2019-2020年高中英語 Unit 1 Friendship warming up教案 新人教版必修1.doc

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2019-2020年高中英語 Unit 1 Friendship warming up教案 新人教版必修1 Teaching objectives and demands: The activity is designed to encourage students to think about friends and friendship and to activate relevant vocabulary. Ask the students to describe a good friend and give examples of situations where friends have helped them. Use the activity as a brainstorming session done either in groups or with the whole class. Language use: Manipulate listening, speaking practice Key points: 1. Everyday English for munication. 2. Words and useful expressions The First Period Step 1. Warming up Students are asked to describe themselves and a friend. You can use these questions in at least two different ways. One alternative is to ask the students to think about three words to describe themselves and then let each student tell the class the three characteristics they have chosen. A second alternative would be to ask the students to write down the three characteristics and let other students guess who is being described. As with the first part, the objective is to elicit student language and get the students to think about friends and friendship. Which words can be used to describe the characteristic? Brave: courage fearless heroic Scared : astonish fearful frightened horrified shocked terrified timid Loyal: devoted faithful Wise: bright clever cute gifted intelligent smart well-learned witty Foolish: silly stupid Beautiful: attractive breath-taking charming cool cute elegant eye-catching good-looking graceful inviting lovely neat pretty splendid stunning Rich: wealthy plentiful Funning: amusing humorous Happy: carefree cheerful contented delighted glad high merry pleased Unhappy: bitter blue discouraged displeased heavy miserable sad upset Step 2. Listening The students will hear friends discuss mon problems that may occur in a friendship. The students are asked to identify the problems and suggest solutions. Tell the students that friends sometimes have problems and that it is important to know how to solve the problems. The students will hear three arguments between friends and are asked to write down the problems and suggest possible solutions. It may be necessary to divide the task into two parts; first the students write down the problems as they listen to the tape, and then they discuss possible solutions. The students can also listen to one situation at a time and discuss solutions with the whole class. Key 1.Peter is often late for football practice. I think that he should try to be on time in the future. 2.Mary usually borrows things without asking and she doesn’t return things on time. She should ask the owner is she wants to borrow something and try to return it on time in the future. 3.Adam borrowed John’s CD player yesterday and now it is broken. Adam can ask his uncle to fix it. Extension the students are asked to think of other situations/problems involving friends and role-play or discuss the issues. You may also ask the students to list or discuss what methods are most effective when you want to solve problems in a friendship. Workbook P85 Listening Students will hear about problems friends may have and what can be done to solve such problems. The students are asked to write down the solutions mentioned on the tape and to think of other solutions. Ask the students to listen to the tape and write down the solutions suggested by the speaker. You can help the students prepare by first asking them to think about problems they may have had with their friends. The solutions mentioned on the tape are simple and general. Encourage the students to think of better, more specific solutions. What would they do if they had a quarrel with a friend? How do they talk to their friends about difficult things? How do they keep secrets from being rumors? Listening text Everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. A mon problem between friends is that they don’t know how to talk to each other about difficult things. When they do talk, they often get mad with each other. What can they do? Well, it takes time to learn how to municate well, and it is important to understand why a friend gets angry with you when you say something. If you know what it is that makes your friend angry, then you can try to talk about the problem in a different way. Another problem that many friends have to deal with is what to do after one of them gets angry or upset. If friends get angry with each other and say something bad because they are angry, they often find it difficult to apologize after the quarrel. The best way to apologize after a quarrel is simply to start by telling each other that you are sorry and then go from there. A simple apology is often enough and is a good starting point. What about friends who can’t keep a secret? Sometimes it seems impossible to keep a secret from being a rumour that everyone knows. Shouldn’t a good friend be able to keep a secret? Perhaps, but it is not always that easy to keep a secret, and telling a secret to someone will often put them in a difficult situation — they may have to lie to other friends to keep the secret. The best way to make sure that a secret doesn’t bee a rumor is simply to keep it to yourself — don’t tell anyone. Answers to Exercise 1 Problem: Friends get angry with each other when they try to talk about something difficult. Solution: Try to understand your friend/Try to talk about the problem in a different way. Problem: Friends don’t know how to apologize. Solution: Start by telling each other that you are sorry and take it from there. A simpleapology is often enough. Problem: Some friends don’t know how to keep secrets. Solution: Keep your secrets to yourself. Step 3 Speaking The students will use the information about the people on SB page 2 to talk about likes and dislikes and to practice giving reasons for their opinions. Tell the students to work in pairs. Ask the students to plete the chart on page SB page 3 and then use the answers to talk about who could be friends and what they like or dislike. Ask each pair to decide who could be friends and give reasons for their decisions. When they have made their decision, ask them to pare and debate their ideas with other pairs. Encourage different answers, including strange ones. P3 work in pairs Name John Steve Peter Ann Sarah Joe Age 15 14 15 16 14 Gender boy boy boy girl girl boy Likes football/ reading singing skiing reading rock music puter singing puters rock music dancing reading novels football singing rock music skiing surfing the Internet Dislikes singing rock music puter hiking football rock music football classical music dancing hiking classical music reading rock music dancing puters football hiking Extension The students are asked to make a list of famous people or people they know. The students then use the list to identify likes and dislikes and characteristics and try to determine who could be friends. Step 4. Talking Workbook P85 The students are given role cards based on three situations where friends are having problems. They are asked to act out the situations with the “useful expressions”. They are also asked to think of a fourth situation, prepare role cards for it, and act it out. Let the students role-play in pairs. Remind them that they should not write down a dialogue and then simply read the dialogue. Instead, they should try to act out the situation without rehearsing it. If they find it difficult to get started, you can let them prepare by practising part of a situation. You can also help by modeling part of a situation. Extension Friends often help each other. Ask the students to work in pairs and list examples of situations where friends can help each other. The students can then write role cards for the situations and act out in pairs. Step 5. Homework (1) Finish off the exercises of Unit1 in the workbook. (2) Revise the key points of this unit. (3)List the friend they get to know in class and write down some thing they want to know. Evaluation of teaching: The Second Period Teaching objectives 1. Develop the students’ prehension of explorative passages, especially their ability of analyzing the structure of such kind of articles. Offer the students chances of self-culture by working in groups and seeking information about the film out- side the class. 3. Infuse the students with basic knowledge about the friend and friendship 4. Learn some words and useful expressions from the text. Teaching Approach 1municative Approach should be used throughout the class. Stress should be laid on: 2.Learner-centeredness; learning-centeredness 3.Task-based learning 4.Activity-based teaching (class work; individual work; group work) Teaching type: Reading prehension Teaching Procedure Step 1. Report in class A student is asked to report something interesting he or she picks up from newspaper or magazines. Step 2.Review and check Ss have a word dictation and check their homework in workbook Exercise 2 Suggested sample sentences 1) My friend Alan is brave. He once saved the life of a little girl who had fallen into a lake. 2) My friend Bob is loyal. He wouldn’t talk to Charles whom I don’t like at all. 3) My friend David is wise. He always gives me the best advice. 4) My friend George is a handsome boy, but he doesn’t like to study and always dreams of being a model. 5) My friend Harry is a smart student. He always asks good questions in class. Step 3 Pre-reading Ss are asked to listen to the tape and find the things they are using or talking about. Practising on P87 vocabulary 1 “The books are too heavy! I think it’s going to break.” 2 “Oh no! I forgot where I put it! I have written down all the important phone numbers.” 3 “Yum! You have bought it at last. We can have fried fish for dinner. Mmm … I can’t wait to put this fish in it. ” 4 “Hands up! Don’t move or I’ll shoot. Give me all your money!” 5 “Ooooh! I look very nice in this new dress!!!” 6 A: I think we’re lost. What should we do now? B: Don’t worry. I have it here and I know how to use it. 7 “Ouch! I hit myself with it.” 8 A: Hurry up! It’s so dark here. I can’t see anything. 9 “It is shaking badly. Am I going to die? Help! … Oh, thank God!” 10 “I feel sad when it es to the part in which the two friends bee enemies.” Answers 1 rope 2 notebook 3 pan 4 gun 5 mirror 6 pass 7 hammer 8 match 9 airplane 10 movie Get the students to think about what it would be like to be alone on a deserted island. The activity is not direct linked to a reading strategy or a structure in the reading, but is intended to be used as a preliminary activity related to the previous parts of the unit. The pre-reading exercise also gives the students an opportunity to practise giving opinions and making decisions. Explain the situation to the students and give them time to think about what they would bring. The activity should generate different choices and opinions, thus making it a good opportunity for discussion. Tell the students to work in groups. Ask them to describe the usefulness of each item in the box and then decide on the three most useful ones. Make sure that each group member gets an opportunity to speak. Encourage the students to use the structures I think… because…/ I could use it to…/ it could be used to …/ …would be more important than … because … Ask one student from each group to write their answers on the blackboard. pare answers from different groups and have a short discussion. e.g. 1.I think a knife would be the most useful item, because I could use it to kill animals and cut the meat. It could also be used to cut wood. 2.I also think a box of matches would be useful because I could use the matches to make fire. If I had a fire, I could cook food, stay warm and keep wild animals away. More importantly, if someone saw the fire, they would e and save me. 3.I think a book would be more useful than a radio, because you don’t need batteries to read. And when I read, I would learn about life and the world and forget my loneliness. Extension 1: Ask the students to think about how the things could help them in other situations, for example, if they were lost in a desert or a forest. Extension 2: Let the students talk about how they would feel in an extreme situation. How would they feel if they were alone on a deserted island? (angry, desperate, lonely, hungry, worried, hopeful, happy, afraid etc.) What would they do to try to overe these feelings? Extension 3: Ask the students if they have read books or seen movies about island life, for example, Robinson Crusoe, Cast Away, Six days and Seven Nights, etc. How did the main characters survive? How were they rescued? Extension 4 After the discussion, you can ask the students to consider the similarities and differences between spiritual and materialistic needs, i.e. the things we need and the social interaction we need. Step 4 Reading Listen to tape and finish the following items CHUCK’S FFRIEND Background information on the reading :The film Cast Away, starring Tom Hanks, depicts a man’s struggle with solitude and his journey towards self-knowledge. The film shows us how Chuck, a busy manager who never has “enough time,” ends up on an island with nothing but time. He manages to survive on the island and he realizes the importance of friends and friendship. The text, summarized below, describes his experience and the lessons he learns from his unusual friend, a volleyball he calls Wilson. Guess the meaning of a word or phrase in the text, tell them to mark the word or phrase. Ask the students to list words or phrases that they don’t know. Explain important ones if necessary, but try offering more context of certain words until the students can guess the meaning. Don’t spend too much time going through the new words. Suggestion for teaching some of the vocabulary of the reading text: Item Strategy What it means What is the text about? CLUES The picture shows a man who lives like a wild man, alone. He has to take care of himself. The title says that the text is about Chuck’s friend. What is the text about? WORLD KNOWLEDGE If I look at the picture and read the story, I may recall other stories about a man living alone on an island, e.g. Robinson Crusoe. In those stories, the man has to learn to find water and food and take care of himself. What kind of words will be used? GENRE The reading passage is a sort of film review, so I can guess the text will use words about stories, characters, acting and perhaps unusual things that do not exist in the real world. Cast Away CLUES Form) + SKIP + CLUES (Context) +LOOK UP The words are in italics, so I know that it must be the name of a film or a book. I can probably skip the word and look it up in the dictionary later. If I read the text I will learn that the film is about a man who has to live alone on an island, away from his friends, because of an accident, so I can guess that “Cast Away” refers to the man in the story and his situation. The dictionary says to be left alone on an island after your ship has sunk. play GENRE + CONTEXT Tom Hanks is a famous actor. He “plays” a man named Chuck Noland in the film Cast Away. I can guess that plays means acts. survive CONTEXT +WORLDKNOWLEDGE When airplanes crash (fall down), most people die. If, like Chuck, they don’t die, they go on living, so I can guess that to survive means to go on living. deserted CONTEXT The text tells me that Chuck lands on a deserted island. The text also tells me that there are no people on the island, so I can guess that a deserted place means a place where there are no people. challenge CONTEXT The text tells me that there are different challenges in Chuck’s life — he has to collect water, hunt for food, and learn to survive without friends. I can guess that a challenge is something difficult that you have to do. share CONTEXT + LOOKUP I know that I like to talk to my friends when I am happy or sad. If I am sad, talking to a friend makes me feel better. I can guess that “to share” happiness or sorrow means something like “tell others about how I feel” or “make others understand how I feel”. The dictionary says that share means to have the same interest or feeling as someone else. unusual FORM I know that usual means “something that happens all the time” or “normal.” If I know that the prefix “un-“ means not, I can guess that unusual means not normal or strange. such as CONTEXT A lucky pen and a diary are examples of favourite objects, so I can guess that such as means for example or “l(fā)ike.” Summary Ask them to look at the picture and ask one student to point to the picture and retell the main idea of the text. 1Chuck Noland, a successful businessman, lands on a deserted island after a plane crash. 2Chuck has to learn basic survival skills on the island. In order to cope with his loneliness, Chuck develops a friendship with a volleyball he calls Wilson. 3Five years’ life on the island teaches Chuck the importance of having friends and being a good friend. Wilson may just be a volleyball, but their friendship is real and in some ways better than Chuck’s friendships in the past. 4Human friends and unusual friends are important in our life. Friends and friendship help us understand who we are and how we should behave. Step 5 Post-reading Exx on Page 4 Ask the students to answer questions about the story. e.g. How can a volleyball bee Chuck’s friend? What does Chuck learn about himself when he is alone on the island? Suggested answers to the questions 1 He has to learn how to collect water, hunt for food, and make fire. More importantly, he has to learn to live without friends. 2 He has learnt a lot about himself when he is alone on the island. For example, he has e to realize that friendship is important in his life, that he hasn’t been a good friend, and that he should care more about his friends. (The students may also use present tense, e.g. He learns a lot about himself. He realizes that…) 3 Open for discussion. The students can list basic survival skills. Let the students discuss the question in groups. The question can be discussed in the form of a role-play where each student represents one of the four people and has to persuade the others that he or she should be given the parachute. 5.Have a short discussion about one or more ideas in the text: 1 ) What can we do to be good friends even if we are very busy? 2 ) Does a successful man or woman need friends? 3 ) The text talks about “giving” and “taking.” How do friends give and take? 4 ) What do friends teach us? 5 ) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog? Step 6 Language study Key to “Word study”: 1 honest, 2 classical 3 sorrow/unhappiness 4 argue/quarrel/disagree 5 loyal/good/true 6 hunt for 7 fond of/interested in 8 brave/fearless 9 in order to/ so as to 10 smart Student-centered vocabulary learning: It is very important for students to make their own choices and decisions about what they learn. You can help your students by letting them practise making such choices and decisions. Give the students a few minutes to make a list of words and expressions from the text that they want to learn. The list should not be too long. Ask the students to show their list to a partner and explain why they chose these words or expressions. There are many ways to help the students deal with new words. Begin by letting the students try on their own. If the students can discover the meaning of new words themselves—either by using clues, pair work,