范文高一英语Unit 1 Friendship 教案.docx

范文高一英语Unit 1 Friendship 教案.docx

《范文高一英语Unit 1 Friendship 教案.docx》由会员分享，可在线阅读，更多相关《范文高一英语Unit 1 Friendship 教案.docx（8页珍藏版）》请在冰豆网上搜索。

范文高一英语Unit1Friendship教案

高一英语Unit1Friendship教案

　　Unit1Friendship1.Teachingaimsanddemands类别课程标准要求掌握的项目话题Friendsandfriendship;interpersonalrelationships词汇add

　　point

　　upsetignore

　　calm

　　concern

　　loose

　　cheatreasonlistsharefeelingNetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequestionnairequizsituation

　　editor

　　communicate

　　habitaddup

　　calmdown

　　havegotto

　　beconcernedabout

　　walkthedog

　　gothrough

　　hideaway

　　setdown

　　aseriesof

　　onpurposeinorderto

　　facetoface

　　accordingto

　　getalongwith

　　fallinlovejoinin功能态度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.语法直接引语和间接引语:

陈述句和疑问句陈述句“Idon’twanttosetdownaseriesoffactsinadiary.”SaidAnne.-----Annesaidthatshedidn’twanttosetdownaseriesoffactsinadiary.一般疑问句Heasked,“Areyouleavingtonight?

”---Heaskeduswhetherwewereleavingthatnight.特殊疑问句“whendidyougotobedlastnight?

”fathersaidtoAnne.---FatheraskedAnnewhenshewenttobedthenightbefore.1.

　　Suggestedteachingnotes1）.AnalysesoftheteachingcontentsThisunitisaboutfriendship,andnearlyalltheteachingmaterialscenteronit.warmingup---Thequestionnaireleadsstudentstothinkandtalkabout

　　friendship,gettoknowtheproblemsbetweenfriends

　　andseeksolutions,whichmakespreparationsforthe

　　furtherteachingintopics,backgroundandvocabulary.Pre-reading---Thequestionspromptstudentstothinkcriticallyabout

　　friendsandfriendshipinreality,alertingthemtothefact

　　thatbesidespeople,adiarycanbeafriend,too.Reading---ThediarybythejewishgirlAnnegaveaglimpseofherlife

　　duringherfamily’sshelterinAmsterdamfromtheGerman

　　Nazis’killinginworldwar2.shetreatsthediaryasherbestfriend,andinitrevealsherlongingforanormallifeandclosecontactwithnature,prehending---Ithelpsstudentsfurtherunderstandthetextbydoing

　　multiplechoices,questionsandanswers,and

　　matching.Learningaboutlanguage---Itteachestheimportantexpressionsand

　　structuresandgrammar:

directandindirect

　　speeches.Usinglanguage---Thetwoletters,listening,questionnairedesign,letter

　　writingandfunwritingpreparesstudentstofurther

　　talkaboutfriendship,especiallytheproblemswith

　　misunderstanding,andunfriendliness,thus

　　strengtheningstudents’abilitiestopractice

　　language,discover,andsolveproblems.Summingup---Itsummarizesthewholecontentsofthisunitfromthe

　　aspectsoftopics,vocabularyandgrammar.Learningtip---Thispartencouragesstudentstoformthehabitofwriting

　　adiary.Integratingskills---ThetextintroducesthewayHawaiiansexpress

　　friendship,togetstudentstorealizethecultural

　　differencesinthevaluesoffriendshipinaddition

　　itsimportanceinallcultures.2）makingoftheteachingplanThisunitcentersonfriendsandfriendship,exploringdifferenttypesoffriendshipwithparticularattentiontothatonecandevelopwithoneself,i.e.,thecomfortandsupportoneseeksfromanimaginaryfriend.Studentsareexpectedtocometobetrulyawareofthequalitiesandconductsthatmakeagoodfriend,displayanddeveloptheabilitytocopewithmisunderstanding,conflictsandproblemsrelatedtofriendship,andgiveadviceonit.Theconceptthatevenanordinarythingcanbeafriendshouldbreakdownthetraditionalbeliefintheinterpersonalnatureoffriendship.Also,thecomparisonofsimilaritiesdissimilaritiesinfriendshipcomprehensionbetweentheEastandthewestleadsstudentstoknowbetterthevaluesoffriendshipinwesterns’eyes.Allinall,thisunitpromisestounveilthetrueessenceoffriendshipandhelpsstudentstoleadamorefriendlyandharmoniouslife.Thus,basedonthetheme,contentsandteachingobjectives,thewholeteachingprocedurescanfallintofiveperiodsasfollows:

Period1warmingupandspeakingPeriod2ReadingPeriod3GrammarPeriod4IntegratingskillsPeriod5Usinglanguage3.TeachingplansforeachperiodPeriod1warming-upandSpeaking1.Teachingobjectives:

1）TargetlanguageIthink……

　　Ithinkso.

　　Iagree.

　　Ibelieve……

　　That’scorrect.

　　Inmyopinion,……2）Abilitygoalsa.

　　DescribeyourfriendsinEnglishb.

　　Figureouttheproblemsbetweenfriendsandthenfinddifferentwaystosolvetheproblems.3）

　　Learningabilitygoalsa.

　　Toencouragestudentstothinkandtalkaboutfriendsandfriendshipbyusingsomephrasesandstructures.b.

　　Tolearntosolveproblemsthatmayoccurbetweenfriends.c.

　　TocultivatethestudentstoformthegoodhabitoflearningEnglishinSeniormiddleSchool.2.Teachingimportantpoints:

a.

　　Usethegivenadjectivesandsentencestructurestodescribeoneofyourfriends.b.

　　Learntoevaluatefriendsandfriendship.3.Teachingdifficultpoints:

a.

　　worktogetherwithpartnersanddescribeoneofyourgoodfriends.b.

　　Discusswithpartnersandfindoutwaystosolvetheproblems.4.Teachingmethodsa.

　　Task-basedteachingandlearningb.

　　cooperativelearningc.

　　Discussion5.Teachingaids:

cAI6.Teachingproceduresandways:

Step1

　　Lead-inandwarming-upBeforethelesson,theteachercanarousethestudents’interestsbyshowingavideoofAuldLangSyne.Atthebeginningofthefirstclass,wecangetthestudentstotalkabouttheirsummerholidays.Thestudentscantalkfreelyastheylike.1.

　　Howdidyouspendyoursummerholidays?

Howdidyoufeel?

whatdidyoudoinyoursummerholidays?

whatdidyoudoinyoursparetime?

2.

　　whatdoyouthinkofournewschool?

Doyoulikeit?

couldyousaysomethingaboutit?

3.

　　Doyoulikemakingfriends?

Howdogetintouchwithyourfriends?

Doyouhavemanyfriends?

wherearetheynow?

Doyouhaveanyoldfriendsinourschool?

Haveyoumadeanynewfriendsinourclass?

Step2Thinkitover1.Giveabriefdescriptionofoneofyourfriends.Thefollowingphrasesandstructuresmaybehelpful:

His/Hernameis……He/Sheis……yearsold.He/Shelikes……anddislikes……He/Sheenjoys……andhates……He/Sheisverykind/friendly/……when/wherewegottoknoweachother.2.whattypesoffriendshipdoyouhave?

Pleasetickthemout.Thenfillintheblanks.girlfriends

　　boyfriends

　　penfriendslong-distancefriends

　　friendsofthesameagee-friends

　　friendsacrossgenerationsunusualfriendslikeanimals,books……1）.______is/aremostimportanttoyou.2）.youspendmostofyourfreetimewith____.3）.youwillshareyoursecretswith_____.4）.whenintrouble,youwillfirstturnto_____.Step3

　　makeasurvey1.Listsomequalitiesofagoodfriendoryouridealfriend.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.Tellyourpartneryourstandardsofgoodfriendsbyusingthefollowingstructure:

Ithinkagoodfriendshouldbe……Inmyopinion,agoodfriendissomeonewho……1.

　　Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard.2.

　　Asktheclasswhetherornottheyagreewithallthequalitieslisted.3.

　　Thenhavethestudentsdothesurveyinthetextbook.4.

　　Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8.5.

　　Theteacherasksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship:

★4~7points:

youarenotagoodfriend.youeitherneglectyourfriend’sneedsorjustdowhathe/shewantsyoutodo.youshouldthinkmoreaboutwhatagoodfriendneedstodo.★8~12points:

youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.★13+points:

youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.welldone.Step4Talkingandsharing1.Ifyourbestfrienddoessomethingwrong,whatwillyoudo?

Trytousethefollowingphrases:

　　Ithink……

　　Ithinkso.

　　Iagree.

　　Ibelieve……

　　That’scorrect.

　　Inmyopinion,……

　　whattodo

　　reasons2.whatisafriend?

ABritishnewspaperonceofferedaprizeforthebestdefinitionofafriend.Ifyouweretheeditor,choosethebestonefromthefollowingentries,andexplainwhy.onewhounderstandsmysilence.Afriendinneedisafriendindeed.Friendsarejustthepeoplewhoshareyourhappinessandsorrow.whenyoulookatyourwatchat4am,butstillknowyoucancallthemandwakethemup,andthey’llstillwanttotalktoyou,that’sfriendship.Tohaveafriend,youneedtobeagoodfriend.Step5

　　GroupworkTheteachercangiveeachgrouponeofthesequestionsbelowtotalkabout.Thenlettheclasssharetheirideas.It’sbettertostimulatethestudentstoexpresstheirownopinionsaboutthesequestions.1.

　　Doyouthinkitisagoodideatoborrowmoneyfromyourfriend?

whyandwhynot?

2.whatfactorsmaycausethebreakdownofagoodfriendship?

3.whatcanbeyourunusualfriendbesideshumanbeings?

Andwhy?

Step6

　　Homeworkwritedownashortpassageaboutyourideas/thefactors/yourunusualfriends.Prepareforthenewlesson.Period2Reading“Anne’sBestFriend”1.Teachingobjectives:

1）Todevelopthestudents’readingability,learntousesomereadingstrategiessuchasguessing,keysentences,skimmingandsoon;2）.Togetthestudentstorealizetheimportanceoffriendsandfriendship,andtotelltruefriendsfromfalsefriends;3）.Tograspsomeusefulwordsandexpressionsinthispassage,suchasonpurpose,becrazyaboutetc.;4）.Tolearnthewritingstyleofthispassage.2.Teachingmethod:

Task-basedteaching3）.Teachingprocedure:

Step1.Pre-reading1.Pleaseenjoythreepiecesofmusicandfindoutwhattheyareabout.2.whydoyouthinkfriendsareimportanttoyou?

3.whatdoyouthinkagoodfriendshouldbelike?

Listthegoodqualitiesagoodfriendshouldhave.4.Haveyoueverconsideredmakingfriendswithanimals,plantsorevenanobject?

whyorwhynot?

Step2.Reading1.TrytoguesswhatAnne’sfriendisandwhatthepassageisaboutbyreadingthetitleandhavingaquickatthepicturesinthispassagewithoutreadingit.2.Skimmingthefirsttwoparagraphstoconfirmyourguessing.1）whatwasAnne’sbestfriend?

whydidshemakefriendswithit?

2）Didshehaveanyothertruefriendsthen?

why?

3）whatisthedifferencebetweenAnne’sdiaryandthoseofmostpeople?

4）Doyoukeepadiary?

whatdoyouthinkmostpeoplesetdownintheirdiaries?

5）wearegoingtoreadoneofAnne’sdiaries.butbeforereading,canyoutellmewhatthediaryisaboutwiththehelpofonekeysentenceinthe2ndparagraph?

3.ReadingofAnne’sdiaryHowshefeltinthehidingplaceTwoexamplestoshowherfeelingsthenStep3.Post-reading1.whatwouldyoumissmostifyouwentintohidinglikeAnneandherfamily?

Giveyourreasons.2.GroupworkworkingroupstodecidewhatyouwoulddoifyourfamilyweregoingtobekilledjustbecausetheydidsomethingtheEmperordidnotlike.

　　wherewouldyouplantohide?

　　Howwouldyouarrangetogetfoodgiventoyoueveryday?

　　whatwouldyoudotopassthetime?

　　------3.Discoveringusefulwordsandexpressionscompletethefollowingsentences,usingwordsandexpressionsfromReading1）Shehasgr