人教版高中英語必修1unit1 friendship全單元教案

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1、Unit 1 Friendship (Teaching plan for the whole unit) Teaching Objectives： 1. 能力目標(biāo)： a. Listening: get information and views from the listening material; b. Speaking: express one’s attitude or views about friends and friendship in appropriate words. c. Reading: enable the Ss to get the main

2、idea d. Writing: write some advice about making friend as an editor 2. 知識目標(biāo)： a. Talk about friends and friendship; how to make friends; how to maintain friendship b. Use the following expressions: I think so. / I don’t think so. I agree. / I don’t agree. That’s correct. Of course not

3、. Exactly. I’m afraid not. c. to enable the Ss to control direct speech and indirect speech d. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors su

4、ffer teenager advice quiz editor communicate situation habit add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in 3. 情感目標(biāo): a. To arose Ss’ interest in learning

5、 English; b. To encourage Ss to be active in the activities and make Ss to be confident; c. To develop the ability to cooperate with others. 4. 策略目標(biāo)： a. To develop Ss’ cognitive strategy: taking notes while listening; b. To develop Ss’ communicative strategies. 5. 文化目標(biāo)：to enable the Ss t

6、o get to know different opinions about making friends from different countries. Period one Teaching Objectives： 1. To help students learn to express attitudes, agreement & disagreement and certainty 2. To help students learn to read the text and learn to write diaries in English 3. To help

7、students better understand “friendship” 4. To help students learn to understand and use some important words and expressions 5. To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text Teaching Focus Words upset, ignore, calm, concern, sett

8、le, suffer, recover, pack Expressions add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in Patterns

9、 “I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do. I stayed awake on purpose until half past eleven… …it was the first time in a year and a half that I’d seen the night

10、face to face… Teaching Aids Multimedia facilities, tape-recorder, photos, diagrams Teaching Procedures Step1. Warm-up 1. Ss listen to an English song AULD LANG SYNE. 2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded

11、, responsible, helpful…. 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-introduction Step 3. Make new friends 1. Ss go around and ask their new friends some information and fill

12、 in the following form Name Age/hobbies/favorite sports, books, … 2. Report to the class: who will probably be your friend why. Step 4. Do a survey Ss do the survey in the text ,P1 Step 5. Listening and talking Do Wb P41 (Talking). While Ss listen to the material, ask them to take notes

13、about the speaker’s views of making friends. When Ss make their conversation, ask them to try to use the following expressions. I think so. / I don’t think so. I agree. / I don’t agree. That’s correct. Of course not. Exactly. I’m afraid not. Step 6. Discussion Divide Ss four in one group a

14、nd 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 f

15、riend? 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 7. Summary 1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends. 2. T

16、 shows more information about friendship and a poem about friendship. What is friendship? I want to find the answer to the question What is friendship? When it rains, I think friendship is a small umbrella. It can give me a piece of clear sky. When I’m crying, I think friendship is a whi

17、te handkerchief. It can wipe my tears dry. When I am sad, I think friendship is a warm word. It can bring me happiness again. When I am in trouble, I think friendship is a strong hand. It can help me escape my troubles. When I sit in a quiet place, I think friendship is a very wonderful

18、feeling. It can’t be pulled and torn, because it is in everyone’s heart. It is there from the beginning to the end of our lives. 3. Tell Ss: make new friends and keep the old; one is silver and the other is gold. Step 8. Evaluation Ss finish the following evaluation form. Standard: A, B,C

19、 Contents 自評 他評 1. I’m active in talking with others. 2. I’m active in cooperating with others. 3.I can express myself fluently, accurately and appropriately. 4. I know more about friendship after this lesson.. 5. Do you think you need to improve yourself in some aspects? Which aspects?

20、 Homework: 1. 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. Period two Teaching Objectives： 1. To summarize and remember the main idea of the passage. 2. To speak out the detailed information of the pas

21、sage. 3. To know more about Anne’s diary. 4. To learn some useful words, expressions and patterns in the passage. Teaching Focus Words: series, outdoors, dusk, thunder, entire, entirely, power, curtain, dusty Expressions: go through, a series of, on purpose, in order to, face to face Patter

22、ns: Are you afraid that … I wonder if … There was a time when … Teaching Procedures Step1.Warming up Activity1: 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, computer, or Tv at home. How wo

23、uld you feel? What would you do? Four students a group discuss with each other for 2 minutes. Activity2: Play a short part of the movies Schindler’s List Step2. Predicting Students read the title of the passage and observe the pictures and the outline of it to guess: Who is Anne’s best f

24、riend? What will happen in the passage? Step3. Skimming Students skim the passage in 2 minutes to get the main idea : Who is Anne’s best friend? When did the story happen? Step4. Scanning Students work in pairs to find the information required below: Anne in World War Ⅱ The place o

25、f the story The heroine of the story Anne’s best friend The length of time they hid away The date of the diary 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 y

26、ou think of Anne? 4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(語篇,上下文). 5.Which sentences attract you in the passage? Step6. Activity Four students a group to discuss the situation: Suppose you four have to hide yourselves for 3 months. During

27、 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 ? Step7.Assignment Task1.Surf the internet to find Anne’s Diary and read

28、 some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class. Task2.Ex2.3on Page3 Period three (Words and expressions) Teaching Procedures Step 1. Warming up Check the Ss’ assignme

29、nt: task 2 Step 2. Learn the language points: 1. add (v.) 1). To put together with something else so as to increase the number, size, importance, etc.增加，添加 Please add something to what I’ve said, John. 2). To join numbers, amount, etc so as to find the total 相加 Add up these figures for m

30、e, please. add to something: to increase 增加 What he did has added to out difficulties. add up to: to amount to 加起來等于；總計 The cost added up to 100 million yuan. 2. cheat v. 1). To act in a dishonest way in order to win 欺騙；作弊 2). (of, out of) to take from (someone) in a dishonest way 騙取 T

31、hey cheated the old woman out of her money by making her sign a document she didn’t understand. n. 1). an act of cheating 作弊行為 2). one who cheats 騙子 3. go through 1). To examine carefully 仔細(xì)閱讀或研究 I went through the students’ papers last night. 2). To experience 經(jīng)歷，遭受或忍受 You really don’

32、t know what we went through while working on this project. 4. crazy (adj.) 1). mad, foolish 瘋狂的，愚蠢的 It’s crazy to go out in such hot weather. 2). wildly excited; very interested 狂熱的，著迷的 She is crazy about dancing. 5. lonely (adj.) unhappy because of being alone or without friends 孤獨的，寂寞的

33、 He has been very lonely since his wife left him. (lonely/alone ) alone 1). without or separated from others 單獨的 She lives alone. 2). only 僅僅，只有。用于名詞或代詞之后。 The gloves alone cost $ 80. leave/let sb. or sth. alone: not take, touch or interfere with sb or sth 不帶走，不觸摸，不干涉某人或某事 Leave that

34、alone. It’s mine. She has asked to be left alone. 6. concern n. 關(guān)心,關(guān)系, 關(guān)切的事,憂慮 v. 涉及,與...有關(guān),影響;使關(guān)心 1. How much money I earn is none of your concern. 我掙多少錢與你無關(guān)。 2. These problems concern all of us. 這些問題影響到我們每一個人。 3. This restaurant is a family concern. 這家飯店是由一家人經(jīng)營的。 be concerned about v

35、t. 關(guān)心(掛念) 1. It is reassuring to be enquired after when youre ill. It shows your friends havent stopped being concerned about you. 如果能詢問一下你是何時生病的我們也就放心了。因為你的朋友一直在關(guān)心你。 2. The governments claim to be concerned about unemployment is sheer hypocrisy. 政府聲稱對失業(yè)表示關(guān)注純屬做做姿態(tài)。 3. Please dont be con

36、cerned about me. 請不要為我擔(dān)心。 7. upset: a. 煩亂的,不高興 v. 顛覆,推翻,擾亂,使心煩意亂,使不舒服 1. Im always upset when I dont get any mail. 我接不到任何郵件時總是心煩意亂。 2. He has an upset stomach. 他胃不舒服。 3. The news quite upset him. 這消息使他心煩意亂。 8．ignore v. 不顧,不理,忽視 1. Youve been ignoring me. 你一直不把我放在眼里。 2. I said hello to

37、 her, but she ignored me completely! 我向她打招呼, 可她根本不理我! 3. I cant ignore his rudeness any longer. 他粗暴無禮, 我再也不能不聞不問了。 9. spellbind: to hold the complete attention of 吸引人，迷人，是入迷 The children watched spellbound as the magician took rabbits from his hat. 10. calm n. 平穩(wěn),風(fēng)平浪靜 a. 平靜的,冷靜的 v. 平靜下來,鎮(zhèn)

38、靜 1. It was a beautiful morning, calm and serene. 那是一個寧靜、明媚的早晨。 2. You should keep calm even in face of danger. 即使面臨危險，你也應(yīng)當(dāng)保持鎮(zhèn)靜。 3. Have a brandy itll help to calm you (down). 來點兒白蘭地--能使你靜下來。 calm down vt. 平靜下來(鎮(zhèn)定下來) 1. Calm down, youre getting terribly wrought up over nothing. 鎮(zhèn)定下來吧，你這樣緊

39、張激動，完全是莫名其妙。 2. His rage was soon calmed down by the rustic peace. 鄉(xiāng)村的寧靜很快就使他的怒氣平靜下來。 3. I told myself to calm down. 我告誡自己要冷靜下來。 11. on purpose 故意,有意 1. He knocked the old man down on purpose. 他故意把那個老人撞倒。 2. She seems to do these things on purpose. 她似乎是有意地做這些事。 3. `Did he break it accide

40、ntally? `No, on purpose. ｀他是無意中損壞的嗎?＇｀不, 是故意的。＇ 12. in order to 為了 1. In order to maintain physical well being, a person should eat wholesome food and get sufficient exercise. 為了維持身體健康，一個人應(yīng)該吃有益健康的食品，并經(jīng)常鍛煉身體。 2. In order to earn enough money, he worked late into the night. 為了賺到足夠的錢, 他工作到深夜。

41、 13. get along with vt. 友好相處(和睦相處,取得進(jìn)展) 1. We should let bygones be bygones and try to get along with each other. 我們應(yīng)當(dāng)本著既往不咎的原則重新合伙。 2. He is the last person that Ill get along with. 他是我最不愿與之相處的人。 3. Do you get along with your boss?/Do you and your boss get along? 你跟老板合得來嗎? 14. join in

42、 參加,加入 1. We want to join in the masquerade. 我們想去參加化裝舞會。 2. Can I join in (the game)? 我參加（這個游戲）行嗎? 3. I will join in the project, heart and hand. 我會滿腔熱情地參加這項工程。 join，join in，join to join的基本詞義是“加入某個黨派或社會團(tuán)體，從而成為該黨派或團(tuán)體的一員”。例： When did they join the conservation organization？他們是什么時候參加環(huán)保組織的？ Th

43、e prodigy joined the International Association of Poets，Playwrights，Editors，Essayists and Novelists（PEN）when he was only fourteen years old．這位天才在十四歲時便成為國際筆會會員。 join in的意思是“參加某項運動或活動”，例如參加討論、游行、罷工等。例： More than ten thousand workers have joined in this strike．有一萬多名工人參加了此次罷工。 All of us will join in

44、the celebration of the victory of World War Ⅱ．我們?nèi)紖⒓舆@次慶祝世界二次大戰(zhàn)勝利的活動。 There were many extracurricular activities，but Peter never joined in．盡管有很多課外活動，但彼德從不參加。 join to的意思是“和…接觸”、“與…相連”。例： Our house is joined to Mr．Sos．我們的房子和蘇先生的房子相連。 請注意，join之后如接 oneself再加to，就表示“參加”、“加入”的意思。如： To my surprise，Mr．Li

45、 joined himself to the opposite party last month．令我驚奇的是，上個月李先生竟然參加了反對黨。 Step 3. Learning about language 1. Finish Ex.1, 2 and 3. on Page 4. 2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures. Step 4. Practice Using structur

46、es on Page 42: ask the Ss to use indirect speech to retell the story. Step 5. Assignment Finish Wb. Ex, 1 and2 on page 41 and 42. Period four (grammar: Direct & Indirect Speech) Teaching Objectives： 1. To help students understand and use direct and indirect speech in statements and question

47、s 2. To help students learn to use some useful words and expressions Teaching Procedures 1. Warming up by reading aloud Reading and reading aloud are the two very important things to do while learning English. So, to begin with, you are to read the text on page 2 aloud to the tape. Let’s see wh

48、o read aloud with the best pronunciation and intonation. 2. Discovering words and expressions Turn to page 4 and do Exercises 1, 2 and 3. Then make a check on your answers. 3. Learning about grammar ⑴Direct speech In direct speech, the original speakers exact words are given and are indicated

49、by quotation marks. ★ “I don’t know what to do,” said Dean. In some grammar books, ‘said Dean’ is referred to as a reporting clause. “I dont know what to do,” is referred to as the reported clause. ⑵Indirect speech In indirect speech, the exact meaning of the speaker’s words is given, but th

50、e exact words are not directly quoted. ★ Dean said that he didn’t know what to do. To convert direct speech into indirect speech: If the main verb is past tense, present tense verbs in ‘that clause’ must also be changed to past tense. Dean said that he didn’t know what to do. First and se

51、cond person pronouns must be changed to third person pronouns. Dean said that he didn’t know what to do. (The word ‘that’ can often be left out: Dean said he didn’t know what to do.) ⑶Indirect questions The same rules apply to indirect questions as to indirect statements. The difference is tha

52、t a ‘wh- clause’ is used instead of a ‘that clause’. Direct question: “Did Marama’s horse win a prize?” Owen asked. Indirect questions: Owen asked whether (or if) Marama’s horse had won a prize. Direct question: “Why won’t you marry me?” asked Donald. Indirect question: Donald asked her why s

53、he wouldn’t marry him. In telling a story or recounting events, a speaker using direct speech has all the resources of intonation to produce a lively account. Because indirect speech is always speech reported by someone else, the account is more reserved and restrained. “What shall we do?” aske

54、d 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 got a plan. The ability to change direct speech into indirect speech is a useful skill for those engaged in taking the minutes of a meeting or reporting on eve

55、nts. Direct speech: “First of all, I would like to thank everybody who helped with the fair. The results were very good, and we will now be able to buy two more computers.” Indirect speech: The principal said that he would like to thank everybody who had helped with the fair. He announced that t

56、he results were very good and that the school would now be able to buy two more computers. 4. Discovering useful structures Now let’s go to page 5 to do the three exercises in order to consolidate our studies of the direct speech and indirect speech. 5. Closing down by taking a quiz 高考單選題中的“交際用

57、語” 33.－I’m sorry I’m late. I got held up in the traffic on my way here. －_____ . （2006遼寧） A. Don’t be late next time B. You should be blamed C. It doesn’t matter, I’m also late D. Never mind. Come and sit down. 21.— What a beautiful picture you’ve drawn! (2006四川) — _____ A. Not at all. B. Tha

58、nk you. C. You’re great. D. I’m proud of you. 34.—I wonder if I could possibly use your car for tonight? — _____ . I’m not using it anyhow. (2006全國I) A. Sure, go ahead B. I don’t know C. Yes, indeed D.I don’t care 25.—Excuse me, can you tell me where the nearest bank is, please? —_____ Oh yes!

59、 It’s past the post office, next to a big market. (2006全國I) A. Mm, let me think. B. Oh, I beg your pardon? C. You’re welcome. D. What do you mean? 34.—Do you mind my smoking her? — _____ (2006四川) A. No, thanks. B. No. Good idea. C. Yes, please. D. Yes. Better not. 27．—It’s bee

60、n raining for a whole week. I think it’ll get fine soon. (2006安徽） —_____ . We are getting into the rainy season now． A．Yes, it will B．Of course not C．It’s possible D．It’s hard to say 23．—How are you getting on with your cleaning? Do you need my help? —_____ , but I think I’m all right．(2006安徽

61、） A．No, thanks B．That’s OK C．You are helpful D．That’s very kind of you 6. —Will you be able to finish your report today? —_____ . (2006全國II） A. I like it B. I hope so C. I’ll do so D. I’d love it 11. —I’m terribly sorry that I made your table cloth dirty. —___________. (2006陜西）

62、 A. Never mind B. Don’t mention it C. That’s right D. Sorry Keys: D B A A D D D B A Period five (Using language) Teaching Objectives： 1. To help the students read, listen and write about “friendship” 2. To help students design and speak on a questionnaire about friendship 3. To hel

63、p students describe a friend by writing based on the given example Teaching Procedures Step 1. Revision Check the Ss’ assignment. Step 2. Reading Ss read the letter on page 6 Notes: 1. get along with 2. fall in love Step 3. Listening Ss should take notes while they are listening.

64、 1. first listening: Ss listen and answer the questions of part 2 on page 6. Dear Lisa, There is nothing _______ with you and this boy being friends and _________ together. Of course a boy and a girl can be good friends. Ending your _________ with this boy would be a _______ thing to do. You woul

65、d _____ a good friend and ________ to study with. __________ like to gossip, and they often see something that isn’t ____. Perhaps your classmates cannot __________ your friendship with this boy. That’s no reason to stop it. My ______ is to ignore your __________. That way you will show them that y

66、ou are more _________ than they are. Yours, Miss Wang 2. second listening: Ss listen again and finish part 3 on page 6. Step 4. Listening Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44. On _________ evening I talked to Daddy about my _________ with Peter. Daddy said, “I think you must be ______, Anne. We live very _____ together here.” Th