人教版必修一  Unit 1  Friendship教学设计

                

一、教材内容分析

本单元是高中一年级的第一单元刚开学没多久大家相互之间还不是很熟识需

要了解、沟通友谊是他们生活当中必不可少的他们每个人对友谊的认识不同见解不

一。

1本节课的Warming up 我采用情景描述法让学生自己用几个单词描述自己心目中

的朋友或写下朋友的三个特征让其他学生猜猜他描述的是班上哪个人。并把相关的词汇、

句型写在黑板上有利于词汇的积累。第一种方法适合基础差的学生第二种方法适合成

绩好的学生。

2在导入的时候我采用提问法激起学生思考

A.Which kind of friend do you think is the best friend?

B.What else can be our friends besides human beings?

对于第一个问题每个学生的答案不同但有一个共识患难见真情他们需要的是

永久的友谊而不是由于利益关系等短暂的友谊。第二个问题一般很少有学生把人类以外

的事物当成最好的朋友有个别的把宠物当成好朋友。

3快速阅读弄懂文章大意

4细读弄清细节找出生词、难句并完成课后的练习1、2。

5精读讲解新单词、有用的短语、句型并让学生自己举例应用。

6深入了解文章的思想、写作风格并提出相关问题。

   A.What's the advantages and disadvantages of the diary as a friend?

B.Why did Anne say that she had seen the night face to face on the dark, rainy

evening?

7讨论如下问题

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 choose?

8课后练习

        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、学生分析

高中一年级的形式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。这个班的英语水平参差不

齐教学既要进一步培养尖子的学习能力又要保证差生能听懂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。他们已具备了直接思维和抽象思维的能力正处

于发展、培养创造性思维能力的最佳时期和智力向高水平发展的关键时期他们有极强的

好奇心和求知欲。他们对老师的期望也大大提高不仅希望老师传授科学文化知识更期

望从老师那里获得更多的学习策略与技巧分享人生经验。

 

三、教学目标

1.语言知识目标

    通过对朋友的讨论帮助学生发散式记忆积累相关描述人的性格、特征的词汇、习惯

用语并运用于听说读写当中。适当运用I thank so. I agree. I don’ think so .I don’t agree

exactly. I am afraid not .Of course not.表明自己的态度和肯定程度。

2.语言技能目标

    培养和提高阅读浏览、寻读主要事实的能力形成用英语获取信息、处理信息分

析问题、解决问题的能力以及用英语思维和表达相关话题复述课文及运用所学知识描

述朋友的能力。

 

3.文化意识目标

    通过与话题相关的图片、课文的学习逐渐形成跨文化交际意识和培养基本的跨文化

的交际能力拓宽国际视野理解各国的文化进行反法西斯教育为以后深入学习中外

文化奠定基础。

4.情感态度目标

    通过讨论友谊激发学生保持对英语学习的浓厚兴趣有利与帮助他们树立正确的人生

观、价值观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。

 

5.学习策略目标

    注重引导学生借助上下文联想及猜测生词如set down a series of facts记流水账的意

思引导学生自学、自做、自悟即指导学生形成自主学习的意识掌握合适的学习策略。

启发学生通过发散式思维积累词汇指导学生发现规律对所学内容进行整理和归纳引

导学生抓住信息词或关键词来理清段落大意。另外引导学有余力的学生通过网络、图书

馆来拓宽学习中外文化的渠道并在学习活动中强化互助与共享的必要性。

四、教学策略

1努力创设情境的原则

让学生想象自己待在一个隐蔽的地方允许只能做的五件事他们如何选择将学生

直接带入课文的语境中。

2 任务驱动的原则  

让学生带着问题去阅读找出相关答案并分析整理形成自己的观点。

 

3 交际法教学

在Warming up让学生自己用几个单词描述自己心目中的朋友或写下朋友的三个特

征让其他学生猜猜他描述的是班上哪个人体现了交际的功能。

 

五、设计思想

根据《高中英语教学大纲》的要求在课堂教学中必须以学生为主体为中心进行

教学教师在教学中起主导作用。因此我采用任务型教学方式每一部分都设有一定的任

务引导学生自主或者合作完成。阅读活动由整体入手由易到难步步推进层层深入。

整个教学活动以教材为载体以学生为中心。在课堂教学中学生应该跟老师学学习方法

提高阅读速度和阅读技巧,查找分析处理信息的能力以及写作能力。积极参与小组的各

项活动展现自己和小组的能力并培养团队协作能力。在整个教学活动中学生充分调

动其各个感官进行听、说、读、写积极主动的学习。

六、教学媒体

1. the multimedia teaching system

2. the blackboard

七、教学过程

Unit 1. Friendship

Teaching approaches: situational approaches, communicative approaches and  approaches

Learning objectives and demands:

1.  The activity is designed to encourage students to think about friends and friendship and 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

class3.  Language use: speaking practice: reading

Teaching procedures:

Step 1. Warming up

    Students 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

chosen. 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 characteristic?

Brave: courage fearless heroic 

Scared : astonish  fearful  frightened  horrified  shocked terrified timid

Loyal:  devoted  faithful

Wise: bright  clever  cute  gifted  intelligent  smart   well-learned    witty

Beautiful: attractive breath-taking  charming cool  cute  elegant eye-catching good-looking  graceful  

inviting  lovely   neat  pretty   splendid  stunning

 

Step2. Leading in 

Ask Students questions:

1. Which kind of friend do you think is the best friend?

Any 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 else can be our friends besides human beings?

There are many answers to this question. e. g. a dog, a cat, a dictionary, a computer, a toThere 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 3.While –reading

(1)Fast-reading : Got main ideal and finished comprehending exercise 1 and exercise 2 

(2) Intensive reading : 

1What's the advantages优点and disadvantages of the diary as a friend?

   Possible 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 on the dark, rainy evening?

   There 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 hasn't experienced the nature so closely for a long time.  

c. On such a night she can throw away all her worry and other unhappy feelings. etc.

Step 4.  Explain the new words and phrases in the content 

短语

 

 1set down 放下记下登记; set up 建立搭起; set about doing sth. 着手开始

做某事; set out 出发动身开始

2join in 加入参加 join sb. in sth. / doing sth.; join 加入某一伙人或某个组织

take part in 参加有组织有纪律的活动

3put away 把……收拾起来放好; put back 放回原处; put down 记下写下放下

put off 推迟拖延

4. be prepared for  be ready for 为……作好准备; prepare for 为……作准备; prepare

sb. for 使某人为……作准备; get sth. ready / prepared 把……准备好

句式

1I haven't been outdoors for so long that I've grown so crazy about everything to do with

nature.

 1so … that … 如此…以至…引导结果状语从句so放在句首时句子要倒装。  

2so that既可引导结果状语从句也可引导目的状语从句。引导目的状语从句时常和

can, could, may, might, would等情态动词连用。2I'm 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,没有很多很少因难。

3It is believed that the islands can be a paradise天堂when people live in peace.

It is believed that … 人们相信……; It is said that … 据说……; It is reported that …据报

道……; It is supposed that … 人们认为……

Step 5 Post-reading: Discussing

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 choose? Step 6.Homework

Can you give us some background knowledge of World War and some historical material

of Jews? You may use the library or the Internet.

It is up to the students themselves to complete the task.

八、评价与反思

教师反思

1. Have all the teaching aims been reached? _________________

1 Have all the students learnt something in the lesson? ________________ 

2 What can be improved?   _______________________

学生反思

1. What impressed me most in the class? ________________

2. What haven’t I understood yet? ________________ 

3. In what aspect do I need imp九、教学后记

   本节课在以下几方面效果良好

1.突出了学生的主体地位学生上课时积极主动发言课堂气氛热烈

2.从学生的问题出发营造教学情境设计教学问题并引导学生探究、解决问题。

3.设计出了以任务型教学指导下的师生互动方式。

4.对教材内容作适当的处理发掘出教材内容之间的内在逻辑联系及育人作用。

不足之处

1.课堂教学要减少统一讲解增加学生的自主探究增加学生的分组活动。

2.争取准备两、三种针对不同群体学生的教学安排。 rovement? ________________