高中英语 unit_1_good_friends教案 新人教版 教案 8页

Unit1GoodfriendsPeriod2Reading–Chuck’sFriend(TextbookPage3-4)Name: TeachingAims:1.Learnandmasterthefollowingwordsandphrases:survive,mirror,hammer,saw,rope,compass,huntfor,makeafire,careabout,crash,suchas2.Improvethestudents’readingabilityandself-studyabilitythroughskimming,scanningandsummarypractice.3.Enablethestudentstovaluethefriendshipbetweenfriendsbylearningthereadingtext. TeachingImportantPoints:1.Improvethestudents’readingability.2.Masterthefollowingphrases:huntfor,makeafire,careabout,TeachingDifficultPoints:Howtomakethestudentsunderstandthereadingtextbetter. TeachingMethods:1. Questioning2.  Explaining3.  Collaborating TeachingAids:1.arecorder2.aprojector3.theblackboard \nTeachingProcedures:1.Greetings2. Pre-reading(Lead-in)3.Reading4.LanguageStudy&Summary5.Discussion6.Homework Step1.Greetings(2minutes)Greetthewholeclassasusual.T:Inthelastperiodwehavelearnedsomeusefuladjectivesandexpressionsofhowtodescribegoodfriends,right?Doyoustillrememberthethreemostimportantqualitiesofagoodfriend?Ss:Loyal,honestandkind.T:Great!Thesayinggoes“Afriendinneedisafriendindeed”.Sooneday,oneofyourgoodfriendscometoyouforhelp.Hecannotfindouttheanswerstothefollowingquestions.Ashisgoodfriend,wouldyouliketohelphimtofindouttheanswers?Ss:Sure! Step2.Pre-reading(9minutes)Task1:Guesswords.(3minutes)(PPT)1.Whatcanyouusetoburnapieceofpaper?(aboxofmatch.)2.Whatcanyouusetocutanapple?(aknife)3.Whatcanyouusetogetdirections?(acompass)4.Whatcanyouusetocookeggs?(afryingpan)5.Whatcanyouusetoshootabird?(agun)6.Whatcanyouusetostrikeanailintothewall?(ahammer)\n7.It’sraining.Youwanttogooutside.Whatcanyouusetostayawayfromtherain?(anumbrella)8.Whatcanyouusetotiethedogtothetree?(arope)9.Whatcanyouusetoseemyface?(amirror)10.Whatcanyouusetolistentothenewsbroadcast?(aradio)11.Whatcanyouusetocuttrees?(asaw)12.abook. Task2:Discussionofthe3usefulitemsandgivingopinions(6minutes)T:Youmayseethat12answerstothequestionsaresomeusefulthingsinourdailylife,right?Imaginethatyouhavetostayonanislandforalongtime.Youcanonlybring3usefulthingsfromthe12itemstotheisland.Whatwillyouchoose?Why?Hereare2minutesforgroupdiscussion.Eachgroupchoose3itemsandexplainwhyyouthinktheywouldbeuseful. aknife,aboxofmatches,amirror,aradio,afryingpan,agun,abook,ahammer,asaw,anumbrella,arope,compass(Teachergoesamongthestudentstolistentotheirdiscussion.Thenchooseseveralstudentstoexpresstheiropinions.)T:OK.NowIwantsomeofyoutolistthethreemostusefulitemsandexplainwhyyouthinktheywouldbeuseful.You’dbetterusethesentencestructuretoexpressyouropinion:Ithink…because…/Icoulduseitto…/itcouldbeusedto…/…wouldbemoreimportantthan…because….(Bb/PPT:Writeitontheblackboard.) Suggestedopinions:1.Ithinkthataboxofmatcheswouldbethemostuseful,becauseIcoulduseittomakeafiretoprepareameal,towarmmyself,andtogivethesignal.2.Ialsothinkthataknifewouldbeuseful,becauseIcoulduseittodefendmyselftocutdowntreestobuildahouse,andtocutupsomethingtoeat.\n3.Ithinkthataradiowouldbethemostuseful,becauseIcoulduseittolistentosingingormusictoenjoymyself,tolistentonewsbroadcastandweatherreport,andtofrightensavagesorotheranimalsbyturningitup. Step3.Reading(11minutes)Task3:Skimming:(3minutes)individualwork.T:OK.Wejusttalkaboutbringing3usefulthingstoliveonanisland.Butcanyouimaginethelifeonanisland?Todaywe’regoingtolearnasimilarpassage“Chuck’sFriend”.Nowopenyourbooks,turntoPage3.Youaregiventwominutesforfastreadingandfindout:1)    WhoisChuck?Ishearealman?(Acharacterinamovie)2)    Who’sChuck’sFriend?(Answer:Avolleyball/Wilson.)3)    What’sthenameofthemovie?(CastAway) Task4:Scanning/carefulreading:(total8minutes,4minutesforstudentreading,4minutesforanswering)Nowreadthepassageagainandthenanswerthequestionsonthescreen.Thistime,youshouldreadslowlyandcarefully.(Showthefollowingquestionsonthescreen.Bb/Ppt)1.What’sChuck’sjob?2.WhathappenedtoChuckoneday?3.WhatthingsmustChucklearntodotosurviveontheisland?4.WhatdoesChucklearnabouthimselfwhenheisaloneontheisland?(Teachergivesstudentsanotherfourminutestoreadthepassageandthenaskssomestudentstoanswerthesequestions.Wherecanwefindtheanswers?)Suggestedanswers:(ppt)1.Chuckisabusinessmanandasuccessfulmanagerinacompany.\n2.OnedayChuckisonaflightacrossthePacificOceanwhensuddenlyhisplanecrashes.ButChucksurvivesthecrashandlandsonadesertedislandwheretherearenopeople.3.Chuckmustlearntosurviveallalone.Hehastolearnhowtocollectwater,huntforfood,andmakeafire.ThemostimportanceisthatChuckhastolearnhowtosurvivewithoutfriends.4.WhenChuckisaloneontheisland,helearnshowtobeagoodfriendtoWilson.EventhoughWilsonisjustavolleyball.Helearnsthatweneedfriendstosharehappinessandsorrow,anditisimportanttohavesomeonetocareabout.Healsolearnsthatheshouldhavecaredmoreabouthisfriends.Andheunderstandsthatfriendshipisaboutfeelingsandthatwemustgiveasmuchaswetake. Step4.LanguageStudy&Summary(13minutes)T:Nowlistentothetapeofthetextandunderlineusefulwordsandexpressionsoneachparagraph,alsoyoumaytrytofindoutthemainideasortopicsentencesofeachparagraph.(3minutes)Task5:languagestudy(5minutes)(Showthefollowingonthescreen.)1.TomHanksPlaysamannamedChuckNoland.(act,playtheroleof)2.Hisplanecrashes.Chucksurvivesthecrash.(v:fall/comedown,n:aseriousaccident)3.Survivethecrash.(remainalive,notdead)4.Landonadesertedisland.(withoutpeopleliving)5.Chuckhastosurviveallalone.Whenheisaloneontheisland.(byoneself,onlyone)6.Huntforfood.(searchforfood/killanimalsforfood)7.Makeafire.=lightafire8.Developafriendshipwithsb.=makefriendswithsb.9.careabout=providecarefor,givecarefor10.Unusualfriend=petsorfavoriteobjectssuchasluckypenanddairy \n(Bb:play,crash,survive.deserted,alone,huntfor,makeafire,developafriendshipwith,careabout,unusualfriend)(Teachergoesthroughtheparagraphsandexplainstheunderlinedphraseswithotherwordsorphrases,itisnotdetailedexplanationofvocabularyorgrammar,justhelpthestudentstorememberandunderstandtheseexpressionsonthetext.)Example:Nowlet’slookatparagraphone,lineone.“HanksPlaysamannamedChuckNoland”Hereplaymeanswhat?Thewholeclassplease.Yes,playmeansplayaroleinamovie,act,beanactor.(Explanationperiodwillaskthewholeclasstoanswerthequestionstogether.) Task6:Summary(5minutes)Invitestudentstotellusthemainideasofeachparagraph.OutlineofthetextPart1survive&landonadesertedislandPart2learnhowtomakealivingPart3developdeepfriendshipwithWilsonPart4theimportanceoffriendship Step5.Discussion(8minutes)Task7discussions:TeacherasksstudentstodiscussthelasttwoquestionsbehindthetextingroupsT:OK.Nowlookatthelasttwoquestionsbehindthetext.(Teacherbeginstoreadthem.)Igiveyouseveralminutestodiscussthemingroups.(3minutes)Afterawhile,I’llasksomeofyoutotalkaboutyouropinion.(Studentsbegintodiscussthetwoquestionsandafterawhileteacheraskssomestudentstoexpresstheirideas.) Suggestedideas:\n3.FirstI’llsearchforsomethingtoeat,someplacetolivein,thenI’lltrytogetintouchwiththefamilyorgovernmentassoonaspossible.4.Ithinkthescientistshouldgettheparachute.Becausethescientistisofgreatervalue,hecanimprovetheprogressofscience. Step6Homework(2minutes)1.Readthetextandtrytoremembertheusefulexpressionsandwords.2.Writeapassageaboutlivingonadesertedisland.Youmaydescribethelifeontheisland,yourfeelings,whatdoyoufeelaboutthelifeorfriendship.  TheDesignoftheWritingontheBlackboardUnit1GoodfriendsTheSecondPeriod-ReadingPre-reading:Words:aknife,aboxofmatches,amirror,aradio,afryingpan,agun,abook,ahammer,asaw,anumbrella,arope,compass Ithink…because…/Icoulduseitto…/itcouldbeusedto…/…wouldbemoreimportantthan…because…. Reading:1.What’sChuck’sjob?2.WhathappenedtoChuckoneday?3.WhatthingsmustChucklearntodotosurviveontheisland?4.WhatdoesChucklearnabouthimselfwhenheisaloneontheisland? Languagestudy:\nplay,crash,deserted,alone,huntfor,makeafire,developafriendshipwith,careabout,unusualfriend Homework: RecordafterTeaching_____________________________________________________________________________________________