高一必修一Unit 1 Friendship教案

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人教版高中英语必修一教案Unit 1 Friendship (含答案)

Unit 1 Friendship Ｉ．单元教学目标II．目标语言III. 教材分析和教材重组1. 教材分析本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。

并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。

并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。

1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。

1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。

继续探究并树立正确交友观，并为阅读作好了准备。

1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。

Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。

控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。

学生学习了新的词汇、句型，提高了阅读水平。

文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。

1.4 Comprehension 设计了三种题型。

其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。

新课标高一必修1 英语教案Unit 1 Friendship 全套教案

新课标高一必修1 英语教案Unit 1 Friendship （全套教案）Teaching plan UFriendshipTeaching aims:能力目标：a. Listening: gation and viewlistening material;b. Speaking: ex’s attitude or views about friends and friendappropriate wordReading:enablgain idead. Writing: wadvice about making friend as an ed2. 知识目标：a. Talk about friends and friendship; how to mads; how to maintadb. Ullowing ex:I/ I don’I agree. / I don’t agThat’uxactlI’m afraidabll dand indd. vocabulary: add point upset calareless lat reason list share feeling thought Germautdoors crazy moonlight purpose dare thundly power according trust indoors suager advice quiz edunicate situation habadd up calm down have got tobd about walk the dog go through hide away set down auder to face to face according to get along with fallin lov情感目标:a. To arose Ss’learning English;b. To encouragbe activactivities and mabe confident;To develop the abilate w策略目标：a. To develop Ss’ cognitive strategy: taking notes while listening;b. To develop Ss’ communicative strateg化目标：to enablgw dabout making friends from duTeaching steps:PeriodWarm-ulan English song AULD LANG SYN2. Brag: let Ss say some words about friendship –dly, brave, humorous, funny, wd, open-mindedble, helpful…2. Talk about your old friendalk abould friends in Junior Middle School, talk abouappearaality, hobb2. Self-introduake new friendgo around and aw friendation and fillllowingNameAge/hobbies/favbooks, …2. Rlass: who will probably be your friend wDo a survdo the survxt ,PListening and talkingDo Wb P41 (Talking). While Ss laterial, aaabouaker’s views of making friendWaversation, aullowing exI/ I don’I agree. / I don’t agThat’uxactly. I’m afraidDiscuDivide Ss fougroup and each grouadiscuss. There are fouTopic 1: Why doyou need friends? Make a lasons wds aau.Topic 2: Ta saying “to have a good friend, you need to be a good friend.” What do youay ing 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: Lqualawho dad easilummaAlves to summarize whadship and whaant in making friend2. T showation about friendship and a poem about friendWhadship?I wad the answquWhadship?Wains, Ida small umbrella.It can give me aleaWhen I’m crying, Ida white handIt can wars dWhen I am sad, Ida warm word. It can bring me haagaWhen I auble, Ida strong hand.It can helaublWhen Ia quiet place, Ida very wonderful feeling.It can’t be pulled and torn, becauveryone’s heaIbeginningd of our livTell Ss: make new friends andld;lver andgoldvaluallowing evaluaandard: A, B 自评他评I’m active in talking w2. I’m acti vatingwI can exlf fluently, accurately and appropriatelI know more about friendship alDo youu needve yourselaspects? Which aspects?Homework:Look uw words and exwarm-up and pre-reading in a dictiona2. Write aassage about your bd. Period twWarming upActivity1: Suu have to stay indde yourself for a whole year. You can never go outdwise you will be killed. You have no teluTv aHow would you feel? What would you do?Four students a group discuss with ea2 minuActivity2: Play aavdler’s L2. Pre dictingudents readlassage and observures and the outlguess: Who is Anne’s bd?What will haassage?gudassage in 2 minutes to gain idea :Who is Anne’s bd?When didappen?anningudents wadation required below:AWorld War ⅡIntensive readingudents work in group of four to discullowing open questions:Why did the windows stay closed?2.How did Anne feel?What do youAnne?Guanings of “spellbound”, “ holdlwer”discourse(语篇,上下文)Wattract youassage?ActivFour students a group to discuuation:Suu four have to hide yourselvDuringu will bd the basic food, water and clur group can tags with you. What will you take? Why?How will you spend?How will you treat eaand mads ?AssigTask1.Sud Anne’s Diary and readPrint out adiar y and write down your feelings after readingage. We will shaand your feelings wwhole claTask2.Ex2.3on Page3 PeriodWarming u’ assignment: task 22. Languag:add (v.)1). To put together wg else so aaumba增加，添加Please addg to what I’ve said2). Tumbe rs, amouadal 相加Add uguleaaddg:ase 增加What he did has added to out difficuladd up to: to amount to 加起来等于；总计Tadded up to 100 million yua2. cheat v. 1). Toact in a dway in order to win 欺骗；作弊2). (of, out of) to ta(someone) in a dway 骗取 They cheated the old woman ouby making her signa docudidn’t understand). an aating 作弊行为2). one who cheats 骗子go throug). To examine carefully 仔细阅读或研究I wugudents’ papers last nig2). To ex经历，遭受或忍受u really don’t know what we wugh while workingazy (adj.)1). mad, foolish 疯狂的，愚蠢的It’s crazy to go out in such hot wea2). wildly excited; vd 狂热的，着迷的azy about dancinglonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的He has been very lonelwife llonely/alal). withouarated单独的lives al2). only 仅仅，只有。

人教版高一英语必修一Unit1friendship全单元教案

Unit 1 friendshipParticipants: 靳燕，黄洋，董妮娅，仝亚军，李桂秀，吴晓，邹舍龙School: Tai Zhou No.1 Senior Middle School1.Teaching aims and demands2.Suggested teaching notes1). Analyses of the teaching contentsThis unit is about friendship, and nearly all the teaching materialscenter 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 bydoingmultiple 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 offriendship with particular attention to that one can develop with oneself,i.e., the comfort and support one seeks from an imaginary friend. Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similaritiesdissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns’eyes. All in all, this unit promises to unveil the true essence of friendshipand helps students to lead a more friendly and harmonious life. Thus, based on the theme, contents and teaching objectives, the wholeteaching 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 differentways to solve the problems.3)Learning ability goalsa.To encourage students to think and talk about friends andfriendship by using 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 learningEnglish in Senior Middle School.2. Teaching important points:e the given adjectives and sentence structures to describeone of your friends.b.Learn to evaluate friends and friendship.3. Teaching difficult points:a.Work together with partners and describe one of your goodfriends.b.Discuss with partners and find out ways to solve theproblems.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 youfeel? What did you do in your summer holidays? Whatdid you do in your spare time?2.What do you think of our new school? Do you like it?Could you say something about it?3.Do you like making friends? How do get in touch withyour friends? Do you have many friends? Where are theynow? Do you have any old friends in our school? Haveyou made any new friends in our class?Step 2 Think it over1. Give a brief description of one of your friends. Thefollowing phrases and structures may be helpful:His/Her name is ……He /She is …… years old.He /She likes …… and dislikes ……He /She enjoys …… and hates……He /She is very kind/friendly/……When /Where we got to know each other.2. What types of friendship do you have? Please tick them out.Then fill in the blanks.girl friends boy friends pen friendslong -distance friends friends of the same agee-friends (friends over the internet) friends acrossgenerationsunusual 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 incommon and list them on the board.2.Ask the class whether or not they agree with all the qualitieslisted.3.Then have the students do the survey in the textbook.4.Have the students score their survey according to the scoringsheet on page 8.5.The teacher ask some students how many points they got for thesurvey 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 t o 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 do?Try to use the following phrases:I (don’t) think…… I (don’t) think so.I (don’t) agree. I believe……That’s correct. In my opinion, ……2. What is a friend?A British newspaper once offered a prize for the best definition(概念) of a friend. If you were the editior, choose the best one from the following entries(条款), and explain why.One who understands my silence.A friend in need is a friend indeed.Friends are just the people who share your happiness and sorrow. When you look at your watch at 4 am, but still know you can call them and wake them up, and they’ll still want to talk to you ,that’s friendship.To have a friend, you need to 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 friend?Why and Why not?2. What factors may cause the breakdown of a good friendship?3. What can be your unusual friend besides human beings? And why?Step 6 homework1.Write down a short passage about your ideas /the factors/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 you?3. 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 not?Step 2.Reading1. Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.2. Skimming the first two paragraphs to confirm your guessing.1) What was Anne’s best friend? Why did she make friends with it?2) Did she have any other true friends then? Why?3) What is the difference between Anne’s diary and those of most people?4) Do you keep a diary? What do you think most people set down in their diaries?5) We are going to read one of Anne’s diaries .but before reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph?3. Reading of Anne’s diaryHow she felt in the hiding placeTwo examples to show her feelings thenStep 3.Post-reading1.What would you miss most if you went into hiding like Anne and her family? Give your reasons.2.Group workWork in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.Where would you plan to hide?How would you arrange to get food given to you every day?What would you do to pass the time?------3. Discovering useful words and expressionsComplete the following sentences, using words and expressions from 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 Grammar1．Teaching objectivesLearn to use direct speech and indirect speech2. Teaching important pointSummarize the rules of Direct Speech and Indirect Speech.3. Teaching difficult pointLearn about the special cases in which the tenses shouldn’t be changed.4. Teaching methodsDiscussing, summarizing and practicing.5. Teaching proceduresStep1 Lead inT: In the last lesson, we learned Anne Frank’s story. She is telling her stories to two of her friends—you and Tom. Tom has something wrong with his ears,so you have to repeat Anne’s sentences, using indirect speech. Sometimes you explain Tom’s sentences to Anne.“I have to stay in the hiding place.” said Anne. →Anne said she had to stay in the hiding place.“Do you feel sad when you are not able to go outdoors?” Tom asked Anne. →Tom asked Anne if/whether she felt sad when she was not able to go outdoors.“I don’t want to set down a series of facts in a diary,” said Anne.→Anne said that she didn’t w ant to set down a series of facts in adiary.“What do you call your diary?” Tom asked. →Tom asked what she called her diary.Ss go on this topic by themselves.Step2 GrammarT: Now let’s look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed?Ss discuss by themselves.Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.T: Quite right. Look at the form on the screen. These are the rules.直接引语变成间接引语时，要注意以下几点：人称转变、时态转变、宾语从句要用陈述句语序。

人教版高一英语必修一Unit1-friendship全单元教案

Unit 1 friendshipParticipants: 靳燕，黄洋，董妮娅，仝亚军，李桂秀，吴晓，邹舍龙School: Tai Zhou Senior Middle Schoolaims and demands2.Suggested teaching notes1). Analyses of the teaching contents；This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk aboutfriendship, get to know the problems between friendsand seek solutions, which makes preparations for thefurther teaching in topics, background and vocabulary.Pre-reading---The questions prompt students to think critically aboutfriends and friendship in reality, alerting them to the factthat besides people, a diary can be a friend, too./Reading--- The diary by theJewish girl Anne gave a glimpse of her lifeduring her family’s shelter in Amsterdam from the GermanNazis’ killing in world war 2. she treats the diary as her best friend,and in it reveals her longing for a normal life and close contact withnature, which helps her get through the days.Comprehending---It helps students further understand the text by doingmultiple choices, questions and answers, andmatching.Learning about language---It teaches the important expressions andstructures and grammar: direct and indirect：speeches.Using language---The two letters, listening, questionnaire design, letterwriting and fun writing prepares students to furthertalk about friendship, especially the problems withmisunderstanding, and unfriendliness, thusstrengthening students’ abilities to practicelanguage, discover, and solve problems.Summing up---It summarizes the whole contents of this unit from the（aspects of topics, vocabulary and grammar.Learning tip--- This part encourages students to form the habit of writinga diary.Integrating skills--- The text introduces the way Hawaiians expressfriendship, to get students to realize the culturaldifferences in the values of friendship in additionits importance in all cultures.、2) Making of the teaching planThis unit centers on friends and friendship, exploring different types offriendship with particular attention to that one can develop with oneself,., the comfort and support one seeks from an imaginary friend.Students are expected to come to be truly aware of the qualities andconducts that make a good friend, display and develop the ability tocope with misunderstanding, conflicts and problems related tofriendship, and give advice on it. The concept that even an ordinary"thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and theWest leads students to know better the values of friendship in Westerns’eyes. All in all, this unit promises to unveil the true essence of friendshipand helps students to lead a more friendly and harmonious life.Thus, based on the theme, contents and teaching objectives, the whole3. Teaching plans for each periodPeriod 1 Warming-up and Speaking1. Teaching objectives:1) Target languageI (don’t) think…… I (don’t) think so. I (don’t) agree..I believe……That’s correct. In my opinion, ……2) Ability goalsa.Describe your friends in Englishb.Figure out the problems between friends and then find different ways to solvethe problems.3)Learning ability goalsa.To encourage students to think and talk about friends and friendship by usingsome phrases and structures.b.To learn to solve problems that may occur between friends.c. To cultivate the students to form the good habit of learning English in SeniorMiddle School.》2. Teaching important points:e the given adjectives and sentence structures to describe one of yourfriends.b.Learn to evaluate friends and friendship.3. Teaching difficult points:a.Work together with partners and describe one of your good friends.b.Discuss with partners and find out ways to solve the problems.!4. Teaching methodsa.Task-based teaching and learningb.Cooperative learningc.Discussion5. Teaching aids:CAI"6. Teaching procedures and ways:Step 1 Lead-in and Warming-upBefore the lesson, the teacher can arouse the students’ interests by showing a video of Auld Lang Syne .At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.1.How did you spend your summer holidays How did you feel Whatdid you do in your summer holidays What did you do in your sparetime2.What do you think of our new school Do you like it Could you saysomething about it3.Do you like making friends How do get in touch with your friends Doyou have many friends Where are they now Do you have any oldfriends in our school Have you made any new friends in our class ！Step 2 Think it over1. Give a brief description of one of your friends. The following phrasesand structures may be helpful:His/Her name is ……He /She is …… years old.He /She likes …… and dislikes ……He /She enjoys …… and hates……He /She is very kind/friendly/……?When /Where we got to know each other.2. What types of friendship do you have Please tick them out. Then fill inthe blanks.girl friends boy friends pen friendslong -distance friends friends of the same agee-friends (friends over the internet) friends across generationsunusual friends like animals, books……1).______ is /are most important to you.2). You spend most of your free time with ____.`3). You will share your secrets with _____.4). When in trouble, you will first turn to _____.Step 3 Make a survey1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.Tell your partner your standards of good friends by using the following structure:I think a good friend sho uld (not) be……In my opinion, a good friend is someone who……1.…2.Have a member of each group report on what their lists have in common andlist them on the board.3.Ask the class whether or not they agree with all the qualities listed.4.Then have the students do the survey in the textbook.5.Have the students score their survey according to the scoring sheet on page 8.6.The teacher ask some students how many points they got for the survey andassess their values of friendship:★ 4~7 points: You are not a good frien d. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.★8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to sh ow enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.★13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and you r friend’s. Well done.?(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)Step 4 Talking and sharing( work in pairs)1. If your best friend does something wrong, what will you doTry to use the following phrases:I (don’t) think…… I (don’t) think so.I (don’t) agree. I believe……That’s correct. In my opinion, ……2. What is a friendA British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editior, choose the best one from the following entries(条目), and explain why.One who understands my silence.A friend in need is a friend indeed.Friends are just the people who share your happiness and sorrow.When you look at your watch at 4 am, but still know you can call!them and wake them up, and they’ll still want to talk to you ,that’sfriendship.To have a friend, you need to be a good friend.Step 5 Group work (output)The teacher can give each group one of these questions below to talk about. Then let the class share their ideas. It’s better to stimulate the students to express their own opinions about these questions.1.Do you think it is a good idea to borrow money from your friendWhy and Why not>2. What factors may cause the breakdown of a good friendship3. What can be your unusual friend besides human beings And whyStep 6 homework1.Write down a short passage about your ideas /the factors/your unusualfriends.2.Prepare for the new lesson.Period 2 Reading “Anne’s Best F riend”!1. Teaching objectives:1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;2). To get the students to realize the importance of friends and friendship, and to tell true friends from false friends;3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;4). To learn the writing style of this passage.2. Teaching method: Task-based teaching~3). Teaching procedure:Step1. Please enjoy three pieces of music and find out what they are about.2 .Why do you think friends are important to you3. What do you think a good friend should be like List the good qualities a good friend should have .4. Have you ever considered making friends with animals, plants or even an object Why or why notStep}1. Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.2. Skimming the first two paragraphs to confirm your guessing.1) What was Anne’s best friend Why did she make friends with it2) Did she have any other true friends then Why3) What is the difference b etween Anne’s diary and those of most people4) Do you keep a diary What do you think most people set down in their diaries5) We are going to read one of Anne’s diaries .but before reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph3. Reading of Anne’s diary…How she felt in the hiding placeTwo examples to show her feelings thenStepwould you miss most if you went into hiding like Anne and her family Give your reasons.workWork in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.Where would you plan to hide？How would you arrange to get food given to you every day'What would you do to pass the time------3. Discovering useful words and expressionsComplete the following sentences, using words and expressions from Reading1) She has grown _______ about computer games.2) Was it an accident or did David do it on _______3) From the beginning ,Paul made it clear that he would be ______ (完全地)in control.4) He used to work _______ even in the middle of winter.`5) Just the _______ of more food made her feel sick.6) You had better have a _________ talk with him.7) Born in a poor family, the manager _________ lots of hardships in his childhood.8) A diary is often kept to ________ what happens in people’s daily lives.Step about friends and friendshipare many proverbs about friends and friendship. Choose the one you agree with and explain why, then choose one you disagree with and explain why.A friend in need is a friend indeed."Friends are like wine; the older, the better.A friend to all is a friend to none.The same man cannot be both friend and flatterer(阿谀奉承者).False friends are worse than open enemies.Walking with a friend in the dark is better than walking alone in the light.2. We have talked about friends and friendship today, can you write one or two sentences to express your understanding of friends and friendship.Step :…1. Interview a high school student, a businessman, a police officer and a housewife to find out their opinions about friends and friendship. Write a report to share it with the whole class.2. Describe one of your best friends following the writing style of this passage. Ending: Let’s sing this song about friends togetherPeriod3 Grammar1．Teaching objectivesLearn to use direct speech and indirect speech:2. Teaching important pointSummarize the rules of Direct Speech and Indirect Speech.3. Teaching difficult pointLearn about the special cases in which the tenses shouldn’t be changed.4. Teaching methodsDiscussing, summarizing and practicing.|5. Teaching proceduresStep1 Lead inT: In the last lesson, we learned Anne Frank’s story. She is telling h er stories to two of her friends—you and Tom. Tom has something wrong with his ears,so you have to repeat Anne’s sentences, using indirect speech. Sometimes you explain Tom’s sentences to Anne.“I have to stay in the hiding place.” said Anne. →Anne said she had to stay in the hiding place.“Do you feel sad when you are not able to go outdoors” Tom asked Anne. →Tom asked Anne if/whether she felt sad when she was not able to go outdoors.'“I don’t want to set down a series of facts in a diary,” said Anne.→Anne said that she didn’t want to set down a series of facts in a diary.“What do you call your diary” Tom asked. →Tom asked what she called her diary.Ss go on this topic by themselves.Step2 GrammarT: Now let’s look at these sentences again. If we w ant to change Direct Speech into Indirect Speech, what should be changed：Ss discuss by themselves.Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.T: Quite right. Look at the form on the screen. These are the rules.直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。

人教版高中英语必修1教案Unit1Friendship

Unit 1 Friendship(1) 课题：Friendship (2) 教材分析与学生分析：本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。

Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事；Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。

(3) 课时安排：The first period: Speaking: Warming Up andPre-Reading The second period： ReadingThe third period: GrammarThe forth Period：ListeningThe fifth period: Writing(4)教学目标：①知识与技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion.②过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。

新人教版高中英语必修1Unit1 Friendship教案

Unit 1 Friendship一、教材分析本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。

“热身”（Warming Up）部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法。

“读前”（Pre-reading）部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友。

“阅读”（Reading）部分 ANNE'S BEST FRIEND以日记形式讲述了犹太女孩儿安妮的故事。

二战中为躲避纳粹的迫害，她和家人不得不藏身于荷兰阿姆斯特丹的一个小阁楼里，不能与外界接触，周围又没有可以推心置腹、与之深谈的朋友。

孤独之中她将日记作为朋友倾诉衷肠，在写日记的过程中寻求解决问题的办法。

“理解”（Comprehending）部分通过连句、多项选择和问答题的形式帮助学生对课文内容、细节进行更深入的理解。

“语言学习”（Learning about Language）部分教学本课重点词汇和重点语法项目。

“语言运用”（Using Language）部分的读两封信、听一段话、设计调查问卷、写信以及趣味写作，给学生提供了广阔空间去探讨友谊、友情，尤其是涉及到现实生活中被朋友误解、曲解，没有朋友的孤独寂寞等问题，既锻炼了学生的语言运用能力，又培养了学生发现问题、思考问题、解决问题的能力。

“小结”（Summing Up）部分引导学生从本单元的话题、词汇和语法等方面对所学内容进行总结（参考教学目的和要求栏目）。

“学习建议”（Learning Tip）部分鼓励学生养成写日记的习惯。

这样，一方面可以习得语言，另一方面还可以将日记作为自己的朋友表达感情与思想。

二、教学目标1. 语言知识掌握本单元词汇（单词35个，短语16）、语法（陈述句和疑问句的直接引语和间接引语）、及功能（Giving opinions）并了解话题（Friends and friendship & interpersonal relationships）2. 语言技能1）听能听懂劝谏信中的关键词，并能掌握说话者的忠告，领会其观点、态度和意图。

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.

(word完整版)人教版高中英语必修一Unit1教案.doc

Unit 1 FriendshipWarming up1.be good tobe good for=do good tobe good at2.following adj. 下面的，下列的the following+n.=the+n.+below ( 形容词修饰名词放在名词之前，介词或者介词短语修饰名词置于其后)3. add v. add...to...add toadd upadd up toaddition n.in addition=besides +句子in addition to +n./doing 同类用法联想： because & because ofinstead & instead of “而且，其次”“附加给 ..., 除了 ...还有 ...”additional adj. 附加的additionally adv.4. 分数 score grade point mark (full marks)5. until6. with 和...一起，附带着，用without 不...within在...内，不出 ...E.g. write with a peneat with hands/ spoon/chopsticks/knife and forkHe left without saying goodbye.He left with the water running.分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。

翻译练习：(1)他今天去上班没带领带。

Today, he went to work without (wearing) his tie.(2)他在没有其他人帮助的情况下自己完成了作业。

7.pay for payto do sth8. get sb to do sth(make/have/let sb do sth)get sb/sth doneget done get lost/prepared/dressed/involved9.形容词做状语，表示句子主语的特征、属性和状态副词做状语，表示谓语动词的完成方式E.g. He returned home last night, sad and disappointed.He left hurriedly.10. concern n. 担心，忧虑concern about/for/over...E.g. She hasn’ t been seen for four days and there is concern for her safety.That is a big concern.v. 涉及，与 ...有关be concerned withconcerning E.g. He asked several questions concerning the future of the company.翻译练习：不要问女人们涉及她们年龄的问题。

人教版高中英语必修1教案Unit 1 Friendship

人教版高中英语必修1教案 Unit 1 Friendship一、教学目标1.知识目标：–学生能够掌握本单元的词汇并正确运用；–学生能够掌握本单元的重点句型和语法知识；–学生能够理解并运用本单元的听、说、读、写的技巧。

2.能力目标：–学生能够通过听力材料和阅读材料获取信息，并进行相关的交际；–学生能够正确进行口头表达，并和同伴进行有效的交流；–学生能够在语境中正确运用所学语言知识。

3.情感目标：–学生能够通过学习本单元的内容，增强对友谊的理解和重视；–学生能够通过合作学习和交流活动，培养合作精神和团队意识。

二、教学重难点1.教学重点：–本单元词汇的掌握和应用；–本单元重点句型的理解和运用；–本单元听、说、读、写的技巧训练。

2.教学难点：–本单元的语法知识的正确理解和运用；–阅读材料的理解和复述能力的培养。

三、教学准备1.教师准备：–教师需要准备教学课件；–教师需要准备教学素材，如课文和听力材料；–教师需要准备学生学习单元的相关资料。

2.学生准备：–学生需要准备课前预习课文和相关词汇；–学生需要准备听力材料的听力练习。

四、教学过程1.导入（5分钟）–利用一些图片和问题导入本单元的主题——友谊。

2.课堂讲述（20分钟）–通过课件展示本单元的重点词汇和句型；–教师讲解重点句型的用法和相关语法知识；–教师解释课文的重点内容和难点。

3.听力训练（15分钟）–播放听力材料，让学生听取关键信息并回答相关问题；–学生根据听力材料完成听力练习。

4.阅读理解（20分钟）–学生阅读课文，理解主要内容和细节；–学生回答问题，检测阅读理解能力。

5.语言运用（15分钟）–学生进行口语练习，运用本单元的句型进行对话和交流；–学生进行书面练习，运用所学语言知识完成任务。

6.合作学习（20分钟）–学生分成小组，完成合作学习任务；–各小组进行学习成果的展示和分享。

7.课堂总结（5分钟）–教师对本节课的重点内容进行总结；–学生对所学内容进行反馈和提问。

人教版高中英语必修第一册《Unit 1：Friendship》教案

人教版高中英语必修第一册《Unit 1：Friendship》教案一、教学目标1.知识目标o学生能够掌握与友谊相关的重点词汇，如 “friendship, upset, ignore, concern” 等。

o学生能够理解并运用描述友谊的常用句型和表达方式。

2.技能目标o学生能够听懂有关友谊的简单对话和独白，获取关键信息。

o学生能够阅读并理解关于友谊的文章，把握文章主旨和细节。

o学生能够用英语谈论自己对友谊的理解和经历。

o学生能够写一篇关于友谊的短文，表达自己的观点和感受。

3.情感目标o引导学生珍惜友谊，树立正确的交友观。

o培养学生关心他人、理解他人的情感态度。

二、教学重难点1.教学重点o重点词汇和句型的掌握与运用。

o对课文内容的理解和对友谊话题的深入探讨。

2.教学难点o如何帮助学生用恰当的英语表达自己对友谊的复杂情感和观点。

o引导学生理解文中人物的心理变化和情感发展。

三、教学方法1.情景教学法：创设友谊相关的情景，让学生身临其境。

2.问题驱动法：通过提出问题，引导学生思考和探究。

3.合作学习法：组织学生进行小组合作，共同完成学习任务。

四、教学过程（一）导入（5 分钟）1.播放一首关于友谊的英文歌曲，如《Auld Lang Syne》。

2.提问学生：What do you think of when you hear this song? Can you share a story about friendship with us?（二）词汇学习（10 分钟）1.展示本单元的重点词汇，通过图片、例句等方式进行讲解。

2.进行词汇练习，如单词拼写、词义选择等。

（三）阅读前活动（5 分钟）1.让学生看课文标题和图片，预测文章内容。

2.提出一些引导性问题，如：What might the passage be about? Who might be involved in the story?（四）课文阅读（15 分钟）1.学生快速阅读课文，回答一些概括性的问题，如：What is the main idea of the passage?2.仔细阅读课文，完成细节理解的任务，如回答具体问题、判断正误等。

新课标高一英语必修一全册教案

新课标高一英语必修一全册教案教案一：Unit 1 Friendship教学目标：1. 了解并掌握本单元的重点词汇和短语。

2. 学会运用所学的语言知识，描述和谈论友谊。

3. 培养学生的阅读理解和口语表达能力。

教学重点：1. 重点词汇和短语的掌握和运用。

2. 阅读理解能力的培养。

教学难点：1. 如何正确运用所学的词汇和短语进行口语表达。

2. 如何理解并运用课文中的重点句子。

教学准备：1. 多媒体设备。

2. 教材和课件。

教学过程：Step 1：导入（5分钟）通过展示一些友谊的图片和问几个问题，引导学生进入话题。

- Do you have any good friends? How did you become friends?- What do you think makes a good friend?Step 2：词汇和短语学习（10分钟）通过多媒体展示和示范，教授本单元的重点词汇和短语。

- friendship, loyal, trust, support, companion, betray, argue, forgive, appreciate, value, make friends, keep in touch, get along with, fall out with, make upStep 3：阅读理解（20分钟）教师通过多媒体展示，让学生阅读课文，并进行理解。

- 学生阅读课文，并回答一些问题，如：What is the main idea of the passage? What does the author think about friendship? How does the author describe a good friend?Step 4：语言运用（15分钟）通过讨论和练习，让学生运用所学的语言知识进行口语表达。

- 讨论题目：What qualities do you think a good friend should have? Give examples to support your ideas.- 练习：学生分组进行角色扮演，模拟对话中的情景。

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.。

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。

高一英语人教版必修1 Unit1 Friendship 教案

高一英语人教版必修1 Unit 1 Friendship教案Unit 1 FriendshipTeaching Aims:1.express one's attitude or views about friends and friendship in appropriate words; enable Ss to get the main idea and be familiar with reading skills; write some advice about making friends as an editor.2. 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. V ocabulary: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 habit add 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 inTeaching 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 your good 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:Step I. 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 Indirect Speech一般现在时do 一般过去时did一般将来时will do 过去将来时would do现在进行时is doing 过去进行时was doing现在完成时have done 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. Practice 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 listen to 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 Reading & WritingI. Teaching objectives:1. Practice Ss’ writing ability.2. Imp rove 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 of……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 make 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. HomeworkReview the words and sentence patterns in Unit 1.11。

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。

高一必修1 Unit 1 Friendship 教案

Unit 1 FriendshipPart 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.Partner assessmentNow choose 5 characteristic features which you think are especially applicable to your partner.2. 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 listthem 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 assesstheir values of friendship:★4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.★8~12 points: You are a good friend but you sometimes let your friendship b ecome 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 r eading 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 toyou.2.What do you think a good friend should be like? List what a good friend should doand 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 better to stimulate the students to challenge their classmates’ opinions about these questions.IV. 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.Skim the text and summarise the main idea of each paragraph in one sentence.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 didsomething 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?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 wo rds 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 said that he didn’t know what to do.(The word ‘that’ can often be left out: Dean said he didn’t know what to do.)3. Indirect QuestionsThe same rules apply to indirect questions as to indirect statements. The difference is that a wh- clause is used instead of a that clause.In telling a story or recounting events, a speaker using direct speech has alltheresources of intonation to produce a lively account. Because indirect speech is always speech reported by someone else, the account is more reserved and restrained.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 e xercise 1 and 2. Check your work with your partner’s.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:Share your questionnaire with another group and try each other’s questionnaires.III. Guided writing1.Read the letter to the editor from Xiaodong and make sure you know whatproblem Xiaodong has.2.Discuss in groups of four. Think what advice you can give Xiaodong.3.Write your advice to Xiaodong as an editor individually.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 avoidsuch 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.■You may also have the students complete the task as homework after class.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 were really your friend.)II. 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 friendsYou may print this sheet and answer the questions. Then discuss the answers with your friends.IV. 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.I keep a pet animal and treat it like a friend.It’s true. You can tell a person by the company she keeps. Our friendships not only tell a lot about who we are --- they make us who we are. 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: Vocabulary 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 theother 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 andgive 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 thenew words they hear in class. At the end of each class, they put their cards intothe “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 must look it up in the dictionary during theclass and after a few minutes report to the class. E.g. “My name is Linda andI’m listless. That means that I am ... (definition)...”. For homework studentscan do the same using their surname.4. Word tour (memorizing)Instructions for your students: Think of a town or city you know well. Imaginethat 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 Palaceand using a dustpan...Section 3: Words and expressions from Unit 1 Friendship add 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 num bers: 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 noattention 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 down my 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 orenergy.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.。

高中英语必修一Unit1Friendship教案

高中英语必修一Unit1Friendship教案高中英语必修一Unit1Friendship教案一、教学目标设计1.语言知识目标1) 重点单词:add point upset ignore callat reason list share feeling outdoors crazy nature purpose dare thundly power according trust indoors suag2) 重点短语:add up calm down have got to bd about go through hide away set down aud’s power face to face according to get along with fall in lov2.语言能力目标:(1).能运用所学语言讲述朋友间发生的事情以及朋友间的友谊和友情。

(2). 掌握理解本单元关于友谊、友情的内容和基本的阅读技巧。

(3).学会用英语交流谈论友谊、友情和朋友方面的话题一并学会对个人观点、态度等的表达方法。

3情感目标:通过学习讨论本单元的内容一使学生加深对友谊、友情、朋友的理解并学会如何正确交友处友，正确对待友谊友情，恰当处理朋友间发生的问题等。

二、教学方法设计以任务型教学为主体一按照由浅入深一由整体到局部设计四个任务一让学生在弄懂文章结构的同时一理解文章意思以及背后的更深层次的寓意一受到心灵的洗礼碰撞。

三、教学过程设计Lead-in （ 5 minutes ）g Friendship, audd out whaabou设计说明:通过本环节让学生开始思考课文主题”友谊”。

2. Pre-reading （ 8 minutes ）Audllowing quas to begus students' aaading passagWhy do you need friends? Make a lasons wds aau.2. What do you think a good friend should be like? Lgood qualities a good friend should havDoes a friend always have to be a person? What else can bur friend?Have you evdered making friends with animals, plaven an object? Why or why not?(The teacher can also tell studbackground) Bu starting to read. This is a truIlaAmsterdam, Hollandarly 1940s after German Nazis had occupiedurope. They killed many Jews. To avoid being killedwi sh families wding. This is what Anne’s family did.设计说明：通过本环节缩小话题范围，将学生的思维引向课文。

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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: Wha t’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 che at. 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 t he 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。