第一篇：必修4unit2 主题单元设计
表3-1 主题单元设计模板
学习活动设计（针
对
该
专
题
所选
择的活
动
形
式
及
过
程）
Step1 Warming up（话题背景）and Pre-reading Task 1: Brainstorming: 1.What are they doing?2.What do you think this unit will talk about? Task 2: Prediction Q1: Look at the picture and statistics on page9, what is the problem of this small boy? Possible answers or give the students help if necessary: Is he strong?----weak Is he fat or health?----thin and unhealthy What lead him to this kind of situation?(hunger)Q2: What can we do to solve the problem of hunger?1)control the population;2)open more area for farming;3)increase the output of crops.Step2 While-reading Task 3: Title explorationAsk Ss to look at the title “A Pioneer For All People” and the picture in the passage: Q1: What does “pioneer” mean?(a person who is one of the first people to do something)
Q2: Whom might the pioneer refer to in the passage?(Picture: Dr.Yuan Longping)Q3: What may be the style of the passage?
A.a story
B.a travel journal
C.a biography(An introduction to a person)
Task 4: Fast Reading
Ask the students to read the passage quickly and then answer the two questions.1.How many paragraphs are there in the text?
2.Scan the passage and find out the basic information about Yuan Long ping and fill the blanks.(P11)
NameNationality
AgeOccupation
EducationDream
Achievement Hobbies
Appearance
Task 5: Careful reading
Para1:
1: Ss read paragraph 1 to find out the following questions:
1)Find some adjectives to describe how Yuan look like?
2)What does Dr.Yuan consider himself? Why?
3)For who has he struggled for the past five decades?
4)What achievements has he made?
5)From paragraph one, what kind of person do you think Dr.Yuan is? And why? Modest, low-key, simple…
2、Ss sum up the main idea of para.1The main idea of Para.1: Yuan’s appearance and achievement
Para2:
1、Students read paragraph 2 to find out the following questions:
Q1.What is Dr.Yuan’s life goal?(finding ways to grow more rice)
Q2.Why does he set that as his life goal?(He saw the great need for increasing the rice output as hunger was a disturbing problem at that time.)
第二篇：必修4 unit 1教学设计
Women of achievement(Teaching Design)
(人教版高中英语课本必修四第一单元)
Teaching material analysis: The topic of the unit is “women of achievement”.It shows the achievements and contributions of six great women in different countries in different times, as well as the problems they had to overcome.It tells students the importance of respecting and protecting wildlife.More importantly, it helps students learn the roles that women play in the society and build up their confidence, responsibility and right views of society and gender.It encourages students to think about their own future plans and how to achieve them.Students should learn to use some adjectives to describe a great person and understand the reading passage.They should also be required to retell the text in their own words.The class aims to develop students’ different reading skills and self-confidence, and encourage them to learn from great women.Teaching important points: 1.Have students learn about some great women and their achievements.2.Get students to learn different reading skills.Teaching difficult points: 1.Develop students’ reading ability.2.Enable students to talk about women of achievement.Teaching aims: 1.Knowledge aims: 1)Have students master the useful new words and expressions in this part.2)Let students learn to use some adjectives to describe a great person.3)Let students learn about some great women and their achievements in different fields in the world.4)Have students learn something about law: “Wildlife protection law of the People's Republic of China”
2.Ability aims: 1)Have students learn to use some reading skills such as predicting, skipping, note-taking, skimming and scanning.2)Enable students to talk about women of great achievement.3.Emotional aims: 1)Enable students to learn from great women, stimulate their love and respect for great women and develop their moral qualities.2)Develop students’ sense of cooperative learning.Teaching methods: Cognitive approach, task-based approach
Teaching procedures: Step I Leading in Have a free talk with students.Ask them the following questions: 1.Do you know any great people or important people? 2.What makes a great person?(suggested answers :cleaver, brave, determined, confident, hard-working, unselfish, kind, active, generous)
Step II Warming up Get students to look at the pictures on the screen and answer the questions: 1)Do you know these women? Who are they? 2)Are they great or important? Why? 3)What’s the difference between a famous person and a great person?
Step III Pre-reading 1.Let students discuss the following questions: Why do you think Jane Goodall went to Africa to study chimps rather than to university? Do you think she is right? 2.Ask students to look at the title and pictures of the passage to predict what the text talks about.Step IV Reading Task 1 Skimming for the main idea of the whole passage:(suggested answer: It talks about how Jane Goodall worked with chimps in their environment and helped people understand and respect the life of the animals.)
Task 2 Read the text quickly again to find the general idea of each paragraph.Para 1.A day in the park.Para 2.Jane’s way to study chimps and her achievement.Para 3.Jane’s attitude to the animals.Para 4.Jane has achieved everything she wanted to do.Task 3 Let students read the text a third time and then work in pairs to discuss the following questions with partners: 1)What do you think Jane is called a student of African wildlife? 2)What did Jane have to give up when she went to live in the forest? 3)Do you think it is important to study chimps in the wild rather than in the zoo? Give reasons.4)Do you think you will go if you are asked to study animals in the wild? Why or why not?
Task 4 Help students analyze some difficult, long and complex sentences.Encourage them to guess the meanings of some new words and phrases.Ask them to try to deal with the language points in the context.1)Following Jane’s way of studying chimps, our group are all going to visit them in the forest.2)She spent years observing and recording their daily activities.3)Only after her mother came to help her for the first months was she allowed to begin her project.4)For forty years Jane Goodall has been outspoken about making the rest of the world understand and respect the life of these animals.Step V Comprehending Complete the sentences according to the passage.1.What did the group do first in the morning? 2.They___________.(suggested answer: observed the family of chimps wake up)3.Why did Jane go to Africa to study chimps in the wild? Because she wanted _________.4.(suggested answer: to work with them in their own environment)5.Jane was permitted to begin her work after_________.(suggested answer: her mother came to support her)
Step VI Post reading 1.Discussion Have students in small groups discuss the following questions: 1)What should we learn from Jane Goodall? 2)What made her a great success? 3)Do you agree with Jane’s idea? Why or why not? 4)What do you think is the best way to protect wildlife? 2.Debate Divide students into two groups---boys and girls.Let them debate with each other about the topic: Women are able to do more than men.Right or wrong? Why ?
Step VII Summary 1.Ask some students to retell the story of Jane Goodall in your own words.2.The teacher summarize: Follow the example of Jane Goodall.Be a dreamer and fight for our dreams.Make our contributions to protect the wildlife.Try our best to change the world better.Step VIII Homework Do you think the article is well organized? Give your reasons.Reflection after class: In the first two steps,the pictures and the questions aroused students’ interest in the lesson.The reading activities help to develop students’ reading ability, and the reading material tells students the importance of respecting and protecting wildlife.More importantly, Jane Goodall’s story helps students realize the roles women play in the society and build up their confidence, responsibility and right views of society and gender.Students will develop moral qualities by learning from great women.The diverse activities in the class are good for developing students’ different reading skills and their sense of cooperative learning.
第三篇：高一英语必修一Unit 2单元检测
高中新课标英语必修⑴Unit 2单元检测
Name________________Class__________________Mark________________
一、写出下列短语或单词（2'×10=20’）
1.因为，由于__________________6.实际上__________________
2.走近，提出__________________7.请求____________________
3.现在，目前__________________8.非洲的__________________
4.利用，使用__________________9.单元住宅________________
5.扮演一个角色________________10.辨认出__________________
二、单项选择（2’ ×10=20’）
1.Nouns _______book, pen, apple and toy are countable nouns.A.for exampleB.namelyC.that isD.such as
2.——Oh, it’s you!I didn’t _______you.——I’ve just had my hair cut, and I’m wearing dark glasses.A.recognizeB.realizeC.noticeD.see
3.It is so nice to hear from her, _______, we last met more than 30 years ago.A.what’s moreB.that’s to sayC.in other wordsD.believe it or not
4.The middle-aged woman told her daughter _______careful while crossing the street.A.beB.to beC.beingD.been
5.The angry teacher warned the naughty boy ________a face in class again.A.not to makeB.not makingC.to not makeD.not make
6.A man _______to him and asked for a light.A.ran awayB.dropped offC.came upD.turned off
7.Li Ming’ s parents thought he was at school, but _______he was in a cinema seeing a new film.A.actuallyB.certainlyC.howeverD.surely
8.Every minute must be made full use of _______spoken English.A.to practiseB.practisingC.practiseD.practiced
9.It has something to do with the part electricity _______in our life.A.playsB.givesC.takesD.makes
10.The business man asked the waiter _______him up at six the next morning.A.to wakeB.wokeC.to be wakingD.waking
三、完形填空（1.5’×20=30’）
Agatha Christic went out at night.She would never__1__the night when she met a ___2__many years ago.That morning, she was going to a birthday party which___3___until 2’clock in the morning.Agatha walked in the ____4__street alone.Suddenly from the shadow of a dark building a tall man with a sharp knife in his right hand ran out at her.“Good __5____, lady,” the man said in a __6__voice, “I don’t think you wish to ___7___here!” “What do you __8__?” “Your earrings.Take them off!”
Agatha suddenly had a __9___idea.She tried to cover her necklace with the collar of her overcoat while she used___10___ hand to take off both of her earrings and then quickly ___11___them on the ground.“___12__them and let me go,” she said.The robber__13__that the girl didn’ t like the earrings
at all, only trying to __14__the necklace.It would cost__15___, so he said, “Give me your necklace.”
“Oh, sir.It’s __16___worth much.Please let me ___17___it.”
“stop rubbish.Quick!”
With shaking hands Agatha took off her necklace.As soon as the robber___18__, she picked up her earrings and ran as fast as she could to one of her friends.The __19__cost 480pounds and the necklace the robber had taken __20__cost only six pounds.1.A.mindB.forgetC.rememberD.realize
2.A.friendB.beggarC.robberD.stranger
3.A.stayedB.endedC.beganD.lasted
4.A.wideB.narrowC.quietD.busy
5.A.morningB.afternoonC.eveningD.night
6.A.loudB.lowC.sharpD.wild
7.A.comeB.dieC.fightD.meet
8.A.doB.makeC.wantD.ask
9.A.brightB.foolishC.funnyD.safe
10.A.her rightB.her leftC.the otherD.another
11.A.handedB.putC.passedD.threw
12.A.takeB.acceptC.collectD.pick
13.A.consideredB.sawC.feltD.thought
14.A.keepB.ownC.haveD.guard
15.A.moreB.lessC.cheapD.expensive
16.A.reallyB.usuallyC.evenD.not
17.A.wearB.keepC.saveD.get
18.A.ranB.allowedC.disappearedD.agreed
19.A.lossB.luckC.jewelleryD.earrings
20.A.awayB.outC.offD.down
三、阅读理解（2’ ×15=30’）
A
My father has a large circle of friends and is very popular at parties.Everybody admires him for his fine sense of humor, but ten years ago, when I was a child, I couldn’t understand what was humor, and when everybody admired him, I didn’t.One day, one of my father’s closest friends asked him to make a speech at a wedding reception.That was the sort of thing that my father loved.He prepared the speech carefully and went to the wedding with me.He had included a large number of funny stories in the speech and, of course, it was a great success.As soon as he had finished, I told him that I wanted to go home.My father was a little disappointed by that but he did as I asked.On the way home, he asked me, “have you enjoyed the speech, Jane?” To his surprise, I said I hadn’t.Then he asked me why that was so, and I told him that I did not like to see so many people laughing at him.1.What was Jane’s father invited to do?
A.To take part in one of his friends’ party.B.To host a wedding reception.C.To make a speech after the wedding reception.D.To join in a wedding reception and speak at it.2.Jane’s father’s speech included______________________________.A.a great many funny storiesB.a lot of dull stories
C.a few frightening storiesD.a large number of poems
3.Why had Jane not enjoyed her father’s speech?
A.Because his speech was not interesting.B.Because his speech was too long.C.Because his speech was not funny.D.Because she was too young to understand the humor among adults.B
Many teenagers feel that the most important people in their lives are their friends.They believe that their family members, especially their parents, don’t know them as well as their friends do.In large families, it is often for brothers and sisters to fight with each other and then they can only go to their friends for advice.It is very important for teenagers to have one good friend or many friends.Even when they are not with their friends, they usually spend a lot of time talking among themselves on the phone.This communication is very important in children’s growing up, because friends can discuss something difficult to say to their family members.However, parents often try to choose friends for their children.Some parents may even stop their children from meeting their good friends.The question of “choice” is an interesting one.Have you ever thought of the following questions?
Who chooses your friends? Do you choose your friends or your friends choose you? Have you got a good friend your parents don’t like?
4.Many teenagers think their _______know them better than their parents do?
A.friendsB.teachersC.brothers and sistersD.classmates
5.When teenagers stay at alone, the usual way of communication is to _________.A.go to their friends’ homeB.talk with their parents
C.have a discussion with their familyD.talk with their friends on the phone
6.Parents should try to _________.A.understand their children betterB.do everything for their children
C.stop their children from meeting their good friends
D.choose friends for their children
7.The main idea of this passage is that ___________.A.teenagers need good friendsB.friends can give good advice
C.parents often choose friends for their children
D.good friends can communicate with each other.C
A student is learning to speak British English.He wonders(想知道): can I communicate with Americans? Can they understand me? Learners of English often ask: what are the differences between British and American English? How important are these differences?
Certainly, there are some differences between British and American English.There are a few differences in grammar.For example, speakers of British English say “in hospital” and “have youa pen?”, while Americans say “in hospital” and “Do you have a pen?”.Pronunciation is sometimes different.Americans usually sound theirs in words like “bird” and “hurt”.Speakers of British English do not sound theirs in these words.There are differences between British and American English spelling and vocabulary.For example, “colour” and “honour” are British, while “color”
and “honor” are American.However, these differences in grammar, pronunciation, spelling and vocabulary are not important.For the most part, British and American English are the same language.8.According to this passage, a student who is learning to speak American English might be afraid that_________.A.British people can’t understand himB.American people can’t understand him
C.the grammar is too hard for himD.the spelling is too hard for him
9.Most______ say “Do you have a watch?”
A.British peopleB.AmericansC.childrenD.teachers
10.According to this passage, British people and Americans have ________difficulty in understanding each other.A.littleB.muchC.someD.great
D
阅读下面五种东西的简介，选出符合各人要求的选项。
11.Jenny lost a watch which is golden this weekend at the parking lot.12.Johnson is looking for his black purse.There is money, a telephone card and two photos in it.13.Timmy wants his red pen with his name on its back.He lost it at school.14.Frinalla lost her schoolbag on the playground on December 12.There are keys to the classroom and a wallet and two books.15.Shirly can’t find her keys.She thinks she lost them at the school gate.A.Found: this afternoon at the reading-room of our school, I happened to find a black purse, inside of which there is some money, a telephone card and two photos etc.Loser is expected to come to Room 306 to claim it.B.Have you lost your keys? Some keys were found under the tree at the school gate.Go to the headmaster’s office for them.C.Schoolbag found: Found on the playground on the afternoon of December 12 when I was watching a basketball match there.Inside were a bunch of keys and a wallet in which there was some money and books.Come to Class 7, Senior Grade 3, please.D.A red pen.Found in the men’s toilet on the second floor of the teaching building.A name on the body of the pen.Come to the teachers’ office on the second floor for it, please.E.A watch is waiting for its owner.A golden watch was found at the parking lot this weekend.If you are the owner, telephone 84567565.11.___________ 12.____________ 13.____________ 14.____________ 15.______________
第四篇：必修一Unit 1 reading 教学设计
M1 Unit 1 Friendship
Reading : Anne’s Best Friend
I.教学设计思路
从总体上来说，本设计基于建构主义原理，采用任务型教学的方法，坚持以学生为主体的课堂教学模式，旨在使学生在教师少量的引导和组织下通过完成一系列相关的课堂活动，在回忆复习原有知识的基础上，进一步熟悉和学习有关“友情”这一话题，其中穿插进行情感教育，使他们更加了解友情的意义。
II.学生分析
同学们刚刚迈进高中，对他们的了解还不深入，从中考成绩以及平时的观察，得知他们基础参差不齐，口语表达能力有所欠缺，但课堂纪律较好，课堂活动比较配合。
III.教材分析
本文讲述了犹太女孩安妮为躲避纳粹的迫害而藏身于小阁楼中，并把日记当作是自己的朋友，通过写日记来表达自己孤独和郁闷的心情。在日记中她描述了自己对外面世界和大自然的渴望，以及由于自己的特殊身份而不能充分享受大自然赋予的一切。通过阅读这篇课文，学生不仅要进行阅读技能的训练，学习新的词汇和短语，而且还要在阅读的过程中学习并欣赏英语语言的美感，感受主人公乐观自信的人生态度、纯洁美丽的心灵。
IV.教学目标 1．能力目标
1.1通过课文一定程度上了解《安妮日记》的创作背景和安妮角色特征。
1.2简单描述人物由于环境变化而造成的思想感情的变化。使用恰当的语言做简单描述，表达观点。
1.3在同学和教师的帮助下正确理解结构较为复杂的句子。
1.4掌握skimming 和scanning两种阅读技能，找出关键信息，并能在教师帮助下归纳阅读篇章中心。
2.目标语言
2.1重点词汇和短语
Netherlands, German, outdoors, thunder, entirely, power, curtain, dusty, go through, set down, a series of, on purpose, in order to, at dusk, face to face, no longer 2.2难句
2.2.1 I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature.2.2.2 I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound.2.2.3 For example, one evening when it was so warm, I stayed awake on purpose until half past eleven in order to have a good look at the moon by myself.2.2.4 It was the first time in a year and a half that I’d seen the night face to face … 3.情感目标
3.1了解二战时期纳粹德国迫害犹太人的历史以及犹太人的悲惨命运。
3.2通过阅读《安妮日记》体会作者在处于恶劣生活环境之下渴望友谊、朋友、大自然的心境，保持乐观的人生态度，更加珍惜和平和稳定带来的幸福生活。
V.教学策略 本节课的教学以建构主义学习理论为指导，以学生为中心，以问题为出发点，使课堂教学过程成为学生自主地进行信息加工、知识意义构建、创新能力发展的过程。教师在教学过程中则适时介入，引导、启发、组织、帮助、促进。
VI.教学过程
Step I.Warming up 1.Enjoy the music“You Raise Me Up”.2.Show some idioms concerning with friendship.(e.g.A friend in need is a friend indeed./ Friends are like wines;the older, the better./ A friend to all is a friend to none./ The best mirror is an old friend./ The same man cannot be both friend and flatterer.)【设计意图】：课前播放歌曲。用Secret Garden经典的歌唱友谊的“You Raise Me Up”开场，切合主题；展示部分关于友情的谚语，气氛轻松地引出本课主题“友情”。3.讨论并回答问题：
3.1 Who is your best friend? And why? 3.2 Does a friend always have to be a person? What else can be your friend?
【设计意图】：两个开放性的问题给学生口头表达的机会，鼓励学生开口，锻炼口头表达能力。并通过问题自然引出课文中安妮不同寻常的朋友------日记，让学生把自身和课文联系一起。
Step II Pre-reading 简单介绍二战期间德国纳粹对犹太人的暴行和犹太人的悲惨处境，本文的作者即主人公安妮以及她的《安妮日记》的创作背景。【设计意图】：读前安排背景知识的介绍是有必要的，因为本文内容离学生现在的生活较远，对二战的历史不熟悉的学生不容易明白和感受到安妮日记中所描述的心境，此举有助于学生更好地理解课文。
Step III Fast reading 1.让学生在半分钟内快速浏览(skimming)背景叙述部分两个段落的首句和末句。Who is Anne’s good friend? When did the story happen? 2.再次阅读该部分(scanning)，完成理解部分(Comprehending)的练习1: Read the passage and join the correct parts of the sentences.3.快速阅读日记部分(skimming)。让学生快速浏览安妮日记的每个段落的首句和末句，归纳日记的中心大意（main idea of the diary）。归纳时，教师可给予学生一定的句型提示，然后由学生将信息补充完整。【设计意图】：归纳大意对大部分刚刚进入高中阶段的学生会有困难，因此教师可适当降低难度，让学生先说出关键词，然后再让他们归纳成句子。让学生快速浏览日记后找时间、地点、人物等要素，目的是教学生学会快速阅读的技巧，为概括中心内容打基础。
Step III
Careful reading 1.让学生仔细阅读安妮日记。阅读前，教师要求学生在阅读过程中不使用字典或词汇表查文中新词汇的含义，应根据上下文先猜测词汇。如猜不出，只要不影响理解句子的大意，可跳过新词汇直接阅读下面的内容。遇到理解困难的部分，可划线做标记。
2.读后完成表格（表格内容设计为安妮躲藏前后对所看到的大自然的景象以及心情的变化）。
3.What were her deeplest thoughts and feelings after being in the hiding place? Find out the sentences in the passage.让学生思考安妮遥望夜空时的心情，在文中找出最能抒发她的感受的句子（给出部分提示，属于填空题）。其后对所找的句子进行进一步的分析。【设计意图】：由于Comprehending的练习2里的第2、3问题是让学生说出安妮在躲藏前后对自然 的感受，让学生感受安妮对外界一切事物的怀念和向往，这与上面设计填表格的练习目的是一样的，但形式不同。对于问答题，可能学生不容易做完整的回答，所以通过填写表格和填空题的方式时减低答题难度，就可以让不同层次的学生参与同样的活动。
Step IV
Post reading 1.Imagine you have have to go into hiding like Anne,what would you like to choose as your friend? Why? Write down the very thing that you want to choose and explain the reason on the paper.【设计意图】：模拟情景，让学生站在安妮的角度体会和思考。让学生运用brainstorming的学习策略列出想法，并用简单的语言表达自己的想法。
2.Work in groups.Make interviews with other groups’ members, trying to find out what qualities should a “friend” have in others’ opinion.Then arrange these qualities according to their importance after the group discussion.Work out the list and share with class.【设计意图】：通过相互采访的互动增加学生之间的交流和对话，用简单的语言做沟通。用团队的形式完成任务并一起讨论、排列顺序，使学生学会合作精神。从让学生列举友谊必备的品质和解释原因中隐形地植入情感教育，培养学生对友情和朋友正确的认识，呼应友情主题。3.点评 Difficulties.3.1学生四人小组交流自己在阅读时遇到的难以理解的词汇或句子，小组成员通过讨论各自阐述自己的见解。各组提出本小组成员解决不了的难句，由教师引导解决。3.2教师提出几个难句，与学生共同分析，并解释句子的含义以及用法。
Step V
Assignment
1.Retell the content of the text and write it down in the tone of second person.2.Read the book ANNE’S DAIRY if you are interested in it.Enjoy it after class.【设计意图】：锻炼学生将口头的叙述转化为文字的能力，以及直接引语和间接引语互相转换的能力；培养同学自主课外阅读的习惯，扩大知识面。
VII． 课后反思
本课的主题为友情，对于学生来说比较熟悉，内容也不会太难。教师在本课中主要起着引导作用，主要重点则在于学生自己口头或笔头的能力训练。本节课通过安排学生的协作学习和讨论等各种形式来激发学生学习兴趣，主动阅读，有创造性的完成任务。让学生在教师的指导下，通过感知、体验、参与和合作等方式，实现任务的目标。在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。鼓励学生借助小组活动的形式来合作，来表达，来思考，能使学生在活动中互相学习，互相帮助，互相鼓励，发展合作精神。
存在问题：处于适应期的高一学生英语水平参差不齐，对口语表达还不能运用自如，口语仍需要多加锻炼。
第五篇：高一英语(必修一)第一单元第一课时 Unit 1 Friendship 教学设计
高一英语（必修一)第一单元第一课时 Unit 1 Friendship 教学设计
Unit 1 Friendship Teaching goals:
*语言知识
1.to talk about friends and friendship, and interpersonal relationship
2.to practise expressing attitudes, agreement and disagreement, and certainty 3.to master some sentences about giving advice
4.to learn to use the Direct Speech and Indirect Speech(1): statements and questions
5.to learn about communication skills
*语言技能和学习策略
1.to develop listening skills by doing exercises in listening task
2.to develop speaking skills by finishing the speaking task and other activities like discussion and oral practice
3.to develop reading skills through the reading materials in this unit 4.to learn to write a letter of advice
*文化意识
1.to know about friend and the real meaning of friend 2.to learn how to get along with others
*情感态度
1.to arouse the interest in learning English
2.to learn to express their feeling of friends and friendship
Teaching key points:
1.how to improve students’ speaking and cooperating abilities
2.learn to use the Direct Speech and Indirect Speech(1):statements and questions 3.master some words and expressions
Teaching difficult points:
1.train the students’ speaking, listening, reading and writing abilities 2.how to improve students’ cooperating abilities
Teaching methods:
Student-focus approach and task-based approach Learning methods: Cooperative study Teaching aids: Computer
The First Period(Warming up &Speaking)
Teaching aims:
1.to know about different kinds of friendship
2.to learn some words of describing friend and friendship 3.to master some useful words and expressions
Teaching methods:
1.discussing
2.cooperative learning
Teaching materials: Warming up Teaching procedures:
Step One: Leading-in 1.Free talk: Something about friend and friendship
Ask the Ss to describe one of their friends----their appearance, personality, hobbies, etc.Qs: What’s your friend like?
What does he/she like to do in his/her spare time?
What personality does he/she have? Step Two: Discussion 1.Writing the following statement on the blackboard
We all agree that to have a good friend , you need to be a good friend.1.Ask the Ss:
What do you think of this statement and how can you be a good friend?
Let the Ss express their views 3.Have the Ss get into groups of four to list some qualities of a person they would like as a friend.Ss may list: honest, friendly, open-minded, generous, helpful, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, brave, easygoing, outgoing, warm-hearted, kind, selfness, tolerant, intelligent…
4.Have a member of each group report on what their lists have and list them on the blackboard 5.Ask the class whether or not they agree with all the qualities listed Step Three: Doing the survey and explanation 1.Have the Ss do the survey in the textbook and let them work out their score.2.Teacher explain each item
Question 1 deal with how thoughtful you are towards others.The scoring reflects your concern for others.So one point for A gets the lowest score because it is the most selfish response.B get the highest score because it show a concern for your friend as well as your wish to go to see a film.C gets a slightly lower score because although it shows you want to go with your friend(because you change the plan), you do not help your friend.Question 2 is concerned with fairness.A gets the lowest score because you are not giving your friend another chance to behave better this time.B gets a higher score because you let your friend borrow the camera again.This shows kindness and forgiveness or the trouble you had when it was returned broken.But you are not balancing his heeds against your own.That is why C gets the highest score.You are showing your friend that
you will trust him/her with the camera again but this time you are giving him / her rules in case it gets broken.Question 3 deals with your concern for others.A get the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend.This is not responsible.You have things that you need to do.Of course your friend is important but not more important than you responsibilities.B gets a higher score because it shows some concern for your friend and some understanding that you have important things to do too.But it does not show any real interest in his / her problem.C get the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too.Question 4 is concerned with responsibilities to a friend.A provides the correct amount of responsibility to your friend.You recognize that it was your fault and will put it right and pay for the damage.So it gets the highest score.B provides some understanding that you are responsible.You put the situation right but you do not pay for the damage yourself.So it does not get the highest score.C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour.Question 5 is concerned with honesty.If you let your friend look at your paper or somebody else’s paper, you are helping them to cheat.That is not honest, so answers A and C get no marks.But it takes courage to tell your friend that they should have studied and that they cannot look at your paper.That is also the honest answer.So you get 6 points for B, which is more than any other in the quiz.Step Four: Language points Teacher explain language points with some slides 1.add v.1)to put together with something else so as to increase the number, size, importance, etc.增加，添加
eg.Please add something to what I’ve said, John.2)to join numbers, amount, etc so as to find the total eg.Add up these figure for me, please.常用结构：
add up / together sth.把…加起来，合计 add sth.to sth.把…加到/进 add to(=increase)增加了… add up to 合计，共计 add in 包括…，算进
1.pay to get it repaired 花钱让人去修理
2.upset adj.worried;annoyed 不安的；使心烦意乱的
v.cause to worry, to be sad, to be angry, not to be calm, etc.烦意乱
eg.He was upset when he heard the news.His cheating in the exam upset his teacher.4．ignore vt.to pay no attention to sth.忽视；对…不予理睬 eg.Ignore the child if he misbehaves and he’ll stop soon.ignorant adj.无知的；不知的 ignorance n.无知；愚昧 5.calm vt.to make sth./ sb.become quiet 使镇静；使平静
adj.not excited, nervous or upset 镇静的；沉着的
calm down 镇静；平静
使不安；使心
calm down sb.=calm sb.Down 使某人镇静 sb.calm down(vi.)某人平静下来
eg.The excited girl quickly calmed down.He took a few deep breaths to calm himself down.1.have got to do sth.(口语)=have to do sth.不得不做某事；必须做某事
eg.Since you’re no longer a child now, you have got to make money to support the family.*have got to在变疑问句或否定句时，不再另加助动词，而have to则须加助动词do.have got to前不用情态动词，而have to前则可以。如： eg.Have you got to writ an assignment for your teacher?
1.7.be concerned about / for : be worried about
eg.We’re all concerned about her safety.1.cheat vt.1)to act in a dishonest way in order to win 欺骗；作弊 eg.Any student caught cheating will have to leave the classroom.2)to take from(someone)in a dishonest way 骗；骗取
eg.They cheated the old woman(out)of her money by making her sign a document she didn’t understand.1.1)an act of cheating 作弊行为
2)one who cheats 骗子
Step Five: Speaking 1.Get the Ss to work in groups of 4.2.Ask the Ss to use the questionnaire in Warming up as an example and discuss about designing questions.3.Follow the steps in this part and start the discussion like this:
A: Now let us design a questionnaire to find out what kind of friend one is.B: OK.First we must think of four questions and three possible answers to each question.C: What about the first question? Have you got one in mind?
D: Suppose your friend has taken away your book by mistake.What will you do or say to him / her?
…
4.Teacher go around in the classroom and check their discussion.Step Six: Assignments 1.Ask Ss to consider the following question;What is / are the most important quality / qualities that a friend needs to have?
2.Prepare for Reading
The Second and Third Period(reading and language points)Teaching aims:
1.to know about the story of Anne’s Diary
2.to promote the Ss’ abilities of reading comprehension 3.to learn about the following words and expressions:
radon;list;go through;hide away;set down;a series of;outdoors;crazy;spellbound;on purpose;dare;happen to do sth.;It’s the first time that…
Teaching methods:
1.reading and discussion
2.cooperative learning and speaking
Teaching materials: Reading, Comprehending Teaching procedures:
Step One: Leading-in Ask their opinions on the question mentioned in the assignment of last period.Step Two: Pre-reading Let the Ss think about the questions in Pre-reading, and express their own views to the whole class.Step Three: Reading 1.Ask the Ss to look at the pictures and the heading, guess what the text might be about.2.Get the Ss to skim the passage and answer the following questions:
What’s Anne’s best friend?
What does her diary mainly talk about?
(1.Anne’s best friend is her diary.2.It’s about Anne’s feeling of hiding away.She especially missed going outside and enjoying nature.1.Let the Ss read the passage and discuss the following questions:
1)Imagine what it might be like if they had to stay in their bedroom for a whole year.You could not leave it even to go to the WC or get a cup of tea.How would they feel? 2)If you are only allowed to have five things with you in the hiding place because there is very little room, what would you choose? 3)Try to guess why the windows had to stay closed.4)Guess the meanings of the word “crazy” and “spellbound” according to the context.Step Four: Discussing the style Ask the Ss: 1.What do you think is the purpose of this passage? Why did Anne write it? 2.Do you think it is successful? Do you understand Anne’s feelings?
3.What is Anne’s tone? In other words, is the author angry, sad, happy or thrilled? 4.What is Anne’s point of view? Do you agree with it? If so, why? If not, why not?
Step Five: Listen to the text and comprehend it
Step Six: Language points 1.go through
1)to examine carefully 仔细阅读或研究 eg.I went through the students’ papers last night.2)to experience 经历；遭受或忍受
eg.You really don’t know what we went through while working on this project.2.hide away
3)vi.to go somewhere where you hope you will not be seen or found 躲避；隐匿
hide away +地点
eg.The thief hid away in a friends’ house for several weeks after the robbery.4)to put or keep sth./sb.in a place where they / it can’t be seen or found 藏；隐蔽
hide away sth./ hide sth.away
eg.Why do you hide your thoughts away from me? 3.set down
5)write down 写下；记下
eg.I’ll set down the story as it was told to me.6)put down 放下；搁下
set down sth./set sth.down
eg.He set down a basket on the ground.4.series n.（单复数同形）
a series of 一连串的；一系列的.crazy adj.7)mad, foolish 疯狂的；愚蠢的
It is crazy of sb.to do sth.= sb be crazy to do sth.eg.It’s crazy to go out in such hot weather.8)wildly excited;very interested 狂热的；着迷的
grow / be crazy about sb./ sth.eg.The boys are crazy about the girl singer.9)like crazy 发疯似的；拼命地
eg.He talked like crazy;I couldn’t understand what he said.6.I wonder if it’s because I haven’t been able to be outdoors for so long that ….*I wonder if / whether…
eg.I wonder if you can help me? *It’s because …
it is 后的表原因的从句中，只能用because来引导，不能用since或as.eg.Why did you go to school on foot? It is because my bike had broken.7.spellbind v.to hold the complete attention of 吸引人，迷人；使入迷
eg.The children watched spellbound as the magician took rabbits from his hat.1.stay v.to continue to be in a particular state or situation
系动词，表是状态。后跟名词或形容词，不能用于被动语态和进行时态。eg.He stayed single all his life.10.on purpose
1)故意地（反义：by chance / accident）
eg.I think she lost the key on purpose.2)on purpose to do sth.为了要…而特地
eg.He went to town on purpose to sell one of his paintings.1.far adv.“过于；…得多” ,表示程度，经常与too或形容词、副词的比较级连用。
eg.She speaks English far better than I.This room is far too warm.cf.very, much, far 1.dare 1)modal.v.多用于否定句、疑问句、条件状语从句、whether(if)等名词性从句或有否定意义的句中，后接动词原形。没有人称和数的变化,其时态只有现在时和过去时。否定式在其后加not.eg.How dare he say such a word!If you dare do that again, you’ll be punished.2)vt.敢，胆敢。有人称、数和时态的变化。在否定句和疑问句中，dare后的to可保留也可省略。
eg.I wonder how he dare to day such words.12．happen to do sth.It so(just)happened that…
不能用于进行时态。
eg.I happened to be out when he came.= It so happened that I was out when he came.13．It’s the first time that…
eg.It is the first time that I have seen the sea.Step Seven: Comprehending Get the Ss to do the exercises in this part.Step Eight: Consolidation Listen to the text again to appreciate it.Step Nine: Assignments
1.Read the key sentences in the text 2.do the exercises on WB(Page 41-42)
The Fourth Period(Listening)
Teaching aims:
to train and develop listening skills by listening to the listening exercises in this unit Teaching methods: Listening and speaking Teaching materials: listening parts on Page 6 and Page 41 and Page 43 Teaching procedures:
Step One: Revision Check the answers to the homework Step Two: Listening 1.Listen to the exercises on Page 6
2.Guess the words by listening to the tape and write them down
Step Three: Listening to the passage Fill in the blanks on Page 41 Step Four: Speaking Listen to the tape and discuss questions in groups of four, express your own views.Step Five: Listening task
1.Discuss with the Ss whether they always do what their parents tell them.2.Have the Ss listen to the passage.3.Fill in the table
4.Work in pairs to give some advice to Anne 5.Do the exercises on Page 42(Ex 1,2)6.Revise the Object Clause
Step Six: Assignments
The Fifth Period(Discovering Useful Structures)
Teaching aims:
Let the Ss use the Direct Speech and Indirect Speech Teaching methods:
1.discovery learning 2.cooperative learning
Teaching materials: Page 5 Teaching procedures:
Step One: Revision 1.Check the homework with the Ss 2.Revise the Object clause Exercise: Rewrite the following sentences.1.I go to school by bike.(He said…)
2.Will you forget to do your homework?(Mary asked him…)3.When did you come here?(They asked me…)4.What has he said?(Do you know…)
5.Anne is watching TV now.(Mother told me …)
Step Two: discovering useful structures 1.Present some sentences for Ss
1)My friend says, “ I will come here tomorrow?”
如果此时此地，你来转述，应该说：
My friend says she / he will come here tomorrow? 如果时间变了，地点不变，你来转述，应该说： My friend said she / he would come here the next day.如果地点变了，时间还是今天，你来转述，应该说： My friend sayd she / he will go there tomorrow.如果时间地点都变了，你来转述，应该说：
My friend said She / he would go there the next day.如果由别人转述，时间地点都变了，应该说： He/ She said he /she would go there the next day.*使用直接引语和间接引语要注意具体语境。
2）“Do you go to the park yesterday?” He asked me.He asked me if / whether I went to the park the day before.3)Kate said to John, “What’s your favourite food?” Kate asked John what his favourite food was.1.Get the Ss to have a look at Part1 in“Discovering useful structures” and sum up this grammar point.人称、时态、指示代词、时间状语、地点状语等的变化。
Step Three: Practice 1.Do the first tow sentences in Part 2 as examples.2.Check the answers together.3.Wb, Page 42, 43(Individual, Groups)4.2.Prepare for Reading on Page 44
Step Four: Assignments
The Sixth Period(Reading)
Teaching aims:
1.to learn about friendship in Hawaii
2.to promote the Ss’ abilities of reading comprehension 3.to learn about the following words and expressions:
way;the second important;It’s believed that…;in peace;those who …;etc.Teaching methods:
1.reading and discussion
2.cooperative learning and speaking
Teaching methods: Reading(Page 44)Teaching procedures:
Step One: Leading-in 1.Ask the Ss if they can think of any place in the world where Chinese and Western cultures live side by side.(Hong Kong, Macao, Singapore, the Philippines, San Francisco, etc.)Step Two: Reading 1.Get the Ss to read the passage and try to finish the table in Ex1.2.Read the passage carefully again and discuss the questions in Ex2.3.Report their discussion
4.the way to do sth./ the way of doing sth.5.the second most important
Step Three: Listening to the text and comprehend it Step Four: Language points the second + adj.（最高级）the third + adj.（最高级）
eg.The Yellow River is the second longest river in China.China is the third largest country in the world.1.to enjoy the land = in order to enjoy the land
eg.To make the w8th Olympic Games the game ever, Beijing will make several changes.* to do和 in order to do可以置于句首、句末，而 so as to do只能置于句末。
1.Indeed, Hawaii is a place where ….small communities.2.It’s believed that the islands can be a paradise ….It’s believed that …= People believe that …
eg.It’s believed that they arrived more than 30,000 years ago.1.in peace
2.… they are really talking about all those who live on the islands.those who…=people who … “凡…的人”
eg.The teacher praised those who had done good deeds.We find it our duty to help those who are in trouble.1.Living in peace, Hawaiians has developed …
现在分词短语作原因状语，相当于 As they are living in peace.1.Perhaps this is how most visitors will remember their new friendship.Step Five: Listening to the text and enjoy it
The Seventh Period(Speaking Task and Writing)
Teaching aims:
1.to develop Ss’ speaking ability and learn to express their own views 2.enable Ss to write a letter of advice
Teaching methods:
1.tasked-based learning 2.speaking
Teaching procedures:
Step One: Speaking task Task One: Ex1(Page 45)1.Get the Ss to work in pairs, have them read the situations and choose one to discuss.2.Ask the Ss to present their dialogue.Task Two: Ex2(Page 45-46)
1.Ask the Ss to look at the pictures.2.Work in groups of four and talk about whether they are doing is cool or not.3.Try to express their own views to the whole class.4.Get the S to read the letter on Page 7 and understand it.5.Ask the Ss to work in pairs and talk about how to answer the letter.6.Write the letter in reply down.7.Read the proverbs carefully.8.Write a passage to express their own opinions.9.Fill in the form in Sum up(Page 8)
10.Fill in the form in Checking yourself(Page 47)
Step Two: Writing Task One: Ask the Ss to write a letter of advice
Task Two: Ask the Ss to write a passage about their opinions on friend and friendship Step Three: Assignments
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