英语优秀教学案人教版必修一period1warming up and speaking

示范教案(Unit1本单元的话题是“朋友和友谊”(friendsandfriendship)和“人际关系”(interalUp)”“读前(Pre-reading阅读(Reading理解(Comprehending语言学习(LearningaboutLanguage)”“语言运用(UsingLanguage)”“小结(SummingUp)”和“学习建议(LearningTip)”。，“读前(reradn)”部分提出了三个问题：人为什么需要朋友？朋友必须是人吗？其他东西会成朋友吗这些问不仅与元关而且与下部分的读材料容紧密联“和“也可成为人的朋友而也以启发学预测课的内容展简短，。“阅(adng”部摘自《，标题是AE’SSTEND讲述了太作朋友倾诉己内心受的一故事二战中躲避纳的她和与之深的朋友孤之中她作朋倾诉衷肠在的程中寻解决问题的方法的设目的不仅是对学进阅读理解训练更重的是通阅读帮助学生“朋”“友”有一步的解因此教师应该学生了纳粹犹太人的才能深刻解时的心和为什将为己的朋友此基础上教师可导学生对该文章进行全面整理解，也可以学生设置景，他们的思考。如：“如你是你会么做”如果你天不许门在一个几方米的阁楼上会做什么？”。“语言学习(LearningaboutLanguage)”间接引语变成直接引语；练习了要求利用间接引语编一段。设计这些练习的目的就是让师在教学中要注意提醒学生不要死记硬背语则启发学生从实际出发灵活掌握、“语言运用(UsingLanguage)”部分分读和听(ReadingandListening)、说(Speaking)、读和写(ReadingandWriting)三个步骤，提供了如下活动：读两封信、听一段话、讨论和写信，“小结(SummingUp)”部分设计了一个表格，引导学生从本单元的话题、词汇和语法等方言，另一方面还可以将作为自己的朋友表达感情与思想。本单元需要学习的重点单词为：addpointupsetignorecalmconcernloosecheatreasonlistsharefeelingNetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequestionnairequizsituationeditorcommunicatehabit本单元需要学习的重点词组为：addupcalmdownhavegottobeaboutwalkthedoggothroughhideawaysetdownaseriesofonpurposeinordertoinone’spowerfacetofaceaccordingtogetalongwithfallinlovejoininmakeaneffortshowone’sinterestinspreadfarandwidepay(no)attentiontointhepastYouwanttoseeaveryinterestingfilmwithyourfriend,butyourfriendcan’tgountilheorshefinishescleaningthebicycle.(not...until...)Whenheorsheborroweditlasttime,heorshebrokeitandyouhadtopaytogetitrepaired.(getsth.done)Whilewalkingthedog,youwerecarelessanditgotlooseandwashitbyacar.(whileng;get+adj.)Yourfriend,whodoesn’tworkhard,asksyoutohelphimorhertocheatintheexambylookingatyourpaper,whatwillyoudo?(theAttributiveClause)Idon’twanttosetdownaseriesoffactsinadiaryasmostpeopledo,butIwantthisdiaryitselftobemyfriend.(as...)Iwonderifit’sbecauseIhaven’tbeenabletobeoutdoorsforsolongtimethatI’vegrownsocrazyabouteverythingtodowithnature.(Iwonderif/whether;it’s...that...) Istayedawakeonpurposeuntilhalfpastelevenoneeveninginordertohavealookatthemoonforoncebymyself.(stay+adj.;inorderto Butasthemoongavefartoomuchlight,Ididn’tdareopenawindow.（don’tdare ...itwasthefirsttimeinayearandahalfthatI’dseenthenightfaceto (Itthefirst/second.timethat+现在/过去完成时AlthoughIreallytrytotalktomyclassmates,Istillfindithardtomakegoodfriendswiththem.(findit+adj./n.+todo...)态度Areyouafraidthat...?I’vegrownsocrazyabout...Ididn’tdare..同意和不同意（agreementanddisagreement）Iagree. Ithinkso. Idon’t Idon’tthink I’mafraidThat’scorrect.Ofcourse“Idon’twanttosetdownaseriesoffactsinadiary,”said→Annesaidthatshedidn’twanttosetdownaseriesoffactsinaHeasked,“Areyouleavingtonight?→Heaskeduswhetherwewereleavingthat“Whendidyougotobedlastnight?”fathersaidto→FatheraskedAnnewhenshewenttobedthenightThisunitcentersonfriendsandfriendship,exploringdifferenttypesoffriendshipwithparticularattentiontothatonecandevelopwithoneself,i.e.,thecomfortandsupportoneseeksfromanimaginaryfriend.Studentsareexpectedtocometobetrulyawareofthequalitiesandconductsthatmakeagoodfriend,displayanddeveloptheabilitytocopewithmisunderstandings,sandproblemsrelatedtofriendship,andgiveadviceonit.Theconceptthatevenanordinarythingcanbeafriendshouldbreakdownthetraditionalbeliefintheinteralnatureoffriendship.Also,thecomparisonofsimilaritiesanddissimilaritiesinfriendshipbetweentheEastandtheWestleadsstudentstoknowbetterthevaluesoffriendshipinWesterners’eyes.Allinall,thisunitpromisestounveilthetrueessenceoffriendshipandhelpsstudentstoleadamorefriendlyandharmoniouslife.Thus,basedonthetheme,contentsandteachingobjectives,thewholeteachingprocedurescanfallintosevenperiodsasfollows:Period1:WarmingupandPeriodPeriod3:ImportantlanguagePeriod4:Grammar(DirectSpeechandIndirectSpeech(Ⅰ))Period5:FriendshipinHawaii(Readingtaskintheworkbook)Period6:Usinglanguage(ListeningandWriting)Period7:Revision(SummingupandLearningPeriod WarmingupandThisisthefirstteachingperiodofthisunit,perhapsalsothefirstinthisnewterm.Sotheteachercanfirstaskthestudentstotalkabouttheirsummerholidaylife.Theycantalkfreelyastheylike.Themaintopicofthisunitisaboutfriendship,andnearlyalltheteachingmaterialscenteronit.Theteachercanintroducethetopictothestudentsininterestingways,suchasplayingsandsongsonfriendship,gettingthestudentsmakealistofqualitiesagoodfriendshouldhave,lettingthestudentsmakeagroupdiscussiononquestionsaboutthetopic,andsoon.Thenhavethestudentsmakethesurveyinthetextbook.Thissurveyexamineswhetherthestudentsaregoodfriendsandleadsthemtothinkandtalkaboutfriendship,gettoknowtheproblemsbetweenfriendsandseeksolutions.Inngso,itshouldmakethemconsiderwhatqualitiesandbehaviormakeagoodfriend.Thisisthefirstofmanyactivitiesdesignedforself-reflectioninthistextbook.Itmakespreparationsforthefurtherteachingintopics,backgroundandvocabulary.Anotherteachingaiminthisperiodistogetthestudentstolearnhowtoexpresstheirattitudes,agreementanddisagreement,andcertainty.Theteachercangetthestudentstoworkinpairstotalkabout“Ifyourbestfrienddoessomethingwrong,whatwillyoudo?”andsharetheirideaswitheachother.Thenaskthemtoworkingroupsonotherquestions(aquestioneachgroup).Inabovetwosteps,lthemtousesuchstructuresasI(don’t)think...,I(don’t)believe...,Inmyopinion,...,I(don’t)thinkso,I(don’t)agree,Exactly,I’mafraidnot,That’scorrect,Ofcoursenot,andsoon.Toconsolidatethecontentsofthisperiod,thestudentsarerequiredtomakeadialogueonqualitiesagoodfriendoranidealfriendshouldhave.UsethegivenadjectivesandsentencestructurestodescribeoneoftheirLearntoevaluatefriendsandWorktogetherwithpartnersanddescribeoneoftheirgoodDiscusswithpartnersandfindoutwaystosolvetheTask-basedteachingandCooperativeDcusonThemultimediaandothernormalteachingKnowledgeLetthestudentslearnthefollowingnewwordsandexpressions:surveyaddpointupsetignorecalmconcernloosecheataddupcalmdownhavegottobeconcernedaboutwalkthedogGetthestudentstolearntoexpressattitudes,agreementanddisagreementandcertaintyusingthefollowingstructures:Areyouafraidthat...?I(don’t)think...Inmyopinion,...I(don’t)thinkso,I(don’t)agree,Ibelieve...,I’mafraidnot,Exactly,That’scorrect,Ofcoursenot.AbilityEnablethestudentstodescribetheirfriendsinFigureouttheproblemsbetweenfriendsandthenfinddifferentwaystosolvetheEncouragethestudentstothinkandtalkaboutfriendsandfriendshipbyusingsomephrasesandstructures.EmotionalGetthestudentstolearntosolveproblemsthatmayoccurbetweenCultivatethestudentstoformthegoodhabitoflearningEnglishinSeniorMiddle设计方案（一→Step1Lead-Beforethelesson,theteachercanarousethestudents’interestsbyshowinga ofAuldLangSyne.Thisisthefirstclassinthenewterm.Soatthebeginning,askthestudentstotalkabouttheirsummerholidays.Theycantalkfreelyastheylike.Howdidyouspendyoursummerholidays?Howdidyoufeel?Whatdidyoudoinyoursummerholidays?Whatdidyoudoinyoursparetime?Whatdoyouthinkofournewschool?Doyoulikeit?CouldyousaysomethingaboutDoyoulikemakingfriends?Howdoyougetintouchwithyourfriends?Doyouhavemanyfriends?Wherearetheynow?Doyouhaveanyoldfriendsinourschool?Haveyoumadeanynewfriendsinourclass?(Othersuggestionsforintroducingthetopicofthisunit:1.Playtwosongsonfriendship,thenaskthestudentswhattheyareabout.2.Haveadiscussionaboutfriendshipwiththestudents.Getthestudentstomakealistofthreequalitiesagoodfriendshouldhave.)→Step2Warming-Asksomestudentstoltheclasshowhisorherfriendisinoneortwosentences.Thefollowingadjectivesmaybehelpful. Suggestedsamplesentences:MyfriendAlanisbrave.HeoncesavedthelifeofalittlegirlwhohadfallenintoaMyfriendBobisloyal.Hewouldn’ttalktoCharleswhomIdon’tlikeatMyfriendDavidiswise.HealwaysgivesmethebestMyfriendGeorgeisahandsomeboy,buthedoesn’tliketostudyandalwaysdreamsofingamodel.MyfriendHarryisasmartstudent.HealwaysasksgoodquestionsinAskthestudentstogiveabriefdescriptionofoneoftheirfriends.Thefollowingphrasesandstructuresmaybehelpful.His/Hernameis..He/Sheis...yearsHe/Shelikes...anddislikes...He/Sheenjoys...andhates...He/Sheisverykind/friendly..When/Wherewegottoknoweachother.Suggestedsampledescription:ZhangXiangmingismybestfriend.Sheisseventeenyearsold.ShelikesEnglishandChinese,anddislikesmathematicsandphysics.Sheenjoysmusicandhatessports.Sheisveryprettyandalsofriendly.Lastmonthwhenweenteredtheseniormiddleschoolwegottoknoweachotherandwearebestfriendsnow.Whattypesoffriendshipdoyouhave?Pleasetickthemout.Thenfillinthegirlfriendsboyfriendspenfriendslong-distancefriendsfriendsofthesameagefriendsacrossgenerationse-friends(friendsovertheInternet)unusualfriendslikeanimals,books... is/aremostimportanttoeIspendmostofmyfreetime .Iwillsharemysecrets .Whenintrouble,Iwillfirstturn .Ithinkiteasiertocommunicate . wouldmakeusfeelSuggestedanswers(Students’answersmayvary):1)Agirl/boyfriend(Girlfriends/Boyfriends)2)e-friends3)unusualfriendslikeanimals4)friendsacrossgenerations5)friendsofthesameage6)Long-distancefriends→Step3MaketheAskthestudentstolistsomequalitiesofagoodfriendortheiridealfriend.Havethestudentsgetintogroupsoffourtofindoutwhatqualitieseachhaslisted.Getthestudentstoltheirparternerstheirstandardsofgoodfriendsbyusingthefollowingstructures.Ithinkagoodfriendshould(not)be..Inmyopinion,agoodfriendissomeonewho..Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard.AsktheclasswhetherornottheyagreewithallthequalitieslistedontheNowhavethestudentsmakethesurveyinthetextbook.Whilengasurvey,thestudentsmayneedsomeexplanations.Question1:Thisquestiondealswithhowthoughtfulyouaretowardsothersandhowmuchyouvalueyourfriends.Question2:ThisquestionisconcernedwithQuestion3:Thisquestionalsodealswithyourconcernforothers.Question4:Thisquestionisconcernedwithresponsibilitiestoafriend.Question5:Thisquestionisconcernedwithhonesty.HavethestudentsscoretheirsurveyaccordingtothescoringsheetonPageAsksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesof4~7points:Youarenotagoodfriend.Youeitherneglectyourfriend’sneedsorjustdoheorshewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriendneedsto8~12points:Youareagoodfriendbutyousometimesletyourfriendship etooimportant,oryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.13+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.Welldone.(TheteachermayalsoshowtheSstheresultsaboveandletthemselvesself-reflectupontheirownvaluesoffriendship.)→Step4TalkingandGetthestudentstoworkinIfyourbestfrienddoessomethingwrong,whatwillyoudo?Trytousethefollowingexpressions.Ithink.. Ithink IIdon’tthink... Idon’tthinkso. Idon’tagree.Ibelieve.. That’s Inmyopinion,..Whatto GetthestudentstoworkinDividethestudentsintofourgroupsandeachgroupchoosesatopictodiscuss.TherearefourTopic1:Whydoyouneedfriends?MakealistofreasonswhyfriendsareimportanttoTopic2:Thereisasaying“Tohaveagoodfriend,youneedtobeagoodfriend.”Whatdoyouthinkofthesayingandhowcanyoubeagoodfriend?Topic3:Doesafriendalwayshavetobea?Whatelsecanbeyourfriend?Why?Topic4:Listsomequalitiesofa whodoesnotmakefriendeasily.→Step5Askthestudentstosummarizewhatfriendshipisandwhatisthemostimportantinmakingfriendsthemselves.Theteachershowsmoreinformationaboutfriendshipandapoemaboutfriendship.Enjoyittogether.WhatisIwanttofindtheanswertotheWhatisWhenitrains,Ithinkfriendshipisasmallubea.ItcangivemeapieceofclearWhenI’mcrying,Ithinkfriendshipisawhitehandkerchief.Itcanwipemytearsdry.WhenIamsad,Ithinkfriendshipisawarmword.Itcanbringmehappinessagain.WhenIamintrouble,IthinkfriendshipisastrongItcanhelpmeescapemyWhenIsitinaquietplace,Ithinkfriendshipisaverywonderfulfeeling.Itcan’tbepulledandtorn,becauseitisineveryone’sheart.Itistherefromthebeginningtotheendofour→Step6Talking(onPageWhilethestudentslistentothematerial,askthemtotakenotesaboutthespeaker’sviewsofmakingfriends.SuggestedListentowhatLeslieClark,theCanadian,hastosayaboutherexperienceswithfriendshipinChina.Askthestudentsinsmallgroupstodiscusswhethertheyagreeordisagreewith．Thenhavethestudentstakesides:atleastoneofthemwillsupportLeslie’sviewpoint,andtherestwillnotsupportit lthestudentstothinkaboutwhytheyagreeordisagreewithLeslie.．Speakingtask(onPage45)Suggestedsteps:Inpairs,havethestudentsreadthefollowingdialogueanddiscusswhattheywouldAftereachpaircomestoanagreementhavethemrecordtheirsolutiontotheproblemonapieceofpaperandgiveittoyou.PutpairsthathavedifferentsolutionstothesamesituationingroupsofLetthempresenttheirreasonstoeachotheraboutwhattodoandtrytocometoanagreementaboutthebestcourseofaction.HaveastudentfromeachgroupreporttheirnewsolutiontotheIftimepermits,askthestudentstoworkinpairsandmakea→Step7Studentsfinishthefollowingevaluationform.Standard:A,B, 自 他I’mactiveintalkingwith I’mactiveincooperatingwithIcanexpressmyselffluently,accurayandappropriaIknowmoreaboutfriendshipafterthisDoyouthinkyouneedtoimproveyourselfinsomeaspects?Whichaspects?→Step8FinishofftherelativeexercisesintheWritedownashortpassageaboutyourPrepareforthenextpartEndinglthestudents:Makenewfriendsandkeeptheold;oneissilverandtheotheris设计方案（二→Step1Lead-ShowthestudentsaofAuldLangSynetointroducethetopicofthis(Othersuggestionsforintroducingthetopicofthisunit:1.PlayorsingthesongThat’sWhatFriendsAreFor,thenaskthestudentswhattheyareabout.2.Haveadiscussionaboutfriendshipwiththestudents.Getthestudentstomakealistofthreequalitiesagoodfriendshouldhave.)→Step2Warming-GetthestudentstogiveabriefdescriptionofoneoftheirAskthestudentsWhattypesoffriendshipthey→Step3MaketheAskthestudentstolistsomequalitiesofagoodfriendortheiridealfriend.Havethestudentsgetintogroupsoffourtofindoutwhatqualitieseachhaslisted.Getthestudentstoltheirpartnerstheirstandardsofgoodfriends.HaveamemberofeachgroupreportwhattheirlistshaveincommonandlistthemontheAskthe