高中英语必修一Unit 1 教学反思
教师：代芒
作为一名刚参加工作的新上岗教师，我目前从事的是高一英语的教学工作，已经进行了半个多月的教学工作了，下面我就高中英语必修一Unit 1. Friendship 的教学做出教学反思，希望和大家分享。
本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事；Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。
刚刚升上高中的学生，大家相互之间还不是很熟识，需要了解、沟通，友谊是他们生活当中必不可少的，他们每个人对友谊的认识不同，见解不一。对于友谊这一话题是特别感兴趣的，所以大部分学生有比较明确的学习目标和动力，对该课保持较高的积极性。
在本单元课文内容讲解之前我提出以下思考问题引发学生对交友对象的思考，开阔学生的思维，并引入到阅读部分的主题－－安妮和日记交朋友。
1. Does a friend always have to be a person?
2. What else can be your friend?
在阅读读中, 给同学们讲授阅读技巧。第一遍阅读使学生了解课文的大意,
学会浏览，培养学生的概括能力,并通过听录音扫清新单词的发音障碍.
Skim : To read or glance through (a passage, for example) quickly to get the main idea.
在精读讲解过程中，让同学们回答一下问题。
1.What is a true friend like in Anne’s opinion?
2. What is an ordinary diary like according to Anne?
3. Why did she stay awake on purpose until very late one evening?
通过所学内容，引发学生思考，学习安妮的乐观勇敢的精神，培养学生设身处地为别人着想的品质，加深对本课题――友谊的理解,同时通过提问和练习提提高学生语言的掌握和运用能力。
友谊是学生非常熟悉的一个话题，学生有话可说，对该话题也比较感兴趣，但在教学环节要注意以下的几个问题：教学环节的设计要合理，符合该阶段学生的心理特点；内容不能过难，教学环节之间的衔接要自然。此外，教师在学生学习的过程中要注意对学生在学习策略和学习方法上进行指导，以增强其学习的信心和有效性。
在本单元教学实施过程中我总结出一下优点：
1.在新课标的指导下，本单元的教学环节设计得紧凑、合理，环环相扣，由浅入深，难易得当，符合学生的学习规律，很容易被学生接受。本节课采用“任务驱动，以旧促新”的教学策略，利用多媒体教学系统，对学生实施自主学习教学模式，教学中注重培养学生分析问题、解决问题的能力，充分发挥了学生的主观能动性，真正打造出充满活力的课堂，实现了既定的教学目标。
2. 注重学生能力的培养。在教学过程中，教师通过设计不同形式的教学活
动，如同桌之间讨论，小组讨论，小组竞赛等形式，增强了课堂学习的趣味性，培养了学生的协作精神，创新能力，自学能力和知识运用能力，增进了同学之间的了解程度，起到了“破冰”的交际效果。听说读写几个课型，锻炼了学生的听说读写各项技能。
3. 本单元教学充分利用了多媒体手段，课堂容量大，课堂变得生动，形象，直观，便于学生对单元学习内容的吸收和理解。
本单元教学实施过程中的不足及建议：
1. 由于该单元是学生初中升初中的第一个单元，也是他们适应新环境、新老师、新同学的过程，因此，教师要注意自己的教态要亲切、自然，拉近老师和学生之间的距离。
2.高中一年级的学生已经在初中阶段的英语学习中积累了一定的词汇，并掌握了一些简单的学习策略和技巧，具有初步的英语听说读写能力，但是阅读这样一篇英文原著还是有难度的，因此教师要估计到学生在理解上可能存在一定的困难，课堂上要多加以引导、帮助学生更好的理解文章。
3. 在教学过程中，教师要善于启发和激励学生，帮助学生克服“不张嘴”的心理障碍，尤其要注意对学生进行及时的鼓励和表扬，以增强他们的自信，消除他们的顾虑。
4.由于该单元处于新学期初的特点，所以要注意给学生充分的练习和磨合的时间，不要一味追求教学进度，而忽视了教学效果。
5.虽然学生对与本单元的话题比较熟悉，但由于英语不是学生的母语，学生对很多在生活中和熟悉的词汇仍然不知道如何用英语表达，会造成学生词汇贫乏，表达有限，不知所措的局面，所以一定要指导学生进行有效的充分的预习和
鼓励学生进行课外阅读，这是保证课堂效果的很重要的步骤。
6. 教师要注重对学生学习习惯和学习方法的指导，培养学生的自学能力，便于学生今后能够更主动地学习。
总之，要想把一节课、一个单元上得很完美，很合理还有很多其它的工作要做，还有很多问题需要探讨，希望在今后的教学过程中能够继续积累和调整，实现自己的教育目标。
第二篇：高中英语 Unit1 Friendship Period 4 Grammar优秀教师版教学案 新人教版必修1
Unit 1 Friendship Period 4 Grammar(Direct Speech and
Indirect Speech (Ⅰ) 整体设计
从容说课
This is the fourth teaching period of this unit. To test whether the students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises.
This teaching period is a grammar lesson. The students are expected to make clear the differences between Direct Speech and Indirect Speech and grasp the main usages of them in this period. Students often feel grammar very abstract and boring, so it is necessary to make the class lively and interesting. Example sentences and grammar summary should be carefully designed so as to make it easy for students to understand and accept.
In this lesson, we will first offer a supposed situation and make the students learn about the differences between Direct Speech and Indirect Speech. The situation makes students know that when talking in our daily life sometimes we have got to use Direct Speech and sometimes we also need to use Indirect Speech. This is to help them to have the sense to connect grammar form with real situations in our daily life. If we want to express ourselves clearly and correctly, we should use a proper form of language, otherwise others can’t understand us. That is why it is necessary for us to have some knowledge in grammar.
Later on, we’ll show and explain the rules of these grammar items, that is to say, to make the students know how to change Direct Speech into Indirect Speech and Indirect Speech into Direct Speech. Then ask them to do exercises in Discovering useful structures, Learning about language on Page 5. It will make the students further know about the differences and grasp the usages. This also can help the students connect grammar rules with proper language forms so as to make grammar rules less abstract.
Then we will ask the students to do Exercise 1 in Using structures on Page 42. If the students have difficulty, help them and check their mistakes with the help of the grammar rules.
Tell the students not just to learn some simple grammar rules but to learn and use them in practical situations.
For example, my friend says, “I will come here tomorrow. ” If using Indirect Speech, you can express it in many different ways.
1. If at the same time in the same place, you should say:My friend says she (he) will come here tomorrow.
2. If the time has changed and still in the same place, you should say:My friend said she (he)would come here the next day.
3. If the place has changed and the time is still today, you should say:My friend said she (he)would go there tomorrow. 4. If both the time and the place have changed, you should say:My friend said she (he)would go there the next day.
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5. If both the time and the place have changed, the other should say:He (She) said he (she) would go there the next day.
If students learn the grammar this way, it is easier for them to grasp. 教学重点
Summarize the rules of Direct Speech and Indirect Speech.
教学难点
Get the students to learn about the special cases in which the tenses shouldn’t be changed.
教学方法
Discussing, summarizing and practicing
教具准备
A projector and other necessary teaching tools
三维目标
Knowledge aims:
Get the students to learn and grasp the rules of Direct Speech and Indirect Speech.
Ability aims:
Get the students to be able to use the rules to express their meanings and retail others’ correctly.
Emotional aims:
1. Get the students not to be afraid of grammar learning.
2. Get the students to develop their sense of group cooperation.
教学过程
→Step 1 Revision
1. Check the homework exercises.
2. Have a dictation to write some important words and expressions.
Suggested words and expressions:
upset ignore concern loose cheat reason share nature thunder entirely go through hide away calm down set down grow crazy about on purpose face to face according to
3. Translate some sentences using the patterns we have learned.
Suggested sentences:
1）为了上课不迟到，他七点钟就出发了。(in order to)
2）小明昨天没来上学确实是因为生病了。(It is. . . that. . . )
3）这小房间里太闹。(far too much)
4）那是我第一次到北京。(It is/was the first/second time/that. . . )
Suggested answers:
1）In order not to be late for class, he set off at seven o’clock. /He set off at seven o’clock in order not to be late for class.
2）It is because he was ill that Xiaoming didn’t come to school.
3）There is far too much noise in the small room.
4）It was the first time that I had been to Beijing.
→Step 2 Lead-in
Tell the class:In the last lesson, we learned Anne Frank’s story. She is telling
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her stories to two of her friends—you and Mary. Mary has something wrong with her ears, so you have to repeat Anne’s sentences, using Indirect speech. Sometimes you explain Mary’s sentences to Anne.
“I have to stay in the hiding place. ”said Anne.
→ Anne said she had to stay in the hiding place.
“Do you feel sad when you are not able to go outdoors? ” Mary asked Anne. → Mary asked Anne if/whether she felt sad when she was not able to go outdoors. “I don’t want to set down a series of facts in a diary, ” said Anne.
→ Anne said that she didn’t want to set down a series of facts in a diary. “What do you call your diary? ” Mary asked.
→ Mary asked what she called her diary.
. . .
Get the students to go on this topic by themselves.
→Step 3 Grammar
1. Tell the class:Now let’s look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed?
2. Get the students discuss by themselves.
Perhaps most students can find sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.
3. Show the students the form on the screen. These are the rules.
当我们引用别人的话时，如果我们引用别人的原话，被引用的部分就叫直接引语，一般用“”引起来。如果我们用自己的话把意思转述出来，被转述的部分称为间接引语，间接引语在多数情况下都构成一个宾语从句。
直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。
1）直接引语是陈述句，变成间接引语时，由连词that 引导。
Mary said, “I am very happy to help you. ”
→Mary said that she was very happy to help you.
2）直接引语是一般疑问句或选择疑问句，变成间接引语时，由连词whether或if引导。 He asked me, “Do you like playing basketball? ”
→He asked me if/whether I liked playing basketball.
注意：大多数情况下，if和whether都可以用，但后面和or not连用时或在动词不定式前或放在介词后作连接词时，一般只用whether。
She asked me whether I could do it or not.
3）直接引语是特殊疑问句，变成间接引语时，由原句的疑问词who, whom, whose, how, when, why, where 等引导。
My sister asked me, “What do you think of the film? ”
→My sister asked me what I thought of the film.
4）注意事项
（1)间接引语一般要用陈述句的语序，即主、谓、宾的顺序。
He asked Lucy, “Where have you been? ”
→He asked Lucy where she had been.
Mary said, “What do you want, Ann? ”
→Mary asked Ann what she wanted.
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（2)直接引语是客观事实、真理、规律等，变成间接引语时，时态不变。 The teacher told his students, “The earth goes round the sun. ” →The teacher told his students that the earth goes round the sun.
（3)直接引语变间接引语时，指示代词、时间状语、地点状语等要作相应的变化。 He said, “I haven’t seen my daughter today. ”
→He said that he hadn’t seen his daughter that day.
注意：如果转述时就在原来的地方，就在说话的当天，就没必要改变指示代词、时间状语、地点状语等。
时态变化规律表
直接引语 一般现在时 现在进行时 一般将来时 一般过去时 现在完成时 过去完成时 现在完成进行时
间接引语 一般过去时 过去进行时 过去将来时 过去完成时 过去完成时 过去完成时 过去完成进行时
一些常用词变化规律表
指示代词 时间状语
直接引语 this these now today tomorrow
next week/month/. . . yesterday
last week/month/. . .
three days/months/. . . ago this week/month/. . . here come
间接引语 that those then that day
the next (following)day
the next (following)week/month. . . the day before
the week/month/. . . before three days/month/. . . that week/month. . . there go
地点 动词
Option:如果学生基础较好，语法部分也可用英语讲解。 1. Direct Speech In direct speech, the original speaker’s exact words are given and are indicated by quotation marks.
“I don’t know what to do, ” said Tom.
In some grammar books, “said Tom” is referred to as a reporting clause. “I don’t know what to do, ” is referred to as the reported clause.
2. Indirect Speech
In indirect speech, the exact meaning of the speaker’s words is given, but the exact words are not directly quoted.
Tom said that he didn’t know what to do.
To convert direct speech into indirect speech:
If the main verb is past tense, present tense verbs in “that clause” must also be changed to past tense.
Tom said that he didn’t know what to do.
First and second person pronouns must be changed to third person pronouns. Tom said that he didn’t know what to do.
(The word “that” can often be left out:Tom said he didn’t know what to do. )
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3. Indirect Questions
The same rules apply to indirect questions as to indirect statements. The difference is that a wh-clause is used instead of a that clause.
Direct question:“Did Dick’s horse win a prize? ” Owen asked.
Indirect questions:Owen asked whether/if Dick’s horse had won a prize. Direct question:“Why won’t you marry me? ” asked Donald.
Indirect question:Donald asked her why she wouldn’t marry him.
﹡In telling a story or recounting events, a speaker using direct speech has all the resources of intonation to produce a lively account. Because indirect speech is always reported by someone else, the account is more reserved and restrained.
“What shall we do? ” asked Mary.
“Don’t worry, Mary, ” said Dick, “I’ve got a plan. ”
Mary asked Dick what they should do. He told her not to worry and that he had got a plan.
﹡The ability to change direct speech into indirect speech is a useful skill for those engaged in taking the minutes of a meeting or reporting on events.
Direct speech:“First of all, I would like to thank everybody who helped with the fair. The results were very good, and we will now be able to buy two more computers. ”
Indirect speech:The principal said that he would like to thank everybody who had helped with the fair. He announced that the results were very good and that the school would now be able to buy two more computers.
→Step 4 Practice (Discovering useful structures)
Get the students to turn to Page 5. Please change the following direct speech into indirect speech and indirect into direct.
1. “I’m going to hide from the Germans, ” Anne said.
2. “I don’t know the address of my new home, ” said Anne.
3. “I cannot ask my father because it is not safe to know, ” she said.
4. “I had to pack up my things very quickly, ” the girl said.
5. “Why did you choose your diary and old letters? ” Dad asked her.
6. Mum asked her if/whether she was very hot with so many clothes on.
7. Margot asked her what else she had got.
8. Anne asked her father when they would go back home.
9. Anne asked her sister how she could see her friends.
10. Mother asked Anne why she had gone to bed so late the night before. →Step 5 Correcting mistakes
Analyze the common mistakes students have made during the practice. Let the students look at the screen and pay attention to these sentences. Then choose the right sentence and make it clear why the other one is wrong.
→Step 6 A game
Play a guessing game “who is my secret friend? ” One student comes to the front with his partner. The rest students ask him questions while his partner changes them into indirect speech. In the end, the person who has guessed the right answer can come to the front to take the place of the first student. So the game goes on.
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Suggested sentences:
Can your friend speak?
What does he/she wear today?
Is he/she tall or short?
What do you and your friend do in your free time?
Do you quarrel with each other?
. . .
→Step 7 Workbook
Do Exercise 1 in Using Structures on Page 42. Here is another page of Anne’s diary. Read it through and then use indirect speech to retell the story.
If time doesn’t permit, declare it as homework.
Suggested answers:
Anne said that they went quickly upstairs and into the hiding place when they arrived at Prinsengracht. She said that they closed the door behind them and they were alone. She said (that)Margot had come faster on her bicycle and was already waiting for them. She said (that)all the rooms were full of boxes and they lay on the floor and the beds. She said (that)the little room was filled with bedclothes and they had to start clearing up at once, if they wished to sleep in comfortable beds that night. Anne said (that)her mother and Margot were not able to help. She said (that)they were tired and lay down on their beds, but her daddy and she, the two “Helpers” of the family, started at once.
Anne said (that)they unpacked the boxes, filled the cupboards and tidied the whole day, until they were extremely tired. She said they did sleep in clean beds that night. She said they hadn’t had any warm food to eat all day, but they didn’t care. Anne said (that)her mother and Margot were too tired and worried to eat, and her daddy and she were too busy.
→Step 8 Homework
1. Finish off the related Workbook exercises.
2. Review and grasp the rules of Direct Speech and Indirect Speech.
板书设计
Unit 1 Friendship
Grammar
Direct Speech and Indirect Speech
Direct Speech
1. Mary said, “I am very happy to help you. ”
2. He asked me, “Do you like playing
basketball? ”
3. My sister asked me, “What do you think of
the film? ”
4. The teacher told his students, “The earth
goes round the sun. ” Indirect Speech Mary said that she was very happy to help you. He asked me if/whether I liked playing basketball. My sister asked me what I thought of the film. The teacher told his students that the earth goes round the sun.
活动与探究
Get the students to work in groups of four out of class and design a questionnaire to find out what kind of friends your classmates are. The purpose of this activity
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is to encourage students to think independently and act in matters of immediate concern and interest. It also can develop students’ design ability and spirit of cooperation.
Sample questionnaire
Directions:
This questionnaire has four questions. Each question is followed by three possible answers. Please read the questions, and then consider which response fits you best.
Questions:
1. Why am I close friends with this person now?
A. Because he/she is someone I really enjoy sharing emotions and special events with.
B. Because my friend would be upset if I ended the relationship.
C. Because being friends with him/her helps me feel important.
2. Why do I spend time with my friend?
A. Because my friend would get mad at me if I didn’t.
B. Because it is fun spending time with him/her.
C. Because I think it is what friends are supposed to do.
3. Why do I listen to my friend’s problems, or to what my friend has to say?
A. Because my friend praises me and makes me feel good when I do.
B. Because it’s interesting and satisfying to be able to share like that.
C. Because I really value getting to know my friend better.
4. Why do I keep promises to my friend?
A. Because I believe it is an important personal quality to live up to my promises to a friend.
B. Because it would threaten our friendship if I were not trustworthy.
C. Because I would feel bad about myself if I didn’t.
Scoring Sheet:
1. A 3 B 2 C 1
2. A 1 B 2 C 3
3. A 1 B 2 C 3
4. A 3 B 2 C 1
Explanations:
4~6 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.
7~9 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.
10+ points:You are an excellent friend who recognizes that to be a good friend you need to balance your needs and your friend’s. Well done.
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