高中英语必修一教案(共59页).docx

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1、精选优质文档-倾情为你奉上高中英语必修一教案Unit 1 Friendship 1.Teaching aims and demands类别课程标准要求掌握的项目话题Friends and friendship; interpersonal relationships词汇add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power according trus

2、t indoors suffer teenager advice questionnaire quiz situation editor communicate habitadd up calm down have got to be concerned about walk the dog go through hide away set down a series of on purposein order to face to face according to get along with fall in lovejoin in功能态度(attitudes)Are you afraid

3、 that-?Ive grown so crazy about-I didnt dare-2. 同意和不同意（agreement and disagreement） I agree. I think so. Exactly. I dont agree. I dont think so. Im afraid not.3.肯定程度（certainty） Thats correct. Of course not.语法直接引语和间接引语(1): 陈述句和疑问句陈述句“I dont want to set down a series of facts in a diary.” Said Anne.-An

4、ne said that she didnt want to set down a series of facts in a diary.一般疑问句He asked, “Are you leaving tonight?”-He asked us whether we were leaving that night.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.1. Suggested teaching

5、notes1). 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 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 the Jewish girl Anne gave a glimpse of her life

7、 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 t

8、ext 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 students t

9、o 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 grammar.Lea

10、rning 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 teac

11、hing planThis 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 and conduct

12、s 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 friendship. A

13、lso, 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 friendly an

14、d harmonious life. Thus, based on the theme, contents and teaching objectives, the whole teaching 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

15、 1 Warming-up and Speaking1. Teaching objectives:1) Target languageI (dont) think I (dont) think so. I (dont) agree. I believe Thats correct. In my opinion, 2) Ability goalsa. Describe your friends in Englishb. Figure out the problems between friends and then find different ways to solve the problem

16、s.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 English in Senior Middle School.2. Teac

17、hing 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 out ways to solve

18、the problems.4. Teaching methods a. Task-based teaching and learningb. Cooperative learningc. Discussion 5. 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 Syne .At the begi

19、nning 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 think of our new sc

20、hool? 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 a brief descrip

21、tion 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 hatesHe /She is very kind/friendly/When /Where we got to know each other.2. What types of friendship do you have? Please tick them out.

22、Then fill in the blanks.girl friends boy friends pen friendslong -distance friends friends 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). You will s

23、hare 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 following

24、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 the sur

25、vey 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:Step 4 Talking and sharing( work in pairs)1. If your best friend does something wrong, w

26、hat 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 doreasons2. What is a friend?A British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editor, choose the best o

27、ne 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 who 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

28、 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 questions below to talk about. Then let the class share their ideas. Its better to stimulate the students to express their own opinions about these questio

29、ns.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 unusual friend besides human beings? And why?Step 6 Homework 1. Write down a short passage about your ideas /the factors/your unusual

30、 friends.2. Prepare for the new lesson.Period 2 Reading “Annes Best Friend”1. Teaching objectives:1) To develop the students reading 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 frie

31、ndship, and to tell true friends from false friends;3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;4). To learn the writing style of this passage.2. Teaching method: Task-based teaching3). Teaching procedure:Step 1.Pre-reading1. Please enjoy t

32、hree 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 qualities a good friend should have .4. Have you ever considered making friends with animals, plants or even an object? Why or why n

33、ot?Step 2.Reading1. Try to guess what Annes friend is and what the passage is about by reading the title and having a 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 i

34、t?2) Did she have any other true friends then? Why?3) What is the difference between Annes diary and those of most 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 i

35、s about with the help of one key sentence in the 2nd paragraph?3. Reading of Annes diaryHow she felt in the hiding placeTwo examples to show her feelings thenStep 3.Post-reading1.What would you miss most if you went into hiding like Anne and her family? Give your reasons.2.Group workWork in groups t

36、o decide what you would do if your family were going to be killed just because they did something the Emperor 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 expressionsStep 4.T

37、alking 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.2. We have talked about friends and friendship today, can you write one or two sentences to express your underst

38、anding 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 report to share it with the whole class.2. Describe one of your best friends following the writing sty

39、le of this passage.Ending: Lets sing this song about friends togetherPeriod 3 Grammar 1Teaching objectivesLearn to use direct speech and indirect speech 2. Teaching important pointSummarize the rules of Direct Speech and Indirect Speech. 3. Teaching difficult pointLearn about the special cases in wh

40、ich the tenses shouldnt be changed. 4. Teaching methodsDiscussing, summarizing and practicing.5. Teaching proceduresStep1 Lead inT: In the last lesson, we learned Anne Franks story. She is telling her stories to two of her friendsyou and Tom. Tom has something wrong with his ears, so you have to rep

41、eat 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 Anne. Tom asked Anne if/whether she felt sad when

42、she was not able to go outdoors.“I dont want to set down a series of facts in a diary,” said Anne.Anne said that she didnt want to set down a series of facts in a diary.“What do you call your diary?” Tom asked. Tom asked what she called her diary.Ss go on this topic by themselves.Step2 GrammarT: Now

43、 lets look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed?Ss discuss by themselves.Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.T: Quite right. Look at the form on the screen. These are

44、the rules.Step3 practice1. T: Turn to Page 5. Please change the following direct speech into indirect speech and indirect into direct.Step4 Correcting mistakesT analyses the common mistakes Ss have made during the practice.T: Now lets look at the screen and pay attention to these sentences. Choose t

45、he right sentence and tell me why the other one is wrong.Step5 A gamePlay a guessing game “who is my secret friend?” One student comes to the front with his partner.The rest students ask him questions while his partner changes them into indirect speech. In the end, the person who has guessed the right answer can come to the front to take the place of the first student .So the game goes on.Suggested sentences: Can your friend speak?What does he/she wear today?Is he/she tall or short?What do you and your friend do in your free time?Do you quarrel with each other?.