Teaching Plan

Teaching Plan1.T opic: Unit 1 Friendship2.B ackground informationTeaching material: New Senior English for China,Student’s Book 1. Student: 40 students grade 1 of high school3.T eaching aims1) Knowledge aimsa)To talk about friends and friendship, and interpersonalrelationship.b)To practice expressing attitudes, agreement anddisagreement, and certaintyI (don’t) think…… I (don’t) think so. I (don’t) agree.I believe……That’s correct. In my opinion…2) Ability aimsa)To develop speaking skills by finishing activities like discussionand oral practiceb)Describe your friends in Englishc)Figure out the problems between friends and then finddifferent ways to solve the problems.3) Affective aimsa) To learn to solve problems that may occur between friends.b) To cultivate the students to form the good habit of learningEnglish in Senior Middle School.c) To encourage students to think and talk about friends andfriendship by using some phrases and structures.4.Important teaching pointsa)How to improve students’ speaking and cooperating abilitiesb)Use the given adjectives and sentence structures to describe oneof your friendsc)Learn to evaluate friends and friendship.5.D ifficult teaching pointsa) Work together with partners and describe one of your goodfriends.b) Discuss with partners and find out ways to solve the problems6. Teaching methodStudent-focus approach and task-based approach7. Learning methodCooperative study, discussion8. Teaching tools: multimedia, PPT, blackboard and chalk9. Teaching procedures and contents Step 1 Lead-inThis is the first lesson for the new semester, so should choose the way which the students like, listen to the song Season in the Sun to start to discuss the topic of friendship. Ask them what the theme of the song.Step two: Think it over1. 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 enjoy …and hates……He /She is ver y kind/friendly/……When / Where we got to know each other?2. What types of friendship do you have? Please tick them out. Thenfill in the blanks.girl friends boy friends pen friends long-distance friends the friends of the same age e-friends (friends over the internet) friends across generations unusual friends like animals, books……1).______ is /are most important to you.2). You spend most of your free time with ____.3). You will share your secrets with _____.4). When in trouble, you will first turn to _____.Step3 Make a survey1. 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……2. Have a member of each group report on what their lists have in common and list them on the board.3. Ask the class whether or not they agree with all the qualitieslisted.4. Then have the students to do the survey in the textbook in page1 and explain each item.5. Have the students score their survey according to the scoring sheet on page 8.6. The teacher asks some students how many points they got for the survey and assess their values of friendship:Question 1 deal with how thoughtful you are towards others. The scoring reflects your concern for others. So one point for A gets the lowest score because it is the most selfish response. B get the highest score because it show a concern for your friend as well as your wish to go to see a film. C gets a slightly lower score because although it shows you want to go with your friend ( because you change the plan), you do not help your friend.Question 2 is concerned with fairness. A gets the lowest score because you are not giving your friend another chance to behave better this time. B gets a higher score because you let your friend borrow the camera again. This shows kindness and forgiveness or the trouble you had when it was returned broken. But you are not balancing his heeds against your own. That is why C gets the highest score. You are showing your friend that you will trusthim/her with the camera again but this time you are giving him / her rules in case it gets broken.Question 3 deals with your concern for others. A get the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend. This is not responsible. You have things that you need to do. Of course your friend is important but not more important than you responsibilities. B gets a higher score because it shows some concern for your friend and some understanding that you have important things to do too. But it does not show any real interest in his / her problem. C get the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too.Question 4 is concerned with responsibilities to a friend. A provides the correct amount of responsibility to your friend. You recognize that it was your fault and will put it right and pay for the damage. So it gets the highest score. B provides some understanding that you are responsible. You put the situation right but you do not pay for the damage yourself. So it does not get the highest score. C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour. Question 5 is concerned with honesty. If you let your friend look at your paper or somebody else’s paper, you are helping them to cheat.That is not honest, so answers A and C get no marks. But it takes courage to tell your friend that they should have studied and that they cannot look at your paper. That is also the honest answer. So you get 6 points for B, which is more than any other in the quiz. Step 4: Language pointsTeacher explain language points with some slidesadd v.1) to put together with something else so as to increase the number, size, importance, etc. 增加，添加eg. Please add something to what I’ve said, John.2) to join numbers, amount, etc so as to find the totaleg. Add up these figure for me, please.常用结构：add up / together sth. 把…加起来，合计add sth. to sth. 把…加到/进add to (=increase) 增加了…add up to 合计，共计add in 包括…，算进pay to get it repaired 花钱让人去修理upset adj. worried; annoyed 不安的；使心烦意乱的v. cause to worry, to be sad, to be angry, not to be calm, etc. 使不安；使心烦意乱eg. He was upset when he heard the news.His cheating in the exam upset his teacher.4．ignore vt. to pay no attention to sth. 忽视；对…不予理睬eg. Ignore the child if he misbehaves and he’ll stop soon. ignorant adj.无知的；不知的ignorance n. 无知；愚昧5. calm vt. to make sth./ sb. become quiet 使镇静；使平静adj. not excited, nervous or upset 镇静的；沉着的calm down 镇静；平静calm down sb.=calm sb. Down 使某人镇静sb. calm down(vi.) 某人平静下来eg. The excited girl quickly calmed down.He took a few deep breaths to calm himself down.have got to do sth.(口语)=have to do sth. 不得不做某事；必须做某事eg. Since you’re no longer a child now, you have got to make money to support the family.*have got to在变疑问句或否定句时，不再另加助动词，而have to则须加助动词do.have got to前不用情态动词，而have to前则可以。