高中英语 unit 1教案 新人教版必修1

Unit 1 Friendship(Reading)Period OneTeaching aims:1. To talk about friendship.2. To read about friendship.Teaching procedures:Step 1. Warming upA lot of people have only few possibilities of getting feedback about their own personality. In this exercise you will have the opportunity to get some feedback and to discuss it with a partner. While comparing your mutual judgements, certain prejudices or misunderstandings may appear, as people often do not know each other thoroughly enough to judge others correctly. Try to be honest!Self assessmentOf the following characteristics choose 5 that are particularly applicable to you personally.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, tolerantPartner assessmentNow choose 5 characteristic features which you think are especially applicable to your partner.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, tolerantStep 2. DescribingHave the students get into groups of four to describe their own ideal friends. Individual students must decide on TOP 5 character adjectives that could be used to describe the ideal friend and insist they have good reasons for their choices. Then let the group leaders give the class a description of their ideal friends.Step 3. Further applyingYou may also have the students do the survey in the textbook, following the steps below.1. Get the students to make a list of three qualities a good friend should have.2. Have the students get into groups of four to find out what each has listed.3. Have a member of each group report on what their lists have in common and list them on the board.4. Ask the class whether or not they agree with all the qualities listed.5. Then have the students do the survey in the textbook.6. Have the students score their survey according to the scoring sheet on page 8.7. The teacher asks some students how many points they got for the survey and assess their values of friendship:47 points: 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 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 results above and let themselves self-reflect upon their own values of friendship.)Step 4. Pre-readingTo focus the Students attention on the main topic of the reading passage.To activate their previous knowledge on the topic.Step 5. Talking and sharingWork in groups of four. Tell your group mates how you reflect on these questions.1. Why do you need friends? Make a list of reasons why friends are important to you.2. What do you think a good friend should be like? List what a good friend should do and share the list with your partners.3. Does a friend always have to be a person? What else can be a friend?4. Do you think a diary can become your friend? Why or why not?Step 6. DiscussionThe teacher can give each group one of these questions above to talk about. Then let the class share their ideas. Its better to stimulate the students to challenge their classmates opinions about these questions.1. What are the reasons I need friends?2. What should a good friend be?3. What else can be a friend?4. Students answers may vary.Step 7. Reading1. Looking and guessingWork in pairs. Look at the pictures and the heading and guess what the text might be about.(1) Imagine what it might be like if you had to stay in your bedroom for a whole year. You could not leave it even to go to the WC or to get a cup of tea. How would you feel?(2) What would you choose if you are only allowed to have five things with you in the hiding place because there is very little room?2. Reading to summarise the main idea of each paragraph.Skim the text and summarise the main idea of each paragraph in one sentence.Para. One: Anne made her diary her best friend whom she could tell everything.Para. Two: Annes diary acted as her true friend during the time she and her family had to hide away for a long time.Para. Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.3. Language focusNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.laugh at, go through, make/call + O +Noun (as O.C.), hide away, set down, grow crazy about, do with, there was a time when, keep sb. spellbound, on purpose, in order to do sth., far too +adj./adv, happen to do sth., it was the first/second time that , face to faceStep 8. Summing up1. To end the lesson you are to do the comprehending Exercises 1 and 2.2. Work in groups of four. Discuss the ideas put forward in the reading passage. It does not matter whether you agree or disagree. What is important is that you should have a reason for what you say. Also you can put forward your own ideas.Period TwoTeaching aims:1. To discover useful words and expressions.2. To discover useful structures.Teaching procedures:Step 1. Warming up1.Warming up by discovering useful words and expressions.2.Turn to page 4 and do Exercises 1, 2, 3 and 4 first. Then check your answers with your class partner.Step 2. Learning about grammar: Direct and Indirect Speech1. Direct SpeechIn direct speech, the original speakers exact words are given and are indicated by quotation marks.“I dont 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.2. Indirect SpeechIn indirect speech, the exact meaning of the speakers words is given, but the exact words are not directly quoted.Dean said that he didnt 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 didnt know what to do.First and second person pronouns must be changed to third person pronouns.Dean said that he didnt know what to do.(The word that can often be left out: Dean said he didnt know what to do.)3. Indirect QuestionsDirect question: “Did Maramas horse win a prize?” Owen asked.Indirect questions: Owen asked whether (or if) Maramas horse had won a prize.The same rules apply to indirect questions as to indirect statements. The difference is that a wh- clause is used instead of a that clause.Direct question: “Why wont you marry me?” asked Donald.Indirect question: Donald asked her why she wouldnt 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?” asked Bev.“Dont worry, Bev,” said Duncan, “Ive 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 events. 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 the results were very good and that the school would now be able to buy two more computers.Step 3. Discovering words and expressionsDo exercises 1, 2, 3 and 4 on page 4 and 5. Check your work with your partners.Step 4. Discovering structuresDo exercise 1 and 2. Check your work with your partners.Period ThreeTeaching aims:1. To listen to a letter about friendship.2. To speak about a questionnaire about friendship.3. To write advice about friendship.4. To write a few lines describing a friend.Teaching procedures:Step 1. Warming up1. Read the letter to Miss Wang and find out what was upsetting Lisa.2. Listen to what Miss Wang says, and then answer the questions in Exercise 2.3. Listen to the tape again and try to spell out the missing words in Ex 3.Step 2. Talking about designing a questionnaireWork in groups of four. Design a questionnaire to find out what kind of friends your classmates are. Ask thestudents to use the quiz in the Warming Up as an example.Note: The students should be talking while they are doing the task. This provides the students with the opportunity to practise expressing thought and concern in matters of immediate concern and interest. Tell the students to follow these steps:1.In your group, come up with four situations among friends. Design four questions accordingly with three possible answers.2. Put the