A. 高一英语第一单元good friends 说课稿（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 高中英语人教版 高一第一单元教案
你好！非常乐意帮你解决问题。不过我们都是手写教案，没有原创的电子教案。这里给你提供一份光盘上的教案，希望对你有帮助。
Unit 1 Friendship
单元整体设计思路：
第一课时 听说课 Warming up (p. 1); Listening (p. 41) and speaking
第二课时 阅读课 Pre-reading (p. 2); Reading (p. 2); Comprehending (p. 3)
第三课时 语法课 Discovering useful structures (p. 5); Using structures (p. 42-43)
第四课时 语言学习课 Discovering useful words and expressions (p. 4); Using words and expressions (p. 41-42)
第五课时 综合语言练习课 Reading and listening (p. 6); Speaking (p.6); Listening task (p. 43)
第六课时 写作课 Reading and writing (p. 7); *Writing Task (p. 46, 选做)
第七课时 综合评价练习课Reading task (p. 44); Self-evaluation, Summing up and self-test/exercises
第一课时 听说课
一、教学内容：Warming Up (p. 1); Listening (p. 41) and speaking
二、教学目标：
1．能力目标
在本节课结束时，学生能够
就“朋友应具备什么品质”这一话题表达自己的看法，使用适当的形容词并通过简单举例来描述人的品质。
在与其他人交流观点时使用同意或不同意的交际用语。
理解听力材料中主人公对交友问题的看法，在教师的提示和帮助下简明扼要地归纳中心内容。
在提供的语境中猜测新词汇的含义，并根据朋友应具有的品质这一话题，通过联想记忆扩展词汇量。
2．目标语言
重点词汇和短语
upset, loose, ignore, add up, walk the dog,
重点句型结构
calm … down, have got to, be concerned about, cheat in the exam
3．文化目标
领会友谊和朋友的真正内涵，懂得正确处理与朋友之间的问题。
三、教学步骤：
步骤一 导入 Lead in
1． 头脑风暴。教师提出问题：What qualities should a good friend have? 让全班学生在纸上列出朋友应该具有的品质，可用形容词也可用短语进行表达，然后从中选出最重要的三种品质。
2． 教师帮助学生们整理并归纳他们所描述的品质形容词，其中可能有部分形容词未学，教师可适当解释每种品质的含义。
学生在初中阶段已学的品质形容词包括：active, brave, careful, clever, honest, helpful, humorous, kind, smart, wise, hard-working；学生提到的形容词可能还包括：generous, selfless, easy-going, reliable, considerate, patient, sincere, responsible等。在帮助学生复习旧词汇的同时，教师可适当呈现本单元的新词汇，并用彩色粉笔在黑板上单独列成一栏，例如，教师通过以下介绍，让学生在语境中对新词汇有初步印象：
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.
设计意图：“头脑风暴”能让全班学生集思广益，以互补的形式收集与品质有关的形容词，既巩固复习已学词汇又可在语境中拓展学习新词汇。
步骤二 热身 Warming Up
1． 让学生完成教材中的调查问卷，并自行算出最后得分。学生完成调查问卷的过程中，学生根据上下文猜测新词汇的含义，并根据教师所提供的释义完成信息匹配。
2． 老师给出各个分数等级的评价，让学生看看自己属于哪种朋友。
3． 教师可启发学生利用步骤一所收集的词汇对调查问卷的每个问题进行小结和归纳：What can we learn from each question? A friend should be ___________.
然后教师给予总结:
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.
设计意图：通过让学生完成调查问卷来进行自我检测，自测属于哪类朋友，目的是让学生思考应该如何处理朋友间的问题和如何成为一个真正的好朋友。完成问卷的同时也给予学生机会在语境中学习词汇。老师最后的点评给了学生明确的指引，如何正确地处理这五种情况。同时，再次巩固与品质相关的词汇。
步骤三 听力 Listening
1．听力任务一
1）听前：让学生看图，观察图中人物的行为和表情，分析两人的关系以及谈论的内容。
2）听录音，让学生用一句话来表述听力材料的中心内容，完成练习1和练习2中的第一题。
1） 学生先阅读练习2中的问题，然后再次听录音，听的过程中必须记笔记。
2） 最后放一次录音，检查练习答案。
2．听力任务二
1） 老师引出话题，让学生两人小组回答下列问题。回答后两个问题时，学生要利用教师所提供的关于表达看法的交际用语表述自己的观点。
2）教师选取学生汇报自己的看法，收集并归纳学生关于“和外国人交朋友有什么好处”的观点。
3）学生听录音，完成练习2。教师以提问的形式帮助学生用一句话归纳Leslie在中国做什么工作。
4) 学生听第一部分录音材料，完成练习3。
5）学生听第二部分录音材料，以提问的形式给予学生提示，帮助其完成练习4。
设计意图：听前，让学生讨论与听力材料相关的话题，有利于学生熟悉将要听到的内容，做好听的准备。此听力材料难度不大，但是练习题的考察难度稍大，要求学生有较高的概括能力，因此适当修改了练习并且设计了几个简单问题来引导学生完成。
步骤四 说Speaking
1． 集体讨论
1） 向全班提出供讨论的问题：朋友一定是人吗？动物或其他东西可以成为我们的朋友吗？
2） 让学生在班里自由发表意见，教师将学生们的答案列在黑板上。
2. 小组讨论
1）把学生分成四人讨论小组，展开讨论：你会把日 记当作你的朋友吗？
2）老师提供表达同意和不同意的交际用语，并提醒 学生在讨论过程中使用。
3）老师选择几个小组发表自己的意见，要求学生使用适当的交际用语，并给予适当的评价或纠正。
设计意图：引出讨论话题是为了下一节阅读课做铺垫，也为学生提供了交流的空间。通过口语交际活动，让学生学习和运用英语语言来发表自己的看法和观点，表达同意还是不同意。
步骤五 小结和作业
1．提出两个问题，帮助学生回顾和总结本节课所学的有关品质的词汇以及表达同意和不同意的表达用语。
2．让学生听录音带，预习本单元阅读篇章中的单词和词组（参照单词表）。
3．根据 (p. 45)Speaking Task回答相关问题。
4．让学生课后搜集第二次世界大战中有关犹太人遭受迫害的背景材料。
设计意图：学生只有掌握好了阅读文章的生词，才能为阅读和理解奠定好基础；要求学生课后利用互联网、图书馆等渠道搜集有关第二次世界大战中犹太人遭受迫害的背景材料，可帮助他们理解下节课即将学习的课文。让学生就Speaking Task课后进行两人做对话，为训练本单元功能意念项目——同意和不同意做铺垫。