Unit 3 Getting along with others_Integrated skills_1 教案
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| 名称 | Unit 3 Getting along with others_Integrated skills_1 教案 |  | |
| 格式 | doc | ||
| 文件大小 | 45.4KB | ||
| 资源类型 | 试卷 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-09-23 08:48:00 | ||
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中小学教育资源及组卷应用平台
Book 1 Unit 3 Getting along with others
Integrated skills 1
Describing the qualities of a good friend
教学目标
By the end of the section, students will be able to:
1. acquire the good qualities of a good friend;
2. grasp the features of a diary entry.
教学重难点
1. To list the good qualities which are important to a friend;
2. To learn the features of a diary entry.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Lead-in
Step 1 The teacher gets students involved in the context by asking the following questions related to friends and friendship: 1. Who is your favourite friend 2. Why do you think he/she is your favourite friend 3. What does friendship mean in your eyes The teacher lets students talk about their friends, and asks what they think friendship means to them. The teacher can encourage them to talk about their own good friends. 创设互动情境，拉近沟通距离，引发学习兴趣的同时，开发话题资源，为单元学习做好准备。 5’ Individual Work Class Work
Listening
Step 2 Have students listen to the recording in Part A on Page 36 and find out what the relationship between Tim and Patrick is and the topic of their conversation. Meanwhile, the teacher asks students to pay attention to Tim’s problems and tick the problems in the boxes in Part A1. 指导学生听录音，归纳其主要内容并有策略地提取细节信息；帮助学生掌握“听”的语言技能；激发学生的输出动机。 5’ Individual Work Class Work
Step 3 Students listen to the recording again and complete the notes in Part A2. In this process, ask students to pay attention to some detailed information: advice and suggestions. 进一步激发学生通过“听”输入语言信息，并进行整合归纳，为后续输出做好铺垫。 5’ Individual Work Class Work
Reading
Step 4 The teacher has students read the first paragraph of Patrick’s diary entry on Page 37 and answer the following questions: 1. What’s the topic of this diary entry (What does it really mean to be a “good friend” ) 2. What’s the function of Paragraph 1 of the diary (It functions as an introduction to the whole diary entry.) 通过问题设置，引导学生思考日记首段的引领作用，预测文本内容，为后续输出积累写作技巧。 3’ Individual Work Class Work
Step 5 The teacher has students read the rest of the diary entry and think about the question: How is each paragraph developed (The first paragraph is used as a topic paragraph, which is followed by supporting details.) 总结梳理文本脉络和宏观结构，了解主题句的重要性和日记这一文体的写作特点。 7’ Individual Work Class Work
Speaking
Step 6 The teacher has students conclude the good qualities of a good friend using relative clauses according to Patrick’s diary entry: A good friend is one who . 运用所学总结归纳个人观点，为后续写作积累素材。 8’ Individual Work Group Work
Step 7 The teacher gives students a question to discuss and encourage as many students as possible to speak out their opinions and feelings: If your friends come across some difficulties in life or study, what will you do and why 运用并巩固所学知识，通过过渡性问题引导学生思考“朋友”的内涵与品质。 10’ Group Work Class Work
Homework Preview Part D on Page 38. 2’
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Book 1 Unit 3 Getting along with others
Integrated skills 1
Describing the qualities of a good friend
教学目标
By the end of the section, students will be able to:
1. acquire the good qualities of a good friend;
2. grasp the features of a diary entry.
教学重难点
1. To list the good qualities which are important to a friend;
2. To learn the features of a diary entry.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Lead-in
Step 1 The teacher gets students involved in the context by asking the following questions related to friends and friendship: 1. Who is your favourite friend 2. Why do you think he/she is your favourite friend 3. What does friendship mean in your eyes The teacher lets students talk about their friends, and asks what they think friendship means to them. The teacher can encourage them to talk about their own good friends. 创设互动情境，拉近沟通距离，引发学习兴趣的同时，开发话题资源，为单元学习做好准备。 5’ Individual Work Class Work
Listening
Step 2 Have students listen to the recording in Part A on Page 36 and find out what the relationship between Tim and Patrick is and the topic of their conversation. Meanwhile, the teacher asks students to pay attention to Tim’s problems and tick the problems in the boxes in Part A1. 指导学生听录音，归纳其主要内容并有策略地提取细节信息；帮助学生掌握“听”的语言技能；激发学生的输出动机。 5’ Individual Work Class Work
Step 3 Students listen to the recording again and complete the notes in Part A2. In this process, ask students to pay attention to some detailed information: advice and suggestions. 进一步激发学生通过“听”输入语言信息，并进行整合归纳，为后续输出做好铺垫。 5’ Individual Work Class Work
Reading
Step 4 The teacher has students read the first paragraph of Patrick’s diary entry on Page 37 and answer the following questions: 1. What’s the topic of this diary entry (What does it really mean to be a “good friend” ) 2. What’s the function of Paragraph 1 of the diary (It functions as an introduction to the whole diary entry.) 通过问题设置，引导学生思考日记首段的引领作用，预测文本内容，为后续输出积累写作技巧。 3’ Individual Work Class Work
Step 5 The teacher has students read the rest of the diary entry and think about the question: How is each paragraph developed (The first paragraph is used as a topic paragraph, which is followed by supporting details.) 总结梳理文本脉络和宏观结构，了解主题句的重要性和日记这一文体的写作特点。 7’ Individual Work Class Work
Speaking
Step 6 The teacher has students conclude the good qualities of a good friend using relative clauses according to Patrick’s diary entry: A good friend is one who . 运用所学总结归纳个人观点，为后续写作积累素材。 8’ Individual Work Group Work
Step 7 The teacher gives students a question to discuss and encourage as many students as possible to speak out their opinions and feelings: If your friends come across some difficulties in life or study, what will you do and why 运用并巩固所学知识，通过过渡性问题引导学生思考“朋友”的内涵与品质。 10’ Group Work Class Work
Homework Preview Part D on Page 38. 2’
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