AUnitFriend6S教学设计英文教案

1、UNIT ONEPART ONE: TEACHING DESIGN第一局部：教学设计Unit Goals To lear n how to use adjective properly To learn to use comparatives to compare two people or two things, to use superlatives tocompare three or more people or things and to use as+ adjective + as to compare people or t To collect information and

2、organize ideas to describe their frie nds appearanee and personality To develop the skills of look ing for main points and keywords To develop some ideas about making friendsVOCABULARYMore, nothing, bowl, honest, secret, joy, special, sad, believe, magazine, good-look ing, slim, willi ng, ready, sin

3、 ger, almost, eyesight, round, smart, bored, joke, fit, off, advertiseme nt, every one, true, thin, square, han dsome, cheerful, printer, better, worse, worst, test, dangerous, camping , activity, solve, future, become, famous, sporty, agree, runner, reader, un comfortable, miss, advice, bright, smi

4、ling, dark, fat, neat, pleasant, wear, climbing, exciting, correctly 四会teenager, musical, sense, humor, vote, height, competition, cycling, skiing, diving, outdoor, editor, social, nervous, general, appeara nee 三会gen erous, shoulder-le ngth, hik ing, sec on dary, pony tail 二 会EXPRESSIONSas as, give

5、seats to, travel around the world, has poor/good eyesight, thinkof, keep a secret, say a bad word about, try to do sth., try onefeel un comfortable, sit aloneSTRUCTUREShe is willi ng to share things with her frien ds.He has a good sense of humour.Whe n someth ing worries me, I can always go to her.I

6、 think swim ming is not as in teresti ng as cycli ng.I can listen to people s problems and help them solve their problems.I will be happy if I can make people happy aga in.I am un happy these days because I have some problems with my new school.LANGUAGE POINTS AND FOCUSPERIOD 1: COMIC STRIPES & WELC

7、OME TO THE UNITs best to do sthTeach ing Goals To revise vocabulary and expressi ons used to describe people To guess meaning from con text To gen erate ideas about people s appeara ncseerahalities To categorize adjectives to describe importa nt qualities of a friend accord ing to pers onal prefere

8、nces Teach ing ProceduresSTEP 1 Brainstorming and free discussionAre you hungry now?If you are very hun gry, what can you do? What are you going to do?Do you want to have anything tc drink, tcc? What would you like to drink?If you are still hun gry, what can you do? Have some mere feed.If there noth

9、ing else in the fridge, what can you do?STEP 2 A listening taskListen to the conversation between Eddie and Hobo. Can you find out the answers to these questions?is / are hun gry. A. Eddie B. HoboC. Eddie and Hobo2. Hobo wants to share thewith Eddie. A. cakeB. milkC. pizzaSTEP 3 Readi ng1) Read the

10、conversation after the tape.2) Expla in the lan guage points briefly.-Do you want some? Do you want some cake? I have a cake.-Can I have something to drink? Is there anything in the fridge?-What about ？Have some more food. Have too much food. Have eno ugh food-Maybe we can share it.3) Have the stude

11、 nts read the con versati on aloud.4) Have the stude nts act the con versati on in pairs.STEP 4 Discussi onsa. If you were Eddie, you are hun gry, too. Do you want to share your pizza with Hobo? Why or why n ot?b. Do you think Eddie is a good friend?c. What do you think should do?STEP 5 Talk ing abo

12、ut your best friendMy best frie nd in my class is / She is.(Ask questi ons accord ing to the senten ces give n on Page 3.)Honest: Do you believe what he / she says?Keep secrets: Can you talk to him / her about anything?Share my joy: Do you talk to him / her whe n you are happy?Make me happy: Do you

13、talk to him / her whe n you are sad?Helpful : Do you talk to him/her when you have problems.STEP 6 Qualities of a good frie nda. Have the students finish Part A (Page 3).b. Check the an swers in class.c. Get the students to make a summary as the following:A good frie nd can make you happy.A good fri

14、e nd should be helpful. He/she helps you solve problems.A good frie nd should be hon est. You always believe what he/ she says.A good frie nd shares your joy. He/she shares your sad ness, too.A good frie nd should keep secrets. You can tell him / her everyth ing. d. show ing the qualities of a good

15、friend.STEP 6 What s important?a. A good friend may have lots of qualities. It is also very important for us to figure out what the most important qualities are, because the students may need these to tell about good friends. These will definitely help the students a lot in making friends with each

16、other.b. Have the students finish the table in groups of four. I think it is important to get the students to discuss itbefore we come to any conclusion. Or simply, we don t need any conclusions here. The tlhng that matteis that they start to think about this on their own.I thi nk it very helpful to

17、 give the stude nts the sentence patter ns before they start to talk about this topic. The sentence patter ns are listed as follows.It is very importa nt for my good friend to be polite.It is quite important for my good friend to be clean and tidy.It is not importa nt for my good friend to be good l

18、ook ing.It is very importa nt for my good friend toIt is quite importa nt for my good friend toIt is not important for my g ood friend toSTEP 7 Homeworka. Read the comic stripes and try to remember it. Try your best to act it out.b. Try to read your no tes about the qualities of good frien ds. If po

19、ssible, think of other qualities a good friend should have.c. Finish off the exercises in the Evaluatio n Han dbook and Lear ning En glish.PERIOD 2: READING ITeach ing Goals To guess gen eral meanings from the key words and con text To skim text for overall meanings and sca n for details To identify

20、 specific information about different people from their friends descriptions To use adjectives to describe people s appearanee and characteristics To recog nize the use of comparatives and superlativesTeach ing ProceduresSTEP 1 Let s talking about your best friendsGet the stude nts to talk about the

21、ir frien ds. They may just say a few words or some very short sentences, but they are en couraged to speak out what they have already lear ned to describe a pers on. Then classify some of the words they used on the blackboard in differe nt categories.1. Who is your best frie nd in your class? He / s

22、he is2. Classify the words into the following parts:appeara neepers on alityabilityfuture pla n3. Get the stude nts to read the words on the blackboard together.STEP 2 Fi nding out the key words“In our textbook, three stude nts has writte n (wrote) about their friends for a competiti on. Can your fi

23、nd their names as quickly as possible.“ (Betty, Max and May)Read the passages, and find out the key words for each of the passagesBetty is is is.BettyMaxMayAppeara neeSlimShort hairTall, poor eyesightGlasses - smartSmall straight, shoulder -length hair prettyPers onGen erous , Helpfula good sense of

24、 humoura true frie ndSpecialWants to be a sin gerfunnyKi ndSTEP 3 Choosing the best friendHave the stude nts finish the exercises on page 5. Check the an swers in pairs. Or Check the an swers in class.STEP 4 Detailed study of the passagesRead the passages one paragraph after another. Ask students qu

25、estions and help them take down the key phrases.Betty1. Is Betty the writer s new(Nienldiey have been friends for a long time.)2. What does Betty look like? (She is as slim as the writer and has short hair .)3. What are Betty s personalities? (Sbedsous and helpful .)4. How can we know she is generou

26、s? (She is willing to share things with her friends.)5. How can we know she is helpful?(She is ready to help people any time. She helps writer with her homework.She always gives seat to people in need on the bus.)6. What does Betty want to do whe n she grows up?(She wants to be a sin ger and travel

27、arou nd the worldwhe n she grows up .)Maxis Max like?(He is very tall- almost . His small, round glasses make him look smart .)does he have poor eyesight?( Because of working on the computer too much at night.)3. What is the characteristic ( 性格 ) of Max? Max has a good sense of humour.)4. Why does t

28、he writer say so?(The writer never feels bored or unhappy when he is with Max. He tells funny jokes and always makes me laugh .)5. Do Max s legs fit under the desks? Why? (No. Because his legs are veryong .)6. Why does the writer think Max is funny ?(Because Max often knocks their things off the des

29、ks when he walks past their desks.)May1. What is May like?(She is shorter tha n the writer and is very small. She has straight, shoulder-le ngth hair. Every one thinks she is pretty .)2. What kind of friend is May? (May is a true friend.)3. Why does the write thi nk May is a true friend?(a. She can

30、keep a secret. When something worries the writer, he can always go to her. The writer can tell May anything .)(b. She is kind . She never says a bad word about anyone.)Have the stude nts retell the passages, look ing at the keywords on the blackboard.STEP 5 What makes a best friend?Have the students

31、 finish Part C1, on Page 6.Check the an swers in pairs. OrCheck the an swers in class.STEP 6 Discussi onWhich people would you like to have as your best friends Betty, Max or May? Why?STEP 7 Homework1. Read after the tape five times. Your p arent s sig nature is n eeded.2. Finish the exercises in th

32、e Evaluati on Han dbook and Lear ning En glish.PERIOD 3: READING IITeach ing Goals To figure out the structure of each passage To speak out the passage in their own words, follow ing the structure of the passages To expla in the Ian guage points in the passages To develop a good attitude towards fri

33、endsTeach ing ProceduresSTEP 1 Readi ng the passages togetherHelp students to remember what we learnt last time by getting them to read the passages together loudly. STEP 2 Figuri ng out what each paragraph is aboutHelp the students to figure out what each paragraph is about. It is important to enco

34、urage the students to speak out their ideas, and at the same time to give out their own reas ons. (This is very importa nt here, because it may make it easier for the stude nts to un dersta nd the structure of a passage, and the n rememberas slim asit more easily.)Appeara neehave short hairgen erous

35、BettyAppeairainyehelpfulbe willing to share withbe ready toHetowithFuture PlanGive seat to people in n eed want to be , travel arou nd the world tall* almost metersthe tallestAppeara neehave poor eyesightbecause of work ing on he c wear glassesMaxomputer too. much make sb. look smartL-rq never feel

36、bored or unhappy, be with sb.Pers on alityhumoroushave a good sense of humorThey don fit under the deskTell funny jokes; make sb. happySomethi ng speciallong legsshorter tha n I amWalk fastf, funnyvery smallAppeara neeEvery one thinks sheMayPers on alityHave straight, shoulder-len gth hairWhe n some

37、th ing worries me, I can go to her.is pretty.a true frie ndkeep a secretI can tell her anything.kindNever say a bad word about anyoneSTEP 3 Explai ning the sentencesExpla in the sentences one by one and talk about the Ian guage poin ts, by giv ing more examples.1. as as She is as slim as I am.She is

38、 as tall as I am.I am as tall as she is.I run as fast as she does.She runs as fast as I d.I drove as quickly as she did.She drove as quickly as I did.I am driv ing as carefully as she isShe is driv ing as carefully as I am.I can run as fast as she can.She can run as fast as I can.2. be willing to do

39、 sth. / be ready to do sth.3. want to be /want to do 4. I have a won derful frie nd n amed Max. / I have a won derful frie nd called Max.5. because of too much computer work. / because he has too much computer work.6. and they make him look smart. / they: the glasses look smart (adj.) / make sb. do

40、sth./ make me laugh7. I n ever feel bored or un happy whe n he is with me./ feel bored (adj.)8. and they do not fit under the school de sks./ fitv.9. when he walks past the desks, / pass &past10. knock p off11. thi nk of 12. Every one thinks she is pretty.13. When somethi ng worries me,14. say a bad

41、 word about anyone.STEP 4 Fin ish ing the exercisesGet the students to finish the following exercises without looking at the book to check if they have grasp the Ian guage points or remember the senten ces.STEP 5 Saying someth ing about making friendsIt the time for the student to say something abou

42、t making friends. They are going to be motivated to think about the follow ing questi ons.a. What kind of people can be your best friend?b. What kind of pers on ality do you hope your best friends to have?c. What do you think is the most importa nt thing betwee n two frien ds?STEP 6 Homeworka. Recit

43、e the three passages flue ntly.b. Tell your pare nts about your best friend at school.c. Write about your best friend, follow ing the structure.PERIOD 4: VOCABULARYTeach ing Goals To use adjectives to describe people physficalfeatures To use adjectives to describe gen eral appeara nee of people To s

44、elect and use adjectives that are appropriate to describe the appeara nee of boys and girls To make up more sentences talking about one s appearaneeTeach ing ProceduresSTEP 1 A guess ing gameTake an exercise book to the classroom. Tell thestude nts that one of them has done well in yesterdayhomework

45、. Can you guess who he/she is?In this way, the students attention is drawn to describing a pers on. They will surely get the right pers on. If no t, I will give them some hin ts.STEP 2 Talk ing about one s appeara neeIt is important to learn to describe one s appearanee.When we see a person, we don

46、t pay attention to his facial appearance at the first sight. We can only tellhis/her general appearance. Can you think of words that talk about one s general appearance?tall, short, strong, fat, thin, slim, tidy, clean, beautiful, good-looking, handsome, lovely, pretty, smart, lovely, cuteHere we sh

47、ould pay attention to some of the words. For example, we seldom us thin or fapeople, because they sounds impolite, sometimes it may hurt that people.STEP 3 Boys or girls?Some of the words can only be used to talk about boy, while some only with girls. So it is also very important to make it clear.a.

48、 Have the students finish Part B in two or three minutes.b. Discuss the answers with the students. Make sure they feel confident in using these words.Boys: good-looking, handsome, smartGirls: beautiful, good-looking, handsome, lovely, pretty, smartIt must be stated very clear that handsome can not o

49、nly go with boys but also with girls. But when it describes girls, it means having an attractive appearance with large strong features , sometim端庄的 in Chinese.But, beautiful and pretty are not the same. Usually, pretty is used to modify girls who are beautiful.STEP 4 Talking of something special abo

50、ut one s appearanceHowever, it is not enough that we describe people s general appearance. For example, when I sayfriend is good- looking , do you know whom I am talking about? No. So it is really important for us to learn to describe one s facial appearance and learn to talk about something special

51、 about someone.First. Let s talk about one s hairstyle.have black hair in a ponytail/in bunches, wears a modern hair style, have straight, shoulder-length hair, with short, straight hair on the foreheadSecond, let s talk about one s face.round, square, oval, small, bigThird, let s talk about one s e

52、ye. have big, bright and smiling eyes, round, big, small, have poor eyesight, wears (small, round) glasses (with black frames)Fourth, let s talk about one s nose.big, small, flat, hookedFifth, let s talk about one s ear. big, small, look like two small fansFinally, let s talk about one s mouth.big s

53、mall, wideWell, it may seem a little bit boring if we only name and write the words on the blackboard. So it is important for me to do something to take control of the class.I think it is good way to describe the students in the class, as I am teaching the words. The students will be well-motivated

54、to describe the students around them.They will surely have fun this way.STEP 5 ActivityNow, we can easily write about someone s appearance. Can your write about one of your classmates? Letthe others guess who he /she is? You need to write at least 5 sentences.Give the students 5-6 minutes to write t

55、he passage. Get some of the students to read aloudSTEP 6 A summaryMake a general summary. Read the words on the blackboard.Gen eral appeara nee: slim, thin, fat, stro ng, tall, short, beautiful, smart, good-look ing, han dsome, pretty, tidy, elea nFace: long, short, rou nd, squareEyes: big, small, r

56、ou nd, bright, smili ngNose: long, short, big, smallHair : black, dark brow n, long, short, shoulder-le ngth, straight, pony tailSTEP 7 Homeworka. Read and lear n these words by heart.b. Write about one of your best frien ds.c. Finish off the exercises in the Evaluatio n Han dbook and Lear ning En g

57、lish.PERIOD 5: GRAMMAR ITeach ing Objectives To lear n to use an adjective before a noun or after a linking verb to describe some one or someth ing To help stude nts un dersta nd the structure“ linking verb+ adjective To use comparatives to compare two people or things To use superlatives to compare three or more people or things To get