Unit 1 Friendship教案.docx
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Unit 1 Friendship教案.docx
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Unit1Friendship教案
Unit1friendship
1.Teachingaimsanddemands
类别
课程标准要求掌握的项目
话题
Friendsandfriendship;interpersonalrelationships
词汇
Add;point;upset;ignore;calm;concern;loose;cheat;reason;list;share;feeling;Netherlands;German;outdoors;crazy;nature;purpose;dare;thunder;entirely;power;according;trust;indoors;suffer;teenager;advice;questionnaire;quiz;situation;editor;communicate;habit
短语
addup;calmdown;havegotto;beconcernedabout;walkthedog;gothrough;hideaway;setdown;aseriesof;onpurpose;inorderto;facetoface;accordingto;getalongwith;fallinlove;joinin
功能
1.Attitudes
Areyouafraidthat…
I’vegrownsocrazyabout…
Ididn’tdare…
2.Agreementanddisagreement
Iagree./Ithinkso./Exactly.
Idon’tagree./Idon’tthinkso./I’mafraidnot.
3.Certainty
That’scorrect./Ofcoursenot.
语法
直接引语和间接引语
(1):
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.
Suggestedteachingnotes
1)Analysesoftheteachingcontents
Thisunitisaboutfriendship,andnearlyalltheteachingmaterialscenteronit.
Warmingup---Thequestionnaireleadsstudentstothinkandtalkaboutfriendship,gettoknowtheproblemsbetweenfriendsandseeksolutions,whichmakespreparationsforthefurtherteachingintopics,backgroundandvocabulary.
Pre-reading---Thequestionspromptstudentstothinkcriticallyaboutfriendsandfriendshipinreality,alertingthemtothefactthatbesidespeople,adiarycanbeafriend,too.
Reading---ThediarybytheJewishgirlAnnegaveaglimpseofherlifeduringherfamily’sshelterinAmsterdamfromtheGermanNazis’killinginworldwar.Andshetreatsthediaryasherbestfriend,andinitrevealsherlongingforanormallifeandclosecontactwithnature,whichhelpshergetthroughthedays.
Comprehending---Ithelpsstudentsfurtherunderstandthetextbydoingmultiplechoices,questionsandanswers,andmatching.
Learningaboutlanguage---Itteachestheimportantexpressionsandstructuresandgrammar:
directandindirectspeeches.
Usinglanguage---Thetwoletters,listening,questionnairedesign,letterwritingandfunwritingpreparesstudentstofurthertalkaboutfriendship,especiallytheproblemswithmisunderstanding,andunfriendliness,thusstrengtheningstudents’abilitiestopracticelanguage,discover,andsolveproblems.
Summingup---Itsummarizesthewholecontentsofthisunitfromtheaspectsoftopics,vocabularyandgrammar.
Learningtip---Thispartencouragesstudentstoformthehabitofwritingadiary.
Integratingskills---ThetextintroducesthewayHawaiiansexpressfriendship,togetstudentstorealizetheculturaldifferencesinthevaluesoffriendshipinadditionitsimportanceinallcultures.
2)Makingoftheteachingplan
Thisunitcentersonfriendsandfriendship,exploringdifferenttypesoffriendshipwithparticularattentiontothatonecandevelopwithoneselfi.e.,thecomfortandsupportoneseeksfromanimaginaryfriend.Studentsareexpectedtocometobetrulyawareofthequalitiesandconductsthatmakeagoodfriend,displayanddeveloptheabilitytocopewithmisunderstanding,conflictsandproblemsrelatedtofriendship,andgiveadviceonit.Theconceptthatevenanordinarythingcanbeafriendshouldbreakdownthetraditionalbeliefintheinterpersonalnatureoffriendship.Also,thecomparisonofsimilaritiesdissimilaritiesinfriendshipcomprehensionbetweentheEastandtheWestleadsstudentstoknowbetterthevaluesoffriendshipinWesterns’eyes.Allinall,thisunitpromisestounveilthetrueessenceoffriendshipandhelpsstudentstoleadamorefriendlyandharmoniouslife.Thus,basedonthetheme,contentsandteachingobjectives,thewholeteachingprocedurescanfallintofiveperiodsasfollows:
Period1
Warmingupandspeaking
Period2
Reading
Period3
UsefulStructures
Period4
Reading(WB)&writing
Period5
Listening
3)Teachingplansforeachperiod
Reflection:
这是从初中到高中过渡的第一单元,学生整体基础较差,为了使学生适应高中英语教学,老师需对课时做一些适当的调整,例如增加课时,放慢进度等,这样会使学生逐渐进入高中学习状态。
Period1Warming-up
1.Teachingobjectives:
1)Targetlanguage
I(don’t)think…I(don’t)thinkso.I(don’t)agree.
Ibelieve…That’scorrect.Inmyopinion…
2)Abilitygoals
DescribeyourfriendsinEnglish
Figureouttheproblemsbetweenfriendsandthenfinddifferentwaystosolvetheproblems.
Learningabilitygoals
Toencouragestudentstothinkandtalkaboutfriendsandfriendshipbyusingsomephrasesandstructures.
Tolearntosolveproblemsthatmayoccurbetweenfriends.
TocultivatethestudentstoformthegoodhabitoflearningEnglishinSeniorMiddleSchool.
2.Teachingimportantpoints:
Usethegivenadjectivesandsentencestructurestodescribeoneofyourfriends.
Learntoevaluatefriendsandfriendship.
3.Teachingdifficultpoints:
Worktogetherwithpartnersanddescribeoneofyourgoodfriends.
Discusswithpartnersandfindoutwaystosolvetheproblems.
4.Teachingmethods
Task-basedteachingandlearning
Cooperativelearning
Discussion
5.Teachingaids:
CAI
6.Teachingproceduresandways:
Step1Lead-inandWarming-up
Beforethelesson,theteachercanarousethestudents’interestsbyshowingavideoofAuldLangSyne.
Atthebeginningofthefirstclass,wecangetthestudentstotalkabouttheirsummerholidays.Thestudentscantalkfreelyastheylike.
Howdidyouspendyoursummerholidays?
Howdidyoufeel?
Whatdidyoudoinyoursummerholidays?
Whatdidyoudoinyoursparetime?
Whatdoyouthinkofournewschool?
Doyoulikeit?
Couldyousaysomethingaboutit?
Doyoulikemakingfriends?
Howdogetintouchwithyourfriends?
Doyouhavemanyfriends?
Wherearetheynow?
Doyouhaveanyoldfriendsinourschool?
Haveyoumadeanynewfriendsinourclass?
Step2Thinkitover
1.Giveabriefdescriptionofoneofyourfriends.Thefollowingphrasesandstructuresmaybehelpful:
His/Hernameis…
He/Sheis…yearsold.
He/Shelikes…anddislikes…
He/Sheenjoys…andhates…
He/Sheisverykind/friendly/…
When/Wherewegottoknoweachother.
Step3Makeasurvey
1.Listsomequalitiesofagoodfriendoryouridealfriend.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.
Tellyourpartneryourstandardsofgoodfriendsbyusingthefollowingstructure:
Ithinkagoodfriendshould(not)be…
Inmyopinion,agoodfriendissomeonewho…
Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard.
Asktheclasswhetherornottheyagreewithallthequalitieslisted.
Thenhavethestudentsdothesurveyinthetextbook.
Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8.
Theteacherasksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship:
Step4Talkingandsharing(workinpairs)
1.Ifyourbestfrienddoessomethingwrong,whatwillyoudo?
Trytousethefollowingphrases:
I(don’t)think…I(don’t)thinkso.
I(don’t)agree.Ibelieve…
That’scorrect.Inmyopinion…
Whattodo
reasons
2.Whatisafriend?
ABritishnewspaperonceofferedaprizeforthebestdefinition(定义)ofafriend.Ifyouweretheeditior,choosethebestonefromthefollowingentries(条目),andexplainwhy.
Onewhounderstandsmysilence.
Afriendinneedisafriendindeed.
Friendsarejustthepeoplewhoshareyourhappinessandsorrow.
Whenyoulookatyourwatchat4am,butstillknowyoucancall
themandwakethemup,andthey’llstillwanttotalktoyou,that’s
friendship.
Tohaveafriend,youneedtobeagoodfriend.
Step5homework
Writeashortpassageaboutyourbestfriend.
Reviewthelanguagepoints.
Reflection:
上好高一的第一节课不容易,与新生的第一次接触,老师的言谈举止,包括仪表都相当重要,因为这些都会影响到学生对学校,对老师,对英语课的看法。
英语老师落落大方,慈祥宽容,语音优美,语速流畅,让学生感到既是老师又是朋友。
第一节课的教学任务设计要简单,让学生掌握一些新单词,会说几个简单句子,使他们由易到难的过渡,逐渐适应高中的学习生活。
Period2Reading“Anne’sBestFriend”
1.Teachingobjectives:
1)Todevelopthestudents’readingability,learntousesomereadingstrategiessuchasskimming,scanning,(guessingkeysentences),andsoon;
2)Togetthestudentstorealizetheimportanceoffriendsandfriendship,andtotelltruefriendsfromfalsefriends;
3)Tograspsomeusefulwordsandexpressionsinthispassage,suchasonpurpose,becrazyaboutetc.;
4)Tolearnthewritingstyleofthispassage.
2.Teachingmethod:
Task-basedteaching
3.PreviewnewwordsandexpressionsofUnit1
Notestothetextsp76
4.Teachingprocedure:
Step1Pre-reading
1.Whoisyourbestfriend?
2.Doesafriendalwayshavetobeaperson?
Whatelsecanbeyourfriend?
Step2Reading
1.TrytoguesswhatAnne’sfriendisandwhatthepassageisaboutbyreadingthetitleandhavingaquickatthepicturesinthispassagewithoutreadingit.
2.Skimmingthefirsttwoparagraphstoconfirmyourguessing.
1)WhatwasAnne’sbestfriend?
Whydidshemakefriendswithit?
2)Didshehaveanyothertruefriendsthen?
Why?
3)WhatisthedifferencebetweenAnne’sdiaryandthoseofmostpeople?
4)Doyoukeepadiary?
Whatdoyouthinkmostpeoplesetdownintheirdiaries?
5)WearegoingtoreadoneofAnne’sdiaries.butbeforereading,canyoutellmewhatthediaryisaboutwiththehelpofonekeysentenceinthe2ndparagraph?
3.ReadingofAnne’sdiary
Howshefeltinthehidingplace
Twoexamplestoshowherfeelingsthen
Step3Post-reading
1.Wh
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