractisegivingopinionsandmakingdecisions.Explainthesituationtothestudentsandgivethemtimetothinkaboutwhattheywouldbring.Theactivityshouldgeneratedifferentchoicesandopinions,thusmakingitagoodopportunityfordiscussion.Tellthestudentstoworkingroups.Askthemtodescribetheusefulnessofeachiteminthe