人教版 (新课标)必修1&2Unit 1 Friendship教学设计及反思

这是一份人教版 (新课标)必修1&2Unit 1 Friendship教学设计及反思，共6页。

T talk abut friendship
T read abut friendship
Prcedures
I. Warming up
1. Warming up by assessing
A lt f peple have nly few pssibilities f getting feedback abut their wn persnality. In this exercise yu will have the pprtunity t get sme feedback and t discuss it with a partner. While cmparing yur mutual judgements, certain prejudices r misunderstandings may appear, as peple ften d nt knw each ther thrughly enugh t judge thers crrectly. Try t be hnest!
Self assessment
Of the fllwing characteristics chse 5 that are particularly applicable t yu persnally.
sciable, hnest, friendly, easyging, nervus, pen-minded, anxius, careful, talented, talkative, nsy, thughtful, generus, carefree, pessimistic, peaceful, ptimistic, interesting, reliable, helpful, active, careless, caring, exact, adventurus, imaginative, ht-blded, well-rganised, trustwrthy, patient, respnsible, utging, kind, brave, warm-hearted, selfless, tlerant
Partner assessment
Nw chse 5 characteristic features which yu think are especially applicable t yur partner.
sciable, hnest, friendly, easyging, nervus, pen-minded, anxius, careful, talented, talkative, nsy, thughtful, generus, carefree, pessimistic, peaceful, ptimistic, interesting, reliable, helpful, active, careless, caring, exact, adventurus, imaginative, ht-blded, well-rganised, trustwrthy, patient, respnsible, utging, kind, brave, warm-hearted, selfless, tlerant
2. Warming up by describing
Have the students get int grups f fur t describe their wn ideal friend. Individual students must decide n TOP 5 character adjectives that culd be used t describe the ideal friend and insist they have gd reasns fr their chice. Then let the grup leader give the class a descriptin f their ideal friend.
3. Further applying
Yu may als have the students d the survey in the textbk, fllwing the steps belw.
Get the students t make a list f three qualities a gd friend shuld have.
Have the students get int grups f fur t find ut what each has listed.
Have a member f each grup reprt n what their lists have in cmmn and list them n the bard.
Ask the class whether r nt they agree with all the qualities listed.
Then have the students d the survey in the textbk.
Have the students scre their survey accrding t the scring sheet n page 8.
The teacher ask sme students hw many pints they gt fr the survey and assess their values f friendship:
★ 4~7 pints: Yu are nt a gd friend. Yu either neglect yur friend’s needs r just d what he/she wants yu t d. Yu shuld think mre abut what a gd friend needs t d.
★ 8~12 pints: Yu are a gd friend but yu smetimes let yur friendship becme t imprtant, r yu fail t shw enugh cncern fr yur friend’s needs and feelings. Try t strike a balance between yur friend’s needs and yur wn respnsibilities.
★ 13+ pints: Yu are an excellent friend wh recgnizes that t be a gd friend yu need balance yur needs and yur friend’s. Well dne.
(Yu may als shw yur students the results abve and let themselves self-reflect upn their wn values f friendship)
II. Pre-reading
T fcus the Students’ attentin n the main tpic f the reading passage.
T activate their previus knwledge n the tpic.
III. Talking and sharing
Wrk in grups f fur. Tell yur grup mates hw yu reflect n these questins.
Why d yu need friends? Make a list f reasns why friends are imprtant t yu.
What d yu think a gd friend shuld be like? List what a gd friend shuld d and share the list with yur partners.
Des a friend always have t be a persn? What else can be a friend?
D yu think a diary can becme yur friend? Why r why nt?
Instructins: The teacher can give each grup ne f these questins abve t talk abut. Then let the class share their ideas. It’s better t stimulate the students t challenge their classmates’ pinins abut these questins.
IV. Reading
1. Lking and guessing
Wrk in pairs. Lk at the pictures and the heading and guess what the text might be abut.
1). Imagine what it might be like if yu had t stay in yur bedrm fr a whle year. Yu culd nt leave it even t g t the WC r t get a cup f tea. Hw wuld yu feel?
2). What wuld yu chse if yu are nly allwed t have five things with yu in the hiding place because there is very little rm?
2. Reading t summarise the main idea f each paragraph.
Skim the text and summarise the main idea f each paragraph in ne sentence.
3. Language fcus
Next yu are t read and underline all the useful expressins r cllcatins in the passage. Cpy them t yur ntebk after class as hmewrk.
V. Clsing dwn
Clsing dwn by ding exercises
T end the lessn yu are t d the cmprehending Exercises 1 and 2.
Clsing dwn by discussin f ideas
Wrk in grups f fur. Discuss the ideas put frward in the reading passage. It des nt matter whether yu agree r disagree. What is imprtant is that yu shuld have a reasn fr what yu say. Als yu can put frward yur wn ideas, either criticising the text r using it as a supprt:
★ What wuld yu d if yur family were ging t be killed just because they did smething the Emperr did nt like?
★ Where wuld yu plan t hide?
★ Hw wuld yu arrange t get fd given t yu every day?
What wuld yu d t pass the time?
Pssible answers
Q1: Reasns I need friends:
t cpe with stressful situatins in life
t share my wrries and secrets in my inner wrld
t shw my cncern fr ther peple
t let ther peple share my happiness
t unfld t ther peple the secrets in my heart (t name but few.)
Q2: A gd friend shuld:
tell me the truth (hnest)
be gd t me (friendly)
be willing t cnsider r accept thers’ ideas r pinins (pen-minded)
be willing t help thers (generus r helpful)
be gd-tempered
think abut what thers need and try t help them (caring)
be lyal t their respnsibility (respnsible)
nt easily upset (easy-ging)
be ut-ging (like t meet and talk t new peple)
be tlerant (allw ther peple t have different pinins r d smething in a different way)
be selfless (t name but few)
Q3: What else can be a friend?
Answers can be varius. (mitted)
Q4: Students’ answers may vary but must include a reasn.
Yes. I think it can be, because I can set dwn hw I feel every day in my diary, and let ther peple read it t share my feelings sme time later. Abve all, it feels gd t write dwn my thughts and feeling n paper when I am sad r lnely.
Para. One: Anne made her diary her best friend whm she culd tell everything.
Para. Tw: Anne’s diary acted as her true friend during the time she and her family had t hide away fr a lng time.
Para. Three: Having been kept indrs fr s lng, Anne grew s crazy abut everything t d with nature.
laugh at, g thrugh, make/call + O +Nun (as O.C.), hide away, set dwn, grw crazy abut, d with…, there was a time when…, keep sb. spellbund, n purpse, in rder t d sth., far t +adj./adv, happen t d sth., it was the first/secnd time that …, face t face
Language chunks frm Unit 1 Friendship
add up, get sth. dne, calm sb. dne, have gt t, g n hliday, talk care f, walk the dg, get lse, pay fr sth, cheat in the exam, shuld have dne, smene else’s, laugh at, g thrugh, hide away, set dwn, a series f, a hiding place, I wnder if…, grw/be/becme crazy abut, culd have dne, keep sb.spellbund, keep ding, stay awake, n purpse, in rder t, by neself, far t much, it was(is) the first time that…, face t face, feel lnely/sit alne, save ne’s life, be cncerned abut, with s many clthes n, have truble with sb, at the mment, get alng (well) with sb./ sth, enjy ding, be/becme/make friends with, be/fall in lve (with), try sth. ut n sb. ask fr advice, give sb. sme advice n…, make an effrt t d sth., jin in sth., shw ne’s interest in, far and wide, pay attentin t, lk t ne’s wn cncern, share ne’s thughts and feelings with sb, cme t a cnclusin, be prepared t d sth., a heart-t-heart talk, hurt ne’s feelings, change ne’s mind, live in peace, g n a picnic, get away with, feel at hme, in need