高一英语Unit 1 Friendship 教案由刀豆文库小编整理，希望给你工作、学习、生活带来方便，猜你可能喜欢“高一英语unit1教案”。
高一英语Unit 1 Friendship 教案
Unit1Friendship1.Teachingaimsanddemands类别课程标准要
求
掌
握的项
目
话
题Friendsandfriendship;interpersonalrelationships词汇add
point
upsetignore
calm
concern
loose
cheatreasonlistsharefeelingNetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypoweraccordingtrustindoorufferteenageradvicequestionnairequizsituation
editor
communicate
habitaddup
calmdown
havegotto
beconcernedabout
walkthedog
gothrough
hideaway
setdown
aseriesof
onpurposeinorderto
facetoface
accordingto
getalongwith
fallinlovejoinin功能态度Areyouafraidthat---?I’vegrownsocrazyabout---Ididn’tdare---2.同意和不同意（agreementanddisagreement）
Iagree.Ithinkso.Exactly.Idon’tagree.Idon’tthinkso.I’mafraidnot.3.肯定程度（certainty）
That’scorrect.ofcoursenot.语法直接引语和间接引语:陈述句和疑问句陈述句“Idon’twanttosetdownaseriesoffactsinadiary.SaidAnne.-----Annesaidthatshedidn
”’twanttosetdownaseriesoffactsinadiary.一般疑问句Heasked,“
Areyouleavingtonight?
”---Heaskeduswhetherwewereleavingthatnight.特殊疑问句“whendidyougotobedlastnight?”fathersaidtoAnne.---FatheraskedAnnewhenshewenttobedthenightbefore.1.Suggestedteachingnotes1).AnalysesoftheteachingcontentsThisunitisaboutfriendship,andnearlyalltheteachingmaterialscenteronit.warmingup---Thequestionnaireleadtudentstothinkandtalkabout
friendship,gettoknowtheproblemsbetweenfriends
andseeksolutions,whichmakespreparationsforthe
furtherteachingintopics,backgroundandvocabulary.Pre-reading---Thequestionspromptstudentstothinkcriticallyabout
friendsandfriendshipinreality,alertingthemtothefact
thatbesidespeople,adiarycanbeafriend,too.Reading---ThediarybythejewishgirlAnnegaveaglimpseofherlife
duringherfamily
’helterinAmsterdamfromtheGerman
Nazis
’killinginworldwar2.shetreatsthediaryasherbestfriend,andinitrevealsherlongingforanormallifeandclosecontactwithnature,whichhelpshergetthroughthedays.comprehending---Ithelptudentsfurtherunderstandthetextbydoing
multiplechoices,questionsandanswers,and
matching.Learningaboutlanguage---Itteachestheimportantexpreionsand
structuresandgrammar:directandindirect
speeches.Usinglanguage---Thetwoletters,listening,questionnairedesign,letter
writingandfunwritingpreparetudentstofurther
talkaboutfriendship,especiallytheproblemswith
misunderstanding,andunfriendline,thus
strengtheningstudents’abilitiestopractice
language,discover,andsolveproblems.Summingup---Itsummarizesthewholecontentsofthisunitfromthe
aspectsoftopics,vocabularyandgrammar.Learningtip---Thispartencouragetudentstoformthehabitofwriting
adiary.Integratingskills---ThetextintroducesthewayHawaiiansexpre
friendship,togetstudentstorealizethecultural
differencesinthevaluesoffriendshipinaddition
itsimportanceinallcultures.2)makingoftheteachingplanThisunitcentersonfriendsandfriendship,exploringdifferenttypesoffriendshipwithparticularattentiontothatonecandevelopwithoneself,i.e.,thecomfortandsupportoneseeksfromanimaginaryfriend.Studentsareexpectedtocometobetrulyawareofthequalitiesandconductsthatmakeagoodfriend,displayanddeveloptheabilitytocopewithmisunderstanding,conflictsandproblemsrelatedtofriendship,andgiveadviceonit.Theconceptthatevenanordinarythingcanbeafriendshouldbreakdownthetraditionalbeliefintheinterpersonalnatureoffriendship.Also,thecomparisonofsimilaritiesdiimilaritiesinfriendshipcomprehensionbetweentheEastandthewestleadtudentstoknowbetterthevaluesoffriendshipinwesterns’eyes.Allinall,thisunitpromisestounveilthetrueeenceoffriendshipandhelptudentstoleadamorefriendlyandharmoniouslife.Thus,basedonthetheme,contentsandteachingobjectives,thewholeteachingprocedurescanfallintofiveperiodsasfollows:Period1warmingupandspeakingPeriod2ReadingPeriod3GrammarPeriod4IntegratingskillsPeriod5Usinglanguage3.TeachingplansforeachperiodPeriod1warming-upandSpeaking1.Teachingobjectives:1)TargetlanguageIthink„„
Ithinkso.Iagree.Ibelieve„„
That’scorrect.Inmyopinion,„„2)Abilitygoalsa.DescribeyourfriendsinEnglishb.Figureouttheproblemsbetweenfriendsandthenfinddifferentwaystosolvetheproblems.3)
Learningabilitygoalsa.Toencouragestudentstothinkandtalkaboutfriendsandfriendshipbyusingsomephrasesandstructures.b.Tolearntosolveproblemsthatmayoccurbetweenfriends.c.TocultivatethestudentstoformthegoodhabitoflearningEnglishinSeniormiddleSchool.2.Teachingimportantpoints:a.Usethegivenadjectivesandsentencestructurestodescribeoneofyourfriends.b.Learntoevaluatefriendsandfriendship.3.Teachingdifficultpoints:a.worktogetherwithpartnersanddescribeoneofyourgoodfriends.b.Discuwithpartnersandfindoutwaystosolvetheproblems.4.Teachingmethodsa.Task-basedteachingandlearningb.cooperativelearningc.Discuion5.Teachingaids:cAI6.Teachingproceduresandways:Step1
Lead-inandwarming-upBeforetheleon,theteachercanarousethestudents
’interestsbyshowingavideoofAuldLangSyne.Atthebeginningofthefirstcla,wecangetthestudentstotalkabouttheirsummerholidays.Thestudentscantalkfreelyastheylike.1.Howdidyouspendyoursummerholidays?Howdidyoufeel?whatdidyoudoinyoursummerholidays?whatdidyoudoinyoursparetime?2.whatdoyouthinkofournewschool?Doyoulikeit?couldyousaysomethingaboutit?3.Doyoulikemakingfriends?Howdogetintouchwithyourfriends?Doyouhavemanyfriends?wherearetheynow?Doyouhaveanyoldfriendsinourschool?Haveyoumadeanynewfriendsinourcla?Step2Thinkitover1.Giveabriefdescriptionofoneofyourfriends.Thefollowingphrasesandstructuresmaybehelpful:His/Hernameisyearsold.He/ShelikesHe/Sheenjoys
„
„„„
„„
He/Sheisanddislikesandhates
„
„„„
„„„„He/Sheisverykind/friendly/when/wherewegottoknoweachother.2.whattypesoffriendshipdoyouhave?Pleasetickthemout.Thenfillintheblanks.girlfriends
boyfriends
penfriendslong-distancefriends
friendsofthesameagee-friends
friendsacrogenerationsunusualfriendslikeanimals,books
„
„1).______is/aremostimportanttoyou.2).youspendmostofyourfreetimewith____.3).youwillshareyoursecretswith_____.4).whenintrouble,youwillfirstturnto_____.Step3
makeasurvey1.Listsomequalitiesofagoodfriendoryouridealfriend.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.Tellyourpartneryourstandardsofgoodfriendsbyusingthefollowingstructure:Ithinkagoodfriendshouldbe
„
„Inmyopinion,agoodfriendiomeonewho„„1.Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard.2.Asktheclawhetherornottheyagreewithallthequalitieslisted.3.Thenhavethestudentsdothesurveyinthetextbook.4.Havethestudentcoretheirsurveyaccordingtothescoringsheetonpage8.5.Theteacherasksomestudentshowmanypointstheygotforthesurveyandaetheirvaluesoffriendship:
★4~7points:youarenotagoodfriend.youeitherneglectyourfriend
’sneedsorjustdowhathe/shewantsyoutodo.youshouldthinkmoreaboutwhatagoodfriendneedstodo.★8~12points:youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.★13+points:youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.welldone.Step4Talkingandsharing1.Ifyourbestfrienddoeomethingwrong,whatwillyoudo?Trytousethefollowingphrases:
Ithink„„
Ithinkso.Iagree.Ibelieve„„
That’scorrect.Inmyopinion,„„
whattodo
reasons2.whatisafriend?ABritishnewspaperonceofferedaprizeforthebestdefinitionofafriend.Ifyouweretheeditor,choosethebestonefromthefollowingentries,andexplainwhy.onewhounderstandsmysilence.Afriendinneedisafriendindeed.Friendsarejustthepeoplewhoshareyourhappineandsorrow.whenyoulookatyourwatchat4am,butstillknowyoucancallthemandwakethemup,andtheyllstillwanttotalktoyou,that
’’sfriendship.Tohaveafriend,youneedtobeagoodfriend.Step5
GroupworkTheteachercangiveeachgrouponeofthesequestionsbelowtotalkabout.Thenlettheclaharetheirideas.It
’sbettertostimulatethestudentstoexpretheirownopinionsaboutthesequestions.1.Doyouthinkitisagoodideatoborrowmoneyfromyourfriend?whyandwhynot?2.whatfactorsmaycausethebreakdownofagoodfriendship?3.whatcanbeyourunusualfriendbesideshumanbeings?Andwhy?Step6
Homeworkwritedownashortpaageaboutyourideas/thefactors/yourunusualfriends.Prepareforthenewleon.Period2Reading
“
Anne
’
sBestFriend
”’1.Teachingobjectives:1)Todevelopthestudentsreadingability,learntousesomereadingstrategieuchasgueing,keysentences,skimmingandsoon;2).Togetthestudentstorealizetheimportanceoffriendsandfriendship,andtotelltruefriendsfromfalsefriends;3).Tograspsomeusefulwordsandexpreionsinthispaage,suchasonpurpose,becrazyaboutetc.;4).Tolearnthewritingstyleofthispaage.2.Teachingmethod:Task-basedteaching3).Teachingprocedure:Step1.Pre-reading1.Pleaseenjoythreepiecesofmusicandfindoutwhattheyareabout.2.whydoyouthinkfriendsareimportanttoyou?3.whatdoyouthinkagoodfriendshouldbelike?Listthegoodqualitiesagoodfriendshouldhave.4.Haveyoueverconsideredmakingfriendswithanimals,plantsorevenanobject?whyorwhynot?Step2.Reading1.TrytoguewhatAnne
’sfriendisandwhatthepaageisaboutbyreadingthetitleandhavingaquickatthepicturesinthispaagewithoutreadingit.2.Skimmingthefirsttwoparagraphstoconfirmyourgueing.1)whatwasAnne
’sbestfriend?whydidshemakefriendswithit?2)Didshehaveanyothertruefriendsthen?why?3)whatisthedifferencebetweenAnne
’sdiaryandthoseofmostpeople?4)Doyoukeepadiary?whatdoyouthinkmostpeoplesetdownintheirdiaries?5)wearegoingtoreadoneofAnne’sdiaries.butbeforereading,canyoutellmewhatthediaryisaboutwiththehelpofonekeysentenceinthe2ndparagraph?3.ReadingofAnne
’sdiaryHowshefeltinthehidingplaceTwoexamplestoshowherfeelingsthenStep3.Post-reading1.whatwouldyoumimostifyouwentintohidinglikeAnneandherfamily?Giveyourreasons.2.GroupworkworkingroupstodecidewhatyouwoulddoifyourfamilyweregoingtobekilledjustbecausetheydidsomethingtheEmperordidnotlike.wherewouldyouplantohide?
Howwouldyouarrangetogetfoodgiventoyoueveryday?
whatwouldyoudotopathetime?
------3.Discoveringusefulwordsandexpreionscompletethefollowingsentences,usingwordsandexpreionsfromReading1)Shehasgrown_______aboutcomputergames.2)wasitanaccidentordidDaviddoiton_______?3)Fromthebeginning,Paulmadeitclearthathewouldbe______incontrol.4)Heusedtowork_______eveninthemiddleofwinter.5)justthe_______ofmorefoodmadeherfeelsick.6)youhadbetterhavea_________talkwithhim.7)Borninapoorfamily,themanager_________lotsofhardshipsinhischildhood.8)Adiaryisoftenkeptto________whathappensinpeople
’sdailylives.Step4.Talkingaboutfriendsandfriendship1.Therearemanyproverbsaboutfriendsandfriendship.choosetheoneyouagreewithandexplainwhy,thenchooseoneyoudisagreewithandexplainwhy.Afriendinneedisafriendindeed.Friendsarelikewine;theolder,thebetter.Afriendtoallisafriendtonone.Thesamemancannotbebothfriendandflatterer.Falsefriendsareworsethanopenenemies.walkingwithafriendinthedarkisbetterthanwalkingaloneinthelight.2.wehavetalkedaboutfriendsandfriendshiptoday,canyouwriteoneortwosentencestoexpreyourunderstandingoffriendsandfriendship.Step5.Homework:1.Interviewahighschoolstudent,abusineman,apoliceofficerandahousewifetofindouttheiropinionsaboutfriendsandfriendship.writeareporttoshareitwiththewholecla.2.Describeoneofyourbestfriendsfollowingthewritingstyleofthispaage.Ending:LetingthiongaboutfriendstogetherPeriod3Grammar
．TeachingobjectivesLearntousedirectspeechandindirectspeech
’2.TeachingimportantpointSummarizetherulesofDirectSpeechandIndirectSpeech.3.TeachingdifficultpointLearnaboutthespecialcasesinwhichthetensehouldn’tbechanged.4.TeachingmethodsDiscuing,summarizingandpracticing.5.TeachingproceduresStep1LeadinT:Inthelastleon,welearnedAnneFranktory.Sheistellingherstoriestotwoofherfriends
’—youandTom.Tomhaomethingwrongwithhisears,soyouhavetorepeatAnne
’entences,usingindirectspeech.SometimesyouexplainTom’entencestoAnne.“Ihavetostayinthehidingplace.”saidAnne.→Annesaidshehadtostayinthehidingplace.“Doyoufeelsadwhenyouarenotabletogooutdoors?
”→TomaskedAnne.TomaskedAnneif/whethershefeltsadwhenshewasnotabletogooutdoors.“
Idon
’twanttosetdownaseriesoffactsinadiary,”saidAnne.→Annesaidthatshedidntwanttosetdownaseriesoffactsinadiary.’“whatdoyoucallyourdiary?”Tomasked.→Tomaskedwhatshecalledherdiary.Ssgoonthistopicbythemselves.Step2
GrammarT:Nowlet
’slookatthesesentencesagain.IfwewanttochangeDirectSpeechintoIndirectSpeech,whatshouldbechanged?Ssdiscubythemselves.Ss:sentencestructures,tenses,pronouns,adverbialsoftimeandplaceandverbhouldbechanged.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/whetherIlikedplayingfootball.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等引导。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,“Don'tlaugh.”myteacheraskedmenottolaugh.5.一些注意事项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?”
→
→
TomaskedAnnwhatshewanted.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.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。例如：
Hesaid,“Ihaven'tseenhertoday.”→
Hesaidthathehadn'tseenherthatday.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。DirectSpeech
IndirectSpeechPresent
pastPast
pastandpastperfectPresentperfect
pastperfectPastperfect
pastperfectPresentcontinuous
pastcontinuousStep3
practiceT:TurntoPage5.Pleasechangethefollowingdirectspeechintoindirectspeechandindirectintodirect.1.“I’mgoingtohidefromtheGermans,”Annesaid.2.“Idon’tknowtheaddreofmynewhome,”saidAnne.3.“Icannotaskmyfatherbecauseitisnotsafetoknow,”shesaid.4.“Ihadtopackupmythingsveryquickly,”thegirlsaid.5.“whydidyouchooseyourdiaryandoldletters?”Dadaskedher.6.mumaskedherif/whethershewasveryhotwithsomanyclotheson.7.margotaskedherwhatelseshehadgot.8.Anneaskedherfatherwhentheywouldgobackhome.9.Anneaskedhersisterhowshecouldseeherfriends.10.motheraskedAnnewhyshehadgonetobedsolatethenightbefore.Step4
correctingmistakesTanalysesthecommonmistakesSshavemadeduringthepractice.T:Nowlet
’slookatthescreenandpayattentiontothesesentences.choosetherightsentenceandtellmewhytheotheroneiswrong.Step5
AgamePlayagueinggame“whoismysecretfriend?”onestudentcomestothefrontwithhispartner.Thereststudentsaskhimquestionswhilehispartnerchangesthemintoindirectspeech.Intheend,thepersonwhohasgueedtherightanswercancometothefronttotaketheplaceofthefirststudent.Sothegamegoeson.Suggestedsentences:canyourfriendspeak?whatdoeshe/sheweartoday?Ishe/shetallorshort?whatdoyouandyourfrienddoinyourfreetime?Doyouquarrelwitheachother?...Step6
HomeworkDoExercise1onPage42.HereisanotherpageofAnne’sdiary.Readitthroughandthenuseindirectspeechtoretellthestory.Period4Integratingskills
“
FriendshipinHawaii
”1.Teachingobjectives:TolearnaboutwaysofshowingfriendshipinHawaiiandsharetheiropinionsonfriendship.Becauseitisaleonofintegratingskills,Ssarealsoaskedtowritesentencesonfriendship.2.Teachingprocedures:Step1
Lead-in1.Talkaboutdifferentwaysofshowingfriendshipofminoritygroupsinchina.2.comparechinesewaysofshowingfriendshipwithwesternways.Anddiscuwhythereisabigdifference.Therefore,showthesentence:Everyculturehasitsownwaystoshowfriendship.3.Askstudentsiftheycanthinkofanyplaceintheworldwherechineseandwesterncultureslivesidebyside.TheymaythinkofHongkong,macao,Singapore.Andtheteacherwilladdonemore-------Hawaii.Step2
Fastreading
.ItiaidthatHawaiiisaplacewheretheEasttrulymeetsthewest.considerhowpeopleshowtheirfriendshipinHawaii.Showapictureandfindtheinformationfromthetextbook.Explainwhatisa“lei”.2.ReadfastandfindoutmorewaystoshowfriendshipinHawaiitofillintheform.3.Accordingtotheform,askthemtoconsiderwhatfriendshipisinHawaiians.Step3
carefulreading1.Readthe2ndparagraphcarefullyandask“whydomanydifferentpeoplescallHawaiitheirhome?”Step4
writingtask1.Showproverbsaboutfriendsandfriendship.ExplainthemandaskSstochoosesometheyagreewithandsometheydisagreewithandexplainwhy.2.Discuwiththeirpartnerandtrytowritesomesimilarsentencestoshowtheiropinionsonfriendship.Step5
Homework
SurftheInternettocollectmaterialslikepoems,storiesaboutfriendship.Andsharethemwithyourfriends.Period5
Listening&writing1.TeachingobjectivesTopractisestudents’listeningability.Topractisestudents’writingskillsofhowtoofferadvice.Toimprovestudents’abilitytohelpotherolveproblems.2.TeachingprocedureStep1Lead-inDoyourememberwhatAnn
’sbestfriendis?Isitamanorathing?HaveyouseenthefilmcastAway?whenTomisaloneonadesertedisland,whatdoeshemakefriendswith?Guewhatmybestfriendis?Soyouseeamancanmakefriendswithanyoneandanything.Thenboys,wouldyouliketomakefriendswithgirls?Girls,wouldyouliketomakefriendswithboys?whatkindofgirlwouldyouliketomakefriendswith?Andwhatkindofboywouldyouliketomakefriendswith?Ifyouseeaboyclamatemakesafriendwithagirl,willyousaysomethingaboutthembehind?Ifyouarethatboy/girl,wouldyouliketobegoipedabout?ButhereLisahauchaproblem.Readtheletter.Lisaisaskingyouforhelp.whatadvicewillyougive?youaregiven2minutestodiscuingroupsandthenoffergroup’sopinions.Step2
ListeningBesidesyouLisaalsoasksmiwangofRadioforTeenagersforhelp.whatadvicedoesmiwanggivetoLisa?Let’slistentowhatshesays.Listenfor3timesanddolisteningexercises.Step3 Post-listeningDoyouthinkmiwang
’sadviceishelpful?NowsupposeyouareeditorsofRadioforTeenagers,herearesomeproblemsforyoutoofferadvice.1.Idon’thaveenoughpocketmoney.2.I’mnotsatisfiedwithmyappearance.3.mydeskmatehaslostareferencebook,she/hethinksthatI’mathief.4.IworkhardbutIhardlymakeprogre.5.IwanttotraveltowuZhenTownwithmyfiendsthisweekend,butmyparentsdon’tallowmetogo.6.Idon’tlikethewaymr.LiteachesusEnglish,soI’mnotinterestedinEnglishanylonger.7.mymotherhasjustgivenbirthtomylittlebrother.I’mworriedthatthebabywillrobmeofmyparentsloveandeveneverything.8.’
Iquarreledwithmybestfriend3daysago.Uptonow,wehaven’tsaidawordtoeachother.9.I
’dliketobemonitor,butatthesametimeIdoubtwhetherIhavesuchability.10.I
’moftenlateforschool.TheteacherioangrythathethreatensthatifI’mlateagain,Iwillbedismied.Step4
writingyouradviceisgoodandhelpful.Allofyouarequalifiededitors.NowIhavejustreceivedaletterfromalonelyboy.Readtheletter,whatishisproblem?whatisyouradviceforhim?writeareply.Step5
Homeworkwriteastoryaboutyouandyourfriend.
