人教版高中英语必修一教案电子版

B o o k1U n i t1F r i e n d s h i p

Period 1-2 Warming-up and Speaking

1. Teaching objectives:

1) Target language

I (don’t) think…… I (don’t) think so. I (don’t) agree.

I believe…… That’s correct. In my opinion …

2) Ability goals

Describe your friends in English

Figure out the problems between friends and then find different ways

to solve the problems.

Learning ability goals

To encourage students to think and talk about friends and friendship

by using some phrases and structures.

To learn to solve problems that may occur between friends.

c. To cultivate the students to form the good habit of learning English

in Senior Middle School.

2. Teaching important points:

Use the given adjectives and sentence structures to describe one of your

friends.

Learn to evaluate friends and friendship.

3. Teaching difficult points:

Work together with partners and describe one of your good friends.

Discuss with partners and find out ways to solve the problems.

4. Teaching methods

Task-based teaching and learning

Cooperative learning

Discussion

5. Teaching aids:

CAI

6. Teaching procedures and ways:

Step 1 Lead-in and Warming-up

Before the lesson, the teacher can 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 summer holidays. The students can talk freely as they like. How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time?

What do you think of our new school? Do you like it? Could you say something about it?

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 school? 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/friendly/……

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 like 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 groups 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……

Have a member of each group report on what their lists have in common and list them on the board.

Ask the class whether or not they agree with all the qualities listed. Then have the students do the survey in the textbook.

Have the students score their survey according to the scoring sheet on page 8.

The teacher ask some students how many points they got for the survey and assess their values of friendship:

★ 4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.

★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.

★ 13+ points: You are an excelle nt friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done. (You may also show your students the results above and let themselves self-reflect upon their own values of friendship)

Step 4 Talking and sharing( work in pairs)

1. If your best friend does something wrong, what will you do?

Try to use the following phrases:

I (don’t) think…… I (don’t) think so.

I (don’t) agree. I believe……

That’s correct. In my opinion, ……

2. What is a friend?

A British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editor, choose the best one from the following entries(条目), and explain why.

One who understands my silence.

A friend in need is a friend indeed.

Friends are just the people who share your happiness and sorrow. When you look at your watch at 4 am, but still know you can call them and wake them up, and they’ll still want to talk to you ,that’s friendship. To have a friend, you need to be a good friend.

Step 5 Group work (output)

The teacher can give each group one of these questions below to talk about. Then let the class share their ideas. It’s better to stimulate the students to express their own opinions about these questions.

Do you think it is a good idea to borrow money from your friend? Why and Why not?

2. What factors may cause the breakdown of a good friendship?

3. What can be your unusual friend besides human beings? And why? Step 6 Homework

Write down a short passage about your ideas /the factors/your unusual friends.

Prepare for the new lesson.

Period3-4 Reading

Aims:

1. to master the new words and some useful expressions.

2. to understand the text and finish the exercises in Comprehending. Step 1. Looking and guessing

Work in pairs. Look at the pictures and the heading and guess what the text might be about.

1). Imagine what it might be like if you had to stay in your bedroom for a whole year. You could not leave it even to go to the WC or to get

a cup of tea. How would you feel?

2). What would you choose if you are only allowed to have five things with you in the hiding place because there is very little room?

Step 2

Reading to summarise the main idea of each paragraph.

Skim the text and summarise the main idea of each paragraph in one sentence.

Step 3 Language points

add (to) v. 1) to put together with something else so as to increase the number, size, or importance; 2) to join (numbers or amounts ) so as to find the total.

eg: The fire is going out; will you add some wood?

The snowstorm added to our difficulties.

Add up these figures for me, please.

ignore v. to take no notice of; refuse to pay attention to

eg: His letters were ignored.

Even the best of men ignored that simple rule.

My advice was completely ignored.

3. concern v. 使担心;使不安 (+about/for); 涉及,关系到;影响到

eg: The boy's poor health concerned his parents.

He is concerned for her safety.

The news concerns your brother.

He was very concerned about her.

4. loose adj. not firmly or tightly fixed.

She wore loose garments in the summer.

I have got a loose tooth.

Some loose pages fell out of the book.

5. purpose n. [C] an intention or plan; a person’s reason for an action.

What is the purpose of his visit?

The purpose of a trap is to catch and hold animals.

Did you come to London to see your family, or for business purpose?

6. series n. (of) a group of things of the same kind or related in some way, coming one after another or in order.

Then began a series of wet days that spoiled our vacation.

This publishing firm is planning a new series of school textbooks.

They carried out a series of experiments to test the new drug.

7. cheat. 1) v. to behave in a dishonest way in order to win an advantage;

2) n. a person who cheats; dishonest persons

They cheated the old woman of her house and money.

The salesman cheated me into buying a fake.

He never cheated in exams.

I see you drop that card, you cheat!

I never thought that Sam is a cheat.

8. share 1) vt.&vi. (in\with\ amount\between) to have, use or take part in something with others or among a group.

2) n. (in\of) the part belongs to, owed to or done by a particular person.

The money was shared out between them.

Sam and I share a room.

We shared in his joy.

They always share their happiness and sorrow.

I have done my share of the work.

9. crazy adj. 1) mad ; foolish 2) [+about] wildly excited; very interested

You're crazy to go out in this stormy weather.

John's crazy about that girl.

She is just crazy about dancing.

10. dare v.& v.aux.. 1) + to do; 2) + v

to be brave enough or rude enough (to do sth. dangerous, difficult or unpleasant).

How dare you accuse me of lying!

How dare you ask me such a question?

My younger sister dare not go out alone.

He did not dare to leave his car there.

11. trust 1) n. [U] (in) form believe in the honesty, goodness or worth etc, of someone or something

2) v. to believe in the honesty and worth of someone or something; have confidence in

I have no trust in him.

I don’t place any trust in the government’s promises.

Why do you trust a guy like him?

I trust your wife will soon get well.

12. suffer v. (for) to experience pain, difficulty or loss

I cannot suffer such rudeness.

He suffered from poverty all his life.

My father suffers from high blood pressure.

They suffered a great deal in those days.

13. advice n. [U] opinion given to someone about what they should do in a particular situation 找教案

→v. advise to give advice to

I want your advice, sir. I don't know what to do.

I asked the doctor for her advice.

I f you take my advice, you won’t tell anyone about this.

He gave them some good\ sound advice.

14. communicate v. 1) (to) to make (opinions, feelings, information etc. ) known or understood by others. e.g. by speech, writing or body movements;

2) (with) to share or exchange opinions, feelings, information etc.

Our teacher communicates his idea very clearly.

He had no way to communicate with his brother.

Did she communicate my wishes to you?

We learn a language in order to communicate.

Deaf people use sign language to communicate.

15. calm 1) adj. free from excitement, nervous activity or strong feelings; quiet

2) n. [U] peace and quiet

3) v. to make calm

You must try to be calm.

The high wind passed and the sea was calm again.

The police chief advised his men to stay \ keep calm and not lose their tempers.

There was a calm on the sea.

She calmed the baby by giving him some milk.

We calmed the old lady down.

Useful expressions:

add up

to join (numbers or amounts ) so as to find the total.

Add up 3, 4 and 5 and you'll get 12.

Add up your score and see how many points you can get.

If we add these marks up, we'll get a total of 90.

calm down

to make or become calm

Calm down, sir. What's the trouble?

Just calm down, there’s nothing to worry about!

We tried to calm him down, but he keep shouting.

be concerned about \with

to worry or interest

My parents are concerned about my studies.

Don’t concern yourself about \ with other people’s affairs.

She’s concerned about his son’s future.

go through

1) to suffer or experience; 2) to look at or examine carefully; 3) to pass through or be accepted

The country has gone through too many wars.

The new law did not go through.

Let’s go through it again, this time with the music.

set down

1) to make a written record of; write down 2) put down

I have set down everything that happened.

I will set down the story as it was told to me.

Please set me down at the next corner.

a series of + pl. & n 做主语时，谓语动词用单数

一连串的，一系列的，连续的

There has been a series of car accidents at the crossing.

These days I have read a series of articles on reading.

A series of TV play is on Channel 1 these days.

on purpose

intentionally; with a particular stated intention

He did it on purpose.

“I am sorry I stepped on your toe; it was an accident.”“It wasn’t! You do it on purpose.”

I came here on purpose to see you.

according to

as stated by sb. or sth.

They divided themselves into three groups according to age.

Please arrange the books according to size.

According to the Bible, Adam was the first man.

According to her, grandfather called at noon.

fall in love

begin to be in love (with sb.)

They fell in love at once; it was love at first sight.

What will he do if his daughter falls in love with a poor man?

They fell in love with each other for years.

join in

to take part in (an activity)

They are going to join in the singing.

She started dancing and we all joined in.

Would you like to join in my birthday party?

课后反思：本节课分层教学，在阅读课文，理解课文的基础上进行课文知识点的细致处理。需要改进的地方：单词短语部分讲解过多，占了很多时间，可以将其改为课后练习的形式。在以后的教学中要注意改进。

Period 5-6 Reading and comprehending

I. Teaching contents：Pre-reading; Reading and comprehending

II. Teaching aims：

Key words and phrases:

Netherlands, German, outdoors, thunder, entirely, power, curtain, dusty, go through, set down, a series of, on purpose, in order to, at dusk, face to face, no longer

Difficult sentences

1. I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature.

2. I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound.

3. For example, one evening when it was so warm, I stayed awake on purpose until half past eleven in order to have a good look at the moon by myself.

4.It was the first time in a year and a half that I’d seen the night face to face …

To know about the miserable situation of the Jews in the World War II. Make the students know the importance of peace after reading “Anne’s best friend”.

III. Key points & Difficulties

Key points:

Understand the meaning of the whole text.

Finish the Comprehending exercises in the unit.

Teaching Difficulties

1, Understand the general idea, details of the text.

2. Practising the reading skills.

3.Try to let all the students take part in the activities in this class. IV. Teaching procedure:

Step 1: Lead-in

Talk about the background of the time Anne lived.

Step 2: Skimming:

Group work:Let the students look at the pictures and the heading and guess what the text might be about with their partners.

Step 3: Scanning:

1. Ask the students to read the passage and finish exercise 1 on page 3. Teacher check their work.

2. Listening for the main idea of the passage.

Step 4: Careful reading

Students read the text carefully for the detailed information. Then fill in the form on PPT page 8.

Step 5: Group work for discussion

Students have a discussion with their partners about to stay at home alone for a long time. After the discussion ,ask some of groups to show their opinions.

Step 6: Homework.

V. Blackboard design.

Period 7-8 Using language

I. Teaching aims:

1.To master the following phrases:

have trouble with; get along/on with sb./sth.

fall in love (with sb.) ; join in

2. Do the listening ,speaking and the writing one by one.

II. Teaching methods:

Listening and speaking

III. Teaching materials: listening parts on Page 6

IV. Teaching procedures:

Step 1 Revision

Check the answers to the homework

Step 2 Lead in

I think most of you have many friends , maybe you have some trouble with your friends, what will you do and what would you do if you are misunderstood by others?

Question: What was upsetting Lisa?

Step 3 Deal with the phrases appeared in the letters.

Step 4 Listening

Besides you Lisa also asks Miss Wang of Radio for Teenagers for help. What advice does Miss Wang give to Lisa? Let’s listen to what she says.

1. Listen again and fill in the blanks on Page6 Ex2

2. Listen for 3 times and do Ex

3. (just try, but not the task must do) ☆LISTENING TEXT

Dear Lisa,

There is nothing wrong with you and this boy being friends and studying together．And no matter what other students say, it is possible for a boy and a girl to be just good friends．Ending your friendship with this boy

would be a stupid thing to do．Not only would you lose a good friend, but you would also lose someone who is helping you with your studies．Teenagers like to gossip, and they often see something that doesn't exist．Perhaps they can't understand your friendship with this boy．But that's no reason to throw it away．You should feel sorry for those students who have never enjoyed such a friendship．My advice is to ignore your gossiping classmates．That way you will show them that you are more grown up than they are．

Yours,????????

Wang Fei???????

Step 5 Post-listening

Do you agree with Miss Wang’s advice?

Discuss it in small groups.

Step 6 Assignments

Finish your opinion to Miss Wang’s advice.

Talk with your classmates about the friendship between Lisa and her friend.

Period 9-10 Grammar

I. Teaching contents：Direct and Indirect Speeches

II. Teaching aims：

1）The definition and the formations of Direct & Indirect Speeches. 2）Change all forms of the sentences into Indirect Speech

3）Train all the students good and active sense of worth by showing them some suitable examples

III. Key points & Difficulties

Key points:

Direct Speech & Indirect Speech.

Teaching Difficulties

The steps of changing statements into Indirect Speech.

The steps of changing questions into Indirect Speech

The verbs forms in Indirect Speeches.

The different forms of the adverbial in Direct & Indirect Speeches. IV.Teaching methods

Discussing, summarizing and practicing.

V. Teaching procedure:

Step 1: Lead-in

Let the students observe the setences on PPT page 3 to find out the answer to following question

What is direct speech and indirect speech?

Step 2: Grammar explanation.

1) Teacher give students explanation to make the students know the definitions and the formations of Direct & Indirect Speeches. (PPT page 4—8)

2) To give the student more different examples and more exercises rather than just explaining the rules. (PPT page 9—11)

Step 3: Exercise for consolidation.

Pair work: Students do the “ACT OUT” work with their deskmate. Then act out before all the class.

Step 4: Homework.

VI. Blackboard design.

1. 人称：一随主，二随宾，第三人称不变化

2. 时态：一般现在时→一般过去时

一般将来时→过去将来时

现在进行时→过去进行时

一般过去时→过去完成时

现在完成时→过去完成时

过去进行时→不变

过去完成时→不变

Lead-in：Definition:

Explain the definitions of Direct & Indirect Speeches first, and ask the students to conclude their detailed uses and their features.

Period 11-12Writing

【趁热打铁】

假设你是谢凯，是一名中学生，你们学校附近有一条河，去年河边开办了一家工

厂，河水受到污染。请你向厂长写一封120～150 词的信，信中包含以下内容：

1.建厂前河流的概况；

2.工厂倾倒废水造成的后果；

3.呼吁采取措施，保护环境。

【参考范文】

Dear Sir，

My name is Xie Kai.You know，there is a river near your factory.It was a beautiful river

with clean water.Many lovely fishes were swimming in it.There were

flowers and grass on

it’s both banks.But we can’t see it now.Since your factory opened，it has become dirty and

smells terrible.The fishes die because the river is seriously polluted by the waste water.The

environment is becoming worse and worse because of the polluted river.We must protect our

environment；we must do something for the river! I think you can buy some machines to

clean the waste water.Then，the river will be clean again.All the people around your factory

will thank you very much!

A middle school student，

Xie Kai

Unit 2 English around the world

Period 1-2 Warming-up and Speaking

1.Knowledge：

Master the words and phrases and get a view of the road to modern English.

2.Ability：

Train students’ reading skill.

3.Emotion：

Let students know more about Eng lish and inspire students to study English hard.

●教学重点

The understanding and comprehension of the passage.

●教学难点

（1）How to get to master the useful words and expressions.

（2）How to improve students’ ability to read an arti cle.

●教具准备

cassette recorder，some pieces of slide

●教学过程

Step 1 Greetings

T：Good morning，boys and girls!

S：Good morning，teacher!

Step 2 Warming up

T：English is a widely used language. Do you know in which countries English is spoken as their native language？

S a：The US，the UK，Australia，Canada...

T：（a slide：Nancy：Oh，there you are. Now then，did you have a good flight？

Joe：Sure，we flew all the way direct from Seattle to London.

Nancy：You must be very tired. Did you sleep at all on the plane？

Joe：No，not really. I’m very tired. Could I use your bathroom？

Nancy：Why，of course. You don’t need to ask，just make yourself at home. Let me give you a clean towel.

Joe：A towel？

Nancy：Yes. Here you are. The bathroom is upstairs. It’s the second door on the left.

（After a while）

Nancy：Have you found it？

Joe：Well，eh，yes，I mean no. I mean，I found the bathroom，but I didn’t find what I was looking for!）

Here is a short dialogue. Read it and discuss with your partner：What is it that Joe can’t find in the bathroom？Why can’t he find i t？

S b：It is the toilet.

T：And why？

S c：Perhaps when Joe says “bathroom”，he means a place，where there is a toilet. But in Nancy’s eyes，it is a place where people can only have a bath.

T：You are right. Do you know why there’s a misunderstanding between them？