高中英语必修一教案

《高中英语必修一教案》由会员分享，可在线阅读，更多相关《高中英语必修一教案（43页珍藏版）》请在装配图网上搜索。

1、.ks5u.高中英语必修一教案Unit 1 Friendship 1.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 indoo

2、rs suffer teenager advice questionnaire quiz situation editor municate 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-Ive

3、grown so crazy about-I didnt dare-2. 同意和不同意（agreement and disagreement） I agree. I think so. Exactly. I dont agree. I dont think so. Im afraid not.3.肯定程度（certainty） Thats correct. Of course not.语法直接引语和间接引语(1): 陈述句和疑问句陈述句“I dont want to set down a series of facts in a diary.” Said Anne.-Anne said tha

4、t she didnt want to set down a series of facts in a diary.一般疑问句He asked, “Are you leaving tonight”-He asked us whether we were leaving that night.特殊疑问句“When did you go to bed last night” father said to Anne.- Father asked Anne when she went to bed the night before.1. Suggested teaching notes1). Anal

5、yses 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 about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teachin

6、g in topics, background and vocabulary.Pre-reading-The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too.Reading- The diary by the Jewish girl Anne gave a glimpse of her life during her f

7、amilys shelter in Amsterdam from the German Nazis killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days.prehending-It helps students further understand the text by doing mul

8、tiple choices, questions and answers, and matching.Learning about language-It teaches the important expressions and structures and grammar: direct and indirect speeches.Using language-The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk a

9、bout friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students abilities to practice language, discover, and solve problems.Summing up-It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar.Learning tip- This

10、part encourages students to form the habit of writing a diary.Integrating skills- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition its importance in all cultures.2) Making of the teaching planThis un

11、it centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself, i.e., the fort and support one seeks from an imaginary friend. Students are expected to e to be truly aware of the qualities and conducts that make a good fri

12、end, 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 parison of si

13、milarities dissimilarities in friendship prehension 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, bas

14、ed on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:Period 1Warming up and speakingPeriod 2ReadingPeriod 3GrammarPeriod 4Integrating skills (WB)Period 5Using language3. Teaching plans for each periodPeriod 1 Warming-up and Speaking1.

15、 Teaching objectives:1) Target languageI (dont) think I (dont) think so. I (dont) agree. I believe Thats 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 the problems.3) Learning ability goalsa

16、. To encourage students to think and talk about friends and friendship by using some phrases 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 Senior Middle School.2. Teaching important points:a. Use

17、 the given adjectives and sentence structures to describe one of your friends.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 met

18、hods a. Task-based teaching and learningb. Cooperative learningc. Discussion 5. Teaching aids:CAI6. Teaching procedures and ways:Step 1 Lead-in and Warming-upBefore the lesson, the teacher can arouse the students interests by showing a video of Auld Lang Syne .At the beginning of the first class, we

19、 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 did you do in your summer holidays What did you do in your spare time2. What do you think of our new school Do you like it Could you sa

20、y something about it3. Do you like making friends How do get in touch with your friends Do you have many friends Where are they now Do you have any old friends in our school Have you made any new friends in our classStep 2 Think it over1. Give a brief description of one of your friends. The followin

21、g phrases and structures may be helpful:His/Her name is He /She is years old.He /She likes and dislikes He /She enjoys and hatesHe /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 the blanks.girl friends boy f

22、riends pen friendslong -distance friends friends of the same agee-friends (friends over the internet) friends across generations unusual friends like animals, books1)._ 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 troub

23、le, 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 (n

24、ot) beIn my opinion, a good friend is someone who1. Have a member of each group report on what their lists have in mon and list them 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 scor

25、e 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 assess their values of friendship:Step 4 Talking and sharing( work in pairs)1. If your best friend does something wrong, what will you doTry to use the following phras

26、es: I (dont) think I (dont) think so. I (dont) agree. I believe Thats correct. In my opinion, What to doreasons2. What is a friendA British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editor, choose the best one from the following entries(条目), and explain

27、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 theyll still want to talk to you ,thats friendship. To have a friend, yo

28、u 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. Its better to stimulate the students to express their own opinions about these questions.1. Do you think it is a good idea to borrow

29、money from your friendWhy and Why not2. What factors may cause the breakdown of a good friendship3. What can be your unusual friend besides human beings And whyStep 6 Homework 1. Write down a short passage about your ideas /the factors/your unusual friends.2. Prepare for the new lesson.Period 2 Read

30、ing “Annes Best Friend”1. Teaching objectives:1) To develop the students reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;2). To get the students to realize the importance of friends and friendship, and to tell true friends from false friends;

31、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 abou

32、t.2 .Why do you think friends are important to you3. What do you think a good friend should be like List the good qualities a good friend should have .4. Have you ever considered making friends with animals, plants or even an object Why or why notStep 2.Reading1. Try to guess what Annes friend is an

33、d what the passage is about by reading the title 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 Annes best friend Why did she make friends with it2) Did she have any other true friends then Why3) What i

34、s the difference between Annes diary and those of most people4) Do you keep a diary What do you think most people set down in their diaries5) We are going to read one of Annes diaries .but before reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph3

35、. Reading of Annes 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

36、 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 f

37、riends and friendship. Choose the one you agree with 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 two sentences to express your understanding of friends and friendship.Step 5.Homework:1. Interview a high

38、 school student, a businessman, a police officer and a housewife to 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: Lets sing this song about friends togethe

39、rPeriod 3 Grammar 1Teaching objectivesLearn to use direct speech and indirect speech 2. Teaching important pointSummarize the rules of Direct Speech and Indirect Speech. 3. Teaching difficult pointLearn about the special cases in which the tenses shouldnt be changed. 4. Teaching methodsDiscussing, s

40、ummarizing and practicing.5. Teaching proceduresStep1 Lead inT: In the last lesson, we learned Anne Franks story. She is telling her stories to two of her friendsyou and Tom. Tom has something wrong with his ears, so you have to repeat Annes sentences, using indirect speech. Sometimes you explain To

41、ms 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 dont want to set down a series of

42、facts in a diary,” said Anne.Anne said that she didnt want to set down a series of facts 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 lets look at these sentences again. If we want to change Direct Speec

43、h into Indirect Speech, what should be changedSs 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 followi

44、ng direct speech into indirect speech and indirect into direct.Step4 Correcting mistakesT analyses the mon mistakes Ss have made during the practice.T: Now lets 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

45、a guessing game “who is my secret friend” One student es 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 e to the front to take the place of the first student .So the ga

46、me goes on.Suggested sentences: Can your friend speakWhat does he/she wear todayIs he/she tall or shortWhat do you and your friend do in your free timeDo you quarrel with each other.Step6 HomeworkDo Exercise1 on Page 42. Here is another page of Annes diary. Read it through and then use indirect spee

47、ch 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 pro

48、cedures:Step1 Lead-in1. Talk about different ways of showing friendship of minority groups in China.2. pare Chinese ways of showing friendship with Western ways. And discuss why there is a big difference. Therefore, show the sentence: Every culture has its own ways to show friendship.3. Ask students

49、 if they can think of any place in the world where Chinese and Western cultures live side by side. They may think of Hongkong, Macao, Singapore. And the teacher will add one more -Hawaii.Step2 Fast reading 1. It is said that Hawaii is a place where the East truly meets the west. Consider how people

50、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 friendshi

51、p is in Hawaiians.Step 3 Careful reading1. Read the 2nd paragraph carefully and ask “Why do many different peoples call Hawaii their home”( Hawaii is a place where people make one big munity from many smaller munities. It means Hawaii has a rich cultural diversity.)Step 4 Writing task1. Show proverb

52、s about friends and friendship. Explain them and ask Ss to choose some 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 their opinions on friendship.Step 5 Homework Surf the Internet to collect materials like po

53、ems, 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 others solve problems.2. Teaching procedure(Analysis

54、: Listening and writing are expansion of the topic of the text. Listening is about Lisas 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 o

55、f boys 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 inform

56、ation to put out. And writing makes for the improvement of students writing ability, strengthening their prehension of friendship.)Step 1 Lead-inDo you remember what Anns best friend isIs it a man or a thingHave you seen the film Cast AwayWhen Tom is alone on a deserted island, what does he make fri

57、ends 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 boysWhat kind of girl would you like to make friends

58、 with And what kind of boy would you like to make friends withIf you see a boy classmate makes a friend with a girl, will you say something about them 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 aboutBut here Lisa has such a

59、 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 groups opinions.Step 2 ListeningBesides you Lisa also asks Miss Wang of Radio for Teenagers for help. What advice does Miss Wang give to Lisa Lets listen to w

60、hat she says.Listen for 3 times and do listening exercises.Step 3 Post-listeningDo you think Miss Wangs advice is helpfulNow 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 dont ha

61、ve enough pocket money.2. Im not satisfied with my appearance.3. My desk mate has lost a reference book, she/he thinks that Im 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 dont allow me to go.6. I dont like the way Mr. Li teaches us English, so Im not interested in English any longer.7. My mother has just given birth to my little brother. Im worried that the baby will rob me of my parents love and even everything.8. I quarreled with my best friend 3 days ago. Up to