人教版高中英語(yǔ)必修1全部教案設(shè)計(jì)

Unit1Friendship

1.Teachingaimsanddemands

類別課程標(biāo)準(zhǔn)要求掌握的項(xiàng)目

話題Friendsandfriendship;interpersonalrelationships

詞匯addpointupsetignorecalmconcernloosecheatreasonlistsharefeeling

NetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypower

accordingtrustindoorssufferteenageradvicequestionnairequizsituationeditor

communicatehabit

addupcalmdownhavegottobeconcernedaboutwalkthedoggo

throughhideawaysetdownaseriesofonpurpose

inordertofacetofaceaccordingtogetalongwithfallinlove

joinin

功能1.態(tài)度(attitudes)

Areyouafraidthat--?

I'vegrownsocrazyabout-

Ididn'tdare—

2.同意和不同意(agreementanddisagreement)

Iagree.Ithinkso.Exactly.

Idon'tagree.Idon'tthinkso.I'mafraidnot.

3.肯定程度(certainty)

That'scorrect.Ofcoursenot.

語(yǔ)法直接引語(yǔ)和間接引語(yǔ)(1)：陳述句和疑問(wèn)句

陳述句

Tdon'twanttosetdownaseriesoffactsinadiary."SaidAnne.

Annesaidihalshedidn'twanttosetdownaseriesoffactsinadiary.

一般疑問(wèn)句

Heasked,“Areyouleavingtonight?”

一Heaskeduswhetherwewereleavingthatnight.

特殊疑問(wèn)句

“Whendidyougotobedlastnight?”fathersaidtoAnne.

—FatheraskedAnnewhenshewenttobedthenightbefore.

1.Suggestedteachingnotes

1).Analysesoftheteachingcontents

Thisunitisaboutfriendship,andnearlyalltheteachingmaterialscenteronit.

WarmingupThequestionnaireleadsstudentstothinkandtalkabout

friendship,gettoknowtheproblemsbetweenfriends

andseeksolutions,whichmakespreparationsforthe

furtherteachingintopics,backgroundandvocabulary.

Pre-reading--Thequestionspromptstudentstothinkcriticallyabout

friendsandfriendshipinreality,alertingthemtothefact

thatbesidespeople,adiarycanbeafriend,too.

ReadingThediarybytheJewishgirlAnnegaveaglimpseofherlife

duringherfamily'sshelterinAmsterdamfromtheGerman

Nazis'killinginworldwar2.shetreatsthediaryasherbestfriend,and

initrevealsherlongingforanormallifeandclosecontactwithnature,

whichhelpshergetthroughthedays.

Comprehending-Ithelpsstudentsfurtherunderstandthetextbydoingmultiple

choices,questionsandanswers,andmatching.

Learningaboutlanguage-Itteachestheimportantexpressionsandstructuresand

grammar:directandindirectspeeches.

Usinglanguage■一Thetwoletters,listening,questionnairedesign,letterwritingand

funwritingpreparesstudentstofurthertalkaboutfriendship,

especiallytheproblemswithmisunderstanding,andunfriendliness,

thusstrengtheningstudents'abilitiestopracticelanguage,discover,

andsolveproblems.

Summingup-Itsummarizesthewholecontentsofthisunitfromtheaspectsof

topics,vocabularyandgrammar.

Learningtip--Thispartencouragesstudentstofonnthehabitofwritingadiary.

IntegratingskillsThetextintroducesthewayHawaiiansexpressfriendship,toget

studentstorealizetheculturaldifferencesinthevaluesof

friendshipinadditionitsimportanceinallcultures.

2)Makingoftheteachingplan

Thisunitcentersonfriendsandfriendship,exploringdifferenttypesoffriendship

withparticularattentiontothatonecandevelopwithoneself,i.e.,thecomfortand

supportoneseeksfromanimaginaryfriend.Studentsareexpectedtocometobetruly

awareofthequalitiesandconductsthatmakeagoodfriend,displayanddevelopthe

abilitytocopewithmisunderstanding,conflictsandproblemsrelatedtofriendship,

andgiveadviceonit.Theconceptthatevenanordinarythingcanbeafriendshould

breakdownthetraditionalbeliefintheinterpersonalnatureoffriendship.Also,the

comparisonofsimilaritiesdissimilaritiesinfriendshipcomprehensionbetweenthe

EastandtheWestleadsstudentstoknowbetterthevaluesoffriendshipinWesterns'

eyes.Allinall,thisunitpromisestounveilthetrueessenceoffriendshipandhelps

studentstoleadamorefriendlyandharmoniouslife.Thus,basedonthetheme,

contentsandteachingobjectives,thewholeteachingprocedurescanfallintofive

periodsasfollows:

Period1Warmingupandspeaking

Period2Reading

Period3Grammar

Period4Integratingskills(WB)

Period5Usinglanguage

3.Teachingplansforeachperiod

Period1Warming-upandSpeaking

1.Teachingobjectives:

1)Targetlanguage

I(don't)thinkI(don't)thinkso.I(don't)agree.

IbelieveThat'scorrect.Inmyopinion,

2)Abilitygoals

a.DescribeyourfriendsinEnglish

b.Figureouttheproblemsbetweenfriendsandthenfinddifferentwaystosolvethe

problems.

3)Learningabilitygoals

a.Toencouragestudentstothinkandtalkaboutfriendsandfriendshipbyusing

somephrasesandstructures.

b.Tolearntosolveproblemsthatmayoccurbetweenfriends.

c.TocultivatethestudentstoformthegoodhabitoflearningEnglishinSenior

MiddleSchool.

2.Teachingimportantpoints:

a.Usethegivenadjectivesandsentencestructurestodescribeoneofyour

friends.

b.Learntoevaluatefriendsandfriendship.

3.Teachingdifficultpoints:

a.Worktogetherwithpartnersanddescribeoneofyourgoodfriends.

b.Discusswithpartnersandfindoutwaystosolvetheproblems.

4.Teachingmethods

a.Task-basedteachingandlearning

b.Cooperativelearning

c.Discussion

5.Teachingaids:

CAI

6.Teachingproceduresandways:

Step1Lead-inandWarming-up

Beforethelesson,theteachercanarousethestudents'interestsbyshowinga

videoofAuldLangSyne.

Atthebeginningofthefirstclass,wecangetthestudentstotalkabouttheir

summerholidays.Thestudentscantalkfreelyastheylike.

1.Howdidyouspendyoursummerholidays?Howdidyoufeel?What

didyoudoinyoursummerholidays?Whatdidyoudoinyourspare

time?

2.Whatdoyouthinkofournewschool?Doyoulikeit?Couldyousay

somethingaboutit?

3.Doyoulikemakingfriends?Howdogetintouchwithyourfriends?

Doyouhavemanyfriends?Wherearetheynow?Doyouhaveanyold

friendsinourschool?Haveyoumadeanynewfriendsinourclass?

Step2Thinkitover

1.Giveabriefdescriptionofoneofyourfriends.Thefollowingphrasesand

structuresmaybehelpful:

His/Hernameis

He/Sheisyearsold.

He/Shelikesanddislikes

He/Sheenjoysandhates

He/Sheisverykind/friendly/

When/Wherewegottoknoweachother.

2.Whattypesoffriendshipdoyouhave?Pleasetickthemout.Thenfillinthe

blanks.

girlfriendsboyfriendspenfriends

long-distancefriendsfriendsofthesameage

e-friends(friendsovertheinternet)friendsacrossgenerations

unusualfriendslikeanimals,books

1).is/aremostimportanttoyou.

2).Youspendmostofyourfreetimewith.

3).Youwillshareyoursecretswith.

4).Whenintrouble,youwillfirstturnto.

Step3Makeasurvey

1.Listsomequalitiesofagoodfriendoryouridealfriend.Havethestudentsget

intogroupsoffourtofindoutwhateachhaslisted.

Tellyourpartneryourstandardsofgoodfriendsbyusingthefollowingstructure:

Ithinkagoodfriendshould(not)be

Inmyopinion,agoodfriendissomeonewho

1.Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlist

themontheboard.

2.Asktheclasswhetherornottheyagreewithallthequalitieslisted.

3.Thenhavethestudentsdothesurveyinthetextbook.

4.Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8.

5.Theteacherasksomestudentshowmanypointstheygotforthesurveyandassess

theirvaluesoffriendship:

★4~7points:Youarenotagoodfriend.Youeitherneglectyourfriend'sneeds

orjustdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagood

friendneedstodo.

★8?12points:Youareagoodfriendbutyousometimesletyourfriendship

becometooimportant,oryoufailtoshowenoughconcernfbryourfriend^needsand

feelings.Trytostrikeabalancebetweenyourfriend'sneedsandyourown

responsibilities.

★13+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriend

youneedbalanceyourneedsandyourfriendWelldone.

(Youmayalsoshowyourstudentstheresultsaboveandletthemselves

self-reflectupontheirownvaluesoffriendship)

Step4Talkingandsharing(workinpairs)

1.Ifyourbestfrienddoessomethingwrong,whatwillyoudo?

Trytousethefollowingphrases:

I(don't)thinkI(don't)thinkso.

I(don't)agree.Ibelieve

Thafscorrect.Inmyopinion,

Whattodoreasons

2.Whatisafriend?

ABritishnewspaperonceofferedaprizeforthebestdefinition(定義)ofafriend.

Ifyouweretheeditor,choosethebestonefromthefollowingenlries(條目)，and

explainwhy.

Onewhounderstandsmysilence.

Afriendinneedisafriendindeed.

Friendsarejustthepeoplewhoshareyourhappinessandsorrow.Whenyoulook

atyourwatchat4am,butstillknowyoucancallthemandwakethemup,and

they'llstillwanttotalktoyou,that'sfriendship.Tohaveafriend,youneedtobe

agoodfriend.

Step5Groupwork(output)

Theteachercangiveeachgrouponeofthesequestionsbelowtotalkabout.Then

lettheclasssharetheirideas.It'sbettertostimulatethestudentstoexpresstheirown

opinionsaboutthesequestions.

1.Doyouthinkitisagoodideatoborrowmoneyfromyourfriend?

WhyandWhynot?

2.Whatfactorsmaycausethebreakdownofagoodfriendship?

3.Whatcanbeyourunusualfriendbesideshumanbeings?Andwhy?

Step6Homework

1.Writedownashortpassageaboutyourideas/thefactors/yourunusualfriends.

2.Prepareforthenewlesson.

Period2Reading"Anne'sBestFriend”

I.Teachingobjectives:

1)Todevelopthestudents5readingability,learntousesomereadingstrategies

suchasguessing,keysentences,skimmingandsoon;

2).Togetthestudentstorealizetheimportanceoffriendsandfriendship,andto

telltruefriendsfromfalsefriends;

3).Tograspsomeusefulwordsandexpressionsinthispassage,suchason

purpose,becrazyaboutetc.;

4).Tolearnthewritingstyleofthispassage.

2.Teachingmethod:Task-basedteaching

3).Teachingprocedure:

Step1.Pre-reading

1.Pleaseenjoythreepiecesofmusicandfindoutwhattheyareabout.

2.Whydoyouthinkfriendsareimportanttoyou?

3.Whatdoyouthinkagoodfriendshouldbelike?Listthegoodqualitiesagood

friendshouldhave.

4.Haveyoueverconsideredmakingfriendswithanimals,plantsorevenan

object?Whyorwhynot?

Step2.Reading

1.TrytoguesswhatAnne'sfriendisandwhatthepassageisaboutbyreadingthe

titleandhavingaquickatthepicturesinthispassagewithoutreadingit.

2.Skimmingthefirsttwoparagraphstoconfirmyourguessing.

1)WhatwasAnne'sbestfriend?Whydidshemakefriendswithit?

2)Didshehaveanyothertruefriendsthen?Why?

3)WhatisthedifferencebetweenAnne'sdiaryandthoseofmostpeople?

4)Doyoukeepadiary?Whatdoyouthinkmostpeoplesetdownintheirdiaries?

5)WearegoingtoreadoneofAnne'sdiaries.butbeforereading,canyoutellme

whatthediaryisaboutwiththehelpofonekeysentenceinthe2ndparagraph?

3.ReadingofAnne'sdiary

Howshefeltinthehidingplace

Twoexamplestoshowherfeelingsthen

Step3.Post-reading

1.WhatwouldyoumissmostifyouwentintohidinglikeAnneandherfamily?

Giveyourreasons.

2.Groupwork

Workingroupstodecidewhatyouwoulddoifyourfamilyweregoingtobe

killedjustbecausetheydidsomethingtheEmperordidnotlike.

Wherewouldyouplantohide?

Howwouldyouarrangetogetfoodgiventoyoueveryday?

Whatwouldyoudotopassthetime?

3.Discoveringusefulwordsandexpressions

Completethefollowingsentences,usingwordsandexpressionsfromReading

1)Shehasgrownaboutcomputergames.

2)WasitanaccidentordidDaviddoiton?

3)Fromthebeginning,Paulmadeitclearthathewouldbe(完全地)in

control.

4)Heusedtoworkeveninthemiddleofwinter.

5)Justtheofmorefoodmadeherfeelsick.

6)Youhadbetterhaveatalkwithhim.

7)Bominapoorfamily,themanagerlotsofhardshipsinhis

childhood.

8)Adiaryisoftenkepttowhathappensinpeople'sdailylives.

Step4.Talkingaboutfriendsandfriendship

1.Therearemanyproverbsaboutfriendsandfriendship.Choosetheoneyou

agreewithandexplainwhy,thenchooseoneyoudisagreewithandexplainwhy.

Afriendinneedisafriendindeed.

Friendsarelikewine;theolder,thebetter.

Afriendtoallisafriendtonone.

Thesamemancannotbebothfriendandflaite阿諛?lè)畛姓?.

Falsefriendsareworsethanopenenemies.

Walkingwithafriendinthedarkisbetterthanwalkingaloneinthelight.

2.Wehavetalkedaboutfriendsandfriendshiptoday,canyouwriteoneortwo

sentencestoexpressyourunderstandingoffriendsandfriendship.

Step5.Homework:

1.Interviewahighschoolstudent,abusinessman,apoliceofficeranda

housewifetofindouttheiropinionsaboutfriendsandfriendship.Writeareport

toshareitwiththewholeclass.

2.Describeoneofyourbestfriendsfollowingthewritingstyleofthispassage.

Ending:Let'ssingthissongaboutfriendstogether

Period3Grammar

1.Teachingobjectives

Learntousedirectspeechandindirectspeech

2.Teachingimportantpoint

SummarizetherulesofDirectSpeechandIndirectSpeech.

3.Teachingdifficultpoint

Learnaboutthespecialcasesinwhichthetensesshouldn'tbechanged.

4.Teachingmethods

Discussing,summarizingandpracticing.

5.Teachingprocedures

SteplLeadin

T:Inthelastlesson,welearnedAnneFrank'sstory.Sheistellingherstoriestotwoof

herfriends-youandTom.Tomhassomethingwrongwithhisears,soyouhaveto

repeatAnne'ssentences,usingindirectspeech.SometimesyouexplainTom's

sentencestoAnne.

“Ihavetostayinthehidingplace."saidAnne.一

Annesaidshehadtostayinthehidingplace.

“Doyoufeelsadwhenyouarenotabletogooutdoors?”TomaskedAnne.一

TomaskedAnneif7whelhershefeltsadwhenshewasnotabletogooutdoors.

“Idon'twanttosetdownaseriesoffactsinadiary,“saidAnne.一

Annesaidthatshedidn'twanttosetdownascriesoffactsinadiary.

“Whatdoyoucallyourdiary?”Tomasked.—?

Tomaskedwhatshecalledherdiary.

Ssgoonthistopicbythemselves.

Step2Grammar

T:Nowlet'slookatthesesentencesagain.IfwewanttochangeDirectSpeechinto

IndirectSpeech,whatshouldbechanged?

Ssdiscussbythemselves.

Ss:sentencestructures,tenses,pronouns,adverbialsoftimeandplaceandverbs

shouldbechanged.

T:Quiteright.Lookattheformonthescreen.Thesearetherules.

直接引語(yǔ)變成間接引語(yǔ)時(shí)，要注意以下幾點(diǎn)：人稱變化、時(shí)態(tài)變化、賓語(yǔ)從句要

用陳述句語(yǔ)序。

1.直接引語(yǔ)是陳述句，變成間接引語(yǔ)時(shí)，由連詞that引導(dǎo)。例如：

Shesaid,"Iamveryhappytohelpyou.”一

Shesaidthatshewasveryhappytohelpyou.

2.直接引語(yǔ)是一般/選擇疑問(wèn)句，變成間接引語(yǔ)時(shí)，由連詞whether或if引導(dǎo)。

例如：

Heaskedme,"Doyoulikeplayingfootball?0—?

Heaskedmeif/whetherIlikedplayingfootball.

注意：大多數(shù)情況下，if#whether可以互換，但后有ornoi,或在動(dòng)詞不定式前,

或放在介詞后作連接詞時(shí)，一般只用whether。例如：

Sheaskedmewhetherhecoulddoitornot.

3.直接引語(yǔ)是特殊疑問(wèn)句，變成間接引語(yǔ)時(shí)，由相應(yīng)的疑問(wèn)詞who,whom,whose,

how,when,why,where等引導(dǎo)。例如：

Mysisteraskedme,"Howdoyoulikethefilm?”一

MysisteraskedmehowIlikedthefilm.

4.直接引語(yǔ)是祈使句，變成間接引語(yǔ)時(shí)，把動(dòng)詞原形變成動(dòng)詞不定式，并在動(dòng)

詞不定式前加tell,ask,order等的賓語(yǔ)。例如：

Thecaptainordered,"Bequiet.”一

Thecaptainorderedustobequiet.

注意：此種情況的否定句，在動(dòng)詞不定式前加not。

Myteacheraskedme,"Don'tlaugh."一

Myteacheraskedmenottolaugh.

5.一些注意事項(xiàng)

(1)間接引語(yǔ)一般要用陳述句的語(yǔ)序，即主、謂、賓的順序。例如:

HeaskedLucy,"Wheredidyougo?"—

HeaskedLucywhereshewent.

Tomsaid,"Whatdoyouwant,Ann?”一

TomaskedAnnwhatshewanted.

(2)直接引語(yǔ)是客觀事實(shí)、普遍真理等，變成間接引語(yǔ)時(shí)，時(shí)態(tài)不變。例如：

Theytoldtheirson,"Theearthgoesroundthesun.J

Theytoldtheirsonthattheearthgoesroundthesun.

(3)直接引語(yǔ)變間接引語(yǔ)時(shí)，指示代詞、時(shí)間狀語(yǔ)、地點(diǎn)狀語(yǔ)等要作相應(yīng)的變化。

例如：

Hesaid,'*1haven*tseenhertoday."一

Hesaidthathehadn'tseenherthatday.

注意：如果轉(zhuǎn)述時(shí)就在原來(lái)的地方，就在說(shuō)話的當(dāng)天，就不必改變指示代詞、

時(shí)間狀語(yǔ)、地點(diǎn)狀語(yǔ)等。

DirectSpeechIndirectSpeech

Presentpast

Pastpastandpastperfect

Presentperfectpastperfect

Pastperfectpastperfect

Presentcontinuouspastcontinuous

Step3practice

T:TurntoPage5.Pleasechangethefollowingdirectspeechintoindirectspeech

andindirectintodirect.

1.'TmgoingtohidefromtheGermans,“Annesaid.

2."Idon'tknowtheaddressofmynewhome,“saidAnne.

3.“Icannotaskmyfatherbecauseitisnotsafetoknow,“shesaid.

4.“Ihadtopackupmythingsveryquickly/123456789thegirlsaid.

5.“Whydidyouchooseyourdiaryandoldletters?^^Dadaskedher.

6.Mumaskedherif/whethershewasveryhotwithsomanyclotheson.

7.Margotaskedherwhatelseshehadgot.

8.Anneaskedherfatherwhentheywouldgobackhome.

9.Anneaskedhersisterhowshecouldseeherfriends.

10.MotheraskedAnnewhyshehadgonetobedsolatethenightbefore.

Step4Correctingmistakes

TanalysesthecommonmistakesSshavemadeduringthepractice.

T:Nowlet'slookatthescreenandpayattentiontothesesentences.Choosetheright

sentenceandtellmewhytheotheroneiswrong.

Step5Agame

Playaguessinggame“whoismysecretfriend?^^Onestudentcomestothefrontwith

hispartner.

Thereststudentsaskhimquestionswhilehispartnerchangesthemintoindirect

speech.Intheend,thepersonwhohasguessedtherightanswercancometothefront

totaketheplaceofthefirststudent.Sothegamegoeson.

Suggestedsentences:

Canyourfriendspeak?

Whatdoeshe/sheweartoday?

Ishe/shetallorshort?

Whatdoyouandyourfrienddoinyourfreetime?

Doyouquarrelwitheachother?...

Step6Homework

DoExercise1onPage42.HereisanotherpageofAnne'sdiary.Readitthroughand

thenuseindirectspeechtoretellthestory.

Period4Integratingskills

^FriendshipinHawaii”

1.Teachingobjectives:

TolearnaboutwaysofshowingfriendshipinHawaiiandsharetheiropinionson

friendship.Becauseitisalessonofintegratingskills,Ssarealsoaskedtowrite

sentencesonfriendship.

2.Teachingprocedures:

SteplLead-in

1.TalkaboutdifferentwaysofshowingfriendshipofminoritygroupsinChina.

2.CompareChinesewaysofshowingfriendshipwithWesternways.Anddiscuss

whythereisabigdifference.Therefore,showthesentence:Everyculturehasits

ownwaystoshowfriendship.

3.AskstudentsiftheycanthinkofanyplaceintheworldwhereChineseand

Westerncultureslivesidebyside.TheymaythinkofHongkong,Macao,

Singapore.AndtheteacherwilladdonemoreHawaii.

Step2Fastreading

1.ItissaidthatHawaiiisaplacewheretheEasttrulymeetsthewest.Consider

howpeopleshowtheirfriendshipinHawaii.

Showapictureandfindtheinformationfromthetextbook,(bygiving"leis"to

oneanother.)

Explainwhatisa"lei”.

2.ReadfastandfindoutmorewaystoshowfriendshipinHawaiitofillinthe

form.

3.Accordingtotheform,askthemtoconsiderwhatfriendshipisinHawaiians.

Step3Carefulreading

1.Readthe2ndparagraphcarefullyandask"Whydomanydifferentpeoplescall

Hawaiitheirhome?”

(Hawaiiisaplacewherepeoplemakeonebigcommunityfrommanysmaller

communities.ItmeansHawaiihasarichculturaldiversity.)

Step4Writingtask

1.Showproverbsaboutfriendsandfriendship.ExplainthemandaskSsto

choosesometheyagreewithandsometheydisagreewithandexplainwhy.

2.Discusswiththeirpartnerandtrytowritesomesimilarsentencestoshow

theiropinionsonfriendship.

Step5Homework

SurftheInternettocollectmaterialslikepoems,storiesaboutfriendship.And

sharethemwithyourfriends.

Period5Listening&Writing

1.Teachingobjectives

Topractisestudents,listeningability.

Topractisestudents,writingskillsofhowtoofferadvice.

Toimprovestudents,abilitytohelpotherssolveproblems.

2.Teachingprocedure

(Analysis:Listeningandwritingareexpansionofthetopicofthetext.Listeningis

aboutLisa'sproblemofmakingafriendwithaboy.SheasksMissWangfbradvice.

Throughlisteningandexercise,studentslearnhowtogiveadviceandtheskillof

givingadvice.Andalsoletthemthinkabouttheproblemofboy'smakingfriendswith

girlsandgirlswithboys.Andthendesignatasktoaskstudentstogiveadvice

accordingtothedifferentproblemstopractisetheirabilitytosolvetheproblems.All

oftheselaythefoundationforthenexttaskwriting.Inthisway,studentsfeelthat

theyhaveinformationtoputout.Andwritingmakesfbrtheimprovementofstudents9

writingability,strengtheningtheircomprehensionoffriendship.)

Step1Lead-in

DoyourememberwhatArm'sbestfriendis?

Isitamanorathing?

HaveyouseenthefilmCastAway?

WhenTomisaloneonadesertedisland,whatdoeshemakefriendswith?(a

volleyball)

Guesswhatmybestfriendis?(Saysth.aboutmusic,petsorplants.)

Soyouseeamancanmakefriendswithanyoneandanything.

Thenboys,wouldyoulikecomakefriendswithgirls?Girls,wouldyouliketo

makefriendswithboys?

Whatkindofgirlwouldyouliketomakefriendswith?Andwhatkindofboy

wouldyouliketomakefriendswith?

Ifyouseeaboyclassmatemakesafriendwithagirl,willyousaysomethingabout

thembehind?

(Ifno,sayyouarekind.Ifyes,sayyouareagossiper.)

Ifyouarethatboy/girl,wouldyouliketobegossipedabout?

ButhereLisahassuchaproblem.Readtheletter.Lisaisaskingyoufbrhelp.What

advicewillyougive?Youaregiven2minutestodiscussingroupsandthenoffer

group'sopinions.

Step2Listening

BesidesyouLisaalsoasksMissWangofRadioforTeenagersforhelp.Whatadvice

docsMissWanggivetoLisa?Let'slistentowhatshesays.

Listenfor3timesanddolisteningexercises.

Step3Post-listening

DoyouthinkMissWang'sadviceishelpful?

NowsupposeyouareeditorsofRadioforTeenagers,herearesomeproblemsfor

youtoofferadvice.

(Giveeachgroupaproblemandaskthemtowritedowntheiradvice.)

1.Idon'thaveenoughpocketmoney.

2.I'mnotsatisfiedwithmyappearance.

3.Mydeskmatehaslostareferencebook,she/hethinksthatI'mathief.

4.IworkhardbutIhardlymakeprogress.

5.IwanttotraveltoWuZhenTownwithmyfiendsthisweekend,butmyparents

don'tallowmetogo.

6.Idon'tlikethewayMr.LiteachesusEnglish,soI'mnotinterestedinEnglishany

longer.

7.Mymotherhasjustgivenbirthtomylittlebrother.I'mworriedthatthebabywill

robmeofmyparents?loveandeveneverything.

8.Iquarreledwithmybestfriend3daysago.Uptonow,wehaven5tsaidawordto

eachother.

9.I'dliketobemonitor,butatthesametimeIdoubtwhetherIhavesuchability.

10.I'moftenlateforschool.TheteacherissoangrythathethreatensthatifTmlate

again,Iwillbedismissed.

Step4Writing

Youradviceisgoodandhelpful.Allofyouarequalifiededitors.NowIhavejust

receivedaletterfromalonelyboy.Readtheletter,whatishisproblem?Whatisyour

adviceforhim?Writeareply.

Step5Homework

Writeastoryaboutyouandyourfriend.

Unit2Englisharoundtheworld

I.單元教學(xué)目標(biāo)

技能目標(biāo)Goals

TalkaboutEnglishlanguage,itsdevelopmentanddifferentkindsofEnglish

Practiceexpressinglanguagedifficultiesincommunication

Learntousereportedrequestsandcommands

Learnthestepsofpreparingacompositionandwriteapassageaboutexperience

ofEnglishlearning

II.目標(biāo)語(yǔ)言

Dealingwithlanguagedifficultiesin

communication

Please...

Couldyouplease...?

Wouldyouplease...?

Pardon?

Ibegyourpardon?

Idon'tunderstand.

功Couldyousaythatagain,please?

能Couldyourepeatthat,please?

句Canyouspeakmoreslowly,please?

式Sorry,Ican'tfollowyou.

Howdoyouspellit,please?

1.四會(huì)詞匯

include,role,international,native,elevator,flat,apartment,rubber,petrol,

gasmodern,culture,AD,actually,present,rule,vocabulary,usage,

identity,government,Singapore,Malaysia,rapidly,phrase,candy,lorry,

command,request,retell,politeboss,standard,eastern,Spanish,

詞midwestern,southestern,northwestern,accent,recognize,lightning,

匯direction,ma'am,subway,block

2.認(rèn)讀詞匯

Shakespeare,NoahWebster,Lori,dialect,Houston,Texas,Buford,Lester,

catfish

3.詞組

playarolein,becauseof,comeup,suchas,playapart(in),inthe16()0's,give

commands

4.重點(diǎn)詞匯

actually,elevator,native,apartment,vocabulary,include,usage,present,

international,rapidly,block

DirectandIndirectSpeech(2)Requests

語(yǔ)andCommands

法He/sheasked...(not)todo...

He/sheordered/told...(not)todo...

1.WorldEnglishescomefromthosecountrieswhereEnglishplaysan

importantroleasafirstorsecondlanguage,eitherbecauseofforeignruleor

becauseofitsspecialroleasaninternationallanguage.P9

2.NativeEnglishspeakerscanunderstandeachothereveniftheydon'tspeak

重thesamekindofEnglish.