新牛津m5u1打印稿

M5U1GettingalongwithothersWelcometotheunitThoughtsonthedesign:本课为听说课，教师给学生营造民主开放的课堂氛围，使学生在进行大量的听说活动的过程中对朋友和友谊有更深的了解，为本单元后面的教学打下基础。本课通过大量的听说活动主要解决三个问题：什么是友谊；朋友应该具备怎样的品质；如何与朋友相处。学生在讨论过程中将能自然运用上一课时所学的有关人的个性特点的形容词，并掌握一定量的有关朋友话题的谚语和俗语。Teachingaims:1.Studentswillbeabletotalkaboutfriendsandfriendshipfreely,improvingtheircommunicationskillsandoralEnglish;2.StudentswillmastercertainnumbersofEnglishproverbsandsayingsaboutfriendship;3.Studentswilllearntovaluefriendshipmoreandknowhowtogetonwellwithfriends.Teachingprocedures:Step1Leadin1.Well,thisisanewclass.Doyouhavefriendshere?Oldornew?2.Brainstorming:Studentsareaskedtoexpressfreelywhatfriendshipisintheirminds.FriendshipmeansmyfriendandIcantrusteachother.FriendshipmeansmyfriendandIwillhelpandsupporteachother.FriendshipmeansmyfriendandIwillhavealotincommon.FriendshipmeansmyfriendandIwillreadilysharehappinessandsadnesswitheachother.Step2Whatisfriendship?1.Workinginagroupoffour(1)Studentstalkaboutoneofthepicturesonpage1andtrytounderstandtheproverb.(Eachgroupisfreetochooseanyoneofthepicturestotalkabout.)Friendsarethievesoftime.Thebestmirrorisanoldfriend.Ifyoucanbuyaperson’sfriendship,it’snotworthhaving.Truefriendshaveheartsthatbeatasone.Afriendinneedisafriendindeed.Friendsarelikewine;theolder,thebetter.Thetruefriendshipseekstogive,nottotake.Friendshipcannotstandalwaysononeside.Alifewithoutafriendisalifewithoutasun.(2)Studentsgiveanexample(eithertheirownexperienceorastory)toshowwhattheproverbsaysreallymakessense.2.Representativesfromeachgroupreporttothewholeclasstheresultoftheirdiscussion.3.Teacherprovidesmoresayingsaboutfriendsandfriendshipandencouragesstudentstotalkaboutwhattheycanrevealaboutfriendshipbyexaminingthesesayings.4.Studentsareencouragedtothinkofmoresuchproverbsandsayingsandsharewitheachother.Step3Whatmakesagoodfriend?Studentsareaskedtothinkaboutthequalitiesofagoodfriendandthenareinvitedtowritetheirideasontheblackboardfreely.Agoodfriendshouldbe:pleaserefertothewordsonP6intext-bookOpen-minded,reliable,friendly,helpful,cheerful,generous,hard-working,diligent,honest,polite…Step4Howcanwegetalongwellwithourfriends?1.Teachershowsstudentsthefollowingwords:Therecipeoffriendship:1cupofsharing2cupsofcaring1cupofforgivenessandhugsoftendernessMixallthesetogether...tomakefriendsforever.2.Studentsareencouragedtoworkinagroupandsharewitheachothertheirwaysofgettingalongwellwithfriends.Step5ConclusionofthelessonStudentsandteachertogetherreadaloudthepoem:AFriend…toendthelesson.Step6Homework1.Writeashortessayaboutyourbestfriend.2.Readthewordsfromthebeginningto“beforelong”onP69.3.ReadandunderstandthetextsinReadingandthendoPartAonP2.Unit1GettingalongwithothersReadingThoughtsonthedesign:本课为阅读教学。教材中提供了两篇阅读文章，篇幅相当，文体相同，内容均涉及在交友过程中出现的问题与烦恼。如果在教学中均匀分配时间，不免重复拖沓。因此在教学中，把第一篇文章作为主阅读，并把阅读策略的指导融于其中。在第二篇文章的处理上，教师指导学生将所学的阅读策略运用其中，快速分析掌握第二篇文章的主旨大意及写作特点。此外，在导入部分教师引导学生以小组为单位写下自己在交友过程中碰到的问题和困惑，然后各小组交换问题。等阅读任务全部完成后，教师指导学生利用所学，为自己的同学解决实际问题，这样整堂课对友谊的探讨就不再只是纸上谈兵，而是有了真正的实际意义。Teachingaims:1.Studentswillunderstandthetwopassageswell;2.Studentswillknowthebasicformationofalettertoamagazineadvicecolumnist;3.Studentswilllearnandusethereadingstrategy:readingtounderstandfeelings;4.Studentswilllearnhowtomendabrokenfriendshipandhowtomaketheirfriendshiplastlong.Teachingprocedures:Step1leadin1.Studentsdoself-reflection:Thinkofthemostrecentfightwithyourfriend.Whatcausedit?2.Groupdiscussion:(1)Studentsworkinagroupoffouranddiscussallthepossiblereasonsleadingtoabrokenfriendship.(2)Studentsthinkabouttheirpuzzlesingettingalongwithfriendsandwriteallofthemdownonapieceofpaper.Thendifferentgroupsexchangethepieces.3.Brainstorming:Whocanweturntoforhelpwhenwehaveproblemswithourfriends?Studentsexpresstheirideasfreely.parents,teachers,…magazineadvicecolumnistsInthisway,thetopicofthelessonisintroduced.Step2ReadingofSecretsandLies1.Studentsreadthetitleofthepassageandthefirstsentenceofthefirstparagraph,andtrytopredictthemainideaoftheletter.2.Fastreading:Studentsareaskedtogothroughthewholelettertofindoutwhatthesecretisandwhatthelieis.Secret:SarahgotaDinasurpriseMathstest.Lie:Hannahdeniedhavingletoutthesecret.3.Carefulreading:Studentsreadtheletteragain,thistimecarefullyandtrytoanswerthefollowingquestions:(1)WhydoyouthinkSarahandHannahcouldbegoodfriendsbefore?(2)WhydidSarahtellHannahthattheyweren’tgoingtobefriendsanymore?(3)Whatmighthavecausedtheirfriendshiptobreak?Keys:(1)Theywerelikeeachotherandhadmuchincommon.(2)BecauseshethoughtHannahhadtoldeveryonehowbadlyshehaddoneintheMathstest.(3)Sarahdidn’ttrustherfriend.Hannahmayhavebetrayedherfriend.SarahandHannahlackedcommunication.Step3Readingstrategy:readingtounderstandemotion1.Teacherguidesstudentstoanalyzetheletter:whatisaletteraskingforhelplike?Alettertoamagazinecolumnistusuallyincludes:1)Descriptionsofproblems2)DescriptionsoffeelingsWhilereadingsuchaletter,it’simportanttoidentifythewriter’sfeelingstowardsacertainproblemandthenthinkaboutwhatadvicetogivehim/her.2.TeacherguidesstudentstotakeSarah’sletterSecretsandliesforexample.Inthiswaystudentswillhaveaclearingunderstandingofhowtoreadsuc