模式3教育人教版高中英語新課標(biāo)必修1示范教案period1warming up and speaking

示范教案(Unit1本單元的話題是“朋友和友誼”(friendsandfriendship)和“人際關(guān)系”(interalUp讀前(Pre-reading閱讀(Reading理解(Comprehending語言學(xué)習(xí)(LearningaboutLanguage)”“語言運(yùn)用(UsingLanguage)”“小結(jié)(SummingUp)”和“學(xué)習(xí)建議(LearningTip)”。，“讀前(reradn)”部分提出了三個(gè)問題：人為什么需要朋友？朋友必須是人嗎？其他東西會成朋友嗎這些問不僅與元關(guān)而且與下部分的讀材料容緊密聯(lián)“和“也可成為人的朋友而也以啟發(fā)學(xué)預(yù)測課的內(nèi)容展簡短，。“閱讀(Reading)”部分摘自《，標(biāo)題是ANNE’SBESTFRIEND，講述了猶太女孩把作為朋友，傾訴自己內(nèi)心感受的一段故事：二戰(zhàn)中為躲避納粹的，她和家腹、與之深談的朋友。孤獨(dú)之中她將作為朋友傾訴衷腸，在寫的過程中尋求解決問題的方法的設(shè)計(jì)目的，不僅僅是對學(xué)生進(jìn)行閱讀理解的訓(xùn)練，更重要的是通過閱讀幫助學(xué)生對“朋友”和“友誼”有進(jìn)一步的理解。因此，教師應(yīng)該讓學(xué)生了解納粹猶太人的那對該文章進(jìn)行全面整體理解，也可以給學(xué)生設(shè)置情景，他們的思考。例如：“如果你是。間接引語變成直接引語；練習(xí)了要求利用間接引語編一段。設(shè)計(jì)這些練習(xí)的目的就是讓師在教學(xué)中要注意提醒學(xué)生不要死記硬背語則啟發(fā)學(xué)生從實(shí)際出發(fā)靈活掌握、“語言運(yùn)用(UsingLanguage)”部分分讀和聽(ReadingandListening)、說(Speaking)、讀和“小結(jié)(SummingUp)”部分設(shè)計(jì)了一個(gè)表格，引導(dǎo)學(xué)生從本單元的話題、詞匯和語法等方言，另一方面還可以將作為自己的朋友表達(dá)感情與思想。本單元需要學(xué)習(xí)的重點(diǎn)單詞為：addpointupsetignorecalmconcernloosecheatreasonlistsharefeelingNetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequestionnairequizsituationeditorcommunicatehabit本單元需要學(xué)習(xí)的重點(diǎn)詞組為：addupcalmdownhavegottobeconcernedthedoggothroughhideawaysetdownaseriesofonpurposeinordertoinone’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 ...itwasthefirsttimeinayearandahalfthatI’dseenthenightfaceto (Itthe AlthoughIreallytrytotalktomyclassmates,Istillfindithardtomakegoodfriendswiththem.(findit+adj./n.+todo...)態(tài)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,disyanddeveloptheabilitytocopewithmisunderstandings,sandproblemsrelatedtofriendship,andgiveadviceonit.Theconceptthatevenanordinarythingcanbeafriendshouldbreakdownthetraditionalbeliefintheinteralnatureoffriendship.Also,thecomparisonofsimilaritiesanddissimilaritiesinfriendshipcomprehensionbetweentheEastandtheWestleadsstudentstoknowbetterthevaluesoffriendshipinWesterners’eyes.Allinall,thisunitpromisestounveilthetrueessenceoffriendshipandhelpsstudentstoleadamorefriendlyandharmoniouslife.Thus,basedonthetheme,contentsandteachingobjectives,thewholeteachingprocedurescanfallintosevenperiodsasfollows:Period1:WarmingupandspeakingPeriod2:ReadingPeriod3:ImportantlanguagePeriod4:Gr r(DirectSpeechandIndirectSpeech(Ⅰ))Period5:FriendshipinHawaii(Readingtaskintheworkbook)Period6:Usinglanguage(ListeningandWriting)Period7:Revision(SummingupandLearningPeriod WarmingupandThisisthefirstteachingperiodofthisunit,perhapsalsothefirstinthisnewterm.Sotheteachercanfirstaskthestudentstotalkabouttheirsummerholidaylife.TheycantalklyastheyThemaintopicofthisunitisaboutfriendship,andnearlyalltheteachingmaterialscenteronit.Theteachercanintroducethetopictothestudentsininterestingways,suchasyingsandsongsonfriendship,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-basedteachingandCooperativeThemultimediaandothernormalteachingKnowledgeLetthestudentslearnthefollowingnewwordsand ignorecalmconcernloosecheataddupcalmdownhavegottobeconcernedaboutwalkthedogGetthestudentstolearntoexpressattitudes,agreementanddisagreementandcertaintyusingthefollowingstructures:Areyouafraidthat...?I(don’t)think...Inmyopinion,...I(don’t)thinkso,I(don’t)agree,Ibelieve...,I’mafraidnot,Exactly,That’scorrect,Ofcoursenot.AbilityEnablethestudentstodescribetheirfriendsinFigureouttheproblemsbetweenfriendsandthenfinddifferentwaystosolvetheEncouragethestudentstothinkandtalkaboutfriendsandfriendshipbyusingsomephrasesandstructures.EmotionalGetthestudentstolearntosolveproblemsthatmayoccurbetweenCultivatethestudentstoformthegoodhabitoflearningEnglishinSeniorMiddle設(shè)計(jì)方案（一→Step1Lead-Beforethelesson,theteachercanarousethestudents’interestsbyshowinga ofAuldLangSyne.Thisisthefirstclassinthenewterm.Soatthebeginning,askthestudentstotalkabouttheirsummerholidays.Theycantalklyastheylike.Howdidyouspendyoursummerholidays?Howdidyoufeel?Whatdidyoudoinyoursummerholidays?Whatdidyoudoinyoursparetime?Whatdoyouthinkofournewschool?Doyoulikeit?CouldyousaysomethingaboutDoyoulikemakingfriends?Howdoyougetintouchwithyourfriends?Doyouhavemanyfriends?Wherearetheynow?Doyouhaveanyoldfriendsinourschool?Haveyoumadeanynewfriendsinourclass?(Othersuggestionsforintroducingthetopicofthisunit:1.ytwosongsonfriendship,thenaskthestudentswhattheyareabout.2.Haveadiscussionaboutfriendshipwiththestudents.Getthestudentstomakealistofthreequalitiesagoodfriendshouldhave.)Asksomestudentstoltheclasshowhisorherfriendisinoneortwosentences.Thefollowingadjectivesmaybehelpful. Suggestedsamplesentences:MyfriendAlanisbrave.HeoncesavedthelifeofalittlegirlwhohadfallenintoaMyfriendBobisloyal.Hewouldn’ttalktoCharleswhomIdon’tlikeatMyfriendDavidiswise.HealwaysgivesmethebestMyfriendGeorgeisahandsomeboy,buthedoesn’tliketostudyandalwaysdreamsofingamodel.MyfriendHarryisasmartstudent.HealwaysasksgoodquestionsinAskthestudentstogiveabriefdescriptionofoneoftheirfriends.Thefollowingphrasesandstructuresmaybehelpful.His/Hernameis...He/Sheis...yearsold.He/Shelikes...anddislikes..He/Sheenjoys...andhates...He/Sheisverykind/friendly...When/Wherewegottoknoweachother.Suggestedsampledescription:ZhangXiangmingismybestfriend.Sheisseventeenyearsold.ShelikesEnglishand anddislikesmathematicsandphysics.Sheenjoysmusicandhatessports.Sheisveryprettyandalsofriendly.Lastmonthwhenweenteredtheseniormiddleschoolwegottoknoweachotherandwearebestfriendsnow.Whattypesoffriendshipdoyouhave?Pleasetickthemout.Thenfillinthegirlfriendsboyfriendspenfriendslong-distancefriendsfriendsofthesameagefriendsacrossgenerationse-friends(friendsovertheInternet)unusualfriendslikeanimals,books... is/aremostimportanttoIspendmostof time .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,thestudentsmayneedsomeexnations.Question1:Thisquestiondealswithhowthoughtfulyouaretowardsothersandhowmuchyouvalueyourfriends.Question2:ThisquestionisconcernedwithQuestion3:Thisquestionalsodealswithyourconcernforothers.Question4:Thisquestionisconcernedwithresponsibilitiestoafriend.Question5:Thisquestionisconcernedwithhonesty.HavethestudentsscoretheirsurveyaccordingtothescoringsheetonPageAsksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesof4~7points:Youarenotagoodfriend.Youeitherneglectyourfriend’sneedsorjustdowhatheorshewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriendneedstodo. oryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.13+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.Welldone.(TheteachermayalsoshowtheSstheresultsaboveandletthemselvesself-reflectupontheirownvaluesoffriendship.)→Step4TalkingandGetthestudentstoworkinIfyourbestfrienddoessomethingwrong,whatwillyoudo?Trytousethefollowingexpressions.Ithink.. Ithink IIdon’tthink... Idon’tthinkso. Idon’tagree.Ibelieve.. Inmyopinion,..Whatto GetthestudentstoworkinDividethestudentsintofourgroupsandeachgroupchoosesatopictodiscuss.TherearefourTopic1:Whydoyouneedfriends?MakealistofreasonswhyfriendsareimportanttoTopic2:Thereisasaying“Tohaveagoodfriend,youneedtobeagoodfriend.”Whatdoyouthinkofthesayingandhowcanyoubeagoodfriend?Topic3:Doesafriendalwayshavetobea?Whatelsecanbeyourfriend?Why?Topic4:Listsomequalitiesofa whodoesnotmakefriendeasily.→Step5Askthestudentstosummarizewhatfriendshipisandwhatisthemostimportantinmakingfriendsthemselves.Theteachershowsmoreinformationaboutfriendshipandapoemaboutfriendship.EnjoyitWhatisIwanttofindtheanswertotheWhatisWhenitrains,Ithinkfriendshipisasmallumbrella.Itcangivemeapieceofclearsky.WhenI’mcrying,Ithinkfriendshipisawhitehandkerchief.Itcanwipemytearsdry.WhenIamsad,Ithinkfriendshipisawarmword.Itcanbringmehappinessagain.WhenIamintrouble,Ithinkfriendshipisastronghand.Itcanhelpmeescapemytroubles.WhenIsitinaquietce,IthinkfriendshipisaverywonderfulItcan’tbepulledandtorn,becauseitisineveryone’sheart.Itistherefromthebeginningtotheendofourlives.→Step6Talking(onPageWhilethestudentslistentothematerial,askthemtotakenotesaboutthespeaker’sviewsofmakingfriends.SuggestedListentowhatLeslieClark,theCanadian,hastosayaboutherexperienceswithfriendship AskthestudentsinsmallgroupstodiscusswhethertheyagreeordisagreewithThenhavethestudentstakesides:atleastoneofthemwillsupportLeslie’sviewpoint,andtherestwillnotsupportit． lthestudentstothinkaboutwhytheyagreeordisagreewithLeslie.Speakingtask(onPage45)Suggestedsteps:Inpairs,havethestudentsreadthefollowingdialogueanddiscusswhattheywouldAftereachpaircomestoanagreement,havethemrecordtheirsolutiontotheproblemonapieceofpaperandgiveittoyou.PutpairsthathavedifferentsolutionstothesamesituationingroupsofLetthempresenttheirreasonstoeachotheraboutwhattodoandtrytocometoanagreementaboutthebestcourseofaction.HaveastudentfromeachgroupreporttheirnewsolutiontotheIftimepermits,askthestudentstoworkinpairsandmakea→Step7Studentsfinishthefollowingevaluationform.Standard:A,B, 自 他I’mactiveintalkingwithI’mactiveincooperatingwithIcanexpressmyselffluently,accurayandappropriaIknowmoreaboutfriendshipafterthisDoyouthinkyouneedtoimproveyourselfinsomeaspects?Whichaspects?→StepFinishofftherelativeexercisesintheWritedownashortpassageaboutyourPrepareforthenextpartEndinglthestudents:Makenewfriendsandkeeptheold;oneissilverandtheotheris設(shè)計(jì)方案（二→Step1Lead-ShowthestudentsaofAuldLangSynetointroducethetopicofthis(Othersuggestionsforintroducingthetopicofthisunit:1.yorsingthesongThat’sWhatFriendsAreFor,thenaskthestudentswhattheyareabout.2.Haveadiscussionaboutfriendshipwiththestudents.Getthestudentstomakealistofthreequalitiesagoodfriendshouldhave.)GetthestudentstogiveabriefdescriptionofoneoftheirAskthestudentsWhattypesoffriendshipthey→Step3MaketheAskthestudentstolistsomequalitiesofagoodfriendortheiridealfriend.Havethestudentsgetintogroupsoffourtofindoutwhatqualitieseachhaslisted.Getthestudentstoltheirpartnerstheirstandardsofgoodfriends.HaveamemberofeachgroupreportwhattheirlistshaveincommonandlistthemontheAsktheclasswhetherornottheyagreewi