高中英语必修一教案

1、最新资料推荐高中英语必修一教案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 pointupset ignorecalmconcern loose cheat reason list share feelingNetherlands German outdoors crazy nature purpose dare thunder entirely poweraccording trust indoors suf

2、fer teenager advice questionnaire quiz situation editorcommunicate habitadd upcalm downhave got tobe concerned about walk the dog gothroughhide awayset downa series of on purposein order toface to faceaccording toget along with fall in lovejoin in功能态度 (attitudes)Are you afraid that-?I ve grown so cr

3、azy about-I didndaret-2. 同意和不同意（ agreement and disagreement）I agree. I think so. Exactly.I don t agree. I don t think so. I m afraid not.3.肯定程度（ certainty）That s correct. Of course not.语法直接引语和间接引语 (1): 陈述句和疑问句陈述句“ I don wantt to set down a series of facts ina diary. Said” Anne.-Anne said that she di

4、dn want to set down a series of facts in a diary.一般疑问句He asked, Are“ you leaving tonight?”-He asked us whether we were leaving that night.特殊疑问句“ When did you go to bedlast night?” fathersaid to Anne.- Father asked Anne when she went to bed the night before.1. Suggested teaching notes- 1 -最新资料推荐1). A

5、nalyses 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 aboutfriendship, get to know the problems between friendsand seek solutions, which makes preparations for thefurther teachin

6、g in topics, background and vocabulary.Pre-reading-The questions prompt students to think critically aboutfriends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too.Reading- The diary by the Jewish girl Anne gave a glimpse of her lifeduring her fam

7、ily s shelter in Amsterdam from the GermanNazis killing in world war 2. 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 doingmul

8、tiple choices, questions and answers, andmatching.Learning about language-It teaches the important expressions andstructures and grammar: direct and indirectspeeches.Using language-The two letters, listening, questionnaire design, letterwriting and fun writing prepares students to furthertalk about

9、friendship, especially the problems withmisunderstanding, and unfriendliness, thusstrengthening students abilitiesacticeto prlanguage, discover, and solve problems. Summing up-It summarizes the whole contents of this unit from theaspects of topics, vocabulary and grammar. Learning tip- This part enc

10、ourages students to form the habit of writinga 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 -最新资料推荐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 the interpersonal nature of friendship. Also, the compa

13、rison 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 friendship and helps students to lead a more friendly and harmonious l

14、ife. 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

15、and Speaking1. Teaching objectives:1) Target languageI (don t) thinkI (don t) think so.I (don t) agree.I believeThat s 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 ab

16、ility 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.- 3 -最新资料推荐c. To cultivate the students to form the good habit of learning English in Senior Middle School.2. Teaching

17、important points: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 p

18、roblems.4. Teaching methodsa. Task-based teaching and learningb. Cooperative learningc. Discussion5. Teaching aids:CAI6. Teaching procedures and ways:Step 1Lead-in and Warming-upBefore the lesson, the teacher can arouse the students interests by showing a vidof Auld Lang Syne .At the beginning of th

19、e first class, we can get the students to talk about theirsummer 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

20、like it? Could you saysomething 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

21、 your friends. The following phrases and structures may be helpful:His/Her name isHe /She is years old.He /She likes and dislikes- 4 -最新资料推荐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

22、fill in the blanks.girl friendsboy friendspen friendslong -distance friendsfriends of the same agee-friends (friends over the internet)friends across generationsunusual friends like animals, books1)._ is /are most important to you.2). You spend most of your free time with _.3). You will share your s

23、ecrets with _.4). When in trouble, you will first turn to _.Step 3Make 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

24、think 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 te

25、xtbook.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 assesstheir values of friendship:Step 4 Talking and sharing( work in pairs)1. If your best friend does something wrong, what will you d

26、o? Try to use the following phrases:I (don t) thinkI (don t) think so.I (don t) agree.I believeThat s correct.In my opinion,- 5 -最新资料推荐What to doreasons2. What is a friend?A British newspaper once offered a prize for the best definition(定义 ) of a friend. Ifyou were the editor, choose the best one fr

27、om the following entries(条目 ), andexplain 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 atyour watch at 4 am, but still know you can call them and wake them up, and they llstill want to talk to yo

28、u ,thatfriendships.To have a friend, you need to be a goodfriend.Step 5Group work (output)The teacher can give each group one of these questions below to talk about. Then letthe class share their ideas. It betters to stimulate the students to express their own opinions about these questions.1. Do yo

29、u 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 unusual friend besides human beings? And why? Step 6 Homework1. Write down a short passage about your ideas /the factors/your unusual friends.2

30、. Prepare for the new lesson.Period 2 Reading“ Anne s 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 students to realize the importance of friends and friendship, a

31、nd to tell true friends from false friends;3). To grasp some useful words and expressions in this passage, such as on purpose,- 6 -最新资料推荐be crazy about etc.;4). To learn the writing style of this passage.2. Teaching method: Task-based teaching3). Teaching procedure:Step 1.Pre-reading1. Please enjoy

32、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 with animals, plants or even an object? Why or why

33、not?Step 2.Reading1. Try to guess what Anne s 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) What was Anne s best friend? Why did she make friends with

34、 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 people set down in their diaries?5) We are going to read one of Annediaries .but before reading ,can you tell mewhat the diary i

35、s about with the help of one key sentence in the 2nd paragraph?3. Reading of Anne s 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 and her family?Give your reasons.2.Group workWork in groups t

36、o 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 the time?- 7 -最新资料推荐3. Discovering useful words and expressions S

37、tep 4.Talking about friends and 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.2. We have talked about friends and friendship today, can you write one or two sentences to express your

38、understanding of friends and friendship.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 writ

39、ing style of this passage. Ending: Let s sing this song about friends togetherPeriod 3 Grammar1Teaching 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 cases

40、 in which the tenses shouldn t be changed.4. Teaching methodsDiscussing, summarizing and practicing.5. Teaching proceduresStep1 Lead inT: In the last lesson, we learned Anne Frank s story. She is telling her stories to two ofher friends you and Tom. Tom has something wrong with his ears, so you have

41、 torepeat Anne s sentences, using indirect speech. Sometimes you explain Tom s sentto Anne.“ I have to stay 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 whe

42、n she was not able to go outdoors.“ I don t want to set down a series of facts in a diary,” said Anne.Anne said that she didn t want to set down a series of facts in a diary.“ What do you call your diary?” Tom asked.- 8 -最新资料推荐Tom asked what she called her diary.Ss go on this topic by themselves.Ste

43、p2GrammarT: Now let looks at these sentencesagain. 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 scre

44、en. These are the rules.Step3 practice1.T: Turn to Page 5. Please change the following direct speech into indirect speechand indirect into direct.Step4Correcting mistakesT analyses the common mistakes Ss have made during the practice.T: Now let s look at the screen and pay attention to these sentenc

45、es. Choose the right sentence and tell me why the other one is wrong.Step5A gamePlay a guessing game “ who is my secret friend?” One student comes to the front withhis partner.The rest students ask him questions while his partner changes them into indirect speech.In the end, the person who has guess

46、ed the right answer can come to the front to takethe place of the first student .So the game goes on.Suggested sentences:Can your friend speak?What does he/she wear today?Is he/she tall or short?What do you and your friend do in your free time?Do you quarrel with each other?.Step6HomeworkDo Exercise

47、1 on Page 42. Here is another page of Anne s diary. Read it through and then use indirect speech to retell the story.Period 4 Integrating skills- 9 -最新资料推荐“ Friendship in Hawaii ”1. Teaching objectives:To learn about ways of showing friendship in Hawaii and share their opinions on friendship. Becaus

48、e it is a lesson of integrating skills, Ss are also asked to write sentences on friendship.2. Teaching procedures: Step1 Lead-in1. Talk about different ways of showing friendship of minority groups in China.2. Compare Chinese ways of showing friendship with Western ways. And discuss why there is a b

49、ig difference. Therefore, show the sentence: Every culture has its own ways to show friendship.3. Ask students if they can think of any place in the world where Chinese and Western cultures live side by side. They may think of Hongkong, Macao, Singapore. And the teacher will add one more -Hawaii.Ste

50、p2Fast reading1. It is said that Hawaii is a place where the East truly meets the west. Consider how people show their friendship in Hawaii.Show a picture and find the information from the textbook.( by giving“ leis ” toone another.)Explain what is a“ lei ”.2. Read fast and find out more ways to sho

51、w friendship in Hawaii to fill in the form.3. According to the form, ask them to consider what friendship is in Hawaiians. Step 3 Careful reading1.Read the 2nd paragraph carefully and ask“ Why do many different peoples callHawaii their home?”( Hawaii is a place where people make one big community fr

52、om many smaller communities. It means Hawaii has a rich cultural diversity.)Step 4Writing task1. Show proverbs about friends and friendship. Explain them and ask Ss to choose some they agree with and some they disagree with and explain why.2. Discuss with their partner and try to write some similar

53、sentences to show theiropinions on friendship.Step 5HomeworkSurf the Internet to collect materials like poems, stories about friendship. And share- 10 -最新资料推荐them with your friends.Period 5Listening & Writing1. Teaching objectives To practise students To practise students To improve students2. Teaching procedure listeni