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高中教案(全)\必修1\Unit 1 Friendship单元教案
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Unit 1   Friendship
一、           课程目标

(一)   语言知识
词汇 add  upset ignore  calm  concern  loose  Netherlands German outdoors nature thunder entire entirely power curtain dusty partner settle suffer highway recover pack suitcase overcoat  teenager  exactly  disagree  grateful dislike tip swap item
 add up  calm down  have got to  be concerned about  walk the dog  go through 
set down   a series of  on purpose  at dusk  in order to  face to face  get along with   fall in love   join in   pack up  get / be tired of   no longer/ not… any longer
功能 1.       态度(attitudes)
Are you afraid that---?
I’ve grown so crazy about---
2. 同意和不同意(agreement and disagreement)
  I agree.  Yes, I think so.  Exactly.  So do I.  Me too.  No problem.  Good idea.
  I don’t agree. I don’t think so. I’m afraid not.  Neither do I. Yes, but…  No way.
3.肯定程度(certainty)
  That’s correct. Of course not.
语法 直接引语和间接引语(1): 陈述句和疑问句
1.       陈述句
“I don’t want to set down a series of facts in a diary.” Said Anne.
-----Anne said that she didn’t want to set down a series of facts in a diary.
2.       一般疑问句
He asked, “Are you leaving tonight?”
---He asked us whether we were leaving that night.
3.       特殊疑问句
“When did you go to bed last night?” father said to Anne.
--- Father asked Anne when she went to bed the night before.


重难点(句型和词组) 1.       get /have sth./ sb. to do ; get/ have sth./ sb. doing; get/ have sth./ sb. done
2.       keep sb. / sth. + a. / ad. / doing / done  使……保持某种状态
3.       happen to do …  ; It happens(ed) that …     碰巧……
4.  have difficulty / trouble ( in ) doing  某人做某事有困难
   There is difficulty / trouble ( in ) doing  做某事有困难
   have difficulty / trouble with sth.   
5.  It / This is the first / second …time that +主语+have / has done.
It / This was the first / second / third … time that + 主语+ had done.
意为“某人第几次做某事”
6.  It will be + 时间段 + before …    得过多久才…
     It will not be + 时间段+ before …  用不了多久就…
     It was + 时间段+ before …  过了多久之后才……
It wasn’t long before …    没过多久就……
 7.   too much 和much too区别
8.   be  concerned about
9.   cheat in/ at
10.  go through
(二)语言技能

Goals: 教学目标
* Talk about friends and friendship; how to make friends; how to maintain friendship
* Direct Speech & Indirect Speech
* Encourage students to form the habit of writing a diary.

(三)学习策略
情感目标:
a. To arose Ss’ interest in learning English;
b. To encourage Ss to be active in the activities and make Ss to be confident;
c. To develop the ability to cooperate with others.
策略目标:
a. To develop Ss’ cognitive strategy: taking notes while listening;
b. To develop Ss’ communicative strategies.
文化目标:
to enable the Ss to get to know different opinions about making friends from different countries.

二.  教材处理

(一) Analyses of the teaching contents 教学内容分析
This unit is about friendship, and nearly all the teaching materials center on it.
Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary.
Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too.
Reading---  The diary by the Jewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. She treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days.
Comprehending---It helps students further understand the text by doing matching, questions and answers.
Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches.
Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems.
Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar.
Learning tip--- This part encourages students to form the habit of writing a diary.
Reading for fun--- A poem Promise is short and easy to read, which may inspire students to think about what a real friend is like.

(二)Time allotment: 课时设计与课时分配

The whole teaching procedures can fall into seven periods as follows:
(经教材分析,根据学情,本单元可用7课时完成)
    Period 1     Vocabulary and Warming up
Period 2     Pre-reading , Reading (1) & Comprehending
Period 3     Explanation/Language points
Period 4-5   Grammar (Direct & Indirect Speeches)
    Period 6     Listening
    Period 7     Speaking , Reading (2) and Writing
  
附本单元教案
Unit 1 Friendship
The First Period   Vocabulary and Warming up
一、           教学目标 (Teaching aims)
1、  能力目标(Ability aim)
Enable students to talk about fiends and friendship.
Why do people need friends?
What kind of friends do you like to make?
What qualities should a good friend have?
What else can be your friend besides a person?
2、  语言目标(Language aims)
a.       重点词汇和短语
add, point, upset, ignore, calm, concern, cheat, reason, list, share
add up, be upset, calm down, have got to, be concerned, share with
b.      重点句子
You had to pay to get it repaired.
You friend comes to school very upset,
While walking the dog, you are careless and it got loose.
Your friend asks you to help him cheat in the exam by looking at your paper.
二、           教学内容(Teaching content)
          Vocabulary and Warming up
教学重难点(Teaching important points)
a. Learn new words & expressions in Unit One
b.  Talk about friends and friendship
What do you think a good friend should be like?
 
三、           教学方法(Teaching method)
a.       Asking-and –answering activity between the teacher and the students
b.      Individual, pair and group work to discuss
四、           教学准备(Teaching aids)
       A recorder, a computer and a projector
六、   教学步骤(Teaching procedure)
Step1. Learn new words & expressions in Unit One
Step2. Lead in the topic by Ask-and-answer activity between the teacher and the students the following questions:
a.       Is friendship very important? Why?
b.      Do you have any friends? What kind of fiends do you like to make?
Step3. Make a survey about the understanding the true friendship by individual work.
     1. You want to see a very interesting film with your friend, but your friend can’t go until he/she finishes cleaning the bicycle. You will …
     2. Your friend asks to borrow your favorite camera. When he/she borrowed it last time, he/she broke it and you had to pay to get it repaired. You will …
     3. Your friend comes to school very upset. The bell rings so you need to go to class. You will …
     4. Your friend has gone on holiday and asked you to take care of his/her dog. While walking the dog, you were careless and it got loose and was hit by a car. The dog’s leg was broken. You will…
    5. You are taking your mid-term exam. Your friend, who doesn’t work hard, asks you to help him cheat in the exam by looking at your paper. You will…
   Result and answer:
     4-7 points: You are not a good friend. You either neglect your friend’s needs or just do what he wants you 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 your own responsibilities.
    13+ points :Well done! You are an excellent friend.
Step4. Discuss and sum up the qualities should a good friend have by group work
     a. The qualities of a person who can be a friend of others easily
         honest, friendly, helpful, kind, brave, open-minded, generous, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, easygoing, warm-hearted, selfless, intelligent dedicated
     b. The qualities of a person who cannot be a friend of others easily:
        selfish, tricky, dishonest, bad-tempered, mean, impatient, narrow-minded, noisy, lazy, gossipy…
Step5. Debate
    a. Have you made any friends over the Internet? Do you have any e-pals?
    b. Do you agree that we should make friends over the Internet? Why or why not?
     Sample answers with reasons: Yes, I think so/No, I don’t think so. I agree…because we can …/ I don’t agree because …/ In my opinion / I think ,believe , feel that it’s bad for us to…
Step6  Learn an English song : A friend for life
Then the whole class enjoy another English song Auld Lang Syne to arouse the students’ interests

Homework
a.       Search and collect the sayings about friendship
b.      Prepare the new words before learning the reading
c.       Write a short passage about 80 words: “The Best Friend In My Eyes”


      The Second Period  Reading & Comprehending
一、       教学目标(Teaching aims)
1、能力目标(Ability aim)
          a. Enable students to learn the background of the story
          b. Understand the surface information by filling in the table
          c. Learn the basic method of reading 
       2、语言目标(Language aims)
a.      重点词汇和短语
feeling, German, series, outdoors, crazy, nature, purpose, dare, entirely, power, trust, indoors, suffer, teenager, habit, situation, advise, editor, communicate
go through, set down, a series of, be crazy about, on purpose, in order to, face to face, according to, get along with, fall in love, join in, advise sb. on ,
b.      重点句子
I stayed awake on purpose until half past eleven one evening in order to have a good look at the moon for once by myself,
I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature.
二、       教学内容(Teaching content)
Reading (Ⅰ)
三、       教学重难点(Teaching main points)
a.       Understand why Ann made her diary the only true friend?
b.      How would you describe Ann’s feelings while she was looking out into the night sky?
c. Learn the basic method of reading
四、       教学方法(\Teaching methods)
a.       Scanning ,skimming and Detail reading
b.      Ask-and-answering between the teacher and the students
c.       Interaction among individuals, pair-work and group-work
五、       教学准备(Teaching aids)
    A recorder, a computer and projector
六、       教学步骤(Teaching procedure)
Step 1 Leading in
a.  Does a friend always have to be a person? Tell us about your unusual friends.
b  Do you often regard diary as your friend? Why or why not?
c. Look at the pictures and the heading and guess what the text might be about.
Step 2  Background
    Play a piece of video and enable students learn the background of the story
Background
This is a true story. It took place in Amsterdam, Holland in the early 1940s after the German Nazis had occupied most of Europe. The Nazi Party ruled Germany from 1933 to 1945. One of their key policies was to kill all the Jews in Europe. If any persons known to be Jews were found, they would be sent to concentration camps farther east, mostly in Poland. Families were separated and transported in trains. For many days, they went without food, water, sanitation or fresh air. To avoid this terrible fate, some Jewish families went into hiding, often with the help of non-Jewish friends This diary was written during the time when Anne and her family moved to escape from being killed by Nazis.
Step3  Scanning
Try to collect the surface information of the story by filling in the following table
The time of the story 
The place of the story 
The heroine of the story 
Anne’s best friend 
The length of time they hid away 
The date of the diary 
Reading method

                           When        where

                            Who       what
                                 Why

                                  how

Step4 Detail Reading
In this part, let the students read the text for a second time and firstly do the exercise on the page 3 Ex1 and Ex 2. After that try to find the detail information about the story by discussing and answering the following questions
1. What is a true friend like in Anne’s opinion?
In Anne’s opinion, a true friend is a person whom you can trust. That’s to say, you can tell everything to this person.
2. What is an ordinary diary like according to Anne? What about her diary?
According to Anne, an ordinary diary is where most people like to set down a series of facts. But Anne wrote down her deepest feelings and thoughts in her diary. She told everything to her best friend --- her diary.
3. Why was she so crazy about things to do with nature?
Because she had been indoors too long, she was so eager to see the outdoor world --- the blue sky, the singing birds, the beautiful flowers , the bright moon, everything.
4. Why did she stay awake on purpose until very late one evening?
Because she wanted to have a good look at the bright moon.
Step5  Guessing in groups
Read the dairy again and pay special attention to the boldfaced words. Then discuss in groups the inside meanings of them.  Then think of some other words or expressions to describe Anne’s feelings and thoughts.
What do the boldfaced parts imply?
Words/phrases            What is implied
nature 
outdoors 
crazy 
didn’t dare 
thundering
entirely
power 
Step6  Debate
Now it’s time for students to discuss some interesting and important questions in groups in order to have a good understanding about the text
1.What would you miss most if you went into hiding like Anne ?
Explain why?
2 .How would you describe Anne’s feelings when she was looking out into the night  sky?
Anne’s feelings were very sad and lonely for she realized what she was missing by going into hiding.

Ex Anne’s sister, Margot was very __________ that the family had to move . She found ________difficult to settle and  ______ ________ in the hiding place because she was __________ _________   whether they would be discovered. She knew she had to ________ her parents and __________  ____ this was necessary. At first she thought she would go _________ but later she realized that it was better to _____ ___________ this together.
Homework
a.       Retell the text using the 4-skill words
b.      Prepare for the reading task on Page 44 and think about what different ways of showing friendship are in Hawaii
c.       Suppose you are Ann , please write another diary to express yourself at that time about 100 words

 

The Third Period   Language Study
Teaching goals
1.      Target language
a.Important words and phrases:
 survey, add, upset, ignore, calm, concern, cheat, list, crazy, dare, trust, suffer, advice, communicate, habit, join in, fall in love, according to, in order to, go through, add up, a series of
b.Important sentences:
 She should have studied, …
 She and her family hid away for two years before they were discovered.
 I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything t do with nature.
I stayed awake on purpose until…
    As the moon gave far too much light, I didn’t dare open a window.
    I happened to be upstairs one evening when the window was open.
     It was the first time that I’d seen the night face to face.
2.      Ability goals
Learn some important patterns.
3.      Learning ability goals
Have students learn how to use the important words , phrases and patterns.
Teaching important points
The use of some important words, phrases and patterns.
Teaching difficult points
How to teach the students to master the usage of the patterns.
Teaching methods
Learn the language points through situations given and practice.
Teaching aids
Slide show
Teaching procedures & ways

Step 1  Language points
1. concern oneself about / for 担忧,关心
be concerned about / for 关心
We are concerned about / for her safety.
2. cheat  v. 欺骗;骗取;作弊
cheat sb. ( out ) of sth.   骗取某人的某物
cheat sb. into doing  …       骗某人做…
cheat in / at …    作弊; 作假;
He was cheated into smoking ( 吸烟)
It is wrong to cheat in an examination  (考试作弊)
It was foolish of him to be cheated of his money(被骗了钱)
 3. should have done 本来应该做某事 (而实际没做,含有责备的意味)
  should not have done 本来不该做某事(而实际已做)
He looks upset. I shouldn’t have told him the bad news (本不该告诉他这个坏消息).
You are late. You should have come five minutes earlier (早五分钟来).
4. before     …才…
  e.g. I had waited for him for two hours before he came.
我等了他两小时他才来。
注意以下句型:
  It will be + 时间段 + before …    得过多久才…
  It will not be + 时间段+ before …  用不了多久就…
  It was + 时间段+ before …  过了多久之后才……
It wasn’t long before …    没过多久就……
It will be three years before we meet again(才见面).
It  was not long (没过多久)before we got together.
5. 强调句型:
    It is / was +被强调部分 + that/ who (被强调部分是人时,可用who替代that) …
   注意被强调部分的人称代词和从句中的时态。
对下列句子的划线部分进行强调:
I came across them in the club two days ago.
It was I who came across them in the club two days ago.
It was them that I came across in the club two days ago.
It was in the club that I came across them two days ago.
It was two days ago that I came across them in the club.
被强调部分也可以是从句。
e.g. He went back to his hometown when the war was over.
It was when the war was over that he went back to his hometown
6. keep sb. / sth. + a. / ad. / doing / done  使……保持某种状态
I’m sorry to have kept you ________( wait ) for so long.
We will keep you _______   ( inform ).
7. stay ---- keep   系动词,意为“保持”,表示状态,后多跟形容词或名词,不用于被动语态和进行时。
The weather _________(一直暖和)all this weak.
The shop __________( 一直营业)twenty four hours a day.
They _________________ (一直是朋友) for years until Li died.
8. too much + n.    太多  (若修饰可数名词复数,则用too many ;  too much 还可以单独使用)      
  much too + a. / ad.    实在太……
I had to call a taxi because the box was ____ to carry all the way home .
  A. much too heavy                  B. too much heavy 
  C. heavy too much                   D. too heavy much
I won’t go to the cinema with you, because I have ____ work to do.
  A. too many    B. too much     C. much too    D. far much too
I am not in good health, so the work is __________for me to do.
9. happen to do …  ; It happens(ed) that …     碰巧……
I _________________________ (恰好在车站)when he arrived.
It happened that _________________ when he arrived .
10. dare  (1) 用做情态动词,多用于否定、疑问、条件状语从句和weather / if  引导的从句,没有人称和数的变化。现在时为dares, 过去时为dared ,否定式为dare not 或daren’t
(2)用做实意动词,有人称、数和时态的变化,否定句中的to可省略。
  I dare say 我敢说;我相信;我认为
eg: I dare say he will come later.  我敢说他过些时候会来的。
   There is something wrong with the tape, I dare say.(作插入语)
I wonder how he____ that to the teacher.
A. dare to say    B. dare saying    C. not dare say    D. dared say
The little girl ___ go downstairs alone at night.
  A. dares not to  B. dares not    C. dare not to   D. dare not
She is shy and ___ stand up and answer the teacher’s questions.
 A. dares not    B. doesn’t dare to    C. dare not to     D. dares not to
11. It / This is the first / second …time that +主语+have / has done.
It / This was the first / second / third … time that + 主语+ had done.
意为“某人第几次做某事”
I’m not familiar with the town. It is the first time that I _____________.
He told me it was the fourth time that he ____________________(犯同样的错误).
12. face to face  面对面地 (在句中作状语)
   face –to – face   a.  面对面的  (作定语)
类似的还有 heart to heart  坦诚地
             shoulder to shoulder   肩并肩地
             back to back    背对背地
She stood __________________ (面对面地)with him.
We had ___a face – to – face talk____________________ (
That night they talked _____________ (坦诚地) with each other.
13. (1) advice  (1) n. [U]  劝告,忠告
   give / offer sb. some advice ( on …)   (就…)给某人提建议
   follow / take one’s advice   接受某人的建议
ask sb. for advice (= ask advice of sb.)
(2) advise  v.  建议,劝告
    advise sb. to do;    advise doing
    advise that sb. ( should ) do
Father went to his doctor for  _____ about his heart trouble.
  A. an advice      B. advice       C. advices        D. the advices
The teacher gave me _____ studying maths.
 A. some advice on  B. advices on   C. advice      D. some advices for
He was advised ______ smoking.
 A. stopping      B. to stop       C. stop     D. to be stopped
He advised that we ____________________ (立刻出发).
14. have difficulty / trouble ( in ) doing  某人做某事有困难
   There is difficulty / trouble ( in ) doing  做某事有困难
   have difficulty / trouble with sth.   
I didn’t have any trouble / difficulty _____ the man’s house.
   A. to find    B. with finding     C. in find      D. finding
He asked me if I had any difficulty ____ my English.
   A.  with      B. in      C.  for        D. to
15. get on / along ( well / nicely / badly / ) with sth.  进展
   get on / along ( well / nicely / badly ) with sb.  与某人相处 
He asked me _________________________( 我的英语进展如何).
I told him that I __________________ ( 进展得很好).
He is a pleasant person who is easy ____ .
A.     to get along with           B. to get along
 C . to be getting on            D. getting along with
16. fall in love ( with sb. )    “爱上某人” , 表动作
   be in love ( with sb. )     “与某人相爱”, 表状态
Mary _______________with Bill for three years.
17. make an effort / every effort / efforts to do sth. --- try to do 努力,尽力
Please make an effort  _______________ ( 早到).
I will ___________________ ( 尽力) to help you.
18. find / think / feel / make + it + a. ( for sb. ) + to do
I don’t think ____ possible to find so much work within so short a time.
    A. this       B. that       C. its        D. it
We have made ____ a rule _____ in the office.
    A. this ; not to smoke        B.  it ; smoking
    C. it ; to not smoke            D. it ; not to smoke
I feel it my duty ______ him.
   A. to help    B. helping    C. helped    D. will help
19.  go through
1) . to experience 经历;遭受或忍受; to suffer an unpleasant experience  经历不快的事 
   I’d hate to go through such a terrible ordeal again. 我不想再受这种痛苦的经验。
2).to look at sth carefully or to examine carefully, especially in order to find sth 仔细检查
I went through your homework last night .
I went through all my pockets but I couldn’t find my wallet. 所有的袋子我都找遍,就是找不到我的皮夹。

和go相关的短语:
向前,进行go ahead      追逐;追求go after     进展,相处go along
违反,违背go against     走开;滚开go away     过去;经过go by
继续go on               下降;下沉go down     仔细查看,查阅go over
爱好;从事;致力于go in for                      出错;出故障go wrong

20. too much  + 不可数名词  太多的… much too +  形容词,副词   实在太…
  e.g: He has too much money.  The question is much too easy.
Step 2. Learning about language (if time permitting)
Finish Ex.1, 2 and 3. on Page 4.
Homework:
1. Go over what we learnt today.
2. Try to finish the Exx1,2,3 on Learning about language.
3. Finish the exercises on page 41:  Using words & expressions
   4.  Preview “ Direct speech and indirect speech”

 

The fourth period  Using the language
Direct speech and Indirect speech
I. Teaching aims
1. Ability aims: To enable the students to put what they have learned to practical use.
2. Language aims: To get the students to learn by observation what direct and indirect speech is and the transition between them.
II.  Teaching important points
The transition between direct speech and indirect speech
III. Teaching method: Interactions
Teacher-student, individual, pairs, groups
IV. Language focuses
The transition between direct speech and indirect speech
V. Teaching procedures
Step 1.  Leading-in
1. Greetings and free talk
2. A guessing game to introduce what is direct speech and indirect speech.
Step 2.  Presentation
1.Boys act one cartoon figure and says something.
Teacher asks “What did he/she say?”
Girls act the other cartoon figure and answer the teacher’s question.
Then boys and girls exchange.
2. Make clear to the Ss the definition according to what is shown on the screen.
Step 3   Grammar
T: Now let’s look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed?
Ss discuss by themselves.
Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.
T: Quite right. Look at the form on the screen. These are the rules.
直接引语变成间接引语时,要注意以下几点:人称变化、时态变化、宾语从句要用陈述句语序。
1.直接引语是陈述句,变成间接引语时,由连词that 引导。例如:
  She said, "I am very happy to help you."→
  She said that she was very happy to help you.
2. 直接引语是一般/选择疑问句,变成间接引语时,由连词whether或if 引导。例如:He asked me, "Do you like playing football?"→
    He asked me if/whether I liked playing football.
注意:大多数情况下,if和whether 可以互换,但后有or not,或在动词不定式前,或放在介词后作连接词时,一般只用whether。例如:
   She asked me whether he could do it or not.
3. 直接引语是特殊疑问句,变成间接引语时,由相应的疑问词who, whom, whose, how, when, why, where 等引导。例如:
  My sister asked me, "How do you like the film?"→
  My sister asked me how I liked the film.
4. 直接引语是祈使句,变成间接引语时,把动词原形变成动词不定式,并在动词不定式前加tell, ask, order 等的宾语。例如:
  The captain ordered, "Be quiet."→The captain ordered us to be quiet.
  注意:此种情况的否定句,在动词不定式前加not。
  My teacher asked me, "Dont laugh."→My teacher asked me not to laugh.
5. 一些注意事项
(1)间接引语一般要用陈述句的语序,即主、谓、宾的顺序。例如:
  He asked Lucy, "Where did you go?"→He asked Lucy where she went.
  Tom said, "What do you want, Ann?"→Tom asked Ann what she wanted.
(2)直接引语是客观事实、普遍真理等,变成间接引语时,时态不变。例如:
  They told their son, "The earth goes round the sun."→
  They told their son that the earth goes round the sun.
(3)直接引语变间接引语时, 指示代词、时间状语、地点状语等要作相应的变化。He said, "I havent seen her today."→He said that he hadnt seen her that day.
注意:如果转述时就在原来的地方,就在说话的当天,就不必改变指示代词、时间状语、地点状语等。
Direct Speech    Indirect Speech
Present              past
Past               past and past perfect
Present perfect          past perfect
Past perfect          past perfect
Present continuous        past continuous
Step 4   Practice
1. Oral practice
Practise making necessary changes in verb tenses, word order, personal pronouns, adverbials and so on with the help of the multi-media.
2. Written work
1.      “I’m going to hide from the Germans,” Anne said.
2.      “I don’t know the address of my new home,” said Anne.
3.      “I cannot ask my father because it is not safe to know,” she said.
4.      “I had to pack up my things very quickly,” the girl said.
5.      “Why did you choose your diary and old letters?” Dad asked her.
6.      Mum asked her if/whether she was very hot with so many clothes on.
7.      Margot asked her what else she had got.
8.      Anne asked her father when they would go back home.
9.      Anne asked her sister how she could see her friends.
10.  Mother asked Anne why she had gone to bed so late the night before.
Drawing some conclusion by showing slides on the screen.
Step 5 role play
Group work. Three students a group. One says something (please try to use the words and expressions learned in this unit), one asks, the third told the rest students what they said in Indirect Speech.
T analyses the common mistakes Ss have made during the practice.
Do the exercises together:
1. He said , “I m afraid I can’t finish this work.”
He said that he were afraid he couldn’t finish that work.
2.He said , “I haven’t heard from him since May.”
He said that he hadn’t heard from him since May.
3.Tom said “I will see you next week.”
Tom said that he would see me the next week.
4. “Why were you late again?” The teacher said to me.
The teacher asked me why I was late again
5. “I don’t like swimming,” said Sarah.
Sarah said she didn’t like swimming.
T: Now let’s look at the screen and pay attention to these sentences. Choose the right sentence and tell me why the other one is wrong.(multiple choice).
Step 6. Summary and assignment
Step 7.  Homework
1. SB P5 Exx1,2
2. Go over what we learnt today.
3. Work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. (optional)

The fifth period  Listening
1. Teaching objectives
To practise students’ listening ability.
To practise students’ writing skills of how to offer advice.
To improve students’ ability to help others solve problems.
2. Teaching procedure
(Analysis: Listening and writing are expansion of the topic of the text. Listening is about Lisa’s problem of making a friend with a boy. She asks Miss Wang for advice. Through listening and exercise, students learn how to give advice and the skill of giving advice. And also let them think about the problem of boy’s making friends with girls and girls with boys. And then design a task to ask students to give advice according to the different problems to practise their ability to solve the problems. All of these lay the foundation for the next task writing. In this way, students feel that they have information to put out. And writing makes for the improvement of students’ writing ability, strengthening their comprehension of friendship.)
Step 1. Revision
Ss work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the Warming up to help them. Some tips are as follows:
Step 1): In your group, think of four situations among friends. Design four questions accordingly with three possible answers.
Step 2): Put the four questions together and make a questionnaire.
Step 3): Check your questionnaire through and try it out on your own group.
Step 4): Share your questionnaires with one or two other groups and try each other’s questionnaires.
 Sample questionnaire:
This questionnaire has four questions, and each question is followed by a set of possible answers. Please read the questions, and then consider which response fits you best.
1.Why am I close friends with this person now?
A. Because being friends with him/her helps me feel important.
B. Because my friend would be upset if I ended the relationship.
C. Because he/she is someone I really enjoy sharing emotions and special events with.
2. Why do I spend time with my friend?
A. Because my friend would get mad at me if I didn’t.
B. Because it is fun spending time with him/her.
C. Because I think it is what friends are supposed to do.
3.Why do I listen to my friend’s problems, or to what my friend has to say?
A. Because my friend praises me and makes me feel good when I do.
B. Because it’s interesting and satisfying to be able to share like that.
C. Because I really value getting to know my friend better.
4.Why do I keep promises to my friend?
A. Because I believe it is an important personal quality to live up to my promises to a friend.
B. Because it would threaten our friendship if I were not trustworthy.
C. Because I would feel bad about myself if I didn’t.
Scoring Sheet:
Q1 A 1point    B 2points   C 3points
Q2 A 1point    B 2points   C 3points
Q3 A1 point    B2 points   C3 points
Q4 A3 points   B2 points   C1 point
☆ 4~6 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.
☆ 7~9 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 your own responsibilities.
☆ 10+ 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. Check the Ss’ assignment.
Step 2. Speaking & Reading 
Question: what would you do if you are misunderstood by others?
Ss read the letter on page 6 and answer the question.
What was upsetting Lisa?
Why does Lisa write the letter?
   Because she was understood by others to have fallen in love with a boy, and she wants to ask Miss Wang for advice.
Notes:
1.      get along with      2.fall in love
Step 3. Listening
   Please listen to the tape and see what advice Miss Wang gave her.
Ss should take notes while they are listening.
 1. first listening: Ss listen and answer the questions of part 2 on page 6.
 2. second listening: Ss listen again and finish part 3 on page 6.
Discussion: If you were Miss Wang, what advice will you give Lisa?
Step 4. Listening task.
 Ask the students to answer the following questions:
1. Do you always do what your parents tell you?
2. If your parents misunderstand your friendship with a boy/girl, what would you do? And what would your parents do?
3. What’s the consequences of disobeying your parents?
The Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.
Ask the students to give some advice.
T: Give some advice to help Anne with the problem. Make a list of the things she might say to her father to make him change his mind.
Step 5. Wb listening
Ss listen to a short passage and fill in the blanks on page 41 (listening).
Step 6. Homework
1. Ss prepare the reading task on page 44.
2. Review the whole unit.
3.Surf the internet and find some material about friendship in different countries if possible.
         The sixth Period  Speaking
Teaching goals
1.      Target language
a.       Important words and phrases:
quiz, situation, accordingly, editor, communicate, decision
b.  Important expressions:
1)      Talk about agreement and disagreement
I think so.   I don’t think so.   I agree.   I don’t agree.   That’s correct.
That’s exactly my opinion.   You’re quite right. I don’t think you are right.
I quite agree with you.   I’m afraid I don’t agree/disagree with you.
Of course not.     I’m afraid not.
2)      Practise giving advice and making decisions:
You’d better…   I advise you to… I think/In my opinion, you should….
How/What about…?  Why don’t you? Why not…?
2.      Ability goals
a. Enable the students to talk about agreement and disagreement.
b. Enable the students to give advice and make decisions.
c. Design a questionnaire to find out what kind of friends your classmates are.
3.      Learning ability goals
a.       Learn how to talk about agreement and disagreement.
b.      Help the students learn how to express their ideas and give their opinions.
Teaching important points
Teach the students how to express their ideas and give their opinions.
Teaching methods
Pair work and group work.
Discussion and cooperative learning.
Teaching aids:
    A computer
IV. Teaching procedures:
Step1. Leading –in
1.      Greetings and free talk
2.      Play a song by Backstreet Boys to arouse the students’ interest.
 Step 2. Speaking task
You promised your friend last Tuesday that you would go on a picnic with him/her on Saturday. On Friday night you are offered one ticket to the “Backstreet Boys” concert on Saturday. But there are no more tickets and this is your favorite band.
Will you go to the concert or the picnic? Why?
Give the following expressions to the students as a guide.
I think so.   I don’t think so.   I agree.   I don’t agree.   That’s correct.
That’s exactly my opinion.   You’re quite right. I don’t think you are right.
I quite agree with you.   I’m afraid I don’t agree/disagree with you.
Of course not.     I’m afraid not.
Get the students to have a discussion and to report the result of their discussion and then gives a brief sum-up of the discussion.
 
             The seventh period  Reading(2) & writing
1. Teaching objectives:
To learn about ways of showing friendship in Hawaii and share their opinions on friendship. Because it is a lesson of integrating skills, Ss are also asked to write sentences on friendship.
2. Teaching procedures:
Step1  Lead-in
Ask students if they can think of any place in the world where Chinese and Western cultures live side by side. They may think of Hongkong, Macao, Singapore. And the teacher will add one more -------Hawaii.
T: Do you know any place in the world where Chinese and Westerner cultures live side by side?
Therefore, show the picture Hawaii.
Ask: Where is it?
Have you ever been there?
What do you think is their way of showing friendship?
Step 2 Reading
T: Last time I asked you to prepare for the reading task on Page 44 and think about what different ways of showing friendship are in Hawaii. Now read the passage quickly and try to find the three signs of friendship in Hawaii, and then decide what each of the following words means in the language of the Hawaiians. 
 Are friendship the same in different culture?
Are the ways to show friendship also the same? 
Let’s listen to the passage is about friendship in Hawaii and consider how people show their friendship in Hawaii.
Get Ss to listen to the passage about friendship in Hawaii and finish Wb.Ex1.on page 45.
Show the passage chart on the screen. Guide the students to guess the meaning of the words according to the reference expressions from the context.
Show the passage chart on the screen.
aloha to be with happiness / goodbye / our hearts singing together lokahi    oneness with all people
kokua help     ohana   family
lei a circle of flowers worn around the neck  
Do True or false questions to understand better.
Then, let them talk about the questions on Page 45 after reading the text again.
Suggested answers to Exercise 2:
1  Hawaiians say "aloha" to each other to show friend¬ship.
2  They welcome people of all races, languages and cultures with "lokahi" which means "oneness with all people".
3   They give visitors a "lei" to make them feel at home.
4   Its because Hawaii is a place where many cultures live together peacefully and co-operate with each other.
5   They try to help each other so that all feel stronger. People are told that their actions should be as gentle as the wind blowing from the sea.
6  They solve the problems with understanding and treat all people as if they are part of the same family,
7   Students answers will vary.
Step 3 Discussion (optional)
  What do you and your friends think is cool?
 Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not .
  Ask Ss to use the following sentences while they talk:
 I think that… is cool/ isn’t cool because ….
 I think so.
 I don’t think so.
 I agree with you.
 I don’t agree with you.
Step 4   Writing task
T: Have you ever read The 21st Century ?
S: Yes, I have. Its a popular paper among teenagers in China.
T: If you have some problem, who do you usually ask for advice?
 If you have any problem, you can write to the editor and ask for advice. Here is a letter from a student.
Please read the letter that Xiaodong write to the 21st Century. (Listen to the tape)
Writing(P7)
This part asks the students to write their advice to Xiao Dong as an editor. First, let the students to discuss how to write a letter to offer some advice with their partners. Second, teacher shows the instructions on how to write a proposal letter on the screen. Third, ask the students to read the letter on Page 7.  Ask them to discuss what Xiao Dongs problem is and what is the solution they can offer in groups of 4, with the help of the points given on the books. Fourth, give them ten minutes to write the letter. At last, ask some of the students to read their letters for the class while the teacher gives some comments.
T: Today were going to write your advice to Xiao Dong as an editor. Do you know how to write a proposal letter? Now, lets have a discussion on it with your partners. Students are talking about how to write a proposal letter.
T: Whod like to answer this question?
S: The problem should be presented first. Then we must analyze the reasons to cause the problem. Proposing the solution must be the main, which should be well explained.
T: Exactly. The discussion of the solution itself, based on the analysis of the problem, is the core of a proposal. Ill give you some instructions about how to write the body part of a proposal letter as follows.
 T: AH right, lets read the letter on Page 7. And try to find out what Xiao Dongs problem is and what is the solu¬tion they can offer in groups of 4, with the help of the points given on the books.
The letter should contain the following points:
Make an effort to change the situation.
Start talking to people about what you both like.
Join in people’s discussion.
Show your interest in their talk.
Try to make friends with one or two classmates.
Steps What should be written How do we write
Part I   Presenting the problem Introducing the topic and
analyzing the problem
Part II    Proposing the solution Explaining the proposal in great detail

Part III  Conclusion Concluding by reconfirming   the proposed solution
The students are discussing Xiao Dongs letter.
T: OK, who can tell me what Xiao Dongs problem is?
S: He is not very good at communicating with people. He wants to know how to make friends with others.
T: Quite right.
Now look at the instructions and write your advice to Xiao Dong as an editor with the help of the points given on the books.  The students are writing the letters.
Then exchange your writing with your partner to have partner reviewing. 
Is it a right letter?
Is the writing logical?
Are there any mistakes in tenses or sentence structures?
Is the writing correctly punctuated?
Does the writing have a good word choice?
Does the writing contains all the points provided?
Is it persuasive?
Ill ask some of the students to read their letters for the class in ten minutes.
T: Have you finished? Ill ask some of the students to read their letters for the class.
Your advice is good and helpful. All of you are qualified editors.
Step 5      1. Get the students to learn the structure of the writing.
2. Get them to learn some useful connecting words.
3. Get them to discuss in groups and take notes.
4. Get them to write the letters.
5. Get one of them to read his /her letter.


Homework
Revise and improve your writing to write the final draft.
Go over the whole unit

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