高中英语必修一教案

高中英语必修一教案Unit 1 Friendship1.Teaching aims and demands类别课程标准要求掌握的项目话题Friends and friendship; interpersonal relationships词汇add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habitadd up calm down have got to be concerned about walk the dog go through hide away set down a series of on purposein order to face to face according to get along with fall in lovejoin in功能态度(attitudes)Are you afraid that---?I’ve grown so crazy about---I didn’t dare---2. 同意和不同意（agreement and disagreement）I agree. I think so. Exactly.I don’t agree. I don’t think so. I’m afraid not.3.肯定程度（certainty）That’s correct. Of course not.1.Suggested teaching notes1). Analyses of the teaching contentsThis unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk aboutfriendship, get to know the problems between friendsand seek solutions, which makes preparations for thefurther teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically aboutfriends and friendship in reality, alerting them to the factthat besides people, a diary can be a friend, too.Reading--- The diary by the Jewish girl Anne gave a glimpse of her lifeduring her family’s shelter in Amsterdam from the GermanNazis’ killing in world war 2. she treats the diary as her best friend, and init reveals her longing for a normal life and close contact with nature,which helps her get through the days.Comprehending---It helps students further understand the text by doingmultiple choices, questions and answers, andmatching.Learning about language---It teaches the important expressions andstructures and grammar: direct and indirectspeeches.Using language---The two letters, listening, questionnaire design, letterwriting and fun writing prepares students to furthertalk about friendship, especially the problems withmisunderstanding, and unfriendliness, thusstrengthening students’ abilities to practicelanguage, discover, and solve problems.Summing up---It summarizes the whole contents of this unit from theaspects of topics, vocabulary and grammar.Learning tip--- This part encourages students to form the habit of writinga diary.Integrating skills--- The text introduces the way Hawaiians expressfriendship, to get students to realize the culturaldifferences in the values of friendship in additionits importance in all cultures.2) Making of the teaching planThis unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself, i.e., the comfort and support one seeks from an imaginary friend. Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns’ eyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmonious life. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:3. Teaching plans for each periodPeriod 1 Warming-up and Speaking1. Teaching objectives:1) Target languageI (don’t) think…… I (don’t) think so. I (don’t) agree.I believe…… That’s correct. In my opinion, ……2) Ability goalsa.Describe your friends in Englishb.Figure out the problems between friends and then find different ways to solve theproblems.3)Learning ability goalsa.To encourage students to think and talk about friends and friendship by using somephrases and structures.b.To learn to solve problems that may occur between friends.c. To cultivate the students to form the good habit of learning English in SeniorMiddle School.2. Teaching important points:e the given adjectives and sentence structures to describe one of yourfriends.b.Learn to evaluate friends and friendship.3. Teaching difficult points:a.Work together with partners and describe one of your good friends.b.Discuss with partners and find out ways to solve the problems.4. Teaching methodsa.Task-based teaching and learningb.Cooperative learningc.Discussion5. Teaching aids:CAI6. Teaching procedures and ways:Step 1 Lead-in and Warming-upBefore the lesson, the te acher can arouse the students’ interests by showing a video of Auld Lang Syne .At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.1.How did you spend your summer holidays? How did you feel? What didyou do in your summer holidays? What did you do in your spare time?2.What do you think of our new school? Do you like it? Could you saysomething about it?3.Do you like making friends? How do get in touch with your friends? Doyou have many friends? Where are they now? Do you have any oldfriends in our school? Have you made any new friends in our class?Step 2 Think it over1. Give a brief description of one of your friends. The following phrases andstructures may be helpful:His/Her name is ……He /She is …… years old.He /She likes …… and dislikes ……He /She enjoys …… and hates……He /She is very kind/friendly/……When /Where we got to know each other.2. What types of friendship do you have? Please tick them out. Then fill in theblanks.girl friends boy friends pen friendslong -distance friends friends of the same agee-friends (friends over the internet) friends across generationsunusual friends like animals, books……1).______ is /are most important to you.2). You spend most of your free time with ____.3). You will share your secrets with _____.4). When in trouble, you will first turn to _____.Step 3 Make a survey1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.Tell your partner your standards of good friends by using the following structure:I think a good friend should (not) be……In my opinion, a good friend is someone who……1.Have a member of each group report on what their lists have in common and listthem on the board.2.Ask the class whether or not they agree with all the qualities listed.3.Then have the students do the survey in the textbook.4.Have the students score their survey according to the scoring sheet on page 8.5.The teacher ask some students how many points they got for the survey and assesstheir values of friendship:Step 4 Talking and sharing( work in pairs)1. If your best friend does something wrong, what will you do?Try to use the following phrases:I (don’t) think…… I (don’t) think so.I (don’t) agree. I believe……That’s correct. In my opinion, ……2. What is a friend?A British newspaper once offered a prize for the best definition(定义) of a friend. Ifyou were the editor, choose the best one from the following entries(条目), and explain why.One who understands my silence.A friend in need is a friend indeed.Friends are just the people who share your happiness and sorrow. When you look at your watch at 4 am, but still know you can call them and wake them up, and they’ll still want to talk to you ,that’s friendship. To have a friend, you need to be a good friend.Step 5 Group work (output)The teacher can give each group one of these questions below to talk about. Then let the class share their ideas. It’s better to stimulate the students to express their own opinions about these questions.1.Do you think it is a good idea to borrow money from your friend?Why and Why not?2. What factors may cause the breakdown of a good friendship?3. What can be your unusual friend besides human beings? And why?Step 6 Homework1.Write down a short passage about your ideas /the factors/your unusual friends.2.Prepare for the new lesson.Period 2 Reading “Anne’s Best Friend”1. Teaching objectives:1) To develop the students’ reading ability, learn to use some reading strategies suchas guessing, key sentences, skimming and so on;2). To get the students to realize the importance of friends and friendship, and to telltrue friends from false friends;3). To grasp some useful words and expressions in this passage, such as on purpose,be crazy about etc.;4). To learn the writing style of this passage.2. Teaching method: Task-based teaching3). Teaching procedure:Step 1.Pre-reading1. Please enjoy three pieces of music and find out what they are about.2 .Why do you think friends are important to you?3. What do you think a good friend should be like? List the good qualities a goodfriend should have .4. Have you ever considered making friends with animals, plants or even an object?Why or why not?Step 2.Reading1. Try to guess what Anne’s friend is and what the passage is about by reading thetitle and having a quick at the pictures in this passage without reading it.2. Skimming the first two paragraphs to confirm your guessing.1) What was Anne’s best friend? Why did she make friends with it?2) Did she have any other true friends then? Why?3) What is th e difference between Anne’s diary and those of most people?4) Do you keep a diary? What do you think most people set down in their diaries?5) We are going to read one of Anne’s diaries .but before reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph?3. Reading of Anne’s diaryHow she felt in the hiding placeTwo examples to show her feelings thenStep 3.Post-reading1.What would you miss most if you went into hiding like Anne and her family?Give your reasons.2.Group workWork in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.Where would you plan to hide?How would you arrange to get food given to you every day?What would you do to pass the time?------3. Discovering useful words and expressionsStep 4.Talking about friends and friendship1.There are many proverbs about friends and friendship. Choose the one you agreewith and explain why, then choose one you disagree with and explain why.2. We have talked about friends and friendship today, can you write one or twosentences to express your understanding of friends and friendship.Step 5.Homework:1. Interview a high school student, a businessman, a police officer and a housewifeto find out their opinions about friends and friendship. Write a report to share it with the whole class.2. Describe one of your best friends following the writing style of this passage.Ending: Let’s sing this song about frien ds togetherPeriod 3 Grammar1．Teaching objectivesLearn to use direct speech and indirect speech2. Teaching important pointSummarize the rules of Direct Speech and Indirect Speech.3. Teaching difficult pointLearn about the special cases in which th e tenses shouldn’t be changed.4. Teaching methodsDiscussing, summarizing and practicing.5.Teaching proceduresStep1 Lead inT: In the last lesson, we learned Anne Frank’s story. She is telling her stories to two of her friends—you and Tom. Tom has something wrong with his ears, so you have to repeat Anne’s sentences, using indirect speech. Sometimes you explain Tom’s sentences to Anne.“I have to stay in the hiding place.” said Anne. →Anne said she had to stay in the hiding place.“Do you feel sad when you are not able to go outdoors?” Tom asked Anne. →Tom asked Anne if/whether she felt sad when she was not able to go outdoors.“I don’t want to set down a series of facts in a diary,” said Anne.→Anne said that she didn’t want to set down a series of fact s in a diary.“What do you call your diary?” Tom asked. →Tom asked what she called her diary.Ss go on this topic by themselves.Step2 GrammarT: Now let’s look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed?Ss discuss by themselves.Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.T: Quite right. Look at the form on the screen. These are the rules...Step3 practice1.T: Turn to Page 5. Please change the following direct speech into indirect speechand indirect into direct...Step4 Correcting mistakesT analyses the common mistakes Ss have made during the practice.T: Now let’s look at the screen and pay attention to these sentences. Choose the right sentence and tell me why the other one is wrong.Step5 A gamePlay a guessing game “who is my secret friend?” One student comes to the front with his partner.The rest students ask him questions while his partner changes them into indirect speech. In the end, the person who has guessed the right answer can come to the front to take the place of the first student .So the game goes on.Suggested sentences:Can your friend speak?What does he/she wear today?Is he/she tall or short?What do you and your friend do in your free time?Do you quarrel with each other?...Step6 HomeworkDo Exercise1 on Page 42. Here is another page of Anne’s diary. Read it through and then use indirect speech to retell the story.Period 4 Integrating skills“Friendship in Hawaii”1. Teaching objectives:To learn about ways of showing friendship in Hawaii and share their opinions on friendship. Because it is a lesson of integrating skills, Ss are also asked to write sentences on friendship.2. Teaching procedures:Step1 Lead-in1. Talk about different ways of showing friendship of minority groups in China.2. Compare Chinese ways of showing friendship with Western ways. And discusswhy there is a big difference. Therefore, show the sentence: Every culture has itsown ways to show friendship.3. Ask students if they can think of any place in the world where Chinese andWestern cultures live side by side. They may think of Hongkong, Macao, Singapore.And the teacher will add one more -------Hawaii.Step2 Fast reading1. It is said that Hawaii is a place where the East truly meets the west. Consider howpeople show their friendship in Hawaii.Show a picture and find the information from the textbook. ( by giving “leis” to one another.)Explain what is a “lei”.2. Read fast and find out more ways to show friendship in Hawaii to fill in the form.3. According to the form, ask them to consider what friendship is in Hawaiians.Step 3 Careful reading1.Read the 2nd paragraph carefully and ask “Why do many different peoples callHawaii their home?”( Hawaii is a place where people make one big community from many smaller communities. It means Hawaii has a rich cultural diversity.)Step 4 Writing task1.Show proverbs about friends and friendship. Explain them and ask Ss to choosesome they agree with and some they disagree with and explain why.2.Discuss with their partner and try to write some similar sentences to show theiropinions on friendship.Step 5 HomeworkSurf the Internet to collect materials like poems, stories about friendship. And share them with your friends.Period 5 Listening & Writing1. Teaching objectivesTo practise students’ listening ability.To practise students’ writing skills of how to offer advice.To improve students’ ability to help othe rs solve problems.2. Teaching procedure(Analysis: Listening and writing are expansion of the topic of the text. Listening is about Lisa’s problem of making a friend with a boy. She asks Miss Wang for advice. Through listening and exercise, students learn how to give advice and the skill of giving advice. And also let them think about the problem of boy’s making friends with girls and girls with boys. And then design a task to ask students to give advice according to the different problems to practise their ability to solve the problems. All of these lay the foundation for the next task writing. In this way, students feel that they have information to put out. And writing makes for the improvement of students’ writing ability, strengthening their comprehension of friendship.)Step 1 Lead-inDo you remember what Ann’s best friend is?Is it a man or a thing?Have you seen the film Cast Away?When Tom is alone on a deserted island, what does he make friends with? ( a volleyball)Guess what my best friend is? (Say sth. about music, pets or plants.)So you see a man can make friends with anyone and anything.Then boys, would you like to make friends with girls? Girls, would you like to make friends with boys?What kind of girl would you like to make friends with? And what kind of boy would you like to make friends with?If you see a boy classmate makes a friend with a girl, will you say something aboutthem behind?(If no, say you are kind. If yes, say you are a gossiper.)If you are that boy/girl, would you like to be gossiped about?But here Lisa has such a problem. Read the letter. Lisa is asking you for help. What advice will you give? You are given 2 minutes to discuss in groups and then offer group’s opinions.Step 2 ListeningBesides you Lisa also asks Miss Wang of Radio for Teenagers for help. What advice does Miss Wang give to Lisa? Let’s listen to what she says.Listen for 3 times and do listening exercises.Step 3 Post-listeningDo you think Miss Wang’s advice is helpful?Now suppose you are editors of Radio for Teenagers, here are some problems for you to offer advice.(Give each group a problem and ask them to write down their advice.)1.I don’t have enough pocket money.2.I’m not satisfied with my appearance.3.My desk mate has lost a reference book, she/he thinks that I’m a thief.4.I work hard but I hardly make progress.5.I want to travel to WuZhen Town with my fiends this weekend, but my parents don’tallow me to go.6.I don’t like the way Mr. Li teaches us English, so I’m not interested in English anylonger.7.My mother has just given birth to my little brother. I’m worried that the baby willrob me of my parents’ love and even everything.8.I quarreled with my best friend 3 days ago. Up to now, we haven’t said a word toeach other.9.I’d like to be monitor, but at the same time I doubt whether I have such ability.10.I’m often late for school. The teacher is so angry that he threatens that if I’m lateagain, I will be dismissed.Step 4 WritingYour advice is good and helpful. All of you are qualified editors. Now I have just received a letter from a lonely boy. Read the letter, what is his problem? What is your advice for him? Write a reply.Step 5 HomeworkWrite a story about you and your friend.Unit 2 English Around the WorldⅠ单元教学目标技能目标GoalsTalk about English and its development, Different kinds of EnglishTalk about difficulties in language communicationLearn to make dialogue using request & commandsLearn to transfer from direct into indirect speechLearn to give opinions and organize ideas by way of brainstormingLearn to make a poster showing your ideas clearlyⅡ目标语言功能句式Talk about English and its developmentRefer to Introduction in the teachers’ bookTalk about difficulties in language communicationDifferent speaker may come from different place, so they may use different words and dialect, such as subway-underground、left-left-hand-side 、two blocks two streets.Make dialogues using request or command:Pardon? Could you repeat that, please?I beg your pardon? Can you speak more slowly, please?I don’t understand. Sorry. I can’t follow you.Could you say that again, please? How do you spell it, please?词汇1.四会词汇include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.) rule(v.) vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard mid-western southern Spanish eastern northern recognize accent lightning direction ma’am subway block2. 认读词汇Shakespeare Noah Webster Lori dialect Houston Texas Buford Lester catfish3. 固定词组play a role (in) because of come up such as play a part (in)语法Command & requestOpen the door. Please open the door.Would you please open the door?Indirect SpeechHe told (asked) me to open the door.Ⅲ.教材分析和教材重组:1. 教材分析本单元的中心话题是“English language and its development, different kinds of English”. 通过对世界英语这一话题的探讨,加强学生对英语语言的了解,对当代语言特别是英语发展趋势的了解.世界在发展,时代在前进,语言作为交流的工具,也随着时代的发展而变化.由于英语在世界上的广泛使用,它不断地吸收、交融、容纳、创新,这就形成了各种各样带有国家、民族、地区特色的英语. 没有人们认为的那种唯一的标准英语。