新人教版必修1高中英语U1Friendship教案

1、Teaching Plan Unit 1 Topic: FriendshipTeachingAimsLanguage knowledge 话题：熟悉有关Friends and friendship, how to make friends和 how to make friendship的话题。 功能：在日常交际中有效使用得体的语言表达态度：（a）同意和不同意：I agree; I think so; Exactly; I dont agree; I dont think so; Im afraid not.（b）肯定程度：Thats correct; Of course not.语法：掌握陈述

2、句、一般疑问句和特殊疑问句的直接引语和间接引语。词汇：重点理解、掌握下列词汇： add; share; dare; suffer; advice; calm down; be concerned about; go through; set down; a serious of; on purpose; in order to; join in Language skills听: 听懂Miss Wang of Radio For Teenagers 的回信，并能回答就信中主要内容提出的问题。说:能围绕中心话题Friends and friendship, 与同学交谈，合作，共同完成调查问卷设计

3、任务。读:能从Annes Best Friends中获取主要信息，理解课文的内容和细节；理解“语言运用”部分的两封信，为下面的听和写做好准备。写: 能根据提示，以编辑的身份为 Xiaodong写封回信。Cultural conscious-ness 了解英语交际中如何恰当地表达态度。通过课文学习，了解德国法西斯残害犹太人的历史，感受外国历史文化。Affect& Attitude加深对友谊、友情、朋友的理解，学习如何正确交友，对待友谊、友情，处理朋友间发生的问题。Learning strategies 认知策略：总结语言材料中有关直接引语和间接引语的规律并加以应用。 交际策略：在课内外活动中积极

4、围绕话题与同学交流。 调控策略：合理分配注意力。 资源策略：学习有效地使用词典等工具书。Teaching key pointsTeaching important points（1）本单元所出现的词汇的用法。（2）陈述句、一般疑问句和特殊疑问句的直接引语和间接引语。（3）对于个人观点态度的表达法。TeachingperiodsPeriod 1The whole content Warming up of unit 1(听说活动课)Period 2Reading: Annes best friend (阅读课) Period 3Learning about language (词汇语法课)Per

5、iod 4Reading and listening (听说课)Period 5Reading and writing(写作课)Period 6Summing up revision （复习及课外阅读课-P44 friendship in Hawaii）Period 7Test (单元测试)备注Period 1 Title The contents warming up Teaching aimsKnow about the contents of the whole texttalk about friends and friendship Teaching proceduresActivi

6、tyObjectives(设计意图)InteractiontimeStep 11. About the contentsLook through your book and find the answers to these questions.a. How many units are there in the book?_b. The book is made up of two parts, what are they?_c. How many parts are there in the appendices?_To know the structure of the whole mo

7、dules. Individual work修改与备注：修改与备注：About the themeLook at the list of contents. In which unit can youa. learn the history about the development of English?_ b. learn how to protect oneself and help others in disasters?_c. Study vocabulary of landforms（地貌）?_d. Read the introduction of some famous peop

8、le?_e. Read the suggestion about how to get along with others?_Know the theme of every unit and develop students fast reading skills.Pair work 修改与备注：修改与备注:About the grammara. Which grammar structure is dealt with in the fourth unit Earthquakes?_b. Which structure can we use to report others ideas?_c

9、. What can we talk about using the present continuous tense? In this book, what new idea can we get?_To get a general impression about the grammar.Pair work 修改与备注：修改与备注:Step2Leading-in (warming up)Ask the Ss to describe one of their friends-their appearance, personality, hobbies, etc.Qs: Whats your

10、friend like?What does he/she like to do in his/her spare time?What personality does he/she have?To develop Ss speaking skills .Individual work修改与备注：修改与备注:Step3Have the Ss get into groups of four to list some qualities of a person they would like as a friend.F Forgiving, fair, forever, faithful, frie

11、ndlyR Real, responsible, reliable, respectfulI Important, interestingE Enjoyable, everlasting, equal, encouragingN NiceD DevotedS Sincere, sharingH Helpful, honestI IndependentP Pure, polite, precious, patient本环节通过引导学生描述朋友，进而探讨好朋友应具备的优秀品质，循序渐进地引入本单元的中心话题，真实性强，为学生学习和运用本单元的功能意念项目提供了很好的机会。Group work 修改

12、与备注:修改与备注:Step 4Doing the survey1. Do the survey on page 1 in the textbook.2. While doing that, encourage students to guess the meaning of unfamiliar words (if necessary).3. Have students work out their scores on page 8.4. Discuss the results: 4-7 points: not a good friend; 8-12 points: a fairly goo

13、d friend; 12+ points: an excellent friend.为了有效完成设计调查问卷的任务，首先对它有一个直观的认识，弄清调查问卷的结构和形式，为下面设计问卷这个中心环节做好各方面的准备。对于问卷中个别的生词和短语，应鼓励学生围绕“中心话题”和上下文去猜测。）修改与备注：Individual work修改与备注:Step 5Step 3 Designing a questionnaire1. Divide students into groups of four.2. Ask each group to design one question accordingly w

14、ith three possible answers each.3. Give a score to each answer.4. Set down the question and answers to make a questionnaire.本环节的目的是通过设计问卷，创设真实的语言情景，为学生探讨友谊、友情提供广阔的空间。重点进行口语交际方面的练习，同时培养学生发现、思考、解决问题的能力，树立正确的人生观和价值观）Individual work修改与备注:Step 6Trying the questionnaire1. Check the questionnaire through a

15、nd try it out on your own group.2. Share your questionnaire with four other groups and see how many points you can get.使用自己设计的调查问卷，可极大的调动学生的积极性，使他们主动参与到活动中来，获得积极的情感体验。修改与备注:Group work修改与备注:Step 7Homework ObjectivesInteractionThe design of the writing on the blackboardRecord afterteachingPeriod 2Titl

16、e Annes best friendTeaching aims 1. Read Annes diary and try to understand its main idea as well as details.2. Foster the reading strategy.Teaching proceduresActivityObjectivesInteractionTimeStep 1Pre-reading:A friend is a present which you give yourself.Why do you need friends?Group work:Work in gr

17、oups of four on the following questions:1.Does a friend always have to be a person? What else can be your friend?2. Do you think a diary can become your friend? Why or why not?导入衔接上节课和本节课知识。通过讨论，将学生的注意力集中到下面阅读材料的主题上。本环节调动学生围绕文章主题展开批判性思维，为他们将话题与自身生活经历相结合提供机会.Group work修改与备注：Step 2Reading :1. Look at

18、the title of the reading passage and the pictures on Page 2 and 3. Guess who those people are and what the text might be about.2. listening listen to the text 3. Scan the passage and answer the following questions:(1) How many parts is the text divided? How do you know that?(2) Whats the main idea f

19、or the first part ? Read Para.1 and the first two sentences of Para.2 to get it.4. Intensive reading.（精读）Work in groups of four and discuss the following questions.1. What is a true friend like in Annes opinion?2. What is an ordinary diary like according to Anne? What about her diary?3. About how lo

20、ng had Anne and her family been in the hiding placeWhen she wrote the diary?4. How did Anne feel about nature after she and her family hid away?5. Why do you think her feelingschanged towards nature?1.预测可以活跃学生的思维，激发学习兴趣，同时也给学生提供了表达的机会。引导学生充分利用各种信息源，拓宽阅读时的视野。设置“信息沟”，激发学生的阅读欲望。2.提高听力修正错误发音3.训练学生快速阅读的技

21、巧。总结主旨大意是最基本的阅读技能抓不住语篇的主旨大意，就无法深刻的理解整个语篇4.本环节给学生提供充分的思维时间和广阔的思维空间，调动学生在交互学习、合作学习中学会自己解决课文理解中的问题，尽量挖掘学生的学习潜能。 修改与备注：Step 3Filling the blanks by using some key words:Annes sister, Margot was very _ that the family had to move. She found _difficult to settle and _ _ in the hiding place because she was

22、_ _whether they would be discovered. She knew she had to _ her parents and this was necessary. At first she thought she would go _ but later she realized that it was better to _ _ this together.掌握本课出现的关键词，并体会和掌握其在语境中的应用。修改与备注：Step 4Read and discuss1.What do the two words(outdoors, nature)imply（暗含）in

23、 Annes letter?2. How would describe Annes feelings by using some adjectives as she was looking out at the night sky?引导学生学会去感悟、欣赏语言。修改与备注：Step 5 PostreadingDiscuss the following questions:1. Imagine you had to hide somewhere to avoid being killed, where would you plan to hide?2. What might it be like

24、 if you have to stay in your bedroom for a whole year?3. What would you do to pass the time?通过围绕课文的话题设置语言情景，鼓励学生发表自己的见解.理解安妮当时的心境和安妮日记的内涵，在感受外国历史文化的同时自然而然的习得语言。修改与备注：Step 6Homework1. Read the text after class and try to retell the story (120 -150 words ).培养学生口头叙述的能力The design of the writing on the b

25、lackboardRecord afterTeachingPeriod 3Title learning about language (vocabulary and grammar)Teaching aims1. Lexis: Have deep understanding of some useful words and expressions.2. Grammar: The use of the Direct and Indirect Speech in narration and questions.Teaching proceduresActivityObjectivesInterac

26、tionTime Step 1Students retell the text训练学生表达和总结能力Individual Step 2Language points(1) upset adj. & v.Read the following sentences, paying attention to the use of the word “upset”:(a) She sounded upset when I told her you couldnt give her an appointment. (b) They are terribly upset by the break-up of

27、 their parents marriage. (c) She warned me not to say anything to upset her.We can draw a conclusion that: (a) If you are upset, you feel _ because something unhappy has happened to you. (b) If something upsets you, you feel _ or _. (2) be concerned about / for : a feeling of worry .be concerned wit

28、h: to be about sth. 与有关;涉及 (a) The family _ all _ _ (担心) his safety.(b) _ _ _ _ _ _(她为什么如此关注)his attitude to her work? There seems nothing to do with him.(c) The public _ _ _ _ _ _(越来越关注) the spread of the deadly disease.(d) The book _ _ _ _(主要涉及）the relations of the two countries during the Cold Wa

29、r.(3) I stayed awake on purpose until half past eleven one evening in order to have a good look at . a: on purpose 故意地 同义词组：by design反义词组：by chance / by accidentb: for / with the purpose of 原因是,目的在于你来这里的目的是要看望你的老师吗？Did you come here for the purpose of seeing your teacher?5). . I happened to be upsta

30、irs one evening.a: to have the good or bad luck (to) 碰巧常用搭配：. happened to do .It so (just) happened that.事故发生的时候，我碰巧在场。I happened to be there when the accident happened.It so happened that I was there when the accident happened.b: What has happened to him?6). . it was the first time in a year and a

31、half that Id seen the night face to face.It / This /That is /will be the first /second.time that. “某人第一/二.次做某事It / This is the first time that I have seen such a big watermelon.He said it /that was the second time that he had been to Europe.7. I didnt go downstairs until the window had to be shut.no

32、t.until 用于否定句 要用非延续性动词till/until 用于肯定句要用延续动词Wait here till/until I come back.I didnt think of it until I graduated from collegeIt is /was +not until.thatIt was not until I graduated from college that I thought of it.在语境中掌握重要词汇和句型，并能灵活运用。修改与备注修改与备注：Step 3Complete the exercises on p4巩固重点词的用法Step 4Gram

33、mar direct speech and in direct speech.1. Do Discovering useful structures(1) Examine the sentences in Part 1 and try to find out the difference between direct and indirect speech.直接引述别人的原话，叫直接引语。用自己的话转述别人的话，叫间接引语。 间接引语在多数情况下构成宾语从句。从句中的人称、时态、指示代词、时间状语、地点状语等要作相应的变化。1.陈述句：直接引语如果是陈述句，变为间接引语时，用that引导（口语

34、中常省略）。2.疑问句：（1）一般疑问句：直接引语如果是一般疑问句，变为间接引语时，用 whether/if 引 导。主句中的谓语动词是said时，要改为 asked.(2) 特殊疑问句：直接引语如果是特殊疑问句，变为间接引语时，仍用原来的疑问词引导。3.时态的变化：一般现在时-一般过去时现在进行时-过去进行时现在完成时-过去完成时一般过去时-过去完成时过去完成时-过去完成时（不变）一般将来时-过去将来时 注：直接引语如果是客观真理，变为间接引语时，时态不变。He said,”Light travels much faster than sound.”He said that light tr

35、avels much faster than sound.4. 指示代词 this -that these- those 5. 地点状语 here - there6. 动词 come - go7. 时间状语 now -then Next week - the next week 学生自主探究发现直接引语和间接引语的不同。修改与备注：修改与备注：Step 5Do exercises of part two on page5Step 6Pair work : part 3 给学生提供真实的语言环境，将直接引语和间接引用进行转换。Step 7Home work 1. Do translation i

36、n the workbook on P41.2. Use Indirect Speech to retell another Annes diary in the workbook on P42.巩固直接引语和间接引语的使用。修改与备注：The design of the writing on the blackboardRecord afterteachingPeriod 4Title Reading listening and speaking Teaching aims 1. Read the letter from Lisa on page 6 and have a discussio

37、n on it.2. Do the listening task.3. Express agreement and disagreementTeaching procedures Activities Objectives InteractionTimeStep 1Checking the homework1. Do translation in the workbook on P41.2. Use Indirect Speech to retell another page of Annes diary in the workbook on P42.通过检查作业，进一步巩固所学的基础语言知识

38、。如果发现学生在某些方面有欠缺，应及时进行补偿性练习。Step 2 Lisa has a problem now and she wrote a letter to Miss Wang of Radio for Teenagers.1. Read the letter from Lisa on Page 6 and discuss the problem which was upsetting her.2.Imagine you were on Radio for Teenagers, and discuss in groups what advice youd like to give Li

39、sa.3.Listen to the tape and answer the questions in Part 3, paying attention to the use of Indirect Speech.4.Compare Miss. Wang s suggestions with yours.I suggest/ advice thatI think that she should/canWhy notShe couldShed better 备案：make a dialogue about if you agree with Miss Wangs advice5. Listen

40、to the tape again and try to spell out the words as you hear their pronunciation.Exercise of part 2阅读这封信是为了熟悉话题，明确下面听的目的。通过讨论，激发学生兴趣和听的欲望，并对即将听的内容做出积极预测指导学生培养听得策略，重点放在听大意和主题，理解说话人的意图和态度，边听边做笔记本环节再次为学生提供了在真实的语言环境中进行口语交际的机会。训练学生获取主要信息的技能Step 3Listening task on P43 in the workbook1. Pre-listeningDiscus

41、s the following questions:(1) Do you always do what your parents tell you to?(2) What if you want to relax after dinner while our parents want you to do your homework right away?(3) What will you do if your parents want you to end friendship with someone because they dont like him/her?(4) Give an ex

42、ample that you disobeyed your parents and tell us what happened afterwards.2. While listeningFocus our attention on the gist of the listening passage. Then fill in the form on page 43.3. Post-listeningPerhaps you can help Anne with this problem. Work in pairs, make a list of things she might say to

43、her father to make him change his mind.Now be ready to tell the class your ideas.激发学生思维，为听正文做铺垫修改与备注：获取主要信息，培养学生动手做笔记的能力。激发思维，表达个人观点。培养学生解决问题的能力。Step 4Home work 备注：Record afterTeachingPeriod 5Title Reading and writing Teaching aims 1. Read the letter from Xiaodong on page 7 and have a discussion on

44、it, especially on the writing purpose, writing style, and the authors attitude.2. Write a letter in reply.Teaching proceduresActivities Objectives InteractionTime Step 1Check the homework发现问题解决问题Step 2Reading and writing1. Read the letter from Xiaodong on P7 and discuss in groups (1) What do you think is the purpose of the letter?(2) Do you think it is successful? Are there any phrases or sentences that you feel explain the situation well?(3) What is Xia