高一英语必修1教案

高一英语必修1教案

Unit1friendship

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

addupcalmdownhavegottobeconcernedaboutwalkthedoggo

throughhideawaysetdownaseriesofonpurposeinorderto

facetofaceaccordingtogetalongwithfallinlove

joinin

功能1.态度(attitudes)

Areyouafraidthat?

I'vegrownsocrazyabout

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,

nnesnidthatshedidn'twanttosetdownaseriesoffactsinadiary.

2.一般疑问句

Heasked,“Areyouleavingtonight?”

Heaskeduswhetherwewereleavingthatnight.

3.特殊疑问句

“Whendidyougotobedlastnight?”fathersaidtoAnne.

FatheraskedAnnewhenshewenttobedthenightbefore.

2.Suggestedteachingnotes

1).Analysesoftheteachingcontents

Thisunitisaboutfriendship,andnearlyalltheteachingmaterials

centeronit.

WarmingupThequestionnaireleadsstudentstothinkandtalkabout

friendship,gettoknowtheproblemsbetweenfriends

andseeksolutions,whichmakespreparationsforthe

furtherteachingintopics,backgroundandvocabulary.

Pre-readingThequestionspromptstudentstothinkcriticallyabout

friendsandfriendshipinreality,alertingthemtothe

factthatbesidespeople,adiarycanbeafriend,too.

ReadingThediarybytheJewishgirlAnnegaveaglimpseofherlife

duringherfamily'sshelterinAmsterdamfromtheGerman

Nazis'killinginworldwar2.shetreatsthediaryasher

bestfriend,andinitrevealsherlongingforanormallife

andclosecontactwithnature,whichhelpshergetthroughthe

days.

ComprehendingIthelpsstudentsfurtherunderstandthetextbydoing

multiplechoices,questionsandanswers,and

matching.

Learningaboutlanguage--Itteachestheimportantexpressionsand

structuresandgrammar:directandindirect

speeches.

UsinglanguageThetwoletters,listening,questionnairedesign,

letterwritingandfunwritingpreparesstudentsto

furthertalkaboutfriendship,especiallytheproblems

withmisunderstanding,andunfriendliness,thus

strengtheningstudents'abilitiestopractice

language,discover,andsolveproblems.

SummingupItsummarizesthewholecontentsofthisunit

fromtheaspectsoftopics,vocabularyand

grammar.

LearningtipThispartencouragesstudentstoformthe

habitofwritingadiary.

IntegratingskillsThetextintroducesthewayHawaiians

expressfriendship,togetstudentsto

realizethecultural

differencesinthevaluesof

friendshipinaddition

itsimportanceinallcultures.

2)Makingoftheteachingplan

Thisunitcentersonfriendsandfriendship,exploringdifferenttypes

offriendshipwithparticularattentiontothatonecandevelopwith

oneself,i.e.,thecomfortandsupportoneseeksfromanimaginary

friend.Studentsareexpectedtocometobetrulyawareofthequalities

andconductsthatmakeagoodfriend,displayanddeveloptheability

tocopewithmisunderstanding,conflictsandproblemsrelatedto

friendship,andgiveadviceonit.Theconceptthatevenanordinary

thingcanbeafriendshouldbreakdownthetraditionalbeliefinthe

interpersonalnatureoffriendship.Also,thecomparisonof

similaritiesdissimilaritiesinfriendshipcomprehensionbetweenthe

EastandtheWestleadsstudentstoknowbetterthevaluesoffriendship

inWesterns'eyes.Allinall,thisunitpromisestounveilthetrue

essenceoffriendshipandhelpsstudentstoleadamorefriendlyand

harmoniouslife.Thus,basedonthetheme,contentsandteaching

objectives,thewholeteachingprocedurescanfallintofiveperiods

asfollows:

Period1Warmingupandspeaking

Period2Reading

Period3Grammar

Period4Integratingskills(WB)

Period5Usinglanguage

3.Teachingplansforeachperiod

Period1Warming-upandSpeaking

1.Teachingaims:

1）Languageaims:

a.Tograspsomeusefulwordsandexpressionsinthispassage.

I（don，t）think...I（don，t）thinkso.I（don，t）agree.

Ibelieve...That'scorrect.Inmyopinion,

b.Usethegivenadjectivesandsentencestructurestodescribeoneof

yourfriends.

2）Abilityaims:

a.DescribeyourfriendsinEnglish

b.Figureouttheproblemsbetweenfriendsandthenfinddifferentways

tosolvetheproblems.

3）Emotionalaims:

a.Toencouragestudentstothinkandtalkaboutfriendsand

friendshipbyusingsomephrasesandstructures.

b.Tolearntosolveproblemsthatmayoccurbetweenfriends.

c.TocultivatethestudentstoformthegoodhabitoflearningEnglish

inSeniorMiddleSchool.

2.Teachingmethods

a.Task-basedteachingandlearning

b.Cooperativelearning

c.Discussion

3.Teachingaids:

1.CAI（CAI:computer-assistedinstruction）（计算机辅助教学）

4..Teachingproceduresandways:

Step1Lead-inandWarming-up

Beforethelesson,theteachercanarousethestudents?interests

byshowingavideoofAuldLangSyne.

Atthebeginningofthefirstclass,wecangetthestudentstotalk

abouttheirsummerholidays.Thestudentscantalkfreelyastheylike.

1.Howdidyouspendyoursummerholidays?Howdidyoufeel?

Whatdidyoudoinyoursummerholidays?Whatdidyoudo

inyoursparetime?

2.Whatdoyouthinkofournewschool?Doyoulikeit?Could

yousaysomethingaboutit?

3.Doyoulikemakingfriends?Howdogetintouchwithyour

friends?Doyouhavemanyfriends?Wherearetheynow?

Doyouhaveanyoldfriendsinourschool?Haveyoumade

anynewfriendsinourclass?

Step2Thinkitover

1.

His/Hernameis...

He/Sheis...yearsold.

He/Shelikes...anddislikes...

He/Sheenjoys...andhates

He/Sheisverykind/friendly/...

When/Wherewegottoknoweachother.

2.Whattypesoffriendshipdoyouhave?Pleasetickthemout.Thenfill

intheblanks.

girlfriendsboyfriendspenfriends

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.Asktheclasswhetherornottheyagreewithallthequalities

listed.

3.Thenhavethestudentsdothesurveyinthetextbook.

4.Havethestudentsscoretheirsurveyaccordingtothescoringsheet

onpage8.

5.Theteacherasksomestudentshowmanypointstheygotforthe

surveyandassesstheirvaluesoffriendship:

★4〜7points:Youarenotagoodfriend.Youeitherneglectyourfriend's

needsorjustdowhathe/shewantsyoutodo.Youshouldthinkmoreabout

whatagoodfriendneedstodo.

★8〜12points:Youareagoodfriendbutyousometimesletyourfriendship

becometooimportant,oryoufailtoshowenoughconcernforyourfriend's

needsandfeelings.Trytostrikeabalancebetweenyourfriend'sneeds

andyourownresponsibilities.

★13+points:Youareanexcellentfriendwhorecognizesthattobea

goodfriendyouneedbalanceyourneedsandyourfriend's.Welldone.

（Youmayalsoshowyourstudentstheresultsaboveandletthemselves

self-reflectupontheirownvaluesoffriendship）

Step4Talkingandsharing（workinpairs）

1.Ifyourbestfrienddoessomethingwrong,whatwillyoudo?

Trytousethefollowingphrases:

I（don，t）think...I（don，t）thinkso.

I（don，t）agree.Ibelieve

That,scorrect.Inmyopinion,

Whattodoreasons

2.Whatisafriend?

ABritishnewspaperonceofferedaprizeforthebestdefinition（定义）

ofafriend.Ifyouweretheeditor,choosethebestonefromthefollowing

entries（条目），andexplainwhy.

Onewhounderstandsmysilence.

Afriendinneedisafriendindeed.

Friendsarejustthepeoplewhoshareyourhappinessandsorrow.

Whenyoulookatyourwatchat4am,butstillknowyoucancallthemand

wakethemup,andthey'11stillwanttotalktoyou,that,sfriendship.

Tohaveafriend,youneedtobeagoodfriend.

Step5Groupwork（output）

Theteachercangiveeachgrouponeofthesequestionsbelowtotalkabout.

Thenlettheclasssharetheirideas.It'sbettertostimulatethe

studentstoexpresstheirownopinionsaboutthesequestions.

1.Doyouthinkitisagoodideatoborrowmoneyfromyourfriend?

WhyandWhynot?

2.Whatfactorsmaycausethebreakdownofagoodfriendship?

3.Whatcanbeyourunusualfriendbesideshumanbeings?Andwhy?

Step6Homework

1.Writedownashortpassageaboutyourideas/thefactors/yourunusual

friends.

2.Prepareforthenewlesson.

Period2Reading"Anne'sBestFriend”

1.Teachingaims:

1)Languageaims:Enablestudentstounderstandthepassage;Tograspsome

usefulwordsandexpressionsinthispassage,suchasonpurpose,becrazy

aboutetc;Tolearnthewritingstyleofthispassage.

2)Abilityaims:Todevelopthestudents'readingability,learntouse

somereadingstrategiessuchasguessing,keysentences,skimmingandso

on;

3).Emotionalaims:Togetthestudentstorealizetheimportanceof

friendsandfriendship,andtotelltruefriendsfromfalsefriends;

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

readingthetitleandhavingaquickatthepicturesinthispassage

withoutreadingit.

2.Skimmingthefirsttwoparagraphstoconfirmyourguessing.

1)WhatwasAnne'sbestfriend?Whydidshemakefriendswithit?

2)Didshehaveanyothertruefriendsthen?Why?

3)WhatisthedifferencebetweenAnne'sdiaryandthoseofmostpeople?

4)Doyoukeepadiary?Whatdoyouthinkmostpeoplesetdownintheir

diaries?

5)WearegoingtoreadoneofAnne'sdiaries.butbeforereading,can

youtellmewhatthediaryisaboutwiththehelpofonekeysentencein

the2ndparagraph?

3.ReadingofAnne'sdiary

Howshefeltinthehidingplace

Twoexamplestoshowherfeelingsthen

Step3.Post-reading

1.WhatwouldyoumissmostifyouwentintohidinglikeAnneandherfamily?

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.

Thesamemancannotbebothfriendandflatterer(B可谀奉承者).

Falsefriendsareworsethanopenenemies.

Walkingwithafriendinthedarkisbetterthanwalkingaloneinthelight.

2.Wehavetalkedaboutfriendsandfriendshiptoday,canyouwriteone

ortwosentencestoexpressyourunderstandingoffriendsandfriendship.

Step5.Homework:

1.Interviewahighschoolstudent,abusinessman,apoliceofficerand

ahousewifetofindouttheiropinionsaboutfriendsandfriendship.Write

areporttoshareitwiththewholeclass.

2.Describeoneofyourbestfriendsfollowingthewritingstyleofthis

passage.

Ending:Let?ssingthissongaboutfriendstogether

PeriodsGrammar

1.Teachingaims

1)Languageaims:

a.SummarizetherulesofDirectSpeechandIndirectSpeech.

b.Learnaboutthespecialcasesinwhichthetensesshouldn'tbe

changed.

2)Abilityaims:Learntousedirectspeechandindirectspeech

3)Emotionalaims:LearntouseIndirectSpeechinwritinganddaily

communication.

2.Teachingmethods

Discussing,summarizingandpracticing.

3.Teachingprocedures

SteplLeadin

T:Inthelastlesson,welearnedAnneFrank,sstory.Sheistellingher

storiestotwoofherfriends一youandTom.Tomhassomethingwrongwith

hisears,soyouhavetorepeatAnne'ssentences,usingindirectspeech.

SometimesyouexplainTom'ssentencestoAnne.

1.“Ihavetostayinthehidingplace."saidAnne.

fAnnesaidshehadtostayinthehidingplace.

2.“Doyoufeelsadwhenyouarenotabletogooutdoors?”TomaskedAnne,

fTomaskedAnneif/whethershefeltsadwhenshewasnotabletogo

outdoors.

3.“Idon'twanttosetdownaseriesoffactsinadiary,“saidAnne,

fAnnesaidthatshedidn'twanttosetdownaseriesoffactsinadiary.

4.“Whatdoyoucallyourdiary?”Tomasked.

fTomaskedwhatshecalledherdiary.

Ssgoonthistopicbythemselves.

Step2Grammar

T:Nowlet,slookatthesesentencesagain.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：

Shesaid,〃Iamveryhappytohelpyou.〃一

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?”一

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等引导。例如：

Mysisteraskedme,〃Howdoyoulikethefilm?”一

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.〃一

Thecaptainorderedustobequiet.

注意：此种情况的否定句，在动词不定式前加not。

Myteacheraskedme,〃Don'tlaugh.〃一

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,/zWheredidyougo?〃f

HeaskedLucywhereshewent.

Tomsaid,Z/Whatdoyouwant,Ann?”一

TomaskedAnnwhatshewanted.

⑵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.〃一

Theytoldtheirsonthattheearthgoesroundthesun.

⑶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.〃f

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.Pleasechangethefollowingdirectspeechintoindirect

speechandindirectintodirect.

1."I'mgoingtohidefromtheGermans,“Annesaid.

2.“Idon'tknowtheaddressofmynewhome,“saidAnne.

3.“Icannotaskmyfatherbecauseitisnotsafetoknow,“shesaid.

4.“Ihadtopackupmythingsveryquickly,“thegirlsaid.

5.“Whydidyouchooseyourdiaryandoldletters?”Dadaskedher.

6.Mumaskedherif/whethershewasveryhotwithsomanyclotheson.

7.Margotaskedherwhatelseshehadgot.

8.Anneaskedherfatherwhentheywouldgobackhome.

9.Anneaskedhersisterhowshecouldseeherfriends.

10.MotheraskedAnnewhyshehadgonetobedsolatethenightbefore.

Step4Correctingmistakes

TanalysesthecommonmistakesSshavemadeduringthepractice.

T:Nowlet'slookatthescreenandpayattentiontothesesentences.

Choosetherightsentenceandtellmewhytheotheroneiswrong.

Step5Agame

Playaguessinggame“whoismysecretfriend?”Onestudentcomesto

thefrontwithhispartner.Thereststudentsaskhimquestionswhilehis

partnerchangesthemintoindirectspeech.Intheend,thepersonwhohas

guessedtherightanswercancometothefronttotaketheplaceofthe

firststudent.Sothegamegoeson.

Suggestedsentences:

Canyourfriendspeak?

Whatdoeshe/sheweartoday?

Ishe/shetallorshort?

Whatdoyouandyourfrienddoinyourfreetime?

Doyouquarrelwitheachother?...

Step6Homework

DoExerciselonPage42.HereisanotherpageofAnne'sdiary.Readit

throughandthenuseindirectspeechtoretellthestory.

Period4integratingskills“Friendshipin

Hawaii”

1.Teachingaims

1)Languageaims:Enablestudentstounderstandthepassage;Tograspsome

usefulwordsandexpressionsinthispassage.

2)Abilityaims:Developstudents?integratingskills,towrite

sentencesonfriendship.

3)Emotionalaims:TolearnaboutwaysofshowingfriendshipinHawaii

andsharetheiropinionsonfriendship.Gettoknowthedifferencein

cultureandcustom.

2.Teachingprocedures:

SteplLead-in

1.Talkaboutdifferentwaysofshowingfriendshipofminoritygroups

inChina.

2.CompareChinesewaysofshowingfriendshipwithWesternways.And

discusswhythereisabigdifference.Therefore,showthesentence:

Everyculturehasitsownwaystoshowfriendship.

3.AskstudentsiftheycanthinkofanyplaceintheworldwhereChinese

andWesterncultureslivesidebyside.TheymaythinkofHongkong,

Macao,Singapore.AndtheteacherwilladdonemoreHawaii.

Step2Fastreading

1.ItissaidthatHawaiiisaplacewheretheEasttrulymeetsthe

west.ConsiderhowpeopleshowtheirfriendshipinHawaii.

Showapictureandfindtheinformationfromthetextbook.(by

giving“leis”tooneanother.)

Explainwhatisa“lei”.

2.ReadfastandfindoutmorewaystoshowfriendshipinHawaii

tofillintheform.

3.Accordingtotheform,askthemtoconsiderwhatfriendshipis

inHawaiians.

Step3Carefulreading

Readthe2ndparagraphcarefullyandask“Whydomanydifferent

peoplescallHawaiitheirhome?”

(Hawaiiisaplacewherepeoplemakeonebigcommunityfrommany

smallercommunities.ItmeansHawaiihasarichculturaldiversity.)

Step4Writingtask

1.Showproverbsaboutfriendsandfriendship.Explainthemand

askSstochoosesometheyagreewithandsometheydisagreewith

andexplainwhy.

2.Discusswiththeirpartnerandtrytowritesomesimilar

sentencestoshowtheiropinionsonfriendship.

Step5Homework

SurftheInternettocollectmaterialslikepoems,storiesabout

friendship.Andsharethemwithyourfriends.

Period5Listening&Writing

1.Teachingaims

1)Languageaims:Topractisestudents?listeningability.

2)Abilityaims:Topractisestudents'writingskillsofhowtooffer

advice.

3)Emotionalaims:Toimprovestudents,abilitytohelpotherssolve

problems.

2.Teachingprocedure

(Analysis:Listeningandwritingareexpansionofthetopicofthetext.

ListeningisaboutLisa'sproblemofmakingafriendwithaboy.Sheasks

MissWangforadvice.Throughlisteningandexercise,studentslearnhow

togiveadviceandtheskillofgivingadvice.Andalsoletthemthink

abouttheproblemofboy'smakingfriendswithgirlsandgirlswithboys.

Andthendesignatasktoaskstudentstogiveadviceaccordingtothe

differentproblemstopractisetheirabilitytosolvetheproblems.All

oftheselaythefoundationforthenexttaskwriting.Inthisway,

studentsfeelthattheyhaveinformationtoputout.Andwritingmakes

fortheimprovementofstudents'writingability,strengtheningtheir

comprehensionoffriendship.)

Step1Lead-in

DoyourememberwhatAnn'sbestfriendis?

Isitamanorathing?

HaveyouseenthefilmCastAway?

WhenTomisaloneonadesertedisland,whatdoeshemakefriendswith?

(avolleyball)

Guesswhatmybestfriendis?(Saysth.aboutmusic,petsorplants.)

Soyouseeamancanmakefriendswithanyoneandanything.

Thenboys,wouldyouliketomakefriendswithgirls?