高中英语 Unit 1 Friendship3教案 新人教版必修1

用心 爱心 专心1 新课标新课标 高一必修高一必修 1 1 英语教案英语教案 UnitUnit 1 1 FriendshipFriendship PartPart One One TeachingTeaching DesignDesign 第一部分 教学设计第一部分 教学设计 PeriodPeriod 1 1 A A samplesample lessonlesson planplan forfor readingreading ANNE S BEST FRIEND Aims To talk about friendship To read about friendship Procedures I Warming up 1 Warming up by assessing A lot of people have only few possibilities of getting feedback about their own personality In this exercise you will have the opportunity to get some feedback and to discuss it with a partner While comparing your mutual judgements certain prejudices or misunderstandings may appear as people often do not know each other thoroughly enough to judge others correctly Try to be honest Self assessment Of the following characteristics choose 5 that are particularly applicable to you personally sociable honest friendly easygoing nervous open minded anxious careful talented talkative nosy thoughtful generous carefree pessimistic peaceful optimistic interesting reliable helpful active careless caring exact adventurous imaginative hot blooded well organised trustworthy patient responsible outgoing kind brave warm hearted selfless tolerant Partner assessment Now choose 5 characteristic features which you think are especially applicable 用心 爱心 专心2 to your partner sociable honest friendly easygoing nervous open minded anxious careful talented talkative nosy thoughtful generous carefree pessimistic peaceful optimistic interesting reliable helpful active careless caring exact adventurous imaginative hot blooded well organised trustworthy patient responsible outgoing kind brave warm hearted selfless tolerant 2 Warming up by describing Have the students get into groups of four to describe their own ideal friend Individual students must decide on TOP 5 character adjectives that could be used to describe the ideal friend and insist they have good reasons for their choice Then let the group leader give the class a description of their ideal friend 3 Further applying You may also have the students do the survey in the textbook following the steps below 1 Get the students to make a list of three qualities a good friend should have 2 Have the students get into groups of four to find out what each has listed 3 Have a member of each group report on what their lists have in common and list them on the board 4 Ask the class whether or not they agree with all the qualities listed 5 Then have the students do the survey in the textbook 6 Have the students score their survey according to the scoring sheet on page 8 7 The teacher ask some students how many points they got for the survey and assess their values of friendship 4 7 points You are not a good friend You either neglect your friend s needs or just do what he she wants you to do You should think more about what a good friend needs to do 8 12 points You are a good friend but you sometimes let your friendship become too important or you fail to show enough concern for your friend s needs and feelings Try to strike a balance between your friend s needs and 用心 爱心 专心3 your own responsibilities 13 points You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend s Well done You may also show your students the results above and let themselves self reflect upon their own values of friendship II Pre reading To focus the Students attention on the main topic of the reading passage To activate their previous knowledge on the topic III Talking and sharing Work in groups of four Tell your group mates how you reflect on these questions 1 Why do you need friends Make a list of reasons why friends are important to you 2 What do you think a good friend should be like List what a good friend should do and share the list with your partners 3 Does a friend always have to be a person What else can be a friend 4 Do you think a diary can become your friend Why or why not Instructions The teacher can give each group one of these questions above to talk about Then let the class share their ideas It s better to stimulate the students to challenge their classmates opinions about these questions Possible answers Q1 Reasons I need friends to cope with stressful situations in life to share my worries and secrets in my inner world to show my concern for other people to let other people share my happiness to unfold to other people the secrets in my heart to name but few Q2 A good friend should tell me the truth honest be good to me friendly be willing to consider or accept others ideas or opinions open minded be willing to help others generous or helpful 用心 爱心 专心4 be good tempered think about what others need and try to help them caring be loyal to their responsibility responsible not easily upset easy going be out going like to meet and talk to new people be tolerant allow other people to have different opinions or do something in a different way be selfless to name but few Q3 What else can be a friend Answers can be various omitted Q4 Students answers may vary but must include a reason Yes I think it can be because I can set down how I feel every day in my diary and let other people read it to share my feelings some time later Above all it feels good to write down my thoughts and feeling on paper when I am sad or lonely IV Reading 1 Looking and guessing Work in pairs Look at the pictures and the heading and guess what the text might be about 1 Imagine what it might be like if you had to stay in your bedroom for a whole year You could not leave it even to go to the WC or to get a cup of tea How would you feel 2 What would you choose if you are only allowed to have five things with you in the hiding place because there is very little room 2 Reading to summarise the main idea of each paragraph Skim the text and summarise the main idea of each paragraph in one sentence Para One Anne made her diary her best friend whom she could tell everything Para Two Anne s diary acted as her true friend during the time she and her family had to hide away for a long time 用心 爱心 专心5 Para Three Having been kept indoors for so long Anne grew so crazy about everything to do with nature 3 Language focus Next you are to read and underline all the useful expressions or collocations in the passage Copy them to your notebook after class as homework laugh at go through make call O Noun as O C hide away set down grow crazy about do with there was a time when keep sb spellbound on purpose in order to do sth far too adj adv happen to do sth it was the first second time that face to face V Closing down Closing down by doing exercises To end the lesson you are to do the comprehending Exercises 1 and 2 Closing down by discussion of ideas Work in groups of four Discuss the ideas put forward in the reading passage It does not matter whether you agree or disagree What is important is that you should have a reason for what you say Also you can put forward your own ideas either criticising the text or using it as a support What would you do if your family were going to be killed just because they did something the Emperor did not like Where would you plan to hide How would you arrange to get food given to you every day What would you do to pass the time Language chunks from Unit 1 Friendship add up get sth done calm sb done have got to go on holiday talk care of walk the dog get loose pay for sth cheat in the exam should have done someone else s laugh at go through hide away set down a series of a hiding place I wonder if grow be become crazy about could have done keep sb spellbound keep doing stay awake on purpose in order to by oneself far too much it was is the first time that face to face feel lonely sit alone save one s life be concerned about with so many clothes on have trouble with sb at the moment get along well with sb sth enjoy doing 用心 爱心 专心6 be become make friends with be fall in love with try sth out on sb ask for advice give sb some advice on make an effort to do sth join in sth show one s interest in far and wide pay attention to look to one s own concern share one s thoughts and feelings with sb come to a conclusion be prepared to do sth a heart to heart talk hurt one s feelings change one s mind live in peace go on a picnic get away with feel at home in need PeriodPeriod 2 2 A A samplesample lessonlesson planplan forfor LearningLearning aboutabout LanguageLanguage Direct the value of it is seldom known until it be lost Charles Caleb Colton A friend is one who walks in when others walk out Walter Winchell A friend is one who believes in you when you have ceased to believe in yourself Lysha The better part of one s life consists of his friendships Abraham 用心 爱心 专心12 Lincoln Advice is like snow the softer it falls the longer it dwells upon and the deeper it sinks into the mind Samuel Taylor Coleridge Friendship is the golden ribbon that ties the world together Kristina Kentigian Friends are the sunshine of life John Hay A friend in need is a friend indeed II Tips on being a good friend Treat your friends the way you want to be treated Keep secrets that are told to you Pay attention when your friend is talking Keep your promises Share things with your friend Tell your friend the truth Stick up for your friend III What kind of friend are you 1 If your friend tells you a secret that isn t bad but you promised not to tell anyone you will A tell everyone B keep the promise 2 If you know your friend is planning to cheat on a test you will A tell your teacher B let your friend cheat C help your friend study for the test so she won t feel she needs to cheat 3 If your friend tells you a secret and it may cause his or her death you will A tell a trusted adult B keep it a secret C tell your friends You may print this sheet and answer the questions Then discuss the answers with your friends A true friendship should encourage you to live your dream support you toward your goals sympathize for your losses and help you find a silver lining 用心 爱心 专心13 build your self esteem If happiness and life satisfaction are your goals your friends should be chosen on the basis of how well they can accomplish those four goals Happiness is a personal choice that comes from within But as the friendship poem says it surely doesn t hurt to have supportive friendships that help us achieve our goals IV Self reflection upon friendship Read the following statements and then tick Yes or No to show your opinions upon friendship 1 Friendship is very important to me 2 I have a lot of friends 3 There can be true friendship between a schoolboy and a schoolgirl 4 I am very kind to my friends 5 I think everyone should have friends 6 Friends must have the same character 7 I keep a diary and think it is my close friend 8 When my friend is in trouble I am always ready to help 9 I don t like to talk to others very much I like to be alone 10 I keep a pet animal and treat it like a friend A friendship poem Choose friends wisely the portrait they paint Is who you are and who you ain t Friendship is life s great support When friends are of the right sort For all your dreams do they make room Or bring you down with doom and gloom You will know a friendship is true When it brings out the best in you It s true You can tell a person by the company she keeps Our friendships not only tell a lot about who we are they make us who we are The friendship poem above says it all You will know a friendship is true when it brings out the best in you 用心 爱心 专心14 Take a look at your friends Do they bring out the best in you That might seem like a silly question We all tend to think Of course they bring out the best in me I wouldn t be friends with them otherwise Section 2 Vocabulary teaching strategy I The role of vocabulary teaching In the context of learning English as a foreign language a learner is forced to be autonomous and independent and make conscious effort to learn vocabulary outside the classroom simply because the exposure to the target language is limited in class So teachers cannot rely on their students picking up lexical items This makes explicit vocabulary teaching necessary However vocabulary is notoriously difficult if not impossible to teach because of the complexity of its linguistic semantic and psycho cognitive aspects II Best approach There are no universally useful strategies and they contribute to vocabulary learning in different ways Students use a number of strategies often simultaneously The efficiency of vocabulary learning depends on how students combine individual strategies If students combine and employ individual strategies from different groups they will be more successful in developing the target language lexicon Thus the ideal combination would be that of strategies from all four groups The teacher should create activities and tasks to be done both in and outside class to help students to build their vocabulary and develop strategies to learn the vocabulary on their own Students experiment and evaluate and then decide which to adopt or reject since strategies are not intended to be prescriptive III Practical activities Here is a selection of practical activities that direct learners towards using strategies of vocabulary learning 1 The useful alphabet self initiated independent learning Each student gets a letter and has to find 5 10 or 15 words he or she thinks would be useful for him or her He or she then report to the class perhaps as a mingle activity using word cards on one side they write the letter on the 用心 爱心 专心15 other the information on the word spelling pronunciation definition 2 Word bag formal practice This is to get your students to write down new words they hear in class At the beginning of the term course divide students into groups of about 5 and give each group a number e g 1 6 At the beginning of each class give each group about 10 cards on which they write the number of their group and the new words they hear in class At the end of each class they put their cards into the word bag and every 2 weeks you check whether they still know those words and which group has the most cards In the end there are two winners the group that has the most cards and the one that knows more words 3 Especially for you Functional practice The teacher prepares a list of words Each student gets one word which is prepared especially for him or her The trick is that each student gets a word whose initial letter is the same as the initial of the student s first name e g Linda gets listless Each student must look it up in the dictionary during the class and after a few minutes report to the class E g My name is Linda and I m listless That means that I am definition For homework students can do the same using their surname 4 Word tour memorizing Instructions for your students Think of a town or city you know well Imagine that you are organizing a sightseeing tour Think of 5 places you would include on your tour and write down the order in which the tourists would visit them Learn your tour off by heart so that you can picture it in your mind Whenever you have 5 new English words to learn imagine these words are the tourists on your tour and picture the words in the places on your tour like this Tour Trafalgar Square Buckingham Palace Houses of Parliament Westminster Abbey Downing Street Words to learn apron dustpan vacuum cleaner feather duster broom Imagine Nelson on his column in Trafalgar Square wearing an apron the queen brushing the floor in Buckingham Palace and using a dustpan Section 3 Words and expressions from Unit 1 Friendship add v 1 put something with something else or with a group of other things Do 用心 爱心 专心16 you want to add your name to the list 2 to put two or more numbers together in order to calculate the total Add 6 and 6 to make 12 3 to increase the number The sales tax adds 15 to the price of clothes 4 to say some more that is related to what has already been said That s all I want to say