人教版高中英語必修1全部教(學)案設計說明

1、.word格式.Unit1Friendship1.Teachingaimsanddemands類別課程標準要求掌握的項目話題Friendsandfriendship;interpersonalrelationships詞匯addpointupsetignorecalmconcernloosecheatreasonlistsharefeelingNetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequestionnairequizsi

2、tuationeditorcommunicatehabitaddupcalmdownhavegottobeconcernedaboutwalkthedoggothroughhideawaysetdownaseriesofonpurposeinordertofacetofaceaccordingtogetalongwithfallinlovejoinin功能1 .態(tài)度(attitudes)Areyouafraidthat-?Ivegrownsocrazyabout-Ididntdare-2 .同;同思(agreementanddisagreement)Iagree.Ithinkso.Exactl

3、y.Idontagree.Idontthinkso.Imafraidnot.3 .肯定程度(certainty)Thatscorrect.Ofcoursenot.語法直接引語和間接引語（1）:陳述句和疑問句陳述句“Idontwanttosetdownaseriesoffactsinadiary.SaidAnne.Annesaidthatshedidntwanttosetdownaseriesoffactsinadiary.一般疑問句Heasked,“Areyouleavingtonight?”-Heaskeduswhetherwewereleavingthatnight.特殊疑問句“Whend

4、idyougotobedlastnight?”fathersaidtoAnne.-FatheraskedAnnewhenshewenttobedthenightbefore.1. Suggestedteachingnotes2. .AnalysesoftheteachingcontentsThisunitisaboutfriendship,andnearlyalltheteachingmaterialscenteronit.Warmingup-Thequestionnaireleadsstudentstothinkandtalkaboutfriendship,gettoknowtheprobl

5、emsbetweenfriendsandseeksolutions,whichmakespreparationsforthefurtherteachingintopics,backgroundandvocabulary.Pre-reading-Thequestionspromptstudentstothinkcriticallyaboutfriendsandfriendshipinreality,alertingthemtothefactthatbesidespeople,adiarycanbeafriend,too.Reading-ThediarybytheJewishgirlAnnegav

6、eaglimpseofherlifeduringherfamilysshelterinAmsterdamfromtheGermanNaziskillinginworldwar2.shetreatsthediaryasherbestfriend,andinitrevealsherlongingforanormallifeandclosecontactwithnature,whichhelpshergetthroughthedays.Comprehending-Ithelpsstudentsfurtherunderstandthetextbydoingmultiplechoices,questio

7、nsandanswers,andmatching.Learningaboutlanguage-Itteachestheimportantexpressionsandstructuresandgrammar:directandindirectspeeches.Usinglanguage-Thetwoletters,listening,questionnairedesign,letterwritingandfunwritingpreparesstudentstofurthertalkaboutfriendship,especiallytheproblemswithmisunderstanding,

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

9、waiiansexpressfriendship,togetstudentstorealizetheculturaldifferencesinthevaluesoffriendshipinadditionitsimportanceinallcultures.3. MakingoftheteachingplanThisunitcentersonfriendsandfriendship,exploringdifferenttypesoffriendshipwithparticularattentiontothatonecandevelopwithoneself,i.e.,thecomfortand

10、supportoneseeksfromanimaginaryfriend.Studentsareexpectedtocometobetrulyawareofthequalitiesandconductsthatmakeagoodfriend,displayanddeveloptheabilitytocopewithmisunderstanding,conflictsandproblemsrelatedtofriendship,andgiveadviceonit.Theconceptthatevenanordinarythingcanbeafriendshouldbreakdownthetrad

11、itionalbeliefintheinterpersonalnatureoffriendship.Also,thecomparisonofsimilaritiesdissimilaritiesinfriendshipcomprehensionbetweentheEastandtheWestleadsstudentstoknowbetterthevaluesoffriendshipinWesternseyes.Allinall,thisunitpromisestounveilthetrueessenceoffriendshipandhelpsstudentstoleadamorefriendl

12、yandharmoniouslife.Thus,basedonthetheme,contentsandteachingobjectives,thewholeteachingprocedurescanfallintofiveperiodsasfollows:Period1WarmingupandspeakingPeriod2ReadingPeriod3GrammarPeriod4Integratingskills(WB)Period5Usinglanguage4. TeachingplansforeachperiodPeriod1Warming-upandSpeaking1. Teachingo

13、bjectives:1) TargetlanguageI(dont)thinkI(dont)thinkso.I(dont)agree.IbelieveThatscorrect.Inmyopinion,2) Abilitygoalsa. DescribeyourfriendsinEnglishb. Figureouttheproblemsbetweenfriendsandthenfinddifferentwaystosolvetheproblems.3) Learningabilitygoalsa. Toencouragestudentstothinkandtalkaboutfriendsand

14、friendshipbyusingsomephrasesandstructures.b. Tolearntosolveproblemsthatmayoccurbetweenfriends.c. TocultivatethestudentstoformthegoodhabitoflearningEnglishinSeniorMiddleSchool.2. Teachingimportantpoints:a. Usethegivenadjectivesandsentencestructurestodescribeoneofyourfriends.b. Learntoevaluatefriendsa

15、ndfriendship.3. Teachingdifficultpoints:a. Worktogetherwithpartnersanddescribeoneofyourgoodfriends.b. Discusswithpartnersandfindoutwaystosolvetheproblems.4. Teachingmethodsa. Task-basedteachingandlearningb. Cooperativelearningc. Discussion5. Teachingaids:CAI6. Teachingproceduresandways:Step1Lead-ina

16、ndWarming-upBeforethelesson,theteachercanarousethestudentsinterestsbyshowingavideoofAuldLangSyne.Atthebeginningofthefirstclass,wecangetthestudentstotalkabouttheirsummerholidays.Thestudentscantalkfreelyastheylike.1. Howdidyouspendyoursummerholidays?Howdidyoufeel?Whatdidyoudoinyoursummerholidays?Whatd

17、idyoudoinyoursparetime?2. Whatdoyouthinkofournewschool?Doyoulikeit?Couldyousaysomethingaboutit?3. Doyoulikemakingfriends?Howdogetintouchwithyourfriends?Doyouhavemanyfriends?Wherearetheynow?Doyouhaveanyoldfriendsinourschool?Haveyoumadeanynewfriendsinourclass?Step2Thinkitover1. Giveabriefdescriptionof

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

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

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

21、Asktheclasswhetherornottheyagreewithallthequalitieslisted.3. Thenhavethestudentsdothesurveyinthetextbook.4. Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8.5. Theteacherasksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship: 47points:Youarenotagoodfriend.You

22、eitherneglectyourfriendsneedsorjustdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriendneedstodo. 812points:Youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriendsneedsandfeelings.Trytostrikeabalancebetweenyourfriendsneedsandyourownre

23、sponsibilities. 13+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriends.Welldone.(Youmayalsoshowyourstudentstheresultsaboveandletthemselvesself-reflectupontheirownvaluesoffriendship)Step4Talkingandsharing(workinpairs)1. Ifyourbestfrienddoessomethingwron

24、g,whatwillyoudo?Trytousethefollowingphrases:I(dont)thinkI(dont)thinkso.I(dont)agree.IbelieveThatscorrect.Inmyopinion,Whattodoreasons2. Whatisafriend?ABritishnewspaperonceofferedaprizeforthebestdefinition（定義）ofafriend.Ifyouweretheeditor,choosethebestonefromthefollowingentries（條目），andexplainwhy.Onewho

25、understandsmysilence.Afriendinneedisafriendindeed.Friendsarejustthepeoplewhoshareyourhappinessandsorrow.Whenyoulookatyourwatchat4am,butstillknowyoucancallthemandwakethemup,andtheyllstillwanttotalktoyou,thatsfriendship.Tohaveafriend,youneedtobeagoodfriend.Step5Groupwork（output）Theteachercangiveeachgr

26、ouponeofthesequestionsbelowtotalkabout.Thenlettheclasssharetheirideas.Itsbettertostimulatethestudentstoexpresstheirownopinionsaboutthesequestions.1. Doyouthinkitisagoodideatoborrowmoneyfromyourfriend?WhyandWhynot?2. Whatfactorsmaycausethebreakdownofagoodfriendship?3. Whatcanbeyourunusualfriendbeside

27、shumanbeings?Andwhy?Step6Homework1. Writedownashortpassageaboutyourideas/thefactors/yourunusualfriends.2. Prepareforthenewlesson.Period2ReadingAnnesBestFriend”1. Teachingobjectives:1) Todevelopthestudentsreadingability,learntousesomereadingstrategiessuchasguessing,keysentences,skimmingandsoon;2) .To

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

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

30、iendisandwhatthepassageisaboutbyreadingthetitleandhavingaquickatthepicturesinthispassagewithoutreadingit.2. Skimmingthefirsttwoparagraphstoconfirmyourguessing.1) WhatwasAnnesbestfriend?Whydidshemakefriendswithit?2) Didshehaveanyothertruefriendsthen?Why?3) WhatisthedifferencebetweenAnnesdiaryandthose

31、ofmostpeople?4) Doyoukeepadiary?Whatdoyouthinkmostpeoplesetdownintheirdiaries?5) WearegoingtoreadoneofAnnesdiaries.butbeforereading,canyoutellmewhatthediaryisaboutwiththehelpofonekeysentenceinthe2ndparagraph?3. ReadingofAnnesdiaryHowshefeltinthehidingplaceTwoexamplestoshowherfeelingsthenStep3.Post-r

32、eading1. WhatwouldyoumissmostifyouwentintohidinglikeAnneandherfamily?Giveyourreasons.2. GroupworkWorkingroupstodecidewhatyouwoulddoifyourfamilyweregoingtobekilledjustbecausetheydidsomethingtheEmperordidnotlike.Wherewouldyouplantohide?Howwouldyouarrangetogetfoodgiventoyoueveryday?Whatwouldyoudotopass

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

34、odmadeherfeelsick.6) Youhadbetterhaveatalkwithhim.7) Borninapoorfamily,themanagerlotsofhardshipsinhischildhood.8) Adiaryisoftenkepttowhathappensinpeoplesdailylives.Step4.Talkingaboutfriendsandfriendship1. Therearemanyproverbsaboutfriendsandfriendship.Choosetheoneyouagreewithandexplainwhy,thenchooseo

35、neyoudisagreewithandexplainwhy.Afriendinneedisafriendindeed.Friendsarelikewine;theolder,thebetter.Afriendtoallisafriendtonone.Thesamemancannotbebothfriendandflatterer（阿諛奉承者）.Falsefriendsareworsethanopenenemies.Walkingwithafriendinthedarkisbetterthanwalkingaloneinthelight.2. Wehavetalkedaboutfriendsa

36、ndfriendshiptoday,canyouwriteoneortwosentencestoexpressyourunderstandingoffriendsandfriendship.Step5.Homework:1. Interviewahighschoolstudent,abusinessman,apoliceofficerandahousewifetofindouttheiropinionsaboutfriendsandfriendship.Writeareporttoshareitwiththewholeclass.2. Describeoneofyourbestfriendsf

37、ollowingthewritingstyleofthispassage.Ending:LetssingthissongaboutfriendstogetherPeriod3Grammar1. .TeachingobjectivesLearntousedirectspeechandindirectspeech2. TeachingimportantpointSummarizetherulesofDirectSpeechandIndirectSpeech.3. TeachingdifficultpointLearnaboutthespecialcasesinwhichthetensesshoul

38、dntbechanged.4. TeachingmethodsDiscussing,summarizingandpracticing.5. TeachingproceduresStep1LeadinT:Inthelastlesson,welearnedAnneFranksstory.SheistellingherstoriestotwoofherfriendsyouandTom.Tomhassomethingwrongwithhisears,soyouhavetorepeatAnnessentences,usingindirectspeech.SometimesyouexplainTomsse

39、ntencestoAnne.“Ihavetostayinthehidingplace.saidAnne.Annesaidshehadtostayinthehidingplace.“Doyoufeelsadwhenyouarenotabletogooutdoors?”TomaskedAnne.一TomaskedAnneif/whethershefeltsadwhenshewasnotabletogooutdoors.“Idontwanttosetdownaseriesoffactsinadiary,saidAnne.Annesaidthatshedidntwanttosetdownaseries

40、offactsinadiary.“Whatdoyoucallyourdiary?”Tomasked.Tomaskedwhatshecalledherdiary.Ssgoonthistopicbythemselves.Step2GrammarT:Nowletslookatthesesentencesagain.IfwewanttochangeDirectSpeechintoIndirectSpeech,whatshouldbechanged?Ssdiscussbythemselves.Ss:sentencestructures,tenses,pronouns,adverbialsoftimean

41、dplaceandverbsshouldbechanged.T:Quiteright.Lookattheformonthescreen.Thesearetherules.直接引語變成間接引語時，要注意以下幾點：人稱變化、時態(tài)變化、賓語從句要用陳述句語序。1 .直接引語是陳述句，變成間接引語時，由連詞that引導。例如：Shesaid,Iamveryhappytohelpyou.-Shesaidthatshewasveryhappytohelpyou.2 .直接引語是一般/選擇疑問句，變成間接引語時，由連詞whether或if引導。例如：Heaskedme,Doyoulikeplayingfoo

42、tball?一Heaskedmeif/whetherIlikedplayingfootball.注意：大多數情況下，if和whether可以互換，但后有ornot,或在動詞不定式前，或放在介詞后作連接詞時，一般只用whether0例如：Sheaskedmewhetherhecoulddoitornot.3 .直接引語是特殊疑問句，變成間接引語時，由相應的疑問詞who,whom,whose,how,when,why,where等引導。例如：Mysisteraskedme,Howdoyoulikethefilm?-MysisteraskedmehowIlikedthefilm.4 .直接引語是祈使

43、句，變成間接引語時，把動詞原形變成動詞不定式，并在動詞不定式前加tell,ask,order等的賓語。例如：Thecaptainordered,Bequiet.一Thecaptainorderedustobequiet.注意：此種情況的否定句，在動詞不定式前加not。Myteacheraskedme,Dontlaugh.-Myteacheraskedmenottolaugh.5 .一些注意事項(1)間接引語一般要用陳述句的語序，即主、謂、賓的順序。例如：HeaskedLucy,Wheredidyougo?-HeaskedLucywhereshewent.Tomsaid,Whatdoyouwan

44、t,Ann?一TomaskedAnnwhatshewanted.直接引語是客觀事實、普遍真理等，變成間接引語時，時態(tài)不變。例如：Theytoldtheirson,Theearthgoesroundthesun.-Theytoldtheirsonthattheearthgoesroundthesun.(3)直接引語變間接引語時，指示代詞、時間狀語、地點狀語等要作相應的變化。例如：Hesaid,Ihaventseenhertoday.-Hesaidthathehadntseenherthatday.注意：如果轉述時就在原來的地方，就在說話的當天，就不必改變指示代詞、時間狀語、地點狀語等。Direc

45、t SpeechIndirect SpeechPresentpastPastpast and past perfectPresent perfectpast perfectPast perfectpast perfectPresent continuouspast continuousStep3practiceT: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. Anneaskedherfat

47、herwhentheywouldgobackhome.9. Anneaskedhersisterhowshecouldseeherfriends.10. MotheraskedAnnewhyshehadgonetobedsolatethenightbefore.Step4CorrectingmistakesTanalysesthecommonmistakesSshavemadeduringthepractice.T:Nowletslookatthescreenandpayattentiontothesesentences.Choosetherightsentenceandtellmewhyth

48、eotheroneiswrong.Step5AgamePlayaguessinggame“whoismysecretfriend?”O(jiān)nestudentcomestothefrontwithhispartner.Thereststudentsaskhimquestionswhilehispartnerchangesthemintoindirectspeech.Intheend,thepersonwhohasguessedtherightanswercancometothefronttotaketheplaceofthefirststudent.Sothegamegoeson.Suggested

49、sentences:Canyourfriendspeak?Whatdoeshe/sheweartoday?Ishe/shetallorshort?Whatdoyouandyourfrienddoinyourfreetime?Doyouquarrelwitheachother?.Step6HomeworkDoExercise1onPage42.HereisanotherpageofAnnesdiary.Readitthroughandthenuseindirectspeechtoretellthestory.Period4IntegratingskillsFriendshipinHawaii”1

50、. Teachingobjectives:TolearnaboutwaysofshowingfriendshipinHawaiiandsharetheiropinionsonfriendship.Becauseitisalessonofintegratingskills,Ssarealsoaskedtowritesentencesonfriendship.2. Teachingprocedures:SteplLead-in1. TalkaboutdifferentwaysofshowingfriendshipofminoritygroupsinChina.2. CompareChinesewa

51、ysofshowingfriendshipwithWesternways.Anddiscusswhythereisabigdifference.Therefore,showthesentence:Everyculturehasitsownwaystoshowfriendship.3. AskstudentsiftheycanthinkofanyplaceintheworldwhereChineseandWesterncultureslivesidebyside.TheymaythinkofHongkong,Macao,Singapore.AndtheteacherwilladdonemoreH

52、awaii.Step2Fastreading1. ItissaidthatHawaiiisaplacewheretheEasttrulymeetsthewest.ConsiderhowpeopleshowtheirfriendshipinHawaii.Showapictureandfindtheinformationfromthetextbook.(bygiving“l(fā)eis”tooneanother.)Explainwhatisa“l(fā)ei”.2. ReadfastandfindoutmorewaystoshowfriendshipinHawaiitofillintheform.3. Acco

53、rdingtotheform,askthemtoconsiderwhatfriendshipisinHawaiians.Step3Carefulreading1. Readthe2ndparagraphcarefullyandask“WhydomanydifferentpeoplescallHawaiitheirhome?(Hawaiiisaplacewherepeoplemakeonebigcommunityfrommanysmallercommunities.ItmeansHawaiihasarichculturaldiversity.)Step4Writingtask1. Showpro

54、verbsaboutfriendsandfriendship.ExplainthemandaskSstochoosesometheyagreewithandsometheydisagreewithandexplainwhy.2. Discusswiththeirpartnerandtrytowritesomesimilarsentencestoshowtheiropinionsonfriendship.Step5HomeworkSurftheInternettocollectmaterialslikepoems,storiesaboutfriendship.Andsharethemwithyo

55、urfriends.Period5Listening&Writing1. TeachingobjectivesTopractisestudentslisteningability.Topractisestudentswritingskillsofhowtoofferadvice.Toimprovestudentsabilitytohelpotherssolveproblems.2. Teachingprocedure(Analysis:Listeningandwritingareexpansionofthetopicofthetext.ListeningisaboutLisasproblemo

56、fmakingafriendwithaboy.SheasksMissWangforadvice.Throughlisteningandexercise,studentslearnhowtogiveadviceandtheskillofgivingadvice.Andalsoletthemthinkabouttheproblemofboysmakingfriendswithgirlsandgirlswithboys.Andthendesignatasktoaskstudentstogiveadviceaccordingtothedifferentproblemstopractisetheirabilitytosolvetheproblems.Alloftheselaythefoundationforthenexttaskwriting.Inthisway,studentsfeelthattheyhaveinformationtoputout.Andwritingmakesfortheimprovementofstudentswritingability,strengtheningtheircomprehensionoffriendship.)Step1Lead-inDoyourememberwhatAnnsbestfriendis?Isitamano