高一英语必修一第一单元教案

—高一英语必修一第一单元教案仰视天空时，什么都比你高，你会自卑；俯视大地时，什么都比你低，你会自负；只有放宽视野，把天空和大地尽收眼底，才能在苍穹沃土之间找到你真正的位置。无需自卑，不要自负，坚持自信。一起看看高一英语必修一第一单元教案!欢送查阅!英语必修一第一单元教案1一.直接引语和间接引语（一）直接引述别人的原话，叫做直接引语；用自己话转述别人的话，叫做间接引语。间接引语一般构成宾语从句。直接引语必需放在引号内，间接引语则不用引号。直接引语改为间接引语时，除将引语部分变成宾语从句外，还必需对直接引语中的人称、时态、指示代词、时间状语、地点状语等进行转变。1.时态的改变：直接引语变为间接引语时，通常受转述动词said，asked等的影响而运用过去化的时态，即把原来的时态向过去推，也就是一般如今时变为一般过去时，如今进行时变为过去进行时，等等。例如：Tomsaidtome，“Mybrotherisdoinghishomework.”→Tomsaidtomethathisbrotherwasdoinghishomework.2.人称代词、指示代词、时间状语、地点状语等等的改变：依据意义进行相应的改变，例如：SheaskedJack，“Wherehaveyoubeen？”→SheaskedJackwherehehadbeen.Hesaid，“Thesebooksaremine.”→Hesaidthatthosebookswerehis.（二）直接引语改为间接引语时，都运用陈述语序，但是由于原句的句式不同，所以变成间接引语时所用的连词会有所不同。直接引语假如是一般疑问句，用联结词whether或if；假如是特别疑问句，则用疑问词引导间接引语。转述的动词一般用asked，可以在其后加上一个间接宾语me，him，her，us等。如：Shesaid，“Isyourfatherathome？”→Sheaskedmeif/whethermyfatherwasathome.“WhatdoyoudoeverySunday？”Myfriendaskedme.→MyfriendaskedmewhatIdideverySunday.直接引语假如是祈使句，改为间接引语时，要将祈使句的动词原形变为带to的不定式，并在不定式的前面依据原句的语气（即恳求或指令）加上ask，tell，order等动词，假如祈使句为否认式，则在不定式前加not。其句型为：ask/tell/ordersomeone（not）todosomething.例如：Shesaidtous，“Pleasesitdown.”→Sheaskedustositdown.Hesaidtohim，“Goaway!”→Heorderedhimtogoaway.Hesaid，“Don’tmakesomuchnoise，boys.”→Hetoldtheboysnottomakesomuchnoise.二.各种时态的被动语态被动语态概述被动语态的概念：它是动词的一种形式，表示主语与谓语之间的执行或被执行关系。主动语态表示主语是谓语动作的执行者，例如：Theysawthelittleboycryingbytheriver.被动语态表示主语是谓语动作的承受者，例如：Thelittleboywasseencryingbytheriver.被动语态的构成被动语态的形式是由“助动词be+动词的过去分词”构成。助动词be伴着主语的人称、数、时态等的不同而改变。几种常见时态的被动语态形式如下：1.一般如今时am/is/are+过去分词例如：RiceisplantedinthesouthofChina.2.一般过去时was/were+过去分词例如：Thesetreeswereplantedtheyearbeforelast.3.一般将来时will/shall+be+过去分词例如：AsportsmeetingwillbeheldneXtweekinourschool.4.如今进行时am/is/are+being+过去分词例如：Yourradioisbeingrepairednow.5.过去进行时was/were+being+过去分词Whenhegotthere，theproblemwasbeingdiscussed.6.如今完成时have/has+been+过去分词Hisworkhasbeenfinished.Hashisworkbeenfinished？Yes，ithas./No，ithasn’t.7.过去完成时had+been+过去分词留意：1.除了be之外的其它系动词如get，stay等也可以和过去分词构成被动语态。例如：Theirquestionshaven’tgotanswered.2.含有情态动词的谓语变成被动语态运用“情态动词+be+过去分词”结构。例如：Moreattentionshouldbepaidtotheoldinthiscountry.Thisworkcan’tbedoneuntilMr.Blackcomes.3.含有“begoingto”，“beto”等结构的谓语，其被动语态分别用“begoingto+be+过去分词”和“beto+be+过去分词”。例如：TheproblemisgoingtobediscussedattheneXtmeeting.Allthesebooksaretobetakentothelibrary.4.被动语态与系表结构的区分：“连系动词+用作表语的过去分词”构成的系表结构，与被动语态的形式完全一样，所以应留意它们的区分。被动语态中的过去分词是动词，多强调动作；系表结构中的过去分词相当于形容词，多强调状态。前者通常可用by引出动作的执行者，而后者则不行以。例如：Themapwaschangedbysomeone.（被动结构）Thatcustomremainedunchangedformanycenturies.（系表结构）系表结构中的过去分词通常可被very修饰，被动语态中的过去分词往往要用much修饰。例如：HewasveryeXcited.（系表结构）HewasmucheXcitedbyherwords.（被动结构）5.主动形式表被动意义。有些动词的主动形式有被动意味，如open，read，sell，shut，wash，wear，write等。此时句子的主语一般是物。例如：Thesebookssellwell.这些书很畅销。Thedoorwon’tshut.这门关不上。Theclotheswashwell.这些衣服很好洗。英语必修一第一单元教案2（1）课题：Friendship（2）教材分析与同学分析：本单元的中心话题是“友情”，几乎全部的内容都是围绕这一中心话题绽开的。WarmingUp部分以调查问卷的形式引导同学了解日常生活中好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同学对“友情”和“好友”进行思索，使同学明确不仅人与人之间可以做好友，日记也可以成为人们的好友；Reading部分Anne’sBestFriend以日记形式讲解并描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忙同学对课文内容、详情进行更深化的理解；UsingaboutLanguage部分教学本课重点词汇和重点语法工程。（3）课时布置：Thefirstperiod：Speaking：WarmingUpandPre-ReadingThesecondperiod：ReadingThethirdperiod：GrammarTheforthPeriod：ListeningThefifthperiod：Writing（4）教学目标：①学问与技能：Talkaboutfriendsandfriendship；Practisetalkingaboutagreementanddisagreement，givingadviceandmakingdecisions；Usedirectspeechandindirectspeech；LearntowriteanessaytoeXpressandsupportanopinion.②过程与方法：本单元在读前阶段就提出问题，让同学思索是不是只有人与人之间才能交好友，然后在阅读中通过安妮的日记向同学说明我们也可以与动物及无生命的日记交好友。在深入理解、充足训练的根底上，可以再引导同学深化商量几个与本单元话题有关的问题：1.描述好友；2.结交网友；3.观点沟通；4.善不善交好友；5.好友的重要性。③情感看法与价值观：学完本单元后要求同学进行自我评价，主要评价自己在本单元中的学习情况。对书中的内容是否感爱好，有哪些收获，解决了什么问题。使同学加深对友情、友情的.理解，以及如何正确交友，处理好友之间发生的问题等。（5）教学重点和难点：词汇：addpointupsetignorecalmconcerncheatsharereasonlistseriescrazynaturepurposedarethunderentirelypoweraccordingtrustsufferadvicesituationcommunicatehabit短语：addupcalmdownhavegottobeconcernedaboutgothroughhideawaysetdownonpurposeinordertofacetofaceaccordingtogetalongwithfallinlovejoinin重点语法工程：直接引语和间接引语的相互转换难点：Understandtherealmeaningoffriendsandfriendship；Discusstheanswerstothequestions（Reading）；HowtoteachtheSstomastertheusageofDirectSpeechandIndirectSpeech（StatementandQuestions）.（6）教学策略：Discussion，Student-centeredvocabulary，learning，listening，pairwork，teachgrammarinrealsituation（7）教学煤体设计：Aprojectorandataperecorder.（8）教学过程：PeriodOne：Speaking（WarmingUpandPre-Reading）AimsTalkaboutfriendsandfriendship.Practisetalkingaboutagreementanddisagreement.StepIRevisionAsksomeofthestudentstoreadhis/hercompositionfortheclass，describingoneoftheproblemsbetweenfriendsandhowitissolved.Thengivesomecomments.T：Now，letscheckupyourhomeworkforlastclass.Idlikesomeofyoutoreadhis/hercompositionfortheclass，describeoneoftheproblemsbetweenfriendsandhowitissolved.StepIIWarmingupT：/thinkmostofushavesomegoodfriends.Doyouknowwhypeoplemakefriendswithoneanother？StepIIITalking（WBP41）FirstgetthestudentstolistentowhataCanadiansayaboutmakingfriends.Thenaskthemtodiscussthetwoquestions.T：NowweregoingtolistentowhatLeslieClark，aCanadianhasgottosayaboutmakingfriends.Afterlistening，pleasetalkaboutthetwoquestionsingroupsof4.TrytousethefollowingeXpressions.1Doyouagreewithher？2Whatdoyouthinkofpeoplefromforeigncountries？AgreementDisagreementIthinkso，Idontthinkso.Iagree.IdontagreeThatscorrect.Ofcoursenot.ThatseXactlymyopinion.Imafraidnot.Yourequiteright.Idontthinkyouareright.StepIVSpeaking（BP6）First，getthestudentstothinkoffoursituationsamongfriendsingroupsof4anddesignaquestionnairetofindoutwhatkindoffriendstheirclassmatesare.Second，tryitoutontheirowngroup，checkingthequestionnairethroughandaddinguptheirscoreandseehowmanypointstheycanget.Askthemtofillintheformpreparedbeforeclass.Showtheinstructionsanddecidewhatkindoffriendstheirclassmatesare.Third，askeachstudenttostandupandwalkaroundtheclassroomtomakeasurveyonfourofotherclassmates.Showtheinstructionsanddecidewhatkindoffriendsotherclassmatesare.Theycanshareyourquestionnairewithoneortwoothergroupsandtryeachothersquestionnaires.Atlast，showtheinstructionstohelpyourclassmatestoknowhowtoimprovehisorherskillsofmakinggoodfriendswithothersifnecessary.T：Friendscomeinmanyflavors.Therearebestfriends，schoolfriends，fair-weatherfriends，foreverfriendsandmanymore.Doyouwanttoknowwhatkindoffriendsyourclassmatesare？Nowletsmakeasurvey.First，pleasethinkoffoursituationsamongfriendsanddesignaquestionnairetofindoutwhatkindoffriendsyourclassmatesare.1.YourfriendborrowedXXXYuanfromyoulastweekandhasntreturnedit.YouwillA.askhim/hertopaybackassoonaspossible；oryoullendthefriendship.B.askhim/hertopaybackifhe/shehas.C.tellhim/hernottoreturnit.2.Yourfriendsaidyourbadwordsbehindyou.YouwillA.askhim/hertosaysorrytoyou，oryoullstopyourfriendship.B.eXcusehim/herandforgetit.C.askotherstotellhim/herthathe/sheiswrong.3.Youpromisedtomeetyourfriendatfiveoclockbutyourparentsaskyoutodohomeworkathome.YouwillA.tellhimyourparentsaskyoutodohomeworkathome.B.tellhim/heraliethatyouareill.C.saysorrytohim/herandplantomeethim/heranothertime.4.Youborrowedabikefromyourfriend，butyouhaditstolen.YouwillA.buyanewonewhichisthesameashis/hers.B.justtellhim/heryouhaditstolen.C.saysorrytohim/herandbuyhim/heranoldoneAftertheyfinishchoosingtheanswers，showthescoringsheetonthescreen.Instructions：2-5Afair-weatherfriendOnlylikethemwhentheyarehappyandpopular.Iftheyarefeelingdown，oriftheyarehavingaproblem，youdontwanttospendtimeortalkwiththem.Youdonthelpyourfriendswhentheyhaveproblems.Youarealwaysthinkingaboutyourself.Youshouldcaremoreaboutyourfriends.Ifyoucontinuetobeself-centeredanddontconsiderothersfeelings，youwontmakemorefriendsandkeepfriendshipforlong.6-11AschoolfriendYouseeeachotherinschool.Youjuststudyandplaywiththemtogetherinschool.Youmaynotknoweverythingabouteachother.Youtakethingssmoothly.Youseldomhurtyourfriendswithyourbenefitconsidered.Youdbetteraddmoreaffectiontoyourfriends.Friendshipisaboutfeelingsandwemustgiveasmuchaswetake.12-17AbestfriendYoudoeverythingtogetherwithyourfriends：study，read，watchTV，surftheInternet，playsportsandlistentomusic.Ifeitheronehasaproblem，theotheristheretohelp.Youknowyourfriendsverywell.Youunderstandandyieldtoeachother.Youhelpwitheachotherandimprovetogether.Youhavealotofcommonbenefit.Yourfriendshipisgoodtobothofyou.Youaremutuallybeneficial.18-21ForeverfriendYouwillalwayslistentoyourfriendsandtrytohelpthem，evenifyoudisagreeorifyouarehavingaproblem.Whenevertheyhaveanydifficulty，youlltryyourbesttodowhatyoucantohelpthemwithouthesitation.Youdevoteyourselftoyourbestfriends.Youarewillingtolosewhatyouhave，evenyourlife.课后反思：本课教学设计容量和密度较大，但难度适中，大部分同学都能接受。表达全面照料大部分同学的教学理念。留意培育同学开口说英语的的信念。英语必修一第一单元教案31.让同学了解地球的形成和进展2.让同学体会并把握各种阅读技能和技巧3.通过文章学习使同学熟悉地球对人类的重要意义，增加爱护地球的意识。Keypointsanddifficulties：1，通过阅读了解地球的进展历程2，把握不同的阅读技巧，提高阅读力量Teachingprocedures：Step1Lead-inLetstudentsdoapuzzletheearthApuzzleItlookslikeaballbutyoucan’tplay，Itisourhomebutsobig，Itisroundbutweusuallythinkitisflat.Itmovesanytimebutnoonefeels.设计说明：展现该谜语，并让同学齐读，然后猜出答案--地球。利用齐读的方式使同学精神振作，通过猜谜语激发同学的爱好导入新课。Step2Pre-readingA.Letstudentsenjoythebeautyoftheearth.B.Questions：1，Howdidtheearthcomeintobeing？2，InChina，therearesomestoriesaboutthebeginningoflife.Doyouknow？设计说明：通过图片让同学感受地球，产生热爱地球家园的体验，同时让同学产生了疑问，地球是怎么形成的，顺当过渡到下一部分。Step3Fast-reading1，LetstudentsreadtheteXtquicklyandthenans