人教版新课标必修1第一单元教案

Unit1friendship

Participants:靳燕，黄洋，董妮娅，仝亚军，李桂秀，吴

晓，邹舍龙

School:TaiZhouNo.lSeniorMiddleSchool

1.Teachingaimsanddemands

类别课程标准要求掌握的项目

话题Friendsandfriendship;interpersonalrelationships

词汇Addpointupsetignorecalmconcernloosecheatreasonlist

sharefeelingNetherlandsGermanoutdoorscrazynaturepurposedare

thunderentirelypoweraccordingtrustindoorssufferteenageradvice

questionnairequizsituationeditorcommunicatehabit

addupcalmdownhavegottobeconcernedaboutwalkthedog

gothroughhideawaysetdownaseriesofonpurpose

inordertofacetofaceaccordingtogetalongwithfallinlove

joinin

功能1.态度(attitudes)

Areyouafraidthat?

Evegrownsocrazyabout

Ididn'tdare

2.同意和不同意(agreementanddisagreement)

Iagree.Ithinkso.Exactly.

Idon'tagree.Idon'tthinkso.I'mafraidnot.

3.肯定程度(certainty)

That'scorrect.Ofcoursenot.

语法直接引语和间接引语(1)：陈述句和疑问句

1.陈述句

"Idon'twanttosetdownaseriesoffactsinadiary."SaidAnne.

-Annesaidthatshedidn'twanttosetdownaseriesoffactsinadiary.

2.一般疑问句

Heasked,“Areyouleavingtonight?”

-Heaskeduswhetherwewere1eavingthatnight.

3.特殊疑问句

“Whendidyougotobedlastnight?”fathersaidtoAnne.

-FatheraskedAnnewhenshewenttobedthenightbefore.

2.Suggestedteachingnotes

1).Analysesoftheteachingcontents

Thisunitisaboutfriendship,andnearlyalltheteachingmaterialscenter

onit.

WarmingupThequestionnaireleadsstudentstothinkandtalkabout

friendship,gettoknowtheproblemsbetweenfriends

andseeksolutions,whichmakespreparationsforthe

furtherteachingintopics,backgroundandvocabulary.

Pre-readingThequestionspromptstudentstothinkcriticallyabout

friendsandfriendshipinreality,alertingthemtothefact

thatbesidespeople,adiarycanbeafriend,too.

ReadingThediarybytheJewishgirlAnnegaveaglimpseofherlife

duringherfamily'sshelterinAmsterdamfromtheGerman

Nazis'killinginworldwar2.shetreatsthediaryasherbest

friend,andinitrevealsherlongingforanormallifeand

closecontactwithnature,whichhelpshergetthroughthe

days.

ComprehendingIthelpsstudentsfurtherunderstandthetextbydoing

multiplechoices,questionsandanswers,and

matching.

LearningaboutlanguageItteachestheimportantexpressionsand

structuresandgrammar:directand

indirect

speeches.

UsinglanguageThetwoletters,listening,questionnairedesign,letter

writingandfiinwritingpreparesstudentstofurther

talkaboutfriendship,especiallytheproblemswith

misunderstanding,andunfriendliness,thus

strengtheningstudents5abilitiestopractice

language,discover,andsolveproblems.

SummingupItsummarizesthewholecontentsofthisunitfromthe

aspectsoftopics,vocabularyandgrammar.

LearningtipThispartencouragesstudentstoformthehabitofwriting

adiary.

IntegratingskillsThetextintroducesthewayHawaiiansexpress

friendship,togetstudentstorealizethecultural

differencesinthevaluesoffriendshipinaddition

itsimportanceinallcultures.

2)Makingoftheteachingplan

Thisunitcentersonfriendsandfriendship,exploringdifferenttypesof

friendshipwithparticularattentiontothatonecandevelopwithoneself,

i.e.,thecomfortandsupportoneseeksfromanimaginaryfriend.

Studentsareexpectedtocometobetrulyawareofthequalitiesand

conductsthatmakeagoodfriend,displayanddeveloptheabilityto

copewithmisunderstanding,conflictsandproblemsrelatedto

friendship,andgiveadviceonit.Theconceptthatevenanordinary

thingcanbeafriendshouldbreakdownthetraditionalbeliefinthe

interpersonalnatureoffriendship.Also,thecomparisonofsimilarities

dissimilaritiesinfriendshipcomprehensionbetweentheEastandthe

WestleadsstudentstoknowbetterthevaluesoffriendshipinWesterns5

eyes.Allinall,thisunitpromisestounveilthetrueessenceoffriendship

andhelpsstudentstoleadamorefriendlyandharmoniouslife.

Thus,basedonthetheme,contentsandteachingobjectives,thewhole

teachingprocedurescanfallintofiveperiodsasfollows:

Period1Warmingupandspeaking

Period2Reading

Period3Grammar

Period4Integratingskills(WB)

Period5Usinglanguage

3.Teachingplansforeachperiod

Period1Warming-upandSpeaking

1.Teachingobjectives:

1)Targetlanguage

I(don't)thinkI(don't)thinkso.I(don't)agree.

IbelieveThafscorrect.Inmyopinion,

2)Abilitygoals

a.DescribeyourfriendsinEnglish

b.Figureouttheproblemsbetweenfriendsandthenfinddifferentways

tosolvetheproblems.

3)Learningabilitygoals

a.Toencouragestudentstothinkandtalkaboutfriendsandfriendship

byusingsomephrasesandstructures.

b.Tolearntosolveproblemsthatmayoccurbetweenfriends.

c.TocultivatethestudentstoformthegoodhabitoflearningEnglishin

SeniorMiddleSchool.

2.Teachingimportantpoints:

a.Usethegivenadjectivesandsentencestructurestodescribeone

ofyourfriends.

b.Learntoevaluatefriendsandfriendship.

3.Teachingdifficultpoints:

a.Worktogetherwithpartnersanddescribeoneofyourgood

friends.

b.Discusswithpartnersandfindoutwaystosolvetheproblems.

4.Teachingmethods

a.Task-basedteachingandlearning

b.Cooperativelearning

c.Discussion

5.Teachingaids:

CAI

6.Teachingproceduresandways:

Step1Lead-inandWarming-up

Beforethelesson,theteachercanarousethestudents'interestsby

showingavideoofAuldLangSyne.

Atthebeginningofthefirstclass,wecangetthestudentstotalk

abouttheirsummerholidays.Thestudentscantalkfreelyastheylike.

1.Howdidyouspendyoursummerholidays?Howdidyou

feel?Whatdidyoudoinyoursummerholidays?Whatdid

youdoinyoursparetime?

2.Whatdoyouthinkofournewschool?Doyoulikeit?Could

yousaysomethingaboutit?

3.Doyoulikemakingfriends?Howdogetintouchwithyour

friends?Doyouhavemanyfriends?Wherearetheynow?

Doyouhaveanyoldfriendsinourschool?Haveyoumade

anynewfriendsinourclass?

Step2Thinkitover

1.Giveabriefdescriptionofoneofyourfriends.Thefollowing

phrasesandstructuresmaybehelpful:

His/Hernameis

He/Sheisyearsold.

He/Shelikesanddislikes

He/Sheenjoysandhates

He/Sheisverykind/friendly/

When/Wherewegottoknoweachother.

2.Whattypesoffriendshipdoyouhave?Pleasetickthemout.

Thenfillintheblanks.

girlfriendsboyfriendspen

friends

long-distancefriendsfriendsofthesameage

e-friends(friendsovertheinternet)friendsacrossgenerations

unusualfriendslikeanimals,books

1).is/aremostimportanttoyou.

2).Youspendmostofyourfreetimewith

3).Youwillshareyoursecretswith.

4).Whenintrouble,youwillfirstturnto

Step3Makeasurvey

1.Listsomequalitiesofagoodfriendoryouridealfriend.Havethe

studentsgetintogroupsoffourtofindoutwhateachhaslisted.

Tellyourpartneryourstandardsofgoodfriendsbyusingthefollowing

structure:

Ithinkagoodfriendshould(not)be

Inmyopinion,agoodfriendissomeonewho

1.Haveamemberofeachgroupreportonwhattheirlistshavein

commonandlistthemontheboard.

2.Asktheclasswhetherornottheyagreewithallthequalitieslisted.

3.Thenhavethestudentsdothesurveyinthetextbook.

4.Havethestudentsscoretheirsurveyaccordingtothescoringsheeton

page8.

5.Theteacherasksomestudentshowmanypointstheygotforthe

surveyandassesstheirvaluesoffriendship:

★4-7points:Youarenotagoodfriend.Youeitherneglectyour

friend^needsorjustdowhathe/shewantsyoutodo.Youshouldthink

moreaboutwhatagoodfriendneedstodo.

★8〜12points:Youareagoodfriendbutyousometimesletyour

friendshipbecometooimportant,oryoufailtoshowenoughconcernfor

yourfriend^needsandfeelings.Trytostrikeabalancebetweenyour

fiiend'sneedsandyourownresponsibilities.

★13+points:Youareanexcellentfriendwhorecognizesthattobea

goodfriendyouneedbalanceyourneedsandyourfriend^.Welldone.

(Youmayalsoshowyourstudentstheresultsaboveandletthemselves

self^reflectupontheirownvaluesoffriendship)

Step4Talkingandsharing(workinpairs)

1.Ifyourbestfrienddoessomethingwrong,whatwillyoudo?

Trytousethefollowingphrases:

I(don't)thinkI(don't)thinkso.

I(don't)agree.Ibelieve

Thafscorrect.Inmyopinion,

Whattodoreasons

2.Whatisafriend?

ABritishnewspaperonceofferedaprizeforthebestdefinition(定义)of

afriend.Ifyouweretheeditior,choosethebestonefromthefollowing

entries(条目),andexplainwhy.

Onewhounderstandsmysilence.

Afriendinneedisafriendindeed.

Friendsarejustthepeoplewhoshareyourhappinessandsorrow.

Whenyoulookatyourwatchat4am,butstillknowyoucancall

themandwakethemup,andthey'llstillwanttotalktoyou,thafs

friendship.

Tohaveafriend,youneedtobeagoodfriend.

Step5Groupwork(output)

Theteachercangiveeachgrouponeofthesequestionsbelowtotalk

about.Thenlettheclasssharetheirideas.Ifsbettertostimulatethe

studentstoexpresstheirownopinionsaboutthesequestions.

1.Doyouthinkitisagoodideatoborrowmoneyfromyourfriend?

WhyandWhynot?

2.Whatfactorsmaycausethebreakdownofagoodfriendship?

3.Whatcanbeyourunusualfriendbesideshumanbeings?Andwhy?

Step6homework

1.Writedownashortpassageaboutyourideas/thefactors/your

unusualfriends.

2.Prepareforthenewlesson.

Period2Reading"Anne'sBestFriend^^

1.Teachingobjectives:

1)Todevelopthestudents5readingability,learntousesomereading

strategiessuchasguessing,keysentences,skimmingandsoon;

2).Togetthestudentstorealizetheimportanceoffriendsandfriendship,

andtotelltruefriendsfromfalsefriends;

3).Tograspsomeusefulwordsandexpressionsinthispassage,suchas

onpurpose,becrazyaboutetc.;

4).Tolearnthewritingstyleofthispassage.

2.Teachingmethod:Task-basedteaching

3).Teachingprocedure:

Step1.Pre-reading

1.Pleaseenjoythreepiecesofmusicandfindoutwhattheyareabout.

2.Whydoyouthinkfriendsareimportanttoyou?

3.Whatdoyouthinkagoodfriendshouldbelike?Listthegoodqualities

agoodfriendshouldhave.

4.Haveyoueverconsideredmakingfriendswithanimals,plantsoreven

anobject?Whyorwhynot?

Step2.Reading

1.TrytoguesswhatAnne'sfriendisandwhatthepassageisaboutby

readingthetitleandhavingaquickatthepicturesinthispassagewithout

readingit.

2.Skimmingthefirsttwoparagraphstoconfirmyourguessing.

1)WhatwasAnne'sbestfriend?Whydidshemakefriendswithit?

2)Didshehaveanyothertruefriendsthen?Why?

3)WhatisthedifferencebetweenAnne'sdiaryandthoseofmostpeople?

4)Doyoukeepadiary?Whatdoyouthinkmostpeoplesetdownintheir

diaries?

5)WearegoingtoreadoneofAnne'sdiaries.butbeforereading,canyou

tellmewhatthediaryisaboutwiththehelpofonekeysentenceinthe

2ndparagraph?

3.ReadingofAnne'sdiary

Howshefeltinthehidingplace

Twoexamplestoshowherfeelingsthen

Step3.Post-reading

1.WhatwouldyoumissmostifyouwentintohidinglikeAnneandher

family?Giveyourreasons.

2.Groupwork

Workingroupstodecidewhatyouwoulddoifyourfamilyweregoingto

bekilledjustbecausetheydidsomethingtheEmperordidnotlike.

Wherewouldyouplantohide?

Howwouldyouarrangetogetfoodgiventoyoueveryday?

Whatwouldyoudotopassthetime?

3.Discoveringusefulwordsandexpressions

Completethefollowingsentences,usingwordsandexpressionsfrom

Reading

1)Shehasgrownaboutcomputergames.

2)WasitanaccidentordidDaviddoiton?

3)Fromthebeginning,Paulmadeitclearthathewouldbe(完全

地)incontrol.

4)Heusedtoworkeveninthemiddleofwinter.

5)Justtheofmorefoodmadeherfeelsick.

6)Youhadbetterhaveatalkwithhim.

7)Borninapoorfamily,themanagerlotsofhardshipsinhis

childhood.

8)Adiaryisoftenkepttowhathappensinpeople'sdailylives.

Step4.Talkingaboutfriendsandfriendship

1.Therearemanyproverbsaboutfriendsandfriendship.Choosetheone

youagreewithandexplainwhy,thenchooseoneyoudisagreewithand

explainwhy.

Afriendinneedisafriendindeed.

Friendsarelikewine;theolder,thebetter.

Afriendtoallisafriendtonone.

Thesamemancannothebothfriendandflatterer(阿谀奉承者).

Falsefriendsareworsethemopenenemies.

Walkingwithafriendinthedarkisbetterthanwalkingaloneinthelight.

2.Wehavetalkedaboutfriendsandfriendshiptoday,canyouwriteone

ortwosentencestoexpressyourunderstandingoffriendsandfriendship.

Step5.Homework:

1.Interviewahighschoolstudent,abusinessman,apoliceofficeranda

housewifetofindouttheiropinionsaboutfriendsandfriendship.Writea

reporttoshareitwiththewholeclass.

2.Describeoneofyourbestfriendsfollowingthewritingstyleofthis

passage.

Ending:Lefssingthissongaboutfriendstogether

Period3Grammar

1.Teachingobjectives

Learntousedirectspeechandindirectspeech

2.Teachingimportantpoint

SummarizetherulesofDirectSpeechandIndirectSpeech.

3.Teachingdifficultpoint

Learnaboutthespecialcasesinwhichthetensesshouldn'tbe

changed.

4.Teachingmethods

Discussing,summarizingandpracticing.

5.Teachingprocedures

Step1Leadin

T:Inthelastlesson,welearnedAnneFrank'sstory.Sheistellingher

storiestotwoofherfriends-youandTom.Tomhassomethingwrong

withhisears,soyouhavetorepeatAnne'ssentences,usingindirect

speech.SometimesyouexplainTom'ssentencestoAnne.

“Ihavetostayinthehidingplace.^^saidAnne.—>

Annesaidshehadtostayinthehidingplace.

“Doyoufeelsadwhenyouarenotabletogooutdoors?^^Tomasked

Anne.一

TomaskedAnneif/whethershefeltsadwhenshewasnotabletogo

outdoors.

"Idon'twanttosetdownaseriesoffactsinadiary,“saidAnne.一

Annesaidthatshedidn'twanttosetdownaseriesoffactsinadiary.

“Whatdoyoucallyourdiary?^^Tomasked.—>

Tomaskedwhatshecalledherdiary.

Ssgoonthistopicbythemselves.

Step2Grammar

T:Nowlefslookatthesesentencesagain.IfwewanttochangeDirect

SpeechintoIndirectSpeech,whatshouldbechanged?

Ssdiscussbythemselves.

Ss:sentencestructures,tenses,pronouns,adverbialsoftimeandplace

andverbsshouldbechanged.

T:Quiteright.Lookattheformonthescreen.Thesearetherules.

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.直接引语是陈述句，变成间接引语时，由连词that引导。例如：

Shesaid,"Iamveryhappytohelpyou."—>

Shesaidthatshewasveryhappytohelpyou.

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if引导。例如:

Heaskedme,"Doyoulikeplayingfootball?"-^

Heaskedmeif/whetherIlikedplayingfootball.

注意：大多数情况下，if和whether可以互换，但后有ornot,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：

Sheaskedmewhetherhecoulddoitornot.

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：

Mysisteraskedme,"Howdoyoulikethefilm?"—>

MysisteraskedmehowIlikedthefilm.

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：

Thecaptainordered,"Bequiet."—>

Thecaptainorderedustobequiet.

注意：此种情况的否定句，在动词不定式前加not。

Myteacheraskedme,"Don'tlaugh."—>

Myteacheraskedmenottolaugh.

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：

HeaskedLucy,"Wheredidyougo?"一

HeaskedLucywhereshewent.

Tomsaid,"Whatdoyouwant,Ann?"—>

TomaskedAnnwhatshewanted.

(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：

Theytoldtheirson,"Theearthgoesroundthesun."—>

Theytoldtheirsonthattheearthgoesroundthesun.

(3)直接引语变间接引语时，指示代词、时间状语、地点状语等要作

相应的变化。例如：

Hesaid,"Ihaven'tseenhertoday."—>

Hesaidthathehadn'tseenherthatday.

注意：如果转述时就在原来的地方，就在说话的当天，就不必改

变指示代词、时间状语、地点状语等。

DirectSpeechIndirectSpeech

Presentpast

Pastpastandpastperfect

Presentperfectpastperfect

Pastperfectpastperfect

Presentcontinuouspastcontinuous

Step3practice

T:TurntoPage5.Pleasechangethefollowingdirectspeechinto

indirectspeechandindirectintodirect.

1.'TmgoingtohidefromtheGermans,Annesaid.

2."Idon'tknowtheaddressofmynewhome,^^saidAnne.

3.'Tcannotaskmyfatherbecauseitisnotsafetoknow,^^shesaid.

4.“Ihadtopackupmythingsveryquickly,5,thegirlsaid.

5.“WhydidyouchooseyourdiaryandoldIetters?^^Dadaskedher.

6.Mumaskedherif/whethershewasveryhotwithsomanyclotheson.

7.Margotaskedherwhatelseshehadgot.

8.Anneaskedherfatherwhentheywouldgobackhome.

9.Anneaskedhersisterhowshecouldseeherfriends.

10.MotheraskedAnnewhyshehadgonetobedsolatethenightbefore.

Step4Correctingmistakes

TanalysesthecommonmistakesSshavemadeduringthepractice.

T:Nowlefslookatthescreenandpayattentiontothesesentences.

Choosetherightsentenceandtellmewhytheotheroneiswrong.

Step5Agame

Playaguessinggame“whoismysecretfriend?^^Onestudentcomesto

thefrontwithhispartner.

Thereststudentsaskhimquestionswhilehispartnerchangestheminto

indirectspeech.Intheend,thepersonwhohasguessedtherightanswer

cancometothefronttotaketheplaceofthefirststudent.Sothegame

goeson.

Suggestedsentences:

Canyourfriendspeak?

Whatdoeshe/sheweartoday?

Ishe/shetallorshort?

Whatdoyouandyourfrienddoinyourfreetime?

Doyouquarrelwitheachother?...

Step6Homework

DoExercise1onPage42.HereisanotherpageofAnne'sdiary.Readit

throughandthenuseindirectspeechtoretellthestory.

Period4integratingskills"FriendshipinHawaii^^

1.Teachingobjectives:

TolearnaboutwaysofshowingfriendshipinHawaiiandsharetheir

opinionsonfriendship.Becauseitisalessonofintegratingskills,Ss

arealsoaskedtowritesentencesonfriendship.

2.Teachingprocedures:

Step1Lead-in

1.Talkaboutdifferentwaysofshowingfriendshipofminoritygroups

inChina.

2.CompareChinesewaysofshowingfriendshipwithWesternways.

Anddiscusswhythereisabigdifference.Therefore,showthe

sentence:Everyculturehasitsownwaystoshowfriendship.

3.Askstudentsiftheycanthinkofanyplaceintheworldwhere

ChineseandWesterncultureslivesidebyside.Theymaythinkof

Hongkong,Macao,Singapore.Andtheteacherwilladdonemore

Hawaii.

Step2Fastreading

1.ItissaidthatHawaiiisaplacewheretheEasttrulymeetsthewest.

ConsiderhowpeopleshowtheirfriendshipinHawaii.

Showapictureandfindtheinformationfromthetextbook.(by

giving"leis"tooneanother.)

Explainwhatisa"lei".

2.ReadfastandfindoutmorewaystoshowfriendshipinHawaiito

fillintheform.

3.Accordingtotheform,askthemtoconsiderwhatfriendshipisin

Hawaiians.

Step3Carefulreading

1.Readthe2ndparagraphcarefullyandask“Whydomanydifferent

peoplescallHawaiitheirhome?^^

(Hawaiiisaplacewherepeoplemakeonebigcommunityfrommany

smallercommunities.ItmeansHawaiihasarichculturaldiversity.)

Step4Writingtask

1.Showproverbsaboutfriendsandfriendship.Explainthemandask

Sstochoosesometheyagreewithandsometheydisagreewith

andexplainwhy.

2.Discusswiththeirpartnerandtrytowritesomesimilarsentences

toshowtheiropinionsonfriendship.

Step5Homework

SurftheInternettocollectmaterialslikepoems,storiesabout

friendship.Andsharethemwithyourfriends.

Period5Listening&Writing

1.Teachingobjectives

Topractisestudents9listeningability.

Topractisestudents'writingskillsofhowtoofferadvice.

Toimprovestudents'abilitytohelpotherssolveproblems.

2.Teachingprocedure

(Analysis:Listeningandwritingareexpansionofthetopicofthetext.

ListeningisaboutLisa'sproblemofmakingafriendwithaboy.Sheasks

MissWangforadvice.Throughlisteningandexercise,studentslearnhow

togiveadviceandtheskillofgivingadvice.Andalsoletthemthink

abouttheproblemofboy'smakingfriendswithgirlsandgirlswithboys.

Andthendesignatasktoaskstudentstogiveadviceaccordingtothe

differentproblemstopractisetheirabilitytosolvetheproblems.Allof

theselaythefoundationforthenexttaskwriting.Inthisway,students

feelthattheyhaveinformationtoputout.Andwritingmakesforthe

improvementofstudents5writingability,strengtheningtheir

comprehensionoffriendship.)

Step1Lead-in

Doyouremembe