《Unit1 Friendship》教学设计

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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。

Unit 1 Friendship教学设计【人教版高中必修1】

Unit 1 Friendship教学设计【人教版高中必修1】【人教版高中英语必修1 Unit 1 Friendship 教学设计】教学目标：1. 通过本单元的学习，使学生积累一些用于描述朋友的单词和短语，并能够熟练运用于实际情境中。

2. 培养学生的阅读技巧，能够理解文章主旨，捕捉关键细节，并进行推理判断。

3. 培养学生的写作能力，使其能够用英语写一篇关于友谊的短文。

4. 培养学生的合作意识和互相尊重的精神，使其能够团结合作，共同完成各种任务。

教学重难点：1. 通过阅读文本和进行听力练习，提高学生的读写能力。

2. 运用所学的单词和短语，描述朋友的外貌特征、性格特点、兴趣爱好等。

3. 通过小组合作学习和讨论，培养学生的合作意识和批判思维能力。

教学准备：1. 教材：人教版高中英语必修1 Unit 1 Friendship2. 多媒体设备：电脑、投影仪等3. 音频设备：录音机、音频CD等4. 录音材料：Unit 1 Friendship相关的听力材料5. 实物：图片、海报等教学过程：Step 1 导入新课（约5分钟）1. 向学生介绍本单元的主题——Friendship，并引导学生思考以下问题：你认为朋友是什么？你对友谊有什么看法？2. 让学生用几句话回答上述问题，并鼓励他们互相交流讨论。

3. 引入本单元的活动：学生们将在本单元学习如何谈论朋友，并通过小组合作练习互相了解彼此的朋友。

Step 2 阅读文本（约15分钟）1. 让学生阅读教材中的课文，并要求他们理解文章的主旨。

2. 学生们可以用关键词的形式记录下文章的主旨，并与同桌分享。

3. 引导学生找出文章中的生词和短语，并进行词义推测。

4. 学生们可以用自己的话对文章进行简单的概括，以检测其对文章的理解程度。

Step 3 听力练习（约15分钟）1. 播放与文章相关的听力材料，让学生进行听力理解练习。

2. 学生们可以用关键词的形式记录听到的信息，并与同桌分享。

必修一Unit 1 Friendship教学设计

Book IUnit 1 Friendship（I）Part One：Teaching Design (第一部分：教学设计)Period 1：A sample lesson plan for reading(ANNE’S BEST FRIEND)AimsTo talk about friendshipTo read about friendshipProceduresI. Warming up1. Warming up by assessingA lot of people have only few possibilities of getting feedback about their own personality. In this exercise you will have the opportunity to get some feedback and to discuss it with a partner. While comparing your mutual judgements, certain prejudices or misunderstandings may appear, as people often do not know each other thoroughly enough to judge others correctly. Try to be honest!Self assessmentOf the following characteristics choose 5 that are particularly applicable to you personally.sociable, honest, friendly, easygoing, nervous, open-minded, anxious, careful, talented, talkative, nosy, thoughtful, generous, carefree, pessimistic, peaceful, optimistic, interesting, reliable, helpful, active, careless, caring, exact, adventurous, imaginative, hot-blooded, well-organised, trustworthy, patient, responsible, outgoing, kind, brave, warm-hearted, selfless, tolerantPartner assessmentNow choose 5 characteristic features which you think are especially applicable to your partner.sociable, honest, friendly, easygoing, nervous, open-minded, anxious, careful, talented, talkative, nosy, thoughtful, generous, carefree, pessimistic, peaceful, optimistic, interesting, reliable, helpful, active, careless, caring, exact, adventurous, imaginative, hot-blooded, well-organised, trustworthy, patient, responsible, outgoing, kind, brave, warm-hearted, selfless, tolerant2. Warming up by describingHave the students get into groups of four to describe their own ideal friend. Individual students must decide on TOP 5 character adjectives that could be used to describe the ideal friend and insist they have good reasons for their choice. Then let the group leader give the class a description of their ideal friend.3. Further applyingYou may also have the students do the survey in the textbook, following the steps below.1. Get the students to make a list of three qualities a good friend should have.2. Have the students get into groups of four to find out what each has listed.3. Have a member of each group report on what their lists have in common and list them on the board.4. Ask the class whether or not they agree with all the qualities listed.5. Then have the students do the survey in the textbook.6. Have the students score their survey according to the scoring sheet on page 8.7. The teacher ask some students how many points they got for the survey and assess their 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 own responsibilities.★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)II. Pre-readingTo focus the Students’ attention on the main topic of the reading passage.To activate their previous knowledge on the topic.III. Talking and sharingWork in groups of four. Tell your group mates how you reflect on these questions.1. Why do you need friends? Make a list of reasons why friends are important to you.2. What do you think a good friend should be like? List what a good friend should do and share the list with your partners.3. Does a friend always have to be a person? What else can be a friend?4. Do you think a diary can become your friend? Why or why not?Instructions：The teacher can give each group one of these questions above to talk about. Then let the class share their ideas. It’s betterIV. Reading1. Looking and guessingWork in pairs. Look at the pictures and the heading and guess what the text might be about.1). Imagine what it might be like if you had to stay in your bedroom for a whole year. You could not leave it even to go to the WC or to get a cup of tea. How would you feel?2). What would you choose if you are only allowed to have five things with you in the hiding place because there is very little room?2. Reading to summarise the main idea of each paragraph.3. Language focusNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.V. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending Exercises 1 and 2.Closing down by discussion of ideasWork in groups of four. Discuss the ideas put forward in the reading passage. It does not matter whether you agree or disagree. What is important is that you should have a reason for what you say. Also you can put forward your own ideas, either criticising the text or using it as a support：★What would you 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?Unit 1 Friendship （II ）Period 2： A sample lesson plan for Learning about Language(Direct & Indirect Speech(Ⅰ) statements & questions)AimsTo discover useful words and expressionsTo discover useful structuresProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 4 and do Exercises 1, 2, 3 and 4 first. Then check your answers with your class partner.II. Learning about grammar ： Direct and Indirect Speech1.Direct SpeechIn direct speech, the original speaker's exact words are given and are indicated by quotation marks.★ “I don’t know what to do,” said Dean.In some grammar books, ‘said Dean’ is referred to as a reporting clause. “I don't know what to do,” is referred to as the reported clause.2. Indirect SpeechIn indirect speech, the exact meaning of the speaker’s words is given, but the exact words are not directly quoted.★ Dean said that he didn’t know what to do.To convert direct speech into indirect speech ：If the main verb is past tense, present tense verbs in ‘that clause’ must also be changed to past tense.Dean said that he didn’t know what to do.First and second person pronouns must be changed to third person pronouns.Dean saidthat he didn’t know what to do.(The word ‘that’ can often be left out ： Dean said he didn’t know what to do.)The same rules apply to indirect questions as to indirect statements. The difference is thata wh- clause is used instead of a that clause.In telling a story or recounting events, a speaker using direct speech has all the resources of intonation to produce a lively account. The ability to change direct speech into indirect speech is a useful skill for those engaged in taking the minutes of a meeting or reporting on events.III. Discovering words and expressionsDo exercises 1, 2, 3 and 4 on page 4 and 5. Check your work with your partner’s.IV. Discovering structuresDo exercise 1 and 2. Check your work with your partner’s.Unit 1 Friendship（III）Period 3：A sample lesson plan for Using Language(A letter from a student to the editor of The 21st Century)AimsTo listen to a letter about friendshipTo speak about a questionnaire about friendshipTo write advice about friendshipTo write a few lines describing a friendProceduresI. Warming up1. Read the letter to Miss Wang and find out what was upsetting Lisa.2. Listen to what Miss Wang says, and then answer the questions in Exercise 2.3. Listen to the tape again and try to spell out the missing words in Ex 3.II. Talking about designing a questionnaireWork in groups of four. Design a questionnaire to find out what kind of friends your classmates are. Ask the Students to use the quiz in the Warming Up as an example.Note：The students should be talking while they are doing the task. This provides the students with the opportunity to practise expressing thought and concern in matters of immediate concern and interest. Tell the students to follow these steps：Step1：In your group, come up with four situations among friends. Design four questions accordingly with three possible answers. Step2：Put the four questions together and form a questionnaire.Step3：Check the questionnaire through and try it out on your own group.Step4：1. Read the letter to the editor from Xiaodong and make sure you know what problem Xiaodong has.2. Discuss in groups of four. Think what advice you can give Xiaodong.3.IV. Writing assessment1. Can you give Xiaodong some good advice?2. I s your letter well developed?3. Are your ideas well organized to the point?4. Do you have a good choice of words and idioms in your writing?5. Do you get a good mastery of complex structures of language?6. What kind of mistakes have you made in your writing? What can you do to avoid such mistakes?V. Further ApplyingHere are some proverbs about friends and friendship. Read them carefully and pay attention to the sentence stress and intonation. Then write a passage. Choose some you agree and explain why. Then choose some you disagree and explain why.A friend in need is a friend indeed.Friends are like wine, the older, the better.When you meet your friend, your face shines—you have found gold.A friend to all is a friend to none.The same man cannot be both friend and flatterer.The best mirror is an old friend.False friends are worse than open enemies.Walking with a friend in the dark is better than walking alone in the light.Friendship cannot always stand on one side.The friendship that can end is never real.With clothes the new are best, with friends the old are best.■You may also have the students complete the task as homework after class.Unit 1 Friendship（IV）Part Two：Teaching Resources (第二部分：教学资源)Section 1：Background reading on friendshipFriendship QuotesI. Questions about friendship1.What is the main problem in friendship? (leaving someone out)2.How do you keep a friend? (treat someone like you want to be treated)3.What is a good friend? (somebody whom you can depend on)4.What if your friend said they wouldn’t be your friend if you were another person’s friend? (That “friend” would not mind if she wereII. 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.III. What kind of friend are you?1. If your friend tells you a secret that isn’t bad but you promised not to tell anyone, you will________.A. tell everyoneB. keep the promise2. If you know your friend is planning to cheat on a test, you will________.A. tell your teacherB. let your friend cheatC. help your friend study for the test so she won't feel she needs to cheat3. If your friend tells you a secret and it may cause his or her death, you will________.A. tell a trusted adultB. keep it a secretC. tell your friendsIV. Self-reflection upon friendshipRead the following statements and then tick Yes (√) or No( ×) to show your opinions upon friendship.1. Friendship is very important to me.2. I have a lot of friends.3. There can be true friendship between a schoolboy and a schoolgirl.4. I am very kind to my friends.5. I think everyone should have friends.6. Friends must have the same character.7. I keep a diary and think it is my close friend.8. When my friend is in trouble, I am always ready to help.9. I don’t like to talk to others very much. I like to be alone.10.It’sare. The friendship poem above says it all. You will know a friendship is true when it brings out the best in you.Take a look at your friends. Do they bring out the best in you? That might seem like a silly question. We all tend to think, “Of course they bring out the best in me. I wouldn’t be friends with them otherwise.”Section 2：V ocabulary teaching strategyI. The role of vocabulary teachingIn the context of learning English as a foreign language, a learner is forced to be autonomous and independent and make conscious effort to learn vocabulary outside the classroom simply because the exposure to the target language is limited in class. So teachers cannot rely on their students ‘picking up’lexical items. This makes explicit vocabulary teaching necessary. However, vocabulary is notoriously difficult if not impossible to teach because of the complexity of its linguistic, semantic and psycho-cognitive aspectsII. Best approachThere are no universally useful strategies and they contribute to vocabulary learning in different ways. Students use a number of strategies, often simultaneously. The efficiency of vocabulary learning depends on how students combine individual strategies. If students combine and employ individual strategies from different groups they will be more successful in developing the target language lexicon. Thus, the ideal combination would be that of strategies from all four groups.The teacher should create activities and tasks (to be done both in and outside class) to help students to build their vocabulary and develop strategies to learn the vocabulary on their own. Students experiment and evaluate and then decide which to adopt or reject since strategies are not intended to be prescriptive.III. Practical activitiesHere is a selection of practical activities that direct learners towards using strategies of vocabulary learning.1. The useful alphabet (self-initiated independent learning)Each student gets a letter and has to find 5, 10 or 15 words he or she thinks would be useful for him or her. He or she then report to the class, perhaps as a mingle activity, using word cards (on one side they write the letter, on the other the information on the word - spelling, pronunciation, definition).2. Word bag (formal practice)This is to get your students to write down new words they hear in class.At the beginning of the term/course, divide students into groups of about 5 and give each group a number (e.g. 1-6). At the beginning of each class, give each group about 10 cards on which they write the number of their group and the new words they hear in class. At the end of each class, they put their cards into the “word bag” and every 2 weeks you check whether they still know those words and which group has the most cards. In the end there are two winners：the group that has the most cards, and the one that knows more words. 3. Especially for you (Functional practice)The teacher prepares a list of words. Each student gets one word, which is prepared especially for him or her. The trick is that each student gets a word whose initial letter is the same as the initial of the student’s first name, e.g. Linda gets listless. Each student mustlook it up in the dictionary during the class and after a few minutes report to the class. E.g. “My name is Linda and I’m listless. That means that I am ... (definition)...”. For homework students can do the same using their surname.4. Word tour (memorizing)Instructions for your students：Think of a town or city you know well. Imagine that you are organizing a sightseeing tour. Think of 5 places you would include on your tour and write down the order in which the tourists would visit them. Learn your tour off by heart so that you can picture it in your mind. Whenever you have 5 new English words to learn, imagine these words are the tourists on your tour and picture the words in the places on your tour like this.Tour：Trafalgar Square; Buckingham Palace; Houses of Parliament; Westminster Abbey; Downing Street. Words to learn：apron, dustpan, vacuum cleaner, feather duster, broom. Imagine Nelson on his column in Trafalgar Square wearing an apron, the queen brushing the floor in Buckingham Palace and using a dustpan...Unit 1 Friendship（V）Section 3：Words and expressions from Unit 1 Friendshipadd v.1. put something with something else or with a group of other things：Do you want to add your name to the list? 2. to put two or more numbers together in order to calculate the total：Add 6 and 6 to make 12. 3. to increase the number：The sales tax adds 15% to the price of clothes. 4. to say some more that is related to what has already been said：That’s all I want to say. Is there anything you’d like to add.Other verbal phrases of “add”add to：to make something larger and more noticeable：Our explanation seemed only to add to his bewilderment.add up：to calculate the total of several numbers：Add your scores up and we’ll see who won.add up to：to have a particular result：His schooling added up to no more than one year.point：n. 1.small spot：The stars shone like tiny points of light in the sky. 2. sharp end：a knife with a very sharp point. 3. a unit used to show the score in a game or sport：She lost three points for that fall.(in a skating match)upset：1. vt. & vi. to make someone feel unhappy or worried：I’m sorry, I didn’t mean to upset you. 2.adj.(not before noun) unhappy and worried：She was still upset about the argument that she had had with Harry.ignore：vt.1. to behave as if you had not seen or heard someone or something(不理睬)：Either she didn’t see me wave or she deliberately ignored me. 2. to pay no attention to something that you have been told or that you know about(忽视)：Some drivers simply ignore speed limits.calm：1.adj.quiet and without excitement, nervous activity or strong feelings：Keep calm, and try not to panic. 2. vt.& vi.to make someone or something quiet after strong emotion or nervous activity：Charlie tried to calm the frightened children. 3. calm down：vt &vi.to become quiet or make someone quiet after strong emotion or nervous activity：Calm down and tell me what happened. concern：1.n.worry：something that worries you or a feeling of worry：There is growing concern about/over the effects of pollution on health. The rise in unemployment is of great concern to the government. 2.vt. to make someone feel worried or upset：The fact that she spends so much money on her own really concerns me. More and more people are concerning themselves with/about environmental problems. 3. be concerned about/for/with：Ross has never been concerned about what other people think of him. Rescuers are concerned for the safety of those trapped in the mine. This story is concerned with a Russian family in the 19th century.cheat：1.vi.to behave in a dishonest way in order to win or to get a advantage in a competition, game or examination：Jack always cheats at cards. 2. vt. to trick someone who trusts you.share：vi & vt. e equally：The last bus had gone, so the three of us shared a taxi. I shared a room with him at college. 2. to have the same opinion, experience, feeling etc as someone else：I share your concern about this problem. 3. to tell other people about an idea, secret, problem：It’s always better to share your worries. 4. n.part of sth.：I do my share of the housework. Don’t worry---you’ll get your fair share.set down：to write down something so that you have a record of it：I want to set downmy feelings on paper.Other verbal phrases of “set”set apart：to make someone or somebody different from other people or things.set aside：to keep some money or time for a special purposeset off：to start to go somewhere/ to cause a explosionset out：to start a journey/ to talk about something in an organized wayset up：to start an organization/ to build somethingcrazy adj.1. impractical; foolish：That’s the craziest idea I’ve ever heard. 2. mad; ill in the mind：Turn that music down---it’s driving me crazy. 3. be crazy about=to like sb. very much, or be very interested in something：The boy is crazy about football. 4. like crazy=very hard：We have to work like crazy to get this finished on time.purpose：1.n. an intention or plan; the feeling of having an aim in life：The discussion serves a twin purpose---instruction and feedback. Tom went for a walk, with no definite purpose in mind. 2. on purpose=deliberatelytrust：1. n. a strong belief in the honesty, goodness etc. of someone or something e.g. You shouldn’t put your trust in a man like that. 2. vt. to believe that someone is honest and will not harm you or cheat you：I trusted Max, so I lent him the money. Can he be trusted to look after your pet dog?suffer：vt. & vi. 1. to experience physical or mental pain：At least he died suddenly and didn’t suffer a lot. 2. to be in a very bad situation that makes things very difficult for you：If you break the law, you must be prepared to suffer the punishment. She was very generous to him but she suffered for it when he ran away with all her money.3. to experience something unpleasant：The car suffered severe damage in the accident.get along (with)：1. to have a friendly relationship：If you two are going to share a room, you’d better learn how to get along. I’ve always found him a bit difficult to get along with. 2. to progress you are doing：How are you getting along with your English studies? Other verbal phrases of “get”：get about/around：(news)get widespreadget away：to succeed in leaving a placeget back：to return to a place; to have sth. returned to youget down：to make sb. feel unhappy;get down to sth./doing sth.：to start doing something that needs a lot of time or energy.get over：get well after an illness; to do and finish sth. difficultget through：to pass a test or examcommunicate：vi. to express your thoughts and feelings：Parents sometimes find it difficult to communicate with teenage child。

优化必修1Unit1friendship教案示范教学

优化必修1Unit1friendship教案示范教学。

一、教材分析必修1 Unit 1 friendship作为英语教学的第一个单元，主要是介绍朋友、友谊这一话题。

该单元语篇质量高，结构清晰，既有对话和阅读理解，又有写作和听力训练。

学生通过学习本单元的内容，可以掌握主要的基本语法、词汇和听说读写技能。

同时，也可以了解到自己和别人之间的规范化交往方式，提高交流表达和思考能力。

二、教案编制在编写教案时，我们需要根据教学目标，合理安排教学进度和课程内容。

同时，也要从学生的视角出发，考虑如何使课堂更加生动有趣、易于理解，让学生更好地掌握知识。

以下是对教案的优化建议和示范教学：1.话题设计将话题设计分为A部分和B部分：A部分是以多媒体展示形式，引导学生自我介绍和课程内容，包括学生课前预习环节、展示图片以及视频、音乐等；B部分则是教材内容的介绍和相关练习。

这样，即使是较为“枯燥”的语言教学，也能抓住学生注意力，降低学习负担和抵触情绪。

在课件制作方面，应尽量选择生动有趣的场景、角色和动画效果，提高课堂互动的效果。

2.教学目标明确化教师应该在教案和PPT中清晰地列出本节课的教学目标与评价标准。

教学目标需要包含听说读写听力4个方面，多种能力训练。

评价标准要求可量化，以便用于学生考核和自我体验，易于学生理解和教师评估。

此外，还要关注小组合作和个性化补充内容，以激发学生的学习兴趣和创造力。

3.教学手段多样化针对不同知识点的教学需要，我们应该采用多种教学手段，例如故事讲解、图片解读、模仿练习、角色扮演、游戏化学习等等。

通过有趣的游戏等活动，可以使学生愉悦学习，提高从这些活动中获取知识的积极性。

讲解和解析学生关注的问题，可以在理解上给学生更多的启示和提示，增强学生的口语和思维结构。

4.课堂互动和反馈有良好的教学需有课堂互动，教师要更好的与学生互动交流，鼓励学生之间的互动和小组讨论，充分发挥每个学生的优势和特长。

在回答学生的问题时，教师应该及时提供反馈，鼓励学生表达自己的想法和建议，并为学生提供更好的学习体验。

2019新人教版英语必修一全册教案教学设计

教案一：Unit 1 Friendship1. 课时安排本单元共分为4个课时，分别安排如下：第一课时：Section A 1a-1c第二课时：Section A 2a-2d第三课时：Section B 3a-4第四课时：Section B 5-72. 课时内容第一课时：Section A 1a-1c本课时主要目标是让学生通过听力和阅读理解，学习关于友谊的表达和句型。

首先通过1a部分的图片描述让学生对友谊的概念有初步的了解，然后通过1b的听力练习使学生能够听到不同人对友谊的看法，最后通过1c的阅读练习巩固所学内容。

第二课时：Section A 2a-2d本课时主要目标是让学生通过听力和口语练习，掌握能够表达友谊的句型和词汇。

通过2a的图片描述和2b的录音材料，学生可以听到不同人对友谊的表达，然后通过2c和2d的口语练习，学生可以有机会自己表达对友谊的看法。

第三课时：Section B 3a-4本课时主要目标是让学生通过听力和阅读理解，了解不同文化对友谊的看法。

通过3a和3b的录音材料，学生可以听到不同国家对友谊的表达，然后通过4的阅读练习，让学生更深入地了解不同文化对友谊的认识。

第四课时：Section B 5-7本课时主要目标是让学生通过听力和口语练习，掌握能够用英语表达友谊的能力。

通过5和6的听力材料，学生可以听到不同人对友谊的看法，然后通过7的口语练习，让学生能够自己用英语表达自己对友谊的看法。

3. 教学重点和难点本单元的教学重点是友谊的表达和句型，教学难点是如何让学生在实际生活中运用所学知识，进行口语交流。

4. 学情分析本单元学生的芳龄一般在14-16岁之间，他们对友谊这一主题可能会有一些自己的认识，但在英语表达方面可能还存在一定的困难。

因此在教学过程中需要及时发现学生的问题，并进行有针对性的辅导。

5. 教学方法本单元将主要采用任务型教学法，让学生通过实际的听力、阅读和口语练习来掌握所学内容。

必修一Unit1 Friendship 全英文教案

Question 2.Do you have friends? What kind of friend do you like?
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.

英语：unit 1《friendship》教案(新人教版必修1).doc

英语：Unit 1《Friendship》教案（新人教版必修1）1.calm…down【课文原句】A. ignore the bell and go some where quiet to calm your friend down. (p1)●使……镇定;使……平静。

We calmed the old lady down.【拓展】calm down 镇定下来;平静下来。

Calm down, sir. What's the trouble?2. be concerned about【课文原句】C. tell your friend that you are concerned about him/her and you will meet after class and talk then. (p1)●be concerned about 挂虑的,担心的,不安的。

She is concerned about your safety.He was very concerned about her.【拓展】be concerned for担心；be concerned with涉及,关系到，影响到；be concerned with与有关的3. go through【课文原句】Or are you afraid that your friend would laugh at you , or not understand what you are going through ?●①遭受，经受。

The countries have gone through too many wars.②仔细检查。

The teacher has gone through all the papers of the students.③通过，批准。

The plan must go through several stages.④浏览，翻阅。

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.。

高一英语必修一《Unit1Friendship》教案

【导语】进⼊到⾼⼀阶段，⼤家的学习压⼒都是呈直线上升的，因此平时的积累也显得尤为重要，⽆忧考⾼⼀频道为⼤家整理了《⾼⼀英语必修⼀《Unit 1 Friendship》教案》希望⼤家能谨记呦！！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.。

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。

人教版高一英语必修一Unit1friendship全单元教案设计

人教版高一英语必修一Unit1friendship全单元教案设计Unit 1 friendship Participants: 靳燕，黄洋，董妮娅，仝亚军，桂秀，吴晓，邹舍龙School: Tai Zhou No.1 Senior Middle School1.Teaching aims and demands2.Suggested teaching notes 1). 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 theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the GermanNazis’killing in world war 2. she treats the diary as herbest friend, and in it reveals her longing for a normal lifeand close contact with nature, which helps her getthrough 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 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 cultural。

沪教版(2024)七年级上册Unit1 Friendship分课时教案(共6课时).doc

Unit 1 Friendship一、单元教学目标学习本单元后，学生能够：1. 从外貌、个人品质、爱好等方面谈论自己的朋友。

2. 用特殊疑问句设计调查问题，并用特殊疑问句问答交流获取信息。

3. 用网帖的形式描写自己的朋友并表达自己对友情的态度或观点。

4. 赏析经典文学作品，并以小组合作形式选择不同的角度设计和进行关于友情的项目任务，并在班级中进行展示。

二、课时安排5 Focusing on culture (pp. 14-15)通过赏析外国经典文学作品选段深入理解和感悟友情的意义，形成健康的交友观。

泛读课6 Cross-curricular connection(p. 16)Project (p. 17)通过引导学生开展关于友情的跨学科学习和项目任务，结合本单元所学的知识，多角度谈论好友并深入探究友情主题。

综合课三、分课时教学设计第一课时（Period 1）教学内容First thoughts (p. 3), Reading (pp. 4-5), Reading comprehension (p. 6), Vocabulary practice (p. 7)主要语篇New school, new friends教学目标通过本课的学习，学生能够：1. 获取Chen Ming的好朋友Li Hua的基本信息，梳理、概括能体现两人友情的事件。

2. 理解并评价Chen Ming 对于友情的观点。

3. 表达自己对于真正的友情的观点。

教学重点梳理、概括Chen Ming和好友Li Hua间体现友情的事情和细节，体会友情的内涵。

教学难点通过信息卡和问题复述课文内容，并表达自己对于友情的理解。

【单元课前预习】1. 学生在图片中填写关于自己新/ 好朋友的关键词, 形成一幅关于自己对于朋友和友情的画像。

Activity 1: Fill in some words that can describe your new / best friend to form a picture of him / her.My new / best friendPersonalqualitiesAppearance Hobbies2. 鼓励学生课前思考以下问题，并在课前预习单上简单回答，课堂分享。

《Unit 1 Friendship》教学设计

《Unit1Friendship》教学设计
一、教学目标
1.掌握与友谊相关的词汇和表达。

2.能够理解关于友谊的文章并进行讨论。

3.培养学生珍惜友谊的情感态度。

二、教学重难点
1.重点：词汇和表达的掌握，文章理解。

2.难点：用英语表达对友谊的看法。

三、教学方法
情景教学法、小组讨论法、阅读分析法。

四、教学过程
1.导入
播放一段关于友谊的视频或展示一些朋友在一起的图片，引出友谊的话题。

2.词汇学习
（1）教授与友谊相关的词汇，如friendship、loyal、trustworthy等。

（2）通过单词游戏巩固词汇。

3.阅读文章
（1）学生阅读课本中关于友谊的文章。

（2）分析文章结构和内容，提取关键信息。

4.小组讨论
（1）组织学生讨论自己对友谊的理解和经历。

（2）分享自己最好的朋友以及为什么。

5.写作练习
（1）让学生写一篇关于自己友谊的短文。

（2）互相交换批改。

6.课堂小结
总结本单元的重点词汇和对友谊的认识。

7.作业布置
（1）背诵重点词汇和短语。

（2）用英语给朋友写一封信，表达友谊。

《Unit1Friendship》教学设计

《Unit1Friendship》教学设计《Unit 1 Friendship》教学设计作为一名专为他人授业解惑的人民教师，通常需要用到教学设计来辅助教学，教学设计是一个系统化规划教学系统的过程。

如何把教学设计做到重点突出呢？下面是店铺为大家收集的《Unit 1 Friendship》教学设计，欢迎阅读，希望大家能够喜欢。

【教材】人教新课标版Module 1【教学目标】1. 认知目标a.通过口语练习使用一些词语和句型来给建议b. 通过使用课文提供的写作模版提炼写作过程中所需要的要素2. 能力目标a. 培养学生给建议的能力b. 写作过程中对逻辑性，连贯性，句型多样性和完整性的驾驭能力【学生分析】学生在英语能力“写”这一个项目上有很多问题，比如说表达不到位，语法错误，语句错用，中式英语，结构零散等等，因此在作文课当中要作长期的，多方面的训练。

本课是高中一第一模块第一单元的第一堂写作课，相当于是学生升上高中之后的第一堂写作课，因此教学设计上也遵从了这一事实规律，由浅入深地进行写作意识的渗透。

【教材分析】本单元的写作是结合一定的情景让学生学会如何表达建议和解释自己的`建议，因此教材也分了两个活动让学生自然地进入情景，并达到能用英语表达的建议的的目标。

【教学重难点】1.词语和句型给出建议。

2.连贯性、逻辑性、完整性和多样性的体现。

【教学过程】I. Warming up:Pair-work: Do you like making friends?If your friend is in trouble, how would you help him/her?II. Leading inHow to give suggestions:Why don’t you do sth? Because…In this case, I think you’d better do sth.When it comes to sth, I propose that you （should） do sth. There are some good reasons for it. For example…My suggestions to deal with the problem are as follows. In the first place,… Secondly… Finally…Take turns to practice giving suggestions in different situations.Your friend had a fight with his parents.Your friend is worried about her weight.Your friend is lost in computer games.III. Skills learning （Activity-centered）One of your best friend Xiao Dong wrote to Miss Wang of Radio for Teenagers to ask for advice. Read his letter first.Dear Miss Wang:I’m a student from Huzhou Senior High School. I have a problem. I’m not very good at communicating with people. Although I try to talk to my classmates, I still find it hard to make good friends with them. So I feel quite lonely sometimes. I do want to change this situation, but I don’t know how. I would be grateful if you could give me some advice. yours, i Xiao Dong Activity 1: Before you help Miss Wang answer the letter, brainstorm about ways to change the situation.Ideas/AdviceWhy1. to ask people their likes and dislikes1. Tofind classmates with the same interests2. to join in discussions and show interest in other people’s idea2. to get to know different people and let them see you are friendly3. ….3. …Activity 2: Group Work: InterviewIn group of four or six, interview your group members about their advice and remember to take notes. Choose three pieces of advice that you think are most useful.Try to write down your advice. Use the structures we just learnt and the sample on page 7 to help you. （Each idea can make one paragraph. ）Activity 3: Checking1. Past tensesHave you used the Past Simple, Past Continuous and Past Perfect?2. Linking wordsHave you used linking words? Can you add any more?3. Simple errorsAre there any spelling mistakes?Activity 4: Work AppreciationConclusion: what is needed for a good article?1.句子内容的完整性（Completeness）2.句子结构的正确性（Correctness）3.句子内容的连贯性（Coherence）4.句子结构的多样性（Variety）IV. Assignment:Choose one famous person you like and write one of his/her anecdote.【教学评价】语言教学评价应注重学习过程的评价，即评价学生的分析能力，表达能力，协作能力和创新能力。