最新高一英語上冊《Unit 1 Friendship》教案教學設計
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高一英語上冊《Unit 1 Friendship》教案教學設計
一、教材分析
1.本單元的主題是“友誼”，貼近學生生活，所以大部分的內容都是圍繞該主題展開的。本節課的課型為詞彙課，新課標要求學生掌握與友誼、交友有關的詞彙;本節內容旨在一方面擴充套件學生 的詞彙量，一方面幫助學生學會審視自己，引導
學生形成正確的價值觀和處事原則，培養其高尚的品格。
2.學本節內容，首先是幫助學生學習更多有關友誼的知識;其次是增加與本單
元主題相關的詞彙。
二、學情分析
“友誼”這一話題對學生而言是非常熟悉的，但本單元所選語言材料是原汁原味的英美人士所寫的文章，詞彙量大，句子結構複雜，長難句較多，對於剛剛
進入高中學習的高一新生來說難度是很大的。
三、教學目標
1. 幫助學生學習更多有關“友誼”的知識;
2. 增加與本單元主題相關的詞彙。
四、教學重點和難點
1. Understand the meaning of Friendship.
2. Learn some new words about Friendship and friends.
五、教學過程
Step 1 Warming Up
Activity1: Doing a survey
1.Get the students to do a survey quickly and and add up the score
and then see how many points they can get.
2. Present some new vocabulary in warming up and the explanation on the screen.
(1)、survey n. 調查，概述;v. 測量，檢查;
e.g. a. A recent survey showed most of those questioned were for the plan.
最近的民意測驗顯示大多數調查物件同意這項計劃。
b. The governor surveyed the damage caused by the tsunami.
州長查看了海嘯引起的破壞情況。
思維拓展： a.. make a survey of sth. 調查…
make a general survey of sth 縱觀…
b. survey sth. 調查，評述，檢查
survey the equipment 檢查裝置
(2)、add v. 增加，增添
e.g. a. Shall I add your name to the list? 我可以把你的名字寫進名單嗎?
b. A new wing was added to the building. 這座大樓新添了一座邊房。
思維拓展： add up sth 把……加起來
add sth to sth 把……加到…… add to sth = increase 增加了…
add up to 合計;總共
指點迷津：a.. add sth to sth 是“把……加到……上去“，add to 不能分開用，意為“增加了……”, 相當於increase 或raise. 如：
e.g. a. He added some sugar to the coffee. 他給咖啡里加了些糖。
The bad weather added to our difficulty. 壞天氣增加了我們的困難。
b. add還可表示“補充說“，後常接從句。
e.g. He added that he was satisfied with the talk. 它補充說他對會談很滿意。
詞彙派生： addition n. 附加物 additional adj. 附加的
adding machine 加法機 in addition to 除……之外
(3)、upset v. 使不安，打亂adj. 心煩意亂的
e.g.a. His strange behavior upset his father. 他的奇怪行徑困擾著他父親。
b. I understand how upset you must be feeling. 我理解你心裡有多難受。
思維拓展： a. upset sb. 使某人不安
upset the plan 攪亂了計劃
upset the cup 打翻了杯子
It upsets sb that 讓某人心煩的是……
It upsets sb to do sth 做……使某人不快。
b. be upset about 對……趕到心煩
指點迷津：(1). upset 指由於某事的發生而心煩意亂。
(2). nervous 在做某事的過程中緊張害怕的感覺。
(3). anxious 因擔心某事的發生或不發生而焦慮不安。
詞彙派生：upset-upset-upset-upsetting
(4.)、concern n. 擔心，關心，關係;v. 涉及，有關
e.g. a. There is growing concern about violence on TV. 人們對電視上的暴力內容日見擔憂。
b. Don’t be involved in what doesn’t concern you. 不要管那些與你無關的事。
思維拓展：a. show/express concern about/ for 對……表示關心/擔心
b. concern oneself about/ for 擔憂/關心……
concern oneself with 從事，參與……
concern sb./ sth 與……有關
詞彙派生：concerned adj. 有關的;擔心的
be concerned about/ over/for 關心;掛念
be concerned with/ in 牽扯進/參與……
as/so far as …be concerned 就……而言
e.g. As far as I’m concerned, the sooner, the better. 就我而言，越快越好。
(5)、 cheat v. 欺騙,作弊 n. 騙子, 作弊者
eg. He is accused of cheating the taxman. 他被控欺騙稅務員.
eg. The two cheats set up tow looms. 這兩個騙子支起兩架織布機.
思維拓展： cheat sb. (out) of sth 騙取某人某物
cheat sb. into doing sth 騙某人做……
cheat sb. into the belief that 騙某人相信
catch sb. cheating in an exam 作弊被抓
[設計思路]本活動旨在引出話題，檢測學生對友誼這個主題有哪些認識。問卷內容涉及日常生活中朋友之間可能發生的`真實問題以及解決問題的辦法幫助學生學會審視自己，引導其形成正確的價值觀和處事原則。同時滲透與“友誼”有關
的一小部分詞彙。
Step 2 Vocabulary learning
Activity2: Guessing game
Find the words or phrases for each of the following meanings from unit1.
1.______not insidde a building
2.______feeling disturbed
3.______to be worried about
4.______free, not tied up
5.______to experience something
6.______to take no notice of
7.______staying close to and looking at somebody
8.______to become quiet after nervous activity
9.______number of things that happen one after another
[設計思路]本活動屬於利用英語解釋本單元重點詞彙，旨在訓練學生用英語思維的能力。
Step3 Vocabulaary recitation
Sstudents will be asked to recite the following key words and try their best to set down them in the blanks.
________________ vt. 增加;新增;補充說 vi. 加;加起來;增添
________________ n. 點;尖端;分數
____________vt.& vi. (_______ ______ ______) 使不安;使心煩
adj. 心煩意亂的;不適的;不舒服的
____________ vt. 不理睬;忽視
____________adj.平靜的;鎮靜的;vt.&vi.使)平靜;(使)鎮定
_____________ vt. 涉及;關係到 n. 關心;關注;(利害)關係
______________adj. 松的;鬆散的;鬆開的
_____________n. 欺騙;騙子 vt.&vi. 欺騙;騙取;欺詐;作弊
________________ n. 理由;原因
________________ vt. 列出
________________ vt. 分享;均分;分擔 n. 一份;份額
________________ n. 感覺;感情
________________ n. 荷蘭
________________ n. 德國人;德語 adj. 德國的;德國人的;德語的
________________ n. 連續;系列
________________ adv. 在戶外;在野外
________________ adj. 瘋狂的;狂熱的
________________ n. 自然;自然界
________________ n. 目的;意圖
________________ vt. &v. aux 敢;膽敢
________________ n. 雷;雷聲; vi. 打雷;雷鳴
________________ adv. 完全地;全然地;整個地
________________ n. 能力;力量;權力
________________ adv. 依照
________________ adv. 按照;依據
________________ vt. & n. 信任;信賴
________________ adv. 在室內;入室內
________________ vt.& vi. 遭受;忍受;經歷
________________ n. 十幾歲的青少年
________________ n. 忠告;建議
________________ n. 調查表;問卷
These words are new to students, so make explanations if necessary.
[設計思路] 透過此任務，旨在提高學生的瞬時記憶能力。
Step 4 Practice:
Activity3： Group competition (group work)
1.Divide the class into 3 groups, and students should guess the words from the picture as soon as they can (The quickest student who tells right will get one score)
2. Hold a Competition in groups trying to write down words related to Friendship as many as possible and the group which can set down more words than any other groups will be the winner.
[設計思路] 透過小組間的活動能夠進一步激發學生的學習詞彙的熱情，這是一個很好的方法。
Step5 Summary
Get a group to sum up this class and the teacher can add something if necessary.
[設計思路] 透過小節，強調本節課的重要內容。
Step6 Homework
Try to remember the vocabulary that the students have learned in class.
[設計思路]透過作業，鞏固所學。
六、板書設計
Competition in groups
____________ ____________ _____________
____________ ____________ _____________
____________ ____________ _____________
____________ ____________ _____________
____________ ____________ _____________
____________ ____________ _____________
七、教學反思
本課設計了若干情景與活動，旨在讓學生積極參與學習活動，在活動中學習。
1. 從教學實踐來看，學生樂於在小組中進行合作學習。但是任務設計以及其難度是開展小組合作的重點和難點。本堂課總共設計了3次活動，每一次都有所側重，要求由淺入深，在保證大部分學生能按時按質完成任務的同時，又能體現選拔的效果，鼓勵一部分學生積極的展現自我。避免了活動流於形式，單純地追求
“快樂”。
2. 課前做了大量的資料收集和整理，有選擇的在教學中有效地使用圖片和影片，大大提高了學生對學習的興趣。
3. 不拋棄優秀的傳統教法。在任務型教學中，也考慮融入傳統的板書和語言形
式的操練，令到學生的操練更具目的性、指引性。
總體上，本設計以小組活動為橋樑，將英語學習與現實生活緊密結合，體現了以學生為中心、教師為指導的新課程理念，有效地完成了該堂課的任務，是一個不錯的教學設計。
高一英語上冊《Unit 1 Friendship》教案教學設計
Unit 1 Friendship
Teaching Aims:
1. 能力目標：
a. Listening: get information and views from the listening material.
b. Speaking: express one's attitude or views about friends and friendship in appropriate words.
c. Reading: enable Ss to get the main idea and be familiar with reading skills.
d. Writing: write some advice about making friends as an editor.
2. 知識目標：
a. Talk about friends and friendship; how to make friends; how to maintain friendship.
b. Use the following expressions:
I think so. / I don't think so.
I agree. / I don't agree.
That's correct.
Of course not.
Exactly.
I'm afraid not...
c. Enable Ss to master Direct Speech and Indirect Speech.
d. Vocabulary:
add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight suppose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation 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
3. 情感目標：
a. Arose Ss' interest in learning English
b. Encourage Ss to be active in the activities and make Ss be confident
c. Develop the ability to cooperate with others.
4. 策略目標：
a. Develop Ss' cognitive strategy: taking notes while listening.
b. Develop Ss' communicative strategy.
5. 文化目標：
a. Enable Ss to get to know different opinions about making friends from different countries.
Teaching design:
Period 1 Warming-up 1課時
I. Teaching objectives:
1. Have Ss learn how to describe their friends and friendship with new phrases and structures.
2. Have Ss learn to solve problems that may occur between friends.
3. Cultivate Ss to form the good habit of learning English in Senior Middle School.
II. Teaching important points:
1. Use the given adjs. and sentences structures to describe one of your friends.
2. Learn to evaluate friends and friendship.
III. Teaching difficult points:
1. Work together with partners and describe one of your good friends.
2. Discuss with partners and find out ways to solve the problems.
IV. Teaching procedures:
Step 1. Lead-in and warming-up
Before the lesson, T can arose Ss' interests by introducing oneself and get Ss to talk about their summer holidays, or whether they had made friends during holidays.
Free Talk: 3 mins
1. How did you spend your summer holidays? How did you feel? What did you do?
2. What do you think of your new school? Do you like it? Could you say anything about it?
3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school?
Step II. Think it over
1. Give a brief description of one of T's friends. The following phrases and structures may be useful: (3mins)
His / Her name is...
He / She is...years old.
He / She likes .... and ...dislikes...
He / She is very kind / friendly / humorous...
When / Where we got to know each other...
Step III. Make a survey
1. List some qualities of a good friend or your ideal friend, have Ss get into groups of 4 to 5 to find out what each one has listed?
2. Add up the scores Ss got and show the explanations of every type.
3. Have Ss tell their partners the standards of good friends with the following structures:
I think a good friend should (not) be...
In my opinion. From my point of view. So far as I'm concerned. I suppose. A good friend is someone who...
Step IV. Talking and sharing (working in pairs)
1. If your best friend does anything wrong, what will you do?
What to do? | Reasons |
...... | ...... |
...... | ...... |
2. Proverbs: "What is a friend?"
A British newspaper once offered a prize for the best definition of a friend. If Ss were the editors, they could choose the best one from the following entires, and explain why.
"A friend in need is a friend indeed."
"Friends are like wine, the older, the better."
"A friend is a second self."
"A friend to all is a friend to none."
Step V. Homework
1. Write a short passage about your best friend.
2. Review the language points.
3. Preview the new words and expressions.
Period 2 Reading 2課時
I. Teaching objectives:
1. Develop Ss ' reading ability, learn to use some reading strategies, such as skimming, scanning, and so on.
2. Get Ss to realize the importance of friends and friendship and learn how to tell true friends from the false.
3. Grasp some useful words and expressions in this passage.
4. Learn the writing style of this passage.
II. Teaching method:
Task-based teaching
III. Teaching procedures:
StepI.Pre-reading
1. Have Ss discuss the following questions in group-work:
Who is your best friend? Does a friend always have to be a person? What else can be your friend?
Step II. Reading
1. Have Ss try to guess what Anne's friend is and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it through.
2. Skimming the 1st two paras to confirm the former guess.
a. What was Anne's best friend? Why did she make friend with it?
b. Did she have any true friends then? Why?
c. What is the difference between Anne's diary and those of most people?
d. Do you keep a diary? What do you think most people set down in their diaries?
3. Reading of Anne's diary
How did she feel in the hiding place?
Two examples to show her feelings then.
Step III. Post-reading
1. What would you miss most if you went into a hiding place like Anne and her family? Reasons support.
2. Group-work
Work in groups to decide what you should do if your family were going to be killed just because they did something the Emperors did not like.
"Where would you plan to hide?"
"How would you arrange to get food given to you every day?"
"What would our do to pass the time?"
Step IV. Talking about friends and friendship
Have Ss talk about friends and friendship, and write one or two sentences to express one's own understanding of friends and friendship in group-work.
Step V. Homework
1. Interview a student or a parent to find out their opinions about friends and friendship. Write a short report to share it with the whole class.
2. Describe one of your best friends, following the writing style of this passage.
Period 3 Grammar 1課時
I. Teaching objectives:
Learn to use Direct & Indirect Speech
II. Teaching important points:
Summarize the grammatical rules
III. Teaching difficult points:
The special cases
IV. Teaching procedures:
StepI.Lead-in
Last class, we learnt Anne Frank's story. She is telling her story to two of her friends--you and Tom. Tom has something wrong with his ears, so you have to repeat Anne's sentences, using Indirect Speech. Sometimes you explain Tom's sentences to Anne---
1. "Do you feel sad when you are not able to go outdoors?" Tom asked Anne---
Tom asked Anne if / whether she felt sad when she was not able to go outdoors.
......
Step II. Grammar focus
1. Have Ss summarize the rules when they changed Direct Speech into Indirect Speech, what should be changed?
2. Group-work for discussion.
3. Check out: sentence structure, tense, pron, adverbial of time or place, verb.
4. Rules focus:
a. 陳述句:
She said,"I am very happy to help you."---
She said she was very happy to help you.
b. 一般疑問句/ 選擇疑問句:
He asked me, "Do you like playing football?"---
He asked me if / whether I like playing football.
She asked me whether he could do it or not.
c. 特殊疑問句:
My sister asked me,"How do you like the film?"---
My sister asked me How I liked the film.
d. 祈使句:
The captain ordered, "Be quiet!"---
The captain ordered us to be quiet.
e. 注意:
l 間接引語語序: 陳述語序.
l 客觀事實,真理;時態不變.
l 指示代詞,時間,地點狀語做相應變化.
f. Summary
Direct Speech
一般現在時do
一般將來時will do
現在進行時is doing
一般過去時did
現在完成時have done
過去完成時had done
Indirect Speech
一般過去時did
過去將來時would do
過去進行時was doing
過去完成時had done
過去完成時had done
過去完成時had done
Step V. Homework
l Exs 1 on p42
l Look up new words and expressions from dictionary and do the prevision.
Period 4 Words & Expressions 1課時
I. Teaching objectives:
Learn new words and expressions
II. Teaching important points:
1. Pay attention to the different forms of the words
2. Master the words and expressions through the Exs.
III. Teaching difficult points:
1. Emphasize the methods which can be useful and efficient to do the memory.
2. How to use the new words and expressions into Ss' own composition-writing.
IV. Teaching method:
Self-summary;
Discussion;
Practice
V. Teaching procedures:
StepI.Warming-up
1. Check out the new words and expressions looked up from dictionary
2. Have Ss share their works, including the Chinese meaning, the form, the phrases, the examples, and the usage.
Step II. Practice
1. Do the words Exs in this unit
2. Discuss the answers in group-work
3. Check out the answers
Step III. Summary
1. Emphasize the key points of the words in this unit, esp some phrases and structures.
Step IV. Homework
l Recite the words and expressions.
l Preview the listening and speaking part.
Period 5 Listening & Speaking 1課時
I. Teaching objectives:
1. Practice Ss’ listening ability.
2. Practice Ss’ speaking skills of how to offer advice.
3. Improve Ss’ ability to help others to solve problems.
II. Teaching procedures
Step 1. Reading
1. Have Ss think about the questions on books, and then try to guess the brief content of the listening material according to the questions given in group-work.
Step 2. Listening
1. Have Ss get to know that besides you, Lisa also asks Miss Wang for help. What advice does she give her? Now, let Ss listen to what she says.
2. 1st-time listening: have Ss listen to the tape from the beginning to the end without any pause, ask Ss to take some notes while listening, and discuss the main idea of the listening material in group-work.
3. 2nd-time listening: have Ss listen to the tape again, and encourage Ss to repeat every sentence as best as they can after the pause. So Ss should pay attention to notes-taking, esp. the WH-Qs.
4. 3rd-time listening: the last time, have Ss listen to the tape and check out their answers according to what they heard before.
5. Check out the Exs.
Step 3. Post-listening & Speaking
1. Have Ss think about the Q:
“Do you think Miss Wang’s advice is helpful?”
2. Have Ss discuss the former Q in group-work, and have a free talk within 1min.
3. Now suppose Ss are editors of Radio for Teenagers, here are some problems for Ss to offer advice. (Give each group a problem and ask them to write their advice down.)
4. Have Ss come to the front and share their opinions with the whole class.
Step 4. Discussion
1. Ask Ss, “Do you think Anne should obey her father’s advice?”
2. Have Ss discuss the Q in group-work, and express their reasons to support their ideas.
Step 5. Homework
1. Have Ss review the listening material and consult the dictionary to deal with the words and phrases they encountered.
2. Preview the writing part.
Period 6 Listening & Speaking 2課時
I. Teaching objectives:
1. Practice Ss’ writing ability.
2. Improve Ss’ ability to write advice.
II. Teaching procedures
StepI.Lead-in
1. Have Ss read Xiao Dong’s letter on p7, and then discuss the Q in group-work within 2mins:
“What is Xiao Dong’s problem?”
2. Have every group make a list to set its own advice down for Xiao Dong.
Step II. Writing the draft
1. Have Ss get known that they should make the outline or the draft before writing.
2. Have Ss discuss how to write the outline in group-work within 1 min.
3. Have Ss pay attention to how to write a letter of advice. Here are some tips:
First, why not……?
If you do this, ……
Secondly, you should / can……
Then / That way……
Thirdly, it would be a good idea of……
By doing this, ……
Step III. Writing and Editing
1. Have Ss compose their writing within 30 mins.
2. Have Ss change their editing one another, and make the comments for others.
3. Choose the best one to share with the whole class.
Step IV. Homework
1. Have Ss summarize this unit and review new words, expressions, sentence structures, language points, grammar rules and examples.
2. Finish the Exs of this unit on workbook.
Period 7 Summary 1課時
I. Teaching objectives:
1. Develop Ss’ ability of how to make a summary.
2. Review unit 1.
II. Teaching procedures
StepI.Summing-up
1. Have Ss discuss how to make a summary and what kinds of items they could sum up in group-work within 3mins.
2. Have Ss make a list, which includes the new words, expressions, sentence structures, language points, grammar rules, examples, and so on.
3. Check out the summary.
Step II. Exs practice
1. Have Ss finish the Exs of this unit.
2. Check out the answers within group-work.
Step III. Fill in the blanks
1. Have Ss fill in the blanks on p8; p47 to make the conclusion of the whole unit.
2. Change their summary one another and have Ss comment on others’ work.
Step IV. Homework
1. Prepare for the quiz for this unit.