新人教版高中英語必修一第一單元名師優秀教案.doc

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'新人教版高中英語必修一第一單元名師優秀教案.doc'
?Unit 1 Friendship Period 5 Friendship in Hawaii(Reading task in the Workbook)整體設計從容說課This is the fifth teaching period of this unit. We should first get the students to review what they learned during last period. To test whether the students have understood and grasped the roles of Direct Speech and Indirect Speech, the teacher can offer them some revision exercises.This period mainly deals with Reading task on Page 44 in the Workbook. Friendship is valued in all cultures; it is often expressed in different ways. The reading passage introduces the way Hawaiians express friendship. Before they read the passage, ask students if they can think of any place in the world where Chinese and Western cultures live side by side. Places they might mention include Hong Kong, Macao, Singapore, the Philippines, and San Francisco. Ask them to describe what they imagine life to be like in such a place. Then have students read the passage. After they read it, have students talk with a partner and consider how the Hawaiian idea of friendship could help different peoples to get along with one another. Besides friendship, you may want to have students think of another way to communicate better with people from other cultures.教學重點1. Get the students to learn about the way Hawaiians express friendship.2. Get the students to learn to use the pattern:It is+p. p. +that. . .教學難點Get the students to be able to realize the cultural differences in the values of friendship.教學方法1. Task-based teaching and learning2. Cooperative learning3. Discussion教具準備The multimedia and other normal teaching tools三維目標Knowledge aims:1. Get the students to learn about the way Hawaiians express friendship.2. Get the students learn to use the pattern:It is+p. p. +that. . .Ability aims:Get the students to be able to realize the cultural differences in the values of friendship in addition to its importance in all cultures.Emotional aims:1. Get the students to share different opinions on friendship in different cultures.2. Develop their ability to deal with and cooperate with others.教學過程設計方案(一)→Step 1 Revision1. Check the homework exercises.2. Let the students do some grammar exercises.Show the students the exercises on the screen.1)Change the following direct speech into indirect speech and indirect speech into direct speech.(1)Mary said, “I came here last week. ”(2)Tom said to his mother, “I will help these children with their math next week. ”(3)Mother asked me whether I had finished my homework before I watched TV.(4)The man asked Julie what she had done recently.(5)Our teacher said to us, “The sun travels around the earth. ”2)Choose the right answer.(1)She asked______________ for the house.A. did I pay how muchB. I paid how muchC. how much did I payD. how much I paid(2)Jone said that light______________ much faster than sound.A. travel B. travels C. is traveling D. traveled(3)The teacher asked me_____。省略部分。this lesson.(Other suggestions for introducing the topic of this unit:1. Play or sing the song That’s What Friends Are For, then ask the students what they are about. 2. Have a discussion about friendship with the students. Get the students to make a list of three qualities a good friend should have. )→Step 2 Warming-up1. Get the students to give a brief description of one of their friends.2. Ask the students What types of friendship they have.→Step 3 Make the survey1. Ask the students to list some qualities of a good friend or their ideal friend. Have the students get into groups of four to find out what qualities each has listed. Get the students to tell their partners their standards of good friends.2. Have a member of each group report what their lists have in common and list them on the board.3. Ask the class whether or not they agree with all the qualities listed on the board.4. Now have the students do the survey in the textbook.5. Have the students score their survey according to the scoring sheet on Page 8.6. Ask some students how many points they got for the survey and assess their values of friendship.→Step 4 Talking and sharing1. Get the students to work in pairs.If your best friend does something wrong, what will you do?2. Get the students into groups and give each group a topic to talk about. Then let the class share their ideas. It’s better to stimulate the Ss to express their own opinions.→Step 5 SummaryWhat is friendship? What is the most important in making friends?→Step 6 Workbook1. Talking on Page 412. Speaking task on Page 45→Step 7 Homework1. Finish off the relative exercises in the Workbook.2. Write down a short passage about your friend.3. Prepare for the next part Reading.板書設計Unit 1 Friendshipuseful structuresTypes of friendshipTopicsI (don’t)think. . .I (don’t)think so.In my opinion, . . .. . . long-distance friendsfriends of the same agefriends across generations1. Why do you need. . .2. There is a saying “To. . .3. Does a friend always. . .4. List some qualities of. . .活動與探究A British newspaper once offered a prize for the best definition of a friend. If you were the editor, choose the best one from the following entries, and explain why.One who understands my silence.A friend in need is a friend indeed.To have a friend, you need to be a good friend.Friends are just the people who share your happiness and sorrow.When you look at your watch at 4 am, but still know you can call them and wake them up, and they’ll still want to talk to you. That’s friendship.Suggested sample answer:I think “Friends are just the people who share your happiness and sorrow. ” is the best definition of a friend. In my opinion, a friend is a treasure to his or her friend(s). He or she is always devoted and helpful to his or her friend(s). Friends should help each other and share their joys and sorrows—true friendship isn’t one-sided.第 50 頁 共 50 頁
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必修 單元 第一 名師 英語 優秀 高中 教案 新人
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