人教版高中英语必修一 Unit1 Friendship 教案
人教版高中英语必修一教案Unit 1 Friendship (含答案)
Unit 1 Friendship Ｉ．单元教学目标II．目标语言III. 教材分析和教材重组1. 教材分析本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。
并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。
并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。
1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。
1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。
继续探究并树立正确交友观，并为阅读作好了准备。
1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。
Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。
控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。
学生学习了新的词汇、句型，提高了阅读水平。
文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。
1.4 Comprehension 设计了三种题型。
其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。
人教版高中英语必修1《Unit1Friendship》教案
⼈教版⾼中英语必修1《Unit1Friendship》教案 ⼈教版⾼中英语必修1《Unit 1 Friendship》教案【⼀】 教学准备 教学⽬标 1、掌握下列词汇和短语: reason, list, share, feelings, Netherlands, German, outdoors, Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through, hide away, set down, a series of, on purpose, in order to, face to face, according to. 2、进⼀步学习有关“朋友”的知识信息，启发学⽣对朋友和友谊的思考。
3、了解《安妮⽇记》的背景知识，在感受外国⽂化的同时，深刻理解安妮⽇记的内涵，同时提⾼学⽣⽂化意识。
4、训练学⽣⼀定的阅读技巧，使他们掌握⼀些有效的学习策略，从⽽提⾼阅读速度和理解的准确性，并养成⼀定的⾃主学习能⼒。
5、培养学⽣快速阅读的能⼒、捕捉信息的能⼒及运⽤语⾔进⾏交际的能⼒。
6、通过个⼈活动、⼩组活动和班级活动等⽅法，培养学⽣的合作互助精神，分享英语学习的经验，感受⽤英语交流的成功和喜悦。
教学重难点 教学重点: 1、了解《安妮⽇记》的背景知识，在感受外国⽂化的同时，深刻理解安妮⽇记的内涵，同时提⾼学⽣⽂化意识。
2、训练学⽣的阅读技巧，提⾼学⽣阅读速度和理解能⼒。
教学难点: 对所获得的信息进⾏处理、加⼯和学习，形成有效的学习策略。
教学⼯具 ppt课件 教学过程 ... 板书 Uint1 Reading Anne’s Best Friend Qualities: easy-going ,warm-hearted ,helpful,… Questions: Skimming Summarize Discussion: 1> style 2> ideas ⼈教版⾼中英语必修1《Unit 1 Friendship》教案【⼆】 教学准备 教学⽬标 ■To help students learn to express attitudes, agreement & disagreement and certainty ■To help students learn to read the text and learn to write diaries in English ■To help students better understand “friendship” ■To help students learn to understand and use some important words and expressions ■To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text 教学重难点 Words upset, ignore, calm, concern, settle, suffer, recover, pack Expressions add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in Patterns “I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do. I stayed awake on purpose until half past eleven… …it was the first time in a year and a half that I’d seen the night face to face… 教学⼯具 ppt 教学过程 Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is? 1. Warming up ⑴ Warming up by defining friendship Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is? Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定义). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen. Then what is your opinion about friendship? Do you think that friendship is important to our life? Why? ⑵Warming up by learning to solve problems Nice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely. Common problems among teenagers Solution Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on. Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness. Situation 1: Friends get angry with each other when they try to talk about something difficult. Try to understand your friend/ Try to talk about the problem in a different way. Situation 2: Friends don’t know how to apologize Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point. Situation 3: Some friends don’t know how to keep secrets. Keep your secrets to yourself Tips on being a good friend Treat your friends the way you want to be treated. Keep secrets that are told to you. Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend. ⑶Warming up by doing a survey Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship. To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友). Now please do the survey on page one. Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.。
最新人教版高中英语必修一+Unit+1++Friendship全单元教案(精品)名师优秀教案
人教版高中英语必修一 Unit 1 Friendship全单元教案（精品）Unit 1 Friendship知识目标:本单元需要学习的重点单词为:add point upset ignore calm concern loose cheat reason list share feelingNetherlands German outdoors crazy nature purpose dare thunder entirely poweraccording trust indoors suffer teenager advice questionnaire quiz situation editorcommunicate habit本单元需要学习的重点词组为:add up calm down have got to be concerned about walk the dog go through hideaway set down a series of on purpose in order to in one’s power face to faceaccording to get along with fall in love join in make an effort show one’s interest inspread far and wide pay (no)attention to in the past本单元需要学习的重点句型为:1. You want to see a very interesting film with your friend, but your friend can’t go until he or she finishes cleaning the bicycle. (not. . . until. . . )2. When he or she borrowed it last time, he or she broke it and you had to pay to get itrepaired. (get sth. done)3. While walking the dog, you were careless and it got loose and was hit by a car. (while doing; get+adj. )4. Your friend, who doesn’t work hard, asks you to help him or her to cheat in the exam by looking at your paper, what will you do? (the Attributive Clause)5. I don’t want to set down a series of facts in a diary as most people do, but I want this diary itself to be my friend. (as. . . )6. I wonder if it’s because I haven’t been able to be outdoors for so long time that I’ve grownso crazy about everything to do with nature. (I wonder if/whether; it’s . . . that. . . )7. . . . I stayed awake on purpose until half past eleven one evening in order to have a goodlook at the moon for once by myself. (stay+adj. ; in order todo. . . )8. But as the moon gave far too much light, I didn’t dare open a window. (don’t dare(to)do. . . )9. . . . it was the first time in a year and a half that I’d seen the night face to face. . . (It is/was the first/second. . . time that+现在/过去完成时)10. Although I really try to talk to my classmates, I still find it hard to make good friendswith them. (find it+adj. /n. +to do. . . )本单元需要掌握的交际功能用语为:1. 态度(attitudes)Are you afraid that. . . ? I’ve grown so crazy about. . . I didn’t dare. . .2. 同意和不同意(agreement and disagreement)I agree. I think so. Exactly.I don’t agree. I don’t think so. I’m afraid not.3. 肯定程度(certainty)That’s correct. Of course not.本单元需要掌握的语法为:直接引语和间接引语(?):陈述句和疑问句1. 陈述句“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.2. 一般疑问句He asked, “Are you leaving tonight? ”? He asked us whether we were leaving that night.3. 特殊疑问句“When did you go to bed last night? ” father said to Anne.? Father asked Anne when she went to bed the night before.能力目标:1. 能运用所学语言讲述朋友间发生的事情以及朋友间的友谊和友情。
高中英语_Unit 1 Friendship教学设计学情分析教材分析课后反思
必修一Unit 1 Friendship--Anne’s Best Friend泛读学案Teaching objectives:By the end of the class, students will be able to:* Talk or discuss in groups to improve the students’ speaking ability.* Understand the text by using the related words and phrases that have been previewed before.* Practise reading abilities, such as skimming, scanning and so on.* Strengthen the understanding of friendship and know how to make friends.Teaching procedures:Ⅰ. Warming-up1.Discuss the theme of the song Auld lang syne.2.What qualities should a friend have?Ⅱ. Pre-reading1. Does a friend always have to be a person? What else can be your friends?2. How many parts does the passage contain? What are they about?Ⅲ. While-reading1.First-readingSkim the passage and fill in the form below.2.Second-readingRead each part carefully and finish the related tasks.Part 1Background information(1)What did Anne tell her best friend?A. A series of facts.B. Deepest feelings and thoughts.(2)Why did Anne and her family have to hide?_____________________________________________________________________ ___Part 2Anne’s diaryRead the diary quickly to find out the main idea of the diary.Anne expressed her feelings about ___________ after hiding for a long time. Para. 1(1)Feelings: _________; ____________(2)Reason:_______________________________________________________________ (3)What kept Anne spellbound?______________________; _______________________;________________________Para. 2(1)What did Anne do in order to experience nature?Example 1:___________________________________________________________ Example 2:___________________________________________________________(2)What held Anne entirely in their power?______________________; ______________________;_________________________Para. 3(1) How did Anne experience nature?___________________________________________________________________ ____(2)Feelings: __________; ____________3.Third-readingSummary（根据课文内容，依据语法规则完成短文）Anne, a Jewish girl, hid away 1._________the German Nazis with her family for nearly 25 2._________(month) before they were discovered.During her stay in the 3. _________(hide) place, Anne set down in her diary4.____series of things she was going through. As far as she was5.___________(concern), her diary was her best friend to whom she could tell everything. There was a time6._________ she grew very crazy about everything to do with nature. Once she saw the moon at night, which was the first time in a year and a half that she7.____________(see) that beautiful scene face to face. At that moment she was held8.__________ (entire) in the power of nature.What a poor and brave gir she 9._______(be)! In her mind she thought nature was one thing that really must 10._______________(experience).Ⅳ. Post-readingBrainstormSuppose you have a chance to go back to the time when Anne lived, how will you make friends with her and help her?(Attention: You only have three minutes. When time’s up, you must come back, because history should not be changed.)Ⅴ. Assignment(1)Read the text again and appreciate the beautiful sentences.(2)Read through Further Reading and get more information Anne.Ⅵ. Further Reading安妮1929年出生于德国法兰克福的一个犹太人家庭，她的父亲奥托是一位商人，也是摄影爱好者。
新课标人教版英语必修1：Unit1FriendshipPeriod1听说课教案
Unit 1 Friendship单元整体设计思路：第一课时听说课Warming up (p. 1); Listening (p. 41) and speaking第二课时阅读课Pre-reading (p. 2); Reading (p. 2); Comprehending (p. 3)第三课时语法课Discovering useful structures (p. 5); Using structures (p. 42-43)第四课时语言学习课Discovering useful words and expressions (p. 4); Using words and expressions (p. 41-42)第五课时综合语言练习课Reading and listeni ng (p. 6); Speaking (p.6); Listening task (p. 43) 第六课时写作课Reading and writing (p. 7); *Writing Task (p. 46, 选做)第七课时综合评价练习课Reading task (p. 44); Self-evaluation, Summing up and self-test/exercises第一课时听说课一、教学内容：Warming Up (p. 1); Listening (p. 41) and speaking二、教学目标：1．能力目标在本节课结束时，学生能够●就“朋友应具备什么品质”这一话题表达自己的看法，使用适当的形容词并通过简单举例来描述人的品质。
●在与其他人交流观点时使用同意或不同意的交际用语。
●理解听力材料中主人公对交友问题的看法，在教师的提示和帮助下简明扼要地归纳中心内容。
●在提供的语境中猜测新词汇的含义，并根据朋友应具有的品质这一话题，通过联想记忆扩展词汇量。
2．目标语言●重点词汇和短语upset, loose, ignore, add up, walk the dog,●重点句型结构calm … down, have got to, be concerned about, cheat in the exam3．文化目标领会友谊和朋友的真正内涵，懂得正确处理与朋友之间的问题。
高中英语 Unit1 Friendship教案 新人教版必修1
高二英语教案：Unit1 Friendship 新人教版必修1 （Teaching aims and demands）Period OneStep1. Warm-upBrainstorming: let Students say some words about friendship –honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….Step 2. Talk about your old friends1. Students talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.2. Self-introductionStep 3. Make new friends. Report to the class students: who will probably be your friend and why.Step 4. Do a surveyStudents do the survey in the text ,P1Sep 5. Listening and talkingDo Wb P41 (Talking). While Students listen to the material, ask them to take notes about the speaker’s views of making friends.When Students make their conversations, ask them to try to use the following expressions.I think so. / I don’t think so. I agree. / I don’t agree.That’s correct. Of course not. Exactly. I’m afraid not.Step 6. DiscussionDivide Students four in one group and each group choose a topic to discuss. There are four topics.Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?Topic 3: Does a friend always have to be a person? Who else can be your friend? Why?Topic 4: List some qualities of a person who does not make friends easily.Step 7. Summary1. Ask Students themselves to summarize what is friendship and what is the mostimportant in making friends.3. Tell Students: make new friends and keep the old; one is silver and the other is gold.Step 8. EvaluationStudents finish the following evaluation form. Standard: A, B,CHomework:1. Look up the new words and expressions in warming up and pre-reading in a dictionary.2. Write a short passage about your best friend.Period TwoStep1.Warming UpActivity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or Tv at home.How would you feel?What would you do?Four students a group discuss with each other for 2 minutes.Activity2: Play a short part of the movie Schindler’s ListStep2. PredictingStudents read the title of the passage and observe the pictures and the outline of it to guess:Who is Anne’s best friend?What will happen in the pastsage?Step3. SkimmingStudents skim the passage in 2 minutes to get the main idea :Who is Anne’s best friend?When did the story happen?Step4. Intensive readingStudents work in group of four to discuss the following open questions:1.Why did the windows stay closed?2.How did Anne feel?3.What do you think of Anne?4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文).5.Which sentences attract you in the passage?Step5. 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 ?Step6.AssignmentTask1.Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.Homework:Task2.Ex2.3on Page3PeriodThreeStep 1. Warming UpCheck the Students’ assignment: task 2Step 2. Language points:1.add (v.)1). To put together with something else so as to increase the number, size,importance, etc.增加，添加Please add something to what I’ve said, John.2). To join numbers, amount, etc so as to find the total 相加Add up these figures for me, please.add to something: to increase 增加What he did has added to out difficulties.add up to: to amount to 加起来等于；总计The cost added up to 100 million yuan.2. cheat v. 1). To act in a dishonest way in order to win 欺骗；作弊2). (of, out of) to take from (someone) in a dishonest way 骗取They cheated the old woman out of her money by maki ng her sign a document she didn’t understand.n. 1). an act of cheating 作弊行为2). one who cheats 骗子3. go through1). To examine carefully 仔细阅读或研究I went through the students’ papers last night.2). To experience 经历，遭受或忍受You really don’t kno w what we went through while working on this project.4. crazy (adj.)1). mad, foolish 疯狂的，愚蠢的It’s crazy to go out in such hot weather.2). wildly excited; very interested 狂热的，着迷的She is crazy about dancing.5. lonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的He has been very lonely since his wife left him.lonely/alonealone1). without or separated from others 单独的She lives alone.2). only 仅仅，只有。
人教版高一英语必修1 Unit1 Friendship教学设计课题
高一英语人教版必修1 Unit 1 Friendship 教学设计人教版必修一 Unit 1 Friendship教学设计一、教材内容分析本单元是高中一年级的第一单元，刚开学没多久，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。
1．本节课的Warming up 我采用情景描述法，让学生自己用几个单词描述自己心目中的朋友或写下朋友的三个特征，让其他学生猜猜他描述的是班上哪个人。
并把相关的词汇、句型写在黑板上，有利于词汇的积累。
第一种方法适合基础差的学生，第二种方法适合成绩好的学生。
2．在导入的时候我采用提问法，激起学生思考（1）Which kind of friend do you think is the best friend?（2）What else can be our friends besides human beings?对于第一个问题每个学生的答案不同，但有一个共识：患难见真情，他们需要的是永久的友谊而不是由于利益关系等短暂的友谊。
第二个问题，一般很少有学生把人类以外的事物当成最好的朋友，有个别的把宠物当成好朋友。
3．快速阅读：弄懂文章大意4．细读：弄清细节，找出生词、难句并完成课后的练习1、2。
5．精读：讲解新单词、有用的短语、句型，并让学生自己举例应用。
6．深入了解文章的思想、写作风格并提出相关问题。
（1）．What's the advantages and disadvantages of the diary as a friend?（2）．Why did Anne say that she had seen the night face to face on the dark, rainy evening?7．讨论如下问题：Ask students if they are only allowed to have five things with you in the hiding place because there is very little room, what would they choose?8．课后练习Can you give us some background knowledge of World War and some historical material of Jews? You may use the library or the Internet.二、学生分析高中一年级的形式已经在初中阶段的英语学习中,已经积累了一定的词汇基础,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。
人教版高一英语必修一Unit1-friendship全单元教案
Unit 1 friendshipParticipants: 靳燕，黄洋，董妮娅，仝亚军，李桂秀，吴晓，邹舍龙School: Tai Zhou Senior Middle Schoolaims and demands2.Suggested teaching notes1). Analyses of the teaching contents；This 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 theJewish 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,and in it reveals her longing for a normal life and close contact withnature, 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 indirect：speeches.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 the（aspects 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 offriendship with particular attention to that one can develop with oneself,., the comfort and support one seeks from an imaginary friend.Students are expected to come to be truly aware of the qualities andconducts that make a good friend, display and develop the ability tocope with misunderstanding, conflicts and problems related tofriendship, 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 theWest leads students to know better the values of friendship in Westerns’eyes. All in all, this unit promises to unveil the true essence of friendshipand helps students to lead a more friendly and harmonious life.Thus, based on the theme, contents and teaching objectives, the whole3. Teaching plans for each periodPeriod 1 Warming-up and Speaking1. Teaching objectives:1) Target languageI (don’t) think…… 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 solvethe problems.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:CAI"6. 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 sparetime2.What do you think of our new school Do you like it Could you saysomething about it3.Do you like making friends How do get in touch with your friends Doyou 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 phrasesand structures 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 inthe blanks.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 sho uld (not) be……In my opinion, a good friend is someone who……1.…2.Have a member of each group report on what their lists have in common andlist them on the board.3.Ask the class whether or not they agree with all the qualities listed.4.Then have the students do the survey in the textbook.5.Have the students score their survey according to the scoring sheet on page 8.6.The teacher ask some students how many points they got for the survey andassess their values of friendship:★ 4~7 points: You are not a good frien d. 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 sh ow enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.★13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and you r 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 doTry 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 friendA British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editior, 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’sfriendship.To have a friend, you need to be a 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 friendWhy and Why not>2. What factors may cause the breakdown of a good friendship3. What can be your unusual friend besides human beings And whyStep 6 homework1.Write down a short passage about your ideas /the factors/your unusualfriends.2.Prepare for the new lesson.Period 2 Reading “Anne’s Best F riend”!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 teaching~3). Teaching procedure:Step1. Please enjoy three pieces of music and find out what they are about.2 .Why do you think friends are important to you3. What do you think a good friend should be like List the good qualities a good friend should have .4. Have you ever considered making friends with animals, plants or even an object Why or why notStep}1. 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 it2) Did she have any other true friends then Why3) What is the difference b etween Anne’s diary and those of most people4) Do you keep a diary What do you think most people set down in their diaries5) 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 paragraph3. Reading of Anne’s diary…How she felt in the hiding placeTwo examples to show her feelings thenStepwould you miss most if you went into hiding like Anne and her family Give your reasons.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 Reading1) 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)in control.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 his childhood.8) A diary is often kept to ________ what happens in people’s daily lives.Step about friends and friendshipare many proverbs about friends and friendship. Choose the one you agree 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 two sentences to express your understanding of friends and friendship.Step :…1. Interview a high school student, a businessman, a police officer and a housewife 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 togetherPeriod3 Grammar1．Teaching objectivesLearn to use direct speech and indirect speech:2. 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 h er 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 w ant 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。
人教版高中英语必修1教案Unit1Friendship
Unit 1 Friendship(1) 课题：Friendship (2) 教材分析与学生分析：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。
(3) 课时安排：The first period: Speaking: Warming Up andPre-Reading The second period： ReadingThe third period: GrammarThe forth Period：ListeningThe fifth period: Writing(4)教学目标：①知识与技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion.②过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。
新人教版高中英语必修1Unit1 Friendship教案
Unit 1 Friendship一、教材分析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。
“热身”（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。
“读前”（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。
“阅读”（Reading）部分 ANNE'S BEST FRIEND以日记形式讲述了犹太女孩儿安妮的故事。
二战中为躲避纳粹的迫害，她和家人不得不藏身于荷兰阿姆斯特丹的一个小阁楼里，不能与外界接触，周围又没有可以推心置腹、与之深谈的朋友。
孤独之中她将日记作为朋友倾诉衷肠，在写日记的过程中寻求解决问题的办法。
“理解”（Comprehending）部分通过连句、多项选择和问答题的形式帮助学生对课文内容、细节进行更深入的理解。
“语言学习”（Learning about Language）部分教学本课重点词汇和重点语法项目。
“语言运用”（Using Language）部分的读两封信、听一段话、设计调查问卷、写信以及趣味写作，给学生提供了广阔空间去探讨友谊、友情，尤其是涉及到现实生活中被朋友误解、曲解，没有朋友的孤独寂寞等问题，既锻炼了学生的语言运用能力，又培养了学生发现问题、思考问题、解决问题的能力。
“小结”（Summing Up）部分引导学生从本单元的话题、词汇和语法等方面对所学内容进行总结（参考教学目的和要求栏目）。
“学习建议”（Learning Tip）部分鼓励学生养成写日记的习惯。
这样，一方面可以习得语言，另一方面还可以将日记作为自己的朋友表达感情与思想。
二、教学目标1. 语言知识掌握本单元词汇（单词35个，短语16）、语法（陈述句和疑问句的直接引语和间接引语）、及功能（Giving opinions）并了解话题（Friends and friendship & interpersonal relationships）2. 语言技能1）听能听懂劝谏信中的关键词，并能掌握说话者的忠告，领会其观点、态度和意图。
人教版高中英语必修一unit1教案最终版
1.Teaching Methods 1. Question-inquiry Teaching 2.Task-based Learning and Teaching 3.Analytic Discussion（pair work or group work）
sentence.
(Teacher writes the answers on the blackboard)
Para.1: Anne made her diary her best friend whom she could tell
everything.
Para. 2: Anne’s diary acted as her true friend during the time she and her
三. 教学目标 Teaching Aims
1.Knowledge Objectives 1. Get students to know the main content of this article. 2. Learn about the formats of a diary. 2.Ability Objectives 1. Develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming and so on. 2. Summarize different paragraphs. 3.Emotion Objectives
diary?
Clear--- She thought the ordinary diary is a series of facts. She made her
必修一Unit1 Friendship 全英文教案
Yes, I do. I have abrave,honest and helpful friend.
Step 2 Pre-reading
Look at the title and the pictures on page 2 and find out who is Anne’s best friend.
（2）Improve the students’reading ability.
（3）Master the skills of skimming，scanning and guessing the meanings of the new words from the text.
3.Emotional aims：
sentence structures：
There was a time when...
It was the first time that...
...before...
I wonder if...
2.Abilityaims：
（1）Use the words and phrases learned freely.
（1）Enable the students to value the friendship between friends by learning and reading the text.
（2）Keep a clear view of the war.
Teaching key points:
（1）Improve the students’ability of skimming and scanning.
(word完整版)人教版高中英语必修一Unit1教案.doc
Unit 1 FriendshipWarming up1.be good tobe good for=do good tobe good at2.following adj. 下面的，下列的the following+n.=the+n.+below ( 形容词修饰名词放在名词之前，介词或者介词短语修饰名词置于其后)3. add v. add...to...add toadd upadd up toaddition n.in addition=besides +句子in addition to +n./doing 同类用法联想： because & because ofinstead & instead of “而且，其次”“附加给 ..., 除了 ...还有 ...”additional adj. 附加的additionally adv.4. 分数 score grade point mark (full marks)5. until6. with 和...一起，附带着，用without 不...within在...内，不出 ...E.g. write with a peneat with hands/ spoon/chopsticks/knife and forkHe left without saying goodbye.He left with the water running.分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。
翻译练习：(1)他今天去上班没带领带。
Today, he went to work without (wearing) his tie.(2)他在没有其他人帮助的情况下自己完成了作业。
7.pay for payto do sth8. get sb to do sth(make/have/let sb do sth)get sb/sth doneget done get lost/prepared/dressed/involved9.形容词做状语，表示句子主语的特征、属性和状态副词做状语，表示谓语动词的完成方式E.g. He returned home last night, sad and disappointed.He left hurriedly.10. concern n. 担心，忧虑concern about/for/over...E.g. She hasn’ t been seen for four days and there is concern for her safety.That is a big concern.v. 涉及，与 ...有关be concerned withconcerning E.g. He asked several questions concerning the future of the company.翻译练习：不要问女人们涉及她们年龄的问题。
最新人教版高中英语必修一Unit+1+Friendship教材分析名师优秀教案
最新人教版高中英语必修一U n i t+1+F r i e n d s h i p 教材分析名师优秀教案人教版高中英语必修一Unit 1 Friendship教材分析摘要:随着外语教学的发展和外语教材的开放和繁荣，越来越多的外语教材涌入市场，可供学生和教师选择的外语教材越来越丰富。
教材选择上的失误，不仅会造成经济上的浪费，而且会给学生的学习时间和精力造成不可挽回的损失。
本文主要从教材评价的有系统评价的内部评价和外部评价对人教版高中英语必修一unit1 Friendship进行了分析，并提出教学建议。
关键词:教材分析;语言知识;语言技能一、引言人教版高中英语必修一Unit 1 Friendship 是以friendship 为话题。
并且是高一学年的第一学期的开始。
以friendship 为话题为高中英语学习生涯的开篇。
通过设置问题开发学生的思维，并通过阅读材料让学生了解friendship，借助听力，讨论阅读，写作等一系列的扎实有效的教学活动，进一步发挥学生的想象力，提高学生的语言实践能力，并通过掌握相关词汇，为阅读和写作创造条件。
二、理论依据1.教材评价的意义:教材评价的意义是显而易见的。
第一，教材评价有利于教育行政部门、学校以及教师为某一英语课程或某一学生群体选择教材时作出正确的决策。
第二，教材评价有利于教师在实际教学中对教材进行取舍或调整。
第三，教材评价有利于教育行政部门、学校以及教师对已经选用的教材进行再评价。
第四，教材评价有利于教材编写者吸收现有教材的优点，从而开发更好的教材。
第五，教材评价有利于教材开发者正确认识自己编写的教材。
2.教材评价的原则:教材评价有两个主要原则:效果原则和效率原则。
教材评价的效果原则就是指考察教材是否能够达到预先设想的效果。
教材评价的效率原则是指被评价的教材是否比其他教材能够更加有效地满足学习需要，达到预先设想的学习效果。
3.教材评价的方法:教材评价方法可以分为随意的印象性评价和有系统的评价两大类。
人教版高中英语必修1教案Unit 1 Friendship
人教版高中英语必修1教案 Unit 1 Friendship一、教学目标1.知识目标：–学生能够掌握本单元的词汇并正确运用；–学生能够掌握本单元的重点句型和语法知识；–学生能够理解并运用本单元的听、说、读、写的技巧。
2.能力目标：–学生能够通过听力材料和阅读材料获取信息，并进行相关的交际；–学生能够正确进行口头表达，并和同伴进行有效的交流；–学生能够在语境中正确运用所学语言知识。
3.情感目标：–学生能够通过学习本单元的内容，增强对友谊的理解和重视；–学生能够通过合作学习和交流活动，培养合作精神和团队意识。
二、教学重难点1.教学重点：–本单元词汇的掌握和应用；–本单元重点句型的理解和运用；–本单元听、说、读、写的技巧训练。
2.教学难点：–本单元的语法知识的正确理解和运用；–阅读材料的理解和复述能力的培养。
三、教学准备1.教师准备：–教师需要准备教学课件；–教师需要准备教学素材，如课文和听力材料；–教师需要准备学生学习单元的相关资料。
2.学生准备：–学生需要准备课前预习课文和相关词汇；–学生需要准备听力材料的听力练习。
四、教学过程1.导入（5分钟）–利用一些图片和问题导入本单元的主题——友谊。
2.课堂讲述（20分钟）–通过课件展示本单元的重点词汇和句型；–教师讲解重点句型的用法和相关语法知识；–教师解释课文的重点内容和难点。
3.听力训练（15分钟）–播放听力材料，让学生听取关键信息并回答相关问题；–学生根据听力材料完成听力练习。
4.阅读理解（20分钟）–学生阅读课文，理解主要内容和细节；–学生回答问题，检测阅读理解能力。
5.语言运用（15分钟）–学生进行口语练习，运用本单元的句型进行对话和交流；–学生进行书面练习，运用所学语言知识完成任务。
6.合作学习（20分钟）–学生分成小组，完成合作学习任务；–各小组进行学习成果的展示和分享。
7.课堂总结（5分钟）–教师对本节课的重点内容进行总结；–学生对所学内容进行反馈和提问。
英语：unit1《Friendship》教案(新人教必修1)
Period 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?1. 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 you 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.Step 4 Post-readingimply.Four students a group to discuss the situation:Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.What will you take? Why?How will you spend the 3 months?How will you treat each other and make friends ?Step 6. Homework1.Review the important words, phrases and difficult sentences in the text andmake sentences using the words given by the teacher.2.Finish Ex.1-3 on p4.高≒考﹤试#题⌒库。
人教版高中英语必修1教案：Unit 1 Friendship
人教版高中英语必修1教案：Unit 1 FriendshipUnit 1 Friendship(1) 课题：Friendship (2) 教材分析与学生分析：本单元的中心话题是“友谊”，几乎所有的内容都是围绕这个中心话题展开的。
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”实行思考，使学生明确不但人与人之间能够做朋友，日记也能够成为人们的朋友；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协助学生对课文内容、细节实行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。
(3) 课时安排：The first period： Speaking：Warming Up and Pre-Reading The second period：ReadingThe third period： GrammarThe forth Period：ListeningThe fifth period： Writing(4)教学目标：① 知识与技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express andsupport an opinion.② 过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也能够与动物及无生命的日记交朋友。
高中英语 Unit 1《friendship》教案15 新人教版必修1
新课标英语高一上Module 1 Unit 1 Friendship单元教学目标及Period 6教案Teaching Objectives:Knowledge Objectives:1. Enable students to talk about friends and friendship, and learnto use some adjectives to describe the qualities a good friend should have.2. Learn some useful words and expressions, e.g., upset, ignore, crazy, etc.3. Learn how to talk about agreement and disagreement, e.g., I think so. /I don’t think so; You are quite right. / I don’t think you are right, etc.4. Learn and pratice the direct speech and the indirect speech.5. Help the students to learn how to write a reply letter to give advice on communicating with people.Ability objectives:To develop the students’ speaking, reading, listening, and writing abilities.Moral ＆ Emotion:1. To develop the students’ cooperative abilities.2. To realize the importance of friendship and know how to get onwell with others.Culture Objectives:To know the different culture about friendship between China and foreign countries.Period 1: Speaking ( Warming Up ＆ Speaking )Period 2: Reading ( Pre-reading, Reading ＆ Comprehending )Period 3: Language Structure( Expression of important words and structures in the passage. ) Period 4: Listening ＆ Speaking( Using language ---- Reading, listening and writing ＆ Workbook—Speaking Task. )Period 5: Grammar ( Discovering useful structures )Period 6: Writing ( Using Language --- Reading and writing )Period 7: Revision ( Words dictation ＆Summing up ＆ Learning tip ＆Exercises )Teaching Plan for the Six PeriodTeaching Contents: Speaking ＆ WritingTeaching Objectives:Knowledge Objectives:1. Help the students to learn how to write a letter to give adviceon communicating with others.2. To learn to write a reply letter in English.Ability Objectives:To develop the students’ writing skills.Learning Strategies:To develop the abilities of organizing information, expressing themselves ＆ communicating in English freely.Moral & Emotion:1. To realize the importance of group cooperation.2. To know the ways of making friends.Key Points:1. To learn to give advice.2. To organize the advice into completed sentences and thenwrite a reply letter.3. To make clear the form of letter writing.Teaching methods:1. Task-based learning2. DiscussionTeaching Aids: a posterTeaching Procedures:Stage I. What’s Xiao Dong’s problem?Step1. Show a letter to the students and ask the Ss to help you to reply the letter in English.Step 2. Share the letter together, then make clear where the writer is from and who he is, and what problems he is facing now.Stage II. What should Xiao Dong do?Step 1. Ask individuals to talk about what they would do if they face the same problem.Step 2. Work in groups of six to give advice to Xiao Dong as much as possible. Step 3. Each group choose one member to speak out their advice. One point for one piece of advice. The teacher list them on the Bb when the students report.Stage III. How to write a reply letter in English?Step 1. Ask Ss whether they are clear about the form of letter writing. Step 2. Revise the form of letter writing.Step 3. Guide the students to write the beginning and the ending of this reply letter.Step 4. Work in groups of 6 to complete the letter, pay attention to the combination of each sentence. Guide the students to use someconjunctive words, eg. Firstly, secondly, thirdly, etc. to organizetheir advice to Xiao Dong.Step 5. Choose two or three groups to report their letters.Stage IV. The letter on the Textbook.Step 1. Turn to Page7 and read the letter loudly together.Step 2. Explain some language points if necessary.Stage V. Homework.Ask Ss to write the reply letter individually on the homework books.( P.S.: The letter that the teacher presents at the beginning of the class is not the one on the textbook but similar to it. )The letter that the teacher shows on the blackboard:Dear Miss Li,I’m a student from Jiaji Middle School. I have a p roblem. I’m not very good at communicating with people. Although I really try to talk to my classmates,I still find it hard to make good friends with them. So I feel quite lonelysometimes. I do want to change this situation, but I don’t know how. I would be grateful if you give me some advice.。
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教案人教版高一英语《英语1》第一单元Friendship第1课时：Warming up and Pre-reading一．教学目标①知识目标:⑴让学生掌握以下生词和短语: survey add point upset ignore calm concern loose cheat add up calm down have got to be concerned about walk the dog⑵让学生学会使用以下结构来表达态度，同意和不同意和确定语气: Are you afraid that. . . ? I (don’t)think. . . In my opinion, . . . I (don’t)think so, I (don’t)agree, I believe. . . , I’m afraid not, Exactly, That’s correct, Of course not.②技能目标:1．让学生学会用英语描述自己的朋友。
2．列出朋友间通常存在的问题,并找的不同方法来解决这些问题。
3．鼓励学生用本课学到的一些短语和结构来思考和谈论朋友和友谊。
③情感目标1．让学生学会如何解决朋友间可能出现的问题。
2．培养学生在高中阶段形成学习英语的好习惯。
二．教学重点1．用给定的形容词和句子结构来描述他们的一个朋友。
2．学习评价朋友和友谊。
三．教学难点1．与搭档合作并描述他们的一个好朋友。
2．与搭档讨论并找出解决问题的方法。
四．教学方法1．任务型教学法2．合作学习法3．讨论法五．教学准备多媒体和其他常规教学工具六．教学过程1.导入新课：第一步：导入Lead-in上课前,老师可以通过展示一个友谊天长地久的视频来激发学生的学习兴趣,。
这是新学期的第一节课。
所以在一开始,请学生用他们喜欢的方式来谈谈关于新学校和朋友的话题。
1. How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time?2. What do you think of our new school? Do you like it? Could you say something 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? Have you made any new friends in our class?(其他关于本单元的话题导入的建议:1。
播放两首关于友谊的歌曲,然后问学生歌里都说了些有什么。
2。
让学生们展开关于友谊的讨论，并让他们列出好朋友应该具有哪三种品质。
)第二步：准备活动Warming-up1．让一些学生站起来用一两句话告诉全班同学他/她的朋友是怎样一个人。
下列形容词可能有用：brave loyal wise handsome pretty smart friendly建议的例句:1)My friend Alan is brave. He once saved the life of a little girl who had fallen into a lake.2)My friend Bob is loyal. He wouldn’t talk to Charles whom I don’t like at all.3)My friend David is wise. He always gives me the best advice.4)My friend George is a handsome boy, but he doesn’t like to study and always dreams of becoming a mode l.5)My friend Harry is a smart student. He always asks good questions in class.2．让学生给简短的描述他们的一个朋友。
下面的短语和句子结构可能有用：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.建议的描述样文:Zhang Xiangming is my best friend. She is seventeen years old. She likes English and Chinese, and dislikes mathematics and physics. She enjoys music and hates sports. She is very pretty and also friendly. Last month when we entered the senior middle school we got to know each other and we are best friends now.3. What types of friendship do you have? Please tick them out. Then fill in the blanks.girl friends boy friends pen friends long-distance friends friends of the same age friends across generations e-friends (friends over the Internet)unusual friends like animals, books. . .1) ______________ is/are most important to me.2) I spend most of my free time with______________.3) I will share my secrets with______________.4) When in trouble, I will first turn to______________.5) I think it easier to communicate with______________.6) ______________ would make us feel safe.建议答案(学生的答案可能不同) 1)A girl/boy friend (Girl friends/Boy friends)2)e-friends3)unusual friends like animals4) friends across generations5)friends of the same age6)Long-distance friends2.讲授新课：第一步：做问卷调查Make the survey1．请学生列出好朋友或他们心中理想的朋友应具备的品质。
四个学生一组各自列出这些品质，学生使用以下结构来告诉同组其它成员他心中的好朋友标准：I think a good friend should (not)be. . .In my opinion, a good friend is someone who. . .2．每组派一个代表将他们共同认同的这些品质写在黑板上。
3．问全班同学是否同意所有在黑板上列出的品质。
4．接着让学生做书中的问卷调查。
老师可在学生做问卷时做一些必要的说明。
Question 1:This question deals with how thoughtful you are towards others and how much you value your friends.Question 2:This question is concerned with fairness.Question 3:This question also deals with your concern for others.Question 4:This question is concerned with responsibilities to a friend.Question 5:This question is concerned with honesty.5．让学生按课本第8页的计分表给自己打分。
6．问一些学生他们得到多少并评估他们的友谊价值观。
4~7 points:You are not a good friend. You either neglect your friend’s needs or just do what he or she wants you to do. You s hould 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 own responsibilities.13+points:You are an excellent friend who recogniz es that to be a good friend you need balance your needs and your friend’s. Well done.(老师也可以给学生展示以上的评分说明，让他们反思自己的友谊价值观。
)第二步：讨论和分享Talking and sharing1．让学生成对讨论：If your best friend does something wrong, what will you do?尝试使用以下表达方式：I think. . . I think so. I agree.I don’t think. . . I don’t think so. I don’t agree.I believe. . . That’s correct. In my opinion, . . .What to do Reasons2．小组讨论：把学生分成四组,每组选一个话题来讨论。