高中英语必修一第一单元教案设计 Unit 1 Friendship (NSEFC Book 1)
I. Analysis of the teaching materials
Topic: This unit is about friends and friendship. In the text, it reminds Ss that not only people but also a diary can be a friend. From it, the Ss can get useful words and expressions to describe a good friend.
In this unit, it also teaches Ss the grammar: direct and indirect
speeches, how to write a letter of advice. It is useful and important for the Ss to master these.
II．Analysis of the learning conditions
My Ss are in grade 1 of senior high school, which is a period in which they might be distracted from learning, so T needs to catch their interest.
What Ss have known
They have already known some hundred words. It’s not a difficult thing for them to understand the passage generally. What Ss need to know
After learning this unit, they need to know what friend and friendship is and help them to cultivate good characters. What Ss want to know
Ss want to know how to write about making good advice for others after
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learning.
III. Design of Teaching Objectives
1. Knowledge objectives
Encourage students to think and talk about friends and friendship
by using some phrases and structures (get along with, I like… I (don’t) think… I believe…).
Learn the writing style of this passage (diary and letter writing). Learn the usage of direct speech and indirect speech.
2. Ability objective
Describe one of your friends in English (honest, enjoyable,
friendly, lovely, helpful…).
Practice Ss how to express attitudes, agreement and disagreement. Develop the students’ reading abilities; learn to use some reading
strategies such as guessing, key sentences, skimming and so on.
Get Ss to master the usage of the words, phrases and expressions. Practise Ss’ writing skills of how to offer advice.
Practise Ss’ listening skills of how to catch the key information by
various ways.
3. Affective objectives
Cultivate the students to form the good habit of learning English
in Senior High School.
Enable the students to realize the importance of friends and
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friendship, value the friendship between friends by learning the reading text and tell true friends from false friends in their lives. IV. Teaching Important Points
Use the given adjectives and sentence structures to describe one of your friends.
Develop the students’ reading abilities; learn to use some reading strategies such as guessing, key sentences, skimming and so on.
Master the usage of Direct Speech and Indirect Speech, and the words, phrases and expressions.
Practise students’ listening ability of how to catch the key information by various ways.
V. Teaching Difficult Points
Master the usage of Direct Speech and Indirect Speech, and the words, phrases and expressions.
Learn about the special cases in which the tenses shouldn’t be changed.
Practise students’ writing skills of how to offer advice.
VI. Teaching Methods
1. Task-based method to make students interested in what they will learn.
2. Group discussion can make the study more fun and enhance the relationship among these new friends.
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VII. Teaching Aids 1. A blackboard
2. A projector and a computer for multimedia VIII. Teaching procedure Period one: Period two: Warming up and speaking Reading Period three: Grammar Period four: Period five: Period six: Language points Listening & Writing Exercise
Period I Warming-up and Speaking
Step I Lead in (10mins) At the beginning of the first class, we can get the students to talk about their summer holidays and talk about their old friends in junior middle school, talk about their appearance, personality, hobbies, etc.
The following phrases and structures may be helpful: His/Her name is …… He /She is …… years old.
He /She likes …… and dislikes …… He /She enjoys …… and hates…… He /She is very kind/friendly/……
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When /Where we got to know each other.
Intent of design: 通过与集体交流，训练学生的口语表达和组织能力。 Step II Brainstorming (5mins) Let Ss say some words about what good qualities that friends can have– honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….
Intent of design: 扩大学生对有关修饰个人品质的形容词的词汇量。 Step III Make a survey (15mins)
Have the students do the survey in the textbook.
Have the students score their survey according to the scoring sheet on page 8.
The teacher asks some students how many points they got for the survey and assess their values of friendship.
Step IV Sharing (4mins) Q：If your best friend does something wrong, what will you do? Try to use the following phrases:
I (don’t) think…… I (don’t) think so. I (don’t) agree. I believe……
That’s correct. In my opinion, ……
What to do reasons Unit 1 Friendship
Intent of design: 1.通过发表不同的看法，让学生的思维体系得到拓
展；
2.让学生们通过对朋友提出建议，体会朋友的作用。
Step V Group discussion (10mins) The teacher divides Ss four in one group and each group chooses a topic to discuss. There are four topics.
Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.
Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?
Topic 3: Does a friend always have to be a person? What else can be your friend? Why?
Topic 4: List some qualities of a person who does not make friend easily.
Intent of design: 通过讨论，发表个人观点，增进学生间的关系，也
让学生的思维得到拓展。
Step VI Homework (1min) 1. Write down a short passage about your old friends and what is your opinion about friendship. 2. Prepare for the new lesson.
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Period II Reading “Anne’s Best Friend”
Step I Revision and lead in (5mins) 1. Revise the adj of describing a friend which has learned last class. 2. Ask Ss talk about whether they keep a diary or not. What a diary means to them? What do you think most people set down in their diaries? Intent of design：帮助老师引入课文的主题； 让学生对日记有初步的认识。 Step II Pre-reading（4min）
Let the Ss think about the first two questions in Pre-reading, and express their own views to the whole class.
Intent of design：激发学生对课文内容的兴趣，引导学生正式进入课
文内容的学习。
Step III. While-reading (25mins) Activity 1：Fast reading (5mins) 1. Get the Ss to skim the passage and finish the task 1 on page 3, then answer the following questions: What’s Anne’s best friend?
What does her diary mainly talk about?
Intent of design：利用关键词和关键句来训练学生快速阅读的能
力并大致了解文章大意，利用时间短语来捕捉课
文重要内容。
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Activity 2：Scanning (8mins)
Scanning and summaries the main idea of each paragraph in one sentence.
Summary of the text The background information about reason Main idea of Anne Frank made her diary her best Para. 1 friend. Main idea of Anne’s family was Jewish so they the Para. 2 for had to hide or they would be caught by the German Nazis. writing a diary The content of Main idea of Anne hadn’t been able to be outdoors the diary Para. 1 for so long that she’d grown so crazy about everything to do with nature. Main idea of One evening, Anne stayed awake Para. 2 until half past eleven in order to have a look at the moon. Main idea of Anne was only able to look at nature Para. 3 through dirty curtains. Intent of design: 训练学生根据关键词来查找细节、捕捉信息和整理
归纳的能力。
Activity 3: Reading and filling (8mins) To test and strengthen your understanding of the text, please do the
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following exercise.
Read and fill in the blank with one suitable word. Anne Frank wanted a 1 _____ whom she could tell everything to. She found 2 _____ a friend. Her name was Kitty. 3 _____ that was her diary. Being Jewish Anne’s family 4 _____away to avoid being caught by the German 5 _____. During that time Anne wrote a lot 6 _____diaries. In her Thursday 15, June, 1944 diary, 7 _____us about her wondering. She 8_____ it was because she hadn’t been able to be 9 _____for so long that she’d grown so crazy about 10 _____ to do with nature. For example, she 11 _____ stayed awake purposefully so that she could 12 _____good look at the moon. But when the 13 _____came out, she didn’t open the window, 14 _____the moon light was too strong. Another 15 _____, she remained upstairs one evening until the 16 _____was shunt. She was held by the 17 _____, rainy evening, by the wind and the 18_____ clouds. She was terrified seeing 19_____ night face to face. (Keys: 1 friend 2 such 3 And 4 hid 5 Nazis 6 of 7 told 8 if 9 outdoors 10 everything 11 once 12 have 13 moon 14 for 15 time 16 window 17 dark 18 thundering 19 the ) Intent of design: 让学生对文章的单词及行文思路有大致的把握。 Activity 4: Brainstorm (4mins) Finish the task 3 on page 3.
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Step IV Post-reading (10mins) Activity 1. Free talk (3mins) What would you miss most if you went into hiding like Anne and her family? Give your reasons. Acitvity 2. Group work (7mins) Work in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like. Where 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?
Intent of design: 假设情景，让学生有应对突发情况的危机意识。 Step V Homework（1min）
Review the new words learned in the class, read the text for several times to have the oral training.
Period III： Grammar
Step I Preparation (4mins)
Get a pair of students to stand up and act as Anne and Kitty. It's time for the teacher to be the interpreter between them. Encourage both sides to give different sentences, including statements and questions. Step II Grammar (23mins)
The students will learn the use of Direct Speech and Indirect Speech
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(statements and questions).
First try to make clear to the students what direct and indirect speech is, with the help of the practice in Step I. Then give them some examples. At last get them to summarize the rules of Direct Speech and Indirect Speech (statements and questions).
直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。
1.直接引语是陈述句，变成间接引语时，由连词that 引导。例如： She said, \"I am very happy to help you.\"→ She said that she was very happy to help you.
2. 直接引语是一般/选择疑问句，变成间接引语时，由连词whether或if 引导。例如：
He asked me, \"Do you like playing football?\"→ He asked me if/whether I liked playing football.
注意：大多数情况下，if和whether 可以互换，但后有or not,或在动词不定式前，或放在介词后作连接词时，一般只用whether。例如：She asked me whether he could do it or not.
3. 直接引语是特殊疑问句，变成间接引语时，由相应的疑问词who, whom, whose, how, when, why, where 等引导。例如： My sister asked me, \"How do you like the film?\"→ My sister asked me how I liked the film.
4. 直接引语是祈使句，变成间接引语时，把动词原形变成动词不定
Unit 1 Friendship
式，并在动词不定式前加tell, ask, order 等的宾语。例如： The captain ordered, \"Be quiet.\"→ The captain ordered us to be quiet.
注意：此种情况的否定句，在动词不定式前加not。 My teacher asked me, \"Don't laugh.\"→ My teacher asked me not to laugh. 5. 一些注意事项
(1)间接引语一般要用陈述句的语序，即主、谓、宾的顺序。例如： He asked Lucy, \"Where did you go?\"→ He asked Lucy where she went. Tom said, \"What do you want, Ann?\"→ Tom asked Ann what she wanted.
(2)直接引语是客观事实、普遍真理等，变成间接引语时，时态不变。例如：
They told their son, \"The earth goes round the sun.\"→ They told their son that the earth goes round the sun.
(3)直接引语变间接引语时， 指示代词、时间状语、地点状语等要作相应的变化。例如：
He said, \"I haven't seen her today.\"→ He said that he hadn't seen her that day.
注意：如果转述时就在原来的地方，就在说话的当天，就不必改变指示代词、时间状语、地点状语等。
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Direct Speech Present Past
Indirect Speech
past
past and past perfect
Present perfect past perfect Past perfect
past perfect
Present continuous past continuous
Intent of design: 让学生熟悉、了解并重点掌握语法点，并能够知道
如何正确使用。
Step III Practice (13mins)
Turn to Page 5 and finish the exercises 1 and 2.
Intent of design: 通过进一步练习，了解学生对语法点的掌握程度，
使之后的讲解更有针对性。
Step IV Correcting mistakes (4mins) T analyses the common mistakes Ss have made during the practice. Intent of design: 通过错误讲解，让学生对自身的不足之处有进一步
的了解，为之后的巩固起到了帮助。
Step V Homework (1mins) Do Exercise1 on Page 42. Here is another page of Anne’s diary. Read it through and then change the passage with the indirect speech.
Period IV Language Points
Step I. Revision (5mins) Revise the grammar which has learned the last class.
Unit 1 Friendship
Intent of design: 巩固和复习了之前的知识点。 Step II. Language points (20mins) 1. add (v.)
1). To put together with something else so as to increase the number, size, importance, etc.增加，添加
Please add something to what I’ve said, John.
2). To join numbers, amount, etc so as to find the total 相加 Add up these figures for me, please.
常用结构：
add up / together sth. 把…加起来，合计 add sth. to sth. 把…加到/进 add to something(=increase) 增加 What he did has added to out difficulties. add up to: to amount to 加起来等于；总计 The cost added up to 100 million yuan. add in 包括…，算进 2. go through
1). To examine carefully 仔细阅读或研究 I went through the students’ papers last night. 2). To experience 经历，遭受或忍受
You really don’t know what we went through while working on this project.
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3. be concerned about/for: be worried about 担心 We’re all concerned about her safety. 4. upset:
1). Adj. worried; sad; angry; not calm 不安，心烦意乱， 生气 He is upset.
2). V. cause to worry, to be sad, to be angry, not to be calm 使不安，使生气
His cheating on the exam upset his teacher. 5. calm
vt. to make sth./ sb. become quiet 使镇静；使平静 adj. not excited, nervous or upset 镇静的；沉着的
calm down 镇静；平静
calm down sb.=calm sb. Down 使某人镇静 sb. calm down(vi.) 某人平静下来 eg. The excited girl quickly calmed down. He took a few deep breaths to calm himself down. 6. have got to do sth.(口语)=have to do sth. 不得不做某事；必须做某事
eg. Since you’re no longer a child now, you have got to make money to support the family.
*have got to在变疑问句或否定句时，不再另加助动词，而have to则须加助动词do.
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have got to前不用情态动词，而have to前则可以。如： eg. Have you got to writ an assignment for your teacher? 7. be concerned about / for : be worried about eg. We’re all concerned about her safety.
8. cheat vt.
1) to act in a dishonest way in order to win 欺骗；作弊 eg. Any student caught cheating will have to leave the classroom. 2) to take from (someone) in a dishonest way 骗；骗取
eg. They cheated the old woman (out) of her money by making her sign a document she didn’t understand. n. 1) an act of cheating 作弊行为 2) one who cheats 骗子 9. set down
1) write down 写下；记下
eg. I’ll set down the story as it was told to me. 2) put down 放下；搁下 set down sth. /set sth. down
eg. He set down a basket on the ground. 10. series
n.（单复数同形）
a series of 一连串的；一系列的 11. on purpose
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1) 故意地 （反义：by chance / accident）
eg. I think she lost the key on purpose. 2) on purpose to do sth. 为了要…而特地
eg. He went to town on purpose to sell one of his paintings. 12. happen to do sth. It so (just) happened that…
不能用于进行时态。
eg. I happened to be out when he came.
= It so happened that I was out when he came.
13. I wonder if it’s because I haven’tt been able to be outdoors for so long that …
*I wonder if / whether… eg. I wonder if you can help me? *It’s because …
it is 后的表原因的从句中，只能用because来引导， 不能用since或as.
eg. Why did you go to school on foot? It is because my bike had broken.
Intent of design: 让学生掌握各语言点的用法，词组的搭配。 Step II Exercise and consolidation (15mins) Ask Ss to finish some exercises in the exercise book. Step III Error correction and homework (5mins) Unit 1 Friendship
Let Ss correct the mistakes they have made in doing these
exercises and if they have any questions, they can ask T for help.
Review the language points by themselves after class.
Period V Listening & Writing
Step I Lead-in (5mins)
Give Ss a situation: If you see a boy classmate makes a friend
with a girl, will you say something about them behind? (If no, say you are kind. If yes, say you are a gossiper.)
Read the letter on page 6. Discuss in groups and then offer
group’s opinions to help the author. Step II Listening (15mins) Listen to the tape and to get what advice does Miss Wang give to Lisa? Listen for 3 times and do the 1-3 listening exercises. Intent of design: 训练学生的听力能力。 Step III Post-listening (7mins)
Give each group a problem and ask them to write down their advice. Teach them the way of forming the writing.
1. I don’t have enough pocket money.
2. My desk mate has lost a reference book, she/he thinks that I’m a thief. 3. I work hard but I hardly make progress.
4. I don’t like the way Mr. Li teaches us English, so I’m not interested in
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English any longer. Step IV Writing (17mins) Read a letter showed on the PPT to get to know what is the little boy’s problem? What is your advice for him? Write a reply. Intent of design: 培养学生对怎样提建议的书写技能。 Step V Homework (1min) Finish the writing after class.
Period VI Exercise
Have a class test to exam the Ss’ comprehensive knowledge of this unit.
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