Unit 1《Friendship》教案21(人教版必修1)

Unit 1《Friendship》教案21(人教版必修1)（共6篇）

篇1：Unit 1《Friendship》教案21(人教版必修1)

Lesson Plan 学科英语

赖菲菲

2015120101 Background information: Students:40 senior high school students, Grade 1.Lesson duration:45mins Teaching objectives: Knowledge objective: By the end of this lesson, students will be able to use some important words and phrases in the passage, for example, hide, outdoors, go through, on purpose, a series of and so on.Ability objective: By the end of this lesson, students will

1.learn some reading strategies about narration, such as paying attention to time, places and characters, finding out specific information, retelling and the like.2.learn about the formats of a diary or a letter.Emotion objective: To get the students to realize the importance of friends and friendship.Teaching contents:Unit 1 Reading: Anne’s best friend Teaching aids: PPT, blackboard, chalk Type of the lesson:reading Teaching procedures: Step1: Pre-reading(8mins)1.Warming-up(1min)Enjoy a piece of music and find out its theme.2.Divide students into 3 groups and ask them to discuss two questions.Afterwards, choose representatives to show their answers.(3mins)⑴Do you think friends are important to us? Why do you think so? ⑵Does a friend always have to be a person? What else can be our friend? 3.Go through the text quickly to find out:(1min)⑴how many parts it contains? ⑵what the different parts are about? 4.Get students exposed to the background information about the passage and introduce the reading methods about narration, that is, “5W1H”.(3mins)Step2: While-reading(24mins)1.First reading(8mins)Scan the text and find out some specific information according to the questions.And then fill in the form and join the correct parts of the sentences.Choose some volunteers to share their answers.2.Second reading(10mins)⑴Read the passage again and answer the following question.What were Anne’s deepest feelings and thoughts? Use some words to describe her feelings? ⑵Ask students to think about their feelings towards Anne’s experience.Select several students to show their answers.3.Third reading(6mins)Make students retell the stories sentence by sentence.Step3 Post-reading(10mins)Group discussion: Imagine you have to go into hiding like Anne and her family.What would you miss most? Give your reasons? Step4 Talk about quotes about friendship(2mins)1.True friendship is like sound health;the value of it is seldom known until it is lost.2.A friend is one who walks in when others walk out.3.A friend is one who believes in you when you have ceased to believe in yourself.4.A friend in need is a friend indeed.Step5 Homework and optional activity(1min)Homework: 1.Look up 'go through' in the dictionary and find out all its usage.2.Write a diary about your good friends.Optional activity:Learn to sing the song“Auld Lang Syne” together.Reflection: 1.Ways to question students should be diversified and try to get more of them involved.2.While students are discussing, the teacher ought to walk around the classroom to ensure the atmosphere and give assistance when it is necessary.

篇2：Unit 1《Friendship》教案21(人教版必修1)

*语言知识

1.to talk about friends and friendship, and interpersonal relationship

2.to practise expressing attitudes, agreement and disagreement, and certainty

3.to master some sentences about giving advice

4.to learn to use the Direct Speech and Indirect Speech(1): statements and questions

5.to learn about communication skills

*语言技能和学习策略

1.to develop listening skills by doing exercises in listening task

2.to develop speaking skills by finishing the speaking task and other activities like discussion and oral practice

3.to develop reading skills through the reading materials in this unit

4.to learn to write a letter of advice

*文化意识

1.to know about friend and the real meaning of friend

2.to learn how to get along with others

*情感态度

1.to arouse the interest in learning English

2.to learn to express their feeling of friends and friendship

Teaching key points:

1.how to improve students’ speaking and cooperating abilities

2.learn to use the Direct Speech and Indirect Speech(1):statements and questions

3.master some words and expressions

Teaching difficult points:

1.train the students’ speaking, listening, reading and writing abilities

2.how to improve students’ cooperating abilities

Teaching methods:

Student-focus approach and task-based approach

Learning methods:

Cooperative study

Teaching aids:

Computer

The First Period (Warming up &Speaking)

Teaching aims:

1.to know about different kinds of friendship

2.to learn some words of describing friend and friendship

3.to master some useful words and expressions

Teaching methods:

1.discussing

2.cooperative learning

Teaching materials: Warming up

Teaching procedures:

Step One: Leading-in

1.Free talk: Something about friend and friendship

Ask the Ss to describe one of their friends----their appearance, personality, hobbies, etc.

Qs: What’s your friend like?

What does he/she like to do in his/her spare time?

What personality does he/she have?

Step Two: Discussion

1.Writing the following statement on the blackboard

We all agree that to have a good friend , you need to be a good friend.

2.Ask the Ss:

What do you think of this statement and how can you be a good friend?

Let the Ss express their views

3. Have the Ss get into groups of four to list some qualities of a person they would like as a friend.

Ss may list: honest, friendly, open-minded, generous, helpful, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, brave, easygoing, outgoing, warm-hearted, kind, selfness, tolerant, intelligent…

4. Have a member of each group report on what their lists have and list them on the blackboard

5. Ask the class whether or not they agree with all the qualities listed

Step Three: Doing the survey and explanation

1.Have the Ss do the survey in the textbook and let them work out their score.

2.Teacher explain each item

Question 1 deal with how thoughtful you are towards others. The scoring reflects your concern for others. So one point for A gets the lowest score because it is the most selfish response. B get the highest score because it show a concern for your friend as well as your wish to go to see a film. C gets a slightly lower score because although it shows you want to go with your friend (because you change the plan), you do not help your friend.

Question 2 is concerned with fairness. A gets the lowest score because you are not giving your friend another chance to behave better this time. B gets a higher score because you let your friend borrow the camera again. This shows kindness and forgiveness or the trouble you had when it was returned broken. But you are not balancing his heeds against your own. That is why C gets the highest score. You are showing your friend that you will trust him/her with the camera again but this time you are giving him / her rules in case it gets broken.

Question 3 deals with your concern for others. A get the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend. This is not responsible. You have things that you need to do. Of course your friend is important but not more important than you responsibilities. B gets a higher score because it shows some concern for your friend and some understanding that you have important things to do too. But it does not show any real interest in his / her problem. C get the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too.

Question 4 is concerned with responsibilities to a friend. A provides the correct amount of responsibility to your friend. You recognize that it was your fault and will put it right and pay for the damage. So it gets the highest score. B provides some understanding that you are responsible. You put the situation right but you do not pay for the damage yourself. So it does not get the highest score. C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour.

Question 5 is concerned with honesty. If you let your friend look at your paper or somebody else’s paper, you are helping them to cheat. That is not honest, so answers A and C get no marks. But it takes courage to tell your friend that they should have studied and that they cannot look at your paper. That is also the honest answer. So you get 6 points for B, which is more than any other in the quiz.

Step Four: Language points

Teacher explain language points with some slides

1.add v.

1) to put together with something else so as to increase the number, size, importance, etc. 增加，

添加

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

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

eg. Add up these figure for me, please.

常用结构：

add up / together sth. 把…加起来，合计

add sth. to sth. 把…加到/进

add to (=increase) 增加了…

add up to 合计，共计

add in 包括…，算进

2.pay to get it repaired 花钱让人去修理

3.upset adj. worried; annoyed 不安的;使心烦意乱的

v. cause to worry, to be sad, to be angry, not to be calm, etc. 使不安;使心烦意乱

eg. He was upset when he heard the news.

His cheating in the exam upset his teacher.

4.ignore vt. to pay no attention to sth. 忽视;对…不予理睬

eg. Ignore the child if he misbehaves and he’ll stop soon.

ignorant adj.无知的;不知的 ignorance n. 无知;愚昧

5. calm vt. to make sth./ sb. become quiet 使镇静;使平静

adj. not excited, nervous or upset 镇静的;沉着的

calm down 镇静;平静

calm down sb.=calm sb. Down 使某人镇静

sb. calm down(vi.) 某人平静下来

eg. The excited girl quickly calmed down.

He took a few deep breaths to calm himself down.

6.have got to do sth.(口语)=have to do sth. 不得不做某事;必须做某事

eg. Since you’re no longer a child now, you have got to make money to support the family.

*have got to在变疑问句或否定句时，不再另加助动词，而have to则须加助动词do.

have got to前不用情态动词，而have to前则可以。如：

eg. Have you got to writ an assignment for your teacher?

7.be concerned about / for : be worried about

eg. We’re all concerned about her safety.

8.cheat vt.

1) to act in a dishonest way in order to win 欺骗;作弊

eg. Any student caught cheating will have to leave the classroom.

2) to take from (someone) in a dishonest way 骗;骗取

eg. 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

Step Five: Speaking

1.Get the Ss to work in groups of 4.

2.Ask the Ss to use the questionnaire in Warming up as an example and discuss about designing questions.

3.Follow the steps in this part and start the discussion like this:

A: Now let us design a questionnaire to find out what kind of friend one is.

B: OK. First we must think of four questions and three possible answers to each question.

C: What about the first question? Have you got one in mind?

D: Suppose your friend has taken away your book by mistake. What will you do or say to him / her?

…

4. Teacher go around in the classroom and check their discussion.

Step Six: Assignments

1.Ask Ss to consider the following question;

What is / are the most important quality / qualities that a friend needs to have?

2. Prepare for Reading

The Second and Third Period

(reading and language points)

Teaching aims:

1.to know about the story of Anne’s Diary

2.to promote the Ss’ abilities of reading comprehension

3.to learn about the following words and expressions:

radon; list; go through; hide away; set down; a series of; outdoors; crazy; spellbound; on purpose; dare; happen to do sth.; It’s the first time that…

Teaching methods:

1.reading and discussion

2.cooperative learning and speaking

Teaching materials: Reading, Comprehending

Teaching procedures:

Step One: Leading-in

Ask their opinions on the question mentioned in the assignment of last period.

Step Two: Pre-reading

Let the Ss think about the questions in Pre-reading, and express their own views to the whole class.

Step Three: Reading

1.Ask the Ss to look at the pictures and the heading, guess what the text might be about.

2.Get the Ss to skim the passage and answer the following questions:

What’s Anne’s best friend?

What does her diary mainly talk about?

(1. Anne’s best friend is her diary. 2. It’s about Anne’s feeling of hiding away. She especially missed going outside and enjoying nature.

3.Let the Ss read the passage and discuss the following questions:

1)Imagine what it might be like if they had to stay in their bedroom for a whole year. You could not leave it even to go to the WC or get a cup of tea. How would they feel?

2)If you are only allowed to have five things with you in the hiding place because there is very little room, what would you choose?

3)Try to guess why the windows had to stay closed.

4)Guess the meanings of the word “crazy” and “spellbound” according to the context.

Step Four: Discussing the style

Ask the Ss:

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 feelings?

3.What is Anne’s tone? In other words, is the author angry, sad, happy or thrilled?

4.What is Anne’s point of view? Do you agree with it? If so, why? If not, why not?

Step Five: Listen to the text and comprehend it

Step Six: Language points

1. go through

1)to examine carefully 仔细阅读或研究

eg. I went through the students’ papers last night.

2)to experience 经历;遭受或忍受

eg. You really don’t know what we went through while working on this project.

2. hide away

3)vi. to go somewhere where you hope you will not be seen or found 躲避;隐匿

hide away +地点

eg. The thief hid away in a friends’ house for several weeks after the robbery.

4)to put or keep sth. /sb. in a place where they / it can’t be seen or found 藏;隐蔽

hide away sth. / hide sth. away

eg. Why do you hide your thoughts away from me?

3. set down

5)write down 写下;记下

eg. I’ll set down the story as it was told to me.

6)put down 放下;搁下

set down sth. /set sth. down

eg. He set down a basket on the ground.

4. series n.(单复数同形)

a series of 一连串的;一系列的

5 .crazy adj.

7)mad, foolish 疯狂的;愚蠢的

It is crazy of sb. to do sth. = sb be crazy to do sth.

eg. It’s crazy to go out in such hot weather.

8)wildly excited; very interested 狂热的;着迷的

grow / be crazy about sb. / sth.

eg. The boys are crazy about the girl singer.

9)like crazy 发疯似的;拼命地

eg. He talked like crazy; I couldn’t understand what he said.

6. I wonder if it’s because I haven’t been able to be outdoors for so long that ….

*I wonder if / whether…

eg. I wonder if you can help me?

*It’s because …

it is 后的表原因的从句中，只能用because来引导， 不能用since或as.

eg. Why did you go to school on foot?

It is because my bike had broken.

7. spellbind v. to hold the complete attention of 吸引人，迷人;使入迷

eg. The children watched spellbound as the magician took rabbits from his hat.

9.stay v. to continue to be in a particular state or situation

系动词，表是状态。后跟名词或形容词，不能用于被动语态和进行时态。

eg. He stayed single all his life.

10. on purpose

1) 故意地 (反义：by chance / accident)

eg. I think she lost the key on purpose.

2) on purpose to do sth. 为了要…而特地

eg. He went to town on purpose to sell one of his paintings.

10.far adv. “过于;…得多” ,表示程度，经常与too或形容词、副词的比较级连用。

eg. She speaks English far better than I.

This room is far too warm.

cf. very, much, far

11.dare 1) modal. v. 多用于否定句、疑问句、条件状语从句、whether (if)等名词性从句或有否定意义的句中，后接动词原形。没有人称和数的变化,其时态只有现在时和过去时。否定式在其后加not.

eg. How dare he say such a word!

If you dare do that again, you’ll be punished.

2) vt. 敢，胆敢。有人称、数和时态的变化。在否定句和疑问句中，dare后的to可保留也可省略。

eg. I wonder how he dare to day such words.

12.happen to do sth.

It so (just) happened that…

不能用于进行时态。

eg. I happened to be out when he came.

= It so happened that I was out when he came.

13.It’s the first time that…

eg. It is the first time that I have seen the sea.

Step Seven: Comprehending

Get the Ss to do the exercises in this part.

Step Eight: Consolidation

Listen to the text again to appreciate it.

Step Nine: Assignments

1.Read the key sentences in the text

2.do the exercises on WB (Page 41-42)

The Fourth Period (Listening)

Teaching aims:

to train and develop listening skills by listening to the listening exercises in this unit

Teaching methods:

Listening and speaking

Teaching materials: listening parts on Page 6 and Page 41 and Page 43

Teaching procedures:

Step One: Revision

Check the answers to the homework

Step Two: Listening

1.Listen to the exercises on Page 6

2.Guess the words by listening to the tape and write them down

Step Three: Listening to the passage

Fill in the blanks on Page 41

Step Four: Speaking

Listen to the tape and discuss questions in groups of four, express your own views.

Step Five: Listening task

1.Discuss with the Ss whether they always do what their parents tell them.

2.Have the Ss listen to the passage.

3.Fill in the table

4.Work in pairs to give some advice to Anne

Step Six: Assignments

1.Do the exercises on Page 42 ( Ex 1,2)

2.Revise the Object Clause

The Fifth Period (Discovering Useful Structures)

Teaching aims:

Let the Ss use the Direct Speech and Indirect Speech

Teaching methods:

1.discovery learning

2.cooperative learning

Teaching materials: Page 5

Teaching procedures:

Step One: Revision

1. Check the homework with the Ss

2. Revise the Object clause

Exercise: Rewrite the following sentences.

1.I go to school by bike. (He said…)

2.Will you forget to do your homework? (Mary asked him…)

3.When did you come here? (They asked me…)

4.What has he said? (Do you know…)

5.Anne is watching TV now. ( Mother told me …)

Step Two: discovering useful structures

1.Present some sentences for Ss

1)My friend says, “I will come here tomorrow?”

如果此时此地，你来转述，应该说：

My friend says she / he will come here tomorrow?

如果时间变了，地点不变，你来转述，应该说：

My friend said she / he would come here the next day.

如果地点变了， 时间还是今天，你来转述，应该说：

My friend sayd she / he will go there tomorrow.

如果时间地点都变了， 你来转述，应该说：

My friend said She / he would go there the next day.

如果由别人转述，时间地点都变了，应该说：

He/ She said he /she would go there the next day.

*使用直接引语和间接引语要注意具体语境。

2)“Do you go to the park yesterday?” He asked me.

He asked me if / whether I went to the park the day before.

3) Kate said to John, “What’s your favourite food?”

Kate asked John what his favourite food was.

2.Get the Ss to have a look at Part 1 in “Discovering useful structures” and sum up this grammar point.

人称、时态、指示代词、时间状语、地点状语等的变化。

Step Three: Practice

1.Do the first tow sentences in Part 2 as examples.

2.Check the answers together.

Step Four: Assignments

1.Wb, Page 42, 43 (Individual, Groups)

2.Prepare for Reading on Page 44

The Sixth Period (Reading)

Teaching aims:

1.to learn about friendship in Hawaii

2.to promote the Ss’ abilities of reading comprehension

3.to learn about the following words and expressions:

way; the second important; It’s believed that…; in peace; those who …; etc.

Teaching methods:

1.reading and discussion

2.cooperative learning and speaking

Teaching methods: Reading (Page 44)

Teaching procedures:

Step One: Leading-in

1.Ask the Ss if they can think of any place in the world where Chinese and Western cultures live side by side.

(Hong Kong, Macao, Singapore, the Philippines, San Francisco, etc.)

Step Two: Reading

1.Get the Ss to read the passage and try to finish the table in Ex1.

2.Read the passage carefully again and discuss the questions in Ex2.

3.Report their discussion

Step Three: Listening to the text and comprehend it

Step Four: Language points

1.the way to do sth. / the way of doing sth.

2.the second most important

the second + adj.(最高级)

the third + adj. (最高级)

eg. The Yellow River is the second longest river in China.

China is the third largest country in the world.

3.to enjoy the land = in order to enjoy the land

eg. To make the w8th Olympic Games the game ever, Beijing will make several changes.

* to do和 in order to do可以置于句首、句末，而 so as to do只能置于句末。

4.Indeed, Hawaii is a place where ….small communities.

5.It’s believed that the islands can be a paradise ….

It’s believed that …= People believe that …

eg. It’s believed that they arrived more than 30,000 years ago.

6.in peace

7.… they are really talking about all those who live on the islands.

those who…=people who … “凡…的人”

eg. The teacher praised those who had done good deeds.

We find it our duty to help those who are in trouble.

8.Living in peace, Hawaiians has developed …

现在分词短语作原因状语，相当于 As they are living in peace.

9.Perhaps this is how most visitors will remember their new friendship.

Step Five: Listening to the text and enjoy it

The Seventh Period (Speaking Task and Writing)

Teaching aims:

1.to develop Ss’ speaking ability and learn to express their own views

2.enable Ss to write a letter of advice

Teaching methods:

1.tasked-based learning

2.speaking

Teaching procedures:

Step One: Speaking task

Task One: Ex1 (Page 45)

1.Get the Ss to work in pairs, have them read the situations and choose one to discuss.

2.Ask the Ss to present their dialogue.

Task Two: Ex2 (Page 45-46)

1.Ask the Ss to look at the pictures.

2.Work in groups of four and talk about whether they are doing is cool or not.

3.Try to express their own views to the whole class.

Step Two: Writing

Task One: Ask the Ss to write a letter of advice

1.Get the S to read the letter on Page 7 and understand it.

2.Ask the Ss to work in pairs and talk about how to answer the letter.

3.Write the letter in reply down.

Task Two: Ask the Ss to write a passage about their opinions on friend and friendship

1.Read the proverbs carefully.

2.Write a passage to express their own opinions.

Step Three: Assignments

1.Fill in the form in Sum up (Page 8)

篇3：Unit 1《Friendship》教案21(人教版必修1)

一、《鸿门宴》

第23 页写了张良与刘邦的一番对话。当张良问“谁为大王为此计者”时, 原文是:

曰:“鲰生说我曰:‘距关, 毋内诸侯, 秦地可尽王也。’故听之。”

此句中冒号里面再用冒号, 是不符合标点符号使用习惯的。同一个句子中一般不适用两个冒号, 否则便会面目不清, 何况冒号本身可以表稍长的停顿。“鲰生说我曰”译为“浅陋的人劝我说”, 这是主谓语, 而“距关, 毋内诸侯, 秦地可尽王”是“曰”后的宾语部分, 它们之间的衔接还是比较紧凑的, 用了冒号反而破坏了整个句子的流畅感。此句应把“曰”后的冒号去掉, “秦地可尽王也”后的句号挪出单反引号后改为逗号, 这才是更为严谨的表达。

课文中本句的紧后一句:良曰“料大王士卒足以当项王乎”, 教材对“当”的底注是“对等, 比得上”, 这一解释不仅不利于通达译出句意, 且放入语境中解释也十分牵强。第一自然段交待项羽、刘邦双方的实力和冲突的缘由, 以及范增分析刘邦“欲王关中”的野心, 这与第二自然段刘邦虽是推卸责任说“鲰生说我曰”, 但也表明自己的心迹 (他的行动就是明证) 语“秦地可尽王也”相互应证, 可见, 刘邦的确是利用怀王盟约“先破秦入咸阳者王之”获取地位, 自己的士卒与项王“对等”或“不对等”并无意义, 抵抗并消灭掉项羽才是最终目的。张良作为深知刘邦肺腑的谋臣, 用这一明知故问的句子应是启发刘邦明白形势, 采取正确策略应对这场危机, 所以, “当”理解为“阻挡、抵抗、抗衡”等意为宜。商务印书馆2000 年版《古今汉语词典》第263 页对“当”就有这种解释;此外, 商务印书馆2012年版《古汉语常用字字典》第4 版第72 页, 在“当”的解释中根本就无“对等、比得上”这一义项, 倒有从“对着、面对”义项里引申出“挡住”意思, 这一引申义用在此句中是恰当的。正因为当时项羽兵四十万, 刘邦兵才十万, 张良这一启发“估计大王您的士卒足够来抵抗项王吗”, 才会导致下文“沛公默然”的合理情境。和教材配套的《教师教学用书》第48 页译文把该句译为“估计大王的军队能跟项王抗衡吗”, 也算比较准确。

二、《记念刘和珍君》

本文在教材第30 页有这个句子:

然而既然有了血痕了, 当然不觉要扩大。至少, 也当浸渍了亲族, 师友, 爱人的心, 纵使时光流逝, 洗成绯红, 也会在微漠的悲哀中永存微笑的和蔼的旧影。

此句中“亲族”、“师友”、“爱人”是三个词语, 中间的停顿, 不宜用逗号, 应用顿号;即使我们认为此处是特意对这些词语加以强调, 但它们一起作“心”的定语, 依据国家语委语言文字应用研究室起草、1996 年实施的《标点符号用法》, 逗号用于“句子内部并列词语之间的停顿”规定, 2012 年6 月1 日实施的《标点符号用法》 (简称《新用法》) 对此也没有变动, 这儿使用顿号应该是确定无疑的。

三、《奥斯维辛没有什么新闻》

第41页有:

来人的目的各不相同———有人为了亲眼看看事情是不是像说的那样可怕, 有人为了不使自己忘记过去, 也有人想通过访问死难者受折磨的场所, 来向他们致敬。

这个句子破折号后的内容不仅仅是对“各不相同”的解说, 更重要的是对“来人的目的各不相同”这一整句的展开叙述, 前后构成较为明显的总与分的关系, 所以, 这儿用冒号才是最恰当的。并且“也有人……”句中间用逗号把“通过……场所”这一状语后主干“来向他们致敬”隔开, 更高一层的并列关系“有人……有人……也有人……”之间就不能再用逗号了, 应用更高一级的分号。

第42 页有:

“这是一个二十多岁的姑娘, 长得丰满, 可爱, 皮肤细白, 金发碧眼。”

这一句全用逗号, 层次不明。实际上这一复句由四个分句构成:“这是一个二十多岁的姑娘”, “长得丰满, 可爱”, “皮肤细白”, “金发碧眼”, 中间用逗号分隔没错, 但“丰满”和“可爱”都作“长”的补语, 中间就只能用顿号分隔了。

四、《飞向太空的航程》

第53页有:

在举国欢庆“东方红”的时候, 中国科学家们把目光投向了更远的地方, 提出一鼓作气载人飞天。

“欢庆”有两种解释:一是形容词, “欢乐喜庆”的意思, 如唐代李约《岁日感怀》诗:“称觞惟有感, 欢庆在儿童。”二是动词, “欢乐地庆祝”的意思, 后面连接的宾语应是某种活动, 或某纪念日等抽象名词, 一般不能连接具体名词。“东方红”是指我国在1970 年发射的“东方红一号”人造地球卫星的简称, 为一具体名词, 不妥。此句可在“东方红”后面加上“发射成功”, 表意就合乎规范了。此外最后一句“提出”后缺宾语中心语。“提出”明显无法与“一鼓作气 (的) 载人飞天”搭配, 所以, 为了动宾搭配得当, 应在句末加上宾语中心语“计划”。

同一页中与上句相隔一自然段有这样的独句段:“然而, 由于经济实力有限等各种原因, 中国的飞天梦想只能尘封在一张张构思草图中。”“等”表列举未尽, 或列举后的煞尾。此句只列举了一项, 很明显不是煞尾, 只能表列举未尽, 它就已隐含了“多种”的意义, 所以此句犯了重复赘余的毛病, 应去掉“各种”。

第54 页有:

从载人航天工程立项开始, 中国航天人在短短7 年时间就攻克了载人航天的一道道难题:在北京建立了航天员培训中心;研制出了高安全性、高可靠性的“长征”二号F型运载火箭;建立了体现尖端和前沿科技集成的飞船应用系统;新建成了载人飞船发射场、陆海基载人航天测控通信网和飞船着陆场。

此句冒号表总领下文的提示作用, 后面的句子没出现逗号 (也的确不需要用逗号) 就越级用了分号, 这是不规范的, 应把冒号后的三个分号改为逗号。

第55 页有:

“神舟”飞船四战四捷, 创造了我国航天史上的奇迹, 实现了中国载人航天的重大突破。

“实现了中国载人航天的重大突破”是指事件的现实意义, “创造了我国航天史上的奇迹”是指事件的历史意义, 轻重有别, 此句却颠倒了, 有悖逻辑。应把这两句位置交换过来, 先说现实意义, 再谈历史意义, 这样表达就完善了。

摘要：人教版《语文》 (必修1) 有标点使用、课文注释、文句表达等方面的瑕疵, 包括《鸿门宴》《记念刘和珍君》等传统经典, 也包括《奥斯维辛没有什么新闻》等实用文, 本人斗胆提出, 严谨分析, 力求教材更为规范。

篇4：Unit 1《Friendship》教案21(人教版必修1)

1） To develop the students reading ability： Learn to use some reading strategies such as making predictions， skimming， scanning and so on；

2） Get a better understanding of the function of an English diary.

3）To have a better understanding of some useful words and expressions in this passage；

2. Teaching method： Task-based teaching

3. Teaching procedures：

Step One： Greetings and lead- in

Hello guys！ Are you happy these days？ I am very happy because I have made friends with many new students！ Yesterday we talked about friendship，good qualities of a good friend and the importance of friends in our life. So treat others the way you want to be treated and then you will enjoy your life.

At the end of the lesson， we watched a movie chip about World War II， getting a rough picture about why the German Nazis killed many Jews.

設计意图：上节课，也是本单元的第一课时，我和学生谈论了高一新生比较感兴趣的话题——友谊。在这节课的后半部分观看了电影《辛德勒的名单》片段，目的是为本节阅读课做背景铺垫，教师简单的回顾使学生快速进入状态。

Step Two： Reading

I： Pre-reading

Task1. Work in pairs .Talk about the following questions with your partner：

Q1： Does a friend always have to be a person？

Q2： What else can be your friend？

设计意图：扩大学生大脑中 “friend”意义的外延，从而能使学生快速进入文本，与作者产生共鸣。

II： While reading

Task A Fast Reading

Task 1：Try to guess what Annes best friend is and how many different parts are there in the passage by looking at the pictures in this passage without reading it.

设计意图：培养学生善于利用标题、图片、以及篇章布局和字体预测文本内容。

Task 2： Read the whole passage to confirm your guessing and also find the differences between the two parts

设计意图：1）让学生带着任务目的阅读、能很自然培养学生跳读的能力和用英语思维的能力。

2）能使学生快速把握文章整体结构，为进一步阅读做好铺垫。

Task B Careful Reading

Task 1： Read the second part- Annes diary and finish the task

1. What is recorded in the diary？

2. Fill in the form

timenature feelings

Before hiding

After hiding

3.Depending on what is recorded， could you analyze the function of a diary？

设计意图： 培养学生scanning 阅读技能和学会用关键词做笔记的能力，并能更好地把握文章整体信息和文字背后的信息。

Task C Further and Deep Reading

Task 1： Answer the following questions

1. Why did Anne make her diary her best friend？

设计意图：瞻前顾后是一种好的阅读习惯，它能帮助我们完整文章的信息点，并且此问题有助于培养学生英语逻辑思维能力—把握上下文因果逻辑关系。

2. Read the first five lines of the second paragraph of the first part. Use some adjectives to describe Annes feelings

设计意图：体会Anne 的处境与心情是准确理解全文的基础。真正的阅读能力是能读出文本所隐含的信息，体会作者的言外之意。

3. What was an ordinary diary like according to Anne？ What about her diary？

设计意图：培养学生推理判断与概括的能力。

4. Why didnt Anne dare open the window as the moon gave too much light.（上下文綜合概括信息的能力）

Task 2： Language competence improvement by reading

Read the passage again and find the words in the passage to replace the underlined words or phrases in the following sentences with the vocabulary in the passage.

1. In Annes diary， she wrote down her feelings and thoughts.

2. Because of bad weather， several accidents happened one after another

3.The naughty boy did not break the window by accident

4. The windows of the room where Anne lived were covered with a layer of dust. 设计意图：通过阅读提升语言能力和培养学生用英语思维的能力。

Task D Post reading：

Lets imagine if Anne regained freedom after the war， What did she feel and do？ Please write a short diary in the name of Anne， describing nature in her eyes and her deep feelings

篇5：Unit 1《Friendship》教案21(人教版必修1)

Reading

一、教学内容分析

（一）知识背景及新课标、新教材

1、本单元围绕友谊这一话题开展听、说、读、写多种教学活动在本单元中涉及到的话题有：人们为什么要交朋友，如何交朋友，怎样处理朋友的关系，生活在二战时期的安妮是如何渴望朋友，如何与朋友相处的等。

2、Reading部分承载着整个单元中最重要的语言和文化信息，也是教师在整个教学过程中需要重点处理的部分。本文讲述了犹太女孩安妮为躲避纳粹的迫害而藏身于小阁楼中，并把日记当作自己的朋友，通过写日记来表达自己孤独和郁闷的心情。通过阅读这篇课文，学生不仅要进行阅读技能的训练，学习一些新的词汇和短语的表达方法，还要去阅读过程中学习并欣赏英语语音的美感，感受主人公乐观自信的人生太度，纯洁美丽的心灵。

（二）教学目标

1、知识技能 ①学习一些重要的新单词，短语和句式，如go in rough make+o+n作宾补

1、wonder whether/if一句式等 ②学会用英语谈论友谊

2、能力目标

提高学生的阅读能力并学会用一些阅读技能，如guessing key sentences ,skinning ,scanning and so on

3、情感目标

使学生意识到友谊的重要性，并通过阅读这篇短文学会珍惜友谊

（三）教学重点

1、培养学生的阅读技能，学会欣赏文学作品

2、让学生在语境中学习并掌握文章中的词汇和短语

3、提高学生的阅读技能

（四）教学难点

1、怎样提高阅读技能

2、掌握make+o+oc

二、教学方法

1、任务型教学

2、合作学习

3、讨论

三、具体教学步骤

（一）导入（Lead-in）

这一步骤的重点在于激发学生的兴趣 活动方式：师生互动

教师提问：What is important in your Life ? 学生的答案会有money study time hip etc 再问：DO you want to know he what important in my life?

Listen to a song《朋友》

导入的同时引出一句谚语：A friend in need is a friend indeed(拓展学生的知识)最后指出今天新学内容是Friendship(二)pre-reading 问答形式：

1、Why do you need friends?

2、What do you think a good friend should be like?

3、Does a friend always have to be a person?

4、Have you ever considered making friends with animals, plants or even an object? 看阅读文章的标题猜猜安妮的朋友是谁 介绍这篇文章的写作背景，二十世纪四十年代纳粹德国统治欧洲大部分地区。德国纳粹政策之一是对犹太人残酷迫害包括杀害：送到集中营强迫劳动，驱逐出欧洲等。

--指出当时的历史北京，学生就能自然而然地习得语言。能从时代背景出发思考安妮 面临困境，就不难理解安妮当时的心境和为什么将日记视为自己的朋友，从而深刻地领悟安妮日记的内涵。

（三）Reading

1、Skimming 让学生快速浏览课文，把握中心内容

2、细读课文，抓住文中的关键信息和段落大意

3、带着问题看课文，即完成“理解”部分的练习1

4、读安妮日记，并进行复述

（四）听力与巩固

1、Anne made her diary her best friend because she was afraid her friends would laugh at her

2、Anne and her family had been in hiding place for two years

3、Anne thought nature is one thing that really must be experienced(五)知识点（language points）

1、go through

2、Make her diary her best friend

3、I wonder if /whether

4、do with/deal with

5、it was the first time that(六)讨论

如果你必须像安妮一样和家人躲个狭小的空间里生活，你会怎么做？

--通过讨论更能感受到安妮对自由生活的向往，对大自然的热爱。对友情的渴望，通过反思自身的生存状态，他们会懂得珍惜生命，珍惜生活中美好的点点滴滴，并保持乐观向上的生活态度。

篇6：Unit 1《Friendship》教案21(人教版必修1)

The third period: Learning about Language The forth Period：Using Language (A NIGHT IN THE MOUNTAINS)

The fifth period: Listening and writing

(4)教学目标： ① 知识与技能：了解旅游所需的准备工作，其中包括精神与物质准备。选择旅游时间、景点、路线、交通工具(火车、汽车、轮船、飞机、自行车等); 掌握旅游常识，学会解决旅游中出现的一些问题; 掌握和运用本单元出现的新词汇和短语;学会向别人告别和祝愿;掌握用现在进行时表示将来时的用法。

② 过程与方法：根据课文和所提供地图的提示，给学生布置一些任务：Imagine you are planning a trip. 1. What are you planning for the trip? 2. Where are you going and what are you planning to do each day? 3. How are you getting there?

4. When you leave home, what will your family and your friends say to you?布置这一任务的主要目的是让学生在理解课文的基础上学会如何安排旅行，知道旅游需要什么准备，采用什么方式旅游，以及离开家时家人和朋友对他们说什么。

③ 情感态度与价值观：在实际生活中运用所学知识去安排旅游、选择地点和路线、选择旅游方式。学会写旅游日志。

(5) 教学重点和难点：

词汇： journal fare transport Vietnam finally cycle persuade stubborn insist proper properly determine determined altitude valley attitude shorts camp record topic familiar brave

短语： change one’s mind give in

重点语法项目：现在进行时表将来 When are you leaving? How are you going there? Where are you staying? How long are you staying there? When are you coming back?

难点：1. How to grasp the main idea of the text and how to tell the host’s attitude. 2. How to use the words and the Present Continuous Tense expressing futurity. 3. How describe what they see and hear. 4. How to write a short letter and how to give best wishes to sb.

(6) 教学策略：Reading and discussion, speaking and listening, pair work, explaining and practising (7) 教学煤体设计： A projector and a tape recorder. (8) 教学过程：详见以下分课时教学设计。 (9) 课堂练习与课外作业设计： 穿插于分课时教学设计中

(10) 教学反思或值得改进的地方： 见每个课时最后部分。