人教新课标英语必修一 Unit 1Friendship教学案Word下载.docx

人教新课标英语必修一 Unit 1Friendship教学案Word下载.docx

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it’s...that...）

7....Istayedawakeonpurposeuntilhalfpastelevenoneeveninginordertohaveagoodlookatthemoonforoncebymyself.（stay+adj.;

inordertodo...）

8.Butasthemoongavefartoomuchlight,Ididn’tdareopenawindow.（don’tdare（to）do...）

9....itwasthefirsttimeinayearandahalfthatI’dseenthenightfacetoface...（Itis/wasthefirst/second...timethat+现在/过去完成时）

10.AlthoughIreallytrytotalktomyclassmates,Istillfindithardtomakegoodfriendswiththem.（findit+adj./n.+todo...）

本单元需要掌握的交际功能用语为：

1.态度（attitudes）

Areyouafraidthat...?

I’vegrownsocrazyabout...Ididn’tdare...

2.同意和不同意（agreementanddisagreement）

Iagree.Ithinkso.　Exactly.

Idon’tagree.Idon’tthinkso.I’mafraidnot.

3.肯定程度（certainty）

That’scorrect.Ofcoursenot.

本单元需要掌握的语法为：

直接引语和间接引语（Ⅰ）：

陈述句和疑问句

1.陈述句

“Idon’twanttosetdownaseriesoffactsinadiary,”saidAnne.

→Annesaidthatshedidn’twanttosetdownaseriesoffactsinadiary.

2.一般疑问句

Heasked,“Areyouleavingtonight?

”

→Heaskeduswhetherwewereleavingthatnight.

3.特殊疑问句

“Whendidyougotobedlastnight?

”fathersaidtoAnne.

→FatheraskedAnnewhenshewenttobedthenightbefore.

能力目标：

1.能运用所学语言讲述朋友间发生的事情以及朋友间的友谊和友情。

2.能根据已知信息推测所听材料的内容以及拼写所听有关单词。

3.掌握理解本单元关于友谊、友情的内容和基本的阅读技巧。

4.学会用英语交流谈论友谊、友情和朋友方面的话题，并学会对个人观点、态度等的表达方法。

5.学会写英文书信，就交友处友的问题提出忠告。

情感目标：

通过学习讨论本单元的内容，使学生加深对友谊、友情、朋友的理解，学会如何正确交友处友，正确对待友谊友情，恰当处理朋友间发生的问题等。

课时安排

Period1:

Warmingupandspeaking

Period2:

Reading

Period3:

Importantlanguagepoints

Period4:

Grammar（DirectSpeechandIndirectSpeech（Ⅰ））

Period5:

FriendshipinHawaii（Readingtaskintheworkbook）

Period6:

Usinglanguage（ListeningandWriting）

Period7:

Revision（SummingupandLearningtip）

Period1　WarmingupandSpeaking

教学重点

1.Usethegivenadjectivesandsentencestructurestodescribeoneoftheirfriends.

2.Learntoevaluatefriendsandfriendship.

教学难点

1.Worktogetherwithpartnersanddescribeoneoftheirgoodfriends.

2.Discusswithpartnersandfindoutwaystosolvetheproblems.

教学方法

1.Task-basedteachingandlearning

2.Cooperativelearning

3.Discussion

三维目标

Knowledgeaims:

1.Letthestudentslearnthefollowingnewwordsandexpressions:

survey　add　pointupset　ignore　calm　concern　loose　cheat　addup　calmdown　havegotto　beconcernedabout　walkthedog

2.Getthestudentstolearntoexpressattitudes,agreementanddisagreementandcertaintyusingthefollowingstructures:

I（don’t）think...Inmyopinion,...I（don’t）thinkso,I（don’t）agree,Ibelieve...,I’mafraidnot,Exactly,That’scorrect,Ofcoursenot.

Abilityaims:

1.EnablethestudentstodescribetheirfriendsinEnglish.

2.Figureouttheproblemsbetweenfriendsandthenfinddifferentwaystosolvetheproblems.

3.Encouragethestudentstothinkandtalkaboutfriendsandfriendshipbyusingsomephrasesandstructures.

Emotionalaims:

1.Getthestudentstolearntosolveproblemsthatmayoccurbetweenfriends.

2.CultivatethestudentstoformthegoodhabitoflearningEnglishinSeniorMiddleSchool.

教学过程

→Step1Lead-in

ShowthestudentsavideoofAuldLangSynetointroducethetopicofthislesson.

（Othersuggestionsforintroducingthetopicofthisunit:

1.PlayorsingthesongThat’sWhatFriendsAreFor,thenaskthestudentswhattheyareabout.2.Haveadiscussionaboutfriendshipwiththestudents.Getthestudentstomakealistofthreequalitiesagoodfriendshouldhave.）

→Step2Warming-up

1.Getthestudentstogiveabriefdescriptionofoneoftheirfriends.

2.AskthestudentsWhattypesoffriendshiptheyhave.

→Step3Makethesurvey

1.Askthestudentstolistsomequalitiesofagoodfriendortheiridealfriend.Havethestudentsgetintogroupsoffourtofindoutwhatqualitieseachhaslisted.Getthestudentstotelltheirpartnerstheirstandardsofgoodfriends.

2.Haveamemberofeachgroupreportwhattheirlistshaveincommonandlistthemontheboard.

3.Asktheclasswhetherornottheyagreewithallthequalitieslistedontheboard.

4.Nowhavethestudentsdothesurveyinthetextbook.

5.HavethestudentsscoretheirsurveyaccordingtothescoringsheetonPage8.

6.Asksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship.

→Step4Talkingandsharing

1.Getthestudentstoworkinpairs.

Ifyourbestfrienddoessomethingwrong,whatwillyoudo?

2.Getthestudentsintogroupsandgiveeachgroupatopictotalkabout.Thenlettheclasssharetheirideas.It’sbettertostimulatetheSstoexpresstheirownopinions.

→Step5Summary

Whatisfriendship?

Whatisthemostimportantinmakingfriends?

→Step6Workbook

1.TalkingonPage41

2.SpeakingtaskonPage45

→Step7Homework

1.FinishofftherelativeexercisesintheWorkbook.

2.Writedownashortpassageaboutyourfriend.

3.PrepareforthenextpartReading.

Period2　Reading

Getthestudentstolearndifferentreadingskills.

Getthestudentstolearndifferentreadingskillsfordifferentreadingpurposes.

1.Getthestudentstolearnthefollowingusefulnewwordsandexpressions:

reason　list　share　feeling　Netherlands　German　series　outdoors　crazy　nature　purpose　dare　thunder　entirely　power　according　trust　indoors　share...with...gothrough　hideaway　setdown　aseriesof　becrazyabout　onpurpose　inorderto　inone’spower　facetoface　accordingto

2.Helpthestudentstofindthewordsandphrasesthattheyfindmostdifficultandhelpthemtounderstand.

Helpthestudentsdeveloptheirreadingabilityandlearntousesomereadingstrategiessuchasguessing,keysentences,skimming,scanningandsoon.

Enablethestudentstorealizetheimportanceoffriendsandfriendship,valuethefriendshipbetweenfriendsbylearningthereadingtextandtelltruefriendsfromfalsefriendsintheirlives.

→Step1Revision

1.Checkthehomeworkexercises.

2.Asksomestudentswhatafriendis.

→Step2Lead-in

EnjoythesongThat’sWhatFriendsAreForwiththestudents.Askthestudentstofindoutwhatitisabout.

→Step3Pre-reading

Askthestudentsthefollowingquestionssoastobegintofocusstudents’attentiononthemaintopicofthereadingpassage.

1.Whydoyouneedfriends?

Makealistofreasonswhyfriendsareimportanttoyou.

2.Whatdoyouthinkagoodfriendshouldbelike?

Listthegoodqualitiesagoodfriendshouldhave.

3.Doesafriendalwayshavetobeaperson?

Whatelsecanbeyourfriend?

4.Haveyoueverconsideredmakingfriendswithanimals,plantsorevenanobject?

Whyorwhynot?

（Theteachercanalsotellstudentssomebackgroundbeforestartingtoread.Thisisatruestory.IttookplaceinAmsterdam,Hollandintheearly1940safterGermanNazishadoccupiedmostofEurope.TheykilledmanyJews.Toavoidbeingkilled,someJewishfamilieswentintohiding,oftenwiththehelpofnon-Jewishfriends.ThisiswhatAnne’sfamilydid.）

→Step4Reading

1.GetthestudentstotrytoguesswhatAnne’sfriendwasandwhatthepassageisaboutbyreadingthetitleandhavingaquicklookatthepicturesinthispassagewithoutreadingit.

2.Getthestudentstoskimthefirsttwoparagraphstoconfirmtheirguessing.

3.Havetheclasstoreadthepassagesilentlyandthenaskthemtoanswerthefollowingquestions.

1）WhatwasAnne’sbestfriend?

Whydidshemakefriendswithit?

2）Didshehaveanyothertruefriendsthen?

Why?

3）WhatisthedifferencebetweenAnne’sdiaryandthoseofmostpeople?

4）Doyoukeepadiary?

Whatdoyouthinkmostpeoplesetdownintheirdiaries?

5）WearegoingtoreadoneofAnne’sdiaries,butbeforereading,canyoutellmewhatthediaryisaboutwiththehelpofonekeysentenceinthesecondparagraph?

4.ReadingAnne’sdiary

1）Whilereading,guessthemeaningsof“spellbound”,“holdmeentirelyintheirpower”fromthediscourse.

2）Afterreading,askthestudentshowAnnefeltinthehidingplaceandgetthemtogivethetwoexamplestoshowherfeelingsthen.

3）Choosethebestansweraccordingtothediary.

（1）Annemadefriendswithherdiarybecause______