Unit 1 Friendship（module 1）
Period 1:Warming up and speaking
Key teaching points 教学重点
1.Use the given adjectives and sentence structures to describe one of their friends.2.Learn to evaluate friends and friendship.Teaching difficult points教学难点
1.Work together with partners and describe one of their good friends.2.Discu with partners and find out ways to solve the problems.Teaching methods教学方法
1.Task-based teaching and learning 2.Cooperative learning 3.Discuion Teaching aids教具准备
The multimedia and other normal teaching tools Three-dimensional target三维目标 Knowledge aims: 知识目标
1.Let the students learn the following new words and expreions:survey add pointupset ignore calm concern loose cheat add up calm down have got to be concerned about walk the dog 2.Get the students to learn to expre attitudes, agreement and disagreement and certainty using the following structures:Are you afraid that...? I (don’t)think...In my opinion, ...I (don’t)think so, I (don’t)agree, I believe..., I’m afraid not, Exactly, That’s correct, Of course not.
Ability aims:能力目标
1.Enable the students to describe their friends in English.2.Figure out the problems between friends and then find different ways to solve the problems.3.Encourage the students to think and talk about friends and friendship by using some phrases and structures.Emotional aims:情感目标
1.Get the students to learn to solve problems that may occur between friends.2.Cultivate the students to form the good habit of learning English in Senior Middle School.
教学过程
设计方案
（一） →Step 1 Lead-in Before the leon, the teacher can arouse the students’ interests by showing a video of Auld Lang Syne.This is the first cla in the new term.So at the beginning, ask the students to talk about their summer holidays.They can talk freely as they like.1.How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time? 2.What do you think of our new school? Do you like it? Could you say something about it? 3.Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our cla? (Other suggestions for introducing the topic of this unit:1.Play two songs on friendship, then ask the students what they are about.2.Have a discuion about friendship with the students.Get the students to make a list of three qualities a good friend should have.) →Step 2 Warming-up 1.Ask some students to tell the cla how his or her friend is in one or two sentences.The following adjectives may be helpful.brave loyal wise handsome pretty smart friendly 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 becoming a model.5)My friend Harry is a smart student.He always asks good questions in cla.2.Ask the students to give a brief description of one of their friends.The following phrases and structures may be helpful.His/Her name is...He/She is...years old.He/She likes...and dislikes...He/She enjoys...and hates...He/She is very kind/friendly...When/Where we got to know each other.Suggested sample description: Zhang Xiangming is my best friend.She is seventeen years old.She likes English and Chinese, and dislikes mathematics and physics.She enjoys music and hates sports.She is very pretty and also friendly.Last month when we entered the senior middle school we got to know each other and we are best friends now.3.What types of friendship do you have? Please tick them out.Then fill in the blanks.girl friends boy friends pen friends long-distance friends friends of the same age friends acro generations e-friends (friends over the Internet) unusual friends like animals, books...1)______________ is/are most important to me.2)I spend most of my free time with______________ .3)I will share my secrets with______________ .4)When in trouble, I will first turn to______________ .5)I think it easier to communicate with______________ .6)______________ would make us feel safe.Suggested answers(Students’ answers may vary):1)A girl/boy friend (Girl friends/Boy friends) 2)e-friends 3)unusual friends like animals 4)friends acro generations5)friends of the same age 6)Long-distance friends →Step 3 Make the survey
1.Ask the students to list some qualities of a good friend or their ideal friend.Have the students get into groups of four to find out what qualities each has listed.Get the students to tell their parterners their standards of good friends by using the following structures.I think a good friend should (not)be...In my opinion, a good friend is someone who...2.Have a member of each group report on what their lists have in common and list them on the board.3.Ask the cla whether or not they agree with all the qualities listed on the board.4.Now have the students make the survey in the textbook.While doing a survey, the students may need some explanations.Question 1:This question deals with how thoughtful you are towards others and how much you value your friends.Question 2:This question is concerned with fairne.Question 3:This question also deals with your concern for others.Question 4:This question is concerned with responsibilities to a friend.Question 5:This question is concerned with honesty.5.Have the students score their survey according to the scoring sheet on Page 8.6.Ask some students how many points they got for the survey and ae their values of friendship.4~7 points:You are not a good friend.You either neglect your friend’s needs or just do what he or she wants you to do.You should think more about what a good friend needs to do.8~12 points:You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings.Try to strike a balance between your friend’s needs and your own responsibilities.
13+points:You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s.Well done.
(The teacher may also show the Ss the results above and let themselves self-reflect upon their own values of friendship.) →Step 4 Talking and sharing
1.Get the students to work in pairs.If your best friend does something wrong, what will you do? Try to use the following expreions.I think...
I think so.
I agree.I don’t think...
I don’t think so.
I don’t agree.I believe...
That’s correct.
In my opinion, ...What to do Reasons
2.Get the students to work in groups.Divide the students into four groups and each group chooses a topic to discu.There are four topics.Topic 1:Why do you need friends? Make a list of reasons why friends are important to you.Topic 2:There is a saying “To have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend? Topic 3:Does a friend always have to be a person? What else can be your friend? Why? Topic 4:List some qualities of a person who does not make friend easily.→Step 5 Summary
1.Ask the students to summarize what friendship is and what is the most important in making friends themselves.2.The teacher shows more information about friendship and a poem about friendship.Enjoy it together.
What is friendship? I want to find the answer to the question: What is friendship? When it rains, I think friendship is a small umbrella.It can give me a piece of clear sky.When I’m crying, I think friendship is a white handkerchief.It can wipe my tears dry.When I am sad, I think friendship is a warm word.It can bring me happine again.When I am in trouble, I think friendship is a strong hand.It can help me escape my troubles.When I sit in a quiet place, I think friendship is a very wonderful feeling.It can’t be pulled and torn, because it is in everyone’s heart.It is there from the beginning to the end of our lives.→Step 6 Workbook 1.Talking (on Page 41) While the students listen to the material, ask them to take notes about the speaker’s views of making friends.Suggested steps: 1)Listen to what Leslie Clark, the Canadian, has to say about her experiences with friendship in China.2)Ask the students in small groups to discu whether they agree or disagree with her.3)Then have the students take sides:at least one of them will support Leslie’s viewpoint, and the rest will not support it．Tell the students to think about why they agree or disagree with Leslie.2.Speaking task (on Page 45) Suggested steps: 1)In pairs, have the students read the following dialogue and discu what they would do.2)After each pair comes to an agreement, have them record their solution to the problem on a piece of paper and give it to you.3)Put pairs that have different solutions to the same situation in groups of four.4)Let them present their reasons to each other about what to do and try to come to an agreement about the best course of action.5)Have a student from each group report their new solution to the cla.6)If time permits, ask the students to work in pairs and make a dialogue.→Step 7 Evaluation
Students finish the following evaluation form.Standard:A, B, C Contents 自评 他评 1.I’m active in talking with others.2.I’m active in cooperating with others.
3.I can expre myself fluently, accurately and appropriately.
4.I know more about friendship after this leon.
5.Do you think you need to improve yourself in some aspects?
Which aspects?
→Step 8 Homework
1.Finish off the relative exercises in the Workbook.2.Write down a short paage about your friend.3.Prepare for the next part Reading.Ending Tell the students: Make new friends and keep the old; one is silver and the other is gold.
本单元的话题是“朋友和友谊”(friends and friendship)和“人际关系”(interpersonal relationships)，中心话题是“友谊”(friendship)，具体涉及“朋友是不是仅限于人类”“朋友的真实含义”以及“如何与人相处的问题”，语言技能和语言知识等，几乎所有的内容都是围绕“友谊”(friendship)这一中心话题展开的。
为了围绕中心话题开展听、说、读、写活动，本单元安排了八个部分：“热身(Warming Up)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(Learning about Language)”“语言运用(Using Language)”“小结(Summing Up)”和“学习建议(Learning Tip)”。
“热身(Warming Up)”部分设计了一份调查问卷，共五个问题，都是日常生活中经常发生的真实问题，每个问题后的三个选项都是解决这些问题的常用的方法，要求学生做过之后计算出自己的得分。该部分的目的是引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法，从而激发他们的学习兴趣，激活其已有的背景知识，使其能运用自己已有的知识和经验思考该单元的中心话题，以探索者的姿态投入该单元的学习，去获取新的信息，掌握新的知识，并丰富自己的经验，提高分析问题和解决问题的能力。
知识目标: 能力目标：
1.能运用所学语言讲述朋友间发生的事情以及朋友间的友谊和友情。 2.能根据已知信息推测所听材料的内容以及拼写所听有关单词。 3.掌握理解本单元关于友谊、友情的内容和基本的阅读技巧。
4.学会用英语交流谈论友谊、友情和朋友方面的话题，并学会对个人观点、态度等的表达方法。
5.学会写英文书信，就交友处友的问题提出忠告。 情感目标：
通过学习讨论本单元的内容，使学生加深对友谊、友情、朋友的理解，学会如何正确交友处友，正确对待友谊友情，恰当处理朋友间发生的问题等。
This is the first teaching period of this unit, perhaps also the first in this new term.So the teacher can first ask the students to talk about their summer holiday life.They can talk freely as they like.The main topic of this unit is about friendship, and nearly all the teaching materials center on it.The teacher can introduce the topic to the students in interesting ways, such as playing videos and songs on friendship, getting the students make a list of qualities a good friend should have, letting the students make a group discuion on questions about the topic, and so on.Then have the students make the survey in the textbook.This survey examines whether the students are good friends and leads them to think and talk about friendship, get to know the problems between friends and seek solutions.In doing so, it should make them consider what qualities and behavior make a good friend.This is the first of many activities designed for self-reflection in this textbook.It makes preparations for the further teaching in topics, background and vocabulary.Another teaching aim in this period is to get the students to learn how to expre their attitudes, agreement and disagreement, and certainty.The teacher can get the students to work in pairs to talk about “If your best friend does something wrong, what will you do? ” and share their ideas with each other.Then ask them to work in groups on other questions (a question each group).In above two steps, tell them to use such structures as I (don’t)think..., I (don’t)believe..., In my opinion, ..., I (don’t) think so, I (don’t)agree, Exactly, I’m afraid not, That’s correct, Of course not, and so on.To consolidate the contents of this period, the students are required to make a dialogue on qualities a good friend or an ideal friend should have.
作为班主任，我深刻地感到责任的重大。高中教育的目的不是仅仅培养只会学习的学生，培养的是要全面发展的人才，包括交际能力。可是从班会课以及平常的学习生活中观察发现有的学生交际能力确实不太好，甚至不太愿意跟别人交流。希望通过这次班会课，让大家可以真正地勇敢地面对外部环境，能理性地交朋友，在学习生活过程中交到自己的好朋友，提升自己的交际能力。
学生刚进入高中，对学校、老师、同学都比较陌生，很多人摆脱不了对 初中学校、老师、同学的依恋；相当一部分同学对高中生活不大适应，感到找不到好朋友，内心很孤独，整个班集体没有凝聚力，象一盘散沙；有个别同学分不清真朋友与假朋友、益友与损友的区别，讲哥们义气，参与了一些打架、斗殴事件；另外有些同学把握不住男女交往的分寸和尺度，表现得过分拘谨或随便。
我们即将迎来的21世纪，是充满竞争的世纪，同时更是一个需要广泛联系和密切合作的世纪。让我们学会交往的技巧，把握交友的尺度和掌握露交友的原则，真正使朋友成为生活、学习的第二个老师。愿我们拥有更多的知心朋友!愿人们的友谊地久天长! 1.让学生明白友谊的重要性；
2．让学生以友谊为桥梁在学习和生活上共同进步。
外语教学的总体目标是培养学生综合语言运用能力，综合语言运用能力建立在学生语言技能·语言知识·情感态度·学习策略和文化意识等素质整体发展的基础上。语言技能·语言知识是综合语言运用能力的基础，文化意识是得体运用语言的保证，情感态度是影响学生学习和发展的重要因素，学习策略是提高学习效率，发展自主学习能力的保证。本单元的话题是“朋友和友谊”(friends and friendship)和“人际关系”(interpersonal relationships)，中心话题是“友谊”(friendship)，具体涉及“朋友是不是仅限于人类”“朋友的真实含义”以及“如何与人相处的问题”，语言技能和语言知识等，几乎所有的内容都是围绕“友谊”(friendship)这一中心话题展开的。高中教育的目的不是仅仅培养只会学习的学生，培养的是要全面发展的人才，包括交际能力。学生刚进入高中，对学校、老师、同学都比较陌生。相当一部分同学对高中生活不大适应，感到找不到好朋友，内心很孤独，有个别同学分不清真朋友与假朋友、益友与损友的区别。因此在本课中，我希望通过语言学习达到以下的情感目标和能力目标：
能力目标：
1.能运用所学语言讲述朋友间发生的事情以及朋友间的友谊和友情。 2.学会用英语交流谈论友谊、友情和朋友方面的话题，并学会对个人观点、态度等的表达方法。
情感目标：
通过学习讨论本单元的内容，使学生加深对友谊、友情、朋友的理解，学会如何正确交友处友，正确对待友谊友情，恰当处理朋友间发生的问题等。
教学过程在“热身(Warming Up)”部分设计了一份调查问卷，共五个问题，都是日常生活中经常发生的真实问题，每个问题后的三个选项都是解决这些问题的常用的方法，要求学生做过之后计算出自己的得分。该部分的目的是引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法，从而激发他们的学习兴趣，激活其已有的背景知识，使其能运用自己已有的知识和经验思考该单元的中心话题，以探索者的姿态投入该单元的学习，去获取新的信息，掌握新的知识，并丰富自己的经验，提高分析问题和解决问题的能力。
在第四个环节，Step 4 Talking and sharing 部分设计了四个有关朋友和友谊的话题，分组让学生用所学的语言讨论。即达到了语言能力训练的目标，又融入情感教育的目标。
