【公開課教案】Book 1 Unit 1 friendship單元教案

1、Unit 1 friendship1. Teaching analysis本單元的中心話題是“友誼”，幾乎所有的內(nèi)容都是圍繞這一中心話題展開的。Warming Up部分以調(diào)查問卷的形式引導(dǎo)學(xué)生了解日常生活中朋友之間發(fā)生的真實問題以及解決這些問題的方法；Pre-Reading部分的幾個問題啟發(fā)學(xué)生對“友誼”和“朋友”進行思考，使學(xué)生明確不僅人與人之間可以做朋友，日記也可以成為人們的朋友；Reading部分Annes Best Friend以日記形式講述了猶太女孩安妮的故事；Comprehending部分通過連句和問答形式幫助學(xué)生對課文內(nèi)容、細(xì)節(jié)進行更深入的理解; Using Language 部

2、分教學(xué)的重點是寫作的訓(xùn)練。2. Teaching arrangementPeriod 1Warming up and speakingPeriod 2ReadingPeriod 3GrammarPeriod 4Using language3. Teaching plans for each periodPeriod 1 Warming-up and Speaking1. Teaching objectives:1) Knowledge aims:Target languageI (dont) think I (dont) think so. I (dont) agree. I believe

3、Thats correct. In my opinion, 2) Ability aims:a. Students are encouraged to describe their friends in Englishb. Students learn to figure out the problems between friends and then find different ways to solve the problems.c. Students are encouraged to think and talk about friends and friendship by us

4、ing some phrases and structures.3) Emotional aims:a. Students learn to solve problems that may occur between friends.c. Students should form the good habit of learning English in Senior Middle School.2. Teaching important points:a. Use the given sentence structures to describe one of your friends.b.

5、 Learn to evaluate friends and friendship.3. Teaching difficult points:a. Work together with partners and describe one of your good friends.b. Discuss with partners and find out ways to solve the problems.4. Teaching methods a. Task-based teaching and learningb. Cooperative learningc. Discussion 5.

6、Teaching aids:CAI (computer aided instruction)6. Teaching procedures Step 1 Lead-in and Warming-upBefore the lesson, the teacher can arouse the students interest by showing a video of Auld Lang Syne .At the beginning of the first class, we can get the students to talk about their summer holidays. Th

7、e students can talk freely as they like.How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time? What do you think of our new school? Do you like it? Could you say something about it? Do you like making friends? How do you

8、 get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class? .Step 2 Think it over1. Give a brief description of one of your friends. The following phrases and structures may be helpful:His/Her n

9、ame is He /She is years old.He /She likes and dislikes He /She enjoys and hatesHe /She is very kind/friendly/When /Where we got to know each other.2. What types of friendship do you have? Please tick them out. Then fill in the blanks.girl friends boy friends pen friendslong -distance friends friends

10、 of the same agee-friends (friends over the internet) friends across generations unusual friends like animals, books1) _ is /are most important to you. 2) You spend most of your free time with _.3) You will share your secrets with _.4) When in trouble, you will first turn to _.Step 3 Make a survey1.

11、 List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.Tell your partner your standards of good friends by using the following structure: I think a good friend should (not) beIn my opinion, a good friend is someone whoHa

12、ve a member of each group report on what their lists have in common and list them on the board.Ask the class whether or not they agree with all the qualities listed.Then have the students do the survey in the textbook.Have the students score their survey according to the scoring sheet on page 8.The

13、teacher asks some students how many points they got for the survey and assess their values of friendship: 47 points: You are not a good friend. You either neglect your friends needs or just do what he/she wants you to do. You should think more about what a good friend needs to do. 812 points: You ar

14、e a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friends needs and feelings. Try to strike a balance between your friends needs and your own responsibilities. 13+ points: You are an excellent friend who recognizes that to be a go

15、od friend you need balance your needs and your friends. Well done.(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)Step 4 Talking and sharing (work in pairs)1. If your best friend does something wrong, what will you do?Try to use

16、the following phrases: I (dont) think I (dont) think so. I (dont) agree. I believe Thats correct. In my opinion, What to do reasons        2. What is a friend?A British newspaper once offered a prize for the best definition(定義) of a friend. If you were th

17、e editor, choose the best one from the following entries(條目), and explain why.One who understands my silence.A friend in need is a friend indeed.Friends are just the people who share your happiness and sorrow.When you look at your watch at 4 am, but still know you can call them and wake them up, and

18、 theyll still want to talk to you, thats friendship. To have a friend, you need to be a good friend.Step 5 Group work (output)The teacher can give each group one of these questions below to talk about. Then let the class share their ideas. Its better to stimulate the students to express their own op

19、inions about these questions.Do you think it is a good idea to borrow money from your friend?Why and Why not?2. What factors may cause the breakdown of a good friendship?3. What can be your unusual friend besides human beings? And why?Step 6 homework Write down a short passage about your ideas /the

20、factors/your unusual friends.Prepare for the new lesson.Teaching refection: 本節(jié)課以電影導(dǎo)入，吸引了學(xué)生的注意力迅速融入課堂。同時，本節(jié)課從學(xué)生的角度設(shè)計問題，營造教學(xué)情境，學(xué)生上課時積極主動發(fā)言，課堂氣氛熱烈，充分體現(xiàn)了新課程下突出了學(xué)生的主體地位，本節(jié)課重點訓(xùn)練學(xué)生的語言輸出能力，通過同伴活動，小組合作等不同的活動方式，使各層面的學(xué)生均能參與到課堂活動中，實現(xiàn)教學(xué)目的。Period 2 Reading “Annes Best Friend”1. Teaching objectives:1) Knowledge ai

21、msa. To grasp some useful phrases and sentence structures in this passage, such as go through etc.b. To get the students to realize the importance of friends and friendship, and to tell true friends from false friends.2) Ability aims:a. To develop the students reading ability, and learn to use some

22、reading strategies such as skimming and so on;b. To learn the writing style of this passage.3). Emotional aimsa. To understand the meaning of a true friendship.b. To get to know the heroines optimistic outlook on life and her strong will.2. Teaching important pointsa. To understand the question “Why

23、 did Anne make her diary the only true friend?”b. To learn the usage of phrases and sentence structures in this unit.3. Teaching difficult pointsa. Discuss the questions “What would you miss most if you went into hiding like Anne and her family?” . b. The usage of the phrases and structures.4. Teach

24、ing methodsa. Skimming and scanning.b. Asking-and-answering activity to check the Ss understanding of the text.c. Individual, pair or group work to finish each task.d. Discussion.5. Teaching aids A recorder, a computer and a projector.6. Teaching procedure:Step 1.Pre-reading1. Please enjoy three pie

25、ces of music and find out what they are about.2 .Why do you think friends are important to you?3. What do you think a good friend should be like? List the good qualities a good friend should have.4. Have you ever considered making friends with animals, plants or even an object? Why or why not?Step 2

26、.Reading1. Try to guess what Annes friend is and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it. 2. Skimming the first two paragraphs to confirm your guessing.1) What was Annes best friend? Why did she make friends with it?2)

27、 Did she have any other true friends then? Why?3) What is the difference between Annes diary and those of most people?4) Do you keep a diary? What do you think most people set down in their diaries?5) We are going to read one of Annes diaries .but before reading, can you tell me what the diary is ab

28、out with the help of one key sentence in the 2nd paragraph?3. Reading of Annes diaryHow she felt in the hiding placeTwo examples to show her feelings thenStep 3.Post-reading1. What would you miss most if you went into hiding like Anne and her family? Give your reasons.2. Group workWork in groups to

29、decide what you would 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? -3. Language points1. go through 經(jīng)歷；經(jīng)受；

30、檢查；瀏覽；用完；做完 The country has gone through too many wars.  【聯(lián)想拓展】 go after追求；追趕go ahead 前進；請說（做）吧go by走過；（時間）過去go along with向前；（與.)一起去go in for愛好；從事go out 外出；（燈，火）熄滅go over 越過；復(fù)習(xí) go&

31、#160;through with 做完；完成   go up 爬上；（價格等）上升 高手過招單項填空 Wed better try to_ with the experiment, I think. Now lets  _with it.A. go through; go on    B.

32、0;go on;  go over    C. go over; go through    D. go on;  go through If a person has taken too much medicine by mistake, you should

33、0;make the person_.A. go up              B. rise up        C. throw up            D. 

34、set up  2. set down放下；記下；登記 Passengers may be set down and picked up only at the official stops.乘客只有在正式車站方可上下車。 【聯(lián)想拓展】 set about (doing sth.) 著手（做某事）set out (to do s

35、th.)開始，著手(做某事) set aside留出；不顧set back（把鐘等）往回?fù)?；推遲 set free釋放；解放set off動身，出發(fā)（去某地）；使爆炸 set out動身，出發(fā)；安排，組織set up開辦；建立；設(shè)立 set fire to .= set . on fire縱火燒 be set in以為背景 The bad weather s

36、et back the building programme by several weeks. 【溫馨提示】set about 和set out都可作“開始/著手做某事”講，但set about 后加doing sth.， 而set out后加 to do sth.。 【高手過招】單項填空 As soon as he got to

37、60;the office, he_ the students papers. A. got down to correct    B. got down to correcting  C. set down to correcting   D. sit down to correcting3. o

38、n purpose 故意，有目的地The boy broke Jacks window on purpose. He wanted to frighten Jack. 那男孩是故意打破杰克的窗玻璃的，他想嚇一下杰克?！径陶Z歸納】do sth. on purpose: 故意做某事on purpose 表示故意地、有企圖、有目的地用 purpose的相關(guān)詞匯填空1). He didnt do it _. 2). What was your _ ?4. “She and her family hid away for nearly twenty-five months before they wer

39、e discovered" 此句中before 意為“。之后”“It + be時間段+before” 中， 意為之后“。之后才?！眅.g. It will be ten years before we can meet again.5. “I wonder if its because I havent been able to be outdoors for so long that Ive grown so crazy about everything to do with nature.”(1) 強調(diào)句的句式結(jié)構(gòu)為：It is +被強調(diào)部分+that +句子剩余部分。(2) 被

40、強調(diào)部分為人時，可用who 來代替 that.e.g. It was in Beijing that we knew each other.6. it was the first time in a year and a half that Id seen the night face to faceIt is/was the first (second) time that sb. + 現(xiàn)在完成時/過去完成時。意為這是某人第幾次做某事。e.g. This is the first time that Ive felt really relaxed for months.It was the

41、second time that he had joined in the discussion about how to deal with the problem.Step 4.Talking about friends and friendship1. There are many proverbs about friends and friendship. Choose the one you agree with and explain why, then choose one you disagree with and explain why.A friend in need is

42、 a friend indeed.Friends are like wine; the older, the better.A friend to all is a friend to none.The same man cannot be both friend and flatterer(阿諛奉承者).False friends are worse than open enemies.Walking with a friend in the dark is better than walking alone in the light.2. We have talked about frie

43、nds and friendship today. Can you write one or two sentences to express your understanding of friends and friendship.Step 5.Homework:1. Interview a high school student, a businessman, a police officer and a housewife to find out their opinions about friends and friendship. Write a report to share it

44、 with the whole class.2. Describe one of your best friends following the writing style of this passage.Ending: Lets sing this song about friends togetherTeaching reflection: 本節(jié)是一節(jié)閱讀課，閱讀的重點之一是理解文本信息，這節(jié)課，我通過skimming等方式，通過問題回答，讓學(xué)生對文本信息有一個更深刻地把握，進一步理解日記是安妮的好朋友，通過文本閱讀，學(xué)生也可以感受到安妮樂觀的人生態(tài)度。同時，也讓學(xué)生明白什么是友誼及其重要

45、性，讀后讓學(xué)生思考如果他們像安妮一樣被關(guān)，最想念什么激發(fā)學(xué)生的發(fā)散性思維，有助于培養(yǎng)思維型閱讀。在閱讀課文，理解課文的基礎(chǔ)上進行課文知識點的細(xì)致處理。需要改進的地方：單詞短語部分講解過多，占了很多時間，可以將其改為課后練習(xí)的形式。在以后的教學(xué)中要注意改進。Period 3： Grammar1Teaching objectives1）Knowledge aims a. To understand the direct speech and indirect speech. b. To know how to change the direct speech into indirect speec

46、h.2）Ability aims a. To master the difference between direct speech and indirect speech. b. To learn how to use indirect speech in communication.3) Emotional aims Students are encouraged to cooperate with each other when learning.2. Teaching difficult and key pointsa. The difference between direct sp

47、eech and indirect speech.b. How to change the direct speech into indirect speech.3. Teaching method Explanation & practice4. Teaching aid computer and traditional tool 5. Teaching procedures Step1. Lead-in觀察與領(lǐng)悟讓學(xué)生觀察一組句子結(jié)合譯文領(lǐng)悟直接引語和間接引語的不同，引出直接引語和間接引語的定義理解定義之后，繼續(xù)觀察這組句子，找出直接引語變間接引語的變化：that引導(dǎo)，人稱的變化，

48、時態(tài)的變化，時間狀語的變化。同時引出本節(jié)課的教學(xué)目標(biāo)。The boy said, “Im reading a book now.”這個男孩說：“現(xiàn)在我正在讀一本書?！盩he boy said (that) he was reading a book then.那個男孩說那時他正在讀一本書。Step2 人稱的變化觀察，引導(dǎo)與理解讓學(xué)生觀察句子，注意人稱的變化，同時老師引導(dǎo)，理解“一隨主，二隨賓，三不變”得出人稱變化的規(guī)律并做相應(yīng)的練習(xí)鞏固。1. She said,“ I like Tennis.” She said that she liked tennis.(1)“一隨主”即把 直接引語中的第

49、一人稱的變化（如I ,me, my, mine, we, us, our, ours）變?yōu)榕c主句的主語相一致的人稱。Exercise.They said, “We saw her in the street.”They said that _ had seen her in the street.2. He said to Lily, “ you must get up early.” He told Lily that she must get up early.(2)“二隨賓”即把直接引語中的第二人稱的變化（如you, your, yours）變?yōu)榕c主句的賓語相一致的人稱。Exercise

50、. His father said to him, “You should be more careful.” His father _him that _should be more careful.3. She said to me, “They want to help him.” She told me that they wanted to help him.(3)“第三人稱不變”即直接引語中的第三人稱（he, him, his, she, her, hers, they, their, them, theirs, it, its）變?yōu)殚g接引語時，人稱不變。Exercise. He

51、said to me，“shes left her book in your room.” He told me that _ had left _ book in _ room.Step3 時態(tài)的變化觀察，討論與總結(jié)讓學(xué)生自己觀察句子時態(tài)的變化，然后小組討論，最后總結(jié)出時態(tài)變化的規(guī)律：直接引語變間接引語時，時態(tài)向后退一步。同時練習(xí)鞏固。1.“I dont want to set down a series of facts in a diary,” said Anne. Anne said that she didnt want to set down a series of facts i

52、n a diary.2.The boy said, “Im using a knife.” the boy said that he was using a knife.3.Cella said, “I have not heard from Jordan since May.” Cella said that she had not heard from Jordan since May.4.They said, “We saw her in the street.”They said that they had seen her in the street.5.He said, “I ha

53、d finished my homework before supper.” He said that he had finished his homework before supper.6.Zhou Lan said, “I will do it after class.” Zhou Lan said that she would do it after class.”Exercises:1. He said, “I m afraid I cant finish this work.”He said that he _ afraid he _ finish that work.2. He

54、said, “I havent heard from him since May.” He said that he _ from him since May.3. Tom said “I will see you next week.”Tom said that he_ see me the next week.4.He said , “The moon moves around the earth. He said that the moon _ around 

55、the earth.Step4指示代詞，時間狀語，地點狀語和動詞的變化觀察，發(fā)現(xiàn)與整理歸納學(xué)生觀察句子，找出除了人稱，時態(tài)的其他變化，并把這些變化整理出來，歸納this, these 屬于指示代詞的變化，now, today, yesterday, tomorrow屬于時間狀語的變化 here, there 屬于地點狀語的變化，come, bring 屬于方向性動詞的變化。觀察下列句子，除了人稱和時態(tài)變化，還有什么變化。1. The lawyer said, “I will come this morning.” The lawyer said that she would go t

56、hat morning.2. He said, “These books are mine.” He said that those books were his.”3. She said, “It is nine oclock now”She said that it was nine oclock then.4. Bob said, “My sister was here three days ago.” Bob said that his sister had been there three days before.5. David said, “I havent seen her t

57、oday.” David said that he hadnt seen her that day.”6. She said, “I went there yesterday.” She said that I had gone there the day before.7. She said, “Ill go there tomorrow.” She said that she would go there the next day.8. He said, “they will arrive the day after tomorrow.” He said that they would a

58、rrive in two days time.9.She said, “I came here to see the doctor the day before yesterday.”She said that she had gone there to see the doctor two days before.  直接引語 間接引語 指示代詞 this, these that，those 時間狀語 nowtodayagoyesterdaytomorrowthe day before yesterdaythe

59、day after tomorrow thenthat daybefore/earlierthe day beforethe next daytwo days beforein two daystime 地點狀語 here there 動詞 come goExercises. 1.He said，“Its ten oclock now.”He said that it was ten oclock .2.She said，“Ill do it tonight.”She said that she would do it .3

60、. Tony said, “My friend came here to meet Professor Zhou the day before yesterday.” Tony said that his friend _ _ _ to meet Professor Zhou _ _ _.Step5 練習(xí)與鞏固先讓學(xué)生做練習(xí)，然后小組討論，再讓學(xué)生在黑板上呈現(xiàn)答案。1.“I dont like being with this man.” said Peter.Peter said_ he_ like being with _man.2.Suan told me that she was watching the football match then. Suan said