高一英语人教版必修1Unit1全套教案

Unit 1 friendship

1.Teaching aims and demands

2.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 theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German

Nazis’killing in world war . 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

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 be lieve……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:

https://www.wendangku.net/doc/f111099843.html,e the given adjectives and sentence structures to describe

one of your friends.

b.Learn to evaluate friends and friendship.

3. Teaching difficult points:

a.Work together with partners and describe one of your good

friends.

b.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……

In my opinion, a good friend is someone who……

1.Have a member of each group report on what their lists have in

common and list them on the board.

2.Ask the class whether or not they agree with all the qualities listed.

3.Then have the students do the survey in the textbook.

4.Have the students score their survey according to the scoring sheet

on page 8.

5.The teacher ask some students how many points they got for the

survey and assess their values of friendship:

★4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You sho uld think more about what a good friend needs to do.

★8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between y our friend’s needs and your own responsibilities.

★ 13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done. (You may also show your students the results above and let themselves self-reflect upon their own values of friendship)

Step 4 Talking and sharing( work in pairs)

1. If your best friend does something wrong, what will you do?

Try to use the following phrases:

I (don’t) think…… I (don’t) think so.

I (don’t) agree. I believe……

That’s correct. In my opinion, ……

2. What is a friend?

A British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editior, choose the best one from the following entries(条目), and explain why.

One who understands my silence.

A friend in need is a friend indeed.

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.

To have a friend, you need to be a good friend.

Step 5 Group work (output)

The teacher can give each group one of these questions below to talk about. Then let the class share their ideas. It’s better to stimulate the students to express their own opinions about these questions.

1.Do you think it is a good idea to borrow money from your friend?

Why and Why not?

2. What factors may cause the breakdown of a good friendship?

3.What can be your special friend besides human beings? And why?

Step 6 homework

1.Write down a short passage about your ideas /the factors/your

unusual friends.

2.Prepare for the new lesson.

Period 2 Reading “Anne’s Best F riend”

1. Teaching objectives:

1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;

2). To get the students to realize the importance of friends and friendship, and to tell true friends from false friends;

3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;

4). To learn the writing style of this passage.

2. Teaching method: Task-based teaching

3). Teaching procedure:

Step 1.Pre-reading

1. Please enjoy three pieces of music and find out what they are about.

2 .Why do you think friends are important to you?

3. What do you think a good friend should be like? List the good qualities a good friend should have .

4. Have you ever considered making friends with animals, plants or even an object? Why or why not?

Step 2.Reading

1. Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.

2. Skimming the first two paragraphs to confirm your guessing.

1) What was Anne’s best friend? Why did she make friends with it?

2) Did she have any other true friends then? Why?

3) What is the difference between Anne’s diary and those of most people?

4) Do you keep a diary? What do you think most people set down in their diaries?

5) We are going to read one of Anne’s diaries .but before reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph?

3. Reading of Anne’s diary

How she felt in the hiding place

Two examples to show her feelings then

Step 3.Post-reading

1.What would you miss most if you went into hiding like Anne and her family? Give your reasons.

2.Group work

Work in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.

Where would you plan to hide?

How would you arrange to get food given to you every day?

What would you do to pass the time?

------

3. Discovering useful words and expressions

Complete the following sentences, using words and expressions from Reading

1) She has grown _______ about computer games.

2) Was it an accident or did David do it on _______?

3) From the beginning ,Paul made it clear that he would be ______ (完全地)in control.

4) He used to work _______ even in the middle of winter.

5) Just the _______ of more food made her feel sick.

6) You had better have a _________ talk with him.

7) Born in a poor family, the manager _________ lots of hardships in his childhood.

8) A diary is often kept to ________ what happens in people’s daily lives.

Step 4.Talking about friends and friendship

1.There are many proverbs about friends and friendship. Choose the one you agree with and explain why, then choose one you disagree with and explain why.

A friend in need is a friend indeed.

Friends are like wine; the older, the better.

A friend to all is a friend to none.

The same man cannot be both friend and flatterer(阿谀奉承者).

False friends are worse than open enemies.

Walking with a friend in the dark is better than walking alone in the light.

2. We have talked about friends and friendship today, can you write one or two sentences to express your understanding of friends and friendship.

Step 5.Homework:

1. Interview a high school student, a businessman, a police officer and a housewife to find out their opinions about friends and friendship. Write a

report to share it with the whole class.

2. Describe one of your best friends following the writing style of this passage.

Ending: Let’s s ing this song about friends together

Period3 Grammar

Direct & Indirect Speech

I Statements & Questions

1．Teaching objectives

Learn to use direct speech and indirect speech

2. Teaching important point

Summarize the rules of Direct Speech and Indirect Speech.

3. Teaching difficult point

Learn about the special cases in which the tenses shouldn’t be changed.

4. Teaching methods

Discussing, summarizing and practicing.

5. Teaching procedures

Step1 Lead in

T:Good morning, class. In the last lesson, we learn ed Anne’s story. Now she is telling her stories to two of her friends—you and Tom. Tom has something wrong with his ears,so you have to repeat Anne’s sentences, Sometimes you need to explain Tom’s sentences to the class. Look at the blackboard.

“I have to stay in the hiding place.” said Anne.→

T:What did Anne say ?As we know , Tom has something wrong with his ears,so you have to repeat Anne’s sentence.

Ok,first of all, let’s translate the sentence into Chinese.安妮说：“我不得不呆在躲藏处。”What did Anne say ? yes , 安妮说她不得不呆在躲藏处。Ok, now let’s translate the Chinese sentence into English again.

Anne said she had to stay in the hiding place.

Then Tom asked Anne a question,

“Do you feel sad when you are not able to go outdoors?” Tom asked Anne. T:What did Tom ask ?Please explain Tom’s sentence .Well, just like before, let’s change the sentence into Chinese again. 汤姆问安妮：“你

无法出门时你感到难过吗？”What did Tom ask Anne ? Yes, 汤姆问安妮她无法出门时是否感到难过。Now let’s change the sentence into English once again.

Tom asked Anne if/whether she felt sad when she was not able to go outdoors.

Look at the blackboard. Anne said another sentence,

“I don’t want to set down a series of facts in a diary,” said Anne.→

T: What did Anne say ? Mary , please answer this question.

……

Well done! Excellent!

Anne said that she didn’t want to set down a series of facts in a diary. “What do you call your diary?” Tom asked Anne. →

T: What did Tom ask ? Jack, please explain Tom’s question.

……

Quite right .

Tom asked Anne what she called her diary.

Please go on this tipic by yourselves.

Step2 Grammar

T: Now let’s look at these sentences again. We call what Anne said and what Tom asked Anne Direct Speech,and what you repeated Anne’s sentences and what you explained Tom’s sentences Indirect Speech. If we want to change Direct Speech into Indirect Speech, what should be changed?

(Ss discuss by themselves.)

T: Kitty, please……. You did a very good job. We should change the sentence structures, tenses, pronouns, adverbials of time and place and verbs.

T:Now open your book,turn to page 87.Here are the rules.

Direct Speech and Indirect Speech

At first, let’s look at what direct speech is and what indirect speech is .

In direct speech the original speaker’s exact words are given and indicated by quotation marks.

For example: Mr. Black said, “I’m busy.”

In indirect speech the exact meaning of the speakers words is given, but the exact words are not directly quoted.

For example: Mr. Black said that he was busy.

From this example we can say indirect speech can be seen as an objective clause. We learned it at Junior Middle School. Yes?

So how to convert direct speech into indirect speech.Let’s learn this grammar according to the kinds of sentences

Above all, let’s learn how to change it if the direct speech is a statement.Please look at your book.

1.Statements 陈述句

直接引语如果是陈述句，变为间接引语时，用连词that引导（that在口语中常省略），从句中的人称、时态、指示代词、时间状语、地点状语等要作相应变化。在这一方面，汉语和英语有许多相似之处，因此，在做直接引语和间接引语转换练习时，要特别注意句子的意义。

Now please pay attention to the following three points.

The first point: Change of person pronouns人称的变化

Eg. a) He said, “I like it very much.”

→He said that he liked it very much.

b) He said to me,” I’ve left my book in your room.”

→He told me that he had left his book in my room.

About this point,I give you a meaningful expression to help you to remember.

“一主二宾三不变”

说明：直接引语改为间接引语时，第一人称代词和物主代词必须与主句中的主语的人称一致，在数上不发生变化。第二人称代词和物主代词变化时，必须随主句中的宾语，如果没有宾语可以加个宾语（如me或us）.而第三人称代词和物主代词在变为间接引语时一律不变。

Eg. “一主”：He/I/You said to Rose, “I can help them.”

→He/I/You told Rose that he/I/you could help them.

“二宾”：He said to her/me/you, “You can help them.”

→He said to her/me /you that she /I/you could help them.

“三不变”：He said to Rose, “She/He ?they could help them.”

→ He told Rose that she/he /they could help them. The second point: Change of tenses.时态的变化

Look at your book,page 88.

时态的变化如主句的谓语动词是一般过去时，直接引语变间接引语时，从句的谓语动词在时态方面要做相应的变化。如主句的谓语动词是现在时，从句的时态无需变化。

Please look at the form. (见课本88页)

About this point, please focus on the following six points.

注意：

1）直接引语转换为间接引语时，总的原则是向过去推一个时态。

2）过去完成时表示“过去之过去”，不需要变化。

3）当直接引语是客观真理时，不受时间的限制，因此也不需要变化。

4）当主句谓语动词为一般现在时时，直接引语变间接引语时态不变。

5）如果在当时转述别人的话，now, today, yesterday, tomorrow 等时间状语不必改变。

6）时态保持不变的情况：

①主句谓语动词为现在时或将来时，间接引语中的动词可保持原来时态。如：He says,” I had a good time last night.”

→He says he had a good time he night before.

She will say,” I have done my best in the work.”

→She will say she has done her best in the work.

②主句为过去进行时/过去完成时不变。如：

“American Indians had already been in America by that time,”the historian said.

→The historian said American Indians had already been in Amderica by that time.

③间接引语中动词所表示的情况说话时仍继续进行或存在，其时态可以不变。如：

“I am eight ,” the boy said.

→The boy said that he is eight.(现在还是8岁)

④直接引语中若有具体的过去某年、某月、某日作状语，变为间接引语时，时态不变。如：

I said,”I was born in March, 1977.”

→I said I was born in March , 1977.

⑤直接引语表达的是习惯性动作、客观事实或科学真理时，变为间接引语时，时态不变。如：

“The moon moves around the earth,” the astronomer said.

→The astronomer said the moon moves around the earth.

The third point：Change of demonstrative pronouns, adverbials of time

and place and verbs.指示代词、时间状语、地点状语和

动词的变化

Please look at the form at page 88.(见课本表格)

Give your attention on this next point:

如果在当地转述，here不必改为there, come也不必改为go,刚才在第二中我们也知道了，如果在当时或当天转述，today/yesterday/tomorrow

等状语也不必变化。

Eg. She said to us,”I’ll come here tomorrow.”

→She told us she would come here tomorrow.

T: We’ve just learned how to convert direct statements into indirect statements. So do you know how to change direct questions into indirect

questions. Now please look at your book. Page 89. Here are the rules.

2.Questions疑问句

直接引语如果是疑问句，变为间接引语时，要把疑问句语序变为陈述句语序（主语在谓语的前面），句末用句号，主语的人称、时态和状语也要作相应的变化。

1)Yes-or-no question 一般疑问句：直接引语如果是一般疑问句，变为间接引语时，谓语动词是say或said时，要改为ask或asked, 原问句变成由连词if(或whether)引导的宾语从句。没有间接宾语的，可以根据情况加上。

Eg. “Do you think a diary can become your friend ?” the writer says.

→The writher asks us if we think a diary can become our friend .

He said,”Are you interested in English?”

-→He asked (me) if I was interested in English.

2) Wh- questions 特殊疑问句：直接引语如果是特殊疑问句，变为间接引语，仍用原来的疑问词引导。

Eg. “What do you want ?”he asked me .

→He asked me what I wanted.

“When did you go to bed last night?” Father said to Anne.

→Father asked Anne when she went to bed the night before.

If you want to master this grammar well, you’d better memorize the witty remarks.

记忆要诀：陈述句和疑问句中直接引语变间接引语方法

1.直接引语是陈述句变间接引语方法

去掉引号加“that”,人称变化要灵活，时态向后退一步，状语变化背表格。2.直接引语是一般疑问句变间接引语方法

去掉引号加if或whether,陈述语序要记住，时态、人称和状语，小心变化别马虎。

3.直接引语是特殊疑问句变间接引语方法

直接引语去引号，陈述语序莫忘掉。小心助动词，去它最重要。

Well, these are the rules of direct and indirect speech about statements and questions. Now let’s practise it .

Step3 practice

T: Turn to Page 5. Please change the following direct speech into indirect speech and indirect into direct.

Step4 Correcting mistakes

T analyses the common mistakes Ss have made during the practice. T: Check out the answer.

Keys:

1.Anne said she didn’t know the address of her new home.

2.Anne told her father she had got tired of looking at nature

through dirty curtains and dusty windows.

3.The girl said that she needed to pack up her things in the

suitcase very quickly.

4.Her father asked her why she had chosen her diary and old

letters.

5.“Are you very hot with so many clothes on?” Mother asked.

6.“ What else have you hidden under her overcoat ?” Margot

asked her.

7.“When will we go back home?” Anne asked her father.

8.“Why did you talk so much to this boy ?” Father asked Anne. Step5 A game

Play a guessing game “who is my secret friend?” One student comes to the front with his partner.

The rest students ask him some questions while his partner changes

them into indirect speech. In the end,ask two of the persons who have guessed the right answer can come to the front to take the place of the first two students.So the game goes on.

Suggested sentences:

Can your friend speak?

What does he/she wear today?

Is he/she tall or short?

What do you and your friend do in your free time?

Do you quarrel with each other?...

Step6 Homework

Do Exercise1 on Page 42. Here is another page of Anne’s diary. Read it through and then use indirect speech to retell the story.

Period 4 integrating skills “Friendship in Hawaii”

1. Teaching objectives:

To learn about ways of showing friendship in Hawaii and share their opinions on friendship. Because it is a lesson of integrating skills, Ss are also asked to write sentences on friendship.

2. Teaching procedures:

Step1 Lead-in

1. Talk about different ways of showing friendship of minority groups

in China.

2. Compare Chinese ways of showing friendship with Western ways.

And discuss why there is a big difference. Therefore, show the sentence: Every culture has its own ways to show friendship.

3. Ask students if they can think of any place in the world where

Chinese and Western cultures live side by side. They may think of Hongkong, Macao, Singapore. And the teacher will add one more -------Hawaii.

Step2 Fast reading

1. It is said that Hawaii is a place where the East truly meets the west.

Consider how people show their friendship in Hawaii.

Show a picture and find the information from the textbook. ( by giving “leis” to one another.)

Explain what is a “lei”.

2. Read fast and find out more ways to show friendship in Hawaii to

fill in the form.

3. According to the form, ask them to consider what friendship is in

Hawaiians.

Step 3 Careful reading

1.Read the 2nd paragraph carefully and ask “Why do many

different peoples call Hawaii their home?”

( Hawaii is a place where people make one big community from many smaller communities. It means Hawaii has a rich cultural diversity.)

Step 4 Writing task

1.Show proverbs about friends and friendship. Explain them and

ask Ss to choose some they agree with and some they disagree with and explain why.

2.Discuss with their partner and try to write some similar sentences

to show their opinions on friendship.

Step 5 Homework

Surf the Internet to collect materials like poems, stories about friendship. And share them with your friends.

Period 5 Listening & Writing

1. Teaching objectives

To practise s tudents’ listening ability.

To practise students’ writing skill s of how to offer advice.

To improve students’ ability to help others solve problems.

2. Teaching procedure

(Analysis: Listening and writing are expansion of the topic of the text. Listening i s about Lisa’s problem of making a friend with a boy. She asks Miss Wang for advice. Through listening and exercise, students learn

how to give advice and the skill of giving advice. And also let them think about the problem of boy’s making friends with gi rls and girls with boys. And then design a task to ask students to give advice according to the different problems to practise their ability to solve the problems. All of these lay the foundation for the next task writing. In this way, students feel that they have information to put out. And writing makes for the improvement of students’ writing ability, strengthening their comprehension of friendship.)

Step 1 Lead-in

Do you remember what Ann’s best friend is?

Is it a man or a thing?

Have you seen the film Cast Away?

When Tom is alone on a deserted island, what does he make friends with? ( a volleyball)

Guess what my best friend is? (Say sth. about music, pets or plants.)

So you see a man can make friends with anyone and anything.

Then boys, would you like to make friends with girls? Girls, would you like to make friends with boys?

What kind of girl would you like to make friends with? And what kind of boy would you like to make friends with?

If you see a boy classmate makes a friend with a girl, will you say something about them behind?

(If no, say you are kind. If yes, say you are a gossiper.)

If you are that boy/girl, would you like to be gossiped about?

But here Lisa has such a problem. Read the letter. Lisa is asking you for help. What advice will you give? You are given 2 minutes to discuss in groups and then offer group’s opinions.

Step 2 Listening

Besides you Lisa also asks Miss Wang of Radio for Teenagers for help. What advice does Miss Wang give to Lisa? Let’s listen to what she says. Listen for 3 times and do listening exercises.

Step 3 Post-listening

Do you think Miss Wang’s advice is helpful?

Now suppose you are editors of Radio for Teenagers, here are some problems for you to offer advice.

(Give each group a problem and ask them to write down their advice.)

1.I don’t have enough pocket money.

2.I’m not satisfied with my appearance.

3.My desk mate has lost a reference book, she/he thinks that I’m a

thief.

4.I work hard but I hardly make progress.

5.I want to travel to WuZhen Town with my fiends this weekend, but my

parents don’t allow me to go.

6.I don’t like the way Mr. Li teaches us English, so I’m not interested in

English any longer.

7.My mother has just given birth to my little brother. I’m worried that

the baby will rob me of my parents’ love and even everything.

8.I quarreled with my best friend 3 days ago. Up to now, we haven’t

said a word to each other.

9.I’d like to be monitor, but at the same time I doubt whether I have

such ability.

10.I’m often late for school. The teacher is so angry that he threatens

that if I’m late again, I will be dismissed.

Step 4 Writing

Your advice is good and helpful. All of you are qualified editors. Now I have just received a letter from a lonely boy. Read the letter, what is his

problem? What is your advice for him? Write a reply.

Step 5 Homework

Write a story about you and your friend.

高中英语必修一教案

高中英语必修一教案Unit 1 Friendship

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 theJewish 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

2019人教版高中英语必修3电子课本 word版

普通高中课程标准实验教科书《英语》电子课本 Book 3 Unit 1 Festivals around the world B3U1P1-3 FESTIV ALS AND CELEBRATIONS Ancient Festivals Festivals and celebrations of all kinds are held everywhere. The most ancient festivals would celebrate the end of the cold weather, planting in spring and harvest in autumn. Other celebrations were held when hunters could catch animals. They would starve if food was difficult to find, so they celebrated when they had food. They lit fires and made music because they thought these festivals would bring a year of plenty. Festivals of the Dead Some festivals are held to honour the dead, or satisfy and please the ancestors, who could return either to help or to do harm. In Japan the festival is called Obon, when people should go to clean the graves and light incense in memory of their ancestors. They light lamps and play music because they think that this will lead the ancestors back to earth. In Mexico they have the Day of the Dead in early November. On this important feast day, people might eat food in shape of skulls, and cakes with “bones” on them. They offer food, flowers and gifts to the dead. The festival of Halloween had its origin as an event in memory of the dead. It is now a children’s festival, when they can go to their neighbours’ homes and ask for sweets. They dress up and try to frighten people. If they are not given anything, the children might play a trick. Festivals to Honour People Festivals can be held as an honour to famous people or to the gods. One of these is the Dragon Boat Festival in China, which honours the famous ancient poet, Qu Yuan. Another is Columbus Day in the USA, in memory of the arrival of Christopher Columbus in America. In India there is a national festival on October 2 to honour Mahatma Gandhi, the leader who helped gain India’s independence from Britain. Harvest Festivals Harvest and Thanksgiving festivals can be very happy events. People are grateful because their food is gathered for the winter ,and because a season of agricultural work is over. In European countries it is the custom to decorate churches and town halls with flowers and fruit, and people get together to have meals. Some people might win awards for their animals, flowers, fruits and vegetables, like the biggest watermelon or the most handsome rooster. In China and Japan there are mid-autumn festivals, when people admire the moon and give gift of mooncakes. Spring Festivals The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring. At the Spring Festival in China, people eat dumplings, fish and meat, and may give children lucky money in the red paper. There are dragon dances and carnivals, and families celebrate the lunar New Year together. In some Western countries there are very exciting carnivals, which take place forty days before Easter, usually in February. They might include parades, dancing in the streets day and night, loud music and colourful clothing of all kinds. Easter is an important religious and social festival in Christian countries. It celebrates the return of Jesus for Christians and it also celebrates the coming of spring. In Japan, the Cherry Blossom Festival happens a little later. The country is covered with cherry tree flowers so that it looks as though it might be covered with pink snow. People love to get together to eat, drink and have fun with each others. Festivals let us enjoy life, be proud of our customs and forget our daily life for a little while.

高一英语必修一单词表(人教版)

高一英语必修一单词表（人教版）Unit 1 1.survey n.调查；测验 2.add up合计 3.upset adj. 心烦意乱的；不安的，不适的 4.ignore v.不理睬；忽视 5.calm vt.&vi.（使）平静；（使）镇定adj.平静的；镇定的；沉着的 6.calm...down（使）平静下来 7.have got to不得不；必须 8.concern vt.（使）担心；涉及；关系到n. 担心；关注；（利害）关系 9.be concerned about关心；挂念 10.walk the dog 遛狗 11.loose adj 松的；松开的 12.vet n.兽医 13.go through经历；经受 14.Amsterdam 阿姆斯特丹（荷兰首都） https://www.wendangku.net/doc/f111099843.html,herlands 荷兰（西欧国家） 16.Jewish 犹太人的；犹太族的 17.German 德国的；德国人的；德语的。 18.Nazi n.纳粹党人adj. 纳粹党的 19.set down记下；放下；登记 20.series n.连续，系列 21.a series of一连串的；一系列；一套 22.outdoors adv.在户外；在野外 23.spellbind vt.（ spellbound,spellbound）迷住；疑惑 24.on purpose故意 25.in order to为了 26.dusk n.黄昏傍晚 27.at dusk在黄昏时刻 28.thunder vi 打雷雷鸣n. 雷，雷声 29.entire adj. 整个的；完全的；全部的 30.entirely adv. 完全地；全然地；整个地 31.power n.能力；力量；权力。 32.face to face面对面地 33.curtain n.窗帘；门帘；幕布 34.dusty adj 积满灰尘的 35.no longer /not?any longer不再 36.partner n.伙伴．合作者．合伙人 37.settle n.安家；定居；停留vt. 使定居；安排；解决 38.suffer vt. &遭受；忍受经历 39.suffer from遭受；患病 40.loneliness n.孤单寂寞 41.highway n.公路

高一英语上册 教学案全套 新人教版必修1

必修一 Unit 1 Friendship 单元要点预览（旨在让同学整体了解本单元要点） Ⅰ.词语辨析(旨在提供完形填空所需材料)

Ⅱ.词性变化（旨在提供语法填空所需材料）

Ⅲ.重点词汇（旨在提供综合运用所需材料） 1. upset adj. 心烦意乱的，不安的；不适的vt. (upset, upset) [典例] 1). Our arrangements for the weekend were upset by her visit. 她一来把我们周末的安排给打乱了。 2). Don't upset yourself -- no harm has been done. 不要难过--并没有造成伤害。 3). He was horribly upset over her illness. 他为她的病而忧心忡忡。 4). The students really upset her. 学生们着实让她烦恼。 [重点用法] be ups et by… 被…… 打乱 upset oneself about sth 为某事烦恼 [练习] 用upset的适当形式填空 1). Is it ______ you, dear? 2). She felt rather ______ on hearing the news. 3). Is it an ______ message? 4). Don’t be ______. It will be OK. 答案: 1). upsetting 2). upset 3). upsetting 4).upset 2. concern v.担忧; 涉及; 关系到 n. 担心，关注；（利害）关系 [典例] 1). The news concerns your brother. 这消息与你兄弟有关。 2). The boy's poor health concerned his parents. 那男孩健康状况不佳,使他的父母亲忧虑。 3). That's no concern of mine. 那不关我的事。 [重点用法] as / so far as … be concerned 关于；至于；就……而言 be concerned about 关心 be concerned at / over sth. 为某事忧虑 be concerned in sth. 牵涉到，与……有关，参与 [练习] 用concern的适当形式填空 1). There is an article that _______ the rise of the prices. 2). The children are rather _____ about their mother’s health. 3). Officials should ______ themselves _______ public affairs.

新整理高一年级英语必修一教案

高一年级英语必修一教案 人教版高一年级英语必修一教案 作为一名为他人授业解惑的教育工作者，总不可避免地需要编写教案，借助教案可以提高教学质量，收到预期的教学效果。那么应当如何写教案呢？下面是小编整理的人教版高一年级英语必修一教案，供大家参考借鉴，希望可以帮助到有需要的朋友。 人教版高一年级英语必修一教案1 Step I.Revision Check the homework with the whole class. Step II. Warming up Ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures. T: Today, before we begin our reading, I’d like to ask you a question, “What is the biggest sound you have heard in your life?” S1: The sound of wind that blew in a winter night when I was very young. It sounded like a ghost who was howling.

I was very frightened at that time. S2: The biggest noise was the one that I heard when my neighbor was quarrelling with his wife. Perhaps, they broke their TV set. T: That’s too terrible. S3: The noise when planes take off. S4: The sound of trains. T: Good! I agree that all of them are big sound. But did you once heard the sound that the heaven falls and the earth cracks, in Chinese it is 天崩地裂? Ss: No, we have no chance to hear that. T: If there is a sound like this, what is it? S5: When someone hears something unexpected and terrible. For example, when one of his loved families dies, he will feel this sound. T: Terrific! You are using a literary way to express the sound. S6: When an earthquake happens. T: Great! I have waited for this answer for a long time. Today we’ll learn something about earthquakes. I think most of us have heard of earthquakes. Can you imagine how terrible it is ?

高一英语人教版必修三unit1课文内容

Unit 1 Festivals around the world FESTIVALS AND CELEBRATIONS Festivals and celebrations of all kinds have been held everywhere since ancient times. Most ancient festivals would celebrate the end of cold weather, planting in spring and harvest in autumn. Sometimes celebrations would be held after hunters had caught animals. At that time people would starve if food was difficult to find, especially during the cold winter months. Today’s festivals have many origins, some religious, some seasonal, and some for special people or events. Festivals of the dead Some festivals are held to honour the dead or to satisfy the ancestors, who might return either to help or to do harm. For the Japanese festival Obon, people should go to clean graves and light incense in memory of their ancestors. They also light lamps and play music because they think that will lead the ancestors back to earth. In Mexico, people celebrate the Day of the Dead in early November. On this important feast day, people eat food in the shape of skulls and cakes with “bones” on them. They offer food, flowers and gifts to the dead. The Western holiday Halloween also had its origin in old beliefs about the return of the spirits of dead people. It is now a children’s festival, when they can dress up and go to their neighbours’ homes to ask for sweets. If the neighbours do not give any sweets, the children might play a trick on them. Festivals to Honour People Festivals can also be held to honour famous people. The Dragon Boat Festival in China honours the famous ancient poet, Qu Y uan. In the USA, Columbus Day is in memory of the arrival of Christopher Columbus in the New World. India has a national festival on October 2 to honour Mohandas Gandhi, the leader who helped gain India’s independence from Britain. Harvest Festivals Harvest and Thanksgiving festivals can be very happy events. People are grateful because their food is gathered for the winter and the agricultural work is over. In European countries, people will usually decorate churches and town halls with flowers and fruit, and will get together to have meals. Some people might win awards for their farm produce, like the biggest watermelon or the most handsome rooster. China and Japan have mid-autumn festivals when people admire the moon and in China enjoy moon-cakes. Spring Festivals The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring. At the Spring Festival in China, people eat dumplings, fish and meat and may give children lucky money in red paper. There are dragon dances and carnivals, and families celebrate the Lunar New Year together. Some Western countries have very exciting carnivals, which take place forty days before Easter, usually in February. These carnivals might include parades, dancing in the streets day and night, loud music and colourful clothing of al kinds. Easter is an important religious and social festival for Christians around the world. It celebrates the return of Jesus from the dead and the coming of spring and new life. Japan’s Cherry Blossom Festival happens a little later. The country, covered with cherry tree flowers, looks as though it is covered with pink snow. People love to get together to eat, drink and have fun with each other. Festivals let us enjoy life, be proud of our customs and forget our work for a little while.

人教版高一英语必修1

人教版高中英语单词表必修一 Unit 1 单词表 △survey /'s?:vei/ n. 调查；测验 add up 合计 upset ：[?p'set] adj. 心烦意乱的；不安的；不适的vt. (upset,upset) 使不安；使心烦 ignore /iɡ'n?:/ vt. 不理睬；忽视 calm /kɑ:m/ vt. & vi. （使）平静；（使）镇定adj. 平静的；镇静的；沉着的 calm (…) down （使）平静下来；（使）镇定下来have got to 不得不；必须 concern /k?n's?:n/ vt. （使）担忧；涉及；关系到 n. 担心；关注；（利害）关系 be concerned about 关心；挂念 walk the dog 遛狗 loose /lu:s/ adj. 松的；松开的 △vet /vet/ n. 兽医go through 经历；经受 △Amsterdam /?mst?'d?m/n. 阿姆斯特丹（荷兰首都） Netherlands /'nee?l?ndz/ n. 荷兰（西欧国家）△Jewish /'d?u(:)i?/ adj. 犹太人的；犹太族的German /'d??:m?n/ adj.德国的；德国人的；德语的 n.德国人；德语 △Nazi /'nɑ:tsi/ n.纳粹党人adj.纳粹党的 set down 记下；放下；登记 series /'si?ri:z/ n. 连续；系列 a series of 一连串的；一系列；一套 △Kitty /'kiti/ n. 基蒂（女名） outdoors /'aut'd?:z/ adv. 在户外；在野外 △spellbind /'spelbaind/ vt. (spellbound, spellbound) 迷住；迷惑 on purpose 故意 in order to 为了……

完整word版,人教版高中英语必修一unit1教案最终版

Teaching Plan Unit1 Friendship 教材人教版高中英语必修一 试讲者李瑶单位新疆师范大学 适用年级高中一年级单元第一单元 课题Anne’s Best Friend 课时共五课时，第二课时 （ Reading） 一．教材分析 Analysis of the Teaching Materials This unit is the first unit of the senior English studying which talks about friendship.As for the students, at the beginning of senior school life, making new friends is one of important things for them now,so the topic of this unit is appropriate at the present time. It can easily stimulate students’interests in English learning and help students think how to choose friends and the meaning of the friendship. The reading passage is the center of the unit. It mainly talks about the Anna , a Jewish girl , during the world war II, regarded the diary as her best friend to express her happiness, sorrow and missing to her hometown. 二．学情分析 Analysis of the Students As the students, grade1of senior high school,they have the basic abilities of listening,speaking,reading and writing,but they still need more chances to practice what they have learnt and improve their ability of communicating with others and expressing their ideas fluently and accurately. Meanwhile,it is also necessary to develop their autonomous learning ability and cooperative learning ability, as well cultivate the awareness of cultural differences. 三. 教学目标 Teaching Aims 1.Knowledge Objectives 1.Get students to know the main content of this article. 2.Learn about the formats of a diary. 2.Ability Objectives 1.Develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming and so on. 2.Summarize different paragraphs. 3.Emotion Objectives

外研社高一英语必修一教案

外研社高一英语必修一 教案 公司内部编号：（GOOD-TMMT-MMUT-UUPTY-UUYY-DTTI-

M o d u l e O n e M y f i r s t d a y a t S e n i o r h i g h Period One Teaching content a)Self-introduction b)Vocabulary and speaking c)Everyday English and function Teaching aims and demands a)have the students to introduce themselves b)have the students to know what you except from them c)have the students get familiar with some words of subjects d)have the students to learn the Everyday English and function Teaching methods a)speaking b)discussing c)pair-work& group-work Teaching steps Step1 Self-introduction (I) This is the first English class in Senior high, you are fresh to the students , so are the students. So it is necessary for you to introduce yourself to the students and get them to introduce them to you and other students , you must stress that the students must introduce them in English. If necessary, you can make an example first.

人教版高一英语必修一语法归纳

人教版高一英语必修一语法归纳 以下是小编整理的高一必修一英语人教版语法归纳希望可以帮助大家，把语法进行归纳。 Unit 1 1. 词组: add up 合计 add up to 总计达 add… to…把。。加到。。。里 add to 增加增添扩建 2. calm… down 平静下来 3. have got to 不得不，必须 4. be concerned about / for 关心 5. walk the dog 遛狗 cheat … of 欺骗。。 6. go through 穿过完成用完通过仔细检查 go ahead 同意某人的请求go by 流逝 7. set down 记下 set up 建立 set off 出发引爆 set out to do=set about doing 着手做某事 8. a series of 一系列 9. on purpose 故意地 by accident= chance 偶然地 10. in order to= so as to 为了目的是in order that = so that 11. at dusk 在黄昏 at dawn 在黎明 at midnight 在午夜 at noon 在中午 12. face to face 面对面 13. no longer= not … any longer 不再 14. settle down 安顿下来 suffer from 遭受,患病 15. recover from 恢复 ,痊愈 16. get/ be tired of 对…感到厌烦 17. make a list of 列清单 18. pack… up 装箱打包 19. get along/ on with与…相处,/ 进展 20. fall in love 爱上

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。

人教版高中英语必修一全册教案

Unit 1 Friendship Ｉ．单元教学目标 II．目标语言

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。