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2019-2020年高中英語 Unit 1教案 牛津版必修5 I. 單元教學(xué)目標(biāo) 技能目標(biāo) Skill Goals ▲Read two letters to a magazine agony aunt about friendship and an article from a school magazine ▲Listen to a conversation on a radio talk show ▲Discuss friendship and practice agreeing and disagreeing ▲Write a letter to a friend ▲Present an oral report on the results of a survey II. 目標(biāo)語言 功能句式 Agreeing I agree with you on /that … I am of the same opinion (as…). Exactly. That’s a good point. That’s how I feel (about …) too. That’s right. You’ve got a point. Yes. And another reason is that … Disagreeing I don’t agree. What about …? I’m not sure that’s true. I see things slightly differently. On the other hand, … Perhaps you are mistaken. Really? I don’t think that … I take your point, but … That’s true, but … 詞匯 1.四會(huì)詞匯 betray, primary, academic, stupid, overlook, cheerful, admit, deliberately, swear, forgive, tease, friendship, dilemma, brilliant, focus, absent-minded, afterwards, yell, mean, guilty, cruel, stand, awkward, outgoing, apologize, bitter, athletic, right, unlikely, blame, doubt, behavior, embarrass, gifted, strength, teammate, unfair, stubborn, disagreement, ruin, delay, mailbox, persuade, badminton, note, dentist, arithmetic, amusement, circus, daily, identity, discourage, absurd, essay, punishment, area, trying, anxious, suffer, practical, free, line, puzzle, apartment, sofa, absorb, absorbed, attitude, consistent, worldwide, adolescent, hesitate, respond, hesitation, regardless 2.認(rèn)讀詞匯 jealous, horoscope, Easter, DVD, algebra, 3.詞組 get along (with …), primary school, as a result, amusement park, keep one’s word, discourage … from doing sth, get through, in the world, one another, feel ashamed of, be determined to do sth, feel like doing sth, hesitate to, admit doing, regardless of, apologize to sb. for sth, as a result 4.重點(diǎn)詞匯 betray, admit, absent-minded, mean, stand, outgoing, apologize, bitter, stubborn,, persuade, discourage, absorb, absorbed, hesitate, hesitation 語法 To-infinitive Bare infinitive Verb-ing form as a noun 重點(diǎn)句子 1. I must have sounded very proud of myself after the test, saying loudly how easy it was and how I was sure to get a good mark. P2 2. I found a piece of paper on my desk that said ‘Stupid Sarah got a D!’ P2 3. I was so upset that I felt like crying. P2 4. I feel really guilty because I said some really cruel things too, but I can’t stand seeing our team lose. P3 5. Yesterday, I saw him talking to another boy, Peter, and I cannot help wondering if he wants Peter to be his best friend instead of me. P3 6. Robert often wonders, ‘What in the world do they have to talk about?’ P18 7. When asked they usually hesitate before responding, ‘My best friend? I can’t think about that…’ P18 8. When a boy is said to be or to have a best friend, it is likely that the two share little about their feelings with one another. P18 Ⅲ. 教材分析與教材重組 1. 教材分析 本單元以人們生活中較重要的一個(gè)方面——與人相處為話題，通過討論如何與朋友相處，以及好朋友在相處過程中發(fā)生不愉快的事情時(shí)如何正確處理等問題，使學(xué)生對(duì)友誼有更深刻的認(rèn)識(shí)和理解，樹立正確的交友觀。并圍繞友誼這個(gè)話題，指導(dǎo)學(xué)生發(fā)表自己的看法和見解。通過本單元的學(xué)習(xí)，讓學(xué)生運(yùn)用所學(xué)的知識(shí)給自己的朋友寫一封信，談?wù)剬?duì)友誼的理解。同時(shí)讓學(xué)生了解不同性別的青少年對(duì)友誼的不同態(tài)度，最終使學(xué)生能通過小組合作的形式，根據(jù)提示步驟就不同性別的青少年對(duì)某一話題的不同態(tài)度寫一份口頭報(bào)告。 1.1 Wele to the unit 提供了四幅圖畫，每幅圖畫配有一句有關(guān)與人相處的諺語。讓學(xué)生就圖畫和諺語根據(jù)自己的社會(huì)知識(shí)和親身體會(huì)談如何與人相處及對(duì)友誼的理解，并討論回答相關(guān)問題，從而引出單元話題，激活學(xué)生的相關(guān)知識(shí)，為本單元的進(jìn)一步學(xué)習(xí)做熱身準(zhǔn)備。 1.2 Reading 呈現(xiàn)了兩封讀者專欄主持人寫的信。信中描述了兩位學(xué)生在與好朋友相處的過程中所發(fā)生的不愉快的事情，希望專欄主持人能提出一些建議，幫助他們解決困惑。旨在使學(xué)生學(xué)會(huì)搞好人際關(guān)系，保持友誼。A 設(shè)置了幾個(gè)問題，要求學(xué)生快速閱讀并回答問題；C1和C2分別是回答問題和判斷正誤的練習(xí)，是對(duì)閱讀細(xì)節(jié)的檢驗(yàn)；D是一個(gè)詞匯練習(xí)，幫助學(xué)生在語境中學(xué)習(xí)生詞的意義和用法；E是一些詞匯的應(yīng)用性練習(xí)，要求學(xué)生根據(jù)前后文用適當(dāng)?shù)膯卧~填空；F是一個(gè)會(huì)話練習(xí)，要求學(xué)生根據(jù)提示問題，討論有關(guān)友誼與交友的話題，是輸出性的口頭訓(xùn)練活動(dòng)?！伴喿x策略”以提示框的形式指導(dǎo)學(xué)生如何在閱讀的過程中，理解并體會(huì)表達(dá)作者強(qiáng)烈感情的語句，培養(yǎng)并提高學(xué)生的閱讀能力。 1.3 Word power 通過對(duì)描述人的個(gè)性的形容詞的分類，幫助學(xué)生學(xué)習(xí)并掌握這方面的詞匯。 1.4 Grammar and usage 分三部分。第一部分介紹了帶to的不定式在句中擔(dān)當(dāng)?shù)牟煌煞忠约八囊话闶?、進(jìn)行式、完成式；第二部分呈現(xiàn)了不帶to的不定式的各種用法；第三部分總結(jié)了動(dòng)詞-ing形式作名詞的用法。最終使學(xué)生學(xué)會(huì)在具體的語境中靈活運(yùn)用本單元所學(xué)的語法知識(shí)。教師可在此基礎(chǔ)上做些拓展性和鞏固性練習(xí)設(shè)計(jì)。 1.5 Task 設(shè)計(jì)了三項(xiàng)任務(wù)型活動(dòng)。其一, 指導(dǎo)學(xué)生如何在聽的過程中抓住關(guān)鍵信息并簡要地做好筆記；其二, 讓學(xué)生以友誼為話題展開討論，使學(xué)生學(xué)會(huì)如何表達(dá)自己的觀點(diǎn)，發(fā)表自己的見解和看法；其三, 首先向?qū)W生呈現(xiàn)一篇習(xí)作，指導(dǎo)學(xué)生進(jìn)行短文改錯(cuò), 然后讓學(xué)生給自己的朋友寫一封信。最后讓學(xué)生按照前面的指導(dǎo)修改自己的文章。 1.6 Project 首先讓學(xué)生閱讀一篇關(guān)于不同性別的青少年對(duì)友誼的不同態(tài)度的文章，使學(xué)生從中受到啟發(fā)，并根據(jù)所給出的具體步驟，通過小組討論，分工合作，信息搜集和整理等形式，用英語展開活動(dòng)計(jì)劃、活動(dòng)準(zhǔn)備、成果展示等，就不同性別的青少年對(duì)某一話題的不同看法，完成一份口頭報(bào)告。 1.7 Self-assessment要求學(xué)生對(duì)照各個(gè)單元學(xué)習(xí)項(xiàng)目按五個(gè)等級(jí)進(jìn)行自我評(píng)價(jià)，對(duì)單元學(xué)習(xí)進(jìn)行反思，并制定計(jì)劃以提高自己的學(xué)習(xí)水平。 2. 教材重組 2.1將Wele to the unit 和Task中的Skills building 2整合在一起上一節(jié)“口語課”，讓學(xué)生就友誼及人際關(guān)系的話題發(fā)表自己的看法并說明理由。 2.2將Reading中的A項(xiàng)到E項(xiàng)及Workbook (Page 90 )中的A1&&A2整合在一起上一節(jié)“閱讀課(I)”。 2.3將Reading中的F項(xiàng)及Workbook (Pages 94 && 95)中的 Reading整合在一起上一節(jié)“閱讀課(II)”。 2.4將Word power 設(shè)計(jì)為一節(jié)“詞匯課”。 2.5將Grammar and usage中的To-infinitive和 Bare infinitive 及Workbook (Page 92 )中的C1整合在一起上一節(jié)“語法課(I)”。 2.6將Grammar and usage中的Verb-ing form as a noun 及Workbook (Page 92 )中的C2整合在一起上一節(jié)“語法課(II)”。 2.7 將Task中的Skills building 1及Workbook（Page 96）中的Listening整合在一起上一節(jié)“聽力課”。 2.8將Task中的Skills building 3及Workbook（Page 97）中的Writing整合在一起上一節(jié)“寫作課”。 2.9將Project及Workbook (Pages 91&&93 )中的B1&&B2，D1&&D2整合在一起上一節(jié)“綜合技能課”。 3. 課型設(shè)計(jì)與課時(shí)分配 1st Period Speaking 2nd Period Reading (I) 3rd Period Reading (II) 4th Period Vocabulary 5th Period Grammar (I) 6th Period Grammar (II) 7th Period Listening 8th Period Writing 9th Period Integrating skills IV. 分課時(shí)教案 The First Period Speaking Teaching goals 教學(xué)目標(biāo) 1. Target language目標(biāo)語言 交際用語 Agreeing and Disagreeing I agree with you on / that ... I am of the same opinion (as ...). Exactly. That’s a good point. That’s how I feel (about ...) too. That’s right. You’ve got a point. Yes. And another reason is that ... I don’t agree. What about ...? I’m not sure that’s true. I see things slightly differently. On the other hand, ... Perhaps you are mistaken. Really? I don’t think that ... I take your point, but ... That’s true, but ... 2. Ability goals 能力目標(biāo) Enable the students to talk about friends and friendship, expressing their ideas and give their opinions. 3. Learning ability goals 學(xué)能目標(biāo) Help the students learn how to talk about getting along with friends, friends, and friendship. Enable the students to learn how to express their ideas and give their opinions. Teaching important and difficult points教學(xué)重難點(diǎn) Guide the students to learn to express their ideas about getting along with friends, friends, friendship, personalities and so on. Teaching methods教學(xué)方法 Discussing, pair work and group work. Teaching aids教具準(zhǔn)備 A puter and a projector. Teaching procedures and ways教學(xué)過程與方式 Step I Lead-in T: Good morning / afternoon, boys and girls! Ss: Good morning / afternoon, Mr. / Ms ...! T: In our daily life, we have to deal with different people. While getting along with people, we may make friends with them. I think most of you have good friends, right? Ss: Yes, of course. T: Now that almost everyone has good friends, why do we need friends? S: I think friends are important to all of us, because we need to help each other. S: In my opinion, we also need someone to care and understand and to share sorrow and happiness. S: I believe that everyone needs a friend to be true to us whether near or apart. T: Quite right. No one can sail the ocean of life single-handed. Everyone needs friends. In our daily life, if we have friends, we can live a happy life. Friendship is very important to us and knowing how to get along with others is also an important part of life, so we must learn how to get along with others, especially with friends. Now let’s have a discussion about getting along with friends. Step II Wele to the unit Let the students talk about some proverbs about friends and friendship and then answer some questions about the topic. T: OK! Now I will show you some illustrations and proverbs about friends and friendship. Let’s look at the four illustrations and read the proverb under each one. I’d like to divide you into four groups, each group focusing on one illustration. You can use your mon knowledge and experience to describe each illustration and tell us what the proverb means in your own words. Now I’d like to give you five minutes to discuss the illustrations and proverbs. Ss: Yeah! Show them on the screen. While the students are discussing, move around to help them if necessary. T: Time is up. Are you ready? Ss: Yes. T: Who’d like to tell us something about the first picture and the first proverb? S: Let me have a try. In the first picture, two girls are talking and drinking happily and the clock tells us that they have been doing so for three hours. They are absorbed in the conversation. So the proverb “Friends are thieves of time.” means when you spend time with your friends, you always feel how time flies. T: Very good. Group 2, what about your description? S: From Picture 2 and the proverb “The best mirror is an old friend ”, we can know that an old friend is like a mirror, because an old friend is the one who knows almost all about you. Only he or she knows you most, especially your strength and weakness. T: You are quite right. We should treasure our friendship with friends, especially with old friends. Now whose turn is it to give your description? S: It’s our turn. As a group leader I’d like to give our description of Picture 3. A rich man who wants to make friends thinks that he can buy a person’s friendship with money. But he is mistaken. Friendship can’t be bought by money. Even though you buy it with money, the kind of friendship is temporary, not lasting. So I think that if you can buy a person’s friendship, it’s not worth having. S: I agree with him. As we know, money is quite different from friendship, which is a kind of valueless treasure in the inner world, while money just stands for a necessary which has no relationship with friendship. Even though some people believe that money can buy everything, it cannot buy or guarantee friendship and happiness. Money makes a man weled everywhere, but he can’t make true friends. In my opinion, being on the opposite side of a business deal from a friend or relative can ruin a good relationship and damage their friendship. T: What do you think of their description, boys and girls? Ss: Very wonderful! T: Just now they told us how to make friends. OK, it’s time for Group 4 to show your opinions on Picture 4. S: From Picture 4, we know that the hearts of the two friends are linked to each other. Aristotle once said “A true friend is one soul in two bodies.” They have a lot to share with each other and do a lot of things together. Their friendship is treasured in their hearts and their thoughts are always near. They share sorrow and happiness. Therefore we understand how to get along with friends and keep friendship from the proverb “True friends have hearts that beat as one.” T: Is there any other proverb about friends and friendship? S: Yes. I know a popular saying “ A friend in need is a friend indeed.” It means the best friend is the one who helps you when you are really in need of help. I agree with the proverb. Friendship means having people who you know will help you if you are ever in trouble. He should be ready to help you especially when you have trouble. If he doesn’t try his best to help you, he’ll be too selfish to others. If so, you can draw a conclusion that he is not a true friend. T: Well done! All of us, including me, should be aware of the importance of getting along with friends and friendship. The following part is to deal with the questions on Page 1. T: Now please look at the slide show. And discuss these questions with your partners. Then I’ll ask some of you to report your work. Are you clear? Show the three questions on Page 1 on the screen. After the students’ discussion, let them report their work. T: Now who’d like to answer the first question? Any volunteer? S: Let me try. I have a best friend. I nearly do everything with my best friend: study, read, watch TV, surf the Internet, play sports and listen to music. If I have a problem, he is always there to help me. We have a lot in mon and share happiness and sorrow. Our friendship is good to both of us. With my best friend I feel I am not lonely at all and I am the happiest person in the world. So I think he is my best friend forever. T: Quite right. Next question? S: We can share secrets with, tell jokes to, and talk about our interests as well as our worries with each other. Of course, everyone has his own personality. Sometimes we may quarrel with each other but we can understand and forgive each other, thinking more of the other. If such things do happen, we make up as soon as possible. We need friends to support and help us out of difficulties. Whenever either of us has any difficulty, we’ll try our best to do what we can to help each other without hesitation. We devote ourselves to our best friend. As a saying goes, a friend in need is a friend indeed. T: Wonderful! You have very good understanding. Now who can answer the last question? S: Let me have a try. In my opinion, the most important characteristics in a friend are respect, trust and understanding. Everyone needs trust. Be patient before you want to lose your temper. Try to listen to and believe others, be kind to your friends and learn to forgive others. Then you’ll be wele. Step III Discussion Help students to learn how to express their ideas and give their opinions. T: Up to now, we have discussed something about friends and friendship. Now work in groups of four to express your opinions on the statements on Page 14 by stating whether you agree or disagree. You can use the expressions listed on the top of Page 14 apart from simple Yes and No answers. Please discuss your ideas with your group members. I’ll give you a few minutes. A few minutes later. T: OK, time is up. Which pair can give us your opinions on the first statement? S1: That’s right. Meat contains a lot of fat. If people eat meat with a lot of fat, they are likely to put on weight and suffer from illnesses like cerebral thrombus. While fewer vegetarians are overweight and vegetables are rich in vitamins and fibre which human body needs. So I think vegetarians are healthier than people who eat meat. S2: Really? I don’t think so. If people want to be in good health, they should have a balanced diet. It’s reported that vegetarian teens often do not get enough minerals such as calcium, iron and zinc. They need not only vegetables but also meat. So eating some meat isn’t bad to their health. T: Mm, both of you are reasonable. What about the second one? S1: That’s how I feel too. I don’t want to grow up. Staying a teenager forever would be great. If I stayed a teenager forever, I would be free from cares and worries. I will do everything as I like. My parents can do everything for me. If I were an adult, I would be bound by many restrains and take responsibility. S2: I think things slightly differently. I think if everyone wanted to stay a teenager forever, mankind wouldn’t be progressing. Our country wouldn’t bee prosperous and people couldn’t live a much happier life. Besides, teenagers are under a lot of pressure because of their studies and they can’t do many things independently. T: All right. I see, you have different ideas. Well, what are your opinions on the third statement? S1: Exactly. I think making good friends is more important than spending time with family. You can tell whatever you think in your mind to your friend. We are not willing to tell them to our parents, because they sometimes don’t understand us teenagers well. S2: Perhaps you are mistaken. Even though you have a good friend, you can’t tell him all your personal matters. Friendship will never take the place of the relationship of family. In my opinion, they are not the same and can’t be pared. Not only do we make good friends but also we spend time with family. T: Who’d like to tell us something about the fourth statement? S1: I think so. Firstly, having a good job means having a good ine. If we earn much money, we’ll live a happy life in the future. Secondly, a highly-paid job is always a big challenge. S2: I don’t agree. Generally speaking, having a good job means having a good ine. But if you have much money, you don’t always feel happy. The true happiness is to feel with your heart. Even though you don’t have a “good” job, you will also feel happy in the future. As long as your job benefits other people, you should feel happy, because you do your duty to society. We should do our own job well whether the job is good or not. T: Well done! Now do you have any idea about the fifth statement? S1: That’s a good point. Nowadays, most teachers judge a student by his marks. If you get good marks, you can often be praised by your teacher and get a lot of things at school. So it indicates how smart you are. What’s more, getting good marks is the only way to pass the National Matriculation Examination Test. S2: I take your point, but I see things slightly differently. Many students get good marks, we can’t say that he does well in everything. Sometimes they get good marks in school but they have low ability in society. We should be well-rounded in moral, intellectual, physical and aesthetic developments. T: Right. Do you agree with the last one? S1: Yes, of course I agree with it. The world is globalizing. We are living in a global village. We should municate with people from different cultures and learn from each other. Of course language is an important tool for people to municate with each other. S2: But I don’t agree with it pletely. We should learn a foreign language, but we first need learn our native language well. So I think learning our native language is more important than learning a foreign language. Sometimes we spend much more time studying a foreign language but don’t use in daily life; it’s a waste of time doing so. T: You are all right. You have your own opinions on the statements. That’s very good. Step IV Further discussion Ask the students to continue discussing and understand the meaning of friendship better. T: Now that you have learned how to give opinions, let’s have a class discussion on friendship. You can ask at least three other classmates for their opinions on friendship. You can refer to the questions listed on Page 15 to get you started. After a few minutes I’ll check your work. Sample dialogues: Dialogue 1: S1: Do you have a best friend? S2: I have a best school friend. We study and play with each other in school. S3: I have a best friend and we do everything together: study, read, watch TV, surf the Internet, play sports and listen to music. S4: I have a best friend and we do our best to help each other no matter who is in need of help. Dialogue 2: S1: What do you think a best friend should be like? S2: In my opinion, my best friend should have the same kind of sense of humor so that we can laugh together. S3: I think a best friend should be true to us whether near or far apart. S4: I’d like my friends to give me courage to solve all kinds of problems. Dialogue 3: S1: What qualities are important in a friend? S2: Kindness and honesty are important in a friend. S3: I think trust and understanding are important in a friend. S4: In my opinion, respect and patience are important. Dialogue 4: S1: Does having friends make you a better person? S2: No. The kind of friend you have made decides whether you are a better person or not. S3: I agree with you. If you have a good friend, you will be a better person. And if you have an ill friend, you will bee even worse. S4: That’s right. As we all know, one who keeps pany with the wolf will learn to howl. You should choose your friend wisely. Dialogue 5: S1: How do you want your friends to treat you? S2: I think he first is kind and friendly to me. S3: In my