Unit1-friendship全单元教案.docx

Unit1friendshipParticipants:靳燕，黄洋，量螃好，仝亚军，李桂秀，吴盥，绛合龙School:TaiZhouNo.lSeniorMiddleSchool1.Teachingaimsanddemands类别课程标准要求驾驭的项目话fl!Friendsandfriendship;interpersonalrelationships词汇AddpointupsetignorecalmconcernloosecheatreasonlistsharefeelingNetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequestionnairequizsituationeditorcommunicatehabitaddupcalmdownhavegottobeconcernedaboutwalkthedoggothroughhideawaysetdownaseriesofonpurposeinordertofacetofaceaccordingtogetalongwithfallinlovejoinin功能1 .看法(attitudes)Areyouafraidthat?I'vegrownsocrazyabout-Ididn'tdare-2 .同意和不同套(agreementanddisagreement)Iagree.Ithinkso.Exacy.Idon'tagree.Idon'tthinkso.mafraidnot.3 .确定(certainty)That'scorrect.Ofcoursenot.语法干引语和同按引语(1)：陈述句和疑问句1 .陈述句*don'twanttosetdownaseriesoffactsinadiarv.,SqidAnne.-AnneSClidthatShedidn'tWQnttosetdownaseriesoffactsinadiary.2 .一般疑问句Heasked,nAreyouleavingtonight?”HeaskeduswhetherweWereleavingthatnight,3 .特别妾向句"Whendidyougotobedlastnight?',fatherScIldtoAnne.FatheraskedAnnewhenshewenttobedthenlqhtbefore.2. Suggestedteachingnotes1) .AnalysesoftheteachingcontentsThisunitisaboutfriendship,andnearlyalltheteachingmaterialscenteronH.Warmingup-Thequestionnaireleadsstudentstothinkandtalkaboutfriendship,gettoknowtheproblemsbetweenfriendsandseeksolutions,whichmakespreparationsforthefurtherteachingintopics,backgroundandvocabulary.Pre-Feading-Thequestionspromptstudentstothinkcriticallyaboutfriendsandfriendshipinreality,alertingthemtothefactthatbesidespeople,adiarycanbeafriend,too.Reading-ThediarybyIheJewishgirlAnnegaveaglimpseofherlifeduringherfamily,sshelterInAmsterdamfromtheGermanNazis'killinginworldwar2.shetreatsthediaryasherbestfriend,andinitrevealsherlongingforanormallifeandclosecontactwithnature,whichhelpshergetthroughthedays.Comprehending-Ithelpsstudentsfurtherunderstandthetextbydoingmultiplechoices,questionsandanswers,andmatching.1.earningaboutIanguage-Itteachestheimportantexpressionsandstructuresandgrammar:directandindirectspeeches.UsingIanguage-Thetwoletters,listeningquestionnairedesignfletterwritingandfunwritingpreparesstudentstofurthertalkaboutfriendship,especiallytheproblemswithmisunderstanding,andunfriendliness,thusstrengtheningstudents,abilitiestopracticelanguage,discover,andsolveproblems.Summingup-ltsummarizesthewholecontentsofthisunitfromtheaspectsoftopics,vocabularyandgrammar.1.earningtip-Thispartencouragesstudentstoformthehabitofwritingadiary.Integratingskills-ThetextintroducesthewayHawaiiansexpressfriendship,togetstudentstorealizetheculturaldifferencesinthevaluesoffriendshipinadditionitsimportanceinallcultures.2) MakingoftheteachingplanThisUnitcentersonfriendsandfriendship,exploringdifferenttypesoffriendshipwithparticularattenHontothatonecandevelopwithoneself,i.e.zthecomfortandsupportoneseeksfromanimaginaryfriend.Studentsareexpectedtocometobetrulyawareofthequalitiesandconductsthatmakeagoodfriend,displayanddeveloptheabilitytocopewithmisunderstanding,conflictsandproblemsrelatedtofriendship,andgiveadviceonIt.Theconceptthatevenanordinarythingcanbeafriendshouldbreakdownthetraditionalbeliefintheinterpersonalnatureoffriendship.Also,thecomparisonofsimilaritiesdissimilaritiesinfriendshipcomprehensionbetweentheEastandtheWestleadsstudentstoknowbetterthevaluesoffriendshipInWesterns,eyes.Allinall,thisunitpromisestounveilthetrueessenceoffriendshipandhelpsstudentstoleadamorefriendlyandharmoniouslife.Thus,basedonthethemezcontentsandteachingobjectives,thewholeteachingprocedurescanfallintofiveperiodsasfollows:Period1WarmingupandspeakingPeriod2ReadingPeriod3GrammarPeriod4Integratingskills(WB)Period5Usinglanguage3. TeachingplansforeachperiodPeriod1Warming-upandSpeaking1. Teachingobjectives:1) TargetlanguageI(don't)thinkI(don't)thinkso.I(don't)agree.IbelieveThat'scorrect.Inmyopinion2) Abilitygoalsa. DescribeyourfriendsinEnglishb. Figureouttheproblemsbetweenfriendsandthenfinddifferentwaystosolvetheproblems.3) 1.earningabilitygoalsa. Toencouragestudentstothinkandtalkaboutfriendsandfriendshipbyusingsomephrasesandstructures.b. Tolearntosolveproblemsthatmayoccurbetweenfriends.c. TocultivatethestudentstoformthegoodhabitoflearningEnglishinSeniorMiddleSchool.2. Teachingimportantpoints:a. Usethegivenadjectivesandsentencestructurestodescribeoneofyourfriends.b. 1.earntoevaluatefriendsandfriendship.3. Teachingdifficultpoints:a. Worktogetherwithpartnersanddescribeoneofyourgoodfriends.b. Discusswtthpartnersandfindoutwaystosolvetheproblems.4. Teachingmethodsa. Task-basedteachingandlearningb. Cooperativelearningc. Discussion5. Teachingaids:CAI6. Teachingproceduresandways:Step11.ead-inandWarmingupBeforethelesson,theteachercanarousethestudents'InterestsbyshowingavideoofAuld1.angSyne.Atthebeginningofthefirstclass,wecangetthestudentstotalkabouttheirsummerholidays.Thestudentscantalkfreelyastheylike.1. Howdidyouspendyoursummerholidays?Howdidyoufeel?WhatdidyoudoInyoursummerholidays?WhatdidyoudoInyoursparetime?2. Whatdoyouthinkofournewschool?Doyoulikeit?Couldyousaysomethingaboutit?3. Doyoulikemakingfriends?HowdoyougetIntouchwithyourfriends?Doyouhavemanyfriends?Wherearetheynow?Doyouhaveanyoldfriendsinourschool?Haveyoumadeanynewfriendsinourclass?Step2ThinkItover1. Giveabriefdescriptionofoneofyourfriends.Thefollowingphrasesandstructuresmaybehelpful:HlsHernameisHe/Sheisyearsold.He/ShelikesanddislikesHe/SheenjoysandhatesHe/SheIsveryklndfrlendlyWhen/Wherewegottoknoweachother.2. Whattypesoffriendshipdoyouhave?Pleasetickthemout.Thenfillintheblanks.girlfriendsboyfriendspenfriendslong-distancefriendsfriendsofthesameagee-friends(friendsovertheinternet)friendsacrossgenerationsunusualfriendslikeanimals,books1) .Is/aremostimportanttoyou.2) .Youspendmostofyourfreetimewith.3) .Youwillshareyorsecretswith.4) .WhenIntrouble,youwillfirstturnto.Step3Makeasurvey1. 1.istsomequalitiesofagoodfriendOryouridealfriend.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.Tellyourpartneryourstandardsofgoodfriendsbyusingthefollowingstructure:Ithinkagoodfriendshould(not)beInmyopinion,agoodfriendIssomeonewho2. HaveamemberofeachgroupreportonwhattheirlistshaveIncommonandlistthemontheboard.3. Asktheclasswhetherornottheyagreewithallthequalitieslisted.4. Thenhavethestudentsdothesurveyinthetextbook.5. Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8.6. TheteacherasksomestudentshowmanypointstheygotforIhesurveyandassesstheirvaluesoffriendship: 47points:Youarenotagoodfriend.Youeitherneglectyourfriendsneedsorjustdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriendneedstodo. 8*12points:Youareagoodfriendbutyousometimesletyourfriendshipbecometooimportantoryoufailtoshowenoughconcernforyourfriend'sneedsandfeelings.Trytostrikeabalancebetweenyourfriend,sneedsandyourownresponsibilities. 13÷points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend,s.Welldone.(Youmayalsoshowyourstudentstheresultsaboveandletthemselvesself-reflectupontheirownvaluesoffriendship)Step4Talkingandsharing(workinpairs)1. Ifyourbestfrienddoessomethingwrongzwhatwillyoudo?Trytousethefollowingphrases:I(don,t)thinkI(don,t)thinkso.I(don,t)agree.IbelieveThafscorrect.Inmyopinion,Whattodoreasons2. Whatisafriend?ABritishnewspaperonceofferedaprizeforthebestdefinition(定义)ofafriend.Ifyouweretheeditionchoosethebestonefromthefollowingntries(条目)，andexplainwhy.Onewhounderstandsmysilence.Afriendinneedisafriendindeed.Friendsarejustthepeoplewhoshareyourhappinessandsorrow.Whenyoulookatyourwatchat4am,butstillknowyoucancallthemandwakethemup.andthey'llstillwanttotalktoyou,that'sfriendship.Tohaveafriend,youneedtobeagoodfriend.Step5Groupwork(output)Theteachercangiveeachgrouponeofthesequestionsbelowtotalkabout.Thenlettheclasssharetheirideas.Itsbettertostimulatethestudentstoexpresstheirownopinionsaboutthesequestions.1. Doyouthinkitisagoodideatoborrowmoneyfromyourfriend?WhyandWhynot?2. Whatfactorsmaycausethebreakdownofagoodfriendship?3. Whatcanbeyourunusualfriendbesideshumanbeings?Andwhy?Step6homework1. Writedownashortpassageaboutyourideas/thefactors/yourunusualfriends.2. Prepareforthenewlesson.Period2Reading“Anne'sBestFriend"1.Teachingobjectives:1) Todevelopthestudents'readingabilityzlearntousesomereadingstrategiessuchasguessing,keysentences,skimmingandsoon;2) .Togetthestudentstorealizetheimportanceoffriendsandfriendship,andtotelltruefriendsfromfalsefriends:3) .Tograspsomeusefulwordsandexpressionsinthispassage,suchasonpurpose,becrazyaboutetc.;4) .Tolearnthewritingstyleofthispassage.2) Teachingmethod:Task-basedteaching3) .Teachingprocedure:Step!.Pre-reading1. Pleaseenjoythreepiecesofmusicandfindoutwhattheyareabout2. .Whydoyouthinkfriendsareimportanttoyou?3. Whatdoyouthinkagoodfriendshouldbelike?Ustthegoodqualitiesagoodfriendshouldhave.4. Haveyoueverconsideredmakingfriendswithanimals,plantsorevenanobject?Whyorwhynot?Step2.Reading1. TrytoguesswhatAnne,sfriendisandwhatthepassageisaboutbyreadingthetitleandhavingaquickatthepicturesinthispassagewithoutreadingit.2. Skimmingthefirsttwoparagraphstoconfirmyourguessing.1) WhatwasAnne'sbestfriend?Whydidshemakefriendswithit?2) Didshehaveanyothertruefriendsthen?Why?3) WhatIsthedifferencebetweenAnne,sdiaryandthoseofmostpeople?4) Doyoukeepadiary?Whatdoyouthinkmostpeoplesetdownintheirdiaries?5) WearegoingtoreadoneofAnne,sdiaries.butbeforereading.canyoutellmewhatthediaryisaboutwiththehelpofonekeysentenceinthe2ndparagraph?3. ReadingofAnne,sdiaryHowsheIettinthehidingplaceTwoexamplestoshowherfeelingsthenStep3.Post-readingl.WhtwouldyoumissmostifyouwentintohidinglikeAnneandherfamily?Giveyourreasons.2 .GroupworkWorkingroupstodecidewhatyouwoulddoifyourfamilyweregoingtobekilledjustbecausetheydidsomethingtheEmperordidnotlike.Wherewouldyouplantohide?Howwouldyouarrangetogetfoodgiventoyoueveryday?Whatwouldyoudotopassthetime?3 .DiscoveringusefulwordsandexpressionsCompletethefollowingsentences,usingwordsandexpressionsfromReading1) Shehasgrownaboutcomputergames.2) WasitanaccidentordidDaviddoHon?3) FromthebeginningzPaulmadeitclearthathewouldbe(完全it)ncontrol.4) Heusedtoworkeveninthemiddleofwinter.5) Justtheofmorefoodmadeherfeelsick.6) Youhadbetterhaveatalkwithhim.7) BornInapoorfamily,themanagerlotsofhardshipsinhischildhood.8) Adiary1$oftenkepttowhathappensinpeople'sdailylives.Step4.Talkingaboutfriendsandfriendship1 .Therearemanyproverbsaboutfriendsandfriendship.Choosetheoneyouagreewithandexplainwhy,thenchooseoneyoudisagreewithandexplainwhy.Afriendinneedi$afriendindeed.Friendsarelikewine;theolder,thebetter.Afriendtoallisafriendtonone.ThesamemancannotbebothfriendandflattererFalsefriendsareworsethanopenenemies.WalkingwithafriendInthedarkisbetterthanwalkingaloneInthelight.2 .Wehavetalkedaboutfriendsandfriendshiptoday,canyouwriteoneortwosentencestoexpressyourunderstandingoffriendsandfriendship.Step5.Homework:1. Interviewahighschoolstudent,abusinessman,apoliceofficerandahousewifetofindouttheiropinionsaboutfriendsandfriendship.Writeareporttoshareitwiththewholeclass.2. Describeoneofyourbestfriendsfollowingthewritingstyleofthispassage.Ending:let'ssingthissongaboutfriendstogetherPerlod3Grammar1. Teachingobjectives1.earntousedirectspeechandindirectspeech2. TeachingimportantpointSummarizetherulesofDectSpeechandIndirectSpeech.3. Teachingdifficultpoint1.earnaboutthespecialcasesInwhichthetensesshouldn'tbechanged.4. TeachingmethodsDiscussing,summarizingandpracticing.5. TeachingproceduresStepl1.eadinT:Inthelastlesson,welearnedAnneFrank'sstory.SheIstellingherstoriestotwoofherfriends-youandTom.Tomhassomethingwrongwithhisears,soyouhavetorepeatAnne'ssentences,usingindirectspeech.SometimesyouexplainTom'ssentencestoAnne."IhavetostayInthehidingplace."saidAnne.-Annesaidshehadtostayinthehidingplace."Doyoufeelsadwhenyouarenotabletogooutdoors?"TomaskedAnne.-TomaskedAnneif/whethershefeltsadwhenshewasnotabletogooutdoors."Idon'twanttosetdownaseriesoffactsInadiary,"saidAnne.-*Annesaidthatshedidn'twanttosetdownaseriesoffadsinadiary."Whatdoyoucallyourdiary?"Tomasked.一Tomaskedwhatshecalledherdiary.Ssgoonthistopicbythemselves.Step2GrammarT:Nowlet'slookatthesesentencesagain.IfwewanttochangeDirectSpeechintoIndirectSpeech,whatshouldbechanged?Ssdiscussbythemselves.S$:sentencestructures,tenses,pronouns,adverbialsoftimeandplaceandverbsshouldbechanged.T:Quiteright.1.ookattheformonthescreen.Thesearetherules.干引语变成闾接引语时，要留意以下几点，人称交更、时收更、宾语从句要用陈述句语序.】干履引语是陈述句，变成间接引语时，由述词that引导.例如：Shesaid,"Iamveryhappytohelpyou."-*Shesaidthatshewasveryhappytohelpyou.2 .干引诱是一般/选邦疑问句，支成间接引诱时，由连词Whether或if引导.例如：Heaskedme,"Doyoulikeplayingfootball?"-HeaskedmelfwhetherIlikedplayingfootball.留意，大多数状尻下，If和Whether可以互换，但后有OrnOt,*在动词不定式,或放在介词后作连接词时，一般只用whether.例如：SheaskedmewhetherhecoulddoItornot.3 .干引语是特别最向句，变成闾接引语时，由相应的屈向词wh。,whom.whose.how,when,why,where等引导例hMysisteraskedme."Howdoyoulikethefilm?"-*MysisteraskedmehowIlikedthefilm.4 .干引语是祈使句，交成间接引语时，把动询原形交成动词不定式，并在动询不定式Ir加tell,ask,order等的宾语例如：Thecaptainordered,"Bequiet."-*Thecaptainorderedustobequiet.留意，此料状况的否定句，在动询不定式能加not.Myteacheraskedme,"Don'tlaugh."Myteacheraskedmenottolaugh.5 .(i)间接用话一般要用1»述句的语序，即主、调、宾的依次.例如，Heasked1.ucy,"Wheredidyougo?"*Heasked1.ucywhereshewent.Tomsaid,"Whatdoyouwant,Ann7"TomaskedAnnwhatshewanted.(2斤It引诱是客褰事实、普通其理等，变成间按引诱时，时而不交.例如：Theytoldtheirson,"Theearthgoesroundthesun."-*Theytoldthesonthattheearthgoesroundthesun.(3斤用语交间接引语时，指示代询、时闾状语、地点状语等要作相应的变更.例fthHesaid,"Ihaven'tseenhertoday."->Hesaidthathehadn'tseenherthatday.ff*假如转述时就在朦来的地方，就在说话的当天，就不必变更指示代词、时卿状谙、地点状话答.DirectSpeechPresentPastPresentperfectPastperfectPresentcontinuousIndirectSpeechpastpastandpastperfectpastperfectpastperfectpastcontinuousStep3practiceT:TurntoPage5.PleasechangethefollowingdirectspeechintoIndirectspeechandIndirectintodirect.1. "mgoingtohidefromtheGermans,"Annesaid.2. "Idon'tknowtheaddressofmynewhome,"saidAnne.3. "IcannotaskmyfatherbecauseItIsnotsafetoknow,"shesaid.4. *lhadfopackupmythingsveryquickly/'thegirlsaid.5. Whydidyouchooseyourdiaryandoldletters?"Dadaskedher.6. Mumaskedherif/whethershewasveryhotwithsomanyclotheson.7. Margotaskedherwhatelseshehadgot.8. Anneaskedherfatherwhentheywouldgobackhome.9. Anneaskedhersisterhowshecouldseeherfriends.10. MotheraskedAnnewhyshehadgonetobedsolatethenightbefore.Step4CorrectingmistakesTanalysesthecommonmistakesSshavemadeduringthepractice.T:Nowlet'slookatthescreenandpayattentiontothesesentences.ChoosetherightsentenceandtellmewhytheotheroneIswrong.Step5AgamePlayaguessinggame"whoismysecretfriend?"Onestudentcomestothefrontw