高一英語人教版必修1Unit1全套教案

1、Unit 1 friendship1. Teaching aims and demands類別課程標準要求掌握的項目話題Friends and friendship; interpersonal relationships詞匯Add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teena

2、ger advice questionnaire quiz situationeditor communicatehabitadd up calm downhave got tobe concerned aboutwalk thedog go throughhide awayset downa series of onpurposein order to face to faceaccording toget along withfall in lovejoin in功能1 .態(tài)度(attitudes)Are you afraid that-?I ve grown so crazy about

3、-I didn ' dare-2 .同;同思(agreement and disagreement)I agree. I think so. Exactly.I don ' agree. I do n，think so. I m afraid not.3 .肯定程度(certainty )That's correct. Of course not.語法直接引語和間接引語(1):陳述句和疑問句1 .陳述句“don ' want to set down a series of facts in a diary." Said Anne.Anne said t

4、hat she didn want to set down a series of facts in a diary.2 . 一般疑問句He asked, Are you leaving tonight? ”-He asked us whether we were leaving that night.3 .特殊疑問句When did you go to bed last night?”father said to Anne.-Father asked Anne when she went to bed the night before.2. Suggested teaching notes1

5、) . Analyses of the teaching contentsThis unit is about friendship, and nearly all the teaching materials center on it.Warming up-The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further

6、 teaching in topics, background and vocabulary.Pre-reading-The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too.Reading- The diary by theJewish girl Anne gave a glimpse of her life durin

7、g her family s shelter in Amsterdam from the German Nazis killing in world war . she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days.Comprehending-It helps students further understand the text by

8、 doing multiple choices, questions and answers, and matching.Learning about language-It teaches the important expressions and structures and grammar: direct and indirect speeches.Using language-The two letters, listening, questionnaire design, letter writing and fun writing prepares students to furt

9、her talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students abilities to practice language, discover, and solve problems.Summing up-It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar.Learning

10、tip- This part encourages students to form the habit of writing a diary.Integrating skills- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition its importance in all cultures.2) Making of the teaching p

11、lanThis unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can developwithoneself,i.e., the comfort and support one seeks from an imaginary friend.Students are expected to come to be truly aware of the qualities and conducts that mak

12、e a good friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in theinterpersonal nature of friendship. Also, the co

13、mparison of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns'eyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmo

14、nious life.Thus, based on the theme, contents and teaching objectives, the wholeteaching procedures can fall into five periods as follows:Period 1Warming up and speakingPeriod 2ReadingPeriod 3GrammarPeriod 4Integrating skills (WB)Period 5Using language3. Teaching plans for each periodPeriod 1 Warmin

15、g-up and Speaking1. Teaching objectives:1) Target languageI (don ' t) think I(don ' t) think so. I (don ' t) agree.I be lieve That ' s correct. In my opinion, 2) Ability goalsa. Describe your friends in Englishb. Figure out the problems between friends and then find different ways to

16、 solve the problems.3) Learning ability goalsa. To encourage students to think and talk about friends and friendship by using some phrases and structures.b. To learn to solve problems that may occur between friends.c. To cultivate the students to form the good habit of learning Englishin Senior Midd

17、le School.2. Teaching important points:a. Use the given adjectives and sentence structures to describe one of your friends.b. Learn to evaluate friends and friendship.3. Teaching difficult points:a. Work together with partners and describe one of your good friends.b. Discuss with partners and find o

18、ut ways to solve the problems.4. Teaching methodsa. Task-based teaching and learningb. Cooperative learningc. Discussion5. Teaching aids:CAI6. Teaching procedures and ways:Step 1 Lead-in and Warming-upBefore the lesson, the teacher can arouse the students interests by showing a video of Auld Lang Sy

19、ne .At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.1. How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time?2. What do you thin

20、k of our new school? Do you like it? Could you say something about it?3. Do you like making friends? How do get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?Step 2 Think it over1. Give

21、a brief description of one of your friends. The following phrases and structures may be helpful:His/Her name is He /She is yearsold.He /She likes anddislikes He /She enjoys andhates He /She is very kind/friendly/When /Where we got to know each other.2. What types of friendship do you have? Please ti

22、ck them out.Then fill in the blanks.girl friendsboy friendspen friendslong -distance friendsfriends of the same agee-friends (friends over the internet) friends across generations unusual friends like animals, books1) .is /are most important to you.2) . You spend most of your free time with .3) . Yo

23、u will share your secrets with .4) . When in trouble, you will first turn to .Step 3 Make a survey1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.Tell your partner your standards of good friends by using the fol

24、lowing structure:I think a good friend should (not) beIn my opinion, a good friend is someone who1. Have a member of each group report on what their lists have in common and list them on the board.2. Ask the class whether or not they agree with all the qualities listed.3. Then have the students do t

25、he survey in the textbook.4. Have the students score their survey according to the scoring sheet on page 8.5. The teacher ask some students how many points they got for the survey and assess their values of friendship: 47 points: You are not a good friend. You either neglect yourfriend s needs or ju

26、st do what he/she wants you to do. You sho uld think more about what a good friend needs to do. 812 points: You are a good friend but you sometimes let yourfriendship become too important, or you fail to show enough concern for your friend neseds and feelings. Try to strike a balance between your fr

27、iend s needs and your own responsibilities. 13+ points: You are an excellent friend who recognizes that to be agood friend you need balance your needs and your friend s. Well done.(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)S

28、tep 4 Talking and sharing( work in pairs)1. If your best friend does something wrong, what will you do?Try to use the following phrases:I (don ' t) think I (don ' t) think so.I (don ' t) agree.I believeThat ' s correct.In my opinion,What to doreasons2. What is a friend?A British news

29、paper once offered a prize for the best definition(定義)ofa friend. If you were the editior, choose the best one from the following entries(條目)，and explain why.One who understands my silence.A friend in need is a friend indeed.Friends are just the people who share your happiness and sorrow.When you lo

30、ok at your watch at 4 am, but still know you can call them and wake them up, and they' ll still want to talk to you ,that' sfriendship.To have a friend, you need to be a good friend.Step 5 Group work (output)The teacher can give each group one of these questions below to talk about. Then let

31、 the class share their ideas. It ' better to stimulate the students to express their own opinions about these questions.1. Do you think it is a good idea to borrow money from your friend?Why and Why not?2. What factors may cause the breakdown of a good friendship?3. What can be your special frie

32、nd besides human beings? And why?Step 6 homework1. Write down a short passage about your ideas /the factors/your unusual friends.2. Prepare for the new lesson.Period 2 Reading “ Anne Bsest Friend ”1. Teaching objectives:1) To develop the students reading ability, learn to use some reading strategies

33、 such as guessing, key sentences, skimming and so on;2) . To get the students to realize the importance of friends and friendship, and to tell true friends from false friends;3) . To grasp some useful words and expressions in this passage, such ason purpose, be crazy about etc.;4) . To learn the wri

34、ting style of this passage.2. Teaching method: Task-based teaching3. . Teaching procedure:Step 1.Pre-reading1. Please enjoy three pieces of music and find out what they are about.2. .Why do you think friends are important to you?3. What do you think a good friend should be like? List the good qualit

35、ies a good friend should have .4. Have you ever considered making friends with animals, plants or even an object? Why or why not?Step 2.Reading1. Try to guess what Anne s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading i

36、t.2. Skimming the first two paragraphs to confirm your guessing.1) What was Anne s best friend? Why did she make friends with it?2) Did she have any other true friends then? Why?3) What is the difference between Anne sdiary and those of most people?4) Do you keep a diary? What do you think most peop

37、le set down in their diaries?5) We are going to read one of Anne s diaries .but before reading ,canyou tell me what the diary is about with the help of one key sentence in the 2nd paragraph?3. Reading of Anne s diaryHow she felt in the hiding placeTwo examples to show her feelings thenStep 3.Post-re

38、ading1 .What would you miss most if you went into hiding like Anne and herfamily? Give your reasons.2 .Group workWork in groups to decide what you would do if your family were goingto be killed just because they did something the Emperor did not like.Where would you plan to hide?How would you arrang

39、e to get food given to you every day?What would you do to pass the time?3. Discovering useful words and expressions8 / 19Complete the following sentences, using words and expressions from Reading1) She has grown about computer games.2) Was it an accident or did David do it on ?3) From the beginning

40、,Paul made it clear that he would be (完全地 )in control.4) He used to work even in the middle of winter.5) Just the of more food made her feel sick.6) You had better have a talk with him.7) Born in a poor family, the manager lots of hardships in hischildhood.8) A diary is often kept to what happens in

41、 people s daily lives.Step 4.Talking about friends and friendship1 .There are many proverbs about friends and friendship. Choose the one you agree with and explain why, then choose one you disagree with and explain why.A friend in need is a friend indeed.Friends are like wine; the older, the better.

42、A friend to all is a friend to none.The same man cannot be both friend and flatterer(阿諛奉承者).False friends are worse than open enemies.Walking with a friend in the dark is better than walking alone in the light.2 . We have talked about friends and friendship today, can you write one or two sentences

43、to express your understanding of friends and friendship.Step 5.Homework:1. Interview a high school student, a businessman, a police officer and a housewife to find out their opinions about friends and friendship. Write a 9 / 19report to share it with the whole class.2. Describe one of your best frie

44、nds following the writing style of this passage.Ending: Let isnsg this song about friends togetherPeriod3 GrammarDirect & Indirect SpeechI Statements & Questions1. Teaching objectivesLearn to use direct speech and indirect speech2. Teaching important pointSummarize the rules of Direct Speech

45、 and Indirect Speech.3. Teaching difficult pointLearn about the special cases in which the tenses shouldn bt e changed.4. Teaching methodsDiscussing, summarizing and practicing.5. Teaching proceduresStep1 Lead inT:Good morning, class. In the last lesson, we learn ed Anne s story.Now she is telling h

46、er stories to two of her friends you and Tom. Tom has something wrong with his ears,so you have to repeat Anne s sentences,Sometimes you need to explain Tom s sentencesto the class. Look at the blackboard.“I have to stay in the hiding place.” -said Anne.T:What did Anne say ?As we know , Tom has some

47、thing wrong with his ears,so you have to repeat Anne s sentence.Ok,first of all, let s translate the sentence into Chinese. 安妮說： “我不得不呆在躲藏處?！?What did Anne say ? yes , 安妮說她不得不呆在躲藏處。Ok,now let s translate the Chinese sentence into English again.Anne said she had to stay in the hiding place.Then Tom a

48、sked Anne a question,“ Do you feel sad when you are not able to go outdoors?” Tom askedAnne. T:What did Tom ask ?Please explain Tom s sentence .Well, just likebefore, let s change the sentence into Chinese again.湯姆問安妮： “你無法出門時你感到難過嗎？”What did Tom ask Anne ? Yes, 湯姆問安妮她無法出門時是否感到難過。Now let s change th

49、e sentence into English onceagain.Tom asked Anne if/whether she felt sad when she was not able to go outdoors.Look at the blackboard. Anne said another sentence, “ I don t want to set down a series of facts in a diary,” said Anne.T: What did Anne say ? Mary , please answer this question. Well done!

50、Excellent!Anne said that she didn t want to set downsearies of facts in a diary.“ What do you call your diary?” TomAasked -T: What did Tom ask ? Jack, please explain Tom s question. Quite right .Tom asked Anne what she called her diary.Please go on this tipic by yourselves.Step2 GrammarT: Now let s

51、look at these sentences again. We call what Anne said and what Tom asked Anne Direct Speech,and what you repeated Annessentences and what you explained Tom s sentences Indirect Speech.If we want to change Direct Speech into Indirect Speech, what should be changed?(Ss discuss by themselves.)T: Kitty,

52、 please You did a very good job. We should change thesentence structures, tenses, pronouns, adverbials of time and place and verbs.T:Now open your book,turn to page 87.Here are the rules.Direct Speech and Indirect SpeechAt first, let s look at what direct speech is and what indirect speech is .In di

53、rect speech the original speaker s exact words are given and indicated by quotation marks.For example: Mr. Black said,“ Im busy. ”In indirect speech the exact meaning of the speakers words is given, but the exact words are not directly quoted.For example: Mr. Black said that he was busy.From this ex

54、ample we can say indirect speech can be seen as an objective clause. We learned it at Junior Middle School. Yes?So how to convert direct speech into indirect speech.Lets learn thisgrammar according to the kinds of sentencesAbove all, let s learn how to change it if the direct speech is a statement.P

55、lease look at your book.1.Statements 陳述句直接引語如果是陳述句，變?yōu)殚g接引語時，用連詞 that 引導(dǎo)（ that 在口語中常省略），從句中的人稱、時態(tài)、指示代詞、時間狀語、地點狀語等要作相應(yīng)變化。在這一方面，漢語和英語有許多相似之處，因此，在做直接引語和間接引語轉(zhuǎn)換練習(xí)時，要特別注意句子的意義。Now please pay attention to the following three points.The first point : Change of person pronouns 人稱的變化Eg. a） He said, “I like it v

56、ery much. ”He said that he liked it very much.b） He said to me, ” Ive left my book in your room. ”He told me that he had left his book in my room.About this point,I give you a meaningful expression to help you to remember.“ 一主二賓三不變”說明： 直接引語改為間接引語時，第一人稱代詞和物主代詞必須與主句中的主語的人稱一致，在數(shù)上不發(fā)生變化。第二人稱代詞和物主代詞變化時，必須

57、隨主句中的賓語，如果沒有賓語可以加個賓語（如me 或us） .而第三人稱代詞和物主代詞在變?yōu)殚g接引語時一律不變。Eg. “一主” ： He/I/You said to Rose, “ I can help them. ” He/I/You told Rose that he/I/you could help them.“二賓” ： He said to her/me/you,“You can help them. ”He said to her/me /you that she /I/you could help them.“三不變”： He said to Rose, “She/He ?they could help them. ”He told Rose that she/he /they could help them.The second point: Change of tenses. 時態(tài)的變化Look at yo