高一英语上册Unit1 Good Friends 好朋友教案二

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高一英语上册Unit1 Good Friends 好朋友教案二

文 章
来源莲山
课件 w ww.5 y kj.Co m

高一英语上册Unit1 Good Friends 好朋友教案二

the second period

teaching objectives

1. develop the students’ comprehension of explorative passages, especially their ability of analyzing the structure of such kind of articles.

offer the students chances of self-culture by working in groups and seeking information about the film out-

side the class.

3. infuse the students with basic knowledge about the friend and friendship

4. learn some words and useful expressions from the text.

teaching approach

1.communicative approach should be used throughout the class. stress should be laid on:

2.learner-centeredness; learning-centeredness 3.task-based learning

4.activity-based teaching (class work; individual work; group work)

teaching type: reading comprehension

teaching procedure

step 1. report in class  a student is asked to report something interesting he or she picks up from newspaper or magazines.

step 2.review and check  ss have a word dictation and check their homework in workbook

exercise 2  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 class.

step 3 pre-reading   ss are asked to listen to the tape and find the things they are using or talking about.

practising  on p87  vocabulary

1  “the books are too heavy! i think it’s going to break.”

2  “oh no! i forgot where i put it! i have written down all the important phone numbers.”

3  “yum! you have bought it at last. we can have fried fish for dinner. mmm … i can’t wait to put this fish in it. ”

4  “hands up! don’t move or i’ll shoot. give me all your money!”

5  “ooooh! i look very nice in this new dress!!!”

6  a: i think we’re lost. what should we do now?     b: don’t worry. i have it here and i know how to use it.

7  “ouch! i hit myself with it.”

8  a: hurry up! it’s so dark here. i can’t see anything.

9  “it is shaking badly. am i going to die? help! … oh, thank god!”

10 “i feel sad when it comes to the part in which the two friends become enemies.”

answers 1 rope  2 notebook  3 pan   4 gun   5 mirror  6 compass  7 hammer   8 match  9 airplane   10 movie

get the students to think about what it would be like to be alone on a deserted island. the activity is not direct linked to a reading strategy or a structure in the reading, but is intended to be used as a preliminary activity related to the previous parts of the unit. the pre-reading exercise also gives the students an opportunity to practise giving opinions and making decisions.

explain the situation to the students and give them time to think about what they would bring. the activity should generate different choices and opinions, thus making it a good opportunity for discussion. tell the students to work in groups. ask them to describe the usefulness of each item in the box and then decide on the three most useful ones. make sure that each group member gets an opportunity to speak. encourage the students to use the structures i think… because…/ i could use it to…/ it could be used to …/ …would be more important than … because … ask one student from each group to write their answers on the blackboard. compare answers from different groups and have a short discussion.  e.g. 1.i think a knife would be the most useful item, because i could use it to kill animals and cut the meat. it could also be used to cut wood. 2.i also think a box of matches would be useful because i could use the matches to make fire. if i had a fire, i could cook food, stay warm and keep wild animals away. more importantly, if someone saw the fire, they would come and save me. 3.i think a book would be more useful than a radio, because you don’t need batteries to read. and when i read, i would learn about life and the world and forget my loneliness.

extension 1: ask the students to think about how the things could help them in other situations, for example, if they were lost in a desert or a forest. extension 2: let the students talk about how they would feel in an extreme situation. how would they feel if they were alone on a deserted island? (angry, desperate, lonely, hungry, worried, hopeful, happy, afraid etc.) what would they do to try to overcome these feelings? extension 3: ask the students if they have read books or seen movies about island life, for example, robinson crusoe, cast away, six days and seven nights, etc. how did the main characters survive? how were they rescued? extension 4 after the discussion, you can ask the students to consider the similarities and differences between spiritual and materialistic needs, i.e. the thingswe need and the social interaction we need.

step 4 reading listen to tape and finish the following items

chuck’s ffriend

background information on the reading :the film cast away, starring tom hanks, depicts a man’s struggle with solitude and his journey towards self-knowledge. the film shows us how chuck, a busy manager who never has “enough time,” ends up on an island with nothing but time. he manages to survive on the island and he realizes the importance of friends and friendship. the text, summarized below, describes his experience and the lessons he learns from his unusual friend, a volleyball he calls wilson.

guess the meaning of a word or phrase in the text, tell them to mark the word or phrase. ask the students to list words or phrases that they don’t know. explain important ones if necessary, but try offering more context of certain words until the students can guess the meaning. don’t spend too much time going through the new words.

suggestion for teaching some of the vocabulary of the reading text:

文 章
来源莲山
课件 w ww.5 y kj.Co m
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