人教新课标英语必修1全册精品教案(U5)

人教新课标英语必修1全册精品教案(U5)

Unit5Nelsonandela—aodernhero

Partone:TeachingDesign

Period1:Asapleplanforreading

Ais

Totalaboutpeople’squalities

Toreadaboutenablepeople’slifestoryTostudyTheAttributiveclause

Tolearntoriteletters

Procedures

I.aringup

aringupbydescribing

Boysandgirls,thisorninge’lltaeupUnit5inhiche’lllearntodescribepeople.Nolet’sdescribeourselvesfirst.Thequestionsinthearinguppar tillhelpyoufindouthatqualitiesyouhave.Thentellehati ndofapersondoyouthinyouare.Doyouthinyouhavethequali tiestobeagreatperson?hatqualitiesdoyouthineshouldfi ndinagreatperson?

a.Givethestudentsoneinutetoanserthequestions.

b.Assoestudentstotalabouttheironqualitiesaccordingt otheiransers.

c.Haveadiscussioniththeholeclassandhelpthetosuupthe qualitiesthatagreatpersonhas.

aringupbybrainstoring

Boysandgirls,inUnit5eilltalaboutNelsonandela,agreat leaderhofightsfortherightsoftheblacpeople.hentaling aboutaperson,hatadjectivescanyouthinoftodescribehis orherqualities?hatarethequalitiesyoushouldfindinagr eatperson?

aringupbyexpressions

Boysandgirls,earegoingtolearnaboutsoegreatpeopleinU nit5.canyounaesoegreatpeople?Nodiscussingroupsoffou r:hodoyouadireost?hatindofpersonishe/she?hataretheq ualitiesthatgreatpeoplehaveinon?

Sunyat-senasachineserevolutionaryleaderandstatesanh oisconsideredbyanytobethe

“Fatherofodernchina”.Hehadasignificantinfluencein

theoverthrooftheQingDynastyandestablishentoftheRepu blicofchina.Afounderoftheuointang,Sunasthefirstprov isionalpresidentoftheRepublicofchinain1912anddefact oleaderfro1923to1925.Hedevelopedapoliticalphilosoph ynonastheThreePrinciplesofthePeople.Sunisuniquelyad iredbyostchinese.yet,hislifeasoneofconstantstruggle andfrequentexileasfeofhisvisionsforhiscountryateria lized.

II.Pre-reading

No,looatthesixpeopleinthepre-readingpart.canyoureco gnizethe?Doyouthintheyareiportantpeople?Butdoyouthi nallofthearegreatpeople?

illiaTyndaleasa16thcenturypriestandscholarhotransla tedtheBibleintoanearlyforofodernEnglish.Althoughnue rouspartialandpleteEnglishtranslationshadbeenadefro the7thcenturyonard,Tyndale’sasthefirsttotaeadvantageoftheneediuofprint,hichall oedforitsidedistribution.

2.Speaingtas:Studentsreadtheinforationofeachofthesi

xpersonsanddiscussinpairstofindouthetherheisagreatp ersonornotaccordingtothecriteriatheyoredoutinthepre viousstep.

Reindthestudentstousethefolloingexpressionsforgivin gandasingforopinions:

Ithin/Idon’tthin…;inyopinion;I’afraid…;Iagree/don’tagree…;Iprefer…;hat’syouropinion?hydoyouthinso?hatdoyouthinof…?

Asapledialogue:

A:DoyouthinilliaTidalisagreatperson?

B:yes.Ithinso.Hehadastrongbeliefthatallpeopleshould beabletoreadtheBiblefortheselves.Sohetranslatedandp rinteditintoEnglishalthoughheasnotalloedtodoso.Andl aterhediedforhisor.

A:yes.Iagree.illiaTyndaleentthroughalotofstrugglesa nddifficultiesandevensacrificedhislifetorealizehisd rea.HeisagreatpersonthateverybodyhopicsuptheBibleus tthinof.No,let’setoNoranBethune.hatdoyouthinofhi?

B:….

III.Reading

Siingforgeneralidea

Sofarehavetaledalotaboutgreatpeople.Doyouanttonoore abouttheandlearnfrothe?ell,thisorningearegoingtorea daboutNelsonandela,hoasconsideredasaodernhero.Noope nyourboostopage34andreadthetitleofthetext.hatindofr itingisthetext,canyouguess?…yes.Astoryisusuallyapieceofnarrativeriting.Nosithet exttogetthegeneralidea:hatdoesEliastellaboutinhisst ory?

Listeningandscanningfordetailinforation

a.ListentothetextagainanddoprehendingEx....1.

True:2,4False:1,3,5,6,7,8

b.ScanthetextanddoprehendingEx.2.

Suggestedansers:

40—Eliasasborn.1948—Eliasleftschool.

42—Eliasastoyearsold.1950—Nelsonandelaopenedhislafir

44—Eliasasfouryearsold.1952—Eliasas12andetNelsonandela.

46—Eliasbeganschool.1954—

Eliasas14andencouragedbyandela.

3.Questionsforfurtherunderstanding

Discussthefolloingquestionsingroupsoffour:

a.Hodidthehitepeoplestoptheblacpeoplefrobeingtreate dfairly?

b.hydidEliassupportandela?

c.hydidhesupportviolencehenhedidnotagreeithit?

Suggestedansers:

a.Throughunfairlas.

b.Therearethreereasonsforthis.Firstly,andelaoncehel pedhiandhethoughtandelaindandgenerous.Secondly,heag reedithandela’spoliticalideas.Forexaple,heagreedithhisexplanation ofhotheblacpeopleerenottreatedfairly.Healsosidedith hionhisvieofpeacefulfighting.Thirdly,henethathatand elafoughtforastoaeblacandhitepeopleequal.

c.Becausetheirattepttoattacthelainapeacefulayfailed .Theyhadtoanserviolenceithviolence.

IV.closingdon

closingdonbydiscussing

a.hatdoyoulearnaboutNelsonandelafroELIAS’SToRy?

b.DoyoulietheayEliastellshisstory?Giveareason.

Suggestedansers:

a.Inothatandelaisagreatleaderhofoughtforequalrights fortheblacpeopleallthroughhislife.HeorganizedtheANc youthLeaguehichfoughtagainstthegovernent.Heisinfavo rofpeacefulfighting.Heisind,helpful,generous,brave, anddeterined.

b.Variousansersarepossible.Forreference:IlietheayEl iastellsthestory.Eliasisablacorerithonlyalittleeduc ation,soheusessoesipleandshortsentencestodescribehi sexperiencesandhiscontactithandela,andthusaesthehol estoryorereal-lieandclosetothereaders.Thequotedspee chinthestoryobjectivelyrevealsandela’spoliticalviesthroughhichsoeaspectsofandela’squalitiesareshonclearly.

closingdonbyretelling

Retellthestoryaccordingtothefolloingclues:

introductionofElias’proble;andela’shelp;Elias’

support

closingdonbyanintervie

Asthestudenttodoanintervieinpairs.Ajournalistisinte rvieingEliasiththefolloingquestions:

hendidyoufirsteetandela?

canyoutelleoreabouthohehelpedyou?

canyoutelleabouttheproblesthattheblacpeoplearefacin g?

Hodoyouliehisideaofpeacefulfighting?

hatdoyouthinofhi?

hatillyoudotosupporthiinthefuture?

Period2:AsapleplanforLearningaboutLanguage

Ais

Tohelpstudentslearnaboutattributiveclauseintroduced byhen,here,hy,andprep.+hich/ho

Tohelpstudentsdiscoverandlearntousesoeusefulordsand expressions

Tohelpstudentsdiscoverandlearntousesoeusefulstructu res

Procedures

I.aringup

aringupbydiscoveringusefulordsandexpressions

Turntopage35anddoexercisesNo.1and2.checyouransersag ainstyourclassates’.

II.Learningaboutgraar

Readingandthining

Turntopage34.ReadthetextofELISA’SToRyandfindoutalltheattributiveclauses.

Thinoverthisquestion:onhatcircustancedoeusehen/here /hytointroducedanattributiveclause?

Forreference:

ThetiehenIfirstetNelsonandelaasaverydifficultperiod ofylife.

TheschoolhereIstudiedonlytoyearsasthreeiloetersaay.

ThisasatiehenyouhadgottoliveinBeijing.

ThedayhenNelsonandelatoldehattodoandhelpedeasoneoft hehappiestdaysofylife.

ehavereachedastagehereehavealostnorightsatall.

Thepartsoftonheretheylivedereplacesdecidedbyhitepeo ple.

TheplacesheretheyeresenttoliveerethepoorestareasinS outhAfrica.

2.paringanddiscovering

Turntopage36.DoEx.1.Thenparethefolloingsentencesand findouthyeusedifferentordstointroducetheattributive clauseshiletheantecedentsarethesae.

a.Thegovernentbuildinghereevotedasverygrand.

b.Thegovernentbuildinghich/thatepaidavisittoyesterd ayasverygrand.

c.Thegovernentbuildinginhichevotedasverygran

d.

Insentencea),arelativeadverb“here”isusedbecauseitrefersto“inthegovernentbuilding”

hichservesastheadverbialintheattributiveclause.“inhich”canalsobeusedasinsentencec)becauseitalsoeans “inthegovernentbuilding”intheattributiveclause.hileinsentenceb),arelativepr onoun“hich”isusedasitrefersto“thegovernentbuilding”hichservesastheobjectofthepredicate“visited”intheattributiveclause.

pareanotherthreesentences:

a.ThedatehenIarrivedasthe5thAugust.

b.Thedatehich/thathetoldeasthe5thAugust.

c.ThedateonhichIarrivedasthe5thAugust.

Insentencea),arelativeadverb“hen”isusedbecauseitrefersto“onthatdate”hichservesastheadverbialintheattributiveclause.“inhich”canalsobeusedasinsentencec)becauseitalsoeans “onthatdate”intheattributiveclause.hileinsentenceb),arelativepr onoun“hich”isusedasitrefersto“thedate”servingastheobjectofthepredicate“told”intheattributiveclause.

Readthefolloingsentenceandfindout

a.ThereasonhyIgotajobasbecauseofyhardor.

b.Thereasonthat/hichhegaveforgettingthejobasbecause ofhishardor.

c.ThereasonforhichIgotajobasbecauseofyhardor.

Insentencea),arelativeadverb“hy”isusedbecauseitrefersto“forthisreason”hichservesastheadverbialintheattributiveclause.“forhich”canalsobeusedasinsentencec)becauseitalsoeans “forthisreason”intheattributiveclause.hileinsentenceb),arelativepr onoun“hich/that”isusedasitrefersto“thereason”servingastheobjectofthepredicate“gave”intheattributiveclause.

III.Readyusedaterialsforattributiveclause

Definitions:Attributiveclause:Anattributiveclauseis aclauseodifyinganounorpronouninapoundsentence.

Antecedent:Theordbeingodifiedbyanattributiveclausei

scalledtheantecedent.

Relative:Theordthatisusedtointroduceanattributivecl auseiscalledarelative.Therearetoindsofrelatives,i.e .relativepronounsincludinghich,that,ho,ho,hose,as,e tc.andrelativeadverbsincludinghere,henandhy,etc.

Note:Relativesplaysthreeiportantrolesinanattributiv eclause,i.e.introducinganattributiveclause,replacin gtheantecedentineaning,andfunctioningasasentenceele entintheattributiveclause.

e.g.:Thegirlhoistalingtor.Lioverthereisysister.

Inthesentence,Thegirlistheantecedentandhoisusedtoin troducetheattributiveclauseastheantecedentisaperson .Itreferstothegirlandfunctionsasthesubjectintheattr ibutiveclause.

Thechoiceoftherelativesistheostdifficultinlearningt heattributiveclause.Hoever,therearesoerulesthatcanh https://www.wendangku.net/doc/1e8932265.html,ually,hichrelative tochoosedependsonhattheantecedentisandhatsentenceel

eenttherelativefunctionsintheattributiveclauseassho ninthefolloingchart:

Antecedent

Relative

Sentenceeleent

people

hothat

subjectobject

ho

object

things

hichthat

subjectobject

tie

hichthat

subjectobject

henprep.+hich

adverbial

place

hichthat

subjectobject

hereprep.+hich

adverbial

reason

hyprep.+hich

adverbial

Note:relativescanbeoittediftheyservesastheobjectsin theattributiveclauses.

Ifarelativefunctionsastheobjectofaprepositioninthea ttributiveclause,theprepositioncanusuallybeplacedbe foretherelative.Inthissituation,euse“hich”forthingsand“ho”forpeople,andtheycanneverbeoitted.Hoever,iftheprepo sitionandaverbforasetphraseintheattributiveclause,t heyshouldnotbeseparated:

Theschoolheoncestudiedinisveryfaous.

Theschoolinhichheoncestudiedisveryfaous.

ThisisthegirlIenttotheGreatallith.

ThisisthegirlithhoIenttotheGreatall.

Thesentence“Thisistheatchyouarelooingfor.”cannotbechangedinto “Thisistheatchforhichyouarelooing.”because“loofor”

isasetphrase.

Noturntopage36andlet’sdoEx.2and3.

IV.closingdonbydoingaquiz

Toendtheperiodyouaregoingtotaeaquizonattributivecla use.

choosethebestanser:

Theeatherturnedouttobeverygood,____asorethanecoulde xpect.

A.hat

B.hich c.that D.it

AfterlivinginPairsforfiftyyearshereturnedtothesallt on____hegreupasachild.

A.hich

B.herec.that D.hen

Thehouse______eliveisnotlarge.

A.hich

B.inhichc.onhichD.athich

RecentlyIboughtanancientchinesevase,_____asveryreas onable.

A.hichprice c.thepriceofhichc.itsprice

D.thepriceofhose

HelivedinLondonfor3onths,during____tiehelearnedsoeE nglish.

A.this

B.hich c.athichD.soe

Iillneverforgettheday_____hecaetoseee.

A.that

B.hich c.athich D.hen

Thevisitorasedtheguidetotaehispicture_____standsthe faoustoer.

Athat B.here c.hich D.there

Thestudents____departentsingoredtenyearsagoloodonup onoen.

A.inhich

B.inthat c.inhose D.hose

Idon’tlie_____youspeatoher.

A.theay

B.theayinthat c.theayhich D.theayofhich

0.Ihadneitheraraincoatnoranubrella._______Igotetthr ough.

A.It’sthereason

B.That’shyc.There’shy

D.It’shoPeriod3:AsaplelessonplanforUsingLanguage Ais

TohelpstudentsreadthepassageTHERESToFELIAS’SToR

Tohelpstudentstousethelanguagebyreading,listening,s peaingandriting

Procedures

I.aringupandlistening

SofarehavereadastoryaboutElias.Doyoureeberhyitasdif ficultforhitogetajob?hatisapassboo?hyisitiportant?L et’slistentoashortpassageandfindout.

Turntopage37.Readthequestionsandchoosethebestansera fterlistening.

DiscussthequestionsinEx.2.

II.Guidedreading

Readingandanseringquestions

Aseno,inordertosupportandela,Eliashelpedhibloupsoeg overnentbuildings.canyouiaginehatouldhappentohiifhe

ascaught?Actually,heascaughtandputintoaprisononRobb enIsland.Hoever,heaslucyenoughtogethelpfroandelaeve nhenheasinprison.

TurntoPage38,readthepassagequiclyandfindout:

HodidandelahelpedEliashenheasonRobbenIsland

HodidandelahelpEliasafterhecaetopoer?

Readinganddoingexercises

ReadthepassageagainanddotheexerciseonPage38.

Tas

NoehavefinishedthestoryaboutElias.Nextearegoingtodo agroupactivity.eilldoitingroupsoffour.Supposeoneofy ouisEliasandorsasatourguideonRobbenIsland.Theothert hreeofyouaretouristshoareveryinterestedintheislanda ndandela’slifeandasingthetourguidethefolloingquestions.Elias ustanserthe.

Tourist:HodidyougettonoNelsonandela?

Elias:Itasin1950.IasoringasainerinjohannesburgbutIh adn’tapassbootolivethere.SoIenttoandela’slafirtoasforadvice.

Tourist:canyouexplaintoesoeofNelsonandela’spoliticalideasorbeliefs?

Elias:yes.Hefoundthateblacpeopleerenottreatedasequa llyasthehitepeopleandheouldfightforourrights.Hoever ,hesaidthateshouldfightinapeacefulay.onlyhenthisasn otalloeddidedecidetoanserviolenceithviolence.

Tourist:Hodidhehelpyouthroughyourlife?

Elias:First,hehelpedetogetthecorrectpaperstostayinj ohannesburgandeepyjobasIentionedabove.Thenhetaughte toreadandritehenIasinprison.Thisisveryiportanttoebe https://www.wendangku.net/doc/1e8932265.html,terhegave eypresentjob.

Tourist:hataslifelieonRobbenIsland?

Elias:iserableandcruel.Theguardsandsoldierstreatedu sbadly,beatusviolentlyfornoreasonsandinsultedusindi fferentays.

Tourist:HodidyouanagetostudyonRobbenIsland?

Elias:estudiedduringthelunchbreasandtheeveningshene

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German 德国的．德国人的.德语的. Nazi 纳粹党人adj 纳粹党的 set down 记下；放下.登记 series 连续，系列 a series of 一连串的．一系列；一套outdoors在户外．在野外 spellbind 迷住；疑惑 purpose 故意 in order to 为了 dusk 黄昏傍晚 at dusk 在黄昏时刻 thunder vi 打雷雷鸣n 雷，雷声 entire adj 整个的；完全的，全部的entirely ady. 完全地.全然地.整个地Power能力.力量．权力。 Face to face 面对面地 Curtain 窗帘；门帘．幕布 dusty adj 积满灰尘的 no longer /not …any longer 不再partner 伙伴．合作者．合伙人 settle 安家.定居.停留vt 使定居.安排.解决suffer vt &遭受；忍受经历

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高中英语学习材料 ***鼎尚图文理制作*** Teaching plan for unit 4 Teaching aims and demands: 1. Topic: Basic knowledge of earthquakes; how to protect oneself and help the others in disasters 2. Useful words and expressions: earthquake, quake, right away, well (n.) , million , event , pipe, burst, as if, at an end , nation , canal, steam, dirt, ruin, in ruins , suffering, extreme, injure, destroy, brick, dam, track, useless, steel, shock, rescue, trap, electricity, disaster, dig out, bury, mine, miner, shelter, a (great ) number of , title, reporter, bar, damage, frighten, frightened, frightening, congratulation, judge, sincerely, express, outline, headline, cyclist 3. Functions: Talking about past experiences: I will never forget the day when the earthquake took place. The time was 5:15 in the afternoon and I was driving along the road. Sequence 4. Grammar: The attributive clause (I) 由that, which, who, whose引导的定语从句 The number of people who were killed or injured reached more than 400,000. It was heard in Beijing which is one hundred kilometers away. Workers built shelters for survivors whose homes had been destroyed. Teaching procedures: Period 1. Step 1. Warming up Ss discuss and answer some questions: 1. Which of the following may cause people the greatest damage? A. earthquake B. typhoon C. flood D. drought 2.Imagine your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Why? Step 2. Pre-reading Ss discuss and answer:

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法方面掌握直接引语和间接引语的用法及其之间的转换，以及他们的陈述句与疑问句形式。 2）能力目标： 训练学生的阅读技巧（略读、寻读等），形成用英语获取信息、处理分析信息的能力。并鼓励学生开口说英语。 3）情感态度目标： ①通过讨论友谊激发学生对英语学习的浓厚兴趣； ②使学生了解友谊的深层内涵，帮助他们树立正确的价值观和处事原则； ③通过对课文学习的小组讨论等形式，帮助学生养成团结、协作的品质。 3、教学重点、难点： 1）教学重点：①让学生熟悉与本话题相关的一些重点单词、短语。 ②提高学生的阅读能力，掌握多种阅读方法，如寻读，精读，理解等。 2）教学难点：对阅读中所获取的信息进行加工学习，形成有效的学习 策略。鼓励学生开口说英语。 二、学生分析 高一年级的学生已经在初中阶段的英语学习中,已经积累了一定的词汇 基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。 但学生的英语水平参差不齐，教学既要进一步培养尖子的学习能力又要保证能力稍弱的学生能听懂，调动他们的积极性，使他们愿意学，在学习的过程中享受到乐趣。虽然对英语有一定的兴趣但其学习主动性仍有待提高，未能积极主动地通过其他渠道获取信息，自主学习、探究学习的能力还有待于提高。本节课的话题较贴近生活，可以引导学生在原有的知识经验基础上通过合作探究学习构建新的知识经验和信息输入。

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人教版高中英语必修一全册教案

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III. 教材分析和教材重组 1. 教材分析 本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。 1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。 1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。继续探究并树立正确交友观，并为阅读作好了准备。 1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。学生学习了新的词汇、句型，提高了阅读水平。文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。 1.4 Comprehension 设计了三种题型。其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。 1.5 Learning About Language分词汇和语法两部分。其中，Word study是根据英文释意或在语境中掌握和运用词汇。Grammar是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。

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Unit 1 Friendship (1) 课题：Friendship (2) 教材分析与学生分析：本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以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；Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”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；Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事；Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。(3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading The second period：Reading The third period: Grammar The forth Period：Listening The fifth period: Writing (4)教学目标：①知识与技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion. ②过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才 能交朋友，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，可以再引导学生深入讨论几个与本单元话题有关的问 题：1.描述朋友； 2. 结交网友；3. 观点交流；4. 善\不善交朋友; 5. 朋友的重要性。 ③情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的理解，以及如何正确交友，处理朋友之间发生的问题等。(5) 教学重点和难点：

最新人教版英语必修一全套教案名师优秀教案

Module I Unit 1 Friendship Teaching Plan I. Teaching aims: 1. Ability Goals： ① Listening: gain useful information and clear views from the listening material; ② Speaking: express one’s attitude or views about friends and friendship in appropriate words. ③ Reading: let Ss summarize the main idea ④ Writing: write a letter about how to make friends 2. Knowledge Goals： ① Talk about friends and friendsh ip; how to BE friends; how to gain friendship ② Use the following expression: so do I / neither do I I think it is a good idea All right Yes，but… ③ to get the Ss to master direct speech and indirect speech ④ vocabulary and phrases: upset, calm, concern, careless, loose, cheat, list, share, German, series, outdoors, crazy, purpose, thunder, entirely, power, trust, suffer, teenager, advice, quiz, editor, communicate, situation, add up, calm down, have got to, be concerned about, walk the dog, go through, hide away, set down, a series of, on purpose, so as to, face to face, according to, get along with, fall in love with, join in, be upset about, for once 3. Emotion Goals: ① To arise Ss’ interest in learning English; ② To encourage Ss to take part in the act ivities and make Ss confident; ③ To develop the ability to cooperate and communicate with others.

人教版高中英语必修一Unit1教案

Unit 1 Friendship ？ Warming up 1.be good to be good for=do good to be good at 2.following adj. 下面的，下列的 ) the following+n.=the+n.+below ( 形容词修饰名词放在名词之前，介词或者介词短语修饰名词置于其后 ) 3.add v. add...to... add to add up add up to ： addition n.in addition=besides +句子 in addition to +n./doing 同类用法联想： because & because of instead & instead of additional adj. 附加的 additionally adv.“而且，其次” “附加给 ..., 除了 ...还有...” 4.分数 score grade point mark (full marks) 5.until 6.with 和...一起，附带着， 用 without 不... within在...内，不出 ... . write with a pen eat with hands/ spoon/chopsticks/knife and fork He left without saying goodbye.

He left with the water running. 分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。