新人教版高一英语第一单元Frienship教案[上学期]

Unit 1 Friendship
I. Teaching Goals:
1. Topics for speaking practice : friends and friendship; interpersonal relationshhip
2. Vocabulary: words and phrases such as add(up), point, upset, ignore, calm(down) etc.
3. Function:
①attitudes ②agreement & disagreement ③certainty
4.Grammar: Direct Speech and Indirect Speech
II. Teaching Time: 6 periods
Period 1: ①warming up(SB p.1) ②listening(Wb p.41) ③talking(Wb p.41)
Period 2: ①pre-reading(SB p.2) ②reading(SB p.2) ③comprehending(SB p.3)
Period 3: ①learning about language: Exx 1, 2, 3 & 4 in discovering useful words and expressions(SB p.4); ②doing Exx1 & 2 in discovering useful structures(SB p.5) ③using language—reading,listening and writing(SB p.6)
Period 4: ①using structures(Wb p.42-43) ②listening task(Wb p.43-44) ③translating practice: Ex 2 in using words and expressions(Wb p.42)
Period 5: ①reading task—Friendship in Hawaii(Wb p.44-45) ②speaking task(Wb p.44-45)
③writing task(Wb p.44-46) ④project(Wb p.47) ⑤summing up(SB p.8)
Period 6: doing consolidating Exx in English Weekly
Period One
I. Teaching Aims.
1. Learning the following:
①words: upset, ignore, loose, cheat, vet
②phrase: calm down, have got to, be concerned about
2. listening practice
3. speaking practice.
II. Focus
1. listening practice
2. speaking practice: giving agreement and disagreement using: I think so.I agree.I don’t think so.I don’t agree. etc.
III. Teaching Methods:
1. Listen-and-answer activity to help the students go through with the listening material.
2. Individual, pair or group work to make every student work in class.
V. Procedures:
Step 1 . Lead-in:
Do you have friends Why do we need friends Is friendship imporatnat in our life Why
Step 2. Warming-up:
1.Questions:What do you do to be a good friend Are you good to your friends
2.Dealing with the new words and phrases: upset, ignore, loose, cheat, vet; calm down, have got to, be concerned about
3.Making the survey
Question 1: This question deals with how thoughtful you are towards others and how much you value your friends.
Question 2: This question is concerned with fairness.
Question 3: This question also deals with your concern for others.
Question 4: This question is concerned with responsibilties to a friend.
Question 5: This question is concerned with honesty.
Step 3. Listening (listening ex on p.41 in the Wb.)
Step 4. Talking (speaking ex on p.41 in the Wb.)
Listening to the tape and then have the discussion.
Period Two
I. Teaching Aims:
1. Learning the following:
words: outdoors, indoors, dare, trust
phrases: go through, hide away, set down, a series of, be/grow crazy about, in order to, face to face, in one’s power
2. Helping the students to find the words and phrases that they find most difficult and helping them to understand.
3. Helping the students learn to use all the clues in the text to help them to understand the gist of what they are reading.
II. Focus: Enabling the students to value the friendship between friends by learning the reading text.
III. Teaching Methods:
1. Discussion before reading to make students interested in what they will learn.
2. Discussion after reading to make students understand what they've learned better.
3. Fast reading to get a general idea of the text.
4. Thorough reading to get the detailed information in the text.
IV. Procedures:
Step 1. Lead-in: Have you ever read The Diary of Anne Frank It’s a true story and has been translated into many laguages and adappted into movies.Now we are going to read a passage of her diary and try to know how she felt and what she did in such a hard time.
Step 2. Teaching new words and structures
Step 3. Background: This is true story.It took place in Amsterdam,holland in the ealy 1940s after German Nazis had occupied most of Europe.They killed many Jews.To avoid being killed,some Jewish families went into hiding,often with the help of non-Jewish friends.This is what Anne’s family did.
Step 4 Pre-reading Focusing the students ateention on the main toopic of the reading passage
Step 5 Reading Introducing the students to Anne Frank after she had been in her hiding place for over a year.
Step 4. Comprehending Encourage the students to read and work out the answers
V. Some More Background Knowledge
Anne Frank was born a Jew on June 12, 1929. she was born to Otto and Edith Frank. Both from respect german-jewish families. She had an older sister by the name of Margot Frank; she was two year’s older than Anne. Anne attended Montessori School. It was a non-Jewish school and jewish school. Anne and Margot were very smart, and had many friends. The Franks moved from Holland to Amsterdam in 1933 because of nazi rule.
Mr. Frank owned a business and made partners with a German.
Jews had to register their businesses, and later, surrender them to non-jewish people. Luckily Mr. Frank put the business under Mr. Frank’s German friend’s name.
After one summer recess Anne and her sister came in and all of a sudden wasn't allowed to go to a non-jewish school. Jewish people six years and up had to ware a yellow star. This was known as the begging of the Holocaust. Many things were going on, such as there was mass arrest of Jews, by 1942.
Mr. and Mrs. Frank were planning to go into hiding. One day on July 5, 1942 the Franks received a call-up notice. Anne thought it was for her father, but it wasn't It was for her sister Margot. After the Franks received the notice they decided to go into hiding. They were going to hide in a attic above Mr. Frank’s office. The Franks went into hiding on June 12, 1942 on Anne's 13 birthday.The Franks hid in a Secret Anex. They invited the Van Dames to live with them in the Anex to get away from the violence. The Franks and the Van Dames lived in a five-room house.
Before Anne went into hiding she was given a diary which she kept the whole two years. Five months after the Franks and Van Dames moved in a eighth person moved in by the name of Dussel moved in. There were many arguments between the e to find out Peter Van Dame likes Anne and starts hitting on her. The arguments between the families make them grow farther apart.
On August 4, 1944 at 10:00 a.m. the jews were discovered. All six of the jews were separated. Except for the Frank sisters. They were shipped to three different work camps in a year. At work camps people died of being worked to death, or of the cold, they also died of the starvation. the sisters worked at a work camp in Belson Benard for five months. Margot died in January of 1945. Two months later Anne Frank died March, 1945.
Anne's farther Otto Frank was the only one of the eight who survied. He was released from a work camp in 1945 an d went back to the secrete anex and countied his business. He later married.
Miep one of the secretaries was cleaning the anex when she found Anne's diary. She didn't read it. She gave the diary to Mr. Frank two months later he published it.
Otto Frank died on August, 19,1980 at the age of 91.
Anne Frank was a hero to many, and she was a great writer. She has inspired millions around the world. I would just like to say she's my hero. Considering she was 13 years old and it's easy to relate to.
Period Three
I. Teaching Aims:
Helping the students to develop creative reaing skills
II. Focus:
Thorough reading,discussion and languge study
III. Taching methods:
discussion and explanation
IV. Procedure:
Step 1 Discussion
1.What do you think is the purpose of this passage Why did Anne write it
2.Do you think it is successful Do you understand Anne’s feeling
3.Is Anne angry,sad happy or thilled while writing her diary
4.What is Anne’s poit of view Do you agree with it If so,why If not,why not
Step 2 Word study
1. go through
1) to examine carefully仔细阅读或研究
I went through the students’papers last night.
2) to experience 经历; 遭受或忍受。
You really don’t know what we went through while working on the farm.
2. set down
1) to put or lay down 放下。
Set down your heavy bag and take a rest.
2) to write (down), make a record of 写下;记下。
I have set down everything that happened,as I remember it.
3.crazy(adj.)
1) mad,foolish 疯狂的; 愚蠢的。
It’s crazy to go out in such hot weather.
2)wildly excited;very interested 狂热的;着迷的。
She is crazy about dancing.
3. on prupose intentionally; not by accident (故意的)。
He didn’t do that on purpose.
4. dare
1) 情态动词 to be brave enough to.
I dare not / daren’t go there.
Dare you ask him.
2) 实意动词
He does not / doesn’t dare to come.
I wonder how he dared to say that.
V. Home-work Assignment:Further reading afrter class
I Saw Anne Frank Die: By Holocaust Survivor Irma Menkel
Courtesy of Newsweek Magazine, July 21, 1997
NOTE: This story was not written by anyone who runs or operates SunStrike.
I turned 100 years old in April and had a beautiful birthday party surrounded by my grandchildren, great-grand children and other family members. I even danced a little. Willard Scott mentioned my name on television. But such a time is also for reflection. I decided to overcome my long reluctance to revisit terrible times. Older people must tell their stories. With the help of Jonathan Alter of NEWSWEEK, here's a bit of mine:
I was born in Germany in 1897, got married and had two children in the 1920's. Then Hitler came to power, and like many other Jews, we fled to Holland. As the Nazi's closed in, we sent one daughter abroad with relatives and the other into hiding with my sister and her children in the Hague. My husband and I could not hide so easily, and in 1941 we were sent first to Westerbork, a transit camp where we stayed almost a year, and later to Bergen-Belsen, a work and transit camp, from where thousands of innocent people were sent to extermination camps. There were no ovens at Bergen-Belsen; instead the Nazi's killed us with starvation and disease. My husband and brother died there. I stayed for about three years before it was liberated in the spring of 1945. When I went in, I weighed more than 125 pounds. When I left, I weighed 78.
After I arrived at the Bergen-Belsen barracks, I was told I was to be the barracks leader. I said "I'm not strong enough to be barracks leader." They said that would be disobeying a command. I was terrified of this order, but had no choice. It turned out that the Nazi commandant of the camp was from my home town in Germany and had studied with my uncle in Strasbourg. This coincidence probably helped save my life. He asked to talk to me privately and wanted to know what I had heard of my uncle. I said I wanted to leave Bergen-Belsen, maybe go to Palestine. The commandant said, "If I could help you, I would, but I would lose my head." About once every three weeks, he would ask to see me. I was always afraid. It was very dangerous. Jews were often shot over nothing. After the war, I heard he had commited suicide.
There were about 500 women and girls in my barracks. Conditions were extremely crowed and unsanitary. No heat at all. Every morning, I had to get up at 5 and wake the rest. At 6 a.m., we went to roll call. Often we had to wait there for hours, no matter the weather. Most of the day, we worked as slave labor in the factory, making bullets for German soldiers. When we left Holland, I had taken only two changes of clothes, one toothbrush, no books or other possesions. Later I had a few more clothes, including a warm jacket, which came from someone who died. Men and women lined up for hourse to wash their clothes in the few sinks. There were no showers in our barracks. And no bedding. The day was spent working and waiting. At 10 p.m., lights out. At midnight, the inspection came-three or four soldiers. I had to say everything was in good condition, when, in fact, the conditions were beyond miserable. Then up again at 5a.m.
One of the children in my barracks toward the end of the war was Anne Frank, whose diary became famous after her death. I didn't know her family before-hand, and I don't recall much about her, but I do remember she was a quiet child. When I heard later that she was 15 when she was in the camps, I was surprised. She seemed younger to me. Pen and paper were hard to find, but I have a memory of her writing a bit. Typhus was a terrible problem, especially for the children. Of 500 in my barracks, maybe 100 got it, and most of them died. Many others starved to death. When Anne Frank got sick with typhus, I remember telling her she could stay in the barracks-she didn't have to go to roll call.
There was so little ot eat. In my early days there, we were each given one roll of bread for eight days, and we tore it up, piece by piece. One cup of black coffee a day and one cup of soup. And water. That was all. Later there was even less. When I asked the commandant for a little bit of gruel for the children's diet, he would sometimes give me some extra cereal. Anne Frank was among those who asked for cereal, but how could I find cereal for her It was only for the little children, and only a little bit. The children died anyway. A couple of the trained nurses were among the inmates, and they reported to me. In the evening, we tried to help the sickest. In the morning, it was part of my job to tell the soldiers how many had died the night before. Then they would throw the bodies on the fire.
I have a dim memory of Anne Frank speaking about her father. She was a nice, fine person. She would say to me, "Irma, I am very sick." I said, "No, you are not sick." She wanted to be reassured that she wasn't. When she slipped into a coma, I took her in my arms. She didn't know that she was dying. She didn't know that she was so sick. You never know. At Bergen-Belsen, you did not have feelings anymore. You became paralyzed. In all the years since, I almost never talked about Bergen-Belsen. I couldn't. It was too much.
When the war was over, we went in a cattle truck to a place wehre we stole everything out of a house. I stole a pig, and we had a butcher who slaughtered it. Eating this- when we had eaten so little before-was bad for us. It made many even sicker. But you can't imagine how hungry we were. At the end, we had absolutely nothing to eat. I asked an American soldier holding a piece of bread if I could have a bite. He gave me the whole bread. That was really something for me.
When I got back to Holland, no one knew anything. I finally found a priest who had the address where my sister and daughter were. I didn't know if they were living or not. They were. They had been hidden by a man who worked for my brother. That was luck. I found them and I began crying. I was so thin at first that they didn't recognize me.
There are so many stories like mine, locked inside people for decades. Even my family heard only a little of this one until recently. Whatever stories you have in your family, tell them. It helps.
aghar102@
Period Four
I. Teaching Aims:
1.Reviewing the words learned in the last two periods
2. Stence structure: direct speech and indirect speech.
II.Focus: the changes of the prons, tenses, adverbials in the interchanges of direct speech and indirect speech.
III.Teaching Methods:
1. Reviewing method to consolidate the words learned in the last two periods.
2. Explanation and inductive methods to make the students master the interchanges
of direct speech and indirect speech. 3. Individual, pair work to make every student work in class.
IV.Procedure:
Step 1 Learning about language: Exx 1, 2, 3 & 4 in discovering useful words and expressions(SB p.4)
Step 2 Doing Exx1 & 2 in discovering useful structures(SB p.5)
Step 3 Using language—reading,listening and writing(SB p.6)
Step 4 Summary
直接引语和间接引语
1)学习陈述句的直接引语和间接引语
转述陈述句时，用that引导(可省略)。从句中的人称，时态，时间状语需根据实际情景作相应变化。
(1) 人称变化
1).She said ,"I am in Class 5. "----- She said that she was in Class 5.
2)"You are wrong. "he said .------ He said that I was wrong.
(2)时态变化(直接引语---- 间接引语)
一般现在时----- 一般过去时； 一般将来时----- 过去将来时；
现在进行时----- 过去进行时； 一般过去时----- 过去完成时；
现在完成时------ 过去完成时； 过去完成时------ 过去完成时；
( 3 ) 时间状语变化(直接引语一间接引语)
now----- then;
today---- that day;
tonight---- that night;
this week( month, etc. )---- that week(month, etc. )
yesterday------ the day before;
last week(month, etc. )---- the week (month, etc..)before;
three days( months, etc ) ago---- three days( months, etc ) before
tomorrow----- the next day;
next week(year, etc, )----- the next week(year etc. );
( 4 ) 地点状语的变化：here --- there
2)疑问句的直接引语变为间接引语遵循以下几条原则：
(1)主句谓语多用ask。
(2)若直接引语是一般疑问句，变为间接引语时，将直接引语改为由whether或if引导的宾语从句。
①She asked，“Is this book yours or his '’
②She asked me whether that book was mine or his．
(3)若直接引语是特殊疑问句，则将直接引语改为由疑问词 引导的宾语从句(不可由that引导)。
③He asked“What's your name ”
④He asked me what my name was．
(4)时态变化、时间状语及地点状语的变化同陈述句。
Period Five
I. Teaching aims
1.Reviewing the useful expressions learnt in this unit by making sentences with them .
2. Reviewing how to change a sentence from Direct Speech to Indirect Speech.
II. Focus
Learning the interchanges of Direct Speech and Indirect Speech.
Teaching Methods.
1. Asking-and-answer activity to go through the reading material.
2. Individual, pair or group work to make every student work in class.
III.Procedures:
Step1 using structures(Wb p.42-43)
Step 2 listening task(Wb p.43-44)
III.Home-work assignement: translating practice: Ex 2 in using words and expressions(Wb p.42)
Period Six
I. Teaching aims and demands
Further training of reading writing
II. Procedure
Step 1 reading task—Friendship in Hawaii(Wb p.44-45)
Step 2 speaking task(Wb p.44-45)
Step 3 writing task(Wb p.44-46)
Step 4 project(Wb p.47)
Step 5 summing up(SB p.8)
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