人教版高一英語(yǔ)必修1-Unit1-Friendship教學(xué)設(shè)計(jì)

1、高一英語(yǔ)人教版必修1 Unit 1 Friendship 教學(xué)設(shè)計(jì)人教版必修一Unit 1 Friendship教學(xué)設(shè)計(jì)一、教材內(nèi)容分析本單元是高中一年級(jí)的第一單元，剛開(kāi)學(xué)沒(méi)多久，大家相互之間還不是很熟識(shí)，需要了解、溝通， 友誼是他們生活當(dāng)中必不可少的，他們每個(gè)人對(duì)友誼的認(rèn)識(shí)不同，見(jiàn)解不一。1本節(jié)課的Warming up 我采用情景描述法，讓學(xué)生自己用幾個(gè)單詞描述自己心目中的朋友或?qū)懴屡笥训娜齻€(gè)特征，讓其他學(xué)生猜猜他描述的是班上哪個(gè)人。并把相關(guān)的詞匯、句型寫(xiě)在黑板上，有利于詞匯的積累。第一種方法適合基礎(chǔ)差的學(xué)生，第二種方法適合成績(jī)好的學(xué)生。2在導(dǎo)入的時(shí)候我采用提問(wèn)法，激起學(xué)生思考（ 1） Wh

2、ich kind of friend do you think is the best friend（ 2） What else can be our friends besides human beings對(duì)于第一個(gè)問(wèn)題每個(gè)學(xué)生的答案不同，但有一個(gè)共識(shí)：患難見(jiàn)真情，他們需要的是永久的友誼而不是由于利益關(guān)系等短暫的友誼。第二個(gè)問(wèn)題，一般很少有學(xué)生把人類(lèi)以外的事物當(dāng)成最好的朋友，有個(gè)別的把寵物當(dāng)成好朋友。3快速閱讀：弄懂文章大意4細(xì)讀：弄清細(xì)節(jié)，找出生詞、難句并完成課后的練習(xí)1、 2。5精讀：講解新單詞、有用的短語(yǔ)、句型，并讓學(xué)生自己舉例應(yīng)用。6深入了解文章的思想、寫(xiě)作風(fēng)格并提出相關(guān)問(wèn)題。1）

3、Whats the advantages and disadvantages of the diary as a friend（ 2）Why did Anne say that she had seen the night face to face on the dark, rainyevening7討論如下問(wèn)題：Ask students if they are only allowed to have five things with you in the hiding place because there is very little room, what would they choo

4、se8課后練習(xí)Can you give us some background knowledge of World War and some historical material of Jews You may use the library or the Internet.二、學(xué)生分析高中一年級(jí)的形式已經(jīng)在初中階段的英語(yǔ)學(xué)習(xí)中,已經(jīng)積累了一定的詞匯基礎(chǔ) ,并掌握了一些簡(jiǎn)單的學(xué)習(xí)策略和技巧,具有初步的英語(yǔ)聽(tīng)說(shuō)讀寫(xiě)能力。這個(gè)班的英語(yǔ)水平參差不齊，教學(xué)既要進(jìn)一步培養(yǎng)尖子的學(xué)習(xí)能力又要保證差生能聽(tīng)懂，調(diào)動(dòng)他們的積極性，使他們?cè)敢鈱W(xué)，在學(xué)習(xí)的過(guò)程中享受到樂(lè)趣。他們已具備了直接思維和抽象思維的能力，正

5、處于發(fā)展、培養(yǎng)創(chuàng)造性思維能力的最佳時(shí)期和智力向高水平發(fā)展的關(guān)鍵時(shí)期，他們有極強(qiáng)的好奇心和求知欲。他們對(duì)老師的期望也大大提高，不僅希望老師傳授科學(xué)文化知識(shí)，更期望從老師那里獲得更多的學(xué)習(xí)策略與技巧，分享人生經(jīng)驗(yàn)。三、教學(xué)目標(biāo)1 .語(yǔ)言知識(shí)目標(biāo)通過(guò)對(duì)朋友的討論，幫助學(xué)生發(fā)散式記憶積累相關(guān)描述人的性格、特征的詞匯、習(xí)慣用語(yǔ)，并運(yùn)用于聽(tīng)說(shuō)讀寫(xiě)當(dāng)中。適當(dāng)運(yùn)用I think so. I agree. I don think so .Idont agree exactly. I am afraid not .Of course not表明 自己 的態(tài)度和肯定程度。2 .語(yǔ)言技能目標(biāo)培養(yǎng)和提高閱讀（瀏覽、尋讀

6、主要事實(shí)）的能力，形成用英語(yǔ)獲取信息、處理信息分析問(wèn)題、解決問(wèn)題的能力，以及用英語(yǔ)思維和表達(dá)相關(guān)話(huà)題，復(fù)述課文及運(yùn)用所學(xué)知識(shí)描述朋友的能力。3 .文化意識(shí)目標(biāo)通過(guò)與話(huà)題相關(guān)的圖片、課文的學(xué)習(xí)，逐漸形成跨文化交際意識(shí)和培養(yǎng)基本的跨文化的交際能力，拓寬國(guó)際視野，理解各國(guó)的文化，進(jìn)行反法西斯教育，為以后深入學(xué)習(xí)中外文化奠定基礎(chǔ)。4 .情感態(tài)度目標(biāo)通過(guò)討論友誼激發(fā)學(xué)生保持對(duì)英語(yǔ)學(xué)習(xí)的濃厚興趣；有利與幫助他們樹(shù)立正確的人生觀、價(jià)值觀；通過(guò)對(duì)課文學(xué)習(xí)的小組討論等形式，幫助學(xué)生養(yǎng)成團(tuán)結(jié)、協(xié)作的品質(zhì)。5 .學(xué)習(xí)策略目標(biāo)注重引導(dǎo)學(xué)生借助上下文聯(lián)想及猜測(cè)生詞，如set down a series of facts

7、記流水賬的意思，引導(dǎo)學(xué)生自學(xué)、自做、自悟，即指導(dǎo)學(xué)生形成自主學(xué)習(xí)的意識(shí)，掌握合適的學(xué)習(xí)策略。啟發(fā)學(xué)生通過(guò)發(fā)散式思維積累詞匯；指導(dǎo)學(xué)生發(fā)現(xiàn)規(guī)律，對(duì)所學(xué)內(nèi)容進(jìn)行整理和歸納；引導(dǎo)學(xué)生抓住信息詞或關(guān)鍵詞來(lái)理清段落大意。另外， 引導(dǎo)學(xué)有余力的學(xué)生通過(guò)網(wǎng)絡(luò)、圖書(shū)館來(lái)拓寬學(xué)習(xí)中外文化的渠道，并在學(xué)習(xí)活動(dòng)中強(qiáng)化互助與共享的必要性。四、教學(xué)策略1努力創(chuàng)設(shè)情境的原則讓學(xué)生想象自己待在一個(gè)隱蔽的地方，允許只能做的五件事，他們?nèi)绾芜x擇將學(xué)生直接帶入課文的語(yǔ)境中。2 任務(wù)驅(qū)動(dòng)的原則讓學(xué)生帶著問(wèn)題去閱讀，找出相關(guān)答案，并分析整理形成自己的觀點(diǎn)。3 交際法教學(xué)在Warming up,讓學(xué)生自己用幾個(gè)單詞描述自己心目中的朋友

8、或?qū)懴屡笥训娜齻€(gè)特征，讓其他學(xué)生猜猜他描述的是班上哪個(gè)人，體現(xiàn)了交際的功能。五、設(shè)計(jì)思想根據(jù)高中英語(yǔ)教學(xué)大綱的要求，在課堂教學(xué)中，必須以學(xué)生為主體，為中心進(jìn)行教學(xué)，教師在教學(xué)中起主導(dǎo)作用。因此我采用任務(wù)型教學(xué)方式，每一部分都設(shè)有一定的任務(wù)，引導(dǎo)學(xué)生自主或者合作完成。閱讀活動(dòng)由整體入手，由易到難，步步推進(jìn)，層層深入。整個(gè)教學(xué)活動(dòng)以教材為載體，以學(xué)生為中心。在課堂教學(xué)中，學(xué)生應(yīng)該跟老師學(xué)學(xué)習(xí)方法，提高閱讀速度和閱讀技巧，查找、分析、處理信息的能力以及寫(xiě)作能力。 積極參與小組的各項(xiàng)活動(dòng)，展現(xiàn)自己和小組的能力， 并培養(yǎng)團(tuán)隊(duì)協(xié)作能力。在整個(gè)教學(xué)活動(dòng)中，學(xué)生充分調(diào)動(dòng)其各個(gè)感官進(jìn)行聽(tīng)、說(shuō)、讀、寫(xiě)，積極主動(dòng)的

9、學(xué)習(xí)。六、教學(xué)媒體1. the multimedia teaching system2. the blackboard七、教學(xué)過(guò)程Unit 1 FriendshipTeaching approaches: situational approaches, communicative approaches and task-based approachesLearning objectives and demands:1. The activity is designed to encourage students to think about friends and friendship and

10、 to activate relevant vocabulary.2. Ask the students to describe a good friend and give examples of situations where friends have helped them. Use the activity as a brainstorming session done either in groups or with the whole class.3. Language use: speaking practice: readingTeaching procedures:Step

11、 1. Warming upStudents are asked to describe themselves and a friend. You can use these questions in at least two different ways. One alternative is to ask the students to think about three words to describe themselves and then let each student tell the class the three characteristics they have chos

12、en. A second alternative would be to ask the students to write down the three characteristics and let other students guess who is being described.Which words can be used to describe the characteristicBrave: courage fearless heroicScared : astonish fearful frightened horrified shocked terrified timid

13、Loyal: devoted faithfulWise: bright clever cute gifted intelligent smart well-learned wittyBeautiful: attractive breath-taking charming cool cute elegant eye-catching good-looking graceful inviting lovely neat pretty splendid stunningStep2. Leading inAsk Students questions:1. Which kind of friend do

14、 you think is the best friendAny answer is possible. Everyone may have his own reasons. But when you answer the question, you should remember the old saying A friend in need is a friend indeed, The best friend should be a man whom you can depend on forever, not in a certain period of time.2. What el

15、se can be our friends besides human beingsThere are many answers to this question. e. g. a dog, a cat, a dictionary, a computer, a toy car, a mobile phone, a TV set.Step -reading(1)Fast-reading :Got main ideal and finished comprehending exercise 1 and exercise 2(2) Intensive reading :1 Whats the adv

16、antages (優(yōu)點(diǎn))and disadvantages of the diary as a friendPossible answers：Advantages: a. He accepts all that you said to him. b. He is never angry with you. etc.Disadvantages: a. He has no feelings and thoughts. b. He can not speak to you. etc.2 Why did Anne say that she had seen the night face to face

17、 on the dark, rainy eveningThere may be several reasons. Use your imagination to find out the possible reasons according to what you think of. e. g.a. It is dark and safe on such a night.b. Anne hasnt experienced the nature so closely for a long time.c. On such a night she can throw away all her wor

18、ry and other unhappy feelings. etc.Step 4. Explain the new words and phrases in the content短語(yǔ) 1. set down 放下，記下，登記; set up 建立，搭起; set about doing sth. 著手（開(kāi)始）做某事 ; set out 出發(fā)，動(dòng)身，開(kāi)始2 join in 加入，參加join sb. in sth. / doing sth.; join 加入（某一伙人或某個(gè)組織）take part in 參加（有組織有紀(jì)律的活動(dòng)）3 put away 把 收拾起來(lái)，放好; put back

19、放回原處; put down 記下，寫(xiě)下，放下put off 推遲，拖延4 be prepared for = be ready for 為作好準(zhǔn)備;prepare for 為作準(zhǔn)備;prepare sb. for 使某人為作準(zhǔn)備 ; get sth. ready / prepared 把 準(zhǔn)備好句式 1 I havent been outdoors for so long that Ive grown so crazy about everything to do with nature.（1） so . that .如此以至，引導(dǎo)結(jié)果狀語(yǔ)從句；so放在旬首時(shí)，句子要倒裝。（2） so th

20、at既可引導(dǎo)結(jié)果狀語(yǔ)從何也可引導(dǎo)目的狀語(yǔ)從句。引導(dǎo)目的狀語(yǔ)從句時(shí)，常和can, could, may, might, would 等情態(tài)動(dòng)詞連用。2 Im having some trouble with my classmates at the moment.have（ some, no, much, great, little） trouble/difficulty with sth. / （ in） doing something 做某事有（一些,沒(méi)有，很多，很少）因難。3 It is believed that the islands can be a paradise天堂）when people live in peace.It is believed that . 人們相信; It is said that . 據(jù)說(shuō) ;It is reported that .據(jù)報(bào)道 ; It is supposed that . 人們認(rèn)為Step 5 Post-reading: DiscussingAsk students if they are onl