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人教版高中英语必修1精品教案Unit 1 Friendship

Unit 1 Friendship Warming Up, Pre-reading and Reading Reading “Anne’s Best Friend”
1. Teaching objectives: 1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on; 2). To get the students to realize the importance of friends and friendship, and to tell true friends from false friends; 3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.; 4). To learn the writing style of this passage. 2. Teaching method: Task-based teaching 3. Teaching procedures: Step 1.Pre-reading 1. Please enjoy three pieces of music and find out what they are about. 2. Does a friend always have to be a person? What else can be your friend? 3. What do you know about the World War II? 4. Background introduction Step 2 fast reading 1. Who is Anne? Who/What was Anne’s best friend? When and where did the story happen? 2. fill in the form below. The time of the story The place of the story The heroine of the story Anne’s best friend The length of time they hid away The date of the diary Step 3. Careful Reading 1. Answer the following questions:

Why did Anne made her diary her best friend? What is an ordinary diary like according to Anne? What about her diary? Why was she so crazy about things to do with nature? Why did she stay awake on purpose until very late one evening? Why didn’t she dare open the window when the moon was too bright? How do you understand the expressions “spellbound” and “held me entirely in their powder”? 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 everything. Para. Two: Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time. Para. Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature. Step 4 Post-reading 1. Comprehending exercises (on paper) Time Nature Before hiding After hiding 2. Discuss what kind of feelings of Anne the following words from the letter imply. words Anne’s feeling nature free, peaceful, relaxed outdoors free crazy anxious, eager, thirsty didn’t dare scared, frightened thundering, entirely, power helpless, depressed, lonely Step5. Activity Four students a group to discuss the situation: 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 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 ? Step 6. Homework 1. Review the important words, phrases and difficult sentences in the text and


make sentences using the words given by the teacher. 2. Finish Ex.1-3 on p4.

Unit 1 Friendship Vocabulary and Useful Expressions Learning about language
Teaching aims: 1. To discover and learn to use some words and expressions. 2. To enable students to rewrite sentences using direct or indirect speech 3. To learn more information about Anne. 4. To cultivate the spirit of cooperation, self-teaching and self-exploring. Teaching procedures: Step 1 Revision 1. Review something about “Anne’s best friend” by using some True-or-False sentences 1) A friend would laugh at you. F 2) Anne lived in Amsterdam in the Netherlands during World War II. T 3) She and her family hid away for one year before they were discovered. F 4) She kept a diary as others did. F 5) She was fond of nature. T 6) She stayed awake in the night because she couldn’t sleep well. F 7) She couldn’t go out as she liked. T 2. Collect the sentences students think wonderful or difficult to understand. Sample sentences 1) She and her family hid away for nearly twenty-five months before they were discovered. 2) I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. 3) There was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound. 4) The dark, rainy evening ,the wind, the thundering clouds held me entirely in their power. 5) It was the first time in a year and a half that I’d seen the night face to face. Step 2 Language points 1. grow crazy about sth.对…狂热,痴迷 be crazy about … eg. My cousin grows crazy about computer games. 2. go through 1). To examine carefully 仔细阅读或研究 I went through the students’ papers last night. 2). To experience 经历,遭受或忍受 You really don’t know what we went through while working on this project.

3.stay v. to continue to be in a particular state or situatioin 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. 4.make/call + O +Noun (as O.C.) 5.hide away 6.discover 7. Columbus discovered America in 1492.

set down: to write down something so that you have a record of it:

I want to set down my feelings on paper. Other verbal phrases of “set” set aside: to keep some money or time for a special purpose set off: to start to go somewhere/ to cause a explosion set out: to start a journey/ to talk about something in an organized way set up: to start an organization/ to build something 8. 9. 10 11 12 13 ourdoors / indoors well Don’t stay indoors since the weather is so fine. Well done.

They speak well of him.

on purpose in order to

I came here on purpose to see you. In order to catch the train , she hurried through her work.

too much/ much too entirely For him, this will be an entirely new hobby.

14 in one’s power / out of one’s powers 15 it was the first/second time that … It is the first time that he has been in this city. It was the second time that he had made the same mistakes 16 face to face I rushed out of the office and found myself face to face with the boss. 17.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, far 18. 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, you’ll 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. 19.happen 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.

Unit 1 Friendship Listening, Speaking and Writing
Step 1 Appreciation Read the following poem carefully and write down the pairs of words that rhyme and add more similar rhyming words. Step 2. Pre-writing How to make friends with others? 1. Read a letter from a student called Xiaodong. What’s his problem? 2. Suppose you were editor, please write your advice to Xiaodong. Discuss in groups of four. Collect your advice to Xiaodong and your attitude. Useful expressions: In my opinion, you should… My advice is… I think/ believe… I’m afraid that… I advise you to… I don’t think… Don’t worry… I agree/ I don’t agree. I think so./ I don’t think so. Step 3 While-writing This activity enables students to express their feelings and to help others. other In words, it gives students a better understanding of how to deal with this common situation.This is as much a role play as a writing activity, so it is important for students to discuss their ideas first.In this way they can collect their ideas, sort them out and prepare to write. Ask the Ss to write a letter to Xiaodong as an editor and give him some advice. 1. Ss make a list about the important information that they need.

2. Ss begin to write the letter to Xiaodong. 3. Ss revise their letters by themselves. 4. Ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures….) 5. Ss get back their own writing paper and write the letter again. Writing tips Contents (The letter should contain the following points) 1. Make an effort to change the situation. 2. Start talking to people about what you both like. 3. Join in people’s discussion. 4. Show your interest in their talk. 5. Try to make friends with one or two classmates.

Topic sentence (your point of view) Body (your advice) Conclusion (your wishes) Tense: As it is a letter, Simple Present Tense will be applied to the writing. Connectors: Illustration (阐述) I think, I believe, I suggest, in my opinion… Addition(递进) secondly, and then, besides, in addition… Contrast(转折) but, however, on the other hand… Summary(总结) in short, in a word, therefore, so… Step 4. Post-writing Choose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings. Sample writing: Dear Xiaodong, Some people like talking with others, but some people are shy. you fall into the If second group, it can be hard to make friends.But you can change the situation. What are you interested in? If you like basketball, for example, you could talk with some of your classmates who like basketball.The easiest way to start talking to people is to find something you have in common. If you are standing beside a group of your classmates, join in their discussion if you know something about the subject they are discussing.But if you don't, you shouldn't feel afraid to say, for example,” That sounds interesting, what is it about??Once you start talking to one person, it will get easier to talk to others.

Find one person you have something in common with, and once you become friends with him, his friends will start talking to you too. Good luck! Editor Homework: write the composition

Unit 1 Friendship Grammar and Useful Structures
1.Teaching objectives . Learn to use direct speech and indirect speech 2. Teaching important point Summarize the rules of Direct Speech and Indirect Speech. 3. Teaching difficult point Learn about the special cases in which the tenses shouldn’t be changed. 4. Teaching methods Discussing, summarizing and practicing. 5. Teaching procedures Step 1 Warming up Warming up by discovering useful words and expressions Step 2 Presentation
Boys act one cartoon figure and says something. Teacher asks “What did he/she say?” Girls act the other cartoon figure and answer the teacher’s question. Then boys and girls exchange. The shoes are too big for me. What did he say? He said the shoes were too big for him

Step 3 Grammar
The students will learn the use of Direct Speech and Indirect Speech (statements and questions). First try to make clear to the students what direct and indirect speech is, with the help of the practice in Step III. Then give them some examples. At last get them to summarize the rules of Direct Speech and Indirect Speech (statements and questions). T: In this part, we are to learn the use of Direct Speech and Indirect Speech (statements and questions). When do we use Direct Speech and when do we use Indirect Speech?

T: Now let’s look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed? Ss discuss by themselves. Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed. T: Quite right. Look at the form on the screen. These are the rules. 一、直接引语变成间接引语,句子结构的变化

1.陈述句 陈述句 用连词 that 引导,that 在口语中常省略。主句的谓语动词可直接用引语中的 said, 也可用 told 来代替,注意,可以说 said that, said to sb. that, told sb. that,不可直接说 told that He said, “I have been to the Great Wall. ” → He said to us that he had been to the Great Wall. He said, “I'll give you an examination next Monday. ” → He told us that he would give us an examination the next Monday. 解题步骤: 解题步骤 “I don’t like computers,” Sarah said to her friends. Sarah said to her friends that I don’t like computers . she didn’t Sarah said to her friends that she didn’t like computers. .2.一般疑问句 一般疑问句 间 接 引 语 用 连 词 whether 或 if 引 导 , 原 主 句 中 谓 语 动 词 said 要 改 为 asked(me/him/us 等),语序是陈述句的语序 He said, “Do you have any difficulty with pronunciation?” →He asked (me) whether/if I had any difficulty with my pronunciation. He said, “You are interested in English, aren't you?” →He asked whether I was interested in English. 解题步骤: 解题步骤 Is it easy to improve the condition of the soil? ( They asked him ) “It is easy to improve the condition of the soil.” They asked him if it is easy to improve the condition of the soil was They asked him if it was easy to improve the condition of the soil. 3.特殊疑问句 特殊疑问句 原来的疑问词作为间接引语的连词,主句的谓语动词用 ask(sb. )来表达,语序改 为陈述句语序 He said to me,“What's your name?” → He asked me what my name was. He asked us, “How many car factories have been built in your country?” →He asked us how many car factories had been built in our country. 解题步骤: 解题步骤: When do you harvest the wheat ? ( They asked him ) you harvest the wheat They asked him When you harvest the wheat. He harvested They asked him when he harvested the wheat. 4.选择疑问句 选择疑问句 用 whether…or…表达,而不用 if…or…,也不用 either…or… He asked, “Do you speak English or French?” →He asked me whether I spoke English or French. I asked, “Will you take bus or take train?” →I asked him whether he would take bus or take train.

二、在直接引语变为间接引语时需要注意的变化 1. 注意时态的变化 Direct indirect Present past Past past and past perfect Present perfect past perfect Past perfect past perfect 2. 注意人称变化。 3. 注意指示代词的变化 this, these(that, those) 4. 注意时间的变化 now, today,this week ,yesterday,last week ,four days ago ,the day before yesterday ,tomorrow ,next month(then, that day,that week,the day before ,the week before,four days before ,two days before ,the next day,the next month) 5. 注意地点的变化 here( there) 6. 注意个别趋向动词的变化 come, bring (go, take) 谓语动词时态变化需要注意几点: 三、谓语动词时态变化需要注意几点: 1.直接引语表述的是客观真理,变为间接引语时,时态不变 The geography teacher said, “The sun rises in the east and sets in the west.” The geography teacher told us that the sun rises in the east and sets in the west. 2. 如果直接引语所表述的内容在目前和说话时同样有效,变间接引语时,时态 可不变 The children said, “We love this game.” They told us that they love that game. 3.主句谓语动词的时态是现在时态,在引述时,时态不变。 She says, “I’ll never forget the days in the country.” She says that she’ll never forget the days in the country. 从句时态无须改变的还有以下情况: 1. 当主句的谓语动词是将来时的时候 2. 当直接引语部分带有具体的过去时间状语时 3. 当直接引语中有以 when, while 引导的从句,表示过去的时间时 4. 当引语是谚语、格言时 5. 当直接引语中有情态动词 should, would, could, had better, would rather, might, must, ought to, used to, need 时
Step 4 Practice For Ex 1, get the students to look at the sentences carefully in pairs in order to find out the difference between direct speech and indirect speech. Guide the students to find out the changes in pronoun forms, word order, adverbials and so on, especially the verb tenses, the underline parts. Ask the students to pay attention to the reporting clause. For Ex 2, ask the students to do it by themselves, then check.

Exercises: 1. He said , “I m afraid I can’t finish this work.” 2.He said , “I haven’t heard from him since May.” 3.Tom said “I will see you next week.” 4. “Why were you late again?” The teacher said to me. 5. “I don’t like swimming,” said Sarah.

6. His friends asked him if he would go to Dalian. 7. “Have you been to Paris?” My classmate asked me. 高考链接 1.Readers can ________ quite well without knowing the exact meaning of each word. A. get over B. get in C. get along D. get through 2.It’s hard for me to imagine what I would be doing today if I ______ in love, at the age of seven, with the Melinda Cox Library in my hometown. A. wouldn’t have fallen B. had not fallen C. should fall D. were to fall 3.Father went to his doctor for _______ about his heart trouble. A. an advice B. advice C. advices D. the advices 4. I wonder how he ____ that to the teacher. A. dare to say B. dare saying C. not dare say D. dared say Step6 Correcting mistakes T analyses the common mistakes Ss have made during the practice. T: Now let’s look at the screen and pay attention to these sentences. Choose the right sentence and tell me why the other one is wrong.

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