人教版高中英语必修1全部教案设计

1、Unit1Friendship1.Teachingaimsanddemands类别课程标准要求掌握的项目话题Friendsandfriendship;interpersonalrelationships词汇addpointupsetignorecalmconcernloosecheatreasonlistsharefeelingNetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequestionnairequizsituatione

2、ditorcommunicatehabitaddupcalmdownhavegottobeconcernedaboutwalkthedoggothroughhideawaysetdownaseriesofonpurposeinordertofacetofaceaccordingtogetalongwithfallinlovejoinin功能1 .态度(attitudes)Areyouafraidthat-?IvegrownsocrazyabourtIdidntda-e2 .同;同思(agreementanddisagreemntIagree.Ithinkso.Exactly.Idontagre

3、e.Idontthinkso.Imafraidnot.3 .肯定程度(certainty)Thatscorrect.Ofcoursenot.语法直接引语和间接引语（1）:陈述句和疑问句陈述句“Idonwanttosetdownaseriesoffactsinadiary.SaidAnne.”Annesaidthatshedidnwanttosetdownaseriesoffactsinadiary.一般疑问句HeaskedAreyouleavingtonigh?”-Heaskeduswhetherwewereleavingthatnight.特殊疑问句“Whendidyougotobedast

4、nigh?”fathesaidtoAnne.-FatheraskedAnnewhenshewenttobedthenightbefore.1） Suggestedteachingnotes2） .AnalysesoftheteachingcontentsThisunitisaboutfriendship,andnearlyalltheteachingmaterialscenteronit.Warmingup-Thequestionnaireleadsstudentstothinkandtalkaboutfriendship,gettoknowtheproblemsbetweenfriendsa

5、ndseeksolutions,whichmakespreparationsforthefurtherteachingintopics,backgroundandvocabulary.Pre-reading-Thequestionspromptstudentstothinkcriticallyaboutfriendsandfriendshipinreality,alertingthemtothefactthatbesidespeople,adiarycanbeafriend,too.Reading-ThediarybytheJewishgirlAnnegaveaglimpseofherlife

6、duringherfamilysshelterinAmsterdamfromtheGermanNazislkliinginworldwar2.shetreatsthediaryasherbestfriend,andinitrevealsherlongingforanormallifeandclosecontactwithnature,whichhelpshergetthroughthedays.Comprehending-Ithelpsstudentsfurtherunderstandthetextbydoingmultiplechoices,questionsandanswers,andma

7、tching.Learningaboutlanguage-Itteachestheimportantexpressionsandstructuresandgrammar:directandindirectspeeches.Usinglanguage-Thetwoletters,listening,questionnairedesign,letterwritingandfunwritingpreparesstudentstofurthertalkaboutfriendship,especiallytheproblemswithmisunderstanding,andunfriendliness,

8、thusstrengtheningstudentsabilitiestopracticelanguage,discover,andsolveproblems.Summingup-Itsummarizesthewholecontentsofthisunitfromtheaspectsoftopics,vocabularyandgrammar.Learningtip-Thispartencouragesstudentstoformthehabitofwritingadiary.Integratingskills-ThetextintroducesthewayHawaiiansexpressfrie

9、ndship,togetstudentstorealizetheculturaldifferencesinthevaluesoffriendshipinadditionitsimportanceinallcultures.2) MakingoftheteachingplanThisunitcentersonfriendsandfriendship,exploringdifferenttypesoffriendshipwithparticularattentiontothatonecandevelopwithoneself,i.e.,thecomfortandsupportoneseeksfro

10、manimaginaryfriend.Studentsareexpectedtocometobetrulyawareofthequalitiesandconductsthatmakeagoodfriend,displayanddeveloptheabilitytocopewithmisunderstanding,conflictsandproblemsrelatedtofriendship,andgiveadviceonit.Theconceptthatevenanordinarythingcanbeafriendshouldbreakdownthetraditionalbeliefinthe

11、interpersonalnatureoffriendship.Also,thecomparisonofsimilaritiesdissimilaritiesinfriendshipcomprehensionbetweentheEastandtheWestleadsstudentstoknowbetterthevaluesoffriendshipinWesternseyes.Allinall,thisunitpromisestounveilthetrueessenceoffriendshipandhelpsstudentstoleadamorefriendlyandharmoniouslife

12、.Thus,basedonthetheme,contentsandteachingobjectives,thewholeteachingprocedurescanfallintofiveperiodsasfollows:Period1WarmingupandspeakingPeriod2ReadingPeriod3GrammarPeriod4Integratingskills(WB)Period5Usinglanguage3) TeachingplansforeachperiodPeriod1Warming-upandSpeaking1. Teachingobjectives:1) Targe

13、tlanguageI(dont)thinkI(dont)thinkso.I(dont)agree.IbelieveThatscorrect.Inmyopinion,2) Abilitygoalsa. DescribeyourfriendsinEnglishb. Figureouttheproblemsbetweenfriendsandthenfinddifferentwaystosolvetheproblems.3) Learningabilitygoalsa. Toencouragestudentstothinkandtalkaboutfriendsandfriendshipbyusings

14、omephrasesandstructures.b. Tolearntosolveproblemsthatmayoccurbetweenfriends.c. TocultivatethestudentstoformthegoodhabitoflearningEnglishinSeniorMiddleSchool.2. Teachingimportantpoints:a. Usethegivenadjectivesandsentencestructurestodescribeoneofyourfriends.b. Learntoevaluatefriendsandfriendship.3. Te

15、achingdifficultpoints:a. Worktogetherwithpartnersanddescribeoneofyourgoodfriends.b. Discusswithpartnersandfindoutwaystosolvetheproblems.4. Teachingmethodsa. Task-basedteachingandlearningb. Cooperativelearningc. Discussion5. Teachingaids:CAI6. Teachingproceduresandways:Step1Lead-inandWarming-upBefore

16、thelesson,theteachercanarousethestudentsinterestsbyshowingavideoofAuldLangSyne.Atthebeginningofthefirstclass,wecangetthestudentstotalkabouttheirsummerholidays.Thestudentscantalkfreelyastheylike.1. Howdidyouspendyoursummerholidays?Howdidyoufeel?Whatdidyoudoinyoursummerholidays?Whatdidyoudoinyourspare

17、time?2. Whatdoyouthinkofournewschool?Doyoulikeit?Couldyousaysomethingaboutit?3. Doyoulikemakingfriends?Howdogetintouchwithyourfriends?Doyouhavemanyfriends?Wherearetheynow?Doyouhaveanyoldfriendsinourschool?Haveyoumadeanynewfriendsinourclass?Step2Thinkitover1. Giveabriefdescriptionofoneofyourfriends.T

18、hefollowingphrasesandstructuresmaybehelpful:His/HernameisHe/Sheisyearsold.He/ShelikesanddislikesHe/SheenjoysandhatesHe/Sheisverykind/friendly/When/Wherewegottoknoweachother.2. Whattypesoffriendshipdoyouhave?Pleasetickthemout.Thenfillintheblanks.girlfriendsboyfriendspenfriendslong-distancefriendsfrie

19、ndsofthesameagee-friends(friendsovertheinternet)friendsacrossgenerationsunusualfriendslikeanimals,books1) .is/aremostimportanttoyou.2) .Youspendmostofyourfreetimewith.3) .Youwillshareyoursecretswith.4) .Whenintrouble,youwillfirstturnto.Step3Makeasurvey1.Listsomequalitiesofagoodfriendoryouridealfrien

20、d.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.Tellyourpartneryourstandardsofgoodfriendsbyusingthefollowingstructure:Ithinkagoodfriendshould(not)beInmyopinion,agoodfriendissomeonewho1. Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard.2. Asktheclasswhether

21、ornottheyagreewithallthequalitieslisted.3. Thenhavethestudentsdothesurveyinthetextbook.4. Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8.5. Theteacherasksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship: 47points:Youarenotagoodfriend.Youeitherneglectyourf

22、riendorjustdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriendneedstodo. 812points:Youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriendfeelings.Trytostrikeabalancebetweenyourfriendneedsandyourownresponsibilities. 13+points:Youarean

23、excellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriends.Welldone.(Youmayalsoshowyourstudentstheresultsaboveandletthemselvesself-reflectupontheirownvaluesoffriendship)Step4Talkingandsharing(workinpairs)1. Ifyourbestfrienddoessomethingwrong,whatwillyoudo?Trytousethefollowi

24、ngphrases:I(dont)thinkI(dont)thinkso.I(dont)agree.IbelieveThatscorrect.Inmyopinion,Whattodoreasons2. Whatisafriend?ABritishnewspaperonceofferedaprizeforthebestdefinition（义）ofafriend.Ifyouweretheeditor,choosethebestonefromthefollowingentries保目）,andexplainwhy.Onewhounderstandsmysilence.Afriendinneedis

25、afriendindeed.Friendsarejustthepeoplewhoshareyourhappinessandsorrow.Whenyoulookatyourwatchat4am,butstillknowyoucancallthemandwakethemup,andtheystillwanttotalktoyou,thatfriendship.Tohaveafriend,youneedtobeagoodfriend.Step5Groupwork（output）Theteachercangiveeachgrouponeofthesequestionsbelowtotalkabout.

26、Thenlettheclasssharetheirideas.Itbettertostimulatethestudentstoexpresstheirownopinionsaboutthesequestions.1. Doyouthinkitisagoodideatoborrowmoneyfromyourfriend?WhyandWhynot?2. Whatfactorsmaycausethebreakdownofagoodfriendship?3. Whatcanbeyourunusualfriendbesideshumanbeings?Andwhy?Step6Homework1. Writ

27、edownashortpassageaboutyourideas/thefactors/yourunusualfriends.2. Prepareforthenewlesson.Period 2 ReadingAnne s Best Friend1. Teachingobjectives:1) Todevelopthestudentsreadingability,learntousesomereadingstrategiessuchasguessing,keysentences,skimmingandsoon;2) .Togetthestudentstorealizetheimportance

28、offriendsandfriendship,andtotelltruefriendsfromfalsefriends;3) .Tograspsomeusefulwordsandexpressionsinthispassage,suchasonpurpose,becrazyaboutetc.;4) .Tolearnthewritingstyleofthispassage.2. Teachingmethod:Task-basedteaching3).Teachingprocedure:Step1.Pre-reading1. Pleaseenjoythreepiecesofmusicandfind

29、outwhattheyareabout.2. .Whydoyouthinkfriendsareimportanttoyou?3. Whatdoyouthinkagoodfriendshouldbelike?Listthegoodqualitiesagoodfriendshouldhave.4. Haveyoueverconsideredmakingfriendswithanimals,plantsorevenanobject?Whyorwhynot?Step2.Reading1. TrytoguesswhatAnnesfriendisandwhatthepassageisaboutbyread

30、ingthetitleandhavingaquickatthepicturesinthispassagewithoutreadingit.2. Skimmingthefirsttwoparagraphstoconfirmyourguessing.1) WhatwasAnnesbestfriend?Whydidshemakefriendswithit?2) Didshehaveanyothertruefriendsthen?Why?3) What is the difference between Annes diary and those of most people?精选4) Doyouke

31、epadiary?Whatdoyouthinkmostpeoplesetdownintheirdiaries?5) We are going to read one of Annesdiaries.butbeforereading,canyoutellmewhatthediaryisaboutwiththehelpofonekeysentenceinthe2ndparagraph?3. Reading of Annes diaryHowshefeltinthehidingplaceTwoexamplestoshowherfeelingsthenStep3.Post-reading1. What

32、wouldyoumissmostifyouwentintohidinglikeAnneandherfamily?Giveyourreasons.2. GroupworkWorkingroupstodecidewhatyouwoulddoifyourfamilyweregoingtobekilledjustbecausetheydidsomethingtheEmperordidnotlike.Wherewouldyouplantohide?Howwouldyouarrangetogetfoodgiventoyoueveryday?Whatwouldyoudotopassthetime?3. Di

33、scoveringusefulwordsandexpressionsCompletethefollowingsentences,usingwordsandexpressionsfromReading1) Shehasgrownaboutcomputergames.2) WasitanaccidentordidDaviddoiton?3) Fromthebeginning,Paulmadeitclearthathewouldbe(完全地)incontrol.4) Heusedtoworkeveninthemiddleofwinter.5) Justtheofmorefoodmadeherfeel

34、sick.6) Youhadbetterhaveatalkwithhim.7) Borninapoorfamily,themanagerlotsofhardshipsinhischildhood.8) Adiaryisoftenkepttowhathappeninspeoplesdailylives.Step4.Talkingaboutfriendsandfriendship1. Therearemanyproverbsaboutfriendsandfriendship.Choosetheoneyouagreewithandexplainwhy,thenchooseoneyoudisagree

35、withandexplainwhy.Afriendinneedisafriendindeed.Friendsarelikewine;theolder,thebetter.Afriendtoallisafriendtonone.Thesamemancannotbebothfriendandflatterer僦奉承者).Falsefriendsareworsethanopenenemies.Walkingwithafriendinthedarkisbetterthanwalkingaloneinthelight.2. Wehavetalkedaboutfriendsandfriendshiptod

36、ay,canyouwriteoneortwosentencestoexpressyourunderstandingoffriendsandfriendship.Step5.Homework:1. Interviewahighschoolstudent,abusinessman,apoliceofficerandahousewifetofindouttheiropinionsaboutfriendsandfriendship.Writeareporttoshareitwiththewholeclass.2. Describeoneofyourbestfriendsfollowingthewrit

37、ingstyleofthispassage.Ending:LetssingthissongaboutfriendstogetherPeriod3Grammar1. TeachingobjectivesLearntousedirectspeechandindirectspeech2. TeachingimportantpointSummarizetherulesofDirectSpeechandIndirectSpeech.3. TeachingdifficultpointLearnaboutthespecialcasesinwhichthetensesshouldned.tbechang4.

38、TeachingmethodsDiscussing,summarizingandpracticing.5. TeachingproceduresStep1LeadinT:Inthelastlesson,welearnedAnneFranksstory.SheistellingherstoriestotwherfriendsyouandTom.Tomhassomethingwrongwithhisears,soyouhavetorepeatAnnessentences,usingindirectspeech.SometimesyouexplainTomsentencestoAnne.“Ihave

39、tostayinthehidingplace.saidAnne.Annesaidshehadtostayinthehidingplace.“Doyoufeelsadwhenyouarenotabletogooutdoors?”TomaskedAnne.TomaskedAnneif/whethershefeltsadwhenshewasnotabletogooutdoors.said Anne.Idontwanttosetdownaseriesoffactsinadiary,Annesaidthatshedidntwanttosetdownaseriesoffactsinadiary.“What

40、doyoucallyourdiary?”Tomasked.Tomaskedwhatshecalledherdiary.Ssgoonthistopicbythemselves.Step2GrammarT:Nowletslookatthesesentencesagain.IfwewanttochangeDirectSpeechintoIndirectSpeech,whatshouldbechanged?Ssdiscussbythemselves.Ss:sentencestructures,tenses,pronouns,adverbialsoftimeandplaceandverbsshouldb

41、echanged.T:Quiteright.Lookattheformonthescreen.Thesearetherules.直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。1. 直接引语是陈述句，变成间接引语时，由连词that引导。例如：Shesaid,Iamveryhappytohelpyou.-Shesaidthatshewasveryhappytohelpyou.2. 直接引语是一般/选择疑问句，变成间接引语时，由连词whether或if引导。例如：Heaskedme,Doyoulikeplayingfootball?-Heaskedmeif/wh

42、etherIlikedplayingfootball.注意：大多数情况下，if和whether可以互换，但后有ornot,或在动词不定式前，或放在介词后作连接词时，一般只用whether。例如：Sheaskedmewhetherhecoulddoitornot.3. 直接引语是特殊疑问句，变成间接引语时，由相应的疑问词who,whom,whose,how,when,why,where等弓I导。例如：Mysisteraskedme,Howdoyoulikethefilm?-MysisteraskedmehowIlikedthefilm.4. 直接引语是祈使句，变成间接引语时，把动词原形变成动词不

43、定式，并在动词不定式前加tell,ask,order等的宾语。例如：Thecaptainordered,Bequiet.-Thecaptainorderedustobequiet.注意：此种情况的否定句，在动词不定式前加not。Myteacheraskedme,Dontlaugh.-Myteacheraskedmenottolaugh.5. 一些注意事项(1)间接引语一般要用陈述句的语序，即主、谓、宾的顺序。例如：HeaskedLucy,Wheredidyougo?-HeaskedLucywhereshewent.Tomsaid,Whatdoyouwant,Ann?-TomaskedAnnwh

44、atshewanted.(2)直接引语是客观事实、普遍真理等，变成间接引语时，时态不变。例如：Theytoldtheirson,Theearthgoesroundthesun.-Theytoldtheirsonthattheearthgoesroundthesun.例如：He said, I havent seen her today.He said that he hadnt seen her that day.注意： 如果转述时就在原来的地方， 就在说话的当天， 就不必改变指示代词、时间状语、地点状语等。Direct SpeechPresentPastPresent perfectPast

45、 perfectPresent continuousIndirect Speechpastpast and past perfectpast perfectpast perfectpast continuous(3)直接引语变间接引语时，指示代词、时间状语、地点状语等要作相应的变化。Step3practiceT:TurntoPage5.Pleasechangethefollowingdirectspeechintoindirectspeechandindirectintodirect.1. “ImgoingtohidefromtheGermans,”Annesaid.2. “Idontknow

46、theaddressofmynewhome,”saidAnne.3. “Icannotaskmyfatherbecauseitisnotsafetoknow,”shesaid.4. “Ihadtopackupmythingsveryquickly,”thegirlsaid.5. “Whydidyouchooseyourdiaryandoldletters?”Dadaskedher.6. Mumaskedherif/whethershewasveryhotwithsomanyclotheson.7. Margotaskedherwhatelseshehadgot.8. Anneaskedherf

47、atherwhentheywouldgobackhome.9. Anneaskedhersisterhowshecouldseeherfriends.10. MotheraskedAnnewhyshehadgonetobedsolatethenightbefore.Step4CorrectingmistakesTanalysesthecommonmistakesSshavemadeduringthepractice.T:Nowletslookthaetscreenandpayattentiontothesesentences.Choosetherightsentenceandtellmewhy

48、theotheroneiswrong.Step5AgamePlayaguessinggame“whoismysecretfriend?”Onestudentcomestothefronthispartner.Thereststudentsaskhimquestionswhilehispartnerchangesthemintoindirectspeech.Intheend,thepersonwhohasguessedtherightanswercancometothefronttotaketheplaceofthefirststudent.Sothegamegoeson.Suggestedse

49、ntences:Canyourfriendspeak?Whatdoeshe/sheweartoday?Ishe/shetallorshort?Whatdoyouandyourfrienddoinyourfreetime?Doyouquarrelwitheachother?.Step6HomeworkDoExercise1onPage42.HereisanotherpageofAnnesdiary.Readitthroughthenuseindirectspeechtoretellthestory.Period4Integratingskills“FriendshipinHawaii”1. Te

50、achingobjectives:TolearnaboutwaysofshowingfriendshipinHawaiiandsharetheiropinionsonfriendship.Becauseitisalessonofintegratingskills,Ssarealsoaskedtowritesentencesonfriendship.2. Teachingprocedures:Step1Lead-in1. TalkaboutdifferentwaysofshowingfriendshipofminoritygroupsinChina.2. CompareChinesewaysof

51、showingfriendshipwithWesternways.Anddiscusswhythereisabigdifference.Therefore,showthesentence:Everyculturehasitsownwaystoshowfriendship.3. AskstudentsiftheycanthinkofanyplaceintheworldwhereChineseandWesterncultureslivesidebyside.TheymaythinkofHongkong,Macao,Singapore.AndtheteacherwilladdonemoreHawai

52、i.Step2Fastreading1. ItissaidthatHawaiiisaplacewheretheEasttrulymeetsthewest.ConsiderhowpeopleshowtheirfriendshipinHawaii.Showapictureandfindtheinformationfromthetextbook.(bygiving“leis”tooneanother.)Explainwhatisa“lei”.2. ReadfastandfindoutmorewaystoshowfriendshipinHawaiitofillintheform.3. Accordin

53、gtotheform,askthemtoconsiderwhatfriendshipisinHawaiians.Step3Carefulreading1. Readthe2ndparagraphcarefullyandask“WhydomanydifferentpeoplescallHawaiitheirhome?”(Hawaiiisaplacewherepeoplemakeonebigcommunityfrommanysmallercommunities.ItmeansHawaiihasarichculturaldiversity.)Step4Writingtask2. Showprover

54、bsaboutfriendsandfriendship.ExplainthemandaskSstochoosesometheyagreewithandsometheydisagreewithandexplainwhy.3. Discusswiththeirpartnerandtrytowritesomesimilarsentencestoshowtheiropinionsonfriendship.Step5HomeworkSurftheInternettocollectmaterialslikepoems,storiesaboutfriendship.Andsharethemwithyourf

55、riends.1. Teaching objectivesTo practise studentsTo practise studentsTo improve studentsPeriod5Listening&Writinglisteningability.writingskillsoffehroawdtvoice.abilitytohelpotherssolveproblems.2.Teachingprocedure(Analysis:Listeningandwritingareexpansionofthetopicofthetext.ListeningisaboutLisasproblem

56、ofmakingafriendwithaboy.SheasksMissWanagdfvoirce.Throughlisteningandexercise,studentslearnhowtogiveadviceandtheskillofgivingadvice.Andalsoletthemthinkabouttheproblemofboysmakingfriendswithgirlsandwithboys.Andthendesignatasktoaskstudentstogiveadviceaccordingtothedifferentproblemstopractisetheirabilit

57、ytosolvetheproblems.Alloftheselaythefoundationforthenexttaskwriting.Inthisway,studentsfeelthattheyhaveinformationtoputout.Andwritingmakesfortheimprovementofstudentswritingability,strengtheningtheircomprehensionoffriendship.)Step1Lead-inDoyourememberwhatAnnsbestfriendis?Isitamanorathing?HaveyouseenthefilmCastAway?WhenTomisalon