unit 牛津英語模塊五 學(xué)案

1、鹽城市文峰中學(xué) 2015-2016第一學(xué)期高二英語學(xué)案 主備人：施愛平牛津高中英語教學(xué)學(xué)案單 元：Unit 1 Getting along with others板 塊：welcome to the unitLearning aims:1. Students will be able to talk about friends and friendship freely, improving their communication skills and oral English;2. Students will master certain numbers of English proverb

2、s and sayings about friendship;3. Students will learn to value friendship more and know how to get on well with friends.Learning procedures:Step 1 lead in1. Teacher reminds students of Ding Wei who has just started university and made lots of friends. 2. Brainstorming: Students are asked to express

3、freely what friendship is in their minds.Friendship means _.Friendship means _.Friendship means_.Friendship means _.Step 2 What is friendship? 1. Working in a group of four(1) Talk about one of the pictures on page 1 and try to understand the proverb. (Each group is free to choose any one of the pic

4、tures to talk about.)_._._._.(2) Students give an example (either their own experience or a story) to show what the proverb says really makes sense._2. Representatives from each group report to the whole class the result of their discussion.3. Teacher provides more sayings about friends and friendsh

5、ip and students translate them in Chinese.Friendship is one mind in two bodies. _.A friend is someone who knows the song in your heart and can sing it back to you when you have forgotten the words. _.Hold a true friend with both your hands. Everyone hears what you say. Friends listen to what you say

6、.Best friends listen to what you dont say. _._3. Students are encouraged to think of more such proverbs and sayings and share with each other._Step 3 What makes a good friend?Students are asked to think about the qualities of a good friend and then write their ideas down. A good friend should be:_St

7、ep 4 How can we get along well with our friends?1. Read the following words:The recipe of friendship:1 cup of sharing2 cups of caring1 cup of forgiveness and hugs of tenderness Mix all these together .Write down your own ways you get along well with your friends._ 2. Work in a group and share with e

8、ach other their ways of getting along well with friends. Step 5 Conclusion of the lesson（PPT 13-15）Students together read aloud the poem: A Friendto end the lesson.A friend Accepts you as you are Believes in “you” Calls you just to say “Hi” Doesnt give up on you Envisions the whole of you Forgives y

9、our mistakes Gives unconditionally Helps you Invites you over Just be with you 牛津高中英語教學(xué)學(xué)案單 元：Unit 1 Getting along with others板 塊：Reading Learning aims:1. Students will understand the two passages well;2. Students will know the basic formation of a letter to a magazine advice columnist;3. Students wi

10、ll learn and use the reading strategy: reading to understand feelings;4. Students will learn how to mend a broken friendship and how to make their friendship last long.Learning procedures:Step 1 lead in 1. Students do self-reflection: Think of the most recent fight with your friend. What caused it?_

11、2. Group work: (1) Work in a group of four and discuss all the possible reasons leading to a broken friendship. _(2) Different groups exchange the pieces.3. Brainstorming:Who can we turn to for help when we have problems with our friends?_Step 2 Reading of Secrets and Lies (PPT 8-14)1. Students read

12、 the title of the passage and the first sentence of the first paragraph, and try to predict the main idea of the letter._3. Fast reading: Students go through the whole letter to find out: What is the secret ?_What is the lie?_3. Careful reading: Students read the letter again, this time carefully an

13、d try to answer the following questions:(1) Why do you think Sarah and Hannah could be good friends before?_(2) Why did Sarah tell Hannah that they werent going to be friends any more?_(3)What might have caused their friendship to break?_Step 3 Reading strategy: reading to understand emotion 1. Anal

14、yze the letter: what is a letter asking for help like?_A letter to a magazine columnist usually includes:1) _2) _Identify the writers feelings :_2. Teacher guides students to take Sarahs letter:_.4. A game: Students are encouraged to express different emotions without mentioning the words for the em

15、otions. _Step 4 Reading of A friendship in trouble and the practice of Reading strategy1. Students read A friendship in trouble, and try to find out Andrews problem and how he feels about it by filling in the blanks.Andrew felt:Why?_They lost the game because of Matthews bad performance._Matthew has

16、nt spoken to him though they sit next to each other in class._2. Students work in pairs and in their own words, tell each other what Andrews problem is and what caused his friendship with Matthew in trouble._Step 5 Problem solvingStudents work in a group of four, and try to finish the following two

17、tasks:Task one: 1. Suppose you are the columnist, what advice will you give Sarah and what to Andrew? Choose one of the topics and try to think of as much advice as possible._2. Write down your advice on the blackboard freely._Step 6 Conclusion 牛津高中英語教學(xué)學(xué)案單 元：Unit 1 Getting along with others板 塊：Gramm

18、ar and usageLearning objectives:5. Students will find out and learn the functions of To-infinitive in a sentence and its different forms by involving themselves in different activities, games and competitions;6. Students will know how to use Bare infinitive;7. Students will further learn how to get

19、along well with friends.Learning procedures:Step 1 lead in Review the basic sentence elements.I was watching an English programme at 8 oclock yesterday.Scuba-driving seems exciting .I cannot find my history book.To talk with your mouth full is rude.Step 2 Different functions of To-infinitive 1. Stud

20、y the two letters on Page 5, trying to find out more To-infinitives in the letters and tell their functions in the sentences.(1) _(2) _(3)_(4) _2. Read the points one by one on page 8 and analyse the sentences:動詞不定式由“_+_”構(gòu)成，其否定形式是“_”。動詞不定式可以單獨(dú)使用或用作動詞不定式短語的一個部分。不定式在句中可做_、_、_、_和_等，但不能單獨(dú)作謂語。1. Read poi

21、nt 1To read English every day is necessary. （不定式_ 做_語）動詞不定式做主語時，為了句子平衡，通常用_做_，而把不定式放在謂語之后。例如：To read English every day is necessary. - _.To go for a picnic today is a good idea.- _.2. Read point 2 I want to see a film. （不定式_做_）不定式做賓語時，若還帶有賓語補(bǔ)足語，往往把不定式放在補(bǔ)足語后，用_做形式賓語。例如：He find it difficult to learn C

22、hinese. (真正的賓語是_)We think it important to master a foreign language. (真正的賓語是_)3. Read point 3He invited me to give a speech on Chinese history. （不定式_ 做_，補(bǔ)充說明賓語_）Tell jack to close the window, please. （不定式_ 做_，補(bǔ)充說明賓語_）4. Read point 4I have a letter to post. (不定式_做_語，修飾名詞_)1)做定語的不定式如果是不及物動詞，不定式后面須有相應(yīng)的

23、介詞。例如：She had only a small room to live_.I need a pen to write _.2) Compare the following sentences and translate them into ChineseThere is a building to be built.There is a building being built. There is a building built by the company.5. Read point 5His wish is to become a lawyer. (不定式_在連系動詞is后做_)

24、6. Read point 6They worked hard day and night to pay back the debt. (不定式_做_語,表_)I hurried to the airport only to find the plane had taken off. (不定式_做_語,表_)She felt disappointed to hear the news that she hadnt been promoted. (不定式_做_語,表_)Step 3 Different forms of To-infinitive 不定式還有進(jìn)行形式(_)和完成形式(_)。 Th

25、ey seem _. (正在圖書館看書)。(動詞不定式_做表語) Im sorry _. （那樣跟你說話）（動詞不定式_作狀語)Step 4 Bare infinitive (1)在_等感官動詞后，或在_等使役動詞后的賓語補(bǔ)足語中，不定式不帶to。 但是這些句子變成_時，就必須帶to。例如：I often hear him _ the song. (sing)She made me _ to write every day. (promise)He is often heard _ the song. (hear)I was made to_ to write every day. (prom

26、ise)(2)_, _和_后面，不定式不帶to。例如：_（我寧愿呆在家里）_（為什么不進(jìn)來）(3)當(dāng)兩個動詞不定式由_等相連接時，通常第_個不定式要省略to。例如：Do you want to go skating or _? （ 看電影 ）I decided to write rather than_. （打電話 ）Step 6 ConsolidationStudents finish the Thank-you letter from Sarah to Annie by filling in the blanks.Dear Annie,I want (1)_(thank) you for

27、your last letter. I was pleased (2) _(see) it in my mailbox.You asked me (3)_(think) the whole matter over and (4)_(trust) my best friend. Well, after reading your letter, I asked myself why I didnt believe in Hannah. Youre right. I felt ashamed of my mark and at the same time I did feel jealous of

28、her mark. I shouldnt have blamed her so bitterly. But back then, I was too proud. I would rather (5)_(lose) my best friend than (6)_(apologize) for blaming her.But you persuaded me (7)_ (talk) openly to her rather than (8)_(keep) silent. Yesterday, I invited her (9)_(go) to a caf and I made an apolo

29、gy to her sincerely. I begged her (10)_(not hate) me for what I had said. We had a heart-to-heart talk with each other that day. Certainly, Hannah had decided (11)_(forgive) me and (12) _(be) my friend again.Everything seems (13)_(get) back to normal. I really enjoy the company of Hannah. Isnt it wo

30、nderful (14)_(have) good friends?I feel so grateful and lucky (15) _(get) your help and advice. Its your advice that makes me (16)_(get) back my valuable friendship.Many hearty thanks!Yours sincerely,Sarah牛津高中英語教學(xué)學(xué)案單 元：Unit 1 Getting along with others板 塊：projectLearning aims: After learning project,

31、 the students will be able to 1. have a deep and clear understanding of different attitudes of boys and girls towards friendship 2. know the structure of a report3. know the tips of making a questionnaire 4. group themselves and divide work among themselves5. design a questionnaire and write a repor

32、tLearning procedures: Step 1 Lead in Daily talk about friends_Step 2 Model study1. Go over the passage and find the main idea and some detailed information. a) analyse para.2 to para.4 Para. 2 _.Para. 3 . _.Para. 4 _.Q: How does the writer prove his idea that boys and girls are different in the atti

33、tudes of friends in para. 3 and para.4? _. b) analyse para. 1 Go over para.1 and think about the question :Whats the function of the first para. 1?_. c) analyse para.5the last para. _.2. Review the structure of this report. _._._.3. Suggestions on giving an oral report about attitudes towards friendship 1. Use an example or a story to introduce the topic.2. Present some differences by analysing data