示范 UnitFriendship PeriodWarming up and Speaking

1、示范教案(Unit 1 Friendship)單元規(guī)則本單元的話題是“朋友和友誼”(friends and friendship)和“人際關(guān)系”(interpersonal relationships)，中心話題是“友誼”(friendship)，具體涉及“朋友是不是僅限于人類”“朋友的真實(shí)含義”以及“如何與人相處的問題”，語言技能和語言知識(shí)等，幾乎所有的內(nèi)容都是圍繞“友誼”(friendship)這一中心話題展開的。為了圍繞中心話題開展聽、說、讀、寫活動(dòng)，本單元安排了八個(gè)部分：“熱身(Warming Up)”“讀前(Pre-reading)”“閱讀(Reading)”“理解(Comprehe

2、nding)”“語言學(xué)習(xí)(Learning about Language)”“語言運(yùn)用(Using Language)”“小結(jié)(Summing Up)”和“學(xué)習(xí)建議(Learning Tip)”?！盁嵘?Warming Up)”部分設(shè)計(jì)了一份調(diào)查問卷，共五個(gè)問題，都是日常生活中經(jīng)常發(fā)生的真實(shí)問題，每個(gè)問題后的三個(gè)選項(xiàng)都是解決這些問題的常用的方法，要求學(xué)生做過之后計(jì)算出自己的得分。該部分的目的是引導(dǎo)學(xué)生了解日常生活中朋友之間發(fā)生的真實(shí)問題以及解決這些問題的方法，從而激發(fā)他們的學(xué)習(xí)興趣，激活其已有的背景知識(shí)，使其能運(yùn)用自己已有的知識(shí)和經(jīng)驗(yàn)思考該單元的中心話題，以探索者的姿態(tài)投入該單元的學(xué)習(xí)，去獲取

3、新的信息，掌握新的知識(shí)，并豐富自己的經(jīng)驗(yàn)，提高分析問題和解決問題的能力?！白x前(Pre-reading)”部分提出了三個(gè)問題：人為什么需要朋友？朋友必須是人嗎？其他東西會(huì)成為朋友嗎？這些問題不僅與單元主題有關(guān)，而且與下一部分的閱讀材料內(nèi)容緊密聯(lián)系。因此，它們不僅可以啟發(fā)學(xué)生對(duì)“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，而且也可以啟發(fā)學(xué)生預(yù)測(cè)課文的內(nèi)容，展開簡短的討論，以便通過閱讀驗(yàn)證自己的推測(cè)。討論時(shí)，要鼓勵(lì)學(xué)生獨(dú)立思考，闡述不同的看法?！伴喿x(Reading)”部分摘自安妮日記，標(biāo)題是ANNES BEST FRIEND，講述了猶太女孩安妮把日記作

4、為朋友，傾訴自己內(nèi)心感受的一段故事：二戰(zhàn)中為躲避納粹的迫害，她和家人不得不藏身于荷蘭阿姆斯特丹的一個(gè)小閣樓里，不能與外界接觸，周圍又沒有可以推心置腹、與之深談的朋友。孤獨(dú)之中她將日記作為朋友傾訴衷腸，在寫日記的過程中尋求解決問題的方法。教材的設(shè)計(jì)目的，不僅僅是對(duì)學(xué)生進(jìn)行閱讀理解的訓(xùn)練，更重要的是通過閱讀幫助學(xué)生對(duì)“朋友”和“友誼”有進(jìn)一步的理解。因此，教師應(yīng)該讓學(xué)生了解納粹迫害猶太人的那段歷史，使學(xué)生在感受外國文化的同時(shí)自然而然地習(xí)得語言。只有了解當(dāng)時(shí)的歷史背景，才能深刻理解安妮當(dāng)時(shí)的心境和為什么將日記視為自己的朋友。在此基礎(chǔ)上，教師可引導(dǎo)學(xué)生對(duì)該文章進(jìn)行全面整體理解，也可以給學(xué)生設(shè)置情景，引

5、發(fā)他們的思考。例如：“如果你是安妮，你會(huì)怎么做？”、“如果你三天不許出門，呆在一個(gè)幾平方米的小閣樓上，你會(huì)做什么？”，這樣可以使學(xué)生通過體驗(yàn)學(xué)習(xí)，感悟語境，實(shí)踐語言，以達(dá)到強(qiáng)化學(xué)生語言意識(shí)，積累語言經(jīng)驗(yàn)的目的?！袄斫?Comprehending)”部分提供了四個(gè)練習(xí)。通過連句、問答題、填表格等的形式幫助學(xué)生對(duì)課文內(nèi)容、細(xì)節(jié)進(jìn)行更深入地理解。問題的設(shè)計(jì)由淺到深，由課內(nèi)到結(jié)合自己的實(shí)際，使學(xué)生逐步加深對(duì)“朋友”和“友誼”的理解。這階段要盡量挖掘?qū)W生的學(xué)習(xí)潛能，注意給他們提供充分的思維時(shí)間和空間。讓學(xué)生做學(xué)習(xí)的主人，學(xué)會(huì)自己解決問題。“語言學(xué)習(xí)(Learning about Language)”部分

6、教學(xué)本課重點(diǎn)詞匯和重點(diǎn)語法項(xiàng)目。詞匯部分設(shè)計(jì)了三個(gè)練習(xí)：練習(xí)1是從課文中找出有相同意思的詞匯；練習(xí)2是用練習(xí)1中的一些單詞和短語完成段落；練習(xí)3是用課文中的單詞和短語完成句子。設(shè)計(jì)這些練習(xí)的目的是幫助學(xué)生復(fù)習(xí)掌握重要詞義和詞語，并能在具體的語境中正確使用。在這一環(huán)節(jié)中，教師要引導(dǎo)學(xué)生自學(xué)、自做、自助、自悟，即指導(dǎo)學(xué)生形成自主學(xué)習(xí)意識(shí)，掌握合適的學(xué)習(xí)策略。語法項(xiàng)目是陳述句、一般疑問句和特殊疑問句的直接引語和間接引語，設(shè)計(jì)了三個(gè)練習(xí)：練習(xí)1是通過觀察句子來了解直接引語和間接引語的不同；練習(xí)2要求把直接引語變成間接引語、間接引語變成直接引語；練習(xí)了要求利用間接引語編一段對(duì)話。設(shè)計(jì)這些練習(xí)的目的就是讓

7、學(xué)生了解直接引語和間接引語的不同，理解并運(yùn)用直接引語變間接引語的一些簡單規(guī)則。教師在教學(xué)中要注意提醒學(xué)生不要死記硬背語法規(guī)則，而是要啟發(fā)學(xué)生從實(shí)際出發(fā)，靈活掌握、運(yùn)用規(guī)律?！罢Z言運(yùn)用(Using Language)”部分分讀和聽(Reading and Listening)、說(Speaking)、讀和寫(Reading and Writing)三個(gè)步驟，提供了如下活動(dòng)：讀兩封信、聽一段話、討論和寫信，給學(xué)生提供了廣闊空間去探討友誼、友情，尤其是涉及現(xiàn)實(shí)生活中被朋友誤解、曲解，沒有朋友的孤單寂寞等問題。在這一環(huán)節(jié)中，教師應(yīng)想方設(shè)法激發(fā)學(xué)生的學(xué)習(xí)熱情，讓學(xué)生學(xué)會(huì)自己動(dòng)手收集信息、處理信息，用所學(xué)

8、語言去實(shí)踐，通過自學(xué)、自做解決問題，同時(shí)幫助同學(xué)解決問題，使學(xué)生在運(yùn)用語言的過程中感悟體驗(yàn)所學(xué)語言的規(guī)律，培養(yǎng)語言意識(shí)，積累語言經(jīng)驗(yàn)，形成語言感覺，達(dá)到語言運(yùn)用的目的。這樣做既鍛煉了學(xué)生聽、說、讀、寫的語言運(yùn)用能力，又培養(yǎng)了學(xué)生發(fā)現(xiàn)問題，解決問題的能力。“小結(jié)(Summing Up)”部分設(shè)計(jì)了一個(gè)表格，引導(dǎo)學(xué)生從本單元的話題、詞匯和語法等方面對(duì)所學(xué)內(nèi)容進(jìn)行歸納總結(jié)。這樣做的目的是便于學(xué)生復(fù)習(xí)掌握本單元的要點(diǎn)內(nèi)容，更重要的是使學(xué)生養(yǎng)成良好的學(xué)習(xí)習(xí)慣，從而提高學(xué)習(xí)效率，同時(shí)也鍛煉了學(xué)生的歸納總結(jié)的能力?！皩W(xué)習(xí)建議(Learning Tip)”部分鼓勵(lì)學(xué)生養(yǎng)成寫日記的好習(xí)慣。這樣，一方面可以習(xí)得語

9、言，另一方面還可以將日記作為自己的朋友表達(dá)感情與思想。知識(shí)目標(biāo)：本單元需要學(xué)習(xí)的重點(diǎn)單詞為：addpointupsetignorecalmconcernloosecheatreasonlistsharefeelingNetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequestionnairequizsituationeditorcommunicatehabit本單元需要學(xué)習(xí)的重點(diǎn)詞組為：add upcalm downhave go

10、t tobe concerned aboutwalk the doggo throughhide awayset downa series ofon purposein order toin ones powerface to faceaccording toget along withfall in lovejoin inmake an effortshow ones interest inspreadfar and widepay (no)attention toin the past本單元需要學(xué)習(xí)的重點(diǎn)句型為：1. You want to see a very interesting f

11、ilm with your friend, but your friend cant go until he or she finishes cleaning the bicycle. (not. . . until. . . )2. When he or she borrowed it last time, he or she broke it and you had to pay to get it repaired. (get sth. done)3. While walking the dog, you were careless and it got loose and was hi

12、t by a car. (while doing; get+adj. )4. Your friend, who doesnt work hard, asks you to help him or her to cheat in the exam by looking at your paper, what will you do? (the Attributive Clause)5. I dont want to set down a series of facts in a diary as most people do, but I want this diary itself to be

13、 my friend. (as. . . )6. I wonder if its because I havent been able to be outdoors for so long time that Ive grown so crazy about everything to do with nature. (I wonder if/whether; its . . . that. . . )7. . . . I stayed awake on purpose until half past eleven one evening in order to have a good loo

14、k at the moon for once by myself. (stay+adj. ; in order to do. . . )8. But as the moon gave far too much light, I didnt dare open a window. （dont dare (to)do. . . )9. . . . it was the first time in a year and a half that Id seen the night face to face. . . (It is/was the first/second. . . time that+

15、現(xiàn)在/過去完成時(shí))10. Although I really try to talk to my classmates, I still find it hard to make good friends with them. (find it+adj. /n. +to do. . . )本單元需要掌握的交際功能用語為：1. 態(tài)度(attitudes)Are you afraid that. . . ? Ive grown so crazy about. . . I didnt dare. . .2. 同意和不同意（agreement and disagreement）I agree. I t

16、hink so. Exactly.I dont agree. I dont think so. Im afraid not.3. 肯定程度（certainty）Thats correct. Of course not.本單元需要掌握的語法為：直接引語和間接引語()：陳述句和疑問句1. 陳述句“I dont want to set down a series of facts in a diary, ” said Anne. Anne said that she didnt want to set down a series of facts in a diary.2. 一般疑問句He aske

17、d, “Are you leaving tonight? ” He asked us whether we were leaving that night.3. 特殊疑問句“When did you go to bed last night? ” father said to Anne. Father asked Anne when she went to bed the night before.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. 能根據(jù)已知信息推測(cè)所聽材料的內(nèi)容以及拼寫所聽有關(guān)單詞。3. 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。4.

18、學(xué)會(huì)用英語交流談?wù)撚颜x、友情和朋友方面的話題，并學(xué)會(huì)對(duì)個(gè)人觀點(diǎn)、態(tài)度等的表達(dá)方法。5. 學(xué)會(huì)寫英文書信，就交友處友的問題提出忠告。情感目標(biāo)：通過學(xué)習(xí)討論本單元的內(nèi)容，使學(xué)生加深對(duì)友誼、友情、朋友的理解，學(xué)會(huì)如何正確交友處友，正確對(duì)待友誼友情，恰當(dāng)處理朋友間發(fā)生的問題等。課時(shí)安排This unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself, i. e. , the

19、comfort and support one seeks from an imaginary friend. Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstandings, conflicts and problems related to friendship, and give advice on it. The conc

20、ept that even an ordinary thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities and dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendshi

21、p in Westerners eyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmonious life. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into seven periods as follows:Period 1:Warm

22、ing up and speakingPeriod 2:ReadingPeriod 3:Important language pointsPeriod 4:Grammar(Direct Speech and Indirect Speech ()Period 5:Friendship in Hawaii (Reading task in the workbook)Period 6:Using language (Listening and Writing)Period 7:Revision (Summing up and Learning tip)Period 1Warming up and S

23、peaking整體設(shè)計(jì)從容說課This is the first teaching period of this unit, perhaps also the first in this new term. So the teacher can first ask the students to talk about their summer holiday life. They can talk freely as they like.The main topic of this unit is about friendship, and nearly all the teaching ma

24、terials center on it. The teacher can introduce the topic to the students in interesting ways, such as playing videos and songs on friendship, getting the students make a list of qualities a good friend should have, letting the students make a group discussion on questions about the topic, and so on

25、. Then have the students make the survey in the textbook. This survey examines whether the students are good friends and leads them to think and talk about friendship, get to know the problems between friends and seek solutions. In doing so, it should make them consider what qualities and behavior m

26、ake a good friend. This is the first of many activities designed for self-reflection in this textbook. It makes preparations for the further teaching in topics, background and vocabulary.Another teaching aim in this period is to get the students to learn how to express their attitudes, agreement and

27、 disagreement, and certainty. The teacher can get the students to work in pairs to talk about “If your best friend does something wrong, what will you do? ” and share their ideas with each other. Then ask them to work in groups on other questions (a question each group). In above two steps, tell the

28、m to use such structures as I (dont)think. . . , I (dont)believe. . . , In my opinion, . . . , I (dont) think so, I (dont)agree, Exactly, Im afraid not, Thats correct, Of course not, and so on.To consolidate the contents of this period, the students are required to make a dialogue on qualities a goo

29、d friend or an ideal friend should have.教學(xué)重點(diǎn)1. Use the given adjectives and sentence structures to describe one of their friends.2. Learn to evaluate friends and friendship.教學(xué)難點(diǎn)1. Work together with partners and describe one of their good friends.2. Discuss with partners and find out ways to solve t

30、he problems.教學(xué)方法1. Task-based teaching and learning2. Cooperative learning3. Discussion教具準(zhǔn)備The multimedia and other normal teaching tools三維目標(biāo)Knowledge aims:1. Let the students learn the following new words and expressions:surveyaddpointupsetignorecalmconcernloosecheatadd upcalm downhave got tobe con

31、cerned aboutwalk the dog2. Get the students to learn to express attitudes, agreement and disagreement and certainty using the following structures:Are you afraid that. . . ? I (dont)think. . . In my opinion, . . . I (dont)think so, I (dont)agree, I believe. . . , Im afraid not, Exactly, Thats correc

32、t, Of course not.Ability aims:1. Enable the students to describe their friends in English.2. Figure out the problems between friends and then find different ways to solve the problems.3. Encourage the students to think and talk about friends and friendship by using some phrases and structures.Emotio

33、nal aims:1. Get the students to learn to solve problems that may occur between friends.2. Cultivate the students to form the good habit of learning English in Senior Middle School.教學(xué)過程設(shè)計(jì)方案（一）Step 1 Lead-inBefore the lesson, the teacher can arouse the students interests by showing a video of Auld Lan

34、g Syne. This is the first class in the new term. So at the beginning, ask the students to talk about their summer holidays. They can talk freely as they like.1. How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time?2. Wh

35、at do you think of our new school? Do you like it? Could you say something about it?3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?(Other sug

36、gestions for introducing the topic of this unit:1. Play two songs on friendship, then ask the students what they are about. 2. Have a discussion about friendship with the students. Get the students to make a list of three qualities a good friend should have. )Step 2 Warming-up1. Ask some students to

37、 tell the class how his or her friend is in one or two sentences. The following adjectives may be helpful.braveloyalwisehandsomeprettysmartfriendlySuggested sample sentences:1)My friend Alan is brave. He once saved the life of a little girl who had fallen into a lake.2)My friend Bob is loyal. He wou

38、ldnt talk to Charles whom I dont like at all.3)My friend David is wise. He always gives me the best advice.4)My friend George is a handsome boy, but he doesnt like to study and always dreams of becoming a model.5)My friend Harry is a smart student. He always asks good questions in class.2. Ask the s

39、tudents to give a brief description of one of their friends. The following phrases and structures may be helpful.His/Her name is. . .He/She is. . . years old.He/She likes. . . and dislikes. . .He/She enjoys. . . and hates. . .He/She is very kind/friendly. . .When/Where we got to know each other.Sugg

40、ested sample description:Zhang Xiangming is my best friend. She is seventeen years old. She likes English and Chinese, and dislikes mathematics and physics. She enjoys music and hates sports. She is very pretty and also friendly. Last month when we entered the senior middle school we got to know eac

41、h other and we are best friends now.3. What types of friendship do you have? Please tick them out. Then fill in the blanks.girl friendsboy friendspen friendslong-distance friendsfriends of the same agefriends across generationse-friends (friends over the Internet)unusual friends like animals, books.

42、 . .1)_ is/are most important to me.2)I spend most of my free time with_.3)I will share my secrets with_.4)When in trouble, I will first turn to_.5)I think it easier to communicate with_.6)_ would make us feel safe.Suggested answers(Students answers may vary):1)A girl/boy friend (Girl friends/Boy fr

43、iends)2)e-friends3)unusual friends like animals4)friends across generations5)friends of the same age6)Long-distance friendsStep 3 Make the survey1. Ask the students to list some qualities of a good friend or their ideal friend. Have the students get into groups of four to find out what qualities eac

44、h has listed. Get the students to tell their parterners their standards of good friends by using the following structures.I think a good friend should (not)be. . .In my opinion, a good friend is someone who. . .2. Have a member of each group report on what their lists have in common and list them on

45、 the board.3. Ask the class whether or not they agree with all the qualities listed on the board.4. Now have the students make the survey in the textbook.While doing a survey, the students may need some explanations.Question 1:This question deals with how thoughtful you are towards others and how mu

46、ch you value your friends.Question 2:This question is concerned with fairness.Question 3:This question also deals with your concern for others.Question 4:This question is concerned with responsibilities to a friend.Question 5:This question is concerned with honesty.5. Have the students score their s

47、urvey according to the scoring sheet on Page 8.6. Ask some students how many points they got for the survey and assess their values of friendship.47 points:You are not a good friend. You either neglect your friends needs or just do what he or she wants you to do. You should think more about what a g

48、ood friend needs to do.812 points:You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friends needs and feelings. Try to strike a balance between your friends needs and your own responsibilities.13+points:You are an excellent

49、friend who recognizes that to be a good friend you need balance your needs and your friends. Well done.(The teacher may also show the Ss the results above and let themselves self-reflect upon their own values of friendship. )Step 4 Talking and sharing1. Get the students to work in pairs.If your best

50、 friend does something wrong, what will you do?Try to use the following expressions.I think. . . I think so. I agree.I dont think. . . I dont think so. I dont agree.I believe. . . Thats correct. In my opinion, . . .What to doReasons2. Get the students to work in groups.Divide the students into four

51、groups and each group chooses a topic to discuss. There are four topics.Topic 1:Why do you need friends? Make a list of reasons why friends are important to you.Topic 2:There is a saying “To have a good friend, you need to be a good friend. ” What do you think of the saying and how can you be a good

52、 friend?Topic 3:Does a friend always have to be a person? What else can be your friend? Why?Topic 4:List some qualities of a person who does not make friend easily.Step 5 Summary1. Ask the students to summarize what friendship is and what is the most important in making friends themselves.2. The tea

53、cher shows more information about friendship and a poem about friendship. Enjoy it together. What is friendship?I want to find the answer to the question:What is friendship?When it rains, I think friendship is a small umbrella.It can give me a piece of clear sky.When Im crying, I think friendship is

54、 a white handkerchief.It can wipe my tears dry.When I am sad, I think friendship is a warm word.It can bring me happiness again.When I am in trouble, I think friendship is a strong hand.It can help me escape my troubles.When I sit in a quiet place, I think friendship is a very wonderful feeling.It c

55、ant be pulled and torn, because it is in everyones heart.It is there from the beginning to the end of our lives.Step 6 Workbook1. Talking (on Page 41)While the students listen to the material, ask them to take notes about the speakers views of making friends.Suggested steps:1)Listen to what Leslie C

56、lark, the Canadian, has to say about her experiences with friendship in China.2)Ask the students in small groups to discuss whether they agree or disagree with her.3)Then have the students take sides:at least one of them will support Leslies viewpoint, and the rest will not support itTell the studen

57、ts to think about why they agree or disagree with Leslie.2. Speaking task (on Page 45)Suggested steps:1)In pairs, have the students read the following dialogue and discuss what they would do.2)After each pair comes to an agreement, have them record their solution to the problem on a piece of paper and give it to you.3)Put pairs that have different solutions to the same situation in groups of four.4)Let them present their reasons to each other about what to do and try to come to an agreement about the best cou