1、- 1 -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 relationshipsadd point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power according trust indoor
2、s suffer teenager advice questionnaire quiz situation editor communicate habit词汇add 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
3、-?Ive 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- 2 -“I dont want to set down a series of facts in a diary.” Said Anne.-Ann
4、e said that 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 n
5、otes1). 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 about friendship, get to know the problems between friends and seek solutions, which makes preparations for the fur
6、ther teaching 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
7、during her familys 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.- 3 -Comprehending-It helps students further understand t
8、he text by doing multiple choices, questions and answers, andmatching.Learning about language-It teaches the important expressions and structures and grammar: direct and indirectspeeches.Using language-The two letters, listening, questionnaire design, letter writing and fun writing prepares students
9、 to further talk about friendship, especially the problems withmisunderstanding, 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.Le
10、arning tip- This 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 tea
11、ching 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 - 4 -support one seeks from an imaginary friend. Students are expected to come to be truly aware of the qualities and c
12、onducts 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 friends
13、hip. 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 frien
14、dly and harmonious life. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:Period 1 Warming up and speakingPeriod 2 ReadingPeriod 3 GrammarPeriod 4 Integrating skills (WB)Period 5 Using language3. Teaching plans for each p
15、eriodPeriod 1 Warming-up and Speaking1. Teaching objectives:1) Target languageI (dont) think I (dont) think so. I (dont) agree. I believe Thats correct. In my opinion, - 5 -2) Ability goalsa. Describe your friends in Englishb. Figure out the problems between friends and then find different ways to s
16、olve the problems.3) Learning ability goalsa. 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 Middl
17、e School.2. Teaching important points:a. Use 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 ou
18、t ways to solve the problems.4. Teaching methods a. Task-based teaching and learningb. Cooperative learningc. Discussion 5. Teaching aids:CAI6. Teaching procedures and ways:- 6 -Step 1 Lead-in and Warming-upBefore the lesson, the teacher can arouse the students interests by showing a video of Auld L
19、ang 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 did you do in your summer holidays? What did you do in your spare time?2. What do yo
20、u think of our new school? Do you like it? Could you say something about it?3. 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 class?Step 2 Think it over1.
21、 Give a brief description of one of your friends. The following 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? P
22、lease tick them out. Then fill in the blanks.girl friends boy friends pen friendslong -distance friends friends of the same agee-friends (friends over the internet) friends across generations - 7 -unusual friends like animals, books1)._ is /are most important to you. 2). You spend most of your free
23、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 frien
24、ds by using the following structure: I think a good friend should (not) beIn my opinion, a good friend is someone who1. Have a member of each group report on what their lists have in common and list them on the board.2. Ask the class whether or not they agree with all the qualities listed.3. Then ha
25、ve 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 assess their values of friendship:Step 4 Talking and sharing( work in pairs)1. If your best frie
26、nd does something wrong, what will you do?Try to use the following phrases:I (dont) think I (dont) think so. I (dont) agree. I believeThats correct. In my opinion, - 8 -What to do reasons2. What is a friend?A British newspaper once offered a prize for the best definition(定义) of a friend. If you were
27、 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,
28、 and theyll still want to talk to you ,thats 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. Its better to stimulate the students to express their ow
29、n 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?- 9 -Step 6 Homework 1. Write down a short passage about y
30、our ideas /the factors/your unusual friends.2. Prepare for the new lesson.Period 2 Reading “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
31、 the importance of friends and friendship, and to tell true 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:
32、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 good friend should have .4. Have you ever considered making friends with animals, pla
33、nts or even an object? Why or why not?Step 2.Reading1. Try to guess what Annes friend is and 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.- 10 -1) What was Annes bes
34、t friend? Why did she make friends with it?2) Did she have any other true friends then? Why?3) What is the difference between Annes 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 Annes diaries .but before
35、reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph?3. 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
36、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
37、 useful words and expressionsStep 4.Talking about friends and friendship1.There are many proverbs about friends 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.
