精選教課教課設(shè)計設(shè)計|Excellentteachingplan教師學(xué)科教課設(shè)計[20–20學(xué)年度第__學(xué)期]任教課科：_____________任教年級：_____________任教老師：_____________市實驗學(xué)校育人如同春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計設(shè)計|ExcellentteachingplanModule1Unit1Friendship嵊州二中裘小華一、教材剖析本單元的中心話題是“友誼”，幾乎全部的內(nèi)容都是環(huán)繞這一中心話題睜開的?！盁嵘怼保╓armingUp）部分以檢盤問卷的形式指引學(xué)生認(rèn)識平時生活中朋友之間發(fā)生的真切問題以及解決這些問題的方法?！白x前”（Pre-reading）部分的幾個問題啟迪學(xué)生對“友誼”和“朋友”進(jìn)行思慮，使學(xué)生明確不單人與人之間能夠做朋友，日志也能夠成為人們的朋友?！伴喿x”（Reading）部分ANNE'SBESTFRIEND以日志形式敘述了猶太女孩兒安妮的故事。二戰(zhàn)中為閃避納粹的傷害，她和家人不得不安身于荷蘭阿姆斯特丹的一個小閣樓里，不可以與外界接觸，四周又沒有能夠開誠布公、與之深談的朋友。孤單之中她將日志作為朋友傾吐衷腸，在寫日志的過程中追求解決問題的方法?！袄斫狻保–omprehending）部分經(jīng)過連句、多項選擇和問答題的形式幫助學(xué)生對課文內(nèi)容、細(xì)節(jié)進(jìn)行更深入的理解?！罢Z言學(xué)習(xí)”（LearningaboutLanguage）部分教課本課要點詞匯和要點語法項目?！罢Z言運用”（UsingLanguage）部分的讀兩封信、聽一段話、設(shè)計檢盤問卷、寫信以及興趣寫作，給學(xué)生供給了廣闊空間去商討友誼、友誼，特別是波及到現(xiàn)實生活中被朋友誤解、誤解，沒有朋友的孤單孤獨等問題，既鍛煉了學(xué)生的語言運用能力，又培育了學(xué)生發(fā)現(xiàn)問題、思慮問題、解決問題的能力?！靶〗Y(jié)”（SummingUp）部分指引學(xué)生從本單元的話題、詞匯和語法等方面對所學(xué)內(nèi)容進(jìn)行總結(jié)（參照教課目的和要求欄目）。“學(xué)習(xí)建議”（LearningTip）部分鼓舞學(xué)生養(yǎng)成寫日志的習(xí)慣。這樣，一方面能夠習(xí)得語言，另一方面還能夠?qū)⑷罩咀鳛樽约旱呐笥驯磉_(dá)感情與思想。二、教課目的語言知識掌握本單元詞匯（單詞35個，短語16）、語法（陳說句和疑問句的直接引語和間接引語）、及功能（Givingopinions）并認(rèn)識話題（Friendsandfriendship&interpersonalrelationships）語言技術(shù)1）聽能聽懂勸諫信中的要點詞，并能掌握說話者的忠告，領(lǐng)悟其看法、態(tài)度和企圖。2）說任務(wù)是Designaquestionnairetolearntodealwithinterpersonalrelationship.擴展任務(wù)：可就以下話題睜開議論：描繪朋友、結(jié)交朋友的重要性等。3）讀20世紀(jì)40年月，納粹德國統(tǒng)治了歐洲大多數(shù)地域，德國納粹政策之一是對猶太人殘忍傷害，包含屠戮、送到集中營、驅(qū)趕出歐洲等。從這段德國納粹傷害猶太人的歷史中，我們能夠在感覺外國歷史文化的同時，深刻理解安妮日志的內(nèi)涵。文章脈絡(luò)：Partone:Herbestfriend—What?→herdiary→Why?→backgroundofthestoryParttwo:Herloveofnaturebeforehidingawayafteroneandhalfyearsofhidingway→twoexamples育人如同春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計設(shè)計|Excellentteachingplan4）寫能正確運用有關(guān)詞匯、語法和基本句型寫一封勸諫信；要求論述有理有據(jù)，看法明確，真切能夠解決對方的實質(zhì)問題。學(xué)習(xí)策略經(jīng)過直接引語和間接引語的比較培育學(xué)生的認(rèn)知策略；鼓舞學(xué)生用英語溝通對友誼的不同看法和見解，以培育社交策略；經(jīng)過讓學(xué)生搜尋Anne日志及有關(guān)報導(dǎo)培育資源策略。感情態(tài)度正確理解“朋友”的真切含義；妥當(dāng)辦理朋友之間的關(guān)系、矛盾和矛盾，提升用純正的友誼創(chuàng)造和睦生活氣氛的意識和能力。文化意識認(rèn)識中西文化中對“朋友”和“友誼”理解的異同，以及不一樣的民俗習(xí)慣。三、教材重組與課時分派課時1：Warmingup&speaking課時2：Pre-reading,reading&comprehending課時3：Learningaboutlanguage課時4：Reading,listening&writing課時5：Summingup&extensivereadingPeriod1Warmingup&SpeakingTeachingaims:TorealizetheimportanceoffriendshipbytalkingaboutfriendsandfriendshipTolearntodescribeoneselfandone’sfriendsTolearntocooperatewithothersandimprovespeakingabilitybydesigningaquestionnaireTogetfamiliarwiththeexpressionsofgivingopinionsTeachingprocedures:Step1Lead-inTalkaboutfriendship.Toreachanagreementabouttheimportanceoffriendshipbyaskingandansweringthefollowingquestions.Whatisfriendship?Doyouthinkitimportantinourlife?Whydoyouthinkso?Appreciatesomeproverbsaboutfriendsandfriendship.Step2BrainstormingThinkofasmanywordsaspossibletoshowwhatqualitiesagoodfriendshouldhaveandwhatagoodfriendshouldn’tbelike.Qs:Doyouhaveanyfriends?Whatdoyouthinkshouldagoodfriendbelike?Orwhatqualitiesdoyouthinkshouldagoodfriendhave?Shouldtheybefunny,smartorstrong,orsomethingelse?Findthetruthofowningalonglastingfriendship.育人如同春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計設(shè)計|ExcellentteachingplanWhatisimportanttohavegoodfriends?(Tohaveagoodfriend,youneedtobeagoodfriend.)Step3SurveySBP1WarmingupWhatdoyoudotobeagoodfriend?Areyougoodtoyourfriends?Makethesurveyandseehowmanypointsyoucanget.Makeanassessmentaccordingtothescorestoseewhetheryou’reawisefriends.Step4DiscussionInpairs,discusswhatyouwoulddoinsuchsituations.Trytousethefollowingexpressionswhilereportingyoursolution.(WBP45SpeakingTask)Ithinkso.Idon’tthinkso.Iagree.Idon’tagree.InmyopinionI’mafraid(not)Ingroups,thinkofsituationsconcernedwithfriendship,whereyoufinditdifficulttomakeadecision.Designaquestionnaireifpossible,usingthequizinthewarminguptohelpyou.Collectdifferentsituationsandpossiblesolutions.Theusefulexpressionsabovecanalsobeusedtogiveopinionsandorganizeideas.Step5HomeworkDesignaquestionnairewithatleast5situations.(Pairwork)Writeabriefself-introduction.Trytousethewordsandsentencepatternsyouhavepracticedinclass.(appearance,character,hobbies,etc.)Period2Pre-reading,Reading&ComprehendingTeachingaims:TounderstandthecontentsofthediarybyAnneandlearntocherishfriendship.Toimprovethestudents’readingabilityofskimming,scanningandguessingthemeaningsofthenewwordsofthetext.Tokeepaclearviewofthewar.Teachingprocedures:Step1Pre-readingSincewe’vetalkedabouttheimportanceofmakinggoodfriendsinourdailylife,howwouldyoufeelandwhatwouldyoudoifyouhadtostayhiddeninaplaceforalongtime?Doesafriendalwayshavetobeaperson?Whatelsecanbeyourfriend?Step2While-readingListeningWhoisAnne?Who/WhatwasAnne’sbestfriend?Whenandwheredidthestoryhappen?BackgroundintroductionScanningTickthethingsmentionedinthepassagetofindwhatitismainlyabout._____Anne’sfamily_____ThehistoryofJew育人如同春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計設(shè)計|Excellentteachingplan_____Thereasonforherhidingaway_____Herlovefornature_____ThecrueldeedsofGermanNazis_____Hitler2)Answermorequestionstogetdetailedinformation.WhydidAnnemadeherdiaryherbestfriend?WhatisanordinarydiarylikeaccordingtoAnne?Whywasshesocrazyaboutthingstodowithnature?Whydidshestayawakeonpurposeuntilverylateoneevening?Whydidn’tshedareopenthewindowwhenthemoonwastoobright?Howdoyouunderstandtheexpressions“spellbound”and“heldmeentirelyintheirpowder”?Step3Post-reading1.Comprehendingexercises(SBP3)2.DiscusswhatkindoffeelingsofAnnethefollowingwordsfromtheletterimply.wordsAnne’sfeelingnaturefree,peaceful,relaxedoutdoorsfreecrazyanxious,eager,thirstydidn’tdarescared,frightenedthundering,entirely,powerhelpless,depressed,lonelyStep4ConsolidationWorkinpairstotelleachothersomethingaboutAnne.(WhatdoyouthinkofAnne?)Step5HomeworkReview“Anne’sBestFriend”anddiscoversentencesyouthinkwonderfulordifficulttounderstand.FinishofftheexercisesatPage4SB.Period3LearningaboutlanguageTeachingaims:Todiscoverandlearntousesomewordsandexpressions.ToenablestudentstorewritesentencesusingdirectorindirectspeechTolearnmoreinformationaboutAnne.Tocultivatethespiritofcooperation,self-teachingandself-exploring.Teachingprocedures:Step1Revision1.Reviewsomethingabout“Anne’sbestfriend”byusingsomeTrue-or-Falsesentences1)Afriendwouldlaughatyou.F2)AnnelivedinAmsterdamintheNetherlandsduringWorldWarII.T3)Sheandherfamilyhidawayforoneyearbeforetheywerediscovered.F育人如同春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計設(shè)計|Excellentteachingplan4)Shekeptadiaryasothersdid.F5)Shewasfondofnature.T6)Shestayedawakeinthenightbecauseshecouldn’tsleepwell.F7)Shecouldn’tgooutassheliked.TCollectthesentencesstudentsthinkwonderfulordifficulttounderstand.Samplesentences1)Sheandherfamilyhidawayfornearlytwenty-fivemonthsbeforetheywerediscovered.2)Iwonderifit’sbecauseIhaven’tbeenabletobeoutdoorsforsolongthatI’vegrownsocrazyabouteverythingtodowithnature.Therewasatimewhenadeepbluesky,thesongofthebirds,moonlightandflowerscouldneverhavekeptmespellbound.Thedark,rainyevening,thewind,thethunderingcloudsheldmeentirelyintheirpower.ItwasthefirsttimeinayearandahalfthatI’dseenthenightfacetoface.Step2AnalysisDiscoverandlearntheusageofusefulwords,expressionsandsentencespatternsinthepassage.CheckhomeworkexercisesatP4SB.Step3Grammar(Directspeech&indirectspeech)Lead-inWhatdidAnnesayaboutherdiary?—Shesaidthatshedidn’twanttosetdownaseriesoffactsinadiaryasmostpeopledid.Shesaidthatshewantedthatdiaryitselftobeherfriend.Shesaidshe’dcallherfriendKitty.Whydidshethinkshehadgrownsocrazyabouteverythingtodowithnature?—Shewonderedifitwasbecauseshehadn’tbeenabletobeoutdoorsforsolongthatshe’dgrownsocrazyabouteverythingtodowithnature.DiscoveringusefulstructuresInpairs,findoutthedifferencebetweenthedirectspeechandindirectspeech.SummarizesomegrammarrulesPracticea)Rewritethesentencesaccordingtotherequirement.(SBP5)b)Practiseusingstructures(WBP42)ReadandretellanotherpageofAnne’sdiary.WhatcanwelearnaboutAnnefromthediary?Ingroupsoffour,playthegame“Whatdidhe/shesay?”Step4Homework1.GooverthelanguagepointsinthetextanddotheexerciseatP42WB“Usingwordsandexpressions”.ReadtheletteratP6andretellitinindirectspeech.DomoreexercisesaboutGrammar.育人如同春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計設(shè)計|ExcellentteachingplanPeriod4Reading,listeningandwritingTeachingaims:Torevise“directspeechandindirectspeech”andthecommunicatingskillofgivingopinionsoradvice.Totrainthestudents’listeningability.Tolearntodevelopfriendshipanddealwithmisunderstandinginaproperway.Tolearntowriteapersuasiveletter.Teachingprocedures:Step1RevisionCheckhomeworkexercisesatWBP42.RetellLisa’sproblemusingindirectspeech.Step2TalkingIngroups,discussthefollowingquestionsaccordingtoLisa’sletterandreportyouropinions.Qs:Whatdoyouthinkoftheirfriendship?Doyouthinktheyoughttoendtheirfriendship?Giveyourreasons.WhydoLisa’sclassmatesgossipabouttheirfriendshipinyouropinion?Couldyougiveanyadviceonthisproblem?Step3ListeningListenandfindoutMissWang’sattitudetowardthismatter.DotheexercisesatSBP6.Step4Extensivelistening(WBP43Listeningtask)1.IntroducethelisteningmaterialwhichisanotherpageofAnne’sdiary.RedesignedlisteningtasksWhile-listeningQs:WhoisAnne’sfriendinthepassage?Whatdidtheydotogether?Didherfatherhimselfdiscovertheirfriendship?Whywasherfatherunhappyabouttheirfriendship?Didshefollowherfather’sideas?Post-listeningInpairs,discussyouradvicetohelpAnnewiththisproblem.Step5ReadingandwritingReadandfindoutXiaodong’sproblem.Brainstormsolutionstothisproblem.PreparetowriteyouradvicetohimasMissWang.Step6HomeworkSupposingyouwerejustMissWang,writealettertoXiaodongtogivehimyouradviceonhisproblem.Gooverthewholeunit.Period5Summingup&extensivereading育人如同春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計設(shè)計|ExcellentteachingplanTeachingaims:TohelpSsformagoodlearninghabitbysummingupwhatthey’velearnedinthisunit.2.Toimprovestudents’readingabilitybyreading“FriendshipinHawaii”.Todevelopstudents’senseofculturebymakingagoodunderstandingofthepassage.Teachingprocedures:Step1SummingupSumupalltheitemsbythemselvesandsharewhattheyhavelearnedwiththewholeclass.Step2LearningtipReadthispartandfindoutwhatitisabout.Thinkoverinhowmanywayskeepingadiarycanhelpus.Step3ExtensivereadingWarmingupBrainstormdifferentwaysofshowingourfriendship.Drawaconclusion:Everyculturehasitsownwaystoshowfriendship.SkimmingTofindthreewaysHawaiiansshowtheirfriendship.ScanningDecidewhateachofthefollowingwordsmeansinthelanguageoftheHawaiians.aloha,lokahi,kokua,ohana,leiDiscussthefollowingquestions.WhydomanydifferentpeoplescallHawaiitheirhome?HowdopeopleinHawaiigetonwithoneanother?HowcanpeopleinHawaiiliveinpeace?Canyoufindsimilarthingsinyourhometown?Howdoyoushowfriendshiptovisitors?Step4HomeworkDoextraexercisestoconsolidatewhatSshavelearnedinthisunit.UsingthelanguagePleasechangethefollowingdirectspeechintoindirectspeechandindirectintodirect.“Iwillneverforgetthisinterestinglesson,”saidPeter.SaratoldGraciethathelikedtraveling.“I’mverygladtovisityourschool,”saidthevisitor.Theoldmantoldusthathedidnot