高中英语必修一第一单元教案.docx

1、高中英语必修一第一单元教案Unit 1 Frie ndshipPart One: Teaching DesignPeriod 1: A sample lesson plan for reading(ANNE S BEST FRIEND)AimsTo talk about frie ndshipTo read about frie ndshipProceduresI.Warming up1.Warming up by assess ingA lot of people have only few possibilities of getting feedback about their own

2、pers on ality .In this exercise you will have the opport un ity to get some feedback and to discuss it with a partner. While comparing your mutual judgements, certain prejudices or misun dersta ndings may appear, as people ofte n do not know each other thoroughly eno ugh to judge others correctly. T

3、ry to be hon est!Self assessme ntOf the following characteristics choose 5 that are particularly applicable to you pers on ally.sociable, honest, friendly, easygoing, nervous, open-minded, anxious, careful, talented, talkative, nosy, thoughtful, generous, carefree, pessimistic, peaceful, optimistic,

4、 interesting, reliable, helpful, active, careless, caring, exact, adventurous, imaginative, hot-blooded, well-organised, trustworthy, patient, responsible, outgo ing, kind, brave, warm-hearted, selfless, tolera ntPart ner assessme ntNow choose 5 characteristic features which you think are especially

5、 applicable to your part ner.sociable, honest, friendly, easygoing, nervous, open-minded, anxious, careful,talented, talkative, nosy, thoughtful, generous, carefree, pessimistic, peaceful, optimistic, interesting, reliable, helpful, active, careless, caring, exact, adventurous, imaginative, hot-bloo

6、ded, well-organised, trustworthy, patient, responsible, outgo ing, kind, brave, warm-hearted, selfless, tolera nt2.Warming up by describ ingHave the stude nts get into groups of four to describe their own ideal frie nd. In dividual stude nts must decide on TOP 5 character adjectives that could be us

7、ed to describe the ideal frie nd and in sist they have good reas on sfor their choice. Then let the group leader give the class a descripti on of their ideal frie nd.3.Further appl yingYou may also have the students do the survey in the textbook, following the steps below.1.Get the students to make

8、a list of three qualities a good friend should have.2.Have the students get into groups of four to find out what each has listed.3.Have a member of each group report on what their lists have in com mon and list them on the board.4.Ask the class whether or not they agree with all the qualities listed

9、.5.Then have the students do the survey in the textbook.6.Have the students score their survey according to the scoring sheet on page 8.7.The teacher ask some students how many points they got for the survey and assess their values of frien dship:s needs o47 poin ts: You are not a good frie nd. You

10、either n eglect your frie ndjust do what he/she wants you to do. You should thi nk more about what a good frie nd n eeds to do.s n eeds812 points: You are a good friend but you sometimes let your friendship become too importa nt, or you fail to show eno ugh concern for your frie ndfeelings. Try to s

11、trike a balanee between your friend needs and your own resp on sibilities.13+ points: You are an excellent friend who recognizes that to be a good friendyou need balanee your needs and your friend s. Well done.(You may also show your students the results above and let themselves self-refleet upon th

12、eir own values of frie ndship)II.Pre-read ingTo focus the Stude nts atte nti on on the main topic of the read ing passage.To activate their previous kno wledge on the topic.III.Talk ing and shari ngWork in groups of four. Tell your group mates how you reflect on these questions.1.Why do you need fri

13、ends? Make a list of reasonswhy friends are important to you.2.What do you think a good friend should be like? List what a good friend should do and share the list with your part ners.3.Does a friend always have to be a person? What else can be a friend?4.Do you think a diary can become your friend?

14、 Why or why not?In struct ions: The teacher can give each group one of these questi ons above to talk about. Then let the class share their ideas. It better to stimulate the students to challe nge their classmates onsIV.Read ing1.Look ing and guess ingWork in pairs. Look at the pictures and the head

15、 ing and guess what the text might be about.1). Imagi ne what it might be like if you had to stay in your bedroom for a whole year.You could no t leave it eve n to go to the WC or to get a cup of tea. How would you feel?2). What would you choose if you are only allowed to have five things with you i

16、n the hiding place because there is very little room?2.Reading to summarise the main idea of each paragraph.Skim the text and summarise the main idea of each paragraph in one sentence. Para. One: Anne made her diary her best friend whom she could tell everyth ing.Para. Two: Anne s diary acted as her

17、 true friend during the time she and her familyhad to hide away for a long time.Para. Three: Having bee n kept in doors for so long, Anne grew so crazy about everyth ing to do with n ature.3.Lan guage focusNext you are to read and un derl ine all the useful expressi ons or collocati ons in the passa

18、ge. Copy them to your no tebook after class as homework.purpose, inlaugh at, go through, make/call + O +Noun (as O.C.), hide away, set dow n, grow crazy about, do with ,there was a time when ,keep sb. spellbound, or order to do sth., far too +adj./adv, happe n to do sth., it was the first/sec ond ti

19、me that ,face to faceV.Clos ing dow nClos ing dow n by doing exercisesTo end the less on you are to do the comprehe nding Exercises 1 and 2.Clos ing dow n by discussi on of ideasWork in groups of four. Discuss the ideas put forward in the read ing passage. It does not matter whether you agree or dis

20、agree. What is importa nt is that you should have a reason for what you say. Also you can put forward your own ideas, either criticising the text or using it as a support:What would you do if your family were going to be killed just because they didsometh ing the Emperor did not like?Where would you

21、 pla n to hide?How would you arrange to get food give n to you every day?What would you do to pass the time?Lan guage chu nks from Unit 1 Frie ndshipadd up, get sth. done, calm sb. done, have got to, go on holiday, talk care of, walk the dog, get loose, pay for sth, cheat in the exam, should have do

22、ne, some one else s, laugh at, go through, hide away, set dow n, a series of, a hid ing place, I won der if -grow/be/become crazy about, could have done, keep sb.spellbo und, keep doing, stay awake, on purpose, in order to, by on eself, far too much, it was(is) the first time that ,face to face, fee

23、l lonely/sit alone, save one ern6d aboutbw itloisomany clothes on, have trouble with sb, at the moment, get along (well) with sb./ sth, enjoy doing, be/become/make friends with, be/fall in love (with), try sth. out on sb. ask for advice, give sb. some advice on ，make ansifforjioto dosth., showone in

24、terest in, far and wide, pay attention to, look to one own concern, share one s thoughts and feeli ngs with sb, come to a con clusi on, be prepared to do sth., heart-to-heart talk, hurt one feelings, change one snind, live in peace, go on a pic nic, get away with, feel at home, in n eedPeriod 2: A s

25、ample lesson plan for Learning about Language(Direct & Indirect Speech (i) statements & questions)AimsTo discover useful words and expressi onsTo discover useful structuresProceduresI.Warming upWarming up by discoveri ng useful words and expressi onsTurn to page 4 and do Exercises 1,2, 3 and 4 first

26、. Then check your answers withyour class part ner.II.Lear ning about grammar: Direct and In direct Speech1.Direct SpeechIn direct speech, the original speakersexact words are given and are indicated byquotati on marks.“I don t know what to do, ” said Dean.In some grammar books, said Dean is referred

27、 to as a reporting clause. “I dowhat to do, ” is refeoeastthe reported clause.2.In direct SpeechIn in direct speech, the exact meaning of the speaker s words is give n, but the exactwords are not directly quoted.Dean said that he didn t know what to do.To con vert direct speech into in direct speech

28、:If the main verb is past ten se, prese nt tense verbs in to past ten se.Dean said that hedidn t knowhat to do.First and sec ond pers on pronouns must be cha nged to third pers on pronouns.Dean said that_hedidn t knowhat to do.t know what to do.)(The word that can often be left out: Dean said he did

29、n3.In direct Questi onsThe same rules apply to in direct questi ons as to in direct stateme nts. The differe nce is that a wh- clause is used in stead of a that clause.Direct question: “ Did Marama s horse win a prize? ” Owen asked.on a prize.In direct questi ons: Owe n asked whether (or if) Marama

30、s horse hadDirect question: “Why won t you marry me? ” asked Donald.In direct questi on: Don ald asked her why she would n ry him. t marIn telling a story or recounting events, a speaker using direct speech has all the resources of inton ati on to produce a lively acco unt. Because in direct speech

31、is always speech reported by some one else, the acco unt is more reserved and restra ined.“ What shall we do? ” asked Bev.“Don t worry, Bev, ” said Duncan, “I ve got a plan. ”Bev asked Duncan what they should do. He told her not to worry and that he had a pla n.The ability to cha nge direct speech i

32、nto in direct speech is a useful skill for those en gaged in tak ing the minu tes of a meeti ng or report ing on eve nts.fair.Direct speech: “ First of all, I would like to tha nk everybody who helped with thThe results were very good, and we will now be able to buy two more computers. In direct speech: The prin cipal said that he would like to tha nk everybody who had helped with the fair.