福建省莆田八中2013-2014学年高中英语教案： 《Unit 1 Friendship》 (新人教

I．教材分析本单元的话题是Friendship“友谊”,几乎所有的内容都是围绕这一主题展开的。友谊是人与人之间长久相处建立起来的情谊。有关友谊的话题有很多，本单元涉及的话题主要有：人们为什么要交朋友，如何交朋友，怎样处理与朋友的关系，生活在二战时期的安妮是如何渴望朋友、如何与朋友相处的。通过对本单元的学习,学生不仅要进行阅读技能的训练,学习一些新词汇和短语的用法,还要在阅读的过程中体会并欣赏英语语言的美感,感受主人公乐观自信的人生态度和纯洁美丽的心灵。WarmingUp“热身”部分：“热身”的目的是为阅读在一定程度上做好话题、词汇和结构的准备，激发学生对相关背景知识的了解和学习的兴趣。本单元采取的是调查问卷的形式，问卷内容涉及日常生活中朋友之间可能发生的真实问题以及解决问题的办法，帮助学生学会审视自我，引导他们形成正确的价值观和处事原则并培养高尚的品格。Pre-reading“读前”部分：本单元该部分的几个问题在内容上与Reading紧密相连，目的是在阅读前启发学生对文章中可能涉及的问题进行思考。这些问题对Reading的学习做了很好的铺垫。Reading“阅读”部分：该部分是本单元最重要的部分，承载着本单元最重要的语言和文化信息，也是教师在整个教学过程中需要重点处理的部分。文章标题是“ANNE’SBESTFRIEND(安妮最好的朋友）”,讲述了二战期间安妮把日记当成最好的朋友，通过日记抒发情感的动人故事。通过阅读这篇文章，学生不仅要进行阅读技能的训练，学习一些新的词汇和短语的用法，还要在阅读过程中体会并欣赏英语语言的美感，感受主人公乐观自信的人生态度和纯洁美丽的心灵。Comprehending“理解”部分：该部分共有四道练习题。重点考查学生对文章的理解程度，同时也是对阅读技能的考查。该部分练习是根据阅读理解的三个层次，按照由易到难的顺序来设计的。LearningaboutLanguage“语言学习”部分：该部分由“词汇学习”和“语法学习”两部分组成。“词汇学习”部分有三个练习。“语法学习”部分练习的设置是从发现新的语法结构，逐步过渡到稍微复杂一点的控制性或者指导性练习，最后要求学生在真实的交际场景中使用语法项目。UsingLanguage“语言运用”部分：该部分包括听、说、读、写的单项或者综合性练习，形成一个有机的整体。SummingUp“总结”部分:主要是引导学生对本单元所学过的内容进行回顾。LearningTip“学习建议”部分：该部分建议学生养成用英语写日记的习惯，这样一方面可以练习使用所学过的语言，巩固所学成果，另一方面也能有效地表达思想和抒发情感。ReadingforFun“趣味阅读”部分：该部分提供了一首诗歌，杰西卡（JessicaSills)的《承诺（Promise)》，内容与本单元话题紧密相连，其目的是让学生从这些诗句中体会到友谊的重要性，对于热爱诗歌的学生有着很好的启发作用。II．教学计划第一课时：WarmingUpandSpeaking第二课时：Reading“Anne’sBestFriend”第三课时：Grammar第四课时：Integratingskills“FriendshipinHawaii”第五课时：ListeningandWritingIII．教学设计Period1WarmingUpandSpeaking1.TeachingGoals:1)TargetlanguageI(don’t)think…I(don’t)thinkso.I(don’t)agree.Ibelieve…That’scorrect.Inmyopinion,…2)Abilitygoalsa.DescribeyourfriendsinEnglishb.Figureouttheproblemsbetweenfriendsandthenfinddifferentwaystosolvetheproblems.3)Learningabilitygoalsa.Toencouragestudentstothinkandtalkaboutfriendsandfriendshipbyusingsomephrasesandstructures.b.Tolearntosolveproblemsthatmayoccurbetweenfriends.c.TocultivatethestudentstoformthegoodhabitoflearningEnglishinSeniorMiddleSchool.2.Teachingimportantpoints:a.Usethegivenadjectivesandsentencestructurestodescribeoneofyourfriends.b.Learntoevaluatefriendsandfriendship.3.Teachingdifficultpoints:a.Worktogetherwithpartnersanddescribeoneofyourgoodfriends.b.Discusswithpartnersandfindoutwaystosolvetheproblems.4.Teachingmethodsa.Task-basedteachingandlearningb.Cooperativelearningc.DiscussionTeachingprocedures教学预案个性化教学（二次备课）Step1Lead-inandWarming-upBeforethelesson,theteachercanarousethestudents’interestsbyshowingavideoofAuldLangSyne.Atthebeginningofthefirstclass,wecangetthestudentstotalkabouttheirsummerholidays.Thestudentscantalkfreelyastheylike.1.Howdidyouspendyoursummerholidays?Howdidyoufeel?Whatdidyoudoinyoursummerholidays?Whatdidyoudoinyoursparetime?2.Whatdoyouthinkofournewschool?Doyoulikeit?Couldyousaysomethingaboutit?3.Doyoulikemakingfriends?Howdogetintouchwithyourfriends?Doyouhavemanyfriends?Wherearetheynow?Doyouhaveanyoldfriendsinourschool?Haveyoumadeanynewfriendsinourclass?Step2Thinkitover1.Giveabriefdescriptionofoneofyourfriends.Thefollowingphrasesandstructuresmaybehelpful:His/Hernameis…He/Sheis…yearsold.He/Shelikes…anddislikes…He/Sheenjoys…andhates…He/Sheisverykind/friendly/…2.Whattypesoffriendshipdoyouhave?Pleasetickthemout.Thenfillintheblanks.girlfriendsboyfriendspenfriendslong-distancefriendsfriendsofthesameagee-friends(friendsovertheinternet)friendsacrossgenera-tionsunusualfriendslikeanimals,books…1).______is/aremostimportanttoyou.2).Youspendmostofyourfreetimewith____.3).Youwillshareyoursecretswith_____.4).Whenintrouble,youwillfirstturnto_____.Step3Makeasurvey1.Listsomequalitiesofagoodfriendoryouridealfriend.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.2.Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard.3.Asktheclasswhetherornottheyagreewithallthequalitieslisted.4.Thenhavethestudentsdothesurveyinthetextbook.5.HavethestudentsscoretheirsurveyaccordingtothescoringsheetonPage8.6.Theteacherasksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship:★4~7points:Youarenotagoodfriend.Youeitherneglectyourfriend’sneedsorjustdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriendneedstodo.★8~12points:Youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.★13+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.Welldone.Step4Talkingandsharing(workinpairs)1.Ifyourbestfrienddoessomethingwrong,whatwillyoudo?Trytousethefollowingphrases:I(don’t)think…I(don’t)thinkso.I(don’t)agree.Ibelieve…That’scorrect.Inmyopinion,…2.Whatisafriend?ABritishnewspaperonceofferedaprizeforthebestdefinitionofafriend.Ifyouweretheeditior,choosethebestonefromthefollowingentries,andexplainwhy.Onewhounderstandsmysilence.Period2Reading“Anne’sBestFriend”1.Teachinggoals:1).Todevelopthestudents’readingability,learntousesomereadingstrategiessuchasguessing,keysentences,skimmingandsoon.2).Togetthestudentstorealizetheimportanceoffriendsandfriendship,andtotelltruefriendsfromfalsefriends;3).T