Friendship 教案及教学设计

　　一、教材分析

 

　　

　　针对本单元内容，结合学生的实际及课程标准，我将本单元分为6个课时，本课为本单元第一课时：Warming up& Reading。warming up部分是针对学生做一个调查，了解学生对待朋友的态度和做法，既可以引起学生对该话题的兴趣和思考，也便于教师了解学生的思想动态，为之后的教学提供依据，在本单元中起到了不可忽视的作用，reading部分包括Pre-reading、Reading和Comprehending几个部分，都是围绕着犹太女孩安妮的一篇日记，对学生进行不同的知识和技能的培养和训练，提出不同程度的要求，既让学生学会新的单词、词组和句型的用法，掌握整篇文章的含义和情感，也让学生珍惜友谊、学会如何对待自己的朋友，总而言之，这课时内容对本单元内容起着非常重要的作用。

 

　　二、学情分析

 

　　在知识层面上来说，高一的学生在初中阶段的英语学习中，已经初步接触和了解了英语国家的文化，积累了一定的词汇基础，并掌握了一些简单的学习策略和技巧，具有初步的英语听说读写能力，但同时他们的水平也存在着良莠不齐的现象，这要求教师教学要考虑学生之间的差异性，既让先进生在原有基础上得到进一步发展，也让后进生有信心、有机会表达自己和发展自己。

 

　　在情感层面上，学生刚迈出初中校门，走进完全陌生的高中校园，脱离熟悉的朋友来到了陌生的环境，因此在情感上既会表现出对初中好友的不舍，也会表现出对新朋友的需求，他们在交往中也会遇到一些情感问题，需要一些为人处事的技巧，这些都对教师在本单元的教学上提出了新要求。

 

　　在思维层面来看，高一的学生的思维能力已接近成人，他们有旺盛的求知欲，较高的学习自觉性，并具备较强的自学能力，因此，在教学内容的组织上要丰富多样、贴近学生生活，在教学过程中要尊重学生的主动性，以学生为主体。

 

　　三、教学目标（Teaching aims）:

 

　　（1）语言知识目标：

 

　　1、熟悉本课的一些新单词和短语：

 

　　add, point, upset, ignore, calm, loose, cheat, reason, list, share, feeling, German, series, outdoors, crazy, nature, purpose, dare, thunder, entirely, power, according, accordingly, trust, indoors, suffer, add up, calm down, have got to, be concerned about, go through, hide away, set down, a series of,  etc.

 

　　2、掌握文章中的重要句型：

 

　　1） I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature.

 

　　2）I can well remember that there was a time when a deep blue sky, the songs of the birds, moonlight and flowers could never have kept me spellbound.

 

　　3）For example, when it was so warm, I stayed awake on purpose until half past eleven one evening in order to have a good look at the moon for once by myself.

 

　　4）It was the first time in a year and a half that I’d seen the night face to face.

 

　　（2）能力目标：

 

　　1、训练学生的阅读技巧（略读、寻读等），形成用英语获取信息、处理分析信息的能力。

 

　　2、让学生学会用英语表达自己对朋友和友谊的看法。

 

　　（3）情感态度目标：

 

　　1、通过讨论友谊激发学生保持对英语学习的浓厚兴趣；

 

　　2、帮助他们树立正确的价值观和处事原则；

 

　　3、通过对课文学习的小组讨论等形式，帮助学生养成团结、协作的品质。

 

　　四、教学重点难点

 

　　教学重点：1、让学生熟悉与朋友和友谊相关的一些重点单词、短语，能够就该主题表达自己的想法。

 

　　2、在对文章进行学习和分析的过程中提高学生的阅读能力和信息加工能力。

 

　　教学难点：1、对阅读中所获取的信息进行加工学习，形成有效的学习策略。

 

　　2、让学生明白朋友和友谊的真正含义。

 

　　五、教学方法

 

　　1、任务型语言教学法

 

　　任务型语言教学是交际语言教学近年来发展起来的一种教学方法，主张采用任务型语言教学的人认为：人们使用语言的过程就是一个完成各种各样任务的过程。在本课时中，我将根据课程目标和教学内容设定一个个的学习任务，采用自学、小组讨论和师生对话等形式，让学生在完成一个个任务的同时提升自己各方面的能力，培养学生对英语学习本身浓厚的兴趣。

 

　　2、启发式教学法

 

　　创设一个个问题情景，配合小组讨论交流，采用启发式教学启发学生的主动学习，而不是教师一味地讲或是学生被动地配合老师，注重调动学生在过程中的主动性和创造性。

 

　　六、教学准备

 

　　多媒体课件，Friendship PPT课件请点击查看。

 

　　七、教学过程

 

　　(1) Step 1 Greeting and lead-in

 

　　1.Show posters of some old sayings about friend and friendship,let students look at the proverbs and guess what they are about.

 

　　A life without a friend is a life without a sun.

 

　　A friend in need is a friend indeed.

 

　　You can buy friendship with friendship, but never with dollars.

 

　　2. Brainstorming (group competition)

 

　　Which kind of friend do you think is the best friend  In groups of four to list as many as possible the qualities a good friend should have.

 

　　(2) Step 2 Warming up

 

　　1.Ask students to make the survey on page 1. Then let them add up the score and see how many points they can get by themselves to check whether they are good friends.

 

　　2.Teacher shows the instructions and explain each item.

 

　　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 trust him/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 favor.

 

　　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.

 

　　3.Ask students not to be upset about the scores if they get low scores. Instead, ask them to think about the question “what else they can do to be a better friend ”

 

　　(3) Step 3 Pre-reading

 

　　1. Activate the students’s background knowledge of friend and friendship. Ask students to discuss three questions:

 

　　1.Why do you need friends

 

　　2.How can you be a good friend

 

　　3.Does a friend always have to be a person  What else can be your friend

 

　　2.Tell students the fact ( Some make friends with classmates, childhood fellows; some make friends with animals and plants; some with objects such as football, pens, even with diaries.) Anne is one of the examples.

 

　　3. look at the title and skim the first paragraph of the text to find what Anne’s best friend is.

 

　　(4) Step 4 While Reading

 

　　1. Show some background information of Anne and her Jewish family and the situation.

 

　　2. Fast-reading and fill in the chart

 

　　The heroine of the story

 

　　The time of the story

 

　　The place of the story

 

　　Anne’s best friend

 

　　The length of time they hid away

 

　　The date of the diary

 

　　While reading, tell ss the reading skills for the narrative: find out the five wh- and how:

 

　　( What---  Who---  Where---  When---  Why---  How---)

 

　　3. Scanning

 

　　Read the text again and join the correct parts of the sentences.

 

　　Anne kept a diary because              A. she couldn’t meet her friends.

 

　　She felt very lonely because             B. Jews were caught by Nazis and killed.

 

　　They had to hide because               C. she could tell everything to it.

 

　　Anne named her diary Kitty because      D. She wanted it to be her best friend.

 

　　4.Careful reading

 

　　①Explain the new words and phrases in the content

 

　　A.短语

 

　　1．set down　放下，记下，登记; set up　建立，搭起;　set about doing sth.　着手（开始）做某事; set out　出发，动身，开始

 

　　2．join in　加入，参加　join sb. in sth. / doing sth.; join　加入（某一伙人或某个组织）

 

　　take part in　参加（有组织有纪律的活动）

 

　　3．put away　把……收拾起来，放好; put back　放回原处; put down　记下，写下，放下

 

　　put off　推迟，拖延

 

　　4. be prepared for ＝ be ready for　为……作好准备; prepare for　为……作准备; prepare sb. for　使某人为……作准备; get sth. ready / prepared　把……准备好

 

　　B.句式

 

　　1．I haven't been outdoors for so long that I've grown so crazy about everything to do with nature.

 

　　（1）so … that … 如此……以至……，引导结果状语从句；so放在句首时，句子要倒装。（2）so that既可引导结果状语从句也可引导目的状语从句。引导目的状语从句时，常和can, could, may, might, would等情态动词连用。

 

　　2．I'm having some trouble with my classmates at the moment.

 

　　have（some, no, much, great, little）trouble/difficulty with sth. /（in）doing something　做某事有（一些,没有，很多，很少）因难。

 

　　3．It is believed that the islands can be a paradise（天堂）when people live in peace.

 

　　It is believed that …　人们相信……; It is said that …　据说……; It is reported that …据报道……; It is supposed that …　人们认为……

 

　　②Read the passage again carefully and answer the following questions.

 

　　About how long had Anne and her family been in the hiding place when she wrote this part of her diary

 

　　How did Anne feel about nature before she and her family hid away

 

　　Why do you think her feelings changed towards nature

 

　　Why did Anne no longer just like looking at the nature out of the window

 

　　（5）Step 5 Post-reading

 

　　With a partner brainstorm some adjectives to describe Anne’s feelings as she was looking out at the night sky. Make a list of at least five.

 

　　(6) Step 6 Homework

 

　　1.Make a list of new words in warming up and reading.

 

　　2.Find out the important language points in the passage and review them.

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