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爱心用心专心1TeachingPlanUnit1Topic:FriendshipTeachingAimsLanguageknowledge①话题：熟悉有关Friendsandfriendship,howtomakefriends和howtomakefriendship的话题。②功能：在日常交际中有效使用得体的语言表达态度：（a）同意和不同意：Iagree;Ithinkso;Exactly;Idon’tagree;Idon’tthinkso;I’mafraidnot.（b）肯定程度：That’scorrect;Ofcoursenot.③语法：掌握陈述句、一般疑问句和特殊疑问句的直接引语和间接引语。④词汇：重点理解、掌握下列词汇：add;share;dare;suffer;advice;calmdown;beconcernedabout;gothrough;setdown;aseriousof;onpurpose;inorderto;joininLanguageskills①听:听懂MissWangofRadioForTeenagers的回信，并能回答就信中主要内容提出的问题。②说:能围绕中心话题Friendsandfriendship,与同学交谈，合作，共同完成调查问卷设计任务。③读:能从Anne’sBestFriends中获取主要信息，理解课文的内容和细节；理解“语言运用”部分的两封信，为下面的听和写做好准备。④写:能根据提示，以编辑的身份为Xiaodong写封回信。Culturalconscious-ness了解英语交际中如何恰当地表达态度。通过课文学习，了解德国法西斯残害犹太人的历史，感受外国历史文化。Affect&Attitude加深对友谊、友情、朋友的理解，学习如何正确交友，对待友谊、友情，处理朋友间发生的问题。Learningstrategies①认知策略：总结语言材料中有关直接引语和间接引语的规律并加以应用。②交际策略：在课内外活动中积极围绕话题与同学交流。③调控策略：合理分配注意力。④资源策略：学习有效地使用词典等工具书。TeachingkeypointsTeachingimportantpoints（1）本单元所出现的词汇的用法。（2）陈述句、一般疑问句和特殊疑问句的直接引语和间接引语。（3）对于个人观点态度的表达法。TeachingperiodsPeriod1Thewholecontent＆Warmingupofunit1(听说活动课)Period2Reading:Anne’sbestfriend(阅读课)Period3Learningaboutlanguage(词汇语法课)Period4Readingandlistening(听说课)Period5Readingandwriting(写作课)Period6Summingup＆revision（复习及课外阅读课-P44friendshipinHawaii）Period7Test(单元测试)备注爱心用心专心2Period1TitleThecontents＆warmingupTeachingaimsKnowaboutthecontentsofthewholetext＆talkaboutfriendsandfriendshipTeachingproceduresActivityObjectives(设计意图)InteractiontimeStep11.AboutthecontentsLookthroughyourbookandfindtheanswerstothesequestions.a.Howmanyunitsarethereinthebook?___________________________b.Thebookismadeupoftwoparts,whatarethey?___________________________c.Howmanypartsarethereintheappendices?___________________________Toknowthestructureofthewholemodules.Individualwork修改与备注：修改与备注：AboutthethemeLookatthelistofcontents.Inwhichunitcanyoua.learnthehistoryaboutthedevelopmentofEnglish?__________________________b.learnhowtoprotectoneselfandhelpothersindisasters?___________________________c.Studyvocabularyoflandforms（地貌）?___________________________d.Readtheintroductionofsomefamouspeople?___________________________e.Readthesuggestionabouthowtogetalongwithothers?___________________________Knowthethemeofeveryunitanddevelopstudent’sfastreadingskills.Pairwork修改与备注：修改与备注:Aboutthegrammara.WhichgrammarstructureisdealtwithinthefourthunitEarthquakes?__________________________b.Whichstructurecanweusetoreportothers’ideas?___________________________Togetageneralimpressionaboutthegrammar.Pairwork修改与备注：修改与备注:爱心用心专心3c.Whatcanwetalkaboutusingthepresentcontinuoustense?Inthisbook,whatnewideacanweget?___________________________Step2Leading-in(warmingup)AsktheSstodescribeoneoftheirfriends----theirappearance,personality,hobbies,etc.Qs:What’syourfriendlike?Whatdoeshe/sheliketodoinhis/hersparetime?Whatpersonalitydoeshe/shehave?TodevelopSs’speakingskills.Individualwork修改与备注：修改与备注:Step3HavetheSsgetintogroupsoffourtolistsomequalitiesofapersontheywouldlikeasafriend.FForgiving,fair,forever,faithful,friendlyRReal,responsible,reliable,respectfulIImportant,interestingEEnjoyable,everlasting,equal,encouragingNNiceDDevotedSSincere,sharingHHelpful,honestIIndependentPPure,polite,precious,patient本环节通过引导学生描述朋友，进而探讨好朋友应具备的优秀品质，循序渐进地引入本单元的中心话题，真实性强，为学生学习和运用本单元的功能意念项目提供了很好的机会。Groupwork修改与备注:修改与备注:Step4Doingthesurvey1.Dothesurveyonpage1inthetextbook.2.Whiledoingthat,encouragestudentstoguessthemeaningofunfamiliarwords(ifnecessary).3.Havestudentsworkouttheirscoresonpage8.为了有效完成设计调查问卷的任务，首先对它有一个直观的认识，弄清调查问卷的结构和形式，为下面设计问卷这个中心环节做好各方Individualwork修改与备注:爱心用心专心44.Discusstheresults:4-7points:notagoodfriend;8-12points:afairlygoodfriend;12+points:anexcellentfriend.面的准备。对于问卷中个别的生词和短语，应鼓励学生围绕“中心话题”和上下文去猜测。）修改与备注：Step5Step3Designingaquestionnaire1.Dividestudentsintogroupsoffour.2.Askeachgrouptodesignonequestionaccordinglywiththreepossibleanswerseach.3.Giveascoretoeachanswer.4.Setdownthequestionandanswerstomakeaquestionnaire.本环节的目的是通过设计问卷，创设真实的语言情景，为学生探讨友谊、友情提供广阔的空间。重点进行口语交际方面的练习，同时培养学生发现、思考、解决问题的能力，树立正确的人生观和价值观）Individualwork修改与备注:Step6Tryingthequestionnaire1.Checkthequestionnairethroughandtryitoutonyourowngroup.2.Shareyourquestionnairewithfourothergroupsandseehowmanypointsyoucanget.使用自己设计的调查问卷，可极大的调动学生的积极性，使他们主动参与到活动中来，获得积极的情感体验。修改与备注:Groupwork修改与备注:Step7HomeworkObjectivesInteractionThedesignofthewritingontheblackboardRecordafterteaching爱心用心专心5Period2TitleAnne’sbestfriendTeachingaims1.ReadAnne’sdiaryandtrytounderstanditsmainideaaswellasdetails.2.Fosterthereadingstrategy.TeachingproceduresActivityObjectivesInteractionTimeStep1Pre-reading:Afriendisapresentwhichyougiveyourself.Whydoyouneedfriends?Groupwork:Workingroupsoffouronthefollowingquestions:1.Doesafriendalwayshavetobeaperson?Whatelsecanbeyourfriend?2.Doyouthinkadiarycanbecomeyourfriend?Whyorwhynot?导入衔接上节课和本节课知识。通过讨论，将学生的注意力集中到下面阅读材料的主题上。本环节调动学生围绕文章主题展开批判性思维，为他们将话题与自身生活经历相结合提供机会.Groupwork修改与备注：Step2Reading:1.LookatthetitleofthereadingpassageandthepicturesonPage2and3.Guesswhothosepeopleareandwhatthetextmightbeabout.2.listeninglistentothetext3.Scanthepassageandanswerthefollow