人教版高一英語(yǔ)必修Unit1friendship全單元教案

Unit1friendshipTeachingaimsanddemands類別課程標(biāo)準(zhǔn)要求掌握的項(xiàng)目話題Friendsandfriendship;interpersonalrelationships詞匯Addpointupsetignorecalmconcernloosecheatreasonlistsharefeeling NetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequestionnairequizsituation editorcommunicate habitaddupcalmdown havegotto beconcernedabout walkthedoggothrough hideaway setdown aseriesofonpurposeinordertofacetofaceaccordingto getalongwith fallinlovejoinin功能.態(tài)度(attitudes)Areyouafraidthat?IvegrownsocrazyaboutIdidn'dare--.同;同思(agreementanddisagreement )Iagree.Ithinkso.Exactly.Idon'agree.Idon'thinkso.Imafraidnot..肯定程度(certainty)Thatscorrect.Ofcoursenot.語(yǔ)法直接引語(yǔ)和間接引語(yǔ)(1):陳述句和疑問(wèn)句.陳述句“don'wanttosetdownaseriesoffactsinadiary. "SaidAnne.Annesajdthatshe didn'wanttosetdownaseriesoffactsinadiary..一般疑問(wèn)句Heasked,Areyouleavingtonight?”Heaskeduswhetherwewereleavingthatnight. 3.特殊疑問(wèn)句Whendidyougotobedlastnight? ”fathersaidtoAnne.FatheraskedAnnewhenshewenttobedthenightbefore. Suggestedteachingnotes.AnalysesoftheteachingcontentsThisunitisaboutfriendship,andnearlyalltheteachingmaterialscenteronit.WarmingupThequestionnaireleadsstudentstothinkandtalkaboutfriendship,gettoknowtheproblemsbetweenfriendsandseeksolutions,whichmakespreparationsforthefurtherteachingintopics,backgroundandvocabulary.Pre-readingThequestionspromptstudentstothinkcriticallyaboutfriendsandfriendshipinreality,alertingthemtothefactthatbesidespeople,adiarycanbeafriend,too.ReadingThediarybytheJewishgirlAnnegaveaglimpseofherlifeduringherfamily ’sshelterinAmsterdamfromtheGermanNazis’killinginworldwar2.shetreatsthediaryasherbestfriend,andinitrevealsherlongingforanormallifeandclosecontactwithnature,whichhelpshergetthroughthedays.ComprehendingIthelpsstudentsfurtherunderstandthetextbydoingmultiplechoices,questionsandanswers,andmatching.LearningaboutlanguageItteachestheimportantexpressionsandstructuresandgrammar:directandindirectspeeches.UsinglanguageThetwoletters,listening,questionnairedesign,letterwritingandfunwritingpreparesstudentstofurthertalkaboutfriendship,especiallytheproblemswithmisunderstanding,andunfriendliness,thusstrengtheningstudents’abilitiestopracticelanguage,discover,andsolveproblems.SummingupItsummarizesthewholecontentsofthisunitfromtheaspectsoftopics,vocabularyandgrammar.LearningtipThispartencouragesstudentstoformthehabitofwritingadiary.IntegratingskillsThetextintroducesthewayHawaiiansexpressfriendship,togetstudentstorealizetheculturaldifferencesinthevaluesoffriendshipinadditionitsimportanceinallcultures.MakingoftheteachingplanThisunitcentersonfriendsandfriendship,exploringdifferenttypesoffriendshipwithparticularattentiontothatonecandevelopwithoneself,i.e.,thecomfortandsupportoneseeksfromanimaginaryfriend.Studentsareexpectedtocometobetrulyawareofthequalitiesandconductsthatmakeagoodfriend,displayanddeveloptheabilitytocopewithmisunderstanding,conflictsandproblemsrelatedtofriendship,andgiveadviceonit.Theconceptthatevenanordinarythingcanbeafriendshouldbreakdownthetraditionalbeliefintheinterpersonalnatureoffriendship.Also,thecomparisonofsimilaritiesdissimilaritiesinfriendshipcomprehensionbetweentheEastandtheWestleadsstudentstoknowbetterthevaluesoffriendshipinWesternseyes.Allinall,thisunitpromisestounveilthetrueessenceoffriendshipandhelpsstudentstoleadamorefriendlyandharmoniouslife.Thus,basedonthetheme,contentsandteachingobjectives,thewholeteachingprocedurescanfallintofiveperiodsasfollows:Period1WarmingupandspeakingPeriod2ReadingPeriod3GrammarPeriod4Integratingskills(WB)Period5UsinglanguageTeachingplansforeachperiodPeriod1Warming-upandSpeakingTeachingobjectives:TargetlanguageI(dont)think I(dont)thinkso.I(dont)agree.Ibelieve That'scorrect.Inmyopinion,AbilitygoalsDescribeyourfriendsinEnglishFigureouttheproblemsbetweenfriendsandthenfinddifferentwaystosolvetheproblems.LearningabilitygoalsToencouragestudentstothinkandtalkaboutfriendsandfriendshipbyusingsomephrasesandstructures.Tolearntosolveproblemsthatmayoccurbetweenfriends.TocultivatethestudentstoformthegoodhabitoflearningEnglishinSeniorMiddleSchool.Teachingimportantpoints:Usethegivenadjectivesandsentencestructurestodescribeoneofyourfriends.Learntoevaluatefriendsandfriendship.Teachingdifficultpoints:a.Worktogetherwithpartnersanddescribeoneofyourgoodfriends.b.Discusswithpartnersandfindoutwaystosolvetheproblems.b.TeachingmethodsTask-basedteachingandlearningCooperativelearningDiscussionTeachingaids:CAITeachingproceduresandways:Step1Lead-inandWarming-upBeforethelesson,theteachercanarousethestudents’interestsbyshowingavideoofAuldLangSyne.Atthebeginningofthefirstclass,wecangetthestudentstotalkabouttheirsummerholidays.Thestudentscantalkfreelyastheylike.Howdidyouspendyoursummerholidays?Howdidyoufeel?Whatdidyoudoinyoursummerholidays?Whatdidyoudoinyoursparetime?Whatdoyouthinkofournewschool?Doyoulikeit?Couldyousaysomethingaboutit?Doyoulikemakingfriends?Howdogetintouchwithyourfriends?Doyouhavemanyfriends?Wherearetheynow?Doyouhaveanyoldfriendsinourschool?Haveyoumadeanynewfriendsinourclass?Step2ThinkitoverGiveabriefdescriptionofoneofyourfriends.Thefollowingphrasesandstructuresmaybehelpful:His/Hernameis He/Sheis years old.He/Shelikes and dislikes He/Sheenjoys and hates He/Sheisverykind/friendly/ When/Wherewegottoknoweachother.Whattypesoffriendshipdoyouhave?Pleasetickthemout.Thenfillintheblanks.girlfriends boyfriends penfriendslong-distancefriends friendsofthesameagee-friends(friendsovertheinternet)friendsacrossgenerationsunusualfriendslikeanimals,books . is/aremostimportanttoyou.TOC\o"1-5"\h\z.Youspendmostofyourfreetimewith ..Youwillshareyoursecretswith ..Whenintrouble,youwillfirstturnto .Step3MakeasurveyListsomequalitiesofagoodfriendoryouridealfriend.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.Tellyourpartneryourstandardsofgoodfriendsbyusingthefollowingstructure:Ithinkagoodfriendshould(not)be Inmyopinion,agoodfriendissomeonewho Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard.Asktheclasswhetherornottheyagreewithallthequalitieslisted.Thenhavethestudentsdothesurveyinthetextbook.Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8.Theteacherasksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship:4~7points:Youarenotagoodfriend.Youeitherneglectyourfriend’sneedsorjustdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriendneedstodo.8~12points:Youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriend ’nesedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.13+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend ’s.Welldone.(Youmayalsoshowyourstudentstheresultsaboveandletthemselvesself-reflectupontheirownvaluesoffriendship)Step4Talkingandsharing(workinpairs)Ifyourbestfrienddoessomethingwrong,whatwillyoudo?Trytousethefollowingphrases:I(don't)think I(don't)thinkso.I(don agree. IbelieveThat'scorrect. Inmyopinion,WhattodoreasonsWhatisafriend?ABritishnewspaperonceofferedaprizeforthebestdefinition( 定義)ofafriend.Ifyouweretheeditior,choosethebestonefromthefollowingentries(條目)，andexplainwhy.Onewhounderstandsmysilence.Afriendinneedisafriendindeed.Friendsarejustthepeoplewhoshareyourhappinessandsorrow.Whenyoulookatyourwatchat4am,butstillknowyoucancallllstillwanttotalktoyou,thatthemandwakethemup,andtheyllstillwanttotalktoyou,thatfriendship.Tohaveafriend,youneedtobeagoodfriend.Step5Groupwork(output)Theteachercangiveeachgrouponeofthesequestionsbelowtotalkabout.Thenlettheclasssharetheirideas.It'bettertostimulatethestudentstoexpresstheirownopinionsaboutthesequestions.Doyouthinkitisagoodideatoborrowmoneyfromyourfriend?WhyandWhynot?Whatfactorsmaycausethebreakdownofagoodfriendship?Whatcanbeyourunusualfriendbesideshumanbeings?Andwhy?Step6homeworkWritedownashortpassageaboutyourideas/thefactors/yourunusualfriends.Prepareforthenewlesson.Period2Reading“Anne’BesstFriend”Teachingobjectives:Todevelopthestudents’readingability,learntousesomereadingstrategiessuchasguessing,keysentences,skimmingandsoon;.Togetthestudentstorealizetheimportanceoffriendsandfriendship,andtotelltruefriendsfromfalsefriends;.Tograspsomeusefulwordsandexpressionsinthispassage,suchasonpurpose,becrazyaboutetc.;.Tolearnthewritingstyleofthispassage.Teachingmethod:Task-basedteaching.Teachingprocedure:Step1.Pre-readingPleaseenjoythreepiecesofmusicandfindoutwhattheyareabout..Whydoyouthinkfriendsareimportanttoyou?Whatdoyouthinkagoodfriendshouldbelike?Listthegoodqualitiesagoodfriendshouldhave.Haveyoueverconsideredmakingfriendswithanimals,plantsorevenanobject?Whyorwhynot?Step2.ReadingTrytoguesswhatAnne’sfriendisandwhatthepassageisaboutbyreadingthetitleandhavingaquickatthepicturesinthispassagewithoutreadingit.Skimmingthefirsttwoparagraphstoconfirmyourguessing.WhatwasAnne’sbestfriend?Whydidshemakefriendswithit?Didshehaveanyothertruefriendsthen?Why?WhatisthedifferencebetweenAnne’sdiaryandthoseofmostpeople?Doyoukeepadiary?Whatdoyouthinkmostpeoplesetdownintheirdiaries?WearegoingtoreadoneofAnne ’sdiaries.butbeforereading,canyoutellmewhatthediaryisaboutwiththehelpofonekeysentenceinthe2ndparagraph?ReadingofAnne’sdiaryHowshefeltinthehidingplaceTwoexamplestoshowherfeelingsthenStep3.Post-reading.WhatwouldyoumissmostifyouwentintohidinglikeAnneandherfamily?Giveyourreasons..GroupworkWorkingroupstodecidewhatyouwoulddoifyourfamilyweregoingtobekilledjustbecausetheydidsomethingtheEmperordidnotlike.Wherewouldyouplantohide?Howwouldyouarrangetogetfoodgiventoyoueveryday?Whatwouldyoudotopassthetime?DiscoveringusefulwordsandexpressionsCompletethefollowingsentences,usingwordsandexpressionsfromReadingShehasgrown aboutcomputergames.WasitanaccidentordidDaviddoiton ?Fromthebeginning,Paulmadeitclearthathewouldbe (完全地)incontrol.Heusedtowork eveninthemiddleofwinter.Justthe ofmorefoodmadeherfeelsick.Youhadbetterhavea talkwithhim.Borninapoorfamily,themanager lotsofhardshipsinhischildhood.Adiaryisoftenkeptto whathappensinpeople ’sdailylives.Step4.Talkingaboutfriendsandfriendship.Therearemanyproverbsaboutfriendsandfriendship.Choosetheoneyouagreewithandexplainwhy,thenchooseoneyoudisagreewithandexplainwhy.Afriendinneedisafriendindeed.Friendsarelikewine;theolder,thebetter.Afriendtoallisafriendtonone.Thesamemancannotbebothfriendandflatterer(阿諛?lè)畛姓?.Falsefriendsareworsethanopenenemies.Walkingwithafriendinthedarkisbetterthanwalkingaloneinthelight..Wehavetalkedaboutfriendsandfriendshiptoday,canyouwriteoneortwosentencestoexpressyourunderstandingoffriendsandfriendship.Step5.Homework:Interviewahighschoolstudent,abusinessman,apoliceofficerandahousewifetofindouttheiropinionsaboutfriendsandfriendship.Writeareporttoshareitwiththewholeclass.Describeoneofyourbestfriendsfollowingthewritingstyleofthispassage.Ending:Let’ssingthissongaboutfriendstogetherPeriod3Grammar．TeachingobjectivesLearntousedirectspeechandindirectspeechTeachingimportantpointSummarizetherulesofDirectSpeechandIndirectSpeech.TeachingdifficultpointLearnaboutthespecialcasesinwhichthetensesshouldn’btechanged.TeachingmethodsDiscussing,summarizingandpracticing.TeachingproceduresStep1LeadinT:Inthelastlesson,welearnedAnneFrank’sstory.Sheistellingherstoriestotwoofherfriends—youandTom.Tomhassomethingwrongwithhisears,soyouhavetorepeatAnne’ssentences,usingindirectspeech.SometimesyouexplainTom ’ssentencestoAnne.“Ihavetostayinthehidingplace. ”-saidAnne.Annesaidshehadtostayinthehidingplace.“Doyoufeelsadwhenyouarenotabletogooutdoors? ”TomaskedAnne.—TomaskedAnneif/whethershefeltsadwhenshewasnotabletogooutdoors.“Idon’twanttosetdownaseriesoffactsinadiary, ”saidAnne.Annesaidthatshedidn’twanttosetdownaseriesoffactsinadiary.“Whatdoyoucallyourdiary? ”Tomasked.Tomaskedwhatshecalledherdiary.Ssgoonthistopicbythemselves.Step2GrammarT:Nowlet’slookatthesesentencesagain.IfwewanttochangeDirectSpeechintoIndirectSpeech,whatshouldbechanged?Ssdiscussbythemselves.Ss:sentencestructures,tenses,pronouns,adverbialsoftimeandplaceandverbsshouldbechanged.T:Quiteright.Lookattheformonthescreen.Thesearetherules.直接引語(yǔ)變成間接引語(yǔ)時(shí)，要注意以下幾點(diǎn)：人稱變化、時(shí)態(tài)變化、賓語(yǔ)從句要用陳述句語(yǔ)序。直接引語(yǔ)是陳述句，變成間接引語(yǔ)時(shí)，由連詞that引導(dǎo)。例如：Shesaid,"Iamveryhappytohelpyou."-Shesaidthatshewasveryhappytohelpyou.直接引語(yǔ)是一般 /選擇疑問(wèn)句，變成間接引語(yǔ)時(shí)，由連詞whether或if引導(dǎo)。例如：Heaskedme,"Doyoulikeplayingfootball?"-Heaskedmeif/whetherIlikedplayingfootball.注意：大多數(shù)情況下，if和whether可以互換，但后有 ornot,或在動(dòng)詞不定式前，或放在介詞后作連接詞時(shí)，一般只用whether。例如：Sheaskedmewhetherhecoulddoitornot.直接引語(yǔ)是特殊疑問(wèn)句，變成間接引語(yǔ)時(shí)，由相應(yīng)的疑問(wèn)詞who,whom,whose,how,when,why,where等引導(dǎo)。例如：Mysisteraskedme,"Howdoyoulikethefilm?" -MysisteraskedmehowIlikedthefilm.直接引語(yǔ)是祈使句，變成間接引語(yǔ)時(shí)，把動(dòng)詞原形變成動(dòng)詞不定式，并在動(dòng)詞不定式前加tell,ask,order等的賓語(yǔ)。例如：Thecaptainordered,"Bequiet."-Thecaptainorderedustobequiet.注意：此種情況的否定句，在動(dòng)詞不定式前加not。Myteacheraskedme,"Don'tlaugh."-Myteacheraskedmenottolaugh.一些注意事項(xiàng)(1)間接引語(yǔ)一般要用陳述句的語(yǔ)序，即主、謂、賓的順序。例如：HeaskedLucy,"Wheredidyougo?"-HeaskedLucywhereshewent.Tomsaid,"Whatdoyouwant,Ann?"-TomaskedAnnwhatshewanted.(2)直接引語(yǔ)是客觀事實(shí)、普遍真理等，變成間接引語(yǔ)時(shí)，時(shí)態(tài)不變。例如：Theytoldtheirson,"Theearthgoesroundthesun." -Theytoldtheirsonthattheearthgoesroundthesun.(3)直接引語(yǔ)變間接引語(yǔ)時(shí)，指示代詞、時(shí)間狀語(yǔ)、地點(diǎn)狀語(yǔ)等要作相應(yīng)的變化。例如：Hesaid,"Ihaven'tseenhertoday.

Hesaidthathehadn'tseenherthatday.注意：如果轉(zhuǎn)述時(shí)就在原來(lái)的地方，就在說(shuō)話的當(dāng)天，就不必改變指示代詞、時(shí)間狀語(yǔ)、地點(diǎn)狀語(yǔ)等。DirectSpeechPresentDirectSpeechPresentPastPresentperfectPastperfectPresentcontinuousIndirectSpeechpastpastandpastperfectpastperfectpastperfectpastcontinuousStep3practiceT:TurntoPage5.Pleasechangethefollowingdirectspeechintoindirectspeechandindirectintodirect.“I’mgoingtohidefromtheGermans, ”Annesaid.“Idon’tknowtheaddressofmynewhome, n”ne.saidA“Icannotaskmyfatherbecauseitisnotsafetoknow, ”shesaid.“Ihadtopackupmythingsveryquickly, ”thegirlsaid.“Whydidyouchooseyourdiaryandoldletters? ”Dadaskedher.Mumaskedherif/whethershewasveryhotwithsomanyclotheson.Margotaskedherwhatelseshehadgot.Anneaskedherfatherwhentheywouldgobackhome.Anneaskedhersisterhowshecouldseeherfriends.MotheraskedAnnewhyshehadgonetobedsolatethenightbefore.Step4CorrectingmistakesTanalysesthecommonmistakesSshavemadeduringthepractice.T:Nowlet’losokatthescreenandpayattentiontothesesentences.Choosetherightsentenceandtellmewhytheotheroneiswrong.Step5AgamePlayaguessinggame“whoismysecretfriend? nestud”enOtcomestothefrontwithhispartner.Thereststudentsaskhimquestionswhilehispartnerchangesthemintoindirectspeech.Intheend,thepersonwhohasguessedtherightanswercancometothefronttotaketheplaceofthefirststudent.Sothegamegoeson.Suggestedsentences:Canyourfriendspeak?Whatdoeshe/sheweartoday?Ishe/shetallorshort?Whatdoyouandyourfrienddoinyourfreetime?Doyouquarrelwitheachother?...Step6Homeworksdiary.ReaditDoExercise1onPage42.HereisanotherpageofAnnethroughandthenuseindirectspeechtoretellthestory.sdiary.ReaditPeriod4integratingskills “Friendshipin Hawaii”Teachingobjectives:TolearnaboutwaysofshowingfriendshipinHawaiiandsharetheiropinionsonfriendship.Becauseitisalessonofintegratingskills,Ssarealsoaskedtowritesentencesonfriendship.Teachingprocedures:Step1Lead-inTalkaboutdifferentwaysofshowingfriendshipofminoritygroupsinChina.CompareChinesewaysofshowingfriendshipwithWesternways.Anddiscusswhythereisabigdifference.Therefore,showthesentence:Everyculturehasitsownwaystoshowfriendship.AskstudentsiftheycanthinkofanyplaceintheworldwhereChineseandWesterncultureslivesidebyside.TheymaythinkofHongkong,Macao,Singapore.Andtheteacherwilladdonemore Hawaii.Step2FastreadingItissaidthatHawaiiisaplacewheretheEasttrulymeetsthewest.ConsiderhowpeopleshowtheirfriendshipinHawaii.Showapictureandfindtheinformationfromthetextbook.(bygiving“l(fā)eis”tooneanother.)Explainwhatisa “l(fā)ei”.ReadfastandfindoutmorewaystoshowfriendshipinHawaiitofillintheform.Accordingtotheform,askthemtoconsiderwhatfriendshipisinHawaiians.Step3CarefulreadingReadthe2ndparagraphcarefullyandask“WhydomanydifferentpeoplescallHawaiitheirhome? ”(Hawaiiisaplacewherepeoplemakeonebigcommunityfrommanysmallercommunities.ItmeansHawaiihasarichculturaldiversity.)Step4WritingtaskShowproverbsaboutfriendsandfriendship.ExplainthemandaskSstochoosesometheyagreewithandsometheydisagreewithandexplainwhy.Discusswiththeirpartnerandtrytowritesomesimilarsentencestoshowtheiropinionsonfriendship.Step5HomeworkSurftheInternettocollectmaterialslikepoems,storiesaboutfriendship.Andsharethemwithyourfriends.Period5Listening&WritingTeachingobjectivesTopractisestudents ’listeningability.Topractisestudents ’writinsgosfkihllowtoofferadvice.Toimprovestudents’abilitytohelpotherssolveproblems.Teachingprocedure(Analysis:Listeningandwritingareexpansionofthetopicofthetext.ListeningisaboutLisa ’sproblemofmakingafriendwithaboy.SheasksMissWangforadvice.Throughlisteningandexercise,studentslearnhowtogiveadviceandtheskillofgivingadvice.Andalsoletthemthinkabouttheproblemofboy ’sngmfarikeindswithgirlsandgirlswithboys.Andthendesignatasktoaskstudentstogiveadviceaccordingtothedifferentproblemstopractisetheirabilitytosolvetheproblems.Alloftheselaythefoundationforthenexttaskwriting.Inthisway,studentsfeelthattheyhaveinformationtoputout.Andwritingmakesfortheimprovementofstudents ’writingability,strengtheningtheircomprehensionoffriendship.)Step1Lead-inDoyourememberwhatAnn’sbestfriendis?Isitamanorathing?HaveyouseenthefilmCastAway?WhenTomisaloneonadesertedisland,whatdoeshemakefriendswith?(av