Friendship.docx

Friendship.docx

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Friendship

Unit1Friendship

一、教学内容分析

本单元的中心话题是“朋友”。

具体涉及到“什么是好朋友”，“怎样交朋友”，“什么可以做朋友”以及在交友过程中所遇到的种种困惑等。

语言技能和语言知识几乎都是围绕“朋友”这一中心话题设计的。

二、新课程标准要求掌握的项目

一）话题

1.Talkaboutfriendsandfriendship.

2.Discussproblemsoccurringinafriendshipandsuggestsolutions.

3.Describeagoodfriend.

4.Writealettertoaneditorforsomeadviceonhowtomakefriends.

二）功能

Yourfriendtellsyoutodo…

Youlethim/herdo…

Myfriendis…because…

三）词汇:

P92-93

四）语法:

DirectSpeechandIndirectSpeech

三、重点难点

1.Enablestudentstotalkaboutfiendsandfriendship.

2.ListeningClass

四、教材整合

Period1口语课（Warmingup,Pre-readingQs1&2,SpeakingtaskP45）

Period2阅读课（Wordstudy,Pre-readingQ3,Reading,Comprehending,Learningaboutlanguage）

Period3语言课（Languagepoints）

Period4语法课（Grammar:

DirectSpeechandIndirectSpeech）

Period5听力课（Usinglanguage:

Reading&ListeningP6,ListeningP41）

Period6读写课（Usinglanguage:

Reading&WritingP7,ReadingTaskP44）

Period7单元小结+“EnglishWeekly”

TheFirstPeriodSpeaking

Teachingaims:

Enablestudentstotalkaboutfiendsandfriendship.

Whydopeopleneedfriends?

Whatkindoffriendsdoyouliketomake?

Whatqualitiesshouldagoodfriendhave?

Whatelsecanbeyourfriendbesidesaperson?

Teachingcontents:

Warmingup,pre-readingandSpeakingtaskP45

Teachingimportantpoints:

A.Talkaboutfriendsandfriendship

Whatdoyouthinkagoodfriendshouldbelike?

B.Leadinthereading

Whatelsedoyouthinkcanbeyourfriendsbesidespersons?

Teachingmethod:

A.Asking-and-answeringactivitybetweentheteacherandthestudents

B.Individual,pairandgroupworktodiscuss

Teachingaids:

Arecorder,acomputerandaprojector

Teachingprocedure:

Step1.Lead-in

Activity1:

Beforethelesson,theteachercanarousethestudents’interestsbyplayingasong:

Graduation（Friendsforever）/AuldLangSyne.

Activity2:

Qs:

Doyoulikemakingfriends?

Howdogetintouchwithyourfriends?

Doyouhavemanyfriends?

Wherearetheynow?

Task:

关于Warmingup的教学：

我采用情景描述法。

Activity1:

先展示给学生一张我与我朋友的合影照。

然后让学生听我描述我的朋友：

外貌﹑性格﹑爱好﹑工作或学习情况﹑与朋友难忘的经历……

Activity2:

Introduceyourfriendstoothers

每四人一组，让学生自己用本单元词表的单词描述自己心目中的朋友，有利于词汇的积累。

Activity3:

Presentation

点比较积极的四个小组中的成员向全班介绍自己的朋友。

设计意图：

用以上学生比较熟悉的问题和他们进行交流，一是为了缓解学生在一个陌生课堂里有可能出现的紧张情绪，而是为导入本课的话题做准备。

Step2.Deepunderstandingaboutfriends

Activity1:

Whydoyouneedfriends?

Activity2:

Discussandsumupthequalitiesshouldagoodfriendhavebygroupwork

Whatdoyouthinkagoodfriendshouldbelike?

Listwhatagoodfriendshoulddoandsharethelistwithyourpartners.

Whatkindoffiendsdoyouliketomake?

头脑风暴：

教师提出问题，让全班学生在纸上列出朋友应该具有的品质，可用形容词也可用短语进行表达，然后从中选出最重要的三种品质。

*Thequalitiesofapersonwhocanbeafriendofotherseasily

*Thequalitiesofapersonwhocannotbeafriendofotherseasily:

selfish,tricky,dishonest,bad-tempered,mean,impatient,narrow-minded,noisy,lazy,gossipy…

设计意图：

“头脑风暴”能让全班学生集思广益，以互补的形式收集与品质有关的形容词，既巩固复习已学词汇又可在语境中拓展学习新词汇。

Step3.Warming-up

Activity1:

DealwiththetwoquestionsintheWarming-up:

Whatdoyoudotobeagoodfriend?

Areyougoodtoyourfriends?

Activity2:

Makeasurveyabouttheunderstandingthetruefriendshipbyindividualwork.

Askeachstudenttomakethesurveybyfillingtheformandchoosetheanswers.Teachershowsthescoringsheettothem,adduptheirscoreandseehowmanypointstheycangetallbythemselves.

Resultandanswer:

4-7points:

Youarenotagoodfriend.Youeitherneglectyourfriend’sneedsorjustdowhathewantsyoutodo.

8-12points:

Youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.

13+points:

Welldone!

Youareanexcellentfriend.

Activity3:

教师设计一个小型的采访活动让学生分角色进行role-play。

设计意图：

通过让学生完成调查问卷来进行自我检测，自测属于哪类朋友，目的是让学生思考应该如何处理朋友间的问题和如何成为一个真正的好朋友。

完成问卷的同时也给予学生机会在语境中学习词汇。

老师最后的点评给了学生明确的指引，如何正确地处理这五种情况。

同时，再次巩固与品质相关的词汇。

Step4.Talkingandsharing（workingroups）（SpeakingtaskP45）

1.Discussproblemsoccurringinafriendshipandsuggestsolution.

Dividethewholeclassinto4groups:

Line1and2:

Situation1

Line3and4:

Situation2

Line5and6:

Situation3

AndasktheSstotrytousethefollowingphrases:

I（don’t）think…I（don’t）thinkso.I（don’t）agree.

Ibelieve…That’scorrect.Inmyopinion,…

Step5.Summary

1.AskSsthemselvestosummarizewhatisfriendshipandwhatisthemostimportantinmakingfriends.

Whatisafriend?

ABritishnewspaperonceofferedaprizeforthebestdefinition（定义）ofafriend.Ifyouweretheeditor,choosethebestonefromthefollowingentries（条目）,andexplainwhy.

Onewhounderstandsmysilence.

Afriendinneedisafriendindeed.

Friendsarejustthepeoplewhoshareyourhappinessandsorrow.Whenyoulookatyourwatchat4am,butstillknowyoucancallthemandwakethemup,andthey’llstillwanttotalktoyou,that’sfriendship.Tohaveafriend,youneedtobeagoodfriend.

2.Tshowsmoreinformationaboutfriendshipandapoemaboutfriendship.

Proverbsaboutfriendsandfriendship

⏹Afriendinneedisafriendindeed.

⏹Friendsarelikewine;theolder,thebetter.

⏹Whenyoumeetyourfriend,yourfaceshines–youhavefoundgold.

⏹Afriendtoallisafriendtonone.

⏹Thesamemancannotbebothfriendandflatterer.

⏹Thebestmirrorisanoldfriend.

⏹FriendscareFriendsshareweneedfriendseverywhere!

⏹Alifewithoutafriendisalifewithoutasun.

⏹Youcanbuyfriendshipwithfriendship,butneverwithdollars.

⏹AfriendisapersonwithwhomImaybesincere.Withhim,Imaythinkaloud.

⏹Realfriendshipisshownintimesoftrouble;prosperityisfulloffriends.

Step6.Agame:

Lookforfriends（时间不够，可省略）

Activity1:

Doyouhaveanyoldfriendsinourschool?

Haveyoumadeanynewfriendsinourclass?

Activity2:

Ssgoaroundandasktheirnewfriendssomeinformationandfillinthefollowingform.

Name/Age/hobbies/favorite:

sports,books,…dream…

Activity3:

Reporttotheclass:

Whowillprobablybeyourfriend?

Why?

Activity4:

TellSs:

makenewfriendsandkeeptheold;oneissilverandtheotherisgold.

Step7.Groupwork（output）

Theteachercangiveeachgrouponeofthesequestionsbelowtotalkabout.Thenlettheclasssharetheirideas.It’sbettertostimulatethestudentstoexpresstheirownopinionsaboutthesequestions.

1.HaveyoumadeanyfriendsovertheInternet?

Doyouhaveepals?

（1和2据学生情况而定）

2.Whatfactorsmaycausethebreakdownofagoodfriendship?

3.Whatcanbeyourunusualfriendbesideshumanbeings?

Andwhy?

Doesafriendalwayshavetobeaperson?

Tellusaboutyourunusualfriends.

Doyouregardadiaryasyourfriend?

Whyandwhynot?

设计意图：

引出讨论话题是为了下一节阅读课做铺垫，也为学生提供了交流的空间。

通过口语交际活动，让学生学习和运用英语语言来发表自己的看法和观点，表达同意还是不同意。

Step8.Homework

1.Searchandcollectthesayingsaboutfriendship

2.Writedownashortpassageaboutyourideas/thefactors/yourunusualfriends.

3.Prepareforthenewlesson.

Reflection：

TheSecondPeriodReading

一、Teachingcontents：

Pre-readingQ3;Readingandcomprehending（pp.2-3）,Learningaboutlanguage

二、Teachingaims:

1.ToknowaboutthestoryofAnne’sDiaryandtrytoretellthestory.

2.Todescribeone’sfeelingswiththeenvironment’schanges.

3.TopromotetheSs’abilitiesofreadingcomprehensionandmasterthebasicalreadingskills:

skimmingandscanning.

4.Tolearnaboutthefollowingwordsandexpressions:

radon;list;gothrough;hideaway;setdown;aseriesof;outdoors;crazy;spellbound;onpurpose;dare;happentodosth.;It’sthefirsttimethat…

三、Teachingmethods:

1.Readinganddiscussion

2.Cooperativelearningandspeaking

四、Teachingprocedures:

Step1.Lead-in

Activity1:

Supposeyouhavetostayindoorstohideyourselfforawholeyear.Youcannevergooutdoors,otherwiseyouwillbekilled.Youhavenotelephone,computer,orTVathome.

Howwouldyoufeel?

Whatwouldyoudo?

Fourstudentsagroupdiscusswitheachotherfor2minutes.

Activity2:

PlayashortpartofthemoviesSchindler’sList.

Activity3:

Lookatthepicturesandthetitleofthereadingpassage.Guesswhatitmightbeabout.

Theystayedonthetopfloor,withcurtainsdrawnsoasnottoattractunwantedattention.

Step2.Reading

Activity1:

Skimthewholetextandgetthemainideaofthetext:

Activity2:

Nowobservethetextcarefullytofindouthowmanypartsitcontainsandwhatthedifferentpartsareabout

Itcontainstwoparts.OnepartisonepageofAnne’sdiary,theotheroneisthebackgroundknowledgeaboutAnneandherdiary.

Activity3:

Fastreading

Skimthefirsttwoparagraphsofthebackgroundtofillintheformbelowjustinhalfaminute.

Fillintheformbelow

Thetimeofthestory

Theplaceofthestory

Theheroineofthestory

Anne’sbestfriend

Thelengthoftimetheyhidaway

Thedateofthediary

Activity4:

Scanthispart,anddoComprehending1.

Jointhecorrectpartsofthesentences.

1.AnnekeptadiarybecauseA.shecouldn’tmeetherfriends.

2.ShefeltverylonelybecauseB.JewswerecaughtbyNazisandkilled.

3.TheyhavetohidebecauseC.shecouldtelleverythingtoit.

4.AnnenamedherdiaryKittyD.shewantedittobeherbestfriend.

because

Activity5:

SkimAnne’sdiary,andpaymuchattentiontothefirstandlastsentenceineachparagraphy,thenconcludethemainideaofthediary.

Anneexpressedherfeelingsaboutnatureafterhidingforalongtime.

EverythingaboutnaturekeptAnnespellbound.

让学生快速浏览安妮日记的每个段落的首句和末句，归纳日记的中心大意。

归纳时，教师可给予学生一定的句型提示，然后由学生将信息补充完整。

Activity