新人教版高中英语必修一第一单元名师优秀教案57177

Unit 1 Friendship
Period 5Friendship in Hawaii
(Reading task in the Workbook)
整体设计
从容说课
This is the fifth teaching period of this unit. We should first get the students to review what they learned during last period. To test whether the students have understood and grasped the roles of Direct Speech and Indirect Speech, the teacher can offer them some revision exercises.
This period mainly deals with Reading task on Page 44 in the Workbook. Friendship is valued in all cultures; it is often expressed in different ways. The reading passage introduces the way Hawaiians express friendship. Before they read the passage, ask students if they can think of any place in the world where Chinese and Western cultures live side by side. Places they might mention include Hong Kong, Macao, Singapore, the Philippines, and San Francisco. Ask them to describe what they imagine life to be like in such a place. Then have students read the passage. After they read it, have students talk with a partner and consider how the Hawaiian idea of friendship could help different peoples to get along with one another. Besides friendship, you may want to have students think of another way to communicate better with people from other cultures.
教学重点
1. Get the students to learn about the way Hawaiians express friendship.
2. Get the students to learn to use the pattern:It is+p. p. +that. . .
教学难点
Get the students to be able to realize the cultural differences in the values of friendship.
教学方法
1. Task-based teaching and learning
2. Cooperative learning
3. Discussion
教具准备
The multimedia and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn about the way Hawaiians express friendship.
2. Get the students learn to use the pattern:It is+p. p. +that. . .
Ability aims:
Get the students to be able to realize the cultural differences in the values of friendship in addition to its importance in all cultures.
Emotional aims:
1. Get the students to share different opinions on friendship in different cultures.
2. Develop their ability to deal with and cooperate with others.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Let the students do some grammar exercises.
Show the students the exercises on the screen.
1)Change the following direct speech into indirect speech and indirect speech into direct speech.
(1)Mary said, “I came here last week. ”
(2)Tom said to his mother, “I will help these children with their math next week. ”
(3)Mother asked me whether I had finished my homework before I watched TV.
(4)The man asked Julie what she had done recently.
(5)Our teacher said to us, “The sun travels around the earth. ”
2)Choose the right answer.
(1)She asked______________ for the house.
A. did I pay how much
B. I paid how much
C. how much did I pay
D. how much I paid
(2)Jone said that light______________ much faster than sound.
A. travel
B. travels
C. is traveling
D. traveled
(3)The teacher asked me______________ I was interested in music.
A. that
B. what
C. whether
D. which
Suggested answers:
1)(1)Mary said (that)she had gone there the week before.
(2)Tom told his mother (that)he would help those children with their math the next month.
(3)Mother asked me, “Had you finished your homework before you watched TV? ”
(4)The man asked Julie, “What have you done recently? ”
(5)Our teacher told us (that)the sun travels around the earth.
2)(1)D(2)B(3)C
→Step 2 Lead-in
1. 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 big 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 by showing the students a picture of views in Hawaii.
→Step 3 Fast reading
Tell the students:It is said that Hawaii is a place where the east truly meets the west. Consider how people show their friendship in Hawaii.
1. Show the students a picture which describes a girl is giving leis to others. Get them to find the information from the textbook.
(Giving leis to one another is a way Hawaiians show their personal friendship. )
2. Ask the students to read fast and find out more ways to show friendship in Hawaii to fill in the form.
Word Meaning
aloha
3. According to the form, ask them to consider what friendship is in Hawaiians.
→Step 4 Careful reading
Get the students to read the 2nd paragraph carefully and answer the question:Why do many different peoples call Hawaii their home?
(Hawaii is a place where people make one big community from many smaller communities. It means Hawaii has a rich cultural diversity. )
→Step 5 Discussion
Get the students into groups to discuss questions.
1. Why do many different peoples call Hawaii their home?
2. How can people in Hawaii live in peace?
3. Can you find similar things in your hometown? How do you show friendship to visitors?
→Step 6 Language Points
Useful sentence pattern:It is believed that the islands can be a paradise when people live in peace.
The pattern is “It is+p. p. +that. . . ”. It’s very useful and common. For example, It is said that. . . /It is reported that. . . /It is considered that. . . /It is thought that. . . /It is regarded that. . . /It is believed that. . . /. . .
Translate the following sentences.
1)大家坚信我们一定会成功。

2)据说他是一个诚实的人。

3)据报道在那场比赛中中国队大胜美国队。

4)人们认为朋友和朋友之间的友谊非常重要，没有友谊就像生活中没有阳光。

Suggested answers:
1)It is believed that we are sure to succeed.
2)It is said that he is an honest man.
3)It was reported that Chinese team defeated American one in the match.
4)It is regarded that friends and friendship are very important and a life without friendship is
a life without a sun.
→Step 7 C onsolidation
Get the students to write a short passage about the way Hawaiians express friendship.
→Step 8 Homework
1. Finish off the workbook exercises.
2. Review the language points and the grammar in the last two periods.
设计方案（二）
→Step 1 Revision
1. Check the homework exercises.
2. Let the students do some grammar exercises.
→Step 2 Lead-in
1. 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 big difference.
3. Ask students if they can think of any place in the world where Chinese and Western
cultures live side by side.
→Step 3 Fast reading
Tell the students:It is said that Hawaii is a place where the east truly meets the west. Consider how people show their friendship in Hawaii and what friendship is in Hawaiians.
→Step 4 Careful reading
Get the students to read the 2nd paragraph carefully and answer the question:Why do many different peoples call Hawaii their home?
→Step 5 Discussion
Get the students into groups to discuss questions.
1. Why do many different peoples call Hawaii their home?
2. How can people in Hawaii live in peace?
3. Can you find similar things in your hometown? How do you show friendship to visitors?
→Step 6 Language Po ints
Important pattern:It is believed that the islands can be a paradise when people live in peace.
→Step 7 Consolidation
Get the students to write a short passage about the way Hawaiians express friendship.
→Step 8 Homework
1. Finish off the workbook exercises.
2. Review the language points and the grammar in the last two periods
板书设计
Unit 1 Friendship
Friendship in Hawaii
The ways Hawaiians express friendship Patterns
1. Saying “aloha” to each other shows friendship. 1. Today many different peoples call Hawaii their home.
2. It is believed that the islands can be a paradise. . .
2. “Lokahi” means “oneness with all people”.
3. They give visitors a “lei” to make them feel
at home.
活动与探究
Get the students to make up a dialogue on how to design a questionnaire to find out what kind of friends their classmates are. And ask them to act it out with their partners. The purpose of this activity is to encourage independent thought and action in matters of immediate concern and interest to students. They can have a discussion or refer to the questionnaire in Warming up.
Sample dialogue:
A:Now let us design a questionnaire to find out what kind of friend one is.
B:OK. First we must think of five questions and three possible answers to each question.
C:What about the first question? Have you got one in mind?
D:Suppose your friend has taken away your book by mistake. What will you do or say to him/her?
C:That’s a good question. Let me put it down. “Your friend has. . . ”
B:Then how about the three possible answers?
A:Well, the answer I think should be “You will ask your friend to be more careful next time. ”
D:I agree. The worst choice may be “You will get upset and won’t talk to him/her any
more. ”
A:All right. One more choice. Listen, I’ve got one. “You will ask your friend to return it to you. ”
B:That’s quite natural. How many points shall we give each possible answer?
D:The highest score is two. The best should score two and the worst zero.
B:The third will score one. Shall we go on to the next question?
Unit 1 Friendship
Period 4Grammar
(Direct Speech and Indirect Speech (Ⅰ)
整体设计
从容说课
This is the fourth teaching period of this unit. To test whether the students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises.
This teaching period is a grammar lesson. The students are expected to make clear the differences between Direct Speech and Indirect Speech and grasp the main usages of them in this period. Students often feel grammar very abstract and boring, so it is necessary to make the class lively and interesting. Example sentences and grammar summary should be carefully designed so as to make it easy for students to understand and accept.
In this lesson, we will first offer a supposed situation and make the students learn about the differences between Direct Speech and Indirect Speech. The situation makes students know that when talking in our daily life sometimes we have got to use Direct Speech and sometimes we also need to use Indirect Speech. This is to help them to have the sense to connect grammar form with real situations in our daily life. If we want to express ourselves clearly and correctly, we should use a proper form of language, otherwise others can’t unde rstand us. That is why it is necessary for us to have some knowledge in grammar.
Later on, we’ll show and explain the rules of these grammar items, that is to say, to make the students know how to change Direct Speech into Indirect Speech and Indirect Speech into Direct Speech. Then ask them to do exercises in Discovering useful structures, Learning about language on Page 5. It will make the students further know about the differences and grasp the usages. This also can help the students connect grammar rules with proper language forms so as to make grammar rules less abstract.
Then we will ask the students to do Exercise 1 in Using structures on Page 42. If the students have difficulty, help them and check their mistakes with the help of the grammar rules.
Tell the students not just to learn some simple grammar rules but to learn and use them in practical situations.
For example, my friend says, “I will come here tomorrow. ” If using Indirect Speech, you can express it in many different ways.
1. If at the same time in the same place, you should say:My friend says she (he) will come here tomorrow.
2. If the time has changed and still in the same place, you should say:My friend said she (he)would come here the next day.
3. If the place has changed and the time is still today, you should say:My friend said she (he)would go there tomorrow.
4. If both the time and the place have changed, you should say:My friend said she (he)would go there the next day.
5. If both the time and the place have changed, the other should say:He (She) said he (she) would go there the next day.
If students learn the grammar this way, it is easier for them to grasp.
教学重点
Summarize the rules of Direct Speech and Indirect Speech.
教学难点
Get the students to learn about the special cases in whic h the tenses shouldn’t be changed.
教学方法
Discussing, summarizing and practicing
教具准备
A projector and other necessary teaching tools
三维目标
Knowledge aims:
Get the students to learn and grasp the rules of Direct Speech and Indirect Speech.
Ability aims:
Get th e students to be able to use the rules to express their meanings and retail others’ correctly.
Emotional aims:
1. Get the students not to be afraid of grammar learning.
2. Get the students to develop their sense of group cooperation.
教学过程
→Step 1 Revision
1. Check the homework exercises.
2. Have a dictation to write some important words and expressions.
Suggested words and expressions:
upset ignore concern loose cheat reason share nature thunder entirely go through hide away calm down set down grow crazy about on purpose face to face according to
3. Translate some sentences using the patterns we have learned.
Suggested sentences:
1）为了上课不迟到，他七点钟就出发了。

(in order to)
2）小明昨天没来上学确实是因为生病了。

(It is. . . that. . . )
3）这小房间里太闹。

(far too much)
4）那是我第一次到北京。

(It is/was the first/second time/that. . . )
Suggested answers:
1）In order not to be late for class, he set off at seven o’clock. /He set off at seven o’clock in order not to be late for class.
2）It is because he was ill that Xiaoming didn’t come to school.
3）There is far too much noise in the small room.
4）It was the first time that I had been to Beijing.
→Step 2 Lead-in
Tell the class:In the last lesson, we learned Anne Frank’s story. She is telling her stories to two of her friends—you and Mary. Mary has something wrong with her ears, so you have to repeat Anne’s sentences, using Indirect speech. Sometimes you explain Mary’s sentences to 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? ” Mary asked Anne.
→ Mary asked Anne if/whether she felt sad when 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? ” Mary asked.
→ Mary asked what she called her diary.
. . .
Get the students to go on this topic by themselves.
→Step 3 Grammar
1. Tell the class:Now let’s look at these sentences again. If we want to change Direct S peech into Indirect Speech, what should be changed?
2. Get the students discuss by themselves.
Perhaps most students can find sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.
3. Show the students the form on the screen. These are the rules.
当我们引用别人的话时，如果我们引用别人的原话，被引用的部分就叫直接引语，一般用“”引起来。

如果我们用自己的话把意思转述出来，被转述的部分称为间接引语，间接引语在多数情况下都构成一个宾语从句。

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。

Mary said, “I am very happy to help you. ”
→Mary said that she was very happy to help you.
2）直接引语是一般疑问句或选择疑问句，变成间接引语时，由连词whether或if引导。

He asked me, “Do you like playing basketball? ”
→He asked me if/whether I liked playing basketball.
注意：大多数情况下，if和whether都可以用，但后面和or not连用时或在动词不定式前或放在介词后作连接词时，一般只用whether。

She asked me whether I could do it or not.
3）直接引语是特殊疑问句，变成间接引语时，由原句的疑问词who, whom, whose, how, when, why, where 等引导。

My sister asked me, “What do you think of the film? ”
→My sister asked me what I thought of the film.
4）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。

He as ked Lucy, “Where have you been? ”
→He asked Lucy where she had been.
Mary said, “What do you want, Ann? ”
→Mary asked Ann what she wanted.
（2)直接引语是客观事实、真理、规律等，变成间接引语时，时态不变。

The teacher told his students, “The earth goes round the sun. ”
→The teacher told h is students that the earth goes round the sun.
（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。

He said, “I haven’t seen my daughter today. ”
→He said that he hadn’t seen his daughter that day.
注意：如果转述时就在原来的地方，就在说话的当天，就没必要改变指示代词、时间状语、地点状语等。

时态变化规律表
直接引语间接引语
一般现在时一般过去时
现在进行时过去进行时
一般将来时过去将来时
一般过去时过去完成时
现在完成时过去完成时
过去完成时过去完成时
现在完成进行时过去完成进行时
一些常用词变化规律表
直接引语间接引语
指示代词this that
these those
时间状语now then
today that day
tomorrow the next (following)day
next week/month/. . . the next (following)week/month. . .
yesterday the day before
last week/month/. . . the week/month/. . . before
three days/months/. . . ago three days/month/. . .
this week/month/. . . that week/month. . .
地点here there
动词come go
Option:如果学生基础较好，语法部分也可用英语讲解。

1. Direct Speech
In direct speech, the original speaker’s exact words are given and are indicated by quotation marks.
“I don’t know what to do, ” said Tom.
In some grammar books, “said Tom” is referred to as a reporting clause. “I don’t know what to do, ” is referr ed to as the reported clause.
2. Indirect Speech
In indirect speech, the exact meaning of the speaker’s words is given, but the exact words are not directly quoted.
Tom said that he didn’t know what to do.
To convert direct speech into indirect speech:
If the main verb is past tense, present tense verbs in “that clause” must also be changed to past tense.
Tom said that he didn’t know what to do.
First and second person pronouns must be changed to third person pronouns.
Tom said that he didn’t know what to d o.
(The word “that” can often be left out:Tom said he didn’t know what to do. )
3. Indirect Questions
The same rules apply to indirect questions as to indirect statements. The difference is that a wh-clause is used instead of a that clause.
Direct question:“Did Dick’s horse win a prize? ” Owen asked.
Indirect questions:Owen asked whether/if Dick’s horse had won a prize.
Direct question:“Why won’t you marry me? ” asked Donald.
Indirect question:Donald asked her why she wouldn’t marry him.
﹡In telling a story or recounting events, a speaker using direct speech has all the resources of intonation to produce a lively account. Because indirect speech is always reported by someone else, the account is more reserved and restrained.
“What shall we do? ” asked Mary.
“Don’t worry, Mary, ” said Dick, “I’ve got a plan. ”
Mary asked Dick what they should do. He told her not to worry and that he had got a plan.
﹡The ability to change direct speech into indirect speech is a useful skill for those engaged in taking the minutes of a meeting or reporting on events.
Direct speech:“First of all, I would like to thank everybody who helped with the fair. The results were very good, and we will now be able to buy two more computers. ”
Indirect speech:The principal said that he would like to thank everybody who had helped with the fair. He announced that the results were very good and that the school would now be able to buy two more computers.
→Step 4 Practice (Discovering useful structures)
Get the students to 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, ” Anne said.
2. “I don’t 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 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 her sister how she could see her friends.
10. Mother asked Anne why she had gone to bed so late the night before.
→Step 5 Correcting mistakes
Analyze the common mistakes students have made during the practice. Let the students look at the screen and pay attention to these sentences. Then choose the right sentence and make it clear why the other one is wrong.
→Step 6 A game
Play a guessing game “who is my secret friend? ” One student comes to 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 to the front to take the 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?
. . .
→Step 7 Workbook
Do Exercise 1 in Using Structures on Page 42. Here is another page of Anne’s diary. Read it through and then use indirect speech to retell the story.
If time doesn’t permit, declare it as homework.
Suggested answers:
Anne said that they went quickly upstairs and into the hiding place when they arrived at Prinsengracht. She said that they closed the door behind them and they were alone. She said (that)Margot had come faster on her bicycle and was already waiting for them. She said (that)all the rooms were full of boxes and they lay on the floor and the beds. She said (that)the little room was filled with bedclothes and they had to start clearing up at once, if they wished to sleep in comfortable beds that night. Anne said (that)her mother and Margot were not able to help. She said (that)they were tired and lay down on their beds, but her daddy and she, the two “Helpers” of the family, started at once.
Anne said (that)they unpacked the boxes, filled the cupboards and tidied the whole day, until they were extremely tired. She said they did sleep in clean beds that night. She said they hadn’t had any warm food to eat all day, but they didn’t care. Anne said (that)her mother and Margot were too tired and worried to eat, and her daddy and she were too busy.
→Step 8 Homework
1. Finish off the related Workbook exercises.
2. Review and grasp the rules of Direct Speech and Indirect Speech.
板书设计
Unit 1Friendship
Grammar
Direct Speech and Indirect Speech
Direct Speech Indirect Speech
1. Mary said, “I am very happy to help you. ”Mary said that she was very happy to help you.
2. He asked me, “Do you like playing basketball? ”He asked me if/whether I liked playing basketball.
3. My sister asked me, “What do you think of
the film? ”
My sister asked me what I thought of the film.
4. The teacher told his students, “The ear th goes round the sun. ”The teacher told his students that the earth goes round the sun.
活动与探究
Get the students to work in groups of four out of class and design a questionnaire to find out what kind of friends your classmates are. The purpose of this activity is to encourage students to think independently and act in matters of immediate concern and interest. It also can develop students’ design ability and spirit of cooperation.
Sample questionnaire
Directions:
This questionnaire has four questions. Each question is followed by three possible answers. Please read the questions, and then consider which response fits you best.
Questions:
1. Why am I close friends with this person now?
A. Because he/she is someone I really enjoy sharing emotions and special events with.
B. Because my friend would be upset if I ended the relationship.
C. Because being friends with him/her helps me feel important.
2. Why do I spend time with my friend?
A. Because my friend would get mad at me if I didn’t.
B. Because it is fun spending time with him/her.
C. Because I think it is what friends are supposed to do.
3. Why do I listen to my friend’s problems, or to what my friend has to say?
A. Because my friend praises me and makes me feel good when I do.
B. Because it’s interesting and satisfying to be able to share like that.
C. Because I really value getting to know my friend better.
4. Why do I keep promises to my friend?
A. Because I believe it is an important personal quality to live up to my promises to a friend.
B. Because it would threaten our friendship if I were not trustworthy.
C. Because I would feel bad about myself if I didn’t.
Scoring Sheet:
1. A 3 B 2 C 1
2. A 1 B 2 C 3
3. A 1 B 2 C 3
4. A 3 B 2 C 1
Explanations:
4~6 points:You are not a good friend. You either neglec t your 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.
7~9 points:You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for yo ur friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.
10+ points:You are an excellent friend who recognizes that to be a good friend you need to balance your needs and your friend’s. Well done.
Unit 1 Friendship
Period 3Important Language Points
整体设计
从容说课
This is the third teaching period of this unit. The teacher should first check the students’ homework and offer chances for the students to review what they learned in the second period.
The emphasis in this period will be put on the important new words, expressions and sentence patterns. In order to make the students understand these important points tho-roughly, the teacher can first get the students to understand their meanings in the context, then give some explanations about them, and later offer some practices to let the students know their usages. At last make the students do more exercises for consolidation.
The teacher should be expected to carefully design class activities to encourage the students to be active in class so as to enable the students to grasp and use these language points both orally and in written form. Make sure the students are willing to take part in the activities in class and get ready to cooperate with each other. In doing so, the students can learn, grasp and use these important language points well.
教学重点
Enable the students to grasp the usages of such important new words and expressions as share, crazy, dare, series, on purpose, in order to, and so on.
教学难点
How to enable the students to grasp the usages of dare and in order to and understand some difficult and long sentences.
教学方法
1. Discussing, summarizing and practicing
2. Cooperative learning
教具准备
The multimedia and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn and grasp some important new words and expressions:add ignore concern cheat share series crazy dare suffer advice communicate add up calm down have got to be concerned about go through hide away set down a series of on purpose in order to face to face according to get along with fall in love with join in
2. Get the students to understand some useful sentence patterns:
1)Your friend, who doesn’t work hard, asks you to help him or her to cheat in the exam by looking at your paper, what will you do? (the Attributive Clause)
2)I don’t want to set down a series of facts in a diary as most people do, but I want this diary itself to be my friend. (as. . . )
4)I wonder if it’s because I haven’t been able to be outdoors for so long time that I’ve grown so crazy about everything to do with nature. (I wonder if/whether. . . ; so. . . that. . . )
5). . . I stayed awake on purpose until half past eleven one evening in order to have a good look at the moon for once by myself. (stay+adj. ; in order to do)
Ability aims:
1. Enable the students to use some useful words and expressions correctly.
2. Enable the students to learn how to understand new words, expressions and difficult sentences according to the context.。