小學(xué)語文微課教案

Unit1Friendship（I）。

Unit1Friendship（I）

PartOne:TeachingDesign(第一部分：教學(xué)設(shè)計)

Period1:Asamplelessonplanforreading

(ANNE’SBESTFRIEND)

Aims

Totalkaboutfriendship

Toreadaboutfriendship

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.Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard.

4.Asktheclasswhetherornottheyagreewithallthequalitieslisted.

5.Thenhavethestudentsdothesurveyinthetextbook.

6.Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8.

7.Theteacherasksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship:

★4~7points:Youarenotagoodfriend.Youeitherneglectyourfriend’sneedsorjustdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriendneedstodo.

★8~12points:Youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.

★13+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.Welldone.

(Youmayalsoshowyourstudentstheresultsaboveandletthemselvesself-reflectupontheirownvaluesoffriendship)

II.Pre-reading

TofocustheStudents’attentiononthemaintopicofthereadingpassage.

Toactivatetheirpreviousknowledgeonthetopic.

III.Talkingandsharing

Workingroupsoffour.Tellyourgroupmateshowyoureflectonthesequestions.

1.Whydoyouneedfriends?Makealistofreasonswhyfriendsareimportanttoyou.

2.Whatdoyouthinkagoodfriendshouldbelike?Listwhatagoodfriendshoulddoandsharethelistwithyourpartners.

3.Doesafriendalwayshavetobeaperson?Whatelsecanbeafriend?

4.Doyouthinkadiarycanbecomeyourfriend?Whyorwhynot?

Instructions:Theteachercangiveeachgrouponeofthesequestionsabovetotalkabout.Thenlettheclasssharetheirideas.It’sbettertostimulatethestudentstochallengetheirclassmates’opinionsaboutthesequestions.

Possibleanswers

Q1:ReasonsIneedfriends:

※tocopewithstressfulsituationsinlife

※tosharemyworriesandsecretsinmyinnerworld

※toshowmyconcernforotherpeople

※toletotherpeoplesharemyhappiness

※tounfoldtootherpeoplethesecretsinmyheart(tonamebutfew.)

Q2:Agoodfriendshould:

※tellmethetruth(honest)

※begoodtome(friendly)

※bewillingtoconsideroracceptothers’ideasoropinions(open-minded)

※bewillingtohelpothers(generousorhelpful)

※begood-tempered

※thinkaboutwhatothersneedandtrytohelpthem(caring)

※beloyaltotheirresponsibility(responsible)

※noteasilyupset(easy-going)

※beout-going(liketomeetandtalktonewpeople)

※betolerant(allowotherpeopletohavedifferentopinionsordosomethinginadifferentway)

※beselfless(tonamebutfew)

Q3:Whatelsecanbeafriend?

Answerscanbevarious.(omitted)

Q4:Students’answersmayvarybutmustincludeareason.

Yes.Ithinkitcanbe,becauseIcansetdownhowIfeeleverydayinmydiary,andletotherpeoplereadittosharemyfeelingssometimelater.Aboveall,itfeelsgoodtowritedownmythoughtsandfeelingonpaperwhenIamsadorlonely.

IV.Reading

1.Lookingandguessing

Workinpairs.Lookatthepicturesandtheheadingandguesswhatthetextmightbeabout.

1).Imaginewhatitmightbelikeifyouhadtostayinyourbedroomforawholeyear.YoucouldnotleaveiteventogototheWCortogetacupoftea.Howwouldyoufeel?

2).Whatwouldyouchooseifyouareonlyallowedtohavefivethingswithyouinthehidingplacebecausethereisverylittleroom?

2.Readingtosummarisethemainideaofeachparagraph.

Skimthetextandsummarisethemainideaofeachparagraphinonesentence.

Para.One:Annemadeherdiaryherbestfriendwhomshecouldtelleverything.

Para.TwAnne’sdiaryactedashertruefriendduringthetimesheandherfamilyhadtohideawayforalongtime.

Para.Three:Havingbeenkeptindoorsforsolong,Annegrewsocrazyabouteverythingtodowithnature.

3.Languagefocus

Nextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.

laughat,gothrough,make/call+O+Noun(asO.C.),hideaway,setdown,growcrazyabout,dowith…,therewasatimewhen…,keepsb.spellbound,onpurpose,inordertodosth.,fartoo+adj./adv,happentodosth.,itwasthefirst/secondtimethat…,facetoface

V.Closingdown

Closingdownbydoingexercises

ToendthelessonyouaretodothecomprehendingExercises1and2.

Closingdownbydiscussionofideas

Workingroupsoffour.Discusstheideasputforwardinthereadingpassage.Itdoesnotmatterwhetheryouagreeordisagree.Whatisimportantisthatyoushouldhaveareasonforwhatyousay.Alsoyoucanputforwardyourownideas,eithercriticisingthetextorusingitasasupport:

★WhatwouldyoudoifyourfamilyweregoingtobekilledjustbecausetheydidsomethingtheEmperordidnotlike?

★Wherewouldyouplantohide?

★Howwouldyouarrangetogetfoodgiventoyoueveryday?

Whatwouldyoudotopassthetime?

LanguagechunksfromUnit1Friendship

addup,getsth.done,calmsb.done,havegotto,goonholiday,talkcareof,walkthedog,getloose,payforsth,cheatintheexam,shouldhavedone,someoneelse’s,laughat,gothrough,hideaway,setdown,aseriesof,ahidingplace,Iwonderif…,grow/be/becomecrazyabout,couldhavedone,keepsb.spellbound,keepdoing,stayawake,onpurpose,inorderto,byoneself,fartoomuch,itwas(is)thefirsttimethat…,facetoface,feellonely/sitalone,saveone’slife,beconcernedabout,withsomanyclotheson,havetroublewithsb,atthemoment,getalong(well)withsb./sth,enjoydoing,be/become/makefriendswith,be/fallinlove(with),trysth.outonsb.askforadvice,givesb.someadviceon…,makeanefforttodosth.,joininsth.,showone’sinterestin,farandwide,payattentionto,looktoone’sownconcern,shareone’sthoughtsandfeelingswithsb,cometoaconclusion,bepreparedtodosth.,aheart-to-hearttalk,hurtone’sfeelings,changeone’smind,liveinpeace,goonapicnic,getawaywith,feelathome,inneed

Unit1Friendship（II）

Period2:AsamplelessonplanforLearningaboutLanguage

(DirectIndirectSpeech(Ⅰ)statementsquestions)

Aims

Todiscoverusefulwordsandexpressions

Todiscoverusefulstructures

Procedures

I.Warmingup

Warmingupbydiscoveringusefulwordsandexpressions

Turntopage4anddoExercises1,2,3and4first.Thencheckyouranswerswithyourclasspartner.

II.Learningaboutgrammar:DirectandIndirectSpeech

1.DirectSpeech

Indirectspeech,theoriginalspeakersexactwordsaregivenandareindicatedbyquotationmarks.

★“Idon’tknowwhattodo,”saidDean.

Insomegrammarbooks,‘saidDean’isreferredtoasareportingclause.“Idontknowwhattodo,”isreferredtoasthereportedclause.

2.IndirectSpeech

Inindirectspeech,theexactmeaningofthespeaker’swordsisgiven,buttheexactwordsarenotdirectlyquoted.

★Deansaidthathedidn’tknowwhattodo.

Toconvertdirectspeechintoindirectspeech:

Ifthemainverbispasttense,presenttenseverbsin‘thatclause’mustalsobechangedtopasttense.

Deansaidthathedidn’tknowwhattodo.

Firstandsecondpersonpronounsmustbechangedtothirdpersonpronouns.

Deansaidthathedidn’tknowwhattodo.

(Theword‘that’canoftenbeleftout:Deansaidhedidn’tknowwhattodo.)

3.IndirectQuestions

Directquestion:“DidMarama’shorsewinaprize?”O(jiān)wenasked.

Indirectquestions:Owenaskedwhether(orif)Marama’shorsehadwonaprize.

Thesamerulesapplytoindirectquestionsastoindirectstatements.Thedifferenceisthatawh-clauseisusedinsteadofathatclause.

Directquestion:“Whywon’tyoumarryme?”askedDonald.

Indirectquestion:Donaldaskedherwhyshewouldn’tmarryhim.

Intellingastoryorrecountingevents,aspeakerusingdirectspeechhasalltheresourcesofintonationtoproducealivelyaccount.Becauseindirectspeechisalwaysspeechreportedbysomeoneelse,theaccountismorereservedandrestrained.

“Whatshallwedo?”askedBev.

“Don’tworry,Bev,”saidDuncan,“I’vegotaplan.”

BevaskedDuncanwhattheyshoulddo.Hetoldhernottoworryandthathehadgotaplan.

Theabilitytochangedirectspeechintoindirectspeechisausefulskillforthoseengagedintakingtheminutesofameetingorreportingonevents.

Directspeech:“Firstofall,Iwouldliketothankeverybodywhohelpedwiththefair.Theresultswereverygood,andwewillnowbeabletobuytwomorecomputers.”

Indirectspeech:Theprincipalsaidthathewouldliketothankeverybodywhohadhelpedwiththefair.Heannouncedthattheresultswereverygoodandthattheschoolwouldnowbeabletobuytwomorecomputers.

III.Discoveringwordsandexpressions

Doexercises1,2,3and4onpage4and5.Checkyourworkwithyourpartner’s.

IV.Discoveringstructures

Doexercise1and2.Checkyourworkwithyourpartner’s.

Unit1Friendship（III）

Period3:AsamplelessonplanforUsingLanguage

(AletterfromastudenttotheeditorofThe21stCentury)

Aims

Tolistentoaletteraboutfriendship

Tospeakaboutaquestionnaireaboutfriendship

Towriteadviceaboutfriendship

Towriteafewlinesdescribingafriend

Procedures

I.Warmingup

1.ReadthelettertoMissWangandfindoutwhatwasupsettingLisa.

2.ListentowhatMissWangsays,andthenanswerthequestionsinExercise2.

3.ListentothetapeagainandtrytospelloutthemissingwordsinEx3.

II.Talkingaboutdesigningaquestionnaire

Workingroupsoffour.Designaquestionnairetofindoutwhatkindoffriendsyourclassmatesare.AsktheStudentstousethequizintheWarmingUpasanexample.

Note:Thestudentsshouldbetalkingwhiletheyaredoingthetask.Thisprovidesthestudentswiththeopportunitytopractiseexpressingthoughtandconcerninmattersofimmediateconcernandinterest.Tellthestudentstofollowthesesteps:

Step1:Inyourgroup,comeupwithfoursituationsamongfriends.Designfourquestionsaccordinglywiththreepossibleanswers.

Step2:Putthefourquestionstogetherandformaquestionnaire.

Step3:Checkthequestionnairethroughandtryitoutonyourowngroup.

Step4:Shareyourquestionnairewithanothergroupandtryeachother’squestionnaires.

Samplequestionnaire:

Thisquestionnairehasfourquestions,andeachquestionisfollowedbyasetofpossibleanswers.Pleasereadthequestions,andthenconsiderwhichresponsefitsyoubest.

1.WhyamIclosefriendswiththispersonnow?

A.Becausebeingfriendswithhim/herhelpsmefeelimportant.

B.BecausemyfriendwouldbeupsetifIendedtherelationship.

C.Becausehe/sheissomeoneIreallyenjoysharingemotionsandspecialeventswith.

2.WhydoIspendtimewithmyfriend?

A.BecausemyfriendwouldgetmadatmeifIdidn’t.

B.Becauseitisfunspendingtimewithhim/her.

C.BecauseIthinkitiswhatfriendsaresupposedtodo.

3.WhydoIlistentomyfriend’sproblems,ortowhatmyfriendhastosay?

A.BecausemyfriendpraisesmeandmakesmefeelgoodwhenIdo.

B.Becauseit’sinterestingandsatisfyingtobeabletosharelikethat.

C.BecauseIreallyvaluegettingtoknowmyfriendbetter.

4.WhydoIkeeppromisestomyfriend?

A.BecauseIbelieveitisanimportantpersonalqualitytoliveuptomypromisestoafriend.

B.BecauseitwouldthreatenourfriendshipifIwerenottrustworthy.

C.BecauseIwouldfeelbadaboutmyselfifIdidn’t.

ScoringSheet:

Q1

A1point

Q2

A1point

Q3

A1point

Q4

A3points

B2points

B2points

B2points

B2points

C3points

C3points

C3points

C1point

☆4~6points:Youarenotagoodfriend.Youeitherneglectyourfriend’sneedsorjustdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriendneedstodo.

☆7~9points:Youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.

☆10+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.Welldone.

Studentsworkingroupsandtrytheirownquestionnairesintheschooltocollectmoreinformationaboutstudents’reflectionofthevaluesoffriendship.

III.Guidedwriting

1.ReadthelettertotheeditorfromXiaodongandmakesureyouknowwhatproblemXiaodonghas.

2.Discussingroupsoffour.ThinkwhatadviceyoucangiveXiaodong.

3.WriteyouradvicetoXiaodongasaneditorindividually.

Samplewriting:

DearXiaodong,

Somepeopleliketalkingwithothers,butsomepeopleareshy.Ifyoufallintothesecondgroup,itcanbehardtomakefriends.Butyoucanchangethesituation.

Whatareyouinterestedin?Ifyoulikebasketball,forexample,youcouldtalkwithsomeofyourclassmateswholikebasketball.Theeasiestwaytostarttalkingtopeopleistofindsomethingyouhaveincommon.

Ifyouarestandingbesideagroupofyourclassmates,joinintheirdiscussionifyouknowsomethingaboutthesubjecttheyarediscussing.Butifyoudon’t,youshouldn’tfeelafraidtosay,forexample,“Thatsoundsinteresting,whatisitabout?”O(jiān)nceyoustarttalkingtooneperson,itwillgeteasiertotalktoothers.

Findonepersonyouhavesomethingincommonwith,andonceyoubecomefriendswithhim,hisfriendswillstarttalkingtoyoutoo.

Goodluck!

Editor

IV.Writingassessment

1.CanyougiveXiaodongsomegoodadvice?

2.Isyourletterwelldeveloped?

3.Areyourideaswellorganizedtothepoint?

4.Doyouhaveagoodchoiceofwordsandidiomsinyourwriting?

5.Doyougetagoodmasteryofcomplexstructuresoflanguage?

6.Whatkindofmistakeshaveyoumadeinyourwriting?Whatcanyoudotoavoidsuchmistakes?

V.FurtherApplying

Herearesomeproverbsaboutfriendsandfriendship.Readthemcarefullyandpayattentiontothesentencestressandintonation.Thenwriteapassage.Choosesomeyouagreeandexplainwhy.Thenchoosesomeyoudisagreeandexplainwhy.

Afriendinneedisafriendindeed.

Friendsarelikewine,theolder,thebetter.

Whenyoumeetyourfriend,yourfaceshines—youhavefoundgold.

Afriendtoallisafriendtonone.

Thesamemancannotbebothfriendandflatterer.

Thebestmirrorisanoldfriend.

Falsefriendsareworsethanopenenemies.

Walkingwithafriendinthedarkisbetterthanwalkingaloneinthelight.

Friendshipcannotalwaysstandononeside.

Thefriendshipthatcanendisneverreal.

Withclothesthenewarebest,withfriendstheoldarebest.

■Youmayalsohavethestudentscompletethetaskashomeworkafterclass.

Unit1Friendship（IV）

PartTwTeachingResources(第二部分：教學(xué)資源)

Section1:Backgroundreadingonfriendship

FriendshipQuotes

I.Questionsaboutfriendship

1.Whatisthemainprobleminfriendship?(leavingsomeoneout)

2.Howdoyoukeepafriend?(treatsomeonelikeyouwanttobetreated)

3.Whatisagoodfriend?(somebodywhomyoucandependon)

4.Whatifyourfriendsaidtheywouldn’tbeyourfriendifyouwereanotherperson’sfriend?(That“friend”wouldnotmindifshewerereallyyourfriend.)

★“Truefriendshipislikesoundhealth;thevalueofitisseldomknownuntilitbelost.”---CharlesCalebColton

★“Afriendisonewhowalksinwhenotherswalkout”---WalterWinchell

★“Afriendisonewhobelievesinyouwhenyouhaveceasedtobelieveinyourself.”---Lysha

★“Thebetterpartofoneslifeconsistsofhisfriendships.”---AbrahamLincoln

★“Adviceislikesnow;thesofteritfalls,thelongeritdwellsupon,andthedeeperitsinksintothemind.”---SamuelTaylorColeridge

★“Friendshipisthegoldenribbonthattiestheworldtogether.”---KristinaKentigian

★“Friendsarethesunshineoflife.”---JohnHay

★Afriendinneedisafriendindeed.

II.Tipsonbeingagoodfriend

※Treatyourfriendsthewayyouwanttobetreated.

※Keepsecretsthataretoldtoyou.

※Payattentionwhenyourfriendistalking.

※Keepyourpromises.

※Sharethingswithyourfriend.

※Tellyourfriendthetruth.

※Stickupforyourfriend.

III.Whatkindoffriendareyou?

1.Ifyourfriendtellsyouasecretthatisn’tbadbutyoupromisednottotellanyone,youwill________.

A.telleveryoneB.keepthepromise

2.Ifyouknowyourfriendisplanningtocheatonatest,youwill________.

A.tellyourteacherB.letyourfriendcheat

C.helpyourfriendstudyforthetestsoshewontfeelsheneedstocheat

3.Ifyourfriendtellsyouasecretanditmaycausehisorherdeath,youwill________.

A.tellatrustedadultB.keepitasecretC.tellyourfriends

Youmayprintthissheetandanswerthequestions.Thendiscusstheanswerswithyourfriends.

Atruefriendshipshould:

☉encourageyoutoliveyourdream.

☉supportyoutowardyourgoals.

☉sympathizeforyourlossesandhelpyoufindasilverlining.

☉buildyourself-esteem.

Ifhappinessandlife-satisfactionareyourgoals,yourfriendsshouldbechosenonthebasisofhowwelltheycanaccomplishthosefourgoals.

Happinessisapersonalchoicethatcomesfromwithin.But,asthefriendshippoemsays,itsurelydoesn’thurttohavesupportivefriendshipsthathelpusachieveourgoals.

IV.Self-reflectionuponfriendship

ReadthefollowingstatementsandthentickYes(√)orNo(×)toshowyouropinionsuponfriendship.

1.Friendshipisveryimportanttome.

2.Ihavealotoffriends.

3.Therecanbetruefriendshipbetweenaschoolboyandaschoolgirl.

4.Iamverykindtomyfriends.

5.Ithinkeveryoneshouldhavefriends.

6.Friendsmusthavethesamecharacter.

7.Ikeepadiaryandthinkitismyclosefriend.

8.Whenmyfriendisintrouble,Iamalwaysreadytohelp.

9.Idon’tliketotalktoothersverymuch.Iliketobealone.

10.Ikeepapetanimalandtreatitlikeafriend.

Afriendshippoem

Choosefriendswisely,theportraittheypaint

Iswhoyouareandwhoyouain’t.

Friendshipislife’sgreatsupport

Whenfriendsareoftherightsort.

Forallyourdreamsdotheymakeroom,

Orbringyoudownwithdoomandgloom?

Youwillknowafriendshipistrue.

Whenitbringsoutthebestinyou.

It’strue.Youcantellapersonbythecompanyshekeeps.Ourfriendshipsnotonlytellalotaboutwhoweare---theymakeuswhoweare.Thefriendshippoemabovesaysitall.Youwillknowafriendshipistruewhenitbringsoutthebestinyou.

Takealookatyourfriends.Dotheybringoutthebestinyou?Thatmightseemlikeasillyquestion.Wealltendtothink,“Ofcoursetheybringoutthebestinme.Iwouldn’tbefriendswiththemotherwise.”

Section2:Vocabularyteachingstrategy

I.Theroleofvocabularyteaching

InthecontextoflearningEnglishasaforeignlanguage,alearnerisforcedtobeautonomousandindependentandmakeconsciousefforttolearnvocabularyoutsidetheclassroomsimplybecausetheexposuretothetargetlanguageislimitedinclass.Soteacherscannotrelyontheirstudents‘pickingup’lexicalitems.Thismakesexplicitvocabularyteachingnecessary.However,vocabularyisnotoriouslydifficultifnotimpossibletoteachbecauseofthecomplexityofitslinguistic,semanticandpsycho-cognitiveaspects

II.Bestapproach

Therearenouniversallyusefulstrategiesandtheycontributetovocabularylearningindifferentways.Studentsuseanumberofstrategies,oftensimultaneously.Theefficiencyofvocabularylearningdependsonhowstudentscombineindividualstrategies.Ifstudentscombineandemployindividualstrategiesfromdifferentgroupstheywillbemoresuccessfulindevelopingthetargetlanguagelexicon.Thus,theidealcombinationwouldbethatofstrategiesfromallfourgroups.

Theteachershouldcreateactivitiesandtasks(tobedonebothinandoutsideclass)tohelpstudentstobuildtheirvocabularyanddevelopstrategiestolearnthevocabularyontheirown.Studentsexperimentandevaluateandthendecidewhichtoadoptorrejectsincestrategiesarenotintendedtobeprescriptive.

III.Practicalactivities

Hereisaselectionofpracticalactivitiesthatdirectlearnerstowardsusingstrategiesofvocabularylearning.

1.Theusefulalphabet(self-initiatedindependentlearning)

Eachstudentgetsaletterandhastofind5,10or15wordsheorshethinkswouldbeusefulforhimorher.Heorshethenreporttotheclass,perhapsasamingleactivity,usingwordcards(ononesidetheywritetheletter,ontheothertheinformationontheword-spelling,pronunciation,definition).

2.Wordbag(formalpractice)

Thisistogetyourstudentstowritedownnewwordstheyhearinclass.

Atthebeginningoftheterm/course,dividestudentsintogroupsofabout5andgiveeachgroupanumber(e.g.1-6).Atthebeginningofeachclass,giveeachgroupabout10cardsonwhichtheywritethenumberoftheirgroupandthenewwordstheyhearinclass.Attheendofeachclass,theyputtheircardsintothe“wordbag”andevery2weeksyoucheckwhethertheystillknowthosewordsandwhichgrouphasthemostcards.Intheendtherearetwowinners:thegroupthathasthemostcards,andtheonethatknowsmorewords.

3.Especiallyforyou(Functionalpractice)

Theteacherpreparesalistofwords.Eachstudentgetsoneword,whichispreparedespeciallyforhimorher.Thetrickisthateachstudentgetsawordwhoseinitialletteristhesameastheinitialofthestudent’sfirstname,e.g.Lindagetslistless.Eachstudentmustlookitupinthedictionaryduringtheclassandafterafewminutesreporttotheclass.E.g.“MynameisLindaandI’mlistless.ThatmeansthatIam...(definition)...”.Forhomeworkstudentscandothesameusingtheirsurname.

4.Wordtour(memorizing)

Instructionsforyourstudents:Thinkofatownorcityyouknowwell.Imaginethatyouareorganizingasightseeingtour.Thinkof5placesyouwouldincludeonyourtourandwritedowntheorderinwhichthetouristswouldvisitthem.Learnyourtouroffbyheartsothatyoucanpictureitinyourmind.Wheneveryouhave5newEnglishwordstolearn,imaginethesewordsarethetouristsonyourtourandpicturethewordsintheplacesonyourtourlikethis.

Tour:TrafalgarSquare;BuckinghamPalace;HousesofParliament;WestminsterAbbey;DowningStreet.Wordstolearn:apron,dustpan,vacuumcleaner,featherduster,broom.ImagineNelsononhiscolumninTrafalgarSquarewearinganapron,thequeenbrushingthefloorinBuckinghamPalaceandusingadustpan...

Unit1Friendship（V）

Section3:WordsandexpressionsfromUnit1Friendship

addv.1.putsomethingwithsomethingelseorwithagroupofotherthings:Doyouwanttoaddyournametothelist?2.toputtwoormorenumberstogetherinordertocalculatethetotal:Add6and6tomake12.3.toincreasethenumber:Thesalestaxadds15%tothepriceofclothes.4.tosaysomemorethatisrelatedtowhathasalreadybeensaid:That’sallIwanttosay.Isthereanythingyou’dliketoadd.

Otherverbalphrasesof“add”

addttomakesomethinglargerandmorenoticeable:Ourexplanationseemedonlytoaddtohisbewilderment.

addup:tocalculatethetotalofseveralnumbers:Addyourscoresupandwe’llseewhowon.

addupttohaveaparticularresult:Hisschoolingaddeduptonomorethanoneyear.

point:n.1.smallspot:Thestarsshoneliketinypointsoflightinthesky.2.sharpend:aknifewithaverysharppoint.3.aunitusedtoshowthescoreinagameorsport:Shelostthreepointsforthatfall.(inaskatingmatch)

upset:1.vt.vi.tomakesomeonefeelunhappyorworried:I’msorry,Ididn’tmeantoupsetyou.2.adj.(notbeforenoun)unhappyandworried:ShewasstillupsetabouttheargumentthatshehadhadwithHarry.

ignore:vt.1.tobehaveasifyouhadnotseenorheardsomeoneorsomething(不理睬):Eithershedidn’tseemewaveorshedeliberatelyignoredme.2.topaynoattentiontosomethingthatyouhavebeentoldorthatyouknowabout(忽視):Somedriverssimplyignorespeedlimits.

calm:1.adj.quietandwithoutexcitement,nervousactivityorstrongfeelings:Keepcalm,andtrynottopanic.2.vt.vi.tomakesomeoneorsomethingquietafterstrongemotionornervousactivity:Charlietriedtocalmthefrightenedchildren.3.calmdown:vtvi.tobecomequietormakesomeonequietafterstrongemotionornervousactivity:Calmdownandtellmewhathappened.

concern:1.n.worry:somethingthatworriesyouorafeelingofworry:Thereisgrowingconcernabout/overtheeffectsofpollutiononhealth.Theriseinunemploymentisofgreatconcerntothegovernment.2.vt.tomakesomeonefeelworriedorupset:Thefactthatshespendssomuchmoneyonherownreallyconcernsme.Moreandmorepeopleareconcerningthemselveswith/aboutenvironmentalproblems.3.beconcernedabout/for/with:Rosshasneverbeenconcernedaboutwhatotherpeoplethinkofhim.Rescuersareconcernedforthesafetyofthosetrappedinthemine.ThisstoryisconcernedwithaRussianfamilyinthe19thcentury.

cheat:1.vi.tobehaveinadishonestwayinordertowinortogetaadvantageinacompetition,gameorexamination:Jackalwayscheatsatcards.2.vt.totricksomeonewhotrustsyou.

share:vivt.1.useequally:Thelastbushadgone,sothethreeofussharedataxi.Isharedaroomwithhimatcollege.2.tohavethesameopinion,experience,feelingetcassomeoneelse:Ishareyourconcernaboutthisproblem.3.totellotherpeopleaboutanidea,secret,problem:It’salwaysbettertoshareyourworries.4.n.partofsth.:Idomyshareofthehousework.Don’tworry---you’llgetyourfairshare.

setdown:towritedownsomethingsothatyouhavearecordofit:Iwanttosetdown

myfeelingsonpaper.

Otherverbalphrasesof“set”

setapart:tomakesomeoneorsomebodydifferentfromotherpeopleorthings.

setaside:tokeepsomemoneyortimeforaspecialpurpose

setoff:tostarttogosomewhere/tocauseaexplosion

setout:tostartajourney/totalkaboutsomethinginanorganizedway

setup:tostartanorganization/tobuildsomething

crazyadj.1.impractical;foolish:That’sthecraziestideaI’veeverheard.2.mad;illinthemind:Turnthatmusicdown---it’sdrivingmecrazy.3.becrazyabout=tolikesb.verymuch,orbeveryinterestedinsomething:Theboyiscrazyaboutfootball.4.likecrazy=veryhard:Wehavetoworklikecrazytogetthisfinishedontime.

purpose:1.n.anintentionorplan;thefeelingofhavinganaiminlife:Thediscussionservesatwinpurpose---instructionandfeedback.Tomwentforawalk,withnodefinitepurposeinmind.2.onpurpose=deliberately

trust:1.n.astrongbeliefinthehonesty,goodnessetc.ofsomeoneorsomethinge.g.Youshouldn’tputyourtrustinamanlikethat.2.vt.tobelievethatsomeoneishonestandwillnotharmyouorcheatyou:ItrustedMax,soIlenthimthemoney.Canhebetrustedtolookafteryourpetdog?

suffer:vt.vi.1.toexperiencephysicalormentalpain:Atleasthediedsuddenlyanddidn’tsufferalot.2.tobeinaverybadsituationthatmakesthingsverydifficultforyou:Ifyoubreakthelaw,youmustbepreparedtosufferthepunishment.Shewasverygeneroustohimbutshesufferedforitwhenheranawaywithallhermoney.3.toexperiencesomethingunpleasant:Thecarsufferedseveredamageintheaccident.

getalong(with):1.tohaveafriendlyrelationship:Ifyoutwoaregoingtosharearoom,you’dbetterlearnhowtogetalong.I’vealwaysfoundhimabitdifficulttogetalongwith.2.toprogressyouaredoing:HowareyougettingalongwithyourEnglishstudies?

Otherverbalphrasesof“get”:

getabout/around:(news)getwidespread

getaway:tosucceedinleavingaplace

getback:toreturntoaplace;tohavesth.returnedtoyou

getdown:tomakesb.feelunhappy;

getdowntosth./doingsth.:tostartdoingsomethingthatneedsalotoftimeorenergy.

getover:getwellafteranillness;todoandfinishsth.difficult

getthrough:topassatestorexam

communicate:vi.toexpressyourthoughtsandfeelings:Parentssometimesfinditdifficulttocommunicatewithteenagechild.（轉(zhuǎn)載）

延伸閱讀

Unit1Friendship整體設(shè)計

俗話說，磨刀不誤砍柴工。高中教師在教學(xué)前就要準(zhǔn)備好教案，做好充分的準(zhǔn)備。教案可以讓學(xué)生更好地進(jìn)入課堂環(huán)境中來，幫助高中教師掌握上課時的教學(xué)節(jié)奏。關(guān)于好的高中教案要怎么樣去寫呢？經(jīng)過搜索和整理，小編為大家呈現(xiàn)“Unit1Friendship整體設(shè)計”，僅供參考，希望能為您提供參考！

Unit1Friendship學(xué)案

古人云，工欲善其事，必先利其器。高中教師要準(zhǔn)備好教案，這是每個高中教師都不可缺少的。教案可以讓學(xué)生們有一個良好的課堂環(huán)境，使高中教師有一個簡單易懂的教學(xué)思路。怎么才能讓高中教案寫的更加全面呢？以下是小編收集整理的“Unit1Friendship學(xué)案”，希望能對您有所幫助，請收藏。

Module1Unit1Friendship(Introductionwhentakenphotos,oneshouldkeep______;whensomeoneelseisasleep,oneshouldkeep______;inclass,oneshouldn’tkeep_______abouttheteacher’squestions.
2)Althoughshewasfrightened,sheansweredina______voice.
3)Childrenfinditdifficulttosit_______forverylong.
4)Alicewaslaughingandjoking,buthersisterremained_______.
5)We’llhavetobe_______soastowakeupthesleepingbaby.
詞組：

1.gothrough

練習(xí)：寫出下列句子中g(shù)othrough的漢語意思
1）Iwentthroughthestudents’paperlastnight.______________
2）Youreallydon’tknowwhatwewentthroughwhileworkingonthisproject.______________
3）Ialwaysstartthedaybygoingthroughmye-mail._____________
4）Theboywentthroughtwowholeloavesofbreadlastnight._____________
5）TheBillwentthroughParliamentwithoutvote(投票).______________

2.setdown
(根據(jù)下面句子判別出setdown的漢語意思并填在左邊的空格內(nèi))
1)Itisunnecessarytosetdowneverythingyourteachertoldintheclass.
2)Thebusstoppedtosetdownanoldlady.
你能寫出setdown當(dāng)?shù)谝粋€意思講時的近義詞組嗎？
______________________________________________
你能寫出與set相關(guān)的詞組嗎？
______________________________________________

句型：
1.(教材P.2)ItwasthefirsttimeinayearandahalfthatI’dseenthenightfacetoface…
句型：It/Thisis/wasthefirst/second…timethatclause

It/Thisisthefirst/second/…timethat_______________________.(用什么時態(tài)？)
It/Thiswasthefirst/second/…timethat_____________________.(用什么時態(tài)？)
1）Itwasthesecondtimethathe____________(make)thesamemistake.
2）ItisthefirsttimethatI______________(be)toBeijing.
2.(教材P.2)Iwonderifit’sbecauseIhaven’tbeenabletobeoutdoorsforsolongthatI’vegrownsocrazyabouteverythingtodowithnature.
強(qiáng)調(diào)句型基本結(jié)構(gòu)：
Itis/was+被強(qiáng)調(diào)成分+that/who+句子的剩余部分
Igottoknowheronthefarmlastweek.
e.g.ItwasIthat/whogottoknowheronthefarmlastweek.
Itwasherwho/thatIgottoknowonthefarmlastweek.
ItwasonthefarmthatIgottoknowherlastweek.
ItwaslastweekthatIgottoknowheronthefarm.
思考：用is還是was是由原句的________________確定的。
重點：判斷強(qiáng)調(diào)句的方法：把句中的itis/was和that/who去掉看句子結(jié)構(gòu)是否完整。若完整就是強(qiáng)調(diào)句，否則就不是。
例如：Itwasatseveno’clockthatIgothome.(是)
Itwasseveno’clockwhenIgothome.(否)
練習(xí)：判斷下列句子是不是強(qiáng)調(diào)句：
1.Itwasintheroomthathewasborn.
2.Itwasthisroomwherehewasborn.
3.ItistheywhooftenhelpmewithmyEnglish.
4.Itwaseighto’clockwhenTomcameback.
5.Itisthehousewhichwasbuiltlastyear.
把下列句子按要求變成強(qiáng)調(diào)句
Imethiminthestreetyesterday.
___________________________________(強(qiáng)調(diào)主語I)
___________________________________(強(qiáng)調(diào)賓語him)
___________________________________(強(qiáng)調(diào)地點狀語inthestreet)
Module1Unit1Friendship(Grammar)
直接引語和間接引語(I)
——陳述句、疑問句直接引語變間接引語
(DirectSpeechandIndirectSpeech：StatementsandQuestions)
編號：4編寫人：審核人：審批人：班組：
姓名：組評：師評：日期：
學(xué)習(xí)目標(biāo)：通過例句理解掌握直接引語、間接引語概念。
通過自主、合作的學(xué)習(xí)方式，總結(jié)陳述句和疑問句的直接引語變間接引語的規(guī)則及變化難點。
培養(yǎng)學(xué)生積極向上、合作探究的能力，并營造良好的學(xué)習(xí)氛圍。
第一部分：預(yù)習(xí)案
一、概念
1、直接引語：直接引述別人的原話，叫直接引語。常把它放在引號內(nèi)。
2、間接引語：在另一個“時空點”轉(zhuǎn)述別人的話，叫間接引語。句末一律用句號。
二、例句呈現(xiàn)
直接引語：
1)Hesaid,“Ilikeapples.”
2)Shesaid,“Isitraining?”
3)Hesaidtome,“I’veleftmybookinyourroom.”
4)Shesaid,“Didyouseehimlastnight?”
5)“Iwasjoking”,saidhe.
6)“Ihadn’tseenherbeforethatday”,saidhe.
7)“Whenwillyouhelpme?”saidhe.
8)“She’sheretoaskforhelp,isn’tshe?”,heasked.
9)Heasked,“Isthisbookyoursorhis?”
上述句子相應(yīng)的間接引語如下
1)Hesaid(that)helikedapples.
2)Sheasked(me)if/whetheritwasraining.
3)Hetoldmethathehadlefthisbookinmyroom.
4)Sheasked(me)whether/ifIhadseenhimthenightbefore.
5)Hesaidthathewasjoking.
6)Hesaidthathehadn’tseenherbeforethatday.
7)HeaskedmewhenIwouldhelphim.
8)Heaskedwhethershewastheretoaskforhelpornot.
9)Heaskedif/whetherthatbookwasyoursorhis.
探究
1)當(dāng)我們在另一個“時空點”上轉(zhuǎn)述別人的話語時，句子在______、________、________、________、________、________、________等方面發(fā)生了變化。
2)句式變化的種類有哪些？
直接引語為陳述句變?yōu)殚g接引語時，由__________引導(dǎo)。
直接引語為一般疑問句變?yōu)殚g接引語時，由___________引導(dǎo)。
直接引語為選擇/反意疑問句變?yōu)殚g接引語時，由___________引導(dǎo)。
直接引語為特殊疑問句變?yōu)殚g接引語時，由___________引導(dǎo)。
3)時態(tài)變化有哪些？
一般現(xiàn)在時一般過去時
現(xiàn)在進(jìn)行時___________
現(xiàn)在完成時___________
一般過去時___________
過去進(jìn)行時___________
過去完成時___________
一般將來時___________
你能概括時態(tài)變化的規(guī)律嗎？

新課標(biāo)第一網(wǎng)
4)你能總結(jié)出人稱變化的規(guī)律嗎？

注：地點狀語、時間狀語的對應(yīng)變化參閱課本附錄88頁。
三、特殊情況例句呈現(xiàn)
1.Hesaid,“Thestorytookplaceinthe1930s.”
Hesaidthatthestorytookplaceinthe1930s,
2.Hesays,“Iamveryhappy.”
Hesaysthatheisveryhappy.
3.Hesaid,“Lighttravelsmuchfasterthansound.
Hesaidthatlighttravelsmuchfasterthansound.
總結(jié)：
1、直接引語為______時態(tài),且句中有一個確切的時間狀語時,如：in1980,lastyear等，變?yōu)殚g接引語時時態(tài)不變。
2、直接引語中主句為___________、一般將來時或現(xiàn)在完成時，變?yōu)殚g接引語時時態(tài)不變。
3、直接引語所轉(zhuǎn)述是_________、自然現(xiàn)象、名言警句等，變?yōu)殚g接引語時時態(tài)不變。
第二部分：訓(xùn)練案
一、將下列句子變?yōu)殚g接引語
1.Hesaid,"Iamaboy."
___________________________________________________________________
2.Heasked,"DoyouspeakEnglishorFrench?"___________________________________________________________________
3."Ihaventheardfrommyparentsthesedays."saidMary.___________________________________________________________________
4.Heaskedme,"Willyougototheparkthisevening?"___________________________________________________________________
5.Johnsaidtohisparents,"Ihadlearned500Chinesecharactersbytheendoflastterm."
___________________________________________________________________
6."Whereareyougoing?"thefatheraskedhisson.___________________________________________________________________
7.Thegeographyteachersaidtous,"Themoonmovesaroundtheearthandtheearthgoesaroundthesun."
__________________________________________________________________
8.ZhangHongsaidtome,"DoctorWangpassedawayin1948.___________________________________________________________________
9."Areyousorryforwhatyouhavedone?"themotheraskedthenaughtyboy.___________________________________________________________________
10."Shesheretoaskforhelp,isntshe?"heasked.
___________________________________________________________________
二、單項選擇
1.Hesaidthathiscar______stolenandhe_____havetotelephonethephone.
A.was;wouldB.hasbeen;willC.hadbeen;wouldD.hadbeen;will
2.Hetoldushe______aconcert_____.
A.hadattended;threedaysbeforeB.attended;aweekago
C.wouldattend;sinceaweekagoD.wasattending;foraweek
3.--WhenTom______,pleaseletmeknow.
--MarysaidwhenTom____,justtellheraboutit.
A.comes;comesB.came;cameC.comes;cameD.comes;coming
4.TheteachersaidthatColumbus______Americain1942.
A.discoveredB.foundC.haddiscoveredD.hadfound
5.Aftertheexamination,myteachertoldmethatfailure____themotherofsuccess.
A.wasB.isC.beD.been
6.Thechildaskedhismother_____goouttoplaytennis.
A.thathecouldB.ifhecouldC.ifcouldheD.thatcouldhe
7.MrBrownsaidhe______methenextweek.
A.wouldseeB.willseeC.hadseenD.saw
8.Themotheraskedherson____.
A.whatdidhedothedaybeforeB.wheredidhefindhislostwallet
C.whattimehegotupthatmorningD.thatifhehadfinishedhishomework
9.Heaskedme____IwouldgotoBeijingbyairthenextday.
A.thatifB.ifC.thatwhetherD.how
10.Theteachertoldthestudentsthatthere____ameetingatthreeo’clock.
A.weregoingtohaveB.aregoingtobeC.willhaveD.wasgoingtobe
11.–WhatdidGrandpaaskLilyonthephone?
--Heaskedher________________.
A.didshepasstheexamB.whendidshepasstheexam
C.whethershehadpassedtheexamD.howshehaspassedtheexam
12.HaveyouseenBobrecently?Iwonder_____withhisclassmatesinthatschool.
A.howishegettingalongB.thatheisgettingalongwell
C.whatheisgettingalongD.ifheisgettingalongwell

你能列舉出更多的含有直接引語和間接引語的例句嗎？

Module1Unit1Friendship(WritingI)
編號：5編寫人：審核人：審批人：班組：
姓名：組評：師評：日期：
學(xué)習(xí)目標(biāo)：運(yùn)用基礎(chǔ)知識，學(xué)會用固定規(guī)范句型表達(dá)的能力。
自主學(xué)習(xí)，合作探究；掌握寫作的有序過程和方法。
在運(yùn)用中學(xué)習(xí)英語，感受用英語表達(dá)思想的快樂。
第一部分：預(yù)習(xí)案
Todaywearegoingtolearnanimportantsentencestructure.
Thestructureis:Subject+be+Predicative
主語+系動詞+表語
1.例句欣賞（請同學(xué)們用“﹏”標(biāo)出表語）
1)Iamateacher.
2)Youareclever.
3)Heis16yearsold.
4)Smithwasoutyesterdayafternoon.
5)Thedictionaryisnothersbutmine.
6)StudyingEnglishisveryinteresting.
7)Wewereexcitedatthegoodnews.
8)Hisdreamistobecomeascientist.
9)Hewillbeattheofficetomorrowmorning.
10)ThatiswhereIboughtthefood.
第二部分：探究案
你能總結(jié)出做表語的形式嗎？
（最好寫成簡約形式，如：Myjobisteaching.V-ing作表語）
能做表語的形式有：____________________________________________________
______________________________________________________________________
______________________________________________________________________
第三部分：訓(xùn)練案
1.你能造出類似的句子嗎？（最好能運(yùn)用上面提到的各種形式作表語）
1)_________________________________________________________
2)_________________________________________________________
3)_________________________________________________________
4)_________________________________________________________
5)_________________________________________________________
6)_________________________________________________________
7)_________________________________________________________
8)_________________________________________________________
9)________________________________________________________
10)________________________________________________________
……
2.請將下列句子翻譯成英語：
1)這本書是她的。
___________________________________________________
2)十年前他是一名工人。
_______________________________________________
3)學(xué)生們正在教室里。
_________________________________________________
4)我們英語老師很漂亮。
_______________________________________________
5)今天下午我將不在家。
_______________________________________________
6)那部電影很乏味。
___________________________________________________
7)走了很長一段路之后，他累了。
________________________________________
8)她的夢想是當(dāng)一名醫(yī)生。
_____________________________________________
9)Tom最喜歡的運(yùn)動是游泳。
___________________________________________
10)這就是我工作的地方。
_______________________________________________

習(xí)作訓(xùn)練1
Hello,mynameis_________.I’m________yearsold.I’mfrom__________MiddleSchoolandnowIaminClass________Senior_________.
Iam____________(tall/thin/fat…).Iamfriendlyandgenerous.Ioftenhelpmyclassmateswiththeir__________(English/maths/…)becauseIamgoodatit.Inotonlydowellin_________butalsoin_________.Ilikeallkindsofsports,too.
Myfavoritesportis_____________.Ioftenplayschoolorweekends.Ilikereadingbooks,too.Ithinkbookscanopenmyeyes.
寫作練筆：你能仿照上面模板，重新寫一篇自我介紹嗎？

人教版高中英語必修1教案Unit1Friendship

古人云，工欲善其事，必先利其器。作為高中教師就要早早地準(zhǔn)備好適合的教案課件。教案可以讓學(xué)生能夠在教學(xué)期間跟著互動起來，讓高中教師能夠快速的解決各種教學(xué)問題。那么一篇好的高中教案要怎么才能寫好呢？以下是小編為大家收集的“人教版高中英語必修1教案Unit1Friendship”希望對您的工作和生活有所幫助。

Unit1Friendship

(1)課題：Friendship(2)教材分析與學(xué)生分析：本單元的中心話題是“友誼”，幾乎所有的內(nèi)容都是圍繞這一中心話題展開的。WarmingUp部分以調(diào)查問卷的形式引導(dǎo)學(xué)生了解日常生活中朋友之間發(fā)生的真實問題以及解決這些問題的方法；Pre-Reading部分的幾個問題啟發(fā)學(xué)生對“友誼”和“朋友”進(jìn)行思考，使學(xué)生明確不僅人與人之間可以做朋友，日記也可以成為人們的朋友；Reading部分Anne’sBestFriend以日記形式講述了猶太女孩安妮的故事；Comprehending部分通過連句、多項選擇和問答形式幫助學(xué)生對課文內(nèi)容、細(xì)節(jié)進(jìn)行更深入的理解;UsingaboutLanguage部分教學(xué)本課重點詞匯和重點語法項目。(3)課時安排：Thefirstperiod:Speaking:WarmingUpandPre-ReadingThesecondperiod：Reading

Thethirdperiod:Grammar

TheforthPeriod：Listening

Thefifthperiod:Writing

(4)教學(xué)目標(biāo)：①知識與技能：Talkaboutfriendsandfriendship;Practisetalkingaboutagreementanddisagreement,givingadviceandmakingdecisions;Usedirectspeechandindirectspeech;Learntowriteanessaytoexpressandsupportanopinion.

②過程與方法：本單元在讀前階段就提出問題，讓學(xué)生思考是不是只有人與人之間才能交朋友，然后在閱讀中通過安妮的日記向?qū)W生說明我們也可以與動物及無生命的日記交朋友。在深刻理解、充分訓(xùn)練的基礎(chǔ)上，可以再引導(dǎo)學(xué)生深入討論幾個與本單元話題有關(guān)的問題：1.描述朋友；2.結(jié)交網(wǎng)友；3.觀點交流；4.善不善交朋友;5.朋友的重要性。③情感態(tài)度與價值觀：學(xué)完本單元后要求學(xué)生進(jìn)行自我評價，主要評價自己在本單元中的學(xué)習(xí)情況。對書中的內(nèi)容是否感興趣，有哪些收獲，解決了什么問題。使學(xué)生加深對友誼、友情的理解，以及如何正確交友，處理朋友之間發(fā)生的問題等。(5)教學(xué)重點和難點：

詞匯：addpointupsetignorecalmconcerncheatsharereasonlistseriescrazynaturepurposedarethunderentirelypoweraccordingtrustsufferadvicesituationcommunicatehabit

短語：addupcalmdownhavegottobeconcernedaboutgothroughhideawaysetdownonpurposeinordertofacetofaceaccordingtogetalongwithfallinlovejoinin

重點語法項目：直接引語和間接引語的互相轉(zhuǎn)換

難點：Understandtherealmeaningoffriendsandfriendship;

Discusstheanswerstothequestions(Reading);

HowtoteachtheSstomastertheusageofDirectSpeechandIndirect

Speech(StatementandQuestions).

(6)教學(xué)策略：Discussion,Student-centeredvocabulary,learning,listening,pairwork,teachgrammarinrealsituation(7)教學(xué)煤體設(shè)計：Aprojectorandataperecorder.(8)教學(xué)過程：詳見以下分課時教學(xué)設(shè)計。(9)課堂練習(xí)與課外作業(yè)設(shè)計：穿插于分課時教學(xué)設(shè)計中

（10）教學(xué)反思或值得改進(jìn)的地方：見每個課時最后部分。

PeriodOne：Speaking（WarmingUpandPre-Reading）

Aims

Talkaboutfriendsandfriendship.

Practisetalkingaboutagreementanddisagreement.

StepIRevision

Asksomeofthestudentstoreadhis/hercompositionfortheclass,describingoneoftheproblemsbetweenfriendsandhowitissolved.Thengivesomecomments.

T:Now,letscheckupyourhomeworkforlastclass.Idlikesomeofyoutoreadhis/hercompositionfortheclass,describeoneoftheproblemsbetweenfriendsandhowitissolved.

StepIIWarmingup

T:/thinkmostofushavesomegoodfriends.Doyouknowwhypeoplemakefriendswithoneanother?

StepIIITalking(WBP41)

FirstgetthestudentstolistentowhataCanadiansayaboutmakingfriends.Thenaskthemtodiscussthetwoquestions.

T:NowweregoingtolistentowhatLeslieClark,aCanadianhasgottosayaboutmakingfriends.Afterlistening,pleasetalkaboutthetwoquestionsingroupsof4.Trytousethefollowingexpressions.

1Doyouagreewithher?找教案//

2Whatdoyouthinkofpeoplefromforeigncountries?

AgreementDisagreement

Ithinkso,Idontthinkso.

Iagree.Idontagree

Thatscorrect.Ofcoursenot.

Thatsexactlymyopinion.Imafraidnot.

Yourequiteright.Idontthinkyouareright.

StepIVSpeaking(BP6)

First,getthestudentstothinkoffoursituationsamongfriendsingroupsof4anddesignaquestionnairetofindoutwhatkindoffriendstheirclassmatesare.Second,tryitoutontheirowngroup,checkingthequestionnairethroughandaddinguptheirscoreandseehowmanypointstheycanget.Askthemtofillintheformpreparedbeforeclass.Showtheinstructionsanddecidewhatkindoffriendstheirclassmatesare.Third,askeachstudenttostandupandwalkaroundtheclassroomtomakeasurveyonfourofotherclassmates.Showtheinstructionsanddecidewhatkindoffriendsotherclassmatesare.Theycanshareyourquestionnairewithoneortwoothergroupsandtryeachothersquestionnaires.

Atlast,showtheinstructionstohelpyourclassmatestoknowhowtoimprovehisorherskillsofmakinggoodfriendswithothersifnecessary.

T:Friendscomeinmanyflavors.Therearebestfriends,schoolfriends,fair-weatherfriends,foreverfriendsandmanymore.Doyouwanttoknowwhatkindoffriendsyourclassmatesare?Nowletsmakeasurvey.First,pleasethinkoffoursituationsamongfriendsanddesignaquestionnairetofindoutwhatkindoffriendsyourclassmatesare.

1.Yourfriendborrowed100Yuanfromyoulastweekandhasntreturnedit.Youwill

A.askhim/hertopaybackassoonaspossible;oryoullendthefriendship.

B.askhim/hertopaybackifhe/shehas.

C.tellhim/hernottoreturnit.

2.Yourfriendsaidyourbadwordsbehindyou.Youwill

A.askhim/hertosaysorrytoyou,oryoullstopyourfriendship.

B.excusehim/herandforgetit.

C.askotherstotellhim/herthathe/sheiswrong.

3.Youpromisedtomeetyourfriendatfiveoclockbutyourparentsaskyoutodohomeworkathome.Youwill

A.tellhimyourparentsaskyoutodohomeworkathome.

B.tellhim/heraliethatyouareill.

C.saysorrytohim/herandplantomeethim/heranothertime.

4.Youborrowedabikefromyourfriend,butyouhaditstolen.Youwill

A.buyanewonewhichisthesameashis/hers.

B.justtellhim/heryouhaditstolen.

C.saysorrytohim/herandbuyhim/heranoldone

Aftertheyfinishchoosingtheanswers,showthescoringsheetonthescreen.

Scoring

sheet

1

AO

B2

C6

2Al

B6

C2

3

A2

BO

C3

4A6

Bl

C2

Instructions:

2-5Afair-weatherfriend找教案//

Onlylikethemwhentheyarehappyandpopular.Iftheyarefeelingdown,oriftheyarehavingaproblem,youdontwanttospendtimeortalkwiththem.Youdonthelpyourfriendswhentheyhaveproblems.Youarealwaysthinkingaboutyourself.

Youshouldcaremoreaboutyourfriends.Ifyoucontinuetobeself-centeredanddontconsiderothersfeelings,youwontmakemorefriendsandkeepfriendshipforlong.

6-11Aschoolfriend

Youseeeachotherinschool.Youjuststudyandplaywiththemtogetherinschool.Youmaynotknoweverythingabouteachother.Youtakethingssmoothly.Youseldomhurtyourfriendswithyourbenefitconsidered.Youdbetteraddmoreaffectiontoyourfriends.Friendshipisaboutfeelingsandwemustgiveasmuchaswetake.

12-17Abestfriend

Youdoeverythingtogetherwithyourfriends:study,read,watchTV,surftheInternet,playsportsandlistentomusic.Ifeitheronehasaproblem,theotheristheretohelp.Youknowyourfriendsverywell.Youunderstandandyieldtoeachother.Youhelpwitheachotherandimprovetogether.Youhavealotofcommonbenefit.Yourfriendshipisgoodtobothofyou.Youaremutuallybeneficial.

18-21Foreverfriend

Youwillalwayslistentoyourfriendsandtrytohelpthem,evenifyoudisagreeorifyouarehavingaproblem.Whenevertheyhaveanydifficulty,youlltryyourbesttodowhatyoucantohelpthemwithouthesitation.Youdevoteyourselftoyourbestfriends.Youarewillingtolosewhatyouhave,evenyourlife.課后反思：本課教學(xué)設(shè)計容量和密度較大，但難度適中，大部分學(xué)生都能接受。體現(xiàn)全面照顧大部分學(xué)生的教學(xué)理念。注意培養(yǎng)學(xué)生開口說英語的的信心。

Thesecondperiod:Reading

Aims:

1.tomasterthenewwordsandsomeusefulexpressions.

2.tounderstandthetextandfinishtheexercisesinComprehending.

Step1.Lookingandguessing

Workinpairs.Lookatthepicturesandtheheadingandguesswhatthetextmightbeabout.

1).Imaginewhatitmightbelikeifyouhadtostayinyourbedroomforawholeyear.YoucouldnotleaveiteventogototheWCortogetacupoftea.Howwouldyoufeel?

2).Whatwouldyouchooseifyouareonlyallowedtohavefivethingswithyouinthehidingplacebecausethereisverylittleroom?

Step2

Readingtosummarisethemainideaofeachparagraph.

Skimthetextandsummarisethemainideaofeachparagraphinonesentence.

Para.One:Annemadeherdiaryherbestfriendwhomshecouldtelleverything.

找教案//

Para.TwAnne’sdiaryactedashertruefriendduringthetimesheandherfamilyhadtohideawayforalongtime.Para.Three:Havingbeenkeptindoorsforsolong,Annegrewsocrazyabouteverythingtodowithnature.

1.add(to)v.1)toputtogetherwithsomethingelsesoastoincreasethenumber,size,orimportance;2)tojoin(numbersoramounts)soastofindthetotal.

eg:Thefireisgoingout;willyouaddsomewood?

Thesnowstormaddedtoourdifficulties.

Addupthesefiguresforme,please.

2.ignorev.totakenonoticeof;refusetopayattentionto

eg:Hisletterswereignored.

Eventhebestofmenignoredthatsimplerule.

Myadvicewascompletelyignored.

3.concernv.使擔(dān)心;使不安(+about/for);涉及,關(guān)系到;影響到

eg:Theboyspoorhealthconcernedhisparents.

Heisconcernedforhersafety.

Thenewsconcernsyourbrother.

Hewasveryconcernedabouther.4.looseadj.notfirmlyortightlyfixed.Sheworeloosegarmentsinthesummer.

Ihavegotaloosetooth.Someloosepagesfelloutofthebook.

5.purposen.[C]anintentionorplan;aperson’sreasonforanaction.Whatisthepurposeofhisvisit?

Thepurposeofatrapistocatchandholdanimals.

DidyoucometoLondontoseeyourfamily,orforbusinesspurpose?

6.seriesn.(of)agroupofthingsofthesamekindorrelatedinsomeway,comingoneafteranotherorinorder.

Thenbeganaseriesofwetdaysthatspoiledourvacation.

Thispublishingfirmisplanninganewseriesofschooltextbooks.

Theycarriedoutaseriesofexperimentstotestthenewdrug.

7.cheat.1)v.tobehaveinadishonestwayinordertowinanadvantage;

2)n.apersonwhocheats;dishonestpersons

Theycheatedtheoldwomanofherhouseandmoney.

Thesalesmancheatedmeintobuyingafake.

Henevercheatedinexams.

Iseeyoudropthatcard,youcheat!

IneverthoughtthatSamisacheat.

8.share1)vt.vi.(inwithamountbetween)tohave,useortakepartinsomethingwithothersoramongagroup.

2)n.(inof)thepartbelongsto,owedtoordonebyaparticularperson.

Themoneywassharedoutbetweenthem.

SamandIsharearoom.

Wesharedinhisjoy.

Theyalwayssharetheirhappinessandsorrow.

Ihavedonemyshareofthework.

9.crazyadj.1)mad;foolish2)[+about]wildlyexcited;veryinterested

Yourecrazytogooutinthisstormyweather.

Johnscrazyaboutthatgirl.

Sheisjustcrazyaboutdancing.

10.darev.v.aux..1)+todo;2)+v

tobebraveenoughorrudeenough(todosth.dangerous,difficultorunpleasant).

Howdareyouaccusemeoflying!

Howdareyouaskmesuchaquestion?

Myyoungersisterdarenotgooutalone.

Hedidnotdaretoleavehiscarthere.

11.trust1)n.[U](in)formbelieveinthehonesty,goodnessorworthetc,ofsomeoneorsomething

2)v.tobelieveinthehonestyandworthofsomeoneorsomething;haveconfidencein

Ihavenotrustinhim.

Idon’tplaceanytrustinthegovernment’spromises.

Whydoyoutrustaguylikehim?

Itrustyourwifewillsoongetwell.

12.sufferv.(for)toexperiencepain,difficultyorloss

Icannotsuffersuchrudeness.

Hesufferedfrompovertyallhislife.

Myfathersuffersfromhighbloodpressure.

Theysufferedagreatdealinthosedays.

13.advicen.[U]opiniongiventosomeoneaboutwhattheyshoulddoinaparticularsituation找教案//

→v.advisetogiveadviceto

Iwantyouradvice,sir.Idontknowwhattodo.

Iaskedthedoctorforheradvice.

Ifyoutakemyadvice,youwon’ttellanyoneaboutthis.

Hegavethemsomegoodsoundadvice.

14.communicatev.1)(to)tomake(opinions,feelings,informationetc.)knownorunderstoodbyothers.e.g.byspeech,writingorbodymovements;

2)(with)toshareorexchangeopinions,feelings,informationetc.

Ourteachercommunicateshisideaveryclearly.

Hehadnowaytocommunicatewithhisbrother.

Didshecommunicatemywishestoyou?

Welearnalanguageinordertocommunicate.

Deafpeopleusesignlanguagetocommunicate.

15.calm1)adj.freefromexcitement,nervousactivityorstrongfeelings;quiet

2)n.[U]peaceandquiet

3)v.tomakecalm

Youmusttrytobecalm.

Thehighwindpassedandtheseawascalmagain.

Thepolicechiefadvisedhismentostaykeepcalmandnotlosetheirtempers.

Therewasacalmonthesea.

Shecalmedthebabybygivinghimsomemilk.

Wecalmedtheoldladydown.

Usefulexpressions:

1.adduptojoin(numbersoramounts)soastofindthetotal.

Addup3,4and5andyoullget12.

Addupyourscoreandseehowmanypointsyoucanget.

Ifweaddthesemarksup,wellgetatotalof90.

2.calmdown

tomakeorbecomecalm

Calmdown,sir.Whatsthetrouble?

Justcalmdown,there’snothingtoworryabout!

Wetriedtocalmhimdown,buthekeepshouting.

3.beconcernedaboutwith

toworryorinterest

Myparentsareconcernedaboutmystudies.

Don’tconcernyourselfaboutwithotherpeople’saffairs.

She’sconcernedabouthisson’sfuture.

4.gothrough

1)tosufferorexperience;2)tolookatorexaminecarefully;

3)topassthroughorbeaccepted

Thecountryhasgonethroughtoomanywars.

Thenewlawdidnotgothrough.

Let’sgothroughitagain,thistimewiththemusic.

5.setdown

1)tomakeawrittenrecordof;writedown2)putdown

Ihavesetdowneverythingthathappened.

Iwillsetdownthestoryasitwastoldtome.

Pleasesetmedownatthenextcorner.

6.aseriesof+pl.n做主語時，謂語動詞用單數(shù)

一連串的，一系列的，連續(xù)的

Therehasbeenaseriesofcaraccidentsatthecrossing.

ThesedaysIhavereadaseriesofarticlesonreading.

AseriesofTVplayisonChannel1thesedays.

7.onpurpose

intentionally;withaparticularstatedintention

Hediditonpurpose.

“IamsorryIsteppedonyourtoe;itwasanaccident.”“Itwasn’t!Youdoitonpurpose.”

Icamehereonpurposetoseeyou.

8.accordingto

asstatedbysb.orsth.

Theydividedthemselvesintothreegroupsaccordingtoage.

Pleasearrangethebooksaccordingtosize.

AccordingtotheBible,Adamwasthefirstman.

Accordingtoher,grandfathercalledatnoon.

9.fallinlove

begintobeinlove(withsb.)

Theyfellinloveatonce;itwasloveatfirstsight.

Whatwillhedoifhisdaughterfallsinlovewithapoorman?

Theyfellinlovewitheachotherforyears.

10.joinin

totakepartin(anactivity)

Theyaregoingtojoininthesinging.

Shestarteddancingandwealljoinedin.

Wouldyouliketojoininmybirthdayparty?

課后反思：本節(jié)課分層教學(xué)，在閱讀課文，理解課文的基礎(chǔ)上進(jìn)行課文知識點的細(xì)致處理。需要改進(jìn)的地方：單詞短語部分講解過多，占了很多時間，可以將其改為課后練習(xí)的形式。在以后的教學(xué)中要注意改進(jìn)。

Period3：Grammar

StepIRevision

Checkstudentshomework.

StepIIWordstudy

Thispartisaconsolidationofthewordslearntinthisunit.Askthestudentstodotheexerciseindependently.

T:NowpleaseopenyourbooksandturntoPage4.Firstletslearnaboutlanguage.Usethewordtheyvelearntinthisunittofillintheblanks.Completethesentenceswithsuitablewordsincorrectforms.

StepIIIPreparation

GetapairofstudentstostandupandactasAnneandKitty.Itstimefortheteachertobetheinterpreterbetweenthem.Encouragebothsidestogivedifferentsentences,includingstatementsandquestions.

StepIVGrammar

ThestudentswilllearntheuseofDirectSpeechandIndirectSpeech(statementsandquestions).Firsttrytomakecleartothestudentswhatdirectandindirectspeechis,withthehelpofthepracticeinStepIII.Thengivethemsomeexamples.AtlastgetthemtosummarizetherulesofDirectSpeechandIndirectSpeech(statementsandquestions).

T:Inthispart,wearetolearntheuseofDirectSpeechandIndirectSpeech(statementsandquestions).WhendoweuseDirectSpeechandwhendoweuseIndirectSpeech?

StepVPractice

ForEx1,getthestudentstolookatthesentencescarefullyinpairsinordertofindoutthedifferencebetweendirectspeechandindirectspeech.Guidethestudentstofindoutthechangesinpronounforms,wordorder,adverbialsandsoon,especiallytheverbtenses,theunderlineparts.Askthestudentstopayattentiontothereportingclause.

ForEx2,askthestudentstodoitbythemselves,thencheck.

StepVIHomework

1.PracticeofWB(P42.1P43.2)

2.Askthestudentstothinkoutdifferentwaystosolvetheproblemsaboutmakingfriends,preparingthematerialsaboutthedebate.GetthestudentstoknowtheproblemwasthatAnnehadmadeafriendinthehidingplacethesonofanotherfamilyhidingwiththem,butherfatherwasnothappyaboutthis.Thetopicis:howdoyouhelptosolvetheproblembetweenAnneandherfather.DoyouagreewithAnneorherfather?Usespecificreasonstosupportyoursolutions.課后反思：本節(jié)課是語法課，能以學(xué)生為主體，通過指導(dǎo)學(xué)生觀察、體驗探究、合作等積極主動的學(xué)習(xí)方式，發(fā)現(xiàn)語言的規(guī)律并運(yùn)用到各種語言實踐活動中。做到精講多練，使學(xué)生掌握直接引語和間接引語（祈使句和疑問句）的相互轉(zhuǎn)化。

Period4:Listening

StepIRevision

AftercheckingtheWBExx,theteacherasksthestudentstoreadtheletteronPage6first,andthenaskthemtodiscusswhatwasupsettingLisa.

T:HereisaletterwrittentoMissWangofradiobyLisa.Readtheletter,please.Trytofindoutwhatwasupsettingherwithyourpartners,usingtheindirectspeech.

S:Lisamadeafriendwithaboyinherclass.Butherclassmatessaidtheyfellinlove.Lisasaidshedidntwanttoendthefriendship.Lisaaskedwhatsheshoulddo.

StepIIListening(Usinglanguage)ThestudentswillhearwhatMissWangsays,thenaskthestudentstoanswerthequestions,usingtheindirectspeech.Atlast,getthemtospelloutthewordsandfillintheblanks.

T:OK,wevealreadyknowntheLisasproblemsonmakingfriends.MissWanghassuggestedsomepossiblesolutions.Pleaselookatpage6.WeregoingtolistentowhatMissWangsays,andthenanswerthequestionsofEx2.Gothroughthequestionsquickly.

Writedownthekeywordsasquicklyaspossible.

Listenagainandchecktheanswerswiththewholeclass.

T:Nowletslistentoitagainandtrytospelloutthewordsandfillintheblanks.

StepIIIListening(WBP41)

ThestudentswillhearapassageaboutAnnesbestfriend,herdiaryKitty.Theyareaskedtocompletethepassageaccordingtothetape.

T:Inthefollowingpart,wearegoingtolistentoapassageaboutAnnesdiary.Listentothetapecarefullyandfillintheblanks.

Listentoitagainandchecktheanswerswiththewholeclass.

StepIVListeningTask(WBP43)

Thetaskcanbedividedintothreeparts.First,thestudentswillhearastoryaboutanargumentbetweenAnneandherfatheraboutherboyfriend.Afterlistening,theyjustwritedowntheirdifferentthoughts.ThentheycanhaveadebatetofindoutabettersolutiontosolveAnneandherfathersproblem.Theactivityshouldbepreparedcarefullybeforehand.Duringtheclass,thetwoteamsjustdothefinalpreparations.

StepVAssignment

1.Todaywehavelearnthowtosolvetheproblemsonmakingfriends.Forthehomework,describeoneoftheproblemsbetweenfriendsandhowitissolved.

2.Whatdoescoolmean?

Whatdoyouthinkshoulddowithyourfriends?課后反思：本節(jié)是聽力課，從幫助學(xué)生形成有效學(xué)習(xí)策略的角度出發(fā)，培養(yǎng)學(xué)生如何去獲取信息，處理信息的能力。通過訓(xùn)練逐步提高學(xué)生的聽力能力。

Period5:WRITING

StepIRevision

Checkthehomework,askingthemtoreadouttheirideasfortheclass.

T:Letscheckthehomework.Idlikesomeofyoutoreadouttheirideas.

Fortheclass.Volunteer!

StepIIWarmingup

T:HaveyoueverreadThe21stCentury?

S:Yes,Ihave.ItsapopularpaperamongteenagersinChina.

T:Ifyouhaveanyproblem,youcanwritetotheeditorandaskforadvice.Hereisaletterfromastudent.

SteplIIWriting(BP7)

ThispartasksthestudentstowritetheiradvicetoXiaoDongasaneditor.First,letthestudentstodiscusshowtowritealettertooffersomeadvicewiththeirpartners.Second,teachershowstheinstructionsonhowtowriteaproposalletteronthescreen.Third,askthestudentstoreadtheletteronPage7.AskthemtodiscusswhatXiaoDongsproblemisandwhatisthesolutiontheycanofferingroupsof4,withthehelpofthepointsgivenonthebooks.Fourth,givethemtenminutestowritetheletter.Atlast,asksomeofthestudentstoreadtheirlettersfortheclasswhiletheteachergivessomecomments.

T:TodayweregoingtowriteyouradvicetoXiaoDongasaneditor.Doyouknowhowtowriteaproposalletter?Now,letshaveadiscussiononitwithyourpartners.Studentsaretalkingabouthowtowriteaproposalletter.

T:Whodliketoanswerthisquestion?

S:Theproblemshouldbepresentedfirst.Thenwemustanalyzethereasonstocausetheproblem.Proposingthesolutionmustbethemain,whichshouldbewellexplained.

T:Exactly.Thediscussionofthesolutionitself,basedontheanalysisoftheproblem,isthecoreofaproposal.Illgiveyousomeinstructionsabouthowtowritethebodypartofaproposalletterasfollows.

T:AHright,letsreadtheletteronPage7.AndtrytofindoutwhatXiaoDongsproblemisandwhatisthesolutiontheycanofferingroupsof4,withthehelpofthepointsgivenonthebooks.

Step

Whatshouldbewritten

Howdowewrite

partI

Presentingtheproblem

Introducingthetopicand

analyzingtheproblem

PartII

Proposingthesolution

Explainingtheproposalingreatdetail

PartIII

Conclusion

Concludingbyreconfirmingtheproposedsolution

ThestudentsarediscussingXiaoDongsletter.

T:OK,whocantellmewhatXiaoDongsproblemis?

S:Heisnotverygoodatcommunicatingwithpeople.Hewantstoknowhowtomakefriendswithothers.

T:Quiteright.NowpleasewriteyouradvicetoXiaoDongasaneditorwiththehelpofthepointsgivenonthebooks.Illasksomeofthestudentstoreadtheirletters

fortheclassintenminutes.Thestudentsarewritingtheletters.

T:Haveyoufinished?Illasksomeofthestudentstoreadtheirlettersfortheclass.課后反思：本課為寫作課，寫作一向是學(xué)生英語學(xué)習(xí)的薄弱環(huán)節(jié)。英語的寫作與語文不同，語文寫作注重篇章構(gòu)思和文采，而英語的寫作前提是把句子寫對，避免出現(xiàn)重大的語法錯誤，在此基礎(chǔ)上再盡量把句子潤色得漂亮一些，這是更高層次的要求。大部分的學(xué)生如果能保證把句子寫對，那就是很不錯的事情了。所以在訓(xùn)練寫作時，應(yīng)該讓注重理清句子成分和結(jié)構(gòu)，關(guān)鍵要把謂語的形式寫對。平時應(yīng)該讓學(xué)生多看別人優(yōu)秀的文章，有可能的話可以多背一些優(yōu)秀的范文。

高中英語必修一Unit1Friendship教案

高中英語必修一Unit1Friendship教案

一、教學(xué)目標(biāo)設(shè)計
1.語言知識目標(biāo)
1)重點單詞:addpointupsetignorecalmconcernloosecheatreasonlistsharefeelingoutdoorscrazynaturepurposedarethunder
entirelypoweraccordingtrustindoorssufferteenager
2)重點短語:addupcalmdownhavegottobeconcernedaboutgothroughhideawaysetdownaseriesofonpurposeinordertoinone’spowerfacetofaceaccordingtogetalongwithfallinlovejoinin
2.語言能力目標(biāo):
(1).能運(yùn)用所學(xué)語言講述朋友間發(fā)生的事情以及朋友間的友誼和友情。
(2).掌握理解本單元關(guān)于友誼、友情的內(nèi)容和基本的閱讀技巧。
(3).學(xué)會用英語交流談?wù)撚颜x、友情和朋友方面的話題一并學(xué)會對個人觀點、態(tài)度等的表達(dá)方法。
3情感目標(biāo):
通過學(xué)習(xí)討論本單元的內(nèi)容一使學(xué)生加深對友誼、友情、朋友的理解并學(xué)會如何正確交友處友，正確對待友誼友情，恰當(dāng)處理朋友間發(fā)生的問題等。
二、教學(xué)方法設(shè)計
以任務(wù)型教學(xué)為主體一按照由淺入深一由整體到局部設(shè)計四個任務(wù)一讓學(xué)生在弄懂文章結(jié)構(gòu)的同時一理解文章意思以及背后的更深層次的寓意一受到心靈的洗禮碰撞。
三、教學(xué)過程設(shè)計
Step1.Lead-in（5minutes）
EnjoythesongFriendship,askthestudentstofindoutwhat
itisabout.
設(shè)計說明:通過本環(huán)節(jié)讓學(xué)生開始思考課文主題”友誼”。
Step2.Pre-reading（8minutes）
Askthestudentsthefollowingquestionssoastobeginto
focusstudentsattentiononthemaintopicofreadingpassage.
1.Whydoyouneedfriends?Makealistofreasonswhyfriends
areimportanttoyou.
2.Whatdoyouthinkagoodfriendshouldbelike?Listthe
goodqualitiesagoodfriendshouldhave.
3.Doesafriendalwayshavetobeaperson?Whatelsecanbe
yourfriend?
4.Haveyoueverconsideredmakingfriendswithanimals,plants
orevenanobject?Whyorwhynot?
(Theteachercanalsotellstudentssomebackground)
Beforeyoustartingtoread.Thisisatruestory.Ittookplacein
Amsterdam,Hollandintheearly1940safterGermanNazishadoccupiedmostofEurope.TheykilledmanyJews.Toavoidbeingkilled,someJewishfamilieswentintohiding.ThisiswhatAnne’sfamilydid.
設(shè)計說明：通過本環(huán)節(jié)縮小話題范圍，將學(xué)生的思維引向課文。
Step3.While-Reading.(17minutes)
Task1.LetthestudentstotrytoguesswhatAnne’sfriendwas
andwhatthepassageisaboutbyreadingthetitleandhavinga
quicklookatthepicturesinthispassagewithoutreadingit
Task2.Letthestudentstoskimthefirsttwoparagraphstoconfirmtheirguessing.
Task3.Lettheclasstoreadthepassagesilentlyandthenask
themtoanswersomequestionsaboutthepassage.
Task4.ReadAnne’sdiary,guessthemeaningof“spellbound”,“holdmeentirelyintheirpower”.
設(shè)計說明：通過本環(huán)節(jié)四個閱讀任務(wù)讓學(xué)生從不同角度理解課文。
Step4.Post-reading(12minutes)
1.LetstudentstodotheexercisesinthepartComprehending.
Thisparthelpsstudentsfurtherunderstandthetextbydoingmultiplychoices,questions,answersandmatching.
2.Groupwork.
Thinkaboutandworkingroupstodiscusssomequestions,theteacherwillwritethequestionsontheblackboard.
設(shè)計說明：通過本環(huán)節(jié)討論讓學(xué)生操練運(yùn)用友誼相關(guān)詞匯，并形成對友誼的共識，在交流中鞏固記憶知識。
四、課后作業(yè)
1.Readthepassageagainandtrytoretellit.
2.Finishtherelatedtextbookexercises.
3.Writethreetofivesentencestoexpressyourunderstandingoffriendsandfriendship.
設(shè)計說明：鞏固本節(jié)課所學(xué)知識，加深學(xué)生對“朋友”和“友誼”的理解。