Unit 1 friendship 课例分析.doc

Unit 1 friendship课例分析一、编者意图本单元是高一新学期的 第一单元，其主题内容是讨论友谊。因为学生从初中升到高中，刚来到一个新的学校，同学间彼此陌生，不免想念老同学、老朋友。因此，这时谈论友谊，正好能引起学生的共鸣。编者的这一安排很巧妙，很有用意。Make new friends and keep the old; one is silver and the other is gold. 引用一下这句谚语，非常恰当。本单元的材料编排以友谊为核心话题，围绕这一话题主要谈论了几个次话题。具体涉及关于朋友问题的问卷调查、犹太女孩的日记朋友、异性交友问题、不善交友问题、夏威夷人的友谊观等，话题依附在热身、阅读、听、说或写作的语言载体里。它兼顾高一新生的知识面、已有词汇、生活经历和体验等，体现了教材编写“以学生为中心”的理念，渗透着浓浓的人文思想，富有强烈的时代气息。 如图所示：“热身”（Warming up）部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法，就friendship这一话题展开讨论，了解“朋友”应该具备的素质。阅读中描写了在特定的年代特定的环境中Anne把日记作为自己倾诉衷肠的朋友。求助信中提出男生女生能成为好朋友吗？被同学误解为谈恋爱怎么办？对于提出的问题你如何用英语表明自己的态度？赞成还是反对？对于众多的问题，你如何给别人建议，包括口头上的和笔头上的。在探索友谊真谛的过程中，英语语言的各项技能-听说读写也不知不觉地得到训练。为了使话题更丰满、更有血有肉，学生的各项技能得到更有效的训练，workbook还提供了大量的活动和练习供老师们灵活选用。二、单元目标1语言知识：话题：friends & friendship，interpersonal relationships词汇：32个课标词汇、19个课标短语；本单元重点词汇10个短语18个功能：Agreement & disagreement结构：Direct Speech & Indirect Speech (I) statements & questions2语言技能：掌握与“朋友”话题有关的听说读写技能读：Scanning, skimming, guessing words from context, inference等阅读微技能得到训练。听：能听懂劝谏信中的关键词，领会其观点、态度和意图。能掌握较好的听力方法，如积极预测、注意抓关键词、善于跳跃难点、学会做笔记等。说：能用英语表达自己的观点，态度，并能给别人建议。写：能用相关的词汇、语法和基本句型写一封劝谏信，掌握写作的步骤、修改及评价。3学习策略：通过直接引语与间接引语的比较培养学生的认知策略；引导学生对自己的学习过程、学习困难等进行分析，以培养学生的调控策略；鼓励学生用英语交流对“友谊”的不同观点和看法，以培养交际策略；通过让学生搜索Anne日记、查字典和参考书培养学生的资源策略。4情感态度：珍视朋友间的友谊，正确处理朋友间的关系、矛盾和冲突；深刻理解安妮日记的内涵，对战争持正确的态度。5文化意识：感受西方的历史、文化；对比中外对友谊理解的异同，了解西方人不同的价值观。三、教材重组1、为什么要对教材进行取舍和调整？如何调整？教材是教学的主要媒介，是课程实施的主要组成部分。但教材不是圣经，我们不要做教材的奴隶，要用教材教，不是教教材，“教师要善于结合实际的需要，灵活地和有创造性地使用教材，对教材内容、编排顺序和教学方法等方面进行适当的取舍或调整。”（新课标61页（二）教材使用建议）（1）对教材内容进行适当的补充和删减（2）替换教学内容和活动（3）扩展教学内容或活动步骤（4）调整教学顺序（5）调整教学方法2、指导思想More input, more output读和听是一种信息的获取过程也就是input，而说和写则是一种将获取来的信息结合自己的思考传达的过程也就是output。只有当读和听有足够输入的时候，说和写才能成功地输出。3、重组原则1）话题一致原则2）功能一致原则3）目标一致原则重组教材中的知识点，形成知识链，构成知识网。把散乱的知识、语言、语法变得简单，有序。四、教学安排设计课时安排见表格Goal of each period1. Intensive reading : Activate relevant background and experience; input a great deal in content and thoughts about “Friendship”2. Learning about language: Input in language3. Extensive reading: Input more in content and thoughts about “Friendship”Develop reading skills like skimming, scanning, guessing etc.4. Reading, Listening & Speaking: Output in language, especially in speaking5. Reading & writing: Output in language, mainly in writing6. Assessment: Output in integrated skills; reflection; adjusting learning strategies任务设计为了达成总的目标任务，我设制了本单元的一系列任务，形成任务链（task chain），体现任务型活动的连续性和层递关系。小任务有通过网络或其他参考书搜寻图片、或相关资料的，作为课前准备或可后巩固之用，也有通过翻阅字典弄清重点词、句型、结构用法等。通过发现问题, 解决问题，完成各种任务，培养学生的认知策略、调控策略、交际策略和资源策略等内在的英语学习策略，提高自主学习能力, 形成具有个性的学习方法和风格。Project充分体现了个性化与合作学习相结合的学习模式；学生真正体验用英语做事，其成果能为他们带来学习的成就感和推动力。一个学期可以做两次。Period 1 Intensive ReadingPre-class task: 1. Finish the preview work of Unit 1 by means of referring to your own dictionaries and reference books.2. Find out some pictures or articles on German Nazis cruel deeds towards the Jews.3. Do the survey on P1. Discuss with your partner about some difficult sentences.Step 1 Warming up1.Enjoy the poem “Promise” P8. What do you think of their relationship?/2.Enjoy the video “Shining friend”. Do you think they are real friends?3.Why do you need friends?4.What are the qualities we need to keep our friendship?5.Check the survey.6.Do you think you can be a good friend to others? And how?7.What else can be your friend?意图：1.呈现本单元的中心话题，使学生在大脑中形成一个有关“friendship”的信息包。2.为进一步学习做一些话题、背景和词汇等方面的准备。另外，作为引入，还可播放一段以讲述二战时期犹太人生活和遭遇的影片让学生欣赏。比较有代表性的影片有钢琴师和辛德勒的名单。钢琴师中有一段反映男主人公因形势所迫不得不独自封闭在一个小房间里度过漫长战争岁月，同时还时刻担心被纳粹分子发现的片段，让学生了解单元课文所涉及的历史背景，体会文章主人公在当时特定环境下的心理和情感。Step 2 Pre-reading1.Talking about something German Nazis did to the Jews.2.Talking about some background of Anne and her diary.阿姆斯特丹普林森格拉赫特街263号，这里目前已经被开辟为“安妮弗兰克纪念馆”。安妮日记被译为60多种语言。Step 3 While-reading1. Read the first two paragraphs and fill in the form.2. Read the diary.1) Why was she so crazy about things to do with nature?2) Find out sentences to express Annes love for nature.3) Find out the implied meaning of bolded words in the diary.4) What does Anne mean by saying the last sentence?3. Guess the words from the context. Explain some difficult sentences in the text.Step 4 Post-reading1. Comprehending2. Discussion1) Whats the purpose of this passage? 2) Ex.43. Press conferencePeriod 1 Learning about language新课标对语言知识教学的理念：改变过分重视语法和词汇知识的讲解与传授，忽视对学生实际语言运用能力的培养的倾向。将语法、词汇和活动有机地结合在一起.该部分分vocabulary & structure。都强调学生自主发现词的用法和语法规则，而不是老师一股脑地把所有的用法和规则都塞给他们。在单元中增加重点词复现率，不断强化记忆效果，感兴趣的信息+相关词汇记得住，指导学生养成通过语境理解和记忆词汇的方法。语法教学流程：观察现象-发现规律-模仿练习(口头,笔头)-情境练习(口头,笔头)-小结（形式，功能）-探究Step 1 Guessing game一学生说某单词或短语的英语意思或解释，其他学生猜。板书学生所猜的单词和短语，请同学说说这些词的用法。Step 2 Enjoy beautiful sentences1.I m much more concerned to know what his grandson will be. -Abraham Lincoln2.Life is just a series of trying to make up your mind. - T. Fuller3.The love and care you have given us will encourage us to go through a long and hard journey.4.Lovers seeming not well matched usually get along quite well for something deeper and unknown by outsiders.5.Accidentally you met him one evening and you say it was love at first sightAccidentally on purpose youre marriedSong Accidentally On Purpose by George JonesStep 3. ReplacingRewrite the following sentences with one of the given expressions:on purpose, go through, set down, face to face, hide away, calm down, be crazy about,get along well with, be concerned about1.Annes father decided they had to go where they couldnt be found.2.Annes father had a friendly relationship with his employees.3.Annes mother was worried about the safety of her family.4.We can hardly imagine what Annes family were experiencing.5.Anne wrote down what she saw and how she felt in the hiding place.Step 4 Talk about the pictures with given words既复习了课文，有在口头上运用了重点词。Step 5 DialogueMake a dialogue between Anne and her best friend Kitty.See how many words and phrases you can use in your dialogue.(评价) The more the betterStep 6 Discovering structures1.DiscoveringWhat does Anne say? “Can I talk to Peter face to face?”What does Kitty say? “Why cant you meet him on purpose.”What did Lincoln say?2.Mechanical practice 强化对引语结构的掌握3.Summing up引导学生注意关联词,语序,时态三方面的问题4.Meaningful practice 灵活运用引语并巩固引语知识通过观察、讨论、归纳、补充和完善语法规则，学生会对直接引语和间接引语有比较清晰的认识。这种探究的学习活动使学生得以亲身参与和体验，可激发他们的学习积极性和自主意识，真正成为学习的主人。活动和词汇、语法有机结合，学生感受到的是学习的快乐。Period 3 Extensive ReadingReading for information Reading for culture Reading for pleasureFriendship in HawaiiStep 1 Pre-reading1.Enjoy some famous the saying on friendship2. Do you know any place in the world where Chinese and Western cultures live side by side?3. What do you know about Hawaii?Step 2 While-readingListen and fill in the form.Step 3 Post-reading1. Discuss Ex. 2 in groups of 4针对第4个问题，可让学生根据讨论得出的结论模拟表演你家乡和Hawaii 人接待朋友的不同方式。2. Find out the topic sentence of the passage.3. How do you understand the following sentences?学会欣赏语言的美， 学习猜词技巧Period 2 Using LanguageStep 1 Enjoy a poemWhy is he weeping? How did he treat his friends?What advice will you give him?Step 2 Listening1. Pre-listening: Read the letter P6Why does Lisa write a letter to Miss Wang? 通过阅读获取信息Should Lisa end friendship with the boy?What suggestions can you give him? 通过讨论为听做好充分准备2. While-listening1st listening: Choice 先弄清概要，选择的形式可降低难度，给学生以信心。2nd listening: Ex. 2 注意捕捉关键词3rd listening: Ex. 3 校对练习2答案，将练习2中的句子由直接引语变成间接引语。Step 3 SpeakingDo you agree with Miss Wangs advice? 操练表达同意或不同意对方观点的日常交际用语Do you think boys & girls can develop real friendship? 用辩论形式，拓展练习，强调对有关表达个人观点的句型和词汇的运用有了阅读和听的输入，说的输出可谓水到渠成。Step 4 Listening task对于程度较好的班级可按P43编排的顺序完成听和说的任务。否则，可把听力材料印出来，使学生能比较容易地完成说的任务。Period 3 Writing教材写作部分的编排充分体现了新课程过程写作的思想。先阅读一位学生写给编辑的信，了解到小东没有朋友的烦恼，想请编辑帮忙。要求学生以编辑的身份给这位学生写一封回信。练习1已列出2个ideas和reasons，学生可以此为例，想出更多的建议。练习2已给出回信的