Teaching Plan
Topic: Friendship
Unit 1
Language knowledge
① 话题:熟悉有关 Friends and friendship, how to make friends 和 how to make friendship 的话题。 ② 功能:在日常交际中有效使用得体的语言表达态度: (a)同意和不同意:I agree; I think so; Exactly; I don’t agree; I don’ t think so; I’m afraid not. (b)肯定程度:That’s correct; Of course not. ③语法:掌握陈述句、一般疑问句和特殊疑问句的直接引语和间接 引语。 ④词汇:重点理解、掌握下列词汇: add; share; dare; suffer; advice; calm down; be concerned about; go through; set down; a serious of; on purpose; in order to; join in ①听: 听懂 Miss Wang of Radio For Teenagers 的回信,并能回答就 信中主要内容提出的问题。 ②说:能围绕中心话题 Friends and friendship, 与同学交谈,合作,共 同完成调查问卷设计任务。 ③读:能从 Anne’s Best Friends 中获取主要信息,理解课文的内容和 细节;理解“语言运用”部分的两封信,为下面的听和写做好准备。 ④写: 能根据提示,以编辑的身份为 Xiaodong 写封回信。 了解英语交际中如何恰当地表达态度。通过课文学习,了解德国 法西斯残害犹太人的历史,感受外国历史文化。 加深对友谊、友情、朋友的理解,学习如何正确交友,对待友谊、 友情,处理朋友间发生的问题。 ① 认知策略: 总结语言材料中有关直接引语和间接引语的规律并加 以应用。 ② 交际策略:在课内外活动中积极围绕话题与同学交流。 ③ 调控策略:合理分配注意力。 ④ 资源策略:学习有效地使用词典等工具书。 (
  1)本单元所出现的词汇的用法。 (
  2)陈述句、一般疑问句和特殊疑问句的直接引语和间接引语。 (
  3)对于个人观点态度的表达法。 The whole content &Warming up of unit 1(听说活动课) Reading: Anne’s best friend (阅读课) Learning about language (词汇语法课) Reading and listening (听说课) Reading and writing(写作课) Summing up & revision (复习及课外阅读课-P44 friendship in Hawaii) Test (单元测试)
Teaching Aims
Language skills
Cultural conscious -ness Affect & Attitude Learning strategies
Teaching key points
Teaching important points Period 1 Period 2
Teaching periods
Period 3 Period 4 Period 5 Period 6 Period 7
备注
爱心
用心
专心
1
Period 1 Teaching aims Teaching procedures Step 1
Title
The contents &warming up Activity Objectives (设计意图) To know the structure of the whole modules. 修改与备注: Interaction Individual work 修改与备注:
time
Know about the contents of the whole text&talk about friends and friendship

  1. About the contents Look through your book and find the answers to these questions. a. How many units are there in the book? b. The book is made up of two parts, what are they? c. How many parts are there in the appendices? About the theme Look at the list of contents. In which unit can you a. learn the history about the development of English? b. learn how to protect oneself and help others in disasters? c. Study vocabulary of landforms(地貌)? d. Read the introduction of some famous people? e. Read the suggestion about how to get along with others? About the grammar a. Which grammar structure is dealt with in the fourth unit Earthquakes? b. Which structure can we use to report others’ ideas?
爱心 用心
Know the theme of every unit and develop student’s fast reading skills. 修改与备注:
Pair work 修改与备注:
To get a general impression about the grammar. 修改与备注:
Pair work 修改与备注:
专心
2
c.
What can we talk about using the present continuous tense? In this book, what new idea can we get? Ss’ Individual work 修改与备注: speaking skills . To develop 修改与备注:
Step2
Leading-in (warming up) Ask the Ss to describe one of their friendstheir appearance, personality, hobbies, etc. Qs: What’s your friend like? What does he/she like to do in his/her spare time? What personality does he/she have?
Step3
Have the Ss get into groups of four to list some qualities of a person they would like as a friend.
F Forgiving, fair, forever, faithful, friendly R Real, responsible, reliable, respectful I Important, interesting E Enjoyable, everlasting, equal, encouraging N Nice D Devoted S Sincere, sharing H Helpful, honest I Independent P Pure, polite, precious, patient
本环节通过引导 Group work 学生描述朋友, 进 修改与备注: 而探讨好朋友应 具备的优秀品质, 循序渐进地引入 本单元的中心话 题, 真实性强, 为 学生学习和运用 本单元的功能意 念项目提供了很 好的机会。 修改与备注:
Step 4
Doing the survey
  1. Do the survey on page 1 in the textbook.
  2. While doing that, encourage students to guess the meaning of unfamiliar words (if necessary).
  3. Have students work out their scores on page
  8.
爱心 用心
为了有效完成设 计调查问卷的任 务, 首先对它有一 个直观的认识, 弄 清调查问卷的结 构和形式, 为下面 设计问卷这个中 心环节做好各方
专心
Individual work 修改与备注:
3

  4. Discuss the results: 4-7 points: not a good friend; 8-12 points: a fairly good friend; 12+ points: an excellent friend.
面的准备。 对于问 卷中个别的生词 和短语, 应鼓励学 生围绕“中心话 题”和上下文去猜 测。 ) 修改与备注: 本环节的目的是 通过设计问卷, 创 设真实的语言情 景, 为学生探讨友 谊、 友情提供广阔 的空间。 重点进行 口语交际方面的 练习, 同时培养学 生发现、 思考、 解 决问题的能力, 树 立正确的人生观 和价值观) Individual work 修改与备注:
Step 5
Step 3 Designing a questionnaire
  1. Divide students into groups of four.
  2. Ask each group to design one question accordingly with three possible answers each.
  3. Give a score to each answer.
  4. Set down the question and answers to make a questionnaire.
Step 6
Trying the questionnaire
  1. Check the questionnaire through and try it out on your own group.
  2. Share your questionnaire with four other groups and see how many points you can get.
使用自己设计的 Group work 调查问卷, 可极大 修改与备注: 的调动学生的积 极性, 使他们主动 参与到活动中来, 获得积极的情感 体验。 修改与备注:
Step 7
Homework
Objectives
Interaction
The design of the writing on the blackboard Record after teaching
爱心
用心
专心
4
Period 2 Teaching aims Teaching procedures Step 1
Title
Anne’s best friend

  1. Read Anne’s diary and try to understand its main idea as well as details.
  2. Foster the reading strategy. Activity Pre-reading: A friend is a present which you give yourself. Why do you need friends? Group work: Work in groups of four on the following questions:
  1.Does a friend always have to be a person? What else can be your friend?
  2. Do you think a diary can become your friend? Why or why not? Objectives 导入衔接上节课和本 节课知识。 通过讨论,将学生的 注意力集中到下面阅 读材料的主题上。本 环节调动学生围绕文 章主题展开批判性思 维,为他们将话题与 自身生活经历相结合 提供机会. 修改与备注: Interaction Group work
Time
Step 2
Reading :
  1. Look at the title of the reading passage and the pictures on Page 2 and
  3. Guess who those people are and what the text might be about.
  2. listening listen to the text
  3. Scan the passage and answer the following questions: (
  1) How many parts is the text divided? How do you know that? (
  2) What’s the main idea for the first part ? Read Para.1 and the first two sentences of Para.2 to get it.
  4. Intensive reading.(精读)

  1.预测可以活跃学生 的思维,激发学习兴 趣,同时也给学生提 供了表达的机会。 引导学生充分利用各 种信息源,拓宽阅读 时的视野。设置“信息 沟”,激发学生的阅读 欲望。
  2.提高听力修正错误 发音
  3.训练学生快速阅读 的技巧。总结主旨大 意是最基本的阅读技 能.抓不住语篇的主 旨大意,就无法深刻 的理解整个语篇.
爱心
用心
专心
5
Work in groups of four and discuss the following questions.
  1. What is a true friend like in Anne’s opinion?
  2. What is an ordinary diary like according to Anne? What about her diary?
  3. About how long had Anne and her family been in the hiding place When she wrote the diary?
  4. How did Anne feel about nature after she and her family hid away?
  5. Why do you think her feelingschanged towards nature? Step 3 Filling the blanks by using some key words: Anne’s sister, Margot was very that the family had to move. She found difficult to settle and in the hiding place because she was whether they would be discovered. She knew she had to her parents and this was necessary. At first she thought she would go but later she realized that it was better to this together.

  4.本环节给学生提供 充分的思维时间和广 阔的思维空间,调动 学生在交互学习、合 作学习中学会自己解 决课文理解中的问 题,尽量挖掘学生的 学习潜能。 修改与备注:
掌握本课出现的关键 词,并体会和掌握其 在语境中的应用。 修改与备注:
Step 4
Read and discuss
  1.What do the two words(outdoors, nature) imply ( 暗 含 ) in Anne’s letter?
  2. How would describe
爱心 用心
引导学生学会去感 悟、欣赏语言。
专心
6
Anne’s feelings by using some adjectives as she was looking out at the night sky? Step 5 Post?reading Discuss the following questions:
  1. Imagine you had to hide somewhere to avoid being killed, where would you plan to hide?
  2. What might it be like if you have to stay in your bedroom for a whole year?
  3. What would you do to pass the time? Homework
  1. Read the text after class and try to retell the story (120 -150 words ).
修改与备注:
通过围绕课文的话题 设置语言情景,鼓励 学生发表自己的见解. 理解安妮当时的心境 和安妮日记的内涵, 在感受外国历史文化 的同时自然而然的习 得语言。 修改与备注:
Step 6
培养学生口头叙述的 能力
The design of the writing on the blackboard Record after Teaching
Period 3 Teaching aims
Title learning about language (vocabulary and grammar)
  1. Lexis: Have deep understanding of some useful words and expressions.
  2. Grammar: The use of the Direct and Indirect Speech in narration and questions. Activity Students retell the text Language points (
  1) upset adj. & v. Readthe following sentences, paying attention to the use of the word
爱心 用心 专心 7
Teaching procedures Step 1
Objectives 训练学生表达 和总结能力
Interactio n Individual
Time
Step 2
“upset”: (a) She sounded upset when I told her you couldn ’ t give her an appointment. (b) They are terribly upset by the break-up of their parents’ marriage. (c) She warned me not to say anything to upset her. We can draw a conclusion that: (a) If you are upset, you feel because something unhappy has happened to you. (b) If something upsets you, you feel or . (
  2) be concerned about / for : a feeling of worry .be concerned with: to be about sth. 与…有关;涉及 (a) The family all (担心) his safety. (b) (她 为 什 么如此关注)his attitude to her work? There seems nothing to do with him. (c) The public (越来越关 注) the spread of the deadly disease. (d) The book (主要涉及)the relations of the two countries during the Cold War. (
  3) I stayed awake on purpose until half past eleven one evening in order to have a good look at ... a: on purpose 故意地 同义词组:by design 反义词组:by chance / by accident b: for / with the purpose of 原因 是,目的在于 你来这里的目的是要看望你的老师 吗? Did you come here for the purpose of seeing your teacher?
爱心 用心
在语境中掌握 重要词汇和句 型, 并能灵活运 用。 修改与备注
专心
8

  5). ... I happened to be upstairs one evening... a: to have the good or bad luck (to) 碰巧 常用搭配:... happened to do ... It so (just) happened that... 事故发生的时候,我碰巧在场。 事故发生的时候,我碰巧在场。 I happened to be there when the accident happened. It so happened that I was there when the accident happened. b: What has happened to him?
  6). ... it was the first time in a year and a half that I’ seen the night face d to face. It / This /That is /will be the first /second...time that... “某人第一/二... 次做某事 It / This is the first time that I have seen such a big watermelo
 

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