2019-2020年新人教高一英语Unit1Friendship全英文教案设计.doc

2019-2020年新人教高一英语Unit1Friendship全英文教案设计Teaching goals:*语言知识和语言技能1. to talk about friends and friendship, and interpersonal relationship2. to practise expressing attitudes, agreement and disagreement, and certainty3. to master some sentences about giving advice4. to learn to use the Direct Speech and Indirect Speech(1): statements and questions5. to learn about munication skills*学习策略1. to develop listening skills by doing exercises in listening task2. to develop speaking skills by finishing the speaking task and other activities like discussion and oral practice3. to develop reading skills through the reading materials in this unit4. to learn to write a letter of advice*文化意识1. to know about friend and the real meaning of friend2. to learn how to get along with others*情感态度1. to arouse the interest in learning English2. to learn to express their feelings of friends and friendship Teaching key points:1. how to improve students speaking and cooperating abilities2. learn to use the Direct Speech and Indirect Speech(1):statements and questions3. master some words and expressionsTeaching difficult points:1. train the students speaking, listening, reading and writing abilities2. how to improve students cooperating abilitiesTeaching methods:Student-focus approach and task-based approachLearning methods:Cooperative studyTeaching aids:Radio Text puterThe First Period (Warming up, Listening & Talking)Teaching aims:1. to know about different kinds of friendship2. to learn some words of describing friend and friendship3. to master some useful words and expressions Teaching methods:1. discussing 2. cooperative learning Teaching materials: warming up，listening, talkingTeaching procedures:Step 1. Leading-inFree talk: Something about friend and friendshipAsk the Ss to describe one of their friends-their appearance, personality, hobbies, etc.Qs: Do you need friends?Do you think friendship is important in your life? Why do you think so? Do you have any good friends? What do you think of them? Whats your friend like? What does he/she like to do in his/her spare time? What personality does he/she have?Step 2. Talk about your old friends 1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.2. Self-introductionStep 3. Do a survey 1. Have the Ss do the survey in the textbook on page 1 and let them work out their score.2. Teacher explain each itemQuestion 1 deal with how thoughtful you are towards others. The scoring reflects your concern for others.Question 2 is concerned with fairness.Question 3 deals with your concern for others.Question 4 is concerned with responsibilities to a friend.Question 5 is concerned with honesty. If you let your friend look at your paper or somebody elses paper, you are helping them to cheat. That is not honest.Step 4. Listening and talking Do Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speakers views of making friends.When Ss make their conversation, ask them to try to use the following expressions.I think so. / I dont think so. I agree. / I dont agree.Thats correct. Of course not. Exactly. Im afraid not.Step 5. Discussion Divide Ss four in one group and each group choose a topic to discuss. There are four topics.Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?Topic 3: Does a friend always have to be a person? What else can be your friend? Why?Topic 4: List some qualities of a person who does not make friend easily.Step 6. Summary 1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends. Tell Ss: make new friends and keep the old; one is silver and the other is gold.Step7. Homework1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.2. Write a short passage about your best friend.3. Prepare for reading on page 2.The Second Period (Reading )Teaching aims: 1. to know about the story of Annes Diary2. to promote the Ss abilities of reading prehension3. to learn about the following words and expressions:reason; list; go through; hide away; set down; a series of; outdoors; crazy; spellbound; on purpose; dare; happen to do sth.; Its the first time thatTeaching methods:1. reading and discussion2. cooperative learning and speakingTeaching materials: reading, prehendingTeaching procedures:Step1. Leading-in Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, puter, or TV at home.How would you feel?What would you do? Four students a group discuss with each other for 2 minutes.Step2. Predicting Students read the title of the passage and observe the pictures and the outline of it to guess:Who is Annes best friend?What will happen in the passage?Step3. Skimming Students skim the passage in 2 minutes to get the main idea :Who is Annes best friend?When did the story happen?Step4. Scanning Students work in pairs to find the information required below:AnneHow to enjoy herself? Why?What ? in World War Step5. Intensive reading Students work in group of four to discuss the following open questions:1.Why did the windows stay closed?2.How did Anne feel?3.What do you think of Anne?4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文).5.Which sentences attract you in the passage?Step6. Discussion Four students a group to discuss the two situations below:Situation 1: If you were Anne, how would you feel? How would you spend your hard time? Who would you make friends with? Situation 2: Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take only 5 things with you.What will you take? Why?How will you spend the 3 months?How will you treat each other and make friends?Step7: Language points1. go through1) to examine carefully 仔细阅读或研究eg. I went through the students papers last night.2) to experience 经历；遭受或忍受eg. You really dont know what we went through while working on this project.2. hide away3) vi. to go somewhere where you hope you will not be seen or found 躲避；隐匿hide away +地点eg. The thief hid away in a friends house for several weeks after the robbery.4) to put or keep sth. /sb. in a place where they / it cant be seen or found 藏；隐蔽hide away sth. / hide sth. awayeg. Why do you hide your thoughts away from me?3. set down5) write down 写下；记下eg. Ill set down the story as it was told to me.6) put down 放下；搁下set down sth. /set sth. downeg. He set down a basket on the ground.4. series n.（单复数同形）a series of 一连串的；一系列的5 .crazy adj.1）mad, foolish 疯狂的；愚蠢的It is crazy of sb. to do sth. = sb be crazy to do sth.eg. Its crazy to go out in such hot weather.2） wildly excited; very interested 狂热的；着迷的grow / be crazy about sb. / sth.eg. The boys are crazy about the girl singer.3） like crazy 发疯似的；拼命地 eg. He talked like crazy; I couldnt understand what he said.6. I wonder if its because I havent been able to be outdoors for so long that .*I wonder if / whethereg. I wonder if you can help me?*Its because it is 后的表原因的从句中，只能用because来引导， 不能用since或as.eg. Why did you go to school on foot? It is because my bike had broken.7. spellbind v. to hold the plete attention of 吸引人，迷人；使入迷 eg. The children watched spellbound as the magician took rabbits from his hat. 8.stay v. to continue to be in a particular state or situation系动词，表是状态。后跟名词或形容词，不能用于被动语态和进行时态。eg. He stayed single all his life.9. on purpose 1) 故意地 （反义：by chance / accident） eg. I think she lost the key on purpose. 2) on purpose to do sth. 为了要而特地 eg. He went to town on purpose to sell one of his paintings.10.far adv. “过于；得多” ,表示程度，经常与too或形容词、副词的比较级连用。eg. She speaks English far better than I. This room is far too warm.cf. very, much, far11.dare 1) modal. v. 多用于否定句、疑问句、条件状语从句、whether (if)等名词性从句或有否定意义的句中，后接动词原形。没有人称和数的变化,其时态只有现在时和过去时。否定式在其后加not.eg. How dare he say such a word! If you dare do that again, youll be punished.2) vt. 敢，胆敢。有人称、数和时态的变化。在否定句和疑问句中，dare后的to可保留也可省略。eg. I wonder how he dare to day such words.12happen to do sth.It so (just) happened that不能用于进行时态。eg. I happened to be out when he came. = It so happened that I was out when he came.13Its the first time that eg. It is the first time that I have seen the sea.Step8. Homework1. Ex1.2&3on Page3-4The Third Period (Discovering Useful Structures)Teaching aims:Let the Ss use the Direct Speech and Indirect SpeechTeaching methods:1. discovery learning2. cooperative learningTeaching materials: Page 5Teaching procedures:Step 1. Revision1. Check the homework with the Ss2. Revise the Object clause Exercise: Rewrite the following sentences.1. I go to school by bike . ( He said)2. Will you forget to do your homework? (Mary asked him)3. When did you e here? (They asked me)4. What has he said? ( Do you know)5. Anne is watching TV now. ( Mother told me )Step 2. Discovering useful structures1. Present some sentences for Ss 1) My friend says, “ I will e here tomorrow?”如果此时此地，你来转述，应该说：My friend says she / he will e here tomorrow?如果时间变了，地点不变，你来转述，应该说：My friend said she / he would e here the next day.如果地点变了， 时间还是今天，你来转述，应该说：My friend sayd she / he will go there tomorrow.如果时间地点都变了， 你来转述，应该说：My friend said She / he would go there the next day.如果由别人转述，时间地点都变了，应该说：He/ She said he /she would go there the next day.*使用直接引语和间接引语要注意具体语境。 2）“Do you go to the park yesterday?” He asked me.He asked me if / whether I went to the park the day before.3) Kate said to John, “Whats your favorite food?” Kate asked John what his favorite food was.Get the Ss to have a look at Part 1 in “Discovering useful structures” and sum up this grammar point. 引述别人的话时，一般采用两种方式：一是引用别人的原话，把它放在引号内，称为直接引语；二是用自己的话加以转述，被转述的话不放在引号内，称为间接引语。间接引语在大多数情况下是一个宾语从语。直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。1.直接引语是陈述句，变成间接引语时，由连词that 引导。例如：She said, I am very happy to help you.She said that she was very happy to help you.2. 直接引语是一般(选择/反意)疑问句，变成间接引语时，由连词whether或if 引导。例如：He asked me, Do you like playing football?He asked me if/whether I liked playing football.注意：大多数情况下，if和whether 可以互换，但后有or not,或在动词不定式前，或放在介词后作连接词时，一般只用whether。例如：She asked me whether he could do it or not.He hesitated about whether to drive or take the train.3. 直接引语是特殊疑问句，变成间接引语时，由相应的疑问词who, whom, whose, how, when, why, where 等引导。例如：My sister asked me, How do you like the film?My sister asked me how I liked the film.4. 直接引语是祈使句，变成间接引语时，把动词原形变成动词不定式，并在动词不定前加tell, ask, order 等的宾语。例如：The captain ordered, Be quiet.The captain ordered us to be quiet.注意：此种情况的否定句，在动词不定式前加not。My teacher asked me, Dont laugh.My teacher asked me not to laugh.5. 一些注意事项(1)直接引语是客观事实、普遍真理等，变成间接引语时，时态不变。例如：They told their son,The earth goes round the sun.They told their son that the earth goes round the sun.(2)直接引语变间接引语时， 人称、时态、指示代词、时间状语、地点状语等要作相应的变化。如：this/that these/those, nowthen, todaythat day, yesterdaythe day before, last yearthe year before, agobefore, herethere等。例如：He said, I havent seen her today.He said that he hadnt seen her that day.注意：如果转述时就在原来的地方，就在说话的当天，就不必改变指示代词、时间状语、地点状语等。(3)间接引语一般要用陈述句的语序，即主、谓、宾的顺序。例如： He asked Lucy, Where did you go?He asked Lucy where she went.Tom said, What do you want, Ann?Tom asked Ann what she wanted.Step 3. Practice1. Pair work One student make a sentence using the Direct Speech and the other student repeat the sentence using the Indirect Speech2. Do the first tow sentences in Part 2 as examples.2. Check the answers together.Step 4. Homework1. Wb, Page 42, 43 (Individual, Groups)2. Prepare for Reading on Page 44The Fourth Period( Reading )Teaching aims: 1. to learn about friendship in Hawaii2. to promote the Ss abilities of reading prehension 3. to learn about the following words and expressions:way; the second important; Its believed that; in peace; those who ; etc.Teaching methods:1. reading and discussion 2. cooperative learning and speakingTeaching methods: reading (Page 44)Teaching procedures:Step 1.Leading-in 1. Ask the Ss if they can think of any place in the world where Chinese and Western cultures live side by side.( Hong Kong, Macao, Singapore, the Philipines, San Francisco, etc.)Step 2.Reading1. Get the Ss to read the passage and try to finish the table in Ex1.2. Read the passage carefully again and discuss the questions in Ex2.3. Report their discussionStep 3 Listening to the text and prehend itStep 4.Language points1. the way to do sth. / the way of doing sth.2. the second most important the second + adj.（最高级）the third + adj. （最高级）eg. The Yellow River is the second longest river in China. China is the third largest country in the world.3. to enjoy the land = in order to enjoy the landeg. To make the w8th Olympic Games the game ever, Beijing will make several changes.* to do和 in order to do可以置于句首、句末，而 so as to do只能置于句末。4. Indeed, Hawaii is a place where .small munities.5. Its believed that the islands can be a paradise .Its believed that = People believe that eg. Its believed that they arrived more than 30,000 years ago.6. in peace7. they are really talking about all those who live on the islands.those who=people who “凡的人”eg. The teacher praised those who had done good deeds. We find it our duty to help those who are in trouble.8. Living in peace, Hawaiians has developed 现在分词短语作原因状语，相当于 As they are living in peace.9. Perhaps this is how most visitors will remember their new friendship.Step 5. Listening to the text and enjoy itStep 6. Check the answers to the exercise 1&2 on page 41&42Step7. Homework1. Prepare for speaking and writing on Page 45-46The fifth Period ( Speaking Task and Writing)Teaching aims:1. to develop Ss speaking ability and learn to express their own views2. enable Ss to write a letter of adviceTeaching methods:1. tasked-based learning2. speakingTeaching procedures:Step 1.Speaking taskTask One: Ex1 (Page 45)1. Get the Ss to work in pairs, have them read the situations and choose one to discuss.2. Ask the Ss to present their dialogue.Task Two: Ex2 (Page 45-46)1. Ask the Ss to look at the pictures.2. Work in groups of four and talk about whether they are doing is cool or not.3. Try to express their own views to the whole class.Step 2.Writing Task One: Ask the Ss to write a letter of advice1. Get the Ss to read the letter on Page 7 and understand it.2. Ask the Ss to work in pairs and talk about how to answer the letter.3. Write the letter in reply down.Task Two: Ask the Ss to write a passage about their opinions on friend and friendship1. Read the proverbs carefully.2. Write a passage to express their own opinions.Step 3. Homework1. Fill in the form in Sum up (Page 8)2. Fill in the form in Checking yourself (Page 47)