Using LanguageⅡ含PPT的教学设计及点评

高二英语教案：Unit1 Friendship 新人教版必修1 （Teaching aims and demands）

类别

话

题

词

汇

upset ignore calm concern loose Netherlands German series outdoors dusk thunder entire entirely power curtain dusty partner settle suffer highway recover pack suitcase overcoat teenager exactly disagree grateful dislike tip swap item add up calm﹍down have got to be concerned about walk the dog go through set down a series of on purpose in order to at dusk face to face no longer suffer form get/be tired of pack (sth) up get along with fall in love join in

功

能

1．态度(attitudes) Are you afraid that---? I’ve grown so crazy about--- I didn’t dare--- 2．同意和不同意（agreement and disagreement）

I agree. I think so. Exactly. I don’t agree. I don’t think so. I’m afraid not.

3．肯定程度（certainty）

That’s correct. Of course not.

语

直接引语和间接引语(1): 陈述句和疑问句(Direct Speech and Indirect Speech(1):statements and questions) 1．陈述句

“I don’t

want to set down a series of facts in a diary.”

Said Anne.(Direct speech)→

---- Anne said that she didn’t want to set down a series of facts in a diary.(Indirect 课程标准要求掌握的项目

Friends and friendship; interpersonal relationships 法

ch) 2．一般疑问句

“Does a friend always have to be a person?”the writer asks us.→

The writer asks us if a friend always has to be a person. 3．特殊疑问句

“When do you call your diary?”

Anne’s

Father asked Anne when she went to bed the night before.

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Period One Step1. Warm-up

Brainstorming: let Students say some words about friendship –

honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….

Step 2. Talk about your old friends

1. Students talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.

2. Self-introduction Step 3. Make new friends

. Report to the class students: who will probably be your friend and why. Step 4. Do a survey Students do the survey in the text ,P1 Sep 5. Listening and talking Do Wb P41 (Talking). While Students listen to the material, ask them to take notes about the speaker’s views of making friends.

When Students make their conversations, ask them to try to 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.

Step 6. Discussion

Divide Students four in one group and each group choose a topic to discuss. There are four topics.

Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.

Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?

Topic 3: Does a friend always have to be a person? Who else can be your friend? Why?

Topic 4: List some qualities of a person who does not make friends easily. Step 7. Summary 1. Ask Students themselves to summarize what is friendship and what is the most important in making friends.

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3. Tell Students: make new friends and keep the old; one is silver and the other is gold. Step 8. Evaluation Students finish the following evaluation form. Standard: A, B,C Contents 1. I’m active in talking with others.

2. I’m active in cooperating with others.

自评

他评

3.I can espess myself fluently, accurately and

appropriately. 4. I know more about friendship after this lession.

5. Do you think you need to improve yourself in some aspects? Which aspects?

Homework:

1. Look up the new words and expressions in warming up and pre-reading in a dictionary.

Period Two Step1.Warming Up

Activity1: Suppose you have to stay indoors to hide yourself for a whole year. 2. Write a short passage about your best friend. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or Tv at home.

How would you feel? What would you do? Four students a group discuss with each other for 2 minutes. Activity2: Play a short part of the movie Schindler’s List

Step2. Predicting

Students read the title of the passage and observe the pictures and the outline of it to guess: Who is Anne’s best friend?

What will happen in the pastsage? Step3. Skimming Students skim the passage in 2 minutes to get the main idea :

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Who is Anne’s best friend?

When did the story happen?

Step4. Intensive reading Students work in group of four to discuss the following open questions:

1.Why did the windows stay closed? 2.How did Anne feel? 3.What do you think of Anne? 4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文).

5.Which sentences attract you in the passage? Step5. Activity

Four students a group to discuss the situation: Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you. What will you take? Why? How will you spend the 3 months? How will you treat each other and make friends ? Step6.Assignment Task1.Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.

Homework: Task2.Ex2.3on Page3

PeriodThree Step 1. Warming Up

Check the Students’ assignment: task 2

Step 2. Language points:

1.add (v.) 1). To put together with something else so as to increase the number, size, importance, etc.增加，添加

Please add something to what I’ve said, John.

2). To join numbers, amount, etc so as to find the total 相加

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Add up these figures for me, please.

add to something: to increase 增加

What he did has added to out difficulties. add up to: to amount to 加起来等于；总计

The cost added up to 100 million yuan.

2. cheat v. 1). To act in a dishonest way in order to win 欺骗；作弊

2). (of, out of) to take from (someone) in a dishonest way 骗取

They cheated the old woman out of her money by making her sign a document she didn’t understand. n. 1). an act of cheating 作弊行为

2). one who cheats 骗子

3. 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 this project.

4. 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.

5. lonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的

He has been very lonely since his wife left him. lonely/alone alone 1). without or separated from others 单独的 She lives alone. 2). only 仅仅，只有。用于名词或代词之后。

The gloves alone cost $ 80.

leave/let sb. or sth. alone: not take, touch or interfere with sb or sth 不带走，不触摸，不干涉某人或某事

Leave that alone. It’s mine.

She has asked to be left alone.

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6. be concerned about/for: be worried about 担心

We’re all concerned about her safety.

7. upset: 1). Adj. worried; sad; angry; not calm 不安，心烦意乱，

生气

He is upset. 2). V. cause to worry, to be sad, to be angry, not to be calm 使不安，使生气

His cheating on the exam upset his teacher.

8．well adj. 身体好 adv. 好 Int. 噢，

George was well and truly drunk. I couldn’t very well say no when there was no one else she could ask.

9. spellbind: to hold the complete attention of 吸引人，迷人，是入迷

The children watched spellbound as the magician took rabbits from his hat. Step 3. Learning about language

1. Finish Ex.1, 2 and 3. on Page 4. 2. Direct speech and indirect speech: Students do Ex.1 and 2 on Page 5. Then let the Students themselves discover the structures. Step 4. Practice Using structures on Page 42: ask the Students to use indirect speech to retell the story. Homework: Finish Wb. Ex, 1 and2 on page 41 and 42.

Period Four Step 1. Revision Check the Students’ assignment.

Step 2. Reading Students read the letter on page 6 Notes:

1. get along with 2. fall in love Step 3. Listening Students should take notes while they are listening. 1. First listening: Students listen and answer the questions of part 2 on page 6.

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2. Second listening: Students listen again and finish part 3 on page 6. Step 4. Listening Students listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 . Step 5. Speaking Students work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the Warming up to help them. Homework: 1. Students prepare the reading task on page 44. 2. Surf the internet and find some material about friendship in different countries.

Period Five Step 1. Warming Up Students say something about making friends and how to maintain friendship. Step 2. Listening Students listen to a short passage and fill in the blanks on page 41 (listening). Step 3. Reading

1. First reading: Students read the passage about friendship in Hawaii and finish Wb.Ex1.on page 44

2. Second reading: Students read again and discuss the questions on page 44

3. Students share their material about friendship in different countries in groups, and then choose some groups to show them in class. Step 4. assignment Students collect some proverbs about friendship. Step 5. Pre-writing

1. Read a letter from a student called Xiaodong. 2. Go over the advice on page 7 and be ready for writing. Step 6. While-writing

Ask the Students to write a letter to Xiaodong as an editor and give him some advice. 1. Students make a list about the important information that they need. 2. Students begin to write the letter to Xiaodong. 3. Students revise their letters by themselves. 4. Students exchange their writing paper with their partners and correct the - 7 -

mistakes. (tense, spelling, letters, structures….)

5. Students get back their own writing paper and write the letter again. Step 7. Post-writing Choose some students’ writing paper and show them in the class. Ask the Students to correct the mistakes together and also learn from some good writings. Step . Writing for fun

1. Students read the pastsage on page 7 by themselves. 2. Students try to write a few lines to describe their best friends or a person they know.

3. Show some Students’ writings in class.

Homework:

Period six

I can use this period freely. I can use this period to let Students sum up what they have learned and explain what Students couldn’t understand very well in this unit. I can also add more practice in this period to consolidate what the Students have learned. Finally, ask the Students to finish checking yourself on page 47. It is very important to improve their learning. Teaching aims教学目的:

学习直接引语和间接引语

Teaching procedures(教学过程) Period7-9直接引语变间接引语

一

引语的概念

直接引述别人的原话，叫直接引语，直接引语通常都用引号“

” 括起来

用自己的话把别人的话陈述出来，叫间接引语，间接引语在多数情况下都构成一个宾语从句

二

直接引语是陈述句,变为间接引语时用连词that引导宾语从句.从句中的人称、时态、指示代词、时间状语、地点状语等相应变化. ※

形成步骤：

1.不要逗号、冒号、引号。

2.要考虑到人称的变化。（人称变化与汉语一致）

3.要考虑时态的变化/语序的变化

4.要考虑人称，时态．所有格的变化．

1、如何变人称：

口诀：一随主。二随宾，第三人称不更新。

“一随主”是指在直接引语变间接引语时，如果从句中的主语是第一人称或被第一人称所修饰。从句中的人称要按照主句中主语的人称变化如：

Do Wb writing task on page 46.

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She said. "My brother wants to go shopping with me. ”

→She

said her brother wanted to go shopping with her. “二随宾”是指直接引语变间接引语时，若从句中的主语及宾语是第二人称或被第二人你所修饰。从句中的人称要跟引号外的主句的宾语一致。如果引号外的主句没有宾语。也可以用第一人称，如：

He said to Kate. "How is your sister now?”

→He

asked Kate how her sister was then. “第三人称不更新”是指直接引语变间接引语时。如果从句中的主语及宾语是第三人称或被第三人称所修饰从句中的人称一般不需要变化如：

Mr Smith said, “Jack

is a good boy.”

→Mr

Smith said Jack was a good boy. 2、如何变时态：

(1) 如果主句谓语动词为一般现在时或一般将来时，则间接引语中的动词仍保持直接引语的原来时态。

1.He says, “I’m very busy today.”

He says (that) he is very busy today. 2.He will say, “I have watered the flowers.”

He will say (that)he has watered the flowers. (2) 如主句谓语动词为过去时，则间接引语中的动词应由现在的某种时态变为相应的过去某种时态

1) 一般现在时→一般过去时态；

She said: “ I am a student. ”

→ She said (that) she was a student. 2)一般将来时→过去将来时

She said, "He will go to see his friend.”

→She

said he would go to see his friend。

Tom said, “ I am going to play basketball tomorrow.”

→ Tom said he was going to play basketball tomorrow.

3) 现在进行时→过去进行时；

She said ,“I am reading a book.”

→She said she was reading a book.

4) 一般过去时→过去完成时

5) 现在完成时→过去完成时

3 如何变所有格

She said: “my mother is a teacher.”

She said her mother was a teacher.

总结

1)

人称

2) 时态

3) 所有格

4) 标点符号

直接引语和间接引语专项练习

一、如何变人称

1.

She said, “Our train will arrive in five minutes.”

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She said (that) _______ train would arrive in five minutes. 1.

He said, “I’m very busy.”

He said (that) ______ was very busy. 3. She said,“ I like tennis.”

She said that______ liked tennis. 4. He said to Lily,“ you must

get up early.”

He told Lily that _______ must get up early. 5. She said to me ,“ They want to help him.”

She told me that _____ wanted to help him. 二、如何变时态

1. She said, “I will finish the work this morning.”

She said that she_______ _______ the work that morning. 2. He said, “I go there with my friends.”

He said that he______ with his friends. 3. He said, “I haven’t seen her today.”

He said that he_______ ________ her that day. 4. He said, “I will come here this evening.”

He said that he______ go there that evening. 5.The teacher said, “ The sun is bigger than the earth.”

The teacher said that the sun_______ bigger than the earth. 6.My mother said to me, “You should make the bed by yourself.”

My mother said to me that I _________ make the bed by myself. 三、所有格的变化

He said;“This is my book.”

He said that is ______book.

五

单项选择1. He often says “ I shall tell you about them.”

He often tells me that _____ will tell _____ about ______. A I…you…them B. he…me…them C. he…you…us

D. I…me…you

2. I shall tell him, “ I

have written to you and her twice.”

I shall tell him that _____ have written to _____ and ______ twice. A. I…him…her B.you…him…her C. I …you…me D. you…me…her

3. Jack said to me,” You look worried today.”

4.Jack told me that _____ worried _____. A. he looks…today

B. you look…today

C. we looked…that day

D. I looked…that day

5. Mrs Johnson said,” I drew the picture last week.”

Mrs Johnson said that _____ the picture _____. A. she drew…the week before

B. I had drawn …that week

C. she had drawn …the week before

D. I drew …the last week

教学设计：了解直接引语和间接引语的概念。例如找两名同学这样对话。

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A：我们下一周放一天假。

B同学用间接引语来引述A同学的话给我听。

B: 他说他们下一周放假一天。这里，从汉语的角度来看，除了人称变化外，好像没什么变化，但翻译成英语后，就要注意，语序，时态，人称，时间状语的变化。先让学生自己通过对话，理解概念，然后再让学生把刚才的句子翻译成英语，自己寻找变成间接引语后的变化因素都有哪些。然后教师讲解这些具体的变化因素，再加以练习巩固。最后布置作业，要求学生规范作答。

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