新人教版高中英语必修一第一单元名师优秀教案.docx

1、新人教版高中英语必修一第一单元名师优秀教案Unit 1 Friendship Period 5Friendship in Hawaii(Reading task in the Workbook)整体设计从容说课This is the fifth teaching period of this unit. We should first get the students to review what they learned during last period. To test whether the students have understood and grasped the roles

2、 of Direct Speech and Indirect Speech, the teacher can offer them some revision exercises.This period mainly deals with Reading task on Page 44 in the Workbook. Friendship is valued in all cultures; it is often expressed in different ways. The reading passage introduces the way Hawaiians express fri

3、endship. Before they read the passage, ask students if they can think of any place in the world where Chinese and Western cultures live side by side. Places they might mention include Hong Kong, Macao, Singapore, the Philippines, and San Francisco. Ask them to describe what they imagine life to be l

4、ike in such a place. Then have students read the passage. After they read it, have students talk with a partner and consider how the Hawaiian idea of friendship could help different peoples to get along with one another. Besides friendship, you may want to have students think of another way to commu

5、nicate better with people from other cultures.教学重点1. Get the students to learn about the way Hawaiians express friendship.2. Get the students to learn to use the pattern:It is+p. p. +that. . .教学难点Get the students to be able to realize the cultural differences in the values of friendship.教学方法1. Task-

6、based teaching and learning2. Cooperative learning3. Discussion教具准备The multimedia and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn about the way Hawaiians express friendship.2. Get the students learn to use the pattern:It is+p. p. +that. . .Ability aims:Get the students

7、 to be able to realize the cultural differences in the values of friendship in addition to its importance in all cultures.Emotional aims:1. Get the students to share different opinions on friendship in different cultures.2. Develop their ability to deal with and cooperate with others.教学过程设计方案（一）Step

8、 1 Revision1. Check the homework exercises.2. Let the students do some grammar exercises.Show the students the exercises on the screen.1)Change the following direct speech into indirect speech and indirect speech into direct speech.(1)Mary said, “I came here last week. ”(2)Tom said to his mother, “I

9、 will help these children with their math next week. ”(3)Mother asked me whether I had finished my homework before I watched TV.(4)The man asked Julie what she had done recently.(5)Our teacher said to us, “The sun travels around the earth. ”2)Choose the right answer.(1)She asked_ for the house.A. di

10、d I pay how much B. I paid how muchC. how much did I pay D. how much I paid(2)Jone said that light_ much faster than sound.A. travel B. travels C. is traveling D. traveled(3)The teacher asked me_ I was interested in music.A. that B. what C. whether D. whichSuggested answers:1)(1)Mary said (that)she

11、had gone there the week before.(2)Tom told his mother (that)he would help those children with their math the next month.(3)Mother asked me, “Had you finished your homework before you watched TV? ”(4)The man asked Julie, “What have you done recently? ”(5)Our teacher told us (that)the sun travels arou

12、nd the earth.2)(1)D(2)B(3)CStep 2 Lead-in1. Talk about different ways of showing friendship of minority groups in China.2. Compare Chinese ways of showing friendship with western ways. And discuss why there is a big difference. Therefore, show the sentence:Every culture has its own ways to show frie

13、ndship.3. Ask students if they can think of any place in the world where Chinese and Western cultures live side by side. They may think of Hongkong, Macao, Singapore. And the teacher will add one moreHawaii by showing the students a picture of views in Hawaii.Step 3 Fast readingTell the students:It

14、is said that Hawaii is a place where the east truly meets the west. Consider how people show their friendship in Hawaii.1. Show the students a picture which describes a girl is giving leis to others. Get them to find the information from the textbook.(Giving leis to one another is a way Hawaiians sh

15、ow their personal friendship. )2. Ask the students to read fast and find out more ways to show friendship in Hawaii to fill in the form.WordMeaningaloha3. According to the form, ask them to consider what friendship is in Hawaiians.Step 4 Careful readingGet the students to read the 2nd paragraph care

16、fully and answer the question:Why do many different peoples call Hawaii their home?(Hawaii is a place where people make one big community from many smaller communities. It means Hawaii has a rich cultural diversity. )Step 5 DiscussionGet the students into groups to discuss questions.1. Why do many d

17、ifferent peoples call Hawaii their home?2. How can people in Hawaii live in peace?3. Can you find similar things in your hometown? How do you show friendship to visitors?Step 6 Language PointsUseful sentence pattern:It is believed that the islands can be a paradise when people live in peace.The patt

18、ern is “It is+p. p. +that. . . ”. Its very useful and common. For example, It is said that. . . /It is reported that. . . /It is considered that. . . /It is thought that. . . /It is regarded that. . . /It is believed that. . . /. . .Translate the following sentences.1)大家坚信我们一定会成功。2)据说他是一个诚实的人。3)据报道在

19、那场比赛中中国队大胜美国队。4)人们认为朋友和朋友之间的友谊非常重要，没有友谊就像生活中没有阳光。Suggested answers:1)It is believed that we are sure to succeed.2)It is said that he is an honest man.3)It was reported that Chinese team defeated American one in the match.4)It is regarded that friends and friendship are very important and a life with

20、out friendship is a life without a sun.Step 7 ConsolidationGet the students to write a short passage about the way Hawaiians express friendship.Step 8 Homework1. Finish off the workbook exercises.2. Review the language points and the grammar in the last two periods.设计方案（二）Step 1 Revision1. Check the

21、 homework exercises.2. Let the students do some grammar exercises.Step 2 Lead-in1. Talk about different ways of showing friendship of minority groups in China.2. Compare Chinese ways of showing friendship with Western ways. And discuss why there is a big difference.3. Ask students if they can think

22、of any place in the world where Chinese and Western cultures live side by side.Step 3 Fast readingTell the students:It is said that Hawaii is a place where the east truly meets the west. Consider how people show their friendship in Hawaii and what friendship is in Hawaiians.Step 4 Careful readingGet

23、 the students to read the 2nd paragraph carefully and answer the question:Why do many different peoples call Hawaii their home?Step 5 DiscussionGet the students into groups to discuss questions.1. Why do many different peoples call Hawaii their home?2. How can people in Hawaii live in peace?3. Can y

24、ou find similar things in your hometown? How do you show friendship to visitors?Step 6 Language PointsImportant pattern:It is believed that the islands can be a paradise when people live in peace.Step 7 ConsolidationGet the students to write a short passage about the way Hawaiians express friendship

25、.Step 8 Homework1. Finish off the workbook exercises.2. Review the language points and the grammar in the last two periods板书设计Unit 1 FriendshipFriendship in HawaiiThe ways Hawaiians express friendshipPatterns1. Saying “aloha” to each other shows friendship.1. Today many different peoples call Hawaii

26、 their home.2. It is believed that the islands can be a paradise. . .2. “Lokahi” means “oneness with all people”.3. They give visitors a “lei” to make them feel at home.活动与探究Get the students to make up a dialogue on how to design a questionnaire to find out what kind of friends their classmates are.

27、 And ask them to act it out with their partners. The purpose of this activity is to encourage independent thought and action in matters of immediate concern and interest to students. They can have a discussion or refer to the questionnaire in Warming up.Sample dialogue:A:Now let us design a question

28、naire to find out what kind of friend one is.B:OK. First we must think of five questions and three possible answers to each question.C:What about the first question? Have you got one in mind?D:Suppose your friend has taken away your book by mistake. What will you do or say to him/her?C:Thats a good

29、question. Let me put it down. “Your friend has. . . ”B:Then how about the three possible answers?A:Well, the answer I think should be “You will ask your friend to be more careful next time. ”D:I agree. The worst choice may be “You will get upset and wont talk to him/her any more. ”A:All right. One m

30、ore choice. Listen, Ive got one. “You will ask your friend to return it to you. ”B:Thats quite natural. How many points shall we give each possible answer?D:The highest score is two. The best should score two and the worst zero.B:The third will score one. Shall we go on to the next question?Unit 1 F

31、riendship Period 4Grammar (Direct Speech and Indirect Speech ()整体设计从容说课This is the fourth teaching period of this unit. To test whether the students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises.T

32、his teaching period is a grammar lesson. The students are expected to make clear the differences between Direct Speech and Indirect Speech and grasp the main usages of them in this period. Students often feel grammar very abstract and boring, so it is necessary to make the class lively and interesting. Exampl