第一冊Unit 1 Good Friends

第一冊Unit 1 Good Friends

Unit 1   Good Friends

I.                   Learning Aim

1.     Learn how to talk about friends and friendship.

2.     Learn to discuss problems occurring in a friendship and suggest solutions.

II.                Moral Education 

From the learning, students can understand gradually that the meaning of  “friends”.

III.             Teaching Direction

1.     key vocabularies and phrases.

 honest  brave  wise  handsome  smart  deserted  in order to  share

2.     useful expressions

I think I can       ,       , and       .

I think he/she is        ,       , and       .

3.     study strategies and thought techniques

(1)   Guessing

(2)   Discussion

4.     the goals of quality education

(1)    Help to improve the students’ capacities of communication.

(2)    Help to improve the students’ abilities of reading.

5.     teaching activities

1)     teacher’s  role

Teacher’s role is just the students’ learning guide and his take is to create real circumstance to let the students talk an active part in.

Teacher’s role is a friend of students’. He appreciates and evaluates the students’ performances actively and positively.

2) students’  roles

Students act as explorers to learn by themselves independently.

Students’ cooperate with their partners in groups during their study.

Students’ grasp the teaching contents in an investigational way.

6.     teaching tools

recorder  cassette  pictures

IV  the Design of  Teaching  Activities

   Step 1 warming­ – up

1)             Ask the students to describe a good friend or themselves encourage the students to try to use more adjectives.

2)             Guessing Game

Ask the students to describe the appearance and characteristics of a friend or themselves. And let the other students guess who is being described.

  This activity is used as a brainstorming session done either in groups or with the whole class. And it is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.

Step 2  Pre—reading

     Explain the situation to the students and give them time to think about what they would bring. The activity should generate different choices and opinions, thus making it a good opportunity for discussion. Ask the students to work in groups.

     The activity is designed to get the students to think about what it would be like to be alone on a deserted island. It is used as a previous part of the unit. And it gives the students an opportunity to practise giving opinions and making decisions.

Step 3  Reading

1)  Scanning

2)  Extensive reading

3)  Ask the students to answer the questions.

4)  Explain the new words and phrases in the content.

By doing this, students can improve their reading abilities.

Step 4  Post—reading

1)  an interview

Ask two students to do this interview. One is a reporter. The other is Mr. Chuck Then make an interview according to the text.

By doing these, students can understand the main idea of the text better.

2)  a debate

        Create a real circumstance about the debate. Suppose four students represent four people and try to persuade the others that he or she should be given the parachute.

         After doing the debate, students can consolidate what they’ve learned in class, and develop their capabilities of communication and the abilities of logical thought.

Step 5  Homework

    an essay

    Ask the students to write an essay about the debate. By writing it, students can raise the writing abilities.

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