高中英语必修一教案.docx

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 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 indoors suf

2、fer teenager advice questionnaire quiz situation editor communicate 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 gr

3、own 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 that

4、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.Comprehending-It helps students further understand the text by doing

8、multiple 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 tal

9、k about 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- Th

10、is 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

11、 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 support one seeks from an imaginary friend. Students are expected to come to be truly aware of the qualities and conducts that make a

12、 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 friendship. Also, the comp

13、arison 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 friendly and harmonious

14、life. Thus, based 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. Teaching objectives:1) Target languageI (dont) think I (dont) think so. I (dont) agree. I believe Tha