教育学习文章good friends教案1.docx
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教育学习文章good friends教案1.docx
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教育学习文章goodfriends教案1
goodfriends教案
Unit1GoodFriends
Teachingobjectivesanddemands:
Theactivityisdesignedtoencouragestudentstothinkaboutfriendsandfriendshipandtoactivaterelevantvocabulary.
Askthestudentstodescribeagoodfriendandgiveexamplesofsituationswherefriendshavehelpedthem.Usetheactivityasabrainstormingsessiondoneeitheringroupsorwiththewholeclass.
Languageuse:
manipulatelistening,speakingpractice
keypoints:
.EverydayEnglishforcommunication.
2.wordsandusefulexpressions
TheFirstPeriod
Step1.warmingup
Studentsareaskedtodescribethemselvesandafriend.youcanusethesequestionsinatleasttwodifferentways.onealternativeistoaskthestudentstothinkaboutthreewordstodescribethemselvesandthenleteachstudenttelltheclassthethreecharacteristicstheyhavechosen.Asecondalternativewouldbetoaskthestudentstowritedownthethreecharacteristicsandletotherstudentsguesswhoisbeingdescribed.Aswiththefirstpart,theobjectiveistoelicitstudentlanguageandgetthestudentstothinkaboutfriendsandfriendship.
whichwordscanbeusedtodescribethecharacteristic?
Brave:
couragefearlessheroic
Scared:
astonish
fearful
frightened
horrified
shockedterrifiedtimid
Loyal:
devoted
faithful
wise:
bright
clever
cute
gifted
intelligent
smart
well-learned
witty
Foolish:
silly
stupid
Beautiful:
attractive
breath-taking
charmingcoolcute
elegant
eye-catchinggood-looking
graceful
inviting
lovely
neat
pretty
splendid
stunning
Rich:
wealthy
plentiful
Funning:
amusing
humorous
Happy:
carefree
cheerfulcontented
delighted
glad
high
merry
pleased
Unhappy:
bitterbluediscouraged
displeasedheavy
miserable
sad
upset
Step2.Listening
Thestudentswillhearfriendsdiscusscommonproblemsthatmayoccurinafriendship.Thestudentsareaskedtoidentifytheproblemsandsuggestsolutions.Tellthestudentsthatfriendssometimeshaveproblemsandthatitisimportanttoknowhowtosolvetheproblems.Thestudentswillhearthreeargumentsbetweenfriendsandareaskedtowritedowntheproblemsandsuggestpossiblesolutions.Itmaybenecessarytodividethetaskintotwoparts;firstthestudentswritedowntheproblemsastheylistentothetape,andthentheydiscusspossiblesolutions.Thestudentscanalsolistentoonesituationatatimeanddiscusssolutionswiththewholeclass.
key
.Peterisoftenlateforfootballpractice.Ithinkthatheshouldtrytobeontimeinthefuture.
2.maryusuallyborrowsthingswithoutaskingandshedoesn’treturnthingsontime.Sheshouldasktheownerisshewantstoborrowsomethingandtrytoreturnitontimeinthefuture.
3.Adamborrowedjohn’scDplayeryesterdayandnowitisbroken.Adamcanaskhisuncletofixit.
Extension
thestudentsareaskedtothinkofothersituations/problemsinvolvingfriendsandrole-playordiscusstheissues.youmayalsoaskthestudentstolistordiscusswhatmethodsaremosteffectivewhenyouwanttosolveproblemsinafriendship.
workbookP85
Listening
Studentswillhearaboutproblemsfriendsmayhaveandwhatcanbedonetosolvesuchproblems.Thestudentsareaskedtowritedownthesolutionsmentionedonthetapeandtothinkofothersolutions.
Askthestudentstolistentothetapeandwritedownthesolutionssuggestedbythespeaker.youcanhelpthestudentspreparebyfirstaskingthemtothinkaboutproblemstheymayhavehadwiththeirfriends.Thesolutionsmentionedonthetapearesimpleandgeneral.Encouragethestudentstothinkofbetter,morespecificsolutions.whatwouldtheydoiftheyhadaquarrelwithafriend?
Howdotheytalktotheirfriendsaboutdifficultthings?
Howdotheykeepsecretsfrombecomingrumors?
Listeningtext
Everybodyneedsfriends.Butbeingagoodfriendcansometimesbehardwork.Learninghowtosolveproblemsinafriendshipcanmakeyouabetterfriendandahappierperson.Acommonproblembetweenfriendsisthattheydon’tknowhowtotalktoeachotheraboutdifficultthings.whentheydotalk,theyoftengetmadwitheachother.whatcantheydo?
well,ittakestimetolearnhowtocommunicatewell,anditisimportanttounderstandwhyafriendgetsangrywithyouwhenyousaysomething.Ifyouknowwhatitisthatmakesyourfriendangry,thenyoucantrytotalkabouttheprobleminadifferentway.
Anotherproblemthatmanyfriendshavetodealwithiswhattodoafteroneofthemgetsangryorupset.Iffriendsgetangrywitheachotherandsaysomethingbadbecausetheyareangry,theyoftenfinditdifficulttoapologizeafterthequarrel.Thebestwaytoapologizeafteraquarrelissimplytostartbytellingeachotherthatyouaresorryandthengofromthere.Asimpleapologyisoftenenoughandisagoodstartingpoint.whataboutfriendswhocan’tkeepasecret?
Sometimesitseemsimpossibletokeepasecretfrombecomingarumourthateveryoneknows.Shouldn’tagoodfriendbeabletokeepasecret?
Perhaps,butitisnotalwaysthateasytokeepasecret,andtellingasecrettosomeonewilloftenputtheminadifficultsituation—theymayhavetolietootherfriendstokeepthesecret.Thebestwaytomakesurethatasecretdoesn’tbecomearumorissimplytokeepittoyourself—don’ttellanyone.
AnswerstoExercise1
Problem:
Friendsgetangrywitheachotherwhentheytrytotalkaboutsomethingdifficult.
Solution:
Trytounderstandyourfriend/Trytotalkabouttheprobleminadifferentway.
Problem:
Friendsdon’tknowhowtoapologize.
Solution:
Startbytellingeachotherthatyouaresorryandtakeitfromthere.Asimpleapologyisoftenenough.
Problem:
Somefriendsdon’tknowhowtokeepsecrets.
Solution:
keepyoursecretstoyourself.
Step3Speaking
ThestudentswillusetheinformationaboutthepeopleonSBpage2totalkaboutlikesanddislikesandtopracticegivingreasonsfortheiropinions.Tellthestudentstoworkinpairs.AskthestudentstocompletethechartonpageSBpage3andthenusetheanswerstotalkaboutwhocouldbefriendsandwhattheylikeordislike.Askeachpairtodecidewhocouldbefriendsandgivereasonsfortheirdecisions.whentheyhavemadetheirdecision,askthemtocompareanddebatetheirideaswithotherpairs.Encouragedifferentanswers,includingstrangeones.
P3
workinpairs
Name
john
Steve
Peter
Ann
Sarah
joe
Age
5
4
5
6
4
Gender
boy
boy
boy
girl
girl
boy
Likes
football/reading
singingskiingreading
rockmusiccomputersinging
computersrockmusicdancing
readingnovelsfootballsinging
rockmusicskiingsurfingtheInternet
Dislikes
singingrockmusiccomputer
hikingfootballrockmusic
footballclassicalmusicdancing
hikingclassicalmusicreading
rockmusicdancingcomputers
footballhiking
Extension
Thestudents
areaskedtomakealistoffamouspeopleorpeopletheyknow.Thestudentsthenusethelisttoidentifylikesanddislikesandcharacteristicsandtrytodeterminewhocouldbefriends.Step4.Talking
workbookP85
Thestudentsaregivenrolecardsbasedonthreesituationswherefriendsarehavingproblems.Theyareaskedtoactoutthesituationswiththe“usefulexpressions”.Theyarealsoaskedtothinkofafourthsituation,preparerolecardsforit,andactitout.Letthestudentsrole-playinpairs.Remindthemthattheyshouldnotwritedownadialogueandthensimplyreadthedialogue.Instead,theyshouldtrytoactoutthesituationwithoutrehearsingit.Iftheyfinditdifficulttogetstarted,youcanletthempreparebypractisingpartofasituation.youcanalsohelpbymodelingpartofasituation.
Extension
Friendsoftenhelpeachother.Askthestudentstoworkinpairsandlistexamplesofsituationswherefriendscanhelpeachother.Thestudentscanthenwriterolecardsforthesituationsandactoutinpairs.
Step5.Homework
Finishofftheexercisesof
Unit1intheworkbook.
Revisethekeypointsofthisunit.
Listthefriendtheygettoknowinclassandwritedownsomethingtheywanttoknow.
Evaluationofteaching:
TheSecondPeriod
Teachingobjectives
.
Developthestudents’comprehensionofexplorativepassages,especiallytheirabilityofanalyzingthestructureofsuchkindofarticles.
offerthestudentschancesofself-culturebyworkingingroupsandseekinginformationaboutthefilmout-
sidetheclass.
3.
Infusethestudentswithbasicknowledgeaboutthefriendandfriendship
4.Learnsomewordsandusefulexpressionsfromthetext.
TeachingApproach
.communicativeApproachshouldbeusedthroughouttheclass.Stressshouldbelaidon:
2.Learner-centeredness;learning-centeredness
3.Task-basedlearning
4.Activity-basedteaching
Teachingtype:
Readingcomprehension
TeachingProcedure
Step1.Reportinclass
Astudentisaskedtoreportsomethinginterestingheorshepicksupfromnewspaperormagazines.
Step2.Reviewandcheck
Sshaveaworddictationandchecktheirhomeworkinworkbook
Exercise2
Suggestedsamplesentences
)myfriendAlanisbrave.Heoncesavedthelifeofalittlegirlwhohadfallenintoalake.
2)myfriendBobisloyal.Hewouldn’ttalktocharleswhomIdon’tlikeatall.
3)myfriendDavidiswise.Healwaysgivesmethebestadvice.
4)myfriendGeorgeisahandsomeboy,buthedoesn’tliketostudyandalwaysdreamsofbecomingamodel.
5)myfriendHarryisasmartstudent.Healwaysasksgoodquestionsinclass.
Step3Pre-reading
Ssareaskedtolistentothetapeandfindthethingstheyareusingortalkingabout.
Practising
onP87
vocabulary
“Thebooksaretooheavy!
Ithinkit’sgoingtobreak.”
2
“ohno!
IforgotwhereIputit!
Ihavewrittendownalltheimportantphonenumbers.”
3
“yum!
youhaveboughtitatlast.wecanhavefriedfishfordinner.mmm…Ican’twaittoputthisfishinit.”
4
“Handsup!
Don’tmoveorI’llshoot.Givemeallyourmoney!
”
5
“ooooh!
Ilookveryniceinthisnewdress!
!
!
”
6
A:
Ithinkwe’relost.whatshouldwedonow?
B:
Don’tworry.IhaveithereandIknowhowtouseit.
7
“ouch!
Ihitmyselfwithit.”
8
A:
Hurryup!
It’ssodarkhere.Ican’tseeanything.
9
“Itisshakingbadly.AmIgoingtodie?
Help!
…oh,thankGod!
”
0“Ifeelsadwhenitcomestothepartinwhichthetwofriendsbecomeenemies.”
Answers1rope
2notebook
3pan
4gun
5mirror
6compass
7hammer
8match
9airplane
0movie
Getthestudentstothinkaboutwhatitwouldbeliketobealoneonadesertedisland.Theactivityisnotdirectlinkedtoareadingstrategyorastructureinthereading,butisintendedtobeusedasapreliminaryactivityrelatedtothepreviouspartsoftheunit.Thepre-readingexercisealsogivesthestudentsanopportunitytopractisegivingopinionsandmakingdecisions.
Explainthesituationtothestudentsandgivethemtimetothinkaboutwhattheywouldbring.Theactivityshouldgeneratedifferentchoicesandopinions,thusmakingitagoodopportunityfordiscussion.Tellthestudentstoworkingroups.Askthemtodescribetheusefulnessofeachiteminthe
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