高中英语Unit1《friendship》教案12新人教版必修1.pdf
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1、用心爱心专心1 Unit 1 friendship 1.Teaching aims and demands 类别课程标准要求掌握的项目 话题Friends and friendship; interpersonal relationships 词汇Add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power according trust indoors s
2、uffer teenager advice questionnaire quiz situation editor communicate habit add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in 功能1.态度 (attitudes) Are you afraid th
3、at-? I ve grown so crazy about- I didn t dare- 2. 同意和不同意(agreement and disagreement) I agree. I think so. Exactly. I don t agree. I dont think so. Im afraid not. 3. 肯定程度( certainty) Thats correct. Of course not. 语法直接引语和间接引语(1): 陈述句和疑问句 1.陈述句 “I don t want to set down a series of facts in a diary.” S
4、aid Anne. -Anne said that she didn t want to set down a series of facts in a diary. 2.一般疑问句 He asked , “ Are you leaving tonight?” -He asked us whether we were leaving that night. 3.特殊疑问句 “When did you go to bed last night?” father said to Anne. - Father asked Anne when she went to bed the night bef
5、ore. 2.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up-The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which
6、makes preparations for the further teaching in topics, background and vocabulary. Pre-reading-The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact 用心爱心专心2 that besides people, a diary can be a friend, too. Reading- The diary by theJewis
7、h girl Anne gave a glimpse of her life during her familys shelter in Amsterdam from the German Nazis killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending-It
8、helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language-It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language-The two letters, listening, questionnaire design, letter wr
9、iting and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students abilities to practice language, discover, and solve problems. Summing up-It summarizes the whole contents of this unit from the asp
10、ects of topics, vocabulary and grammar. Learning tip- This part encourages students to form the habit of writing a diary. Integrating skills- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition its impo
11、rtance in all cultures. 2) Making of the teaching plan This unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself, i.e., the comfort and support one seeks from an imaginary friend. Students are expected to come
12、to be truly aware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belie
13、f in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns eyes. All in all, this unit promises to unveil the true essence of friendship
14、 and helps students to lead a more friendly and harmonious life. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows: Period 1 Warming up and speaking 用心爱心专心3 Period 2 Reading Period 3 Grammar Period 4 Integrating skills (WB
15、) Period 5 Using language 3. Teaching plans for each period Period 1 Warming-up and Speaking 1. Teaching objectives: 1) Target language I (don t) think, I (dont) think so. I (dont) agree. I believe, Thats correct. In my opinion, , 2) Ability goals a.Describe your friends in English b.Figure out the
16、problems between friends and then find different ways to solve the problems. 3)Learning ability goals a.To encourage students to think and talk about friends and friendship by using some phrases and structures. b.To learn to solve problems that may occur between friends. c. To cultivate the students
17、 to form the good habit of learning English in Senior Middle School. 2. Teaching important points: a.Use the given adjectives and sentence structures to describe one of your friends. b.Learn to evaluate friends and friendship. 3. Teaching difficult points: a.Work together with partners and describe
18、one of your good friends. b.Discuss with partners and find out ways to solve the problems. 4. Teaching methods a.Task-based teaching and learning b.Cooperative learning c.Discussion 5. Teaching aids: CAI 6. Teaching procedures and ways: Step 1 Lead-in and Warming-up Before the lesson, the teacher ca
19、n arouse the students interests by showing a video of Auld Lang Syne . At the beginning of the first class, we can get the students to talk about their 用心爱心专心4 summer holidays. The students can talk freely as they like. 1.How did you spend your summer holidays? How did you feel? What did you do in y
20、our summer holidays? What did you do in your spare time? 2.What do you think of our new school? Do you like it? Could you say something about it? 3.Do you like making friends? How do get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our scho
21、ol? Have you made any new friends in our class? Step 2 Think it over 1. Give a brief description of one of your friends. The following phrases and structures may be helpful: His/Her name is , He /She is , years old. He /She likes , and dislikes , He /She enjoys , and hates, He /She is very kind/frie
22、ndly/, When /Where we got to know each other. 2. What types of friendship do you have? Please tick them out. Then fill in the blanks. girl friends boy friends pen friends long -distance friends friends of the same age e-friends (friends over the internet) friends across generations unusual friends l
23、ike animals, books, 1)._ is /are most important to you. 2). You spend most of your free time with _. 3). You will share your secrets with _. 4). When in trouble, you will first turn to _. Step 3 Make a survey 1. List some qualities of a good friend or your ideal friend. Have the students get into gr
24、oups of four to find out what each has listed. Tell your partner your standards of good friends by using the following structure: I think a good friend should (not) be, In my opinion, a good friend is someone who, 1.Have a member of each group report on what their lists have in common and list them
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