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1、人教高一英语必修Unit1全单元教案Unit 1 friendship 1.Teaching aims and demands 类别 话题 词汇 课程标准要求掌握的项目 Friends and friendship; interpersonal relationships Add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power according tr
2、ust indoors suffer teenager advice questionnaire quiz situation editor communicate habit add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in 1. 态度(attitudes) Are yo
3、u afraid that-? Ive grown so crazy about- I didnt dare- 2. 同意和不同意 I agree. I think so. Exactly. I dont agree. I dont think so. Im afraid not. 3.肯定程度 Thats correct. Of course not. 直接引语和间接引语(1): 陈述句和疑问句 1. 陈述句 “I dont want to set down a series of facts in a diary.” Said Anne. -Anne said that she didnt
4、 want to set down a series of facts in a diary. 2. 一般疑问句 He asked, “Are you leaving tonight?” -He asked us whether we were leaving that night. 3. 特殊疑问句 “When did you go to bed last night?” father said to Anne. - Father asked Anne when she went to bed the night before. 功能 语法 2. Suggested teaching not
5、es 1). Analyses of the teaching contents This 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 fu
6、rther 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 lif
7、e during her familys shelter in Amsterdam from the German Nazis killing in world war 2. 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
8、 text by 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 studen
9、ts to further 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 gramma
10、r. Learning 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
11、the teaching plan This unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself, i.e., the comfort and support one seeks from an imaginary friend. Students are expected to come to be truly aware of the qualities an
12、d conducts that make 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 the interpersonal nature of frie
13、ndship. Also, the comparison 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 fr
14、iendly and harmonious life. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows: Period 1 Warming up and speaking Period 2 Reading Period 3 Grammar Period 4 Integrating skills (WB) Period 5 Using language 3. Teaching plans f
15、or each period Period 1 Warming-up and Speaking 1. Teaching objectives: 1) Target language I (dont) think I (dont) think so. I (dont) agree. I believe Thats correct. In my opinion, 2) Ability goals a. Describe your friends in English b. Figure out the problems between friends and then find different
16、 ways to solve the problems. 3) Learning ability goals a. 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 English i
17、n Senior Middle School. 2. Teaching important points: a. b. Use the given adjectives and sentence structures to describe one of your friends. Learn to evaluate friends and friendship. 3. Teaching difficult points: a. b. Work together with partners and describe one of your good friends. Discuss with
18、partners and find out ways to solve the problems. 4. Teaching methods a. Task-based teaching and learning b. Cooperative learning c. Discussion 5. Teaching aids: CAI 6. Teaching procedures and ways: Step 1 Lead-in and Warming-up Before the lesson, the teacher can arouse the students interests by sho
19、wing a video of Auld Lang Syne . 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
20、spare time? 2. What do you think 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 cl
21、ass? Step 2 Think it over 1. Give a brief description of one of your friends. The following phrases and structures may be helpful: His/Her name is He /She is years old. He /She likes and dislikes He /She enjoys and hates He /She is very kind/friendly/ When /Where we got to know each other. 2. What t
22、ypes of friendship do you have? Please tick them out. Then fill in the blanks. girl friends boy friends pen friends long -distance friends friends of the same age e-friends (friends over the internet) friends across generations unusual friends like animals, books 1)._ is /are most important to you.
23、2). You spend most of your free time with _. 3). You will share your secrets with _. 4). When in trouble, you will first turn to _. Step 3 Make a survey 1. 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
24、 partner your standards of good friends by using the following structure: I think a good friend should (not) be In my opinion, a good friend is someone who 1. 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
25、with all the qualities listed. 3. Then have the students do the 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
26、 not a good friend. You either neglect your friends needs or just do what he/she wants you to do. You should think more about what a good friend needs to do. 812 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your frie
27、nds needs and feelings. Try to strike a balance between your friends needs and your own responsibilities. 13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friends. Well done. (You may also show your students the results above and le
28、t themselves self-reflect upon their own values of friendship) Step 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 (dont) think I (dont) think so. I (dont) agree. I believe Thats correct. In my opinion, What to
29、 do 2. What is a friend? A British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editior, choose the best one from the following entries(条目), and explain why. One who understands my silence. A friend in need is a friend indeed. Friends are just the people wh
30、o share your happiness and sorrow. When you look at your watch at 4 am, but still know you can call them and wake them up, and theyll still want to talk to you ,thats friendship. 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 q
31、uestions below to talk about. Then let the class share their ideas. Its 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 friends
32、hip? 3. What can be your unusual friend besides human beings? And why? Step 6 homework 1. Write down a short passage about your ideas /the factors/your unusual friends. reasons 2. Prepare for the new lesson. Period 2 Reading “Annes Best Friend” 1. Teaching objectives: 1) To develop the students read
33、ing ability, learn to use some reading strategies 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 as on
34、purpose, be crazy about etc.; 4). To learn the writing style of this passage. 2. Teaching method: Task-based teaching 3). Teaching procedure: Step 1.Pre-reading 1. 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 th
35、ink a good friend should be like? List the good qualities 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.Reading 1. Try to guess what Annes friend is and what the passage is about by reading the title and having a
36、 quick at the pictures in this passage without reading it. 2. Skimming the first two paragraphs to confirm your guessing. 1) What was Annes 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 Annes diary and those of most
37、 people? 4) Do you keep a diary? What do you think most people set down in their diaries? 5) We are going to read one of Annes diaries .but before reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph? 3. Reading of Annes diary How she felt in the hi
38、ding place Two examples to show her feelings then Step 3.Post-reading 1.What would you miss most if you went into hiding like Anne and her family? Give your reasons. 2.Group work Work in groups to decide what you would do if your family were going to be killed just because they did something the Emp
39、eror did not like. Where would you plan to hide? How would you arrange to get food given to you every day? What would you do to pass the time? - 3. Discovering useful words and expressions Complete the following sentences, using words and expressions from Reading 1) She has grown _ about computer ga
40、mes. 2) Was it an accident or did David do it on _? 3) From the beginning ,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
41、manager _ lots of hardships in his childhood. 8) A diary is often kept to _ what happens in peoples daily lives. Step 4.Talking about friends and friendship 1.There are many proverbs about friends and friendship. Choose the one you agree with and explain why, then choose one you disagree with and ex
42、plain why. A friend in need is a friend indeed. Friends are like wine; the older, the better. A friend to all is a friend to none. The same man cannot be both friend and flatterer(阿谀奉承者). False friends are worse than open enemies. Walking with a friend in the dark is better than walking alone in the
43、 light. 2. We have talked about friends and friendship today, can you write one or two sentences 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
44、friendship. Write a report to share it with the whole class. 2. Describe one of your best friends following the writing style of this passage. Ending: Lets sing this song about friends together Period3 Grammar 1Teaching objectives Learn to use direct speech and indirect speech 2. Teaching important
45、point Summarize the rules of Direct Speech and Indirect Speech. 3. Teaching difficult point Learn about the special cases in which the tenses shouldnt be changed. 4. Teaching methods Discussing, summarizing and practicing. 5. Teaching procedures Step1 Lead in T: In the last lesson, we learned Anne F
46、ranks story. She is telling her stories to two of her friendsyou and Tom. Tom has something wrong with his ears,so you have to repeat Annes sentences, using indirect speech. Sometimes you explain Toms sentences to Anne. “I have to stay in the hiding place.” said Anne. Anne said she had to stay in the hiding place. “Do you feel sad when you are not able to go outdoors?” Tom asked Ann
