人教新课标高中英语必修一Unit1Friendship教案.docx
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人教新课标高中英语必修一Unit1Friendship教案.docx
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人教新课标高中英语必修一Unit1Friendship教案
Unit1friendship
Participants:
靳燕,黄洋,董妮娅,仝亚军,李桂秀,吴晓,邹舍龙
School:
TaiZhouNo.1SeniorMiddleSchool
1.Teachingaimsanddemands
类别
课程标准要求掌握的项目
话题
Friendsandfriendship;interpersonalrelationships
词汇
Addpointupsetignorecalmconcernloosecheatreasonlist
sharefeelingNetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequestionnairequizsituationeditorcommunicatehabit
addupcalmdownhavegottobeconcernedaboutwalkthe
doggothroughhideawaysetdownaseriesofonpurpose
inordertofacetofaceaccordingtogetalongwithfallinlove
joinin
功能
1.态度(attitudes)
Areyouafraidthat---?
I'grownsocrazyabout---
Ididn'dtre---
2.同意和不同意(agreementanddisagreement)
Iagree.Ithinkso.Exactly.
Idon'agree.Idon'thinkso.Imafraidnot.
3.肯疋程度(certainty)
That'correct.Ofcoursenot.
语法
直接引语和间接引语
(1):
陈述句和疑问句
1.陈述句
“don'wanttosetdownaseriesoffactsinadiary.”SaidAnne.
Annesaidthatshedidn'wanttosetdownaseriesoffactsinadiary.
2.一般疑问句
Heasked,Areyouleavingtonight?
”
---Heaskeduswhetherwewereleavingthatnight.
3.特殊疑问句
Whendidyougotobedlastnight?
”fathersaidtoAnne.
---FatheraskedAnnewhenshewenttobedthenightbefore.
2.Suggestedteachingnotes
1).Analysesoftheteachingcontents
Thisunitisaboutfriendship,andnearlyalltheteachingmaterialscenter
onit.
Warmingup---Thequestionnaireleadsstudentstothinkandtalkaboutfriendship,gettoknowtheproblemsbetweenfriendsandseeksolutions,whichmakespreparationsforthefurtherteachingintopics,backgroundandvocabulary.
Pre-reading---Thequestionspromptstudentstothinkcriticallyabout
friendsandfriendshipinreality,alertingthemtothefactthatbesidespeople,adiarycanbeafriend,too.
Reading---ThediarybytheJewishgirlAnnegaveaglimpseofherlife
duringherfamily'shelterinAmsterdamfromtheGermanNazis'killinginworldwar2.shetreatsthediaryasherbestfriend,andinitrevealsherlongingforanormallifeandclosecontactwithnature,whichhelpshergetthroughthedays.
Comprehending---Ithelpsstudentsfurtherunderstandthetextbydoingmultiplechoices,questionsandanswers,andmatching.
LearningaboutIanguage---Itteachestheimportantexpressionsandstructuresandgrammar:
directandindirectspeeches.
UsingIanguage---Thetwoletters,listening,questionnairedesign,letter
writingandfunwritingpreparesstudentstofurthertalkaboutfriendship,especiallytheproblemswithmisunderstanding,andunfriendliness,thusstrengtheningstudents'abilitiestopractice
Ianguage,discover,andsolveproblems.
Summingup---Itsummarizesthewholecontentsofthisunitfromtheaspectsoftopics,vocabularyandgrammar.
Learningtip---Thispartencouragesstudentstoformthehabitofwriting
adiary.
Integratingskills---ThetextintroducesthewayHawaiiansexpress
friendship,togetstudentstorealizetheculturaldifferencesinthevaluesoffriendshipinadditionitsimportanceinallcultures.
2)Makingoftheteachingplan
Thisunitcentersonfriendsandfriendship,exploringdifferenttypesoffriendshipwithparticularattentiontothatonecandevelopwithoneself,
i.e.,thecomfortandsupportoneseeksfromanimaginaryfriend.
Studentsareexpectedtocometobetrulyawareofthequalitiesandconductsthatmakeagoodfriend,displayanddeveloptheabilitytocopewithmisunderstanding,conflictsandproblemsrelatedtofriendship,andgiveadviceonit.Theconceptthatevenanordinary
thingcanbeafriendshouldbreakdownthetraditionalbeliefintheinterpersonalnatureoffriendship.Also,thecomparisonofsimilaritiesdissimilaritiesinfriendshipcomprehensionbetweentheEastandtheWestleadsstudentstoknowbetterthevaluesoffriendshipinWesternseyes.Allinall,thisunitpromisestounveilthetrueesseneeoffriendshipandhelpsstudentstoleadamorefriendlyandharmoniouslife.
Thus,basedonthetheme,contentsandteachingobjectives,thewholeteachingprocedurescanfallintofiveperiodsasfollows:
Period1
Warmingupandspeaking
Period2
Reading
Period3
Grammar
Period4
Integratingskills(WB)
Period5
UsingIanguage
3.Teachingplansforeachperiod
Period1Warming-upandSpeaking
1.Teachingobjectives:
1)Targetlanguage
I(don't)thinkI(don't)thinkso.I(don't)agree.
IbelieveThat'scorrect.Inmyopinion,
2)Abilitygoals
a.DescribeyourfriendsinEnglish
b.Figureouttheproblemsbetweenfriendsandthenfinddifferent
waystosolvetheproblems.
3)Learningabilitygoals
a.Toencouragestudentstothinkandtalkaboutfriendsand
friendshipbyusingsomephrasesandstructures.
b.Tolearntosolveproblemsthatmayoccurbetweenfriends.
c.TocultivatethestudentstoformthegoodhabitoflearningEnglishin
SeniorMiddleSchool.
2.Teachingimportantpoints:
a.Usethegivenadjectivesandsentencestructurestodescribeoneofyourfriends.
b.Learntoevaluatefriendsandfriendship.
3.Teachingdifficultpoints:
a.
Worktogetherwithpartnersanddescribeoneofyourgoodfriends.
b.Discusswithpartnersandfindoutwaystosolvetheproblems.
4.Teachingmethods
a.Task-basedteachingandlearning
b.Cooperativelearning
c.Discussion
5.Teachingaids:
CAI
6.Teachingproceduresandways:
Step1Lead-inandWarming-up
interestsby
Beforethelesson,theteachercanarousethestudents'
showingavideoofAuldLangSyne.
Atthebeginningofthefirstclass,wecangetthestudentstotalkabouttheirsummerholidays.Thestudentscantalkfreelyastheylike.
1.Howdidyouspendyoursummerholidays?
Howdidyoufeel?
Whatdidyoudoinyoursummerholidays?
Whatdid
youdoinyoursparetime?
2.Whatdoyouthinkofournewschool?
Doyoulikeit?
Couldyousaysomethingaboutit?
3.Doyoulikemakingfriends?
Howdogetintouchwithyourfriends?
Doyouhavemanyfriends?
Wherearetheynow?
Doyouhaveanyoldfriendsinourschool?
Haveyoumadeanynewfriendsinourclass?
Step2Thinkitover
1.Giveabriefdescriptionofoneofyourfriends.Thefollowing
phrasesandstructuresmaybehelpful:
His/Hernameis
He/Sheisyearsold.
He/Shelikesanddislikes
He/Sheenjoysandhates
He/Sheisverykind/friendly/
When/Wherewegottoknoweachother.
2.Whattypesoffriendshipdoyouhave?
Pleasetickthemout.Thenfillintheblanks.
girlfriendsboyfriendspenfriends
long-distaneefriendsfriendsofthesameage
e-friends(friendsovertheinternet)friendsacrossgenerations
unusualfriendslikeanimals,books
1).is/aremostimportanttoyou.
2).Youspendmostofyourfreetimewith.
3).Youwillshareyoursecretswith.
4).Whenintrouble,youwillfirstturnto.
Step3Makeasurvey
1.Listsomequalitiesofagoodfriendoryouridealfriend.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.
Tellyourpartneryourstandardsofgoodfriendsbyusingthefollowingstructure:
Ithinkagoodfriendshould(not)be
Inmyopinion,agoodfriendissomeonewho
1.Haveamemberofeachgroupreportonwhattheirlistshavein
commonandlistthemontheboard.
2.Asktheclasswhetherornottheyagreewithallthequalitieslisted.
3.Thenhavethestudentsdothesurveyinthetextbook.
4.Havethestudentsscoretheirsurveyaccordingtothescoringsheet
onpage8.
5.Theteacherasksomestudentshowmanypointstheygotforthe
surveyandassesstheirvaluesoffriendship:
★4~7points:
Youarenotagoodfriend.Youeitherneglectyourfriend'sneedsorjustdowhathe/shewantsyoutodo.Youshouldthink
moreaboutwhatagoodfriendneedstodo.
★8~12points:
Youareagoodfriendbutyousometimesletyour
friendshipbecometooimportant,oryoufailtoshowenoughconcern
foryourfriend'seedsandfeelings.Trytostrikeabalaneebetween
yourfriend'sneedsandyourownresponsibilities.
★13+points:
Youareanexcellentfriendwhorecognizesthattobea
goodfriendyouneedbalaneeyourneedsandyourfriend's.Welldone.
(Youmayalsoshowyourstudentstheresultsaboveandletthemselvesself-reflectupontheirownvaluesoffriendship)
Step4Talkingandsharing(workinpairs)
1.Ifyourbestfrienddoessomethingwrong,whatwillyoudo?
Trytousethefollowingphrases:
I(don't)thinkI(don't)thinkso.
I(don't)agree.Ibelieve
That'scorrect.Inmyopinion,
Whattodo
reasons
2.Whatisafriend?
ABritishnewspaperonceofferedaprizeforthebestdefinition(定义)ofa
friend.Ifyouweretheeditior,choosethebestonefromthefollowingentries(条目),andexplainwhy.
Onewhounderstandsmysilenee.
Afriendinneedisafriendindeed.
Friendsarejustthepeoplewhoshareyourhappinessandsorrow.
Whenyoulookatyourwatchat4am,butstillknowyoucancall
themandwakethemup,andthey'llstillwanttotalktoyou,that
friendship.
Tohaveafriend,youneedtobeagoodfriend.
Step5Groupwork(output)
Theteachercangiveeachgrouponeofthesequestionsbelowtotalk
about.Thenlettheclasssharetheirideas.It'bettertostimulatethestudentstoexpresstheirownopinionsaboutthesequestions.
1.Doyouthinkitisagoodideatoborrowmoneyfromyourfriend?
WhyandWhynot?
2.Whatfactorsmaycausethebreakdownofagoodfriendship?
3.Wh
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