高一英语上册Unit1 Good Friends 好朋友教案一
新教材unit1GoodFriends（新课标版高一英语教案教学设计）
新教材unit1GoodFriends（新课标版高一英语教案教学设计）Teaching Goals:1. to talk about friends;2. to practise talking about likes and dislikes;3. to learn to make apologies;4. to be able to use Direct Speech and Indirect Speech(statements and questions);5. to write an e-mailTeaching Key points:1. to grasp some patterns about likes and dislikes;2. to learn to use Direct Speech and Indirect Speech;3. to learn to write an e-mailTeaching difficult points:1. to grasp some changes when using Indirect Speech;2. to write an e-mail;3. to learn to use the following phrases:1) nor do I like computers2) enjoy doing/ be into doing3) so + auxiliary + subject4) hunt for5) make fire6) in order to7) be fond of8) go outingThe First PeriodTeaching Aims:1. to talk about friends by using some relevant words;2. to complete the listening practice and show their ownopinions;3. to discuss who could be good friends to themTeaching procedures:Step One Warming up1. say greetings to the students;2. introduce myself to the class;I come from….; I have been working here for….; We are in the same new class and I want to be your good friend.3. ask questions:1) Do you have any old classmate or friend in our class?2) Why do you like him or her?4. ask the Ss questions:What should be a good friend be like?What qualities should a good friend have?Teach the new words:honest, brave, loyal, wise, handsome, smart,modest, polite, open-minded, introverted, outgoing, optimistic, generous, active, aggressive, amiable, careful, confident, cooperative, creative, disciplined, friendly, hard-working, humorous, ……5. work in pairs. The Ss describe themselves in three words and then describe one of their friends.I think I am ……../ I think he/she is …….Step Two Listening1. If two persons are friends, does that mean they always have the same opinions?Of course not, sometimes they argue about something, listen to the two friends arguing and write down the contents.1) Situation 1 _________2) Situation 2 _________3) Situation 3 _________2. ask the Ss to think what they should do to solve their problems.Step Three Speaking1. read through the short passages and fill in the form in pairs.Name John Steve Peter Ann Sarah JoeAge 15 14 15 16 14Gender boy boy boy girl girl boyLikes football, reading skiingreading, singing, singing, rock music, computers dancing,computers,rock music, reading novels, football, singing computers,rock music,skiingDislikes singing, computers,rock music hiking,rock music, football football,classical music, dancing hiking,classical music,reading rock music,dancing,computers football,hiking,2. Language points:1) I don’t enjoy singing, I don’t like computers either.---I don’t enjoy singing, nor do I like computers.He doesn’t like its size, he doesn’t like its colour either.---He doesn’t like its size, nor does he like its colour.David isn’t here, and neither/nor is Sarah.I can’t swim. Neither/nor can he.2) Rock music is Ok, and so is skiing.--- Rock music is Ok, and skiing is Ok too.He likes singing, and I like dancing too.--- He likes singing and so do I .when we say the same things also happens to sb. or sth. Else, we can use such a pattern: So + be/have/do/does/can….+ subjecta) I am a student. He is a student, too. ---- So is he.b) I study at the school. He studies at the school, too. ---- So does he.c) I came to school yesterday. He came here yesterday, too. ---- So did he.Compare:I asked him to call me again. And so he did.( In fact he did asI asked him to)3) be fond of ….He is fond of ice cream/ his father/ playing football4) be into….=be deeply interested in …Her brother is deeply into computers.2. Discussion: decide who could be their good friends and give reasons.Use the following useful expressions:1) I’m sure that A could be my friend. / I’m not sure that …./ I think that …./ Perhaps…..2) He(She) likes/ enjoys/is fond of / is into…/loves…3) doesn’t like…/dislikes…/hates…./ ….is boring(terrible)Step Four Workbook1. do listening practice on page 852. ask the students if they have other good solutions.3. do talking practice on page 85 using the following expressions:Why did you…/Why didn’t you …? You said you would …./You promised to…I’m very sorry. /Please forgive me. /It won’t happen again. /I forgot.4. ask the Ss to act out the situations with their partners.Step Five AssignmentsWrite a short passage about your good friend.1) What qualities does he/she have?2) What does he like or dislike?3) What interesting story do you have about your friend?The Second PeriodTeaching Aims:1. to promote the Ss’ abilities of reading comprehension;2. to discuss the important meaning of friendship;3. to learn to use the following phrases:1) hunt for 2) make fire 3) in order to 4) care about 5) treat …as…Teaching procedures:Step One Revision1. check the answers with the Ss.2. ask the Ss to report what they wrote about their friends3. revise the useful expressions:1) neither/nor/so + auxiliary + subject2) be fond of…. 3) be into…..Step Two Pre-reading1. discussion: Imagine that you are alone on an island and you have to survive without friends and all the things you use in your everyday life.Teach the new words: matches, mirror, frying pan, hammer, saw, umbrella, rope, compass…2. ask the Ss to list the three most useful items and explain why they would be useful.Try to use the following:I think that ……would be the most useful, because I could use it to…..Step Three Reading1. ask the Ss to read through the passage quickly and find the answer to this question:Who is Chuck’s friend? ----Wilson ( a volleyball)2. the Ss read the passage again and answer more questions:1) What things must Chuck learn to survive on the island?2) What does Chuck learn about himself when he is alone on the island?3) Why do people think that friends are teachers?Step Four Key points1. play a man /play a part(role)/ play football/play the tape2. send mail3. when = and then1) I was working in the garden when suddenly I felt a pain in my stomach.2) He was about to go out when the telephone rang.Compare: He was writing when I went home.4. hunt for food/jobsMany school-leavers go to the south to hunt for jobs.5. make fireHe began to make fire to keep the house warm.6. in order to..1) In order to make a living, he had to work at an early age.2) He got up early in order to catch the first bus.7. be a good friend to sb.be a servant to sb.8. treat sb. as…She treats the boy as her own son.9. care about/make friends with../share happiness and sorrowStep Five Discussion1. if you were alone on an island, what would you do in order to survive?2. Imagine that four people are in an airplane that is going to crash( a policeman/a doctor/ a teacher/ a scientist), but there is only one parachute. Decide who should get the parachute and explain why.Step Six Consolidation1.( Page 4)ask the Ss to do word study.2. check the answers with the Ss.Step Seven Workbook1. (page 87) listen to the tape and do the vocabulary exercises2. the Ss do Part 2 orally.Step Eight Assignments1. read the passage frequently2. translate part 3 (page 87) into English.The Third PeriodTeaching Aims:1. to learn the grammar “Direct Speech and Indirect Speech(1)”---statements and questions.2. to grasp the changing rules about tenses, pronouns ,adverbs and so on.Teaching procedures:Step One Revision1. check the homework.2. revise the following phrases:send mail/ hunt for/ in order to/ treat…as…./care about/share happiness and sorrow/ make friends with/learn from/be quick in mind and actionStep Two Presentation1. ask one Ss to make a sentence with “be fond of”S: I am fond of playing football.T: What did he day?S: He said that he was fond of playing football.Present the two sentences on the blackboard.---- He said: “I am fond of playing football.”---- He said that he was fond of playing football.2. ask the Ss to compare the two sentences and introduce Direct and Indirect Speech to the Ss. And ask the Ss to find the difference between them.1) tenses: ________ 2) pronouns: _______ 3) word orders: No (statements)3. Give the Ss more examples:1) “I don’t like computers,” Sarah said to her friends.---- Sarah told her friends that she didn’t like computers2) He said “I’m using the knife”---- He said that he was using the knife.3) She said “I have not heard from him since May”---- She said that she had not heard from him since May.4) He said, “ I came to help you.”---- He said that he had come to help me.5) Zhou Lan s aid “I will do it after class.”---- Zhou Lan said that she would do it after class.The Ss make the conclusion about the changes of tenses.Notice:1) He said that the earth turns around the sun.4. Direct and Indirect Speech about questions:1) Examples:Peter asked: “Ann, have you seen my blue notebook?”-----Peter asked Ann if/whether she had seen his blue notebook.Practice:Steve asked: “Does Kate like football?”----Steve asked if/whether Kate liked football.3) Examples:“How can you do that?” Mary said to Ann.----Mary asked Ann how she could do that.“What difference does it make?” Peter asked Jim.----Peter asked Jim what difference it made.The Ss find out some rules about questions.Step Three Practice1. Give the Ss examples:1) “ I will never forget this interesting lesson,” said Paul.---- Paul said that he would never forget that interesting lesson.2) Steve told Joe that he liked skiing.---- “ I like skiing,” Steve said to Joe.2. The Ss do the following on page 5 in pairs.3. Check the answers with the class.4. The Ss do Part 2 on page 5 in pairs and then check the answers.Step Four Workbook1. Do the grammar exercises on page 87 orally.Step Five Assignments1. Do the grammar exercises in their exercise books.The Fourth PeriodTeaching Aims:1. to revise the language points the Ss have learned;2. to get some feedback from the Ss.Exercises for Ss:一. 句型转换:用neither(nor) 转换下列句子:1. He doesn’t enjoy singing, and he doesn’t like dancing either.----He doesn’t enjoy singing, nor _________________________.2. Sarah didn’t watch TV, and she didn’t listen to music either.----Sarah didn’t watch TV, ______________________________.3. He can’t speak French, and he can’t write French either.----He can’t speak French, __________________________.4. I can’t speak French. He can’t speak French either.--- I can’t speak French. __________________________.5. We haven’t been to Beijing. They haven’t been there either.---- We haven’t been to Beijing. ________________________.用so 转换下列句子:1. Sarah is beautiful. Her sister is beautiful too.---- Sarah is beautiful. So __________________.2. I like rock music. He likes music too.--- I like rock music. ______________________.3. I came to school yesterday. He came to school yesterday too.--- I came to school yesterday. __________________.完成句子:6. A good friend is _______ _______ _______ me a lot. (教我许多知识的人).7. I like Italy, _________ _______ _________(尤其在夏天).8. _______ _________ _______ (我的爱好是) reading and writing.9. His sister ________ _______ ________(爱好) singing.10. He doesn’t enjoy ________ ________ ________.(网上冲浪).11. Joe’s brother _________ __________.(不喜欢徒步旅行).12. Her two children are _______ _______. (对艺术深感兴趣)13. I dislike playing football. _______ ______ ________.(他也是这样).二. Reading comprehension:On the evening of June 21, 1992, a tall man with brown hair and blue eyes entered the beautiful hall of the Bell Tower Hotel in Xi'an with his bicycle. The hotel workers received him and telephoned the manager, for they had never seen a bicycle in the hotel hall before though they lived in "the kingdom of bicycles".Robert Fried Lander, An American, arrived in Xi'an on his bicycle trip across Asia which started last December in New Delhi, India.When he was 11, he read the book Marco Polo and made up his mind to visit the Silk Road. Now, after 44 years, he was on the Silk Road in Xi'an and his early dreams were coming true.Robert Fried Lander’s next destinations were Lanzhou, Dunhuang Urumqi, etc. He will complete his trip in Pakistan.( )1. The best headline for this newspaper article would be ______A. The kingdom of BicyclesB. Beautiful Hotel in Xi'anC. Marco Polo and the Silk RoadD. An American Achieving His Aims( )2. The hotel workers told the manager about Friedlander coming to the hotel because__________A. he asked to see the manager.B. he entered the hall with a bicycle.C. the manager had to know about all foreign guests.D. the manager knew about his trip and was expecting him.( )3. Friedlander is visiting the three countries in the following order;________A. China, India and PakistanB. India, China , and PakistanC. Pakistan, China, and IndiaD. China, Pakistan, and India( )4. What made Friedlander come to China?A. The stories about Marco PoloB. The famous sights in Xi'anC. His interest in Chinese silkD. His childhood dreams about bicycles.( )5. Friedlander can be said to be _________A. cleverB. friendlyC. hard workingD. strong-mindedThe Fifth PeriodTeaching Aims:1. to go through the checkpoint and revise the language points in this unit.2. to write an e-mail.Teaching procedures:Step One Revision1. check the homework with the class.2. go over the changes in Indirect Speech.this _____ these ______ now ______ today ______yesterday _______________ tomorrow _____________here ________ come ________ bring _________Step Two Checkpoint1. go through the checkpoint2. Make some conclusions to the Ss1) We usually change the verb tenses and pronoun forms“I broke your CD player.”---- He told me that __________________________2) If Direct Speech is a question, we sometimes need to change the word order.“Are you sure you didn’t do anything to this?”---- He asked _____________________________.3) We do not change the tense when reporting things that are always true.“A friend in need is a friend indeed.”---- Mother told me that ____________________________.Step Three Reading & Writing1. The Ss read through the first part and answer:What is an e-pal? e-pal =key pal (a pen friend on the internet)2. the Ss read the following e-pal ads.1) click it away = send away an e-mail2) joke around = joke here and there3) have fun = play4) drop sb. a line = write sb. a letter3. give the Ss some tips about writing an e-mail:1) write the topic of your message on the subject;2) keep your email as short as possible;3) check your email for errors;4) write your name at the end of your message.4. the Ss write an email to one of them5. the Ss check their writing in pairs.Step Four Assignments1. Do the writing on page 90 in their exercise books2. Do the reading practice on page 88.The Sixth PeriodTeaching Aims:1. to revise the words and phrases2. to revise the grammar item.3. to get some feedback from the Ss.Exercises for Unit One一. 用所学的单词填空:1. People think that dogs are very _______ to their masters.2. The boy is very young, but he was so _______ that he jumped into the river and saved the girl.3. The man is so ________ that he can lift the huge stone.4. An ________ man is someone who often tells the truth.5. His brother is very _________. He usually makes us laugh.6. He is a ______ man and he has a good knowledge.7. The man is very _______ and he gives money to the poor.8. The actor in the film is so _______ that the young people like him very much.二. 句型转换:1. I think that a good friend should give me help.---- A good friend is someone _______________________.2. I think that a good friend should teach me a lot.----A good friend is ______________________________.三. 用所给的词或短语正确形式填空:realize be into hunt for desert liematch adventure honest brave loyal1. There are some ________cities in the deep heart of GebiDesert.2. To be _______ with you, your problem is that you are thinking too much about yourself.3. We made fire very easily because I took along a box of ________ with me.4. He has just given up all games, and now ______ computer games.5. Would you like to listen to my exciting _________ in the wild forest?6. The fan is still _____ to the team though they have lost many matches.7. You should believe in Jenny’s honestly. She never tells ________.8. I ________ that I am completely wrong.9. I _______ my sports shoes everywhere, but I can’t find them.10. Don’t be frightened. You should be _______ next tim e than this time.四. 阅读理解:These people, getting ready to travel across the desert to look for a new place to live in, must water their camels. The camel driver tries to get each camel to drink as much water as possible because the little water that these people take along will be needed by themselves.A very big camel can hold more water than some cars can hold gasoline. That's why the camel can go for many days without having to drink. It's a good thing that camel can do this, because it may have to in the great , dry desert.Nomads(游牧民) never keep their homes in one place very long. They're always moving. That's what nomads are - peoplewho wander around instead of living in one place.Every time the Arab nomads set out across the hot, sandy desert, it is a new adventure. They must find food for the animals, or the animals will die.( )1. The water the camel has drunk can be enough for _______A. only one dayB. some timeC. about a monthD. a moment( )2. People who move their homes here and there are called_________.A. ArabsB. nomadsC. camel driversD. adventures( )3. Camels drink as much water as possible before going to another place because _________A. the drivers will need waterB. they are thirstyC. they will cross great, waterless desertD. they are animals( )4. To those who travel across the hot and sandy desert, the travel is __________.A. hard and dangerousB. an interesting thingC. something newD. pleasant and exciting( )5. The nomads wander from one place to another because______.A. they want to train their camelsB. they are used to such a way of lifeC. they have to feed their camelsD. they want to look for better jobs。
【精品】高一英语上册 Unit 1 Good friends Unit1 Good friends(第四课时)教案 大纲人教版第一册
The Fourth PeriodTeaching Aims:1.Review the useful expressions learnt in this unit by making sentences with them.2.Review how to change a sentence from Direct Speech to Indirect Speech.3.Train the students’ writing ability by reading some e-pal ads and writing an e-mail. Teaching Important Points:1.How to master the interchanges of Direct Speech and Indirect Speech.2.How to get the students to learn to write an e-mail.Teaching Difficult Point:How to improve the students’ integrating skills.Teaching Methods:1.Asking-and-answer activity to go through the reading material.2.Individual,pair or group work to make every student work in class.Teaching Aids:1.a projector2.the blackboardTeaching Procedures:☞Step Ⅰ.GreetingsGreet the whole class as usual.☞Step Ⅱ.RevisionT:Yesterday we learned the grammar—Direct Speech and Indirect Speech.We know we usually change the verb tenses and pronoun forms and adverbials in Indirect Speech.But it is not necessary to change the tense when we report things that are always true.Now let’s do some exercises to see if you have mastered them.Look at the screen.(Show the following on the screen.)Tutrn the following into Indirect Speech.1.“I broke your CD player,”he said to me.2.“Are you sure you didn’t do anything to this?”he asked me.3.“A friend in need is a friend indeed,”Mother said to me.4.Tom said,“I bought a book for my brother yesterday.”5.He said,“I shall meet her at my office.”6.The teacher said,“I must go now.”7.He said,“I can do homework myself now.”8.He said,“The house was built in 1965.”9.“Why was Jenny late for school?”Mr Baker wanted to know.10.They said,“Will you visit the museum tomorrow?”Turn the following into Direct Speech.11.I said that I would try my best.12.He wondered(asked)how long it took to do the work.13.Bob asked John whether he had seen his wallet.14.His aunt said that she had got there five days before.15.I asked Tom why he had not told her the truth.Suggested answers:1.He told me that he had broken my CD player.2.He asked me if I was sure I hadn’t done anything to that.3.Mother told me that a friend in need is a friend indeed.4.Tom said that he had bought a book for his brother the day before.5.He said that he would meet her at his office.6.The teacher said he had to go/must go then.7.He said that he could do homework himself then.8.He said that the house was built in 1965.9.Mr Baker wanted to know why Jenny had been late for school.10.They asked if we would visit the museum the next day.11.I said,“I’ll try my best.”12.He asked,“How long does it take to do the work?”13.Bob asked John,“Have you seen my wallet?”14.His aunt said,“I got here five days ago.”15.“Why didn’t you tell her the truth?”I asked Tom.☞Step Ⅲ.TestT:Yeah.In this unit we have also learned some useful expressions.Have you remembered them?Ss:Yes.T:OK.Now let’s review them together.I speak Chinese,you speak English.(Teacher writes the following on the Bb when students say them.)argue about,be fond of,all the time,surf the Internet,survive the crash,hunt for,make a fire,treat…as,care about,make friends,in order toT:Now I’ll give you a test to see whether you’ve mastered them or not.Look at the screen,please.Complete the sentences using the expressions on the blackboard.1.They’re always ___________(为……而争吵)money.2.She was laughing ___________(一直)just now.3.Boys ___________(喜欢)football.4.The boy ___________(上网)as soon as he is free.5.He brought some coal ___________(来生火).6.If you were alone on a deserted island,you would have to ___________(搜寻)water and food.7.He was lucky enough to ___________(飞机失事后仍活着).8.When he was in the countryside,he ___________(交上了朋友)with the peasants there.9.The police ___________ his death ___________(把……看作)a case of murder.10.We started early ___________(为了)arrive before dark.11.She didn’t ___________(在乎)anything people might say.Suggested answers:1.arguing about2.all the time3.are fond of4.surfs the Internet5.to make a fire6.hunt for7.survive the crash8.made friends9.treated，as 10.in order to 11.care about☞Step Ⅳ.Pre-readingT:OK.As we all know,every one of us has friends,even more than one friend.Someone else can be our friend,and even some other animal or thing can also be our friend. I think some ofyou might have pen-pals. Do you know what pen-pal is? Pen-pal means pen- friend. But do you have an e-pal? What’s an e-pal? Today we’re going to read several e-pal ads ,and you can know the answer. First let me explain two phrases to you. “hve fun ,drop sb. a line.”(Bb: Write them on the Bb.)Look at the screen.(Show the following on the screen.)1.have fun:enjoy oneselfe.g.We had a lot of fun last night.2.drop sb.a line=drop a line to sb.=write to sb.e.g.Judy’s friend asked her to drop her a line while she was away on vocation.Please drop a line to me when you get to Shanghai.☞Step Ⅴ.ReadingT:Now open your books on Page 6.Look at reading and writing.Now you are given four minutes to read the three passages.Then answer some questions.(Students begin to read.After a while,teacher checks their comprehension.)T:What’s an e-pal?Who knows?S1:(One student stands up)I know.An e-pal is someone you write e-mails to.T:What good points has an e-mail?S2:(Another student stands up)E-mail is faster and cheaper than letters,so you can talk to your e-pals every day and you don’t have to wait for a letter to arrive.T:Very good.Sit down,please.Next question:What’s Jane’s hobbies?S3:Jane likes painting,talking and joking.She also likes to listen to rock music.T:Yeah,what’s Jack’s hobbies?S4:He likes sports,such as soccer.He also loves singing,dancing,talking to people and making friends.T:Right,sit down,please.☞Step Ⅵ.WritingT:Now please write an e-mail to one of them according to their hobbies and your interests.First let’s look at the tips on the screen.A V ocabulary of Friendship may be of great help to your writing.(Show the tips of“A V ocabulary of Friendship”on Page 7 on the screen,read them and explain “admit,opinion”in them.)(Bb:admit,opinion)T:Now please write alone a e-mail on a piece of paper,then you can exchange to check your writing in pairs.I’ll collect your papers in ten minutes.Suggested e-mail:Dear Jack,Hello,I’d like very much to have a e-pal in the USA.My name is Li Lin.I’m fifteen,female.Now I’m 1.70 metres tall and studying at No 1.Middle School of Taiyuan in Shanxi Province,China.I’m good at English.My school is one of the best schools in Shanxi.I also love painting.My hobby is collecting stamps.I’m also interested in coin-collecting.I wonder if you are interested in these.Will you please tell me something else about your life and your school?I’m looking forward to hearing from you soon.Yours,Li LinT: OK. Now let’s do some other exercisees. Please turn to Page 88. Look at the reading text “Many Flavoured Friend”. Read it first, and then do the exercisees behind it. After a while, I’ll check it.Suggested answers:1.C2.A fair-weather friend will only like you when you are happy and popular;a forever friend is a true friend and will help you when you are in trouble.3.(1)A fair-weather friend only likes you when you are happy and popular; and he/she doesn’t help you when you have problems.(Students can add more.)(2) A school friend studies and plays together with you and sees you in school.(Students can add more.)(3)A forever friend knows everything about you, and always listens to you.( Students can add more.)4. Sarah helped Janet overcome her shyness and deal with her classmates.Janet helped Sarah study maths.5.Various answers are possible.6. You can make friends with people from other countries by reading e-pal/pen ads in newspapers or on the Internet.7.One of the adventages of having friends in other countries is that you can learn more about the world. You can also learn more about other languages and cultures. There are afew disadvantages, includeing the fact that it canbe difficult to be friends if you live far away from each other.8.Answers may vary. One possible interpretation is that all the people around us couldbe our friends;friendship is a two-way relationship and it takes work and patience to develop a good friendship.☞Step Ⅶ.Summary and HomeworkT:In this class,we’ve reviewed the useful expressions and the important grammar in this unit.And we’ve also learned some e-pal ads.We practise how to write an e-mail.After class,go over all the important points learnt in this unit and write more e-mails.Prepare for next unit.Class is over.☞Step Ⅷ.The Design of the Writing onthe BlackboardUnit 1 Good friendsThe Fourth Periodargue about,be fond of,all the time,surf the Internet,survive the crash,hunt for,make a fire, treat…as, care about,make friends,in order to,on board,admit,opinion☞Step Ⅸ.Record after Teaching____________________________________________________________________________________________________________________________。
高一英语上册 Unit 1(good friends )说课稿 新人教版 教案
高一上 Unit one good friends 说课稿Teaching 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 in appropriatewords.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 maintain friendshipe the following expressions:I think so. / I don’t think so. I agree. / Idon’t agree.That’s correct.Of coursenot.Exactly.I’m afraid not.c. to enable the Ss to control direct speech and indirect speechd. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor municate situation habitadd up calm down have got to be concerned about walk the dog 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 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’municative 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. Warm-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 their appearance,personality, hobbies, etc.2.Self-introductionStep 3. Make new friends1.Ss go around and ask their new friends some information and fill in the following form2.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. / Idon’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 important to you. Topic 2: There is a saying “to have a good friend, you need to be a good friend.”W hat 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 most important in makingfriends.2.T shows more information about friendship and a poem about friendship.What is friendship?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 this lesson..5. Do you think you need to improve yourself in some aspects? Which aspects?Homework:1.Look up the new words and expressions in warm-up and pre-reading in a dictionary.2.Write a short passage about your best friend.Period two ReadingStep1.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, puter, 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?Step3. SkimmingStudents 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 ⅡStep5. 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 the 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 things with you.What will you take? Why?How will you spend the 3 months?How will you treat each other and make friends ?Task1.Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.Task2.Ex2.3on Page3Period threeStep 1. Warming upCheck the Ss’ assignment: task 2Step 2. Language points: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 Ss themselvesdiscover the structures.Step 4. Practice Using structures on Page 42: ask the Ss to use indirect speech to retell the story. Step 5. Assignment Finish Wb. Ex, 1 and2 on page 41 and 42.Period fourStep 1. Revision Check the Ss’ assignment.Step 2. Reading Ss read the letter on page 6Notes:1.get along with2.fall in loveStep 3. ListeningSs should take notes while they are listning.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 up Ss say something about making friends and how to maintain friendship.Step 2. Listening Ss 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 finish Wb.Ex1.on page45.2.second reading: Ss read again and discuss the questions on page 45.3.Ss share their material about friendship in different countries in groups, and then choosesome groups to show theirs in class.Step 4. Discussion What do you and your friends think is cool?Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not .Ask Ss to use the following sentences while they talk:I think that… is cool/ isn’t cool because …. I think so. I don’t think so. I agree with you.I don’t agree with you.Step 5. assignment Ss 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 learned and 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 the Ss to finish checking yourself on page 47. It is very important to improve their learning.。
高一上英语Unit1GoodFriends教案
高一上英语Unit 1 Good Friends教案高一上英语人教版Unit 1 Good Friends教案Unit1 Good friends The first period Time: Teaching aims： honest; loyal; wise; smart; argue; fond; match; fry; saw; rope; movie; cast; survive; deserted; hunt; share; lie; adventure; error; hunt for; inorder to; care about; drop sb. a line; argue about sth.; even though; as as possible; Teaching key points： (1)I enjoy reading / Im fond of singing / I like playing computer games. (2) Chuck is on a flight when suddenly his plane crashes. “when作并列连词的用法 (3) What / Who / When / Where is it that...? 强调句的特殊疑问句结构 (4) With so many people communicating in English every day,... “with+宾语+宾补” (5) I dont enjoy singing, nor do I like computers. / Rock music is OK, and sois skiing. (6) Chuck is a businessman who is always so busy that he has little time for his friends. (7) He also learns that he should havecared more about his friends. Grammar：Direct and Indirect Speech(Ⅰ) (1)转述他人的叙述―一陈述句 (2)转述他人的疑惑―一般疑问句 (3)转述他人的问题―一特殊疑问句 Teaching difficulties: (1) 掌握loyal；argue；fond；match; survive；deserted; hunt; share; lie; hunt for; in order to; care about; even though; as as possible等重点单词及短语的用法。
人教版高中英语第一册Unit 1 Good Friends教案
Unit 1 Good FriendsTeaching aims and demands:a. Achieve language skills and related knowledge about the topic offriends and friendship;b. Learn to express likes and dislikes and make apologies:c. Vocabulary in this unit:the words and expressions listed on the teacher’s bookd. Grammar:Direct and indirect speechLesson 1Step 1 Presentation and discussion (warm-up)Put some new words on the blackboard and tell them something about a friend. Kind honest brave loyal happy wise strongbeautiful handsome rich smart funnyThen ask some questions around the class and discuss with them.What should a good friend be like?What qualities should a good friend have?Should they be funny, smart and strong?Step 2 ReadingAsk the students to read the dialogue in the part SPEAKING. Ask some questions:1.What doesn’t John like?2.What does Joe think of music and skiing?And then fill in the form on page 3.Then ask the students to express their ideas freely. Encourage the students to say more about friends.Step 3 ListeningAsk the students to listen to the tape and fill in the blanks in the listening part.Step 4 Talking/PracticeAsk the students to page 85. Make a similar dialogue as in exercise 2. Some useful expressions :Why did you…? Why didn’t you…? You said that you would…Please forgive me. You promised to … I’m very sorry… It won’t happen again. I forgot.Step 5 HomeworkFinish Exercise 3 in the workbook.Lesson2Step1 RevisionAsk several students to present a speech about friends as a revision. Step 2 Pre-readingPresent the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.Step 3 ReadingBefore asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.Then students read the text, and answer the following questions.1.How does Chuck Noland come to a deserted island?2. In order to survive on the island alone, what does he need to learn?3. What does he understand at last?4. For us, what lesson we can learn from Chuck?At the same time explain the language points if necessary.Step 4 Post-readingDiscuss the following questions in the Part POST-READING.Step 5 HomeworkPrepare a talk about Tom Hanks or something about one of his film. Lesson3Step 1 RevisionGet the students to give a talk about Tom Hanks or something about one of his films.Step 2 Language StudyAsk the students fill in the blanks with proper words.Step 3 GrammarIllustrate to the students the use of Direct and Indirect Speech.Then ask the students to do the exercise in the Part Grammar on P5.Step 4 PracticeAsk the students to act the exercise2 in the part Grammar out.Step 5 HomeworkAsk the students to finish the exercise2 in their workbook.Lesson4Step 1 RevisionCheck the homework.Step 2 PresentationPresent simples of e-mail to get the students a general idea of e-mail.Step 3 ExplanationTell the students some tips of writing an e-mail by learn the above e-mail simple.Step 4 WritingAsk the students to write an e-mail message.Step 5 HomeworkAsk the students to try to write an e-mail to their e-pal.。
【精品】高一英语上册 Unit 1 Good friends Unit1 Good friends(第一课时)教案 大纲人教版第一册
Unit 1 Good friendsⅠ.Brief Statements Based on the UnitEvery one of us has a friend or some friends in our daily life. But what is a good friend? What qualities should a good friend be like? What qualities should a good friend have? This unit just deals with such topics. There are three questions which talks about what qualities a good friend should have in the part of Warming Up. Listening part provides students with a dialogue among friends. It tells us that sometimes friends have contradictions between them and how to solve their contradictions. Speaking part supoplies some oral materials about self-introduction to students. Reading part is a narrative story which is about the plot of the American film “Cast Away.”The questions of Pre-reading and Post-reading benefit to train students’ abilities to think and distinguish.In the aspect of Language Study, teacher should let students further understand new words. in particular master learning methods of words through the contest. As to the grammar “Direct Speech and Indirect Speech”.students should master their changes between them. The part of Integrating skills designs a real assignment “sending an e-mail”.It’s very usefull and popular with students. Because it presses close to students’ life. Teacher should help students master such skills.Ⅱ.Teaching Aims and DemandsCategory Contents based on the new course standardTopiccs 1.Talk about friends and friendship2.Discuss problems occurring in a friendship and suggest solutions3.Write an e-mail to find an e-palFunctions 1.likes and dislikesHe/She likes /loves…He/She is fond of…My interests/ favourite hobbies are reading and singing. He/She doesn’t like…He/She doesn’t enjoy…He / She hates…He/She thinks…is terrible/boring.2.Making apologiesYou said that you would…Why did/didn’t you…?You promised to…Why didn’t you…Please forgive me.I’m very sorry…It won’t happen again.I’m sorry I forgot.WordsAnd Expressionshonest bave loyal wise handsome smart argue chassical fond match mirror fry gun hammer saw rope movie cast deserted hunt share sorrow feeling airplane lie(n) speech adventure notebook error fornd of hunt for in order to care about such as drop sb. a lineCategory Contents based on the new course standardGrammar Direct Speech and Indirect Speech(1)1.to report what someone said—The Declarative Sentence“I like reading adventure stories,” said John.→John said that he liked reading adventure stories.“I don’t enjoy computers,” Sarah said to her friends.→Sarah told her friends that she didn’t enjoy computers.2.to report what someone felt uncertain about—The GeneralQuestion“Ann, have you seen my blue notebook?”Peter asked.→Peter asked Ann if she had seen his blue notebook.3.to report what someone asked→The Special Question“What differences does it make?”Peter asked Jim.→Peter asked Jim what differences it made.Ⅲ.Teaching Time: Four periodsⅣ.Background Information1.How to be a FriendToo many people want others to be their friends, but they don’t give friendship back. That is why some friendships don’t last very long. To have a friend, you must learn to be one. You must learn to treat your friend the way you want your friend to treat you. Learning to be a good friend means learning three rules:be honest; be generous(慷慨的)；be understanding. Honesty is where a good friendship starts. Friends must be able to trust one another. If you don’t tell the truth, people usually find out . if a friend finds out that you haven’t been honest you may lose your friend’s trust. Godd friends always count on one another to speak and act honestly.Generosity means sharing and sharing makes a friendship grow. You don’t clothes, of course. Instead you have to learn how to share things you enjoy, like your clothes, of course. Instead you have to learn how to share things you enjoy, like your hobbies and your interests. Naturally you will want to share you ideas and feelings, They tell your friend what is important to you. By sharing them you help your friend know you better.Sooner or later everyone needs under-standing and help with a problem. Something may to wrong at school. Talking about the problem can make it easier it easier to solve. Turning to a friend can be a first step in solving the problem. So to be a friend you must listen and understand. you must try to put you in your friend’s place so you can understand the problem better.No two friendships are ever exactly alike. But all true friendships have three things in common. if you plan to keep your friends, you must practise honesty, generosity and understanding.2.Real FriendshipBy Rachel ChastainYou know you have friend for life when they answer your phone at one o’clock in the morning because you can’t sleep and have a lot on your mind, and they don’t mind talking about nothing to get your mind off everything.When they spare some time to spend with you.When you know that if something bad happened to you they’d be there for you, no questions asked.When you can look at them when something is wrong and they know it just by the look in your eyes and all they have to do is offer hug and you feel a thousand times better.When you know that they’d never lie to you, and would never hurt you, and if they did, it would only be for your betterment.When they make you laugh when skies are the darkest; and they’re there with a good movie and some popcorn（爆米花）when you’re totally depressesd（心情低沉的）。
广东省高一英语上册必修一第一单元《Unit1 Good Friends 》全套教案
integrating skill
grammar and writing
get the students to write an email
教学
重、难
点
key points: 1. useful expressions; 2.writing 3.grammar
教学环节
step 1. revision
assessing
a learner log is a set of questions that will help the students to reflect on how and what they have learnt. the students are asked to rate their“comfort level”and summarize what they have learnt. you can use this as an activity in class or let the students complete the log at home. throughout the book we offer different assessment tools and we recommend that you try as many of them as possible. learner logs and other similar assessment tools are simple to use and have a positive effect on the students’ learning and learning habits over time. the students may find it difficult to answer the questions at first, but if you use the log consistently it will help the students pay more attention to their learning strategies and set better goals. once the students are used to the format and expectations, you can use the learner log and other assessment activities in combination with discussion and goal-setting activities.
第一册Unit1GoodFriends_高一英语教案
第一册 Unit 1 Good Friends_高一英语教学设计Unit 1 Good FriendsI.Learning Aim1.Learn how to talk about friends and friendship.2.Learn to discuss problems occurring in a friendship and suggest solutions.From the learning, students can understand gradually that the meaning of“ friends”.1.key vocabularies and phrases.honest brave wise handsome smart deserted in order to shareeful expressionsI think I can,, and.I think he/she is,, and.3.study strategies and thought techniques(1)Guessing(2)Discussion4.the goals of quality education(1)Help to improve the students ’ capacities of communication.(2)Help to improve the students ’ abilities of reading.5.teaching activities1)teacher’ s role[1] [2] [3]下一页Unit 1 Good FriendsTeaching aims and demands:a. Achieve language skills and related knowledge about the topic of friends and friendship;b. Learn to express likes and dislikes and make apologies:c. Vocabulary in this unit:the words and expressions listed on the teacher’ s bookd. Grammar:Direct and indirect speechLesson 1Step 1 Presentation and discussion (warm-up)Put some new words on the blackboard and tell them something about a friend.Kind honest brave loyal happy wise strongbeautiful handsome rich smart funnyThen ask some questions around the class and discuss with them.What should a good friend be like?What qualities should a good friend have?Should they be funny, smart and strong?Step 2 ReadingAsk the students to read the dialogue in the part SPEAKING. Ask some questions:1.What doesn’ t John like?2.What does Joe think of music and skiing?And then fill in the form on page 3.Then ask the students to express their ideas freely. Encourage the students to say more about friends.Step 3ListeningAsk the[1][2] [3] 下一页内容预览：The Second PeriodTeaching Aims:1.Learn and master the following expressions:recognize,ball,continue,diamond,jewellery,necklace,palace,francs,after words andall,callon,bring out,try on,have a good time,without luck,pay off2.Improve the s tudents ’你还没注册？或许没有登录？这篇文章要求起码是本站的注册用户才能阅读！假如你还没注册，请连忙点此注册吧！假如你已经注册但还没登录，请连忙点此登录吧！Words and expressionsAid drown choke ink wire contain electrical scream witness calm panic ambulance tip slight chest circulate circulation pulse wound blanket motorcycle sudden bite tap loose bandage explanation first aid catch fire keep in mind roll over in honour of in case of a list ofReading1 upside down:2 witness: a witness to the accident a witness to the will3 wish wish sb sth wish sb to do sth wish that4 meanmean doing sth:to have as a purpose or an intention;mean to (sb) do sth:to act as a symbol of; represent5 keep sth in mind6 deal with: 1)manage, attend to2)to have relation with3)to behave towards; treat4)to be about; to be concerned7 stay calm8 prepare for : to make ready beforehand for a specific purpose9 first of all: ranking above all others.First of all tell us your name.First of all, he wrote out a long list of all the food which is forbidden.10 no longer11 Thw car was upside down and the driver was bleeding and screaming.12.” It looked as if she were dead.If I had known more about giving first aid ,I could have helped them. ” People who have witnessed an accident often wish that they had done things differently.13.Seconds count in an emergency , and knowing what to do can mean the difference between life and death.14.The most important thing to keep in mind when dealing with an emergency is calm.15.If we were to panic ,we would not be able to help.[1] [2] [3]下一页。
高一英语goodfriends第一课时说课稿
高一英语good friends第一课时说课稿高一英语good friends第一课时说课稿作为一位优秀的人民教师，总归要编写说课稿，通过说课稿可以很好地改正讲课缺点。
写说课稿需要注意哪些格式呢？下面是小编为大家收集的高一英语good friends第一课时说课稿，希望对大家有所帮助。
尊敬的各位领导、各位老师：大家好！我说的课题是高中一年级英语上册第1单元Good friends的第一课时Warming up &Listening。
我说课的内容包括三部分，一是教材分析，二是说教法，三是说教学程序。
一、教材分析1、单元背景分析“朋友”对我们当中任何一个人来说都是非常重要的，是生活当中不可缺少的。
如果我们能够交到真正的朋友，我们一定会生活得很开心。
对于高一的新同学来说，离开父母来到新的学校，与新的老师和同学相处，开始新的生活，更需要结交新的朋友，并与同学建立友好关系，学会相互交往，才能更好的适应新的环境。
2、教材内容分析本课是高中一年级英语上册，unit 1 Good friends中的warming up和listening.本单元的中心话题是“朋友”，具体涉及“什么是好朋友？”、“如何交朋友”等。
本课的语言知识及语言技能主要是围绕“朋友”这一中心话题进行设计的。
本课时主要分为两部分：1）warming up（热身）“热身”部分设计了三个问题让学生讨论好朋友应该具备什么样的品质，并要求学生简单地描述自己和自己的一位好友。
这部分的目的有两个，一是呈现本单元的中心话题——朋友，帮助学生在大脑中形成一个有关“好朋友”的信息包；二是复习或学习有关描述好朋友的形容词和句型。
2）Listening（听力）“听力”部分提供了三段朋友之间的对话，朋友之间互相帮助，但常会发生矛盾。
这个听力练习要求学生听完录音后能够弄清“发生的问题”并找出解决的办法。
本部分有助于引导学生客观认识友情：好朋友之间建立友谊的同时也可能产生矛盾。
高一英语教案：《Unit1 Good Friends 好朋友》教学设计(一)
高一英语教案：《Unit1 Good Friends 好朋友》教学设计（一）高一英语教案：《Unit1 Good Friends 好朋友》教学设计（一）teaching 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. aswith 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 witty foolish: silly stupidbeautiful: attractive breath-taking charming cool cute elegant eye-catching good-lookinggraceful inviting lovely neat pretty splendid stunningrich: wealthy plentifulfunning: amusing humoroushappy: carefree cheerful contented delighted glad high merry pleasedunhappy: bitter blue discouraged displeased heavy miserable sad upsetstep 2. listeningthe students will hear friends discuss common problems that mayoccur 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 mosteffective 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 ke ep 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 keep 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 fromthere. a simple apology is often enough.problem: some 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 who could 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.p3 work in pairsboygirlgirlboylikesfootball/ readingsinging skiing readingrock music computer singingcomputers rock music dancingreading novels football singingrock music skiing surfing the internetdislikessinging rock music computerhiking football rock musicfootball classical music dancinghiking classical music readingrock music dancing computersfootball hikingextension the 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 withoutrehearsing 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.。
高中英语 unit_1_good_friends教案 新人教版 教案
Unit 1 Good friends Period 2 Reading– Chuck’s Friend(Text book Page 3-4)Name:Teaching Aims:1.Learn and master the following words and phrases:survive, mirror, hammer, saw, rope, pass, hunt for, make a fire ,care about,crash, such as2.Improve the students’ reading ability and self-study ability through skimming, scanning and summary practice.3.Enable the students to value the friendship between friends by learning the reading text.Teaching Important Points:1.Improve the students’ reading abil ity.2.Master the following phrases:hunt for, make a fire, care about,Teaching Difficult Points:How to make the students understand the reading text better.Teaching Methods:1. Questioning2. Explaining3. CollaboratingTeaching Aids:1.a recorder2.a projector3.the blackboardTeaching Procedures:1.Greetings2. Pre-reading(Lead-in)3. Readingnguage Study & Summary5. Discussion6. HomeworkStep 1.Greetings( 2 minutes)Greet the whole class as usual.T: In the last period we have learned some useful adjectives and expressions of how to describe good friends, right? Do you still remember the three most important qualities of a good friend?Ss:Loyal, honest and kind.T: Great! The saying goes “A friend in need is a friend indeed”. So one day, one of your good friends e to you for help. He can not find out the answers to the following questions. As his good friend, would you like to help him to find out the answers?Ss: Sure!Step 2.Pre-reading(9 minutes)Task 1: Guess words.(3 minutes)(PPT)1.What can you use to burn a piece of paper?( a box of match.)2.What can you use to cut an apple?(a knife)3.What can you use to get directions? ( a pass)4. What can you use to cook eggs?(a frying pan)5. What can you use to shoot a bird?( a gun)6. What can you use to strike a nail into the wall?( a hammer)7. It’s raining. You want to go outside.What can you use to stay away from the rain?( an umbrella)8. What can you use to tie the dog to the tree? ( a rope)9. What can you use to see my face? ( a mirror)10.What can you use to listen to the news broadcast? ( a radio)11.What can you use to cut trees?( a saw)12.a book.Task 2: Discussion of the 3 useful items and giving opinions(6 minutes)T: You may see that 12 answers to the questions are some useful things in our daily life,right? Imagine that you have to stay on an island for a long time. You can only bring 3 useful things from the 12 items to the island. What will you choose? Why?Here are 2 minutes for group discussion.Each group choose 3 items and explain why you think they would be useful.(Teacher goes among the students to listen to their discussion. Then choose several students to express their opinions.)T: OK. Now I want some of you to list the three most useful items and explain why you think they would be useful. You’d better use the sentence structure to express your opinion:I think… because … /I could use it to … /it could be used to …/ …would be more important than … because ….(Bb/PPT: Write it on the blackboard.)Suggested opinions:1.I think that a box of matches would be the most useful, because I could use it to make a fire to prepare a meal, to warm myself, and to give the signal.2.I also think that a knife would be useful, because I could use it to defend myself to cut down trees to build a house, and to cut up something to eat.3.I think that a radio would be the most useful, because I could use it to listen to singing or music to enjoy myself ,to listen to news broadcast and weather report, and to frighten savages or other animals by turning it up.Step 3.Reading (11 minutes)Task 3: Skimming:(3 minutes) individual work.T: OK. We just talk about bringing 3 useful things to live on an island. But can you imagine the life on an island? Today we’re going to learn a similar passage “Chuck’s Friend”.Now open your books, turn to Page 3.You are given two minutes for fast reading and find out:1) Who is Chuck?Is he a real man?( A character in a movie)2) Who’s Chuck’s Friend? (Answer: A volleyball/ Wilson.)3) What’s the name of the movie?(Cast Away)Task 4:Scanning/careful reading:(total 8 minutes,4 minutes for student reading, 4 minutes for answering)Now read the passage again and then answer the questions on the screen. This time, you should read slowly and carefully.(Show the following questions on the screen. Bb/Ppt)(Teacher gives students another four minutes to read the passage and then asks some students to answer these questions. Where can we find the answers?)Suggested answers: (ppt)1.Chuck is a businessman and a successful manager in a pany.2.One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes. But Chuck survives the crash and lands on a deserted island where there are no people.3.Chuck must learn to survive all alone. He has to learn how to collect water ,hunt for food, and make a fire. The most importance is that Chuck has to learn how to survive without friends.4.When Chuck is alone on the island ,he learns how to be a good friend to Wilson. Even though Wilson is just a volleyball. He learns that we need friends to share happiness and sorrow, and it is important to have someone to care about. He also learns that he should have cared more about his friends. And he understands that friendship is about feelings and that we must give as much as we take.Step nguage Study & Summary (13 minutes)T: Now listen to the tape of the text and underline useful words and expressions on each paragraph, also you may try to find out the main ideas or topic sentences of each paragraph.(3 minutes)Task 5: language study (5 minutes)(Show the following on the screen.)(Bb: play, crash,survive.deserted, alone, hunt for, make a fire, develop a friendship with, care about, unusual friend)(Teacher goes through the paragraphs and explains the underlined phrases with other words or phrases, it is not detailed explanation of vocabulary or grammar, just help the students to remember and understand these expressions on the text. )Example: Now let’s look at paragraph one, line one. “ Hanks Plays a man named Chuck Noland” Here play means what? The whole class please.Yes, play means p lay a role in a movie, act, be an actor.(Explanation period will ask the whole class to answer the questions together.)Task 6: Summary(5 minutes)Invite students to tell us the main ideas of each paragraph.Outline of the textPart 1 survive & land on a deserted islandPart 2 learn how to make a livingPart 3 develop deep friendship with WilsonPart 4 the importance of friendshipStep 5. Discussion (8 minutes)Task 7 discussions:Teacher asks students to discuss the last two questions behind the text in groupsT: OK. Now look at the last two questions behind the text.(Teacher begins to read them.)I give you several minutes to discuss them in groups.(3 minutes) After a while, I’ll ask some of you to talk about your opinion.(Students begin to discuss the two questions and after a while teacher asks some students to express their ideas.)Suggested ideas:3.First I’ll search for something to eat, some place to live in, then I’ll try to get in touch with the family or government as soon as possible.4.I think the scientist should get the parachute. Because the scientist is of greater value, he can improve the progress of science.Step 6 Homework(2 minutes)1. Read the text and try to remember the useful expressions and words.2. Write a passage about living on a deserted island.You may describe the life on the island,your feelings, what do you feel about the life or friendship.The Design of the Writing on the BlackboardRecord after Teaching_______________________________ _______________________________ _______________________________。
高一英语教案：《Unit1 Good Friends 好朋友》优秀教学设计(一)
高一英语教案：《Unit1 Good Friends 好朋友》优秀教学设计（一）高一英语教案：《Unit1 Good Friends 好朋友》优秀教学设计（一）The Third PeriodTeaching aims and demandsThe students are asked to master the Grammar :Direct Speech and Indirect Speech2. Integrating Skill: reading3. Oral practice: manipulate oral practice relevant to the reading material.Key points: grammar and readingTeaching methods: Reading —Sentence structure----explanationTeaching procedures:Step 1. Revision(1) Check the homework exercises.(2) Revise the key points of the previous lesson.Step 2. Presentation To ask the Ss pre-writing the following sentences and check them in class.1.“Today is Thursday” the teacher said.2. “I’m going to play football.” Tom said.3. “He lived in New York” Tom told me.4. “The moon foes around the earth.” he said.5. “He wanted to go out for lunch today.” his father said.6. “He has been here for six years” Mr Li told me.7. “ I will be here for one year.” I said to Mr Li.8. “You come here quickly.” he ordered.9.She said to me, “I will ask for some paper”.10.They asked: “Why did you come here so late?”Step 3. Grammar Direct Speech and Indirect SpeechBrief explanation of “Direct Speech and Indirect Speech” (1): Statements & Questions* use Direct Speech when you want to show the exact words someone said or wrote. Use quotation marks to show that you are reporting the exact words a person used and a reporting clause to include information about the speaker and the situation.e.g. “I had a great time at the picnic,” she told her mum.(the direct speech) (the reporting clause)*The reporting clause may come before, within, or after the direct speech. When the reporting clause comes after the direct speech, the order of the subject and the verb may be changed, e.g. Jane said/said Jane. This typically happens when the reporting clause is within the reported speech and the subject is not a pronoun.e.g. Jane said, “I got a new e-pal. He is from Germany.”“I got a new e-pal,” Jane said / said Jane / she said, “He is from Germany.”“I got a new e-pal. He is from Germany,” Jane said / said Jane / she said.* Use a comma to connect the direct speech and the reporting clause.* When you change a sentence from Direct Speech to Indirect Speech, you sometimes need to change the verb tense. You may also need to change pronouns in order to keep the same meaning.DIRECT SPEECH INDIRECT SPEECHPresent pastPast past or past perfectpresent perfective past perfectpast perfective past perfecte.g. “I’ll take care of you,” Chuck said. à Chuck said he would take care of him.“Did you get e-mails from your friends?” she asked. à She asked if I had got e-mails from my friends.“Have you got any e-mails from your parents?” she asked. à She asked if I had got any e-mails from my parents.*When you use Indirect Speech to report what someone said, you can sometimes change the exact words without changing what the speaker actually said.e.g. Wilson asked, “How long have we been in this place?”à Wilson asked how long you had been here.Answers to Grammar Exercise 11 The visitor said that he was very glad to visit our factory.2 “I don’t like American movies very much,” the woman said to / told us.3 Uncle Wang said that there was something wrong with the front wheel.4 The teacher said to the students, “We are going to have a meeting at three o’clock.”5 The students asked when they should go outing that autumn.6 “I’ll try to finish reading the book by the end of this week,” she said.7 The daughter told her father that mum had gone to the supermarket.8 “Are you going to mail the gifts to your parents?” Sara’s friend asked her.9 Tom asked Bob why he had been so excited that day.10 “How can I solve the problem?” Sandra asked her friend.Step 4 Post-reading : Grammar Exercise 2In this exercise, the students have to imagine that they are helping Chuck “hear” what Wilson “says.” The students use Chuck’s answers to guess what Wilson is asking and then write down the question as reported speech. Let the students look at the example and point out that they don’t need to change the verb tense. When they have completed the written part of the exercise, they can use the questions and answers to talk to each other.Answers to Grammar Exercise 2:Chuck: I know, I know. You are angry with me. You think we should wait longer, but we have waited long enough already.Wilson: Why do you want to leave this island?You: Chuck, Wilson asks why you want to leave this island.Chuck: I want to leave the island because I miss my friends.Wilson: Am I not your friend?You: Chuck, Wilson asks whether or not he is your friend.Chuck: Yes, you are my friend, but I miss the others.Wilson: How long have we been here?You: Chuck, Wilson asks how long you have been here.Chuck: We have been here for almost five years.Wilson: How will we leave?You: Chuck, Wilson asks how you will leave.Chuck: How will we leave? We will wait for the wind to change. Then we will go out over the reef.Wilson: That might be dangerous.You: Chuck, Wilson says that might be dangerous.Chuck: Yes, it might be dangerous, but we have to try. We can’t stay here any longer.Wilson: Will you take care of me?You: Chuck, Wilson asks if you will take care of him.Chuck: Of course I will take care of you.Wilson: I’m scared, Chuck.You: Chuck, Wilson says he is scared.Chuck: I’m scared, too.Step 5 Workbook :Answers to Exercise 1:1 Mary told Yang Mei that she was doing a biology experiment then.2 Mary told Yang Mei that she was not free that day.3 Mary told Yang Mei that she must / had to finish her paper that week.4 Mary told Yang Mei that she would have to stay in the lab until the next day.5 Mary told Yang Mei that she was going to write a report the next week.6 Mary told Yang Mei that she had watched a very interesting TV programme the day before.7 Mary told Yang Mei that She must / had to wait there that afternoon.8 Mary asked Yang Mei if she would go to the Students’ Club that afternoon.9 Mary told Yang Mei that she had visited her teacher the day before.10 Mary asked Yang Mei who was going to study abroad the next year.Answers to Exercise 2:Sept 1, MondayIt’s my first day in senior high school. Mother told me to get up early. Father asked me to tie my hair up. I told myself not to worry too much.When I arrived at school, I ran into my friend Joanna. She said I looked great. (1)I asked her where she had spent her holiday. (2)She said that she had gone to Shanghai and it had been wonderful. (3)She also asked me if I had enjoyed my holiday.We went to the classroom for our first lesson. (4)Mr Yu asked us if we had had a pleasant holiday. (5)Then he said that he wanted to get to know us, and he asked us to write a short description of ourselves. I wrote it inEnglish. When Mr Yu read it, (6)he said it was well-written.After school I went back home. I told my parents about my first day in school. (7)They told me that they were proud of me.1 “Where did you spend your holiday?” I asked /said to her.2 “I went to Shanghai and it was wonderful,” she said.3 “Did you enjoy your holiday?” she asked / said.4 “Did you have a pleasant holiday?” Mr Yu asked us.5 “I want to get to know you. Could you please write down a short description of yourselves?” he said.6 “It’s well written,” he said.7 “We are proud of you,” they said to me.Answers to Exercise 31 Change Direct Speech into Indirect Speech and Indirect Speech into Direct Speech.1 Hu Ming, the manager says that they run that restaurant to make friends.2 “We are unhappy about this,” the students’ parents said.3 Hu Ming says, “A teacher has alr eady told me that I should spend more time on study.”4 “Running a business takes a lot of time,” all the managers say.5 Liu Tao says that they don’t have the money to hire enough waitersor waitresses, so they do most of the work themselves.6 Another boy tells me that sometimes they have to skip classes to keep an eye on the restaurant.7 “We are doing OK,” Liu Tao says.Step 6 HomeworkFinish off the work in work bookchange the 10 sentences into indirect speechTry to write a news story in about 100 words on page 88Revise the grammar on page 178 to page 180。
unit1goodfriends全单元（人教版高一英语上册教案教学设计）
unit1goodfriends全单元（人教版高一英语上册教案教学设计）By Yin Qingguo一、Goals & Contents1. KnowledgeA. words (basic)honest, brave, loyal, wise, handsome, smart, classical, fond of, match, mirror, fry, gun, hammer, saw, rope, movie, cast, deserted, hunt, hunt for, in order to, share, sorrow, care about, feeling, such as, airplane, lie, speech, adventure, notebook, drop a line, error ,survive, be intoB. words (optional)solution, compass, , parachute, scared, formal, hikeC. SentencesI don’t enjoy singing, nor do I like computers.I hate hiking and I’m not into classical music.Chuck is a businessman who is always so busy that he has little time for his friends.Chuck is on a flight across the Pacific when suddenly his plane crashes.He realizes that he hasn’t been a very good friend because he has always been thinking about himself.He also learns that he should have cared more about his friends.D. Phraseshave little time, surf the Internet, all the time, on a flight, survive the crash, a deserted island, all alone, collect water, hunt for food, make fire, develop a friendship, share happiness and sorrow, have someone to care about, to give as much as to takeE. GrammarDirect speech and Indirect speech.2. Ability & Function① Learn how to describe friends.② Learn how to express your likes and dislikes③ Learn how to make / offer apologies④ Learn how to change the direct speech into indirect speech and vice visa.⑤ Learn how to compose an e-mail.二、Schedule and Procedures1. Time AllotmentPeriod 1---Warming up & SpeakingPeriod 2---Listening & TalkingPeriod 3&4---Reading (plus“Pre-”&“Post-”& language study)Period 5&6---Language study& PracticingPeriod 7&8---Integrating skills &Assessing２. ProceduresPeriod 1Warming up & SpeakingStep One：Warming upTeaching aims: how to describe a good friendtalking about likes and dislikes1. Words to be studiedhonest, brave, loyal, wise, handsome, smart, classical, be fond of, be into, classical, hobby2. Making sentences using the words above, for example,I think a friend should be honest. He or she never tells lies.A good friend is someone who is brave. He or she is not afraid of difficulties.………………How to carry it out:1. Greetings to the Ss:Good morning, everyone! Stand up! Sit down, please! Class is over!How are you today?2. Do you have a good friend?/ what do you think should a good friend be like?/ what qualities should a good friend have? The students are asked to describe one of their good friends. Let them use as many adjective words as possible. At the same time I will write these words on the blackboard.Then I will explain some new adjective words. And ask Ss. to make sentences using them.Step Two: SpeakingTeaching aims: learn how to express your hobbies: likes and dislikes1. Words and phrases to be studiedbe into, fond (of), classical, all the time, surf the internetnot……nor/neither……2. Useful expressionslove sth./ to do / doing doesn’t/don’t like/ love sthlike sth. /to do / doing I think that……is terrible or boring.enjoy sth./ doing sth. hate to do/doing sth.be into sth. be not into sth.be fond of sth./ doing sth. I can’t stand……be crazy about st h. don’t/doesn’t enjoy sth./doing sth.How to carry it out:1. Ask them to make a self-introductionHi, my name is……. I am ……years old. And I like ……, I don’t like……, etc.2. How to introduce their friendsHi, everybody. …… is my good friend. He is ……. He likes ……. He doesn’t like ……. We’re friends because we have the same interests.3. First ask the Ss. to read the text themselves. And then fill in the chart on page three. After that I will check the answers together. Then I will divide them into several groups and let them discuss the question who can be good friends. After about 5 minutes, I will ask them to answer it trying to use the useful expressions and tell the reasons. ( A group survey )Name TerryGender MaleAge 24Quality OptimisticHonestLikes BasketballTravelingMusicDislikes SwimmingTelling liesPeriod 2Listening & TalkingStep One: ListeningTeaching aims: how to deal with the problems or misunderstandings happened among good friends.How to carry it out:1. Ask the Ss. to listen and find out what they (two friends) are arguing about and give suggestions to them in oral or written form.2. Go on listening on WB on page 85.3. Ask the Ss. if they have some other ways/methods to solve such problems. First divide them into several groups and then give them 5 minutes to discuss it. Let them decide what the most effective way to solve such problems is.Keys to textbook on page 21. 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.Keys to workbook on page 851. Solution: Try to understand your friend/Try to talk about the problem in a different way.2. Solution: Start by telling each other that you are sorry and take it from there. A simple apology is often enough.3. Solution: Keep your secrets to yourself.Step two: TalkingFriends often help each other. But sometimes there are some misunderstandings or unpleasant things occurring among them. To learn the skills or strategies is very important to keep good friendship. Under such circumstances, a simple apology is enough and works well. But how to make apologies?Teaching aims: how to make apologies between friends when some unhappy/unpleasant things or misunderstandings occur.Words and useful expressions:work vi. 工作，起作用，行得通a. She works in a restaurant.b. The machine won’t work.c. Your suggestion works well.why did/didn’t you……？You promised to ……I am very sorry……Please forgive me.I forgot.It won’t happen again.You said that you would……How to carry it out:1. Study the example on page 85.First, hand out cards. Divide the Ss. into several groups, and let them choose their cards and make a short conversation using the expressions on page 86. Then I will check it one by one.2. Finish the exercises 2 on page 86.3. Think of some other situations and let the Ss. discuss and find out the solutions and then act them out.Homework:a. copy some wordsb. make a name card.(full name, age, likes, dislikes……)Period 3&4ReadingHow to carry it out:Pre-reading:1. Ask the Ss. to read the questions of pre-reading. First I will explain some new words.Match: a piece of short wood which can be used to make fire.Some phrases: strike a match; put a match to sth; matchbox (box for holding matches). Mirror: a piece of glass which can be used to reflect images.Some phrases: a driving-mirror; a hand mirror; look at yourself in the mirror.Fry: to cook or be cooked in boiling fat or oil.Gun: a kind of small weapon, which can be used to kill both persons and animals and of course you may use it to protect yourself.Hammer: you may use a hammer to hammer a nail into the wood.Saw: this is a kind of tool that can be used to cut the wood into two or pieces, but it is not a knife.Rope: 绳子Compass: the instruments that can be used to distinguish the directions.2. Then let them make up sentences using the new words.3. I have to divide the class into seven groups, in each group there will be eight students. And I will make them discuss the questions and illustrate their reasons. I will make the students elect one captain for each group and report their reasons. The captain of each group can have a same idea or a different one. Then if the other groups don’t agree with the speaking group, they can debate.I think a knife is the most useful, because I could use it to cut things, to fight animals, and to …….Andy thinks that a box of matches is the most useful, because ……Reading the whole text:1. Brief introduction to Tom Hanks2. Some background knowledge to this famous film Cast Away3. List some simple questions on this passage to let the Ss.find the answers while reading the text. And then make them answer them.Who is Chuck Noland?Why did he land on a deserted island?How many years had he stay there?Is he alone?…………4. Finish the first two questions of post-reading on page 4.5. Divide the whole class into several groups to discuss Question 4 of post-reading on page 4 or hold a debate among them.( Divide them into four groups. Each group represents one view of points.)6. Explain the language points in the text one by one. At the same time, make them make up sentences using what they have learnt.Homework:a. Try to memorize the new words & expressions.b. Try to recite the third paragraph.c. Write a composition: words limits: 100If you were alone on an island, what would you do in order to survive?7. Some knowledge points:a. In the movie Cast Away, Tom Hanks played a man named Chuck Noland.Cast: cast, cast. To throw sth. on purpose or with force.Cast sb. away: usually used in the passive voice. It means that leaving sb somewhere because of the wreck.Play: to act the role of sb. e.g. he is playing Hamlet on the stageb. Chuck is a businessman who is always so busy that he haslittle time for his friends.So +adjective / adv. + that + a sentence 如此. ……. 以至于……..e.g. That shirt is so nice that I have to buy it even if I have to borrow some money from my friends.He did so well that he was praised by the boss.c . (phrase) a successful managerall over the world / countryd. One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.“When” means “just at that time”. It is usually used in the following structures:a. be + prep. Phrase + whene.g. we were at work that afternoon when suddenly a fire broke out.b. be doing sth. + when…e.g. we were having a meeting when someone broke in angrily.c. be about to do sth. + when …..e.g. I was about to go out when someone knocked at the door.e. Chuck survives the crash and lands on a deserted island.Survive: continue to live or exist in spite of nearly being killed or destroyed.Survive an earthquake, accident, etc.幸存的人或物+survive+事故 / 事件e.g. the plants may not survive the frost.Deserted: with no one present. A deserted street, area, etc.Desert n. 沙漠d. all alone: all by himself or it means that only by himself.e. He has to learn how to collect water, hunt for food, andmake fire.f. challenge: N. invitation or call to take part in a game, contest, fight, etc. to prove who is better or stronger, etc.challenge (to sb)(to do sth.)to issue / accept a challenge.Challenge V. challenge sb (to sth.) e.g. challenge sb to a game of tennis.Challenging adj. 具有挑战性的，激励的 e.g. a challenging job, test.g. In order to survive, Chuck develops a friendship with an unusual friend---a volleyball he calls Wilson.In order to do sth. means “ so as to” but “so as to” could not be used in a negative sentence.Develop a friendship with sb.h. He realizes that he hasn’t been a very good friend because he has always been thinking about himself.Realize(se): understand e.g. I realized that they had told the secret the others before they told it to us.Have / has been doing sth. 现在完成进行时Think about and think of:作“考虑”和“想起”解时两者同意，可以互换使用。
高一英语上册 Unit 1 Good friends Unit1 Good friends(第三课时
高一英语上册 Unit 1 Good friends Unit1 Good friends(第三课时)教案大纲人教版第一册Teaching Aims:1.Review the words learned in the last two periods.2.Learn and master direct speech and indirect speech.Teaching Important Points:1.How to guess the missing word according to the given sentence.2.Master the interchanges of direct speech and indirect speech in the declarative sentence andinterrogative sentence.Teaching Difficult Points:Master the changes of the pronouns,tenses,adverbials in the interchanges of direct speech and indirect speech.Teaching Methods:1.Review method to consolidate the words learned in the last two periods.2.Explanation and inductive methods to make the students master the interchanges of directspeech and indirect speech.3.Individual,pair work to make every student work in class.Teaching Aids:1.a projector2.the blackboardTeaching Procedures:☞Step Ⅰ.GreetingsGreet the whole class as usual.☞Step Ⅱ.Word StudyT:In the last two periods,we have learned some self-introduction,a reading text—My Friend Wilson.We have also discussed what a good friend should be like and what qualities a good friend should have.If you are alone on a deserted island,we also know what would be the most useful to you.All these include some useful and important words and phrases.Now let’s review them.Open your books,turn to Page 4.Look at Word Study.Fill in the blanks with the words and phrases you have learnt in this unit.You are given five minutes to do it.Read first,then fill in it according to the meaning of each sentence.Is that clear?Ss:Yes.T:OK.First do it by yourself.Then discuss them in pairs.After a while,I’ll ask some students to read the words.(Teacher goes among the students and the students begin to do it.After a while,teacher checks their answers.)Suggested answers:1.honest2.classical3.sorrow4.argue5.loyal6.hunt for7.fond of8.brave9.inorder to 10.smart☞Step Ⅲ.Grammar StudyT:Now I want you to translate two sentences into English.Listen carefully.The first one,“我喜欢看冒险故事”，the second one“玛丽，你看见我的蓝色笔记本了吗？”Here I tell you howto say“冒险”in English—adventure.Now how to translate the two sentences?Who wants to try?Yeah,Li Li,you try,please.The first one.S:I like reading adventure stories.T:Good,sit down,please,Li Li said,“I like reading adventure stories.”(Bb:Li Li said,“I like reading adventure stories.”)The second one.Who wants to try?OK,Peter,you try,please.S:Mary,have you seen my blue notebook?T:Yes,sit down,please.Peter asked,“Mary,have you seen my blue notebook?”(Bb:Peter asked,“Mary,have you seen my blue notebook?”)T:Now look at the blackboard.If we report what Li Li and Peter said to someone else,how to do it?T and Ss:Li Li said that he liked reading adventure stories.Peter asked Mary if she had seen his blue notebook.(Bb:Write them on the blackboard.)T:Yes.We should pay attention to the changes of tenses.Look at the underlined words.And we should pay more attention to the second sentence.In direct speech,it’s a general question.But in indirect speech,we should use if or whether to introduce object clause besides the change of verb.If it is a special question in direct speech,we should use the original interrogative in indirect speech.Look at the example.“How could you do that?”Mary said to Ann.→Mary asked Ann how she could do that.(Bb:Write them on the blackboard.)Is that clear?Ss:Yes.T:OK.Now let’s do some exercises.Open your books,turn to Page 5.Look at Grammar—Direct Speech and Indirect Speech.Look at Part 1 first.Turn the following sentences into Direct Speech or Indirect Speech.First do it by yourselves.Then discuss it in pairs.Finally I’ll show you the answers.(After students do it,teacher shows the following on the screen.) Suggested answers:1.The visitor said that he was very glad to visit our factory.2.“I don’t like American movies very much.”the woman said to us.3.Uncle Wang said(that)there was something wrong with the front wheel.4.The teacher said to the students,“We are going to have a meeting at three o’clock.”5.The students asked when they should go outing that autumn.6.She said,“I will try to finish reading the book by the end of this week.7.The daughter told her father that Mom had gone to the supermarket.8.Sara’s friend said to her,“Are you going to mail the gift to your parents?”9.Tom asked Bob why he was so excited that day.10.Sandra said to her friend,“How can you solve the problem?”T:OK.In fact,we should pay attention to some special cases.In the interchanges of direct speech and indirect speech,it is not necessary for us to change“here,come,yesterday and so on”into“there,go,the day before”if we are at that given time and place.Of course,if the content in direct speech is objective truth,it is also not necessary to change tenses in Indirect Speech.For example:She said to the children,“It is well-known that the earth moves round the sun.”→She told the children that it is well-known that the earth moves round the sun.(Bb:Write them on the blackboard.)As to this,you should remember.Is that clear?Ss:Yes.T:OK.Let’s deal with Part 2(Teacher begins to read the background knowledge on Page5.After that,say the following.)Now you are given five minutes to do it.First do it by yourself.Then discuss it in pairs.Pay attention to guessing what Wilson says according to the context,then write down what Wilson says,using Direct Speech.Now please begin. (Teacher goes among the students to check their writing and explain some new words students meet with and ask,such as“scared”.As to some sentences,teacher and students can discuss together.At last,teacher shows the answers on the screen.)Suggested answers:Chuck:I know,I know.You are angry with me.You think we should wait longer.But we have waited long enough already.Wilson:Why do you want to leave the island?You:Chuck,Wilson asked why you wanted to leave the island.Chuck:I want to leave the island because I miss my friends.Wilson:Am I not your friend?You:Chuck,Wilson asked you if he was your friend.Chuck:Yes,you are my friend,but I miss the others.Wilson:How long have we been here?You:Chuck,Wilson asked you how long we had been here.Chuck:We have been here almost five years.Wilson:Why don’t we leave here earlier?You:Chuck,Wilson asked why we didn’t leave here earlier.Chuck:How will we leave?We will wait for the wind to change.Then we will go out over the reef.Wilson:Is it dangerous if we go out now?/That might be dangerous.You:Chuck,Wilson asked you if it was dangerous if you went out then/Wilson said that might be dangerous.Chuck:Yes,it might be dangerous,but we have to try.We can’t stay here any longer. Wilson:Will you take care of me?You:Chuck,Wilson asked if you would take care of him.Chuck:Of course I will take care of you.Wilson:But,I am scared.You:Chuck,Wilson said(that)he was scared.Chuck:I am scared,too.T: OK. Now let’s do some exercisees in workbook. Turn to Page 87. Look at the exercisees in Grammar. Do it by yourself first. Then we’ll deal with it together.Suggested answers:1. 1. Mary told Yang Mei that she was doing a biology experiment them.2.Mary told Yang Mei that she was not free that day.3. Mary told Yang Mei that she must/had to finish her paper that week.4.Mary told Yang Meo that she would have to stay in the lab until the next day.5.Mary told Yang Mei that she was going to write a report the next week.6.Mary told Yang Mei that she had watched a evry interesting TV programe the day before.7.Mary told Yang Mei that she must/ had to wait there that afternoon.8.Mary asked Yang Me iif she would go to the lecture that afternoon.9.Mary told Yang Mei that she had visited her teacher the day before.10.Mary asked Yang Mei who was going to study abroad the next year..2.1. I asked her where she had spent her holiday→“Where did you spend your holiday? ” I asked/said to her.2.She said that she had gone to Shanghai and it had been wonderfull.→“I went to shanghai and it was wonderfull,”she said.3.She also asked me if I had enjoyed my holiday.→“Did you enjoy your holiday?” She asked/ said.4.Mr. Yu asked us if we had had a pleasan holiday.→“Did you have a pleasant holiday?” Mr. Yu asked us.5.Then he said that he wanted to get to know us, and he asked us to write a short descryiption of ourselves.→“I want to get to know you. Could you please write down a short descryiption of yourselfves” he said.6. He said it was well- written.→“I t’s well written,”he sad.7. They told me that they were proud of me.→“We are proud of you.” they said to me.☞Step Ⅳ.Summary and HomeworkT:OK.In this class,we’ve reviewed the new words we learned.In particular,we’ve learned Direct Speech and Indirect Speech.After class,review the content,and remember the rules of changes in the interchanges of direct speech and indirect speech.Time is up.That’s all for today.See you next time.☞Step Ⅴ.The Design of the Writing onthe Blackboard____________________________________________________________________________________________________________________________。
高一英语教案：上册Good friends
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 frien ds 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 keep 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: Some 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 their 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 “Yum! 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 rad io, 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 cert ain 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 yea rs’ 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 do es 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。
高一英语上册Unit 1 Good Friends任务型教学设计
新教材《英语》（高一上Unit1 Good Friends教学设计------任务型教学一教学设计思路任务型语言教学就是要让学生做事请，完成各种任务。
在这个过程中，让学生积极参与利用目的语进行尝试，掌握语言。
根据新课程标准这一要求和课堂教学设计的特点。
本节课阅读材料的具体思路如下：由笛福的著名小说《鲁滨逊漂流记》导入有关朋友以及孤岛生活的话题，让学生自己概括一下鲁滨逊在孤岛上的生活以及他与星期五的友情的建立和发展。
并让学生讨论自己朋友的各方面的特征及自己对他/她的看法，学会使用I think he/she---and---句型，以及一些描述人的性格特征和外貌，爱好的词语，如：kind honest brave beautiful strong 等。
然后问学生“what qualities should a good friend have?”以及“Do you think friend is very important in your everyday life?”以这两个问题来复习在warming up 里学过的知识并导入本课要讲的内容接下来听录音，细读课文，在听说结合中给学生划出语言点，让学生明白这节课要讲的内容，就是明确目的。
听完录音，让学生四人一俎，用英语概括文章中的大概内容，然后提问学生，让学生尝试回答“what happened in this story?”“what did chuck learn when he made friends with Wilson?”“what do you learn from this story?”最后讲解语言点，在讲解之前，让学生自己归纳，总结哪些是学过的知识及其基本用法。
调动学生积极性和兴趣，使其把课文内容转化为自己的语言技能。
二学习任务分析本单元的中心内容是“朋友”，而且阅读材料chuck’s friend 是一篇关于孤岛生活以及主人公在孤岛上与排球建立友谊的故事，pre-reading 提供了有关这个话题的导入性习题。
人教版高一教案Unit1Goodfriends
人教版高一教案Unit 1 Good friendsPeriod 1I. Teaching aims:1. Learn to describe a friend or describe oneself to others. Let students know what a friend is.2. Study the language points connected with the dialogue.3. New words: honest, brave, loyal, wise, handsome, smart, argue, classical, fond (of).II. Important points:1. Train the Students’ listening ability.2. Master the new phrase and sentence pattern and make the students be free to talk about names, ages, hobbies, likes and dislikes, etc.III. Difficult points:1. Learn the usage of the sentences pattern: So/ Nor + link /model/ auxiliary verb + subject2. Improve the students’ listening and speaking ability.IV. Teaching methods1 . Listening-and–answering activity to help the students go through with the listening material.2. Use both individual work and group or pair work to make every student work and think in class.V. Teaching procedures:Step 1 Presentation1. Greet with the students and have them guess the exact Chinese meaning of the proverb.A life without a friend is a life without the sun.A man who has friends must show himself friendly..A friend in need is a friend indeed.2. Start with the following questions, and teach some new words.Do you like friends?How many kinds of friends are there in your opinion? What kind of friends do you prefer?Can you describe one of your friends to us?kind, funny, strong, richhonest, brave, loyal, wise, handsome, smart(helpful, lovely, careful, silent, talkative, unselfish, generous, hardworking, diligent)Step 2 Pair work1 Books open. Go through the dialogue with the students and make sure they understand it fully.1. should--shall, ought toYou should study harder. My teacher said I should study harder.2.quality--qualities, quantity3.describe +n./n. to sb./clauseWords can not describe her beauty. Please describe exactly what happened. 4.loyal--more/ most ~ +to sb.He wanted to be loyal to his friend.Then tell the students:Now please work in pairs and try to describe one of your friends or yourself to your partner. You can use the words listed in Warming up.2 Listening：Listen carefully to the tape. Then work in pairs and check the answers.Step 3 DemonstrationAsk several students to describe a friend and give necessary hints and encouraging remarks.Step 4 DefinitionFrom what you described, we know what a friend is. A friend is someone who… Different people have different friends, but people who share the same interests, hobbies and characteristics may become people easily.Step 5 Speaking1.Now let’s move to the next part, speaking. Please read the instructions first and then work in pairs and decide who can be friends and give your reasons,Now I’ll check how well you have worked. Tell me who and why? You can express your ideas with the patterns in the following box.I’m sure…I guess…Perhaps……are probably…List for ages gender likes and dislikes.Name John Steve Peter Ann Sarah JoeAge 15 14 15 16 14Gender boy boy boy girl girl boyLikes footballreading skiingreadingsinging singingrock musiccomputer dancingcomputersrock music readingfootballsinging computersrock musicskiingDislikes singingcomputers hikingrock musicfootball footballclassicalmusicdancing hikingclassical musicreading rock musicdancingcomputers footballhiking2.Notes1.especially--speciallyThe tree is beautiful, ~in autumn.--I came here ~ to ask youa question.2.into--inHe is into rock music. He grew into a man. She is in good shape.3.be fond of +n./ doing sth. =like4.My interests are reading. S+V+P-They are reading. S+V5….nor do I… (P157)HomeworkFinish off the exercises in the Wb.Period 2I. Teaching aims:1.Read and understand how Chuck survives on the island and know more about what a friend means.2.Improve reading ability and study the language points connected with the text.New words: match, mirror, fry, gun, hammer, saw, rope, movie, cast, deserted, hunt for, in order to, share, sorrow, care about, feeling, such as, airplane.II. Important points:1. Train the Students’ reading ability.2. Master the new phrases and wordsIII. Difficult points:How to make the students understand the reading text better.IV. Teaching method1 . Fast reading fro the students get the general idea first.2. Discuss after reading to understand the text berrer.3. Careful reading to get the detailed information.V. Teaching procedures::Step 1 Lead-inHave you ever read Robinson Crusoe ? The story tells about how Robinson Crusoe survived on an island after his boat met with a storm. Today we are going to learn a similar story about Chuck Noland. Chuck’s plane crashes on a deserted island, but he was able to survive there alone. During his stay on the island he made a special friend.Step 2 Pre-readingGo through the pre-reading with the students and make sure the students can choose the three items which they think are the most useful. Check their work, referring to the following samples.1. a box of matches…make a fire, cook some food, fr ighten the animals at night with a fire lit with a match, let others know where I am2.a knife…protect myself from being attacked by wild animals,cut some trees for fruit, cut wood for fire, cut food into small pieces3.a frying pan… cook food, collect th e rain waterStep 3 Fast readingRead the story quickly and do the true or false questions.1.Chuck is a businessman working in a company. T2.Chuck is one of the people who survive the plane crash. F3.Collecting water and hunting for food are all Chuck has to learn on the island. T4.Chuck makes some friends there one of whom is Wilson, a football. F5.Staying on the island helps Chuck realize his shortcomings. T6.In Chuck’s opinion, people make friends to share happiness and sorrow. T7.Wilson is fond of Chuck because he is well cared for by him. F8.Chuck thinks friends are teachers, for they teach people everything. F9.Friends can be animals and even things as well as human beings. TStep 4 Careful readingRead again and find the topic sentences of each paragraph.1.Chuck’s plane lands on a deserted island.2.Chuck has to learn to how to survive on the island.3.Chuck learns a lot about himself when he is alone on the island.4.Chuck has made an unusual friend on the island.Deal with some language points in the textDiscuss the questions in Post-reading in group of four: oneor two groups will be asked to do a report about their discussion.Step 5 RetellingRetell the story according to the hinds:.plane crashed, deserted island, .learned to, made friends with, realized, learnt, the lesson from ChuckHomeworkFinish off the exercises in the Wb.Period 3I. Teaching aims:1. Review the words and phrases in the last two periods.2. Learn and master the direct and indirect speech.3. New words: lie, speech, adventure, notebook.II. Important points:1. Master the interchanges of direct speech and indirect speech in the declarative sentences and interrogative sentence.2. Guess the missing word according to the context.III. Difficult points:Different changes of pronouns, tenses, adverbials in the interchanges of direct speech and indirect speech.IV. Teaching methods1 .Review method.2. Explanation and inductive methods to teach them grammar.3. Individual and pair work to make each of them work in class.V. Teaching procedures:Step 1 Lead-inCheck students’ homework. Ask one or two students to share his story about Chuck with the classmates. Give the students necessary courage and remarks.Step 2 Word studyAsk the students to do the exercises individually and them check answers with them.1.honest2.classical3.sorrow4.argue5.loyal6.hunt for7.fond of8.brave9.in order to 10.smartExplain the language points to the students:1.keep饲养 as作为,当作We keep a dog.He has a large family to keep.2.regard+n.+as+n.regard+n.+with+n.用某种眼光看待They regarded his attitude with suspicion.Step 3 GrammarGo through the examples of Direct speech and Indirect speech on page 5 of the textbook.More explanations about Direct speech and Indirect speech ☆直接引语变间接引语, 人称,时态,指示代词,时间地点状语应作相应改变.1.直接引语为陈述句, 间接引语变从属连词引导的宾语从句.The boy said: “I am not afraid to meet strangers ＊now.”The boy said that he was not afraid to meet strangers ＊then.2.直接引语为一般疑问句, 间接引语变从属连词引导的宾语从句.She asked: “Have you seen the movie?”She asked m e weather/if I had seen the movie. (weather…or not)3.直接引语为特殊疑问句The man asked: “Which room do you prefer?”The man asked me which room I preferred.4.直接引语为祈使句, 间接引语常构成简单句型ask/tell/order/advise/warn/remind/etc. + n./pron. + (not) to dosth.“Don’t make a mess in the room,” she said to the child.She asked/told/warned the child not to make a mess in the room.5. The adverbials usually change as following:＊today that dayyesterday the day beforetomorrow the next daynext month/week the next month/weeklast week/year the week/year beforeago beforetwo years ago two years beforenow thenhere thereso far by thenin 2002 in 2002Step 4 PracticeAsk the students to finish part 2 of grammar on page 5. Check the work afterwards.HomeworkFinish off the exercises in grammar part in the Wb.Period 4I. Teaching aims:1.Review the language points in the unit.2.Finish reading and writing.3.Learn how to write an e-mail..II. Important points:1. Train the Students’ writing ability.2. Tell them the way of getting communicated with others in e-mail.III. Difficult point:Improve the students’ intergrating skills.IV. Teaching methods1 .Asking-and –answering activity to go through the reading material.l.2. Individual and pair work.V. Teaching procedures:Step 1 Lead-inAsk the students the following questions.1.Do you have friends in the Internet?2.How often do you write to your e-pal?3.Which do you prefer, a pen friend, a friend in the Internet or in real life? Why?Tell them what we are going to learn is about email.Step 2 ReadingGo through the two e-mails on page 7 of the text book.Language focus:1.joke around-joke about v.play a ~ on, make a ~, tell jokes n.I joked with her.2.fun 〔U〕n.玩笑,娱乐,乐趣He is full of fun.I did it just for fun.They often make fun of her.3.drop 落下,掉落Drop me a line. 写封短信给我.He dropped his voice. 放低He dropped into a chair. 坐The wind has dropped. 减弱Step 3 WritingAsk the students: Who do you want to reply to, Jane or Jack? Why?Write an e-mail after discussion.Check their work.Step 4 ConclusionGo through the Checkpoint about direct speech and indirect speech.Go over the language points in the unit and summarize the uses of direct speech and indirect speech.HomeworkFinish off the exercises in the Wb.Revise the grammar and useful expressions in the unit.~。
高一英语Unit1Goodfriends教案
一 .教课内容：Unit 1 Good friends（一）要点单词（二）要点短语（三）要点句型二.知识精讲（一）要点单词：1.argue : 争辩，争辩，力劝（能够作及物和不及物动词）常组成短语： argue with sb. about/over sth.同某人争辩某事argue sb. into/out of doing sth.力劝/说服某人做/不做某事例： They argued with each other about the right of women.他们就女性的权益睁开争辩。
He argued her into/out of making the decision.他全力劝她作出 / 放弃决定。
2.share :分享，共有，分派（能够作及物和不及物动词）常组成短语： share (in) sth. with sb.和某人共享或共同分担某事例： I share (in) a house with four other people.我和此外四个人同住在一间房屋里。
I will share (in) the cost with you.我将与你分摊花费。
She shares (in) my troubles as well as (in) my joys.她与我苦乐与共。
share 还能够作名词，表示“分得的一份；应肩负或蒙受的一份；股份，份额”例： We gave each of the five children an equal share.我们给了这五个孩子每人均等的一份。
If you want a share of the pay, you will have to do your share of the work.假如你想分得一份酬的，就得做工作中你分担的那一部分。
The shares have gone up 3 points since yesterday.自昨天以来，些股份了 3 个点。
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高一英语上册Unit1 Good Friends 好朋友教案一www.5ykj.com 高一英语上册Unit1GoodFriends好朋友教案一unit1goodfriendsteachingobjectivesanddemands:theactivityisdesignedtoencouragestudentstothinkabou tfriendsandfriendshipandtoactivaterelevantvocabular y.askthestudentstodescribeagoodfriendandgiveexampleso etheactivit yasabrainstormingsessiondoneeitheringroupsorwiththe wholeclass.languageuse:manipulatelistening,speakingpractice keypoints:1.everydayenglishforcommunication.2.wordsandusefulexpressionsthefirstperiodstep1.warmingupstudentsareaskedtodescribethemselvesandafriend.youc anusethesequestionsinatleasttwodifferentways.onealt ernativeistoaskthestudentstothinkaboutthreewordstod escribethemselvesandthenleteachstudenttelltheclasst hethreecharacteristicstheyhavechosen.asecondalterna tivewouldbetoaskthestudentstowritedownthethreechara cteristicsandletotherstudentsguesswhoisbeingdescrib ed.aswiththefirstpart,theobjectiveistoelicitstudent languageandgetthestudentstothinkaboutfriendsandfrie ndship.whichwordscanbeusedtodescribethecharacteristic?brave:couragefearlessheroicscared:astonishfearfulfrightenedhorrifiedshockedterrifiedtimidloyal:devotedfaithfulwise:brightclevercutegiftedintelligentsmartwell-learnedwittyfoolish:sillystupidbeautiful:attractive breath-taking charmingcoolcuteeleganteye-catchinggood-looking gracefulinvitinglovelyneatprettysplendidstunningrich:wealthyplentifulfunning:amusinghumoroushappy:carefreecheerfulcontenteddelightedgladhighmerrypleasedunhappy:bitterbluediscourageddispleasedheavymiserablesadupsetstep2.listening thestudentswillhearfriendsdiscusscommonproblemsthatmayoccurinafriendship.thestudentsareaskedtoidentify theproblemsandsuggestsolutions.tellthestudentsthatf riendssometimeshaveproblemsandthatitisimportanttokn owhowtosolvetheproblems.thestudentswillhearthreearg umentsbetweenfriendsandareaskedtowritedowntheproble msandsuggestpossiblesolutions.itmaybenecessarytodiv idethetaskintotwoparts;firstthestudentswritedownthe problemsastheylistentothetape,andthentheydiscusspos siblesolutions.thestudentscanalsolistentoonesituati onatatimeanddiscusssolutionswiththewholeclass.key1.peterisoftenlateforfootballpractice.ithinkthathes houldtrytobeontimeinthefuture.2.maryusuallyborrowsthingswithoutaskingandshedoesn’treturnthingsontime.sheshouldasktheownerisshewantst oborrowsomethingandtrytoreturnitontimeinthefuture.3.adamborrowedjohn’scdplayeryesterdayandnowitisbroken.adamcanaskhisunc letofixit.extensionthestudentsareaskedtothinkofothersituations/problem sinvolvingfriendsandrole-playordiscusstheissues.you mayalsoaskthestudentstolistordiscusswhatmethodsarem osteffectivewhenyouwanttosolveproblemsinafriendship.workbookp85listeningstudentswillhearaboutproblemsfriendsmayhaveandwhatc anbedonetosolvesuchproblems.thestudentsareaskedtowr itedownthesolutionsmentionedonthetapeandtothinkofot hersolutions.askthestudentstolistentothetapeandwritedownthesolut ionssuggestedbythespeaker.youcanhelpthestudentsprep arebyfirstaskingthemtothinkaboutproblemstheymayhave hadwiththeirfriends.thesolutionsmentionedonthetapea resimpleandgeneral.encouragethestudentstothinkofbet ter,morespecificsolutions.whatwouldtheydoiftheyhada quarrelwithafriend?howdotheytalktotheirfriendsabout difficultthings?howdotheykeepsecretsfrombecomingrum ors?listeningtexteverybodyneedsfriends.butbeingagoodfriendcansometim esbehardwork.learninghowtosolveproblemsinafriendshi pcanmakeyouabetterfriendandahappierperson.acommonpr oblembetweenfriendsisthattheydon’tknowhowtotalktoeachotheraboutdifficultthings.whent heydotalk,theyoftengetmadwitheachother.whatcantheyd o?well,ittakestimetolearnhowtocommunicatewell,andit isimportanttounderstandwhyafriendgetsangrywithyou.w henyousaysomething.ifyouknowwhatitisthatmakesyourfr iendangry,thenyoucantrytotalkabouttheprobleminadiff erentway.anotherproblemthatmanyfriendshavetodealwithiswhatto doafteroneofthemgetsangryorupset.iffriendsgetangryw itheachotherandsaysomethingbadbecausetheyareangry,t heyoftenfinditdifficulttoapologizeafterthequarrel.t hebestwaytoapologizeafteraquarrelissimplytostartbyt ellingeachotherthatyouaresorryandthengofromthere.as impleapologyisoftenenoughandisagoodstartingpoint.whataboutfriendswhocan’tkeepasecret?sometimesitseemsimpossibletokeepasecre tfrombecomingarumourthateveryoneknows.shouldn’tagoodfriendbeabletokeepasecret?perhaps,butitisnota lwaysthateasytokeepasecret,andtellingasecrettosomeo newilloftenputtheminadifficultsituation—theymayhavetolietootherfriendstokeepthesecret.thebe stwaytomakesurethatasecretdoesn’tbecomearumorissimplytokeepittoyourself—don’ttellanyone.answerstoexercise1problem:friendsgetangrywitheachotherwhentheytrytota lkaboutsomethingdifficult.solution:trytounderstandyourfriend/trytotalkaboutth eprobleminadifferentway.problem:friendsdon’tknowhowtoapologize.solution:startbytellingeachotherthatyouaresorryandt akeitfromthere.asimpleapologyisoftenenough.problem:somefriendsdon’tknowhowtokeepsecrets.solution:keepyoursecretstoyourself.step3speakingthestudentswillusetheinformationaboutthepeopleonsbp age2totalkaboutlikesanddislikesandtopracticegivingr easonsfortheiropinions.tellthestudentstoworkinpairs .askthestudentstocompletethechartonpagesbpage3andth enusetheanswerstotalkaboutwhocouldbefriendsandwhatt heylikeordislike.askeachpairtodecidewhocouldbefrien dsandgivereasonsfortheirdecisions.whentheyhavemadet heirdecision,askthemtocompareanddebatetheirideaswit hotherpairs.encouragedifferentanswers,includingstra ngeones.p3workinpairswww.5ykj.com。