学习一生《Unit 1 Friendship》教学设计
作为一名专为他人授业解惑的人民教师，通常需要用到教学设计来辅助教学，教学设计是一个系统化规划教学系统的过程。如何把教学设计做到重点突出呢？下面是为大家收集的《Unit 1 Friendship》教学设计，欢迎阅读，希望大家能够喜欢。
【教材】
人教新课标版Module 1
【教学目标】
1. 认知目标
a.通过口语练习使用一些词语和句型来给建议
b. 通过使用课文提供的写作模版提炼写作过程中所需要的要素
2. 能力目标
a. 培养学生给建议的能力
b. 写作过程中对逻辑性，连贯性，句型多样性和完整性的驾驭能力
【学生分析】
学生在英语能力“写”这一个项目上有很多问题，比如说表达不到位，语法错误，语句错用，中式英语，结构零散等等，因此在作文课当中要作长期的，多方面的训练。本课是高中一第一模块第一单元的第一堂写作课，相当于是学生升上高中之后的第一堂写作课，因此教学设计上也遵从了这一事实规律，由浅入深地进行写作意识的渗透。
【教材分析】
本单元的写作是结合一定的情景让学生学会如何表达建议和解释自己的`建议，因此教材也分了两个活动让学生自然地进入情景，并达到能用英语表达的建议的的目标。
【教学重难点】
1.词语和句型给出建议。
2.连贯性、逻辑性、完整性和多样性的体现。
【教学过程】
I. Warming up:
Pair-work: Do you like making friends?
If your friend is in trouble, how would you help him/her?
II. Leading in
How to give suggestions:
Why don’t you do sth? Because…
In this case, I think you’d better do sth.
When it comes to sth, I propose that you （should） do sth. There are some good reasons for it. For example…
My suggestions to deal with the problem are as follows. In the first place,… Secondly… Finally…
Take turns to practice giving suggestions in different situations.
Your friend had a fight with his parents.
Your friend is worried about her weight.
Your friend is lost in computer games.
III. Skills learning （Activity-centered）
One of your best friend Xiao Dong wrote to Miss Wang of Radio for Teenagers to ask for advice. Read his letter first.
Dear Miss Wang:
I’m a student from Huzhou Senior High School. I have a problem. I’m not very good at communicating with people. Although I try to talk to my classmates, I still find it hard to make good friends with them. So I feel quite lonely sometimes. I do want to change this situation, but I don’t know how. I would be grateful if you could give me some advice. yours, i Xiao Dong
Activity 1: Before you help Miss Wang answer the letter, brainstorm about ways to change the situation.
Ideas/AdviceWhy1. to ask people their likes and dislikes1. To find classmates with the same interests2. to join in discussions and show interest in other people’s idea2. to get to know different people and let them see you are friendly3. ….3. …
Activity 2: Group Work: Interview
In group of four or six, interview your group members about their advice and remember to take notes. Choose three pieces of advice that you think are most useful.
Try to write down your advice. Use the structures we just learnt and the sample on page 7 to help you. （Each idea can make one paragraph. ）
Activity 3: Checking
1. Past tenses
Have you used the Past Simple, Past Continuous and Past Perfect?
2. Linking words
Have you used linking words? Can you add any more?
3. Simple errors
Are there any spelling mistakes?
Activity 4: Work Appreciation
Conclusion: what is needed for a good article?
1.句子内容的完整性（Completeness）
2.句子结构的正确性（Correctness）
3.句子内容的连贯性（Coherence）
4.句子结构的多样性（Variety）
IV. Assignment:
Choose one famous person you like and write one of his/her anecdote.
【教学评价】
语言教学评价应注重学习过程的评价，即评价学生的分析能力，表达能力，协作能力和创新能力。在“任务驱动”的教学策略下，可通过学生对课文的理解程度如何，反应是否积极，及表达是否恰当充分来进行评价。。我们鼓励以学生为中心进行教学活动，评价的形式、内容和方法应体现多元化。
学习过程的评价应更重视课堂评价，及时评价，及时反馈，增强感性认识。同时评价过程应是开放式的，评价方式可以是学生自我评价，也可由学生评价，这样，学生既是测评人，又是受评人，同时又培养了学生的自信心和综合能力。
【教学反思和回顾】
本堂作文课的设计，目的是通过示范、练习，让学生掌握表达技巧、提高英语作文的写作水平。整堂课由导入、要点说明、例句演示、情景操作、小结、作业等几个步骤构成。通过由浅入深，逐层深入的方法使学生把握高考高分作文所应达到的标准和要求，增强写作技能技巧，提升水平。本人认为这堂课的整体及重难点设计没有什么问题，但效果理想可以更理想，在实践练习当中可以更多实现师生之间的互动。如果改进，我觉得可以通过调整看*作文练习的形式来增进互动的表达效果。
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