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  • 人教版高中英语教案下载

    分类:英语教案 时间:2016-12-15 本文已影响

    篇一:新课标人教版高中英语必修1至5全套教案汇编(共五册)

    高中英语必修1全册教案

    Teaching aims: 1. 能力目标:

    a. Listening: get information and views from the listening material;

    b. Speaking: express one‘s attitude or views about friends and friendship in appropriate words. c. Reading: enable the Ss to get the main idea

    d. Writing: write some advice about making friend as an editor 2. 知识目标:

    a. Talk about friends and friendship; how to make friends; how to maintain friendship b. Use the following expressions:

    I think so. / I don‘t think so. I agree. / I don‘t agree. That‘s correct. Of course not.Exactly.I‘m afraid not. c. to enable the Ss to control direct speech and indirect speech

    d. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit

    add up calm down have got to be concerned aboutwalk the dog go through hide awayset down a series ofon purpose in order toface to face according toget along with fall in love join in

    3. 情感目标:

    a. To arose Ss‘ interest in learning English;b. To encourage Ss to be active in the activities and make Ss to be confident; c. To develop the ability to cooperate with others. 4. 策略目标:

    a. To develop Ss‘ cognitive strategy: taking notes while listening; b. To develop Ss‘ communicative strategies.

    5. 文化目标:to enable the Ss to get to know different opinions about making friends from different countries.

    Teaching steps: Period one Step1. Warm-up

    1. Ss listen to an English song AULD LANG SYNE.

    2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind,

    open-minded, responsible, helpful…. Step 2. Talk about your old friends

    1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies,

    etc.

    2. Self-introduction Step 3. Make new friends

    Step 4. Do a survey

    Ss do the survey in the text ,P1 Sep 5. Listening and talking

    Do Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker‘s views of making friends.

    When Ss make their conversation, ask them to try to use the following expressions. I think so. / I don‘t think so. I agree. / I don‘t agree.

    That‘s correct.Of course not.Exactly. I‘m afraid not. Step 6. Discussion

    Divide Ss four in one group and each group choose 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. Step 7. Summary

    1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends. 2. T shows more information about friendship and a poem about friendship. What is friendship?

    3. Tell Ss: make new friends and keep the old; one is silver and the other is gold. Step 8. Evaluation

    Homework:

    1. Look up the new words and expressions in warm-up and pre-reading in a dictionary. 2. Write a short passage about your best friend.

    Period two Reading

    Step1.Warming up

    Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or Tv at home. How would you feel? What would you do?

    Four students a group discuss with each other for 2 minutes. Activity2: Play a short part of the movies

    Step2. Predicting

    Students read the title of the passage and observe the pictures and the outline of it to guess: Who is Anne’s best friend?

    What will happen in the passage?

    Step3. Skimming

    Students skim the passage in 2 minutes to get the main idea : Who is Anne’s best friend? When did the story happen?

    Step4. Scanning

    Students work in pairs to find the information required below:

    Anne

    Step5. Intensive reading

    Students work in group of four to discuss the following open questions:

    1.Why did the windows stay closed? 2.How did Anne feel?3.What do you think of Anne?

    4.Guess the meanings of ―spellbound‖, ― hold me entirely in their power‖ from the discourse(语篇,上下文). 5.Which sentences attract you in the passage?

    Step6. Activity

    Four students a group to discuss the situation:

    Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.

    What will you take? Why? How will you spend the 3 months?How will you treat each other and make friends ?

    Step7.Assignment

    Task1.Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.

    Task2.Ex2.3on Page3

    Period three

    Step 1. Warming up

    Check the Ss‘ assignment: task 2

    Step 2. Language points:

    Step 3. Learning about language

    1. Finish Ex.1, 2 and 3. on Page 4.

    2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the

    structures.

    Step 4. Practice Using structures on Page 42: ask the Ss to use indirect speech to retell the story. Step 5. AssignmentFinish Wb. Ex, 1 and2 on page 41 and 42.

    Period four

    Step 1. Revision Check the Ss‘ assignment. Step 2. Reading Ss read the letter on page 6 Notes:

    1. get along with 2. fall in love Step 3. Listening

    Ss should take notes while they are listning.

    1. first listening: Ss listen and answer the questions of part 2 on page 6. 2. second listening: Ss listen again and finish part 3 on page 6. Step 4. Listening

    Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44. Step 5. Speaking

    Ss work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the Warming up to help them. Step 6. Assignment

    1. Ss prepare the reading task on page 44. 2. Surf the internet and find some material about friendship in different countries.

    Period five

    Step 1. Warming up Ss say something about making friends and how to maintain friendship. Step 2. Listening Ss listen to a short passage and fill in the blanks on page 41 (listening). Step 3. Reading

    1. first reading: Ss read the passage about friendship in Hawaii and finish Wb.Ex1.on page 45. 2. second reading: Ss read again and discuss the questions on page 45.

    3. Ss share their material about friendship in different countries in groups, and then choose some groups to

    show theirs in class.

    Step 4. DiscussionWhat do you and your friends think is cool?

    Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not .Ask Ss to use the following sentences while they talk:

    I think that… is cool/ isn‘t cool because …. I think so. I don‘t think so. I agree with you. I don‘t agree with you. Step 5. assignmentSs collect some proverbs about friendship.

    Period six

    Step 1. Pre-writing

    1. Read a letter from a student called Xiaodong.

    2. Go over the advice on page 7 and be ready for writing. Step 2. While-writing

    Ask the Ss to write a letter to Xiaodong as an editor and give him some advice. 1. Ss make a list about the important information that they need. 2. Ss begin to write the letter to Xiaodong. 3. Ss revise their letters by themselves.

    4. Ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters,

    structures….)

    5. Ss get back their own writing paper and write the letter again. Step 3. Post-writing

    Choose some students‘ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings. Step 4. Writing for fun

    1. Ss read the passage on page 7 by themselves.

    2. Ss try to write a few lines to describe their best friends or a person they know. 3. Show some Ss‘ writings in class. Step 5.Assignment

    Do Wb writing task on page 46.

    Period seven

    Teachers can use this period freely.

    Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn‘t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 47. It is very important to improve their learning.

    Unit 3 Going Places(说课稿)高一上

    教学内容分析

    本单元的中心话题是“旅游”,可以说这是一个世界性的时尚话题,随着经济发展、社会进步、人们生活水平的提高,旅游作为现代人的一种生活方式,越来越被更多的人们所接受与喜爱。文中涵盖了有关这一话题的许多内容,如:“人们在旅游中的交通方式”“旅游点的选择”,还有新兴的旅游方式----“探险旅游”、“生态旅游”等等。而所有的语言知识和语言技能几乎都是围饶这一中心话题而设计的。而在上这一单元时,正赶上“十一”长假到哪去的话题,学生应该比较感兴趣。

    Warming-up 由三部分组成:第一部分通过图例可以看出人们旅游过程中发生的不文明行为;第二、三部分要求讨论有哪些交通方式。主要目的在于激活学生已有的相关背景知识,引出话题,为后面几堂课的讨论做好热身准备,是本单元的总动员。比如:第一部分的图例内容与eco-travel联系比较紧密,我就把它作为这一课(第六课时)的导入。

    Listening提供了两部分听力资料。前面为三则飞机起飞前的广播通知;后面是写在五张明信片上的旅游者的自叙。目的在于通过输入语言,掌握一些旅游中会碰到的常用表达法。

    Speaking 提供的是关于“时光机器”的资料,幻想人们可以借助于这一神奇的交通工具,在过去、未来的时间长河里随心所欲地畅游,文后设计了表格。这是一个比较开放性的话题,学生可以展开想象,结合学过的历史、地理知识畅所欲言,能充分调动他们“说”的兴趣。整个活动涉及了“听、说、写”多个技能,按要求完成一定的表格,使之“说”的时候更言之有物。

    Reading 分为三部分:pre-reading, reading, post-reading. pre-reading提供了与阅读材料相关的三个问题,启发学生预测课文内容;reading 是一篇关于探险旅游的材料,其中介绍了hiking 与rafting,话题较新颖;post-reading设计了一些帮助学生检测对课文作浅层、深层理解的巩固练习。

    Language study 分word study和Grammar两部分。词汇配对练习引导学生加深对新词汇的理解与记忆;语法项目是让学生进一步学习现在进行时表示将来的用法。同时要求学生掌握有关送行与表达美好祝愿的话语。我对word study的处理,除了听写、默写等机械性记忆外,更多的是有意地把他们分散在每堂课的指令用语与话题里,让学生在语境中学,在运用中学。而Grammar则渗透在reading与 writing里学,道理也同上。

    Integrating skills 部分可以说是阅读部分的延续,写作部分的前奏。文中提到了“生态旅游”这一越来越时尚的热门话题。以列表形式提供了两个生态旅游区的资料,让学生稍作了解这一新名词的内涵后,完成文中的表格填写,算是一种mini-writing。

    Writing本单元的要求是写信。以Sue的口吻给父母写两封信(分别写于周六、周日),对旅游中已做的,正在做的,将要做的事情进行如实描述。考虑到学完第三单元,已经完成了本册教学任务的四分之一,我在此安排了一大一小两作文。

    Tips 告诉学生写作前要多作思考,不要急于动手。不失为一剂写作良方。 Checkpoint 简要地总结了本单元的语法重点,并提供了一些例句。

    从内容的编排上可以看出,编者打破了原有教材每单元分课而设的框框,代之以听、说、读、写四技能为侧重点的几大板块。因此新教材旨在让学生掌握一定的语言基础知识,在分别完成四技能的基础上,形成较好的综合运用语言、解决问题的能力的导向,由此可见一斑。

    我们教师明确了这一意图后,在引导学生进行四技能操练时就会有的放矢,做到内容、形式、技巧三者的有机结合。当然新教材对我们教师的自身素质、备课深广度的挖掘以及学生想象力的激发都是一场不小的挑战。还有词汇,如本单元新增了hiking, rafting, eco-travel等新词,相应地词汇要求的级别高了,语言的地道性也有了提升。还有workbook, 简直是又一本教材,里面提供了许多关于听、说、读、写的材料与练习,一方面为我们提供了丰富翔实的资料库,另一方面也许也增加了我们的负荷。这是我对新教材与本单

    篇二:人教版高中英语必修三全套教案

    Module3 Unit 1 Festivals around the world

    Teaching aims and demands

    1.topic: 1>Festivals

    2> how festivals begin

    3>how to celebrate festivals

    2.function: 1>Request

    Eg: Could you please…?Could I have …? I look forward to doing… 2>Thanks

    Eg: It‘s a pleasure. /Don‘t mention it.

    It‘s very kind of you to… I‘d love to …

    Thank you very much./Thanks a lot.You are most welcome.

    3.vocabulary:

    4.grammar:

    Jin can speak English well.(ability)

    Could you please show me the way to …? (request)

    May we see the awards for the team? (permission)

    She might give you … (possibility)

    The whole family will come for dinner. (promise)

    Often he would dress up like a rich man. (pass habit)

    We would be there with our friends. (promise)

    II.Key points

    Period 1-2 Warming up and fast reading

    1.Greetings

    2.Warming up

    Step 1 discussing the following questions

    a.How was your holiday/spring festival?

    b.Did you go traveling?

    c.How much pocket money did you get?

    Step 2 talking

    1). Name some festivals

    Spring Festival Dragon Boat Festival Lantam Festival Mid-Autumn Festival Army Day May Day Teachers‘ Day New Year National Day Mother‘s DayChildren‘s Day Father‘s Day Christmas Day Halloweencarnival Easter Oben

    Festivals Time Celebrate for Things to do Mid-Autumn Day

    Spring Festival

    Dragon Boat Day

    Lantern Festival

    3.Pre-reading

    1) What‘s your favourite holiday of the year? Why?

    2) What festivals or celebration do you enjoy in your city or town? Do you like spending festivals with your family or with friends? What part of a festival do

    you like best—the music, the things to see, the visits or the food?

    4. Fast reading and find the answers to the following questions.

    A.What did ancient festivals celebrate?

    B.What are festivals of the dead for ?

    C.Why are autumn festivals happy events ?

    D.Name three things people do at spring festival ?

    Period 3-4 Intensive reading

    1.Read the passage paragraph and find the main ideas of each paragraph FestivalsTimeThings people do

    Halloween

    Festivals Who does it celebrate ?

    Dragon Boat Festivals

    Indian National Festival

    Paragraph 4: Autumn festivals are happy events

    Paragraph 5: How people celebrate in spring festivals

    2.Language points

    a.They would starve if food was difficult to find…

    starve (v.) 饿死;挨饿

    eg. Millions of people starved to death during the war.

    Starve for sth 渴望…

    Eg. The homeless children starve for love.

    Starvation (n.)饿死

    Eg. Die of starvation

    Starvation wages 不够维持基本生活的工资

    b.The most ancient festivals would celebrate the end of the cold weather, planting

    in spring and harvest in autumn.

    Celebrate (vt./vi.) 庆祝,赞颂,赞美,举行(仪式)

    Eg.We celebrate the new year with a party.

    Their courage was celebrated in all the newspaper.

    Celebrated (adj.) = famous 著名的,驰名的

    c. …because they thought these festivals would bring a year of plenty.

    days/years/…of plenty :富裕(尤指事物和钱)的日子,年月,生活等。Eg.You have a life of plenty, what would you be worried about ?

    d.Some festivals are held to honour the dead, or satisfy and please the ancestors,

    who could return either to help or to do harm.

    1)Honour (v.) “尊敬,给…增光” honour sb. (sth.) with sth.

    (n.) “荣誉,光荣,敬意,面子”

    Win honour for…为…争光 Show honour to sb.尊敬某人

    in honour of sb.(sth.) = in sb.?s /sth?s honour出于对某人的敬意eg.There will be a party in honour of his success.

    为庆祝他的成功将会举行一个晚会。

    We have a party in honour of the famous artist.

    为纪念这位著名艺术家我们举办了这场晚会。

    2)satisfy (vt.)使满意,令人满意

    Eg.Tha(本文来自:WwW.hNboxu.cOm 博旭 范文 网:人教版高中英语教案下载)t answer won‘t satisfy her.

    那个答案不会使她满意。

    Satisfied (adj.) 满意的(主语是人)

    Satisfactory (adj.)令人满意的(主语是事而不是人)Satisfying(adj.) 令人满意的(主语是事)Satisfaction (n.)满意

    Eg. She‘s satisfied with her son‘s progress.

    对于儿子的进步她感到很满意。

    Do you think what he said is satisfying?

    你认为他所见的令人满意吗?

    3)harm (n.) (U) 伤害

    Eg. Don‘t be too serious , he meant no harm.

    (v.) harm sb./sth.=do harm to sb./sth.

    Eg. Don‘t be afraid, the dog won‘t harm you.

    What you do should do more good than harm.

    你所做的应该利大于弊。

    e.The festival of Halloween had its origin as an event in memory of the dead.

    In memory of / to the memory of sb. 最为对某人的纪念,纪念某人Eg.The museum was built in memory of the famous scientist.

    f.They dress up and try to frightened people.

    Dressn.连衣裙/ v. dress sb./oneself给…穿上衣服

    The first thing she does every morning after getting up is to dress her son.她每天起来第一件事就是帮儿子穿衣服。

    Dress up 盛妆打扮,乔装打扮

    Eg. Ladies loves dressing up more than anything else.

    g.If they are not fiven anything, the children might play a trick.

    Play a trick on sb. 玩弄某人

    Eg. That naughty boy likes to play a trick on others.

    h. in memory of the arrival of Christopher Columber in America.Arrivaln. 到达

    Eg.We are pleased for their arrival.

    i. In India there is a national festival on October 2 to honor Mahatma Gandhi,the leader who helped gain India‘s independence from Britan.Gainn.获得物,收获,增加

    Eg.The baby has a gain of half a pound.

    v.获得,得到,增加

    eg.He had gained himself a reputation for unfairness.

    他是自己得到了一个不公平的名声。

    比较: get得到,获得 应用最广的词

    Aquire 获得,取得 指通过漫长的过程而逐渐获得

    Gain 得到,获得 往往指通过努力而获得某种有益或有利的东西 Eg.I got a favorite answer.

    How did she acquire her skill?

    I hope you will gain still greater success.

    j. gather 收集,积累

    eg. The police have gathered information about the murderer.

    k. …Some people might win awards for their animals…

    awardn.奖品,奖金,助学金

    win the second award 获得第二等奖

    win the award of ten thousand dolar.

    获得一万美元奖金

    Vt.奖励,授予 award sb. Sth./sth to sb.

    Medals are awarded to the best speakers on the debating team.奖章授给辩论队中最佳的演说者。

    比较:awardn./vt.对鼓励工作突出所进行的鼓励,往往强调荣誉Prizen.多指在各类竞赛或抽彩中所赢得的奖。这种奖有的凭

    靠能力,有的凭靠运气获得。

    Rewardn./v 指对某人的工作或服务等的报答。

    Eg. He won the award for the best student of the year.

    A prize was given to the person who had the winning number.The waitress was given two more extra dolar for her good serves. l.…when people admire the moon and give gifts of mooncakes.

    Admire vt. 钦慕,羡慕,赞美

    Admire sb. for sth.因谋事而赞美/仰慕某人

    Admire to do sth. 喜欢干谋事

    Eg.Don‘t forget to admire the students.

    别忘了夸奖学生

    Everybody admires him for his fine sense of humour.

    人人羡慕他那极好的幽默感。

    I just admire to get letter, but I don‘t admire to answer it.

    我只是喜欢收信件,而不喜欢回信。

    m. …that looking forward to the end of winter and to the coming of sping. Look forward to doing sth.

    Eg. I am looking forward to seeing you again.

    The children are looking forward to visiting the Great Wall.

    n.The country is covered with cherry tree flowers so that it looks as though it might be covered with pink snow

    as though =as if引导状语从句,常常放在act, look, sound, feel, smell 等动词后面;引导表语从句常用虚拟语气。

    Eg. He behaves as though nothing has happened.

    It looks as if it were summer already.

    Period 5-6 Using language --- Reading

    Step 1. Greetings

    Step 2. Lead-in: 1. Introduction of Qiqiao Jie

    (Why called Qiqiao Jie and some customs of the very day and the sad love

    story.)

    2.The following story is a modern sad love story.

    Step 3. Ss read the questions given and read the story to find the answers. Step 4. words and phrases.

    1.But she didn‘tTurn up 1) 出席,来 For several reasons, she didn‘t turn up.

    2) 出现,找到The book you have lost will turn up one day.

    3) 开大音量 (反义词)turn down

    Turn up the radio a little, I can hardly hear the program.

    2.to hold one‘s breath: to wait without much hope

    eg.The girl held her breath at the sight of the snake.

    3.to drown one‘s sadness: To drink in order to forget

    to drown one‘s sorrows: 借酒消愁

    4.to keep one‘s word 守信用(反) to break one‘s word 失信

    Eg.He is a man who always keeps his word.

    Don‘t believe him, he always breaks his word.

    5.set off 1)动身,出发 Tomorrow we‘ll set off for home.

    2)使…爆炸 The human body bomb set off among the crowd.

    6.I don‘t want them to her.

    Remind sb.of sth. 提醒某人某事

    Remind sb. to do sth. 提醒某人做某事

    Remind sb. That

    Eg.The pictures remind me of my school days.

    Remind me to buy her a gift.

    I reminded him that he must go home before dark.

    7.forgive …for

    Eg.Please forgive me for my being rude.

    Step 5.Ss work in groups of four to summarize the story and ask some of Them to tell the story in their own words.

    Period 7-8 Discovering Useful Stuctures: Modal verbs

    1. 情态动词的各种语气

    1) can and could

    Jin can speak English well.(ability)

    No one could finish the test last week.(ability)

    The teacher said that we could not leave early.(permission)

    The hunters are lost. They could starve.(possibility)

    Could you please show me the way to Beihai Park?(request)

    注意:表示一般能力时,can 可与be able to 互换,但表示过去的能力+特定行为时,用was/were able to ,be able to 可用于各种时态,而can 只能用于现在时。 Eg.His mother wasn‘t at home, so he was able to watch TV

    2) may and might

    篇三:人教版高中英语必修1全部教案设计

    Unit 1 Friendship

    1.Teaching aims and demands

    1. Suggested teaching notes

    1). Analyses of the teaching contents

    This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about

    friendship, get to know the problems between friends

    and seek solutions, which makes preparations for the

    further teaching in topics, background and vocabulary.

    Pre-reading---The questions prompt students to think critically about

    friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too.

    Reading--- The diary by the Jewish girl Anne gave a glimpse of her life

    during her family’s shelter in Amsterdam from the German

    Nazis’ killing in world war 2. she treats the diary as her best friend, and

    in it reveals her longing for a normal life and close contact with nature,

    which helps her get through the days.

    Comprehending---It helps students further understand the text by doing multiple

    choices, questions and answers, and matching.

    Learning about language---It teaches the important expressions and structures and

    grammar: direct and indirect speeches.

    Using language---The two letters, listening, questionnaire design, letter writing and

    fun writing prepares students to further talk about friendship,

    especially the problems with misunderstanding, and unfriendliness,

    thus strengthening students’ abilities to practice language, discover,

    and solve problems.

    Summing up---It summarizes the whole contents of this unit from the aspects of

    topics, vocabulary and grammar.

    Learning tip--- This part encourages students to form the habit of writing a diary.

    Integrating skills--- The text introduces the way Hawaiians express friendship, to get

    students to realize the cultural differences in the values of

    friendship in addition its importance in all cultures.

    2) Making of the teaching plan

    This unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself, i.e., the comfort and support one seeks from an imaginary friend. Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns’ eyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmonious life. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:

    3. Teaching plans for each period

    Period 1 Warming-up and Speaking

    1. Teaching objectives:

    1) Target language

    I (don’t) think…… I (don’t) think so. I (don’t) agree.I believe…… That’s correct. In my opinion, ……

    2) Ability goals

    a. Describe your friends in English

    b. Figure out the problems between friends and then find different ways to solve the

    problems.

    3) Learning ability goals

    a. To encourage students to think and talk about friends and friendship by using

    some phrases and structures.

    b. To learn to solve problems that may occur between friends.

    c. To cultivate the students to form the good habit of learning English in Senior

    Middle School.

    2. Teaching important points:

    a. Use the given adjectives and sentence structures to describe one of your

    friends.

    b. Learn to evaluate friends and friendship.

    3. Teaching difficult points:

    a.

    b. Work together with partners and describe one of your good friends. Discuss with partners and find out ways to solve the problems.

    4. Teaching methods

    a. Task-based teaching and learning

    b. Cooperative learning

    c. Discussion

    5. Teaching aids:

    CAI

    6. Teaching procedures and ways:

    Step 1 Lead-in and Warming-up

    Before the lesson, the teacher can arouse the students’ interests by showing a video of Auld Lang Syne.

    At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.

    1. How did you spend your summer holidays? How did you feel? What

    did you do in your summer holidays? What did you do in your spare

    time?

    2. What do you think of our new school? Do you like it? Could you say

    something about it?

    3. Do you like making friends? How do get in touch with your friends?

    Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?

    Step 2 Think it over

    1. Give a brief description of one of your friends. 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/……

    When /Where we got to know each other.

    2. What types of friendship do you have? Please tick them out. Then fill in the blanks.

    girl friends boy friends pen friends

    long -distance friends friends of the same age

    e-friends (friends over the internet)friends across generations

    unusual friends like animals, books……

    1).______ is /are most important to you.

    2). You spend most of your free time with ____.

    3). You will share your secrets with _____.

    4). When in trouble, you will first turn to _____.

    Step 3 Make a survey

    1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.

    Tell your partner your standards of good friends by using the following structure:

    I think a good friend should (not) be……

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