| 人教版高一教案Unit 1 Good friends |
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Period 1 I. Teaching aims: 1. Learn to describe a friend or describe oneself to others. Let students know what a friend is. 2. Study the language points connected with the dialogue. 3. New words: honest, brave, loyal, wise, handsome, smart, argue, classical, fond (of) .II. Important points: 1. Train the Students’ listening ability. 2. Master the new phrase and sentence pattern and make the students be free to talk about names, ages, hobbies, likes and dislikes, etc. III. Difficult points: 1. Learn the usage of the sentences pattern: So/ Nor + link /model/ auxiliary verb + subject 2. Improve the students’ listening and speaking ability. IV. Teaching methods 1 . Listening-and–answering activity to help the students go through with the listening material. 2. Use both individual work and group or pair work to make every student work and think in class. V. Teaching procedures: Step 1 Presentation 1. Greet with the students and have them guess the exact Chinese meaning of the proverb. A life without a friend is a life without the sun. A man who has friends must show himself friendly.. A friend in need is a friend indeed. 2. Start with the following questions, and teach some new words. Do you like friends? How many kinds of friends are there in your opinion? What kind of friends do you prefer? Can you describe one of your friends to us? kind, funny, strong, rich honest, brave, loyal, wise, handsome, smart (helpful, lovely, careful, silent, talkative, unselfish, generous, hardworking, diligent) Step 2 Pair work 1 Books open. Go through the dialogue with the students and make sure they understand it fully. 1. should--shall, ought to You should study harder. My teacher said I should study harder. 2.quality--qualities, quantity 3.describe +n./n. to sb./clause Words can not describe her beauty. Please describe exactly what happened. 4.loyal--more/ most ~ +to sb. He wanted to be loyal to his friend. Then tell the students: Now please work in pairs and try to describe one of your friends or yourself to your partner. You can use the words listed in Warming up. 2 Listening：Listen carefully to the tape. Then work in pairs and check the answers. Step 3 Demonstration Ask several students to describe a friend and give necessary hints and encouraging remarks. Step 4 Definition From what you described, we know what a friend is. A friend is someone who… Different people have different friends, but people who share the same interests, hobbies and characteristics may become people easily. 1.Now let’s move to the next part, speaking. Please read the instructions first and then work in pairs and decide who can be friends and give your reasons, Now I’ll check how well you have worked. Tell me who and why? You can express your ideas with the patterns in the following box. I’m sure… I guess… Perhaps… …are probably… List for ages gender likes and dislikes. Name John Steve Peter Ann Sarah Joe Age 15 14 15 16 14 Gender boy boy boy girl girl boy Likes football reading skiing reading singing singing rock music computer dancing computers rock music reading football singing computers rock music skiing Dislikes singing computers hiking rock music football football classical music dancing hiking classical music reading rock music dancing computers football hiking 2.Notes 1.especially--specially The tree is beautiful, ~in autumn.--I came here ~ to ask you a question. 2.into--in He is into rock music. He grew into a man. She is in good shape. 3.be fond of +n./ doing sth. =like 4.My interests are reading. S+V+P—They are reading. S+V 5….nor do I… (P157) Homework Finish off the exercises in the Wb. Period 2 I. Teaching aims: 1.Read and understand how Chuck survives on the island and know more about what a friend means. 2.Improve reading ability and study the language points connected with the text. New words: match, mirror, fry, gun, hammer, saw, rope, movie, cast, deserted, hunt for, in order to, share, sorrow, care about, feeling, such as, airplane .II. Important points: 1. Train the Students’ reading ability. 2. Master the new phrases and words III. Difficult points: How to make the students understand the reading text better. IV. Teaching method 1 . Fast reading fro the students get the general idea first. 2. Discuss after reading to understand the text berrer. 3. Careful reading to get the detailed information. V. Teaching procedures:: Step 1 Lead-in Have you ever read Robinson Crusoe ? The story tells about how Robinson Crusoe survived on an island after his boat met with a storm. Today we are going to learn a similar story about Chuck Noland. Chuck’s plane crashes on a deserted island, but he was able to survive there alone. During his stay on the island he made a special friend. Step 2 Pre-reading Go through the pre-reading with the students and make sure the students can choose the three items which they think are the most useful. Check their work, referring to the following samples. 1. a box of matches…make a fire, cook some food, frighten the animals at night with a fire lit with a match, let others know where I am 2.a knife…protect myself from being attacked by wild animals, cut some trees for fruit, cut wood for fire, cut food into small pieces 3.a frying pan… cook food, collect the rain water Step 3 Fast reading Read the story quickly and do the true or false questions. 1.Chuck is a businessman working in a company. T 2.Chuck is one of the people who survive the plane crash. F 3.Collecting water and hunting for food are all Chuck has to learn on the island. T 4.Chuck makes some friends there one of whom is Wilson, a football. F 5.Staying on the island helps Chuck realize his shortcomings. T 6.In Chuck’s opinion, people make friends to share happiness and sorrow. T 7.Wilson is fond of Chuck because he is well cared for by him. F 8.Chuck thinks friends are teachers, for they teach people everything. F Step 4 Careful reading Read again and find the topic sentences of each paragraph. 1.Chuck’s plane lands on a deserted island. 2.Chuck has to learn to how to survive on the island. 3.Chuck learns a lot about himself when he is alone on the island. 4.Chuck has made an unusual friend on the island. Deal with some language points in the text Discuss the questions in Post-reading in group of four: one or two groups will be asked to do a report about their discussion. Step 5 Retelling Retell the story according to the hinds: .plane crashed, deserted island, .learned to, made friends with, realized, learnt, the lesson from Chuck Homework Finish off the exercises in the Wb. Period 3 I. Teaching aims: 1. Review the words and phrases in the last two periods. 2. Learn and master the direct and indirect speech. 3. New words: lie, speech, adventure, notebook .II. Important points: 1. Master the interchanges of direct speech and indirect speech in the declarative sentences and interrogative sentence. 2. Guess the missing word according to the context. III. Difficult points: Different changes of pronouns, tenses, adverbials in the interchanges of direct speech and indirect speech. IV. Teaching methods 1 .Review method. 2. Explanation and inductive methods to teach them grammar. 3. Individual and pair work to make each of them work in class. V. Teaching procedures: Step 1 Lead-in Check students’ homework. Ask one or two students to share his story about Chuck with the classmates. Give the students necessary courage and remarks. Step 2 Word study Ask the students to do the exercises individually and them check answers with them. 1.honest 2.classical 3.sorrow 4.argue 5.loyal 6.hunt for 7.fond of 8.brave 9.in order to 10.smart Explain the language points to the students: 1.keep饲养 as作为,当作 We keep a dog. He has a large family to keep. 2.regard+n.+as+n. regard+n.+with+n.用某种眼光看待 They regarded his attitude with suspicion. Step 3 Grammar Go through the examples of Direct speech and Indirect speech on page 5 of the textbook. More explanations about Direct speech and Indirect speech ☆直接引语变间接引语, 人称,时态,指示代词,时间地点状语应作相应改变. 1.直接引语为陈述句, 间接引语变从属连词引导的宾语从句. The boy said: “I am not afraid to meet strangers ＊now.” The boy said that he was not afraid to meet strangers ＊then. 2.直接引语为一般疑问句, 间接引语变从属连词引导的宾语从句. She asked: “Have you seen the movie?” She asked me weather/if I had seen the movie. (weather…or not) 3.直接引语为特殊疑问句 The man asked: “Which room do you prefer?” The man asked me which room I preferred. 4.直接引语为祈使句, 间接引语常构成简单句型ask/tell/order/advise/warn/remind/etc. + n./pron. + (not) to do sth. “Don’t make a mess in the room,” she said to the child. She asked/told/warned the child not to make a mess in the room. 5. The adverbials usually change as following: ＊today that day yesterday the day before tomorrow the next day next month/week the next month/week last week/year the week/year before ago before two years ago two years before now then here there so far by then in 2002 in 2002 Step 4 Practice Ask the students to finish part 2 of grammar on page 5. Check the work afterwards. Homework Finish off the exercises in grammar part in the Wb. Period 4 I. Teaching aims: 1.Review the language points in the unit. 2.Finish reading and writing. 3.Learn how to write an e-mail. .II. Important points: 1. Train the Students’ writing ability. 2. Tell them the way of getting communicated with others in e-mail. III. Difficult point: Improve the students’ intergrating skills. IV. Teaching methods 1 .Asking-and –answering activity to go through the reading material.l. 2. Individual and pair work. V. Teaching procedures: Step 1 Lead-in Ask the students the following questions. 1.Do you have friends in the Internet? 2.How often do you write to your e-pal? 3.Which do you prefer, a pen friend, a friend in the Internet or in real life? Why? Tell them what we are going to learn is about email. Step 2 Reading Go through the two e-mails on page 7 of the text book. Language focus: 1.joke around—joke about v. play a ~ on, make a ~, tell jokes n. I joked with her. 2.fun 〔U〕n.玩笑,娱乐,乐趣 He is full of fun. I did it just for fun. They often make fun of her. 3.drop 落下,掉落 Drop me a line. 写封短信给我. He dropped his voice. 放低 He dropped into a chair. 坐 The wind has dropped. 减弱 Step 3 Writing Ask the students: Who do you want to reply to, Jane or Jack? Why? Write an e-mail after discussion. Check their work. Step 4 Conclusion Go through the Checkpoint about direct speech and indirect speech. Go over the language points in the unit and summarize the uses of direct speech and indirect speech. Homework Finish off the exercises in the Wb. Revise the grammar and useful expressions in the unit. |
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