袁英++2015贵州省高中英语贵阳1组+优秀教学设计新部编版+高中英语必修一unit5(warmingup-reading)
高一英语新课标必修一Unit1教学设计
高一英语新课标必修一Unit1教学设计In the teaching of English, the new curriculum standards (新课标) for high school have transformed the way in which educators approach the subject. The new standards offer a more student-centred and interactive approach to learning with the aim of making the language more communicative and practical for students. In this article, we will discuss the teaching design for the first unit of the newly updated compulsory first-year English course-Unit 1.Overview of Unit 1Unit 1 is entitled "Friendship" and covers the theme of interpersonal relationships. This unit is divided into five sections, with section A titled "Introduction" and sections B-E titled "Reading". Section A aims to introduce the main theme of the unit and set the foundation for the unit's vocabulary, grammar, and literature analysis. Sections B-E afford an opportunity for the students to focus on developing specific language skills, including reading comprehension, vocabulary acquisition, and literary analysis through engaging in detailed research and discussion.ObjectivesThere are several objectives to be considered when designing a lesson for Unit 1. The objectives are set to ensure that each student can develop important English language skills and to equip them with the necessary tools to navigate interpersonal relationships in the English-speaking world. These objectives include:1.To enable students to identify different aspects offriendship and their significance.2.To equip students with a variety of reading skills,including the ability to analyze genre and literarydevices and to effectively summarize and paraphrasewritten passages.3.To help students to develop their vocabulary andthe skills to identify and use academic and everydayEnglish phrases and idioms.4.To help students understand the role of language ininterpersonal relationships and how to use differentlanguage structures to perform different social functions.5.To foster cooperative and collaborative groupdiscussion among students and encourage them to workeffectively as part of a team.Teaching StrategiesTo achieve the teaching objectives for unit 1, there are several teaching strategies that may be employed, including:1.Group WorkGroup work is an excellent tool for encouraging students to work effectively as part of a team and collaborate with their peers. This strategy is especially useful when teaching the topic of friendship as it gives students the opportunity to engage with one another and share their experiences.2.Pair WorkPair work is a useful strategy for promoting student interaction and facilitating peer support. This strategy allows students to work together, offering each other support and feedback, improving their communication and language skills.3.Role PlayRole-play encourages students to practice their language skills in real-world scenarios. It helps students to gain confidence in their communication abilities and use language for different social situations.4.Reading StrategiesReading strategies help students develop their reading and comprehension skills, enabling them to analyze and interpret different texts effectively. These skills also help students to explore the themes and motifs of the literature, leading to a deeper understanding and appreciation of the text.ConclusionThis article has discussed the unit 1 teaching design for the newly updated first-year English course for high school students. The objectives and teaching strategies covered in this article are aimed at providing the students with a more interactive and student-centred approach to learning English language skills. The strategies aim to foster critical thinking, creativity, and collaboration among students, helping them to develop skills that are essential for successin the English-speaking world. Teachers can use this design as a template to design their class plan, adapting the activities to students' individual needs and learning styles.。
高中英语 Unit 1(friendship)教案15 新人教版必修1 教案
新课标英语高一上Module 1 Unit 1 Friendship单元教学目标及Period 6教案Teaching Objectives:Knowledge Objectives:1. Enable students to talk about friends and friendship, and learn to usesome adjectives to describe the qualities a good friend should have.2. Learn some useful words and expressions, e.g., upset, ignore, crazy, etc.3. Learn how to talk about agreement and disagreement, e.g., I think so. / I don’t think so; You are quite right. / I don’t think you are right, etc.4. Learn and pratice the direct speech and the indirect speech.5. Help the students to learn how to write a reply letter to give advice on municating with people.Ability objectives:To develop the students’ speaking, reading, listening, and writing abilities. Moral ＆ Emotion:1. To deve lop the students’ cooperative abilities.2. To realize the importance of friendship and know how to get on wellwith others.Culture Objectives:To know the different culture about friendship between China and foreign countries.Period 1: Speaking ( Warming Up ＆ Speaking)Period 2: Reading ( Pre-reading, Reading ＆ prehending )Period 3: Language Structure( Expression of important wordsand structures in the passage. )Period 4: Listening ＆ Speaking( Using language ---- Reading, listening and writing ＆Workbook—Speaking Task. )Period 5: Grammar ( Discovering useful structures )Period 6: Writing ( Using Language --- Reading and writing )Period 7:Revision ( Words dictation ＆ Summing up ＆ Learning tip ＆ Exercises )Teaching Plan for the Six PeriodTeaching Contents: Speaking ＆ WritingTeaching Objectives:Knowledge Objectives:1. Help the students to learn how to write a letter to give advice onmunicating with others.2. To learn to write a reply letter in English.Ability Objectives:To develop the students’ writing skills.Learning Strategies:To develop the abilities of organizing information, expressing themselves ＆municating in English freely.Moral & Emotion:1. To realize the importance of group cooperation.2. To know the ways of making friends.Key Points:1. To learn to give advice.2. To organize the advice into pleted sentences and then write a replyletter.3. To make clear the form of letter writing.Teaching methods:1. Task-based learning2. DiscussionTeaching Aids: a posterTeaching Procedures:Stage I. What’s Xiao Dong’s problem?Step1. Show a letter to the students and ask the Ss to help you to reply the letter in English.Step 2. Share the letter together, then make clear where the writer is from and who he is, and what problems he is facing now.Stage II.What should Xiao Dong do?Step 1.Ask individuals to talk about what they would do if they face the same problem. Step 2. Work in groups of six to give advice to Xiao Dong as much as possible. Step 3. Each group choose one member to speak out their advice. One point for one piece of advice. The teacher list them on the Bb when the students report. Stage III. How to write a reply letter in English?Step 1. Ask Ss whether they are clear about the form of letter writing.Step 2. Revise the form of letter writing.Step 3.Guide the students to write the beginning and the ending of this reply letter. Step 4. Work in groups of 6 to plete the letter, pay attention to the bination of each sentence. Guide the students to use some conjunctive words, eg. Firstly, secondly, thirdly, etc. to organize their advice to Xiao Dong.Step 5. Choose two or three groups to report their letters.Stage IV. The letter on the Textbook.Step 1. Turn to Page7 and read the letter loudly together.Step 2. Explain some language points if necessary.Stage V. Homework.Ask Ss to write the reply letter individually on the homework books.( P.S.: The letter that the teacher presents at the beginning of the class is not the one on the textbook but similar to it. )The letter that the teacher shows on the blackboard:Dear Miss Li,I’m a student from Jiaji Middle School. I have a problem. I’m not very good at municating with people. Although I really try to talk to my classmates, I still find it hard to make good friends with them. So I feel quite lonely sometimes. I do want to change this situation, but I don’t know how. I would be grateful if you give me some advice.。
高中英语必修一第五单元市公开课获奖教案省名师优质课赛课一等奖教案
高中英语必修一第五单元教案一、教学目标1. 知识目标：学生能够掌握本单元重点词汇和短语的读音、拼写和运用，并能够正确运用一般现在时来谈论习惯和规律。
学生能够理解并正确运用本单元语法重点，即一般现在时的基本规则、否定句和疑问句。
学生能够通过阅读文章和听力理解，获取有关习惯和规律的信息。
2. 能力目标：学生能够准确运用所学知识进行听、说、读、写并进行交际和表达，培养学生的语言综合运用能力和跨文化交际能力。
3. 情感目标：通过本单元的学习，培养学生积极参与、互相合作，鼓励学生多表达自己的观点和想法。
二、教学重点与难点1. 教学重点：掌握一般现在时的基本语法规则、否定句和疑问句的构成。
运用一般现在时的句型结构来谈论习惯和规律。
通过听、说、读、写等多种方式培养学生的运用能力。
2. 教学难点：正确理解和运用一般现在时的常见动词，如do、play、go等。
辨别和运用动词的三单形式。
正确运用一般现在时的句子结构。
三、教学过程1. 导入新课教师出示一段对话或图片，引导学生讨论自己的日常习惯和规律，并与同学分享。
2. 语法讲解a. 教师向学生介绍一般现在时的基本构成和用法，解释一般现在时的肯定句、否定句和疑问句的结构。
b. 教师通过例句的解析和讲解，帮助学生理解和掌握一般现在时的动词规则变化和句子结构。
3. 听力训练a. 教师播放录音或朗读一段有关习惯和规律的对话或短文，要求学生听一遍，然后回答问题。
b. 学生分组进行信息交流和讨论，共同理解对话或短文中的习惯和规律，并做出相应记录。
c. 教师播放录音或朗读一遍，学生跟读对话或短文。
4. 听说训练a. 教师出示图片或真实物品，引导学生运用所学句型表达图片或物品中的习惯和规律。
b. 学生分组进行角色扮演或对话练习，运用一般现在时的句型谈论习惯和规律。
5. 阅读训练教师分发阅读材料，要求学生阅读、理解关于习惯和规律的文章，并进行相关问题的回答。
6. 语言输出学生根据所学内容撰写一篇短文，描述自己的习惯和规律，并向同学展示、交流。
高一英语必修一第一单元教案精选5篇
高一英语必修一第一单元教案精选5篇高一英语必修一第一单元教案精选5篇作为一无名无私奉献的教育工作者，往往需要进行教案编写工作。
下面是小编为你准备的高一英语必修一第一单元教案，快来借鉴一下并自己写一篇与我们分享吧！高一英语必修一第一单元教案【篇1】一、课程目标高中英语新课程的总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学习的综合语言运用能力。
综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。
语言技能和语言知识是综合语言运用能力的基础。
情感态度是影响学生学习和发展的重要因素。
学习策略是提高学习效率、发展自主学习能力的先决条件。
文化意识则是得体运用语言的保障。
高一年级（课标六级）英语课程目标：1.进一步增强英语学习动机，有较强的自主学习意识。
2.能理解口头或书面材料中表达的观点，并且能简单发表自己的见解。
3.能有效地使用口头或书面语言描述个人经历。
4.能在教师的帮助下策划、组织和实施英语学习活动。
5.能主动利用多种教育资源进行学习。
6.能初步对学习过程和结果进行自我评价，调整自己学习目标和策略。
7.能体会交际中所使用语言的文化内涵和背景。
高一年级（课标七级）英语课程目标：1.有明确和持续的学习动机和自主学习意识。
2.能就熟悉的话题交流信息，提出问题并且陈述自己的意见和建议。
3.能读懂供高中学生阅读的英文原著简写本及英语报刊。
4.具有初步的实用写作能力，例如：事务通知和邀请信等。
5.能在教师的指导下，主动参与计划、组织和实施语言实践活动。
6.能主动扩展和利用学习资源，从多渠道获取信息，并能利用所获得的信息进行清楚和有条理的表达。
7.具有较强的自我评价和自我调控能力，基本形成适合自己的学习策略。
8.理解交际中的文化差异，初步形成跨文化交际意识。
二、课程内容完成牛津英语第三第四模块的全部内容。
高一必修一英语教案(精选4篇)
高一必修一英语教案(精选4篇)高一必修一英语教案(精选4篇)教案中对每个课题或每个课时的教学内容，教学步骤的安排，教学方法的选择，板书设计，教具或现代化教学手段的应用，各个教学步骤教学环节的时间分配等等，下面是为大家整理的关于高一必修一英语教案，欢迎大家阅读参考学习!高一必修一英语教案（篇1）一、教学背景分析1. 单元背景分析随着科学技术的发展，各种各样新的发明和发现都层出不穷。
生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。
同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。
2.学生情况分析本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。
学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。
并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
二、教学目标分析语言技能听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。
说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。
同时能与他人进行交流，叙述事物的利与弊端。
读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定*的段落大意，理清*的总体框架与脉络。
继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。
写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。
情感态度与文化意识(1)。
进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。
高中英语必修一教学设计
高中英语必修一教学设计一、教学任务及对象1、教学任务本教学设计针对的是高中英语必修一的课程内容。
根据新课标的要求，高中英语必修一课程旨在帮助学生进一步巩固和拓展英语基础知识，提高学生的英语听、说、读、写能力，培养他们运用英语进行日常交流和社会实践的能力。
在教学过程中，我们将重点关注词汇、语法、阅读、写作和口语表达等方面的内容，并通过丰富多样的教学活动，激发学生的学习兴趣，培养他们的自主学习能力。
2、教学对象本教学设计的对象为高中一年级学生，他们在初中阶段已经掌握了基本的英语知识和技能，具备一定的英语学习基础。
然而，由于学生的英语水平、学习兴趣和动机存在差异，教学过程中需要关注个体差异，采取有针对性的教学方法，以满足不同学生的学习需求。
此外，高中一年级学生正处于青春期，具有较强的求知欲和好奇心，因此，在教学中应注重激发学生的兴趣，引导他们主动参与课堂活动，提高英语素养。
二、教学目标1、知识与技能（1）词汇：掌握高中英语必修一教材中的重点词汇、短语和句型，并能熟练运用到日常交流和写作中。
（2）语法：理解和运用高中英语必修一教材中所学的语法知识，如时态、语态、非谓语动词等，提高句子结构和篇章的组织能力。
（3）阅读：提高阅读速度和理解能力，能从文章中获取关键信息，对文章主旨、作者观点和写作技巧进行分析。
（4）写作：学会用英语进行书面表达，能根据不同写作任务要求，运用恰当的句型和结构撰写短文。
（5）口语：通过课堂讨论、角色扮演等活动，提高英语口语表达能力，增强自信心和沟通能力。
2、过程与方法（1）采用启发式、讨论式的教学方法，引导学生主动参与课堂，培养学生的自主学习能力。
（2）运用多媒体、网络等资源，丰富教学手段，提高学生的学习兴趣和积极性。
（3）组织多样化的课堂活动，如小组讨论、角色扮演、演讲等，培养学生的合作精神和团队意识。
（4）注重学习策略的指导，帮助学生掌握有效的英语学习方法，形成良好的学习习惯。
高中英语必修1教案
高中英语必修1教案教案标题：高中英语必修1教案教案目标：1. 帮助学生掌握高中英语必修1课程的核心知识和技能。
2. 培养学生的英语听、说、读、写能力，提高他们的语言综合运用能力。
3. 激发学生对英语学习的兴趣，培养他们的学习策略和自主学习能力。
教学重点：1. 学会正确运用课程中的重点词汇和短语。
2. 理解和运用课文中的语法结构和句型。
3. 培养学生的阅读理解和写作能力。
教学难点：1. 学会运用课文中的语法结构和句型进行口头和书面表达。
2. 培养学生的阅读理解和写作能力，提高他们的语言表达能力。
教学准备：1. 教材：高中英语必修1教材。
2. 多媒体设备：投影仪、电脑等。
3. 教学辅助材料：课件、练习册等。
教学过程：一、导入（5分钟）1. 利用图片或视频引入本课话题，激发学生的学习兴趣。
2. 通过问题引导学生思考和讨论与本课话题相关的内容。
二、新课呈现（15分钟）1. 利用多媒体设备展示课文，帮助学生理解课文内容。
2. 讲解课文中的重点词汇和短语，并进行词义和用法讲解。
3. 介绍课文中的语法结构和句型，并进行语法解析和练习。
三、讲解与练习（20分钟）1. 分组或个人练习，运用课文中的语法结构和句型进行口头表达。
2. 配发练习册，让学生完成相关的练习题，巩固所学知识。
3. 针对学生可能存在的问题进行解答和指导。
四、拓展与运用（15分钟）1. 利用课堂活动或小组讨论，引导学生运用所学知识进行实际情境的交流。
2. 设计相关的写作任务，让学生运用所学知识进行写作练习。
3. 对学生的表达进行评价和指导，帮助他们提高语言表达能力。
五、总结与反思（5分钟）1. 对本节课的重点内容进行总结和回顾。
2. 鼓励学生对自己的学习进行反思，提出问题和建议。
3. 预告下节课的内容，激发学生的学习兴趣。
教学延伸：1. 布置相关的课后作业，巩固学生的学习成果。
2. 提供相关的学习资源和参考资料，鼓励学生进行自主学习。
3. 鼓励学生参加英语角、英语竞赛等活动，提高他们的语言实际运用能力。
新人教版高中英语必修一第一单元名师优秀教案新部编本
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校U nit one FriendshipTeaching aims:1.能力目标：a.Listening: get information and views from the listening material;b.Speaking: express one’s attitude or views about friends and friendship inappropriate words.c.Reading: enable the Ss to get the main idead.Writing: write some advice about making friend as an editor2.知识目标：a.Talk about friends and friendship; how to make friends; how to maintainfriendshipe the following expressions:I think so. / I don’t think so.I agree. / I don’t agree.That’s correct.Of course not.Exactly.I’m afraid not.c. to enable the Ss to control direct speech and indirect speechd. vocabulary: upset , calm , concern , loose, Netherlands, German, series, outdoors, dusk, crazy , purpose , thunder , entire, entirely, power , curtain, dusty, partner, settle, suffer , highway, recover, pack, suitcase, overcoat, teenager, exactly, disagree, grateful, dislike, tip , swap , itemadd up \ calm down\ have got to \be concerned about \ walk the dog \ go through \ set down \a series of \ on purpose \ in order to \ at dusk \ face toface \ no longer\not …any longer\suffer from\ get\be tired of \ pack sth. up \ get along with \ fall in love \ join in3. 情感目标:a. To arose Ss’ interest in learning English;b. To encourage Ss to be active in the activities and make Ss to be confident;c. To develop the ability to cooperate with others.4. 策略目标：a. To develop Ss’ cognitive strategy: taking notes while listening;b. To develop Ss’ communicative strategies.5. 文化目标：to enable the Ss to get to know different opinions about making friends from different countries.Teaching steps:Period oneStep1. Warming up1. Ss listen to an English song AULD LANG SYNE.2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave,humorous, funny, wise, kind, open-minded, responsible, helpful…．Step 2. Talk about your old friends1.Ss talk about their old friends in Junior Middle School, talk about theirappearance, personality, hobbies, etc.2.Self-introductionStep 3. Make new friends1.Ss go around and ask their new friends some information and fill in the followingformName Age/hobbies/favorite sports, books, … 2.Report to the class: who will probably be your friend. Why?Step 4. Do a surveySs do the survey in the text ,P1Sep 5. Listening and talkingDo Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.When Ss make their conversation, ask them to try to use the following expressions.I think so. / I don’t think so. I agree. / I don’t agree.That’s correct. Of course not. Exactly. I’m afraid not.Step 6. DiscussionDivide Ss four in one group and each group choose a topic to discuss. There are four topics.Topic 1: Why do you need friends? Make a list of reasons why friends are importantto you.Topic 2: There is a saying “to have a good friend, you need to be a good friend. do you think of the saying and how can you be a good friend?Topic 3: Does a friend always have to be a person? What else can be your friend? Why?Topic 4: List some qualities of a person who does not make friend easily.Step 7. Summary1.Ask Ss themselves to summarize what is friendship and what is the mostimportant in making friends.2.T shows more information about friendship and a poem about friendship.What is friendship?I want to find the answer to the questionWhat is friendship?When it rains, I think friendship is a small umbrella.It can give me a piece of clear sky.When I’m crying, I think friendship is a white handkerchief.It can wipe my tears dry.When I am sad, I think friendship is a warm word.It can bring me happiness again.When I am in trouble, I think friendship is a strong hand.It can help me escape my troubles.When I sit in a quiet place, I think friendship is a very wonderful feeling.It can’t be pulled and torn, because it is in everyone’s heart.It is there from the beginning to the end of our lives.3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.Step 8. EvaluationSs finish the following evaluation form. Standard: A, B,CContents 自评他评1. I’m active in talking with others.2. I’m active in cooperating with others.3.I can express myself fluently, accurately andappropriately.4. I know more about friendship after thislesson..5. Do you think you need to improve yourself in some aspects? Whichaspects?Homework:1.Look up the new words and expressions in warming up and pre-reading in adictionary.2.Write a short passage about your best friend.Period twoStep1.Warming upActivity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or TV at home.How would you feel?What would you do?Four students a group discuss with each other for 2 minutes.Activity2: Play a short part of the movies Schindler’s ListStep2. PredictingStudents read the title of the passage and observe the pictures and the outline of it to guess:Who is Anne’s best friend?What will happen in the passage?Students skim the passage in 2 minutes to get the main idea :Who is Anne’s best friend?When did the story happen?Step4. ScanningStudents work in pairs to find the information required below:Annein World War ⅡWhat ?How to enjoyherself?Why?Step5. Intensive readingStudents work in group of four to discuss the following open questions:1.Why did the windows stay closed?2.How did Anne feel?3.What do you think of Anne?4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from discourse(语篇,上下文).5.Which sentences attract you in the passage?Step6. ActivityFour students a group to discuss the situation:Suppose you four have to hide yourselves for 3 months. During the three months,you will be offered the basic food, water and clothes. Your group can take 5 thingswith you.What will you take? Why?How will you spend the 3 months?How will you treat each other and make friends ?Step7.AssignmentTask1.Surf the internet to find Anne’s Diary and read some of it. Print out apiece of the diary and write down your feelings after reading it on the page. Wewill share the pieces and your feelings with the whole class.Task2.Ex2、3 、4on Page3Period threeCheck the Ss’ assignment: task 2Step 2. Language points:1.add (v.)1). To put together with something else so as to increase the number, size, importance, etc.增加，添加Please add something to what I’ve said, John.2). To join numbers, amount, etc so as to find the total 相加Add up these figures for me, please.add to something: to increase 增加What he did has added to out difficulties.add up to: to amount to 加起来等于；总计The cost added up to 100 million yuan.2. go through1). To examine carefully 仔细阅读或研究I went through the students’ papers last night.2). To experience 经历，遭受或忍受You really don’t know what we went through while working on this project.3. crazy (adj.)1). mad, foolish 疯狂的，愚蠢的It’s crazy to go out in such hot weather.2). wildly excited; very interested 狂热的，着迷的She is crazy about dancing.4. be concerned about/for: be worried about 担心We’re all concerned about her safety.Step 3. Learning about language1.Finish Ex.1, 2 and 3. on Page 4.2.Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ssthemselves discover the structures.Step 4. PracticeUsing structures on Page 42: ask the Ss to use indirect speech to retell the story. Step 5. AssignmentFinish Wb. Ex, 1 and2 on page 41 and 42.Period fourStep 1. RevisionCheck the Ss’ assignment.Step 2. ReadingSs read the letter on page 6Notes:1.get along with2.fall in loveStep 3. ListeningSs should take notes while they are listening.1. first listening: Ss listen and answer the questions of part 2 on page 6.2. second listening: Ss listen again and finish part 3 on page 6.Step 4. ListeningSs listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.Step 5. SpeakingSs work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the Warming up to help them.Step 6. Assignment1. Ss prepare the reading task on page 44.2. Surf the internet and find some material about friendship in different countries.Period fiveStep 1. Warming upSs say something about making friends and how to maintain friendship.Step 2. ListeningSs listen to a short passage and fill in the blanks on page 41 (listening).Step 3. Reading1.first reading: Ss read the passage about friendship in Hawaii and finishWb.Ex1.on page 44.2.second reading: Ss read again and discuss the questions on page 44.3.Ss share their material about friendship in different countries in groups, and thenchoose some groups to show theirs in class.Step 4. assignmentSs collect some proverbs about friendship.Period sixStep 1. Pre-writing1.Read a letter from a student called Xiaodong.2.Go over the advice on page 7 and be ready for writing.Step 2. While-writingAsk the Ss to write a letter to Xiaodong as an editor and give him some advice.1.Ss make a list about the important information that they need.2.Ss begin to write the letter to Xiaodong.3.Ss revise their letters by themselves.4.Ss exchange their writing paper with their partners and correct the mistakes.(tense, spelling, letters, structures….)5.Ss get back their own writing paper and write the letter again.Step 3. Post-writingChoose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.Step 4. Writing for fun1.Ss read the passage on page 7 by themselves.2.Ss try to write a few lines to describe their best friends or a person they know.3.Show some Ss’ writings in class.Step 5.AssignmentDo Wb writing task on page 46.Period sevenTeachers can use this period freely.Suggestion: Teachers can use this period to let Ss sum up what they have learnedand explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask theSs to finish checking yourself on page 47. It is very important to improve theirlearning.。
新教材高中第一册第一单元教案（新课标版高一英语上册教案教学设计）
新教材高中第一册第一单元教案(新课标版高一英语上册教案教学设计)CAI BINGCHENG SENIOR 131 / 08 / 2004-Subject Unit 1 Good friends (period 1) type WarmingupAims&demands★ Encourage the Ss to talk about friends and friendship.★ Improve the Ss’ speaking ability by this means of free talk.★ Try to read the new words correctly and grasp the usage of them.★ Enable Ss to get the value of friendship.Key points&difficulties Keep the following new words in mind:Loyal brave smart Honest wise handsomeLearn to make sentences with the new words.Teaching aids Tape recorder Computer Power point Software OHPTeaching methods Communicative MethodLearning methods Teach the Ss how to communicate with others.Blackboard work They are shown on the OHP(What is your friend like?)Homework New words for dictation Sentence-making with adjectivesPreview listening including to that in the workbookPost-teaching The item warming up can stimulate the Ss’interest and also improve their speaking ability. Moreover, Ss have found it familiar to talk about friends and friendship. In class they can easily make sentences with the adjectives honest, brave, loyal, wise, handsome, smart and so on. In a word, this seems to be a good start. I’m sure the Ss must make greater progress in learning English in future.Teaching Procedurescontent Teaching learningStep oneStep twoStep threeStep four Refer to some questions about friendsor friendship for lead-in.Communicate with Ss1. Do you have any friends? How many?2. How do you make friends with others?3. What is a friend like?BrainstormingAsk Ss to say as many adjectives as possiblee.g. kind happy strong funny, etc.Group workTeacher describes a good friend of his own and encourage Ss to think out six adjectives and say I think he is… .Class workMake sentences with the words honest, brave, loyal, wise, handsome, smart and give the reasons like Sb. Is…, because….One third of them at leastLearned adjectivesA hint for Ss owing to new wordsAfter teacher to read them correctlyA Teaching PlanCAI BINGCHENG SENIOR 1 31 / 08 / 2004Subject Unit one (period 2) type ListeningAims&demands ★ Make Ss understand what is happening by listening and know how to solve some problems in life.★Teach Ss how to try to grasp the skill of listening step by step. ★Learn something about the new words and phrases in the listening materials by heart.Key points&difficulties What’s the big deal? What difference does it make?Have you ever seen my calculator? I hope you don’t mind.You were so upset about it.How is it going? What’s up?I was just listening to some music when suddenly it stopped.Teaching aids Tape recorder Computer Power point Software OHPTeaching methods Eliciting Alternative penetratingLearning methods While listening, Ss must poke their noses into the situation and search the key words closely.Blackboard work Pre-listening listening post-listening(How to make an apology to others?)Homework Listen to the tape at least three times.Underline the key words, phrases and some sentences and recite.Post-teaching It’s easy for Ss to write down the keys to the first material after listening twice, but to the second, Ss can notstraight finish their task even though they have listened twice. I must do all that I can to practise their listening ability.Teaching Procedurescontent Teaching learningStep oneStep twoStep three Pre-listeningDiscuss common problems that may occur in a friendship.Ask the Ss to identify the problems and suggest solutions.Teach the Ss:What’s the big deal? What difference does it make?Have you ever seen my calculator?I hope you don’t mind. You were so upset about it.How’s it going? What’s up? I was just listening to some music when suddenly it stopped.ListeningSituation 1 Situation 2 Situation 3Listen from the beginning to the end.Listen again sentence by sentence.Write down sth. Important as simply as possible.Finish the whole exercises and check them.Post-listeningExtension: Suppose you quarrel with your friend for some reason, you feel a bit sorry later. How should you apologize to him/her for this?Make a dialogue to express yourself.A Teaching PlanCAI BINGCHENG 01 / 09 / 2004Subject Unit 1 (Period 3) type TalkingSpeakingAims&demands ★ Train S s to talk about likes and dislikes.★ Use the answers to talk about who could be friends and practise giving reasons for their opinions.★ Pracise their oral English by speaking much more.★Ask Ss to compare and debate their ideas with other pairs.Key points&difficulties I don’t enjoy singing, nor do I like computers.I’m not into classical music. Give reasons for your decision.Other favorite hobbies are reading and singing.I don’t enjoy reading too much.I think that football is boring. I am fond of singing.I surf the Internet all the time. Rock music is OK, and so is skiing.Teaching aids Tape recorder Computer Power point Software OHPTeaching methods Comparing Debating RepresentingLearning methods More speaking & better rememberingBlackboard work Hobbies Singing Dancing Hiking SurfingYesNo √ × √ ×Homework Translation into English with the given phrases Postteaching First of all, you should practise speaking constantly in class, followed by the teacher. Only in this way are you able to talk with other students about any topics freely. Something funny or interesting may attract the Ss’ interest any time.Teaching Procedurescontent Teaching learningStep 1Step 2Step 3Step 4 Pair workAsk Ss to complete the chart on page 3.Let them talk about who could be friends and what they like or dislike.Group workRead aloud the dialogue in chorus.Ask some questions that Ss have met on reading.Class workTeacher paraphrases some language focus and offer Ss some translation exercises as homework.Person workEach student writes a self-introduction without your signature. Teacher collects and plays a game together with Ss to see who’s who.(Hunt for friend)Useful expressions:I’m (not) sure that… She doesn’t like (likes)…I think that… He enjoys…Pe rhaps… He is fond of…He thinks that…is boring/terrible. He hates…A Teaching Plan 02 / 09 / 2004Subject Unit 1 Chuck’s Friend (period 4 & 5) type Reading Aims&demands ★ Encourage Ss to imagine how to survive on the lonely island without any friends’ he lp.★ Improve the level of fast reading by skimming andscanning.★ Urge Ss not only to read the text clearly but also recite it quickly.★ Learn how to treat your friends or others by studying the text.Key points&difficulties Word study: play so…that… on a flight …when… survive land deserted all alone hunt for make fire in order to do sth develop have always been doing sth. Even though share…with… become fond of treat…as… care about should have done sth. Make friends with for example such as give as much as sb takes help sb (to) do sth.Key sentences:1. Chuck is on a flight across the Pacific Ocean when his plane crashes.2. The most difficult challenge is how to survive without friends.3. Even though W is just a volleyball, he becomes fond of him.4. It is important to have someone to care about.5. The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.Grammar: Direct Speech and Indirect SpeechTeaching aids Tape recorder Computer Power point Software OHPTeaching methods Skimming for something easyScanning for something in detailsLearning methods Self-teachingQuestion-designingBlackboard work Lead-in forCast AwayHomework Make some sentences with language pointsRecite the last two paragraghsPost-teaching Why suggest Ss’ reciting the last two paras at the end of text?Because Ss can understand the importance of friendship and friends after learning the text. Here are two valuable sentences from the text to show you---Chuck understands that friendship is about feelings and that we must give as much as we take. Friendship helps us understand who we are, why we need each other and what we can do for each other.Teaching Procedurescontent Teaching learningStep 1Step 2Step 3Step 4Step 5Step 6Plot outline---introduction about Cast AwayActor---Tom Hanks, whose major works are as follows:Forrest Gump(1994) You have got mail(1998) Apollo 13(1995) Saving Priaite Ryan(1998) thing you do(1996) Cast Way (2000) The Green Mile(1999) Road to Perdition(2002) Catch me if you can(2003)Fast reading (skimming)Who is Wilson?Further reading(scanning)Para. 1 What is he?Chuck Noland What happened one day?What is the result?Para.2What does he have to learn?Para.3What has he realized and learned on the deserted island?What does he understand about friends when he makes friends with Wilson?SummaryThe fourth para.---Friends and unusual friends are important in our daily life. Friends and friendship can help us understand who we are and how we should behave.Language pointsWord study Sentence analysisPost-readingQuestions for further discussionExercises for feedbackA Teaching Plan 04/ 09 / 2004Subject Unit 1 (period 6) type GrammarWritingAims&demands Grasp the grammar Direct speech & Indirect speech.Know how to change Direct speech into Indirect speech.Do some exercises to consolidate the item without delay.Let Ss express themselves about the grammar closely.Key points&difficulties The change of conj. , persons, tense, adverbial and so onStatements & QuestionsTeaching aids Tape recorder Computer Power point Software OHPTeaching methods Brief explanation & Many-flavored exercisesLearning methods Read ahead of time & Listen attentively Blackboard work Direct Speech Indirect Speechpresent pastpast past or past perfectpresent perfect past perfectpast perfect past perfectHomework Finish off some related exercisesEnglish writing---My best friend on notebook APostteaching It looks as if the grammar were somewhat easy but on the contrary, it is rather more difficult to make myself understood than I have expected. You’ll not cope with it well without any well-designed feedback exercises.Teaching Procedurescontent Teaching learningStep 1Step 2 Give brief explanation of Direct Speech and In direct Speech.1. You use Direct Speech when you want to show the exact words someone said or wrote.2. The reporting clause may come before, within, or after the direct speech.3. Use a comma to connect the direct speech and the reporting clause.4. When you change a sentence from direct speech toIndirect speech, you sometimes need to change the verb tense.5. When you use Indirect speech to report what someone said, you can sometimes change the exact words without changing what the speak actually said.Instruction to direct Speech and indirect SpeechSs have to imagine that they are helping Chuck “hear” what Wilson “says.” The Ss use Chuck’s answers to guess what Wilson is asking and then write down the question as reported speech.Unit one Good Friends Mainly Revisionitems content功能句式Talking about likes and dislikes:He /she likes /loves…He /she is fond of…He /she is quite interested in…I take interest in…My hobbies /interests are…I like… most. I care for…I’d prefer…to…He /she doesn’t enjoy…I hate… I’m not into…I think… is terrible /boring.Making apologies:Why did you… ?I’m very sorry. I didn’t mean to… .It’s OK.Why didn’t you… ?It won’t happen again.Forget it.You promise to… .Please forgive me.It’s no big deal.You said you would… .I apologize for… .That’s all right.You said you would... .It is my fault.No problem.词汇 Words:honest brave loyal wise handsomesmart argue especially classicalfond match mirror fry movie castdeserted hunt share sorrow lieadventure survive disadvantage advantage e-pal scaredExpressions:be loyal to sb. make sb. happy hunt for in order to care about such as a five-star friend drop sb a line even though listen to sb. arguing argue about argue with sb. in pairs keep…in mind f ill in treat…as… in one’s everyday life so…that…give reasons for… on a flight across be /become fond of… all alone develop a friendship with sb. shoud have done share…with… make friends with learn sth. from sb.give as much as sb.takes for example help sb. (to) do sth. help sb. with sth. do sth. for sb. be quick in mind turn…into… sth. wrong with sb.go outing try to do sth. try doing sth.by the end of at the end of mail sth. to sb. suppose /imagine (that)… use sth. as in the example be angry with sb. not…any longer be dangerous be in danger take care of sb. click sth. away joke around have fun make fun of be fun in need in the right order make sentences about sth. tell lies /a lie in one’ opinion tie up run into look great spend one’s holiday enjoy one’s holiday have a pleasant holiday get to know sb. write a description of sb. /oneselfbe well-written be proud of in about 100 words run the restaurant to do sth. run a business be happy about sth./sb. do most of the work skip classes keep an eye on sth. do OK many-flavored in many flavoursfair-weather be popular feel downstart school have problems with sth.expain sth. to sb. overcome sth.get an A on sth. thousands of miles apart by e-mail or telephone be curious about sth. get together e-mail sb. be sure about make an apology to sb. for (doing) sth.重点句子 Key sentences:1.I don’t enjoy singing, nor do I like computers.2.I hate hiking and I’m not into classical music.3.I surf the Internet all the time and I like playing computer games.4.In the movie Cast Away, Tom Hanks plays a named Chuck Noland.5.It is important for him to have someone to care about.6.Chuck survives the crash and landed on a deserted island.7.One day he is on a flight across the Pacific Ocean when suddenly his plane crashes.8.He realizes that he hasn’t been a very good friend because he has always been thinking about himself.9.Even though Wilson is just a volleyball, Chuck becomes fond of him.10.He talks to him and treats him as a friend.11.He also learns that he should have cared more about his friends.12.Chuck learns that we need friends to share happiness and sorrow, and it is important to have someone to care about.13.The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.14.They have been friends ever since they started school.。
高一英语必修一教学设计
高一英语必修一教学设计一、教学任务及对象1、教学任务本教学设计针对的是高一英语必修一的内容，涵盖了英语基础的巩固、语法知识点的拓展以及听说读写技能的提升。
主要任务是通过丰富的教学活动，帮助学生掌握英语基础知识，提高英语综合运用能力，为后续英语学习打下坚实基础。
2、教学对象本教学设计的对象是高中一年级学生，他们在初中阶段已经完成了英语基础知识的学习，具备一定的英语听说读写能力。
但由于学生个体差异，他们的英语水平参差不齐，部分学生对英语学习缺乏兴趣和信心。
因此，在教学过程中，需要针对不同层次的学生进行分层教学，激发学生的学习兴趣，提高他们的自信心。
同时，注重培养学生的团队协作能力和自主学习能力，帮助他们养成良好的学习习惯。
二、教学目标1、知识与技能（1）知识目标：通过本课程的学习，使学生掌握高一英语必修一的所有词汇、短语和基本句型，了解和掌握英语语法知识点，如时态、语态、非谓语动词等，为英语阅读、写作和口语表达打下坚实基础。
（2）技能目标：提高学生的英语听说读写能力，特别是阅读理解能力和写作能力，使他们在日常生活和学习中能够熟练运用英语进行沟通和表达。
2、过程与方法（1）过程目标：在教学过程中，注重培养学生的自主学习能力、合作学习能力和探究学习能力，使他们能够主动参与课堂活动，积极寻求解决问题的方法。
（2）方法目标：通过采用多样化的教学方法和策略，如任务型教学、情境教学、游戏教学等，激发学生的学习兴趣，提高他们的学习积极性。
3、情感，态度与价值观（1）情感目标：培养学生对英语学习的兴趣和热情，增强他们的自信心，使他们乐于学习英语，克服学习中的困难。
（2）态度目标：引导学生树立正确的英语学习态度，认识到英语学习的重要性，养成良好的学习习惯，自觉进行课后复习和巩固。
（3）价值观目标：通过英语学习，拓展学生的国际视野，使他们了解并尊重不同文化，培养跨文化交际意识，为成为具有国际竞争力的优秀人才奠定基础。
在教学过程中，教师应关注学生的情感需求，营造轻松、愉快的课堂氛围，使学生在愉悦的情感状态下进行学习。
高一英语必修1教案
高一英语必修1教案教案标题：探索英语学习的乐趣——高一英语必修1教案教案目标：1. 帮助学生了解高一英语必修1的学习内容和学习目标。
2. 激发学生学习英语的兴趣和动力。
3. 培养学生良好的学习习惯和自主学习能力。
教学重点：1. 学习并掌握高一英语必修1中的重点词汇和短语。
2. 理解并熟练运用课文中的语法结构和句型。
3. 提高学生的听、说、读、写能力，培养他们的语言表达能力。
教学难点：1. 帮助学生理解并运用课文中的语境信息。
2. 培养学生的语言思维能力和跨文化交际能力。
教学准备：1. 教师准备：教学课件、多媒体设备、教学素材。
2. 学生准备：课本、笔记本、学习用品。
教学过程：Step 1：导入新课（5分钟）教师通过展示一张美丽的风景图片或播放一段相关的视频，引起学生对话题的兴趣，激发他们学习英语的欲望。
Step 2：预习导入（10分钟）教师通过提问和讨论的方式，帮助学生回顾和巩固上一课时的知识点，同时引导学生预测本课时的学习内容。
Step 3：新课呈现（15分钟）教师通过多媒体展示课文的主要内容，引导学生跟读并理解课文。
同时，教师注重讲解课文中的重点词汇、短语和语法结构，并通过实例演示和练习巩固学生的理解和运用能力。
Step 4：合作学习（20分钟）教师组织学生进行小组讨论和合作学习，让学生在小组内互相激励和帮助，共同解决问题和完成任务。
教师可以设计一些情景对话、角色扮演或小组竞赛等活动，激发学生的参与和合作意识。
Step 5：个人巩固（10分钟）教师布置一些个人巩固练习，如填空、改错、翻译等，让学生独立完成，检验他们对所学知识的掌握程度。
Step 6：课堂总结（5分钟）教师对本节课的学习内容进行总结，并提醒学生复习和预习下一节课的内容。
Step 7：作业布置（5分钟）教师布置适量的课后作业，如课文朗读、词汇记忆、语法练习等，巩固学生的学习成果。
教学延伸：1. 鼓励学生参加英语角、英语竞赛等活动，提高他们的英语口语表达能力。
高一必修1教学设计新部编版1.Unit2 English around the world The Fifth Period
a man of high standards 一个道德高尚的人 Step 3 Reading T：We have learnt English for many years.Then in your opinion，what is a very important help to your English study？
4.dialect：a way of speaking that is used only in a particular area 5.request：（1）v.to ask sb.to do （2）n.an act of asking for sth. in a polite or formal way 6.polite：the opposite of rude
recognize sb./sth. （by/from sth.） 通过„„认出„„； recognize sth. （as sth.）；把„„认作是„„ recognize that意识到；承认
e.g.I recognized the house from your description. Drugs were not recognized as a problem then. Nobody recognized how urgent the situation was. We recognized that the task was not easy. 4.standard
Greet the whole class as usual. Step 2 New words and vocabulary
T：Yesterday，I asked you to look up the words left in the vocabulary in the dictionary.Have you been prepared for it？Now，let’s have a game.Let’s divide the whole class into 2 groups.Either group chooses one student as a representative.I’ll show the representative a word or a phrase，she or he should explain it in English.If the group’s members can guess it，your group will win 10 points.Either group has 5 chances.Let’s go!
高中英语贵州同步教案：MMyFirstRideonaTrain外研版必修
2014-2015学年高中英语（贵州）同步教案（4）：M3 My First Ride on a Train（外研版必修1）Period 4Integrating Skills1.理解并能够自主运用重要语言点如frighten和track等的用法。
2.掌握重点短语out of date和for the first time的用法,把握形式主语句式和现在分词作状语的用法。
3.积累语言学习的技巧,形成适合自己的语言学习策略。
1.在具体语境中掌握词汇的基本含义、词性及基本用法。
2.通过实际运用巩固重要语言点的学习。
重点单词1.vt.使吃惊;惊吓2.n.幼儿园3.n.纪念品4.n.面试;面谈5.n.足迹;轨道6.n.事件7.adj.疲惫不堪的8.n.真空重点短语1.of date 过时的2.the first time第一次3.the 在二十世纪三十年代4. a speed of 以……的速度重点句式Travelling at a speed of over 400 kilometres per hour, the train can complete the 30-kilometre journey in eight minutes.写作讲座旅行类写作自我核对重点单词:1.frighten2.kindergarten3.souvenir4.interview5.track6.event7.exhausted8.vacuum重点短语:1.out2.for3.In; 1930s4.at品句填空1.This is a great e that concerns the future of our company.2.They uncovered the statue at the beginning of the (仪式).3.There s one good Italian restaurant in the d area.4.Don t be late for your job (面试).5.Those e children went to bed quickly.6.The little baby was (惊吓) by the fierce dog.7.We had an outing to the (海边) this summer.8.Adventures in the Heavenly Palace is my favorite c.【答案】1.event 2.ceremony 3.downtown 4.interview5.exhausted6.frightened7.seaside8.cartoonfrightenv.to make sb suddenly feel afraid阅读下列句子,注意frighten的意思及用法。
高一必修1教学设计新部编版2.Unit2 English around the world The Fourth Period
B：Yes.Here are two exits.So you should be sure which one is where you promised to meet. A：I see.I am sure that they must be waiting for me at the other exit.Thank you very much! Group 2：
A：Yes.My Chinese friends and I promised to meet at the exit of the subway.
B：Could you speak a bit slowly.I can’t quite follow you.I guess you are looking for your Chinese friends.
A：I’m sorry.I wasn’t noticing it just now.Yeah，we said that we would meet here—the exit of the subway at 2 p.m.And it is 2：15，but I still can not find them.
（5 minutes for preparation）T：Now let’s begin. Possible version：Group 1：
A.（foreigner）：Excuse me，could you give me a hand？B：Sure.You seem to be looking for someone.
（P：parents；W：waitress；Y：you）
P：Excuse me，could you tell me where the toilet is？
高一英语上册unit1教案新部编本
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 1 Good FriendsTeaching objectives and demands:The activity is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.Ask the students to describe a good friend and give examples of situations where friends have helped them. Use the activity as a brainstorming session done either in groups or with the whole class.Language use: Manipulate listening, speaking practiceKey points:1. Everyday English for communication.2. Words and useful expressionsThe First PeriodStep 1. Warming upStudents are asked to describe themselves and a friend. You can use these questions in at least two different ways. One alternative is to ask the students to think about three words to describe themselves and then let each student tell the class the three characteristics they have chosen. A second alternative would be to ask the students to write down the three characteristics and let other students guess who is being described. As with the first part, the objective is to elicit student language and get the students to think about friends and friendship.Which words can be used to describe the characteristic?Brave: courage fearless heroicScared : astonish fearful frightened horrified shocked terrified timidLoyal: devoted faithfulWise: bright clever cute gifted intelligent smart well-learned wittyFoolish: silly stupidBeautiful: attractive breath-taking charming cool cute elegant eye-catching good-looking graceful inviting lovely neat pretty splendid stunningRich: wealthy plentifulFunning: amusing humorousHappy: carefree cheerful contented delighted glad high merry pleased Unhappy: bitter blue discouraged displeased heavy miserable sad upset Step 2. Listening The students will hear friends discuss common problems that may occur in a friendship. The students are asked to identify the problems and suggest solutions. Tell the students that friends sometimes have problems and that it is important to know how to solve the problems. The students will hear three arguments between friends and are asked to write down the problems and suggest possible solutions. It may be necessary to divide the task into two parts; first the students write down the problems as they listen to the tape, and then they discuss possible solutions. The students can also listen to one situation at a time and discuss solutions with the whole class.Key1.Peter is often late for football practice. I think that he should try to be on time in the future.2.Mary usually borrows things without asking and she doesn’t return things on time. She should ask the owner is she wants to borrow something and try to return it on time in the future.3.Adam borrowed John’s CD player yesterday and now it is broken. Adam can ask his uncle to fix it.Extension the students are asked to think of other situations/problems involving friends and role-play or discuss the issues. You may also ask the students to list or discuss what methods are most effective when you want to solve problems in a friendship.Workbook P85ListeningStudents will hear about problems friends may have and what can be done to solve such problems. The students are asked to write down the solutions mentioned on the tape and to think of other solutions. Ask the students to listen to the tape and write down the solutions suggested by the speaker. You can help the students prepare by first asking them to think about problems they may have had with their friends. The solutions mentioned on the tape are simple and general. Encourage the students to think of better, more specific solutions. What would they do if they had a quarrel with a friend? How do they talk to their friends about difficult things? How do they keep secrets from becoming rumors?Listening text Everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. A common problem between friends is that they don’t know how to talk to each other about difficult things. When they do talk, they often get mad with each other. What can they do? Well, it takes time to learn how to communicate well, and it is important to understand why a friend gets angry with you when you say something. If you know what it is that makes your friend angry, then you can try to talk about the problem in a different way.Another problem that many friends have to deal with is what to do after one of them gets angry or upset. If friends get angry with each other and say something bad because they are angry, they often find it difficult to apologize after the quarrel. The best way to apologize after a quarrel is simply to start by telling each other that you are sorry and then go from there. A simple apology is often enough and is a good starting point. What about friends who can’t keep a secret? Sometimes it seems impossible to keep a secret from becoming a rumour that everyone knows. Shouldn’t a good friend be able to keep a secret? Perhaps, but it is not always that easy to keep a secret, and telling a secret to someone will often put them in a difficult situation — they may have to lie to other friends to ke ep the secret. The best way to make sure that a secret doesn’t become a rumor is simply to keep it to yourself —don’t tell anyone.Answers to Exercise 1Problem: Friends get angry with each other when they try to talk about something difficult. Solution: Try to understand your friend/Try to talk about the problem in a different way. Problem: Friends don’t know how to apologize.Solution: Start by telling each other that you are sorry and take it from there. A simple apology is often enough.Problem: Som e friends don’t know how to keep secrets.Solution: Keep your secrets to yourself.Step 3 SpeakingThe students will use the information about the people on SB page 2 to talk about likes and dislikes and to practice giving reasons for their opinions.Tell the students to work in pairs. Ask the students to complete the chart on page SB page 3 and then use the answers to talk about whocould be friends and what they like or dislike. Ask each pair to decide who could be friends and give reasons for their decisions. When they have made their decision, ask them to compare and debate their ideas with other pairs. Encourage different answers, including strange ones.Extension T he students are asked to make a list of famous people or people they know. The students then use the list to identify likes and dislikes and characteristics and try to determine who could be friends. Step 4. Talking Workbook P85The students are given role cards based on three situations where friends are having problems. They are asked to act out the situations with the “useful expressions”. They are also asked to think of a fourth situation, prepare role cards for it, and act it out. Let the students role-play in pairs. Remind them that they should not write down a dialogue and then simply read the dialogue. Instead, they should try to act out the situation without rehearsing it. If they find it difficult to get started, you can let them prepare by practising part of a situation. You can also help by modeling part of a situation.Extension Friends often help each other. Ask the students to work in pairs and list examples of situations where friends can help each other. The students can then write role cards for the situations and act out in pairs.Step 5. Homework(1) Finish off the exercises of Unit1 in the workbook.(2) Revise the key points of this unit.(3)List the friend they get to know in class and write down some thing they want to know. Evaluation of teaching:The Second PeriodTeaching objectives1. Develop the students’ comprehension of explorative passages, especially thei r ability of analyzing the structure of such kind of articles.Offer the students chances of self-culture by working in groups and seeking information about the film out-side the class.3. Infuse the students with basic knowledge about the friend and friendship4. Learn some words and useful expressions from the text.Teaching Approachmunicative Approach should be used throughout the class. Stress should be laid on:2.Learner-centeredness; learning-centeredness3.Task-based learning4.Activity-based teaching (class work; individual work; group work)Teaching type: Reading comprehensionTeaching ProcedureStep 1. Report in class A student is asked to report something interesting he or she picks up from newspaper or magazines.Step 2.Review and check Ss have a word dictation and check their homework in workbook Exercise 2 Suggested sample sentences1) My friend Alan is brave. He once saved the life of a little girl who had fallen into a lake.2) My friend Bob is loyal. He wouldn’t talk to Charles whom I don’t like at all.3) My friend David is wise. He always gives me the best advice.4) My friend George is a handsome boy, but he doesn’t like to study and always dreams of becoming a model.5) My friend Harry is a smart student. He always asks good questions in class.Step 3 Pre-reading Ss are asked to listen to the tape and find the things they are using or talking about.Practising on P87 vocabulary1 “The books are too heavy! I think it’s going to break.”2 “Oh no! I forgot where I put it! I have written down all the important phone numbers.”3 “Y um! You have bought it at last. We can have fried fish for dinner. Mmm … I can’t wait to put this fish in it. ”4 “Hands up! Don’t move or I’ll shoot. Give me all your money!”5 “Ooooh! I look very nice in this new dress!!!”6 A: I think we’re lost. What should we do now? B: Don’t worry. I have it here and I know how to use it.7 “Ouch! I hit myself with it.”8 A: Hurry up! It’s so dark here. I can’t see anything.9 “It is shaking badly. Am I going to die? Help! … Oh, thank God!”10 “I feel sad when it comes to the part in which the two friends become enemies.”Answers 1 rope 2 notebook 3 pan 4 gun 5 mirror 6 compass 7 hammer 8 match 9 airplane 10 movieGet the students to think about what it would be like to be alone on a deserted island. The activity is not direct linked to a reading strategy or a structure in the reading, but is intended to be used as a preliminary activity related to the previous parts of the unit. The pre-reading exercise also gives the students an opportunity to practise giving opinions and making decisions.Explain the situation to the students and give them time to think about what they would bring. The activity should generate different choices and opinions, thus making it a good opportunity for discussion. Tell the students to work in groups. Ask them to describe the usefulness of each item in the box and then decide on the three most useful ones. Make sure that each group member gets an opportunity to speak. Encourage the students to use the structures I think… because…/ I could use it to…/ it could be used to …/ …would be more important than … because … Ask one student from each group to write their answers on the blackboard. Compare answers from different groupsand have a short discussion. e.g. 1.I think a knife would be the most useful item, because I could use it to kill animals and cut the meat. It could also be used to cut wood. 2.I also think a box of matches would be useful because I could use the matches to make fire. If I had a fire, I could cook food, stay warm and keep wild animals away. More importantly, if someone saw the fire, they would come and save me. 3.I think a book would be more useful than a radio, because you don’t need batteries to read. And when I read, I would learn about life and the world and forget my loneliness.Extension 1: Ask the students to think about how the things could help them in other situations, for example, if they were lost in a desert or a forest. Extension 2: Let the students talk about how they would feel in an extreme situation. How would they feel if they were alone on a deserted island? (angry, desperate, lonely, hungry, worried, hopeful, happy, afraid etc.) What would they do to try to overcome these feelings? Extension 3: Ask the students if they have read books or seen movies about island life, for example, Robinson Crusoe, Cast Away, Six days and Seven Nights, etc. How did the main characters survive? How were they rescued? Extension 4 After the discussion, you can ask the students to consider the similarities and differences between spiritual and materialistic needs, i.e. the things we need and the social interaction we need.Step 4 Reading Listen to tape and finish the following itemsCHUCK’S FFRIENDBackground information on the reading :The film Cast Away, starring Tom Hanks, depicts a man’s struggle with solitude and his journey towards self-knowledge. The film shows us how Chuck, a busy manager who never has “enough time,” ends up on an island with nothing but time. He manages to survive on the island and he realizes the importance of friends and friendship. The text, summarized below, describes his experience and the lessons he learns from his unusual friend, a volleyball he calls Wilson.Guess the meaning of a word or phrase in the text, tell them to mark the word or phrase. Ask the students to list words or phrases that they don’t know. Explain important ones if necessary, but try offering more context of certain words until the students can guess the meaning. Don’t spend too much time going through the new words.Summary Ask them to look at the picture and ask one student to point to the picture and retell the main idea of the text.1 Chuck Noland, a successful businessman, lands on a deserted island after a plane crash.2 Chuck has to learn basic survival skills on the island. In order to cope with his loneliness, Chuck develops a friendship with a volleyball he calls Wilson.3 Five years’ life on the island teaches Chuck the importance of having friends and being a good friend. Wilson may just be a volleyball, but their friendship is real and in some ways better than Chuck’s friendships in the past.4 Human friends and unusual friends are important in our life. Friends and friendship help us understand who we are and how we should behave.Step 5 Post-reading Exx on Page 4 Ask the students to answer questions about the story.e.g. How can a volleyball become Chuck’s friend? What does Chuck learn about himself when he is alone on the island?Suggested answers to the questions1 He has to learn how to collect water, hunt for food, and make fire. More importantly, he has tolearn to live without friends.2 He has learnt a lot about himself when he is alone on the island. For example, he has come to realize that friendship is important in his life, that he hasn’t been a good friend, and that he should care more about his friends. (The students may also use present tense, e.g. He learns a lot about himself. He realizes that…)3 Open for discussion. The students can list basic survival skills.Let the students discuss the question in groups. The question can be discussed in the form of a role-play where each student represents one of the four people and has to persuade the others that he or she should be given the parachute.5.Have a short discussion about one or more ideas in the text:1 ) What can we do to be good friends even if we are very busy?2 ) Does a successful man or woman need friends?3 ) The text talks about “giving” and “taking.” How do friends give and take?4 ) What do friends teach us?5 ) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog? Step6 Language study Key to “Word study”:1 honest,2 classical3 sorrow/unhappiness4 argue/quarrel/disagree5 loyal/good/true6 hunt for7 fond of/interested in8 brave/fearless9 in order to/ so as to 10 smartStudent-centered vocabulary learning:It is very important for students to make their own choices and decisions about what they learn. You can help your students by letting them practise making such choices and decisions.Give the students a few minutes to make a list of words and expressions from the text that they want to learn. The list should not be too long.Ask the students to show their list to a partner and explain why they chose these words or expressions.There are many ways to help the students deal with new words. Begin by letting the students try on their own. If the students can discover the meaning of new words themselves—either by using clues, pair work, or group discussion they are more likely to develop a better understanding of the word. More importantly, the process will help them develop strategies and skills that they can use when they encounter new words. The teacher is responsible for providing guidance and assistance. Give the students time, help as little as possible and in a gradual way. Try to model and encourage positive behaviour—the best way to help is to provide clues and examples. If you “explain” the word or simply translate it, you are not giving the students an opportunity to learn.1 Encourage the students to try different ways to fix the words in their minds.2 Some words may have different meanings. You can help the students decide which meaning fits the context.Unit 1 背景材料：Cast Away 荒岛余生汤姆·汉克斯曾以《费城故事》和《阿甘正传》连续两度获奥斯卡最佳男演员奖殊荣，为自己和别人树立了两座高不可攀的丰碑。
高中英语必修一第一单元教案
高中英语必修一第一单元教案教案标题：高中英语必修一第一单元教案 - "同步与交流"教案目标：1. 通过本单元的学习，学生将能够掌握一些基本的英语交际用语，如问候、介绍、道歉等。
2. 培养学生的听、说、读、写的综合能力，提高他们的英语语言运用能力。
3. 培养学生的合作意识和团队精神，通过小组活动促进学生之间的互动与交流。
教学重点：1. 学习并掌握本单元的重点词汇和常用表达。
2. 学习并能够正确运用一些常用的英语交际用语。
3. 培养学生的听力和口语表达能力。
教学难点：1. 学生在听力和口语表达方面的提高。
2. 学生在运用所学知识进行实际交流时的自信心。
教学准备：1. 教师准备：课本、录音机、多媒体设备、图片、单词卡片等。
2. 学生准备：课本、笔记本、词汇卡片等。
教学过程：Step 1: 导入新课 (5分钟)教师通过展示一张图片或播放一段与本单元相关的视频来引起学生的兴趣，激发他们对话题的讨论。
教师可以提出一些问题，如"What do you see in the picture?"或"What do you think this video is about?"，以引导学生思考。
Step 2: 学习新知 (20分钟)1. 教师通过多媒体设备播放录音，让学生跟读课文，注意语音语调和语速。
2. 教师讲解并板书本单元的重点词汇和常用表达，并进行相关的例句操练。
3. 学生进行课本上的词汇练习，如填空、选择题等。
Step 3: 听力训练 (15分钟)1. 教师播放录音，让学生进行听力练习，理解对话内容。
2. 学生根据听力内容回答问题，教师进行梳理和解答。
Step 4: 口语训练 (20分钟)1. 学生分成小组，进行角色扮演练习，模拟真实的英语交际场景，如问候、介绍、道歉等。
2. 教师在小组活动中进行辅导和指导，纠正学生的发音和语法错误，鼓励学生进行积极的交流和互动。
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教师学科教案[ 20 – 20 学年度第__学期]
任教学科：_____________
任教年级：_____________
任教老师：_____________
xx市实验学校
you like them? Why? 2．第二组照片打出在屏幕上，用爱因斯坦，林肯，居里夫人，孙中山等曼德拉简介放在最后Do you know them?对每个人物进行介绍引出新单词，period , position, equal , come to power 等。
3．请大家对第二组照片人物的品质加以评价，粗略引出品质词汇。
设计意图：通过两组照片对比，让每个学生以自己的经验为背景构建对著名人物和英雄的理解。
第二组图片中对曼德拉的简介中可以自然而然地过渡到阅读文章。
Step 3：While reading （10 分钟）
Task 2 :Have a good understanding about the passage,
1．Read through the passage and find out the information about the back ground.
Who : When : Where: What
( 了解记述文的基本要素，对全文整体理解)
2．Skimming the passage ,make a timelines of Elias ’life
1940: 1948: 1942: 1950:
1944: 1952: 1946: 1954:
(抢答竞赛的方式，数字内容易上手)
设计意图：文章是Elias 的眼中看曼德拉，可以从Elias 的生平及故事发生的背景去了解英雄。
记述文的阅读技巧能帮助学生整体理解文章及背景。
数字阅读，一目了然，容易让学困生有成就感，同时竞赛是学习的一个兴奋点，心理学告诉我们：人在大脑皮层产生某些兴奋点上，或情绪波动较大时，容易接受一些新知识和新思想导入细节理解题，了解Elia和Mandela 之间的故事，更深入地了解Mandela为南非人民所做的事，进一步让学生了解了英雄。
对英雄已有自己的看法和认识，为后面环节的说写输出奠定了基础。
Step 4：Post- reading (15 分钟)
Task 3: interview and reporting
1. Do an interview (小组先讨论)（假设一人为记者，另一人为Elias，采访内容为Elias。