高中牛津英语模块五 Unit 1-3 教案集(译林牛津版高二英语必修五教案教学设计)Teaching plans of Unit One--- Getting along with othersPeriod One Welcome to the unitTeaching aims:To deepen Ss’ understanding of friendshipTo practice Ss’ oral English by getting them involved inthe discussion of friends and friendshipTo learn the way to describe the characteristics of a truefriendTeaching procedures:Ⅰ.Lead-in1. Listen to the song called Auld Lang Syne(友谊地久天长)2. Show students some pictures about friends3. Brainstorming questions:1) Have you enjoyed the song? Can someone name the song ?2) Can you guess the relationship between the ones in thepictures?3) Do you have any good friends? How many are they?4) Do you think it is important to have a good relationshipwith others? Why?5) Do you know the concept of “friendship”? Try to explain.6) In your opinion, what does a real friendship consistof ?Ⅱ. Picture talking:Talk about the pictures and proverbs with your partner. Tryto discuss the following questions:Picture 1,1) Where are the two girls?2) What are they doing ?3) How long they spend speaking to each other?4) Do you think they enjoy each other’s company?5) What do you think ‘Friends are thieves of time.’ mean?Picture 2,1) What do you use a mirror for?2) What are the two girls doing?3) Do you think the girl on the right is a good friend?Why?4) Do you have a good friend? Does he/she often give youadvice?5) What do you think the proverb ‘The best mirror is an oldfriend’ mean?Picture 3,1) What is the taller boy doing ?2) Why does he do so?3) Do you think it possible for a person to buyfriendship?4) In your opinion, what is the base of a goodfriendship?Picture 4,1) Do you think friends should be the same age and share the same hobbies and interests?2) What does the proverb ‘True friends have hearts that beat as one.’Ⅲ. Story-tellingTell a story happened between you and your best friend.Ⅳ. Discussion1) What a true friend should be like?A friend is someone who---you respect and who respects you---shares your happiness and sorrow---is trustworthy---is honest, loving---is devoted and loyal to you---is selfless2) Try to think of more proverbs related to friendship.For example,A life without a friend is a life without a sun.A man who has friends must show himself friendly.Ⅴ. ExtendingMore proverbs about friendshipⅥ. ConclusionWhat else can be our friends besides human beings?There are many answers to this question. e. g. a dog, acat, a dictionary, a computer, a toy car, a mobile phone, aTV set…As long as we have loveⅧ. Homework1. Smile to your friends.2. Finish the passage in Part B.3. on page 95 in Workbook..4. Preview the reading part.Period Two Reading (One)Teaching aims:To deepen Ss’ insight into problems between f riends To practice Ss’ reading comprehension skillTo identify feelings and emotions in a textTeaching procedures:Ⅰ.Lead-in1. Show students a picture about a gang of friends.It’s a picture of me. Can you find me out and guess whoare the others. (My friends)2. Brainstorming questions:1) Do you have a friend? How do you get along with yourfriends?2) Have you ever fallen out with a very good friend?3) If you had a quarrel with a friend, how would you dealwith it?4) How would you mend a broken friendship?3. Before reading the letters about broken friendships,analyse the reasons that might lead to a broken friendship.---having little in common---lacking trust---there being conflict of interest---being jealous of each other---being indifferent to each otherⅡ. Fast-readingAsk the students to go through the two letters quickly andanswer questions in Part A1. Are the writers of the two letters feeling happy or sad?2. What did Sarah get for the surprise Maths test?3. Is Matthew usually a quiet boy?Ⅲ. Detailed-reading1. Ask the students to read the first letter carefully andanswer the following questions and an analysis diagram .1) Why other children say we are no fun?2) What did Sarah think about the surprise Maths test?3) What did Hannah sense?4) What did Sarah tell Hannah in the girls’ toilets?5) Why did Sarah tell Hannah that they weren’t going to be friends any more?6) The analysis diagram:She felt betrayed because … she thought her bestfriend Hannah didn’t keep her sec ret.shamed she scored the lowest score inher class.upset she found a piece of paper onher desk that said ‘Stupid Sarah got a D’angry she thought Sarah didn’t keepher word.2. Ask the students to read the second letter carefully andanswer the following questions and fill in a table.1) Why did Andrew shout at Mathew after the match?2) What did Matthew think about losing the match?3) How did Andrew think of football?4) What kind boy is Matthew?5) How is Matthew recently?6) Fill in the table:How Andrew felt Why she felt so?He had a dilemma. His best friend Matthew has stoppedtalking to him.He felt really guilty. He said some really cruel thingsto Matthew.He was angry with Matthew. They lost the game because of Matthew’s carelessness.Ⅳ. Summarize the reading strategy according to the emotionanalysis and tale above: read to understand emotionⅤ. ConsolidationComplete two letters written by Agony Aunt back to thetwo students with the proper words.Ⅵ. Role playDivide the students into groups of three. Each group isformed with Agony Aunt Annie, Sarah and Hannah or AgonyAunt Annie, Andrew and Matthew. Just suppose they arehaving a face-to-face talk. Students are expected to act itout after a few minutes’ preparation.Ⅶ. DiscussionWhat is a friendship?Read a poem--- The ABC’s of FriendshipⅧ. Homework1. Retell the two letters.2. Write an article about the friendship in your mind.Period Three Reading (Two)--- Language PointsTeaching aims:To deepen Ss’ understanding of the two letters.To help Ss master the important words and phrases in thetext.To introduce a few sentence structures to Ss.Teaching procedures:Ⅰ.Lead-in1. RevisionRetell the main idea of the two letters.Discussion: Will they be good friends again?Ⅱ.Words1. Match the words with the correct definitionsacademic make jokes and laugh at someone deliberately a situation where one can’t decide what to dotease shout or say loudlydilemma feeling shamed of somethingdone wrongbrilliant good at studying and gettinghigh marksyell be kind and like to meet newpeopleoutgoing extremely good, clever andexcellentguilty done in a planed way, onpurpose2. Complete the sentences with the words on the leftThough he is a popular student, he is not very academic.I don’t know what to do. Actually I am in a dilemma .After saying sorry to her, I didn’t feel guilty anylonger.He is quite outgoing and has lots of friends.Don’t get upset I was only teasing .He is so brilliant that he can always think of new ideas.It is impolite to yell at the old.I don’t think the young boy run into the old womandeliberately.Ⅲ. PhrasesExplain the underlined words and make a sentenceaccording to the picture given.1. I was determined to be cheerful…(Line 14)do something with a firm desireeg. Though she loved him, she was determined to leave him.2.… , and told her we weren’t going to be friends any more because she couldn’t keep her word.(Line 24)do what one has promisedeg.She is a good girl and can always keep her word.3. … , and as a result of his careless playing, we lost thegame.(Line 38)because ofeg. As a result of his careless study, he failed the Mathstest.4. … I cannot help wondering if she wants Peter to be hisbest friend instead of me.(Line 53)cannot take control of oneself and do… eg. When thinking to the jokes, I can’t help laughing.5 … I must have sounded very proud of myself after thetest.(Line 8)must have done means guessing that something has happened because there seems to be no other possibility.More sentences in the text:… Hannah must have deliberately told everyone about my mark...(Line 21)How they must have laughed behind my back!She said that someone must have heard us in thetoilets, but I don’ｔ believe her.eg.It must have snowed yesterday.Ⅴ. SentencesWhat does the word mean in different sentences?1. Hannah sensed something was wrong. (Line 14)He doesn’t seem to have any sense of humor.There is no sense in getting upset about it now.One day he will come to his senses and see what a foolhe has been.This article does not make sense to me.2. He kept on saying really mean things to hurt me. (Line44)Watch him. He can be really mean.Don’t be so mean about money.This word means a kind of meat in English.I didn’t mean to hurt you.3. I feel really guilty because I said some really cruelthings too, but I can’t stand seeing our team lose. (Line 46)All the audience stood and clapped.He is too weak to stand.Stand the bedroom against the door.There is a fruit stand in the street.Ⅵ.Sturctures1.He said it wasn’t his fault if he couldn’t play as well as me and that I shouldn’t yell at him.If there are two object clauses in one sentence, that isused at the beginning of the second object clause andcannot be left out.eg.She said (that) she would fly to Paris and that she wouldbring me a present.2.Since the mach, he hasn’t spoken to me even though we sit next to each other in class.They decided to leave each other even though they lovedeach other.3. Various forms of a verb… how I was sure to get a good mark. (Line 9)I was determined to be cheerful. (Line 14) toinfinitiveI made her promise not to tell anyone. (Line 16)---- bare infinitiveI was so upset that I felt like crying. (Line 20)My best friend Matthew has stopped talking to me. (Line 34) … as a result of his careless playing, we lost the game. (Line 39) V-ing form as a nounⅦ. Homework1. Review the useful phrases and important words in this text.2. Review the two sentence structures learnt above.3. Finish Parts A1 and A2 on Page 90 in workbook. Period Four Word PowerTeaching aims:To enlarge Ss’s vocabulary about personality.To help Ss recognize positive and negative adjectives about personality.To introduce synonyms and antonyms to Ss.Teaching procedures:Ⅰ.Lead-inQuestions:1. Think of one of your friends and make a description.2. What kind of person is easy to make friends with?3. What kind of person is hard to make friends with?Write down the adjectives on the blackboard.Ⅱ.Read the dialogueAsk Ss to pair work the dialogue and try to get the meaning of the adjectives.Go through the first table and figure out positiveadjectives and negative adjectives to describe personality. Ⅲ. CompetitionEncourage Ss to come up with more adjectives to describe personality.Divide the Ss into two groups, the group which comes up with more groups will be the winner.Ⅳ. Synonyms and AntonymsIntroduce the definition of synonyms and antonyms to the Ss.Go through the second table and do some more exercises. Ⅴ. Consolidation1. Figure out the adjectives according to the meaning on the left.2. Finish the exercises on Page 7Ⅵ. Game --- Describe and GuessOne student is going to stand in front of the class and describe the personality of one of his/her friends, theothers are going to guess out who the person is. The onewho guess it out can have a chance to go to the front.Ⅶ. Have a thinkingHave a summary of what we have learnt in this period of class.Ask Ss to think about two questions:Do you want to be popular?Do you want to make true friends?So we should build a positive personality.Ⅷ. HomeworkFinish the relevant exercises in the Unit Revision.Period Five Grammar (1)Teaching aims:To recognize the basic forms of the to-infinitive and thebare infinitive.To learn how to use to-infinitives and bare infinitives in different situations.Teaching procedures:Ⅰ.Lead-inLook at some proverbs about friendship and pay attentionto the words in red.1) A faithful friend is hard to find.2) The only way to have a friend is to be one.3) It is better to be alone than in bad company.Ⅱ.Functions of to-infinitive1) subject of a sentence2) object3) object complement4) attribute5) predicative6) adverbialⅢ. Functions of bare infinitive1) We use the bare infinitive after:* let and make and sometimes have* verbs of perception: feel, hear, see and watch* Would rather, had better and why not2) When two infinitives are joined by and, or, expect, but, than, rather than, we normally use the bare infinitive forthe second infinitive.Ⅵ. Consolidation1. Turn to page 9 and complete the letter.2. Retell the letter to your partner using your own language.Ⅶ. HomeworkFinish C1 on page 100 in Workbook and relevant exercises in Unit RevisionSome more exercises are prepared if time permits.Period Six Grammar (2)Teaching aims:To recognize the basic form of the verb-ing.To learn how to use the verb-ing form as a noun in different situations.Teaching procedures:Ⅰ.Lead-inShow Ss some proverbs and ask them to pay attention to the words in red.Saying is one thing and doing another.Seeing is believing.Constant dripping wears away a stone.Reading enriches the mind.Ⅱ.1. Functions of verb-ing1) subject2) predicative3) object4) after possessive pronouns5) in compound nouns2. We use a verb-ing form, not an infinitive after these verbs: admit, dislike, imagine, delay, consider, mind, understand, avoid, enjoy, practise, miss, finish, keep, suggest.3. We can use a verb-ing form or an infinitive after the following verbs, with little difference in meaning: continue, prefer, begin, hate, like, start, love4. Some verbs can be followed by a verb-ing form or a to-infinitive , but with some different in meaning or usage: forget, regret, remember, mean, try, go onforget + to-infinitive (an activity that has not been done) forget + verb-ing form (an action that has been done)5. Some common phrases are used with verb-ing forms.Would you mind ……cannot help……look forward to……feel like……cannot stand……it is no use/ good……put off……keep on…Ⅲ. ConsolidationComplete the letter on page 11Ⅵ.Discussion:State your opinion on visiting Internet chat rooms.Ⅶ. More exercisesⅦ. HomeworkPeriod Seven Task (1)Teaching aims:To practice Ss’ listening ability by taking notes. To practice Ss’ oral ability by express agreement and disagreementTeaching procedures:1. Lead-in1) InterviewOne or two of our classmates has been abroad in thissummer. Now you have a chance to interview him/her. Writedown his/her answers.Give some hint about how to take notes.2) Watch a video about an interview, and try to take notesabout the answers.Ⅱ.Skills building1: writing down the answersThink about what questions to ask and write them downin advance.Write brief notes only, not whole sentences.Make meaningful notes.Use contractions and abbreviations whenever possible.If you don’t hear or understand an answer, ask the otherperson to repeat it. You can use expressions such as:Could you say that again?Could you repeat that, please?Did you say… or…？Ⅲ.Listen to the tape and answer the questions on page 12.First read the instruction in the box and try to answertwo easy questionsThen listen to the tape and answer the questions.Ⅵ.Step1 calling Teen Talk for adviceRead the leaflet about Teen Talk.Then complete the notes.Listen to the tape and finish part BⅦ. Discussion1.Interview the classmates and fill in the chart.2.According to the result of the interview, try todiscuss some statements on friendship with classmates.3.Expressions of agreeing or disagreeing.Ⅶ. HomeworkReview what we have learnt today and write a letter to yourfriend about what his/her friendship means to you.Keep the ideas on Page 17 in mind when you write.your feelings about friendshipyour feelings about best friendsthe quantities of a good friendwhat makes a good friendship lastPeriod Eight Task (2)Teaching aims:To practice Ss’ listening ability by listening to others’ composition.To practice Ss’ proo freading ability by checking eachother’s composition.Teaching procedures:1. Lead-inReview what we have learnt in Skills building 1 and Skillsbuilding 2Listen to the composition of one student and the others tryto find out his mistakes.Ⅱ.Skills building 3 : proofreadingWhat careless mistakes do we often make in our compositions?facts?grammar?handwriting?punctuation?vocabulary?spelling?styleTip: instruct students of how to make corrections.Ⅲ.PracticeProofread the article on page 16Ⅵ.Further practiceProofread a few sentences and one more piece of writing.Ⅶ.Consolidation?proofread your composition by yourself.?Exchange your composition with your deskmate,proofread his/her composition.Ⅶ. PresentationPresent the article you have proofread to the class.Ⅷ. HomeworkProofread the composition you have written recently.Finish the relevant exercises in Unit Revision.Period Nine Project (1)Teaching aims:To practice Ss’ reading ability by reading the article fromthe school magazine.To get Ss’ know the differences between teenage boys’ and girls’ friendship.To instruct Ss on how to design and conduct a survey.Teaching procedures:1. Lead-in1. Ask Ss to finish a questionnaire on friendship.2. Analyze the result of the questionnaire and find out thedifference between boys’ and girls’ friendship.3. What’s your definition of friendship? (ask boys andgirls to answer separately)Do you think boys and girls have different attitudestowards friendship?Ⅱ. ReadingRead the school magazine article carefully and try toanswer the following questions.?What puzzles Robert??What’s the difference between boys and girls in their attitudes towards friendship??What are boys’ and girls’ friendships each based on?Ⅲ. Language points1. They’re still sitting on the sofa, absorbed in conversation! (Line, 6)be lost in2. What in the world do they have to talk about? (Line, 6)on earth, used to emphasize a statement3. Girls who have been asked can usually answer thequestion without hesitation. (Line 18)without pausing before doing something4. On the other hand, a girl’s closest friend might be the first to tell her about something good or bad that hashappened in her life. (Line 24)used when comparing different facts or ideas在另一方面，从另一方面来说5. Regardless of what these friendships are based upon,shared feelings or activities, the important thing toremember is that both of them are friendships. (Line 28)without being affected by different situations, problems,etc. 不管，不顾Ⅵ. Assignment of the project1. Planning?form a group of 6?choose your topic?get the topic approved by your teacher2. Preparing?discuss the purpose and design of the survey?clear assignmentsdesign the survey ______conduct the survey ______calculate the result ______write the report ______present the oral report ______3. Producing?make a questionnaire?give out and collect the questionnaires?record and analyze the statistics?write the report4. Presenting?present your findings to the class in an oral report?answer any questions raised by your classmatesⅦ. HomeworkFinish the projectPeriod Ten Project (2)Teaching aims:To p ractice Ss’ oral ability by anticipating in the oralreport.To improve Ss’ team work spirit by finishing and presentingthe project..To improve Ss’ emotional sense of friendship.Teaching procedures:Ⅰ. Lead-inRevisionRetell the magazine article and summarize the differencebetween boys’ and girls’ attitude on friendship.Ⅱ. Presentation on how attitudes between boys and girlsdiffer on a certain topic.Ⅲ. Presentation.Ⅵ. SummaryWe should cherish our friendshipⅦ. HomeworkB1,B2 on page 91 in WorkbookD1,D2on page 93 in WorkbookRelevant exercises in Unit RevisionPeriod Eleven Self-assessmentTeaching aims:To check Ss’ understanding of the two letters and thereading strategy of the two lettersTo check Ss’ master of the adjectives to descri be personality.To consulate Ss’ understanding of the infinitives and Verb-ings.Teaching procedures:Ⅰ.RevisionAsk students to retell the two letters in the readingpart. Share what he/she has learnt with the others.Ⅱ. Exercises.1. Fill in the blanks with correct wordsThough he is a popular student, he is not veryacademic .I don’t know what to do. Actually I am in a dilemma .After saying sorry to her, I didn’t feel guilty any longer.He is quite outgoing and has lots of friends.Don’t get upset I was only teasing .He is so brilliant that he can always think of newideas.It is impolite to yell at the old.I don’t think the young boy run into the old woman deliberately .I was determined to be cheerful, but Hannah sensed something was wrong.He kept on saying really mean things to hurt me.I cannot help wondering if he wants Peter to be his best friend instead of me.But I can’t stand seeing out team lose.When asked they usually hesitate before responding.Girls who have been asked can usually answer the question without hesitation .Friendships between girls are usually based on shared feelings and supportThere are some things about Amanda and her friends that puzzle Robert.2. Write down the synonyms and antonyms.SynonymsBrave---courageousLoyal---faithfulPassionate---enthusiasticSmart---cleverDiligent---hardworkingAntonymsOpen-minded---narrow-mindedIntrovert---extrovertSelfish---selflessGenerous---meanTalkative---quite3. Fill in he blanks with correct words, the first letteris given to you.In China, most people think that the student who can gethigh marks in exams is a good student. However, will this kind of thought bring benefit to our Chinese education?This mark-oriented education system even worrys some educators. They have a different attitude. It is true thata student should be absorbed in his studies. But besidesin-class study, he has to develop in an all-round way.Sport and after-school activities also play an importantrole in the development of a student. Most teenagers are suffering from the pressure of exams.In addition, a good adolescent should be honest and kind toothers. In other words, he never betrays his friends, if hedoes something wrong, he admits his mistakes and apologizewithout hesitation.To sum up, a student should be brilliant in his study andhave a good personality.4. 根据中文补全句子。
