山西省陽泉市蔭營中學高考英語 Unit 1 Good Friends復習教案 新人教版

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1、山西省陽泉市蔭營中學高考英語 Unit 1 Good Friends復習教案 新人教版 Ｉ． 單元教學目標 技能目標Goals Talk about friends and friendship Practise talking about likes and dislikes Learn to make apologies Use Direct Speech and Indirect Speech Write an e-mail ＩＩ． 目標語言 功 能 句 式 Talking about likes and dislikes

2、: He / She likes / loves ... He / She is fond of ... He / She is quite interested in ... I take interest in ... My interests / hobbies are ... I like ... most. I care for ... I’d prefer ... to ... He / She doesn’t enjoy ... I hate ... I’m not into ... I think ... ?terrible / boring. M

3、aking apologies: I’m very sorry. I didn’t mean to. That’s all right. It won’t happen again. No problem. Please forgive me. Forget it. I apologize for ... It’s no big deal. It’s my fault. It’s Ok. ? 詞?? 匯 1. 四會詞匯honest, brave, loyal, wise, handsome, smart, argue, classical, fond,

4、 match, mirror, fry, gun, hammer, saw, rope, movie, cast, deserted, hunt, share, sorrow, feeling, airplane, lie, speech, adventure, notebook 2. 認讀詞匯solution, Steve, Sarah, Joe, compass, Tom Hanks, Chuck Noland, survive, Wilson, parachute, scared, e-pal, South Carolina, formal 3. 詞組hunt for, in ord

5、er to, care about, such as, drop sb a line, even though, treat...as, keep... in mind 4. 重點詞匯share, honest, argue, fond, deserted, hunt, adventure, in order to, care about, such as 語法 Direct Speech and Indirect Speech 1. Statements “A friend in need is a friend indeed.” Mother said to me.

6、→ Mother told me that a friend in need is a friend indeed. 2. Questions “Are you sure you didn’t do anything to this?”He asked me. → He asked me if I was sure I didn’t do anything to that. “What differences does it make?” Peter asked Jim. → Peter asked Jim what differences it made. 重 點 句

7、 子 1. I don’t enjoy singing, nor do I like computers. 2. I hate hiking and I’m not into classical music. 3. I surf the Internet all the time and I like playing computer games. 4. Chuck survives the crash and landed on a deserted island. 5. He realizes that he hasn’t been a very good friend beca

8、use he has always been thinking about himself. 6. Even though Wilson is just a volleyball, chuck becomes fond of him. 7. He talks to him and treats him as a friend. 8. Chuck learns that we need friends to share happiness and sorrow, and it is important to have someone to care about. Ⅳ. 分課時教案

9、The First Period? Warming up && Listening Teaching goals?? 教學目標 1. Target language 目標語言 a. 詞匯和短語: honest, loyal, smart, funny, in my opinion, calculator, upset b. 重點句子: I’m not happy about this. What’s the big deal? What difference does it make? I didn’t know you were so upset about it. A c

10、ommon problem between friends is that they don’t know how to talk to each other about difficult things. A simple apology is often enough and is a good starting point. The best way to make sure that a secret doesn’t become a rumor is simply to keep it to yourself. 2. Ability goals 能力目標 a. Describ

11、ing your friends in English. b. Figuring out the problems between friends through listening, and then find different ways to solve the problems. 3. Learning ability goals 學能目標 a. To encourage students to think and talk about friends and friendship by using relevant vocabulary. b. To learn how to

12、 solve problems that may occur between friends. Teaching important points? 教學重點 a. Using the given adjectives and sentence structures to describe one of your friends. b. Listening to the material about three different situations and complete the sentences. Teaching difficult points?? 教學難點 a. Wo

13、rking together with partners and describe one of the good friends. b. Discussing with partners and find out ways to solve the problems. Teaching methods? 教學方法 1. Discussion; 2. Listening; 3. Cooperative learning. Teaching aids? 教具準備 A recorder. Teaching procedures && ways? 教學過程與方式 Step I?

14、? Warming up As a first lesson, a teacher can arouse students’ interests by telling a story at the beginning of the class. T: Good morning, everybody. At the beginning of our lesson I’m going to tell you a story. A young deer and a wise old crow lived together in the wood. Pam, the deer had littl

15、e experience of the world. but Rob, the crow, knew all the ways of the other animals. One day, Pam saw Puk, a fox, come out from a tree towards her. “I need a friend,” said Puk hungrily. “I’ll be your friend,” replied Pam. They went for a walk together in the field where Puk knew there was a trap. P

16、am was caught in it and could not move. Puk watched the farmer arrive with his knife to finish off Pam. Rob flew down to the field and said to Pam, “Lie down, and pretend you are dead.” Seeing Pam motionless, the farmer undid the trap. “Run!” shouted Rob and away Pam went. Back at home, Rob said to

17、Pam, “You know a true friend by his acts not his words.” After telling the story, the teacher encourage students to talk about their understanding about the story, and then tell their own stories about friendship. T: That’s my story. Now I have a few questions for you. What does the story tell us?

18、 Do you know other stories about friendship? Ss: The story tells us that a friend in need is a friend indeed. (Tell the story about the bear and the hunter or other stories.) When students finish their stories, teacher can let them talk about their attitudes towards friendship and their standards

19、of a good friend. T: Just now... gave us a very good story about friends. Do you think that friendship is important in our life? Why? Ss: I think friendship is very important in our life. When we feel bored we can talk to our friends; when we are in trouble, we can turn to our friends for help. T

20、: That’s right. It’s important to have friends. What do you think a good friend should be like? Or what qualities do you think a good friend should have? For example, should he / she be kind, honest, smart, funny or anything else? Some adjectives to describe friends are listed in the textbook. Stud

21、ents should be given some time to get familiar with these words. Then they are encouraged to think about more adjectives and should be able to describe their friends using these words. T: Now look at page 1. There are some words that can be used to describe a friend. Look through them quickly and t

22、hink about which words you would like to choose to describe a 5-star friend. What other words can you think of to describe a person? Ss: Positive: patient, careful, modest, reliable, open, talkative, energetic, tolerant, generous, humorous, well-educated, self-respected, easy-going Negative: selfi

23、sh, rigid, dull, careless, proud, tricky, simple-minded T: OK. We have talked a lot about words to describe friends. Now let’s do some pair work. Tell your partner your standards of good friends by using the following sentence patterns: I think a good friend should (not) be ... In my opinion, a

24、good friend is someone who ... Ss: I think a good friend should be patient, reliable and tolerant. In my opinion, a good friend is someone who is open, humorous and easy-going. In my opinion, a good friend should not be selfish, dull or proud. In this part, the teacher uses a game to consolidate

25、 what students have learnt in the previous step. Through the game, students learn to organize a short paragraph instead of just using some words or sentences. T: Just now you talked about 5-star friends in your eyes. Now let’s play a game, “Looking for good friends”. Please take out a piece of pape

26、r and think out three words that you think can best describe your personality and three more words to depict what kind of person you want to make friends with. Write down your names and turn it in. Each of you will get a piece of paper with your classmate’s information on it. Decide whether you two

27、 can be good friends or not and why. Tell the class your decision, using the following patterns: I’m __________, __________ and _________. He / She is _________, __________ and ___________. I think we can (not) be good friends, because __________. Ss: I’m talkative, energetic and easy-going. She

28、is tolerant, generous and humorous. I think we can be good friends, because we can spend a lot time talking, telling each other jokes. If I make mistakes, she will forgive me. Step II?? Listening A teacher may tell students that sometimes problems might occur between friends and it is very importa

29、nt to know how to solve these problems. Students are encouraged to think about some common problems between their friends and themselves and provide some possible solutions. T: You know, sometimes there are problems even between very good friends. It is important to know how to solve the problems i

30、n order to keep your friendship going. Can you tell me some of the common problems among teenagers? What do you usually do to solve them? Ss: Some of the common problems include forgetting friends’birthday, not keeping promises, letting out friends’ secrets and so on. Maybe we can have a heart-to-h

31、eart talk with our friends to ask for forgiveness. The students will hear three arguments between friends and are asked to write down the problems and suggest possible solutions. The task can be divided into two parts. After the first listening, they just write down the problems. Then they can disc

32、uss with their partners to find out possible solutions. T: Yes, that’s a good idea to solve problems between friends. Look at page 2. We are going to listen to three arguments between friends. For the first time, just focus on the problem in each situation. Write down some key words as quickly as p

33、ossible. Listen again and check the answers with the whole class. (Listen for the third time if necessary.) T: OK, we have already known the problems in these three situations. Next, please discuss with your partners and try to find out the solutions to each problem. Share your ideas on how to so

34、lve the problem with the whole class. Ss: Situation One: I think Peter should try to get there on time next time. Situation Two: I think Ann should ask for permission first if she wants to borrow something from others and she should return things in time. Situation Three: I think Adam can ask his

35、 uncle to mend it and he should be more careful with borrowed things. Step III? Listening? (Workbook P85) The students will hear about problems between friends and what can be done to solve them. They are asked to write down the solutions mentioned on the tape. T: In the following part, we are go

36、ing to listen to more problems friends may have and what can be done to solve them. This time, the problems are given. Look through them quickly to get a general idea about the passage. Listen for the first time. Take some notes about the solutions mentioned in the passage. T： Listen again. Try wr

37、iting down the solutions in whole sentences. And check your answers with your partners. Listen for the third time. Check the answers with the whole class. Step IV?? Assignment T: Today we have learnt how to describe a friend and how to solve problems between friends. For the homework, you have two options: 1. Write a short introduction about one of your best friends. 2. Describe one of the problems between you and one of your friends and how it is solved.