【英语】2018届人教版必修一一轮复习：Unit1Friendship教案设计（16页）

【英语】2018届人教版必修一一轮复习：Unit1Friendship教案设计（16页）

人教课标版Book 1 Unit 1 Friendship教案设计 一、教材分析：‎ ‎ 本部分要学习的是人教课标版必修1 Friendship的Warming up、Pre-reading和Reading 的内容。本模块的主题是“朋友和友谊”。Warming up部分是一个问卷调查，五个问题都是学生在日常生活中可能遇到的真实的问题，通过思考解决办法，学生能很快以探索者的姿态投入本单元的学习。Pre-reading 部分是阅读之前的讨论活动，并让学生带着好奇的心理走进阅读。Reading部分以日记形式讲述了犹太女孩安妮为躲避纳粹的迫害而藏身于小阁楼中，不能与外界接触，周围又没有知心的朋友，孤独之中她将日记当作自己的朋友倾诉衷肠，在写日记中寻求解决问题的办法。通过本模块的学习，学生不仅要学会一些阅读技能和新的词汇和短语的表达，还要学会欣赏文学作品，体会安妮对自由生活的向往，对大自然的热爱，对友情的渴望，从而反思自我，学会珍惜现有生活以及保持乐观的生活态度。 ‎ ‎ ‎ 二、教学目标：‎ ‎1. 知识目标：‎ ‎（1）重点词汇：survey add point upset ignore calm concern loose cheat add up calm down have got to be concerned about walk the dog list reason share feeling German series outdoors crazy nature purpose dare thunder entirely power according trust indoors share…with… go through hide away set down a series of be crazy about on purpose in order to one’s power face to face according to ‎ ‎（2）重点句型: It’s no pleasure looking through these any longer because…‎ I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature.‎ I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound.‎ It was the first time in a year and a half that I’d seen the night face to face…‎ ‎2. 能力目标：‎ ‎ （1）训练学生查读和细读的阅读技能。‎ ‎ （2）鼓励学生用所学的词组和短语谈论朋友和友谊。‎ ‎3. 情感目标：‎ ‎ （1）使学生了解友谊的丰富内涵，懂得如何交朋友，如何与朋友相处。‎ ‎ （2）让学生了解二战中的国纳粹对犹太人的迫害以及犹太人的悲惨命运。 ‎ ‎    （3）让学生感受安妮处于恶劣的生活环境之下渴望朋友，大自然和自由的心境。 ‎ ‎ ‎ 三、教学重难点：‎ ‎ 1.了解课文的背景知识，提高学生的文化意识。 ‎ ‎ 2. 培养学生的阅读能力，如略读、细读、归纳大意、猜测词义的能力等。 ‎ ‎3. 使学生学会在真实语境中使用文中所学的词汇和句子来描述朋友和友谊。‎ 四、教学过程：‎ ‎ StepⅠLead-in ‎ ‎1.Let Ss talk about their summer holidays and their feelings.Then get them talk about friends, such as old friends in Junior Middle School, about their appearance, personality, hobbies, etc. ‎ Possible questions: ‎ ‎1)How did you spend your summer holidays? How did you feel? ‎ ‎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 many good friends do you have? What are they like? ‎ ‎【设计说明】高一新生刚开始进入一个新的环境，对周围的一切既陌生又好奇，心中充满了期待也稍有紧张。在第一堂课上，通过这些问题，能让他们在心理上有个过渡，同时也很自然地引入本单元的话题。 ‎ ‎2．Brainstorming ‎ ‎1) What qualities do you think a good friend should have? ‎ ‎        honest, loyal, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful, generous, patient, etc. ‎ ‎ 2) What proverbs do you know about friens and friendship? ‎ ‎ A friend in need is a friend indeed. ‎ ‎ Friends are just the people who share your happiness and sorrow. ‎ ‎ To have a friend, you need to be a good friend. ‎ A life without a friend is a life without the sun.‎ A man who has friends must show himself friendly.‎ All the splendor in the world is not worth a good friend.‎ A friend is a gift you give yourself.‎ ‎ ‎ ‎……. ‎ ‎【设计说明】通过这样的小结可让学生了解友谊的内涵，懂得如何交朋友，同时学会一些描述人的品格的词汇，并积累一些谚语。 ‎ ‎3．Self-introduction ‎ Ask students to use what they have just learned to introduce themselves. This activity can bring the new classmates close. ‎ The following phrases and structures may be helpful: ‎ My name is …… ‎ I’m… years old. ‎ I like… and dislike … ‎ I am very kind/friendly/…… ‎ I want to make friends with those who are loyal/honest/… ‎ ‎【设计说明】通过自我介绍，可让同学之间相互了解。通过这个环节，学生可对刚才所学的内容进行操练。 ‎ StepⅡ Warming up ‎ Do the survey on Page1. ‎ ‎ Let students do the survey on Page1 and have them score their survey according to the scoring sheet on page 8. Then the teacher asks some students how many points they got for the survey and assess their values of friendship.‎ ‎ 【设计说明】‎ ‎ 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,并丰富自己的经验，提高分析问题和解决问题的能力。引导学生形成正确的价值观和处事原则，培养高尚的品格。‎ StepⅢ Pre-reading ‎ ‎1.Why do you need friends? ‎ ‎2.Do you think a diary can become your friend? Why or not? ‎ ‎3.   What do you know about World War Ⅱ?（show pictures about World War Ⅱ on PPT）‎ ‎4..Give the students some background information about the author Anne Frank,and show them some pictures of her ‎ ‎ ‎ ‎【设计说明】‎ ‎ 介绍这篇文章的写作背景，激发学生的阅读热情，启发学生对友谊和朋友进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友，并能启发学生预测课文的内容。问题3，4通过图片的展示，让学生了解二战中德国纳粹迫害犹太人的历史，为学习课文奠定基础。‎ ‎ Step Ⅳ Fast-reading Skimming the first part of the reading section and answer these questions:‎ ‎1.Who was Anne’s best friend?‎ ‎2.When did the story happen?‎ ‎3. 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 ‎ ‎ ‎【设计说明】‎ ‎ 快速浏览课文，回答问题。考查学生的查找信息的能力。‎ Step Ⅴ Careful reading ‎ ‎1.       Listening to the tape then do exercise 1 on page 3 ‎ ‎2.       Discuss the questions in exercise 2 on page 3‎ ‎3.       Summize the main idea for each paragraph in one sentence.‎ ‎【设计说明】‎ 听录音可以训练学生的听力，让学生模仿标准英语的发音和语调。课后练习主要考查学生对课文细节的理解的能力。概括课文段落大意考查学生推理判断和概括大意的能力。‎ Step VI Learning about language ‎ ‎1.在课文中找出相应的词或词组填空 ‎（1）_______not inside a building ‎ ‎（2）_______feeling disturbed ‎（3）_______to be worried about ‎ ‎（4）_______free, not tied up ‎ ‎（5）_______to experience something ‎（6）_______to take no notice of ‎ ‎（7）_______staying close to and looking at somebody ‎（8）_______to become quiet after nervous activity ‎（9）_______piece of material hung to cover a window ‎（10）_______number of things that happen one after another Keys:1.outdoors 2.upset 3.be concerned about 4.loose 5.go through 6.ignore 7.face to face 8.calm down 9.curtain 10.series ‎【设计说明】本练习主要考查学生通过上下文猜词的能力，并培养学生学会用英语解释英语的能力。‎ ‎2.       add  ‎ ‎[寓词于境] 阅读下列句子，注意add的意思和用法 I'll add a few words when you finish.‎ Her illness added to the family's troubles.‎ ‎[自我归纳] add是_____词，意思是_____。‎ ‎[拓展] additional  (adj) 附加的，另外的； addition (n.) 加，增加 ‎ ‎（in addition 另外；此外         in addition to 除了……） ‎ 短语：add sth. up 把…加起来 ‎ add to增添 ‎ add… to … 把…加到… ‎ add up  把…加起来  ‎ ‎ add up to 总计；加起来结果是 … ‎ ‎[即学即练]根据以上词组填空 ‎（1）The balloons________the festive atmosphere. ‎ ‎ (2) His schooling_________no more than one year. ‎ ‎ (3) Every time I____these figures____Iget a different answer. ‎ ‎ (4)---It’s very delicious, is it? ‎ ‎ ---Yes, I think you have had some salt________the soup. ‎ ‎ (keys: added to; added up to; add…up; added to) ‎ ‎【设计说明】通过以上单词的讲解可以扩大学生的词汇量，要求学生掌握add 的动词，形容词，名词以及一些动词短语的用法。在[即学即练]这一环节可以让学生巩固所学短语，使其在练中学。‎ ‎3. clam  ‎ ‎[寓词于境] 阅读下列句子，注意calm的意思和用法 ‎ ‎ eg.You should keep clam in time of danger. ‎ ‎ The man tried to calm the frightened children. ‎ ‎ [自我归纳]calm是_____词，意思是_____。‎ ‎[拓展]silent 不说话，不出声；quite 安静的；宁静的；still 不动的；强调“静止状态”；clam  指人“沉着，镇定”；指自然“无风无浪”。 ‎ ‎[即学即练]选择适当的词填空 ‎（1） The old man stood quite _______ , except that his lips moved slightly. ‎ ‎（2）   One man shouted at the boy, “ be _______, boy ! what’s the matter with you?” ‎ ‎（3）  He is _______ about the accident. ‎ ‎（4）  He remained _________ in the face of the cruel enemy. ‎ ‎(1. still 2.quite. 3. silent. 4. calm) ‎ ‎4． power  ‎ ‎[寓词于境] 阅读下列句子，注意power的意思和用法 eg.The police have the power to detain offenders.‎ This country extends its power and influence into neighbouring countries.‎ We shall gladly lend every effort in our power toward its realization ‎[自我归纳]power是_____词，意思是_____。‎ ‎[拓展]: powerful  adj.  强有利的；强大的   powerless  adj. 无力量的；软弱的  powerfully adv. 强大地 ‎ ‎ (1)have the power to do 有权利做某事 ‎ ‎（2）brain power 智力  political power 政权 ‎ electric/ water power  电/水力  power station 发电站 ‎ ‎（3）  come into power  掌权（动作）; be in power 掌权（状态） ‎ 辨析：power  能力； 力量； 电力； 权力  strength  力量；力气   ‎ energy 精力；能量 ‎ ‎[即学即练]选择适当的词填空 ‎ 1）Full of ________ , he lifted the stone . ‎ ‎  2）Full of _________, he is always active. ‎ ‎3）Hitler came into _________ in Germany in 1933. ‎ ‎4）We have the ________ to obtain our shares. ‎ ‎(keys: strength;   energy;  power;  power) ‎ ‎【设计说明】以上两个单词除了要讲解他们不同的词性，词形，词义之外还要求学生在练一练中掌握多个同义词的辨析 ，学生只有在具体的句子和语境中才能更好的习得语言。 ‎ ‎5.on purpose ‎[寓词于境]：I know you didn't break the vase on purpose.‎ ‎ -- Did he break it accidentally? ‎ ‎ -- No, on purpose. ‎ ‎[自我归纳]：on purpose 意为故意,有意 ‎ [拓展]：in order to ：为了…；以…为目的，相当于so as to，但后者不能用于句首。‎ We started early in order to arrive before dark. ‎ In order to earn enough money, he worked late into the night.‎ ‎ [即学即练]：‎ ‎1._________(on poupose ,in order to ,so as to )pass the exam, john has been studying in the library for 2 days.‎ ‎2.John has been studying in the library for 2 days_________(on poupose ,in order to ,so as to ) pass the exam.‎ ‎6. Go through ‎ ‎ [寓词于境] 阅读下列句子，注意go through的意思。‎ ‎（1）The country has gone through too many wars.(经历) ‎ ‎ (2)I cannot go through so many letters in an hour.（仔细阅读） ‎ ‎ (3)Mother went through the drawer looking for a sweater.（翻找） ‎ ‎ (4)He went through all the money his father gave him.（用完，用掉） ‎ ‎ (5)The flood went through the house making a terrible noise.（穿过） ‎ ‎ (6)Jack went through the magzine quickly.（看一遍，浏览） ‎ ‎[归纳总结]go through的意思有哪些____________，‎ ‎[拓展] see through 看穿；看破    get through 通过；完成；接通电话 ‎ ‎         break through 突破  look through 浏览   through and through 从头至尾地 ‎ ‎[即学即练] 翻译下列句子。‎ ‎1.我们无法透过雾看见东西。(We couldn't see through the mist)‎ ‎2.你是不是浑身湿透了。(Did you get wet all through? ) ‎ ‎3.那么你走绿色通道就可以了。(You can go through green channel.)‎ ‎【设计说明】‎ 本环节为引导与练习环节。旨在让学生学习掌握本节课的重点单词以及短语。通过 [寓词于境] 、[归纳总结] 、[拓展] 、[即学即练] 等不同形式，将难度不一、杂乱无章的内容处理成有序的、阶梯性的，符合每个层次学习认知规律的学习方案，由学生独立或者合作完成。这样不但可以使让教学任务很好地完成，而且“提问其他学生，我当小老师”的课堂展示环节使学生感悟和体会到了英语学习的乐趣和成就感，让学生在做中学，在学中做，从而把课堂教学过程顺其自然的转化为学生主动参与的过程。‎ ‎ Step VII　Post-reading ‎ Discussion:‎ ‎1.What is a true friend like in Anne’s opinion?‎ ‎2.What was an ordinary diary like according to Anne? What about her diary?‎ ‎3.Why did Anne write such a diary?‎ ‎4.What is Anne’s tone?(angry ,sad, happy or frightened ) ‎ ‎【设计说明】‎ 对课文进行深度挖掘，拓宽学生的视野，真正让学生了解友谊的真谛，并在一定程度上提高了学生的合作学习能力。‎ Step VII Homework ‎ 1. Rewrite the passage in the first person.‎ ‎ 2.Can you give us some background knowledge of World War and some historical material of Jews? You may use the library or the Internet.‎ ‎(It is up to the students themselves to complete the task.)‎ ‎【设计说明】‎ ‎ 改变人称的改写文章既可以考查学生对课文的理解，又要求把从课文中所学的重点单词、短语、句子运用到实际的写作中，从而使本节课在听、说、读、写四个方面都对学生进行了训练。第二个作业则培养学生自主学习的能力，激发学生的学习热情。‎ ‎ ‎ ‎  一．教学内容 Reading and writing ‎ 二．教材分析 ‎ 本部分是有关朋友话题的另一个方面：不善交际的人如何交朋友？阅读部分的内容是学生萧东给王小姐的一封信，信中提到自己不擅长交朋友，希望王小姐给一些建议。此部分是以任务的形式把这个问题叫给学生来处理，实际上是为下面的写作做准备。写作部分要求学生将表格中的提纲扩展整理成一封完整的信件。 ‎ 三．教学目标 ‎ ‎1．训练学生的写作技巧，学会写一封信给出关于交朋友的建议。 ‎ ‎2．通过个人活动、小组活动和班级活动等方法，培养学生的合作互助精神，分享交友经验，感受用英语交流的成功和喜悦。 ‎ 四．教学重难点 ‎ 对所给的信息进行处理和加工，并以文字的形式呈现出来。 ‎ 五．教学方法 ‎ ‎1．采用任务型的教学途径，结合学生的自身经历和兴趣设计讨论活动，让学生在合作交流中获得语言能力和解决问题的办法。 ‎ ‎2．课堂操练：让学生在讨论的基础上惊醒写作训练。 ‎ ‎ 六．教学过程 ‎ ‎ Step1: Greetings and lead in ‎ ‎ 设计问题： ‎ ‎1．          Do you have any problems in making friends? ‎ ‎2．          What problems have you met between friends before? How did you solve them? ‎ ‎3．          Without friends, what would you feel? ‎ 设计意图：围绕“交朋友时可能出现的问题”展开问答，问题贴近生活，容易调动学生的积极性，激活他们的思维。同时通过这些问题能自然地过度到本模块要处理的内容。 ‎ Step2: Read the letter ‎ Let the Ss read the letter and find the answers to the following questions: ‎ ‎1)     What’s the problem of Xiao Dong? ‎ ‎2)     What does he want to get from Miss Wang? ‎ 设计意图：让学生带着问题有目的地去阅读，能提高阅读效率，并能很快地进入下面的讨论环节。 ‎ Step3: Make interviews ‎ Divide the whole class into several groups and each group choose a interviewer. The interviewer will ask the rest members of the group some questions and make some notes. ‎ Possible questions: ‎ ‎1)     Are you good at communicating with people? ‎ ‎2)     How doyou start talking to strangers? ‎ ‎3)     What do you talk about with them? ‎ ‎4)     Could you give some advice to those students who are not good at communicating with people? ‎ The following chart may help you make notes: ‎ Name Good at communicating?(Y/N)‎ How to start What to talk about Advice ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 设计意图：采访的形式能激发学生的谈论热情，并在谈论的过程中锻炼听说能力。问题2至问题4只针对那些认为自己擅长与人交流的学生。对于不擅交流的学生可听听其他学生的建议。 ‎ Step4: Summarize ‎ The interviewers present the advice they have collected to the whole class and the teacher make a list of the advice on the blackboard.Then let students explain how it will help. ‎ ‎ Advice How it will help To ask people their likes and dislikes To find classmates with the sme interests ‎……‎ ‎……‎ 设计意图：将学生收集的 以及课本所给出的信息加以归纳整理，以书面的形式展现出来，为下一个环节的写作打好基础。 ‎ Step5: Write a letter ‎ Ask students to choose what they think are the best ideas and put them into an order. (参考课本第7页的大纲写作) ‎ 设计意图：培养学生对信息的处理加工能力，同时学习书信的写作格式，段落结构，并注意语言的连贯性。 ‎ ‎ Step6: Swap and Assess ‎ ‎ List the standard of assessment on the blackboard and let Ss swap and assess each other’s writings. ‎ ‎ ‎ ‎ Check to see ‎ Scales ‎ ‎ The form of the letter is right(greeting, body,complimentary close,signature).‎ ‎1‎ ‎2‎ ‎3‎ ‎4‎ ‎5‎ ‎ ‎ The paragrapha are well-organized.‎ ‎1‎ ‎2‎ ‎3‎ ‎4‎ ‎5‎ ‎ ‎ Capital letters and punctuation are used correctly.‎ ‎1‎ ‎2‎ ‎3‎ ‎4‎ ‎5‎ ‎ ‎ Each word is spelled correctly.‎ ‎1‎ ‎2‎ ‎3‎ ‎4‎ ‎5‎ ‎ ‎ The ideas are good.‎ ‎1‎ ‎2‎ ‎3‎ ‎4‎ ‎5‎ ‎ 设计意图：通过此项活动学生能分辨出什么样的做文是好作文，并进一步反思自己在协作中存在的问题，进而提高自己的写作技能。 ‎ ‎ ‎ ‎ Period 3 Listening and speaking 教学重点 ‎ Develop the students’ listening ablility,especially listening to and understanding important words and speakers’ intentions and attitudes.‎ 教学难点 Develop the students’ speaking skills.‎ 教学方法 ‎1.Task-based teaching and learning ‎2.Cooperative learning ‎3.Discussion 教具准备 ‎ A tape recorder, mutlimedia and other normal teaching tools 教学目标 ‎ Knowledge aims:‎ 1. Get the students to learn the following new words and useful expressions.‎ Teenager get along with fall in love advice communicate 2. Get the students to know how to express agreement and disagreement.‎ Ability aims:‎ 1. Enable the students to listen and understand the listening materials.‎ 2. Enable the students to express agreement and disagreement.‎ 教学过程 ‎ (Analysis: Listening and speaking are expansion of the topic of the text. Listening is about Lisa’s problem of making a friend with a boy. She asks Miss Wang for advice. Through listening and exercise, students learn how to give advice and the skill of giving advice. And also let them think about the problem of boy’s making friends with girls and girls with boys. And then design a task to ask students to give advice according to the different problems to practise their ability to solve the problems. All of these lay the foundation for the next task writing. In this way, students feel that they have information to put out. And speaking makes for the improvement of students’ speaking ability, strengthening their comprehension of friendship.)‎ ‎ Step 1 Lead-in Do you remember what Ann’s best friend is?‎ Is it a man or a thing?‎ Have you seen the film Cast Away?‎ When Tom is alone on a deserted island, what does he make friends with? ( a volleyball)‎ Guess what my best friend is? (Say sth. about music, pets or plants.)‎ So you see a man can make friends with anyone and anything.‎ Then boys, would you like to make friends with girls? Girls, would you like to make friends with boys?‎ What kind of girl would you like to make friends with? And what kind of boy would you like to make friends with?‎ If you see a boy classmate makes a friend with a girl, will you say something about them behind?‎ ‎(If no, say you are kind. If yes, say you are a gossiper.)‎ If you are that boy/girl, would you like to be gossiped about?‎ But here Lisa has such a problem. Read the letter. Lisa is asking you for help. What advice will you give? You are given 2 minutes to discuss in groups and then offer group’s opinions.‎ 设计意图 ‎：通过学生知道的话题Anne的朋友导入这节课要学的内容，让学生学起来更自然，不生硬。通过提问题可以设悬念让学生对将要学的内容作好准备.‎ Step 2 Reading(Read Lisa’s letter)‎ 阅读Lisa的来信。教师介绍Lisa与朋友相处时也遇到 了一个困难。让学生带着两个问题去阅读，然后回答问题。教师可提示一些关键词，让学生能够完整地回答问题。‎ ‎1.What did Lisa write to Miss Wang for? ‎ ‎ Lisa wrote to Miss Wang to ask for advice.‎ ‎2.What is Lisa’s problem? ‎ ‎ She has trouble with her classmates. Some of them gossiped about her friendship with a boy.‎ Step3 Listening Lisa asks Miss Wang of Radio for Teenagers for help. What advice does Miss Wang give to Lisa? Let’s listen to what she says.‎ Listen for 3 times and do listening exercises.(P6 Ex2-3)‎ 设计意图：让学生带着问题去阅读信件，有助于抓住文章要领，提高阅读的针对性。在听的过程中，老师根据学生实际水平递进式地安排听力活动和练习，以保证各层次的学生都能完成一定量的听力。第一次播放录音，安排学生带着一个总结性的问题去听，并不要求学生做任何有难度的练习；当学生了解了听力材料的大意后，第二次播放录音后才布置学生完成填写练习；第三次播放录音时提供听力材料，让学生边听边跟读，有助于学生重温听不明白的单词和句子。‎ Step 4 Speaking ‎ 1. 分三人一组 让学生针对Miss Wang的建议发表自己的看法，老师引导学生使用教材Speaking部分关于同意和不同意的表达用语。‎ Agreeing Disagreeing I agree. Yes, I think so. So do I. Me too. I don’t think so. Neither do i.‎ Exactly. No problems. Sure. Certainly. That’s not right. Yes, but…‎ Of course. All right. You’re right/correct. I’m afraid not. No way. Of course.‎ Good idea. I think that’s a good idea. I’m sorry, but I don't agree. I disagree.‎ ‎2每个小组应把小组成员的意见在纸上列出来，然后派代表呈现小组意见，并说出理由。‎ 1. 请学生投票选出提出最佳方案的小组。‎ 设计意图：本环节是听力和阅读环节的延伸，延续Miss Wang给出的建议进行讨论，在交流意见的同时学习表示同意和不同意的表达用语；让小组合作，把交际的结果写下来，既有口头练习又有笔头练习；让学生投票选出最佳方案，为活动加入了竞争元素，提高了学生参与活动的动力。‎ Step5 listening (P43)‎ 1. Teacher: I think Lisa is really lucky to have a friend who can help her. Do you remember Anne? Anne made friends with a boy named Peter who also lived in the hiding place. He was the son of another family hiding with them. Let’s listen to the tape and find out what happened to them.‎ 2. Let students listen to the tape and do Ex1-2 on P43.‎ 设计意图：‎ 这一部分和第六面的听力有着共同的特点，都是有关男生能不能和女生做朋友这样一个问题展开的。所以这一部分和第六面的听力一起听，让学生增加更多异性交友并且为什么家长会反对等更多的信息。放在一起处理比较恰当。‎ ‎ Step 6 speaking ‎ Anne needs some advice to help her with this problem. Perhaps you can help her. Work in pairs and make a list of things she might say to her father to make him change his mind. Think of as many as you can. ‎ ‎ 1.Everyone needs a friend. Anne needs a good friend.‎ ‎2.They talk together happily and they are not doing anything wrong.‎ ‎3.They are always with the family, so her father can watch over her.‎ ‎4.it is normal for a girl like Anne to want to have a boyfriend.‎ ‎ Step 7 Discussion ‎ 1. Can girls make friends with boys or can boys make friends with girls?Why or why not and give your reasons.‎ ‎ 2. Do you have any difficulty in making friends? Say it out and then let your classmates and me to solve the problem for you.‎ 设计意图： 两个听力有着共同的话题，那么学生听完两个听力后，对异性交友是什么看的呢。让学生交流讨论，复习前面学到的赞成或不赞成别人观点的表达法。讨论二的设计是为了让学生解决实际生活中交友碰到的难题，可能像两个听力里面一样，在交友方面可能会碰到问题，让同学们和老师替你出出主意，增加英语语言的实用性，并提高学生的英语说的能力。‎ Period4语法Direct Speech and Indirect Speech(I)教学设计 ‎ ‎ 教材分析 This teaching period is a grammar lesson. The students are expected to make clear the differences between Direct speech and Indirect speech and grasp the main usages of them. Students often feel grammar very abstract and boring, so it is necessary to make the class lively and interesting to arouse the students’ interest. Examples and summary should be carefully designed in order to make it easy for students to understand and accept the grammar rules.‎ 教学重点 Summarize the rules of Direct Speech and Indirect speech.‎ 教学难点 Get the students to learn about the special cases in which the tenses shouldn’t be changed.‎ 教学方法 Discussing, summarizing and practising 三维目标 知识目标 Get the students to learn and grasp the rules of Direct speech and Indirect Speech.‎ 能力目标 Get the students to be able to use the rules express their meanings.‎ 情感目标 ‎1 Get the students not to be afraid of grammar learning .‎ ‎2 Get the students to develop their sense of group cooperation. ‎ 教学过程 Step1 Lead in ‎1 T: Last class, we learnt Anne Frank’s story .Who would like to use the first person to tell us the ‎ story according to the sentences on the blackboard ?‎ ‎1 My name is and my family is .‎ ‎2 My family and I are hiding in .‎ ‎3 My only true friend is —my .‎ ‎4 After here for a long time, I’ve become about ‎ ‎2 T: I think maybe there is something wrong with my ears. I can’t hear him/her clearly. Who would like to retell what he/she said, using your own words.‎ ‎3 Then write down what they said on the blackboard. ‎ ‎(1)She said, “My name is Anne Frank and my family is Jewish.”‎ ‎ She said that her name was Anne Frank and her family was Jewish. ‎ ‎(2)She said, “My family and I are hiding in Amsterdam.” ‎ ‎ She said that she and her family were hiding in Amsterdam.‎ ‎(3)She said,“My only friend is kitty—my diary.”‎ She said that her only true friend was kitty—her diary.‎ ‎(4)She said,“After hiding here for a long time, I’ve become very crazy about nature.”‎ She said that after hiding there for a long time, she had become crazy about nature.‎ ‎4 Give Ss one minute to discuss with their classmates what the direct speech is and what the indirect speech is according to the sentences on the blackboard.‎ Possible answers:‎ In direct speech, the original speaker’s exact words are given and are indicated by quotation marks ‎ In indirect speech, the exact words are not directly quoted ‎ 设计意图：通过让学生复述本单元的课文导入，比较讨论归纳语法规则，既调动了学生的积极性又活跃了课堂气氛。‎ Step2、 Find out the difference by discussing.‎ ‎1 Get the students to discuss the difference between direct speech and indirect speech by comparing the sentences on the blackboard and the sentences of exercise 1of page 5.‎ ‎( suggested answers: sentence structures, tenses, adverbials of time and place, pronouns and verbs )‎ 设计意图：让学生比较直接引语和间接引语的例句，直观感受直接引语和间接引语的不同，为进一步的学习作铺垫。‎ Step3: Summarize the rules by themselves ‎ ‎1 Let them read the grammar rules of page 87. Divide them into four groups. Each group is given a task while reading. Prepare some cards for them to fill in.‎ Group 1 is given the cards. of task 1. Group 2 is given the cards of task 2. Group 3 is given the cards of task3. Group4 is given the cards of task4.‎ Task 1‎ Direct Speech Indirect speech ‎ Sentence structure Declarative Say ＋(that) clause ‎ Tell sb (that) clause Yes/No question Special question Imperative sentence Task 2‎ Direct Speech Indirect Speech Present Past ‎ Present Perfect ‎ Past Perfect Present Continuous Future Task3‎ Direct Speech Indirect Speech Pronoun First person Second person Third person This ‎ These ‎ Adverbial of place Here ‎ Verb Come Task4‎ Direct Speech Indirect Speech Adverbial of time Now Today Yesterday This week/month/year Three years ago The day after tomorrow Tomorrow The day before yesterday Step 4 Explain the detailed rules.‎ Ask each group to choose a representative to explain the grammar rules for the rest and give some examples. After each student explain the grammar rules, the teacher adds more to what he/she explain.（这个单词改为explains）‎ Keys:‎ Task 1‎ Direct Speech Declarative Indirect speech ‎ Sentence structure Declarative Say +(that) clause ‎ Tell sb (that) clause Yes/No question Ask sb whether /if +statement order Special question Ask sb +wh—word+statement order Imperative sentence Ask/tell/order/advise sb (not)to do ‎ Examples：‎ ‎（1）The boy said ,“I’m using the dictionary.”‎ ‎ The boy said that he was using the dictionary.‎ ‎ (2)The hostess said to us,“please sit down.”‎ ‎ The hostess asked us to sit down.‎ ‎ (3)“Do you think a diary can become your friend?” the writer says.‎ ‎ The writer asks us if we think a diary can become our friend.‎ ‎ (4)“What do you want?” he asked me.‎ ‎ He asked me what I wanted.‎ Task 2‎ Direct Speech Indirect Speech Tense Present Past Past ‎ Past perfect Present Perfect ‎ Past perfect Past Perfect Past perfect Present Continuous Past continuous Future Past future After the student explains the rules, more information is added by the teacher.‎ ‎1 If the predicate of the sentence is the past tense, the predicate of the clause must also be changed to past tense.‎ Tom said:“I don’t know what to do.”‎ Tom said that he didn’t know what to do ‎ ‎2 The special cases in which the tenses shouldn’t be changed.‎ ‎(1)If the predicate of the sentence is the present tense, the predicate of the clause needn’t be changed.‎ ‎“Does friend always have to be a person ?” the writer asks us.‎ The writer asks us if a friend always has to be a person.‎ ‎(2)When direct speech is about a truth, a timetable, a saying, a proverb or a quotation, a sentence with an adverbial indicating the past , we don’t need to change the tense in indirect speech.‎ He said, “The earth goes around the sun.”‎ He said that the earth goes around the sun.‎ He said, “The train leaves at 7:30pm.”‎ He said that the train leaves at 7: 30pm.‎ He said, “Rome isn’t built in a day”‎ He said that Rome isn’t built in a day.‎ Tom said, “I was born in July ,1978.”‎ Tom said he was born in July ,1978.‎ Task3‎ Direct Speech Indirect Speech Pronoun First person Third person Second person First or third person ‎ Third person Third person This ‎ That ‎ These ‎ Those Adverbial of place Here ‎ There Verb Come go After the student explains the rule, more information can be added to help the students to understand the usage.‎ T: When we change direct speech into indirect speech， we can use “一主二宾三不变（即直接引语里的第一人称，在变成间接引语时与句子与主语一致，第二人称与句子宾语一致，第三人称不变。）”to change the personal pronorun.‎ ‎“What can I do for you ?”he asked me. ‎ He asked me what he could do for me.‎ Task4‎ Direct Speech Indirect Speech Adverbial of time Now Then ‎ Today That day ‎ Yesterday The day before This week/month/year That week/month/year Three years ago Three years before/earlier The day after tomorrow In two days’ time Tomorrow The next/following day The day before yesterday Two days before/earlier ‎3、Summary Use a formula to summarize the usage.‎ T: When you change a direct speech into indirect speech, this formula is helpful to you.‎ 去引号，加连词，变人称（一主二宾三不变），改时态（现在改过去，过去改成过去完成），换状语。‎ 设计意图：充分发挥学生的主体作用，让学生分组自主探究，使学生从被动的接受变为主动的学习。‎ Step5: Practice ‎1、Pairwork T: One of you will be a child and the other the grandmother. The grandmother is listening to a weather report with her grandchild. Try to use indirect speech in your dialogue.‎ Beijing ‎ rain ‎ ‎16℃—24℃‎ Shanghai cloudy ‎23℃—28℃‎ Guangzhou sunny ‎ ‎26℃—33℃‎ Chongqing foggy ‎22℃—30℃‎ Changchun overcast ‎12℃—22℃‎ GM: What’s the weather in Beijing tomorrow? I can’t hear the man clearly on the TV.‎ GC: That’s all right, I can help. The man said.（这三个单词去掉）‎ GM: What did he say about Shanghai?.‎ ‎ GC:…..‎ ‎2 、A game ‎ ‎ Play a guessing game “who is my secret friend.” One student comes to the front with his Partner.The rest students ask him questions while his partner changes them into indirect speech. In the end ,the person who has guessed the right answer can replace the first student.‎ Suggested sentences:‎ Can your friend speak?‎ Is your friend is a girl or a boy?‎ What does he/she wear today ?‎ ‎…….‎ 设计意图：让学生在游戏中练习并掌握语法规则。‎ Step 6 Homework ‎ ‎1 Review the rules of Direct Speech and Indirect Speech .‎ ‎2 Do exercise 1 of Page 42.‎ 教学反思：‎ 作为一节语法课，本课时的主要任务是让学生掌握直接引语和间接引语的用法。大多数学生认为语法学习枯燥乏味，对此提不起兴趣。针对这一情况，我在课堂设计上注重发挥学生的主体作用。首先让学生比较直接引语和间接引语的例句，分组讨论什么是直接引语间接引语；然后让学生结合课后相关语法规则分组自主探究，加深对直接引语和间接引语的理解，完成相应任务；接着由各组选派代表上台讲解相应知识点，教师只对他们所讲内容适当补充；最后，让学生在游戏中训练这一语法规则，以此让学生由浅入深、活泼轻松地掌握此规则。从课后反馈情况看，本课时教学目标完成较好。‎