2022年人教版高一英语必修一Unit1-friendship全单元教案

1、精品word 可编辑资料 - - - - - - - - - - - - - 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.1 Senior Middle School 1. Teaching aims and demands 类别 话题 词汇课程标准要求把握的项目 Friends and friendship; interpersonal relationships Add point upset ignore calm concern loose cheat reason list sh

2、are feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purp

3、ose in order to face to face according to get along with fall in love join in 功能 1. 态度attitudes Are you afraid that. I ve grown so crazy about I didn dare ）2. 同意和不同意（ agreement and disagreementI agree. I think so. Exactly. I don t agree. I don t think so. I m afraid not. 3.确定程度（ certainty）Thats corr

4、ect. 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“ Idon t want to set down a series of facts in a diary.” Said Anne. Anne said that she didn 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. 特别疑问句“When did y

5、ou go to bed last night.” father said to Anne. Father asked Anne when she went to bed the night before. 2. Suggested teaching notes 1. Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center 第 1 页,共 17 页 - - - - - - - - - -精品word 可编辑资料 - - - - -

6、- - - - - - - - on it. Warming upThe 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 teaching in topics, background and vocabulary. Pre-readingThe questions prompt students to think

7、 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 family s shelter in Amsterdam from the German Nazis killing in world war 2. she treats the

8、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. ComprehendingIt helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about languageIt teaches

9、the important expressions and structures and grammar: direct and indirect speeches. Using languageThe two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, th

10、us strengthening students abilities to practice language, discover, and solve problems. Summing upIt summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip This part encourages students to form the habit of writing a diary. Integrating skills The

11、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 plan This unit centers on friends and friendship, exploring different types of friendship with pa

12、rticular 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 good friend, display and develop the ability to cope with misunderstanding, conflicts a

13、nd problems related to friendship, and give advice on it. The concept that even an ordinary 第 2 页,共 17 页 - - - - - - - - - -精品word 可编辑资料 - - - - - - - - - - - - - thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similar

14、ities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westernseyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmonious life. Thus, based

15、on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows: Period 1 Warming up and speaking Period 2 Reading Period 3 Grammar Period 4 Integrating skills WB Period 5 Using language 3. Teaching plans for each period Period 1 Warming-up and Spe

16、aking 1. Teaching objectives: 1 Target language I dont think I dont think so. I dont agree. I believe That s correct. In my opinion, 2 Ability goals a.Describe your friends in English friends and then find different b.Figure out the problems between ways to solve the problems. 3 Learning ability goa

17、ls a.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 points:

18、 a.Use the given adjectives and sentence structures to describe b.one of your friends. Learn to evaluate friends and friendship. 3. Teaching difficult points: a.Work together with partners and describe one of your good 第 3 页,共 17 页 - - - - - - - - - -精品word 可编辑资料 - - - - - - - - - - - - - friends. b

19、. Discuss with partners and find out ways to solve the problems. 4. Teaching methods a. b. c.Task-based teaching and learning Cooperative learning Discussion 5. Teaching aids: CAI 6. Teaching procedures and ways: Step 1 Lead-in and Warming-up Before the lesson, the teacher can arouse the students in

20、terests by showing a video of Auld Lang Syne . At the beginning of the first class, we can get the students to talk about their summer holidays. like. The students can talk freely as they 1.How did you spend your summer holidays. How did you feel. What did you do in your summer holidays. What did yo

21、u do in your spare time. 2. What do you think of our new school. Do you like 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 frien

22、ds in our class. Step 2 Think it over 1. Give a brief description of one of your 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.

23、2. What types of friendship do you have. Please tick them out. Then fill in the blanks. girl friends boy friends pen friends long -distance friends 第 4 页,共 17 页 - - - - - - - - - -精品word 可编辑资料 - - - - - - - - - - - - - e-friends friends over the internet friends across generations unusual frie nds l

24、ike 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 survey 1. List some qualities of a good friend or your ideal friend. Have the students get into groups

25、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 good friend is someone who 1. Have a member of each group report on what their lists have in common and list them on the b

26、oard. 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 on page 8. 5. The teacher ask some students how many points they got for the survey and asse

27、ss their values of friendship: friend. You either neglect your 47 points: You are not a good friend s needs or just do what he/she wants 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

28、, or you fail to show enough concern for your friend s needs and feelings. Try to strike a balance between your friends needs and your own 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

29、 also show your students the results above and let themselves self-reflect upon their own values of friendship 第 5 页,共 17 页 - - - - - - - - - -精品word 可编辑资料 - - - - - - - - - - - - - Step 4 Talking and sharing work in pairs 1. If your best friend does something wrong, what will you do. Try to use the

30、 following phrases: I don t think I dont think so. I dont agree. I believe That s correct. In my opinion, What to do reasons 2. What is a friend. A British newspaper once offered a prize for the best definition 定义 of a friend. If you were the editior, choose the best one from the following entries 条

31、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 wake them up, and theyll still want to talk to you ,thatsfriendship. To

32、 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 better to stimulate the students to express their own opinions about these questions. 1. Do you think it is a go

33、od idea to borrow money from your friend. 第 6 页,共 17 页 - - - - - - - - - -精品word 可编辑资料 - - - - - - - - - - - - - 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 homework 1. Write down a short pass

34、age unusual friends. 2. Prepare for the new lesson. about your ideas /the factors/your Period 2 Reading “Anne 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 get the student

35、s 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 teaching 3. Teachi

36、ng procedure: Step 1.Pre-reading 1. 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 friends

37、 with animals, plants or 第 7 页,共 17 页 - - - - - - - - - -精品word 可编辑资料 - - - - - - - - - - - - - even an object. Why or why not. Step 2.Reading 1. 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

38、. 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 Anne s diary and those of most people. 4 Do you keep a diary. What do you think most peopl

39、e set down in their diaries. 5 We are going to read one of Annes 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 place Two examples to show her feelings then Step 3.Post-r

40、eading 1.What would you miss most if you went into hiding like Anne and her family. Give your reasons. 2.Group work Work 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

41、arrange to get food given to you every day. What would you do to pass the time. 第 8 页,共 17 页 - - - - - - - - - -精品word 可编辑资料 - - - - - - - - - - - - - 3. Discovering useful words and expressions Complete the following sentences, using words and expressions from Reading 1 She has grown _ about comput

42、er 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 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 man

43、ager _ 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 friendship 1.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

44、 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 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 ligh

45、t. 2. We have talked about friends and friendship today, can you write one 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 and a 第 9 页,共 17 页 - - - - - - - - - -精品word 可编辑资料 - - - - - - - -

46、 - - - - - 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 togetherPeriod3 Grammar 1Teaching objectives Lea

47、rn to use direct speech and indirect speech 2. Teaching important point Summarize the rules of Direct Speech and Indirect Speech. 3. Teaching difficult point Learn about the special cases in which the tenses shouldnt be changed. 4. Teaching methods Discussing, summarizing and practicing. 5. Teaching

48、 procedures Step1 Lead in An ne Frank story. She is telling her T: In the last lesson, we learned stories to two of her friendsyou and Tom. Tom has something wrong with his ears,so you have to repeat Anne s sentences, using indirect speech. Sometimes you explain Toms sentences to Anne.“I have to sta

49、y 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 dont want to set down a series of facts in a diary,” said Anne.Anne

50、 said that she didnt want to set down a series of facts in a diary. “What do you call your diary.” Tom asked.第 10 页,共 17 页 - - - - - - - - - -精品word 可编辑资料 - - - - - - - - - - - - - Tom asked what she called her diary. Ss go on this topic by themselves. Step2 Grammar T: Now lets look at these sentenc

51、es 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. 直接引语变成间接引语时,要

52、留意以下几点：人称变化、时态变化、宾语从句要用陈述句语序；1.直接引语是陈述句,变成间接引语时,由连词that 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 / 挑选疑问句, 变成间接引语时, 由连词 whether 例如：或 if 引导；He asked me, Do you like playing football.He asked me if/whether I liked playing football. 留意：大多数情形下,

53、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. 直接引语是特别疑问句,变成间接引语时,由相应的疑问词 who, whom, whose, how, when, why, where 等引导；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

54、动词不定式,并在动词不定式前加 tell, ask, order 等的宾语；例如：not ；The captain ordered, Be quiet.The captain ordered us to be quiet. 留意：此种情形的否定句,在动词不定式前加My teacher asked me, Dont laugh.My teacher asked me not to laugh. 5. 一些留意事项1 间接引语一般要用陈述句的语序,即主、谓、宾的次序；例如：He asked Lucy, Where did you go. He asked Lucy where she went.

55、Tom said , What do you want, Ann.Tom asked Ann what she wanted. 2 直接引语是客观事实、普遍真理等,变成间接引语时,时态不变；例如：They told their son, The earth goes round the sun.They told their son that the earth goes round the sun. 第 11 页,共 17 页 - - - - - - - - - -精品word 可编辑资料 - - - - - - - - - - - - - 3 直接引语变间接引语时,例如：指示代词、时间状语

56、、地点状语等要作相应的变化；He said, I havent seen her today.He said that he hadnt seen her that day. 留意：假如转述时就在原先的地方,就在说话的当天,就不必转变指示代词、时间状语、地点状语等；Direct Speech Present Past Present perfect Past perfect Present continuous Indirect Speech past past and past perfect past perfect past perfect past continuous Step3 p

57、ractice T: Turn to Page 5. Please change the following direct speech into indirect speech and indirect into direct. 1. “I m going to hide from the Germans, said. Anne2. “I dont know the address of my new home,” said Anne.3. “I cannot ask my father because it is not safe to know,” she said.4. “I had

58、to pack up my things very quickly,” the girl said.5. “Why did you choose your diary and old letters.” Dad asked her.6. Mum asked her if/whether she was very hot with so many clothes on. 7. Margot asked her what else she had got. 8. Anne asked her father when they would go back home. 9. Anne asked he

59、r sister how she could see her friends. 10. Mother asked Anne why she had gone to bed so late the night before. Step4 Correcting mistakes T analyses the common mistakes Ss have made during the practice. T: Now let look at the screen and pay attention to these sentences. Choose the right sentence and

60、 tell me why the other one is wrong. Step5 A game “who is my secret friend.” One student comes to Play a guessing game 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