新课标高一必修1英语教案Unit1Friendship.docx

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1、新课标 高一必修1英语教案Unit 1 FriendshipPart One: Teaching Design (第一部分：教学设计)Period 1: A sample lesson plan for reading(ANNE S BEST FRIEND)AimsTo talk about friendshipTo read about friendshipProceduresI. Warming up1. Warming up by assessingA lot of people have only few possibilities of getting feedback about

2、their own personality. In this exercise you will have the opportunity to get some feedback and to discuss it with a partner. Whi1e comparing your mutual judgments, certain prejudices or misunderstandings may appear, as people often do not know each other thoroughly enough to judge others correctly.

3、Try to be honest!Self assessmentOf the following characteristics choose 5 that are particularly applicable to you personally, sociable, honest, friendly, easygoing, nervous, open-minded, anxious, careful, talented, talkative, nosy, thoughtful, generous, carefree, pessimistic, peaceful, optimistic, i

4、nteresting, reliable, helpful, active, careless, caring, exact, adventurous, imaginative, hot-blooded, we11-organised, trustworthy, patient, responsible, outgoing, kind, brave, warm-hearted, selfless, tolerant Partner assessmentNow choose 5 characteristic features which you think are especially appl

5、icable to your partner, sociable, honest, friendly, easygoing, nervous, open-minded, anxious, careful, talented, talkative, nosy, thoughtful, generous, carefree, pessimistic, peaceful, optimistic, interesting, reliable, helpful, active, careless, caring, exact, adventurous, imeiginative, hot-blooded

6、, well-organised, trustworthy, patient, responsible, outgoing, kind, brave, warm-hearted, selfless, tolerant 2. Warming up by describingHave the students get into groups of four to describe their own ideal friend. Individual students must decide on TOP 5 character adjectives that could be used to de

7、scribe the ideal friend and insist they have good reasons for their choice. Then let the group leader give the class a description of their ideal friend. 3. Further applyingYou may also have the students do the survey in the textbook, fol lowing the steps below.1. Get the students to make a list of

8、three qualities a good friend should have.In the context of learning English as a foreign language, a learner is forced to be autonomous and independent and make conscious effort to learn vocabulary outside the classroom simply because the exposure to the target language is limited in class. So teac

9、hers cannot rely on their students picking up lexical iterns. This makes explicit vocabulary teaching necessary. However, vocabulary is notoriously difficult if not impossible to teach because of the complexity of its 1 inguistic, semantic and psycho-cognitive aspects II. Best approachThere are no u

10、niversally useful strategies and they contribute to vocabulary learning in different ways. Students use a number of strategies, often simultaneously. The efficiency of vocabulary learning depends on how students combine individual strategies. If students combine and employ individual strategies from

11、 different groups they will be more successful in developing the target language lexicon. Thus, the ideal combination would be that of strategies from all four groups. The teacher should create activities and tasks (to be done both in and outside class) to help students to build their vocabulary and

12、 develop strategies to learn the vocabulary on their own. Students experiment and evaluate and then decide which to adopt or reject since strategies are not intended to be prescriptive. III. Practical activitiesHere is a selection of practical activities that direct learners towards using strategies

13、 of vocabulary learning.1. The useful alphabet (self-initiated independent learning)Each student gets a letter and has to find 5, 10 or 15 words he or she thinks would be useful for him or her. He or she then report to the class, perhaps as a mingle activity, using word cards (on one side they write

14、 the letter, on the other the information on the word - spelling, pronunciation, definition).2. Word bag (formal practice)This is to get your students to write down new words they hear in class.At the beginning of the term/course, divide students into groups of about 5 and give each group a number (

15、e. g. 1-6). At the beginning of each class, give each group about 10 cards on which they write the number of their group and the new words they hear in class. At the end of each class, they put their cards into the “word bag” and every 2 weeks you check whether they still know those words and which

16、group has the most cards. In the end there are two winners: the group that has the most cards, and the one that knows more words.3. Especially for you (Functional practice)The teacher prepares a list of words. Each student gets one word, which is prepared especially for him or her. The trick is that

17、 each student gets a word whose initial letter is the same as the initial of the student, s first name, e. g. Linda gets listless. Each student must look it up in the dictionary during the class and after a few minutes report to the class. E. g. ”My name is Linda and I m listless. That means that I

18、am . (definition)”.For homework students can do the same using their surname.4. Word tour (memorizing)Instiuctions for your students: Think of a town or city you know well. Imagine that you are orgeinizing a sightseeing tour. Think of 5 places you would include on your tour and write down the order

19、in which the tourists would visit them. Learn your tour off by heart so that you can picture it in your mind. Whenever you have 5 new English words to learn, imagine these words are the tourists on your tour and picture the words in the places on your tour like this.Tour: Trafalgar Square; Buckingha

20、m Palace; Houses of Parliament; Westminster Abbey; Downing Street. Words to learn: apron, dustpan, vacuum cleaner, feather duster, broom. Imagine Nelson on his column in Trafalgar Square wearing an apron, the queen brushing the floor in Buckingham Palace and using a dustpan.Section 3: Words and expr

21、essions from Unit 1 Friendshipadd v. 1. put something with something else or with a group of other things: Do you want to add your name to the 1 ist? 2. to put two or more numbers together in order to calculate the total: Add 6 and 6 to make 12. 3. to increase the number: The sales tax adds 15% to t

22、he price of clothes. 4. to say some more that is related to what hcis already been said: That s all I want to say. Is there anything you d like to add.Other verbal phrases of add”add to: to make something larger and more noticeable: Our explanation seemed only to add to his bewi1 derment.add up: to

23、calculate the total of several numbers: Add your scores up and we 11 see who won.add up to: to have a particular result: His schooling added up to no more than one year.point: n. 1. small spot: The stars shone like tiny points of light in the sky. 2. sharp end: a knife with a very sharp point. 3. a

24、unit used to show the score in a game or sport: She lost three points for that fal1. (in a skating match) upset: 1. vt. & vi. to make someone feel unhappy or worried: I m sorry, I didn t mean to upset you. 2. adj. (not before noun) unhappy and worried: She was still upset about the argument that she

25、 had had with Harry.ignore: vt. 1. to behave as if you had not seen or heard someone or something(不 理睬):Either she didn* t see me wave or she deliberately ignored me. 2. to pay no attention to something that you have been told or that you know about (忽视)：Some drivers simply ignore speed 1imits.calm:

26、 1. adj. quiet and without excitement, nervous activity or strong feelings: Keep calm, and try not to panic. 2. vt. & vi. to make someone or something quiet after strong emotion or nervous activity: Charlie tried to calm the frightened children. 3. calm down: vt &vi. to become quiet or make someone

27、quiet after strong emotion or nervous activity: Calm down and tell me what happened.concern: 1. n. worry: something that worries you or a feeling of worry: There is growing concern about/over the effects of pollution on health. The rise in unemployment is of great concern to the government. 2. vt. t

28、o make someone feel worried or upset: The fact that she spends so much money on her own real 1 y concerns me. More and more people are concerning themselves with/about environmental problems. 3. be concerned about/for/with: Ross has never been concerned about what other people think of him. Rescuers

29、 are concerned for the safety of those trapped in the mine. This story is concerned with a Russian family in the 19th century.cheat: 1.vi. to behave in a dishonest way in order to win or to get a advantage in a competition, game or examination: Jack always cheats at cards. 2. vt. to trick someone wh

30、o trusts you.share: vi & vt. 1. use equally: The last bus had gone, so the three of us shared a teixi. I shared a room with him at college. 2. to have the same opinion, experience, fooling etc as someone else: I share your concern about this problem. 3. to tell other people about an idea, secret, pr

31、oblem: II s always better to share your worries. 4. n. part of sth. : I do my share of the housework. Don* t worryyou* 11get your fair share.set down: to write down something so that you have a record of it: I want to set downmy feelings on paper.Other verbal phrases of “set”set apart: to make someo

32、ne or somebody different from other people or things.set aside: to keep some money or time for a special purpose set off: to start to go somewhere/ to cause a explosion set out: to start a journey/ to talk about something in an organized way set up: to start an organization/ to build somethingcrazy

33、adj. 1. impractical; foolish: That s the craziest idea I ve ever heard. 2. mad; ill in the mind: Turn that music downit s driving me crazy. 3. be crazy about=to like sb. very much, or be very interested in something: The boy is crazy about football. 4. like crazy=very hard: We have to work like craz

34、y to get this finished on time.purpose: 1. n. an intention or plan; the feeling of having an aim in life: The discussion serves a twin purposeinstruction and feedback. Tom went for a walk, with no definite purpose in mind. 2. on purpose二deliberatelytrust: 1. n. a strong belief in the honesty, goodne

35、ss etc. of someone or something e. g. You shouldn t put your trust in a man like that. 2. vt. to believe that someone is honest and will not harm you or cheat you: I trusted Max, so I lent him the money. Can he be trusted to look after your pet dog?suffer: vt. & vi. 1. to experience physical or ment

36、al pain: At least he died suddenly and didn, t suffer a lot. 2. to be in a very bad situation that makes things very difficult for you: If you break the law, you must be prepared to suffer the punishment. She was very generous to him but she suffered for it when he ran away with all her money. 3. to

37、 experience something unpleasant: The car suffered severe damage in the accident.get along (with): 1. to have a friendly relationship: If you two are going to share a room, you, d better learn how to get along. I ve always found him a bit difficult to get along wi th. 2. to progress you are doing: H

38、ow are you getting along with your English studies?Other verbal phrases of “get” :get cibout/around: (news) get widespreadget away: to succeed in leaving a placeget back: to return to a place; to have sth. returned to youget down: to make sb. feel unhappy;get down to sth. /doing sth. : to start doin

39、g something that needs a lot of time or energy.get over: get wel1 after an illness; to do and finish sth. difficultget through: to pass a test or examcommunicate: vi. to express your thoughts and feelings: Parents sometimes find it difficult to communicate with teenage child.2. Have the students get

40、 into groups of four to find out what each has listed.3. Have a member of each group report on what their lists have in common and list them on the board.4. Ask the class whether or not they agree with al 1 the qualities listed.5. Then have the students do the survey in the textbook.6. Have the stud

41、ents score their survey according to the scoring sheet on page 8.7. 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 your friend* s needs or just do what hc/shc wants you to do. You s

42、hould 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 fai1 to show enough concern for your friend, s needs and feelings. Try to strike a balance between your friend, s needs and your own responsibi1

43、i ties. 13+ points: You are an excellent friend who recognizes that to be a good 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)Pre-readingTo focus the Students at

44、tention on the main topic of the reading passage.To activate their previous knowledge on the topic.II. Talking and sharingWork in groups of four. Tel 1 your group mates how you reflect on these questions.1. Why do you need friends? Make a list of reasons why friends are important to you.2. What do y

45、ou think a good friend should be like? List what a good friend should do and share the list with your partners.3. Does a friend always have to be a person? What else can be a friend?4. Do you think a diary can become your friend? Why or why not?Instructions: The teacher can give each group one of th

46、ese questions above to talk about. Then let the class share their ideas. It s better to stimulate the students to challenge their classmates* opinions about these questions.Possible answersQI: Reasons 1 need friends:to cope with stressful situations in lifeto share my worries and secrets in my inner

47、 wor1dto show my concern for other peopleto let other people share my happinessX to unfold to other people the secrets in my heart (to name but few.)Q2: A good friend should:X tell me the truth (honest)be good to me (friendly)be willing to consider or accept others, ideas or opinions (open-minded)be

48、 willing to help others (generous or helpful)X bo good-temperedX think about what others need and try to help them (caring)X be loyal to their responsibility (responsible) not easily upset (easy-going) be out-going (like to meet and talk to new people)X be tolerant (al low other people to have diffe

49、rent opinions or do something in a different way) be selfless (to name but few)Q3: What else can be a friend?Answers can be various, (omitted)Q4: Students, answers may vary but must include a reason.Yes. I think it can be, because I can set down how I feel every day in my diary, and let other people read it to share my feelings some time later. Above all, it feels good to write down my thoughts and feeling on paper when I a