A. 高一英語第一單元good friends 說課稿（教案）
Unit 1 Good friends Period 2 Reading – Chuck』 Friend
(Text book Page 3-4)
Name:
Teaching Aims:
1.Learn and master the following words and phrases:
survive, mirror, hammer, saw, rope, compass, hunt for, make a fire ,care about,crash, such as
2.Improve the students』 reading ability and self-study ability through skimming, scanning and summary practice.
3.Enable the students to value the friendship between friends by learning the reading text.
Teaching Important Points:
1.Improve the students』 reading ability.
2.Master the following phrases:
hunt for, make a fire, care about,
Teaching Difficult Points:
How to make the students understand the reading text better.
Teaching Methods:
1. Questioning
2. Explaining
3. Collaborating
Teaching Aids:
1.a recorder
2.a projector
3.the blackboard
Teaching Proceres:
1. Greetings
2. Pre-reading(Lead-in)
3. Reading
4. Language Study & Summary
5. Discussion
6. Homework
Step 1.Greetings( 2 minutes)
Greet the whole class as usual.
T: In the last period we have learned some useful adjectives and expressions of how to describe good friends, right? Do you still remember the three most important qualities of a good friend?
Ss:Loyal, honest and kind.
T: Great! The saying goes 「A friend in need is a friend indeed」. So one day, one of your good friends come to you for help. He can not find out the answers to the following questions. As his
good friend, would you like to help him to find out the answers?
Ss: Sure!
Step 2.Pre-reading(9 minutes)
Task 1: Guess words.(3 minutes)(PPT)
1.What can you use to burn a piece of paper?( a box of match.)
2.What can you use to cut an apple?(a knife)
3.What can you use to get directions? ( a compass)
4. What can you use to cook eggs?(a frying pan)
5. What can you use to shoot a bird?( a gun)
6. What can you use to strike a nail into the wall?( a hammer)
7. It』s raining. You want to go outside.What can you use to stay away from the rain?( an umbrella)
8. What can you use to tie the dog to the tree? ( a rope)
9. What can you use to see my face? ( a mirror)
10.What can you use to listen to the news broadcast? ( a radio)
11.What can you use to cut trees?( a saw)
12.a book.
Task 2: Discussion of the 3 useful items and giving opinions(6 minutes)
T: You may see that 12 answers to the questions are some useful things in our daily life,right? Imagine that you have to stay on an island for a long time. You can only bring 3 useful things from the 12 items to the island. What will you choose? Why?Here are 2 minutes for group discussion.Each group choose 3 items and explain why you think they would be useful.
a knife, a box of matches, a mirror, a radio, a frying pan, a gun, a book, a hammer, a saw, an umbrella, a rope, compass
(Teacher goes among the students to listen to their discussion. Then choose several students to express their opinions.)
T: OK. Now I want some of you to list the three most useful items and explain why you think they would be useful. You』d better use the sentence structure to express your opinion:
I think… because … /I could use it to … /it could be used to …/ …would be more important than … because ….(Bb/PPT: Write it on the blackboard.)
Suggested opinions:
1.I think that a box of matches would be the most useful, because I could use it to make a fire to prepare a meal, to warm myself, and to give the signal.
2.I also think that a knife would be useful, because I could use it to defend myself to cut down trees to build a house, and to cut up something to eat.
3.I think that a radio would be the most useful, because I could use it to listen to singing or music to enjoy myself ,to listen to news broadcast and weather report, and to frighten savages or other animals by turning it up.
Step 3.Reading (11 minutes)
Task 3: Skimming:(3 minutes) indivial work.
T: OK. We just talk about bringing 3 useful things to live on an island. But can you imagine the life on an island? Today we』re going to learn a similar passage 「Chuck』s Friend」.Now open your books, turn to Page 3.You are given two minutes for fast reading and find out:
1) Who is Chuck?Is he a real man?( A character in a movie)
2) Who』s Chuck』s Friend? (Answer: A volleyball/ Wilson.)
3) What』s the name of the movie?(Cast Away)
Task 4:Scanning/careful reading:(total 8 minutes,4 minutes for student reading, 4 minutes for answering)
Now read the passage again and then answer the questions on the screen. This time, you should read slowly and carefully.
(Show the following questions on the screen. Bb/Ppt)
1.What』s Chuck』s job?
2.What happened to Chuck one day?
3.What things must Chuck learn to do to survive on the island?
4.What does Chuck learn about himself when he is alone on the island?
(Teacher gives students another four minutes to read the passage and then asks some students to answer these questions. Where can we find the answers?)
Suggested answers: (ppt)
1.Chuck is a businessman and a successful manager in a company.
2.One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes. But Chuck survives the crash and lands on a deserted island where there are no people.
3.Chuck must learn to survive all alone. He has to learn how to collect water ,hunt for food, and make a fire. The most importance is that Chuck has to learn how to survive without friends.
4.When Chuck is alone on the island ,he learns how to be a good friend to Wilson. Even though Wilson is just a volleyball. He learns that we need friends to share happiness and sorrow, and it is important to have someone to care about. He also learns that he should have cared more about his friends. And he understands that friendship is about feelings and that we must give as much as we take.
Step 4.Language Study & Summary (13 minutes)
T: Now listen to the tape of the text and underline useful words and expressions on each paragraph, also you may try to find out the main ideas or topic sentences of each paragraph.(3 minutes)
Task 5: language study (5 minutes)
(Show the following on the screen.)
1.Tom Hanks Plays a man named Chuck Noland.( act, play the role of)
2.His plane crashes. Chuck survives the crash. (v: fall/ come down, n: a serious accident)
3. Survive the crash.( remain alive, not dead)
4.Land on a deserted island.( without people living)
5.Chuck has to survive all alone. When he is alone on the island.( by oneself, only one)
6.Hunt for food. ( search for food/ kill animals for food)
7. Make a fire.=light a fire
8.Develop a friendship with sb.=make friends with sb.
9. care about= provide care for,give care for
10. Unusual friend= pets or favorite objects such as lucky pen and dairy
(Bb: play, crash,survive.deserted, alone, hunt for, make a fire, develop a friendship with, care about, unusual friend)
(Teacher goes through the paragraphs and explains the underlined phrases with other words or phrases, it is not detailed explanation of vocabulary or grammar, just help the students to remember and understand these expressions on the text. )
Example: Now let』s look at paragraph one, line one. 「 Hanks Plays a man named Chuck Noland」 Here play means what? The whole class please.Yes, play means play a role in a movie, act, be an actor.
(Explanation period will ask the whole class to answer the questions together.)
Task 6: Summary(5 minutes)
Invite students to tell us the main ideas of each paragraph.
Outline of the text
Part 1 survive & land on a deserted island
Part 2 learn how to make a living
Part 3 develop deep friendship with Wilson
Part 4 the importance of friendship
Step 5. Discussion (8 minutes)
Task 7 discussions:
Teacher asks students to discuss the last two questions behind the text in groups
T: OK. Now look at the last two questions behind the text.(Teacher begins to read them.)I give you several minutes to discuss them in groups.(3 minutes) After a while, I』ll ask some of you to talk about your opinion.
(Students begin to discuss the two questions and after a while teacher asks some students to express their ideas.)
Suggested ideas:
3.First I』ll search for something to eat, some place to live in, then I』ll try to get in touch with the family or government as soon as possible.
4.I think the scientist should get the parachute. Because the scientist is of greater value, he can improve the progress of science.
Step 6 Homework(2 minutes)
1. Read the text and try to remember the useful expressions and words.
2. Write a passage about living on a deserted island.You may describe the life on the island, your feelings, what do you feel about the life or friendship.
The Design of the Writing on the Blackboard
Unit 1 Good friends
The Second Period-Reading
Pre-reading:
Words: a knife, a box of matches, a mirror, a radio, a frying pan, a gun, a book, a hammer, a saw, an umbrella, a rope, compass
I think… because … /I could use it to … /it could be used to …/ …would be more important than … because ….
Reading:
1.What』s Chuck』s job?
2.What happened to Chuck one day?
3.What things must Chuck learn to do to survive on the island?
4.What does Chuck learn about himself when he is alone on the island?
Language study:
play, crash, deserted, alone, hunt for, make a fire, develop a friendship with, care about, unusual friend
Homework:
Record after Teaching
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B. 跪求 高中英語人教版 高一第一單元教案
你好！非常樂意幫你解決問題。不過我們都是手寫教案，沒有原創的電子教案。這里給你提供一份光碟上的教案，希望對你有幫助。
Unit 1 Friendship
單元整體設計思路：
第一課時 聽說課 Warming up (p. 1); Listening (p. 41) and speaking
第二課時 閱讀課 Pre-reading (p. 2); Reading (p. 2); Comprehending (p. 3)
第三課時 語法課 Discovering useful structures (p. 5); Using structures (p. 42-43)
第四課時 語言學習課 Discovering useful words and expressions (p. 4); Using words and expressions (p. 41-42)
第五課時 綜合語言練習課 Reading and listening (p. 6); Speaking (p.6); Listening task (p. 43)
第六課時 寫作課 Reading and writing (p. 7); *Writing Task (p. 46, 選做)
第七課時 綜合評價練習課Reading task (p. 44); Self-evaluation, Summing up and self-test/exercises
第一課時 聽說課
一、教學內容：Warming Up (p. 1); Listening (p. 41) and speaking
二、教學目標：
1．能力目標
在本節課結束時，學生能夠
就「朋友應具備什麼品質」這一話題表達自己的看法，使用適當的形容詞並通過簡單舉例來描述人的品質。
在與其他人交流觀點時使用同意或不同意的交際用語。
理解聽力材料中主人公對交友問題的看法，在教師的提示和幫助下簡明扼要地歸納中心內容。
在提供的語境中猜測新詞彙的含義，並根據朋友應具有的品質這一話題，通過聯想記憶擴展詞彙量。
2．目標語言
重點詞彙和短語
upset, loose, ignore, add up, walk the dog,
重點句型結構
calm … down, have got to, be concerned about, cheat in the exam
3．文化目標
領會友誼和朋友的真正內涵，懂得正確處理與朋友之間的問題。
三、教學步驟：
步驟一 導入 Lead in
1． 頭腦風暴。教師提出問題：What qualities should a good friend have? 讓全班學生在紙上列出朋友應該具有的品質，可用形容詞也可用短語進行表達，然後從中選出最重要的三種品質。
2． 教師幫助學生們整理並歸納他們所描述的品質形容詞，其中可能有部分形容詞未學，教師可適當解釋每種品質的含義。
學生在初中階段已學的品質形容詞包括：active, brave, careful, clever, honest, helpful, humorous, kind, smart, wise, hard-working；學生提到的形容詞可能還包括：generous, selfless, easy-going, reliable, considerate, patient, sincere, responsible等。在幫助學生復習舊詞彙的同時，教師可適當呈現本單元的新詞彙，並用彩色粉筆在黑板上單獨列成一欄，例如，教師通過以下介紹，讓學生在語境中對新詞彙有初步印象：
It』s lucky to have good friends.
When you feel upset or unhappy, a humorous friend can cheer you up.
When you are angry or nervous about something, a considerate friend will listen to you and help you calm down.
A kind-hearted friend will care about you at all times. He/she will be concerned about you and want to see you are always happy.
An honest friend will tell you the truth when you make a mistake. In addition, an honest friend won』t help you cheat in the exam.
A helpful friend will be ready to offer help when you need it. A helpful friend won』t add up what he/she does for you.
設計意圖：「頭腦風暴」能讓全班學生集思廣益，以互補的形式收集與品質有關的形容詞，既鞏固復習已學詞彙又可在語境中拓展學習新詞彙。
步驟二 熱身 Warming Up
1． 讓學生完成教材中的調查問卷，並自行算出最後得分。學生完成調查問卷的過程中，學生根據上下文猜測新詞彙的含義，並根據教師所提供的釋義完成信息匹配。
2． 老師給出各個分數等級的評價，讓學生看看自己屬於哪種朋友。
3． 教師可啟發學生利用步驟一所收集的詞彙對調查問卷的每個問題進行小結和歸納：What can we learn from each question? A friend should be ___________.
然後教師給予總結:
Q1: A friend should be helpful.
Q2: A friend should be generous.
Q3: A friend should be kind-hearted and concerned about you.
Q4: A friend should be responsible.
Q5: A friend should be honest.
設計意圖：通過讓學生完成調查問卷來進行自我檢測，自測屬於哪類朋友，目的是讓學生思考應該如何處理朋友間的問題和如何成為一個真正的好朋友。完成問卷的同時也給予學生機會在語境中學習詞彙。老師最後的點評給了學生明確的指引，如何正確地處理這五種情況。同時，再次鞏固與品質相關的詞彙。
步驟三 聽力 Listening
1．聽力任務一
1）聽前：讓學生看圖，觀察圖中人物的行為和表情，分析兩人的關系以及談論的內容。
2）聽錄音，讓學生用一句話來表述聽力材料的中心內容，完成練習1和練習2中的第一題。
1） 學生先閱讀練習2中的問題，然後再次聽錄音，聽的過程中必須記筆記。
2） 最後放一次錄音，檢查練習答案。
2．聽力任務二
1） 老師引出話題，讓學生兩人小組回答下列問題。回答後兩個問題時，學生要利用教師所提供的關於表達看法的交際用語表述自己的觀點。
2）教師選取學生匯報自己的看法，收集並歸納學生關於「和外國人交朋友有什麼好處」的觀點。
3）學生聽錄音，完成練習2。教師以提問的形式幫助學生用一句話歸納Leslie在中國做什麼工作。
4) 學生聽第一部分錄音材料，完成練習3。
5）學生聽第二部分錄音材料，以提問的形式給予學生提示，幫助其完成練習4。
設計意圖：聽前，讓學生討論與聽力材料相關的話題，有利於學生熟悉將要聽到的內容，做好聽的准備。此聽力材料難度不大，但是練習題的考察難度稍大，要求學生有較高的概括能力，因此適當修改了練習並且設計了幾個簡單問題來引導學生完成。
步驟四 說Speaking
1． 集體討論
1） 向全班提出供討論的問題：朋友一定是人嗎？動物或其他東西可以成為我們的朋友嗎？
2） 讓學生在班裡自由發表意見，教師將學生們的答案列在黑板上。
2. 小組討論
1）把學生分成四人討論小組，展開討論：你會把日 記當作你的朋友嗎？
2）老師提供表達同意和不同意的交際用語，並提醒 學生在討論過程中使用。
3）老師選擇幾個小組發表自己的意見，要求學生使用適當的交際用語，並給予適當的評價或糾正。
設計意圖：引出討論話題是為了下一節閱讀課做鋪墊，也為學生提供了交流的空間。通過口語交際活動，讓學生學習和運用英語語言來發表自己的看法和觀點，表達同意還是不同意。
步驟五 小結和作業
1．提出兩個問題，幫助學生回顧和總結本節課所學的有關品質的詞彙以及表達同意和不同意的表達用語。
2．讓學生聽錄音帶，預習本單元閱讀篇章中的單詞和片語（參照單詞表）。
3．根據 (p. 45)Speaking Task回答相關問題。
4．讓學生課後搜集第二次世界大戰中有關猶太人遭受迫害的背景材料。
設計意圖：學生只有掌握好了閱讀文章的生詞，才能為閱讀和理解奠定好基礎；要求學生課後利用互聯網、圖書館等渠道搜集有關第二次世界大戰中猶太人遭受迫害的背景材料，可幫助他們理解下節課即將學習的課文。讓學生就Speaking Task課後進行兩人做對話，為訓練本單元功能意念項目——同意和不同意做鋪墊。