高中英语必修一教案全集

约29,148个字。

Unit 1 Friendship
　　Part One: Teaching Design (第一部分：教学设计)
　　Period 1: A sample lesson plan for reading
　　(ANNE’S BEST FRIEND)
　　Aims
　　To talt friendship
　　To read about friendship
　　Procedures
　　I. Warming up
　　1. Warming up by assessing
　　A lot of people have only few possibilities of getting feedbact their own personality. In this exercise you will have the opportunity to get some feedback and to discuss it with a partner. While comparing your mutual judgements, certain prejudices or misunderstandings may appear, as people often do not know each other thoroughly enough to judge others correctly. Try to be honest!
　　Self assessment
　　Of the following characteristics choose 5 that are particularly applicable to you personally.
　　sociable, honest, friendly, easygoing, nervous, open-minded, anxious, careful, talented, talkative, nosy, thoughtful, generous, carefree, pessimistic, peaceful, optimistic, interesting, reliable, helpful, active, careless, caring, exact, adventurous, imaginative, hot-blooded, well-organised, trustworthy, patient, responsible, outgoing, kind, brave, warm-hearted, selfless, tolerant
　　Partner assessment
　　Now choose 5 characteristic features which you think are especially applicable to your partner.
　　sociable, honest, friendly, easygoing, nervous, open-minded, anxious, careful, talented, talkative, nosy, thoughtful, generous, carefree, pessimistic, peaceful, optimistic, interesting, reliable, helpful, active, careless, caring, exact, adventurous, imaginative, hot-blooded, well-organised, trustworthy, patient, responsible, outgoing, kind, brave, warm-hearted, selfless, tolerant
　　2. Warming up by describing
　　Have the students get into groups of four to describe their own ideal friend. Individual students must decide on TOP 5 character adjectives that could be used to describe the ideal friend and insist they have good reasons for their choice. Then let the group leader give the class a description of their ideal friend.
　　3. Further applying
　　You may also have the students do the survey in the textbook, following the steps below.
　　1. Get the students to make a list of three qualities a good friend should have.
　　2. Have the students get into groups of four to find out what each has listed.
　　3. Have a member of each group report on what their lists have in common and list them on the board.
　　4. Ask the class whether or not they agree with all the qualities listed.
　　5. Then have the students do the survey in the textbook.
　　6. Have the students score their survey according to the scoring sheet on page 8.
　　7. The teacher ask some students how many points they got for the survey and assess their values of friendship:
　　★ 4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.
　　★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.
　　★ 13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done.
　　(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)
　　II. Pre-reading
　　To focus the Students’ attention on the main topic of the reading passage.
　　To activate their previous knowledge on the topic.
　　III. Talking and sharing
　　Work in groups of four. Tell your group mates how you reflect on these questions.
　　1. Why do you need friends? Make a list of reasons why friends are important to you.
　　2. What do you think a good friend should be like? List what a good friend should do and share the list with your partners.
　　3. Does a friend always have to be a person? What else can be a friend?
　　4. Do you think a diary can become your friend? Why or why not?
　　Instructions: The teacher can give each group one of these questions above to talt. Then let the class share their ideas. It’s better to stimulate the students to challenge their classmates’ opinions about these questions.