高一英语good friends教案3文档格式.docx

高一英语good friends教案3文档格式.docx

《高一英语good friends教案3文档格式.docx》由会员分享，可在线阅读，更多相关《高一英语good friends教案3文档格式.docx（28页珍藏版）》请在冰点文库上搜索。

Studentsareaskedtodescribethemselvesandafriend.Youcanusethesequestionsinatleasttwodifferentways.Onealternativeistoaskthestudentstothinkaboutthreewordstodescribethemselvesandthenleteachstudenttelltheclassthethreecharacteristicstheyhavechosen.Asecondalternativewouldbetoaskthestudentstowritedownthethreecharacteristicsandletotherstudentsguesswhoisbeingdescribed.Aswiththefirstpart,theobjectiveistoelicitstudentlanguageandgetthestudentstothinkaboutfriendsandfriendship.

Whichwordscanbeusedtodescribethecharacteristic?

Brave:

couragefearlessheroic

Scared:

astonishfearfulfrightenedhorrifiedshockedterrifiedtimid

Loyal:

devotedfaithful

Wise:

brightclevercutegiftedintelligentsmartwell-learnedwitty

Foolish:

sillystupid

Beautiful:

attractivebreath-takingcharmingcoolcuteeleganteye-catchinggood-looking

gracefulinvitinglovelyneatprettysplendidstunning

Rich:

wealthyplentiful

Funning:

amusinghumorous

Happy:

carefreecheerfulcontenteddelightedgladhighmerrypleased

Unhappy:

bitterbluediscourageddispleasedheavymiserablesadupset

Step2.Listening

Thestudentswillhearfriendsdiscusscommonproblemsthatmayoccurinafriendship.Thestudentsareaskedtoidentifytheproblemsandsuggestsolutions.Tellthestudentsthatfriendssometimeshaveproblemsandthatitisimportanttoknowhowtosolvetheproblems.Thestudentswillhearthreeargumentsbetweenfriendsandareaskedtowritedowntheproblemsandsuggestpossiblesolutions.Itmaybenecessarytodividethetaskintotwoparts;

firstthestudentswritedowntheproblemsastheylistentothetape,andthentheydiscusspossiblesolutions.Thestudentscanalsolistentoonesituationatatimeanddiscusssolutionswiththewholeclass.

Key

1.Peterisoftenlateforfootballpractice.Ithinkthatheshouldtrytobeontimeinthefuture.

2.Maryusuallyborrowsthingswithoutaskingandshedoesn’treturnthingsontime.Sheshouldasktheownerisshewantstoborrowsomethingandtrytoreturnitontimeinthefuture.

3.AdamborrowedJohn’sCDplayeryesterdayandnowitisbroken.Adamcanaskhisuncletofixit.

Extensionthestudentsareaskedtothinkofothersituations/problemsinvolvingfriendsandrole-playordiscusstheissues.Youmayalsoaskthestudentstolistordiscusswhatmethodsaremosteffectivewhenyouwanttosolveproblemsinafriendship.

WorkbookP85

Listening

Studentswillhearaboutproblemsfriendsmayhaveandwhatcanbedonetosolvesuchproblems.Thestudentsareaskedtowritedownthesolutionsmentionedonthetapeandtothinkofothersolutions.Askthestudentstolistentothetapeandwritedownthesolutionssuggestedbythespeaker.Youcanhelpthestudentspreparebyfirstaskingthemtothinkaboutproblemstheymayhavehadwiththeirfriends.Thesolutionsmentionedonthetapearesimpleandgeneral.Encouragethestudentstothinkofbetter,morespecificsolutions.Whatwouldtheydoiftheyhadaquarrelwithafriend?

Howdotheytalktotheirfriendsaboutdifficultthings?

Howdotheykeepsecretsfrombecomingrumors?

Listeningtext 

Everybodyneedsfriends.Butbeingagoodfriendcansometimesbehardwork.Learninghowtosolveproblemsinafriendshipcanmakeyouabetterfriendandahappierperson.Acommonproblembetweenfriendsisthattheydon’tknowhowtotalktoeachotheraboutdifficultthings.Whentheydotalk,theyoftengetmadwitheachother.Whatcantheydo?

Well,ittakestimetolearnhowtocommunicatewell,anditisimportanttounderstandwhyafriendgetsangrywithyouwhenyousaysomething.Ifyouknowwhatitisthatmakesyourfriendangry,thenyoucantrytotalkabouttheprobleminadifferentway. 

Anotherproblemthatmanyfriendshavetodealwithiswhattodoafteroneofthemgetsangryorupset.Iffriendsgetangrywitheachotherandsaysomethingbadbecausetheyareangry,theyoftenfinditdifficulttoapologizeafterthequarrel.Thebestwaytoapologizeafteraquarrelissimplytostartbytellingeachotherthatyouaresorryandthengofromthere.Asimpleapologyisoftenenoughandisagoodstartingpoint.Whataboutfriendswhocan’tkeepasecret?

Sometimesitseemsimpossibletokeepasecretfrombecomingarumourthateveryoneknows.Shouldn’tagoodfriendbeabletokeepasecret?

Perhaps,butitisnotalwaysthateasytokeepasecret,andtellingasecrettosomeonewilloftenputtheminadifficultsituation—theymayhavetolietootherfriendstokeepthesecret.Thebestwaytomakesurethatasecretdoesn’tbecomearumorissimplytokeepittoyourself—don’ttellanyone.

AnswerstoExercise1

Problem:

Friendsgetangrywitheachotherwhentheytrytotalkaboutsomethingdifficult.

Solution:

Trytounderstandyourfriend/Trytotalkabouttheprobleminadifferentway.

Friendsdon’tknowhowtoapologize.

Startbytellingeachotherthatyouaresorryandtakeitfromthere.Asimple 

apologyisoftenenough.

Somefriendsdon’tknowhowtokeepsecrets.

Solution:

Keepyoursecretstoyourself.

Step3Speaking

ThestudentswillusetheinformationaboutthepeopleonSBpage2totalkaboutlikesanddislikesandtopracticegivingreasonsfortheiropinions.Tellthestudentstoworkinpairs.AskthestudentstocompletethechartonpageSBpage3andthenusetheanswerstotalkaboutwhocouldbefriendsandwhattheylikeordislike.Askeachpairtodecidewhocouldbefriendsandgivereasonsfortheirdecisions.Whentheyhavemadetheirdecision,askthemtocompareanddebatetheirideaswithotherpairs.Encouragedifferentanswers,includingstrangeones. 

P3workinpairs

Name

John

Steve

Peter

Ann

Sarah

Joe

Age

15

14

16

14

Gender

boy

girl

Likes

football/reading

singingskiingreading

rockmusiccomputersinging

computersrockmusicdancing

readingnovelsfootballsinging

rockmusicskiingsurfingtheInternet

Dislikes

singingrockmusiccomputer

hikingfootballrockmusic

footballclassicalmusicdancing

hikingclassicalmusicreading

rockmusicdancingcomputers

footballhiking

ExtensionThestudentsareaskedtomakealistoffamouspeopleorpeopletheyknow.Thestudentsthenusethelisttoidentifylikesanddislikesandcharacteristicsandtrytodeterminewhocouldbefriends. 

Step4.TalkingWorkbookP85

Thestudentsaregivenrolecardsbasedonthreesituationswherefriendsarehavingproblems.Theyareaskedtoactoutthesituationswiththe“usefulexpressions”.Theyarealsoaskedtothinkofafourthsituation,preparerolecardsforit,andactitout.Letthestudentsrole-playinpairs.Remindthemthattheyshouldnotwritedownadialogueandthensimplyreadthedialogue.Instead,theyshouldtrytoactoutthesituationwithoutrehearsingit.Iftheyfinditdifficulttogetstarted,youcanletthempreparebypractisingpartofasituation.Youcanalsohelpbymodelingpartofasituation. 

ExtensionFriendsoftenhelpeachother.Askthestudentstoworkinpairsandlistexamplesofsituationswherefriendscanhelpeachother.Thestudentscanthenwriterolecardsforthesituationsandactoutinpairs.

Step5.Homework

（1）FinishofftheexercisesofUnit1intheworkbook.

（2）Revisethekeypointsofthisunit.

（3）Listthefriendtheygettoknowinclassandwritedownsomethingtheywanttoknow.

Evaluationofteaching:

TheSecondPeriod

Teachingobjectives

1.Developthestudents’comprehensionofexplorativepassages,especiallytheirabilityofanalyzingthestructureofsuchkindofarticles.

Offerthestudentschancesofself-culturebyworkingingroupsandseekinginformationaboutthefilmout-

sidetheclass.

3.Infusethestudentswithbasicknowledgeaboutthefriendandfriendship

4.Learnsomewordsandusefulexpressionsfromthetext.

TeachingApproach

1.CommunicativeApproachshouldbeusedthroughouttheclass.Stressshouldbelaidon:

2.Learner-centeredness;

learning-centeredness

3.Task-basedlearning

4.Activity-basedteaching（classwork;

individualwork;

groupwork）

Teachingtype:

Readingcomprehension

TeachingProcedure

Step1.ReportinclassAstudentisaskedtoreportsomethinginterestingheorshepicksupfromnewspaperormagazines.

Step2.ReviewandcheckSshaveaworddictationandchecktheirhomeworkinworkbook

Exercise2Suggestedsamplesentences

1）MyfriendAlanisbrave.Heoncesavedthelifeofalittlegirlwhohadfallenintoalake.

2）MyfriendBobisloyal.Hewouldn’ttalktoCharleswhomIdon’tlikeatall.

3）MyfriendDavidiswise.Healwaysgivesmethebestadvice.

4）MyfriendGeorgeisahandsomeboy,buthedoesn’tliketostudyandalwaysdreamsofbecomingamodel.

5）MyfriendHarryisasmartstudent.Healwaysasksgoodquestionsinclass.

Step3Pre-readingSsareaskedtolistentothetapeandfindthethingstheyareusingortalkingabout.

PractisingonP87vocabulary

1“Thebooksaretooheavy!

Ithinkit’sgoingtobreak.”

2“Ohno!

IforgotwhereIputit!

Ihavewrittendownalltheimportantphonenum