Unit 1FriendshipTeaching Design 第一单元 友谊 教案设计.docx

Unit 1FriendshipTeaching Design 第一单元 友谊 教案设计.docx

《Unit 1FriendshipTeaching Design 第一单元 友谊 教案设计.docx》由会员分享，可在线阅读，更多相关《Unit 1FriendshipTeaching Design 第一单元 友谊 教案设计.docx（22页珍藏版）》请在冰豆网上搜索。

Unit1FriendshipTeachingDesign第一单元友谊教案设计

Unit1FriendshipTeachingDesign

LessonOne（Reading）

Teachingimportantpoints:

Getthestudentstolearndifferentreadingskills

Teachingdifficultpoints:

Getthestudentstolearndifferentreadingskillsfordifferentreadingpurposes

Teachingmethods

1.Task-basedteachingandlearning

2.Cooperativelearning

3.Discussion

Teachingaids

Themultimediaandothernormalteachingtools

Teachingaims

1.Getthestudentstolearnthefollowingusefulnewwordsandexpressions:

reasonlistsharefeelingNetherlandsGermanseriesoutdoorscrazynaturepurposedarethunderentirelypoweraccordingtrustindoorsshare…with…gothroughhideawaysetdownaseriesofbecrazyaboutonpurposeinordertoinone’spowerfacetofaceaccordingto

2.Helpthestudentstofindthewordsthattheyfindmostdifficultandhelpthemtounderstand

3.Helpthestudentsdeveloptheirabilityandlearntousesomereadingstrategiessuchasguessing,keysentences,skimming,scanningandsoon

4.Enablethestudentstorealizetheimportanceoffriendsandfriendship,valuethefriendshipbetweenfriendsbylearningthereadingtextandtelltruefriendsfromfalsefriendsintheirlives.

Teachingprocedures

Step1Revision

Asksomestudentswhatafriendis

Step2Pre-reading

Askthestudentsthefollowingquestionssoastobegintofocusstudents’attentionsonthemaintopicofthereadingpassage

1.Whydoyouneedfriends?

Makealistofreasonswhyfriendsareimportanttoyou.

2.Whatdoyouthinkagoodfriendshouldbelike?

Listthequalitiesagoodfriendshouldhave.

3.DoesafriendalwayshavetobeapersonWhatelsecanbeyourfriend?

4.Haveyoueverconsideredmakingfriendswithanimals,plantsorevenanobject?

Whyorwhynot?

（Theteachercanalsotellstudentssomebackgroundbeforestartingtoread.Thisisatruestory.IttookplaceinAmsterdam,Hollandintheearly1940safterGermanNazishadoccupiedmostofEurope.TheykilledmanyJews.Toavoidbeingkilled,someJewishfamilieswentintohidingplaces,oftenwiththehelpofnon-Jewishfriends.ThisiswhatAnne’sfamilydid.）

Step3Reading

1.GetthestudentstotrytoguesswhatAnne’sfriendwasandwhatthepassageisaboutbyreadingthetitleandhavingaquicklookatthepicturesinthispassagewithoutreadingit.

2.Getthestudentstoskimthefirsttwoparagraphstoconfirmtheirguessing.

3.Havetheclassreadthepassagesilentlyandthenaskthemtoanswerthefollowingquestions.

1）.WhatwasAnne’sbestfriend?

Whydidshemakefriendswithit?

2）Didshehaveanyothertruefriendsthen?

Why?

3）WhatisthedifferencebetweenAnne’sdiaryandthoseofmostpeople?

4）Doyoukeepadiary?

Whatdoyouthinkmostpeoplesetdownintheirdiaries?

WegoingtoreadoneofAnne’sdiaries,butbeforereading,canyoutellmewhatthediaryisaboutwiththehelpofonekeysentenceinthesecondparagraph?

4.ReadingAnne’sdiary

1）Whilereading,guessthemeaningsof“spellbound”,“holdmeentirelyintheirpower”fromthediscourse.

2）Afterreading,askthestudentshowAnnefeltinthehidingplaceandgetthemtogivethetwoexamplestoshowherfeelingsthen.

3）Choosethebestanswersaccordingtothediary.

（1）Annemadefriendswithherdiarybecause------------

A.Shedidn’tlikeherotherfriendsB.Shewasashygirl

B.ShetrustednobodyD.Shedidn’thaveachancetocommunicatewithherfriends

（2）Fromthediarywecaninferthat--------------

A.AnnewasagirlwholovesnatureBAnnewasgoodatwritingdiaries

C.Annewaslongingforanormallifeandsheespeciallymissedgoingoutsideandenjoyingnature

D.Annehadgoodobservationinherdailylife

（3）WhydidAnneandherfamilyhavetohide?

A.BecausetheywerenotGermans.

B.Becausetheywereaskedtodoso.

C.Becausetheydidsomethingbad.

D.BecausetheywereJewish.

（4）Whatistheauthor’sattitudetowardsAnneinthispassage?

A.Angry.B.HappyC.SorryD.Disappointed

（5）WhatisAnne’stonefromherdiary?

A.Herinterestinnature.B.Shehadnofriends.

CShecouldn’tgetoutdoorsforalongtime.D.Shecoulddonothingbutwatchnature

Suggestedanswers:

1-D2-C3-D4-C5-A

4）Askthestudentstoreadthediaryagainandtrytoretellit.Theretellingmustincludetheinformationrequiredbelow;

AnneinworldwarIIhowtoenjoyherself?

-what?

—why?

Sampleretelling:

ThediarybyAnne,aJewishgirl,gaveaglimpseofherlifeduringherfamily’ssheltersinAmsterdamfromtheGermanNazis’killingintheSecondWorldWar.Shetreatedthediaryasherbestfriend,andinitsherevealedherlongingforanormallifeandclosecontactwithnature,whichhelpedhergetthroughthedays.

Step3Readingaloud

Playthetapeofthepassageforthestudentstolistenandfollow.Makesurethestudentsphraselongsentencescorrectlybypausingatsuitableplaces.

Step4Post-reading

1.GetthestudentstodotheexercisesinthepartComprehending.

2.Thisparthelpsstudentsfurtherunderstandthetextbydoingmultiplechoices,questionsandanswers,andmatching.

3.Groupwork

Thinkaboutandworkingroupstodiscussthefollowingquestions

1）WhatwouldyoudoifyourfamilyweregoingtobekilledjustbecausetheydidsomethingtheEmperordidnotlike?

2）Whenwouldyouplantohide?

3）Howwouldyouarrangetogetfoodgiventoyoueveryday?

4）Whatwouldyoudotopassthetime/

Step5Consolidation

1.Booksshut.GetthestudentstotellsomethingaboutAnne.（Fromthestory,wecanseethatawariscruel.Warscanbringuslotsoftroubleanddisasters.Thesedisastersarehuman,notnatural.Weshouldlovepeaceandgetridofwars.Weshouldcreateaworldfullofpeaceandharmony.

2.BooksOpen.GetthestudentstodiscoverusefulwordsandexpressionsfromthepartReadingtocompletethefollowingsentences

Showtheexercisesonthescreenorgiveoutexercisepapers.

1）Shehasgrown---------aboutcomputergames.

2）WasitanaccidentordidDaviddoiton----------?

3）Fromthebeginning,Paulmadeitclearthathewouldbe----------（完全地）incontrol.

4）Heusedtowork------eveninthemiddleofwinter.

5）----getherboyfriendtofindher,she-------formanyyears.

6）----------whathesaid,wecandrawaconclusionthathejusttold----------whitelies

7）Borninapoorfamily,thepresident--------lotsofhardshipsinhischildhood.

8）Adiaryisoftenkeptto-----whathappensinpeople’sdailylives.

9）Whentheymetwitheachotheronaquieteveningattheendofthestreet,theysaidnothing-----.

Firstgetthestudentstodotheexercises.Thentheanswersaregiven.Theteachercangivethemexplanationswherenecessary.

Suggestedanswers:

1）crazy2）purpose3）entirely4）outdoors5）inordernotto,hidaway6）Accordingto,aseriesof7）wentthrough8）setdown9）facetoface

Step7Homework

1.Readthepassageagainandtrytoretellit.

2.FinishofftherelatedWorkbookexercises.

3.Writeoneortwosentencestoexpressyourunderstandingoffriendsandfriendship

Unit1Friendship

Anne’sBestFriend

Paragraphs

mainideas

usefulwordsandexpressions

Paragraph1

Annemadeherdiaryherbestfriendwhomshecouldtelleverything

feelinggothrough

Paragraph2

Anne’sdiaryactedashertruefriendduringthetimesheandherfamilyhadtohideawayforalongtime

hideawaysetdownaseriesof

Anne’sdiary

Havingbeenkeptindoorsforsolong,Annegrewsocrazyabouteverythingtodowithnature

Crazynatureonpurposeinordertodarefacetoface…..

Unit1FriendshipWarmingup

2009-11-0707:

51:

52|分类：

高中英语必修|标签：

|字号大中小订阅

Unit1Friendship

Procedures

I.Warmingup

1.Warmingupbyassessing

Alotofpeoplehaveonlyfewpossibilitiesofgettingfeedbackabouttheirownpersonality.Inthisexerciseyouwillhavetheopportunitytogetsomefeedbackandtodiscussitwithapartner.Whilecomparingyourmutualjudgements,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.

1.Getthestudentstomakealistofthreequalitiesagoodfriendshouldhave.

2.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.

3.Haveamemberofeachgroupreporton