高一英語(必修一)第一單元第一課時(shí) Unit 1 Friendship 教學(xué)設(shè)計(jì)

1、高一英語（必修一)第一單元第一課時(shí) Unit 1 Friendship 教學(xué)設(shè)計(jì)Unit 1 FriendshipTeaching goals: *語言知識1. to talk about friends and friendship, and interpersonal relationship 2. to practise expressing attitudes, agreement and disagreement, and certainty 3. to master some sentences about giving advice 4. to learn to use

2、 the Direct Speech and Indirect Speech(1): statements and questions 5. to learn about communication skills  *語言技能和學(xué)習(xí)策略1. to develop listening skills by doing exercises in listening task 2. to develop speaking skills by finishing the speaking task and other activities like discussion and oral pr

3、actice 3. to develop reading skills through the reading materials in this unit 4. to learn to write a letter of advice  *文化意識1. to know about friend and the real meaning of friend 2. to learn how to get along with others  *情感態(tài)度1. to arouse the interest in learning English 2. to learn to ex

4、press their feeling of friends and friendship  Teaching key points:1. how to improve students speaking and cooperating abilities 2. learn to use the Direct Speech and Indirect Speech(1):statements and questions 3. master some words and expressions Teaching difficult points:1. train the students

5、 speaking, listening, reading and writing abilities 2. how to improve students cooperating abilities Teaching methods:Student-focus approach and task-based approachLearning methods:Cooperative studyTeaching aids:Computer  The First Period (Warming up &Speaking)Teaching aims:1. to know

6、about different kinds of friendship 2. to learn some words of describing friend and friendship 3. to master some useful words and expressions Teaching methods:1. discussing 2. cooperative learning Teaching materials: Warming upTeaching procedures:Step One: Leading-in1. Free talk: Something abou

7、t friend and friendship Ask the Ss to describe one of their friends-their appearance, personality, hobbies, etc.Qs: Whats your friend like?   What does he/she like to do in his/her spare time?   What personality does he/she have?Step Two: Discussion1. Writing the following s

8、tatement on the blackboard We all agree that to have a good friend , you need to be a good friend.1. Ask the Ss: What do you think of this statement and how can you be a good friend?Let the Ss express their views3.  Have the Ss get into groups of four to list some qualities of a person they wou

9、ld like as a friend.Ss may list: honest, friendly, open-minded, generous, helpful, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, brave, easygoing, outgoing, warm-hearted, kind, selfness, tolerant, intelligent4.  Have a member of each group re

10、port on what their lists have and list them on the blackboard5.  Ask the class whether or not they agree with all the qualities listedStep Three: Doing the survey and explanation1. Have the Ss do the survey in the textbook and let them work out their score. 2. Teacher explain each item Question

11、 1 deal with how thoughtful you are towards others. The scoring reflects your concern for others. So one point for A gets the lowest score because it is the most selfish response. B get the highest score because it show a concern for your friend as well as your wish to go to

12、 see a film. C gets a slightly lower score because although it shows you want to go with your friend ( because you change the plan), you do not help your friend.Question 2 is concerned with fairness. A gets the lowest score because you are not giving your friend another chan

13、ce to behave better this time. B gets a higher score because you let your friend borrow the camera again. This shows kindness and forgiveness or the trouble you had when it was returned broken. But you are not balancing his heeds against your own. That is why C gets the highest s

14、core. You are showing your friend that you will trust him/her with the camera again but this time you are giving him / her rules in case it gets broken.Question 3 deals with your concern for others. A get the lowest score because you would put anything else that needed to be done asid

15、e and concentrate only on your friend. This is not responsible. You have things that you need to do. Of course your friend is important but not more important than you responsibilities. B gets a higher score because it shows some concern for your friend and some understanding that you have

16、 important things to do too. But it does not show any real interest in his / her problem. C get the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too.Question 4 is concerned with responsibilities to a friend. A

17、60;provides the correct amount of responsibility to your friend. You recognize that it was your fault and will put it right and pay for the damage. So it gets the highest score. B provides some understanding that you are responsible. You put the situation right but you do not pay for the d

18、amage yourself. So it does not get the highest score. C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour.Question 5 is concerned with honesty. If you let your friend look at your paper or somebody elses paper

19、, you are helping them to cheat. That is not honest, so answers A and C get no marks. But it takes courage to tell your friend that they should have studied and that they cannot look at your paper. That is also the honest answer. So you get 6 points for B, which is more than

20、 any other in the quiz.Step Four: Language pointsTeacher explain language points with some slides1. add v. 1) to put together with something else so as to increase the number, size, importance, etc. 增加，添加eg. Please add something to what Ive said, John.2) to join numbers, amount, etc so as to fi

21、nd the totaleg. Add up these figure for me, please.常用結(jié)構(gòu)：add up / together sth. 把加起來，合計(jì)add sth. to sth.  把加到/進(jìn)add to (=increase)  增加了add up to 合計(jì)，共計(jì)add in  包括，算進(jìn)1. pay to get it repaired  花錢讓人去修理 2. upset  adj. worried; annoyed  不安的；使心煩意亂的  

22、         v. cause to worry, to be sad, to be angry, not to be calm, etc.  使不安；使心煩意亂eg. He was upset when he heard the news.His cheating in the exam upset his teacher.4ignore  vt. to pay no attention to sth. 忽視；對不予理睬eg. Ignore the child if he mis

23、behaves and hell stop soon.ignorant  adj.無知的；不知的       ignorance  n. 無知；愚昧5.  calm  vt. to make sth./ sb. become quiet 使鎮(zhèn)靜；使平靜         adj. not excited, nervous or upset 鎮(zhèn)靜的；沉著的calm down  鎮(zhèn)靜；平靜ca

24、lm down sb.=calm sb. Down   使某人鎮(zhèn)靜sb. calm down(vi.)   某人平靜下來eg. The excited girl quickly calmed down.  He took a few deep breaths to calm himself down.1. have got to do sth.(口語)=have to do sth.  不得不做某事；必須做某事 eg. Since youre no longer a child now, you have got

25、to make money to support the family.*have got to在變疑問句或否定句時(shí)，不再另加助動詞，而have to則須加助動詞do.have got to前不用情態(tài)動詞，而have to前則可以。如：eg. Have you got to writ an assignment for your teacher?1. 7.       be concerned about / for : be worried about eg. Were all concerned about her sa

26、fety.1. cheat  vt. 1) to act in a dishonest way in order to win   欺騙；作弊eg. Any student caught cheating will have to leave the classroom.2) to take from (someone) in a dishonest way  騙；騙取eg. They cheated the old woman (out) of her money by making her sign a document she didnt unde

27、rstand.1. 1) an act of cheating   作弊行為 2) one who cheats    騙子Step Five: Speaking1. Get the Ss to work in groups of 4. 2. Ask the Ss to use the questionnaire in Warming up as an example and discuss about designing questions. 3. Follow the steps in this part and start the dis

28、cussion like this: A: Now let us design a questionnaire to find out what kind of friend one is.B: OK. First we must think of four questions and three possible answers to each question.C: What about the first question? Have you got one in mind?D: Suppose your friend has taken away your book by mistak

29、e. What will you do or say to him / her?4. Teacher go around in the classroom and check their discussion.Step Six: Assignments1.Ask Ss to consider the following question;What is / are the most important quality / qualities that a friend needs to have?2. Prepare for Reading  The Second and

30、Third Period                       ( reading and language points)Teaching aims:1. to know about the story of Annes Diary 2. to promote the Ss abilities of reading comprehension 3. to learn a

31、bout the following words and expressions: radon; list; go through; hide away; set down; a series of; outdoors; crazy; spellbound; on purpose; dare; happen to do sth.; Its the first time thatTeaching methods:1. reading and discussion 2. cooperative learning and speaking Teaching materials: Readi

32、ng, ComprehendingTeaching procedures:Step One: Leading-inAsk their opinions on the question mentioned in the assignment of last period.Step Two: Pre-readingLet the Ss think about the questions in Pre-reading, and express their own views to the whole class.Step Three: Reading1. Ask the Ss to look at

33、the pictures and the heading, guess what the text might be about. 2. Get the Ss to skim the passage and answer the following questions: Whats Annes best friend?What does her diary mainly talk about?(1. Annes best friend is her diary.    2. Its about Annes feeling of hiding away. She e

34、specially missed going outside and enjoying nature.1. Let the Ss read the passage and discuss the following questions: 1)      Imagine what it might be like if they had to stay in their bedroom for a whole year. You could not leave it even to go to the WC or get a cup of tea

35、. How would they feel?2)      If you are only allowed to have five things with you in the hiding place because there is very little room, what would you choose?3)      Try to guess why the windows had to stay closed.4)      G

36、uess the meanings of the word “crazy” and “spellbound” according to the context.Step Four: Discussing the styleAsk the Ss:1. What do you think is the purpose of this passage? Why did Anne write it? 2. Do you think it is successful? Do you understand Annes feelings? 3. What is Annes tone? In other wo

37、rds, is the author angry, sad, happy or thrilled? 4. What is Annes point of view? Do you agree with it? If so, why? If not, why not? Step Five: Listen to the text and comprehend itStep Six: Language points1.  go through1)      to examine carefully   仔細(xì)閱讀或

38、研究eg. I went through the students papers last night.2)      to experience  經(jīng)歷；遭受或忍受eg. You really dont know what we went through while working on this project.2.  hide away3)      vi. to go somewhere where you hope you will not be seen

39、 or found  躲避；隱匿hide away +地點(diǎn)eg. The thief hid away in a friends house for several weeks after the robbery.4)      to put or keep sth. /sb. in a place where they / it cant be seen or found  藏；隱蔽hide away sth. /  hide sth. awayeg. Why do you hide your thoughts

40、away from me?3.  set down5)      write down  寫下；記下eg. Ill set down the story as it was told to me.6)      put down  放下；擱下set down sth. /set sth. downeg.  He set down a basket on the ground.4.  series  n.（單復(fù)數(shù)同形）

41、a series of 一連串的；一系列的5  .crazy  adj.7)      mad, foolish  瘋狂的；愚蠢的It is crazy of sb. to do sth. = sb be crazy to do sth.eg. Its crazy to go out in such hot weather.8)      wildly excited; very interested  狂熱的；著迷的grow

42、 / be crazy about sb. / sth.eg. The boys are crazy about the girl singer.9)      like crazy  發(fā)瘋似的；拼命地   eg. He talked like crazy; I couldnt understand what he said.6.  I wonder if its because I havent been able to be outdoors for so long th

43、at .*I wonder if / whethereg. I wonder if you can help me?*Its because it is 后的表原因的從句中，只能用because來引導(dǎo)， 不能用since或as.eg. Why did you go to school on foot?   It is because my bike had broken.7.  spellbind   v. to hold the complete attention of  吸引人，迷人；使入迷 

44、60; eg. The children watched spellbound as the magician took rabbits from his hat.1. stay  v. to continue to be in a particular state or situation 系動詞，表是狀態(tài)。后跟名詞或形容詞，不能用于被動語態(tài)和進(jìn)行時(shí)態(tài)。eg. He stayed single all his life.10. on purpose   1) 故意地 （反義：by chance / accident）   eg. I

45、 think she lost the key on purpose.   2) on purpose to do sth.  為了要而特地   eg. He went to town on purpose to sell one of his paintings.1. far  adv. “過于；得多” ,表示程度，經(jīng)常與too或形容詞、副詞的比較級連用。 eg. She speaks English far better than I.   This room is far too warm.cf.

46、very, much, far1. dare 1) modal. v. 多用于否定句、疑問句、條件狀語從句、whether (if)等名詞性從句或有否定意義的句中，后接動詞原形。沒有人稱和數(shù)的變化,其時(shí)態(tài)只有現(xiàn)在時(shí)和過去時(shí)。否定式在其后加not. eg. How dare he say such a word!  If you dare do that again, youll be punished.2) vt. 敢，膽敢。有人稱、數(shù)和時(shí)態(tài)的變化。在否定句和疑問句中，dare后的to可保留也可省略。eg. I wonder how he dare to day such

47、words.12happen to do sth.It so (just) happened that不能用于進(jìn)行時(shí)態(tài)。eg. I happened to be out when he came.   = It so happened that I was out when he came.13Its the first time that   eg. It is the first time that I have seen the sea.Step Seven: ComprehendingGet the Ss to do the exerc

48、ises in this part.Step Eight: ConsolidationListen to the text again to appreciate it.Step Nine: Assignments1. Read the key sentences in the text 2. do the exercises on WB (Page 41-42)   The Fourth Period (Listening)Teaching aims:to train and develop listening skills by listening to the lis

49、tening exercises in this unitTeaching methods:Listening and speakingTeaching materials: listening parts on Page 6 and Page 41 and Page 43Teaching procedures:Step One: Revision Check the answers to the homeworkStep Two: Listening1. Listen to the exercises on Page 6 2. Guess the words by lis

50、tening to the tape and write them down Step Three: Listening to the passageFill in the blanks on Page 41Step Four: Speaking  Listen to the tape and discuss questions in groups of four, express your own views.Step Five: Listening task1. Discuss with the Ss whether they always do what their paren

51、ts tell them. 2. Have the Ss listen to the passage. 3. Fill in the table 4. Work in pairs to give some advice to Anne 5. Do the exercises on Page 42 ( Ex 1,2) 6. Revise the Object Clause Step Six: Assignments   The Fifth Period (Discovering Useful Structures)Teaching aims:Let the Ss u

52、se the Direct Speech and Indirect SpeechTeaching methods:1. discovery learning 2. cooperative learning Teaching materials: Page 5Teaching procedures:Step One: Revision1. Check the homework with the Ss2. Revise the Object clause  Exercise: Rewrite the following sentences.1. I go to school b

53、y bike . ( He said) 2. Will you forget to do your homework? (Mary asked him) 3. When did you come here? (They asked me) 4. What has he said?  ( Do you know) 5. Anne is watching TV now. ( Mother told me ) Step Two: discovering useful structures1. Present some sentences for Ss 1)   

54、;   My friend says, “ I will come here tomorrow?”如果此時(shí)此地，你來轉(zhuǎn)述，應(yīng)該說：My friend says she / he will come here tomorrow?如果時(shí)間變了，地點(diǎn)不變，你來轉(zhuǎn)述，應(yīng)該說：My friend said she / he would come here the next day.如果地點(diǎn)變了， 時(shí)間還是今天，你來轉(zhuǎn)述，應(yīng)該說：My friend sayd she / he will go there tomorrow.如果時(shí)間地點(diǎn)都變了， 你來轉(zhuǎn)述，應(yīng)該說：My

55、 friend said She / he would go there the next day.如果由別人轉(zhuǎn)述，時(shí)間地點(diǎn)都變了，應(yīng)該說：He/ She said he /she would go there the next day.*使用直接引語和間接引語要注意具體語境。   2）“Do you go to the park yesterday?” He asked me.He asked me if / whether I went to the park the day before.3) Kate said to John, “Whats your favour

56、ite food?”  Kate asked John what his favourite food was.1. Get the Ss to have a look at Part1 in“Discovering useful structures” and sum up this grammar point. 人稱、時(shí)態(tài)、指示代詞、時(shí)間狀語、地點(diǎn)狀語等的變化。Step Three: Practice1. Do the first tow sentences in Part 2 as examples. 2. Check the answers together. 3. Wb,

57、Page 42, 43 (Individual, Groups) 4. 2.       Prepare for Reading on Page 44 Step Four: AssignmentsThe Sixth Period ( Reading)Teaching aims:1. to learn about friendship in Hawaii 2. to promote the Ss abilities of reading comprehension 3. to learn about the following

58、 words and expressions: way; the second important; Its believed that; in peace; those who ; etc.Teaching methods:1. reading and discussion 2. cooperative learning and speaking Teaching methods: Reading (Page 44)Teaching procedures:Step One: Leading-in1. Ask the Ss if they can think of any place

59、 in the world where Chinese and Western cultures live side by side. ( Hong Kong, Macao, Singapore, the Philippines, San Francisco, etc.)Step Two: Reading1. Get the Ss to read the passage and try to finish the table in Ex1. 2. Read the passage carefully again and discuss the questions in Ex2. 3. Repo

60、rt their discussion 4. the way to do sth. / the way of doing sth. 5. the second most important Step Three: Listening to the text and comprehend itStep Four: Language pointsthe second + adj.（最高級）the third + adj. （最高級）eg. The Yellow River is the second longest river in China.   China is the third large