高一英语人教版必修1Unit1全套教案

1、Unit 1 friendship1.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 trust indoors suffer teenag

2、er 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1. 态度(attitudes)Are you afraid that-?Ive grown so

3、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 a series of facts in a diary.” Said Anne.-Anne said that she

4、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 leaving 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 to bed the night before.2. Suggested teaching notes1). An

5、alyses 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 further teach

6、ing 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 theJewish girl Anne gave a glimpse of her life during her

7、familys shelter in Amsterdam from the German Nazis killing in world war . 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 text by doing

8、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 to further tal

9、k 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.Learning tip- Th

10、is 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 teaching planThis

11、 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 conducts that make a

12、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 theinterpersonal nature of friendship. Also, the compar

13、ison 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 friendshipand helps students to lead a more friendly and harmonious lif

14、e.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 1 Warming-up and

15、 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 problems.3) Learning abi

16、lity 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. Teaching important po

17、ints: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 the problems.4. T

18、eaching 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 beginning of the firs

19、t 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 school? Do you like

20、 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 description of one of yo

21、ur 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. Then fill in the

22、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 share your secrets

23、 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 thin

24、k 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 survey in the textbo

25、ok.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: 47 points: You are not a good friend. You either neglect your friends needs or just do what he/she wants

26、 you to do. You should 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 fail to show enough concern for your friends needs and feelings. Try to strike a balance between your friends needs and your ow

27、n responsibilities. 13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friends. Well done.(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)Step 4 Talking and sharin

28、g( 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) 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 defini

29、tion(定义) of a friend. If you were the editior, choose the best one 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 yo

30、u can call them and wake them up, and theyll still want to talk to you ,thatsfriendship. 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

31、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 special friend besides human beings? And why?Step 6 homework 1. Write do

32、wn a short passage about your ideas /the factors/your unusual 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 g

33、et 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 as on purpose, be crazy about etc.;4). To learn the writing style of this passage.2. Teaching method: Task-based teach

34、ing3). 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 good qualities a good friend should have .4. Have you ever considered making

35、 friends with animals, plants or even an object? Why or why not?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

36、) 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 think most people set down in their diaries?5) We are going to read one of Annes

37、diaries .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 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 a

38、nd her family? 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 t

39、he time? -3. Discovering useful words and expressionsComplete the following sentences, using words and expressions from Reading1) She has grown _ about computer games.2) Was it an accident or did David do it on _?3) From the beginning ,Paul made it clear that he would be _ (完全地)in control.4) He used

40、 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 his childhood.8) A diary is often kept to _ what happens in peoples daily lives.Step 4.Talking about friends and

41、 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.A friend in need is a friend indeed.Friends are like wine; the older, the better.A friend to all is a friend to none.The same man cannot

42、 be both friend and flatterer(阿谀奉承者).False friends are worse than 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 one or two sentences to express your understanding of friends and friendship.

43、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 style of this passage.Ending: Lets s

44、ing this song about friends togetherPeriod3 GrammarDirect & Indirect Speech I Statements & Questions1Teaching 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

45、 cases in which the tenses shouldnt be changed.4. Teaching methodsDiscussing, summarizing and practicing.5. Teaching proceduresStep1 Lead inT:Good morning, class. In the last lesson, we learned Annes story. Now she is telling her stories to two of her friendsyou and Tom. Tom has something wrong with

46、 his ears,so you have to repeat Annes sentences, Sometimes you need to explain Toms sentences to the class. Look at the blackboard.“I have to stay in the hiding place.” said Anne. T:What did Anne say ?As we know , Tom has something wrong with his ears,so you have to repeat Annes sentence. Ok,first o

47、f all, lets translate the sentence into Chinese.安妮说：“我不得不呆在躲藏处。”What did Anne say ? yes , 安妮说她不得不呆在躲藏处。Ok, now lets translate the Chinese sentence into English again. Anne said she had to stay in the hiding place.Then Tom asked Anne a question,“Do you feel sad when you are not able to go outdoors?”

48、Tom asked Anne. T:What did Tom ask ?Please explain Toms sentence .Well, just like before, lets change the sentence into Chinese again. 汤姆问安妮：“你无法出门时你感到难过吗？”What did Tom ask Anne ? Yes, 汤姆问安妮她无法出门时是否感到难过。Now lets change the sentence into English once again.Tom asked Anne if/whether she felt sad when

49、she was not able to go outdoors. Look at the blackboard. Anne said another sentence,“I dont want to set down a series of facts in a diary,” said Anne.T: What did Anne say ? Mary , please answer this question. Well done! Excellent!Anne said that she didnt want to set down a series of facts in a diary

50、.“What do you call your diary?” Tom asked Anne. T: What did Tom ask ? Jack, please explain Toms question.Quite right .Tom asked Anne what she called her diary.Please go on this tipic by yourselves.Step2 GrammarT: Now lets look at these sentences again. We call what Anne said and what Tom asked Anne

51、Direct Speech,and what you repeated Annes sentences and what you explained Toms sentences Indirect Speech. If we want to change Direct Speech into Indirect Speech, what should be changed?(Ss discuss by themselves.)T: Kitty, please. You did a very good job. We should change the sentence structures, t

52、enses, pronouns, adverbials of time and place and verbs.T:Now open your book,turn to page 87.Here are the rules. Direct Speech and Indirect Speech At first, lets look at what direct speech is and what indirect speech is . In direct speech the original speakers exact words are given and indicated by

53、quotation marks.For example: Mr. Black said, “Im busy.” In indirect speech the exact meaning of the speakers words is given, but the exact words are not directly quoted.For example: Mr. Black said that he was busy.From this example we can say indirect speech can be seen as an objective clause. We le

54、arned it at Junior Middle School. Yes?So how to convert direct speech into indirect speech.Lets learn this grammar according to the kinds of sentencesAbove all, lets learn how to change it if the direct speech is a statement.Please look at your book.1.Statements 陈述句 直接引语如果是陈述句，变为间接引语时， 用连词that引导（tha

55、t在口语中常省略），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变化。在这一方面，汉语和英语有许多相似之处，因此，在做直接引语和间接引语转换练习时，要特别注意句子的意义。Now please pay attention to the following three points.The first point: Change of person pronouns人称的变化Eg. a) He said, “I like it very much.”He said that he liked it very much.b) He said to me,” Ive left my book in your room.”He told me that he had left his book in my room.About this point,I give you a