英语优秀教学案（人教版）：必修一 Unit 1 Friendship Period 1　Warming up and Speaking.doc

树范教案(Unit1Friendship)单元规那么本单元的话题是“冤家跟友谊(friendsandfriendship)跟“人际关系(interpersonalrelationships)，中心话题是“友谊(friendship)，具体涉及“冤家是不是仅限于人类“冤家的真实含义以及“怎么样与人相处的征询题，语言技能跟语言知识等，几乎所有的内容全然上旋绕“友谊(friendship)这一中心话题展开的。为了旋绕中心话题展开听、说、读、写活动，本单元安排了八个部分：“热身(WarmingUp)“读前(Pre-reading)“阅读(Reading)“理解(Comprehending)“语言深造(LearningaboutLanguage)“语言使用(UsingLanguage)“小结(SummingUp)跟“深造建议(LearningTip)。“热身(WarmingUp)部分方案了一份调查征询卷，共五个征询题，全然上一样往常生活中经常发生的真实征询题，每个征询题后的三个选项全然上处理这些征询题的常用的方法，恳求老师做过之后打算出自己的得分。该部分的目的是指导老师理解一样往常生活中冤家之间发生的真实征询题以及处理这些征询题的方法，从而激发他们的深造兴趣，激活其已有的背景知识，使其能使用自己已有的知识跟阅历思索该单元的中心话题，以探究者的姿态投入该单元的深造，去猎取新的信息，操纵新的知识，并丰富自己的阅历，提高分析征询题跟处理征询题的才能。“读前(Pre-reading)部分提出了三个征询题：人什么缘故需要冤家？冤家必须是人吗？其他东西会成为冤家吗？这些征询题不仅与单元主题有关，同时与下一部分的阅读材料内容紧密联系。因此，它们不仅可以启发老师对“友谊跟“冤家停顿思索，使老师清楚不仅人与人之间可以做冤家，日记也可以成为人们的冤家，同时也可以启发老师猜想课文的内容，展开漫长的讨论，以便通过阅读验证自己的推测。讨论时，要鼓励老师独破思索，阐述差异的见地。“阅读(Reading)部分摘自安妮日记，标题是ANNESBESTFRIEND，讲演了犹太女孩安妮把日记作为冤家，倾诉自己心田感受的一段故事：二战中为躲避纳粹的优待，她跟家人不得不藏身安身于荷兰阿姆斯特丹的一个小阁楼里，不克不迭与外界接触，周围又不克不迭够推心置腹、与之深谈的冤家。孤单之中她将日记作为冤家倾诉衷肠，在写日记的过程中寻求处理征询题的方法。讲义的方案目的，不仅仅是对老师停顿阅读理解的训练，更要紧的是通过阅读帮助老师对“冤家跟“友谊有进一步的理解。因此，教师该当让老师理解纳粹优待犹太人的那段历史，使老师在感受本国文化的同时自然而然地习得语言。只需理解事前的历史背景，才能深入理解安妮事前的心境跟什么缘故将日记视为自己的冤家。在此基础上，教师可指导老师对该文章停顿单方面全部理解，也可以给老师设置情况，激发他们的思索。比如：“假设你是安妮，你会怎么样做？、“假设你三天不许出门，呆在一个几多平方米的小阁楼上，你会做什么？，如斯可以使老师通过闭会深造，感悟语境，实际语言，以抵达强化老师语言看法，积压语言阅历的目的。“理解(Comprehending)部分供应了四个训练。通过连句、征询答题、填表格等的方法帮助老师对课文内容、细节停顿更深入地理解。征询题的方案由浅到深，由课内到结合自己的实际，使老师逐步加深对“冤家跟“友谊的理解。这阶段要尽管开掘老师的深造潜能，留心给他们供应充分的思想时辰跟空间。让老师做深造的主人，学会自己处理征询题。“语言深造(LearningaboutLanguage)部分教学本课重点词汇跟重点语法工程。词汇部分方案了三个训练：训练1是从课文中寻出有一样意思的词汇；训练2是用训练1中的一些单词跟短语完成段落；训练3是用课文中的单词跟短语完成句子。方案这些训练的目的是帮助老师复习操纵要紧词义跟词语，并能在具体的语境中精确使用。在这一环节中，教师要指导老师自学、自做、自助、自悟，即指导老师形成自破深造看法，操纵适合的深造策略。语法工程是陈述句、一般疑征询句跟特不疑征询句的开门见山引语跟开门见山引语，方案了三个训练：训练1是通过不雅观看句子来理解开门见山引语跟开门见山引语的差异；训练2恳求把开门见山引语变成开门见山引语、开门见山引语变成开门见山引语；训练了恳求使用开门见山引语编一段对话。方案这些训练的目的的确是让老师理解开门见山引语跟开门见山引语的差异，理解并使用开门见山引语变开门见山引语的一些庞杂规那么。教师在教学中要留心提醒老师不要融合贯穿语法则那么，而是要启发老师从实际出发，敏锐操纵、使用法那么。“语言使用(UsingLanguage)局部分读跟听(ReadingandListening)、说(Speaking)、读跟写(ReadingandWriting)三个步伐，供应了如下活动：读两封信、听一段话、讨论跟写信，给老师供应了宽敞空间去讨论友谊、友谊，尤其是涉及幻想生活中被冤家曲解、曲解，不冤家的孤单寂寥等征询题。在这一环节中，教师应想方办法激发老师的深造热情，让老师学会自己动手收集信息、处相信息，用所学语言去实际，通过自学、自做处理征询题，同时帮助同学处理征询题，使老师在使用语言的过程中感悟闭会所学语言的法那么，培养语言看法，积压语言阅历，形成语言感受，抵达语言使用的目的。如斯做既锻炼了老师听、说、读、写的语言使用才能，又培养了老师觉察征询题，处理征询题的才能。“小结(SummingUp)部分方案了一个表格，指导老师从本单元的话题、词汇跟语法等方面对所学内容停顿归纳总结。如斯做的目的是便于老师复习操纵本单元的要点内容，更要紧的是使老师养成优良的深造习惯，从而提高深造效能，同时也锻炼了老师的归纳总结的才能。“深造建议(LearningTip)部分鼓励老师养成写日记的好习惯。如斯，一方面可以习得语言，另一方面还可以将日记作为自己的冤家表达情感与思想。知识目的：本单元需求学习的重点单词为：addpointupsetignorecalmconcernloosecheatreasonlistsharefeelingNetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequestionnairequizsituationeditorcommunicatehabit本单元需求学习的重点词组为：addupcalmdownhavegottobeconcernedaboutwalkthedoggothroughhideawaysetdownaseriesofonpurposeinordertoinonespowerfacetofaceaccordingtogetalongwithfallinlovejoininmakeaneffortshowonesinterestinspreadfarandwidepay(no)attentiontointhepast本单元需求学习的重点句型为：1.Youwanttoseeaveryinterestingfilmwithyourfriend,butyourfriendcantgountilheorshefinishescleaningthebicycle.(not.until.)2.Whenheorsheborroweditlasttime,heorshebrokeitandyouhadtopaytogetitrepaired.(getsth.done)3.Whilewalkingthedog,youwerecarelessanditgotlooseandwashitbyacar.(whiledoing;get+adj.)4.Yourfriend,whodoesntworkhard,asksyoutohelphimorhertocheatintheexambylookingatyourpaper,whatwillyoudo?(theAttributiveClause)5.Idontwanttosetdownaseriesoffactsinadiaryasmostpeopledo,butIwantthisdiaryitselftobemyfriend.(as.)6.IwonderifitsbecauseIhaventbeenabletobeoutdoorsforsolongtimethatIvegrownsocrazyabouteverythingtodowithnature.(Iwonderif/whether;its.that.)7.Istayedawakeonpurposeuntilhalfpastelevenoneeveninginordertohaveagoodlookatthemoonforoncebymyself.(stay+adj.;inordertodo.)8.Butasthemoongavefartoomuchlight,Ididntdareopenawindow.dontdare(to)do.)9.itwasthefirsttimeinayearandahalfthatIdseenthenightfacetoface.(Itis/wasthefirst/second.timethat+现在/过去完成时)10.AlthoughIreallytrytotalktomyclassmates,Istillfindithardtomakegoodfriendswiththem.(findit+adj./n.+todo.)本单元需要操纵的内政功能用语为：1.破场(attitudes)Areyouafraidthat.?Ivegrownsocrazyabout.Ididntdare.2.赞成跟不赞成agreementanddisagreementIagree.Ithinkso.Exactly.Idontagree.Idontthinkso.Imafraidnot.3.确信程度certaintyThatscorrect.Ofcoursenot.本单元需要操纵的语法为：开门见山引语跟开门见山引语()：陈述句跟疑征询句1.陈述句“Idontwanttosetdownaseriesoffactsinadiary,saidAnne.Annesaidthatshedidntwanttosetdownaseriesoffactsinadiary.2.一般疑征询句Heasked,“Areyouleavingtonight?Heaskeduswhetherwewereleavingthatnight.3.特不疑征询句“Whendidyougotobedlastnight?fathersaidtoAnne.FatheraskedAnnewhenshewenttobedthenightbefore.才能目的：1.能使用所学语言讲演冤家间发生的状况以及冤家间的友谊跟友谊。2.能按照已经清楚信息推测所听材料的内容以及拼写所听有关单词。3.操纵理解本单元关于友谊、友谊的内容跟全然的阅读技能。4.学会用英语交流谈论友谊、友谊跟冤家方面的话题，并学会对集团不雅观念、破场等的表达方法。5.学会写英文手札，就交友处友的征询题提出正告。情感目的：通过深造讨论本单元的内容，使老师加深对友谊、友谊、冤家的理解，学会怎么样精确交友处友，精确对待友谊友谊，恰当处理冤家间发生的征询题等。课时安排Thisunitcentersonfriendsandfriendship,exploringdifferenttypesoffriendshipwithparticularattentiontothatonecandevelopwithoneself,i.e.,thecomfortandsupportoneseeksfromanimaginaryfriend.Studentsareexpectedtocometobetrulyawareofthequalitiesandconductsthatmakeagoodfriend,displayanddeveloptheabilitytocopewithmisunderstandings,conflictsandproblemsrelatedtofriendship,andgiveadviceonit.Theconceptthatevenanordinarythingcanbeafriendshouldbreakdownthetraditionalbeliefintheinterpersonalnatureoffriendship.Also,thecomparisonofsimilaritiesanddissimilaritiesinfriendshipcomprehensionbetweentheEastandtheWestleadsstudentstoknowbetterthevaluesoffriendshipinWesternerseyes.Allinall,thisunitpromisestounveilthetrueessenceoffriendshipandhelpsstudentstoleadamorefriendlyandharmoniouslife.Thus,basedonthetheme,contentsandteachingobjectives,thewholeteachingprocedurescanfallintosevenperiodsasfollows:Period1:WarmingupandspeakingPeriod2:ReadingPeriod3:ImportantlanguagepointsPeriod4:Grammar(DirectSpeechandIndirectSpeech()Period5:FriendshipinHawaii(Readingtaskintheworkbook)Period6:Usinglanguage(ListeningandWriting)Period7:Revision(SummingupandLearningtip)Period1WarmingupandSpeaking全部方案冷静说课Thisisthefirstteachingperiodofthisunit,perhapsalsothefirstinthisnewterm.Sotheteachercanfirstaskthestudentstotalkabouttheirsummerholidaylife.Theycantalkfreelyastheylike.Themaintopicofthisunitisaboutfriendship,andnearlyalltheteachingmaterialscenteronit.Theteachercanintroducethetopictothestudentsininterestingways,suchasplayingvideosandsongsonfriendship,gettingthestudentsmakealistofqualitiesagoodfriendshouldhave,lettingthestudentsmakeagroupdiscussiononquestionsaboutthetopic,andsoon.Thenhavethestudentsmakethesurveyinthetextbook.Thissurveyexamineswhetherthestudentsaregoodfriendsandleadsthemtothinkandtalkaboutfriendship,gettoknowtheproblemsbetweenfriendsandseeksolutions.Indoingso,itshouldmakethemconsiderwhatqualitiesandbehaviormakeagoodfriend.Thisisthefirstofmanyactivitiesdesignedforself-reflectioninthistextbook.Itmakespreparationsforthefurtherteachingintopics,backgroundandvocabulary.Anotherteachingaiminthisperiodistogetthestudentstolearnhowtoexpresstheirattitudes,agreementanddisagreement,andcertainty.Theteachercangetthestudentstoworkinpairstotalkabout“Ifyourbestfrienddoessomethingwrong,whatwillyoudo?andsharetheirideaswitheachother.Thenaskthemtoworkingroupsonotherquestions(aquestioneachgroup).Inabovetwosteps,tellthemtousesuchstructuresasI(dont)think.,I(dont)believe.,Inmyopinion,.,I(dont)thinkso,I(dont)agree,Exactly,Imafraidnot,Thatscorrect,Ofcoursenot,andsoon.Toconsolidatethecontentsofthisperiod,thestudentsarerequiredtomakeadialogueonqualitiesagoodfriendoranidealfriendshouldhave.教学重点1.Usethegivenadjectivesandsentencestructurestodescribeoneoftheirfriends.2.Learntoevaluatefriendsandfriendship.教学难点1.Worktogetherwithpartnersanddescribeoneoftheirgoodfriends.2.Discusswithpartnersandfindoutwaystosolvetheproblems.教学方法1.Task-basedteachingandlearning2.Cooperativelearning3.Discussion教具准备Themultimediaandothernormalteachingtools三维目的Knowledgeaims:1.Letthestudentslearnthefollowingnewwordsandexpressions:surveyaddpointupsetignorecalmconcernloosecheataddupcalmdownhavegottobeconcernedaboutwalkthedog2.Getthestudentstolearntoexpressattitudes,agreementanddisagreementandcertaintyusingthefollowingstructures:Areyouafraidthat.?I(dont)think.Inmyopinion,.I(dont)thinkso,I(dont)agree,Ibelieve.,Imafraidnot,Exactly,Thatscorrect,Ofcoursenot.Abilityaims:1.EnablethestudentstodescribetheirfriendsinEnglish.2.Figureouttheproblemsbetweenfriendsandthenfinddifferentwaystosolvetheproblems.3.Encouragethestudentstothinkandtalkaboutfriendsandfriendshipbyusingsomephrasesandstructures.Emotionalaims:1.Getthestudentstolearntosolveproblemsthatmayoccurbetweenfriends.2.CultivatethestudentstoformthegoodhabitoflearningEnglishinSenior Middle School.教学过程方案方案一Step1Lead-inBeforethelesson,theteachercanarousethestudentsinterestsbyshowingavideoofAuldLangSyne.Thisisthefirstclassinthenewterm.Soatthebeginning,askthestudentstotalkabouttheirsummerholidays.Theycantalkfreelyastheylike.1.Howdidyouspendyoursummerholidays?Howdidyoufeel?Whatdidyoudoinyoursummerholidays?Whatdidyoudoinyoursparetime?2.Whatdoyouthinkofournewschool?Doyoulikeit?Couldyousaysomethingaboutit?3.Doyoulikemakingfriends?Howdoyougetintouchwithyourfriends?Doyouhavemanyfriends?Wherearetheynow?Doyouhaveanyoldfriendsinourschool?Haveyoumadeanynewfriendsinourclass?(Othersuggestionsforintroducingthetopicofthisunit:1.Playtwosongsonfriendship,thenaskthestudentswhattheyareabout.2.Haveadiscussionaboutfriendshipwiththestudents.Getthestudentstomakealistofthreequalitiesagoodfriendshouldhave.)Step2Warming-up1.Asksomestudentstotelltheclasshowhisorherfriendisinoneortwosentences.Thefollowingadjectivesmaybehelpful.braveloyalwisehandsomeprettysmartfriendlySuggestedsamplesentences:1)MyfriendAlanisbrave.Heoncesavedthelifeofalittlegirlwhohadfallenintoalake.2)MyfriendBobisloyal.HewouldnttalktoCharleswhomIdontlikeatall.3)MyfriendDavidiswise.Healwaysgivesmethebestadvice.4)MyfriendGeorgeisahandsomeboy,buthedoesntliketostudyandalwaysdreamsofbecomingamodel.5)MyfriendHarryisasmartstudent.Healwaysasksgoodquestionsinclass.2.Askthestudentstogiveabriefdescriptionofoneoftheirfriends.Thefollowingphrasesandstructuresmaybehelpful.His/Hernameis.He/Sheis.yearsold.He/Shelikes.anddislikes.He/Sheenjoys.andhates.He/Sheisverykind/friendly.When/Wherewegottoknoweachother.Suggestedsampledescription:ZhangXiangmingismybestfriend.Sheisseventeenyearsold.ShelikesEnglishandChinese,anddislikesmathematicsandphysics.Sheenjoysmusicandhatessports.Sheisveryprettyandalsofriendly.Lastmonthwhenweenteredtheseniormiddleschoolwegottoknoweachotherandwearebestfriendsnow.3.Whattypesoffriendshipdoyouhave?Pleasetickthemout.Thenfillintheblanks.girlfriendsboyfriendspenfriendslong-distancefriendsfriendsofthesameagefriendsacrossgenerationse-friends(friendsovertheInternet)unusualfriendslikeanimals,books.1)_is/aremostimportanttome.2)Ispendmostofmyfreetimewith_.3)Iwillsharemysecretswith_.4)Whenintrouble,Iwillfirstturnto_.5)Ithinkiteasiertocommunicatewith_.6)_wouldmakeusfeelsafe.Suggestedanswers(Studentsanswersmayvary):1)Agirl/boyfriend(Girlfriends/Boyfriends)2)e-friends3)unusualfriendslikeanimals4)friendsacrossgenerations5)friendsofthesameage6)Long-distancefriendsStep3Makethesurvey1.Askthestudentstolistsomequalitiesofagoodfriendortheiridealfriend.Havethestudentsgetintogroupsoffourtofindoutwhatqualitieseachhaslisted.Getthestudentstotelltheirparternerstheirstandardsofgoodfriendsbyusingthefollowingstructures.Ithinkagoodfriendshould(not)be.Inmyopinion,agoodfriendissomeonewho.2.Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard.3.Asktheclasswhetherornottheyagreewithallthequalitieslistedontheboard.4.Nowhavethestudentsmakethesurveyinthetextbook.Whiledoingasurvey,thestudentsmayneedsomeexplanations.Question1:Thisquestiondealswithhowthoughtfulyouaretowardsothersandhowmuchyouvalueyourfriends.Question2:Thisquestionisconcernedwithfairness.Question3:Thisquestionalsodealswithyourconcernforothers.Question4:Thisquestionisconcernedwithresponsibilitiestoafriend.Question5:Thisquestionisconcernedwithhonesty.5.HavethestudentsscoretheirsurveyaccordingtothescoringsheetonPage8.6.Asksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship.47points:Youarenotagoodfriend.Youeitherneglectyourfriendsneedsorjustdowhatheorshewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriendneedstodo.812points:Youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriendsneedsandfeelings.Trytostrikeabalancebetweenyourfriendsneedsandyourownresponsibilities.13+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriends.Welldone.(TheteachermayalsoshowtheSstheresultsaboveandletthemselvesself-reflectupontheirownvaluesoffriendship.)Step4Talkingandsharing1.Getthestudentstoworkinpairs.Ifyourbestfrienddoessomethingwrong,whatwillyoudo?Trytousethefollowingexpressions.Ithink.Ithinkso.Iagree.Idontthink.Idontthinkso.Idontagree.Ibelieve.Thatscorrect.Inmyopinion,.WhattodoReasons2.Getthestudentstoworkingroups.Dividethestudentsintofourgroupsandeachgroupchoosesatopictodiscuss.Therearefourtopics.Topic1:Whydoyouneedfriends?Makealistofreasonswhyfriendsareimportanttoyou.Topic2:Thereisasaying“Tohaveagoodfriend,youneedtobeagoodfriend.Whatdoyouthinkofthesayingandhowcanyoubeagoodfriend?Topic3:Doesafriendalwayshavetobeaperson?Whatelsecanbeyourfriend?Why?Topic4:Listsomequalitiesofapersonwhodoesnotmakefriendeasily.Step5Summary1.Askthestudentstosummarizewhatfriendshipisandwhatisthemostimportantinmakingfriendsthemselves.2.Theteachershowsmoreinformationaboutfriendshipandapoemaboutfriendship.Enjoyittogether.Whatisfriendship?Iwanttofindtheanswertothequestion:Whatisfriendship?Whenitrains,Ithinkfriendshipisasmallumbrella.Itcangivemeapieceofclearsky.WhenImcrying,Ithinkfriendshipisawhitehandkerchief.Itcanwipemytearsdry.WhenIamsad,Ithinkfriendshipisawarmword.Itcanbringmehappinessagain.WhenIamintrouble,Ithinkfriendshipisastronghand.Itcanhelpmeescapemytroubles.WhenIsitinaquietplace,Ithinkfriendshipisaverywonderfulfeeling.Itcantbepulledandtorn,becauseitisineveryonesheart.Itistherefromthebeginningtotheendofourlives.Step6Workbook1.Talking(onPage41)Whilethestudentslistentothematerial,askthemtotakenotesaboutthespeakersviewsofmakingfriends.Suggestedsteps:1)ListentowhatLeslieClark,theCanadian,hastosayaboutherexperienceswithfriendshipinChina.2)Askthestudentsinsmallgroupstodiscusswhethertheyagreeor