【正文】 Unit 1 Getting along with others I. 單元教學(xué)目標(biāo) 技能目標(biāo) Skill Goals ▲ Read two letters to a magazine agony aunt about friendship and an article from a school magazine ▲ Listen to a conversation on a radio talk show ▲ Discuss friendship and practice agreeing and disagreeing ▲ Write a letter to a friend ▲ Present an oral report on the results of a survey II. 目標(biāo)語言 功能句式 Agreeing I agree with you on /that … I am of the same opinion (as… ). Exactly. That?s a good point. That?s how I feel (about … ) too. That?s right. You?ve got a point. Yes. And another reason is that … Disagreeing I don?t agree. What about … ? I?m not sure that?s true. I see things slightly differently. On the other hand, … Perhaps you are mistaken. Really? I don?t think that … I take your point, but … That?s true, but … 詞匯 betray, primary, academic, stupid, overlook, cheerful, admit, deliberately, swear, five, tease, friendship, dilemma, brilliant, focus, absentminded, afterwards, yell, mean, guilty, cruel, stand, awkward, outgoing, apologize, bitter, athletic, right, unlikely, blame, doubt, behavior, embarrass, gifted, strength, teammate, unfair, stubborn, disagreement, ruin, delay, mailbox, persuade, badminton, note, dentist, arithmetic, amusement, circus, daily, identity, discourage, absurd, essay, punishment, area, trying, anxious, suffer, practical, free, line, puzzle, apartment, sofa, absorb, absorbed, attitude, consistent, worldwide, adolescent, hesitate, respond, hesitation, regardless jealous, horoscope, Easter, DVD, algebra, get along (with … ), primary school, as a result, amusement park, keep one?s word, discourage … from doing sth, get through, in the world, one another, feel ashamed of, be determined to do sth, feel like doing sth, hesitate to, admit doing, regardless of, apologize to sb. for sth, as a result betray, admit, absentminded, mean, stand, outgoing, apologize, bitter, stubborn, persuade, discourage, absorb, absorbed, hesitate, hesitation 語法 Toinfinitive Bare infinitive Verbing form as a noun 重點(diǎn)句子 1. I must have sounded very proud of myself after the test, saying loudly how easy it was and how I was sure to get a good mark. P2 2. I found a piece of paper on my desk that said ?Stupid Sarah got a D!? P2 3. I was so upset that I felt like crying. P2 4. I feel really guilty because I said some really cruel things too, but I can?t stand seeing our team lose. P3 5. Yesterday, I saw him talking to another boy, Peter, and I cannot help wondering if he wants Peter to be his best friend instead of me. P3 6. Robert often wonders, ?What in the world do they have to talk about?? P18 7. When asked they usually hesitate before responding, ?My best friend? I can?t think about that…? P18 8. When a boy is said to be or to have a best friend, it is likely that the two share little about their feelings with one another. P18 Ⅲ . 教材分析與教材重組 1. 教材分析 本單元以人們生活中較重要的一個(gè)方面 —— 與人相處為話題，通過討論如何與朋友相處，以及好朋友在相處過程中發(fā)生不愉快的事情時(shí)如何正確處理等問題，使學(xué)生對(duì)友誼有更深刻的認(rèn)識(shí)和理解，樹立正確的交友觀。并圍繞友誼這個(gè)話題，指導(dǎo)學(xué)生發(fā)表自己的看法和見解。通過本單元的學(xué)習(xí)，讓學(xué)生運(yùn)用所學(xué)的知識(shí)給自己的 朋友寫一封信，談?wù)剬?duì)友誼的理解。同時(shí)讓學(xué)生了解不同性別的青少年對(duì)友誼的不同態(tài)度，最終使學(xué)生能通過小組合作的形式，根據(jù)提示步驟就不同性別的青少年對(duì)某一話題的不同態(tài)度寫一份口頭報(bào)告。 Wele to the unit 提供了四幅圖畫，每幅圖畫配有一句有關(guān)與人相處的諺語。讓學(xué)生就圖畫和諺語根據(jù)自己的社會(huì)知識(shí)和親身體會(huì)談如何與人相處及對(duì)友誼的理解，并討論回答相關(guān)問題，從而引出單元話題，激活學(xué)生的相關(guān)知識(shí)，為本單元的進(jìn)一步學(xué)習(xí)做熱身準(zhǔn)備。 Reading 呈現(xiàn)了兩封讀者專欄主持人寫的信。信中 描述了兩位學(xué)生在與好朋友相處的過程中所發(fā)生的不愉快的事情，希望專欄主持人能提出一些建議，幫助他們解決困惑。旨在使學(xué)生學(xué)會(huì)搞好人際關(guān)系，保持友誼。 A 設(shè)置了幾個(gè)問題，要求學(xué)生快速閱讀并回答問題； C1 和 C2 分別是回答問題和判斷正誤的練習(xí)，是對(duì)閱讀細(xì)節(jié)的檢驗(yàn)； D 是一個(gè)詞匯練習(xí)，幫助學(xué)生在語境中學(xué)習(xí)生詞的意義和用法； E 是一些詞匯的應(yīng)用性練習(xí)，要求學(xué)生根據(jù)前后文用適當(dāng)?shù)膯卧~填空； F是一個(gè)會(huì)話練習(xí)，要求學(xué)生根據(jù)提示問題，討論有關(guān)友誼與交友的話題，是輸出性的口頭訓(xùn)練活動(dòng)?！伴喿x策略”以提示框的形式指導(dǎo)學(xué)生如何在閱讀的過程 中，理解并體會(huì)表達(dá)作者強(qiáng)烈感情的語句，培養(yǎng)并提高學(xué)生的閱讀能力。 Word power 通過對(duì)描述人的個(gè)性的形容詞的分類，幫助學(xué)生學(xué)習(xí)并掌握這方面的詞匯。 Grammar and usage 分三部分。第一部分介紹了帶 to 的不定式在句中擔(dān)當(dāng)?shù)牟煌煞忠约八囊话闶?、進(jìn)行式、完成式；第二部分呈現(xiàn)了不帶 to 的不定式的各種用法；第三部分總結(jié)了動(dòng)詞 ing 形式作名詞的用法。最終使學(xué)生學(xué)會(huì)在具體的語境中靈活運(yùn)用本單元所學(xué)的語法知識(shí)。教師可在此基礎(chǔ)上做些拓展性和鞏固性練習(xí)設(shè)計(jì)。 Task 設(shè)計(jì)了三項(xiàng)任務(wù)型活動(dòng)。其一 , 指導(dǎo)學(xué)生如何在聽的過程中抓住關(guān)鍵信息并簡(jiǎn)要地做好筆記；其二 , 讓學(xué)生以友誼為話題展開討論，使學(xué)生學(xué)會(huì)如何表達(dá)自己的觀點(diǎn)，發(fā)表自己的見解和看法；其三 , 首先向?qū)W生呈現(xiàn)一篇習(xí)作，指導(dǎo)學(xué)生進(jìn)行短文改錯(cuò) , 然后讓學(xué)生給自己的朋友寫一封信。最后讓學(xué)生按照前面的指導(dǎo)修改自己的文章。 Project 首先讓學(xué)生閱讀一篇關(guān)于不同性別的青少年對(duì)友誼的不同態(tài)度的文章，使學(xué)生從中受到啟發(fā)，并根據(jù)所給出的具體步驟，通過小組討論，分工合作，信息搜集和整理等形式，用英語展開活動(dòng)計(jì)劃、活動(dòng)準(zhǔn)備、 成果展示等，就不同性別的青少年對(duì)某一話題的不同看法，完成一份口頭報(bào)告。 Selfassessment 要求學(xué)生對(duì)照各個(gè)單元學(xué)習(xí)項(xiàng)目按五個(gè)等級(jí)進(jìn)行自我評(píng)價(jià)，對(duì)單元學(xué)習(xí)進(jìn)行反思，并制定計(jì)劃以提高自己的學(xué)習(xí)水平。 2. 教材重組 將 Wele to the unit 和 Task中的 Skills building 2 整合在一起上一節(jié)“口語課”，讓學(xué)生就友誼及人際關(guān)系的話題發(fā)表自己的看法并說明理由。 將 Reading 中的 A 項(xiàng)到 E 項(xiàng)及 Workbook (Page 90 )中的 A1amp。amp。A2 整合在一起上一節(jié)“閱讀課 (I)”。 將 Reading 中的 F 項(xiàng)及 Workbook (Pages 94 amp。amp。 95)中的 Reading 整合在一起上一節(jié)“閱讀課 (II)”。 將 Word power 設(shè)計(jì)為一節(jié)“詞匯課”。 將 Grammar and usage 中的 Toinfinitive 和 Bare infinitive 及 Workbook (Page 92 )中的 C1 整合在一起上一節(jié)“語法課 (I)”。 Grammar and usage中的 Verbing form as a noun 及 Workbook (Page 92 )中的 C2 整合在一起上一節(jié)“語法課 (II)”。 將 Task 中的 Skills building 1 及 Workbook（ Page 96）中的 Listening 整合在一起上一節(jié)“聽力課”。 將 Task 中的 Skills building 3 及 Workbook（ Page 97）中的 Writing 整合在一起上一節(jié)“寫作課”。 將 Project 及 Workbook (Pages 91amp。amp。93 )中的 B1amp。amp。B2， D1amp。amp。D2 整合在一起上一節(jié)“綜合 技能課”。 3. 課型設(shè)計(jì)與課時(shí)分配 1st Period Speaking 2nd Period Reading (I) 3rd Period Reading (II) 4th Period Vocabulary 5th Period Grammar (I) 6th Period Grammar (II) 7th Period Listening 8th Period Writing 9th Period Integrating skills IV. 分課時(shí)教案 The First Period Speaking Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 交際用語 Agreeing and Disagreeing I agree with you on / that ... I am of the same opinion (as ...). Exactly. That?s a good point. That?s