module 3 period i教學案
introduction(p29), vocabulary and reading(p36) and writing(p38)
learning aims:
1. understand the friendship and know the importance of friendship.
2. master the main words and expressions.
3. write a paragraph on the subject of friendship.
difficulties and focuses:
1. get to know and understand the importance of friendship.
2. master the words: alike, considerate, forgive, harvest, slide, stony, damp, tear, perfect.
3. master the expressions: be blessed with, be allergic to---, on good terms with----, be back in touch with ----, be ashamed of.
4. master the patterns: the first time-----, it is -----that----.
teaching aids:
multi-media.
teaching procedures:
step i: warm-up.
ask a question about friendship. let the students talk something about it.
step ii: lead-in.
you agree with the following statements?
1) most people have only one close friend, someone they know really well.
2) a good friend is someone you can discuss personal matters with, knowing that you can trust him/her.
3) your friendship is as important as your relationship with your family.
4) it takes time to really get to know someone and find out what they are like.
5) everyone feels shy and lonely at some time in their life.
6) to make friends easily, you need to be very kind.
7) to make friends easily, you need to be able to chat about unimportant things.
2. work in pairs or groups. discuss the statements and explain why you agree or disagree with them.
step iii: vocabulary and reading
1. read the passage and choose the best summary in activity 4.
2. according to the context, try to guess the meanings of these words: betray, considerate, forgive, scold, allergic.
3. read the passage again and answer the questions.
1) what do you think a happy childhood means for the writer?
2) how did the writer and his friend spend their time together?
3) what was the countryside around the writer's home like?
4) why do you think the writer couldn't forgive danny for going to london?
5) how does the writer feel now?
6) how would you describe the character of the writer and his friend?
4. work in pairs and discuss your answers to the questions.
1) did you have a close friend when you were a young child? what sort of things did you do together?
2) are you still in touch with his this person? if so, have you remained in touch all the time? if not, when did you lose touch? did something special happen which changed your friendship?
3) what are the most important features of a good friendship? what are the dangers?
step iv: several points. try to use these sentence patterns to make sentences.
1 the first time -----
2 it is ----- that-----
step v: homework.
according to the reading passage, write a paragraph in the subject: how -----and i became good friends.
writing: comparison and contrast
language objective:
to learn expressions that help make comparison and contrast
skill and ability objectives:
to write a paragraph with sentences of comparison and contrast
to develop reading and communication skills
approaches:
task-based approach
aids:
multimedia
procedures:
i. lead-in
learn the respective concept of “comparison” and “contrast”
ii. input
find transitional words of comparison
paraphrase tasks
find transitional words of contrast
paraphrase tasks
practice: blank filling
iii. practice
make sentences of comparison and contrast, using transitional words
iv. further development
read two resumes and finish the form
write a short paragraph, using comparison and contrast
v. homework
complete a report
mary brown
493 prince street,
boston, ma, usa
ph: 617-739-2111
education:
-: b. sc. (bachelor of science理學學士) in mathematics, harvard university
boston, ma, usa
work experience:
– edwards middle school, boston, ma, usa:
mathematics teacher, teaching students from 13 to 15 years old;
assistant of dean(教務主任助理), dealing with foreign exchange activities, including establishing sister relationships with middle schools in shanghai, china
computer skills:
java, word, excel, powerpoint
additional information:
highly dedicated, with great interest in teaching
good communication skills
tom brown
493 prince street,
boston, ma, usa
ph: 617-739-2111
education:
-: m. sc. (master of science理學碩士) in mathematics, boston college
boston, ma, usa
1999-: b. sc. (bachelor of science理學學士) in mathematics, boston college
boston, ma, usa
work experience:
– mathematics teacher of edison middle school, boston, ma, usa:
teaching students from 16 to 18 years old
computer skills:
autocad, photoshop, word, excel, powerpoint
additional information:
highly dedicated to teaching
good writing，oral and communication skills
april 2nd,
dear principal,
an american couple tom brown and mary brown happen to apply for the english teaching position in our school.
as far as education is concerned, both tom and mary are mathematics majors. however, unlike mary, who has a bachelor’s degree, tom is a master of science. tom graduated from boston college, while mary studied in harvard university.
in terms of work experience, _______________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
as for their computer skills and personality, ___________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
all in all, both of them are really competitive. please inform me when you decide who is to be recruited(錄用).
sincerely yours,
_______________
大家好！今天我説課的內容是高一英語新課程實驗教科書必修1 Unit One， The first period。下面我就從教材分析、教法分析、學法分析、教學過程、教學評價五個方面進行説明。
一、教材分析
(一)教材的地位和作用
本節課是本單元以及本教材的第一節課，本課談論的是：朋友是不是僅限於人類、朋友的真正含義、如何與人相處的問題等關於朋友的話題。本課涉及的有陳述句和疑問句的直接引語和間接引語的掌握和運用等語法要點。學生從國中到高中，來到一個新的學校，同學彼此陌生，不免想起老同學，老朋友。這樣的話題正好能引起學生的興趣。而且本課的內容和語法的啟發性和實用性都很強，能使學生在學中用，在用中學，對綜合提高學生的聽説讀寫能力有較好的促進作用。
(二)教學目標
英語教學大綱規定，通過聽説讀寫的訓練，使學生獲得英語基礎知識和運用英語的能力，激發學生的學習興趣，為進一步學習打下良好的基礎。因此，我制定以下教學目標：
知識目標：1、掌握和使用陳述句和疑問句的直接引語和間接引語。
2、討論朋友和友誼。
3、學習掌握本課的重點詞彙。
技能目標：1、學會閲讀的技能——scanningand skimming 。
2、通過談論朋友和友誼，既鍛鍊學生的語言運用能力，又培養了學生髮現問題、思考問題、解決問題的能力。
3、理解閲讀文段，複述故事。
情感態度：1、患難之交才是真朋友。
2、知音難得。
3、海內存知己，天涯若比鄰。
文化意識：認識德國納粹黨。讓學生了解那段德國法西斯殘害猶太人的歷史，使學生在感受外國曆史文化的同時自然而然的習得語言。
(三)重點與難點
重點：1、訓練scanningand skimming等閲讀技能。
2、認識朋友的真正含義以及與人相處的問題。
難點：1、閲讀技能的訓練。
2、陳述句和疑問句的直接引語和間接引語的互相轉換(人稱的變化、時態的變化、指示代詞、時間狀語、地點狀語和動詞的變化)。
(四)教具
本課利用錄音機、投影儀等輔助設備，激發學生的學習興趣，調動他們的積極性，為展開話題提供豐富的材料，使教學收到事半功倍的效果。
二、教法分析
在新課程背景下，教師要成為學生學習的促進者、組織者和合作者。本課採用討論法，主要採用小組合作討論的方式。在讀前階段我就提出問題，讓學生思考討論是不是隻有人與人之間才可以交朋友，然後在閲讀中通過安妮的日記向學生説明我們也可以與動物及無生命的日記交朋友。在深刻理解、充分訓練的基礎上，我再引導學生深入討論幾個與本課有關的話題，展開教師為主導、學生為主體的師生雙邊活動。通過創設真實自然的語言環境，使學生在語言實踐中把語言知識和技能主動轉化為交流能力，變苦學為樂學，從而培養學生大膽用英語進行交際的能力。
三、學法分析
教務於學。傳統教育的弊端是教師“滿堂灌”，只重視怎麼教而忽視怎樣學，結果高分低能的現象十分嚴重。為了改變教師牽着學生鼻子走的被動狀態，我通過創設話題，寓教於樂，引導學生自學、自做、自助、自悟，讓學生學會自己動手，收集信息、處理信息，用所學語言去實踐和解決問題，使學生在運用語言的過程中感悟體驗所學語言的規律，培養語言意識，積累語言經驗，形成語言感覺，達到語言運用的目的。從而使學生真正成為學習的主人。
四、教學過程
新課程改革的核心理念是“一切為了學生的發展”。學生的英語學習不僅僅是掌握幾個單詞和句型，更重要的是學會運用語言來交流思想，辦實事。因此我精心設計了以下教學環節：
(一)激趣導入，務於新知
一節課的良好開始，對於整節課教學的順利進行起着至關重要的作用。在Warming up 部分我分四步進行：
1、用問問題的形式導入(屏幕顯示)。同時板書Unit 1 Friendship。
Do you have any friends? Are you good to your friends?
Which kind of friend do you think is the best friend?
2、做調查：在Warming up部分有5個問題，我讓學生獨立完成。然後在屏幕上顯示下列表格。
3、調查結果：顯示各得分情況所對應的調查結果，讓學生自行對照。
Grade 1 (5分以下) 直截了當，做事果斷，沒考慮不良後果。
Grade 2 (10分以下) 能用更合理的方法處理問題，又不傷朋友之間的感情，但自己的利益有時會受損。
Grade 3 (10分以上) 不傷感情，又能保全自己利益。
通過調查問卷的形式，引導學生了解日常生活中朋友之間發生的真實問題以及解決這些問題的方法，最後的問卷調查結果讓學生興趣和熱情倍增，這樣能促使學生很快進入語言學習和探究活動中去，愉快的進入學習狀態。
4、學習三句諺語，使學生明確對待朋友和友誼的態度。
A friend in need is a friend indeed. 患難之交才是真朋友。
Real friends are few and far between. 知音難得。
Long distance separates no bosom friends. 海內存知己，天涯若比鄰。
(二)創設話題，教學新知
新課程指出，教師不再是居高臨下的管理者，而是學生學習的促進者、組織者、合作者。
1、我佈置Pre-reading部分的幾個問題啟發學生對“朋友”和“友誼”進行思考，使學生明確不僅人與人之間可以做朋友，日記也可以成為人們的朋友。接着讓學生就問題進行小組討論。然後讓個別學生回答問題。
接着屏幕顯示我補充的問題：
Why do you need friends?
What do you think a good friend should be like?
Does a friend always have to be a person?
module 2 friendship教案
一。 教學內容：
module 2 friendship
二。 重點內容：
語法知識：賓語從句；
語言知識：詞彙及詞語辨析
三。 具體內容：
（一）語法指南
賓語從句
放在動詞後面做賓語的句子，我們稱之為“賓語從句”。賓語從句根據其表達意義與疑問的差別可以分作三類，一類由that引導，一類由whether/if引導，還有一類由疑問詞引導。常用作賓語從句的連詞有：that, if whether, what, which, who, whom, where, how, why等。
1. 當謂語動詞表示肯定概念時，如“希望”、“相信”“知道”“説”，其後面的句子一般用that引導。that沒有任何詞彙意義，只有語法功能，使讀者清楚後面的句子是前面動詞的賓語。that在從句中不充當任何句子成分，只起連接主句和從句的作用。that不用翻譯出來，在口語當中常省略。除此以外，又語從句中有自己的主語，很容易與前面的主句分開，因此多數情況下that可以省略。如：
betty thinks（that）trees improve the air.
貝蒂認為樹可以改善空氣。
i hope（that）it will snow this winter.
我希望今年冬天能下雪。
i believe（that）we’ll become good friends.
我相信我們會成為好朋友。
有一點要注意，並非所有的動詞後面都可接that引導的從句。接that引導的從句的謂語動詞不可含有疑問的含義，常見的多是表示觀點、看法、意念、要求等方面概念的詞，如：believe, feel, hear, hope, expect, explain, prefer, promise, report, say, see, tell, think, understand, wish, warn等。
2. whether/if 引導的賓語從句
如果我們要標達一個不確定的概念，比如：“記不清”、“不知道”、“問”、“想知道”等等，就要用whether/ if 表示，不能再用that。
he doesn’t know whether they will plant trees on saturday or not.
他不知道他們週六是否會去植樹。
i can’t remember whether/if i have seen him before.
我記不清以前是否見過他。
he asks whether/ if we will go fishing on sunday.
他問週日我們是否去釣魚？
tom wants to know whether/ if he needs to come early tomorrow.
湯姆想知道明天他是否有必要早來。
注意：一般情況下if和whether可以通用。但如果從句後面還有一個選擇性詞語or not，則常用whether，構成 whether…or not的結構。
3. 疑問詞引導的賓語從句
有的句子不是用that連接，也不是用whether或if連接，而是用when，where，how，
why等疑問詞連接。這是從句意思表達的需要。比如“他問什麼時間出發”中的“什麼時間出發”必須用一個疑問詞才能表達；如果遇到什麼時間，什麼地點，什麼方式，什麼原因之類的疑問時，我們就要是用相應的疑問詞來連接從句。但是同學們一定要注意，在疑問詞引導的賓語從句中，一定要用陳述句語序。如：
he asks how we can help protect the environment.
他問我們怎樣才能為保護環境出點力。
i can’t understand why they like computer games so much.
我不理解他們為什麼如此喜歡電腦遊戲。
they haven’t decided where they should go for the holiday.
他們還沒有確定到什麼地方去旅行。
do you know when we will hold the sports meeting?
你知道我們什麼時候開運動會嗎？
（二）語法專項訓練
1. —do you know ______ i could pass the exam?
—sorry, i’ve no idea.
a. that b. whether c. what d. which
2. —i’m waiting for the mail. do you know _______ it will arrive?
—usually it comes by 4:00.
a. how b. where c. when d. what
3. i’d like to know _____ or not.
a. whether will he come b. whether has he come
c. whether he will come d. that he will come
4. they asked me ________ during the may day holidays.
a. where had i gone b. where i had gone
c. where had i been d. where i had gone
5. she did not tell us ________.
a. how old the patient is b. how old was the patient
c. how old the patient was d. how old is the patient
6. —we don’t know _______ he is.
—they say he is much better these days.
a. what b. who c. how d. where
7. could you tell me _____ yesterday?
a. what they do b. what they did
c. what do they do d. what did they do
8. i knew that the sun ________ in the east when i was a child.
a. will rise b. rose c. rise d. rises
9. she said ______ she would leave the message on the headmaster’s desk.
a. that b. where c. which d. what
10. the man asked me if i _______ him the way to the bus stop.
a. can tell b. could tell c. will tell d. tell
（三）重點句子詳解
1. dig slowly, or you‘ll be too tired to finish.
慢慢挖，不然的話你會很累，幹不完活的。
* 本句是“祈使句+or+並列分句”的句型，or連接連個分句，前面的分句相當於if引導的否定性從句。如：
hurry up, or you’ll be late.
= if you don’t hurry up, you will be late.
你快一點，不然就遲到了。
take the chance, or you will regret.
=if you don’t take the chance, you will regret it.
抓住這個機會，否則你會後悔的。
stand still, or i’ll shoot.
=if you don’t stand still, i’ll shoot.
* 有時前一個句子只有一個名詞或名詞短語。
a word from you and he’ll change his mind.
=if you say a word, he’ll change his mind.
只要你説一句話，他就會改變主意。
one more foul and he’ll be sent out of the court.
他再犯一次規，就要罰出場了。
*“祈使句+and+並列分句”的句型中，祈使句表示條件，相當於一個條件狀語從句。如：
work hard and you’ll succeed.
= if you work hard, you’ll succeed.
努力學習，你就能成功。
stir，and you are a dead man.
=if you stir, you are a dead man.
動一動我就打死你。
* too…to意為“太……而不能……”，其句型結構為“too+形容詞/副詞+to+動詞原形”，該句型用於肯定句，但表達否定的意思。如：
he is too old to walk.
他太老了，以致走不動了。
it’s too hard for him to learn english well.
學好英語對他來説太難了。
the box is too heavy for me to carry.
那隻箱子對我來説太重了，搬不動。
* 當too…to do前面有only，but等詞時，或出現“never too…to do”或“too…not to do”的雙重否定時，該句型就不表達否定含義了。如：
it’s never too old to learn.
活到老，學到老。
you are never too old to enjoy the music.
你不會因為年紀大了而不喜歡這音樂。
2. we’re cutting down too many trees.
我們正在過量砍伐樹木。
* cut down 此處意為“砍倒”
a quarter of the forest reserves had been cut down by 1974.
到1974年，四分之一的森林保護區已被砍伐一空。
how much is it going to cost us to cut all these trees down?
把這些樹全部砍倒要花費我們多少錢？
* cut down可意為“削減”“減少”，如：
save time for yourself by cutting your shopping down to twice a week.
拔去商店購物減少到每星期兩次，以此為自己節省時間。
she cut down on smoking.
她抽煙有所減少。
* cut down可以表示“改短（衣服）”
if you cut down this t-shirt, it’ll fit your son.
如果你把t恤改短，就能適合你兒子穿。
* cut someone down to size 表示“使（某人）知道自己的分量”“使（某人）有自知之明”。
that should cut her down to size.
那該讓她有點自知之明瞭。
period 2 reading “anne’s best friend”
1. teaching objectives:
1) to develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;
2). to get the students to realize the importance of friends and friendship, and to tell true friends from false friends;
3). to grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;
4). to learn the writing style of this passage.
2. teaching method: task-based teaching
3). teaching procedures:
step -reading
1. please enjoy three pieces of music and find out what they are about.
2. does a friend always have to be a person? what else can be your friend?
3. what do you know about the world war ii?
4. background introduction
step 2 fast reading
1. who is anne?
who/what was anne’s best friend?
when and where did the story happen?
2. fill in the form below.
the time of the story
the place of the story
the heroine of the story
anne’s best friend
the length of time they hid away
the date of the diary
step 3. careful reading
1. answer the following questions:
why did anne made her diary her best friend?
what is an ordinary diary like according to anne? what about her diary?
why was she so crazy about things to do with nature?
why did she stay awake on purpose until very late one evening?
why didn’t she dare open the window when the moon was too bright?
how do you understand the expressions “spellbound” and “held me entirely in their powder”?
2. reading to summarise the main idea of each paragraph.
skim the text and summarise the main idea of each paragraph in one sentence.
para. one: anne made her diary her best friend whom she could tell everything.
para. two: anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.
para. three: having been kept indoors for so long, anne grew so crazy about everything to do with nature.
step 4 post-reading
1. comprehending exercises (on paper)
time nature feeling
before hiding
after hiding
2. discuss what kind of feelings of anne the following words from the letter imply.
words anne’s feeling
nature free, peaceful, relaxed
outdoors free
crazy anxious, eager, thirsty
didn’t dare scared, frightened
thundering, entirely, power helpless, depressed, lonely
step5. activity
four students a group to discuss the situation:
suppose you four have to hide yourselves for 3 months. during the three months, you will be offered the basic food, water and clothes. your group can take 5 things with you.
what will you take? why?
how will you spend the 3 months?
how will you treat each other and make friends ?
step 6. homework
1. review the important words, phrases and difficult sentences in the text and make sentences using the words given by the teacher.
2. finish ex.1-3 on p4.
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