高中英语 unit 1教案 新人教版必修1 教案 7页

Unit1Friendship(Reading)PeriodOneTeachingaims:1.Totalkaboutfriendship.2.Toreadaboutfriendship.Teachingprocedures:Step1.WarmingupAlotofpeoplehaveonlyfewpossibilitiesofgettingfeedbackabouttheirownpersonality.Inthisexerciseyouwillhavetheopportunitytogetsomefeedbackandtodiscussitwithapartner.Whilecomparingyourmutualjudgements,certainprejudicesormisunderstandingsmayappear,aspeopleoftendonotknoweachotherthoroughlyenoughtojudgeotherscorrectly.Trytobehonest!SelfassessmentOfthefollowingcharacteristicschoose5thatareparticularlyapplicabletoyoupersonally.sociable,honest,friendly,easygoing,nervous,open-minded,anxious,careful,talented,talkative,nosy,thoughtful,generous,carefree,pessimistic,peaceful,optimistic,interesting,reliable,helpful,active,careless,caring,exact,adventurous,imaginative,hot-blooded,well-organised,trustworthy,patient,responsible,outgoing,kind,brave,warm-hearted,selfless,tolerantPartnerassessmentNowchoose5characteristicfeatureswhichyouthinkareespeciallyapplicabletoyourpartner.sociable,honest,friendly,easygoing,nervous,open-minded,anxious,careful,talented,talkative,nosy,thoughtful,generous,carefree,pessimistic,peaceful,optimistic,interesting,reliable,helpful,active,careless,caring,exact,adventurous,imaginative,hot-blooded,well-organised,trustworthy,patient,responsible,outgoing,kind,brave,warm-hearted,selfless,tolerantStep2.DescribingHavethestudentsgetintogroupsoffourtodescribetheirownidealfriends.Individualstudentsmust用心爱心专心-1-\ndecideonTOP5characteradjectivesthatcouldbeusedtodescribetheidealfriendandinsisttheyhavegoodreasonsfortheirchoices.Thenletthegroupleadersgivetheclassadescriptionoftheiridealfriends.Step3.FurtherapplyingYoumayalsohavethestudentsdothesurveyinthetextbook,followingthestepsbelow.1.Getthestudentstomakealistofthreequalitiesagoodfriendshouldhave.2.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.3.Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard.4.Asktheclasswhetherornottheyagreewithallthequalitieslisted.5.Thenhavethestudentsdothesurveyinthetextbook.6.Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8.7.Theteacheraskssomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship:4~7points:Youarenotagoodfriend.Youeitherneglectyourfriend’sneedsorjustdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriendneedstodo.8~12points:Youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.13+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.Welldone.(Youmayalsoshowyourstudentstheresultsaboveandletthemselvesself-reflectupontheirownvaluesoffriendship.)Step4.Pre-readingTofocustheStudents’attentiononthemaintopicofthereadingpassage.Toactivatetheirpreviousknowledgeonthetopic.Step5.TalkingandsharingWorkingroupsoffour.Tellyourgroupmateshowyoureflectonthesequestions.1.Whydoyouneedfriends?Makealistofreasonswhyfriendsareimportanttoyou.2.Whatdoyouthinkagoodfriendshouldbelike?Listwhatagoodfriendshoulddoandsharethe用心爱心专心-2-\nlistwithyourpartners.3.Doesafriendalwayshavetobeaperson?Whatelsecanbeafriend?4.Doyouthinkadiarycanbecomeyourfriend?Whyorwhynot?Step6.DiscussionTheteachercangiveeachgrouponeofthesequestionsabovetotalkabout.Thenlettheclasssharetheirideas.It’sbettertostimulatethestudentstochallengetheirclassmates’opinionsaboutthesequestions.1.WhatarethereasonsIneedfriends?2.Whatshouldagoodfriendbe?3.Whatelsecanbeafriend?4.Students’answersmayvary.Step7.Reading1.LookingandguessingWorkinpairs.Lookatthepicturesandtheheadingandguesswhatthetextmightbeabout.(1)Imaginewhatitmightbelikeifyouhadtostayinyourbedroomforawholeyear.YoucouldnotleaveiteventogototheWCortogetacupoftea.Howwouldyoufeel?(2)Whatwouldyouchooseifyouareonlyallowedtohavefivethingswithyouinthehidingplacebecausethereisverylittleroom?2.Readingtosummarisethemainideaofeachparagraph.Skimthetextandsummarisethemainideaofeachparagraphinonesentence.Para.One:Annemadeherdiaryherbestfriendwhomshecouldtelleverything.Para.Two:Anne’sdiaryactedashertruefriendduringthetimesheandherfamilyhadtohideawayforalongtime.Para.Three:Havingbeenkeptindoorsforsolong,Annegrewsocrazyabouteverythingtodowithnature.3.LanguagefocusNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.laughat,gothrough,make/call+O+Noun(asO.C.),hideaway,setdown,grow用心爱心专心-3-\ncrazyabout,dowith…,therewasatimewhen…,keepsb.spellbound,onpurpose,inordertodosth.,fartoo+adj./adv,happentodosth.,itwasthefirst/secondtimethat…,facetofaceStep8.Summingup1.ToendthelessonyouaretodothecomprehendingExercises1and2.2.Workingroupsoffour.Discusstheideasputforwardinthereadingpassage.Itdoesnotmatterwhetheryouagreeordisagree.Whatisimportantisthatyoushouldhaveareasonforwhatyousay.Alsoyoucanputforwardyourownideas.PeriodTwoTeachingaims:1.Todiscoverusefulwordsandexpressions.2.Todiscoverusefulstructures.Teachingprocedures:Step1.Warmingup1.Warmingupbydiscoveringusefulwordsandexpressions.2.Turntopage4anddoExercises1,2,3and4first.Thencheckyouranswerswithyourclasspartner.Step2.Learningaboutgrammar:DirectandIndirectSpeech1.DirectSpeechIndirectspeech,theoriginalspeaker’sexactwordsaregivenandareindicatedbyquotationmarks.“Idon’tknowwhattodo,”saidDean.Insomegrammarbooks,‘saidDean’isreferredtoasareportingclause.“Idon’tknowwhattodo,”isreferredtoasthereportedclause.2.IndirectSpeechInindirectspeech,theexactmeaningofthespeaker’swordsisgiven,buttheexactwordsarenotdirectlyquoted.Deansaidthathedidn’tknowwhattodo.用心爱心专心-4-\nToconvertdirectspeechintoindirectspeech:Ifthemainverbispasttense,presenttenseverbsin‘thatclause’mustalsobechangedtopasttense.Deansaidthathedidn’tknowwhattodo.Firstandsecondpersonpronounsmustbechangedtothirdpersonpronouns.Deansaidthathedidn’tknowwhattodo.(Theword‘that’canoftenbeleftout:Deansaidhedidn’tknowwhattodo.)3.IndirectQuestionsThesamerulesapplytoindirectquestionsastoindirectstatements.Thedifferenceisthatawh-clauseisusedinsteadofathatclause.Directquestion:“DidMarama’shorsewinaprize?”Owenasked.Indirectquestions:Owenaskedwhether(orif)Marama’shorsehadwonaprize.Directquestion:“Whywon’tyoumarryme?”askedDonald.Indirectquestion:Donaldaskedherwhyshewouldn’tmarryhim.Intellingastoryorrecountingevents,aspeakerusingdirectspeechhasalltheresourcesofintonationtoproducealivelyaccount.Becauseindirectspeechisalwaysspeechreportedbysomeoneelse,theaccountismorereservedandrestrained.“Whatshallwedo?”askedBev.“Don’tworry,Bev,”saidDuncan,“I’vegotaplan.”BevaskedDuncanwhattheyshoulddo.Hetoldhernottoworryandthathehadgotaplan.Theabilitytochangedirectspeechintoindirectspeechisausefulskillforthoseengagedintakingtheminutesofameetingorreportingonevents.Directspeech:“Firstofall,Iwouldliketothankeverybodywhohelpedwiththefair.Theresultswereverygood,andwewillnowbeabletobuytwomorecomputers.”Indirectspeech:Theprincipalsaidthathewouldliketothankeverybodywhohadhelpedwiththefair.Heannouncedthattheresultswereverygoodandthattheschoolwouldnowbeabletobuytwomorecomputers.Step3.DiscoveringwordsandexpressionsDoexercises1,2,3and4onpage4and5.Checkyourworkwithyourpartner’s.用心爱心专心-5-\nStep4.DiscoveringstructuresDoexercise1and2.Checkyourworkwithyourpartner’s.PeriodThreeTeachingaims:1.Tolistentoaletteraboutfriendship.2.Tospeakaboutaquestionnaireaboutfriendship.3.Towriteadviceaboutfriendship.4.Towriteafewlinesdescribingafriend.Teachingprocedures:Step1.Warmingup1.ReadthelettertoMissWangandfindoutwhatwasupsettingLisa.2.ListentowhatMissWangsays,andthenanswerthequestionsinExercise2.3.ListentothetapeagainandtrytospelloutthemissingwordsinEx3.Step2.TalkingaboutdesigningaquestionnaireWorkingroupsoffour.Designaquestionnairetofindoutwhatkindoffriendsyourclassmatesare.AskthestudentstousethequizintheWarmingUpasanexample.Note:Thestudentsshouldbetalkingwhiletheyaredoingthetask.Thisprovidesthestudentswiththeopportunitytopractiseexpressingthoughtandconcerninmattersofimmediateconcernandinterest.Tellthestudentstofollowthesesteps:1.Inyourgroup,comeupwithfoursituationsamongfriends.Designfourquestionsaccordinglywiththreepossibleanswers.2.Putthefourquestionstogetherandformaquestionnaire.3.Checkthequestionnairethroughandtryitoutonyourowngroup.4.Shareyourquestionnairewithanothergroupandtryeachother’squestionnaires.Step3.Guidedwriting1.ReadthelettertotheeditorfromXiaodongandmakesureyouknowwhatproblemXiaodonghas.2.Discussingroupsoffour.ThinkwhatadviceyoucangiveXiaodong.3.WriteyouradvicetoXiaodongasaneditorindividually.Step4.Writing用心爱心专心-6-\n1.CanyougiveXiaodongsomegoodadvice?2.Isyourletterwelldeveloped?3.Areyourideaswellorganizedtothepoint?4.Doyouhaveagoodchoiceofwordsandidiomsinyourwriting?5.Doyougetagoodmasteryofcomplexstructuresoflanguage?6.Whatkindofmistakeshaveyoumadeinyourwriting?Whatcanyoudotoavoidsuchmistakes?Step5.FurtherApplyingHerearesomeproverbsaboutfriendsandfriendship.Readthemcarefullyandpayattentiontothesentencestressandintonation.Thenwriteapassage.Choosesomeyouagreeandexplainwhy.Thenchoosesomeyoudisagreeandexplainwhy.用心爱心专心-7-