人教版高一英语必修一Unit-1-Reading

必修一 Unit 1 FriendshipI. Vocabulary:add up 合计合计 upset adj. 心烦意乱的；不安的；不适的；不适的； vt. 使不安；使心烦 ignore vt. 不理睬；忽视不理睬；忽视 calm vt. & vi. (使)静；（使）镇定 adj. 平静的；镇静的；沉着的 calm calm …… down （使）平静下来；（使）镇定下来（使）镇定下来 have got to 不得不；必须不得不；必须不得不；必须 concern vt. 担忧；涉及；关系到担忧；涉及；关系到 n. 担心；关注担心；关注 be concerned about 关心；挂念关心；挂念 walk the dog 遛狗遛狗遛狗 loose adj. 松的；松开的go through 经历；经受 set down 记下；放下；登记记下；放下；登记series n. 连续；系列连续；系列a series of 一连串的；一系列；一套一连串的；一系列；一套 outdoors adv. 在户外；在野外在户外；在野外in order to 为了为了……at dusk 在黄昏时刻在黄昏时刻 thunder vi . 打雷；雷鸣雷鸣 n .雷；雷声 entire adj. 整个的；完全的； entirely adv. swap vt. 交换交换 item n. 项目；条款项目；条款 power n. 能力；力量；权力能力；力量；权力 face to face 面对面地面对面地 curtain n. 窗帘；门帘；幕布窗帘；门帘；幕布 dusty adj. 积满灰尘的积满灰尘的 no longer / not …/ not … ang longer 不再… (与延续性动词连用) partner n. 伙伴；合作者；合伙人伙伴；合作者；合伙人 settle vi. 安家；定居；停留安家；定居；停留 vt. 使定居；安排；解决 loneliness n. 孤单；寂寞孤单；寂寞 highway n. 公路；大路 pack vi. & vt. 捆扎；包装；打行李捆扎；包装；打行李 pack sth. up 将东西装箱打包将东西装箱打包将东西装箱打包 suitcase n. 手提箱手提箱overcoat n. 大衣；外套大衣；外套teenager n. 十几岁的青少年get along with 与……相处；进展goosip vi. & n. 闲话；闲谈; 长舌妇长舌妇fall in love 相爱；爱上相爱；爱上exactly adv . 确实如此；正是；确切地确实如此；正是；确切地disagree vi. 不同意grateful adj. 感激的；表示感谢的感激的；表示感谢的dislike vt. 不喜欢；厌恶不喜欢；厌恶join in 参加；加入spellbind vt. (spellbound, spellbound) 迷住；迷惑迷住；迷惑 on purpose 故意故意 be/get rid of 对……厌烦厌烦 recover &vi. & vt. 痊愈；恢复；痊愈；恢复；重新获得II. Reading ANNE ’S BEST FRIEND 安妮最好的朋友Do Do you you you want want want a a a friend friend whom you could tell everything to, like your deepest feelings andthoughts ? 译文：你需要一位可以倾诉衷肠的朋友吗？比如倾诉你的感情和思想。

高一英语必修一unit1教案高一英语必修一unit1教案「篇一」(1)课题：Earthquakes(2)教材分析与学生分析：本单元的主题是“地震”。

Warming Up部分Pre-Reading部分要求学生描述、讨论与地震有关的话题。

Reading部分是一篇新闻报道，介绍了唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及地震后的救援情况。

Learning about Language部分涉及了本单元的词汇和语法。

该部分主要通过阅读和句型练习帮助学生学习单词、数字的表达法以及有that, which, who, whose引导的定语从句，培养学生的自主学习能力。

Using Language部分的“读写说(Reading, writing and speaking)”训练提供了一封信，要求学生阅读后写一篇大地震纪念公园落成仪式上的演讲稿，接着说一说唐山大地震纪念邮票。

随后的听力(Listening)是一位美国人以第一人称叙述他在1906年旧金山大地震中的可怕经历。

写作(Writing)部分训练学生如何写新闻报道，学会拟地定写作提纲。

(3)课时安排：The first period: Reading The second period: ReadingThe third period: Listening The forth Period：Grammar The fifth period: Extensive reading The sixth period: Summary (4)教学目标：①知识与技能：了解地震的成因、预兆，地震造成的损失，地震时的应急措施以及震后的救援;掌握和运用本单元出现的新词汇和短语以及数字的表达法;熟练运用that, which, who, whose引导的定语从句;学会写英文新闻报道，拟订写作提纲。

②过程与方法：在学习阅读部分时，可以根据教学的需要和教学班级的实际，从不同的角度设计目的明确的任务。

⼈教版⾼⼀英语必修⼀unit1知识点讲解及练习单元要点预览1.谚语：a friend in need is a friend indeed 患难见真情A friend is like a second self. 朋友是另⼀个⾃我。

⼀、短语归纳lought at 嘲笑hide away 躲起来 a series of ⼀系列grow\be crazy about 对…⼗分狂热；⼗分痴迷something to do with与…有关的某事、nothing to do with 与…⽆关happen to do sth 碰巧做某事at dusk: 黄昏时刻傍晚face to face⾯对⾯Take care of 照顾Walking the dog 遛狗（Pay for sth 为…付款Pack（sth）up将东西装箱打包Finish sth\doing sth完成某事、完成做某事Stay awake 熬夜end-of-term exam 期末考fall in love with 爱上according to 根据make a list of 列清单⼆、.词语辨析四.重点词汇1. upset adj. ⼼烦意乱的，不安的；不适的vt. (upset, upset)Don't upset yourself -- no harm has been done. 不要难过--并没有造成伤害。

2. concern v.担忧; 涉及; 关系到n. 担⼼，关注；（利害）关系[重点⽤法]as / so far as … be concerned 关于；⾄于；就……⽽⾔be concerned about 关⼼be concerned in sth. 牵涉到，与……有关，参与3. settle vt. 安家；定居；停留vt. 使定居，安家；解决1). The family has settled in Canada. 这家⼈已定居加拿⼤。

阅读理解第Ⅰ组AWhen asked to point out one or two things that are most important to themselves,many put friends ahead of homes,jobs,clothes and cars.A true friendship carries a long history of experience that determines (确定) who we are and keeps us connected.It is a treasure we should protect.Unfortunately,the better friends you are,the more probably you’ll have disagreements.And the result can be what you don’t want—an end to the relationship.The good news is that most troubled friendships can be mended.First,don’t let your pride get in your way.Most of us can forgive each other when differences are brought out in the open.Second,apologize when you’re wrong—even if you’ve been wronged.Over the course of a friendship,even the best people make mistakes.Sometimes,it may be best if the wronged person takes the lead and apologizes.When you apologize,give your friend a chance to admit that he has been wrong.Third,see things from your friend’s point of view (观点).And finally,accept that friendships change as our needs and lifestyles change.Making friends can sometimes seem easy.The hard part is keeping the connections strong during the natural ups and downs that have an effect on all relationships.My suggestion:Consider friendship an honor and a gift,and worth the effort to treasure and nurture (培养).1.What would be the best title for the text?A.Easy Ways to Make FriendsB.Ups and Downs in FriendshipC.How to Mend a Troubled FriendshipD.How to Take the Lead in Making Friends2.The “wronged person”underlined in the text refers to a person .A.who has been mistaken for anotherB.who has been blamed unfairlyC.who has treated friends badlyD.who has admitted his mistakes3.According to the text,a friendship can last long only if .A.we have much in commonB.we know our friends’ mistakesC.we treat our disagreements wiselyD.we have known one another for long4.What should we do if we follow the author’s second suggestion?A.Stick to our own points of view.B.Avoid making mistakes.C.Make an apology first.D.Change our lifestyles.【语篇解读】本文讲述了如何去挽救处于崩溃边缘的友谊。

必修一Unit 1 FriendshipI.Vocabulary:II.Reading ANNE’S BEST FRIEND安妮最好的朋友Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? 译文：你需要一位可以倾诉衷肠的朋友吗？比如倾诉你的感情和思想。

【注释: whom you could tell everything to, like your deepest feelings and thoughts是定语从句，修饰限定先行词a friend，而whom是关系代词作to的宾语，用来指代前面的先行词friend; 从句中运用了tell sth. to sb.意思为：告诉某人某事；like your deepest feelings and thoughts并列列举出了everything的部分内容，也可用such as替换like,表示“比如”。

】Or are you afraid that your friend would laugh at you, or would not understand what you are going through? 译文：你是害怕你的朋友嘲笑你呢，还是担心你的朋友不理解你所经历的呢？【注释：第一个or紧紧承接上文，与上文构成选择关系；第二个or用来连接两个并列谓语“would laugh at you和would not understand what you are going through”，表示选择关系,其中的“what youare going through”为understand的宾语从句；laugh at嘲笑；go through经历，检查，练习，遭受，完成。

】Anne Frank wanted the first kind, so she made her best friend.译文：安妮弗兰克想要的是第一种情况，所以她交了最好的朋友。

Welcome unitReading andThinkingFIRST IMPRESSIONS第一印象Han Jing’s World 韩静的世界7：00 a.m. 上午7：00 So this is it—senior high school at last! I’m not outgoing so I’ma little anxious right now. I want to make a good first impression. Will I makeany friends? What if no one talks to me?就是这样——终于到了高中学校了！我性格并不外向，所以现在有点儿焦虑。

我想给别人留下好的第一印象。

我会交到朋友吗？要是没人跟我说话怎么办？12: 30 p.m.中午12：30I just had my firstmaths class at senior high school! The class was difficult, but the teacher waskind and friendly. He even told us a funny story, and everyone laughed so much!I found most of my classmates and teachers friendly and helpful.我刚刚上完高中的第一节数学课！这堂课很难，但老师却很和蔼可亲。

他还给我们讲了一个有趣的故事，每个人都笑得很开心！我发现我的大多数同学和老师都很友好，而且乐于助人。

5: 32 p.m.下午5：32This afternoon, we hadour chemistry class in the science lab. The lab is new and the lesson wasgreat, but the guy next to me tried to talk to me the whole time. I couldn’tconcentrate on the experiment. I really wanted to tell him to please be quietand leave me alone!今天下午，我们在科学实验室上了化学课。

人教新课标高中英语选择性必修一Unit 1 People of AchievementReading and Thinking基于英语学习活动观的教学设计主题语境：人与社会——对社会有突出贡献的人物语篇类型：新闻报道（News Story）授课时长：40分钟授课年级：高一级【文本分析】（What）主要内容该语篇是一篇关于屠呦呦获诺贝尔奖的专题新闻报道。

语篇以“TU YOUYOU AWARDED NOBEL PRIZE”为标题，向读者报道了这一重要消息，并介绍了屠呦呦的生平经历及其团队发现并提炼出青蒿素来治疗疟疾的主要过程。

2、(Why)写作意图/育人价值学生通过阅读语篇，归纳屠呦呦及其团队获得成功的原因及屠呦呦发现青高素并成功治疗疟疾的过程。

在阅读的过程中，学生可以感受到屠呦呦及其团队的艰辛和伟大，了解传统中医药对人类健康和世界发展的突出贡献和价值，进而反思自我，为成为“有价值之人”做好未来职业和人生的规划。

3、(How)文体结构和语言特点该语篇的体裁属于专题新闻报道( news story)。

这种文体时效性强,内容比简单的新闻播报更加丰富。

从新闻报道层面来看，语篇内容客观、准确，使用具体数据来说明屠呦呦及其团队的科学研究过程的艰辛和发现青蒿素的伟大价值。

此外，从故事层面来看，本文注重通过描述人物的具体事迹，包括对人物语言的直接引用，来刻画人物形象。

语篇强调以客观事实说话，读者能够通过语篇内容了解人物品质。

从叙事结构层面来看语篇首先报道发生的重大新闻事件，与标题呼应，然后再详细报道其他相关的重要信息，如人物生平、事件发生的过程等。

【学情分析】高一级学生通过之前的英语学习，已经具备一定的寻读的技巧快速找到阅读文本中的相关细节信息，具备一定的结合上下文语境理解词义的能力。

但对理解语篇特点以及组织结构方面的能力较为欠缺，并且在客观分析人物性格特征、梳理事件的过程的能力方面较弱。

【教学目标】在本节课结束时，学生能够:1. to improve reading skills of scanning, skimming and study reading2. to be able to conclude the qualities Tu Youyou and her team have3. to develop pride for Chinese medicine and for our motherland【教学重点】to find out the process how artemisinin was discovered【教学难点】to analyse and conclude the qualities Tu Youyou and her team have【教学方法】基于活动的教学法、情境教学法、小组合作学习【教学过程】教学步骤教学活动设计意图核心素养时间(mins)Leading-in 1.Watch a video clip aboutmalaria.2. Show a chart aboutnumbers of people affectedand death from malaria. to arouse students’interest and lead in thetopic思维品质：理解到疟疾的严重性和青蒿素发现的意义3Pre-reading Activity 1: PredictionWhat do you think will betalked about? to have an generalimpression on the mainidea of the text fromthe title and pictures.语言能力：跳读（预测文章大意） 2While-reading Activity 2: Fast Reading1.Where would you mostlikely find this passage?2.Divide the passage intotwo parts: to figure out thewriting style andstructure of the text语言能力：跳读（厘清写作风格和结构）3Activity 3: Careful Reading——Read “the news”1.Read Para.1 and find out the numbers and tell what they suggest(暗示)?2.Read Para.4 and answer:①How did Tu Youyou think of the honor?②What did the success in discovery artemisinin prove? 1.to introduce thesignificance of thediscovery ofartemisininto analyse feeling of Tuby her words and helpstudents develop2.recognition toChinese medicine andbuild up pride for ourcountry语言能力：推断能力（通过数字推断其背后的隐含意义、通过分析人物语言，推断人物的情感态度）文化意识：对中医药文化的认同，民族自豪感6Activity4:Careful Reading ——Read “the story”1.Read Para.2 and 3 and find out the date and find out what happened in the years.2. Find out how artemisinin was discovered and complete the flow chart. 1.sort out the lifeexperience of Youyouand the tough way sheand her teamdiscovered artemisinin2.to help studentslearn the process howartemisinin wasdiscovered andappreciate Tu Youyou’sexcellent qualities andgreatness思维品质：逻辑思维能力（分析和理解本文叙事逻辑--时间顺序）12Activity 5: Thinking Read the following sentences and tell what qualities she has. (use some adj.) build up a good viewon life and value byanalyzing the qualitiesof Tu Youyou思维品质：通过对人物行为的描述提炼人物品质，增强学生对自我价值的理解6Post-reading Activity6: Pair WorkMake a dialogue with yourdesk matesabout the great person youadmire. to improve students’oral English and theability to apply theknowledge they havelearn to the practice语言能力：运用阅读过程中的语言输入进行口语输出思维品质：通过对话谈论伟大人物，树立正确的人生观和价值观。

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必修一 Unit1 Anne's Best FriendDo you want a friend whom you could tell everything to， like your deepest feelings and thoughts? Or are you afraid that your friend would laugh at you, or would not understand what you are going through？ Anne Frank wanted the first kind， so she made her diary her best friend.Anne lived in Amsterdam in the Netherlands during World War Ⅱ。

Her family was Jewish so nearly twenty-five months before they were discovered。

During that time the only true friend was her diary。

Unit 1 Teenage Life基本信息科目英语年级册次高一必修一Unit 1姓名学校教材分析What :本节课话题属于主题语境——人与自我，生活与学习。

子话题学校生活和认识自我、丰富自我，完善自我。

主人公是Adam, 一位刚上高中的学生。

介绍了Adam 在高中生活第一周面对的挑战和应对策略，体现了主人公积极向上的态度。

文章共有4个段落。

每段具体内容如下：第一段：介绍了Adam 以及他对于高中生活的总体感受。

第二段：介绍了Adam 选课过程中遇到的挑战。

第三段：介绍了Adam参加课外活动遇到的挑战以及应对策略。

第四段：介绍了Adam 作为高中生面对的期待和挑战以及应对策略。

Why:本篇文章内容贴合学生生活，具有很强的时效性，能够极大的引发学生的阅读兴趣和探究愿望。

文章向学生展示了一位国外高中生的学校生活。

这有助于开阔学生的视野，增长文化知识、提升人文素养。

学生通过学习、联系自身实际的对比和比较，提升对高中新生活和学习的认识，同时探究国内外高中生活的异同，提高语言运用能力和思维能力。

How:本文是一篇记叙文，从内容上讲，本文贯穿了两条线索。

明线为Adam 面对的挑战，暗线则为Adam 面对挑战时的态度、感受和应对方法。

在文章的第二、三、四段，作者则分别用I know that Chinese is a very difficult language, but I hope to be fluent when I graduate. Obviously, I was unhappy, but I won't quit. 以及在文章结尾处Studying hard isn't always fun, but I will be well prepared for university等语言来体现Adam直面挑战，积极向上的乐观精神。

学情分析高一新生经过了三年初中英语的学习与积累，对本单元话题能用简单的形容词描绘人物的性格和情感，能用简单的句型和时态描述人物的行为，但是文本分析能力、思维层次及语言能力还有待提高。

Unit 1 FriendshipPeriod 1 Reading(ANNE’S BEST FRIEND)IntroductionIn this period, first, I will show students some proverbs and adjectives to enable them to know something about“friends”and “friendship”. Then they will be helped to read an article entitled Anne’s best friend. It’s a story about a Jewish girl named Anne, who made her diary her best friend. In this period, I used computer and overhead projector to aid my teaching . Teaching ObjectivesKnowledge aims:1. Get the students to learn the following useful new words and expressions: entirely; settle; recover; grateful; upset; go through; set down; be crazy about; on purpose; in order to; face to face; calm down; suffer from; be concerned about2. Help the students to find the words and phrases that they find most difficult and help them to understand.Ability aims:1. Help the students develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming, scanning and so on.2. To help students learn to express attitudes, agreement & disagreement and certainty.Emotional aims:1. To arose student s’ interest in learning English and to develop the ability to cooperate with others.2. Enable the students to realize the importance of friends and friendship, value the friendship between friends by learning the reading text.Teaching Focus1. To help students master some basic reading skills, such as skimming, scanning, getting some detailed information and so on.2. To help students learn some know about friend and friendship.Teaching DifficultyGet the students to learn different reading skills for different reading purposes. Teaching AidsMultimedia facilitiesTeaching Method1. Task-based teaching and learning2. Cooperative learningTeaching ProcedureStepⅠ.Lead-in (5minutes)1. Show the students a photo taken when they graduated from middle school.2. Show the students some proverbs about friendSo think about what is friendship? What kind of person are you going to make friends with in the new school?StepⅡ. Fast Reading1.Skimming(2 minutes)Let students read the text quickly to find out the structure of the text and the main idea of each part.SkimmingNow read the text quickly to find out:* how many parts it contains*what the different parts are aboutIt contains two parts. One part isone page of Anne’s diary, the otherone is the background knowledgeabout Anne and her diary.2.Scanning(3minutes)Get students to read the text quickly to find some important information.ScanningThe time of the story The place of thestoryThe heroine（主人公）of the storyAnne’s best friend The length of time they hid awayThe date of the diary World War IIAmsterdam,NetherlandsAnneher diary--Kittytwenty-five monthsThursday 15,June,1944Fill in the form below.StepⅢ.Careful Reading(18minutes)1.Let the students read the text again to answer five questions.Detail Reading1. What is a true friend like in Anne’s opinion?2. What is an ordinary diary like according toAnne? What about her diary?3. Why was she so crazy about things to dowith nature?4. Why did she stay awake on purpose untilvery late one evening?5. Why didn’t she dare open the windowwhen the moon was too bright?2.Let the students read paragraph3-4 carefully and fill in the form.Time Nature FeelingBefore hiding After hiding blue sky,songs of birds,moonlight, flowersNever feltspellbounddarkness, rain,wind, thunderingcloudsGrew crazy6. Read paragraph3-4 carefully and fill in theform below.StepⅣConsolidation(5minutes)Give students a short passage about the text with several blanks and ask them to finish it in five minutes.StepⅤ.Discussion(10minutes)Four students a group to discuss the following questions:StepⅥ. Assignment（2minutes）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 paper. We will share the pieces and your feelings with the whole class.HomeworkSurf the Internet to find moreinformation about Anne and toread more about Anne’s diary.Blackboard DesignTeaching Reflections：本课为高一年级学生的一节阅读课，由于学生基础较为薄弱，还未能根据阅读目的运用适当的阅读策略，需老师加以引导。