Unit 1 Friendship 全单元教案

Unit 1 friendship
1.Teaching aims and demands
类别 课程标准要求掌握的项目
话题 Friends and friendship; interpersonal relationships
词汇 Add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purposein order to face to face according to get along with fall in lovejoin in
功能 AttitudesAre you afraid that--- I’ve grown so crazy about---I didn’t dare---2. Agreement and disagreement I agree. I think so. Exactly. I don’t agree. I don’t think so. I’m afraid not.3.Certainty That’s correct. Of course not.
语法 直接引语和间接引语(1): 陈述句和疑问句陈述句“I don’t want to set down a series of facts in a diary.” Said Anne.-----Anne said that she didn’t want to set down a series of facts in a diary.一般疑问句He asked, “Are you leaving tonight ”---He asked us whether we were leaving that night.特殊疑问句“When did you go to bed last night ” father said to Anne.--- Father asked Anne when she went to bed the night before.
1. Suggested teaching notes
1). Analyses of the teaching contents
This unit is about friendship, and nearly all the teaching materials center on it.
Warming up---The questionnaire leads students to think and talk about
friendship, get to know the problems between friends
and seek solutions, which makes preparations for the
further teaching in topics, background and vocabulary.
Pre-reading---The questions prompt students to think critically about
friends and friendship in reality, alerting them to the fact
that besides people, a diary can be a friend, too.
Reading--- The diary by theJewish girl Anne gave a glimpse of her life
during her family’s shelter in Amsterdam from the German
Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days.
Comprehending---It helps students further understand the text by doing
multiple choices, questions and answers, and
matching.
Learning about language---It teaches the important expressions and
structures and grammar: direct and indirect
speeches.
Using language---The two letters, listening, questionnaire design, letter
writing and fun writing prepares students to further
talk about friendship, especially the problems with
misunderstanding, and unfriendliness, thus
strengthening students’ abilities to practice
language, discover, and solve problems.
Summing up---It summarizes the whole contents of this unit from the
aspects of topics, vocabulary and grammar.
Learning tip--- This part encourages students to form the habit of writing
a diary.
Integrating skills--- The text introduces the way Hawaiians express
friendship, to get students to realize the cultural
differences in the values of friendship in addition
its importance in all cultures.
2) Making of the teaching plan
This unit centers on friends and friendship, exploring different types of
friendship with particular attention to that one can develop with oneself,
i.e., the comfort and support one seeks from an imaginary friend.
Students are expected to come to be truly aware of the qualities and
conducts that make a good friend, display and develop the ability to
cope with misunderstanding, conflicts and problems related to
friendship, and give advice on it. The concept that even an ordinary
thing can be a friend should break down the traditional belief in the
interpersonal nature of friendship. Also, the comparison of similarities
dissimilarities in friendship comprehension between the East and the
West leads students to know better the values of friendship in Westerns’
eyes. All in all, this unit promises to unveil the true essence of friendship
and helps students to lead a more friendly and harmonious life.
Thus, based on the theme, contents and teaching objectives, the whole
teaching procedures can fall into five periods as follows:
Period 1 Warming up and speaking
Period 2 Reading
Period 3 Useful Structures
Period 4 Reading (WB) & writing
Period 5 Listening
3). Teaching plans for each period
Reflection：
这是从初中到高中过渡的第一单元，学生整体基础较差，为了使学生适应高中英语教学，老师需对课时做一些适当的调整，例如增加课时，放慢进度等，这样会使学生逐渐进入高中学习状态。
Period 1 Warming-up
1. Teaching objectives:
1) Target language
I (don’t) think…… I (don’t) think so. I (don’t) agree.
I believe…… That’s correct. In my opinion, ……
2) Ability goals
a. Describe your friends in English
b. Figure out the problems between friends and then find different ways to solve the problems.
3) Learning ability goals
a. To encourage students to think and talk about friends and friendship by using some phrases and structures.
b. To learn to solve problems that may occur between friends.
c. To cultivate the students to form the good habit of learning English in Senior Middle School.
2. Teaching important points:
a. Use the given adjectives and sentence structures to describe one of your friends.
b. Learn to evaluate friends and friendship.
3. Teaching difficult points:
a. Work together with partners and describe one of your good friends.
b. Discuss with partners and find out ways to solve the problems.
4. Teaching methods
a. Task-based teaching and learning
b. Cooperative learning
c. Discussion
5. Teaching aids:
CAI
6. Teaching procedures and ways:
Step 1 Lead-in and Warming-up
Before the lesson, the teacher can arouse the students’ interests by showing a video of Auld Lang Syne .
At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.
1. How did you spend your summer holidays How did you feel What did you do in your summer holidays What did you do in your spare time
2. What do you think of our new school Do you like it Could you say something about it
3. Do you like making friends How do get in touch with your friends Do you have many friends Where are they now Do you have any old friends in our school Have you made any new friends in our class
Step 2 Think it over
1. Give a brief description of one of your friends. The following phrases and structures may be helpful:
His/Her name is ……
He /She is …… years old.
He /She likes …… and dislikes ……
He /She enjoys …… and hates……
He /She is very kind/friendly/……
When /Where we got to know each other.
Step 3 Make a survey
1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.
Tell your partner your standards of good friends by using the following structure:
I think a good friend should (not) be……
In my opinion, a good friend is someone who……
1. Have a member of each group report on what their lists have in common and list them on the board.
2. Ask the class whether or not they agree with all the qualities listed.
3. Then have the students do the survey in the textbook.
4. Have the students score their survey according to the scoring sheet on page 8.
5. The teacher ask some students how many points they got for the survey and assess their values of friendship:
Step 4 Talking and sharing( work in pairs)
1. If your best friend does something wrong, what will you do
Try to use the following phrases:
I (don’t) think…… I (don’t) think so.
I (don’t) agree. I believe……
That’s correct. In my opinion, ……
What to do reasons




2. What is a friend
A British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editior, choose the best one from the following entries(条目), and explain why.
One who understands my silence.
A friend in need is a friend indeed.
Friends are just the people who share your happiness and sorrow.
When you look at your watch at 4 am, but still know you can call
them and wake them up, and they’ll still want to talk to you ,that’s
friendship.
To have a friend, you need to be a good friend.
Step 6 homework
1. Write a short passage about your best friend.
2. Review the language points.
Reflection:
上好高一的第一节课不容易，与新生的第一次接触，老师的言谈举止，包括仪表都相当重要，因为这些都会影响到学生对学校，对老师，对英语课的看法。英语老师落落大方，慈祥宽容，语音优美，语速流畅，让学生感到既是老师又是朋友。第一节课的教学任务设计要简单，让学生掌握一些新单词，会说几个简单句子，使他们由易到难的过渡，逐渐适应高中的学习生活。
Period 2 Reading “Anne’s Best Friend”
1. Teaching objectives:
1) To develop the students’ reading ability, learn to use some reading strategies such as skimming, scanning,(guessing key sentences), and so on;
2). To get the students to realize the importance of friends and friendship, and to tell true friends from false friends;
3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;
4). To learn the writing style of this passage.
2. Teaching method: Task-based teaching
3. Preview new words and expressions of Unit 1
Notes to the texts p 76
4. Teaching procedure:
Step 1.Pre-reading
1. Who is your best friend
2. Does a friend always have to be a person What else can be your friend
Step 2.Reading
1. Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.
2. Skimming the first two paragraphs to confirm your guessing.
1) What was Anne’s best friend Why did she make friends with it
2) Did she have any other true friends then Why
3) What is the difference between Anne’s diary and those of most people
4) Do you keep a diary What do you think most people set down in their diaries
5) We are going to read one of Anne’s diaries .but before reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph
3. Reading of Anne’s diary
How she felt in the hiding place
Two examples to show her feelings then
Step 3.Post-reading
1.What would you miss most if you went into hiding like Anne and her family Give your reasons.
2.Group work
Work in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.
Where would you plan to hide
How would you arrange to get food given to you every day
What would you do to pass the time
------
3. Discovering useful words and expressions
Complete the following sentences, using words and expressions from Reading
1) She has grown _______ about computer games.
2) Was it an accident or did David do it on _______
3) From the beginning ,Paul made it clear that he would be ______ (完全地)in control.
4) He used to work _______ even in the middle of winter.
5) Just the _______ of more food made her feel sick.
6) You had better have a _________ talk with him.
7) Born in a poor family, the manager _________ lots of hardships in his childhood.
8) A diary is often kept to ________ what happens in people’s daily lives.
Step 4.Talking about friends and friendship
1.There are many proverbs about friends and friendship. Choose the one you agree with and explain why, then choose one you disagree with and explain why.
A friend in need is a friend indeed.
Friends are like wine; the older, the better.
A friend to all is a friend to none.
The same man cannot be both friend and flatterer(阿谀奉承者).
False friends are worse than open enemies.
Walking with a friend in the dark is better than walking alone in the light.
2. We have talked about friends and friendship today, can you write one or two sentences to express your understanding of friends and friendship.
Step 5.Homework:
1. Interview a high school student, a businessman, a police officer and a housewife to find out their opinions about friends and friendship. Write a report to share it with the whole class.
2. Describe one of your best friends following the writing style of this passage.
Ending: Let’s sing this song about friends together
Reflection：
学生初次涉及篇幅较长的文章，总体会感到难。要有文化历史背景作铺垫。对语言点的记忆，长句的理解也会感到很难，充分发扬合作精神，提倡学生之间的互帮互学。整个英语课堂处在和谐的教学中。
Period3 Useful structures
1．Teaching objectives
Learn to use direct speech and indirect speech
2. Teaching important point
Summarize the rules of Direct Speech and Indirect Speech.
3. Teaching difficult point
Learn about the special cases in which the tenses shouldn’t be changed.
4. Teaching methods
Discussing, summarizing and practicing.
5. Preview Grammar P87---Direct Speech and Indirect Speech
6.Teaching procedures
Step1 Lead in
T: In the last lesson, we learned Anne Frank’s story. She is telling her stories to two of her friends—you and Tom. Tom has something wrong with his ears,so you have to repeat Anne’s sentences, using indirect speech. Sometimes you explain Tom’s sentences to Anne.
“I have to stay in the hiding place.” said Anne. →
Anne said she had to stay in the hiding place.
“Do you feel sad when you are not able to go outdoors ” Tom asked Anne. →
Tom asked Anne if/whether she felt sad when she was not able to go outdoors.
“I don’t want to set down a series of facts in a diary,” said Anne.→
Anne said that she didn’t want to set down a series of facts in a diary.
“What do you call your diary ” Tom asked. →
Tom asked what she called her diary.
Ss go on this topic by themselves.
Step2 Grammar
T: Now let’s look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed
Ss discuss by themselves.
Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.
T: Quite right. Look at the form on the screen. These are the rules.
直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。
1.直接引语是陈述句，变成间接引语时，由连词that 引导。例如：
　　She said, "I am very happy to help you."→
　　She said that she was very happy to help you.
2. 直接引语是一般/选择疑问句，变成间接引语时，由连词whether或if 引导。例如：
　　He asked me, "Do you like playing football "→
　　He asked me if/whether I liked playing football.
注意：大多数情况下，if和whether 可以互换，但后有or not,或在动词不定式前，或放在介词后作连接词时，一般只用whether。例如：
　　She asked me whether he could do it or not.
　　
3. 直接引语是特殊疑问句，变成间接引语时，由相应的疑问词who, whom, whose, how, when, why, where 等引导。例如：
　　My sister asked me, "How do you like the film "→
　　My sister asked me how I liked the film.
4. 直接引语是祈使句，变成间接引语时，把动词原形变成动词不定式，并在动词不定式前加tell, ask, order 等的宾语。例如：
　　The captain ordered, "Be quiet."→
　　The captain ordered us to be quiet.
　　注意：此种情况的否定句，在动词不定式前加not。
　　My teacher asked me, "Don't laugh."→
　　My teacher asked me not to laugh.
5. 一些注意事项
(1)间接引语一般要用陈述句的语序，即主、谓、宾的顺序。例如：
　　He asked Lucy, "Where did you go "→
　　He asked Lucy where she went.
　　Tom said, "What do you want, Ann "→
　　Tom asked Ann what she wanted.
(2)直接引语是客观事实、普遍真理等，变成间接引语时，时态不变。例如：
　　They told their son, "The earth goes round the sun."→
　　They told their son that the earth goes round the sun.
(3)直接引语变间接引语时， 指示代词、时间状语、地点状语等要作相应的变化。例如：
　　He said, "I haven't seen her today."→
　　He said that he hadn't seen her that day.
注意：如果转述时就在原来的地方，就在说话的当天，就不必改变指示代词、时间状语、地点状语等。
Direct Speech Indirect Speech
Present past
Past past and past perfect
Present perfect past perfect
Past perfect past perfect
Present continuous past continuous
Step3 practice
T: Turn to Page 5. Please change the following direct speech into indirect speech and indirect into direct.
1. “I’m going to hide from the Germans,” Anne said.
2. “I don’t know the address of my new home,” said Anne.
3. “I cannot ask my father because it is not safe to know,” she said.
4. “I had to pack up my things very quickly,” the girl said.
5. “Why did you choose your diary and old letters ” Dad asked her.
6. Mum asked her if/whether she was very hot with so many clothes on.
7. Margot asked her what else she had got.
8. Anne asked her father when they would go back home.
9. Anne asked her sister how she could see her friends.
10.Mother asked Anne why she had gone to bed so late night before.
Step4 A game
Play a guessing game “who is my secret friend ” One student comes to the front with his partner.
The rest students ask him questions while his partner changes them into indirect speech. In the end, the person who has guessed the right answer can come to the front to take the place of the first student .So the game goes on.
Suggested sentences:
Can your friend speak
What does he/she wear today
Is he/she tall or short
What do you and your friend do in your free time
Do you quarrel with each other ...
Step5 Homework
Do Exercise1 on Page 42. Here is another page of Anne’s diary. Read it through and then use indirect speech to retell the story.
Reflection：
语法较抽象，重点借助于大量的练习。首先给出一些典型的例句，让学生观察现象，然后让他们自己发现其中的规律，接着老师总结这些语法规律，可能学生还是不能理解，这样就有待于课后加强训练。
Period 4 Words & Expressions
1. Teaching objectives:
To learn about some new words and expressions ---outdoors ,upset ,ignore,loose ,series,dusty ,add up, calm down ,be concerned about , go through, face to face ,fall in love….
2. Teaching procedures:
Step1 Find the word or expression for each of the following meanings from the text.
Step2 Complete this passage with some of the words and phrases above.
Step 3 Studying language points
Step 4 Practice
Complete the sentences and translate them into Chinese.
Look at the pictures below and make sentences with suitable phrases or expressions you learned from this unit.
Step 5 Summary
Step 6 Homework
Reflection：
学生们普遍感到记不住单词和短语，因此强调不要孤立的去记忆，而让他们在语境中通过句子甚至一小段文字去记新单词和短语，表面看似乎是增加了记忆的量，其实是使学生将以学语言知识融会贯通，同时培养语感，将难事变成易事，激发学生学习英语的兴趣。
Period 5 Reading Listening & Speaking
1. Teaching objectives
To practise students’ listening ability.
To practise students’speaking skills of how to offer advice.
To improve students’ ability to help others solve problems.
2.Teaching procedure
Step 1 Reading:
Think about the following questions and give your ideas about them.
Step 2 Listening
Besides you Lisa also asks Miss Wang of Radio for Teenagers for help. What advice does Miss Wang give to Lisa Let’s listen to what she says.
Listen for 3 times and do listening exercises.
Step 3 Post-listening
Do you think Miss Wang’s advice is helpful
Now suppose you are editors of Radio for Teenagers, here are some problems for you to offer advice.
(Give each group a problem and ask them to write down their advice.)
Step 4 Speaking
What do you think of Miss Wang’s advice
Your advice is good and helpful. All of you are qualified editors.
Step 5 Discussing
Do you think Anne should follow her father’s advice
Step 6 Homework
Reflection：
对我们的学生来说，Listening也是一个很难的环节，我们会适当的降低难度，删减内容，增加一些与文章相关的内容，设置一些填空题，把关键词填入，目的是提高学生输入重要信息的能力，在输入的基础上再进行输出使学生有话题可说，增强他们说的自信心，提高口语能力。
Period6 Reading and Writing
1. Teaching objectives
To practise students’ writing ability.
To improve students’ ability to writing.
2.Teaching procedure
Step 1.Lead-in
Read Xiao Dong’s letter on page 7 and answer: What is Xiao Dong’s problem
Your advice for Xiao Dong
Step 2. Outlining
How to write a letter of advice
Here are some tips to help you:
First, why not…
If you do this,…
Secondly, you should/can…
Then/ That way,…
Thirdly, it would be a good idea if…
By doing this, …
Step 3.Writing and editing
Step 4. Homework
Reflection:
写作是一个综合性较强的任务，多数高一刚入学的新生预计还不能完整的写出作文，所以要采取分层次的教学方式，让学生自行选择作文方式，方式有以下几种：1）写单词 2）写句子 3）写作文。
Period 7 单元测试题
I.介、副词填空。
1. It took a long time to calm ______ the excited people
2. He has never cheated ________the exams.
3. Our basketball team won the game _________ 5points.
4. The music added_________ our enjoyment.
5. They had hidden _________ for three days before the enemy left.
6. There is no reason _________being late.
7. The operator finally got him_________.
8. I think he did it_________ purpose.
9. The two leaders at last met face _________ face.
10. Would you like to join us _________the game
II．用所给词的正确形式填空。
1. _________ to what he has done, we can trust him.(accord)
2. My mother is the _________friend of mine. (good)
3. This _________seems natural, (feel)
4. The young man is good at_________ with others.(communicate)
5. I would be _________ if you can tell me your opinion, (grate)
6. Most students enjoy _________ questions in English, (ask)
7. There was much _________over this subject at the meeting, (discuss)
8. The diary can help you remember past_________.(happen)
9. Why was she so seriously _________ about her family in this matter (concern)
10. While _________ in the street, he happened to meet one of his friends, (walk)
III．翻译。
1. calm down
2. be concerned about
3. go through
4. hide away
5. set down
6. 一连串
7. 为了
8. 故意
9. 面对面
10. 与……相处；进展
I. 介、副词填空。
1. down 2. in 3. by 4. to 5.away 6. for 7. through 8. on 9. to 10. in
II. 用所给词的正确形式填空。
1. According 2. best 3. feelings 4. communicating 5. grateful 6. asking 7. discussion 8. happiness 9. concerned 10. walking
III. 翻译。
1. 平静下来 2.关心 3.经历 4.躲藏 5.放下 6.a series of 7.in order to
2. 8.on purpose 9.face to face 10.get along with
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