2019届一轮复习人教版必修一unit1friendship教案 17页

Unit 1 Friendship ‎ ‎◆Teaching Analysis 教材分析 ◆ ‎ 教学目标 本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事；Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。‎ ‎◆Teaching goals 教学目标 ◆ ‎ 教学目标 ‎1.Target language 目标语言 a. Key words and expressions：‎ add, point, upset, ignore, calm, loose, cheat, reason, list, share, feeling, Netherlands, German, series, outdoors, crazy, nature, purpose, dare, thunder, entirely, power, according, accordingly, trust, indoors, suffer, 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 b. Key sentences重点句子：‎ ‎1)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.‎ ‎2) For example, when it was so warm, I stayed awake on purpose until half past eleven on evening in order to have a good look at the moon for once by myself.‎ ‎3) It was the first time in a year and a half that I'd seen the night face to face ‎2. Ability goals 能力目标 a. Talk about friends and friendship:‎ b. Enable the Ss to get the main idea of the text.‎ c. Understand the text and answer the following questions:‎ d. Enable the Ss to understand the details about the passage, choosing the correct answer ‎ according the text and fill in the form about the passage and the diary.‎ e. Retell the passage using the first person.‎ ‎3. Learning ability goals 学能目标 a. Help the Ss to discuss:‎ ‎ What do friends and friendship mean?‎ ‎ What should you do to be a good friend?‎ ‎ Why do you need friends?‎ ‎ What else can be your friend besi.des a person?‎ b. Let the Ss know how to get the main idea of the text.‎ c. Get the Ss to know how to answer the questions about the passage.‎ d. Get the Ss to learn how to find the relative key words from the passage to choose the correct answers.‎ d. Enable the Ss to retell the passage using the first person.‎ ‎◆Teaching important points教学重点 a. Talk about friends and friendship.‎ b. Get the main idea of the text.‎ c. Discuss the questions of comprehension:‎ Why did Anne make her diary the only true friend?‎ How would you describe Anne's feelings as she was looking out into the night sky?‎ c. Discuss what attitude on earth the wide oppressed people should take towards the powerful Nazis.‎ ‎◆Teaching methods 教学方法 a. Skimming and scanning b. Asking-and-answering activity to check the Ss' understanding of the text.‎ c. Individual, pair or group work to finish each task.‎ d. Discussion.‎ ‎◆Teaching aids 教具准备 ◆ A recorder, a computer, a projector ‎◆Teaching procedures & ways 教学方法与过程 Step I Lead in Free talk ‎ Are you good at making friends?‎ Do you have friends?‎ What are the special qualities of your best friends?‎ What do you want from a friend?‎ What do you do for your friends?‎ Brain storm ‎ ‎—What should a good friend be like? ‎ ‎—I think that a good friend should be …‎ ‎(Show some pictures on the PowerPoint)‎ Step II Warming up ‎ After showing the pictures, the teacher may allow the Ss to talk about them and give them a chance to give their own opinions about friendship.‎ ‎(Show some pictures on the PowerPoint)‎ Step III Pre-reading What else can be your friend besides a person? ‎ Do you think a diary can become your friend? Why or not?‎ Talk about Anne Frank and her diary Enjoy a song, Dear Diary Background Step IV: Reading.‎ First reading: Tast reading - scanning and skimming Let the Ss to comprehend the passage quickly and accurately, and meanwhile help the Ss to form a ‎ good habit of reading. Teacher gives the Ss a couple of minutes look through the whole passage. Tell the Ss to read the text silently and then ask some detail questions about the text on the slide show with their partners. Teacher encourages the Ss to express their ideas.‎ ‎ 1. Read fast and answer the questions.‎ Show the questions on the screen.‎ ‎1) Who was Anne’s best friend?‎ ‎2) When did the story happen?‎ Choose the best answer.‎ ‎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 ‎ ‎ Second reading: Careful-reading ‎ In this part, Ss will read the text again and then work together with their partners to get me mare idea. Then teacher shows the form on the screen. Give Ss a few minutes to fill in the form about the whole text. Check the answers with the whole class.‎ ‎1. What is a true friend like in Anne’s opinion?‎ ‎2. What was an ordinary diary like according to Anne? What about her diary?‎ ‎3. Why was she so crazy about things to do with nature?‎ ‎4 Match the words or phrases with their meanings in the story.‎ ‎5. Fill in the following blanks. ‎ ‎ Anne's best friend What: Her diary What kind: Told everything to When: World War II Where: Amsterdam, Netherlands What happened: Hid away not to be caught ‎ Sample diary Time Nature Feeling Before hiding Blue sky, songs of birds, moon- light, flowers Never felt spellbound After hiding Darkness, rain,‎ wind, thunder-ing clouds Grew crazy ‎ ‎ Step V Discussion If you had to stay in a room for a whole year, what would you miss most and what would you do to kill the time?‎ ‎ ‎ Step VI Summary ‎ According to the information in the table below, try to use the first person to retell the story.‎ ‎ Proverbs about friends ‎ ‎ Step VII Comprehension Read the passage again to get the answers to Exland 2.‎ T: Now work in pairs to do Exland 2.A few minutes later, we'll check the answer with the whole class.‎ ‎(Omitted)‎ Deal with Ex 3. Work in group of 4 to discuss the answers to the 2 questions. (Slide)‎ l. What would you miss most if you went into hiding like Anne and her family? Explain why.‎ ‎2. How would you describe Anne's feelings as she was looking out into the night sky?‎ T: Now who'd like to answer question 1? Volunteer!‎ Step VIII Homework T: Most of our friends are human beings, but sometimes we make friends with animals or even things. Write a passage about one of your unusual friends. It can be a pet or one of your favorite objects. Your writing should include the following points:‎ ‎1. Description of your unusual friend,‎ ‎2. How do you become friends?‎ ‎3. How do you get along with each other?‎ ‎4. What do you learn from your unusual friend?‎ ◆ 教学反思 ‎1. 教学目标的设计采用“目标语言”、“能力目标”、“学能目标”为主体内容的“三维目标”设计方案，有利于明确每节课的教学任务，把语言基础夯实，把能力训练到位，并培养学生学会学习、自主发展。这个教案中“能力目标”。To practice skimming and scanning skills可以省略，因为学生在初中三年可能已经具有这一能力，本节课只是运用这一能力的问题，而不再是本节课的“教学目标”了。‎ ‎2. 导入设计的立意不错。但学生 Some of them are foreigners后，教师嘎然而止，转入“看图片”，给入过渡不自然的感觉。若能就此让学生谈谈交友有感受可能更好些。‎ ‎3. 这个Step中，对Survey得分进行评价的设计内容很好。但设计者采用每生选四个同学作survey的对象的方式似乎不如教师统一组织，每个学生个人独自作答的方式好些，因为每个入的交友情况应“保密”才对，尤其对低分同学是这样。‎ ‎4. 这节课的Pre-reading采用小组合作学习的方式是很恰当的。教师应弓l导学生先独立思考，然后在小组内交流、最后由老师抽查提问．教案设计应尽量呈现出操作的过程和要求，这样做对大家启发会更大些。‎ ‎◆Language points重点知识点讲练 讨论总结：这节课的设计特点是板块式推进的模式这与教材本身的体例是一致的。这节课的容量很大，一般学校能否拿得下来，我建设将Warming up和Pre—reading的1、2两题，以及第6页上的Speaking组合成一节课：而将Pre-reading的3、4两题和Reading组合成另一节课。这样容量略小些, 师生就不头大了。‎ ‎1. add相关短语 add up把……加起来 add to增添（相当于increase）‎ add … to把……加到……‎ add up to总共，总计；加起来结果是……‎ The piece of music adds to our enjoyment.这首音乐给我们增添了欢乐。‎ If you add five to five, you’ll get ten. 5+5=10‎ Will you add some sugar to the coffee, please? 请在咖啡里加点糖好么？‎ His whole school education added up to no more than one year．他所受的全部学校教育加起来不超过一年。‎ Later, I decided to more things to the list A. connect B. turn C. keep D. add ( 2012全国卷Ⅱ完形填空)‎ ‎【运用】‎ ‎（1）用add短语的适当形式填空 ‎①Can you ______ these figures？你能把这些数字加起来吗？‎ ‎②All these figures ___________5 000.所有这些数字加起来共计5 000。‎ ‎③He some sugar ______ the coffee.他给咖啡里加了些糖。‎ ‎④The bad weather __________ our difficulty.坏天气增加了我们的困难。‎ ‎2. upset ‎ ‎（1）upset adj. 心烦意乱的；不安的；不适的 What made her so upset? 什么使他这样烦？‎ ‎【常用搭配】be upset about对……感到不安。‎ I am extremely upset about her illness．她的病令我非常不安。‎ ‎（2）upset vt. & vi. (使)烦恼, (使) 不安；弄翻（过去式upset，过去分词形式upset）‎ Don’t upset yourself, no harm has been done. 不要难过，并没有造成伤害。 ‎ ‎3. ignore vt.不理睬 ；忽视 ‎ He ignores the doctor’s advice and goes on smoking. 他没有理睬医生的劝告继续抽烟。‎ ‎(2014·浙江) Last week a tennis ball hit me on the head but I tried to the pain believing ‎ that it would go away sooner or later ‎ A. share B. realize C. ignore D. cause ‎4. calm adj.  平静的；镇静的；沉静的 v. (使)平静，（使）镇静 calm…down“使……平静下来；使……镇定下来” keep/stay calm保持平静 ‎ ‎（1）完成句子 ‎① She lit a cigarette to________ 她点了支香烟，使自己平静下来。‎ ‎② In time of great danger，it’s important to_________. 在极度危险之际，重要的是保持镇静。‎ ‎5. concern (1) vt. 涉及，关系到；使关系（挂念），使忧虑。‎ Her illness concerns her parents. 她的病使她的父母很担心。‎ ‎(2) n. 所关心的事；关心；担忧 His mother’s only concern was how to make him study even harder. 他妈妈心里想得全是如何使他学习更刻苦。‎ ‎【常用短语】‎ show/feel concern for/about ……担心/关心…… ‎ be concerned in sth. 和某事有牵连 be concerned with sth.与某事有关/关于…….‎ as far as I am concerned就……而言(常用在写作中，以发表自己的见解)‎ ‎6. go through经历；经受；仔细检查；浏览；通过；用完 We went through hardships while working on this project. 执行这一计划时我们经历了许多苦难。‎ The teacher has gone though all the papers of the students. 老师仔细检查了学生的所有论文。‎ I’ve gone through my ink. 我的墨水用完了。‎ ‎【拓展归纳1】through相关短语：‎ come through安然渡过(疾病、危机等) ‎ ‎ look through浏览，翻阅 get through完成(工作)；穿越；通过(考试等)；接通 ‎ break through突破 动词go的相关短语 go over复习，仔细检查 go by 经过，（时间）过去 go out熄灭，新闻发表，发出 go down平静，下降 go against违背；对……不利 ‎ go after追赶 go on继续 go in for喜欢 go off离开，爆炸 ‎（2）Durant，the Thunder basketball player，has _____some growing pains trying to improve his floor games this season．‎ A. gone through B. got through ‎ C. looked through D. broken through ‎(3) Though my mother’s disease made me suffer a lot for two years。I used whatever means I could to_____ that difficult time．‎ A．go out B．go over ‎ ‎ C．get across D．get through ‎7. set down记下；登记；放下（= put down= take down） He set down everything your teacher told in the class. 他把老师在课上说得所有内容都记下来。‎ ‎(2013, 湖北卷)In much of the animal world，night is the time_______for sleep pure and simple．‎ A．set aside B．set down C．set off D．set up ‎（2）You'd better listen to your teachers carefully and ______ what is important.‎ A．set off B．set out C．set up D．set down ‎8. series n. 连续；系列 ‎ 单句改错 A series of good activities are held by them．‎ ‎8. on purpose 有意地，故意地，特地 I think she lost the key on purpose. 我认为她故意地丢了钥匙。‎ He went abroad with the purpose of further improvement．为了进一步提高他去了国外。 ‎ by accident 偶然地 by chance偶然地，意外地 巩固练习 ‎(1) 用适当的介词填空 ‎① Oh, my baby, I know you didn’t break the vase ‎ ‎ purpose. Don't cry !‎ ‎②China has been pushing the reform of public hospitals the purpose of all ts citizens.‎ ‎③ The discovery was made almost accident. ‎ ‎（2）翻译：每个人都能看出来他是故意这么做的。‎ ‎ Everybody can see that she did it on purpose.‎ ‎9. in order to为了……‎ in order to后接动词原形，做目的状语，可放在主句之前或之后，其否定形式为“in order not to+动词原形”。‎ 但so as to不能用于句首。‎ We eat in order to live, but we don’t live in order to eat. 我们吃饭是为了活着，但我们活着并不是为了吃饭。 ‎ In order to see it clearly．I put on my glasses．为了看清楚，我戴上了眼镜。‎ ‎【一句多译】为了按时到校，他很早就起床了。‎ ‎（1）He got up earlier _________________. ‎ ‎ = in order to get to school on time. ‎ ‎ = in order that he could get to school on time.‎ ‎ = so as to get to school on time. ‎ ‎ = so that he could get to school on time. ‎ ‎ = to get to school on time. ‎ ‎（2）In order to get to school on time, he got up earlier.这个句子可以表达为下列几种方式：‎ ‎ In order that he could get to school on time, he got up earlier. = To get to school on time, he got up earlier. ‎ ‎【运用】‎ ‎（1）选词填空（in order to /so as to /so that/in order that）‎ ‎① be noticed，she shouted and waved to us.‎ ‎②He arrived early he might not miss anything.‎ ‎③He decided to work hard catch up with others.‎ ‎（2）In order to make our city green, _______. ‎ A. it is necessary to have planted more trees. ‎ B. many more trees need to plant ‎ C. our city needs more trees ‎ D. we must plant more trees ‎◆Discovering useful structures 语法课 ‎ 语法课 Direct Speech and Indirect Speech (I)‎ 直接引用别人的原话，两边用引号“”标出，叫做直接引语；用自己的语言转述别人的话，不需要引号这叫做间接引语。‎ 直接引语为陈述句、一般疑问句、特殊疑问句和祈使句时，转换为间接引语时, 在句子的结构、人称、时态、时间状语和地点状语等方面都有变化。 ‎ 1. 转述他人的陈述→陈述句 转述他人的疑问→一般疑问句 ‎3. 转述他人的问题→特殊疑问句 ‎ ‎1) He said , “I’m going to Beijing.”‎ ‎→ He said that he was going to Beijing.‎ ‎2) He asked, “Are you a teacher?”‎ ‎→ He asked me if /whether I was a doctor.‎ ‎3) She asked, “What are you doing?”‎ ‎→ She asked me what I was doing.‎ 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，但不可直接说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.‎ ‎ 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. ‎ 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. ‎ 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 ‎2. 注意人称变化 ‎3. 注意指示代词的变化 ‎4. 注意时间的变化 ‎5. 注意地点的变化 ‎6. 注意个别趋向动词的变化 人称的变化 一随主，二随宾，第三人称不更新 口诀 ‎　　说明 直接引语 间接引语 一 随 主 ‎ 引号内的第一人称变间引后与主句主语的人称保持一致 ‎ She said,“ I like tennis.” ‎ She said that she ‎ liked tennis.‎ 二 随 宾 ‎ ‎ 引号内的第二人称变间引后与主句宾语的人称保持一致 He said to Lily,‎ ‎“ You must get up early.” ‎ He told Lily that ‎ she must get up ‎ early. ‎ 第三 人称 不变 ‎ 引号内的第三人 称在变间引后人 称不变 ‎ She said to me ,‎ ‎“ They want to help him.” ‎ She told me that ‎ they wanted help ‎ him. ‎ 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.‎ Do some exercises ‎1. “I never eat meat,” he said. ‎ ‎ He said that ______ never ______ meat.‎ ‎2. “I’ve found my wallet,” he said to me. ‎ ‎ He ______ me that he ______ ______ ______ wallet.‎ ‎3. “I took it home with me,” she said. ‎ ‎ She said that ______ ______ _______ it home with her.‎ ‎4. The teacher said, “The sun rises in the east and goes down in the west.”‎ ‎ The teacher said that the sun ______ in the east and ______ down in the west.‎ ‎5. “I met her yesterday,” he said to me.‎ ‎ He ______ me that he ______ met her the day ______.‎ ‎6. “You must come here before five,” he said.‎ ‎ He said that I ______ to go ______ before five.‎ ‎7. “I bought the house 10 years ago,” he said.‎ ‎ He said that he _______ bought the house 10 years _______.‎ ‎8. “Did you see her last week?” he said.‎ ‎ He ______ ______ I had seen her the week _______.‎ ‎9. He said, “You can sit here, Jim.”‎ ‎ He ______ Jim that he ______ sit there.‎ ‎10. He asked, “How did you find it, mother?”‎ ‎ He asked his mother ______ ______ ______ found it.‎ ‎11. “Where have you been these days?” he asked.‎ ‎ He asked me _______ _______ _______been _______ days. ‎ ‎12. “Do you know where she lives?” he asked.‎ ‎ He asked ______ ______ knew where she ______.‎ Homework 1. Review grammar and finish the exercises on P 5 and P 42.‎ 2. Preview Using language on P 6 and 7.‎ ‎◆Writing写作课 如何写好建议信 ‎【技巧点拨】‎ 建议信是书信的一种形式，属于应用文文体。建议信要写出写信的目的、建议的内容、提出建议的理由和根据。理由要合情合理，语气一定要礼貌。‎ 建议信主要从以下几方面写：‎ ‎ 首段：一般针对对方对自己的信任简单表示感谢，指明建议的前提和事情的原委，对自己的立场作一些解释。首先要点明写信的目的是提建议。‎ 中段：围绕问题，结构清晰、科学婉转地提出有针对性的建议。注意充分考虑对方的实际情况，表达时应选择得体用语。切忌用语生硬强制、泛泛而谈。通常以In the first place／Firstly／First…, Secondly／Second…, Last but not least…等依次陈述建议。‎ ‎ 尾段：简单予以希望。希望自己的建议能对对方有所帮助，阐明你所提供的建议仅供对方参考等。最后真诚地希望对方能接受自己的建议，并礼貌地结束全文。‎ ‎【注意事项】‎ ‎ 语气和用词要得体。在劝说对方接受你的建议时，应该注意措辞，慎用must等命令性词汇。要用协商性、试探性的语气提出建议，避免用生硬说教的口吻。内容应简明扼要。在提建议的过程中一定要抓住问题的关键，努力做到语言简短有力、内容重点突出。‎ 必备词汇 短语 句型 — 单词：‎ advice, tips, suggest, suggestions, express, advantage, confuse, difficulty／trouble, opinion, understanding — 短语：‎ make some suggestions 提些建议 have difficulty／trouble in doing sth．做某事有困难 in one’s opinion依某人看来 make friends with sb．与某人交朋友 get along well with sb．与某人相处得很好 make one’s effort to do sth．尽力做某事 in a word总而言之 句型：‎ — ‎1) 表达建议常用句式：‎ You should …‎ I feel that it would be helpful if…‎ I would like to suggest that…‎ If I were you，I would…‎ As far as I am concerned…／In my opinion…‎ It seems better that…‎ Why not…?‎ It would be a good idea if…‎ For one thing…，for another…‎ In the first place／Firstly／First…, Secondly／Second…, Last but not least…‎ ‎2）建议信开头常用句式：‎ I’m writing to give some suggestions to…‎ ‎1 will try my best to make some suggestions．‎ Here I'd like to give my advice on…／I’d like to suggest that．．．‎ Thanks for trusting me．It’ my great pleasure to give you some suggestions／advice／tips．‎ I'm sorry to hear／learn that… .‎ ‎3)建议信的结尾常用句式：‎ I will be more than happy to see improvements in this matter. ‎ I would be ready to discuss this matter with you in further detail．‎ Please take good consideration of my advice．Thank you．‎ I hope you will take my advice into account. ‎ ‎3)建议信的结尾常用句式：‎ I hope you will find these suggestions／tips practical／useful／helpful．‎ These are only my personal suggestions／tips．‎ I will highly appreciate your consideration of my advice／suggestions／tips. ‎ I am looking forward to your reply．‎ ‎【典题训练】‎ ‎ 假如你叫李华，你的好友王强给你来信，说他的父母最近总是吵架，为此他很苦恼，问你该怎么办，希望你能给他提一些建议。请你根据下列要点提示，给他写封回信。‎ ‎1．等你的父母冷静下来以后，分别找他们谈 ‎2．跟你的父母说，你非常爱他们，不希望看到他们经常吵闹；‎ ‎3．向你的父母许诺，你会好好学习，不会让他们失望；‎ ‎4．拿出你父母以前的照片，让他们回想往日的幸福时光。‎ 要求：l.词数：100左右；‎ ‎ 2．不要逐字逐句地翻译。‎ Dear Wang Qiang,‎ ‎ I'm very sorry to have learned that your parents are always quarrelling with each other at present. I can fully understand your present feelings for I had such experience two years ago. Now let me give you several suggestions. ‎ ‎ First, you can have a heart-to-heart talk with your father or mother at a time after they calm down. Second, you should tell them that you love them very much and that you hate to ‎ see them quarrel now and then. Third, It would be a good idea if you promise them that you will study hard and that you won't let them down. Last but not least, why not try to show them their old photos? On seeing these photos, they will think of all the happy days they spent together. Maybe they will forgive and forget.‎ ‎ I hope you will find these suggestions helpful.‎ ‎ Best wishes.‎ ‎ Yours sincerely,‎ ◆ 教学反思 ‎ Li Hua 本课为写作课，写作一向是学生英语学习的薄弱环节。英语的写作与语文不同，语文写作注重篇章构思和文采，而英语的写作前提是把句子写对，避免出现重大的语法错误，在此基础上再尽量把句子润色得漂亮一些，这是更高层次的要求。大部分的学生如果能保证把句子写对，那就是很不错的事情了。所以在训练写作时，应该让注重理清句子成分和结构，关键要把谓语的形式写对。平时应该让学生多看别人优秀的文章，有可能的话可以多背一些优秀的范文。‎