人教版高中英语必修一unit1教案最终版
人教版高中英语必修一 Unit1 Friendship 教案
教案人教版高一英语《英语1》第一单元Friendship第1课时：Warming up and Pre-reading一．教学目标①知识目标:⑴让学生掌握以下生词和短语: survey add point upset ignore calm concern loose cheat add up calm down have got to be concerned about walk the dog⑵让学生学会使用以下结构来表达态度，同意和不同意和确定语气: Are you afraid that. . . ? I (don’t)think. . . In my opinion, . . . I (don’t)think so, I (don’t)agree, I believe. . . , I’m afraid not, Exactly, That’s correct, Of course not.②技能目标:1．让学生学会用英语描述自己的朋友。
2．列出朋友间通常存在的问题,并找的不同方法来解决这些问题。
3．鼓励学生用本课学到的一些短语和结构来思考和谈论朋友和友谊。
③情感目标1．让学生学会如何解决朋友间可能出现的问题。
2．培养学生在高中阶段形成学习英语的好习惯。
二．教学重点1．用给定的形容词和句子结构来描述他们的一个朋友。
2．学习评价朋友和友谊。
三．教学难点1．与搭档合作并描述他们的一个好朋友。
2．与搭档讨论并找出解决问题的方法。
四．教学方法1．任务型教学法2．合作学习法3．讨论法五．教学准备多媒体和其他常规教学工具六．教学过程1.导入新课：第一步：导入Lead-in上课前,老师可以通过展示一个友谊天长地久的视频来激发学生的学习兴趣,。
这是新学期的第一节课。
所以在一开始,请学生用他们喜欢的方式来谈谈关于新学校和朋友的话题。
1. How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time?2. What do you think of our new school? Do you like it? Could you say something about it?3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?(其他关于本单元的话题导入的建议:1。
人教版高中英语必修一教案Unit 1 Friendship (含答案)
Unit 1 Friendship Ｉ．单元教学目标II．目标语言III. 教材分析和教材重组1. 教材分析本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。
并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。
并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。
1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。
1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。
继续探究并树立正确交友观，并为阅读作好了准备。
1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。
Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。
控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。
学生学习了新的词汇、句型，提高了阅读水平。
文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。
1.4 Comprehension 设计了三种题型。
其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。
人教版高中英语必修一unit1教案最终版
人教版高中英语必修一unit1教案最终版人教版高中英语必修一unit1教案最终版一、课程介绍本单元为人教版高中英语必修一的第一单元，主题为“问候与介绍”。
通过本单元的学习，学生能够掌握基本的英语问候与介绍用语，提高口语表达能力。
二、教学目标1、学生能够准确、流利地使用英语进行问候与自我介绍。
2、学生能够理解并运用基本的问候与介绍用语。
3、学生能够根据情境进行角色扮演，提高口语表达能力。
4、通过学习，学生能够增强自信心，主动与他人交流。
三、教学内容1、课文阅读：本单元提供了一篇关于问候与介绍的短文，学生需要理解并掌握其中的重点词汇和语法结构。
2、听力练习：通过听一段对话，学生能够理解并掌握日常问候与介绍的用语。
3、口语表达：学生需要进行多次口语练习，包括个人介绍、两人对话、小组讨论等，提高口语表达能力。
4、写作训练：学生需要写一篇关于自己或他人的介绍文章，巩固所学知识。
四、教学步骤1、导入新课：通过简单的问候，引导学生进入本单元的主题。
2、讲解新词：学习本单元的新单词，包括生词、词组和习惯用法。
3、课文阅读：阅读本单元提供的短文，并回答相关问题。
4、听力练习：听一段对话，并回答相关问题。
5、口语表达：进行多次口语练习，包括个人介绍、两人对话、小组讨论等。
6、写作训练：写一篇关于自己或他人的介绍文章。
7、复习巩固：回顾本单元所学内容，加深印象。
五、教学评价1、课堂提问：通过提问，检测学生对本单元重点内容的掌握情况。
2、小测验：进行小测验，检测学生对本单元重点词汇、语法和习惯用法的掌握情况。
3、课后作业：布置课后作业，让学生巩固本单元所学内容。
六、教学反思1、成功之处：通过多种教学方法的运用，本节课取得了良好的教学效果，学生积极参与，课堂氛围热烈。
2、不足之处：部分学生的口语表达能力还有待提高，需要加强针对性的训练。
3、改进措施：针对学生的不足，制定个性化的教学方案，加强针对性的训练，提高学生的口语表达能力。
人教版高中英语必修一第一单元教案
Unit 1 Friendship知识目标：（1）New words：survey，point，upset，ignore，calm，concern，loose，cheat，reason，list，share，feeling，Jewish，German，outdoors，crazy，nature，purpose，dare，thunder，entirely，power，trust，indoors，suffer，teenager，advice，questionnaire，quiz，situation，editor，communicate，habitPhrases：go without，go through，face to face，with so many clothes on，have some troubles，fall in love，hate gossiping，throw away，make a questionnaire，make an effort，pay no attention to（2）Master the changes between Direct Speech and Indirect Speech.（3）Learn to use the following sentence patterns：I wonder if...，...before...，It’s the first time that...，There was a time when...（4）Understand the concept of friendship.能力目标：（1）Use language knowledge to describe oneself and one’s friends.（2）Master the skills of scamming and scanning.（3）Predict the contents of the listening material based on known knowledge.（4）Master the basic skills of the writing.情感目标：（1）Let students know that every one of us must have a friend or some friends in our daily life.（2）Cultivate the spirit of cooperation by working in groups.●课时安排本单元教学可以分为7课时。
英语人教版高中必修一(新课标)教案Unit1 Listening and Talking 教案
Unit 1 Teenage LifePeriod 4 Listening and Talking教材分析该板块的活动主题为“为青少年策划一项营地活动”(Plan a camp for teenagers)。
听力文本是一段对话，Max与Cao Jing谈论周末各自参加探险营和国际青年营的计划。
两人分别介绍了营地的活动内容，表达了对营地生活的期待。
该板块从高中生颇感兴趣的营地活动出发，旨在激发学生的想象力，策划一个同龄人喜欢的营地活动，并使用“be going to+动词原形”及“will+动词原形”等表示将来打算或意愿的语言功能项目进行交流和讨论，进而提升学生的团队精神和沟通表达能力。
教学目标1. 能正确理解使用下列词汇：adventure, youth, expert。
2. 能够口头叙述计划和将要发生的事情。
3. 能正确使用“be going to+动词原形”及“will+动词原形”等结构表示将来打算或意愿。
教学重难点【教学重点】帮助学生理解并正确运用be going to do、will do、plan to do、there will be、hope to do等结构来表达将来要做的事情和计划。
【教学难点】理解并正确运用be going to do、there will be、hope to do等结构表示将来打算或意愿。
教学过程Task Plan a camp for teenagersStep 1 Pre-listening1.Look at the two pictures in Activity 1. Answer the following questions:(1)What kind of camp is Adventure Camp/International Youth Camp?(2)What activities will it include?(3)What can students learn in these activities?2.Read the sentences in Activity 1. Then predict the main idea of the conversation. Step 2 While-listening1. Work on Activity 1. Listen to the conversation and tick what are heard about the camps.2.Work on Activity 2. Underline the expressions in the sentences above that Cao Jing and Max use to talk about the future.设计意图：该环节让学生通过勾画听力文本中的目标结构，关注对话中如何表达将来要做的事情和计划。
英语人教版高中必修一教案Unit1 Discovering Useful Structures
Unit 1 Teenage LifePeriod 3 Discovering Useful Structures 教材分析该板块的活动主题为“润色文稿”(Improve a draft)，目标语法知识是名词短语、形容词短语和副词短语的用法。
学生在熟练掌握名词短语、形容词短语和副词短语的形式和意义后，能够将其运用到语篇中，使语言表达更加充实、生动和准确。
教学目标1. 能正确理解使用下列词汇：category, function, noun phrase, adjective phrase, adverb phrase。
2. 能够理解并正确运用名词短语、形容词短语和副词短语。
3. 能通过使用名词短语、形容词短语和副词短语润色语言表达，使其更加充实、生动和准确。
教学重难点【教学重点】帮助学生在语篇中理解并运用名词短语、形容词短语和副词短语，丰富语篇表达内容，提高语篇质量。
【教学难点】引导学生熟练掌握名词短语、形容词短语和副词短语的形式和意义。
教学过程Task Improve a draftStep 1 Warming-upRead the poem aloud and see how the underlined parts work in the poem: Nothing so rareAs a day in June,The air so fineAnd the blossoms all blue....Its beautiful melodyFloats like a balloon.Step 2 Observing1. Work on Activity 1. Students find and mark the noun/ adjective/ adverb phrases in the following sentences:(1) The first week was a little confusing.(2) The building is so big that I’m completely lost.(3) The kids over there are putting something on a round paper plate....2.Students observe the sentences again and state the phrases’ functions.设计意图：该环节让学生通过观察例句，发现句子中的目标短语结构，进一步感知其在语言表达中所起到的作用。
人教版高中英语必修1unit1 friendship全单元教案
Unit 1Friendship(Teaching plan for the whole unit)Teaching Objectives：1. 能力目标：a. Listening: get information and views from the listening material;b. Speaking: express one’s attitude or views about friends and friendship in appropriate words.c. Reading: enable the Ss to get the main idead. Writing: write some advice about making friend as an editor2. 知识目标：a. Talk about friends and friendship; how to make friends; how to maintain friendshipb. Use the following expressions:I think so. / I do n’t think so.I agree. / I don’t agree.That’s correct.Of course not.Exactly.I’m afraid not.c. to enable the Ss to control direct speech and indirect speechd. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habitadd up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in3. 情感目标:a. To arose Ss’ interest in learning English;b. To encourage Ss to be active in the activities and make Ss to be confident;c. To develop the ability to cooperate with others.4. 策略目标：a. To develop Ss’ cognitive strategy: taking notes while listening;b. To develop Ss’ communicative strategies.5. 文化目标：to enable the Ss to get to know different opinions about making friends from different countries.Period oneTeaching Objectives：1. To help students learn to express attitudes, agreement & disagreement andcertainty2. To help students learn to read the text and learn to write diaries in English3. To help students better understand “friendship”4. To help students learn to understand and use some important words andexpressions5. To help students identify examples of Direct Speech & Indirect Speech (I):statements and questions in the textTeaching FocusTeaching AidsMultimedia facilities, tape-recorder, photos, diagramsTeaching ProceduresStep1. Warm-up1. Ss listen to an English song AULD LANG SYNE.2. Brainstorming: let Ss say some words about friendship –honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….Step 2. Talk about your old friends1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.2. Self-introductionStep 3. Make new friends1. Ss go around and ask their new friends some information and fill in the following formName Age/hobbies/favorite sports, books, …2. Report to the class: who will probably be your friend why.Step 4. Do a surveySs do the survey in the text ,P1Step 5. Listening and talkingDo Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.When Ss make their conversation, ask them to try to use the following expressions.I think so. / I don’t think so. I agree. / I don’t agree.That’s correct. Of course not. Exactly. I’m afraid not.Step 6. DiscussionDivide Ss four in one group and each group choose a topic to discuss. There are four topics.Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?Topic 3: Does a friend always have to be a person? What else can be your friend? Why?Topic 4: List some qualities of a person who does not make friend easily.Step 7. Summary1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.2. T shows more information about friendship and a poem about friendship.What is friendship?I want to find the answer to the questionWhat is friendship?When it rains, I think friendship is a small umbrella.It can give me a piece of clear sky.When I’m crying, I think friendship is a white handkerchief.It can wipe my tears dry.When I am sad, I think friendship is a warm word.It can bring me happiness again.When I am in trouble, I think friendship is a strong hand.It can help me escape my troubles.When I sit in a quiet place, I think friendship is a very wonderful feeling.It can’t be pulled and torn, because it is in everyone’s heart.It is there from the beginning to the end of our lives.3. Tell Ss: make new friends and keep the old; one is silver and the other is gold. Step 8. EvaluationSs finish the following evaluation form. Standard: A, B,CContents 自评他评1. I’m active in talking with others.2. I’m active in cooperating with others.3.I can express myself fluently, accurately and appropriately.4. I know more about friendship after this lesson..5. Do you think you need to improve yourself in some aspects? Which aspects? Homework:1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.2. Write a short passage about your best friend.Period twoTeaching Objectives：1. To summarize and remember the main idea of the passage.2. To speak out the detailed information of the passage.3. To know more about Anne’s diary.4. To learn some useful words, expressions and patterns in the passage.Teaching FocusWords:series, outdoors, dusk, thunder, entire, entirely, power, curtain, dusty Expressions:go through, a series of, on purpose, in order to, face to facePatterns:Are you afraid that …I wonder if …There was a time when …Teaching ProceduresStep1.Warming upActivity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or Tv at home.How would you feel?What would you do?Four students a group discuss with each other for 2 minutes.Activity2: Play a short part of the movies Schindler’s ListStep2. PredictingStudents read the title of the passage and observe the pictures and the outline of it to guess:Who is Anne’s best friend?What will happen in the passage?Step3. SkimmingStudents skim the passage in 2 minutes to get the main idea :Who is Anne’s best friend?When did the story happen?Step4. ScanningStudents work in pairs to find the information required below:Step5. Intensive readingStudents work in group of four to discuss the following open questions:1.Why did the windows stay closed?2.How did Anne feel?3.What do you think of Anne?4.Guess the meanings of “spellbound”, “hold me entirely in their power”from the discourse(语篇,上下文).5.Which sentences attract you in the passage?Step6. ActivityFour students a group to discuss the situation:Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.What will you take? Why?How will you spend the 3 months?How will you treat each other and make friends ?Step7.AssignmentTask1.Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.Task2.Ex2.3on Page3Period three(Words and expressions)Teaching ProceduresStep 1. Warming upCheck the Ss’ assignment: task 2Step 2. Learn the language points:1. add (v.)1). To put together with something else so as to increase the number, size, importance, etc.增加，添加Please add something to what I’ve said, John.2). To join numbers, amount, etc so as to find the total 相加Add up these figures for me, please.add to something: to increase 增加What he did has added to out difficulties.add up to: to amount to 加起来等于；总计The cost added up to 100 million yuan.2. cheat v. 1). To act in a dishonest way in order to win 欺骗；作弊2). (of, out of) to take from (someone) in a dishonest way 骗取They cheated the old woman out of her money by making her sign a document she didn’t understand.n. 1). an act of cheating 作弊行为2). one who cheats 骗子3. go through1). To examine carefully 仔细阅读或研究I went through the students’ papers last night.2). To experience 经历，遭受或忍受You really don’t know what we went through while working on this project.4. crazy (adj.)1). mad, foolish 疯狂的，愚蠢的It’s crazy to go out in such hot weather.2). wildly excited; very interested 狂热的，着迷的She is crazy about dancing.5. lonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的He has been very lonely since his wife left him. (lonely/alone )alone1). without or separated from others 单独的She lives alone.2). only 仅仅，只有。
人教版高中英语必修一unit1教案最终版(word文档良心出品)
Step I. Review andLeading-in (5mins)
Review what we have learnt in the last lesson and enjoy the movie clip Summer Eleven just last 3 mins in order to lead to the topic of friendship.
2.Teaching Difficult Points
1.To make the students be able to use different vocabularies about friend and friendship.
2.To make the stu来自ents understand this unique history.
3.Emotion Objectives
1.To get the students to realize the importance of friends and friendship, and learn to make friends and foster friendship.
四.教学重点、难点Teaching Key and Difficult Points
Clear--- She thought the ordinary diary is a series of facts. She made her diary as her best friend and she called her diary Kitty.
(3) Why was she so crazy about things to do with nature?
(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。
高一英语人教版必修1Unit1全套教案
Unit 1 friendship1.Teaching aims and demands2.Suggested teaching notes1). Analyses of the teaching contentsThis unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk aboutfriendship, get to know the problems between friendsand seek solutions, which makes preparations for thefurther teaching in topics, background and vocabulary.Pre-reading---The questions prompt students to think critically aboutfriends and friendship in reality, alerting them to the factthat besides people, a diary can be a friend, too.Reading--- The diary by theJewish girl Anne gave a glimpse of her lifeduring her family’s shelter in Amsterdam from the German Nazis’killing in world war . she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature,which helps her get through the days.Comprehending---It helps students further understand the text by doingmultiple choices, questions and answers, andmatching.Learning about language---It teaches the important expressions andstructures and grammar: direct and indirectspeeches.Using language---The two letters, listening, questionnaire design, letterwriting and fun writing prepares students to furthertalk about friendship, especially the problems withmisunderstanding, and unfriendliness, thusstrengthening students’ abilities to practicelanguage, discover, and solve problems.Summing up---It summarizes the whole contents of this unit from theaspects of topics, vocabulary and grammar.Learning tip--- This part encourages students to form the habit of writinga diary.Integrating skills--- The text introduces the way Hawaiians expressfriendship, to get students to realize the culturaldifferences in the values of friendship in additionits importance in all cultures.2) Making of the teaching planThis unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself,i.e., the comfort and support one seeks from an imaginary friend.Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability tocope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinarything can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and theWest leads students to know better the values of friendship in Westerns’eyes. All in all, this unit promises to unveil the true essence of friendshipand helps students to lead a more friendly and harmonious life.Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:3. Teaching plans for each periodPeriod 1 Warming-up and Speaking1. Teaching objectives:1) Target languageI (don’t) think…… I (don’t) think so. I (don’t) agree.I believe…… That’s correct. In my opinion, ……2) Ability goalsa.Describe your friends in Englishb.Figure out the problems between friends and then find different ways tosolve the problems.3)Learning ability goalsa.To encourage students to think and talk about friends and friendship byusing some phrases and structures.b.To learn to solve problems that may occur between friends.c. To cultivate the students to form the good habit of learning English inSenior Middle School.2. Teaching important points:e the given adjectives and sentence structures to describe one ofyour friends.b.Learn to evaluate friends and friendship.3. Teaching difficult points:a.Work together with partners and describe one of your good friends.b.Discuss with partners and find out ways to solve the problems.4. Teaching methodsa.Task-based teaching and learningb.Cooperative learningc.Discussion5. Teaching aids:CAI6. Teaching procedures and ways:Step 1 Lead-in and Warming-upBefore the lesson, the teacher can arouse the students’ interests by showing a video of Auld Lang Syne .At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.1.How did you spend your summer holidays How did you feelWhat did you do in your summer holidays What did you do inyour spare time2.What do you think of our new school Do you like it Could yousay something about it3.Do you like making friends How do get in touch with your friendsDo you have many friends Where are they now Do you haveany old friends in our school Have you made any new friends inour classStep 2 Think it over1. Give a brief description of one of your friends. The following phrasesand structures may be helpful:His/Her name is ……He /She is …… years old.He /She likes …… and dislikes ……He /She enjoys …… and hates……He /She is very kind/friendly/……When /Where we got to know each other.2. What types of friendship do you have Please tick them out. Then fillin the blanks.girl friends boy friendspen friendslong -distance friendsfriends of the same agee-friends (friends over the internet) friends across generationsunusual friends like animals, books……1).______ is /are most important to you.2). You spend most of your free time with ____.3). You will share your secrets with _____.4). When in trouble, you will first turn to _____.Step 3 Make a survey1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.Tell your partner your standards of good friends by using the following structure:I think a good friend should (not) be……In my opinion, a good friend is someone who……1.Have a member of each group report on what their lists have in commonand list them on the board.2.Ask the class whether or not they agree with all the qualities listed.3.Then have the students do the survey in the textbook.4.Have the students score their survey according to the scoring sheet onpage 8.5.The teacher ask some students how many points they got for the surveyand assess their values of friendship:★4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.★13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done. (You may also show your students the results above and let themselves self-reflect upon their own values of friendship)Step 4 Talking and sharing( work in pairs)1. If your best friend does something wrong, what will you doTry to use the following phrases:I (don’t) think…… I (don’t) think so.I (don’t) agree. I believe……That’s correct. In my opinion, ……2. What is a friendA British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editior, choose the best one from the following entries(条目), and explain why.One who understands my silence.A friend in need is a friend indeed.Friends are just the people who share your happiness and sorrow.When you look at your watch at 4 am, but still know you can callthem and wake them up, and they’ll still want to talk to you ,that’s friendship.To have a friend, you need to be a good friend.Step 5 Group work (output)The teacher can give each group one of these questions below to talk about. Then let the class share their ideas. It’s better to stimulate the students to express their own opinions about these questions.1.Do you think it is a good idea to borrow money from your friendWhy and Why not2. What factors may cause the breakdown of a good friendship3.What can be your special friend besides human beings And whyStep 6 homework1.Write down a short passage about your ideas /the factors/yourunusual friends.2.Prepare for the new lesson.Period 2 Reading “Anne’s Best F riend”1. Teaching objectives:1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;2). To get the students to realize the importance of friends and friendship,and to tell true friends from false friends;3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;4).To learn the writing style of this passage.2. Teaching method: Task-based teaching3). Teaching procedure:Step 1.Pre-reading1. Please enjoy three pieces of music and find out what they are about.2 .Why do you think friends are important to you3. What do you think a good friend should be like List the good qualities a good friend should have .4. Have you ever considered making friends with animals, plants or even an object Why or why notStep 2.Reading1.Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.2.Skimming the first two paragraphs to confirm your guessing.1) What was Anne’s best friend Why did she make friends with it2) Did she have any other true friends then Why3) What is the difference between Anne’s diary and those of most people4) Do you keep a diary What do you think most people set down in their diaries5) We are going to read one of Anne’s diaries .but before readi ng ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph3.Reading of Anne’s diaryHow she felt in the hiding placeTwo examples to show her feelings thenStep 3.Post-reading1.What would you miss most if you went into hiding like Anne and her family Give your reasons.2.Group workWork in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.Where would you plan to hideHow would you arrange to get food given to you every dayWhat would you do to pass the time------3. Discovering useful words and expressionsComplete the following sentences,using words and expressions from Reading1) She has grown _______ about computer games.2) Was it an accident or did David do it on _______3) From the beginning ,Paul made it clear that he would be ______ (完全地)in control.4) He used to work _______ even in the middle of winter.5) Just the _______ of more food made her feel sick.6) You had better have a _________ talk with him.7) Born in a poor family, the manager _________ lots of hardships in his childhood.8) A diary is often kept to ________ what happens in people’s daily lives.Step 4.Talking about friends and friendship1.There are many proverbs about friends and friendship. Choose the one you agree with and explain why, then choose one you disagree with and explain why.A friend in need is a friend indeed.Friends are like wine; the older,the better.A friend to all is a friend to none.The same man cannot be both friend and flatterer(阿谀奉承者).False friends are worse than open enemies.Walking with a friend in the dark is better than walking alone in the light.2.We have talked about friends and friendship today, can you write one or two sentences to express your understanding of friends and friendship.Step 5.Homework:1.Interview a high school student, a businessman, a police officer and a housewife to find out their opinions about friends and friendship. Write a report to share it with the whole class.2. Describe one of your best friends following the writing style of this passage. Ending: Let’s sing this song about friends togetherPeriod3 GrammarDirect & Indirect SpeechI Statements & Questions1．Teaching objectivesLearn to use direct speech and indirect speech2. Teaching important pointSummarize the rules of Direct Speech and Indirect Speech.3. Teaching difficult pointLearn about the special cases in which the tenses shouldn’t be changed.4.Teaching methodsDiscussing, summarizing and practicing.5. Teaching proceduresStep1Lead inT:Good morning, class. In the last lesson, we learned Anne’s story. Now she is telling her stories to two of her friends—you and Tom. Tom has something wrong with his ears,so you have t o repeat Anne’s sentences, Sometimes you need to explain Tom’s sentences to the class. Look at the blackboard.“I have to stay in the hiding place.” said Anne.→T:What did Anne say As we know , Tom has something wrong with his ears,so you have to repeat Anne’s sentence.Ok,first of all, let’s translate the sentence into Chinese.安妮说：“我不得不呆在躲藏处。
人教版高一英语必修一Unit-1单元教案
人教版高一英语必修一Unit 1 Friendship 1.Teaching aims and demands2. Teaching contentsWarming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about friends 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 German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal lifeand close contact with nature, which helps her get throughthe days.Comprehending---It helps students further understand the text by doing multiple 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 further talk about friendship, especially the problems with misunderstanding, 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 writing a diary.Reading for fun---3. Making of the teaching planThe whole teaching procedures can fall into 7 periods as follows:4. Teaching plans for each periodPeriod 1,2 Warming-up, listening 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 waysto solve the problems.c.Develop listening skill3)Learning ability goalsa.To encourage students to think and talk about friends and friendshipby 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 learning Englishin Senior Middle School.2. Teaching important points:e the adjectives and sentence structures to describe one ofyour friends.b.Learn to evaluate friends and friendship.3. Teaching difficult points:a.Work together with partners and describe one of your goodfriends.b.Discuss with partners and find out ways to solve the problems.4. Teaching methodsa.Task-based teaching and learningb.Cooperative learningc.Discussion5. Teaching aids: CAI6. Teaching procedures and ways:Step 1 Lead-inAt the beginning of the first class, we can get the students totalk about their summer holidays. The students can talk freely as they like.Questions:•How did you spend your summer vacation?•How do you like beijing olympic games opening ceremony ？(stunning/fantastic/excellent) which part do you enjoy most? •How do you like our school? Can you say something about it? •Did you make some friends in the holiday?Step 2. enjoy songsAuld Lang Syne （友谊天长地久）Forever friendsT: what is the theme of the song?Step 3. talk freely about friendship(1).Do you like making friends?(2).How do you get in touch with your friends? (3).Do you have manyfriends? Where are they now?(4).Do you have any old friends in our school? (5).Have you made anynew friends in our class?Step4. outputEncourage Ss to give a brief introduction to one of their friends. Thefollowing phrases and structures may be helpful:His/her name is…He/she is…years oldHe/she likes…and dislikes…He/she enjoys… and hates…He/she is very kind/friendly…Step5. get to know new friendsInterview, fill in the table and report.Step6. share some examples in and out of china.Step7. what makes a good friend.SS first work in pairs , after a while, ask some Ss to voice their opinion, teacher write some adjectives down on the blackboard.Step 8.definitionA British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editor, choose the best one from the following entries(条目), and explain whyStep 9 Make a survey1.Have the students do the survey in the textbook.2.Have the students score their survey according to the scoring sheet on page 8.3. The teacher ask some students how many points they got for the survey and assess their values of friendship:★ 4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s n eeds 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 10. listeningPre-listening:1)read the letter, answer the question: what is Lisa’s problem2)what will be Miss Wang’s advice?While-listening:1st listening: what’s Miss Wang’s advice?2nd 3rd listening: do exx on page6.Post-listening:(speaking)1. . Do you agree with Miss Wang’s advice? Discuss in groups.2. What do you think of the friendship between boys and girls?3. What’s your opinion about the differences between friendship and love ?4. Are we teenagers mature enough to start a love affair?Step 11. Debate.Do you agree that we should make friends over the Internet? Why or why not?Step 12. AssignmentWrite down a short passage describing your viewpoint about making e-friend.Period 3 Global 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. Does a friend always have to be a person? Do you have some unusual friends? What are they? (animals/plants/books…)2. Can a diary be a friend?3. Look at the pictures and the title of the reading passage. Guess what it might be about.Step2 background introductionEnjoy a short part of the film: Schindler's List 辛德勒的名单Step 3.skimmingRead fast and fill in the following table.Step 4 scanning:Read Anne’s diary, and fill the chart.Step5. Ss read aloud following the tape, paying attention to the pronunciation.Step 5 more open questions.1.Why did the windows stay closed?2.How did Anne feel?3.What do you think of Anne?4.What’s the meanings of “spellbound”?(para1,line4)Step 6.Post-reading activities.1. Complete 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.2. SummaryI lived in ___________in the ______________ during _____________. My family were ______, so we had to ___________ for a year and a half in order ________________ by the German Nazis. During that time I wasn’t able to go ________ for so long that I had ______________ about everything to _______ nature. Once, I decided to look at the moon ___________ by myself. But I didn’t _______ open the window to see the night ___________ because I was afraid of being discovered by the Nazis.I felt very _______ without seeing my old friends. So I had to makea new friend --_____________, whom I could tell _________ to. Sadly, at last my family was discovered and caught by _______________ sometime later.Step7.Group workWork in groups to discuss the following.1. What is the difference between Anne’s diary and those of most people?2. what’s is Anne’s writing tone? Angry, sad, happy of thrilled? Why?3.What would you miss most if you went into hiding like Anne and her family? Give your reasons.(p3)4. what you would do if your family were going to be killed just becausethey 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?Step 8. Assignment1. Interview a high school student, a businessman, a police officer anda housewife to find out their opinions about friends and friendship. Writea report to share it with the whole class.2. Describe one of your best friends following the writing style of this passage.Ending: enjoy a song.Period4 Language points.Step1. explanation1. go through sth.(1)to suffer an unpleasant experience 经历(不快的事)e.g. Iraq has gone through too many wars in the past ten years.(2)to look at sth carefully ,especially in order to find sth 仔细检查 e.g. I went through all my pockets but I couldn’t find my wallet.2. suffer:suffer sth 遭受痛苦, 遭受损失suffer from…患有(病痛), 为……所苦eg. 1). He died quickly, he didn’t suffer very much.2).The company suffered a great loss because of the air crash.3).He often suffers from headaches at night.3. set down1).Please set down what I write on the blackboard记下写下2).Set down your heavy bags and take a rest 放下3).The bus driver set her down at the corner. 让下车4. a series of +名词复数 : 表示一连串、一系列、一套, 作主语时,谓语动词用单数.TV seriesa series of factsa series of stamps5. be/grow crazy aboutMost teenagers are crazy about NBA stars.6.indoors (adv.) outdoors (adv)indoor (adj.) outdoor (adj.)1).We stayed indoors.2).It’s very hot. Let’s sleep outdoors.7.dare 用作情态动词1).I dare not go out alone at night.2).Dare you go out alone at night?3).If you dare speak to me like that again, you’ll say sorry to me.4).She dare not (daren’t) say what she thinks.dare 用作实义动词He dares to go out alone at night.I don’t dare to go out alone at night.Do you dare to go out alone at night?8. in order to do …= so as to do …eg. 1).He worked hard in order / so as to pass the maths exam.2).We left early in order to/ so as to catch the first bus. = We left early in order that / so that we could catch the first bus9.on purpose 故意有意Did he do it on purpose?I’ve come on purpose to meet you.for the purpose of 为了……(目的)Did you come to Guangzhou for the purpose of seeing your family?10.face to face 与face-to-face1)I have often heard of her. Actually, I’ve never met her face to face.2)They had a face-to-face talk11. no longer“不再”，相当于 not．．．any longer（多用于口语），一般和延续性动词连用，表示时间、状态、距离“不再”延续，着重于现在和过去情况的对比。
人教版高一英语必修1 UNIT1教学设计案例
本课重点：通过回答问题和理解句子，深入理解安妮日记中的语境和情感,掌握语言现象。
本课难点：Therewasatimewhen…定语从句；Itwasthefirsttimethat…haddone…;It’snopleasuredoingsth;It’sbecause….that…
六、教学过程
从学生课堂反馈来看，学生拥有了一定的语言感知水平，能够使用所学语言点实行新的语言项目的完成，但课后写到讨论结果却发现，学生的书写有问题，并且词汇拼写错误及有适量的语法错误。由此可知，在今后的学习指导中，老师要严格要求学生，锤炼笔头表达水平，语言输出的精确性有待增强。
观察图片及文章题目，浏览问题后，带着问题快速阅读文章
培养学生阅读理解水平
指导学生进一步阅读理解文章内容并找出语言点
阅读文章，找出语言点，并交流展示
学生精读文章，学习语言点，提升使用语言水平
七、教学评价设计
1.小组评价
组别
1
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得分
组内贡献奖得主
2.自我评价
Fromthisperiod,Ihavelearnedthefollowing：
在这节课中，学生对语言点的掌握和理解比较到位，并且能够从以前的语言知识中做到举一反三，这充分说明了，即使是新课程，也不一定都需要老师把知识一点点灌输，学生以旧带新的学习方式，更符合他们的认知规律。此外，学生在交流展示过程中，大胆，规范，并且能大胆提出问题，并能说出自己的理解，这个点难能可贵。整节课，学生思维活跃，课堂气氛热烈而不喧闹，彰显了学生的学习热情和求知欲望，并能适当使用所学的语言点造句并创立新语境，达到了预期的课堂效果。
Grammar：_________________________________________________________________
人教版高中英语必修一 Unit1 示范教案
【英语】新人教版必修一 Unit1 示范教案Teaching planUnit oneTeaching aims:1. 能力目标：①Listening: gain useful information and clear views from the listening material;②Speaking: express one’s attitude or views about friends and friendship in appropriate words.③Reading: let Ss summarize the main idea④Writing: write a letter about how to make friends2. 知识目标：①Talk about friends and friendship; how to BE friends; how to gain friendship②Use the following expression:so do I / neither do II think it is a good ideaAll rightYes，but…③to get the Ss to master direct speech and indirect speech④vocabulary and phrases: upset, calm, concern, careless, loose, cheat, list, share, German, series, outdoors, crazy, purpose, thunder, entirely, power, trust, suffer, teenager, advice, quiz, editor, communicate, situation, add up, calm down, have got to, be concerned about, walk the dog, go through, hide away, set down, a series of, on purpose, so as to, face to face, according to, get along with, fall in love with, join in, be upset about, for once3. 情感目标:①To ari se Ss’ interest in learning English;②To encourage Ss to take part in the activities and make Ss confident;③To develop the ability to cooperate and communicate with others.4. 策略目标：①To develop Ss’ cognitive strategy: making notes when listening carefully;②To develop and improve Ss’ communicative strategies.5. 文化目标：To enable the Ss to come to know different opinions about making friends from different countries.6. 现实目标①To make Ss respect each other and friendship②To make them get well with one another in societyTeaching steps:Period oneStep 1. warming up1. Ss listen to an English song AULD LANG SYNE.2. Brainstorming: let Ss say some words about friendship：careful, warm-hearted, honest, friendly, brave, humorous, funny, smart, kind, open-minded, responsible….3. To let Ss make a correct choice about their questions that they meet in warming up.Step 2. practice speaking1. Ss talk about their old friends in Junior Middle School, talk about theirappearance, personality, hobbies, etc.2. Self-introduction or work in pairs3. Ss can ask some questions about life or learningStep 3. Make new friends1. Ss go around and ask their new friends some information and fill in the following form name age/hobbies/favorite sport s, books …2. Report to the class: who will probably be your friend why.Step 4. Do a surveySs do the survey in the text on P1Step 5. Listening and talkingDo Workbook on P41 (Talking). While Ss listen to the material, ask them to take notes about t he speaker’s views of making friends.When Ss make their conversation, ask them to try to use the following expressions.I am afraid not exactly I agree I think that is a good idea of course notStep 6. DiscussionDivide Ss four in one group and each group choose a topic to discuss. There are four topics.Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?Topic 3: Does a friend always have to be a person? What else can be your friend? Why?Topic 4: List some qualities of a person who does not make friend easily.Step 7. Summary1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.2. T shows more information about friendship and a poem about friendship.What is friendship?I want to find the answer to the questionWhat is friendship?When it rains, I think friendship is a small umbrella.It can give me a piece of clear sky.When I’m crying, I think friendship is a white handkerchief.It can wipe my tears dry.When I am sad, I think friendship is a warm word.It can bring me happiness again.When I am in trouble, I think friendship is a strong hand.It can help me escape my troubles.When I sit in a quiet place, I think friendship is a very wonderful feeling.It can’t be pulled and torn, because it is in everyone’s heart.It is there from the beginning to the end of our lives.3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.Step 8. EvaluationSs finish the following evaluation form. Standard: A, B, CContents 自评他评1. I’m active in talking with others.2. I’m active in cooperating with others.3. I can express myself fluently, accurately and appropriately.4. I know more about friendship after the lesson…5. Do you think you need to improve yourself in some ways? Which ways?Homework:1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.2. Write a short passage about your best friend.Period twoStep 1. Warming upActivity 1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or TV at home.How would you feel?What would you do?Four students a group discuss with each other for 2 minutes.Activity 2: Play a short part of the moviesStep 2. PredictingStudents read the title of the passage and observe the pictures and the outline of it to guess:Who is Anne’s best friend?What will happen in the passage?Step 3. SkimmingStudents skim the passage in 2 minutes to get the main idea:Who is Anne’s best friend?When did the story happen?Step 4. ScanningStudents work in pairs to find the information required below:Anne in World War ⅡStep 5. Intensive readingStudents work in groups of four to discuss the following open questions:1. Why did the windows stay closed?2. How did Anne feel?3. What do you think of Anne?4. Guess the meanings of “spellbound”, “hold me entirely in their power”from the discourse(语篇,上下文).5. Which sentences attract you in the passage?Step 6. ActivityFour students a group to discuss the situation:Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.What will you take? Why?How will you spend the 3 months?How will you treat each other and make friends?Step 7. AssignmentTask 1. Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.Task 2.Ex 2.3 on Page3Period threeStep 1. Warming upCheck the Ss’ assignment: task 2Step 2. Language points:1. add (v.)1). To put together with something else so as to increase the number, size, importance, etc.增加，添加Please add something to what I’ve said, John.2). To join numbers, amount, etc so as to find the total 相加Add up these figures for me, please.add to something: to increase 增加The bad whether added to our difficultiesadd up to总计、加起来共是Having a big breakfast adds up to 112add…to…把…加到…Please add the names to your list2. Cheat v.1). To act in a dishonest way in order to win 欺骗；作弊2). (of, out of) to take from (someone) in a dishonest way 骗取The boss has cheated out of his money1). an act of cheating 作弊行为2). one who cheats 骗子3. Go through1).To examine carefully 仔细阅读或研究I went through the students’ papers last night.2).To experience 经历，遭受They went through the terrible earthquake at night4. Crazy (adj.)1). mad, foolish 疯狂的，愚蠢的It’s crazy to go out in such hot weather.2). wildly excited; very interested 狂热的，着迷的She is crazy about music5. Lonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的He has been very lonely since his wife left him.Lonely/alonealone1). without or separated from others单独的She lives alone.2). only 仅仅，只有。
高一英语必修一unit1教案
高一英语必修一unit1教案教案标题：Unit 1: Friendship教学目标：1. 了解和理解课文中的重点词汇和短语，如：acquaintance, bond, loyalty, betray, etc.2. 能够理解并运用课文中的重要句型和语法结构，如：used to, be/get used to, prefer, etc.3. 培养学生的阅读理解能力，能够从课文中获取关键信息并回答问题。
4. 培养学生的口语表达能力，能够用英语描述和讨论友谊的重要性和特点。
5. 提高学生的写作能力，能够撰写一篇关于友谊的短文。
教学重点：1. 课文中的重点词汇和短语。
2. 课文中的重要句型和语法结构。
3. 阅读理解能力的培养。
4. 口语表达能力的提高。
5. 写作能力的培养。
教学准备：1. 教材：高中英语必修一教材Unit 1。
2. 多媒体设备：投影仪、电脑等。
3. 教学素材：课文、课文相关的图片、课后练习题等。
教学过程：Step 1: 导入新课1. 利用一些图片或视频引导学生讨论友谊的重要性和特点。
2. 引入本单元的话题，并导入本单元的课文。
Step 2: 阅读理解1. 学生独立阅读课文，并回答与课文内容相关的问题。
2. 学生小组讨论并分享他们的答案。
3. 教师澄清学生可能存在的问题，帮助他们更好地理解课文。
Step 3: 词汇和语法学习1. 教师引导学生学习本单元的重点词汇和短语，包括释义、用法和例句。
2. 教师讲解本单元的重要句型和语法结构，并提供相关的例句和练习。
Step 4: 口语表达1. 学生分组讨论和描述他们对友谊的看法和经历。
2. 学生进行角色扮演，模拟真实的友谊场景，并展示他们的口语表达能力。
Step 5: 写作训练1. 学生根据课文内容和自己的理解撰写一篇关于友谊的短文。
2. 学生互相交换作文，并进行互评和修改。
Step 6: 总结和反思1. 教师帮助学生总结本节课的重点内容和学习收获。
人教版高一英语必修1unit1教案学案
Name Age Graduation school Hobby Favorite subject Favorite book QQ/e-mail/phone number Address 2.Report the discovery Step 3 Talk about friendship 1.Work on the topic in groups: Group 1: famous sayings about friendship Group2: poems about friendship Group3: songs about friendship Group4: Stories about friendship Group5: Movies about friendship Group6: Words and phrases describing a good friend 2.Group report 3.Wb P46 Read the proverbs and translate them into Chinese. 4.Ss P1 Do the survey. Help Ss with new words if necessary. Step 4 Homework Write about yourself including your views on friendship. Name Age Graduation school Hobby Favorite subject Favorite book QQ/e-mail/phone number Address twenty-five months months months before before l I don ’t want to set down a series of facts in a diary as most people do, but but……. l I wonder if it is because I have to be outdoors for so long that I ’ve grown so crazy about everything to do with nature. l … it was the first time in a year and a half that I ’d seen the night face to face …. l I am only able to look at nature through dirty curtains hanging before very dusty windows. l It It’’s s no no no pleasure pleasure pleasure looking looking looking through through through these these these any any any longer longer longer because because because nature nature nature is is one thing that really must be experienced. Homework Write a summary of Anne ’s story. Handout for SsFind sentences that describe Anne ’s feelings towards nature. 1._________________________________________________________2._________________________________________________________3._________________________________________________________ Discover sentence structures (complete the sentences):l She and her family hid away for nearly twenty-five months _______________________. l I don’t want to set down a series of facts in a diary _____________ but I want this diary itself to be my friend …l I wonder if____________ I have to be outdoors for ___________’ve grown so crazy about everything to do with nature. l …it it was was was the the the first first first time time time in in in a a a year year year and and and a a a half half half ____________the ____________the ____________the night night face to face …. l I am only able to look at nature through dirty curtains _______before very dusty windows. l _________________ because nature is one thing that really must be experienced. Period 3 Discovering useful words and expressionsTeaching aims: 1. Key words: upset, ignore, loose, settle, suffer, recover, entirely, power, dusty 2. Key phrases: calm down, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to face, no longer, suffer from Teaching methods: discovering, translation Teaching procedures: 1. Revision Ask a few students to read out their summary of Anne’s story. 2. Discover key words and phrases in Warming up and Reading. 3.Do Ex.1；Ex.2；Ex.3 in P4 4.Check the answers. 5.Choose some of the words and phrases in the exercises to write a short passage. Homework 1.Memorize new words and phrases. plete the writing. Period 4 Discovering useful structures Teaching aims: 1. Help Ss understand the differences between direct and indirect speech. 2. Ss can change sentences from direct speech into indirect speech. 3. Ss can change sentences from indirect speech into direct speech. Teaching methods: discovering, group work Teaching procedures: 1. 1. Ask Ask Ask Ss Ss Ss to to to share share share their their their writings writings writings in in in groups. groups. groups. Correct Correct Correct mistakes mistakes mistakes for for for each each other. 2. Read the sentences in Ex.1, P5 and find the differences between direct and indirect speech. 3. Work out the rules in groups of four. 4. Do Ex. 2, P5. 5. Do Ex.1, P42 Read the passage and mark the changes when turned into indirect speech. Retell the story using indirect speech. Homework Rewrite paragraph 1&2 in the reading, P2, using direct speech. Teaching aims: 1.Ss can understand the letter. 2.Most Ss can finish the listening tasks. Teaching methods: Task-based, discussion Reading 1.Read the letter in Ex.1, P6. Make sure Ss can understand the letter. 2.Predict what Miss Wang will say. Collect ideas in class. Listening ’s advice. 1.Listen to the tape for the first time and find Miss Wang2.Listen again and complete Ex.2&3 in P6 plete exercises in P43 Homework Review new words and expressions in this unit. Teaching aims: 1. Students can follow the steps of the writing. 2. Most students can finish the first draft. Teaching method: task-based Teaching procedures: 1. Read the letter and find Xiao Dong ’s problem. 2. Brainstorm Brainstorm with with with a a a partner partner partner about about about ways ways ways to to to change change change the the the situation situation situation and and make a list of the ideas and reasons. 3. Compare the ideas and choose two of the best to complete the chart in the book. 4. Put the ideas into an order. 5. Study the sample carefully. 6. Write the first draft. 7. Swap Swap the the the letter letter letter with with with your your your partners partners partners and and and help help help correct correct correct mistakes mistakes mistakes in in spelling, verb forms, or punctuation. 8. Write the second draft. Homework: Complete the writing. Ⅰ联想记忆(根据提示写出相应的词汇以及相关短语) 1．______ v t. & v i.(使)平静；adj.平静的→________(使)平静下来→保持镇定_______ 平静的→________挂念→as_far_as sb./sth. is______→______ to do/_______ doing sth. ________t 不同意→________Sentence structures:twenty-five months months months before before before they they they were ．It ’s_no_pleasure looking through these any longer... I am only able to look at nature through dirty curtains hanging_before_very_dusty_windows. 6. I would_be_grateful_if_you_could give me some advice. Ⅰ.语境填词settle ，suffer ，recover ，disagree ，calm ，upset ，ignore ，concern ，outdoors ，entireHis absence made_it_more_difficult_for_us. ．While_you_were_walking the dog, you were careless and it got loose. t imagine what I am experiencing. I really want to change the situation, but I donI find_it_is_hard to get along with him. 4． She said she would _____________________the next day.(get) 她说她第二天会请人(修理工)修理她的自行车。
最新人教版高中英语必修一unit1经典教案
龙文教育学科老师个性化教案Excel表格中常用快捷键大全一、关于处理工作表的快捷键总结1、插入新工作表Shift+F11或Alt+Shift+F12、移动到工作簿中的下一张工作表Ctrl+PageDown3、移动到工作簿中的上一张工作表Ctrl+PageUp4、选定当前工作表和下一张工作表Shift+Ctrl+PageDown5、取消选定多张工作表Ctrl+ PageDown6、选定其他的工作表Ctrl+PageUp7、选定当前工作表和上一张工作表Shift+Ctrl+PageUp8、对当前工作表重命名Alt+O H R9、移动或复制当前工作表Alt+E M10、删除当前工作表Alt+E L二、关于在工作表内移动和滚动的快捷键总结1、向上、下、左或右移动一个单元格箭头键2、移动到当前数据区域的边缘Ctrl+箭头键3、移动到行首Home4、移动到工作表的开头Ctrl+Home5、移动到工作表的最后一个单元格，位于数据中的最右列的最下行Ctrl+End6、向下移动一屏PageDown7、向上移动一屏PageUp8、向右移动一屏Alt+PageDown9、向左移动一屏Alt+PageUp10、切换到被拆分的工作表中的下一个窗格Ctrl+F611、切换到被拆分的工作表中的上一个窗格Shift+F612、滚动以显示活动单元格Ctrl+Backspace13、弹出“定位”对话框F514、弹出“查找”对话框Shift+F515、查找下一个Shift+F416、在受保护的工作表上的非锁定单元格之间移动Tab__________________________________________________三、在选定区域内移动1、在选定区域内从上往下移动Enter2、在选定区域内从下往上移动Shift+Enter3、在选定区域中从左向右移动。
如果选定单列中的单元格，则向下移动Tab4、在选定区域中从右向左移动。
如果选定单列中的单元格，则向上移动Shift+Tab5、按顺时针方向移动到选定区域的下一个角Ctrl+句号6、在不相邻的选定区域中，向右切换到下一个选定区域Ctrl+Alt+向右键7、向左切换到下一个不相邻的选定区域Ctrl+Alt+向左键四、以“结束”模式移动或滚动1、打开或关闭“结束”模式End2、在一行或一列内以数据块为单位移动End+箭头键收集于网络，如有侵权请联系管理员删除。
高中英语必修一unit1教案最终版
高中英语必修一unit1教案最终版标题：高中英语必修一Unit 1教案最终版一、教学目标1、掌握基本的英语单词和短语，理解并能够运用它们。
2、掌握基本句型，了解句子的构成和表达方式。
3、培养学生对英语的兴趣和爱好，提高他们的英语听说读写能力。
二、教学内容1、学习新单词和短语，包括单词的发音、词义、词性、用法等。
2、学习基本句型，了解句子的构成和表达方式。
3、通过对话和短文，让学生了解英语的基本语法和语言表达方式。
三、教学重点难点1、教学重点：掌握新单词和短语的发音、词义、词性、用法等。
2、教学难点：掌握基本句型的构成和表达方式，了解英语的基本语法和语言表达方式。
四、教学方法1、激活学生的前知：通过提问的方式，了解学生前期所学的英语知识。
2、教学策略：采用讲解、示范、小组讨论和练习等方式进行教学。
3、学生活动：进行小组讨论、角色扮演、朗读等活动，提高学生的英语口语表达能力。
五、教学过程1、导入：通过提问导入新课，引导学生进入学习状态。
2、讲授新课：讲解新单词和短语的发音、词义、词性、用法等，同时进行句型和语法的讲解和练习。
3、巩固练习：让学生进行小组讨论，用新学的单词和短语进行造句和对话，同时进行语法练习。
4、归纳小结：总结本节课所学的知识点，同时对学生的表现进行评价和反馈。
六、教学评价1、设计评价策略：通过小组讨论、角色扮演、朗读等方式对学生的口语表达能力进行评价。
同时通过作业和测试等方式对学生的单词、短语、句型和语法掌握情况进行检查。
2、为学生提供反馈：通过评价结果，为学生提供反馈和建议，帮助他们了解自己的学习情况，并指导他们如何进一步提高自己的英语水平。
七、作业布置1、抄写本单元的新单词和短语各三遍。
2、用新学的单词和短语写一篇小作文，不少于50个词。
3、完成课后练习题，巩固本单元所学的知识点。
高中英语必修一Unit1完整高中英语必修一是英语学习的重要阶段，而Unit1是这个阶段的基础单元。
高中英语人教版 选择性必修一Unit1 People of Achievement 教案
《Unit1 People of Achievement》教学设计一、教学内容了解屠呦呦获诺贝尔新闻事件，梳理青蒿素研究过程，分析和提炼屠呦呦的优秀品质。
二、课时目标1. 能利用主题图预测文本内容，梳理文章的宏观结构，明确文章的主要内容。
(重点）2. 能归纳和提炼屠呦呦以及团队的伟大之处，体会用故事刻画人物的写作手法。
（难点）三、教学过程Procedures(Before class: Greeting; form groups of eight.)Step 1 Lead in (look at some pictures of people of achievement, such as Yuan Longping, Zhong Nanshan,etc, then watch a short video about Tu Youyou )Purpose: to arouse students’ interest and lead in the topicStep2 prediction(read the title together then predict what the text is about？)Purpose: to arouse students’ curiosity and active participationStep3 Fast reading(read the text quickly to get the main idea and the structure of the text.)Task1：What does the passage mainly talk about?It mainly talks about Tu Youyou's __________ and her way to __________________which saves lots of people worldwide.Task2：Try to divide the passage into three parts then match the main ideas with each part.Purpose: to help students have a better understanding of the main idea and structureStep 4: careful reading (read each part carefully to get some detailed information)Read part 1 carefully and fill in the blanks （Ask students to read paragraphs 1 carefully by focusing on 5w, that is who, when, why, what, where)Artemisinin has saved___________________ of lives, and has led to improved health for ____________ people. Over____________ people around the world get malaria each year, and about __________ die from it.Artemisinin is thought to save__________ lives a year in Africa alone.The discovery of artemisinin is very _______or ________Purpose: to introduce the significance of the discovery of artemisinin Read part 2 carefully and do some tasks.（Ask students to read paragraphs 2-3 carefully by focusing on verbs or verb phrases to know about the processof artemisinin discovery.）Task 1: choose the best answers1.What's the function of the third sentence in para.2?A. It serves as the introduction of the discovery of artemisininB. It serves as the background of the discovery of artemisininC. It serves as the illustration of the discovery of artemisininD. It serves as the conclusion of the discovery of artemisinin2. What do the figures mentioned in paragraph 2 suggest?A.To prove the old medical text is popularB.To attract reader's attention to Tu Youyou's teamC. To show the efforts that Tu Youyou's team have madeD. To demonstrate carrying out the research is rewarding3. Which of the following are not true about Tu Youyou’s life?A. She was born in Ningbo, China on 30 December 1930.B.She graduated from Peking University Medical School in 1955.C.She worked at the China Academy of Traditional Chinese Medicine in Beijing after graduation.D. She become the head of the team to discover a new treatment for malaria in 1967.4: How did Tu Youyou find a different way to treat the wormwood after their project got stuck?A. By experiment B . By reference C. By accident D. By comparisonPurpose:let students find detailed information of this part and master some skills to do choice questions.Task 2: analyzing the research process.Figure out how artemisinin was discovered then Complete the flow chart about the process of the discovery of artemisinin.Purpose: to help students learn the process of artemisinin discovery and appreciate Tu Youyou’s excellent qualities and greatness.Read part 3 carefully then fill in the blanksHow did Tu Youyou respond to her success?Purpose: let students learn Tu Youyou’s attitude to the honorStep 5 Post-reading(After reading the text, please fill in the following blanks.)Tu Youyou, a famous female chemist and（1）_________ (scientific), was born in Ningbo . In 1951, she was（2）________ (admit) into Beijing University, majoring（3) ___________ making medicine and graduated in 1955. After (4) _____________ (graduate), she workedat the China Academy of Traditional Chinese Medicine in Beijing. In 1969, she became (5)________head of the project and performed numerous tests. In 1971, Tu’s team succeeded in (6)________ (discover) and developing artemisinin to cure those patients of malaria in different places of the world, for (7) _________ she won many big awards. To our excitement and delight, she (8)_______________(award) the Nobel Prize in Medicine in 2015, becoming the first Chinese woman (9)___________ (win)the Nobel Prize. We are called on to learn from her and devoted (10)_____________ to scientific research. Purpose：to help students have a better understanding of the whole text and learn to summarize.Step 6: DiscussionSummarizing Tu Youyous great qualities.Purpose: to let students learn from the medical scientist and build up agood view on life.Step 7: Class activitySuppose we'll interview the medical scientist Tu Youyou, what questions do you want to ask? Let's make a role play. One acts as a host, one acts as Tu Youyou, one acts as a reporter.Purpose:to improve students’oral English and the ability to apply knowledgeStep 8: HomeworkPrepare for a Speech ContestTopic: Which is more important for making a great discovery, talent or effort?Purpose: to help students look at things from a dialectic view.。
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family had to hide away for a long time.
Para. 3: Having been kept indoors for so long, Anne grew so crazy about
everything to do with nature.
3.Learning exercise.
Clear---Because she wants a friend to whom sh feelings and thoughts.
⑵What is an ordinary diary like according to Anne? What about her
Period II: Anne’s Best Friend（reading） Step I. Review and Leading-in (5mins)
Review what we have learnt in the last lesson and enjoy the movie clip Summer Eleven just last 3 mins in order to lead to the topic of friendship. T: Good morning,boys and st lesson we have started this unit Friendship,today we continue this topic. First let’s enjoy the movie clip Summer Eleven and think about the following questions. (1) What do yo think about the relationship with the four girls? (2) Do you have a good friend? (3) Can you say something about your friend? You can say how you become good friend and why you want to be friend with him or her.
diary?
Clear--- She thought the ordinary diary is a series of facts. She made her
diary as her best friend and she called her diary Kitty.
(3) Why was she so crazy about things to do with nature?
T
(3)She and her family hid away for one year before discovered. F
(4)She kept a diary as others did.
F
(5)She was fond of nature.
T
(6)She stayed awake in the night because she couldn’t sleep well. F
三. 教学目标 Teaching Aims
1.Knowledge Objectives 1. Get students to know the main content of this article. 2. Learn about the formats of a diary. 2.Ability Objectives 1. Develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming and so on. 2. Summarize different paragraphs. 3.Emotion Objectives
Afterwards, choose one representative to show their answers. ⑴Do you think friends are important to us? Why do you think so?
Yes,they are. Because without friends we will feel lonely and helpless. ⑵Does a friend always have to be a person? What else can be our friend?
1.Teaching Key Points 1.To make the students understand the meaning of friendship. 2.To make the students be able to describe their own friends. 3. Learn about the formats of a diary. 2.Teaching Difficult Points 1.To make the students be able to use different vocabularies about friend and friendship. 2.To make the students understand this unique history.
sentence.
(Teacher writes the answers on the blackboard)
Para.1: Anne made her diary her best friend whom she could tell
everything.
Para. 2: Anne’s diary acted as her true friend during the time she and her
This unit is the first unit of the senior English studying which talks about friendship.As for the students, at the beginning of senior school life,
making new friends is one of important things for them now,so the topic of this unit is appropriate at the present time. It can easily stimulate
students’ interests in English learning and help students think how to
choose friends and the meaning of the friendship. The reading passage is
the center of the unit. It mainly talks about the Anna , a Jewish girl , during the world war II, regarded the diary as her best friend to express
Teaching Plan
教材
Unit1 Friendship
人教版高中英语必修一
试讲者
李瑶
单位
新疆师范大学
适用年级
高中一年级
单元
第一单元
课题
Anne’s Best Friend （Reading）
课时 共五课时，第二课时
一．教材分析 Analysis of the Teaching Materials
(Students think for a while and raise their hands to answer questions.)
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Step II. Pre-reading（3mins）
Divide students into 3 groups and ask them to discuss two questions.
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1.To get the students to realize the importance of friends and friendship, and learn to make friends and foster friendship.
四. 教学重点、难点 Teaching Key and Difficult Points
T:Review passage Anne’s Best Friend and finish comprehending by using
some True-or-False sentences.
(1)A friend would laugh at you.
F
(2)Anne lived in Amsterdam during World War II.
her happiness, sorrow and missing to her hometown. 二．学情分析 Analysis of the Students As the students, grade1of senior high school,they have the basic abilities of listening,speaking,reading and writing,but they still need more chances to practice what they have learnt and improve their ability of communicating with others and expressing their ideas fluently and accurately. Meanwhile,it is also necessary to develop their autonomous learning ability and cooperative learning ability, as well cultivate the awareness of cultural differences.