新人教版必修1高中英语U1Friendship教案Word文件下载.docx
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share;
dare;
suffer;
advice;
calmdown;
beconcernedabout;
gothrough;
setdown;
aseriousof;
onpurpose;
inorderto;
joinin
Languageskills
①听:
听懂MissWangofRadioForTeenagers的回信,并能回答就信中主要内容提出的问题。
②说:
能围绕中心话题Friendsandfriendship,与同学交谈,合作,共同完成调查问卷设计任务。
③读:
能从Anne’sBestFriends中获取主要信息,理解课文的内容和细节;
理解“语言运用”部分的两封信,为下面的听和写做好准备。
④写:
能根据提示,以编辑的身份为Xiaodong写封回信。
Culturalconscious
-ness
了解英语交际中如何恰当地表达态度。
通过课文学习,了解德国法西斯残害犹太人的历史,感受外国历史文化。
Affect
&
Attitude
加深对友谊、友情、朋友的理解,学习如何正确交友,对待友谊、友情,处理朋友间发生的问题。
Learningstrategies
①认知策略:
总结语言材料中有关直接引语和间接引语的规律并加以应用。
②交际策略:
在课内外活动中积极围绕话题与同学交流。
③调控策略:
合理分配注意力。
④资源策略:
学习有效地使用词典等工具书。
Teachingkeypoints
Teaching
importantpoints
(1)本单元所出现的词汇的用法。
(2)陈述句、一般疑问句和特殊疑问句的直接引语和间接引语。
(3)对于个人观点态度的表达法。
periods
Period1
Thewholecontent&Warmingupofunit1(听说活动课)
Period2
Reading:
Anne’sbestfriend(阅读课)
Period3
Learningaboutlanguage(词汇语法课)
Period4
Readingandlistening(听说课)
Period5
Readingandwriting(写作课)
Period6
Summingup&revision(复习及课外阅读课-P44friendshipinHawaii)
Period7
Test(单元测试)
备注
Period1
TitleThecontents&warmingup
Teachingaims
Knowaboutthecontentsofthewholetext&talkaboutfriendsandfriendship
Teachingprocedures
Activity
Objectives
(设计意图)
Interaction
time
Step1
1.Aboutthecontents
Lookthroughyourbookandfindtheanswerstothesequestions.
a.Howmanyunitsarethereinthebook?
___________________________
b.Thebookismadeupoftwoparts,whatarethey?
c.Howmanypartsarethereintheappendices?
Toknowthestructureofthewholemodules.
Individualwork
修改与备注:
Aboutthetheme
Lookatthelistofcontents.Inwhichunitcanyou
a.learnthehistoryaboutthedevelopmentofEnglish?
__________________________
b.learnhowtoprotectoneselfandhelpothersindisasters?
c.Studyvocabularyoflandforms(地貌)?
d.Readtheintroductionofsomefamouspeople?
e.Readthesuggestionabouthowtogetalongwithothers?
Knowthethemeofeveryunitanddevelopstudent’sfastreadingskills.
Pairwork
修改与备注:
Aboutthegrammar
a.WhichgrammarstructureisdealtwithinthefourthunitEarthquakes?
__________________________
b.Whichstructurecanweusetoreportothers’ideas?
c.Whatcanwetalkaboutusingthepresentcontinuoustense?
Inthisbook,whatnewideacanweget?
Togetageneralimpressionaboutthegrammar.
Step2
Leading-in(warmingup)
AsktheSstodescribeoneoftheirfriends----theirappearance,personality,hobbies,etc.
Qs:
What’syourfriendlike?
Whatdoeshe/sheliketodoinhis/hersparetime?
Whatpersonalitydoeshe/shehave?
TodevelopSs’speakingskills.
Individualwork
Step3
HavetheSsgetintogroupsoffourtolistsomequalitiesofapersontheywouldlikeasafriend.
FForgiving,fair,forever,faithful,friendly
RReal,responsible,reliable,respectful
IImportant,interesting
EEnjoyable,everlasting,equal,encouraging
NNice
DDevoted
SSincere,sharing
HHelpful,honest
IIndependent
PPure,polite,precious,patient
本环节通过引导学生描述朋友,进而探讨好朋友应具备的优秀品质,循序渐进地引入本单元的中心话题,真实性强,为学生学习和运用本单元的功能意念项目提供了很好的机会。
Groupwork
Step4
Doingthesurvey
1.Dothesurveyonpage1inthetextbook.
2.Whiledoingthat,encouragestudentstoguessthemeaningofunfamiliarwords(ifnecessary).
3.Havestudentsworkouttheirscoresonpage8.
4.Discusstheresults:
4-7points:
notagoodfriend;
8-12points:
afairlygoodfriend;
12+points:
anexcellentfriend.
为了有效完成设计调查问卷的任务,首先对它有一个直观的认识,弄清调查问卷的结构和形式,为下面设计问卷这个中心环节做好各方面的准备。
对于问卷中个别的生词和短语,应鼓励学生围绕“中心话题”和上下文去猜测。
)
Step5
Step3Designingaquestionnaire
1.Dividestudentsintogroupsoffour.
2.Askeachgrouptodesignonequestionaccordinglywiththreepossibleanswerseach.
3.Giveascoretoeachanswer.
4.Setdownthequestionandanswerstomakeaquestionnaire.
本环节的目的是通过设计问卷,创设真实的语言情景,为学生探讨友谊、友情提供广阔的空间。
重点进行口语交际方面的练习,同时培养学生发现、思考、解决问题的能力,树立正确的人生观和价值观)
Step6
Tryingthequestionnaire
1.Checkthequestionnairethroughandtryitoutonyourowngroup.
2.Shareyourquestionnairewithfourothergroupsandseehowmanypointsyoucanget.
使用自己设计的调查问卷,可极大的调动学生的积极性,使他们主动参与到活动中来,获得积极的情感体验。
Groupwork
Step7
Homework
Thedesignofthewritingontheblackboard
Recordafter
teaching
TitleAnne’sbestfriend
Teachingaims
1.ReadAnne’sdiaryandtrytounderstanditsmainideaaswellasdetails.
2.Fosterthereadingstrategy.
Time
Pre-reading:
Afriendisapresentwhichyougiveyourself.
Whydoyouneedfriends?
Groupwork:
Workingroupsoffouronthefollowingquestions:
1.Doesafriendalwayshavetobeaperson?
Whatelsecanbeyourfriend?
2.Doyouthinkadiarycanbecomeyourfriend?
Whyorwhynot?
导入衔接上节课和本节课知识。
通过讨论,将学生的注意力集中到下面阅读材料的主题上。
本环节调动学生围绕文章主题展开批判性思维,为他们将话题与自身生活经历相结合提供机会.
Step2
Reading:
1.LookatthetitleofthereadingpassageandthepicturesonPage2and3.Guesswhothosepeopleareandwhatthetextmightbeabout.
2.listening
listentothetext
3.Scanthepassageandanswerthefollowingquestions:
(1)Howmanypartsisthetextdivided?
Howdoyouknowthat?
(2)What’sthemainideaforthefirstpart?
ReadPara.1andthefirsttwosentencesofPara.2togetit.
4.Intensivereading.(精读)
Workingroupsoffouranddiscussthefollowingquestions.
1.WhatisatruefriendlikeinAnne’sopinion?
2.WhatisanordinarydiarylikeaccordingtoAnne?
Whataboutherdiary?
3.AbouthowlonghadAnneandherfamilybeeninthehidingplace
Whenshewrotethediary?
4.HowdidAnnefeelaboutnatureaftersheandherfamilyhidaway?
5.Whydoyouthinkherfeelingschangedtowardsnature?
1.预测可以活跃学生的思维,激发学习兴趣,同时也给学生提供了表达的机会。
引导学生充分利用各种信息源,拓宽阅读时的视野。
设置“信息沟”,激发学生的阅读欲望。
2.提高听力修正错误发音
3.训练学生快速阅读的技巧。
总结主旨大意是最基本的阅读技能.抓不住语篇的主旨大意,就无法深刻的理解整个语篇.
4.本环节给学生提供充分的思维时间和广阔的思维空间,调动学生在交互学习、合作学习中学会自己解决课文理解中的问题,尽量挖掘学生的学习潜能。
Step3
Fillingtheblanksbyusingsomekeywords:
Anne’ssister,Margotwasvery_____thatthefamilyhadtomove.Shefound____difficulttosettleand____________inthehidingplacebecauseshewas________________whethertheywouldbediscovered.Sheknewshehadto______herparentsandthiswasnecessary.Atfirstshethoughtshewouldgo______butlatersherealizedthatitwasbetterto____________thistogether.
掌握本课出现的关键词,并体会和掌握其在语境中的应用。
Readanddiscuss
1.Whatdothetwowords(outdoors,nature)
imply(暗含)inAnne’sletter?
2.HowwoulddescribeAnne’sfeelingsbyusingsomeadjectivesasshewas
lookingoutatthenightsky?
引导学生学会去感悟、欣赏语言。
Post—reading
Discussthefollowingquestions:
1.Imagineyouhadtohidesomewheretoavoidbeingkilled,wherewouldyouplantohide?
2.Whatmightitbelikeifyouhavetostayinyourbedroomforawholeyear?
3.Whatwouldyoudotopassthetime?
通过围绕课文的话题设置语言情景,鼓励学生发表自己的见解.理解安妮当时的心境和安妮日记的内涵,在感受外国历史文化的同时自然而然的习得语言。
Homework
1.Readthetextafterclassandtrytoretellthestory(120-150words).
培养学生口头叙述的能力
Titlelearningaboutlanguage(vocabularyandgrammar)
1.Lexis:
Havedeepunderstandingofsomeusefulwordsandexpressions.
2.Grammar:
TheuseoftheDirectandIndirectSpeechinnarrationandquestions.
Time
Studentsretellthetext
训练学生表达和总结能力
Individual
Languagepoints
(1)upsetadj.&
v.
Readthefollowingsentences,payingattentiontotheuseoftheword“upset”:
(a)ShesoundedupsetwhenItoldheryoucouldn’tgiveheranappointment.
(b)Theyareterriblyupsetbythebreak-upoftheirparents’marriage.
(c)Shewarnedmenottosayanythingtoupsether.
Wecandrawaconclusionthat:
(a)Ifyouareupset,youfeel______becausesomethingunhappyhashappenedtoyou.
(b)Ifsomethingupsetsyou,youfeel________or__________.
(2)beconcernedabout/for:
afeelingofworry.beconcernedwith:
tobeaboutsth.与…有关;
涉及
(a)Thefamily_______all_________________(担心)hissafety.
(b)_____________________________________________________________(她为什么如此关注)hisattitudetoherwork?
Thereseemsnothingtodowithhim.
(c)Thepublic___________________________________________________________(越来越关注)thespreadofthedeadlydisease.
(d)Thebook_____________________________(主要涉及)therelationsofthetwocountriesduringtheColdWar.
(3)Istayedawakeonpurposeuntilhalfpastelevenoneeveninginordertohaveagoodlookat...
a:
onpurpose故意地
同义词组:
bydesign
反义词组:
bychance/byaccident
b:
for/withthepurposeof原因是,目的在于
你来这里的目的是要看望你的老师吗?
Didyoucomehereforthepurposeofseeingyourteacher?
5)....Ihappenedtobeupstairs