高中英语必修一教案

高中英语必修一教案Unit 1 Friendship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 trust 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 that---?I’ve grown so crazy about---I didn’t dare---2. 同意和不同意（agreement and disagreement）I agree. I think so. Exactly.I don’t agree. I don’t think so. I’m afraid not.3.肯定程度（certainty）That’s 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 don’t want to set down a series of facts in a diary.” Said Anne.-----Anne said that she didn’t 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 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 friendsand seek solutions, 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 the Jewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the GermanNazis’ 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 contactwith nature, which helps her get through the days. Comprehending---It helps students further understand the text by doingmultiple choices, questions and answers, andmatching.Learning about language---It teaches the important expressions andstructures and grammar: direct and indirectspeeches.Using language---The two letters, listening, questionnaire design, letterwriting and fun writing prepares students to furthertalk about friendship, especially the problems withmisunderstanding, and unfriendliness, thusstrengthening students’ abilities to practicelanguage, discover, and solve problems.Summing up---It summarizes the whole contents of this unit from theaspects of topics, vocabulary and grammar.Learning 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 planThis unit centers on friends and friendship, exploring different types of friendshipwith particular attention to that one can develop with oneself, i.e., the comfort andsupport one seeks from an imaginary friend. Students are expected to come to be trulyaware of the qualities and conducts that make a good friend, display and develop theability 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 shouldbreak down the traditional belief in the interpersonal nature of friendship.Also, thecomparison of similarities dissimilarities in friendship comprehension between theEast 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 helpsstudents to lead a more friendly and harmonious life. Thus, based on the theme,contents and teaching objectives, the whole teaching procedures can fall into five3. Teaching plans for each periodPeriod 1 Warming-up and Speaking1. Teaching objectives:1) Target languageI (don’t) think…… I (don’t) think so. I (don’t) agree.I believe…… That’s 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 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:e the given adjectives and sentence 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.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 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 doin 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 get in touch with yourfriends? Do you have many friends? Where are they now? Doyou have any old friends in our school? Have you made anynew 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 /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 types of friendship do you have? Please tick them out. Thenfill in the blanks.girl friends boy friends pen friendslong -distance friends friends of the same agee-friends (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 with ____.3). You will share 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 structure:I think a good friend should (not) be……In my opinion, a goo d friend is someone who……1.Have a member of each group report on what 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 many points they got for thesurvey and assess their 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 (don’t) think…… I (don’t) think so.I (don’t) agree. I believe……That’s correct. In my opinion, ……2. What is a friend?A British newspaper once offered a prize for the best definition(定义) ofa friend. If you were the editor, choose the best one from the followingentries(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 wakethem up, and they’ll still want to talk to you ,that’s 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. It’s 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 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 “Anne’s Best Friend”1. Teaching objectives:1) To develop the students’ reading ability, learn to use some readingstrategies such as guessin g, key sentences, skimming and so on;2). To get the students to realize the importance of friends andfriendship, and to tell true friends from false friends;3). To grasp some useful words and expressions in this passage, such ason 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 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 should be like? List the goodqualities a good friend should have .4. Have you ever considered making friends with animals, plants oreven an object? Why or why not?Step 2.Reading1. Try to guess what An ne’s friend is and what the passage is about byreading 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 Anne’s best friend? Why did she make friend s w ith it?2) Did she have any other true friends then? Why?3) What is the difference between Anne’s 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 Anne’s dia rie s .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 Anne’s 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 herfamily? Give your reasons.2.Group workWork in groups to 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.Talking about friends and friendship1.There are many proverbs about friends and friendship. Choose theone 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 writeone 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 anda 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 style of this passage.Ending: Let’s sing this song about friends togetherPeriod 3 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 shouldn’t be changed. 4. Teaching methodsDiscussing, summarizing and practicing.5.Teaching proceduresStep1 Lead inT: In the last lesson, we learned Anne Frank’s story. She is telling her stories to two of her friends—you and Tom. Tom has something wrong with his ears, so you have to repeat Anne’s sentences, using indirect speech. Sometimes you explain Tom’s sentences t o 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 she was not able to go outdoors.“I don’t want to set down a series of facts in a diary,” said Anne.→Anne said that she didn’t 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 let’s look at these senten ces 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 the rules...Step3 practice1.T: Turn to Page 5. Please change the following direct speech intoindirect speech and indirect into direct...Step4 Correcting mistakesT analyses the common mistakes Ss have made during the practice.T: Now let’s look at the screen and pay attention to these sentences. Choose the right sentence and tell me why the other one is wrong.Step5 A gamePlay a guessing game “who is my secret friend?” One stude nt 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?...Step6 HomeworkDo Exercise1 on Page 42. Here is another page of Anne’s diary. Read it through and then use indirect speech to retell the story.Period 4 Integrating skills“Friendship in Hawaii”1. Teaching objectives:To learn about ways of showing friendship in Hawaii and share their opinions on friendship. Because it is a lesson of integrating skills, Ss are also asked to write sentences on friendship.2. Teaching procedures:Step1 Lead-in1. Talk about different ways of showing friendship of minority groups inChina.2. Compare Chinese ways of showing friendship with Western ways.And discuss why there is a big difference. Therefore, show the sentence: Every culture has its own ways to show friendship.3. Ask students if they can think of any place in the world where Chineseand Western cultures live side by side. They may think of Hongkong, Macao, Singapore. And the teacher will add one more -------Hawaii. Step2 Fast reading1. It is said that Hawaii is a place where the East truly meets the west.Consider how people show their friendship in Hawaii.Show a picture and find the information from th e textbook. ( by giving “leis”to one another.)Explain what is a “lei”.2. Read fast and find out more ways to show friendship in Hawaii to fillin the form.3. According to the form, ask them to consider what friendship is inHawaiians.Step 3 Careful reading1. Read the 2nd paragraph carefully and ask “Why do many differentpeoples call Hawaii their home?”( Hawaii is a place where people make one big community from many smaller communities. It means Hawaii has a rich cultural diversity.) Step 4 Writing task1.Show proverbs about friends and friendship. Explain them and askSs to choose some they agree with and some they disagree with and explain why.2.Discuss with their partner and try to write some similar sentences toshow their opinions on friendship.Step 5 HomeworkSurf the Internet to collect materials like poems, stories about friendship. And share them with your friends.Period 5 Listening & Writing1. Teaching objectivesTo practise students’ listening ability.To practise students’ writing skills of how to offer advice.To improve students’ ability to help others solve problems.2. Teaching procedure(Analys is: Listening and writing are expansion of the topic of the text. Listening is about Lisa’s problem of making a friend with a b oy. She asks Miss Wang for advice. Through listening and exercise, students learn how to give advice and the skill of giving advice. And also let them think about the problem of boy’s making friends with girls and girls with boys. And then design a task to ask students to give advice according to the different problems to practise their ability to solve the problems. All of these lay the foundation for the next task writing. In this way, students feel that they have information to put out. And writing makes for the improvement of students’ writing ability, strengthening their comprehension of friendship.)Step 1 Lead-inDo you rememb er what Ann’s best friend is?Is it a man or a thing?Have you seen the film Cast Away?When Tom is alone on a deserted island, what does he make friends with? ( a volleyball)Guess what my best friend is? (Say sth. about music, pets or plants.)So you see a man can make friends with anyone and anything.Then boys, would you like to make friends with girls? Girls, would you like to make friends with boys?What kind of girl would you like to make friends with? And what kind of boy would you like to make friends with?If you see a boy classmate makes a friend with a girl, will you say something about them behind?(If no, say you are kind. If yes, say you are a gossiper.)If you are that boy/girl, would you like to be gossiped about?But here Lisa has su ch a problem. Read the letter. Lisa is asking you for help. What advice will you give? You are given 2 minutes to discuss in groups andthen offer group’s opinions.Step 2 ListeningBesides you Lisa also asks Miss Wang of Radio for Teenagers for help. Wha t advice does Miss Wang give to Lisa? Let’s listen to what she says. Listen for 3 times and do listening exercises.Step 3 Post-listeningDo you think Miss Wang’s advice is helpful?Now suppose you are editors of Radio for Teenagers, here are some problems for you to offer advice.(Give each group a problem and ask them to write down their advice.)1. I don’t have enough pocket money.2. I’m not satisfied with my appearance.3. My desk mate has lost a reference book, she/he thinks that I’m a thief.4.I work hard but I hardly make progress.5. I want to travel to WuZhen Town with my fiends this weekend, but my parentsdon’t allow me to go.6. I don’t like the way Mr. Li teaches us English, so I’m not interested in Englishany longer.7. My mother has just given birth to my lit tle brother. I’m worried that thebaby will rob me of my parents’ love and even everything.8. I quarreled with my best friend 3 days ago. Up to now, we haven’t said a wordto each other.9.I’d like to be monitor, but at the same time I doubt whether I have suc hability.10. I’m often late for school. The teacher is so angry that he threatens that if I’mlate again, I will be dismissed.Step 4 WritingYour advice is good and helpful. All of you are qualified editors. Now I have just received a letter from a lonely boy. Read the letter, what is his problem? What is your advice for him? Write a reply.Step 5 HomeworkWrite a story about you and your friend.Unit 2 English Around the WorldⅠ单元教学目标技能目标GoalsTalk about English and its development, Different kinds of EnglishTalk about difficulties in language communicationLearn to make dialogue using request & commandsLearn to transfer from direct into indirect speechLearn to give opinions and organize ideas by way of brainstorming Learn to make a poster showing your ideas clearlyⅡ目标语言功能句式Talk about English and its developmentRefer to Introduction in the teachers’ bookTalk about difficulties in language communicationDifferent speaker may come from different place, so they may use different words and dialect, such as subway-underground、left-left-hand-side 、two blocks two streets.Make dialogues using request or command:Pardon? Could you repeat that, please?I beg your pardon? Can you speak more slowly, please?I don’t understand. Sorry. I can’t follow you.Could you say that again, please? How do you spell it, please?词汇1.四会词汇include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.) rule(v.) vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard mid-western southern Spanish eastern northern recognize accent lightning direction ma’am subway block2. 认读词汇Shakespeare Noah Webster Lori dialect Houston Texas Buford Lester catfish3. 固定词组play a role (in) because of come up such as play a part (in)语法Command & requestOpen the door. Please open the door.Would you please open the door?Indirect SpeechHe told (asked) me to open the door.Ⅲ.教材分析和教材重组:1. 教材分析本单元的中心话题是“English language and its development, different kinds of English”. 通过对世界英语这一话题的探讨,加强学生对英语语言的了解,对当代语言特别是英语发展趋势的了解.世界在发展,时代在前进,语言作为交流的工具,也随着时代的发展而变化.由于英语在世界上的广泛使用,它不断地吸收、交融、容纳、创新,这就形成了各种各样带有国家、民族、地区特色的英语. 没有人们认为的那种唯一的标准英语。