八年级英语friendship教案1

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(完整版)Friendship教学设计

Friendship (Warming up Reading)教学设计[导读]Friendship (Warming up Reading)教学设计。

“热身”（Warming Up）部分的设计运用了学习的建构主义理论。

在这一过程中，通过多种形式，学生原有的知识经验因为新的知识经验的进入而发生调整和改变。

“热身”作为整个单元的开篇内容，【课题】Unit 1 Friendship （Warming up & Reading）【教材】人教新课标版Module 1【教学目标】1. 认知目标a.鼓励学生通过思考和讨论学习使用一些词语和句型来谈论朋友和友谊b.学会两种重要的阅读方法：浏览和跳读2. 能力目标a. 培养学生运用适当的阅读策略进行阅读的能力b. 培养学生的理解能力，判断和归纳能力。

通过不同教学活动的设计使学生在获取并消化信息后，进行自然地输出，培养学生的表达能力。

3. 情感态度与价值观加深学生对友谊的了解，让学生能够认识到一个好朋友应该具有的品质，认识到友谊的重要性并能审视自我，培养高尚的品格。

【学生分析】对于“友谊”这个话题学生比较熟悉，也很感兴趣，学生很容易能够唤起自己以往的经验，根据自己对友谊的理解发表看法。

作为高一的新生，在讨论这个共同的话题时，同学之间也很容易拉近彼此的距离，因此，这个话题就可以作为一个很好的切入点。

但学生对友谊的理解通常局限于人和人之间，因此对于本单元中小女孩安妮和日记本之间的特殊的友谊，学生可能认识较浅，所以教师要善于对友谊这一本质的理解对学生进行指导，从而促进学生理解能力和概括总结能力的提高。

【教材分析】本单元的主题是“Friendship”，所以大部分内容都是围绕这一主题展开。

本单元的重点是通过不同的话题使学生从不同侧面了解友谊丰富的内涵，让学生能在与之相关的活动中增强对友谊的理解，能有话可说，有情可表。

“热身”（Warming Up）部分的设计运用了学习的建构主义理论。

英语：module 2《friendship》unit 1 教案(1)(外研版八年级下)

7 What does it feel like?觉得它怎么样？
①=how do you like it ? =what do you think of it? ②feel like doing sth 想做某事
Eg: He was ill so he felt like seeing a doctor.他病了想看看医生。 8 My visit here is all about making friends. 我在这儿访问就是要交朋友。 9 Good luck with sth…祝某事物好运 Good luck to sb…祝某人好运 10 bepart of … 是、、、的一部分 11 By theway …顺便问一下 12 Chen Huan invites Sally and her friends to visit Radio Beijing.
）5 I don’t know____ I can get to the People’s Hospital. Cthat D which
A where Bhow （
）6 My visit here is all about _____ friends C make D makes
A to make Bmaking （
14 Maybe sometime next week? 或许是下周的某个时间
课堂练习：一、选择填空（ AI （）1 Hello ! ____is Mary speaking. BShe CThis D It
）2 Can I ___ a message? Cwrite
A take Bread
（外研版八年级英语：Module 2《Friendship》Unit 1 教案（1）下）

外研版英语八下Module 9《Friendship》(Unit 1)教学设计

外研版英语八下Module 9《Friendship》（Unit 1）教学设计一. 教材分析本课选自外研版英语八下Module 9《Friendship》（Unit 1），主要讲述了友谊的重要性以及如何维护友谊。

通过本课的学习，学生能够进一步了解友谊的本质，提高交际能力，培养良好的人际关系。

本课包括三个部分：Part A, Part B和Part C。

Part A主要介绍友谊的重要性；Part B通过一个故事讲述如何维护友谊；Part C则是一个关于友谊的讨论。

二. 学情分析八年级的学生已经具备了一定的英语基础，对友谊这个主题也有一定的了解。

但部分学生在口语表达和听力方面还存在困难，因此需要在教学过程中给予针对性的指导。

三. 教学目标1.知识目标：学生能够掌握有关友谊的词汇和表达方式，理解课文内容，提高阅读能力。

2.能力目标：学生能够运用所学知识进行口语交流，提高听力理解能力。

3.情感目标：学生能够认识到友谊的重要性，学会珍惜和维护友谊。

四. 教学重难点1.重点：友谊的词汇和表达方式，课文内容的理解。

2.难点：如何运用所学知识进行口语交流，提高听力理解能力。

五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高学生的参与度。

2.情境教学法：创设真实的语境，让学生在实践中学会运用英语。

3.交际教学法：注重师生互动，生生互动，提高学生的口语表达能力。

六. 教学准备1.教材：外研版英语八下Module 9《Friendship》（Unit 1）。

2.多媒体设备：投影仪、电脑、音响等。

3.教学课件：根据教学内容制作的课件。

4.学习资料：相关友谊的图片、文章等。

七. 教学过程1.导入（5分钟）利用多媒体展示一些关于友谊的图片，引导学生谈论友谊的重要性。

教师提问：“What is friendship? Why is it important?”，让学生发表自己的看法。

2.呈现（10分钟）教师播放课文录音，让学生跟随录音朗读。

friendship教案(锦集5篇)

friendship教案（锦集5篇）（经典版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。

文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的经典范文，如工作计划、工作总结、述职报告、讲话致辞、合同协议、条据文书、策划方案、教学资料、作文大全、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of classic sample essays for everyone, such as work plans, work summaries, job reports, speeches, contract agreements, policy documents, planning plans, teaching materials, complete essays, and other sample essays. If you want to learn about different sample formats and writing methods, please stay tuned!friendship教案（锦集5篇）friendship教案篇1Friendship is a very thought-provoking tea.First bitter，after leaving is pure quietly elegant tea fragrance.Why is friendship so rich and fragrant? Because its been honed.I have a bosom friend who has been with me for many years.Perhaps she and I on the road，without those stumbling potholes.But we always help each other stand up when we fall down.In our eyes，our friendship needs to be tempered before it becomes stronger and sweeter.friendship教案篇2keep friendshipIt is a good idea to communicate and make friends with others.Nobody with a head on his shoulder is unwilling to have one or more friends.First，you may learn to say hello to your classmates.With a smile on face，you are more attractive.The student sitting neXt to you is most likely to become your friendbecause your friendbecause there are more chances for you to carry on a conversation with him or her.Secondly，you may try to ask questions.A good way to letother people know that you are interested in them is to ask about what they like and what they think.It is important for you to be a good listener.Anyone likes to have a friendto talk to.If he or she finds you are easy to talk to，they would have you as their friends.But do remember: look at people while they are talking and concentrate on what they are saying.Thirdly，try to be a friendin need.A warm-hearted man is easy to develop a friendship with others since he offers help to those in trouble.Finally，you should know that friendship can not be built in one day.Be patient when you try to know someone and five him or her tie to know about you.I hope it will be of some help to you.friendship教案篇3Friendship is a beautiful and innocent feeling.People say that friendship is a ray of sunshine that shines in the winter，and makes the poor and sick feel the warmth of the world.Friendship is a fountain that appears in the desert，and brings back the hope of life for those who are on the verge of eXtinction.Friendship is a warm word，so that the discouraged can get back on their feet and move on.。

friendship详细教案

Friendship一．教学目标1.知识目标：学会谈论友谊这个话题的相关知识，掌握be like 词组，仿照已有的结构谈论友谊并且造简单的句子。

2.过程与方法：（1）consolidate the sentence structures by making sentences and conversations（2）Do some oral practice and try to make a poem.3情感态度与价值观Let students learn to know the importance of friendship . Guide students to value their friendship.二．教学重难点Learn to master the use of sentence structure :what is friendship like?I think friendship is like...三．教学方法groupworkDisscussion四．教学过程Step1 Warming-up1.Let students enjoy a song about friendship(Auld Lang Syle)2.Let students describe their best friend.Step 2make a surveyT:Now I will do a survey in our class,please look at the screen .If your answer is “Yes”,hands up.I will count the number .After that,the teacher does a summary about this survey. T:According to this survey ,I found that everyone has a best friend .Sometimes we make our friend warm,sometimes we make our friend angry .I think this is called “friendship “.Can you see friendship?Ss:NoT:Can you smell it?Ss:NoT:Can you touch it?Ss:Yes.Step3 Word bankT:Since we can feel friendship,when can you feel friendship?for me,when my friend helps me ,I can feel friendship.what about you .work with you partner ,then tell me your ideas.(after 2 minutes,ask some students to act out their conversations)Sa:When can you feel friendship ?Sb:When my friend play games with me.I can feel friendship. Step 4:GroupworkT:Just now we have talked about the feeling of friendship.now we will talk about this question:what is friendship like ?Sa:I think friendship is like ....T:Great !why?Sa:...T: For me,I think friendship is like a scarf .scarf can make us warm.Friendship can make us warm,too.what’s your idea?Here are four things.disscuss with your classsmates ,then give me your report.Group1:rainbowGroup2:mirrorGroup3:sunGroup4:candyStep5:Poem showingLet the whole class enjoy this poem.first.The teacher reads this poemfor students.then ask one student to read it again.finally let the whole class read this poem together.After that ,answer some questions.Step6 :Let’s shareLet students enjoy some proverbs about friendship.Then read it together.五．SummeryT:What did you learn today?Let students make a summery that they have learned this class.Sc:Today we have learnt something about friendship. We have known the color of friendship and what friendship is like.Now we have known the importance of friendship. T:Great! I hope all of you can value the friendship!六 HomeworkA. Using some sentences describe friendship.B. Try to make a poem(诗）about friendship. 七．Blackboard Design1.best friend2.feeling friendship3.be like4.Enjoy a poem about friendship。

《Friendship》教案（精选6篇）

《Friendship》教案（精选6篇）《Friendship》教案篇1period 2 reading “anne’s best friend”1. teaching objectives:1) to develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;2). to get the students to realize the importance of friends and friendship, and to tell true friends from false friends;3). to grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;4). to learn the writing style of this passage.2. teaching method: task-based teaching3). teaching procedures:step 1.pre-reading1. please enjoy three pieces of music and find out what they are about.2. does a friend always have to be a person? what else can be your friend?3. what do you know about the world war ii?4. background introductionstep 2 fast reading1. who is anne?who/what was anne’s best friend?when and where did the story happen?2. fill in the form below.the time of the storythe place of the storythe heroine of the storyanne’s best friendthe length of time they hid awaythe date of the diarystep 3. careful reading1. answer the following questions:why did anne made her diary her best friend?what is an ordinary diary like according to anne? what about her diary?why was she so crazy about things to do with nature?why did she stay awake on purpose until very late one evening?why didn’t she dare open the window when the moon was too bright?how do y ou understand the expressions “spellbound” and “held me entirely in their powder”?2. reading to summarise the main idea of each paragraph.skim the text and summarise the main idea of each paragraph in one sentence.para. one: anne made her diary her best friend whom she could tell everything.para. two: anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.para. three: having been kept indoors for so long, anne grew so crazy about everything to do with nature.step 4 post-reading1. comprehending exercises (on paper)time nature feelingbefore hidingafter hiding2. discuss what kind of feelings of anne the following wordsfrom the letter imply.words anne’s feelingnature free, peaceful, relaxedoutdoors freecrazy anxious, eager, thirstydidn’t dare scared, frightenedthundering, entirely, power helpless, depressed, lonelystep5. activityfour 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 ?step 6. homework1. review the important words, phrases and difficult sentences in the text and make sentences using the words given by the teacher.2. finish ex.1-3 on p4.《Friendship》教案篇2module 3 period i教学案introduction(p29), vocabulary and reading(p36) and writing(p38)learning aims:1. understand the friendship and know the importance of friendship.2. master the main words and expressions.3. write a paragraph on the subject of friendship.difficulties and focuses:1. get to know and understand the importance of friendship.2. master the words: alike, considerate, forgive, harvest, slide, stony, damp, tear, perfect.3. master the expressions: be blessed with, be allergic to---, on good terms with----, be back in touch with ----, be ashamed of.4. master the patterns: the first time-----, it is -----that----.teaching aids:multi-media.teaching procedures:step i: warm-up.ask a question about friendship. let the students talk something about it.step ii: lead-in.1.do you agree with the following statements?1) most people have only one close friend, someone they know really well.2) a good friend is someone you can discuss personal matters with, knowing that you can trust him/her.3) your friendship is as important as your relationship with your family.4) it takes time to really get to know someone and find out what they are like.5) everyone feels shy and lonely at some time in their life.6) to make friends easily, you need to be very kind.7) to make friends easily, you need to be able to chat about unimportant things.2. work in pairs or groups. discuss the statements and explain why you agree or disagree with them.step iii: vocabulary and reading1. read the passage and choose the best summary in activity 4.2. according to the context, try to guess the meanings of these words: betray, considerate, forgive, scold, allergic.3. read the passage again and answer the questions.1) what do you think a happy childhood means for the writer?2) how did the writer and his friend spend their time together?3) what was the countryside around the writer's home like?4) why do you think the writer couldn't forgive danny for going to london?5) how does the writer feel now?6) how would you describe the character of the writer and his friend?4. work in pairs and discuss your answers to the questions.1) did you have a close friend when you were a young child? what sort of things did you do together?2) are you still in touch with his this person? if so, have you remained in touch all the time? if not, when did you lose touch? did something special happen which changed your friendship?3) what are the most important features of a good friendship? what are the dangers?step iv: several points. try to use these sentence patterns to make sentences.1 the first time -----2 it is ----- that-----step v: homework.according to the reading passage, write a paragraph in the subject: how -----and i became good friends.《Friendship》教案篇3writing: comparison and contrastlanguage objective:to learn expressions that help make comparison and contrast skill and ability objectives:to write a paragraph with sentences of comparison and contrastto develop reading and communication skillsapproaches:task-based approachaids:multimediaprocedures:i. lead-inlearn the respective concept of “comparison” and “contrast”ii. inputfind transitional words of comparisonparaphrase tasksfind transitional words of contrastparaphrase taskspractice: blank fillingiii. practicemake sentences of comparison and contrast, using transitional wordsiv. further developmentread two resumes and finish the formwrite a short paragraph, using comparison and contrastv. homeworkcomplete a reportmary brown493 prince street,boston, ma, usaph: 617-739-2111education:-: b. sc. (bachelor of science理学学士) in mathematics, harvard universityboston, ma, usawork experience:– edwards middle school, boston, ma, usa:⌝ mathematics teacher, teaching students from 13 to 15 years old;⌝ assistant of dean(教务主任助理), dealing with foreign exchange activities, including establishing sister relationships with middle schools in shanghai, chinacomputer skills:java, word, excel, powerpointadditional information:⌝ highly dedicated, with great interest in teaching⌝ good communication skillstom brown493 prince street,boston, ma, usaph: 617-739-2111education:⌝ -: m. sc. (master of science理学硕士) in mathematics, boston collegeboston, ma, usa⌝ 1999-: b. sc. (bachelor of science理学学士) in mathematics, boston collegeboston, ma, usawork experience:⌝– mathematics teacher of edison middle school, boston, ma, usa:teaching students from 16 to 18 years oldcomputer skills:autocad, photoshop, word, excel, powerpointadditional information:⌝ highly dedicated to teaching⌝ good writing，oral and communication skillsapril 2nd,dear principal,an american couple tom brown and mary brown happen to apply for the english teaching position in our school.as far as education is concerned, both tom and mary are mathematics majors. however, unlike mary, who has a bachelor’s degree, tom is a master of science. tom graduated from boston college, while mary studied in harvard university.in terms of work experience, _______________________________ ________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ___________________________as for their computer skills and personality, ___________________________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ___________________________all in all, both of them are really competitive. please informme when you decide who is to be recruited(录用).sincerely yours,_______________《Friendship》教案篇4module 2 friendship教案一. 教学内容：module 2 friendship二. 重点内容：语法知识：宾语从句；语言知识：词汇及词语辨析三. 具体内容：（一）语法指南宾语从句放在动词后面做宾语的句子，我们称之为“宾语从句”。

《Friendship》教案全面版

Unit 1 Friendship 教案Teaching goals:*语言知识1.to talk about friends and friendship, and interpersonal relationship2.to practise expressing attitudes, agreement and disagreement, and certainty3.to master some sentences about giving advice4.to learn to use the Direct Speech and Indirect Speech(1): statements and questions5.to learn about communication skills*语言技能和学习策略1.to develop listening skills by doing exercises in listening task2.to develop speaking skills by finishing the speaking task and other activities likediscussion and oral practice3.to develop reading skills through the reading materials in this unit4.to learn to write a letter of advice*文化意识1.to know about friend and the real meaning of friend2.to learn how to get along with others*情感态度1.to arouse the interest in learning English2.to learn to express their feeling of friends and friendshipTeaching key points:1.how to improve students’ speaking and cooperating abilities2.learn to use the Direct Speech and Indirect Speech(1):statements and questions3.master some words and expressionsTeaching difficult points:1.train the students’ speaking, listening, reading and writing abilities2.how to improve students’ cooperating abilitiesTeaching methods:Student-focus approach and task-based approachLearning methods:Cooperative studyTeaching aids:ComputerThe First Period (Warming up &Speaking)Teaching aims:1.to know about different kinds of friendship2.to learn some words of describing friend and friendship3.to master some useful words and expressionsTeaching methods:1.discussing2.cooperative learningTeaching materials: Warming upTeaching procedures:Step One: Leading-in1.Free talk: Something about friend and friendshipAsk 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: Discussion1.Writing the following statement on the blackboardWe 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 views3. Have the Ss get into groups of four to list some qualities of a person they wouldlike 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 blackboard5. Ask the class whether or not they agree with all the qualities listedStep Three: Doing the survey and explanation1.Have the Ss do the survey in the textbook and let them work out their score.2.Teacher explain each itemQuestion 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 2is 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 5is concerned with honesty. If you let your friend look at your paper or somebody else’s paper, you are helping them to chea t. 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 pointsTeacher explain language points with some slides1.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 totaleg. 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。

Unit 1 friendship 教案 1

Unit 1 Friendship 1.Teaching aims and demands1.Suggested teaching notes1). Analyses of the teaching contentsThis unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk aboutfriendship, get to know the problems between friendsand seek solutions, which makes preparations for thefurther teaching in topics, background and vocabulary.Pre-reading---The questions prompt students to think critically aboutfriends and friendship in reality, alerting them to the factthat besides people, a diary can be a friend, too.Reading--- The diary by the Jewish girl Anne gave a glimpse of her lifeduring her family’s shelter in Amsterdam from the GermanNazis’ killing in world war 2. she treats the diary as her best friend, andin it reveals her longing for a normal life and close contact with nature,which helps her get through the days.Comprehending---It helps students further understand the text by doingmultiple choices, questions and answers, andmatching.Learning about language---It teaches the important expressions andstructures and grammar：direct and indirectspeeches.Using language---The two letters, listening, questionnaire design, letterwriting and fun writing prepares students to furthertalk about friendship, especially the problems withmisunderstanding, and unfriendliness, thusstrengthening students’ abilities to practicelanguage, discover, and solve problems.Summing up---It summarizes the whole contents of this unit from theaspects of topics, vocabulary and grammar.Learning tip--- This part encourages students to form the habit of writinga diary.Integrating skills--- The text introduces the way Hawaiians expressfriendship, to get students to realize the culturaldifferences in the values of friendship in additionits importance in all cultures.2) Making of the teaching planThis unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself, i.e., the comfort and support one seeks from an imaginary friend. Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns’eyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmonious life. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows：3. Teaching plans for each periodPeriod 1 Warming-up and Speaking1. Teaching objectives：1) Target languageI (don’t) thi nk……I (don’t) think so. I (don’t) agree.I believe……That’s correct. In my opinion, ……2) Ability goalsa.Describe your friends in Englishb.Figure out the problems between friends and then find different ways to solve theproblems.3)Learning ability goalsa.To encourage students to think and talk about friends and friendship by usingsome phrases and structures.b.To learn to solve problems that may occur between friends.c. To cultivate the students to form the good habit of learning English in SeniorMiddle School.2. Teaching important points：e the given adjectives and sentence structures to describe one of yourfriends.b.Learn to evaluate friends and friendship.3. Teaching difficult points：a.Work together with partners and describe one of your good friends.b.Discuss with partners and find out ways to solve the problems.4. Teaching methodsa.Task-based teaching and learningb.Cooperative learningc.Discussion5. Teaching aids：CAI6. Teaching procedures and ways：Step 1 Lead-in and Warming-upBefore the lesson, the teacher can arouse the students’interests by showing a video of Auld Lang Syne .At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.1.How did you spend your summer holidays? How did you feel? Whatdid you do in your summer holidays? What did you do in your sparetime?2.What do you think of our new school? Do you like it? Could you saysomething about it?3.Do you like making friends? How do get in touch with your friends?Do you have many friends? Where are they now? Do you have any oldfriends in our school? Have you made any new friends in our class?Step 2 Think it over1. Give a brief description of one of your friends. The following phrases andstructures may be helpful：His/Her name is ……He /She is …… years old.He /She likes …… and dislikes ……He /She enjoys …… and hates……He /She is very kind/friendly/……When /Where we got to know each other.2. What types of friendship do you have? Please tick them out. Then fill in theblanks.girl friends boy friends pen friendslong -distance friends friends of the same agee-friends (friends over the internet) friends across generationsunusual friends like animals, books……1).______ is /are most important to you.2). You spend most of your free time with ____.3). You will share your secrets with _____.4). When in trouble, you will first turn to _____.Step 3 Make a survey1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.Tell your partner your standards of good friends by using the following structure：I think a good friend should (not) be……In my opinion, a good friend is someone who……1.Have a member of each group report on what their lists have in common and listthem on the board.2.Ask the class whether or not they agree with all the qualities listed.3.Then have the students do the survey in the textbook.4.Have the students score their survey according to the scoring sheet on page 8.5.The teacher ask some students how many points they got for the survey and assesstheir values of friendship：★ 4~7 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.★ 8~12 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 ownresponsibilities.★13+ points：You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done.(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)Step 4 Talking and sharing( work in pairs)1. If your best friend does something wrong, what will you do?Try to use the following phrases：I (don’t)think……I (don’t) think so.I (don’t) agree. I believe……That’s correct. In my opinion, ……2. What is a friend?A British newspaper once offered a prize for the best definition(定义) of a friend.If you were the editor, choose the best one from the following entries(条目), and explain why.One who understands my silence.A friend in need is a friend indeed.Friends are just the people who share your happiness and sorrow. When you look at your watch at 4 am, but still know you can call them and wake them up, and they’ll still want to talk to you ,that’s friendship. To have a friend, you need to bea good friend.Step 5 Group work (output)The teacher can give each group one of these questions below to talk about. Then let the class share their ideas. It’s better to stimulate the students to express their own opinions about these questions.1.Do you think it is a good idea to borrow money from your friend?Why and Why not?2. What factors may cause the breakdown of a good friendship?3. What can be your unusual friend besides human beings? And why?Step 6 Homework1.Write down a short passage about your ideas /the factors/your unusual friends.2.Prepare for the new lesson.Period 2 Reading “Anne’s Best Friend”1. Teaching objectives：1) To develop the students’ reading ability, learn to use some reading strategiessuch as guessing, key sentences, skimming and so on;2). To get the students to realize the importance of friends and friendship, and totell true friends from false friends;3). To grasp some useful words and expressions in this passage, such as onpurpose, be crazy about etc.;4). To learn the writing style of this passage.2. Teaching method：Task-based teaching3). Teaching procedure：Step 1.Pre-reading1. Please enjoy three pieces of music and find out what they are about.2 .Why do you think friends are important to you?3. What do you think a good friend should be like? List the good qualities a goodfriend should have .4. Have you ever considered making friends with animals, plants or even an object? Why or why not?Step 2.Reading1. Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.2. Skimming the first two paragraphs to confirm your guessing.1) What was Anne’s best friend? Why did she make friends with it?2) Did she have any other true friends then? Why?3) What is the difference between Anne’s diary and those of most people?4) Do you keep a diary? What do you think most people set down in their diaries?5) We are going to read one of Anne’s diaries .but before reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph?3. Reading of Anne’s diaryHow she felt in the hiding placeTwo examples to show her feelings thenStep 3.Post-reading1.What would you miss most if you went into hiding like Anne and her family? Give your reasons.2.Group workWork in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.Where would you plan to hide?How would you arrange to get food given to you every day?What would you do to pass the time?------3. Discovering useful words and expressionsComplete the following sentences, using words and expressions from Reading 1) She has grown _______ about computer games.2) Was it an accident or did David do it on _______?3) From the beginning ,Paul made it clear that he would be ______ (完全地)incontrol.4) He used to work _______ even in the middle of winter.5) Just the _______ of more food made her feel sick.6) You had better have a _________ talk with him.7) Born in a poor family, the manager _________ lots of hardships in hischildhood.8) A diary is often kept to ________ what happens in people’s daily lives.Step 4.Talking about friends and friendship1.There are many proverbs about friends and friendship. Choose the one youagree with and explain why, then choose one you disagree with and explain why.A friend in need is a friend indeed.Friends are like wine; the older, the better.A friend to all is a friend to none.The same man cannot be both friend and flatterer(阿谀奉承者).False friends are worse than open enemies.Walking with a friend in the dark is better than walking alone in the light.2. We have talked about friends and friendship today, can you write one or twosentences to express your understanding of friends and friendship.Step 5.Homework：1. Interview a high school student, a businessman, a police officer and ahousewife to find out their opinions about friends and friendship. Write a report to share it with the whole class.2. Describe one of your best friends following the writing style of this passage. Ending：Let’s sing this song about friends togetherPeriod 3 Grammar1．Teaching objectivesLearn to use direct speech and indirect speech2. Teaching important pointSummarize the rules of Direct Speech and Indirect Speech.3. Teaching difficult pointLearn about the special cases in which the tenses shouldn’t be changed.4. Teaching methodsDiscussing, summarizing and practicing.5. Teaching proceduresStep1 Lead inT：In the last lesson, we learned Anne Frank’s story. She is telling her stories to two of her friends—you and Tom. Tom has something wrong with his ears, so you have to repeat Anne’s sentences, using indirect speech. Sometimes you explain Tom’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?” Tom asked Anne. →Tom 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?” Tom asked. →Tom asked what she called her diary.Ss go on this topic by themselves.Step2 GrammarT：Now let’s look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed?Ss discuss by themselves.Ss：sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.T：Quite right. Look at the form on the screen. These are the rules.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。

friendship教案

friendship教案Introduction:In this friendship teaching plan, we will explore the concept of friendship, its importance in our lives, and how to develop and maintain healthy friendships. The teaching plan is divided into three sections: Understanding Friendship, Building Friendship Skills, and Nurturing and Maintaining Friendships.Section 1: Understanding Friendship1.1 What is Friendship?Friendship is a close bond between two or more individuals characterized by mutual trust, support, and affection. It is a voluntary relationship that goes beyond mere acquaintances or casual relationships.1.2 Importance of FriendshipDiscuss the significance of friendship in our lives, such as emotional support, companionship, personal growth, and the impact on mental health and overall well-being.Section 2: Building Friendship Skills2.1 CommunicationEffective communication is essential for developing and maintaining friendships. Teach communication skills, including active listening, expressing emotions and thoughts clearly, and resolving conflicts peacefully.2.2 Empathy and UnderstandingDiscuss the importance of empathy in understanding and relating to others. Encourage students to put themselves in others' shoes and recognize and respect different perspectives.2.3 Trust and HonestyExplain the role of trust and honesty in building strong friendships. Emphasize the importance of keeping promises, being reliable, and being truthful with friends.2.4 Respect and BoundariesTeach students about the importance of respecting personal boundaries and differences. Discuss the concept of consent and the need to respect others' physical, emotional, and personal boundaries.Section 3: Nurturing and Maintaining Friendships3.1 Support and EncouragementDiscuss ways to support and encourage friends during both times of happiness and difficulty. Encourage students to be there for their friends, offer assistance, and celebrate their achievements.3.2 Managing ConflictTeach strategies for resolving conflicts within friendships, such as active listening, compromise, and finding common ground. Emphasize the importance of respecting each other's feelings and finding constructive solutions.3.3 Forgiveness and Repairing RelationshipsDiscuss the significance of forgiveness in repairing damaged friendships. Encourage students to apologize sincerely, take responsibility for their actions, and learn from mistakes.Conclusion:This friendship teaching plan aims to equip students with the knowledge and skills necessary to develop and maintain healthy friendships. By understanding the importance of friendship, building effective communication and empathy, and nurturing relationships, students will be prepared to foster meaningful connections in their lives. Remember, true friendship takes effort and understanding, but the rewards are invaluable.。

Unit1Friendship英语教案

Unit 1 Friendship英语教案想知道Unit 1 Friendship的英语教学怎么做吗?下面店铺为大家带来Unit 1 Friendship英语教案，希望对大家有所帮助。

Teaching Aims:1. 能力目标：a. Listening: get information and views from the listening material.b. Speaking: express one's attitude or views about friends and friendship in appropriate words.c. Reading: enable Ss to get the main idea and be familiar with reading skills.d. Writing: write some advice about making friends as an editor.2. 知识目标：a. Talk about friends and friendship; how to make friends; how to maintain friendship.b. 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...c. Enable Ss to master Direct Speech and Indirect Speech.d. Vocabulary:add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight suppose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habitadd up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in3. 情感目标：a. Arose Ss' interest in learning Englishb. Encourage Ss to be active in the activities and make Ss be confidentc. Develop the ability to cooperate with others.4. 策略目标：a. Develop Ss' cognitive strategy: taking notes while listening.b. Develop Ss' communicative strategy.5. 文化目标：a. Enable Ss to get to know different opinions about making friends from different countries.Teaching design:Period 1 Warming-up 1课时I. Teaching objectives:1. Have Ss learn how to describe their friends and friendship with new phrases and structures.2. Have Ss learn to solve problems that may occur between friends.3. Cultivate Ss to form the good habit of learning English in Senior Middle School.II. Teaching important points:1. Use the given adjs. and sentences structures to describe one of your friends.2. Learn to evaluate friends and friendship.III. Teaching difficult points:1. Work together with partners and describe one of yourgood friends.2. Discuss with partners and find out ways to solve the problems.IV. Teaching procedures:Step 1. Lead-in and warming-upBefore the lesson, T can arose Ss' interests by introducing oneself and get Ss to talk about their summer holidays, or whether they had made friends during holidays.Free Talk: 3 mins1. How did you spend your summer holidays? How did you feel? What did you do?2. What do you think of your new school? Do you like it? Could you say anything about it?3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school?Step II. Think it over1. Give a brief description of one of T's friends. The following phrases and structures may be useful: (3mins)His / Her name is...He / She is...years old.He / She likes .... and ...dislikes...He / She is very kind / friendly / humorous...When / Where we got to know each other...Step III. Make a survey1. List some qualities of a good friend or your ideal friend, have Ss get into groups of 4 to 5 to find out what each one has listed?2. Add up the scores Ss got and show the explanations of every type.3. Have Ss tell their partners the standards of good friends with the following structures:I think a good friend should (not) be...In my opinion. From my point of view. So far as I'm concerned.I suppose. A good friend is someone who...Step IV. Talking and sharing (working in pairs)1. If your best friend does anything wrong, what will you do?2. Proverbs: "What is a friend?"A British newspaper once offered a prize for the best definition of a friend. If Ss were the editors, they could choose the best one from the following entires, and explain why."A friend in need is a friend indeed.""Friends are like wine, the older, the better.""A friend is a second self.""A friend to all is a friend to none."Step V. Homework1. Write a short passage about your best friend.2. Review the language points.3. Preview the new words and expressions.Period 2 Reading 2课时I. Teaching objectives:1. Develop Ss ' reading ability, learn to use some reading strategies, such as skimming, scanning, and so on.2. Get Ss to realize the importance of friends and friendship and learn how to tell true friends from the false.3. Grasp some useful words and expressions in this passage.4. Learn the writing style of this passage.II. Teaching method:Task-based teachingIII. Teaching procedures:StepI.Pre-reading1. Have Ss discuss the following questions in group-work:Who is your best friend? Does a friend always have to be a person? What else can be your friend?Step II. Reading1. Have Ss try to guess what Anne's friend is and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it through.2. Skimming the 1st two paras to confirm the former guess.a. What was Anne's best friend? Why did she make friend with it?b. Did she have any true friends then? Why?c. What is the difference between Anne's diary and those of most people?d. Do you keep a diary? What do you think most people set down in their diaries?3. Reading of Anne's diaryHow did she feel in the hiding place?Two examples to show her feelings then.Step III. Post-reading1. What would you miss most if you went into a hiding place like Anne and her family? Reasons support.2. Group-workWork in groups to decide what you should do if your family were going to be killed just because they did something the Emperors did not like."Where would you plan to hide?""How would you arrange to get food given to you every day?""What would our do to pass the time?"Step IV. Talking about friends and friendshipHave Ss talk about friends and friendship, and write one or two sentences to express one's own understanding of friends and friendship in group-work.Step V. Homework1. Interview a student or a parent to find out their opinions about friends and friendship. Write a short report to share it with the whole class.2. Describe one of your best friends, following the writing style of this passage.Period 3 Grammar 1课时I. Teaching objectives:Learn to use Direct & Indirect SpeechII. Teaching important points:Summarize the grammatical rulesIII. Teaching difficult points:The special casesIV. Teaching procedures:StepI.Lead-inLast class, we learnt Anne Frank's story. She is telling her story to two of her friends--you and Tom. Tom has something wrong with his ears, so you have to repeat Anne's sentences, using Indirect Speech. Sometimes you explain Tom's sentences to Anne---1. "Do you feel sad when you are not able to go outdoors?" Tom asked Anne---Tom asked Anne if / whether she felt sad when she was not able to go outdoors.......Step II. Grammar focus1. Have Ss summarize the rules when they changed Direct Speech into Indirect Speech, what should be changed?2. Group-work for discussion.3. Check out: sentence structure, tense, pron, adverbial of time or place, verb.4. Rules focus:a. 陈述句:She said,"I am very happy to help you."---She said she was very happy to help you.b. 一般疑问句/ 选择疑问句:He asked me, "Do you like playing football?"---He asked me if / whether I like playing football.She asked me whether he could do it or not.c. 特殊疑问句:My sister asked me,"How do you like the film?"---My sister asked me How I liked the film.d. 祈使句:The captain ordered, "Be quiet!"---The captain ordered us to be quiet.e. 注意:l 间接引语语序: 陈述语序.l 客观事实,真理;时态不变.l 指示代词,时间,地点状语做相应变化.f. SummaryDirect Speech一般现在时do一般将来时will do现在进行时is doing一般过去时did现在完成时have done过去完成时had doneIndirect Speech一般过去时did过去将来时would do过去进行时was doing过去完成时had done过去完成时had done过去完成时had doneStep V. Homeworkl Exs 1 on p42l Look up new words and expressions from dictionary and do the prevision.Period 4 Words & Expressions 1课时I. Teaching objectives:Learn new words and expressionsII. Teaching important points:1. Pay attention to the different forms of the words2. Master the words and expressions through the Exs.III. Teaching difficult points:1. Emphasize the methods which can be useful and efficient to do the memory.2. How to use the new words and expressions into Ss' own composition-writing.IV. Teaching method:Self-summary;Discussion;PracticeV. Teaching procedures:StepI.Warming-up1. Check out the new words and expressions looked up from dictionary2. Have Ss share their works, including the Chinese meaning, the form, the phrases, the examples, and the usage.Step II. Practice1. Do the words Exs in this unit2. Discuss the answers in group-work3. Check out the answersStep III. Summary1. Emphasize the key points of the words in this unit, esp some phrases and structures.Step IV. Homeworkl Recite the words and expressions.l Preview the listening and speaking part.Period 5 Listening & Speaking 1课时I. Teaching objectives:1. Practice Ss’ listening ability.2. Pra ctice Ss’ speaking skills of how to offer advice.3. Improve Ss’ ability to help others to solve problems.II. Teaching proceduresStep 1. Reading1. Have Ss think about the questions on books, and then try to guess the brief content of the listening material according to the questions given in group-work.Step 2. Listening1. Have Ss get to know that besides you, Lisa also asks Miss Wang for help. What advice does she give her? Now, let Ss listento what she says.2. 1st-time listening: have Ss listen to the tape from the beginning to the end without any pause, ask Ss to take some notes while listening, and discuss the main idea of the listening material in group-work.3. 2nd-time listening: have Ss listen to the tape again, and encourage Ss to repeat every sentence as best as they can after the pause. So Ss should pay attention to notes-taking, esp. the WH-Qs.4. 3rd-time listening: the last time, have Ss listen to the tape and check out their answers according to what they heard before.5. Check out the Exs.Step 3. Post-listening & Speaking1. Have Ss think about the Q:“Do you think Miss Wang’s advice is helpful?”2. Have Ss discuss the former Q in group-work, and have a free talk within 1min.3. Now suppose Ss are editors of Radio for Teenagers, here are some problems for Ss to offer advice. (Give each group a problem and ask them to write their advice down.)4. Have Ss come to the front and share their opinions with the whole class.Step 4. Discussion1. Ask Ss, “Do you think Anne should obey her father’s advice?”2. Have Ss discuss the Q in group-work, and express their reasons to support their ideas.Step 5. Homework1. Have Ss review the listening material and consult the dictionary to deal with the words and phrases they encountered.2. Preview the writing part.Period 6 Listening & Speaking 2课时I. Teaching objectives:1. Practice Ss’ writing ability.2. Improve Ss’ ability to write advice.II. Teaching proceduresStepI.Lead-in1. Have Ss read Xiao Dong’s letter on p7, and then discuss the Q in group-work within 2mins:“What is Xiao Dong’s problem?”2. Have every group make a list to set its own advice down for Xiao Dong.Step II. Writing the draft1. Have Ss get known that they should make the outline or the draft before writing.2. Have Ss discuss how to write the outline in group-work within 1 min.3. Have Ss pay attention to how to write a letter of advice. Here are some tips:First, why not……?If you do this, ……Secondly, you should / can……Then / That way……Thirdly, it would be a good idea o f……By doing this, ……Step III. Writing and Editing1. Have Ss compose their writing within 30 mins.2. Have Ss change their editing one another, and make the comments for others.3. Choose the best one to share with the whole class.Step IV. Homework1. Have Ss summarize this unit and review new words, expressions, sentence structures, language points, grammar rules and examples.2. Finish the Exs of this unit on workbook.Period 7 Summary 1课时I. Teaching objectives:1. Develop Ss’ ability of how to ma ke a summary.2. Review unit 1.II. Teaching proceduresStepI.Summing-up1. Have Ss discuss how to make a summary and what kinds of items they could sum up in group-work within 3mins.2. Have Ss make a list, which includes the new words, expressions, sentence structures, language points, grammar rules, examples, and so on.3. Check out the summary.Step II. Exs practice1. Have Ss finish the Exs of this unit.2. Check out the answers within group-work.Step III. Fill in the blanks1. Have Ss fill in the blanks on p8; p47 to make the conclusion of the whole unit.2. Change their summary one another and have Ss comment on others’ work.Step IV. Homework1. Prepare for the quiz for this unit.。

Friendship教案

Friendship教案一、教学内容本教案以友谊主题为基础，讲授初中英语课程。

学生将学习有关友谊的语言技能，包括有效的交流、合理的解决冲突和尊重不同的观点。

二、教学目标•学习并理解有关友谊的英语词汇和语法•了解如何以积极的态度交流•学会如何理智解决冲突•了解尊重和接纳不同意见的重要性三、教学过程第一课：Friendship1.1 学生们观看一段有关友谊的视频，并就视频内容进行组内讨论。

1.2 老师为学生们引入并讨论友谊的不同方面，如朋友之间的信任、支持、理解等等。

1.3 学生们将小组讨论内容分享到全班并进行回顾。

第二课：Effective Communication2.1 学生们学习英语词汇，包括倾听、提问、表达等，并了解如何在朋友之间有效交流。

2.2 学生们进行角色扮演，模拟不同场景下的交流情境，并讨论如何进行有效和清晰的交流。

第三课：Managing Conflict3.1 学生们学习如何理智解决冲突，并探究通过倾听对方意见、寻求共同点来避免冲突升级。

3.2 老师以冲突片段为例进行演示，学生们参与讨论，模拟解决冲突的过程。

第四课：Respecting Differences4.1 学生们学习尊重和接纳不同意见的重要性，有意识地理解到每个人都有自己的特点和优点。

4.2 学生们在小组中彼此分享并讨论自己身上的优点，并讨论如何在朋友之间接纳和尊重不同的观点。

四、教学评估学生们将在每节课中完成小组讨论、角色扮演和现场演示来展示自己所学的语言技能，以及对友谊的理解。

五、教学延伸学生们可进一步探讨“友谊”这个主题，分析并讨论维持友谊的重要性，并探索其他相关社交技能。

例如：如何与他人建立联系、如何尊重他人隐私，如何表现自己的情感，如何获得信任和支持等等。

八年级英语下册 Module 2 Friendship备课教案外研版

八年级英语下册 Module 2 Friendship 第一课时听说课教案第二课时读写课教案第三课时语法课教案第四课时复习课达标课学生使用材料一（听说课）1.Have a free talk.1.Where are you from?2.Where is your good friend from?_______________________________________________________________________________ _________________________________________________________2．Listening 一听Play the recording and have them listen carefully.Show the questions, ask the students to finish it after listening.a. Is Chen Hua there? □b. Is that Chen Huan speaking? □c. I’ll call back later. □d. This is Sally Maxwell speaking. □e. Who’s calling, please? □f. Hold the line , please. □g. Sorry. He isn’t here right now. □h. Can I take a message? □二听①.Can you tell me where you are from?②.I’ve heard that you play in your school orchestra. (That means: what’s Sally’s school orchestra getting along with?)③.Can I ask you if you miss the UK, or your relations?④.What does China feel like? (That means: What do you think of China?)3．学习语言点：Language Points1) OK, here goes--- Sally.Here goes==Let’s begin.“开始吧！”Welcome to the Talk Show. Now _______ __________欢迎来到访谈节目。

《FRIENDSHIP教案》

《FRIENDSHIP教案》word版第一章：友谊的重要性1.1 学习目标了解友谊对个人成长的影响学会如何建立和维护友谊1.2 教学内容友谊的定义和重要性建立友谊的技巧维护友谊的方法1.3 教学活动讨论友谊的重要性角色扮演建立和维护友谊的场景小组活动，分享彼此建立友谊的经验第二章：交友的原则2.1 学习目标理解交友的原则学会如何选择合适的朋友2.2 教学内容交友的原则和标准如何选择合适的朋友避免不良友谊的影响2.3 教学活动小组讨论交友的原则案例分析，分析不良友谊的影响角色扮演，模拟选择合适朋友的场景第三章：建立友谊的技巧3.1 学习目标掌握建立友谊的技巧学会如何与他人建立联系3.2 教学内容主动与他人交流的技巧倾听和理解他人的重要性共同兴趣和活动的重要性3.3 教学活动角色扮演，模拟建立友谊的场景小组活动，分享建立友谊的经验讨论如何与他人建立联系第四章：维护友谊的技巧4.1 学习目标学会维护友谊的技巧学会如何处理友谊中的冲突4.2 教学内容维护友谊的技巧和方法处理友谊中冲突的策略友谊中的沟通和理解4.3 教学活动角色扮演，模拟维护友谊的场景小组讨论，分享维护友谊的经验案例分析，分析处理友谊中冲突的方法第五章：友谊与网络社交5.1 学习目标了解网络社交对友谊的影响学会如何在网络社交中建立和维护友谊5.2 教学内容网络社交与友谊的关系如何在网络社交中建立友谊网络社交中的隐私和安全问题5.3 教学活动小组讨论网络社交对友谊的影响角色扮演，模拟网络社交中建立友谊的场景分享网络社交中维护友谊的经验第六章：友谊与价值观6.1 学习目标理解友谊与个人价值观的关系学会如何根据个人价值观选择朋友6.2 教学内容个人价值观对友谊选择的影响友谊与道德和伦理的关系如何在友谊中坚守个人价值观6.3 教学活动小组讨论个人价值观对友谊的影响案例分析，分析友谊中的道德和伦理问题角色扮演，模拟根据个人价值观选择朋友的场景第七章：友谊与冲突解决7.1 学习目标学会如何处理友谊中的冲突学会如何在冲突中维护友谊7.2 教学内容友谊中冲突的常见原因冲突解决的方法和技巧和解与修复友谊的重要性7.3 教学活动角色扮演，模拟友谊中的冲突场景小组讨论，分享冲突解决的经验案例分析，分析和解与修复友谊的方法第八章：友谊与情感管理8.1 学习目标学会如何管理友谊中的情感学会如何在友谊中保持情感平衡8.2 教学内容友谊中情感的重要性情感管理的方法和技巧如何在友谊中处理情感波动8.3 教学活动角色扮演，模拟友谊中的情感管理场景小组讨论，分享情感管理的经验案例分析，分析处理友谊中情感波动的方法第九章：友谊与时间管理9.1 学习目标学会如何管理时间以维持友谊学会如何在忙碌生活中prioritize 友谊9.2 教学内容时间管理对友谊的影响如何在忙碌生活中为友谊腾出时间优先处理友谊的方法和技巧9.3 教学活动小组讨论时间管理对友谊的影响角色扮演，模拟在忙碌生活中prioritize 友谊的场景分享在忙碌生活中维护友谊的经验10.1 学习目标学会如何在生活中应用所学的友谊原则10.2 教学内容回顾本课程的主要内容和知识点分析和学习者在友谊中的优点和不足制定改进友谊的行动计划10.3 教学活动个人反思，分析自己在友谊中的行为和表现制定个人行动计划，应用所学的友谊原则到实际生活中重点和难点解析重点环节一：友谊的定义和重要性友谊对个人成长的影响是抽象的，难以量化，需要通过实例和故事来具体化友谊的价值。

《FRIENDSHIP教案》word版

《FRIENDSHIP教案》word版一、教学目标：1. 让学生理解友谊的重要性，认识到拥有好朋友的价值。

2. 培养学生善于倾听、理解他人的品质，提高人际交往能力。

4. 让学生通过情景剧的形式，提高英语口语表达能力。

二、教学内容：1. 友谊的重要性2. 学会倾听与理解3. 关心与关爱4. 团队合作精神5. 情景剧表演三、教学方法：1. 讲授法：讲解友谊的重要性、倾听与理解、关心与关爱、团队合作精神等理论知识。

2. 互动讨论法：分组讨论，分享彼此的经验和感悟。

3. 情景剧法：设计情景剧，让学生在角色扮演中实践所学知识。

4. 小组合作法：分组完成任务，培养团队合作精神。

四、教学步骤：1. 导入：通过提问方式引导学生思考友谊的重要性。

2. 讲解：讲解友谊的四大原则，即诚实、尊重、理解、支持。

3. 互动讨论：分组讨论如何成为一个好朋友，分享彼此的经验和感悟。

4. 情景剧表演：分组设计情景剧，扮演不同角色，展示友谊的力量。

5. 总结：强调友谊的重要性，鼓励学生在日常生活中珍惜友谊。

五、作业布置：1. 编写一篇关于友谊的小短文。

2. 设计一个情景剧，展示友谊的力量。

3. 反思自己在友谊中的表现，提出改进措施。

六、教学评估：1. 课堂参与度：观察学生在讨论、情景剧表演等环节的参与情况，评估其对友谊的理解和应用能力。

2. 情景剧表演：评估学生在情景剧中的表现，包括角色扮演、台词表达、情感传递等方面。

3. 作业完成情况：检查学生完成的小短文、情景剧设计和对友谊的反思，评估其对课程内容的理解和内化程度。

七、教学资源：1. 教学PPT：提供友谊的重要性和相关概念的图文并茂的介绍。

2. 情景剧剧本模板：提供情景剧的基本结构和角色设定，帮助学生更好地进行创作和表演。

3. 作业评价标准：为学生提供作业完成的具体评价准则，以便他们能够明确自己的学习目标。

八、教学拓展活动：1. 友谊主题班会：组织一次以友谊为主题的班会，让学生分享彼此的友谊故事，增进班级同学之间的了解和感情。

friendship初中教案模版

friendship初中教案模版课程名称：初中英语年级：八年级学科：英语课时：2课时教材版本：人教版课题：友谊的力量教学目标：1. 知识目标：学生能够理解并运用单词和短语：friendship, importance, supportive, understanding, trust, loyal, appreciate, valuable。

学生能够理解课文内容，掌握友谊的重要性以及如何维护友谊。

2. 能力目标：学生能够运用所学单词和短语进行简单的交流，表达对友谊的看法。

学生能够通过阅读和听力理解，提高自己的语言运用能力。

3. 情感目标：学生能够认识到友谊的重要性，学会珍惜和维护友谊。

学生能够在日常生活中，展现出对朋友的支持和理解，培养良好的人际关系。

教学重点：1. 单词和短语的学习和运用。

2. 课文的阅读和理解。

3. 友谊的重要性和如何维护友谊的讨论。

教学难点：1. 单词和短语的理解和运用。

2. 课文中长难句的理解。

3. 对友谊的深层次理解和讨论。

教学方法：1. 任务型教学法：通过各种任务，让学生在实践中学习和运用英语。

2. 情境教学法：通过设定情境，让学生更好地理解单词和短语的含义。

3. 小组讨论法：通过小组讨论，培养学生的合作能力和表达能力。

教学过程：第一课时：一、导入（5分钟）1. 复习旧单词和短语。

2. 引入新课题：友谊的力量。

二、新课内容展示（15分钟）1. 讲解单词和短语：friendship, importance, supportive, understanding, trust, loyal, appreciate, valuable。

2. 通过PPT展示课文内容，让学生跟随老师一起朗读课文。

三、课堂练习（15分钟）1. 完成课本P67的练习题。

2. 学生分角色朗读课文，巩固记忆。

四、小组讨论（10分钟）1. 学生分成小组，讨论友谊的重要性以及如何维护友谊。

2. 各小组派代表分享讨论成果。

《FRIENDSHIP教案》

《友谊教案》word版一、教学目标：1. 让学生理解友谊的重要性，认识到拥有真挚友谊的人是幸福的。

2. 培养学生主动与他人建立友谊的能力，提高人际交往技巧。

3. 引导学生学会关爱朋友，懂得珍惜友谊，学会在困难面前互相支持。

二、教学内容：1. 友谊的定义：介绍友谊的概念，让学生明白什么是友谊。

2. 友谊的重要性：讨论友谊对个人成长的影响，让学生认识到友谊的价值。

3. 建立友谊的技巧：教授学生如何与他人建立友谊，提高人际交往能力。

4. 呵护友谊：引导学生学会关爱朋友，如何在矛盾和冲突中处理友谊。

5. 友谊的例子：分享一些关于友谊的故事或事例，让学生从中体会到友谊的温暖。

三、教学方法：1. 讲授法：讲解友谊的定义、重要性以及建立和呵护友谊的方法。

2. 小组讨论法：分组讨论友谊的意义，让学生分享自己的看法和经历。

3. 情景模拟法：设置一些人际交往的场景，让学生模拟参与，提高交往能力。

4. 案例分析法：分析一些友谊的例子，让学生从中吸取经验和教训。

四、教学准备：1. 课件：制作关于友谊的课件，包括图片、文字和动画等。

2. 教学素材：准备一些关于友谊的故事、事例和名言警句。

3. 课堂活动用品：如白板笔、卡片、贴纸等。

五、教学评价：1. 课堂参与度：观察学生在课堂上的发言和互动情况，评价他们的参与程度。

2. 小组讨论：评估学生在小组讨论中的表现，包括观点阐述和团队协作。

3. 情景模拟：评价学生在情景模拟中的表现，包括人际交往能力和友谊价值观的体现。

4. 课后作业：布置关于友谊的课后作业，如写一篇关于友谊的文章或封信给朋友，以检验学生对友谊的理解和感悟。

六、教学步骤：1. 导入新课：通过一个关于友谊的短视频或故事引起学生对友谊的兴趣。

2. 讲解友谊的定义：阐述友谊的含义，让学生明白什么是真正的友谊。

3. 探讨友谊的重要性：引导学生思考友谊对个人成长的影响，认识到友谊的价值。

4. 学习建立友谊的技巧：教授学生如何与他人建立友谊，提高人际交往能力。

初中friendship教案

初中friendship教案一、教学目标：1. 知识目标：（1）能够听懂、会说、会读友谊相关的词汇和表达方式，如：make friends with，get along well with，close friend等。

（2）能够运用所学知识进行简单的交流和讨论，如：介绍自己的朋友，谈论与朋友之间的趣事等。

2. 能力目标：（1）能够通过听力练习，提高听力技能，捕捉关键信息。

（2）能够通过口语练习，提高口语表达能力，清晰、准确地表达自己的观点。

3. 情感目标：（1）培养学生珍惜友谊，关爱他人的情感。

（2）培养学生积极主动与他人交流、合作的意识。

二、教学内容：1. 友谊的重要性2. 介绍自己的朋友3. 与朋友之间的趣事4. 如何维护友谊三、教学过程：1. 热身（5分钟）（1）教师与学生进行简单的英语对话，营造轻松的课堂氛围。

（2）学生进行小组活动，互相问候，介绍自己的名字和兴趣爱好。

2. 课程导入（10分钟）（1）教师展示一组关于友谊的图片，引导学生谈论自己对友谊的理解。

（2）学生分享自己与朋友之间的趣事，感受友谊的美好。

3. 新课学习（15分钟）（1）教师讲解友谊相关的词汇和表达方式，如：make friends with，get along well with，close friend等。

（2）学生进行听力练习，听懂并模仿对话中的发音和语调。

（3）学生进行口语练习，运用所学知识进行简单的交流和讨论。

4. 课堂活动（10分钟）（1）学生分成小组，进行角色扮演，模拟与朋友之间的对话。

（2）教师选取部分小组进行展示，给予评价和指导。

5. 总结与反思（5分钟）（1）教师引导学生总结本节课所学内容，巩固友谊的相关词汇和表达方式。

（2）学生分享自己的学习收获，以及如何运用所学知识去维护友谊。

6. 作业布置（1）抄写本节课所学的友谊相关词汇和表达方式。

（2）结合自己的生活实际，写一篇关于友谊的短文。

四、教学评价：1. 课堂表现：观察学生在课堂上的参与程度、发音准确性以及与同学的合作情况。

friendship初中教案

friendship初中教案一、教学背景分析随着全球化的加速，国际交流日益频繁，英语作为一门重要的国际交流语言，在我国的教育体系中占据着举足轻重的地位。

初中阶段是学生英语学习的关键时期，他们已经掌握了一定的英语基础知识，具备一定的听说读写能力。

针对这一阶段的学生特点，本节课以友谊为主题，通过引导学生学习关于友谊的英语知识，激发他们对英语学习的兴趣，提高他们的英语素养。

二、教学目标1. 知识目标：让学生掌握关于友谊的英语词汇和表达方式，如“friendship”, “close friend”, “make friends with”, “keep in touch with”等。

2. 能力目标：通过听力、口语、阅读和写作等活动，提高学生的英语听说读写能力。

3. 情感目标：培养学生珍惜友谊、积极交往的良好品质，使他们懂得如何与他人建立深厚的友谊。

三、教学内容1. 友谊的定义和重要性2. 描述朋友的特点和喜好3. 学会如何与他人建立友谊和保持友谊四、教学过程1. 导入：教师通过向学生展示一组关于友谊的图片，引导学生谈论自己对友谊的理解和经历，为新课的学习营造一个轻松愉快的学习氛围。

2. 呈现：教师通过PPT展示本节课的主要词汇和句型，如“friendship”, “close friend”, “make friends with”, “keep in touch with”等，并进行解释和示范。

3. 操练：教师组织学生进行小组活动，让学生通过互相介绍朋友的方式，运用所学词汇和句型进行交流，提高他们的口语表达能力。

4. 听力：教师播放一段关于友谊的听力材料，要求学生听后回答相关问题，检测他们对友谊相关知识的理解。

5. 阅读：教师分发一篇关于友谊的阅读文章，要求学生阅读后回答相关问题，加深他们对友谊的认识。

6. 写作：教师要求学生以“My Best Friend”为题，写一篇关于自己最好朋友的作文，培养他们的写作能力。

friendship教案

friendship教案Friendship教案一、教学目标：1. 知识目标：学生能够理解友谊的定义、重要性和特点。

2. 能力目标：培养学生良好的人际关系和合作精神。

3. 情感目标：培养学生积极向上的友谊观，增强他们的社交能力。

二、教学重点和难点：1. 重点：学生能够理解友谊的重要性和特点。

2. 难点：培养学生良好的人际关系和合作精神。

三、教学准备：1. 教材：PPT、教学视频等。

2. 教具：学生友谊故事、图片等。

四、教学过程：Step 1：引入（5分钟）1. 通过播放友谊广告、友谊歌曲等引起学生对友谊的注意。

2. 引导学生思考：你们觉得友谊是什么？友谊对我们的生活有什么好处？Step 2：探究友谊的定义（10分钟）1. 分组讨论：请学生分小组讨论友谊的定义，并找到了解友谊的例子。

2. 学生报告，将不同组的答案和例子进行汇总。

Step 3：了解友谊的重要性和特点（15分钟）1. 呈现友谊的重要性：通过学生友谊故事、图片等，让学生了解友谊对我们生活的重要性。

2. 呈现友谊的特点：播放一个友谊小视频，让学生观看并讨论友谊的特点。

Step 4：培养良好的人际关系和合作精神（20分钟）1. 教师讲解：通过提问和讨论的方式，引导学生分享他们和朋友相处的经验，并提醒他们如何培养良好的人际关系。

2. 小组活动：将学生分组，要求他们在小组内讨论并列出维护友谊的要点。

3. 学生汇报：每个小组派代表汇报讨论结果，并进行全班讨论。

Step 5：总结和拓展（10分钟）1. 总结：教师和学生共同总结本节课的学习内容。

2. 拓展：学生可以用自己的方式表达友谊的重要性，比如写一篇作文、画一幅画、制作一份友谊手册等。

五、板书设计：Friendship- Definition- Importance- Characteristics六、教学反思：本节课通过引入活动和讨论的方式，激发了学生对友谊的兴趣和思考，培养了学生良好的人际关系和合作精神。

Friendship口语课教案

Friendship 口语课教案一、教学目标：1. 让学生能够理解和运用关于友谊的词汇和表达方式。

2. 让学生能够描述自己的朋友和友谊的经历。

3. 培养学生能够在口语交流中正确运用语法和句型。

二、教学内容：1. 友谊的词汇和表达方式：friend, friendship, close friend, best friend, make friends, keep in touch, trust, support, share, enjoy each other's pany, have fun together, be there for someone, etc.2. 描述朋友和友谊的句型和语法：He/She is my best friend. We have known each other for a long time.He/She is always there for me. I can trust him/her.We enjoy each other's pany. We have a lot of fun together. My friend and I always keep in touch, even though we live far apart.I feel lucky to have him/her as my friend.三、教学方法：1. 情境模拟：通过模拟不同的友谊场景，让学生在实际情境中运用所学词汇和句型。

2. 小组讨论：让学生分组讨论，分享自己的朋友和友谊的经历，促进学生之间的互动和交流。

3. 角色扮演：让学生扮演不同的角色，进行友谊场景的角色扮演，提高学生的口语表达能力和应变能力。

四、教学步骤：1. 导入：向学生介绍友谊的重要性，引导学生思考朋友的定义和特质。

2. 学习词汇：教授友谊相关的词汇和表达方式，让学生通过例句理解并掌握。

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