| 模块5 Unit 1 Getting Along With Others教案(译林牛津版高二英语必修五教案教学设计) |
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Teaching Contents: To introduce and develop the theme of how to get along with others To provide students with the opportunity to listen about getting along with others To help students to gain some insight into friendships and realize the problems friendship may bring about To learn about understanding emotions in a text To practice and reinforce the integrated skills of listening, speaking, reading, and writing To encourage students to fully participate in the class to further develop both their language skills and the ability of solving problems Welcome to the Unit Teaching Aims: To talk about friendship and encourage students to express a different view and understanding of it To learn some proverbs about friendship and what are the most important characteristics a friend possesses To think about how to get on with their friends To practise students’ speaking ability Teaching Key Points: To help students under what is a friend indeed Teaching Difficulties: The usages of want, develop, follow etc Teaching Procedure: Step One: Leading-in T: (Greeting the class as usual) Now please look at the screen “get along with”. What does it mean? S: It means … (Ask whether students know what the phrase mean. If they do, encourage one of them to explain it to other students. It means ‘have a friendly relationship with other people’) T: Good. Next look at the title of this unit ‘Getting along with others’. What do you think will this unit talk about? S: It will talk about … (Any answers related to friendship are accepted. This can activate students’ understanding of the unit topic.) T: Got it. That’s the topic of this unit. You know, people love to make friends and develop friendship with others. By the way, do you like making friends? S: Yes/No T: If you do, please think about the following questions: 1) How well do you get along with your classmates? 2) How many good friends do you have? 3) Do you think it is important to have a good relationship with others? Why? 4) How do you understand the concept of friendship? Ss: … (This step is to check their understanding of friendship and to prepare for the following speaking. Let them talk about the four questions with their desk mate first and then ask some students to express themselves. Teachers can give some hints if the students need) T: Now please open your book to page 1. Here are four pictures for you to discuss, and below each picture is proverb about friendship. After the discussion you should guess the meanings of them and tell me what they reveal about friendship. Read the requirements and consider the following questions in pairs: (Have the students read the instructions and study the four pictures one by one, before talking about each pictures, give students one or more minutes to prepare. Show the questions on screen) Picture One: 1) Where do you think the two girls are? 2) What are they doing there? 3) How long do they spend speaking to each other? 4) Do you think it is a waste of time? 5) Then do you like spending time with your friends? 6) What do you usually do together? T: (Show the proverb ‘Friends are thieves of time’ on screen) So, what do you think ‘Friends are thieves of time’ means? Ss: It means … (Have two or more students answer the questions one by one. And any ideas are welcomed and then show the Chinese meaning on screen “朋友是时间的窃贼。”) T: Terrific. Let’s go on with picture two Picture Two: 1) What is the girl on the left doing? 2) What do you use a mirror for? 3) Do you think the girl on the right is a good friend? Why? 4) Do you have your best friend? How long have you known each other? 5) Does he/she point out your mistakes? Does he/she give you advice? 6) Do you think your friend influences you a lot? 7) What does the proverb ‘The best mirror is an old friend’ mean? (Have two or more students answer the questions one by one. And any ideas are welcomed and then show the Chinese meaning on screen “老朋友如同最好的镜子。”) T: Very good. What about picture three? Picture Three: 1) What is the boy in brown offering the boy in green? Why dose he do so? 2) Do you think the boy should take the money? 3) Do you think it is possible for a person to buy friendship? 4) If it is possible, will he/she be respected by his/her friend? Will their friendship last long? 5) What do you think the proverb ‘If you can buy a person’s friendship, it’s not worth having’ means? (Have two or more students answer the questions one by one. And any ideas are welcomed and then show the Chinese meaning on screen “如果你能买到一个人的友谊，那么这种友谊就根本不值得拥有。”) T: Well done! We have only one left. Picture Four: 1) Do you think friends should be the same age? 2) Do you think sharing the same hobbies or interests can help you make friends? 3) Do you think it is possible for you to know what your friends are thinking? 4) What does the last proverb ‘True friends have hearts that beat as one’ mean? (Have two or more students answer the questions one by one. And any ideas are welcomed and then show the Chinese meaning on screen “真正的朋友心灵相犀。) Step Three: Further Discussion T: That’s all for the pictures. Let’s go through the four proverbs again. (Show the four proverbs on screen) What can we learn from them? I mean when we make friends with others, what we should do (DOs) and what we shouldn’t do (DON’Ts)(Let the students think about the question and then collect the information in the table.) DOs DON’Ts When Making Friends Look into good sides and bad sides Share your hobbies Don’t waste time Don’t buy friendship T: Wonderful! (Shoe the question: ) What do you think a true friend should be? (Tell the students to think of adjectives as many as possible to describe a friend and collect them on screen. Teachers can show them an example) is honest, loving, loyal, brave, hardworking and so on respects you and who you respect accept your differences share your happiness and sorrow T: Ok. Next please think about the last three question (Show the three questions on page one on screen) 1) Do you have a best friend? Why do you think that he or she is your best friend? 2) How do you help each other when you have problems? 3) What do you think are the most important characters in a friend? (Divide the class into groups of four and let them exchange their idea. Finally, ask some students to give their oral report in front of the whole class) T: You have done a good job. Last but not least, sometimes friendship may be lost or broken for certain reasons. I hope what we have learnt will help you get on well with your friends. At the end of discussion, I want to show another proverb ‘A friend in need is a friend indeed.’ Step Four: Language Points 1) want (P1) vt. 要；想要；需要 a) want to do sth 想要做某事 b) want sb to do sth 要某人做某事 c) want doing=want to be done 主动结构表达被动的含义，意为“需要 被……”动词need和require也有这一用法。 e.g. My watch wants/needs/requires repairing. = My watch wants/needs/requires to be repaired. d) want 用于被动语态 e.g. You are wanted on the phone. 有你的电话。 e.g. The thief is wanted by the police. 那贼被警察通缉。 2) develop v.t 发展；开发；研制 vi. 发展；成长；壮大 developed adj. 发达的 developing adj. 发展中的 development n. 发展，开发，研制 with the development of … 随着……的发展 2) worth adj. 值……的（钱）；有……的价值； worth只作标语，其后通常接名词、代词、或动名词（主动表示被动）,如果表示“很值得” 要用副词well，worth的结构为： be (well) worth sth/doing sth e.g. The book is (well) worth 200 yuan. / The book is (worth) the price. e.g. The Great Wall is (well) worth a visit. = The Great Wall is (well) worth visiting. 而不能说：The Great Wall is (well) worth being visited. 和worth相近的词 worthy 的用法 worthy adj. ○1表示“值得的”只作表语，后接of加名词、动名词被动态（being done）或动词不定式的被动态(to be done) worth 的结构为： be worthy of sth be worthy of being done be worthy of to be done e.g. The exhibition is worthy of a visit. e.g. The book is worthy of being read. = The book is worthy of to be read. ○2表示“可敬的，相称的”时，可以做定语修饰名词。worth 没有这一用法。 e.g. Tom is a worthy professor. Step Five: Homework 1. Ask students to read the passage in Part B on page 95 in workbook as their homework. Teachers can check the answers in or after class and have then think about what is the most important in making friends. 2. Let them preview the next period, especially the new words in the instructions or requirements but not included in the word list. |
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