2022年高中英語(yǔ) Unit 1 Friendship教案 新人教版必修1

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1、2022年高中英語(yǔ) Unit 1 Friendship教案 新人教版必修1 1. Teaching objectives: 1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on; 2). To get the students to realize the importance of friends and friendship, and to tell true friend

2、s from false friends; 2. Teaching method: Task-based teaching 3. Teaching procedures: Step 1.Pre-reading 1. Please enjoy three pieces of music and find out what they are about. 2. Does a friend always have to be a person? What else can be your friend? 3. What do you know about the World War II

3、? 4. Background introduction Step 2 fast reading 1. Who is Anne? Who/What was Anne’s best friend? When and where did the story happen? 2. fill in the form below. The time of the story The place of the story The heroine of the story Anne’s best friend The length of time they hi

4、d away The date of the diary Reading Reading “Anne’s Best Friend” 1. Teaching objectives: 1). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.; 2). To learn the writing style of this passage. 2. Teaching method: Task-based teaching 3.

5、Teaching procedures: Step1. Careful Reading 1. Answer the following questions: Why did Anne made her diary her best friend? What is an ordinary diary like according to Anne? What about her diary? Why was she so crazy about things to do with nature? Why did she stay awake on purpose until very

6、late one evening? Why didn’t she dare open the window when the moon was too bright? How do you understand the expressions “spellbound” and “held me entirely in their powder”? Step2. Reading to summarise the main idea of each paragraph. Skim the text and summarise the main idea of each paragraph

7、in one sentence. Para. One: Anne made her diary her best friend whom she could tell everything. Para. Two: Anne’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 eve

8、rything to do with nature. Step 2 Post-reading 1. prehending exercises (on paper) Time Nature Feeling Before hiding After hiding 2. Discuss what kind of feelings of Anne the following words from the letter imply. words Anne’s feeling nature free, peaceful, relaxed o

9、utdoors Free crazy anxious, eager, thirsty didn’t dare scared, frightened thundering, entirely, power helpless, depressed, lonely Step3. Activity Four students a group to discuss the situation: Suppose you four have to hide yourselves for 3 months. During the three months, you will be of

10、fered the basic food, water and clothes. Your group can take 5 things with you. What will you take? Why? How will you spend the 3 months? How will you treat each other and make friends ? Step4. Homework 1. Review the important words, phrases and difficult sentences in the text and make senten

11、ces using the words given by the teacher. 2. Finish Ex.1-3 on p4. Vocabulary and Useful Expressions Learning about language Teaching aims: 1. To discover and learn to use some words and expressions. 2. To enable students to rewrite sentences using direct or indirect speech 3. To learn more

12、information about Anne. 4. To cultivate the spirit of cooperation, self-teaching and self-exploring. Teaching procedures: Step 1 Revision 1. Review something about “Anne’s best friend” by using some True-or-False sentences 1) A friend would laugh at you F 2) Anne lived in Amsterdam in the N

13、etherlands during World War II. T 3) She and her family hid away for one year before they were discovered. F 4) She kept a diary as others did. F 5) She was fond of nature. T 6) She stayed awake in the night because she couldn’t sleep well. F Step 2 L

14、anguage points 1. grow crazy about sth.對(duì)…狂熱,癡迷be crazy about … eg. My cousin grows crazy about puter games. 2. go through 1). To examine carefully 仔細(xì)閱讀或研究 I went through the students’ papers last night. 2). To experience 經(jīng)歷，遭受或忍受 You really don’t know what we went through while working on

15、 this project. 3.stay v. to continue to be in a particular state or situatioin 系動(dòng)詞，表是狀態(tài)。后跟名詞或形容詞，不能用于被動(dòng)語(yǔ)態(tài)和進(jìn)行時(shí)態(tài)。 eg. He stayed single all his life. 4.make/call + O +Noun (as O.C.) 8. ourdoors / indoors Don’t stay indoors since the weather is so fine. 14 in one’s power / out of one’s powers

16、15 it was the first/second time that … It is the first time that he has been in this city. It was the second time that he had made the same mistakes 16 face to face I rushed out of the office and found myself face to face with the boss. 17.far adv. “過(guò)于；…得多” ,表示程度，經(jīng)常與too或形容詞、副詞的

17、比較級(jí)連用。 eg. She speaks English far better than I. This room is far too warm. cf. very, much, far 18. dare 1) modal. v. 多用于否定句、疑問(wèn)句、條件狀語(yǔ)從句、whether (if)等名詞性從句或有否定意義的句中，后接動(dòng)詞原形。沒(méi)有人稱和數(shù)的變化,其時(shí)態(tài)只有現(xiàn)在時(shí)和過(guò)去時(shí)。否定式在其后加not. eg. How dare he say such a word! If you dare do that again, you’ll be punished. 2)

18、 vt. 敢，膽敢。有人稱、數(shù)和時(shí)態(tài)的變化。在否定句和疑問(wèn)句中，dare后的to可保留也可省略。 eg. I wonder how he dare to day such words. 19．happen to do sth. It so (just) happened that…不能用于進(jìn)行時(shí)態(tài)。 eg. I happened to be out when he came. = It so happened that I was out when he came. Listening, Speaking and Writing Step 1 Appreciation Rea

19、d the following poem carefully and write down the pairs of words that rhyme and add more similar rhyming words. Step 2. Pre-writing How to make friends with others? 1. Read a letter from a student called Xiaodong. What’s his problem? 2. Suppose you were editor, please write your advice to Xiao

20、dong. Discuss in groups of four. Collect your advice to Xiaodong and your attitude. Useful expressions: In my opinion, you should… My advice is… I think/ believe… I’m afraid that… I advise you to… I don’t think… Don’t worry… I agree/ I don’t agree. I think so./ I

21、don’t think so. Step 3 While-writing Ask the Ss to write a letter to Xiaodong as an editor and give him some advice. 1. Ss make a list about the important information that they need. 2. Ss begin to write the letter to Xiaodong. 3. Ss revise their letters by themselves. Writing tips Contents

22、 (The letter should contain the following points) 1. Make an effort to change the situation. 2. Start talking to people about what you both like. 3. Show your interest in their talk. 4. Try to make friends with one or two classmates. Structure Topic sentence (your point of view) Body (your ad

23、vice) Conclusion (your wishes) Tense: As it is a letter, Simple Present Tense will be applied to the writing. Connectors: Illustration (闡述) I think, I believe, I suggest, in my opinion… Addition（遞進(jìn)） secondly, and then, besides, in addition… Contrast（轉(zhuǎn)折） but, however, on the other hand… S

24、ummary(總結(jié)) in short, in a word, therefore, so… Step 4. Post-writing Choose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings. Homework: write the position Grammar and Useful Structures (1) 1．Teaching objectiv

25、es Learn to use direct speech and indirect speech 2. Teaching important point Summarize the rules of Direct Speech and Indirect Speech. 3. Teaching difficult point Learn about the special cases in which the tenses shouldn’t be changed. 4. Teaching methods Discussing, summarizing and practicin

26、g. 5. Teaching procedures Step 1 Warming up Warming up by discovering useful words and expressions Step 2 Presentation Boys act one cartoon figure and says something. Teacher asks “What did he/she say?” Girls act the other cartoon figure and answer the teacher’s question. Then boys and girl

27、s exchange. The shoes are too big for me. What did he say? He said the shoes were too big for him Step 3 Grammar 一、直接引語(yǔ)變成間接引語(yǔ)，句子結(jié)構(gòu)的變化 1.陳述句 用連詞that引導(dǎo)，that在口語(yǔ)中常省略。主句的謂語(yǔ)動(dòng)詞可直接用引語(yǔ)中的said, 也可用told來(lái)代替，注意，可以說(shuō)said that, said to sb. that, told sb. that，不可直接說(shuō)told that He said, “I have been to the Gre

28、at Wall. ” → He said to us that he had been to the Great Wall. He said, “I'll give you an examination next Monday. ” → He told us that he would give us an examination the next Monday. 解題步驟: “I don’t like puters,” Sarah said to her friends. Sarah said to her friends that I don’t like p

29、uters . she didn’t Sarah said to her friends that she didn’t like puters. .2.一般疑問(wèn)句 間接引語(yǔ)用連詞whether或if引導(dǎo)，原主句中謂語(yǔ)動(dòng)詞said要改為asked(me/him/us等)，語(yǔ)序是陳述句的語(yǔ)序 He said, “Do you have any difficulty with pronunciation?” →He asked (me) whether/if I had any difficulty with my pronunciation.

30、 解題步驟: Is it easy to improve the condition of the soil? ( They asked him ) “It is easy to improve the condition of the soil.” They asked him if it is easy to improve the condition of the soil was They asked him if it was easy to improve the condition of the soil. 3.特殊疑問(wèn)

31、句 原來(lái)的疑問(wèn)詞作為間接引語(yǔ)的連詞，主句的謂語(yǔ)動(dòng)詞用ask(sb. )來(lái)表達(dá)，語(yǔ)序改為陳述句語(yǔ)序 He said to me，“What's your name?” → He asked me what my name was. He asked us, “How many car factories have been built in your country?” →He asked us how many car factories had been built in our country. 解題步驟： When do you harvest the whe

32、at ? ( They asked him ) you harvest the wheat They asked him When you harvest the wheat. They asked him when he harvested the wheat. 4.選擇疑問(wèn)句 用whether…or…表達(dá)，而不用if…or…，也不用either…or… He asked, “Do you speak English or French?” →He asked me whether I spoke English or French. I asked, “Will

33、you take bus or take train?” →I asked him whether he would take bus or take train. Part two of the grammer (2) 在直接引語(yǔ)變?yōu)殚g接引語(yǔ)時(shí)需要注意的變化 1. 注意時(shí)態(tài)的變化 Direct indirect Present past Past past and past perfect Present perfect past perfect Past perfect past perfect 2. 注意人稱

34、變化。 3. 注意指示代詞的變化this, these(that, those) 4. 注意時(shí)間的變化?now, today,this week ,yesterday,last week ,four days ago ,the day before yesterday ,tomorrow ,next month(then, that day,that week,the day before ,the week before,four days before ,two days before ,the next day,the next month) 5. 注意地點(diǎn)的變化?here(?th

35、ere) 6. 注意個(gè)別趨向動(dòng)詞的變化?e, bring (go, take) 三、謂語(yǔ)動(dòng)詞時(shí)態(tài)變化需要注意幾點(diǎn)： 1.直接引語(yǔ)表述的是客觀真理，變?yōu)殚g接引語(yǔ)時(shí)，時(shí)態(tài)不變 The geography teacher said, “The sun rises in the east and sets in the west.” The geography teacher told us that the sun rises in the east and sets in the west. 2. 如果直接引語(yǔ)所表述的內(nèi)容在目前和說(shuō)話時(shí)同樣有效，變間接引語(yǔ)時(shí)，時(shí)態(tài)可不變 The ch

36、ildren said, “We love this game.” They told us that they love that game. 3.主句謂語(yǔ)動(dòng)詞的時(shí)態(tài)是現(xiàn)在時(shí)態(tài)，在引述時(shí)，時(shí)態(tài)不變。 She says, “I’ll never forget the days in the country.” She says that she’ll never forget the days in the country. 從句時(shí)態(tài)無(wú)須改變的還有以下情況: 1. 當(dāng)主句的謂語(yǔ)動(dòng)詞是將來(lái)時(shí)的時(shí)候 2. 當(dāng)直接引語(yǔ)部分帶有具體的過(guò)去時(shí)間狀語(yǔ)時(shí) 3. 當(dāng)直接引語(yǔ)中有以when,

37、 while引導(dǎo)的從句，表示過(guò)去的時(shí)間時(shí) 4. 當(dāng)引語(yǔ)是諺語(yǔ)、格言時(shí) 5. 當(dāng)直接引語(yǔ)中有情態(tài)動(dòng)詞should, would, could, had better, would rather, might, must, ought to, used to, need時(shí) Step 4 Practice For Ex 1, get the students to look at the sentences carefully in pairs in order to find out the difference between direct speech and indirect

38、 speech. Guide the students to find out the changes in pronoun forms, word order, adverbials and so on, especially the verb tenses, the underline parts. Ask the students to pay attention to the reporting clause. For Ex 2, ask the students to do it by themselves, then check. Part three of the gr

39、ammer (3) 高考鏈接 1.Readers can ________ quite well without knowing the exact meaning of each word. A. get over B. get in C. get along D. get through 2.It’s hard for me to imagine what I would be doing today if I ______ in love, at the age of seven, with th

40、e Melinda Cox Library in my hometown. A. wouldn’t have fallen B. had not fallen C. should fall D. were to fall 3.Father went to his doctor for _______ about his heart trouble. A. an advice B. advice C. advices D. the advices 4.

41、I wonder how he ____ that to the teacher. A. dare to say B. dare saying C. not dare say D. dared say Step6 Correcting mistakes T analyses the mon mistakes Ss have made during the practice. T: Now let’s look at the screen and pay attention to these sentences. Ch

42、oose the right sentence and tell me why the other one is wrong. Exercises: 1. He said , “I m afraid I can’t finish this work.” 2.He said , “I haven’t heard from him since May.” 3.Tom said “I will see you next week.” 4. “Why were you late again?” The teacher said to me. 5. “I don’t like swimming

43、,” said Sarah. 6. His friends asked him if he would go to Dalian. 7. “Have you been to Paris?” My classmate asked me. Unit 2 English around the World Warming up Teaching Aim: 1. Ss will be able to know some differences between British English and American English. 2. Ss will be able to mast

44、er some usages of the words and phrases. Teaching procedures: Step 1 Lead-in (Start with a free chat with Ss about learning English.) T:1. How many years have you learnt English? 2.How many languages do we speak? 3. Do you think it necessary for us Ss to master such a foreign language?

45、4.In which countries is English used as the native language? 5.Do you think the Englishes spoken all around the world are all the same ?Enjoy BBC and VOA Step 2 discussion Activity. Ss guess which of the following words is British English and which is American English: apartment/flat b

46、athroom/toilet can/tin candy/sweet check/banknote (cheque) elevator/lift fall/autumn game/match line/queue penal /pen friend mad/angry mail/ post mom/mum movie(film)/film pants /trousers repair/mend sick/ill cookie/biscuit crazy/mad

47、drugstore/chemist’s gas/petrol Step 3 discussion 1. Do we need to learn both British and American English? 2. What kind of English would you like to learn? 3. Why? Step 4 appreciation Appreciate the dialogue between Bush and Blair Step6 Homework 1. Preview reading 2. English weekly 3. p11

48、 ex1,2. Reading Teaching aim: a) Ss will be able to know the development of English and feel the role that culture plays in the change of language. b) prehend the whole passage c) Ss will be able to know how to get the key sentence of a paragraph. Teaching procedures: Step 1 lead in Ask stu

49、dents several questions in the form of brain storming. 1.Do you know the countries where people speak English? List them on a piece of paper. 2.What are the two main groups of English? 3.Do you know the differences between British English and American English? 4．Do you know the history of Engli

50、sh? Step 2 fast reading English is not only different from country to country, but also different from what it was before. Read the title “the road to modern English” and predict (預(yù)測(cè)) what the passage is mainly about? T: Scan the text to find or make out a key sentence for each paragraph. Let t

51、he students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words. Paragraph 1: The spread of the English language in the world Paragraph 2: Native speaker can understand each other but they may not be able to understand everything.

52、Paragraph 3-4: All languages change when cultures municate with one another. Paragraph 5: English is spoken as a foreign language or second language in Africa and Asia. Step 3. Intensive reading T: Let’s enjoy the whole passage paragraph by paragraph again. Pay special attention to the followin

53、g Qs: How did old English develop into modern English? Why does English change all the way? What other Englishes developed from the old English? Activity 1. fill in the chart AD450--1150 English was based on _______ ____________ English was more like French. At the end of the 16th century

54、 How many people speak English? __________ ___________ Shakespeare made use of a wider vocabulary. ___________ American English gained its own identity. Later __________ English had its identity. Activity 2.? Answer the following questions (1)What is the clue of the passage? (2) Why does

55、India have a very number of English speakers? (3) When did people from England begin to move to other parts of the world? Activity 3: Choose the correct answers. Post-Reading T: From the passage we can see English is widely accepted as a native, second or third language. No wonder the number

56、of people learning English in China is increasing rapidly. Will Chinese English bee one of the world Englishes? ---------- “ Only time will tell”. T: How do you understand this sentence? ---------- It means that something can only be known in the future. T: What can you infer from this sentenc

57、e about the development of English in China? --------- It indicates that it remains to be seen just how much the Chinese culture will influence the English language in the present country. Step1. Language focus: 1) even if=even though: in spite of the fact; no matter whether: He likes to help us

58、 even if he is very busy. 2) municate with: exchange information or conversation with other people: He learnt to use body language to municate with deaf customers. 3) actually=in fact: used when you are adding new information to what you have just said: We’ve known for years. Actually, since we we

59、re babies. 4) be based on…: 5) make use of: use sth. available 6) Only time will tell: to say that something can only be known in the future: Will China’s national football team enter for the next finals of the World Cup? Only time will tell. Step2 Discussion Work in groups. Discuss the quest

60、ion and then ask two groups to report their answers to the class. 1. Why do you think people all over the world want to learn English? Possible answer: The reasons why people all over the world want to learn English: ★ With economy globalization, English has bee the best bridge to serve the pur

61、pose of people all over the world municating with one another. ★ Also, people from different parts of the world speak English with various accent and dialects, and people have to learn about the difference between different kinds of English in order to avoid misunderstanding while municating.(All persuasive reasons can be accepted.) Step 3 Homework 1. Read the passage as fluently as you can. 2. Find out some words and sentences you think are beautiful and recite