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Unit1 Getting along with others Task1

教 材：牛津高中英语(模块五)高二上学期 文档内容：教学设计—教案

单 元：Unit 1 Getting along with others 板 块：Task

Thoughts on the design:

本节课是以听、说为主的训练课，为下一节写作课收集资料。听力虽被视为被动的接受，但老师可以将学生的已知与未知联系起来。通过reading的学习，学生知道当遇到困难时，可以向媒体求助。运用学生这一已知信息们，可以将他们的注意力转移到向热线求助。本课对于建议类的用语有所涉及。 Teaching aims:

After listening and talking, the students will be able to

1. have a deep and clear understanding of friends and friendship.

2. know clearly what the problem is and what suggestions Teen Talk gives them. 3. talk something about friends and have their own opinions. 4. know how to make notes and give suggestions. 5. have a better friendship with others.

Teaching procedures: Step 1 Lead in (PPT 1-7)

1. Say something about the teacher himself/herself.

2. Show some pictures about my students, including Li Dong. 3. Talk about his problem.

Good morning, everyone. I’m He Mei, from Beijiao Middle School in Changzhou. My school is a boarding school. So relatively speaking, students have more time in school. They study, rest, eat and sleep under the same roof. Some of them can become good friends. But sometimes, they may also meet with something unhappy. Li Dong is an example. Recently, he has had some problems with two of his friends. So who do you think he can turn to for help?

(teachers, parents, other classmates, agony aunt, … ). From reading, we can see students can also turn to agony aunt for help. Besides all these ways, there is still a popular one, called “hot lines”, especially through radio. So do you want to learn more about hot lines? Open your books to page 13, Here is an introduction to a hotline: Teen Talk. Before reading, guess some answers. [Explanation]

由于是借班上课，教师通过自我介绍这一环节帮助学生逐步适应教师的语速和语言风格。通过聊自己的学生，拉近与听课学生间的情感距离。通过帮助李东，学生可以很自然想到它可以求助的人，从而导入热线帮助这一方式。 Step 2 Pre-listening (PPT 8)

1. Ask the students to go through this small passage about Teen Talk. 2. Find the answers to these five questions and check the answers.

Answers: 1 phone; 2 true; 3 false; 4 your problems; 5 practical advice. 3. Guide students to make simple notes.

With my help, Li Dong has turned to Teen Talk for help. So next, we will hear that telephone talk and get to know what Li Dong’s problem is. While listening, please write down key words to these five questions on p13. Refer to question 1 on p12. You needn’t write down the whole sentences and can answer the questions in your own words.

Step 3 While listening (PPT 9)

Listen to the conversation twice.

For the first time, get to know the main idea of the passage and take some simple notes. For the second time, complete your notes. Step 4 Post listening (PPT 10-11) Check answers to questions [Explanation]

听力让学生对李东的问题有所了解，并熟悉了热线求助这种方式。步骤2为步骤3的进行打下了良好的基础，能让学生养成听力记录的良好习惯和技能。整个听力部分是task的核心，是写作背景，为写作打下了好的基础，便于学生收集信息。

Step 5 Discussion

1. Discuss the topic “Friendship” with students. (PPT 12)

Accepting Teen Talk’s advice, Li Dong wants to write a letter to each of them. But it happens that Li Dong isn’t good at expressing himself. He asked me what he should say in the letter besides that he felt trapped and divided. I was too busy to answer him then. So can you give him some suggestions? (the qualities of a good friend; feelings about best friends; what makes a good friendship last) 2. Inform the students to make up a dialogue in a group of four. (PPT 13)

I think these suggestions are too much for Li Dong. Maybe he wants to listen to your opinions about friends and friendship. So have a discussion around friends: ① What does friendship mean to you?

② What are the qualities of a good friend?

③ How do you feel when you stay with your best friends? ④ What makes a good friendship last?

⑤ Does having friends make you a better person? ⑥ How do you want your friend to treat you?

Choose at least two of the questions to discuss with your partners and make up a dialogue in a group of four.

3. Present the ways of expressing “Agreeing” and “Disagreeing” (PPT 14-17) Don’t hurry. Before your own dialogue, let me show you two dialogues made up by my students on the same topic “Staying a teenager forever would be great.” Pay attention to which one is better. Why ? （Because the better one varies the ways of expressing agreeing and disagreeing）

4. Students make up their own dialogue.

5. Choose three groups to present their dialogue (PPT 18)

[Explanation]

这一部分是本节课的核心及高潮。从李东的问题出发，学生开始对“友谊”话题的讨论。他们可以发表自己的不同观点。通过讨论，他们能对友谊的话题有个更好的了解，并加深他们与朋友间的友谊。这个步骤也是写作素材积累的重要阶段。“同意”与“不同意”的种种表达既是学生英语会话的重要表达也是观点类文章写作的法宝。通过两组对话的呈现，学生可以体会到用种种表达“同意”与“不同意”的方式后对话的精彩。通过操练，他们可以加深记忆。

Step 6 Conclusion and homework (PPT 19-20)

Boys and girls, in this class we have talked about Li Dong’s problem and helped him a lot. I think he’ll be very happy after hearing your opinions about friends. Truly, friends are very important in our daily lives. With good friends, one can live happily. Remember in order to make your friendship last, try to accept your friends as they are and be strict with yourself.

Organize your thoughts and write something down about this topic after class in a group of four. [Explanation]

本课的总结是对友谊话题的概括，对于学生的友谊观有进一步的提升。学生的思维经过一节课的碰撞，一定能擦出火花或者产生共鸣。让学生趁热打铁，记下有关友谊话题的心得既可以巩固本节课的知识，也可以让他们为下节课的写作做准备。