高中英语必修一 教案

高中英语必修一教案文档编制序号：[KKIDT-LLE0828-LLETD298-POI08]

Unit 1 Friendship

Part One: Teaching Design

Period 1: A sample lesson plan for reading

(ANNE’S BEST FRIEND)

Aims

To talk about friendship

To read about friendship

Procedures

I. Warming up

1. Warming up by assessing

A lot of people have only few possibilities of getting feedback about their own personality. In this exercise you will have the opportunity to get some feedback and to discuss it with a partner. While comparing your mutual judgements, certain prejudices or misunderstandings may appear, as people often do not know each other thoroughly enough to judge others correctly. Try to be honest!

Self assessment

Of the following characteristics choose 5 that are particularly applicable to you personally.

Partner assessment

Now choose 5 characteristic features which you think are especially applicable to your partner.

2. Warming up by describing

Have the students get into groups of four to describe their own ideal friend. Individual students must decide on TOP 5 character adjectives that could be used to describe the ideal friend and insist they have good reasons for their choice. Then let the group leader give the class a description of their ideal friend.

3. Further applying

You may also have the students do the survey in the textbook, following the steps below.

1.Get the students to make a list of three qualities a good friend should have.

2.Have the students get into groups of four to find out what each has listed.

3.Have a member of each group report on what their lists have in common and list them on

the board.

4.Ask the class whether or not they agree with all the qualities listed.

5.Then have the students do the survey in the textbook.

6.Have the students score their survey according to the scoring sheet on page 8.

7.The teacher ask some students how many points they got for the survey and assess their

values of friendship:

★4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.

★8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.

★13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your f riend’s. Well done.

(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)

II. Pre-reading

To focus the Students’ attention on the main topic of the reading passage.

To activate their previous knowledge on the topic.

III. Talking and sharing

Work in groups of four. Tell your group mates how you reflect on these questions.

1.Why do you need friends Make a list of reasons why friends are important to you.

2.What do you think a good friend should be like List what a good friend should do and share

the list with your partners.

3.Does a friend always have to be a person What else can be a friend

4.Do you think a diary can become your friend Why or why not

Instructions: The teacher can give each group one of these questions above to talk about. Then let the class share their ideas. It’s better to stimulate the students to challenge their classmates’ opinions about these questions.

IV. Reading

1. Looking and guessing

Work in pairs. Look at the pictures and the heading and guess what the text might be about. 1). Imagine what it might be like if you had to stay in your bedroom for a whole year. You could not leave it even to go to the WC or to get a cup of tea. How would you feel

2). What would you choose if you are only allowed to have five things with you in the hiding place because there is very little room

2. Reading to summarise the main idea of each paragraph.

Skim the text and summarise the main idea of each paragraph in one sentence.

3. Language focus

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

V. Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending Exercises 1 and 2.

Closing down by discussion of ideas

Work in groups of four. Discuss the ideas put forward in the reading passage. It does not matter whether you agree or disagree. What is important is that you should have a reason for what you say. Also you can put forward your own ideas, either criticising the text or using it as a support: ★What would you 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

Period 2: A sample lesson plan for Learning about Language (Direct & Indirect Speech(Ⅰ) statements & questions)

Aims

To discover useful words and expressions

To discover useful structures

Procedures

I. Warming up

Warming up by discovering useful words and expressions

Turn to page 4 and do Exercises 1, 2, 3 and 4 first. Then check your answers with your class partner.

II. Learning about grammar: Direct and Indirect Speech

Speech

In direct speech, the original speaker's exact words are given and are indicated by quotation marks.

★“I don’t know what to do,” said Dean.

In some grammar books, ‘said Dean’ is referred to as a reporting clause. “I don't know what to do,” is referred to as the reported clause.

2. Indirect Speech

In indirect speech, the exact meaning of the speaker’s words is given, but the exact words are not directly quoted.

★Dean said that he didn’t know what to do.

To convert direct speech into indirect speech:

If the main verb is past tense, present tense verbs in ‘that clause’ must also be changed to past tense.

Dean said that he didn’t know what to do.

First and second person pronouns must be changed to third person pronouns.

Dean said that he didn’t know what to do.

(The word ‘that’ can often be left out: Dean said he didn’t know what to do.)

3. Indirect Questions

The same rules apply to indirect questions as to indirect statements. The difference is that a

wh- clause is used instead of a that clause.

In telling a story or recounting events, a speaker using direct speech has all the resources of intonation to produce a lively account. Because indirect speech is always speech reported by someone else, the account is more reserved and restrained.

The ability to change direct speech into indirect speech is a useful skill for those engaged in taking the minutes of a meeting or reporting on events.

III. Discovering words and expressions

Do exercises 1, 2, 3 and 4 on page 4 and 5. Check your work with your partner’s.

IV. Discovering structures

Do exercise 1 and 2. Check your work with your partner’s.

Period 3: A sample lesson plan for Using Language

(A letter from a student to the editor of The 21st Century)

Aims

To listen to a letter about friendship

To speak about a questionnaire about friendship

To write advice about friendship

To write a few lines describing a friend

Procedures

I. Warming up

1. Read the letter to Miss Wang and find out what was upsetting Lisa.

2. Listen to what Miss Wang says, and then answer the questions in Exercise 2.

3. Listen to the tape again and try to spell out the missing words in Ex 3.

II. Talking about designing a questionnaire

Work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. Ask the Students to use the quiz in the Warming Up as an example.

Note: The students should be talking while they are doing the task. This provides the students with the opportunity to practise expressing thought and concern in matters of immediate concern and interest. Tell the students to follow these steps:

Step1: In your group, come up with four situations among friends. Design four questions accordingly with three possible answers.

Step2: Put the four questions together and form a questionnaire.

Step3: Check the questionnaire through and try it out on your own group.

Step4: Share your questionnaire with another group and try each other’s questionnaires.

III. Guided writing

1.Read the letter to the editor from Xiaodong and make sure you know what problem

Xiaodong has.

2.Discuss in groups of four. Think what advice you can give Xiaodong.

3.Write your advice to Xiaodong as an editor individually.

IV. Writing assessment

1. Can you give Xiaodong some good advice

2. I s your letter well developed

3. Are your ideas well organized to the point

4.Do you have a good choice of words and idioms in your writing

5.Do you get a good mastery of complex structures of language

6.What kind of mistakes have you made in your writing What can you do to avoid such

mistakes

V. Further Applying

Here are some proverbs about friends and friendship. Read them carefully and pay attention to the sentence stress and intonation. Then write a passage. Choose some you agree and explain why. Then choose some you disagree and explain why.

■You may also have the students complete the task as homework after class.

Part Two: Teaching Resources

Section 1: Background reading on friendship

Friendship Quotes

I. Questions about friendship

is the main problem in friendship (leaving someone out)

do you keep a friend (treat someone like you want to be treated)

is a good friend (somebody whom you can depend on)

if your friend said they wouldn’t be your friendif you were another person’s friend (That “friend” would not mind if she were really your friend.)

II. Tips on being a good friend

※ Treat your friends the way you want to be treated.

※ Keep secrets that are told to you.

※ Pay attention when your friend is talking.

※ Keep your promises.

※ Share things with your friend.

※ Tell your friend the truth.

※ Stick up for your friend.

III. What kind of friend are you

1. If your friend tells you a secret that isn’t bad but you promised not to tell anyone, you will________.

A. tell everyone

B. keep the promise

2. If you know your friend is planning to cheat on a test, you will________.

A. tell your teacher

B. let your friend cheat

C. help your friend study for the test so she won't feel she needs to cheat

3. If your friend tells you a secret and it may cause his or her death, you will________.

A. tell a trusted adult

B. keep it a secret

C. tell your friends

You may print this sheet and answer the questions. Then discuss the answers with your friends.

IV. Self-reflection upon friendship

Read the following statements and then tick Yes (√) or No( ×) to show your opinions upon friendship.

1. Friendship is very important to me.

2. I have a lot of friends.

3. There can be true friendship between a schoolboy and a schoolgirl.

4. I am very kind to my friends.

5.I think everyone should have friends.

6.Friends must have the same character.

7.I keep a diary and think it is my close friend.

8.When my friend is in trouble, I am always ready to help.

9.I don’t like to talk to others very much. I like to be alone.