Unit 1 Good friends

Unit 1 Good friends

Unit 1 Good Friends     Ｉ． 單元教學(xué)目標(biāo) 技能目標(biāo)Goals Talk about friends and friendship Practise talking about likes and dislikes Learn to make apologies Use Direct Speech and Indirect Speech Write an e-mail   ＩＩ． 目標(biāo)語言                   功    能    句    式 Talking about likes and dislikes: He / She likes / loves ... He / She is fond of ... He / She is quite interested in ... I take interest in ... My interests / hobbies are ... I like ... most.   I care for ...                    I’d prefer ... to ... He / She doesn’t enjoy ... I hate ...     I’m not into ... I think ...  terrible / boring.   Making apologies: I’m very sorry. I didn’t mean to.           That’s all right. It won’t happen again. No problem. Please forgive me.                      Forget it. I apologize for ... It’s no big deal. It’s my fault. It’s Ok.               詞    匯 1. 四會詞匯honest, brave, loyal, wise, handsome, smart, argue, classical, fond, match, mirror, fry, gun, hammer, saw, rope, movie, cast, deserted, hunt, share, sorrow, feeling, airplane, lie, speech, adventure, notebook 2. 認(rèn)讀詞匯solution, Steve, Sarah, Joe, compass, Tom Hanks, Chuck Noland, survive, Wilson, parachute, scared, e-pal, South Carolina, formal 3. 詞組hunt for, in order to, care about, such as, drop sb a line, even though, treat...as, keep... in mind 4. 重點(diǎn)詞匯share, honest, argue, fond, deserted, hunt, adventure, in order to, care about, such as       語法 Direct Speech and Indirect Speech 1. Statements “A friend in need is a friend indeed.” Mother said to me. → Mother told me that a friend in need is a friend indeed. 2. Questions “Are you sure you didn’t do anything to this?”He asked me. → He asked me if I was sure I didn’t do anything to that. “What differences does it make?” Peter asked Jim. → Peter asked Jim what differences it made.   重    點(diǎn) 句 子 1. I don’t enjoy singing, nor do I like computers. 2. I hate hiking and I’m not into classical music. 3. I surf the Internet all the time and I like playing computer games. 4. Chuck survives the crash and landed on a deserted island. 5. He realizes that he hasn’t been a very good friend because he has always been thinking about himself. 6. Even though Wilson is just a volleyball, chuck becomes fond of him. 7. He talks to him and treats him as a friend. 8. Chuck learns that we need friends to share happiness and sorrow, and it is important to have someone to care about.   III. 教材分析與教材重組        1. 教材分析        本單元的中心話題是“朋友”，所談?wù)摰脑掝}涉及好朋友的涵義，對朋友的描述以及如何交友等。旨在通過單元教學(xué)，讓學(xué)生學(xué)會使用有關(guān)描述朋友和友誼的詞匯，就朋友和友誼這一話題表達(dá)自己的觀點(diǎn)，并能就所談?wù)摰脑掝}寫出合符規(guī)范的電子郵件。        1.1  WARMING UP 通過三個問題引導(dǎo)學(xué)生討論自己心目中的好朋友應(yīng)該具備什么樣的品質(zhì)，并就其中的一位進(jìn)行描述。這一部分呈現(xiàn)了本單元的中心話題，學(xué)生可以學(xué)習(xí)有關(guān)朋友的詞匯和句型。        1.2       LISTENING是有關(guān)朋友之間矛盾的三段對話。要求學(xué)生聽完錄音后能夠弄清“發(fā)生的問題”并找出解決的辦法。本部分有助于引導(dǎo)學(xué)生客觀認(rèn)識友情：好朋友之間建立友誼的同時也可能產(chǎn)生矛盾。    1.3       SPEAKING部分是幾個朋友在談?wù)摳髯缘南埠谩Ｒ�求學(xué)生掌握有關(guān)興趣、愛好的表達(dá)方法，并能在較為真實(shí)的情景中練習(xí)使用這些句型。這一部分既有助于學(xué)生進(jìn)一步提高對“朋友”的認(rèn)識，又訓(xùn)練其口頭表達(dá)能力。        1.4       PRE-READING部分假設(shè)了一個情景，即“You are alone on an island.”讓學(xué)生討論在特定環(huán)境條件下如何生存的問題，培養(yǎng)學(xué)生的想象力和創(chuàng)造力，為閱讀部分的學(xué)習(xí)做好準(zhǔn)備。        1.5       READING部分是有關(guān)美國電影《荒島余生》的一段簡介。在這一部分當(dāng)中，學(xué)生除了要學(xué)習(xí)新的詞匯、句型和訓(xùn)練閱讀技巧外，也要對“如何對待朋友和他人”有更加深刻的認(rèn)識。        1.6       POST-READING設(shè)計了四個問題。其中前兩個是對READING部分文章內(nèi)容的理解，后兩個是開放式問題，學(xué)生可以各抒己見。        1.7       LANGUAGE STUDY 分詞匯和語法兩部分。其中，Word study 是根據(jù)語境在運(yùn)用中掌握詞匯。Grammar 是關(guān)于直接引語和間接引語的用法訓(xùn)練，包括單句的練習(xí)和情景語法練習(xí)。        1.8       INTEGRATING SKILLS結(jié)合本單元話題，引導(dǎo)學(xué)生通過寫e-mail 來進(jìn)行交友實(shí)踐。TIPS部分給出了e-mail寫作的注意事項(xiàng)，指導(dǎo)學(xué)生如何寫e-mail。        2. 教材重組        2.1 聽力： Warming up 與Listening及Workbook中的Listening三部分話題較為接近，都是在談?wù)撆笥鸦蛉绾谓鉀Q朋友之間存在的矛盾，可以放在一節(jié)課中處理。        2.2 口語： Speaking和Workbook中的Talking涉及到本單元的兩種功能句式，即Talking about likes and dislikes和Making apologies，可以整合在一起上一堂口語課。        2.3 精讀：可將PRE-READING, READING和POST-READING三部分整合在一起上一節(jié)閱讀課。        2.4 泛讀：處理Workbook中的Reading Many-Flavoured Friends。        2.5 語言學(xué)習(xí)：包括Word study和Grammar以及Workbook中的Practising。        2.6 綜合技能： 包括第6頁的Reading and Writing以及第90頁的Writing。        3. 課型設(shè)計與課時分配        1st period: Warming up and Listening        2nd period: Speaking        3rd period: Reading (I)        4th period: Reading (II)        5th period: Language study        6th period: Integrating skills Ⅳ. 分課時教案 The First Period  Warming up && Listening Teaching goals   教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 a. 詞匯和短語: honest, loyal, smart, funny, in my opinion, calculator, upset b. 重點(diǎn)句子: I’m not happy about this. What’s the big deal? What difference does it make? I didn’t know you were so upset about it. A common problem between friends is that they don’t know how to talk to each other about difficult things. A simple apology is often enough and is a good starting point. The best way to make sure that a secret doesn’t become a rumor is simply to keep it to yourself. 2. Ability goals 能力目標(biāo) a. Describing your friends in English. b. Figuring out the problems between friends through listening, and then find different ways to solve the problems. 3. Learning ability goals 學(xué)能目標(biāo) a. To encourage students to think and talk about friends and friendship by using relevant vocabulary. b. To learn how to solve problems that may occur between friends. Teaching important points  教學(xué)重點(diǎn) a. Using the given adjectives and sentence structures to describe one of your friends. b. Listening to the material about three different situations and complete the sentences. Teaching difficult points   教學(xué)難點(diǎn) a. Working together with partners and describe one of the good friends. b. Discussing with partners and find out ways to solve the problems. Teaching methods  教學(xué)方法 1. Discussion; 2. Listening; 3. Cooperative learning. Teaching aids  教具準(zhǔn)備 A recorder.   Teaching procedures && ways  教學(xué)過程與方式 Step I   Warming up As a first lesson, a teacher can arouse students’ interests by telling a story at the beginning of the class. T: Good morning, everybody. At the beginning of our lesson I’m going to tell you a story. A young deer and a wise old crow lived together in the wood. Pam, the deer had little experience of the world. but Rob, the crow, knew all the ways of the other animals. One day, Pam saw Puk, a fox, come out from a tree towards her. “I need a friend,” said Puk hungrily. “I’ll be your friend,” replied Pam. They went for a walk together in the field where Puk knew there was a trap. Pam was caught in it and could not move. Puk watched the farmer arrive with his knife to finish off Pam. Rob flew down to the field and said to Pam, “Lie down, and pretend you are dead.” Seeing Pam motionless, the farmer undid the trap. “Run!” shouted Rob and away Pam went. Back at home, Rob said to Pam, “You know a true friend by his acts not his words.” After telling the story, the teacher encourage students to talk about their understanding about the story, and then tell their own stories about friendship. T: That’s my story. Now I have a few questions for you. What does the story tell us? Do you know other stories about friendship? Ss: The story tells us that a friend in need is a friend indeed. (Tell the story about the bear and the hunter or other stories.) When students finish their stories, teacher can let them talk about their attitudes towards friendship and their standards of a good friend. T: Just now... gave us a very good story about friends. Do you think that friendship is important in our life? Why? Ss: I think friendship is very important in our life. When we feel bored we can talk to our friends; when we are in trouble, we can turn to our friends for help. T: That’s right. It’s important to have friends. What do you think a good friend should be like? Or what qualities do you think a good friend should have? For example, should he / she be kind, honest, smart, funny or anything else? Some adjectives to describe friends are listed in the textbook. Students should be given some time to get familiar with these words. Then they are encouraged to think about more adjectives and should be able to describe their friends using these words. T: Now look at page 1. There are some words that can be used to describe a friend. Look through them quickly and think about which words you would like to choose to describe a 5-star friend. What other words can you think of to describe a person? Ss: Positive: patient, careful, modest, reliable, open, talkative, energetic, tolerant, generous, humorous, well-educated, self-respected, easy-going Negative: selfish, rigid, dull, careless, proud, tricky, simple-minded T: OK. We have talked a lot about words to describe friends. Now let’s do some pair work. Tell your partner your standards of good friends by using the following sentence patterns: I think a good friend should (not) be ... In my opinion, a good friend is someone who ... Ss: I think a good friend should be patient, reliable and tolerant. In my opinion, a good friend is someone who is open, humorous and easy-going. In my opinion, a good friend should not be selfish, dull or proud. In this part, the teacher uses a game to consolidate what students have learnt in the previous step. Through the game, students learn to organize a short paragraph instead of just using some words or sentences. T: Just now you talked about 5-star friends in your eyes. Now let’s play a game, “Looking for good friends”. Please take out a piece of paper and think out three words that you think can best describe your personality and three more words to depict what kind of person you want to make friends with. Write down your names and turn it in. Each of you will get a piece of paper with your classmate’s information on it. Decide whether you two can be good friends or not and why. Tell the class your decision, using the following patterns: I’m __________, __________ and _________. He / She is _________, __________ and ___________. I think we can (not) be good friends, because __________. Ss: I’m talkative, energetic and easy-going. She is tolerant, generous and humorous. I think we can be good friends, because we can spend a lot time talking, telling each other jokes. If I make mistakes, she will forgive me. Step II   Listening A teacher may tell students that sometimes problems might occur between friends and it is very important to know how to solve these problems. Students are encouraged to think about some common problems between their friends and themselves and provide some possible solutions. T: You know, sometimes there are problems even between very good friends. It is important to know how to solve the problems in order to keep your friendship going. Can you tell me some of the common problems among teenagers? What do you usually do to solve them? Ss: Some of the common problems include forgetting friends’birthday, not keeping promises, letting out friends’ secrets and so on. Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness. The students will hear three arguments between friends and are asked to write down the problems and suggest possible solutions. The task can be divided into two parts. After the first listening, they just write down the problems. Then they can discuss with their partners to find out possible solutions. T: Yes, that’s a good idea to solve problems between friends. Look at page 2. We are going to listen to three arguments between friends. For the first time, just focus on the problem in each situation. Write down some key words as quickly as possible. Listen again and check the answers with the whole class. (Listen for the third time if necessary.) T: OK, we have already known the problems in these three situations. Next, please discuss with your partners and try to find out the solutions to each problem. Share your ideas on how to solve the problem with the whole class. Ss: Situation One: I think Peter should try to get there on time next time.    Situation Two: I think Ann should ask for permission first if she wants to borrow something from others and she should return things in time.    Situation Three: I think Adam can ask his uncle to mend it and he should be more careful with borrowed things. Step III  Listening  (Workbook P85) The students will hear about problems between friends and what can be done to solve them. They are asked to write down the solutions mentioned on the tape. T: In the following part, we are going to listen to more problems friends may have and what can be done to solve them. This time, the problems are given. Look through them quickly to get a general idea about the passage. Listen for the first time. Take some notes about the solutions mentioned in the passage. T： Listen again. Try writing down the solutions in whole sentences. And check your answers with your partners. Listen for the third time. Check the answers with the whole class. Step IV   Assignment T: Today we have learnt how to describe a friend and how to solve problems between friends. For the homework, you have two options: 1. Write a short introduction about one of your best friends. 2. Describe one of the problems between you and one of your friends and how it is solved.    

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