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1、2006年广东省高一英语Unit1 friendship教案 新课标 人教版-文档2006年枫省高一英枫广Unit1 friendship案教Participants: 燕洋董枫仝枫枫李桂秀枫枫舍枫靳黄妮吴School: Tai Zhou No.1 Senior Middle School1.Teaching aims and demands枫枫枫程枫准要求掌握的枫目枫枫Friends and friendship; interpersonal relationships枫枫Add point upset ignore calm concern loose cheat reason list
2、share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habitadd up calm down have got to be concerned about walk the dog go through hide away set down a series of on pur
3、posein order to face to face according to get along with fall in lovejoin in功能1.枫度(attitudes)Are you afraid that-?Ive grown so crazy about-I didnt dare-2. 同意和不同意;agreement and disagreement,I agree. I think so. Exactly.I dont agree. I dont think so. Im afraid not.3.肯定程度;certainty,Thats correct. Of co
4、urse not.枫法直接引枫和枫接引枫(1): 枫述句和疑枫句1.枫述句“I dont want to set down a series of facts in a diary.” Said Anne.-Anne said that she didnt want to set down a series of facts in a diary.2.一般疑枫句He asked, “Are you leaving tonight?”-He asked us whether we were leaving that night.3.特殊疑枫句“When did you go to bed las
5、t night?” father said to Anne.- Father asked Anne when she went to bed the night before.Suggested teaching notes2.1). Analyses of the teaching contentsThis unit is about friendship, and nearly all the teaching materials center on it.Warming up-The questionnaire leads students to think and talk about
6、 friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary.Pre-reading-The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besid
7、es people, a diary can be a friend, too.Reading- The diary by theJewish girl Anne gave a glimpse of her life during her familys shelter in Amsterdam from the German Nazis killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contac
8、t with nature, which helps her get through the days.Comprehending-It helps students further understand the text by doing multiple choices, questions and answers, andmatching.Learning about language-It teaches the important expressions and structures and grammar: direct and indirectspeeches.Using lan
9、guage-The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems withmisunderstanding, and unfriendliness, thus strengthening students abilities to practice language, discover, and solve problems.Summin
10、g up-It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar.Learning tip- This part encourages students to form the habit of writing a diary.Integrating skills- The text introduces the way Hawaiians express friendship, to get students to realize the cultural
11、 differences in the values of friendship in addition its importance in all cultures.2) Making of the teaching planThis unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself,i.e., the comfort and support one seek
12、s from an imaginary friend. Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thi
13、ng can be a friend should break down the traditional belief in theinterpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns eyes. All in all, th
14、is unit promises to unveil the true essence of friendshipand helps students to lead a more friendly and harmonious life.Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:Period 1Warming up and speakingPeriod 2ReadingPeriod
15、 3GrammarPeriod 4Integrating skills (WB)Period 5Using language3. Teaching plans for each periodPeriod 1 Warming-up and Speaking1. Teaching objectives:1) Target languageI (dont) think I (dont) think so. I (dont) agree. I believe Thats correct. In my opinion, 2) Ability goalsDescribe your friends in E
16、nglisha.Figure out the problems between friends and then find different ways to solve the b.problems.Learning ability goals3)To encourage students to think and talk about friends and friendship by using some a.phrases and structures.To learn to solve problems that may occur between friends.b.c. To c
17、ultivate the students to form the good habit of learning English in Senior Middle School.2. Teaching important points:Use the given adjectives and sentence structures to describe one of your a.friends.Learn to evaluate friends and friendship.b.3. Teaching difficult points:Work together with partners
18、 and describe one of your good friends.a.Discuss with partners and find out ways to solve the problems.b.4. Teaching methods Task-based teaching and learninga.Cooperative learningb.Discussion c.5. Teaching aids:CAI6. Teaching procedures and ways:Step 1 Lead-in and Warming-upBefore the lesson, the te
19、acher can arouse the students interests by showing a video of Auld Lang Syne .At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.How did you spend your summer holidays? How did you feel? What did 1.you do in you
20、r summer holidays? What did you do in your spare time?What do you think of our new school? Do you like it? Could you say 2.something about it?Do you like making friends? How do get in touch with your friends? Do 3.you have many friends? Where are they now? Do you have any old friends in our school?
21、Have you made any new friends in our class?Step 2 Think it over1. Give a brief description of one of your friends. The following phrases and structures may be helpful:His/Her name is He /She is years old.He /She likes and dislikes He /She enjoys and hatesHe /She is very kind/friendly/When /Where we
22、got to know each other.2. What types of friendship do you have? Please tick them out. Then fill in the blanks.girl friends boy friends pen friendslong -distance friends friends of the same agee-friends (friends over the internet) friends across generations unusual friends like animals, books1)._ is
23、/are most important to you. 2). You spend most of your free time with _.3). You will share your secrets with _.4). When in trouble, you will first turn to _.Step 3 Make a survey1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what ea
24、ch has listed.Tell your partner your standards of good friends by using the following structure: I think a good friend should (not) beIn my opinion, a good friend is someone whoHave a member of each group report on what their lists have in common and list 1.them on the board.Ask the class whether or
25、 not they agree with all the qualities listed.2.Then have the students do the survey in the textbook.3.Have the students score their survey according to the scoring sheet on page 8.4.The teacher ask some students how many points they got for the survey and assess 5.their values of friendship:? 47 po
26、ints: You are not a good friend. You either neglect your friends needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.? 812 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern
27、 for your friends needs and feelings. Try to strike a balance between your friends needs and your own responsibilities.? 13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friends. Well done.(You may also show your students the result
28、s above and let themselves self-reflect upon their own values of friendship)Step 4 Talking and sharing( work in pairs)1. If your best friend does something wrong, what will you do?Try to use the following phrases:I (dont) think I (dont) think so. I (dont) agree. I believeThats correct. In my opinion
29、, What to do reasons2. What is a friend?A British newspaper once offered a prize for the best definition(定枫) of a friend. If you were the editior, choose the best one from the following entries(条目), and explain why.One who understands my silence.A friend in need is a friend indeed.Friends are just t
30、he people who share your happiness and sorrow.When you look at your watch at 4 am, but still know you can call them and wake them up, and theyll still want to talk to you ,thatsfriendship. To have a friend, you need to be a good friend.Step 5 Group work (output)The teacher can give each group one of
31、 these questions below to talk about. Then let the class share their ideas. Its better to stimulate the students to express their own opinions about these questions.Do you think it is a good idea to borrow money from your friend?1.Why and Why not?2. What factors may cause the breakdown of a good fri
32、endship?3. What can be your unusual friend besides human beings? And why?Step 6 homework Write down a short passage about your ideas /the factors/your unusual 1.friends.Prepare for the new lesson.2.Period 2 Reading “Annes Best Friend”1. Teaching objectives:1) To develop the students reading ability,
33、 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 cr
34、azy about etc.;4). To learn the writing style of this passage.2. Teaching method: Task-based teaching3). Teaching procedure:Step 1.Pre-reading1. Please enjoy three pieces of music and find out what they are about.2 .Why do you think friends are important to you?3. What do you think a good friend sho
35、uld be like? List the good qualities a good friend should have .4. Have you ever considered making friends with animals, plants or even an object? Why or why not?Step 2.Reading1. Try to guess what Annes friend is and what the passage is about by reading the title and having a quick at the pictures i
36、n this passage without reading it. 2. Skimming the first two paragraphs to confirm your guessing.1) What was Annes best friend? Why did she make friends with it?2) Did she have any other true friends then? Why?3) What is the difference between Annes diary and those of most people?4) Do you keep a di
37、ary? What do you think most people set down in their diaries?5) We are going to read one of Annes diaries .but before reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph?3. Reading of Annes diaryHow she felt in the hiding placeTwo examples to show
38、her feelings thenStep 3.Post-reading1.What would you miss most if you went into hiding like Anne and her family? Give your reasons.2.Group workWork in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.Where would you pl
39、an to hide?How would you arrange to get food given to you every day?What would you do to pass the time?-3. Discovering useful words and expressionsComplete the following sentences, using words and expressions from Reading1) She has grown _ about computer games.2) Was it an accident or did David do i
40、t on _?3) From the beginning ,Paul made it clear that he would be _ (完全地)in control.4) He used to work _ even in the middle of winter.5) Just the _ of more food made her feel sick.6) You had better have a _ talk with him.7) Born in a poor family, the manager _ lots of hardships in his childhood.8) A
41、 diary is often kept to _ what happens in peoples daily lives.Step 4.Talking about friends and friendship1.There are many proverbs about friends and friendship. Choose the one you agree with and explain why, then choose one you disagree with and explain why.A friend in need is a friend indeed.Friend
42、s are like wine; the older, the better.A friend to all is a friend to none.The same man cannot be both friend and flatterer(阿枫奉承者).False friends are worse than open enemies.Walking with a friend in the dark is better than walking alone in the light.2. We have talked about friends and friendship toda
43、y, can you write one or two sentences to express your understanding of friends and friendship.Step 5.Homework:1. Interview a high school student, a businessman, a police officer and a housewife to find out their opinions about friends and friendship. Write a report to share it with the whole class.2
44、. Describe one of your best friends following the writing style of this passage.Ending: Lets sing this song about friends togetherPeriod3 Grammar1,Teaching objectivesLearn to use direct speech and indirect speech2. Teaching important pointSummarize the rules of Direct Speech and Indirect Speech.3. T
45、eaching difficult pointLearn about the special cases in which the tenses shouldnt be changed.4. Teaching methodsDiscussing, summarizing and practicing.5. Teaching proceduresStep1 Lead inT: In the last lesson, we learned Anne Franks story. She is telling her stories to two of her friendsyou and Tom.
46、Tom has something wrong with his ears,so you have to repeat Annes sentences, using indirect speech. Sometimes you explain Toms sentences to Anne.“I have to stay in the hiding place.” said Anne. ?Anne said she had to stay in the hiding place.“Do you feel sad when you are not able to go outdoors?” Tom
47、 asked Anne. ?Tom asked Anne if/whether she felt sad when she was not able to go outdoors.“I dont want to set down a series of facts in a diary,” said Anne.?Anne said that she didnt want to set down a series of facts in a diary.“What do you call your diary?” Tom asked. ?Tom asked what she called her diary.Ss go on this topic by themselves.Step2 GrammarT: Now lets 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,