[人教版必修一unit1教案] 人教版 必修3 unit 1

　　人教版必修一unit1是说关于友谊的哪些事，那么教师该如何写教案呢?接下来小编为你整理了人教版必修一unit1教案，一起来看看吧。

　　人教版必修一unit1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 Ss to get the main idea and be familiar with reading skills.

　　d. Writing: write some advice about making friends 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. Enable Ss to master 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 suppose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit

　　add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in

　　3. 情感目标：

　　a. Arose Ss' interest in learning English

　　b. Encourage Ss to be active in the activities and make Ss be confident

　　c. Develop the ability to cooperate with others.

　　4. 策略目标：

　　a. Develop Ss' cognitive strategy: taking notes while listening.

　　b. Develop Ss' communicative strategy.

　　5. 文化目标：

　　a. Enable Ss to get to know different opinions about making friends from different countries.

　　Teaching design:

　　Period 1 Warming-up 1课时

　　I. Teaching objectives:

　　1. Have Ss learn how to describe their friends and friendship with new phrases and structures.

　　2. Have Ss learn to solve problems that may occur between friends.

　　3. Cultivate Ss to form the good habit of learning English in Senior Middle School.

　　II. Teaching important points:

　　1. Use the given adjs. and sentences structures to describe one of your friends.

　　2. Learn to evaluate friends and friendship.

　　III. Teaching difficult points:

　　1. Work together with partners and describe one of your good friends.

　　2. Discuss with partners and find out ways to solve the problems.

　　IV. Teaching procedures:

　　Step 1. Lead-in and warming-up

　　Before the lesson, T can arose Ss' interests by introducing oneself and get Ss to talk about their summer holidays, or whether they had made friends during holidays.

　　Free Talk: 3 mins

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

　　2. What do you think of your new school? Do you like it? Could you say anything about it?

　　3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school?

　　Step II. Think it over

　　1. Give a brief description of one of T's friends. The following phrases and structures may be useful: (3mins)

　　His / Her name is...

　　He / She is...years old.

　　He / She likes .... and ...dislikes...

　　He / She is very kind / friendly / humorous...

　　When / Where we got to know each other...

　　Step III. Make a survey

　　1. List some qualities of a good friend or your ideal friend, have Ss get into groups of 4 to 5 to find out what each one has listed?

　　2. Add up the scores Ss got and show the explanations of every type.

　　3. Have Ss tell their partners the standards of good friends with the following structures:

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

　　In my opinion. From my point of view. So far as I'm concerned. I suppose. A good friend is someone who...

　　Step IV. Talking and sharing (working in pairs)

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

　　What to do?Reasons

　　............

　　............

　　2. Proverbs: "What is a friend?"

　　A British newspaper once offered a prize for the best definition of a friend. If Ss were the editors, they could choose the best one from the following entires, and explain why.

　　"A friend in need is a friend indeed."

　　"Friends are like wine, the older, the better."

　　"A friend is a second self."

　　"A friend to all is a friend to none."

　　Step V. Homework

　　1. Write a short passage about your best friend.

　　2. Review the language points.

　　3. Preview the new words and expressions.

　　Period 2 Reading 2课时

　　I. Teaching objectives:

　　1. Develop Ss ' reading ability, learn to use some reading strategies, such as skimming, scanning, and so on.

　　2. Get Ss to realize the importance of friends and friendship and learn how to tell true friends from the false.

　　3. Grasp some useful words and expressions in this passage.

　　4. Learn the writing style of this passage.

　　II. Teaching method:

　　Task-based teaching

　　III. Teaching procedures:

　　StepI.Pre-reading

　　1. Have Ss discuss the following questions in group-work:

　　Who is your best friend? Does a friend always have to be a person? What else can be your friend?

　　Step II. Reading

　　1. Have Ss try to guess what Anne's friend is and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it through.

　　2. Skimming the 1st two paras to confirm the former guess.

　　a. What was Anne's best friend? Why did she make friend with it?

　　b. Did she have any true friends then? Why?

　　c. What is the difference between Anne's diary and those of most people?

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

　　3. Reading of Anne's diary

　　How did she feel in the hiding place?

　　Two examples to show her feelings then.

　　Step III. Post-reading

　　1. What would you miss most if you went into a hiding place like Anne and her family? Reasons support.

　　2. Group-work

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

　　"Where would you plan to hide?"

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

　　"What would our do to pass the time?"

　　Step IV. Talking about friends and friendship

　　Have Ss talk about friends and friendship, and write one or two sentences to express one's own understanding of friends and friendship in group-work.

　　Step V. Homework

　　1. Interview a student or a parent to find out their opinions about friends and friendship. Write a short report to share it with the whole class.

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

　　Period 3 Grammar 1课时

　　I. Teaching objectives:

　　Learn to use Direct & Indirect Speech

　　II. Teaching important points:

　　Summarize the grammatical rules

　　III. Teaching difficult points:

　　The special cases

　　IV. Teaching procedures:

　　StepI.Lead-in

　　Last class, we learnt Anne Frank's story. She is telling her story to two of her friends--you and Tom. Tom has something wrong with his ears, so you have to repeat Anne's sentences, using Indirect Speech. Sometimes you explain Tom's sentences to Anne---

　　1. "Do you feel sad when you are not able to go outdoors?" Tom asked Anne---

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

　　......

　　Step II. Grammar focus

　　1. Have Ss summarize the rules when they changed Direct Speech into Indirect Speech, what should be changed?

　　2. Group-work for discussion.

　　3. Check out: sentence structure, tense, pron, adverbial of time or place, verb.

　　4. Rules focus:

　　a. 陈述句:

　　She said,"I am very happy to help you."---

　　She said she was very happy to help you.

　　b. 一般疑问句/ 选择疑问句:

　　He asked me, "Do you like playing football?"---

　　He asked me if / whether I like playing football.

　　She asked me whether he could do it or not.

　　c. 特殊疑问句:

　　My sister asked me,"How do you like the film?"---

　　My sister asked me How I liked the film.

　　d. 祈使句:

　　The captain ordered, "Be quiet!"---

　　The captain ordered us to be quiet.

　　e. 注意:

　　l 间接引语语序: 陈述语序.

　　l 客观事实,真理;时态不变.

　　l 指示代词,时间,地点状语做相应变化.

　　f. Summary

　　Direct Speech

　　一般现在时do

　　一般将来时will do

　　现在进行时is doing

　　一般过去时did

　　现在完成时have done

　　过去完成时had done

　　Indirect Speech

　　一般过去时did

　　过去将来时would do

　　过去进行时was doing

　　过去完成时had done

　　过去完成时had done

　　过去完成时had done

　　Step V. Homework

　　l Exs 1 on p42

　　l Look up new words and expressions from dictionary and do the prevision.

　　Period 4 Words & Expressions 1课时

　　I. Teaching objectives:

　　Learn new words and expressions

　　II. Teaching important points:

　　1. Pay attention to the different forms of the words

　　2. Master the words and expressions through the Exs.

　　III. Teaching difficult points:

　　1. Emphasize the methods which can be useful and efficient to do the memory.

　　2. How to use the new words and expressions into Ss' own composition-writing.

　　IV. Teaching method:

　　Self-summary;

　　Discussion;

　　Practice

　　V. Teaching procedures:

　　StepI.Warming-up

　　1. Check out the new words and expressions looked up from dictionary

　　2. Have Ss share their works, including the Chinese meaning, the form, the phrases, the examples, and the usage.

　　Step II. Practice

　　1. Do the words Exs in this unit

　　2. Discuss the answers in group-work

　　3. Check out the answers

　　Step III. Summary

　　1. Emphasize the key points of the words in this unit, esp some phrases and structures.

　　Step IV. Homework

　　l Recite the words and expressions.

　　l Preview the listening and speaking part.

　　Period 5 Listening & Speaking 1课时

　　I. Teaching objectives:

　　1. Practice Ss’ listening ability.

　　2. Practice Ss’ speaking skills of how to offer advice.

　　3. Improve Ss’ ability to help others to solve problems.

　　II. Teaching procedures

　　Step 1. Reading

　　1. Have Ss think about the questions on books, and then try to guess the brief content of the listening material according to the questions given in group-work.

　　Step 2. Listening

　　1. Have Ss get to know that besides you, Lisa also asks Miss Wang for help. What advice does she give her? Now, let Ss listen to what she says.

　　2. 1st-time listening: have Ss listen to the tape from the beginning to the end without any pause, ask Ss to take some notes while listening, and discuss the main idea of the listening material in group-work.

　　3. 2nd-time listening: have Ss listen to the tape again, and encourage Ss to repeat every sentence as best as they can after the pause. So Ss should pay attention to notes-taking, esp. the WH-Qs.

　　4. 3rd-time listening: the last time, have Ss listen to the tape and check out their answers according to what they heard before.

　　5. Check out the Exs.

　　Step 3. Post-listening & Speaking

　　1. Have Ss think about the Q:

　　“Do you think Miss Wang’s advice is helpful?”

　　2. Have Ss discuss the former Q in group-work, and have a free talk within 1min.

　　3. Now suppose Ss are editors of Radio for Teenagers, here are some problems for Ss to offer advice. (Give each group a problem and ask them to write their advice down.)

　　4. Have Ss come to the front and share their opinions with the whole class.

　　Step 4. Discussion

　　1. Ask Ss, “Do you think Anne should obey her father’s advice?”

　　2. Have Ss discuss the Q in group-work, and express their reasons to support their ideas.

　　Step 5. Homework

　　1. Have Ss review the listening material and consult the dictionary to deal with the words and phrases they encountered.

　　2. Preview the writing part.

　　Period 6 Listening & Speaking 2课时

　　I. Teaching objectives:

　　1. Practice Ss’ writing ability.

　　2. Improve Ss’ ability to write advice.

　　II. Teaching procedures

　　StepI.Lead-in

　　1. Have Ss read Xiao Dong’s letter on p7, and then discuss the Q in group-work within 2mins:

　　“What is Xiao Dong’s problem?”

　　2. Have every group make a list to set its own advice down for Xiao Dong.

　　Step II. Writing the draft

　　1. Have Ss get known that they should make the outline or the draft before writing.

　　2. Have Ss discuss how to write the outline in group-work within 1 min.

　　3. Have Ss pay attention to how to write a letter of advice. Here are some tips:

　　First, why not……?

　　If you do this, ……

　　Secondly, you should / can……

　　Then / That way……

　　Thirdly, it would be a good idea of……

　　By doing this, ……

　　Step III. Writing and Editing

　　1. Have Ss compose their writing within 30 mins.

　　2. Have Ss change their editing one another, and make the comments for others.

　　3. Choose the best one to share with the whole class.

　　Step IV. Homework

　　1. Have Ss summarize this unit and review new words, expressions, sentence structures, language points, grammar rules and examples.

　　2. Finish the Exs of this unit on workbook.

　　Period 7 Summary 1课时

　　I. Teaching objectives:

　　1. Develop Ss’ ability of how to make a summary.

　　2. Review unit 1.

　　II. Teaching procedures

　　StepI.Summing-up

　　1. Have Ss discuss how to make a summary and what kinds of items they could sum up in group-work within 3mins.

　　2. Have Ss make a list, which includes the new words, expressions, sentence structures, language points, grammar rules, examples, and so on.

　　3. Check out the summary.

　　Step II. Exs practice

　　1. Have Ss finish the Exs of this unit.

　　2. Check out the answers within group-work.

　　Step III. Fill in the blanks

　　1. Have Ss fill in the blanks on p8; p47 to make the conclusion of the whole unit.

　　2. Change their summary one another and have Ss comment on others’ work.

　　人教版必修一unit1教学反思

　　本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法;Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友;Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事;Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。

　　在本单元课文内容讲解之前我提出以下思考问题引发学生对交友对象的思考，开阔学生的思维，并引入到阅读部分的主题--安妮和日记交朋友。

　　1. Does a friend always have to be aperson?

　　2. What else can be your friend?

　　在阅读读中, 给同学们讲授阅读技巧。第一遍阅读使学生了解课文的大意,学会浏览，培养学生的概括能力,并通过听录音扫清新单词的发音障碍.

　　Skim : To read or glance through (apassage, for example) quickly to get the main idea.

　　在精读讲解过程中，让同学们回答一下问题。

　　1.What is a true friend like in Anne’sopinion?

　　2. What is an ordinary diary likeaccording to Anne?

　　3. Why did she stay awake on purposeuntil very late one evening?

　　通过所学内容，引发学生思考，学习安妮的乐观勇敢的精神，培养学生设身处地为别人着想的品质，加深对本课题――友谊的理解,同时通过提问和练习提提高学生语言的掌握和运用能力。以增强其学习的信心和有效性。

　　在本单元教学实施过程中我总结出一下优点：

　　1.在新课标的指导下，本单元的教学环节设计得紧凑、合理，环环相扣，由浅入深，难易得当，符合学生的学习规律，很容易被学生接受。本节课采用“任务驱动，以旧促新”的教学策略，利用多媒体教学系统，对学生实施自主学习教学模式，教学中注重培养学生分析问题、解决问题的能力，充分发挥了学生的主观能动性，真正打造出充满活力的课堂，实现了既定的教学目标。

　　2. 注重学生能力的培养。在教学过程中，教师通过设计不同形式的教学活动，如同桌之间讨论，小组讨论，小组竞赛等形式，增强了课堂学习的趣味性，培养了学生的协作精神，创新能力，自学能力和知识运用能力，增进了同学之间的了解程度，听说读写几个课型，锻炼了学生的听说读写各项技能。

　　本单元教学实施过程中的不足：

　　1、 重视培养学生良好的学习习惯(1)记的习惯(2)读的习惯(3)写的习惯

　　2、在教学过程中，教师要善于启发和激励学生，帮助学生克服“不张嘴”的心理障碍，尤其要注意对学生进行及时的鼓励和表扬，以增强他们的自信，消除他们的顾虑。

　　3、教师要注重对学生学习习惯和学习方法的指导，培养学生的自学能力，便于学生今后能够更主动地学习。

　　4、在时间的分配上不是很紧凑，出现了前松后紧的的情况，以至于在最后小组讨论时，时间太少，学生没能充分的发表自己的看法。这些问题，在以后的教学时间中一定要注意。

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