英语（新课标人教版）高中英语必修一unit 1 friendship说课课件

一、编者意图 二、教材重组 三、教学安排设计 四、教学案例 五、反思 一、编者意图 friendship Warming up Using language Make new friends and keep the old; one is silver and the other is gold. Reading Workbook 以话题为中心呈现听说读写的材料和学习任务 (content based; task based) friendship 问卷日记求助信表态 给建议 + 练习册 二、教材重组 1、教材使用建议 （1）对教材内容进行适当的补充和删减 （2）替换教学内容和活动 （3）扩展教学内容或活动步骤 （4）调整教学顺序 （5）调整教学方法 -英语课程标准P61 3、重组原则 1）话题一致原则 2）功能一致原则 3）目标一致原则 2、指导思想 more inputmore output 三、教学安排设计 课课 时时 课课 型 内 容 1Intensive reading Warming Up, Pre-reading, Reading, Comprehending 2Extensive reading Reading Task (WB); Additional readingChucks friend 3Vocabulary Using structures (WB)P42 4Reading, Listening Using language P6; Listening Summing up(P8); Learning tip(P8); Checking yourself(P47) 任务设计 目标任务 任务1 任务6 任务5 任务2 任务3 任务4 目标任务 Final task Project Design friendship cards Writing a letter of advice An English party on friendship An English paper on friendship 1、精 读 Activities ： 3. Doing the survey 4. Talking about something German Nazis did to the Jews 8. Finding out the implied meaning of bolded words in the diary outdoorsfreedom didnt dare- scared, thrilled, frightened , 2、泛 读 1. Reading for information 2. Reading for culture 3. Reading for pleasure 4. Guessing words from context/clues 6. Comparison Different cultures showing friendship 1. A friend in need is a friend in deed. 2. Its common to make friends with the same sex. 3. As friends, you should pay money for friends, especially when having dinner out together. Express their attitude, using agreement cooperative learning ; learning while using; experiential learning 【Goal】Output in language, mainly in writing 【Theory】 Hayes和Flower 的过程写作法 （process focused approach writing）； 皮亚杰(Piaget)的社会建构主义理论 (Constructivism Theory)； 英语课程标准对写作的要求 【Teaching aid】 Multimedia （a computer ;a projector ） 【Learning aims】 1. To learn to write a letter of advice 2. To master the steps of writing 3. To train the skills of discovering and correcting mistakes 4. To learn to carry on self-assessment and peer-assessment 5. To develop the sense of process focused writing 【Writing process】 写作前奏（Pre-writing）阅读范文，针对主题 展开讨论，范文分析 写作进行曲（While-writing）起草提纲, 模仿写 作，应用词汇，完成初稿 写作续曲（Post-writing）自评，互评，考虑同 学的评价和意见，修改 全班共评一、二篇习作教师指导 第二稿认真抄写 教师评价指出优点和不足 成品（publishing）完成第三稿，设计版面 【Teaching procedures】 Step 1: Pre-writing 1. Enjoy a poem A Forever Friend 1)Read the poem aloud expressively. Enjoy the rhyming words. 2) Have a discussion with your partner about your understanding of friends/friendship. 3) Pick out the lines you enjoy best. 2. What beautiful lines have you learned about friends or friendship in this unit? 3. Read the letter to the editor from Xiaodong: Dear editor, Im glad to tell you that I have been admitted into No.1 High School, which I am longing for. Im crazy about everything in the new school. However, my father says, “Students in high school are too busy to care about others.” Facing the new classmates and new teachers, I really dont know what to do. Besides, Im not good at communicating with people. I wonder if I can get along well with my new classmates. Im really upset. Dear editor, can you tell me how to make friends? And what is friendship exactly? I would be grateful if you would give me some advice. Best wishes Xiaodong 1) What problem does Xiaodong have? Do you agree with what his father says? Discuss in groups of four. Collect your advice to Xiaodong and your attitude. Useful expressions: In my opinion, you should My advice is I think/ believe Im afraid that I advise you to I dont think Dont worry I agree/ I dont agree. I think so./ I dont think so. 2) Discuss the basic structure of the letter to Xiaodong from you, the editor, in groups of four. Para. 1: Response Structure Para. 2-3: Problem solving Para. 4: Closing Para. 2-3: Problem solving Personal attitude Understanding of friendship Advice on making friends Step 2 While-writing (Individual work) Writing tips: 1st. Organize your ideas and set the paragraphs. 2nd. Use some beautiful expressions and proverbs you have learned. 3rd. Use proper linking words like and, so, however, besides etc. to make your letter coherent. 4th. Read aloud the letter and make some improvement. 5th. Try to finish the letter in 1215 minutes. 评评 价 内 容自评评互评评 主题题是否突出提建议议和表达态态度；书书信 格式是否正确 词汇词汇 所用词汇词汇 是否地道、恰当 是否运用课课文/范文等中的优优美词词/句 单词单词 拼写错误错误 多/少 语语法 主体时态时态 是否用一般现现在时时 句子结结构是否正确、优优美 行文是否流畅畅 亮点 是否有创创意之处处 Step 3 Post-writing 1. Self- assessment 2. Peer assessment: 1) Share your letter with your partner and try to give some suggestions to each other according to the assessing standard. 2) Make an improvement according to the comments from your partner. 3. Class assessment with the help of the projector Homework 1.Further improve your letter 2.according to the assessing standard . 2. Make the final copy of the letter with beautiful and clean handwriting. Design the page to make it unique. Assessment Content Does the article have a clear structure? Does your article include attitude, advice and understanding of friendship? Grammar Do you use the capital & punctuation correctly? Do you use tense correctly? Do you spell the words correctly? Language Do you use some good expressions from what weve learned ? Do you use linking words like “ besides, and”to make your article more coherent? *Do you use different sentence patterns? 五、反思 、写作过程 从高一开始，我们就应该让学生懂得写一篇 文章必须经历几个步骤，如写前准备、起草 、初稿、自评互评、修改、成稿等。这样写 作得以在正确的轨道上进行。也就是说，写 作重在过程，而不能只看结果。过程写作对 学生写作能力的培养有着积极的影响，它引 导学生接触一个全新的写作方式在一种 轻松、亲切的环境下体验写作，通过积极合 作、集思广益、相互切磋等途径来学习。 、时间分配 一节写作课的各个环节要安排得紧凑有序，层层 递进。写前准备（包括话题讨论，范文学习，写 作技巧，提纲等）用15到17分钟，独立写作15 分钟左右，评价（包括自评，同伴互评，师生共 评等）15分钟左右。 、多元评价 过程写作优于传统写作的一个重要方面就在于评 价。在课堂中，我们采用了多元评价方式：自评， 同伴互评，师生共评等。在不断的修改中形成新的 思路，养成良好的写作习惯，并在不断肯定、修正 自己的思维过程中实现自我构建。 英文写作是一个长期复杂的训练过程。高中阶段的英 语写作能力的教学应从长计议，从高一开始，从基础 抓起，不能等到高考前再进行突击性的强化。 2)While-listening 1st listening: Choice 1.What is Miss Wangs attitude toward Lisas friendship with the boy? A. Angry B. Upset C. Supportive 2. Whats Miss Wangs advice? A. Ignore the boy. B. Ignore her classmates C. Ignore her gossiping classmates 3. Talking P41 1st listening 1) Tick out the following people Leslie Clark doesnt meet in Luoyang. A. officials B. bus-owners C