高一英语必修一第五单元教案

高一英语必修一第五单元教案1

　　教学准备

　　教学目标

　　■To help students learn to express attitudes, agreement & disagreement and certainty

　　■To help students learn to read the text and learn to write diaries in English

　　■To help students better understand “friendship”

　　■To help students learn to understand and use some important words and expressions

　　■To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text

　　教学重难点

　　Words

　　upset, ignore, calm, concern, settle, suffer, recover, pack

　　Expressions

　　add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in

　　Patterns

　　“I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do.

　　I stayed awake on purpose until half past eleven…

　　…it was the first time in a year and a half that I’d seen the night face to face…

　　教学工具

　　ppt

　　教学过程

　　Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?

　　1. Warming up

　　⑴ Warming up by defining friendship

　　Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?

　　Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定义). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen.

　　Then what is your opinion about friendship?

　　Do you think that friendship is important to our life? Why?

　　⑵Warming up by learning to solve problems

　　Nice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely.

　　Common problems among teenagers

　　Solution

　　Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on.

　　Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.

　　Situation 1: Friends get angry with each other when they try to talk about something difficult.

　　Try to understand your friend/ Try to talk about the problem in a different way.

　　Situation 2: Friends don’t know how to apologize

　　Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point.

　　Situation 3: Some friends don’t know how to keep secrets.

　　Keep your secrets to yourself

　　Tips on being a good friend

　　Treat your friends the way you want to be treated. Keep secrets that are told to you.

　　Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend.

　　⑶Warming up by doing a survey

　　Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship.

　　To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友).

　　Now please do the survey on page one.

　　Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.

高一英语必修一第五单元教案2

　　一、教学目标

　　知识目标

　　1. Get students to learn some useful new words and expressions in this part.

　　2. Get students to read the play.

　　3. Let students learn the expressions of ordering food.

　　能力目标

　　1. Develop students’ reading skills and enable them to learn how to use different reading strategies to read different reading materials.

　　2. Enable students to understand and act out the play.

　　3. Have students learn how to use the expressions to order food.

　　情感目标

　　1. Stimulate students’ interests of learning English by reading and acting this play.

　　2. Develop students’ sense of group cooperation and teamwork.

　　二、教学重点

　　1. Develop students’ reading and speaking skills.

　　2. Let students read and act the play.

　　3. Have students learn to use the expressions to order food.

　　三、教学难点

　　1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.

　　2. Get students to act the play.

　　3. Have students make a dialogue at the restaurant.

　　教学过程

　　→Step 1 Revision

　　1. Check the homework exercises.

　　2. Ask two students to retell the content of Act I, Scene 3.in their own words.

　　→Step 2 Warming up

　　We have learned that Henry got a letter from the two old brothers ,so please predict what will happen next.

　　→Step 3 Reading

　　1. Read the play fast to understand the gist and decide whether the following statements are true or false.

　　1)The owner looked down upon Henry when he noticed Henry’s appearance.

　　2)Henry asked for more of the same food because he is an American who like to eat a lot.

　　3)When Henry saw the million pound bank note, he was happy and proud of it.

　　4)The owner didn’t believe that the bank note was real and he asked Henry to get out of the restaurant.

　　2. Read the play carefully and do the following:

　　1)Answer these questions in small groups.

　　(1)Whose behavior changes the most during this scene? Give examples.

　　(2)What kind of person is the owner of the restaurant?

　　(3)Why do you think the owner of the restaurant gave Henry a free meal?

　　2)Pay much attention to the different attitudes towards Henry.

　　Before Henry shows his million pound bank note:

　　Owner Hostess Waiter

　　That one’s reserved.

　　Well, we will have to take a chance.

　　. . . if you pay the bill. . . My goodness! He eats like a wolf.

　　It’ll cost a tiny bit.

　　Again, everything?

　　What’s there to wait for?

　　After Henry shows his million pound bank note:

　　Owner Hostess Waiter

　　I’m so sorry, sir, so sorry.

　　Oh, please, don’t worry, sir. Doesn’t matter at all.

　　Just having you sit here is a great honor! . . . bow. . . Screams

　　And you put him in the back of the restaurant!

　　bow

　　. . . bow. . .

　　3. Retell the story:

　　With the envelope in hand, Henry decided to enter a restaurant for a meal. He ordered some ham and eggs and a nice big steak together with a tall glass of beer. The waiter told him the meal would cost him a tiny bit. After eating his first order, Henry asked for more of the same.

　　When Henry opened the letter, he found it was a million pound bank note. He was surprised but the owner and the waiter were shocked. The owner was not sure if it was genuine or fake. They couldn’t believe Henry who was in rags could be so rich. At last, the note was proved to be real.

　　After knowing that the bill is genuine, the owner thanked Henry again and again for his coming to his little eating place and even asked Henry to forget the bill . The owner, hostess and waiter all bowed together as Henry left.

　　→Step 4 Language points

　　1.order n.要(叫)的菜eg. May I take your order?

　　n.顺序，次序eg. The books are arranged in order of size.

　　n.命令eg. Soldiers must obey orders

　　v.命令eg. The officer ordered his soldiers to march

　　v.预定，预购eg. I have ordered a steak.

　　2.take a chance碰运气

　　Eg. As for whether he will win the game or not ,we must take a chance .

　　Maybe true love is a decision, a decision to take a chance with somebody.

　　也许真爱只是一个决定，一个与某个人一起冒险的决定。

　　3. genuine adj 1)真正的，真实的，名副其实的;非人造的，非伪造的

　　Eg. Her wedding ring is made of genuine diamond.

　　她的结婚戒指是真正的钻石做得。

　　2)真诚的，真心的，诚实的

　　My genuine friend is not such right?

　　我真正的朋友不是这样的对吗?

　　3. Well, I did hear that the Bank of England had issued two notes in this amount. . . Anyway, I don’t think it can be a fake.

　　我确实听说英格兰银行发行了两张这样面值的钞票……不管怎样,我觉得这不可能是假钞。

　　助动词do或其他形式does, did在肯定句中用于谓语动词前,表示强调。例如:

　　I did tell him what I thought of.

　　我的确告诉过他我的想法。

　　can表示推测,与主句中的not结合在一起,表示“不可能”。例如:

　　It can’t be Jim. I know him too well.

　　不可能是吉姆,我太了解他了。

　　5. But he’s in rags!但是他穿得破破烂烂的。

　　介词in后面接表示颜色或衣物等的名词时,意思是“穿着;戴着”。例如:

　　The girl in green is a good friend of mine.

　　穿绿衣服的女孩是我的一个好朋友。

　　in rags衣衫褴褛

　　The old man in rags used to be very rich.

　　衣着褴褛的那位老人过去很富有。

　　6. As for the bill, sir, please forget it.

　　至于账单嘛,先生,请把他忘了吧。

　　as for: with regard to至于;关于

　　As for you, you ought to be ashamed of yourself.

　　至于你,你应该感到惭愧。

　　As for the hotel, it was very uncomfortable and miles from the sea.

　　至于旅馆呢,非常不舒服,而且离海边有好几里地

　　→Step 5 Acting

　　1. Ask students to listen to the tape and role play the text. Remind them to remember that Henry has an American accent while the owner, the hostess and the waiters all have British accents. Let them pay more attention to correct pronunciation and intonation.

　　2. Have as many groups as possible to act out the play in front of the class.

　　→Step 6 Speaking

　　1. Ask students to read Act Ⅰ, Scene 4 again and underline all the expressions used to order food. Read them aloud.

　　2. Show the following form on the screen. Let students read the expressions aloud, and make sure they understand their Chinese meanings.

　　WAITER/WAITRESS

　　Can I help you?

　　I’ll take your order in a minute.

　　Are you ready to order, sir/madam?

　　What would you like. . . ?

　　Enjoy your meal!

　　Here’s your bill.

　　Here you are. CUSTOMER

　　I’d like. . .

　　I’ll have. . .

　　Do you have. . . ?

　　What do you suggest?

　　I’ll have that.

　　The bill, please.

　　Can I have the check, please?

　　2. Suppose the situation: Now imagine you are having a good meal in a restaurant. Make a dialogue with your partner, who acts as a waiter/waitress.

　　3. Give several minutes for the students to prepare their dialogues in pairs.

　　4. Ask as many pairs as possible to present their dialogues to the class.

　　→Step 7 Extension

　　Many people are crazy about buying lottery tickets (彩票). What do you think of it?

　　● What kind of role do you think money plays in our daily life?

　　● Is money everything?

　　Suggested Answers:

　　Money is not everything.

　　Money can buy a house, but not a home.

　　Money can buy a bed, but not sleep.

　　Money can buy a clock, but not time.

　　Money can buy a book, but not knowledge.

　　Money can buy you a position, but not respect.

　　Money can buy you medicine, but not health.

　　Money can buy a friend, but not love.

　　Money can buy you blood, but not life.

　　→Step 8 Homework

　　1. Learn the useful new words and expressions in this part by heart.

　　2. Act out the play.

高一英语必修一第五单元教案3

　　本单元的Warming up部分以图片形式引入本单元的话题之一：amusement parks;并通过师生或生生自由问答，让学生了解并交流个体各类活动方面的体验、喜好及理由，从而引出话题amusement parks和theme parks,为听力部分和阅读部分作必要的铺垫。

　　Listening提供一个会议事例：在我市建一个主题公园的招标大会上，Fun Fun Productions and Merry Rides Limited两个不同特色公司的代表人发表演说表达各自优势以争取承建权。在听音之前需要作恰当的.导入，听时做课文1、2部分，听后再作小组讨论：选择哪一家公司作为承建商及给出相应的理由。这一话题具有社会性，时代性特点，在课堂上可以激发学生模拟真实语境进行创造性对话活动。

　　Speaking紧紧围绕“问路与指路”话题：课内提供一张公园平面图，学生根据出发点和目的地的联系进行有意义的对话实践。Post-speaking内容扩展至生活实际情况。

　　Reading是一篇介绍主题公园的说明文。它包括主题公园的定义、特点，同时介绍了the World Park of China, the Ocean Park of Hong Kong, Disneyland in California三个不同的主题公园，引导学生了解和比较主题公园的不同主题，激发学生联想主题公园的未来发展。Post-reading部分鼓励学生自行设计主题公园活动，鼓励学生积极想象、培养创新能力。

　　文章结构思路如下：

　　1)What is a theme park? →

　　2)Know about 3 great theme parks:

　　The World park ---People can have fun and experience sth different.

　　The Ocean Park in Hong Kong ---People come for thrills and entertainment and know more about the idea behind the park.

　　Disneyland in California ---The theme is the world of Walt Disney and his characters. →

　　3)New theme parks are being built.

　　篇章结构图示：

　　What is a theme park?

　　Examples:

　　Three parks What do people

　　Themes, attractions experience and learn?

　　Theme parks in the future

　　课文线索内容复述如下：

　　When you come to a wonderful theme park, you are sure to enjoy yourself. You can find a collection of rides, exhibitions and other attractions. They are based on a common theme. On one hand , people can have fun, thrills and entertainment. On the other, theme parks are designed to teach people something. Those who come for thrills will also know more about a certain subject, such as life in the ocean, the discovery of the ancient world, and life in the future. What’s more, you may imagine much new things if you think you cannot get enough of scary rides and exciting adventures. Then there will be new designs, and new theme parks will be coming.

　　德育渗透：

　　X All work and no play makes Jack a dull boy.

　　工作而无娱乐使人愚钝。

　　X Never should a man stay in a closed-door room. You should explore the universe to see how men are coping with the events of changing.

　　任何人都不应闭关自守，而应面向世界，以探索人们怎样对付日新月异的事态发展。

　　X Never go to the forest if you are afraid of the wolf. (Lenin)

　　大胆的探索和体验源自你的勇气。(列宁)

　　Language study要求学生掌握和运用相应的词汇;了解分词的意义，学习掌握现在分词作状语的用法，区别运用分词的进行式作状语与完成式作状语结构。

　　Integrating skills阅读部分在主题公园的基础上以rides为主题内容，介绍了几种不同的rides,要求读后以课文为基础，鼓励学生创造、想象，以小组活动形式设计并描述the scarest and most exciting ride in the word。

　　学生在本单元的学习过程中，除了增长语言知识、提高语言技能外，更要拓展文化视野，发展跨文化交际的意识和能力;并且结合个人经验充分体验他人在个别主题活动方面的感受，加强合作意识、陶冶情操，提高自身素养。

　　二、教学目标

　　知识技能：掌握并会运用有关词汇、句型和现在分词短语作状语的用法。

　　情感态度：结合个人经验充分体验他人在个别主题活动方面的感受，倡导创新意识的培养、加强合作意识、陶冶情操。增强世界意识，培养积极的生活态度

　　学习策略：通过小组活动等，指导学生积极与人合作、相互学习、相互帮助，培养合作能力、团队精神。利用图书馆、网络等辅助学习，在学习、讨论、反思和探索实践中逐步形成策略。

　　文化意识：拓展文化视野，发展跨文化交际的意识和能力。

　　三、教学重点、难点

　　1.重点：

　　话题: Talking about amusement parks.

　　功能: Ways of giving directions.

　　Designing new things.

　　词汇: theme create attract attractions lead to have sth. in common

　　thrills and entertainment be based on more advanced step into experience sth. risk injury give sb. a thrill scream one’s way… race against imagination design live to ride

　　表达用语: Excuse me. Am I going in the right direction?

　　Excuse me. Does this road lead to …?

　　Got it. Thank you.

　　句型: There is the Fun Fun Park, where we will have rides and entertainment.

　　What reason does he give for choosing his park?

　　Entering one of the attractions at Universal Studios is like steeping into the world of your favourite film.

　　It seemed like people just cannot get enough of scary rides and exciting adventures.

　　You can feel what it is like to live in space…

　　语法: The –ing form used as an adverbial.

　　eg. Many people come to the theme parks looking for thrills and entertainment.

　　Visitors leave knowing more about the idea behind the park.

　　Having enjoyed the rides at the Headland, visitors can take the shuttle to the Lowland.

　　2.难点：

　　a.动词-ing结构作状语的运用。

　　b.针对事物特点描述的写作。

　　写作技巧(如何描写事物?Tips P70)

　　关键：抓住事物特征

　　Ask ourselves questions as follows:

　　What is it?

　　What is the use of it?

　　What does it look like?

　　How large is it?

　　What does it sound / feel / smell / taste like?

　　How does it work?

　　What do people do to it?

　　What do people think of it?

　　Why do some people love it?

　　What is your opinion towards it?

　　四、课时安排

　　Period 1 Warming up and Listening

　　Period 2 Reading

　　Period 3 Speaking

　　Period 4 Integrating Skills

　　Period 5 Language Study

　　五、教学计划

　　Period 1 Warming-up & Listening

　　Goals:

　　1. Talk about amusement parks and our experiences.

　　2. Learn to express likes and dislikes about the amusing activities.

　　3. Be able to listen for information and understanding.

　　Teaching Procedures:

　　Step 1 Warming-up

　　Task 1 Talk about the topic and the word FUN

　　Students talk about fun things use Adjs to describe fun things

　　Question 1. What is fun? (snowing, sailing, hiking, rafting---)

　　2.What do fun things have in common?

　　Cooking is fun because it is challenging ( interesting, relaxing---).

　　3. Where can we have fun? ( cinemas, amusement parks, theme parks---

　　Fun is everywhere if we can enjoy it.)

　　Task 2 Talk about our own experiences

　　Questions: 1. Have you ever been to an amusement park? What did you see?

　　2. Have you ever tried sitting in a roller coaster?

　　3. How did you feel?

　　4. Do you like it? Why?

　　Task 3 Watch pictures and talk about likes and dislikes

　　1. Look at the pictures and name the activites

　　Question: Do you like these activities? Why / Why not?

　　2. Do an interview to find others’ ideas (make up a dialogue).

　　The dialogue can be like this:

　　Student A: Hello, .... Have you ever been to an amusement park?

　　Student B: Oh, yes. I have tried…

　　Student A: Do you like it?

　　Student B: Sure. I like it because it’s really exciting and …

　　Step2 Listening

　　Pre-listening Talk about the theme of the theme parks

　　A theme park must have a special theme.

　　Questions: If you are to build a theme park, what theme will you have? Why?

　　While-listening: Listen and finish the exercises 1 and 2

　　Post-listening: 1. Fill in the following form.

　　Which of the parks do you think is better?

　　Name Theme Your reason and ideas