高中英语必修1Unit 1 Friendship教学设计

这是一份高中英语必修1Unit 1 Friendship教学设计，共7页。
Unit 1 Friendship
Teaching Aims:
1.express ne's attitude r views abut friends and friendship in apprpriate wrds; enable Ss t get the main idea and be familiar with reading skills; write sme advice abut making friends as an editr.
2. a. Talk abut friends and friendship; hw t make friends; hw t maintain friendship.
b. Use the fllwing expressins:
I think s. / I dn't think s.
I agree. / I dn't agree.
That's crrect.
Of curse nt.
Exactly.
I'm afraid nt...
c. Enable Ss t master Direct Speech and Indirect Speech.
d. Vcabulary:
add pint upset calm cncern careless lse cheat reasn list share feeling thught German series utdrs crazy mnlight suppse dare thunder entirely pwer accrding trust indrs suffer teenager advice quiz editr cmmunicate situatin habit
add up calm dwn have gt t be cncerned abut walk the dg g thrugh hide away set dwn a series f n purpse in rder t face t face accrding t get alng with fall in lve jin in
Teaching design:

Perid 1 Warming-up 1课时
I. Teaching bjectives:
1. Have Ss learn hw t describe their friends and friendship with new phrases and structures.
2. Have Ss learn t slve prblems that may ccur between friends.
3. Cultivate Ss t frm the gd habit f learning English in Senir Middle Schl.
II. Teaching imprtant pints:
1. Use the given adjs. and sentences structures t describe ne f yur friends.
2. Learn t evaluate friends and friendship.
III. Teaching difficult pints:
1. Wrk tgether with partners and describe ne f yur gd friends.
2. Discuss with partners and find ut ways t slve the prblems.
IV. Teaching prcedures:
Step 1. Lead-in and warming-up
Befre the lessn, T can arse Ss' interests by intrducing neself and get Ss t talk abut their summer hlidays, r whether they had made friends during hlidays.
Free Talk: 3 mins
1. Hw did yu spend yur summer hlidays? Hw did yu feel? What did yu d?
2. What d yu think f yur new schl? D yu like it? Culd yu say anything abut it?
3. D yu like making friends? Hw d yu get in tuch with yur friends? D yu have many friends? Where are they nw? D yu have any ld friends in ur schl?
Step II. Think it ver
1. Give a brief descriptin f ne f T's friends. The fllwing phrases and structures may be useful: (3mins)
His / Her name is...
He / She ld.
He / She likes and
He / She is very kind / friendly / humrus...
When / Where we gt t knw each ther...
Step III. Make a survey
1. List sme qualities f a gd friend r yur ideal friend, have Ss get int grups f 4 t 5 t find ut what each ne has listed?
2. Add up the scres Ss gt and shw the explanatins f every type.
3. Have Ss tell their partners the standards f gd friends with the fllwing structures:
I think a gd friend shuld (nt) be...
In my pinin. Frm my pint f view. S far as I'm cncerned. I suppse. A gd friend is smene wh...
Step IV. Talking and sharing (wrking in pairs)
1. If yur best friend des anything wrng, what will yu d?
2. Prverbs: "What is a friend?"
A British newspaper nce ffered a prize fr the best definitin f a friend. If Ss were the editrs, they culd chse the best ne frm the fllwing entires, and explain why.
"A friend in need is a friend indeed."
"Friends are like wine, the lder, the better."
"A friend is a secnd self."
"A friend t all is a friend t nne."
Step V. Hmewrk
1. Write a shrt passage abut yur best friend.
2. Review the language pints.
3. Preview the new wrds and expressins.
Perid 2 Reading 2课时
I. Teaching bjectives:
1. Develp Ss ' reading ability, learn t use sme reading strategies, such as skimming, scanning, and s n.
2. Get Ss t realize the imprtance f friends and friendship and learn hw t tell true friends frm the false.
3. Grasp sme useful wrds and expressins in this passage.
4. Learn the writing style f this passage.
II. Teaching methd:
Task-based teaching
III. Teaching prcedures:
Step I. Pre-reading
1. Have Ss discuss the fllwing questins in grup-wrk:
Wh is yur best friend? Des a friend always have t be a persn? What else can be yur friend?
Step II. Reading
1. Have Ss try t guess what Anne's friend is and what the passage is abut by reading the title and having a quick lk at the pictures in this passage withut reading it thrugh.
2. Skimming the 1st tw paras t cnfirm the frmer guess.
a. What was Anne's best friend? Why did she make friend with it?
b. Did she have any true friends then? Why?
c. What is the difference between Anne's diary and thse f mst peple?
d. D yu keep a diary? What d yu think mst peple set dwn in their diaries?
3. Reading f Anne's diary
Hw did she feel in the hiding place?
Tw examples t shw her feelings then.
Step III. Pst-reading
1. What wuld yu miss mst if yu went int a hiding place like Anne and her family? Reasns supprt.
2. Grup-wrk
Wrk in grups t decide what yu shuld d if yur family were ging t be killed just because they did smething the Emperrs did nt like.
"Where wuld yu plan t hide?"
"Hw wuld yu arrange t get fd given t yu every day?"
"What wuld ur d t pass the time?"
Step IV. Talking abut friends and friendship
Have Ss talk abut friends and friendship, and write ne r tw sentences t express ne's wn understanding f friends and friendship in grup-wrk.
Step V. Hmewrk
1. Interview a student r a parent t find ut their pinins abut friends and friendship. Write a shrt reprt t share it with the whle class.
2. Describe ne f yur best friends, fllwing the writing style f this passage.
Perid 3 Grammar 1课时
I. Teaching bjectives:
Learn t use Direct & Indirect Speech
II. Teaching imprtant pints:
Summarize the grammatical rules
III. Teaching difficult pints:
The special cases
IV. Teaching prcedures:
StepI.Lead-in
Last class, we learnt Anne Frank's stry. She is telling her stry t tw f her friends--yu and Tm. Tm has smething wrng with his ears, s yu have t repeat Anne's sentences, using Indirect Speech. Smetimes yu explain Tm's sentences t Anne---
1. "D yu feel sad when yu are nt able t g utdrs?" Tm asked Anne---
Tm asked Anne if / whether she felt sad when she was nt able t g utdrs.
Step II. Grammar fcus
1. Have Ss summarize the rules when they changed Direct Speech int Indirect Speech, what shuld be changed?
2. Grup-wrk fr discussin.
3. Check ut: sentence structure, tense, prn, adverbial f time r place, verb.
4. Rules fcus:
a. 陈述句:
She said,"I am very happy t help yu."---
She said she was very happy t help yu.
b. 一般疑问句/ 选择疑问句:
He asked me, "D yu like playing ftball?"---
He asked me if / whether I like playing ftball.
She asked me whether he culd d it r nt.
c. 特殊疑问句:
My sister asked me,"Hw d yu like the film?"---
My sister asked me Hw I liked the film.
d. 祈使句:
The captain rdered, "Be quiet!"---
The captain rdered us t be quiet.
e. 注意:
l 间接引语语序: 陈述语序.
l 客观事实,真理;时态不变.
l 指示代词,时间,地点状语做相应变化.
f. Summary
Direct Speech Indirect Speech
一般现在时d 一般过去时did
一般将来时will d 过去将来时wuld d
现在进行时is ding 过去进行时was ding
现在完成时have dne 过去完成时had dne
过去完成时had dne 过去完成时had dne
Step V. Hmewrk
l Exs 1 n p42
l Lk up new wrds and expressins frm dictinary and d the previsin.
Perid 4 Wrds & Expressins 1课时
I. Teaching bjectives:
Learn new wrds and expressins
II. Teaching imprtant pints:
1. Pay attentin t the different frms f the wrds
2. Master the wrds and expressins thrugh the Exs.
III. Teaching difficult pints:
1. Emphasize the methds which can be useful and efficient t d the memry.
2. Hw t use the new wrds and expressins int Ss' wn cmpsitin-writing.
IV. Teaching methd:
Self-summary;
Discussin;
Practice
V. Teaching prcedures:
StepI.Warming-up
1. Check ut the new wrds and expressins lked up frm dictinary
2. Have Ss share their wrks, including the Chinese meaning, the frm, the phrases, the examples, and the usage.
Step II. Practice
1. D the wrds Exs in this unit
2. Discuss the answers in grup-wrk
3. Check ut the answers
Step III. Summary
1. Emphasize the key pints f the wrds in this unit, esp sme phrases and structures.
Step IV. Hmewrk
l Recite the wrds and expressins.
l Preview the listening and speaking part.
What t d?
Reasns