《模塊五第一單元教案( 賀端香)》由會(huì)員分享，可在線閱讀，更多相關(guān)《模塊五第一單元教案( 賀端香)（11頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、 Module5 Unit1 Getting along with others Teaching Objectives of the whole unit: 1. Provide students with the opportunity to learn about getting along with others. 2. Make students gain some insight into friendships and the problems friendship might birng about. 3. Make students learn ab

2、out understanding emotions . 4. Develop students’ ability of speaking , listening ,reading and writing. Period division: The whole unit: 9 periods Vocabulary and word study: 1period Reading: 2 periods Grammar: 2 periods Listening: 1 period Speaking: 1 period Writing: 1 period

3、 Project: 2 periods Period1 Vocabulary and word study Thoughts on design The theme of the unit is how to get along with others. In the first period , students are expected to know some words and expressions to express personalities and friendship. The theme has much to do with student

4、s’ life. Students are eager to express their own feelings and experiences but they have difficulty in expressing themselves. Teachers can use the chance to tell them how to express themselves and teach them some new words. Teaching aims: Teaching aims: To make students know some words and express

5、ions to describe personalities and friendship. To deepen Ss’ understanding of friendship To practice Ss’ oral English by getting them involved in the discussion of friends and friendship To learn the way to describe the characteristics of a true friend Teaching procedures: I. Lead-in Teaching

6、procedures: Ⅰ.Lead-in 1. Listen to the song called Auld Lang Syne(友誼地久天長(zhǎng)) 2. Read the title of this unit and tell them that friends are a very important part of their lives. II. Discussion: What kind of person do you want to be your friends and what kind of person don’t you like ? Students

7、may have difficulty in expressing themselves and the teacher will teach some words to help them. The teacher can refer to the words on P6. Students focus on adjectives which describe people’s personalities. Ⅲ.Word-learning and experience-telling 1. Before asking students to tell their experience

8、s, the teacher tells them: Maybe your experiences with your friends are complicated and various stories have happened between you and your friends. In order to express yourselves more clearly, you'd better learn some more words to help you. 2. Let students read the words and expressions and pay mo

9、re attention to the words they will use to describe their own experience. The teacher explains some key words and expressions: pretend, admit, pay on , forgive, manner, apologize , blame, get through, be based on , eager, regardless of. 3. Students are asked to tell their own experiences with their

10、 friends first in groups and then before the whole class, using new words as many as possible. Homework Prepare some proverbs about friendship Period2 Reading(1) Thoughts on design This is the first period of Reading. The reading passage is made up of two letters written to a magazine adv

11、ice columnist. Studnents are asked to understand the whole passages and improve their abilities of reading and thinking. The two letters contain two students’ emotions when they have fallen out with their best friend. How to understand two students’ emotions is the key point. After learning the two

12、letters, students will value their friendship. Teaching aims: To deepen Ss’ insight into problems between friends To practice Ss’ reading comprehension skill To identify feelings and emotions in a text Teaching procedures: Ⅰ.Lead-in 1. Have you ever fallen out with a very good friend?

13、2. If you had a quarrel with a friend, how would you deal with it? 3. How would you mend a broken friendship? II. Read the two letters and answer the following questions according to the requirements. 1. What did Sarah tell Hannah in the girl’s washroom? (no more than 12 words) She told Han

14、nah how badly she had done in the maths quiz. 2. Why did Sarah tell Hannah that they weren’t going to be friends any more? ( no more than 18 words) Because she thought that Hannah had told her classmates about his grade after promising not to do so. 3. What did Matthew think aobut losing the ma

15、tch? (no more than 6 words) He thought it wasn’t his fault. 4. What kind of boy is Matthew? (no more than 6 words) He is usually cheerful and outgoing. Ⅲ. Reading strategy: reading to understand feelings. By reading the letters, it is possible to find out just how the writer feels aob

16、ut the problem and even think about what advice to give him \ her. Read the two letters again and fill in the blanks with no more than three words. 1 2 Reasons Sarah Ashamed Her maths grade was 3 in her class. 4 A piece of paper sayin

17、g ‘Stupid Sarah got a D’ was on her desk. Angry She thought her best friend 5 . Andrew Angry They lost the game because of 6 . 7 He made some really cruel remarks to Matthew. Awkward His best friend Matthew has stopped _____8_____. (Answers: 1. Letter w

18、riters 2. Feelings 3. the lowest 4. Upset 5. broke her promise 6. Natthew’s carelessness 7. guilty 8. talking to him ) First, let students do it by themselves. Then ask them discuss the answers in groups. Later, two students are asked to come to the blackboard and write down thei

19、r answers on it. The others check their answers and share their different answers. IV. Consolidation Complete two letters written by Agony Aunt back to the two students with the proper words. Ⅴ. Discussion Analyze the reasons that might lead to a broken friendship. ---having little in common

20、 ---lacking trust ---there being conflict of interest ---being jealous of each other ---being indifferent to each other … Homework Retell the two letters. Period3 Reading(2) Thoughts on design In this period, we focus on the language points, including some key words and expressions, s

21、entences structures and sentence analysis. Teaching aims Students will be able to understand the letters better by analysing some difficult sentence patterns and know how to use some key words. Teaching procedures Ⅰ Understanding difficult sentences 1. (Line8) I must have sounded very proud o

22、f myself after the quiz, saying how easy it was an dhow I was sure to get a good grade. 2. (Line19) I thought that Hannah must have told my classmates about my grade after promising not to. 3. (Line21) I was so angry that I went straight to Hannah and told her we weren’t going to be friends any m

23、ore because she couldn't keep her word. 4. (Line39) He got annoyed , saying it wasn’t his fault if he couldn’t play as well as me, and that I shouldn’t talk to him in this manner. Ⅱ The infinitive and verb-ing form in the letters Underline the infinitive and verb-ing form in the letters by t

24、hemselves and then check before the whole class. Ⅲ Important phrases feel betrayed feel like doing be determined to do keep one’s word keep pace with accuse sb of sth belong to as a result of apologize to sb for sth. keep one’s secret spy on

25、 can't help doing ( Ask the students to make up a story using at least six phrases above.) A version: Last year, I found that I fell in love with one boy . I didn’t feel like telling anyone but my best friend Mary . She promised to keep my secret, saying that the secret only belonged to us tw

26、o.I was sure that she would keep her word . One day, the boy came to me , telling me that he didn't like me at all. It must be Mary who told him my thought.I felt betrayed and embarrassed and couldn’t help crying. … Homework 1. Recite the text; 2.Finish some exercises related to the key words and

27、 language points from the text. Periods4-5 Grammar and usage Thoughts on design The grammar items in this unit focus os the to infinitive, the bare infinitive and the verb-ing form as a noun. Students are expected to recognize the basic forms of the to infinitive and the bare infinitive and

28、 learn how to use the verb-ing form as a noun in various situations. At the same timem students are expected to apply what they have learnt by doing osme written tasks. Period 4 Grammar and usage(1) Teaching aims: To recognize the basic forms of the to-infinitive and the bare infinitive. To lea

29、rn how to use to-infinitives and bare infinitives in different situations. Teaching procedures: Ⅰ. Lead-in Retell the first letter in Reading part by filling in the blanks with the correct forms of the given words. ______ (get) along very well with a good friend isn't easy. It’s a story betw

30、een Sarah and her best friend Hannah. One Monday, they had a math quiz. Sarah thought it easy __________(get) good results. To her surprise, she had the lowest grade in the class. In class, she pretended ________(be) cheerful , but Hanhah sensed something was wrong. Hannah made Sarah _________(tell)

31、 her the truth and Sarah asked Hannah _______(keep) the secret. However, the next day, Sarah found a note on her desk, saying “Stupid Sarah got a D”. Sarah thought that Hannah must have told their classmates about her grade . She was so angry that she would give Hannah a chance ________ (explain) fu

32、rther. She lost her best friend and felt sad. Ⅱ. Functions of to-infinitive Analyse the functions of to-infinitive according to the words in the blanks. 1） subject of a sentence 2） object 3） object complement 4） attribute 5） predicative 6） adverbial Ask students to draw a conclusion what

33、verbs can be followed be to-infinitive as their object. Ⅲ. Functions of bare infinitive 1) We use the bare infinitive after: * let and make and sometimes have * verbs of perception: feel, hear, see and watch * would rather, had better and why not 2) When two infinitives are joined by and,

34、or, expect, but, than, rather than, we normally use the bare infinitive for the second infinitive. Ⅵ. Consolidation 1. Turn to page 9 and complete the letter. 2. Retell the letter to your partner using your own language. Homework 1. P.9 Fill in the blankets, using to-infinitives. 2. P.92 C1 A

35、nswer the questions using to-infinitives. Period 5 Grammar and usage (2) Teaching aims: To recognize the basic form of the verb-ing. To learn how to use the verb-ing form as a noun in different situations. Teaching procedures: Ⅰ. Lead-in Retell the second letter in Reading part by fill

36、ing in the blanks with the correct forms of the given words. Today I would like _______(tell) you a story between Andrew and his best friend Matthew. Both of them enjoy ________(play) football. Last week, they had an important match against another school. Andrew was looking forward to _______(win)

37、 the game, but to his disappointment, they failed as a result of Matthew’s carelessness. Andrew thought it was Matthew’s fault ______(lose) the game and they started ______(shout) at each other with some cruel remarks. Later they stopped _______(talk) to each other . Yesterday, Adrew saw Matthew ___

38、____(talk) to another boy, Peter and he couldn't help _________(wonder) if Matthew wanted Peter to be Matthew best friend instead of him. Andrew didn't know how ________(deal) with this problem. Ⅱ.1. Functions of verb-ing 1） subject 2） predicative 3） object 4） after possessive pronouns 5） in

39、compound nouns 2. We use a verb-ing form, not an infinitive after these verbs: admit, dislike, imagine, delay, consider, mind, understand, avoid, enjoy, practise, miss, finish, keep, suggest. 3. We can use a verb-ing form or an infinitive after the following verbs, with little difference in meanin

40、g: continue, prefer, begin, hate, like, start, love 4. Some verbs can be followed by a verb-ing form or a to-infinitive , but with some different in meaning or usage: forget, regret, remember, mean, try, go on forget + to-infinitive (an activity that has not been done) forget + verb-ing form (an

41、 action that has been done) 5. Some common phrases are used with verb-ing forms. Would you mind … …cannot help… …look forward to… …feel like… …cannot stand… …it is no use/ good… …put off… …keep o

42、n… Ⅲ. Consolidation Complete the letter on page 11 Ⅵ. Discussion: State your opinion on visiting Internet chat rooms. Ⅶ. More exercises Homework 1. P.11 Fill in the blanks, using verb-ing form. 2. P.92 Fill in the blanks using the correct forms in blanks. 3. Unit Revision: Periods 5 &

43、 6. Periods 6-7 Task Thoughts on design: This section includes a series of activities which provide students with opportunities to learn and practise their listneing, speaking, reading and writing skills. Through these activities, students will learn how to write down the answers, how to exp

44、ress agreement and disagreement, as well as how to check their written work. They will also get some practical advice on making lasting friendships. Period 6 Listening and Speaking Teaching aims: 1. To help students develop their listening skills 2. To help students express agr

45、eement and disagreement in English Teaching procedures: 1. Lead-in What do you do when you have a personal problem? Would you talk to your parents or your friends and ask them for advice? Have you ever called a radio programme for advice? II. Listening Read the leaflet about Teen Talk and do

46、the exercise in Part A to get information about Teen Talk. Then do listening in Part B and do the following exercise. Reasons for calling Teen Talk: ·Don’t know who to 1. ___________ Description of the problem: ·Have two 2. __________ and they don’t 3._________ Feeling about the problem:

47、 ·Feel 4. _____________ between the two Teen Talk’s advice: ·5. _____________ to each friend and 6. __________ the problem; ·Let the three of you meet 7. _____________ Planned actions to overcome the problem: ·Write a letter ·Ask friends to meet at their favorite cafe 8. __________. ·Ta

48、lk and get to know each other better. (Answers: 1. ask for help 2. important friends 3. like one another 4. divided 5. write a letter 6. explain 7. outside of school 8. on Sunday ) III. Speaking 1. Let students learn many expressions, apart from Yes and No, to express agreement

49、 and disagreement. Read the expressions in Skills building2 on Page 14 and understand them. 2. Discuss friendship in groups by choosing at least 3 questions and show their opinions on friendship using the expressions they learn in Skills building2. Discuss the following questions: a. What do yo

50、u think a best should be like? b. Does having friends make you a better person? c. How do you want your friends to treat you? d. How can friends help you solve your problems? e. What makes a good friendship last? (After they have discussed in groups , two groups will be asked to share their opi

51、nions with the whole class.) Homework: Collect more information about friendship to prepare for writing. Period 7 Writing Teaching aims: 1. To improve students’ writing skills 2. To make students know how to check their own work Teaching procedures: Step 1. Collect more information about fr

52、iendship Ask students to share their information about friendship according to last class’ questions. Step2. Skills building 3 : checking your work Have students read the tip box on Page16. Make sure they know how to make corrections. And let them read the diary and check for mistakes by thems

53、elves. Have them focus on facts, grammar, and writing, puncutation, vocabulary, spelling and style. Then check the answers as a class. Step 3: Writing a letter to your friend 1.Write a letter to a friend about what his or her friendship means to you. using information gathered in Step 1 and last

54、class. 2.Group work: each member of the group contributes something to the planning of the outline of the letter. 3. Write the letter based on the outline in Part A on page 17. 4.Presentation Let’s invite several groups to read their letters to the class Homework Write a letter. Pe

55、riod 8 Project Giving an oral report Thoughts on design: The section is designed to help students learn and use English practically. Students are expected to read two articles about friendship. The first article shows different attitudes that teenage boy and girls have towards friendship, wh

56、ich can help students understand about the differences between teenage boys’ and girls’ friendships. The second article tells about the real meaning of friendship, which helps students have a better understanding of friendship. Teaching aims: 1. To encourage students to use what they have learned

57、in this unit to complete a project. 2. To let students learn how to plan and conduct a survey and how prepare an oral report to present to the class. Teaching procedures: Step 1 lead-in Present a questionnaire and conduct a survey about different attitudes to friendship between boys and girls wi

58、th the whole class . Questionnaire Are you a boy or a girl? Boy Girl Tick the answer which most applies to you. 1. How many best friends do you have? A lot A few None 2. How often do you have a long conversation with your friends?

59、 More than three times a week once a week seldom never 3. What topics do you mostly talk about with your friends? Hobbies and interests Families and friends School and study Emotions and feelings Future plans and dream 4.Do you share your secrets with

60、your best friends? Always Sometimes Never 5. Do you think boys and girls have the same attitudes towards friendship? Yes No 6. If you choose No to Question 5 , what different attitudes do they have? Friendships between girls are usually based on s

61、hared emotions and support . However, friendships between boys are usually based on shared activities or interests. Girls seem to have a lot to talk about with their best friends than boys. Girls have more friendships than boys. Step 2 reading Skimming Questions: 1.What is

62、the passage mainly discussing? 2. What puzzles Robert? 3. What’s the difference between boys and girls in their attitudes towards friendship? 4. What are boys’ and girls’ friendships each based on? ? Step 3 Group Work(finish project) 1. Planning Work in small group

63、s. You want to survey people to determine how attitudes between boys and girls differ on a certain topic.. favourite food hobbies the future family school subjects music My own topic _____________ 2. Producing Discuss and agree on an each of the following questions: What is th

64、e primary purpose of our survey? How many questions will we ask? Who will take our survey? Decide which group members will be responsible for each task. 3. Presenting Write multiple-choice questions that can be answered quickly and are easy to total when the survey is complete. Conduct the survey and calculate the results. briefly discuss the conclusions the group has drawn, based on the survey results. Homework 1. Finish the WB exercises(B1, B2, D1, D2) 2. Unit Revision: Period 9.