人教版高中英语必修一教案：Unit+1+The+first+period.doc
人教版英语必修一Unit1 第一课时教学设计
教学重点及解决措施Make the survey. While doing a survey, the students may need some explanations教学难点及解决措施Talking and sharingGet the students to work in pairs.If your best friend does something wrong, what will you do?Try to use the following expressions.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, . .教学设计思路This is the first teaching period of this unit, perhaps also the first in this new term. So the teacher can first ask the students to talk about their summer holiday life. They can talk freely as they like.The main topic of this unit is about friendship, and nearly all the teaching materials center on it. The teacher can introduce the topic to the students in interesting ways, such as playing videos and songs on friendship, getting the students make a list of qualities a good friend should have, letting the students make a group discussion on questions about the topic, and so on.依据的理论Listening and speaking, arouse the students’ interest of learning English.信息技术应用分析知识点学习水平媒体内容与形式使用方式使用效果What is friendship Video and songs Play the songand listenTo arouse the Ss’interestWhat’re the qualities of a discussionTo write thefriend Make a list words教学过程（可续页）教学环节教学内容所用时间教师活动学生活动设计意图Step 1 Lead-inTalkingabout thesummerholiday.13minsGivequestionsTask-basedtalkingspeakingStep2 Warming-up Talk abouttheir friend12minsTell theactivityCooperativelearningRevisesomewordsStep 3 Talking and sharing Talk abouttrouble15mins Give topic discussionlearn tosolveproblemsStep 5Summarysummary5mins summariseStep 1 Lead-inBefore the lesson, the teacher can arouse the students’ interests by showing a video of Auld Lang Syne. This is the first class in thenew term. So at the beginning, ask the students to talk about theirsummer holidays. They can talk freely as they like.1. How did you spend your summer holidays? How did youfeel? What did you do in your summer holidays? What did you do inyour spare time?2. What do you think of our new school? Do you like it? Couldyou say something about it?3. Do you like making friends? How do you get in touch withyour friends? Do you have many friends? Where are they now? Doyou have any old friends in our school? Have you made any newfriends in our class?课堂教学流程图(Other suggestions for introducing the topic of this unit:1. Play two songs on friendship, then ask the students what they are about.2. Have a discussion about friendship with the students. Get the students to make a list of three qualities a good friend should have. ) Step 2 Warming-up1. Ask some students to tell the class how his or her friend is in one or two sentences. The following adjectives may be helpful.brave loyal wise handsome pretty smart friendlySuggested sample sentences: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 model.5)My friend Harry is a smart student. He always asks good questions in class.2. Ask the students to give a brief description of one of their friends. The following phrases and structures may be helpful.Step 3 Make the survey1. Ask the students to list some qualities of a good friend or their ideal friend. Have the students get into groups of four to find out what qualities each has listed. Get the students to tell their parterners their standards of good friends by using the following structures.I think a good friend should (not)be. . .In my opinion, a good friend is someone who. . .2. Have a member of each group report on what their lists have in common and list them on the board.3. Ask the class whether or not they agree with all the qualities listed on the board.4. Now have the students make the survey in the textbook. Step 4 Talking and sharing1. Get the students to work in pairs.If your best friend does something wrong, what will you do?2. Get the students to work in groups.Divide the students into four groups and each group chooses 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? What else can be your friend? Why?Topic 4:List some qualities of a person who does not make friend easily.Step 5 Summary1. Ask the students to summarize what friendship is and what is the most important in making friends themselves.2. The teacher shows more information about friendship and a poem about friendship. Enjoy it together. 教学反思What is friendship?I want to find the answer to the question:What is friendship?When it rains, I think friendship is a small umbrella.It can give me a piece of clear sky.When I’m crying, I think friendship is a white handkerchief.It can wipe my tears dry.When I am sad, I think friendship is a warm word.It can bring me happiness again.When I am in trouble, I think friendship is a strong hand.It can help me escape my troubles.专家点评。
高一英语人教版必修第一册教案：Unit 1
Unit 1 Teenage lifeDiscovering Useful Structures 教学设计科目：英语课题：Discovering Useful Structures 课时：1 课时教学目标与核心素养：熟练掌握名词短语、形容词短语和副词短语的形式和意义后。
能力目标：能够将名词短语、形容词短语和副词短语运用到语篇中，使语言表达更加充实，使语言表达更加充实、生动和准确。
情感目标：激发学生学习语法的兴趣。
教学重难点：重点：帮助学生在语篇中理解并运用名词短语、形容词短语和副词短语。
难点：帮助学生丰富语篇表达内容，提高语篇质量。
课前准备：多媒体，黑板，粉笔教学过程：Pre-class:Explain the following sentences and let students find out NP, AdjP and AdvP.Being a freshman at snior high school is a really big challenge.It's a little confusing to choose suitable courses and extra-curricular activities.To choose suitable courses, I have to think very careful and ask the school adviser for help.My adviser recommended that I should sign up for advanced literature. As to extra-curricular activities, I won' quit football and I will find a way to improve so that I can make the team.I have to study harder and be responsible for a lot more.I'm a bit worried about keeping up with the other students in my advanced course.While- class:Guide students to finish Activity 1 and 2 and correct answers.let students look at the given examples, then discuss in a group that how to improve their writing by adding more details and information through the use of noun phrases, adjective phrases, and adverb phrases.After- class:Guide students to finish practices of Activities 3,4 and 5.homework:语法填空Jim was a shy boy. He was afraid of talking to 1 (strange). As a result, he didn't have any friends after he entered high schoolOne day, when Jim 2 ( walk)on his way back home from school, it suddenly began to rain 3 (heavy). He saw a boy walking in front of him. The road was so wet that 4 boy slipped(滑倒)and fell on the ground. Jim quickly ran to the boy and helped 5 (he) get up.The boy was wet all over. Jim 6 (think) the boy must feel cold, so heasked the boy where he lived. When Jim 7 (tell) about the address, he found it was a bit far from there. Jim lived nearby,8 he invited the boy to his home.After they arrived, Jim gave him some clean clothes and asked him to get changed. The boy was so grateful 9 Jim that he thanked Jim again and againThe following day, the boy saw Jim at school. He thanked Jim again for 10 (help) him out. From then on, they often spent time together and became best friends.答案1. strangers2. was walking3. heavily4. the5. him6. thought7. was told8. so9. to10. helpingUnit 1 Listening and SpeakingListening and Speaking 教学设计科目：英语课题：Reading and Thinking 课时：1 课时教学目标与核心素养：知识目标：理解听力文本内容能力目标：掌握听前预测技能情感目标：能根据自己的喜好选择适合自己的社团，并培养相关兴趣。
高中英语 人教版必修第一册 Welcome Unit Period 1 教案
2.One evening the company arranged a__________ dinner after the play.
3.We may be able to _________ a course to suit your particular needs.
Students are expected to get insight into the first day of school.
The teachers would inspire students to learn how to make introductions and greetings.
Students answer the questions loudly together.
-Check the teaching situation of last lesson quickly.
-Help students consolidate the knowledge points.
Lead-in
How do you feel on the first day of school?
Why so?
After acknowledgingthe information and the meaning of the new words, answer the questions.
-Use pictures to catch students’ attention.
designer
He wrote a very formal letter of apology to Douglas.
人教版高中英语必修1 第一单元 unit 1 单元整体教案设计
U nit one FriendshipTeaching 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 inappropriate words.c.Reading: enable the Ss to get the main idead.Writing: write some advice about making friend as an editor2.知识目标：a.Talk about friends and friendship; how to make friends; how to maintainfriendshipe the following expressions:I think so. / I don’t think so.I agree. / Idon’t agree.That’s correct.Of course not.Exactly.I’m afraid not.c. to enable the Ss to control direct speech and indirect speechd. vocabulary: upset , calm , concern , loose, Netherlands, German, series, outdoors, dusk, crazy , purpose , thunder , entire, entirely, power , curtain, dusty, partner, settle, suffer , highway,recover, pack, suitcase, overcoat, teenager, exactly, disagree, grateful, dislike, tip , swap , itemadd up \ calm down\ have got to \be concerned about \ walk the dog \ go through \ set down \a series of \ on purpose \ in order to \at dusk \ face to face \ no longer\not …any longer\ suffer from\ get\be tired of \ pack sth. up \get along with \ fall in love \ join in3. 情感目标:a. To arose Ss’ interest in learning English;b. To encourage Ss to be active in the activities and make Ss to be confident;c. To develop the ability to cooperate with others.4. 策略目标：a. To develop Ss’cognitive strategy: taking notes while listening;b. To develop Ss’ municative strategies.5. 文化目标：to enable the Ss to get to know different opinions about making friends from different countries.Teaching steps:Period oneStep1. Warming up1. Ss listen to an English song AULD LANG SYNE.2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave,humorous, funny, wise, kind, open-minded, responsible, helpful….Step 2. Talk about your old friends1.Ss talk about their old friends in Junior Middle School, talk about theirappearance, personality, hobbies, etc.2.Self-introductionStep 3. Make new friends1.Ss go around and ask their new friends some information and fill in the followingStep 4. Do a surveySs do the survey in the text ,P1Sep 5. Listening and talkingDo Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.When Ss make their conversation, ask them to try to use the following expressions.I think so. / I don’t think so. I agree. / Idon’t agree.That’s correct. Of course not. Exactly. I’m afraid not.Step 6. DiscussionDivide Ss 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? What else can be your friend? Why? Topic 4: List some qualities of a person who does not make friend easily.Step 7. Summary1.Ask Ss themselves to summarize what is friendship and what is the most importantin making friends.2.T shows more information about friendship and a poem about friendship.What is friendship?I want to find the answer to the questionWhat is friendship?When it rains, I think friendship is a small umbrella.It can give me a piece of clear sky.When I’m crying, I think friendship is a white handkerchief.It can wipe my tears dry.When I am sad, I think friendship is a warm word.It can bring me happiness again.When I am in trouble, I think friendship is a strong hand.It can help me escape my troubles.When I sit in a quiet place, I think friendship is a very wonderful feeling.It can’t be pulled and torn, because it is in everyone’s heart.It is there from the beginning to the end of our lives.3. Tell Ss: make new friends and keep the old; one is silver and the other is gold. Step 8. Evaluation1.Look up the new words and expressions in warming up and pre-reading in adictionary.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, puter, 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 movies 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 passage?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. ScanningStudents work in pairs to find the information required below:Annein World War ⅡWhat ?How to enjoyherself?Why?Step5. 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?Step6. 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 ?Task1.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.、3 、4on Page3Period threeStep 1. Warming upCheck the Ss’ 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. 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 know what we went through while working on this project.3. 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.4. be concerned about/for: be worried about 担心We’re all concerned about her safety.Step 3. Learning about language1.Finish Ex.1, 2 and 3. on Page 4.2.Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ssthemselves discover the structures.Step 4. PracticeUsing structures on Page 42: ask the Ss to use indirect speech to retell the story. Step 5. AssignmentFinish Wb. Ex, 1 and2 on page 41 and 42.Period fourStep 1. RevisionCheck the Ss’ assignment.Step 2. R eadingSs read the letter on page 6Notes:1.get along with2.fall in loveStep 3. ListeningSs should take notes while they are listening.1. first listening: Ss listen and answer the questions of part 2 on page 6.2. second listening: Ss listen again and finish part 3 on page 6.Step 4. ListeningSs listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.Step 5. SpeakingSs work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the Warming up to help them.Step 6. Assignment1. Ss prepare the reading task on page 44.2. Surf the internet and find some material about friendship in different countries.Period fiveStep 1. Warming upSs say something about making friends and how to maintain friendship.Step 2. ListeningSs listen to a short passage and fill in the blanks on page 41 (listening).Step 3. Reading1.first reading: Ss read the passage about friendship in Hawaii and finish Wb.Ex1.onpage 44.2.second reading: Ss read again and discuss the questions on page 44.3.Ss share their material about friendship in different countries in groups, and thenchoose some groups to show theirs in class.Step 4. assignmentSs collect some proverbs about friendship.Period sixStep 1. Pre-writing1.Read a letter from a student called Xiaodong.2.Go over the advice on page 7 and be ready for writing.Step 2. While-writingAsk the Ss to write a letter to Xiaodong as an editor and give him some advice.1.Ss make a list about the important information that they need.2.Ss begin to write the letter to Xiaodong.3.Ss revise their letters by themselves.4.Ss exchange their writing paper with their partners and correct the mistakes. (tense,spelling, letters, structures….)5.Ss get back their own writing paper and write the letter again.Step 3. Post-writingChoose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.Step 4. Writing for fun1.Ss read the passage on page 7 by themselves.2.Ss try to write a few lines to describe their best friends or a person they know.3.Show some Ss’ writings in class.Step 5.AssignmentDo Wb writing task on page 46.Period sevenTeachers can use this period freely.Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 47. It is very important to improve their learning.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。
人教版高中英语必修一unit1教案最终版(word文档良心出品)
Step I. Review andLeading-in (5mins)
Review what we have learnt in the last lesson and enjoy the movie clip Summer Eleven just last 3 mins in order to lead to the topic of friendship.
2.Teaching Difficult Points
1.To make the students be able to use different vocabularies about friend and friendship.
2.To make the stu来自ents understand this unique history.
3.Emotion Objectives
1.To get the students to realize the importance of friends and friendship, and learn to make friends and foster friendship.
四.教学重点、难点Teaching Key and Difficult Points
Clear--- She thought the ordinary diary is a series of facts. She made her diary as her best friend and she called her diary Kitty.
(3) Why was she so crazy about things to do with nature?
整理人教版高中英语必修一unit1教案最终版
高一英语必修1Unit1F riendshi p精品1.高一英语必修1 Unit 1 Friendship 精品教案（Period 2）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 friendsfrom false friends;3). To grasp some useful words and expressions in this passage, such as on purpose, be crazyabout etc.;4). To learn the writing style of this passage.2. Teaching method: T ask-based teaching3). Teaching procedure:Step 1.Pre-reading1. Please enjoy three pieces of music and find out what they are about.2 .Why do you think friends are important to you?3. What do you think a good friend should be like? List the good qualities a good friend shouldhave .4. Have you ever considered making friends with animals, plants or even an object? Why or whynot?Step 2.Reading1. Try to guess what Anne’s friend is and what the passage is about by reading the title andhaving a quick at the pictures in this passage without reading it.2. Skimming the first two paragraphs to confirm your guessing.1) What was Anne’s best friend? Why did she make friends with it?2) Did she have any other true friends then? Why?3) What is the differ ence between Anne’s diary and those of most people?4) Do you keep a diary? What do you think most people set down in their diaries?5) We are going to read one of Anne’s diaries .but before reading ,can you tell me what the diaryis about with the help of one key sentence in the 2nd paragraph?3. Reading of Anne’s diaryHow she felt in the hiding placeTwo examples to show her feelings thenStep 3.Post-reading1.What would you miss most if you went into hiding like Anne and her family? Give your reasons.2.Group workWork in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.Where would you plan to hide?How would you arrange to get food given to you every day?What would you do to pass the time?------3. Discovering useful words and expressionsComplete the following sentences, using words and expressions from 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 4.T alking about friends and friendship1.There are 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 5.Homework: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 together整理丨尼克本文档信息来自于网络，如您发现内容不准确或不完善，欢迎您联系我修正；如您发现内容涉嫌侵权，请与我们联系，我们将按照相关法律规定及时处理。
人教版高中英语必修一Unit1教案
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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“而且，其次”in addition to +n。
/doing “附加给。
.。
，除了。
.还有...”同类用法联想：because ＆ because ofinstead & instead ofadditional 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。
高一英语人教版必修1Unit1全套教案
Unit 1 friendship1.Teaching aims and demands2.Suggested teaching notes1). Analyses of the teaching contentsThis unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk aboutfriendship, get to know the problems between friendsand seek solutions, which makes preparations for thefurther teaching in topics, background and vocabulary.Pre-reading---The questions prompt students to think critically aboutfriends and friendship in reality, alerting them to the factthat besides people, a diary can be a friend, too.Reading--- The diary by theJewish girl Anne gave a glimpse of her lifeduring her family’s shelter in Amsterdam from the German Nazis’killing in world war . she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature,which helps her get through the days.Comprehending---It helps students further understand the text by doingmultiple choices, questions and answers, andmatching.Learning about language---It teaches the important expressions andstructures and grammar: direct and indirectspeeches.Using language---The two letters, listening, questionnaire design, letterwriting and fun writing prepares students to furthertalk about friendship, especially the problems withmisunderstanding, and unfriendliness, thusstrengthening students’ abilities to practicelanguage, discover, and solve problems.Summing up---It summarizes the whole contents of this unit from theaspects of topics, vocabulary and grammar.Learning tip--- This part encourages students to form the habit of writinga diary.Integrating skills--- The text introduces the way Hawaiians expressfriendship, to get students to realize the culturaldifferences in the values of friendship in additionits importance in all cultures.2) Making of the teaching planThis unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself,i.e., the comfort and support one seeks from an imaginary friend.Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability tocope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinarything 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 whole teaching procedures can fall into five periods as follows:3. Teaching plans for each periodPeriod 1 Warming-up and Speaking1. Teaching objectives:1) Target languageI (don’t) 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 tosolve the problems.3)Learning ability goalsa.To encourage students to think and talk about friends and friendship byusing some 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 inSenior Middle School.2. Teaching important points:e the given adjectives and sentence structures to describe one ofyour friends.b.Learn to evaluate friends and friendship.3. Teaching difficult points:a.Work together with partners and describe one of your good friends.b.Discuss with partners and find out ways to solve the problems.4. Teaching methodsa.Task-based teaching and learningb.Cooperative learningc.Discussion5. Teaching aids:CAI6. Teaching procedures and ways:Step 1 Lead-in and Warming-upBefore the lesson, the teacher can arouse the students’ interests by showing a video of Auld Lang Syne .At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.1.How did you spend your summer holidays How did you feelWhat did you do in your summer holidays What did you do inyour spare time2.What do you think of our new school Do you like it Could yousay something about it3.Do you like making friends How do get in touch with your friendsDo you have many friends Where are they now Do you haveany old friends in our school Have you made any new friends inour classStep 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 fillin the blanks.girl friends boy friendspen friendslong -distance friendsfriends of the same agee-friends (friends over the internet) friends across generationsunusual friends like animals, books……1).______ is /are most important to you.2). You spend most of your free time with ____.3). You will share your secrets with _____.4). When in trouble, you will first turn to _____.Step 3 Make a survey1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.Tell your partner your standards of good friends by using the following structure:I think a good friend should (not) be……In my opinion, a good friend is someone who……1.Have a member of each group report on what their lists have in commonand list them on the board.2.Ask the class whether or not they agree with all the qualities listed.3.Then have the students do the survey in the textbook.4.Have the students score their survey according to the scoring sheet onpage 8.5.The teacher ask some students how many points they got for the surveyand 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)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 callthem and wake them up, and they’ll still want to talk to you ,that’s friendship.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 not2. What factors may cause the breakdown of a good friendship3.What can be your special friend besides human beings And whyStep 6 homework1.Write down a short passage about your ideas /the factors/yourunusual friends.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 teaching3). Teaching procedure:Step 1.Pre-reading1. Please enjoy three pieces of music and find out what they are about.2 .Why do you think friends are important to 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 2.Reading1.Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.2.Skimming the first two paragraphs to confirm your guessing.1) What was Anne’s best friend Why did she make friends with it2) Did she have any other true friends then Why3) What is the difference between 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 readi ng ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph3.Reading of Anne’s diaryHow she felt in the hiding placeTwo examples to show her feelings thenStep 3.Post-reading1.What would you miss most if you went into hiding like Anne and her family Give your reasons.2.Group workWork in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.Where would you plan to hideHow would you arrange to get food given to you every dayWhat 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 4.Talking about friends and friendship1.There are 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 5.Homework: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 GrammarDirect & Indirect SpeechI Statements & Questions1．Teaching objectivesLearn to use direct speech and indirect speech2. Teaching important pointSummarize the rules of Direct Speech and Indirect Speech.3. Teaching difficult pointLearn about the special cases in which the tenses shouldn’t be changed.4.Teaching methodsDiscussing, summarizing and practicing.5. Teaching proceduresStep1Lead inT:Good morning, class. In the last lesson, we learned Anne’s story. Now she is telling her stories to two of her friends—you and Tom. Tom has something wrong with his ears,so you have t o repeat Anne’s sentences, Sometimes you need to explain Tom’s sentences to the class. Look at the blackboard.“I have to stay in the hiding place.” said Anne.→T:What did Anne say As we know , Tom has something wrong with his ears,so you have to repeat Anne’s sentence.Ok,first of all, let’s translate the sentence into Chinese.安妮说：“我不得不呆在躲藏处。
创新的高一英语新人教版必修一Unit1教学案例
创新的高一英语新人教版必修一Unit1教学案例The goal of the lesson is to introduce students to the concept of innovation, explore some famous examples of innovation, and encourage students to think of ways they themselves can be innovative. The lesson is divided into three parts: pre-reading, while-reading, and post-reading.In the pre-reading section, the teacher begins by introducing the concept of innovation to the students. They should explain the meaning of innovation and provide some examples of famous innovations, such as the telephone, the internet, and the airplane. They should also discuss how innovation has changed our world and the role it plays in shaping the future. After this, the teacher can set up some group activities where students discuss why innovation is important, what they think are the benefits of innovation, and what they think is the downside of innovation.In the while-reading section, the teacher will use the textbook's reading material to explore some famous examples of innovation. The material may include various texts, such as case studies or biographies detailing the lives of famous innovators. The reading material should be carefully chosen to ensure that it is informative, engaging, and accessible toall students. The teacher can also set up some groupactivities where students discuss what they have learned from the reading material, what they found most interesting, and how they could apply the knowledge to their lives.In the post-reading section, the teacher should encourage students to think of ways they themselves can be innovative. The teacher can provide some prompts, such as asking students what kind of innovative ideas they have for making their own lives easier, or what kind of innovations they think would be useful in their community. The teacher should also ask the students to present their ideas to the class, which will not only strengthen their public speaking skills, but alsoinspire other students to be innovative.Assessment strategies for the lesson include various techniques, such as observation, oral discussion, and written responses. The teacher can observe the group activities and class discussion to gauge whether the students have understood the concept of innovation. The teacher can also assess the students' oral presentations by assigning points for effective public speaking and originality of ideas. Lastly, written responses can be used to assess whether thestudents have grasped the key concepts of the lesson and how they plan to apply what they have learned.In conclusion, the first unit of the high school English curriculum is essential in teaching students about innovation. This lesson plan provided an outline for teachers tointroduce the concept of innovation, explore some famous examples of innovation, and encourage students to think of ways they can be innovative themselves. The assessment strategies were designed to test if students had understoodthe concept and encouraged them to be creative and original. The lesson plan was effective in promoting the importance of innovation and inspiring students to be innovators themselves.。
人教版高中英语必修1全册教案
人教版高中英语必修1全册教案一、教学目标本教案旨在帮助学生达到以下教学目标：1. 掌握必修1全册的英语单词、词组和句型；2. 培养学生的听、说、读、写的综合语言能力；3. 培养学生的跨学科研究能力，通过阅读、听力和讨论提高学生的综合素养；4. 培养学生的研究策略，教会他们如何有效地研究和使用英语。
二、教学内容本教案包括必修1全册的以下内容：1. 单元一：Greeting and Introduction2. 单元二：Time and Daily Routines3. 单元三：Hobbies and Leisure Activities4. 单元四：School Life5. 单元五：Family and Relationships6. 单元六：Travel and Holidays每个单元的教学内容包括听、说、读、写的综合练，以及文化背景和研究策略的介绍。
三、教学方法本教案采用以下教学方法：1. 任务型教学：通过给学生一些具体任务，培养他们自主研究和合作研究的能力；2. 情境教学：将研究内容置于真实的生活情境中，帮助学生理解和使用英语；3. 多媒体教学：结合多媒体资源，提供丰富的听力、口语和阅读材料，激发学生的研究兴趣；4. 提问引导：通过提问引导学生思考和表达，激发他们的研究动力；5. 小组合作：鼓励学生进行小组讨论、合作研究，提高他们的沟通和合作能力。
四、教学评估本教案将通过以下方式进行教学评估：1. 课堂表现：观察学生在课堂上的参与程度、口语表达能力等；2. 书面作业：布置书面作业，检查学生对教学内容的理解和掌握程度；3. 小组项目：布置小组项目，评估学生的合作能力和综合运用能力；4. 课堂测验：定期进行课堂测验，测试学生的听力、阅读和写作能力。
五、教学资源本教案所需的教学资源包括：1. 教科书：人教版高中英语必修1全册；2. 多媒体资源：包括录音、视频和网络资源；3. 手机、平板电脑等电子设备：用于学生查阅和使用研究资源。
必修一英语unit1教案
必修一英语unit1教案教案标题：必修一英语 Unit 1 教案教学目标：1. 通过本单元的学习，学生将能够掌握与个人经历和旅行相关的词汇和表达方式。
2. 学生将能够运用所学知识，描述自己的旅行经历并与他人进行交流。
3. 学生将能够扩展词汇量，提高听说读写的综合能力。
4. 学生将能够培养对不同文化的理解和尊重。
教学重点：1. 旅行相关的词汇和表达方式。
2. 描述个人旅行经历的能力。
3. 听说读写的综合能力。
教学难点：1. 运用所学知识进行口语交流。
2. 提高听力和阅读理解能力。
教学准备：1. 教材：必修一英语教材 Unit 1。
2. 多媒体设备。
3. 学生练习册和教辅材料。
教学过程：Step 1: 导入（5分钟）通过展示一些与旅行相关的图片和视频，引发学生对旅行话题的兴趣，并与学生进行简单的讨论。
Step 2: 词汇学习（15分钟）1. 教师通过多媒体展示旅行相关的词汇，并进行发音和意义的解释。
2. 学生跟读和模仿发音，加深对词汇的理解和记忆。
3. 学生分组进行词汇搭配练习，巩固所学词汇。
Step 3: 听力训练（20分钟）1. 教师播放与旅行经历相关的听力材料，要求学生仔细听并回答问题。
2. 学生进行听力练习，提高听力理解能力。
Step 4: 口语练习（20分钟）1. 学生分组进行对话练习，描述自己的旅行经历，并与组员进行交流。
2. 教师进行适当的语言指导和纠正，帮助学生提高口语表达能力。
Step 5: 阅读理解（15分钟）1. 学生阅读与旅行相关的短文，并回答问题。
2. 教师进行阅读指导，帮助学生提高阅读理解能力。
Step 6: 作业布置（5分钟）布置相关的练习作业，巩固所学知识。
教学反思：通过本节课的教学，学生能够通过听说读写的综合训练，掌握与个人旅行经历相关的词汇和表达方式。
同时，通过阅读和听力训练，学生的阅读理解和听力理解能力也得到了提高。
在教学过程中，教师要注意激发学生的学习兴趣，鼓励学生积极参与，提高学生的学习动力。
人教版高一英语必修1 UNIT1教学设计案例
本课重点：通过回答问题和理解句子，深入理解安妮日记中的语境和情感,掌握语言现象。
本课难点：Therewasatimewhen…定语从句；Itwasthefirsttimethat…haddone…;It’snopleasuredoingsth;It’sbecause….that…
六、教学过程
从学生课堂反馈来看，学生拥有了一定的语言感知水平，能够使用所学语言点实行新的语言项目的完成，但课后写到讨论结果却发现，学生的书写有问题，并且词汇拼写错误及有适量的语法错误。由此可知，在今后的学习指导中，老师要严格要求学生，锤炼笔头表达水平，语言输出的精确性有待增强。
观察图片及文章题目，浏览问题后，带着问题快速阅读文章
培养学生阅读理解水平
指导学生进一步阅读理解文章内容并找出语言点
阅读文章，找出语言点，并交流展示
学生精读文章，学习语言点，提升使用语言水平
七、教学评价设计
1.小组评价
组别
1
2
3
4
得分
组内贡献奖得主
2.自我评价
Fromthisperiod,Ihavelearnedthefollowing：
在这节课中，学生对语言点的掌握和理解比较到位，并且能够从以前的语言知识中做到举一反三，这充分说明了，即使是新课程，也不一定都需要老师把知识一点点灌输，学生以旧带新的学习方式，更符合他们的认知规律。此外，学生在交流展示过程中，大胆，规范，并且能大胆提出问题，并能说出自己的理解，这个点难能可贵。整节课，学生思维活跃，课堂气氛热烈而不喧闹，彰显了学生的学习热情和求知欲望，并能适当使用所学的语言点造句并创立新语境，达到了预期的课堂效果。
Grammar：_________________________________________________________________
最新人教版高一Unit1教案（人教版高一英语上册教案教学设计）
最新人教版高一Unit 1教案(人教版高一英语上册教案教学设计)I Teaching Aims and Demands1.Words and expressions1)wordshonest; brave; loyal; wise; handsome ;smart; argue; solution; classical; Joe; match;mirror;gun;hammer;saw;rope;compass;movie;cast;TomHa nks;ChuckNoland;survive;deserted;hare;sorrow;feeling;boardjairplane;parachute;lie;sp eech;adventure; notebook; scared; e-pal ;Carolina; admit ;opinion 2）useful expressionsbe fond of ;treat…as…; make friends with ;hunt for; in order to; share…with2.Oral demandTalk about friend and friendship in English3. Grammar1）the indirect speech led by if/what /who/where/how…2）review the usage of nouns and articles4. Written demandwrite an E-mail about friendship5.Moral demandTeach the Ss how to get on well with friends and treasure friendship.II Teaching methodCo-orperating teachongIII Study methodSelf-study guided by the teacherIV Teaching aidsComputer,tape recorder,slide shoe,etc.V Teaching stepsPeriod 1Step 1 1. Ask the Ss the following questions to review some Warming up words they know to describe their friends:1) Do you have good friends?2) What do you think of them? / Why do you think he / she is your good friend?3) What kind of people do you want them to be your friends ?4) Are there any other words we can use to describe a friend?2. Review and learn some useful words:Appearance:tall short thin fat strong slim beautiful pretty handsome(attractive, fair) smart (quick, bright)Qualities:kind kind-hearted / warm-hearted politehelpful gentle noblehonest trustworthy frank openheartedbrave great full of courage / courageousloyal true faithful to a friend dependablewise clever bright learned3. Ask the Ss to use the following sentences to describe themselves or their friends, first practise in pairs, then the whole class.1) I think I am ______, ______ and _______.I think I am ________ because I ________. So when you ______, you can _______.2) I think he / she is _______, _______ and ________.I think he / she is _______ because __________.4. Go over Part 2 on Page 87. Ask the Ss to make sentencesas the example.Step 2 1. Listen to the tape and finish the three situations one Listening by one. Then ask the Ss to check the answers with their partners.2. Go over Part 1 in Listening on Page 85.3. Go over Part 2 in Listening on Page 85.Step 3 Written work: Part 2 on Page 87 in the exercise book.Homework Reading: Go over Speaking Part on Page 2 and finishthe table on Page 3.SummaryPeriod 2Step1 1. Ask the Ss to tell what they learned in the last period Revision and their opinions about what a good friend should be.2. Ask the Ss to tell if there was anything unhappy that once happened between them and their friends and how did they solved it.Step 2 1. Ask the Ss to go over Part 1 in Talking on Page 85, Talking first in pairs, then in class.2. Let the Ss say what patterns we can use to makeapologies.You said that you would … Why did / didn’t you …?You promised to … Why didn’t you…?Please forgive me.I’m very sorry. …It won’t happen again.I’m sorry I forgot.3. Go over Part 2 on Page 86, first in pairs and thenwith the whole class.4. Go over Part 3. First ask the Ss to complete the rolecards in pairs. Then check some cards in class. And then ask the Ss to work in pairs to act out.Step 3 1. Go over Speaking part on Page 2 by checking the Speaking list. First ask some Ss to read this part. Then check The answers to the list.2. Ask the Ss which of the six students they want tomake friends with and why.3. Ask the Ss to discuss in groups of four: Are friendsvery important in our life? Why?Ask some groups to report the result of their discussion.Step 4 Written work: Part 3 on Page 87.Homework Reading: Many-flavoured friends on Pages 88-89, and answer the questions.SummaryPeriod 3Step 1 1. Suppose you are alone on a deserted (empty, no onePre-reading lives there) island. You have to survive (remain alive, try not to die) without friends and all the things you use in your everyday life. Which of the items (things, articles) in the box would be the most useful to you on the island? List three most useful items and explain why you think they would be useful.2. Ask the Ss to discuss their answers in groups of four and then ask some of them to report their answers.3. Talk about the movie post of CAST AWAY.Step 2 Ask the Ss to read the passage and find the answers Reading to the questions:1) What is the movie about?2) Who is Chuck?3) What happens to Chuck one day when he is flying acrossthe Pacific Ocean?4) How many years has he spent on the deserted island?5) What becomes his best friend there? Why?Step 3 1. Ask the Ss to find the answers to the first threePost-reading questions in Post-reading part.2. Ask the Ss to discuss the fourth one in groups of four, and then report to the whole class.Step 4 Check the answers to the reading material on pages Workbook 88~89.Step 5 1. Listen to and read the text again and again.Homework 2. Find out the difficult sentences and go over the notes to this text.3. Look up the word learn in the dictionary and try tofind out different meanings of it.SummaryPeriod 4Step 1 1. Ask the Ss to tell what they have learned from the Review text.2. Ask some of the Ss to read the text paragraph byparagraph and paragraph. And at the same time ask them to point out the sentences they don’t understand.Step 2 1. Ask the Ss to find out the following phrases in the Paraphrasing text:on a deserted island, hunt for food, make a fire,be alone on the island, become / be fond of …, treat sb as…, share happiness and sorrow, make friends with …2. Ask the Ss to make sentences with hunt for, be fond of, treat ab as …3. Ask the Ss to put the follow sentences into Chinese.1) Chuck is a businessman who is always so busy that he haslittle time for his friends.2) One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.3) Perhaps the most difficult challenge is how to survive without friends.4) In order to survive, Chuck develops a friendship with an unusual friend - a volleyball he calls Wilson.5) … it is important to have someone to care about.6) He also learns that he should have cared more about his friends.7)… we must give as muc h as we take.8) The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.Step 3 Ask the Ss to think over and answer the question:Discussing 1) How can a volleyball become Chuck’s friend?2) The text talks about giving and taking. How do you and your friends give and take?3) Does a successful man or woman need friends? Why or why not?4) What do friends teach us?5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?Step 4 The usage of learn:Word study 1. To gain knowledge or skill by study, experience orbeing taughtlearn a foreign languageWe’re learning English now.Have you learned how to drive a car?One can learn from his mistakes.2. fix in the mind or memory; memorizeLet’s try to learn the poem by heart.3. realize; become awareThey learned that it was no use arguing with him.4. know, get to knowThey offered help as soon as they learned that we were in great trouble.I learned of the accident only yesterday.learn one’s lesson; learn a lesson from sblearned a learned teacherStep 5 Go over Part 1 in Vocabulary on Page 87.Listening First go over all the words and ask some students to tell what these words mean and when we’ll use these words. Then listen to the tape and finish this exercise.Step 6 1. Finish Word Study on Pages 4~5.Homework 2. Go over the Grammar part on Page 5. Try to find out the difference between Direct Speech and Indirect Speech in statements and questions.SummaryPeriod 5Step 1 Go over this part by asking some Ss to read the ten Word study sentences one by one to check the answers.Step 2 1. Ask the Ss to discuss the difference between Direct Grammar Speech and Indirect Speech in pairs.2. Summary:In Statements“I like reading adventure stories,” said John.John said (that) he liked reading adventure stories.“I don’t like computers,” Sarah said to her friends.Sarah told her friends (that) she didn’t like computers.In General Questions:“Ann, have you see my blue notebook?” Peter asked.Peter asked Ann if she had seen his blue notebook.In Special Questions:“How can you do that?” Mary asked Ann.Mary asked Ann how she could do that.“What difference does it make?” Peter asked Jim.Peter asked Jim what difference it made.3. Go over Part 1 on Page 5.4. Go over Part 2 on Page 6.Step 3 1. Go over Part 2 on Page 88.Workbook 2. Go over Part 3 on Page 88 first in pairs, and thencheck with the whole class.3. Go over Part 1 by asking some Ss to write downtheir sentences on the Bb.Step 4 1. Review the reading material.Homework 2. Finish all the exercises about the Grammar in this unit. And go over Parts 1 and 2 on Pages 177~180.3. Ask the Ss to think about in what ways we can make friends with others.SummaryPeriod 6Step 1 Ask the Ss some questions and let some Ss report Revision these questions:1) Do you want to study English? Why?2) Why do you think English is very important?3) What do you think a good friend should be?4) Do you have any good friends?5) How can we make friends with others?6) Would you like to say something about one of your friends?7) What do you often do together with your friends?8) What do you think are good ways to make friends with a stranger?9) Do you know how to make a pen friend or a pen pal?10) Can we use the Internet to make friends? How to use it to make friends?Step 2 1. Read the short passage on Page 6 and tell the main Reading and idea of it.Writing Questions:1) What is a pen friend or pen pal?2) What is an e-pal or key pal?3) What is the advantage of e-mail?2. Read the two e-pal ads and tell what kinds ofpeople do you think they are.Jane: funny, humour, frank, openhearted, friendlyJack: friendly, funny, humour, openhearted, honest3. Go over the tips and then write an e-mail message.And then check each other’s message with thepartner.Step 3 1. Read the e-mail on Page 90 and tell what it is about.Workbook 2. Talk about how to write a response.Step 4 1. Go over Checkpoint 1.Checkpoint 2. Ask the Ss to think about what they have learned inthis unit.Step 5 1. Go over Learner Log on Page 90 to make sure that Assessing the Ss know what it means and how to fill in the table correctly.2. Go over Reflection and ask the Ss to finish thesentences.Step 6 1. Review the whole unit.Homework 2. Write an e-mail to introduce yourself to an e-pal and send it to the teacher’s e-mail box.SummaryPeriod 7Step 1 1. Dictate the following passage and then choose a Dictation title for it.Pal Restaurant is one of the many restaurants where people come to eat, drink, talk and enjoy music. It is different from other restaurants because its owners are a group of college students.1. ….But 2. …. “We can’t stop them but we want them to put study in the first place.” Teachers do not supp ort them, either.3. ….4. ….5. ….6. ….But Lin Tao says they are doing OK.Title: Students Running BarStudy First or BUSINESS First?2. Some words and phrases in the listening text:solve a problem / problems, common problem,get mad, communicate, in a different way,deal with, apologize, apology, keep a secret,in a difficult situation,rumour 谣[流]言, 传闻The rumo(u)r has turned out to be true.这谣传结果是真的。
人教版高中英语必修一Unit 1 Friendship教案
Unit 1 FriendshipTeaching goals*语言知识1.to talk about friends and friendship, and interpersonal relationship2.to practise expressing attitudes, agreement and disagreement, and certainty3.to master some sentences about giving advice4.to learn to use the Direct Speech and Indirect Speech(1): statements and questions5.to learn about communication skills*语言技能和学习策略1.to develop listening skills by doing exercises in listening task2.to develop speaking skills by finishing the speaking task and other activities likediscussion and oral practice3.to develop reading skills through the reading materials in this unit4.to learn to write a letter of advice*文化意识1.to know about friend and the real meaning of friend2.to learn how to get along with others*情感态度1.to arouse the interest in learning English2.to learn to express their feeling of friends and friendshipTeaching key points:1.how to improve students’ speaking and cooperating abilities2.learn to use the Direct Speech and Indirect Speech(1):statements and questions3.master some words and expressionsTeaching difficult points:1.train the students’ speaking, listening, reading and writing abilities2.how to improve students’ cooperating abilitiesTeaching methods:Student-focus approach and task-based approachLearning methods:Cooperative studyTeaching aids:ComputerThe First Period (Warming up &Speaking)Teaching aims:1.to know about different kinds of friendship2.to learn some words of describing friend and friendship3.to master some useful words and expressionsTeaching methods:1.discussing2.cooperative learningTeaching materials: Warming upTeaching procedures:Step One: Leading-in1.Free talk: Something about friend and friendshipAsk the Ss to describe one of their friends----their appearance, personality, hobbies, etc.Qs:What’s your friend like?What does he/she like to do in his/her spare time?What personality does he/she have?Step Two: Discussion1.Writing the following statement on the blackboardWe all agree that to have a good friend , you need to be a good friend.2.Ask the Ss:What do you think of this statement and how can you be a good friend?Let the Ss express their views3. Have the Ss get into groups of four to list some qualities of a person they wouldlike as a friend.Ss may list: honest, friendly, open-minded, generous, helpful, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, brave, easygoing, outgoing, warm-hearted, kind, selfness, tolerant, intelligent…4. Have a member of each group report on what their lists have and list them on the blackboard5. Ask the class whether or not they agree with all the qualities listedStep Three: Doing the survey and explanation1.Have the Ss do the survey in the textbook and let them work out their score.2.Teacher explain each itemQuestion 1 deal with how thoughtful you are towards others. The scoring reflects your concern for others. So one point for A gets the lowest score because it is the most selfish response. B get the highest score because it show a concern for your friend as well as your wish to go to see a film. C gets a slightly lower score because although it shows you want to go with your friend ( because you change the plan), you do not help your friend.Question 2 is concerned with fairness. A gets the lowest score because you are not giving your friend another chance to behave better this time.B gets a higher score because you let your friend borrow the camera again. This shows kindness and forgiveness or the trouble you had when it was returned broken. But you are not balancing his heeds against your own. That is why C gets the highest score. You are showing your friend that you will trust him/her with the camera again but this time you are giving him / her rules in case it gets broken.Question 3 deals with your concern for others. A get the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend. This is not responsible. You have things that you need to do. Of course yourfriend is important but not more important than you responsibilities. B gets a higher score because it shows some concern for your friend and some understanding that you have important things to do too. But it does not show any real interest in his / her problem. C get the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too.Question 4 is concerned with responsibilities to a friend. A provides the correct amount of responsibility to your friend. You recognize that it was your fault and will put it right and pay for the damage. So it gets the highest score. B provides some understanding that you are responsible. You put the situation right but you do not pay for the damage yourself. So it does not get the highest score. C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour.Question 5is concerned with honesty. If you let your friend look at your paper or somebody else’s paper, you are helping them to cheat. That is not honest, so answers A and C get no marks. But it takes courage to tell your friend that they should have studied and that they cannot look at your paper. That is also the honest answer. So you get 6 points for B, which is more than any other in the quiz.Step Four: Language pointsTeacher explain language points with some slides1.add v.1) to put together with something else so as to increase the number, size, importance,etc. 增加，添加eg. Please add something to what I’ve said, John.2) to join numbers, amount, etc so as to find the totaleg. Add up these figure for me, please.常用结构：add up / together sth. 把…加起来，合计add sth. to sth. 把…加到/进add to (=increase) 增加了…add up to 合计，共计add in 包括…，算进2.pay to get it repaired花钱让人去修理3.upset adj. worred; annoyed 不安的；使心烦意乱的v. cause to worry, to be sad, to be angry, not to be calm, etc. 使不安；使心烦意乱eg. He was upset when he heard the news.His cheating in the exam upset his teacher.4．ignore vt. to pay no attention to sth. 忽视；对…不予理睬eg. Ignore the child if he misbehaves and he’ll stop soon.ignorant adj.无知的；不知的ignorance n. 无知；愚昧5. calm vt. to make sth./ sb. become quiet 使镇静；使平静adj. not excited, nervous or upset 镇静的；沉着的calm down 镇静；平静calm down sb.=calm sb. Down 使某人镇静sb. calm down(vi.) 某人平静下来eg. The excited girl quickly calmed down.He took a few deep breaths to calm himself down.6.have got to do sth.(口语)=have to do sth.不得不做某事；必须做某事eg. Since you’re no longer a child now, you have got to make money to support the family.*have got to在变疑问句或否定句时，不再另加助动词，而have to则须加助动词do.have got to前不用情态动词，而have to前则可以。
高中英语人教版(2019)必修第一册Unit1 d 2 XXX优秀教学设计
高中英语人教版(2019)必修第一册Unit1d 2 XXX优秀教学设计教学设计本单元的主题是关于青少年生活的话题，属于“人类和自我”主题背景。
作为承担“中国伟大梦想”责任的青少年，他们必须充分了解自己，包括自己的优势、劣势和挑战等。
他们应该不断提高自己，积极研究科目，从而培养终身研究的策略和信心。
教材分析本单元的阅读材料《The Freshman Challenge》讲述了一个高中新生的故事，他面临着适应新环境、融入新群体、克服研究困难等挑战。
这个故事可以让学生更好地了解青少年生活中的挑战和困难，同时也可以启发学生如何应对这些挑战和困难。
教学设计在教学过程中，可以通过阅读材料和课堂讨论等方式，让学生深入了解青少年生活中的挑战和困难。
同时，也可以引导学生思考如何应对这些挑战和困难，例如制定研究计划、积极参加课外活动、寻求帮助等。
通过这些活动，可以帮助学生养成积极向上的研究态度和生活态度，为未来的发展打下坚实的基础。
This d XXX face when starting high school。
The teacher's role is to help students XXX。
XXX instruct students on how to read XXX discuss their new school life。
including any problems and XXX.XXX for this d are as follows:1.Teach students the basic usage of new words and XXX。
and help them use them flexibly.2.Help students understand the unique challenges of high school。
which differ greatly from those of middle school.3.Foster students' XXX.4.________________________________________________2.Detailed readingAsk students to scan the reading passage to find the answers to the XXX:a。
人教版高二英语必修1教案Unit 1
人教版高二英语必修1教案Unit 1以下是作者为大家整理的关于《人教版高二英语必修1教案Unit 1 》的文章，供大家学习参考！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环绕这一中心话题展开的。
Warming Up部分以调查问卷的情势引导学生了解日常生活中朋友之间产生的真实问题以及解决这些问题的方法；Pre-Reading部分的几个问题启示学生对“友谊”和“朋友”进行摸索，使学生明确不仅人与人之间可以做朋友，日记也能够成为人们的朋友；Reading部分Anne’s Best Friend以日记情势讲述了*女孩安妮的故事；Comprehending部分通过连句、多项挑选和问答情势帮助学生对课文内容、细节进行更深入的知道; Using about Language部分教学本课重点辞汇和重点语法项目。
(3) 课时安排：The first period: Speaking: Warming Up and Pre-ReadingThe 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进程与方法：本单元在读前阶段就提出问题，让学生摸索是不是只有人与人之间才能交朋友，然后在浏览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 Unit1 Friendship (The First Period) 教案 新人教版必修
高中英语新课标〔人教版〕教案必修一Unit1 FriendshipThe First Period知识目标：〔1〕新单词〔New words〕：survey，point，upset，ignore，calm，concern，loose，cheat，reason，list，share，feeling，Jewish，German，outdoors，crazy，nature，purpose，dare，thunder，entirely，power，trust，indoors，suffer，teenager，advice，questionnaire，quiz，situation，editor，municate，habit词组 (Phrases)：go without，go through，face to face，with so many clothes on，have some troubles，fall in love，hate gossiping，throw away，make a questionnaire，make an effort，pay no attention to〔2〕Master the changes between Direct Speech and Indirect Speech.〔3〕Learn to use the following sentence patterns：I wonder if...，...before...，It’s the first time that...，There was a time when...〔4〕Understand the concept of friendship.能力目标：〔1〕Use language knowledge to describe oneself and one’s friends.〔2〕Master the skills of scamming and scanning.〔3〕Predict the contents of the listening material based on known knowledge. 〔4〕Master the basic skills of the writing.情感目标：〔1〕Let students know that every one of us must have a friend or some friends in our daily life.〔2〕Cultivate the spirit of cooperation by working in groups.●课时安排本单元教学可以分为7课时。
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高一英语必修一Unit1 Friendship 说课稿高一英语新课程必修1 Unit One，The first period一、教材分析（一）教材的地位和作用本节课是本单元以及本教材的第一节课，本课谈论的是：朋友是不是仅限于人类、朋友的真正含义、如何与人相处的问题等关于朋友的话题。
本课涉及的有陈述句和疑问句的直接引语和间接引语的掌握和运用等语法要点。
学生从初中到高中，来到一个新的学校，同学彼此陌生，不免想起老同学，老朋友。
这样的话题正好能引起学生的兴趣。
而且本课的内容和语法的启发性和实用性都很强，能使学生在学中用，在用中学，对综合提高学生的听说读写能力有较好的促进作用。
（二）教学目标英语教学大纲规定，通过听说读写的训练，使学生获得英语基础知识和运用英语的能力，激发学生的学习兴趣，为进一步学习打下良好的基础。
因此，我制定以下教学目标：知识目标：1、掌握和使用陈述句和疑问句的直接引语和间接引语。
2、讨论朋友和友谊。
3、学习掌握本课的重点词汇。
技能目标：1、学会阅读的技能——scanningand skimming 。
2、通过谈论朋友和友谊，既锻炼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。
3、理解阅读文段，复述故事。
情感态度：1、患难之交才是真朋友。
2、知音难得。
3、海内存知己，天涯若比邻。
文化意识：认识德国纳粹党。
让学生了解那段德国法西斯残害犹太人的历史，使学生在感受外国历史文化的同时自然而然的习得语言。
（三）重点与难点重点：1、训练scanningand skimming等阅读技能。
2、认识朋友的真正含义以及与人相处的问题。
难点：1、阅读技能的训练。
2、陈述句和疑问句的直接引语和间接引语的互相转换(人称的变化、时态的变化、指示代词、时间状语、地点状语和动词的变化)。
（四）教具本课利用录音机、投影仪等辅助设备，激发学生的学习兴趣，调动他们的积极性，为展开话题提供丰富的材料，使教学收到事半功倍的效果。
二、教法分析在新课程背景下，教师要成为学生学习的促进者、组织者和合作者。
本课采用讨论法，主要采用小组合作讨论的方式。
在读前阶段我就提出问题，让学生思考讨论是不是只有人与人之间才可以交朋友，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。
在深刻理解、充分训练的基础上，我再引导学生深入讨论几个与本课有关的话题，展开教师为主导、学生为主体的师生双边活动。
通过创设真实自然的语言环境，使学生在语言实践中把语言知识和技能主动转化为交流能力，变苦学为乐学，从而培养学生大胆用英语进行交际的能力。
三、学法分析教务于学。
传统教育的弊端是教师“满堂灌”，只重视怎么教而忽视怎样学，结果高分低能的现象十分严重。
为了改变教师牵着学生鼻子走的被动状态，我通过创设话题，寓教于乐，引导学生自学、自做、自悟，让学生学会自己动手，收集信息、处理信息，用所学语言去实践和解决问题，使学生在运用语言的过程中感悟体验所学语言的规律，培养语言意识，积累语言经验，形成语言感觉，达到语言运用的目的。
从而使学生真正成为学习的主人。
四、学情分析学生刚从初中升入高中，对高中的一切还不熟悉，包括学习节奏和学习方法。
有些学生初中英语基础薄弱，有的学生对英语缺乏兴趣，有的学生想学好英语但需要良好的技巧指导。
第一堂课就显得尤为重要。
四、教学过程新课程改革的核心理念是“一切为了学生的发展”。
学生的英语学习不仅是掌握几个单词和句型，更重要的是学会运用语言来交流思想，办实事。
因此我精心设计了以下教学环节：（一）激趣导入，务于新知一节课的良好开始，对于整节课教学的顺利进行起着至关重要的作用。
在Warming up 部分我分四步进行：1、用问问题的形式导入(屏幕显示)。
同时板书：Unit 1 FriendshipDo you have any friends? Are you good to your friends?Which kind of friend do you think is the best friend?2、做调查：在Warming up部分有5个问题，我让学生独立完成。
在屏幕上显示表格。
3、调查结果：显示各得分情况所对应的调查结果，让学生自行对照。
Grade 1 (5分以下) 直截了当，做事果断，没考虑不良后果。
Grade 2 (10分以下) 能用更合理的方法处理问题，又不伤朋友之间的感情，但自己的利益有时会受损。
Grade 3 (10分以上) 不伤感情，又能保全自己利益。
通过调查问卷的形式，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，最后的问卷调查结果让学生兴趣和热情倍增，这样能促使学生很快进入语言学习和探究活动中去，愉快的进入学习状态。
4、学习谚语，使学生明确对待朋友和友谊的态度。
A friend in need is a friend indeed. 患难之交才是真朋友。
Real friends are few and far between. 知音难得。
Long distance separates no bosom friends. 海内存知己，天涯若比邻。
（二）创设话题，教学新知新课程指出，教师不再是居高临下的管理者，而是学生学习的促进者、组织者、合作者。
1、我布置Pre-reading部分的几个问题启发学生对“朋友”和“友谊”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。
接着让学生就问题进行小组讨论。
然后让个别学生回答问题。
接着屏幕显示我补充的问题：Why do you need friends?What do you think a good friend should be like?Does a friend always have to be a person?让学生讨论后回答。
引出课文的主题 Anne’s best friend–DIARY.2、介绍故事背景：这是一个真实的故事。
1933年－1945年，纳粹党对德国人民进行法西斯统治。
只要他们一发现任何犹太人，就会把他们送到东欧波兰的集中营区。
为了避免被抓，安妮和她的家人选择了躲藏，藏在了一栋房子的阁楼里，在躲藏的日子里，她只能和日记交朋友，她把心里一切的感受都告诉了日记，后来《安妮日记》出版后，很快成为全世界广为流传的一本书。
3、教学新的语言项目和句子结构。
我在教学语言项目的时候，一是培养学生根据语篇、语境来猜词，一是用举例的方式来说明词的用法。
（三）阅读文段，强化新知1、Scanning（查读）：学生们在了解了当时的历史背景后，以及理解了安妮当时的心境和为什么将日记视为自己的朋友，这样才能深刻理解安妮日记的内涵。
在此基础上，我设计了几个问题，让学生带着问题听录音。
这样做能使学生更加集中注意力，抓住重点。
Why did Anne make her diary her best friend ?When did this story happen?How long did they hide before they were discovered?Anne’s best friend：When was the diary written?Why didn’t she go downstairs until the window had to be shut?Sample diary:2、Skimming(略读)：在学生对课文进行了探究之后，学生已经将课文的大部分内容融会贯通，消化理解了。
这时让他们通过讨论来解决问题，可以使学生的学习潜能得以挖掘。
（屏幕显示谈论的主题）Make a free discussion.（Ex3 in comprehension）What would you miss most if you went into hiding like Anne and her family? Explain why.How would you describe Anne’s feelings as she was looking out into the night sky?（四）难点再现，深化新知在一节课结束前几分钟将重难点知识进行总结和归纳，是提高课堂教学效率的有力措施。
我在屏幕上又显示了下列的句子，让学生明确什么地方需要加强，学习策略要做怎样的调整。
Explanation ：I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. (it’s because …that ) It was the first time in a year and a half that I’d seen the night face to face …(Understanding Anne’s inside thoughts.)（五）布置作业，巩固新知为了巩固今天所学的内容，我要求学生课后用100字左右来复述故事，完成Comprehending 里的关于直接引语和间接引语的练习。
板书设计。
为了浓缩教学内容，使学生对新课内容能一目了然，印象深刻，我采用纲目式设计板书，左侧列出课文中出现的重要的单词和词组，右侧列出重点句型。
Unit 1 Friendship1、Useful words and expressions2、 Important structures五、教学评价与反思：这一节课我主要采取任务型的教学形式，从任务呈现到任务准备（也就是知识与技能的教学），学生们在完成任务的驱使下，得到了语言交际和思想交流的机会，在讨论问题的过程中把知识和技能转化为交流能力。
我以与学生平等的身份参与到学生的交际和交流中去，这充分体现了师生互动、生生互动的教学思想，从而达到预期的目的。
精美句子1、善思则能“从无字句处读书”。
读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。
读大海，读出了它气势磅礴的豪情。
读石灰，读出了它粉身碎骨不变色的清白。
2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。
幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。
幸福是“零落成泥碾作尘，只有香如故”的圣洁。
幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。
幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。