Miniquest设计模板

高中英语必修一Unit one Friendship Period 1 Warming-up Listening Speaking 适用年级 高一 所属学科 英语 情境 | 任务 | 过程 | 资源 | 评估 情境： Let the students listen to the song Friend and see some pictures then guess out the topic of this lesson. 任务： 1. Ability： a. Listening: get information and views from the listening material; b. Speaking: express one’s attitude or views about friends and friendship in appropriate words. 2. Knowledge： a. Talk about friends and friendship; how to make friends; how to maintain friendship b. Use the following expressions: I think so. / I don’t think so. I agree. / I don’t agree. That’s correct. I’m afraid not…… 3. Feelings and emotion: a. To arose Ss’ interest in learning English; b. To encourage Ss to be active in the activities and make Ss to be confident; c. To develop the ability to cooperate with others. 4. Strategies： a. To develop Ss’ cooperative strategy b. To develop Ss’ communicative strategies 成果： 1. Talk about friends and friendship 2. Use the following expressions: I think so. / I don’t think so. I agree. / I don’t agree. That’s correct. I’m afraid not…… 3. express one’s attitude or views about friends and friendship in appropriate words. 4.get information and views from the listening material 过程： 1. Leading-in (8min.) (1) Students listen to the song Friend and guess out the topic of this lesson. (2) Speaking task: A. Teacher leads students into the group discussion question and draws their attention by saying “I have many friends and one of them is a dog. I like my dog friend very much. I think friendly animals can be our friend, what’ your opinion? Dose a friend always have to be a person?” (3 min.) B. group work: Ss have a group discussion based on the question “Dose a friend always have to be a person?” During this process, Ss have to use the required expression in this unit. Then teacher can randomly pick several groups to share their ideas. (5 min.) Example: Student A: Dose a friend always have to be a person? Student B: No, I don’t think so. I think a book can be my friend too. Student C: Exactly, I love reading books. Student D: I agree with you…….. 2. Warming- up (19min.) (1) We all have friends, good friend, close friend and best friend. Everyone has different qualities. In your opinion, what qualities should a good friend have? Based on the question, teacher gives several examples and asks students to brainstorm to work out a list of adjectives of quality that can describe a good friend. During the process, students groups have to compete with each to see which group can find out most adjectives in limited time. (11min.) A. Students brainstorm with group members and make a list of adjectives of quality to describe a good friend. They can learn how to do this from teacher’s example.(5min.) Example: In my opinion, a good friend should be kind to me and helps me when I am in trouble. At the same time, a good friend should be honest that he/she will not lie to me. B. With teacher’s assistance, groups compare their numbers of adjectives and find out the winners. Teacher gives reasonable credit for their achievements. (2min.) C. Students pick some adjectives from the list to describe a best friend of them with several simple sentences and introduce their friend to whole class. (4min.) (2) A. Group study: Students learn and finish the survey, words and expressions in the survey within a study group before class. B. In the class, teacher will provide the evaluating standard. Students can have a self-check according to the standard and share their result with whole class. Teacher can give some constructive advice to students based on their results. (5min.) C. Students have to finish a word-matching task to check their understanding of the words and expressions. (3min.) 3. Listening (13min.)—pair work We all say a good friend should be friendly and help each other when we are in need. Let’s see how Miss Wang helped Lisa when she was in trouble. （1） Teacher gives some tips of words and expressions in the listening material to help them have a better idea of the listening material. (3min.) (2) Before listening, there are some exercises of each material for students. After listening or during the listening process, they have to finish the questions. (10min.) A. Lisa’s letter (5min.) Questions: a. Who does Lisa have trouble with, her parents or her classmates? b. Do Lisa and the boy often do homework together? c. What’s Lisa’s feeling about her trouble? B. Miss Wang’s letter--- Students finish the True or false questions according to Miss Wang’s suggestions（4min.） a. There is something wrong with Lisa and the boy. b. A boy and a girl can be good friends. c. Teenagers often see something that isn’t real. d. Lisa and the boy should stop their friendship. 4. Homework (2min.) Students: 1.Read the passage “Anne’s Best Friend” for one time. 2.Collect as much as information about world WarⅡ, the Nazi Party, Concentration camp and An 资源： 1． 信息：报刊杂志、文字处理软件、PowerPoint.、因特网 2． 搜索：www.baidu.com。能从网络或其他渠道获取信息，并合理选择使用。 评估：评价项目 评价内容及评价等级 优（A） 良（B） 及格（C） 继续努力（D） 分工协作 小组成员分工明确，任务分配合理。 小组成员分工明确，任务分配较合理。 小组成员分工不太明确，任务分配不太合理。 小组成员分工不明确，任务分配不合理。 信息来源 能从网络或其他渠道获取信息，并进行分析合理选择使用。 能从网络或其他渠道获取信息，并较合理选择使用。 能从网络或其他渠道获取信息，但信息选择不正确，信息使用不恰当。 能从网络或其他渠道获取信息，但信息选择不正确，没有信息使用不恰当。 不能用英语句子描述朋，不能正确写出一个好朋友应该具备的好品质的形容词。 成果要求 能够用英语尽可能多的向小组成员介绍自己的朋友，并表述自己对朋友的看法，能到黑板上竟可能多并正确写出一个好朋友应该具备的好品质的形容词。 能够用英语向小组成员介绍自己的朋友，并表述自己对朋友的看法，能到黑板上正确写出一个好朋友应该具备的好品质的几个形容词。 能够用英语向小组成员介绍自己的朋友，但句子表述不正确或中英文交叉使用，能到黑板上正确写出一个好朋友应该具备的好品质的几个形容词。 小组学习情况 所有小组成员的发言都正确全面表述了获取信息的方法、手段、以及信息的评价等并能正确地举一实例。 所有小组成员的发言都正确，表述了信息的获取并能正确地举一实例。 小组部分成员的发言都正确，表述了信息的获取并能正确地举一实例。 小组部分成员的发言都比较正确，表述了信息的获取手段。

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