Unit 1 Good Friends
Teaching aims and demands:
a. Achieve language skills and related knowledge about the topic of friends and friendship;
b. Learn to express likes and dislikes and make apologies:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
Direct and indirect speech
Lesson 1
Step 1 presentation and discussion (warm-up)
put some new words on the blackboard and tell them something about a friend.
Kind honest brave loyal happy wise strong
beautiful handsome rich smart funny
Then ask some questions around the class and discuss with them.
What should a good friend be like?
What qualities should a good friend have?
Should they be funny, smart and strong?
Step 2 Reading
Ask the students to read the dialogue in the part SpEAKING. Ask some questions:
1.What doesn’t John like?
2.What does Joe think of music and skiing?
And then fill in the form on page 3.
Then ask the students to express their ideas freely. Encourage the students to say more about friends.
Step 3
Listening
Ask the students to listen to the tape and fill in the blanks in the listening part.
Step 4 Talking/practice
Ask the students to page 85. Make a similar dialogue as in exercise 2.
Some useful expressions :
Why did you…? Why didn’t you…? You said that you would…
please forgive me. You promised to … I’m very sorry… It won’t happen again. I forgot.
Step 5 Homework
Finish Exercise 3 in the workbook.
Lesson2
Step1 Revision
Ask several students to present a speech about friends as a revision.
Step 2 pre-reading
present the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.
Step 3 Reading
Before asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.
Then students read the text, and answer the following questions.
1.How does Chuck Noland come to a deserted island?
2. In order to survive on the island alone, what does he need to learn?
3. What does he understand at last?
4. For us, what lesson we can learn from Chuck?
At the same time explain the language points if necessary.
Step 4 post-reading
Discuss the following questions in the part pOST-READING.
Step 5 Homework
prepare a talk about Tom Hanks or something about one of his film.
Lesson3
Step 1 Revision
Get the students to give a talk about Tom Hanks or something about one of his films.
Step 2 Language Study
Ask the students fill in the blanks with proper words.
Step 3 Grammar
Illustrate to the students the use of Direct and Indirect Speech.
Then ask the students to do the exercise in the part Grammar on p5.
Step 4 practice
Ask the students to act the exercise2 in the part Grammar out.
Step 5 Homework
Ask the students to finish the exercise2 in their workbook.
Lesson4
Step 1 Revision
Check the homework.
Step 2 presentation
present simples of e-mail to get the students a general idea of e-mail.
Step 3 Explanation
Tell the students some tips of writing an e-mail by learn the above e-mail simple.
Step 4 Writing
Ask the students to write an e-mail message.
Step 5 Homework
Ask the students to try to write an e-mail to their e-pal.
教学内容分析
本单元的中心话题是“(杰出)女性”,话题涉及谈论及你最崇敬的女性“妇女独自南极探险”,“美国电视黑人女主持人奥普拉·温茀丽的故事”等,语言技能和语言知识都围绕中心话题而设计。本节课为此单元的第二课时——阅读课。
“读前”(pre-reading)设计了三个有关旅行和南北极的问题,具体涉及极地探险、动物等内容, 能够诱发学生的探索精神和想象力。通过学生的讨论、探究,自主地发现下面阅读故事的背景,有助于学生正确理解文章的深层意思,真正体会主人公Helen Thayer的伟大。
“阅读”(Reading)材料是一篇记叙文,故事描叙的是作者Helen Thayer在她60岁时,独游南极洲的冒险经历。在恶劣多变的气候条件及险恶的地理状况中,作者在危急关头,虽感孤独恐惧,但表现出冷静、顽强、乐观的态度,最后克服险境。对学生今后的人生道路、心理素质、生活态度起到了陶冶和积极的导向作用。
Teaching Aims:
1 Train the students’reading ability.
2 Learn and master the following words and phrases;
1) Words: mile Antarctic threaten optimistic somehow shelter regret extreme climate value
2) phrases: struggle through threaten to do sth lie down be thankful for in good health struggle to one’s feet make a decision
Teaching Important points:
1. Improve the students’ reading ability.
2. Enable the student to understand the text better.
3. Let the students have strong wills and determination by reading the passage.
Teaching Difficult points:
1. How to improve the students’reading ability.
2. The use of some useful expressions.
Teaching Methods:
1. Discussion before reading to make the students be interested in what they learn in class.
2. Fast reading to get the general idea of the text.
3. Careful reading to answer some detailed questions.
4. Inpidual, pair or group work to make every student work in class.
Teaching Aids:
1. a map of the world
2. a tape recorder
3. a computer
Teaching procedures:
Step I Greeting and speech
Greet the students as usual and the student who is on duty give a speech before class.
Step II Lead--in
1 Do you like travelling ?
Where do you like to travel best ?
How will you travel ?
2 Imagine you are traveling alone to the South pole, what will you take with you ?
3 Why do polar bears never eat penguins ?
Step III Fast – reading
Ask the students to read the text quickly and silently, find the answers to these three questions .
1 How did the writer celebrate her 60th birthday ?
2 When was the writer is 60th birthday ?
3 Why did she say it was an experience she would never forget and would value for the rest of her life ?
Step IV Careful-reading
Ask students to read the text again carefully and finish three tasks:
1 Finish Exercise 1 of post-reading on page 32.
2 Fill in the form on the screen .
Time WeatherWhat did she do?/What happened to her?
began her almost 200-mile journey
3rd --11th
celebrated her 60th birthday
13th --21th----------------------
22th-----------------------
23th
----------------------
3. Do some T/F exercises on the screen.
1). She celebrated her fiftieth birthday by traveling alone to the South pole.
2). She went to Antarctica with the dog team pulling her sled.
3). Everything went all right during the first few days.
4). During the next week the wind grew so strong that it blew away her tent.
5). She had an accident after her birthday.
6). It was all her training that helped her out of danger
Step V Listening and Consolidation
play the tape for the students and ask them to read the text after the tape in a low voice, paying attention to the pronunciation and intonation.
Step VI Discussion
1. What kind of woman is Helen Thayer ? Describe her in a few sentences.
2. Do you admire her? Why ?
Step VII Reading together.
"If you have a goal without a plan, it's only a dream. Once you set a goal, you have to keep going. There have been a lot of times where I was determined to just take the next step. Those who can take that next step are the successful people in the world."
-------Helen Thayer
StepVIII Homework
1. Reading the text again and again after class.
2. Finish the exercises of Grammar.
Step IX Record after Teaching
period One
(Warming up and Listening)
Step 1 Warming-up
Before class, T plays a song Ss are familiar with till the bell for class rings. Then T asks Ss some questions: (1) Do you know the name of the song? (You’ll be in my heart from the film named Tarzan,《人猿泰山》)(2) Where do you think the song comes from? (3) Do you like the song? Why or why not? etc. Ss answer all these questions.
Step 2 Brainstorming
Do you know any other songs? In this way, Ss think about as many songs as possible.
Step 3 Discussion
Ss work in groups of 4. They talk about the songs they are interested in.
Step 4 Demonstration
After discussion, choose one of the students in their group to report the result of their discussion.
Step 5 Finding a place
(Show a map of picture)
T shows the map of the world. While the student is reporting the result, others should listen carefully. Ask a student to find the place in the map where the song comes from.
Step 6 Listening
Ask Ss to listen to the music on the tape to find where the music comes from.
Song 1 二泉映月 (folk music)
Song 2 Beat it by Michael Jackson from America (rock music)
Song 2 Take me home, Country roads by John Denver from Europe (American country music)
Step 7 Listening and discussion
Listen to the music several times and then discuss the following questions with group members. (1) Which piece of music do you like best? Why? (2) What makes you think this music comes from… (3) What are the differences between the songs you have heard? (4) Can you guess what the songs are about?
Step 8 Demonstration
After discussion, Ss choose one of the students in their group to report the result of their discussion.
Step 9 Listening
Listen to the three songs on the tape and then fill out the form below.
1
2
3
What would be a good title for the song?
What is the song about?
How does the song make you feel?
Do you like the song?
(1=not at all, 10=very much
How would you describe the song?
play the tape several times so that Ss can fully understand them.
Song 1: Edelweiss
Song 2: I’m right here waiting
Song 3: Love me tender
Step 10 Group-work
When Ss fill out the form above, they discuss each question and then report the result each other.
Step 11 Demonstration
Choose one of the students in their group to report the result of their discussion.
Step 12 Listening
If time permits, finish the Workbook listening exercises in class. If there is no time left in class, leave them as homework.
Homework:
1. Finish off the workbook exercises.
Find as many kinds of musical instrument as possible.
Wish you were here-----language points
Welcome scary令人惊恐
be scared at ….对…感到害怕. be scared to do 害怕做… scare away吓跑
1) His idea __scared_____ me. 2) She __was scared ___ at the strange noise.
3) people keep a dog _to scare away________ thieves.
4) He is scared to go out alone at night 他害怕晚上出去。
5) It was a __scary___ story and children were scared_____ after they heard it.
7. up close
close: adj(时间,空间上)接近;亲密的;仔细的,严密的 adv靠近地 常与to连用
closely : adv 仔细地,严密地
Our new house is __close___to the school. Jane and I are __close____ friends.
It was raining heavily. Little Mary felt cold, so she stood _close_____to her mother.
She stood__close___ to her teacher so that she could watch__closely___.
The policeman examined his room__closely___.
Our health is closely related to (和…紧密相关)our diet.
8. tire vt. 使劳累/使厌倦 adj. tired 困倦的,厌烦的; tiring 令人厌烦的
be tired of ….厌倦… be tired from/with…因…疲劳
Too much work tired me (out)._____太多的工作使我筋疲力尽。___
I was tired from/with too much work._____我因为太多的工作而劳累。_______
He was very talkative and I was tired of talking with him.__他太健谈了,我厌倦和他讲话。__
His speech was tiring. I can’t put up with it. 他的演讲令人厌烦。 我无法忍受下去了。
9.It’s the biggest desert in the world--the size of the US.
the size of the US= as large as the US= the same size of the US
倍数表达法 A is once/twice/three times … as +原级+as +B
A is once/twice/three times … 比较级+than B
A is once/twice/three times … the +名词(size/ length) of B
新图书馆是老图书馆的4倍大。(3种表达)
The new library is four times as large as the old one.
The new library is three times larger than the old one.
The new library is four times the size of the old one.
9. The sun can be so brilliant that you’ll need to keep covered or you’ll get burnt.
get done 表被动
(1) His car got stolen (steal)at the weekend.
(2) Our car gets cleaned (clean) about once every two month.
(3) She got paid (pay) before she went on a holiday.
Word power, Grammar, Task
10. 强调句型 基本形式为:It is/was +强调部分+that+其他部分
强调部分可以是句子的主语,宾语,状语,状语从句等。
其特征是去掉It is/was…that…句子依然成立。
Eg. It is in the garden that his party will be hold.
It is Tom that/who helped us in the accident.
It was because his father changed his job that they moved to California.
是他昨天送那个男孩回家的。 It was he that sent the boy home yesterday.
是上个星期天小张买了辆车。 It was last Sunday that Xiaozhang bought a car.
是因为他妈妈生病他昨天没来上课It was because his mother was ill that he didn’t come to school yesterday.
是直到他回来我们才知道这个消息It was not until he came back that we knew the news.
11. total adj. 完全的,全然的, 全部的, 总计的
It’s a total failure ._这是一次彻底的失败. The room is in total darkness.__房间里一片漆黑。
Can you tell me the total number? 总数
n.总数,总计
What does the total come to?__总共有多少___There are 50students in total.__总共50名学生。
project
12. reach: v/n够得着,延伸,达成
(1) Vt. We reached Beijing to reach an agreement yesterday__到达 ____;达成(协议)
到达某地:reach sp.= arrive in/at sp.=get to sp.
Can you reach the book for me? __拿______
You letter reached me yesterday. __寄到_____
Vi. The land reaches as far as the river.________延伸 _______________
教学内容分析
本单元的中心话题是“(杰出)女性”,话题涉及谈论及你最崇敬的女性“妇女独自南极探险”,“美国电视黑人女主持人奥普拉·温茀丽的故事”等,语言技能和语言知识都围绕中心话题而设计。本节课为此单元的第二课时——阅读课。
“读前”(pre-reading)设计了三个有关旅行和南北极的问题,具体涉及极地探险、动物等内容, 能够诱发学生的探索精神和想象力。通过学生的讨论、探究,自主地发现下面阅读故事的背景,有助于学生正确理解文章的深层意思,真正体会主人公Helen Thayer的伟大。
“阅读”(Reading)材料是一篇记叙文,故事描叙的是作者Helen Thayer在她60岁时,独游南极洲的冒险经历。在恶劣多变的气候条件及险恶的地理状况中,作者在危急关头,虽感孤独恐惧,但表现出冷静、顽强、乐观的态度,最后克服险境。对学生今后的人生道路、心理素质、生活态度起到了陶冶和积极的导向作用。
Teaching Aims:
1 Train the students’reading ability.
2 Learn and master the following words and phrases;
1) Words: mile Antarctic threaten optimistic somehow shelter regret extreme climate value
2) phrases: struggle through threaten to do sth lie down be thankful for in good health struggle to one’s feet make a decision
Teaching Important points:
1. Improve the students’ reading ability.
2. Enable the student to understand the text better.
3. Let the students have strong wills and determination by reading the passage.
Teaching Difficult points:
1. How to improve the students’reading ability.
2. The use of some useful expressions.
Teaching Methods:
1. Discussion before reading to make the students be interested in what they learn in class.
2. Fast reading to get the general idea of the text.
3. Careful reading to answer some detailed questions.
4. Inpidual, pair or group work to make every student work in class.
Teaching Aids:
1. a map of the world
2. a tape recorder
3. a computer
Teaching procedures:
Step I Greeting and speech
Greet the students as usual and the student who is on duty give a speech before class.
Step II Lead-in
1 Do you like travelling ?
Where do you like to travel best ?
How will you travel ?
2 Imagine you are traveling alone to the South pole, what will you take with you ?
3 Why do polar bears never eat penguins ?
Step III Fast – reading
Ask the students to read the text quickly and silently, find the answers to these three questions .
1 How did the writer celebrate her 60th birthday ?
2 When was the writer is 60th birthday ?
3 Why did she say it was an experience she would never forget and would value for the rest of her life ?
Step IV Careful-reading
Ask students to read the text again carefully and finish three tasks:
1 Finish Exercise 1 of post-reading on page 32.
2 Fill in the form on the screen .
Time WeatherWhat did she do?/What happened to her?
began her almost 200-mile journey
3rd --11th
celebrated her 60th birthday
13th --21th----------------------
22th-----------------------
23th
----------------------
3. Do some T/F exercises on the screen.
1). She celebrated her fiftieth birthday by traveling alone to the South pole.
2). She went to Antarctica with the dog team pulling her sled.
3). Everything went all right during the first few days.
4). During the next week the wind grew so strong that it blew away her tent.
5). She had an accident after her birthday.
6). It was all her training that helped her out of danger
Step V Listening and Consolidation
play the tape for the students and ask them to read the text after the tape in a low voice, paying attention to the pronunciation and intonation.
Step VI Discussion
1. What kind of woman is Helen Thayer ? Describe her in a few sentences.
2. Do you admire her? Why ?
Step VII Reading together.
"If you have a goal without a plan, it's only a dream. Once you set a goal, you have to keep going. There have been a lot of times where I was determined to just take the next step. Those who can take that next step are the successful people in the world."
-------Helen Thayer
StepVIII Homework
1. Reading the text again and again after class.
2. Finish the exercises of Grammar.
Step IX Record after Teaching
教学内容分析本单元的中心话题是“(杰出)女性”,话题涉及谈论及你最崇敬的女性“妇女独自南极探险”,“美国电视黑人女主持人奥普拉·温茀丽的故事”等,语言技能和语言知识都围绕中心话题而设计。本节课为此单元的第二课时——阅读课。“读前”(pre-reading)设计了三个有关旅行和南北极的问题,具体涉及极地探险、动物等内容, 能够诱发学生的探索精神和想象力。通过学生的讨论、探究,自主地发现下面阅读故事的背景,有助于学生正确理解文章的深层意思,真正体会主人公Helen Thayer的伟大。“阅读”(Reading)材料是一篇记叙文,故事描叙的是作者Helen Thayer在她60岁时,独游南极洲的冒险经历。在恶劣多变的气候条件及险恶的地理状况中,作者在危急关头,虽感孤独恐惧,但表现出冷静、顽强、乐观的态度,最后克服险境。对学生今后的人生道路、心理素质、生活态度起到了陶冶和积极的导向作用。Teaching Aims:1 Train the students’reading ability.2 Learn and master the following words and phrases;1) Words: mile Antarctic threaten optimistic somehow shelter regret extreme climate value2) phrases: struggle through threaten to do sth lie down be thankful for in good health struggle to one’s feet make a decisionTeaching Important points:1. Improve the students’ reading ability.2. Enable the student to understand the text better.3. Let the students have strong wills and determination by reading the passage.Teaching Difficult points:1. How to improve the students’reading ability.2. The use of some useful expressions.Teaching Methods:1. Discussion before reading to make the students be interested in what they learn in class.2. Fast reading to get the general idea of the text.3. Careful reading to answer some detailed questions.4. Inpidual, pair or group work to make every student work in class.Teaching Aids:1. a map of the world2. a tape recorder3. a computerTeaching procedures:Step I Greeting and speechGreet the students as usual and the student who is on duty give a speech before class.Step II Lead-in1 Do you like travelling ?Where do you like to travel best ?How will you travel ?2 Imagine you are traveling alone to the South pole, what will you take with you ?3 Why do polar bears never eat penguins ?Step III Fast – reading
Ask the students to read the text quickly and silently, find the answers to these three questions .
1 How did the writer celebrate her 60thbirthday ?
2 When was the writer is 60thbirthday ?
3 Why did she say it was an experience she would never forget and would value for the rest of her life ?
Step IV Careful-reading
Ask students to read the text again carefully and finish three tasks:
1 Finish Exercise 1 of post-reading on page 32.
2 Fill in the form on the screen .
Time
Weather
What did she do?/What happened to her?
began her almost 200-mile journey
3rd --11th
celebrated her 60thbirthday
13th--21th
----------------------
22th
-----------------------
23th
----------------------
3. Do some T/F exercises on the screen.
1). She celebrated her fiftieth birthday by traveling alone to the South pole.
2). She went to Antarctica with the dog team pulling her sled.
3). Everything went all right during the first few days.
4). During the next week the wind grew so strong that it blew away her tent.
5). She had an accident after her birthday.
6). It was all her training that helped her out of danger
Step V Listening and Consolidation
play the tape for the students and ask them to read the text after the tape in a low voice, paying attention to the pronunciation and intonation.
Step VI Discussion
1. What kind of woman is Helen Thayer ? Describe her in a few sentences.
2. Do you admire her? Why ?
Step VII Reading together.
"If you have a goal without a plan, it's only a dream. Once you set a goal, you have to keep going. There have been a lot of times where I was determined to just take the next step. Those who can take that next step are the successful people in the world."
-------Helen Thayer
StepVIII Homework
1. Reading the text again and again after class.
2. Finish the exercises of Grammar.
Step IX Record after Teaching
大家好!今天我说课的内容是高一英语新课程实验教科书必修1 Unit One, The first period。下面我就从教材分析、教法分析、学法分析、教学过程、教学评价五个方面进行说明。
一、教材分析
(一)教材的地位和作用
本节课是本单元以及本教材的第一节课,本课谈论的是:朋友是不是仅限于人类、朋友的真正含义、如何与人相处的问题等关于朋友的话题。本课涉及的有陈述句和疑问句的直接引语和间接引语的掌握和运用等语法要点。学生从初中到高中,来到一个新的学校,同学彼此陌生,不免想起老同学,老朋友。这样的话题正好能引起学生的兴趣。而且本课的内容和语法的启发性和实用性都很强,能使学生在学中用,在用中学,对综合提高学生的听说读写能力有较好的促进作用。
(二)教学目标
英语教学大纲规定,通过听说读写的训练,使学生获得英语基础知识和运用英语的能力,激发学生的学习兴趣,为进一步学习打下良好的基础。因此,我制定以下教学目标:
知识目标:
1、掌握和使用陈述句和疑问句的直接引语和间接引语。
2、讨论朋友和友谊。
3、学习掌握本课的重点词汇。
技能目标:
1、学会阅读的技能——scanningand skimming 。
2、通过谈论朋友和友谊,既锻炼学生的语言运用能力,又培养了学生发现问题、思考问题、解决问题的能力。
3、理解阅读文段,复述故事。
情感态度:
1、患难之交才是真朋友。
2、知音难得。
3、海内存知己,天涯若比邻。
文化意识:
认识德国纳粹党。让学生了解那段德国法西斯残害犹太人的历史,使学生在感受外国历史文化的同时自然而然的习得语言。
(三)重点与难点
重点:
1、训练scanningand skimming等阅读技能。
2、认识朋友的真正含义以及与人相处的问题。
难点:
1、阅读技能的训练。
2、陈述句和疑问句的直接引语和间接引语的互相转换(人称的变化、时态的变化、指示代词、时间状语、地点状语和动词的变化)。
(四)教具
本课利用录音机、投影仪等辅助设备,激发学生的学习兴趣,调动他们的积极性,为展开话题提供丰富的材料,使教学收到事半功倍的效果。
二、教法分析
在新课程背景下,教师要成为学生学习的促进者、组织者和合作者。本课采用讨论法,主要采用小组合作讨论的方式。在读前阶段我就提出问题,让学生思考讨论是不是只有人与人之间才可以交朋友,然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上,我再引导学生深入讨论几个与本课有关的话题,展开教师为主导、学生为主体的师生双边活动。通过创设真实自然的语言环境,使学生在语言实践中把语言知识和技能主动转化为交流能力,变苦学为乐学,从而培养学生大胆用英语进行交际的能力。
三、学法分析
教务于学。传统教育的弊端是教师“满堂灌”,只重视怎么教而忽视怎样学,结果高分低能的现象十分严重。为了改变教师牵着学生鼻子走的被动状态,我通过创设话题,寓教于乐,引导学生自学、自做、自助、自悟,让学生学会自己动手,收集信息、处理信息,用所学语言去实践和解决问题,使学生在运用语言的过程中感悟体验所学语言的规律,培养语言意识,积累语言经验,形成语言感觉,达到语言运用的目的。从而使学生真正成为学习的主人。
四、教学过程
新课程改革的核心理念是“一切为了学生的发展”。学生的英语学习不仅仅是掌握几个单词和句型,更重要的是学会运用语言来交流思想,办实事。因此我精心设计了以下教学环节:
(一)激趣导入,务于新知
一节课的良好开始,对于整节课教学的顺利进行起着至关重要的作用。在Warming up 部分我分四步进行:
1、用问问题的形式导入(屏幕显示)。同时板书Unit 1 Friendship。
Do you have any friends? Are you good to your friends?
Which kind of friend do you think is the best friend?
2、做调查:在Warming up部分有5个问题,我让学生独立完成。然后在屏幕上显示下列表格。
3、调查结果:显示各得分情况所对应的调查结果,让学生自行对照。
Grade 1 (5分以下) 直截了当,做事果断,没考虑不良后果。
Grade 2 (10分以下) 能用更合理的方法处理问题,又不伤朋友之间的感情,但自己的利益有时会受损。
Grade 3 (10分以上) 不伤感情,又能保全自己利益。
通过调查问卷的形式,引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法,最后的问卷调查结果让学生兴趣和热情倍增,这样能促使学生很快进入语言学习和探究活动中去,愉快的进入学习状态。
4、学习三句谚语,使学生明确对待朋友和友谊的态度。
A friend in need is a friend indeed. 患难之交才是真朋友。
Real friends are few and far between. 知音难得。
Long distance separates no bosom friends. 海内存知己,天涯若比邻。
(二)创设话题,教学新知
新课程指出,教师不再是居高临下的管理者,而是学生学习的促进者、组织者、合作者。
1、我布置pre-reading部分的几个问题启发学生对“朋友”和“友谊”进行思考,使学生明确不仅人与人之间可以做朋友,日记也可以成为人们的朋友。接着让学生就问题进行小组讨论。然后让个别学生回答问题。
接着屏幕显示我补充的问题:
Why do you need friends?
What do you think a good friend should be like?
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