人教版新课标必修1第一单元教案.pdf

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1、Unit 1 friendshipParticipants:靳燕，黄洋，董妮娅，仝亚军，李桂秀，吴晓，邹舍龙School:Tai Zhou No.l Senior Middle School1 .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 listshare feeling Netherlands German outdoors crazy nat

2、ure purpose darethunder entirely power according trust indoors suffer teenager advicequestionnaire quiz situation editor communicate habitadd up calm down have got to be concerned about walk the doggo through hide away set down a series of on purposein order to face to face according to get along wi

3、th fall in lovejoin in功能1.态度(attitudes)Are you afraid that-?Eve 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1.陈述句I dont want to set down

4、 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.2.一般疑问句He asked,“Are you leaving tonight?”-He asked us whether we were 1 eaving 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 t

5、o bed the night before.2.Suggested teaching notes1).Analyses of the teaching contentsThis unit is about friendship,and nearly all the teaching materials centeron it.Warming up-The questionnaire leads students to think and talk aboutfriendship,get to know the problems between friendsand seek solution

6、s,which makes preparations for thefurther teaching in topics,background and vocabulary.Pre-reading-The questions prompt students to think critically aboutfriends and friendship in reality,alerting them to the factthat besides people,a diary can be a friend,too.Reading-The diary by theJewish girl Ann

7、e gave a glimpse of her lifeduring her familys shelter in Amsterdam from the GermanNazis killing in world war 2.she treats the diary as her bestfriend,and in it reveals her longing for a normal life andclose contact with nature,which helps her get through thedays.Comprehending-It helps students furt

8、her understand the text by doingmultiple choices,questions and answers,andmatching.Learning about language-It teaches the important expressions andstructures and grammar:direct andindirectspeeches.Using language-The two letters,listening,questionnaire design,letterwriting and fiin writing prepares s

9、tudents to furthertalk about friendship,especially the problems withmisunderstanding,and unfriendliness,thusstrengthening students5 abilities to practicelanguage,discover,and solve problems.Summing up-It summarizes the whole contents of this unit from theaspects of topics,vocabulary and grammar.Lear

10、ning tip-This part encourages students to form the habit of writinga diary.Integrating skills-The text introduces the way Hawaiians expressfriendship,to get students to realize the culturaldifferences in the values of friendship in additionits importance in all cultures.2)Making of the teaching plan

11、This unit centers on friends and friendship,exploring different types offriendship 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 andconducts that make a g

12、ood friend,display and develop the ability tocope with misunderstanding,conflicts and problems related tofriendship,and give advice on it.The concept that even an ordinarything can be a friend should break down the traditional belief in theinterpersonal nature of friendship.Also,the comparison of si

13、milaritiesdissimilarities in friendship comprehension between the East and theWest leads students to know better the values of friendship in Westerns5eyes.All in all,this unit promises to unveil the true essence of friendshipand helps students to lead a more friendly and harmonious life.Thus,based o

14、n 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 Warming-up and Speaking1.Teaching

15、objectives:1)Target languageI(dont)think.I(dont)think so.I(dont)agree.I believe.Thafs correct.In my opinion,.2)Ability goalsa.Describe your friends in Englishb.Figure out the problems between friends and then find different waysto solve the problems.3)Learning ability goalsa.To encourage students to

16、 think and talk about friends and friendshipby 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 inSenior Middle School.2.Teaching important points:a.Use the given adjectives and senten

17、ce structures to describe oneof your friends.b.Learn to evaluate friends and friendship.3.Teaching difficult points:a.Work together with partners and describe one of your goodfriends.b.Discuss with partners and find out ways to solve the problems.4.Teaching methodsa.Task-based teaching and learningb

18、.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 byshowing a video of Auld Lang Syne.At the beginning of the first class,we can get the students to talkabout their summer ho

19、lidays.The students can talk freely as they like.1.How did you spend your summer holidays?How did youfeel?What did you do in your summer holidays?What didyou do in your spare time?2.What do you think of our new school?Do you like it?Couldyou say something about it?3.Do you like making friends?How do

20、 get in touch with yourfriends?Do you have many friends?Where are they now?Do you have any old friends in our school?Have you madeany new friends in our class?Step 2 Think it over1.Give a brief description of one of your friends.The followingphrases and structures may be helpful:His/Her name is.He/S

21、he 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 types of friendship do you have?Please tick them out.Then fill in the blanks.girl friends boy friends penfriendslong-distance friends friends of the same agee-f

22、riends(friends over the internet)friends across generationsunusual friends like animals,books.1).is/are most important to you.2).You spend most of your free time with3).You will share your secrets wi t h.4).When in trouble,you will first turn toStep 3 Make a survey1.List some qualities of a good fri

23、end or your ideal friend.Have thestudents get into groups of four to find out what each has listed.Tell your partner your standards of good friends by using the followingstructure: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 w

24、hat their lists have incommon 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 survey in the textbook.4.Have the students score their survey according to the scoring sheet onpage 8.5.The teacher ask some students how m

25、any points they got for thesurvey and assess their values of friendship:4-7 points:You are not a good friend.You either neglect yourfriend needs or just do what he/she wants you to do.You should thinkmore about what a good friend needs to do.812 points:You are a good friend but you sometimes let you

26、rfriendship become too important,or you fail to show enough concern foryour friend needs and feelings.Try to strike a balance between yourfiiends 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 frie

27、nd.Well done.(You may also show your students the results above and let themselvesselfreflect 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)

28、agree.I believe.Thafs correct.In my opinion,.What to doreasons2.What is a friend?A British newspaper once offered a prize for the best definition(定义)ofa friend.If you were the editior,choose the best one from the followingentries(条目),and explain why.One who understands my silence.A friend in need is

29、 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 callthem and wake them up,and theyll still want to talk to you,thafsfriendship.To have a friend,you need to be a good friend.Step 5 Group work(output)The teache

30、r can give each group one of these questions below to talkabout.Then let the class share their ideas.Ifs better to stimulate thestudents 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

31、breakdown of a good friendship?3.What can be your unusual friend besides human beings?And why?Step 6 homework1.Write down a short passage about your ideas/the factors/yourunusual friends.2.Prepare for the new lesson.Period 2 Reading Annes Best Friend1.Teaching objectives:1)To develop the students5 r

32、eading ability,learn to use some readingstrategies 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,

33、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 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 shou

34、ld be like?List the good qualitiesa good friend should have.4.Have you ever considered making friends with animals,plants or evenan object?Why or why not?Step 2.Reading1.Try to guess what Annes friend is and what the passage is about byreading the title and having a quick at the pictures in this pas

35、sage withoutreading 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 people?4)Do you keep a diary?What do you thi

36、nk most people set down in theirdiaries?5)We are going to read one of Annes diaries.but before reading,can youtell me what the diary is about with the help of one key sentence in the2nd paragraph?3.Reading of Annes diaryHow she felt in the hiding placeTwo examples to show her feelings thenStep 3.Pos

37、t-reading1 .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 going tobe killed just because they did something the Emperor did not like.Where would you plan to hide?How would you arra

38、nge to get food given to you every day?What would you do to pass the time?3.Discovering useful words and expressionsComplete the following sentences,using words and expressions fromReading1)She has grown about computer games.2)Was it an accident or did David do it on?3)From the beginning,Paul made i

39、t 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 peoples daily lives

40、.Step 4.Talking about friends and friendship1 .There are many proverbs about friends and friendship.Choose the oneyou agree with and explain why,then choose one you disagree with andexplain why.A friend in need is a friend indeed.Friends are like wine;the older,the better.A friend to all is a friend

41、 to none.The same man cannot he both friend and flatterer(阿谀奉承者).False friends are worse them 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 oneor two sentences to express your understanding o

42、f friends and friendship.Step 5.Home work:1.Interview a high school student,a businessman,a police officer and ahousewife to find out their opinions about friends and friendship.Write areport to share it with the whole class.2.Describe one of your best friends following the writing style of thispass

43、age.Ending:Lefs sing this song about friends togetherPeriod3 Grammar1.Teaching objectivesLearn to use direct speech and indirect speech2.Teaching important pointSummarize the rules of Direct Speech and Indirect Speech.3.Teaching difficult pointLearn about the special cases in which the tenses should

44、nt bechanged.4.Teaching methodsDiscussing,summarizing and practicing.5.Teaching proceduresStep 1 Lead inT:In the last lesson,we learned Anne Franks story.She is telling herstories to two of her friends-you and Tom.Tom has something wrongwith his ears,so you have to repeat Annes sentences,using indir

45、ectspeech.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 askedAnne.一Tom asked Anne if/whether she felt sad when she was not able to gooutdoors.I dont wa

46、nt to set down a series of facts in a diary,“said Anne.一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 lefs look at these sentences again.If we want

47、 to change DirectSpeech into Indirect Speech,what should be changed?Ss discuss by themselves.Ss:sentence structures,tenses,pronouns,adverbials of time and placeand verbs should be changed.T:Quite right.Look at the form on the screen.These are the rules.直接引语变成间接引语时，要注意以下儿点：人称变化、时态变化、宾语从句要用陈述句语序。1.直接引

48、语是陈述句，变成间接引语时，由连词th at引导。例如：She said,I am very happy to help you.She said that she was very happy to help you.2.直接引语是一般/选择疑问句，变成间接引语时，由连词whether或 i f 引导。例如:He asked me,Do you like playing football?-He asked me if/whether I liked playing football.注意：大多数情况下，if和 whether可以互换，但后有or not,或在动词不定式前，或放在介词后作连接

49、词时，一般只用whether。例如：She asked me whether he could do it or not.3.直接引语是特殊疑问句，变成间接引语时，由相应的疑问词who,whom,whose,how,when,why,where 等 弓 I 导。例如：My sister asked me,How do you like the film?My sister asked me how I liked the film.4.直接引语是祈使句，变成间接引语时，把动词原形变成动词不定式，并在动词不定式前加tell,ask,order等的宾语。例如：The captain ordered

50、,Be quiet.The captain ordered us to be quiet.注意：此种情况的否定句，在动词不定式前加not。My teacher asked me,Dont laugh.My teacher asked me not to laugh.5.一些注意事项(1)间接引语一般要用陈述句的语序，即主、谓、宾的顺序。例如：He asked Lucy,Where did you go?一He asked Lucy where she went.Tom said,What do you want,Ann?Tom asked Ann what she wanted.(2)直接引语