高一必修一 Unit 1 Friendship Teaching Plan for NSEFC Module 1教案1
- 格式：doc
- 大小：181.00 KB
- 文档页数：20
Teaching Plan for NSEFC Module 1Unit 1 FriendshipTeaching aims and demandsI. Meeting your new Ss* Getting to know your Ss & introducing yourself to the Ss* Setting up necessary rules for classroom learning and for homeworkII. Topics* Friends and friendship* Interpersonal relationshipsIII. Function* AgreementI agree. Yes, I think so. So do I. Me too. Exactly.No problem. Sure. Certainly. Of course. All right.You’re right/correct. Good idea. I think that’s a good idea.* DisagreementI don’t think so. Neither do I. That’s not right. Yes, but …I’m afraid not. No way. I’m sorry, but I don’t agree.Of course not. I disagree.IV. Grammar* Direct Speech and Indirect Speech (Part I. Statements and questions)1.Reporting statements“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.2.Reporting yes-no questions“Does a friend always have to be a person?” the writer asks us.---- The writer asks us if a friend always has to be a person.3.Reporting wh- questions“What do you call your diary?” Anne’s sister asked her.---- Anne’s sister asked her what she called her diary.V. Words and expressionsupset ignore calm concern loose Netherlands German series outdoors dusk thunder entire entirely power curtain dusty partner settle suffer highway recover pack suitcase overcoat teenager exactly disagree grateful dislike tip swap item (32 words)add up calm down have got to be concerned about walk the dog go through set down a series ofon purpose in order to at dusk face to faceno longer suffer from get/be tired of pack sth. upget along with fall in love join in (19 phrases)* survey vet Amsterdam Jewish Nazi Kitty spellbind loneliness Margot gossip secondly (11 words)VI. Time allotment1st period – Warming up (P1) & Workbook Listening (P41)2nd period –Pre-reading & Reading & Comprehension (P2-P3)3rd & 4th period –Learning about Language (P4-5)5th period –Using Language (P6 Reading & listening)6th period–Using Language (P7 Reading & Writing)7th period–Wb Listening Task & Reading Task (P43-44)8th period–Writing Task & Project (P46-47)The 1st period – Warming up & Using languageGoals for the 1st period:1. Introduce yourself and set up some rules for learning2. Talk about friends and friendship3. Learn the new words and expressions:upset ignore calm concern loose add up calm down have got tobe concerned about walk the dogTeaching procedures:Step 1 Beginning1. Introduce yourself2. Set up some rules for learning:Before class: 1) Get into the classroom at the first bell.2) Get everything and yourself ready for the class.In class: 1) Follow the teacher closely and work with your mind.2) Take an active part in classroom learning activities.3) Take notes and raise questions.4) Speak English as much as you can.After class: 1) Finish your homework on time and hand it in as required.2) Review what you’ve learned in class in time.3) Preview your lesson as required.Step 2 Warming up1. Introduce the topic Friendship. Ask Ss if they have a very good friend and why he or she can be their good friends.(Collect the adjectives/nouns Ss use to describe their friends on the Bb.) Supplements:Poem 1 Friends Poem 2Auld Lang SyneBy Jill Eggleston By Robert Burns Friends care Should auld acquaintance be forgotFriends share and never brought to mind?We need friends Should auld acquaintance be forgotEverywhere! and days of auld lang syne?For auld lang syne, my dear, Proverbs:for auld lang syne,A life without a friend is a life without we’ll take a cup of kindness yes,a sun. --- French proverb for auld lang syne.You can buy friendship with friendship,but never with dollars. Should auld acquaintance be forgot--- Unknown and never brought to mind?A friend is a person with whom I may be Should auld acquaintance be forgot sincere. With him, I may think aloud. and days of auld lang syne?--- Ralph Waldo Emerson And here’s a hand, my trusty friend Real friendship is shown in times of trouble; And gie’s (give us) a hand o’thine Prosperity is full of friends. We’ll tak’ a cup o’kindness yet---Euripides For auld lang syne.2. Think: What qualities and behaviors make a good friend?(a. Let the Ss make a list of 3-5 qualities a good friend should have.b. Have them work in group of four to collect the list of words.c. Then ask one from each group to write the words on the Bb.)3. Have the Ss do the survey in the Sb P1.4. When they have completed it, have Ss look again at the list on the Bb to see whether it should be revised.Explanation of each item:Q1: A: 1 point B. 3 points C. 2 pointsThis question deals with how thoughtful you are towards others: How much do you value your friend? Would you change the time of the day to go to the cinema to fit in with him/her?Q2: A: 1 point B. 2 points C. 3 pointsThis question is concerned with fairness: Is it fair for your friend to borrow something, break it and return it broken?Q3: A: 1 point B. 2 points C. 3 pointsThis question deals with your concern for others: Should you make the troubles of your friend more important than your own responsibilities?Q4: A: 3 point B. 2 points C. 1 pointsThis question is concerned with responsibilities to a friend. If you are asked to look after something and it is broken or harmed, what should you do?Q5: A: 0 point B. 2 points C. 0 pointsThis question is concerned with honesty.5. Quickly deal with the meaning of the new expressions in this part. We’ll later practice them in Ex 1, 2, 3 in Learning about language on Sb P.41) add up: v. to add sth. together2) upset: adj. sad, unhappy3) ignore: v. pay no attention to4) calm…down: v. make sb. calm, comfort sb.5) have got to …: v. have to do sth.6) be concerned about: v. be worried about, care about7) walk the dog: v. exercise the dog8) loose: adj. not tight重点词汇用法的学习，例如：1. add: add ... to；add to; add up; add up to；Eg. Will you please add some milk to my coffee?The little baby adds to our enjoyment at the party.Add up your score and see how many points you get.Add up these figures foe me, please.All the money I have in my pocket adds up to $ 125.2. upset: adj. worried, annoyed; v. cause to worry, to be sad/angryEg. I was very upset because one of my friends was rude to me.His cheating in the exam upset his teacher.3. ignore: v. pay no attention to; to behave as if you had not heard or seensb./sth. n. ignoranceEg. You can’t ignore the fact that many criminals never go to prison.These are the problems which we can’t afford to ignore.Sam rudely ignored the inquiry.He had completely ignored her remark, preferring his own theory.4. calm: v. calm downEg. The mother calmed the baby by giving him some milk.What the manager said calmed the fears of the works.We tried to calm him down, but he kept shouting and crying.Calm down. There’s nothing to worry about.5. concern: v. concern sth.; be concerned about /with/ for sb. / sth.; n.Eg. This case concerns the group of people greatly.What I said at the meeting doesn’t concern you, so don’t worry about it.Our head teacher is concerned about our study and health all the time.He has never been concerned about/for what others think of him.He seemed to be concerned with the case.Your school work, rather than your private life, is my concern.My greatest concern is the development of our school.6. walk the dog: to take a dog for a walkEg. He is out walking the dog.walk sb home/ to a placeIt’s late --- let me walk you to the bus stop.6. If necessary, the T may ask one or two Ss the following questions:a. What kind of person are you according to the survey?b. Do you think you can be a good friend to others? And how?c. What do you think are the basic elements we need to keep our friendship?Step 3 ListeningWorkbook Listening on P411. Before you listen, discuss these questions with the class.1) Do you think it is a good idea to make friends with people from other countries?(to broaden one’s world outlook; to avoid national stereotypes etc.)2) What are the advantages of this friendship?(to practice another language with a native speaker; to learn new ideas and new ways of thinking; to find out more about another country etc.)2. the 1st Listening of Part 1: Write down what Leslie does in China in one sentence. (Leslie does some business in China and her company sells buses.)3. the 2nd Listening of Part 1: Tick the things done by Leslie.(going out for delicious dinners; visiting a mountain; going to people’s homes)4. the 1st Listening of Part 2: What does Leslie say about the friends she made in China?(1) Leslie says that she make friends but they are just business friends because shethinks one cannot make friends on a short visit.(2) Leslie thinks some of the friends in China may have liked her, but others may try tobe nice to her so as to gain a business advantage.Step 4 Homework1. Make sentences with the 8 new words and expressions.2. Prepare and read aloud the rest new words.The 2nd period – Pre-reading & Reading & Comprehension Goals for the 2nd period:1. Have Ss read the text and try their best to understand Anne’s eagerness for friends, friendship, nature and freedom.2. Get Ss have some knowledge about the Nazi’s cruel deeds towards the Jews during the Second World War.3. Train Ss’ reading ability of scanning and skimming. Learn to appreciate Anne’s Diary , the classic work.Teaching procedures:Step 1 Revision1. Check the homework.1) Let Ss check their homework in group of four, choosing some good sentences.2) Ask the Ss to read the sentences they’ve made and chosen.Step 2 Pre-readingDiscussion: (Go through the following questions quickly with the class & collect theanswers on the Bb.)1. Why do we need friends? Make a list of reasons why friends are important to us.2. Does a friend always have to be a person? What else can be your friend?3. Skim the 1st paragraph of the reading passage & find out who’s Anne’s best friend.* Background -- Persons:Anne: a young girl of about 15 years old and the author of the diaryMr. Frank: Anne’s father who once owned a business in GermanyMrs. Frank: Anne’s mother who stayed at home to look after the familyMargot: Anne’s older sister who was very intelligent, studious and quietPeter: Son of another family who lived with the Frank family in the attic* Anne’s storyAnne Frank was born on June 12, 1929 in Frankfurt Germany. At that time the Jewish community formed an important part of the city’s economic and cultural success. Her father, Otto Frank, was a respected businessman whose family had lived in the city for many generations. They lived in a comfortable five-room flat and Anne was raised with great love and care. In the spring of 1934, a year after Hitler and his Nazi Party rose to power, the family moved to Holland, whose people welcomed them.The Nazi Party ruled Germany from 1933 to 1945. One of their key policies was to kill all the Jews in Europe. When Jews were found, they were sent to concentration camps farther east to be killed, mostly in Poland.The Franks and another family, the Van Daans, hid together for just over two years before they were discovered. The building in Amsterdam where Anne Frank’s family hid was a small business office with storage rooms. During the day the building served as a place of business. After working hours, the Frank family’s Dutch friends brought them food, clothing, news from the outside world, and comfort. Sadly, a Dutch employee in the office told the Gestapo of their hiding place, so they were arrested.They were in the of the last groups of Jews to be taken to the camps. Anne’s mother in Poland and stayed behind when Anne, her sister, and Mrs. Van Daan were moved to Belsen, a smaller camp in Germany. Peter who was in better health than the others, was forced into a long march from the camp where he disappeared. Margot died in March, 1945 and Anne died just before her 16th birthday and less than a month before the surviving Jews were freed by American, British, Canadian and Russian soldiers.The primary school Anne attended in Amsterdam is now named after her. Every year she is remembered in a traveling exhibition that explains her life and her experience. Step 3 Reading1. Skimming: It is used quickly to identify the main idea of a text and get an overall impression of the content.Scanning: It is used when you want to find specific information quickly. In scanningyou have a question in your mind and you read a passage only to find the answer, ignoring unrelated information. (To read T’s Book P17 for more)2. Skim the introduction: What’s the function of this part?The reading introduces the Ss to Anne Frank’s story.3. Skim Anne’s Diary: What’s the main idea of her diary?This part of the diary reveals Anne’s longing for a normal life after having been in her hiding place for almost two years. In this extract she explains how much she especially missed going outside and enjoying nature.4. First ask Ss to discuss the difficult parts of the text in pairs. Then let Ss raise questions if they still have difficulty in understanding the text. Have other groups answer those questions. If necessary, The T may give some help.5. Deal with some words and expressions with the whole class:What does Anne mean by “crazy” & “spellbound”?In the context, “crazy” means “enthusiastic”not “mad” here. “Spellbound”means “to concentrate with delight for some time.”Step 3 Comprehending1. Scan the passage and compete Ex.1& Ex.2 in the Comprehending section on Sb P3.2. Check the two exercises with the whole class.(Keys to Ex.1:1-C 2-A 3-B 4-DKeys to Ex.2:Q1: About 2 years. The family went into hiding in early July 1942. On the 15th June 1944 Anne wrote the this diary entry.Q2:Before she and her family hid away, she took nature for granted, but now she appreciates its beauty and majesty.Q3: Her feelings have changed because she was no longer able to go out as she pleased because she is in hiding. Losing freedom has made her feel more excited about good and beautiful things around.Q4: She did not want to be a “prisoner” in the hiding place any longer. She wanted to live a normal life again.)3. Play the tape for the Ss to listen and appreciate.4. Discussion (for reference):What would you do if you are in the same situation as Anne and her family? Give some reasons. Step 4 Discussion1. Ex.3 on Sb P3. Work with your partner to brainstorm some adjectives to describeAnne’s feelings. Make a list of at least five.How would you describe Anne’s feelings as she was looking out at the night sky? For reference:(eager, excited, enthusiastic, earnest, anxious, sad, nostalgic, lonely, calm …)2. Quickly deal with the meaning of the new expressions in this part. We’ll later practice them in Ex 1, 2, 3 in Learning about language on Sb P.41) go through: v. to experience, to read through quickly, to spend a period of time…2) set down: v. to write down, get off (a bus etc.) …3) a series of: a set of4) outdoors: adv. not indoors5) on purpose: by planning beforehand6) in order to: so as to7) at dusk: in the evening8) face to face:9) no longer: not any longer10) Netherlands (Holland) Germany thundering entire entirely powercurtain dusty3. Optional: Ex.4 on Sb P3.Imagine you have to go into hiding like Anne and her family. What would you miss most. Give your reasons.Step 5 Homework1.Read Anne’s Best Friend twice. Try to recite the Diary2.Finish the Ex.1, 2, 3 of Learning about Language on Sb P4.The 3r d-4th period – Learning about Language (P4-5) Goals for the 3rd - 4th period:1. Learn the new words and expressions:Netherlands German series outdoors dusk thunder entire entirely power curtain dusty partner settle suffer highway recover pack suitcase overcoat go through set down a series of on purpose in order to at dusk face to face no longer suffer from get/be tired of pack sth. up 2. Grammar: Direct Speech and In direct SpeechTeaching procedures:Step 1 Learning about language1. Check the Ex.1, 2, 3 of Learning about Language on Sb P4.Keys to Ex.1:1. outdoors2. upset3. be concerned about4. loose5. go through6. ignore7. face to face8. calm down9. curtain 10. series Keys to Ex.2:upset, go through, calm down, concerned about, outdoors, loose, face to face Keys to Ex.3:1. in order to2. dusty3. set down4. at dusk5. add up6. entirely7. curtain8. on purpose2. Give some help and explanation if Ss have difficulties.Step 2 Language study1. go through: to examine carefully; to experience; to passEg. I went through the Ss’ papers last night.The police went through the pockets of the thief.You really don’t know what we went through while working on this project.All the players have to go through a thorough physical training.Tina had gone through several carriages to the front of the train before she knew it.The thread is too thick to go through the hole.2. crazy: adj. be crazy about / on; be crazy for sth. / sb.;Eg. The noise is driving us crazy.We are crazy about the beauty of the tourist attractions.He was crazy about / on classic music when he was young.Many young college students are crazy for chances to go abroad for further education.My brother is crazy for the pop band --- U2 and will never miss any of their performances.3. set down: to write down; to get off a bus …Eg. I wanted to set my feelings down on paper.Lots of strange records have been set down in Guinness.Clear guidelines have been set down for teachers.The driver set a few passengers down at the station.4. series: n. a series ofEg. There is a TV series on this channel every night.I firmly believe that such a series (of books) will be a great success.We’ve read a series of articles about pollution in this magazine.There’s been a series of car accidents at the crossing recently.5. power: n physical strength; intelligence; authoritiesEg. Carrying the baggage requires a lot of power.It’s within/beyond my power to understand what the scientist said.The manager has everything in his power.After Hitler came into/took power, the Jews began suffering a lot.6. settle: v. become calm and quiet; to start living in a place; begin doing some work;solve a problemEg. When Kyle was a baby we used to take him for rides in the car to settle him down.When things settle down, I’ll give you a call.They’d like to see their daughter get married, settle down and have kids.I sorted out my mail, then settled down to some serious work.We hope the police can come to settle down the dispute.7. suffer: v. suffer sth. ; suffer from … ;n. sufferingEg. The company suffered great loss in the air crash.He often suffers from headaches at night.Nobody knew how much suffering the old man had gone through during the war.8. recover: v. to get better after an illness; to return to normal condition; to get backsth. n. recoveryEg. After a few days of fever, she began to recover.The tourist industry is recovering to the pre-war levels.Yesterday morning shares seemed to recover from Monday’s collapse.It was some hours before she recovered consciousness.He recovered himself enough to speak calmly.Once she stumbled, but somehow she recovered her balance and carried on running.Doctors expect him to make a full recovery.Hopes of economic recovery are fading.9. get/be tired of: be/get sick of; begin to dislike sb/sthEg. I’m tired of watching television. Let’s go out for a walk.We are getting tired of his negative remarks.We are tired of doing the same things every day.10. pack up: to put things into cases, boxes, bags etc.; (informal) to stop working Eg. Most of the holidaymakers had packed up and gone.Have you finished packing yet?Kelly planned to pack her things up one night before the trip.He packed up his teaching job in Japan after only three months.*11. well: adv. quite, much, thoroughlyEg. George was well and truly drunk.I couldn’t very well say no to her when there was no one else she could ask.He finished the exam well within the time allowed.*12. spellbind, spellbound, spellbound: v. to hold the complete attention ofEg. The children watched spellbound as the magician took rabbits from his hat.Step 3 Discovering Useful Structure (P5)1. Look at the sentences in Ex.1 on Sb P5: Find the difference between direct speech and indirect speech. Then the Ss may check with their partners.(提示学生：1. 注意陈述句、祈使句和疑问句的转化特点；2. 注意人称、时态以及指示代词、时间状语、地点状语和动词的变化）2. Ss summarize the rules for the transformation of direct speech and indirect speech. Then the T gives some help if necessary.3. Practice: Finish Ex.2 on Sb P5 by the Ss themselves.4. Check Ex.2 with the whole class. Pay attention to the changes.5. Turn to Grammar on P87-P90. (参看P87-P90直接引语和间接引语语法小结)Step 4 Homework1. Do Ex.1on Wb P41: Translate the 6 sentences into English.2. Do Ex.2 on Wb P42: Use get- phrases to fill in the blanks.The 5th period – Using Language (6)Goals for the 5th period:1. Learn to express your agreement and disagreement.2. Further learning Grammar: direct speech & indirect speech3. Learn the new words and expressions:teenager exactly disagree get along with fall in loveTeaching procedures:Step 1 Revision1. Check Ex.1on Wb P41 with the class: Translate the 6 sentences into English.(Ask Ss to revise their exercises with a red pen then the T collects the Exercise Book.)2. Check Ex.2 on Wb P42: Use get- phrases to fill in the blanks.(Give some explanation if needed.)Step 2 Reading and listeningReading:1. Ask Ss to silently read Lisa’s letter on Sb P6 and see what her problem is:(I don't want to end the friendship, but I hate others gossiping. What should I do?)2. Have Ss give their possible suggestions and collect them on the Bb.(This activity is a preparation for the following Listening task.)Listening:3. Read Ex.2 on Sb P6. Listen to the tape and fill in the blanks. Check with the class.4. Listen to the tape again and use the sentences in Ex.2 to help you do Ex.3 on P6. (Keys:1. being, studying 2. Ending, stupid 3. gossip 4. ignore, show, grown-up)5. This Ex.3 is a consolidation of Grammar: direct speech & indirect speech.Allow Ss a few minutes and then check with the class. (If necessary, play the tape again.)(Keys:1. …there is nothing wrong in Lisa making friends with a boy. She also thinks that it is possible for a boy and a girl to be just good friends.2. … Lisa would lose a good friend who helps her with her studies.3. …teenagers like to gossip and that perhaps they can’t understand Lisa’sfriendship with the boy.4. … ignore her gossiping classmates.)Step 3 Speaking1. Do you agree with Miss Wang’s advice? Discuss it in group of four. You may use the following expressions.* AgreementI agree. Yes, I think so. So do I. Me too. Exactly.No problem. Sure. Certainly. Of course. All right.You’re right/correct. Good idea. I think that’s a good idea.* DisagreementI don’t think so. Neither do I. That’s not right. Yes, but …I disagree.I’m afraid not. No way. I’m sorry, but I don’t agree. Of course not. 2. Discussion: (Group work) (The following activity is Optional.)What’s the right attitude towards friendship and love among teenagers?3. The T may use the following questions to help organize the discussion:a. What's your opinion about the differences between friendship and love?b. Do you have the similar experience as Lisa? If yes, what did you do? If no, can yougive some advice to the students who have the same problems as Lisa does?c. How do you judge the importance of friends and your lovers? Who do you think aremore important?d. Are we teenagers mature enough to start a love affair?e. Can you suggest some of your parents' opinions about this matter?(Suppose you are a psychologist or a hotline radio host, try to give your suggestions.)4. The T should list some of the following expressions on the Bb to help the Ss to start giving suggestions: I think / suggest/...; in my opinion; as to me; I (dis)agree with you. I think so. I am afraid not….5. The T may draw a conclusion: Lover is important in our life but friends are more important during teenage time. Now if we have more chance to learn what kind of persons can be our friends, later, we’ll better learn to choose what kind of person can be our life partner. To make friends when young is a good step to learning how to choose a proper lover in later life.Step 4 language study1. get along with sb/sth; get alongEg. How are you getting along in the new school?How are you getting along with your work/classmates?They seem to get along well with each other/their work.2. fall in loveEg. They fell in love with each other at the first sight.The little kids quickly fell in love with the cartoon movies.3.disagree: v. to have a different opinion from sb.; not agree with sb/to sth.Eg. Experts disagree on how much the program will cost.We strongly disagreed with your statement.The statements of several witnesses disagree.Seafood always disagree with me.Step 5 Homework1. Read Anne’s Diary twice again. Try to recite it.2. Review Grammar direct speech and indirect speech on P87-P90. (仔细研读P87-P90直接引语和间接引语语法小结)The 6th period – Using Language (Reading & writing P7) Goals for the 6th period:1. Review Grammar direct speech and indirect speech.2. Learn to write a letter to give advice.3. Learn the new words and expressions:grateful dislike tip swap item join inTeaching procedures:Step 1 Revision1. Check Homework with the class: Read Anne’s Diary together. Then ask Ss to recite it.2. Review Grammar direct speech and indirect speech.(The following sentences are for your reference.)1) “You should be more careful next time,” his father said to him.--- His father told him that he should be more careful the next time,”2) Mr Wang said, “I’ll leave for Shanghai on business next month, children.”--- Mr Wang told the children that he would leave for Shanghai on business the next month.3) “Have you anything interesting I can read, George?” she asked.--- She asked George if he had anything interesting she could read.4) “Where are you going?” the father asked his son.--- The father asked his son where he was going.5) I told him that I had lost my money and that I would look for it.--- I said to him, “I have lost my money and I will look for it.6) She asked whether I would be free the next day.--- She asked, “Will you be free tomorrow?”7) I asked her where she was going and what she was going to do the next day.--- I asked her, “Where are you going and what are you going to do tomorrow?”8) The scientist asked me what I was thinking about.--- The scientist asked me, “What are you thinking about?”Step 2 Reading and writing1. Let the Ss read the letter quietly and think about Xiao Dong’s problem (not good at communicating with people) for a minute or two.2. Let Ss work with their partners to come up with some suggestions about how to change the situation. Each pair should at least give two suggestions and reasons.3. The T collect the suggestions on the Bb.4. Let Ss study the sample carefully and write their letter based on the suggestions and reasons on the Bb.5. Swap your letter with your partner. Help to improve it. Point out the spelling, verb forms or punctuation. Swap back and correct the mistakes.Step 3 Language study1. grateful: adj. feeling that you want to thank sb. because of something kind doneby sb.; to make a formal requestEg. I’m very grateful to all those who took the trouble to help me.She should be grateful that you have made things easier for her.I’m extremely grateful for the assistance your staff have provided.Our grateful thanks go to all who participated.She gave me a grateful look.I would be grateful if you could explain it in detail.2. join; join in: participate; take part inEg. You can enjoy a sport without joining a club or belonging to a team.Many neighbours sacrificed their time to join the hunt for the missing girl.I’m sure you’ll all join me in thanking today’s speaker.Most boys signed to join in the football training.3. swap: v. exchange; change swap sth for sth; swap sth with sbEg. He swapped his watch for a necklace.The parents and the kid decided to swap roles for a day.The boy ended up swapping roles with his parents.We need to get together to swap ideas and information.They sat in a corner and swapped gossip.You start on the windows and I’ll do the walls, then we can swap over after an hour or so.Step 4 Learning Tip & Reading for Fun。
