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1、新课标高一必修1英语教案Unit1Friendship Part One: Teaching Design (第一部分：教学设计) Period 1: A sample lesson plan for reading (ANNES BEST FRIEND) Aims To talk about friendship To read about friendship Procedures I. Warming up 1. Warming up by assessing A lot of people have only few possibilities of getting feedback
2、about their own personality. In this exercise you will have the opportunity to get some feedback and to discuss it with a partner. While comparing your mutual judgements, certain prejudices or misunderstandings may appear, as people often do not know each other thoroughly enough to judge others corr
3、ectly. Try to be honest! Self assessment Of the following characteristics choose 5 that are particularly applicable to you personally. sociable, honest, friendly, easygoing, nervous, open-minded, anxious, careful, talented, talkative, nosy, thoughtful, generous, carefree, pessimistic, peaceful, opti
4、mistic, interesting, reliable, helpful, active, careless, caring, exact, adventurous, imaginative, hot-blooded, well-organised, trustworthy, patient, responsible, outgoing, kind, brave, warm-hearted, selfless, tolerant Partner assessment Now choose 5 characteristic features which you think are espec
5、ially applicable to your partner. sociable, honest, friendly, easygoing, nervous, open-minded, anxious, careful, talented, talkative, nosy, thoughtful, generous, carefree, pessimistic, peaceful, optimistic, interesting, reliable, helpful, active, careless, caring, exact, adventurous, imaginative, ho
6、t-blooded, well-organised, trustworthy, patient, responsible, outgoing, kind, brave, warm-hearted, selfless, tolerant 2. Warming up by describing Have the students get into groups of four to describe their own ideal friend. Individual students must decide on TOP 5 character adjectives that could be
7、used to describe the ideal friend and insist they have good reasons for their choice. Then let the group leader give the class a description of their ideal friend. 3. Further applying You may also have the students do the survey in the textbook, following the steps below. 1. Get the students to make
8、 a list of three qualities a good friend should have. 2. Have the students get into groups of four to find out what each has listed. 3. Have a member of each group report on what their lists have in common and list them on the board. 4. Ask the class whether or not they agree with all the qualities
9、listed. 5. Then have the students do the survey in the textbook. 6. Have the students score their survey according to the scoring sheet on page 8. 7. The teacher ask some students how many points they got for the survey and assess their values of friendship: 47 points: You are not a good friend. You
10、 either neglect your friends needs or just do what he/she wants you to do. You should think more about what a good friend needs to do. 812 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friends needs and feelings.
11、 Try to strike a balance between your friends needs and your own responsibilities. 13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friends. Well done. (You may also show your students the results above and let themselves self-refle
12、ct upon their own values of friendship) II. Pre-reading To focus the Students attention on the main topic of the reading passage. To activate their previous knowledge on the topic. III. Talking and sharing Work in groups of four. Tell your group mates how you reflect on these questions. 1. Why do yo
13、u need friends? Make a list of reasons why friends are important to you. 2. What do you think a good friend should be like? List what a good friend should do and share the list with your partners. 3. Does a friend always have to be a person? What else can be a friend? 4. Do you think a diary can bec
14、ome your friend? Why or why not? Instructions: The teacher can give each group one of these questions above to talk about. Then let the class share their ideas. Its better to stimulate the students to challenge their classmates opinions about these questions. Possible answers Q1: Reasons I need frie
15、nds: to cope with stressful situations in life to share my worries and secrets in my inner world to show my concern for other people to let other people share my happiness to unfold to other people the secrets in my heart (to name but few.) Q2: A good friend should: tell me the truth (honest) be goo
16、d to me (friendly) be willing to consider or accept others ideas or opinions (open-minded) be willing to help others (generous or helpful) be good-tempered think about what others need and try to help them (caring) be loyal to their responsibility (responsible) not easily upset (easy-going) be out-g
17、oing (like to meet and talk to new people) be tolerant (allow other people to have different opinions or do something in a different way) be selfless (to name but few) Q3: What else can be a friend? Answers can be various. (omitted) Q4: Students answers may vary but must include a reason. Yes. I thi
18、nk it can be, because I can set down how I feel every day in my diary, and let other people read it to share my feelings some time later. Above all, it feels good to write down my thoughts and feeling on paper when I am sad or lonely. IV. Reading 1. Looking and guessing Work in pairs. Look at the pi
19、ctures 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
20、 things with you in the hiding place because there is very little room? 2. Reading to summarise the main idea of each paragraph. Skim the text and summarise the main idea of each paragraph in one sentence. Para. One: Anne made her diary her best friend whom she could tell everything. Para. Two: Anne
21、s diary acted as her true friend during the time she and her family had to hide away for a long time. Para. Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature. 3. Language focus Next you are to read and underline all the useful expressions or collocati
22、ons in the passage. Copy them to your notebook after class as homework. laugh at, go through, make/call + O +Noun (as O.C.), hide away, set down, grow crazy about, do with, there was a time when, keep sb. spellbound, on purpose, in order to do sth., far too +adj./adv, happen to do sth., it was the f
23、irst/second time that , face to face V. Closing down Closing down by doing exercises To end the lesson you are to do the comprehending Exercises 1 and 2. Closing down by discussion of ideas Work in groups of four. Discuss the ideas put forward in the reading passage. It does not matter whether you a
24、gree or disagree. What is important is that you should have a reason for what you say. Also you can put forward your own ideas, either criticising the text or using it as a support: What would you do if your family were going to be killed just because they did something the Emperor did not like? Whe
25、re would you plan to hide? How would you arrange to get food given to you every day? What would you do to pass the time? Language chunks from Unit 1 Friendship add up, get sth. done, calm sb. done, have got to, go on holiday, talk care of, walk the dog, get loose, pay for sth, cheat in the exam, sho
26、uld have done, someone elses, laugh at, go through, hide away, set down, a series of, a hiding place, I wonder if, grow/be/become crazy about, could have done, keep sb.spellbound, keep doing, stay awake, on purpose, in order to, by oneself, far too much, it was(is) the first time that, face to face,
27、 feel lonely/sit alone, save ones life, be concerned about, with so many clothes on, have trouble with sb, at the moment, get along (well) with sb./ sth, enjoy doing, be/become/make friends with, be/fall in love (with), try sth. out on sb. ask for advice, give sb. some advice on, make an effort to d
28、o sth., join in sth., show ones interest in, far and wide, pay attention to, look to ones own concern, share ones thoughts and feelings with sb, come to a conclusion, be prepared to do sth., a heart-to-heart talk, hurt ones feelings, change ones mind, live in peace, go on a picnic, get away with, fe
29、el at home, in needPeriod 2: A sample lesson plan for Learning about Language (Direct & Indirect Speech() statements & questions) Aims To discover useful words and expressions To discover useful structures Procedures I. Warming up Warming up by discovering useful words and expressions Turn to page 4
30、 and do Exercises 1, 2, 3 and 4 first. Then check your answers with your class partner. II. Learning about grammar: Direct and Indirect Speech 1.Direct Speech In direct speech, the original speakers exact words are given and are indicated by quotation marks. “I dont know what to do,” said Dean. In s
31、ome grammar books, said Dean is referred to as a reporting clause. “I dont know what to do,” is referred to as the reported clause. 2. Indirect Speech In indirect speech, the exact meaning of the speakers words is given, but the exact words are not directly quoted. Dean said that he didnt know what
32、to do. To convert direct speech into indirect speech: If the main verb is past tense, present tense verbs in that clause must also be changed to past tense. Dean said that he didnt know what to do. First and second person pronouns must be changed to third person pronouns. Dean said that he didnt kno
33、w what to do. (The word that can often be left out: Dean said he didnt know what to do.) 3. Indirect Questions Direct question: “Did Maramas horse win a prize?” Owen asked. Indirect questions: Owen asked whether (or if) Maramas horse had won a prize. The same rules apply to indirect questions as to
34、indirect statements. The difference is that a wh- clause is used instead of a that clause. Direct question: “Why wont you marry me?” asked Donald. Indirect question: Donald asked her why she wouldnt marry him. In telling a story or recounting events, a speaker using direct speech has all the resourc
35、es of intonation to produce a lively account. Because indirect speech is always speech reported by someone else, the account is more reserved and restrained. “What shall we do?” asked Bev. “Dont worry, Bev,” said Duncan, “Ive got a plan.” Bev asked Duncan what they should do. He told her not to worr
36、y and that he had got a plan. The ability to change direct speech into indirect speech is a useful skill for those engaged in taking the minutes of a meeting or reporting on events. Direct speech: “First of all, I would like to thank everybody who helped with the fair. The results were very good, an
37、d we will now be able to buy two more computers.” Indirect speech: The principal said that he would like to thank everybody who had helped with the fair. He announced that the results were very good and that the school would now be able to buy two more computers. III. Discovering words and expressio
38、ns Do exercises 1, 2, 3 and 4 on page 4 and 5. Check your work with your partners. IV. Discovering structures Do exercise 1 and 2. Check your work with your partners. Period 3: A sample lesson plan for Using Language (A letter from a student to the editor of The 21st Century) Aims To listen to a let
39、ter about friendship To speak about a questionnaire about friendship To write advice about friendship To write a few lines describing a friend Procedures I. Warming up 1. Read the letter to Miss Wang and find out what was upsetting Lisa. 2. Listen to what Miss Wang says, and then answer the question
40、s in Exercise 2. 3. Listen to the tape again and try to spell out the missing words in Ex 3. II. Talking about designing a questionnaire Work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. Ask the Students to use the quiz in the Warming Up as an examp
41、le. Note: The students should be talking while they are doing the task. This provides the students with the opportunity to practise expressing thought and concern in matters of immediate concern and interest. Tell the students to follow these steps: Step1: In your group, come up with four situations
42、 among friends. Design four questions accordingly with three possible answers. Step2: Put the four questions together and form a questionnaire. Step3: Check the questionnaire through and try it out on your own group. Step4: Share your questionnaire with another group and try each others questionnair
43、es. Sample questionnaire: This questionnaire has four questions, and each question is followed by a set of possible answers. Please read the questions, and then consider which response fits you best. 1.Why am I close friends with this person now? A. Because being friends with him/her helps me feel i
44、mportant. B. Because my friend would be upset if I ended the relationship. C. Because he/she is someone I really enjoy sharing emotions and special events with. 2. Why do I spend time with my friend? A. Because my friend would get mad at me if I didnt. B. Because it is fun spending time with him/her
45、. C. Because I think it is what friends are supposed to do. 3.Why do I listen to my friends problems, or to what my friend has to say? A. Because my friend praises me and makes me feel good when I do. B. Because its interesting and satisfying to be able to share like that. C. Because I really value
46、getting to know my friend better. 4.Why do I keep promises to my friend? A. Because I believe it is an important personal quality to live up to my promises to a friend. B. Because it would threaten our friendship if I were not trustworthy. C. Because I would feel bad about myself if I didnt. Scoring
47、 Sheet: Q1 A 1point Q2 A 1point Q3 A1 point Q4 A3 points B 2points B 2points B2 points B2 points C 3points C 3points C3 points C1 point 46 points: You are not a good friend. You either neglect your friends needs or just do what he/she wants you to do. You should think more about what a good friend n
48、eeds to do. 79 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friends needs and feelings. Try to strike a balance between your friends needs and your own responsibilities. 10+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friends. Well done. Students work in groups