重点高中英语必修一第一单元教案

重点高中英语必修一第一单元教案

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Unit 1 Friendship

Part One: Teaching Design

Period 1: A sample lesson plan for reading (ANNE’S BEST FRIEND)

Aims

To talk about friendship To read about friendship

Procedures

I. Warming up

1. Warming up by assessing

A lot of people have only few possibilities of getting feedback about their own personality. In this exercise you will have the opportunity to get some feedback and to discuss it with a partner. While comparing your mutual judgements, certain prejudices or misunderstandings may appear, as people often do not know each other thoroughly enough to judge others correctly. Try to be honest! Self assessment

Of the following characteristics choose 5 that are particularly applicable to you personally.

sociable, honest, friendly, easygoing, nervous, open-minded, anxious, careful, talented, talkative, nosy, thoughtful, generous, carefree, pessimistic, peaceful, optimistic, interesting, reliable, helpful, active, careless, caring, exact, adventurous, imaginative, hot-blooded, well-organised, trustworthy, patient, responsible, outgoing, kind, brave, warm-hearted, selfless, tolerant

Partner assessment

Now choose 5 characteristic features which you think are especially applicable to your partner.

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sociable, honest, friendly, easygoing, nervous, open-minded, anxious, careful, talented, talkative, nosy, thoughtful, generous, carefree, pessimistic, peaceful, optimistic, interesting, reliable, helpful, active, careless, caring, exact, adventurous, imaginative, hot-blooded, well-organised, trustworthy, patient, responsible, outgoing, kind, brave, warm-hearted, selfless, tolerant 2. Warming up by describing

Have the students get into groups of four to describe their own ideal friend. Individual students must decide on TOP 5 character adjectives that could be used to describe the ideal friend and insist they have good reasons for their choice. Then let the group leader give the class a description of their ideal friend. 3. Further applying

You may also have the students do the survey in the textbook, following the steps below.

1. Get the students to make a list of three qualities a good friend should have. 2. Have the students get into groups of four to find out what each has listed. 3. Have a member of each group report on what their lists have in common and list them on the board.

4. Ask the class whether or not they agree with all the qualities listed. 5. Then have the students do the survey in the textbook.

6. Have the students score their survey according to the scoring sheet on page 8. 7. The teacher ask some students how many points they got for the survey and assess 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/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.

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★ 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.

(You may also show your students the results above and let themselves self-reflect upon their own values of friendship) II. Pre-reading

To focus the Students’ attention on the main topic of the reading passage. To activate their previous knowledge on the topic. III. Talking and sharing

Work in groups of four. Tell your group mates how you reflect on these questions. 1. Why do you need friends? Make a list of reasons why friends are important to you.

2. What do you think a good friend should be like? List what a good friend should do and share the list with your partners.

3. Does a friend always have to be a person? What else can be a friend? 4. Do you think a diary can become your friend? Why or why not?

Instructions: The teacher can give each group one of these questions above to talk about. Then let the class share their ideas. It’s better to stimulate the students to challenge their classmates’ opinions about these questions. IV. Reading

1. Looking and guessing

Work in pairs. Look at the pictures and the heading and guess what the text might be about.

1). Imagine what it might be like if you had to stay in your bedroom for a whole year. You could not leave it even to go to the WC or to get a cup of tea. How would you feel?

2). What would you choose if you are only allowed to have five things with you in the hiding place because there is very little room?

2. Reading to summarise the main idea of each paragraph.

Skim the text and summarise the main idea of each paragraph in one sentence.

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