高一英語必修一第五單元教案

作為一位傑出的老師，通常需要準備好一份教案，教案是實施教學的主要依據，有着至關重要的作用。那麼教案應該怎麼寫才合適呢？下面是小編幫大家整理的高一英語必修一第五單元教案，希望對大家有所幫助。

高一英語必修一第五單元教案1

教學準備

教學目標

■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

教學重難點

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…

教學工具

ppt

教學過程

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(定義). 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 (良師益友).

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.

高一英語必修一第五單元教案2

一、教學目標

知識目標

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.

能力目標

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.

情感目標

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

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

二、教學重點

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、教學難點

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.

教學過程

→Step 1 Revision

1. Check the homework exercises.

2. Ask two students to retell the content of Act I, Scene 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

r n.要(叫)的菜eg. May I take your order?

n.順序，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.預定，預購eg. I have ordered a steak.

a chance碰運氣

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.

也許真愛只是一個決定，一個與某個人一起冒險的決定。

3. genuine adj 1)真正的，真實的，名副其實的;非人造的，非偽造的

Eg. Her wedding ring is made of genuine diamond.

她的結婚戒指是真正的'鑽石做得。

2)真誠的，真心的，誠實的

My genuine friend is not such right?

我真正的朋友不是這樣的對嗎?

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.

我確實聽説英格蘭銀行發行了兩張這樣面值的鈔票……不管怎樣,我覺得這不可能是假鈔。

助動詞do或其他形式does, did在肯定句中用於謂語動詞前,表示強調。例如:

I did tell him what I thought of.

我的確告訴過他我的想法。

can表示推測,與主句中的not結合在一起,表示“不可能”。例如:

It can’t be Jim. I know him too well.

不可能是吉姆,我太瞭解他了。

5. But he’s in rags!但是他穿得破破爛爛的。

介詞in後面接表示顏色或衣物等的名詞時,意思是“穿着;戴着”。例如:

The girl in green is a good friend of mine.

穿綠衣服的女孩是我的一個好朋友。

in rags衣衫襤褸

The old man in rags used to be very rich.

衣着襤褸的那位老人過去很富有。

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

至於賬單嘛,先生,請把他忘了吧。

as for: with regard to至於;關於

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

至於你,你應該感到慚愧。

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

至於旅館呢,非常不舒服,而且離海邊有好幾裏地

→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.

高一英語必修一第五單元教案3

本單元的Warming up部分以圖片形式引入本單元的話題之一：amusement parks;並通過師生或生生自由問答，讓學生了解並交流個體各類活動方面的體驗、喜好及理由，從而引出話題amusement parks和theme parks,為聽力部分和閲讀部分作必要的鋪墊。

Listening提供一個會議事例：在我市建一個主題公園的招標大會上，Fun Fun Productions and Merry Rides Limited兩個不同特色公司的代表人發表演説表達各自優勢以爭取承建權。在聽音之前需要作恰當的導入，聽時做課文1、2部分，聽後再作小組討論：選擇哪一家公司作為承建商及給出相應的理由。這一話題具有社會性，時代性特點，在課堂上可以激發學生模擬真實語境進行創造性對話活動。

Speaking緊緊圍繞“問路與指路”話題：課內提供一張公園平面圖，學生根據出發點和目的地的聯繫進行有意義的對話實踐。Post-speaking內容擴展至生活實際情況。

Reading是一篇介紹主題公園的説明文。它包括主題公園的定義、特點，同時介紹了the World Park of China, the Ocean Park of Hong Kong, Disneyland in California三個不同的主題公園，引導學生了解和比較主題公園的不同主題，激發學生聯想主題公園的未來發展。Post-reading部分鼓勵學生自行設計主題公園活動，鼓勵學生積極想象、培養創新能力。

文章結構思路如下：

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.

篇章結構圖示：

What is a theme park?

Examples:

Three parks What do people

Themes, attractions experience and learn?

Theme parks in the future

課文線索內容複述如下：

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.

德育滲透：

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

工作而無娛樂使人愚鈍。

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.

任何人都不應閉關自守，而應面向世界，以探索人們怎樣對付日新月異的事態發展。

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

大膽的探索和體驗源自你的勇氣。(列寧)

Language study要求學生掌握和運用相應的詞彙;瞭解分詞的意義，學習掌握現在分詞作狀語的用法，區別運用分詞的進行式作狀語與完成式作狀語結構。

Integrating skills閲讀部分在主題公園的基礎上以rides為主題內容，介紹了幾種不同的rides,要求讀後以課文為基礎，鼓勵學生創造、想象，以小組活動形式設計並描述the scarest and most exciting ride in the word。

學生在本單元的學習過程中，除了增長語言知識、提高語言技能外，更要拓展文化視野，發展跨文化交際的意識和能力;並且結合個人經驗充分體驗他人在個別主題活動方面的感受，加強合作意識、陶冶情操，提高自身素養。

二、教學目標

知識技能：掌握並會運用有關詞彙、句型和現在分詞短語作狀語的用法。

情感態度：結合個人經驗充分體驗他人在個別主題活動方面的感受，倡導創新意識的培養、加強合作意識、陶冶情操。增強世界意識，培養積極的生活態度

學習策略：通過小組活動等，指導學生積極與人合作、相互學習、相互幫助，培養合作能力、團隊精神。利用圖書館、網絡等輔助學習，在學習、討論、反思和探索實踐中逐步形成策略。

文化意識：拓展文化視野，發展跨文化交際的意識和能力。

三、教學重點、難點

1.重點：

話題: Talking about amusement parks.

功能: Ways of giving directions.

Designing new things.

詞彙: 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

表達用語: 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…

語法: 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.難點：

a.動詞-ing結構作狀語的運用。

b.針對事物特點描述的寫作。

寫作技巧(如何描寫事物?Tips P70)

關鍵：抓住事物特徵

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、課時安排

Period 1 Warming up and Listening

Period 2 Reading

Period 3 Speaking

Period 4 Integrating Skills

Period 5 Language Study

五、教學計劃

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---)

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