英语优秀教案(人教新课标版):必修1(Unit1Friendshipthe2ndperiod)

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人教版高一英语必修1 Unit1 Friendship教学设计

人教版高一英语必修1 Unit1 Friendship教学设计

高一英语人教版必修1 Unit 1 Friendship 教学设计人教版必修一 Unit 1 Friendship教学设计一、教材内容分析本单元是高中一年级的第一单元,刚开学没多久,大家相互之间还不是很熟识,需要了解、沟通,友谊是他们生活当中必不可少的,他们每个人对友谊的认识不同,见解不一。

1.本节课的Warming up 我采用情景描述法,让学生自己用几个单词描述自己心目中的朋友或写下朋友的三个特征,让其他学生猜猜他描述的是班上哪个人。

并把相关的词汇、句型写在黑板上,有利于词汇的积累。

第一种方法适合基础差的学生,第二种方法适合成绩好的学生。

2.在导入的时候我采用提问法,激起学生思考(1)Which kind of friend do you think is the best friend?(2)What else can be our friends besides human beings?对于第一个问题每个学生的答案不同,但有一个共识:患难见真情,他们需要的是永久的友谊而不是由于利益关系等短暂的友谊。

第二个问题,一般很少有学生把人类以外的事物当成最好的朋友,有个别的把宠物当成好朋友。

3.快速阅读:弄懂文章大意4.细读:弄清细节,找出生词、难句并完成课后的练习1、2。

5.精读:讲解新单词、有用的短语、句型,并让学生自己举例应用。

6.深入了解文章的思想、写作风格并提出相关问题。

(1).What's the advantages and disadvantages of the diary as a friend?(2).Why did Anne say that she had seen the night face to face on the dark, rainy evening?7.讨论如下问题:Ask students if they are only allowed to have five things with you in the hiding place because there is very little room, what would they choose?8.课后练习Can you give us some background knowledge of World War and some historical material of Jews You may use the library or the Internet.二、学生分析高中一年级的形式已经在初中阶段的英语学习中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。

人教英语必修一Unit1Friendship教案2

人教英语必修一Unit1Friendship教案2

Unit 1 Friendship(Summing up and Learning tip)整体设计从容说课This is the seventh (also the last)teaching period of this unit. The emphasis should be placed on going over what has been learned in this unit. It mainly includes two parts, Summing up and Learning tip.Summing up summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. The teacher can first use this part to let the students sum up what they have learned and then explain what the students couldn’t understand very well in this unit. An experienced teacher should design some exercises for the students to do in order that they can learn to use and grasp all the contents. Learning tip encourages students to form the good habit of keeping a diary. It will help students improve their English. So, make sure that the students form the habit.In this period, the teacher can also add more exercises to consolidate what the students have learned. Finally, ask the students to finish Checking yourself on Page 47. This part aims at encouraging students to make a self-assessment after they finish learning this unit. It is very important to improve their learning.教学重点Get the students to review and consolidate what they have learned in this unit.教学难点Get the students to turn what they have learned into their ability.教学方法Summarizing, discussing and practicing教具准备A projector and other normal teaching tools三维目标Knowledge aims:1. Get the students to go over useful new words and expressions.2. Have the students review the grammar:Direct Speech and Indirect Speech.Ability aims:1. Develop the students’ ability to use the important language points.2. Enable the students to learn to express their attitudes, agreement and disagreement, and certainty.Emotional aims:1. Get the students to form the good habit of keeping a diary.2. Strengthen the students’ comprehension of friendship.教学过程→Step 1 Checking the homework exercises.→Step 2 Lead-inTell the students:Up to now, we have finished Unit 1. Have you learned and grasped all in this unit? Turn to Page 8. You can check yourself by filling in the blanksin the part Summing Up.→Step 3 Summing UpFive minutes for the students to sum up by themselves. Then check and explain something where necessary.Suggested answers:Write down what you have learned about friends and friendship.(The students’ answers will vary. )Friends are just the people who share your happiness and sorrow. Friendship is love with understanding.From this unit you have also learnedUseful verbs:add ignore calm concern cheat list share trust dare suffer communicateUseful nouns:reason list feeling Netherlands German series purpose nature thunder power teenager advice questionnaire quiz situation editor habit Useful expressions: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 in New grammar item:Direct speech and Indirect speech (Statements/Questions)→Step 4 Word and expression exercisesShow the exercises on the screen or give out exercise papers.Fill in the blanks with proper words or phrases given. Change the forms where necessary.communicate suffer series situation habit add up be concerned about join in hide away get along with in order to on purpose1. The______________ is very difficult.2. I came here______________ to see you.3. How are you______________ your English study?4. Although he______________ the discussion, he said nothing.5. Mothers usually______________ their children.6.______________ catch the train, she hurried through her work.7. It’s a good______________ t o go for a walk after supper.8. He wrote down the weight of each stone and then______________ all the weights.9. His friend______________ from ill health for some years.10. The naughty boy______________ for two days before he was discovered.11. The Minister for Foreign Affairs has already______________ on this event with the American President.12. He saw a______________ of white arrows painted on the road.First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.Suggested answers:1. situation2. on purpose3. getting along with4. joined in5. are concerned about6. In order to7. habit8. added up9. has suffered10. hid away 11. communicated12. series→Step 5 Grammar exercisesTurn the following direct speech into indirect speech and indirect into direct.1. “I don’t want to set down a series of facts in a diary, ” said Anne.2. He asked, “Are you leaving tonight? ”3. “When did you go to bed last night? ” Father said to Anne.4. Anne asked her father when they would go back there.5. Mother asked me whether I had finished my homework before I watched TV.6. He said that he had gone there the week before.Suggested answers:1. Anne said that she didn’t want to set down a series of facts in a diary.2. He asked us whether we were leaving that night.3. Father asked Anne when she went to bed the night before.4. “When will we come back here? ” Anne asked her father.5. Mother asked me, “Had you finished your homework before you watched TV? ”6. He said, “I came here last week. ”→Step 6 Discussion and talkThe teacher can ask the students to work in pairs and discuss with each other, “What is/are the most important quality/qualities that a friend needs to have? ” Tell them to use the following they learned in this unit:I agree. I think so. Exactly. That’s correct.I don’t agree. I don’t think so. I’m afraid not. Of course (not).Sample dialogue:A:I think what is important for me is that a friend is always around when I need him. If I feel sad or upset, he will comfort me. H e won’t leave me alone when I’m in trouble. He will help me.B:I agree. But in my opinion, a real friend should also tell you the truth. He should tell you what he really thinks about things.A:That’s right. But Wang Ping said he didn’t agree with you.. . .→Step 7 Learning tipIt is a good habit for students to keep a diary. Encourage them to have a try.→Step 8 Assessment1. Checking yourself (on Page 47 in the Workbook)First get the students to think about these questions individually. Then they can discuss in groups sharing their experience. The teacher can join in and give them advice and suggestions where necessary.2. Testing assessmentFirst get the students to do the following exercises. Then the answers are given. The teacher can give them explanations where necessary.Show the exercises on the screen.1)Complete the sentences using the words below in their proper forms.add point ignore reason dare power concern suffer advice communicate(1)Can you explain the______________ behind the decision?(2)Jane, who grows up in a circus, is able to______________ with all the animals.(3)After the earthquake, people hardly_____________ hope that their families were still alive.(4)I______________ from a bad headache after the operation.(5)I followed my teacher’s______________ and bought an English-English dictionary.(6)Parts of the city had______________ cuts yesterday because of the big fire from the restaurant.(7)Please______________ your daughter’s name to this list.(8)Air pollution is one of the problems that we can’t afford to______________.(9)There are five important______________ in her speech.(10)We’re rather______________ about Father’s health.2)Complete the short passage using suitable phrases you learned from this unit. When you finish, try working out a surprising ending of the story with a partner.Paul and I are good friends. We always______________ each other. He can______________ in his head quite easily, but I have to______________ all the numbers on paper for calculations. Last week Paul took me to a newly opened small pub. I______________ it as soon as I stepped in. It was such a nice place with all kinds of lovely candles. While we were chatting happily together, someone came near at our table. He a sked politely, “Can I______________? ”. . .3)Choose the best answer.(1)Mother asked me______________ or not I liked that coat.A. thatB. whatC. whetherD. if(2)The man asked Alice______________ the good ring.A. where she had putB. where had she putC. where she has putD. where has she put(3)Did you have trouble______________ the post office?A. to have foundB. with findingC. to findD. in finding(4)Why don’t you put the meat in the fridge? It will______________ fresh for several days.A. be sB. stay(5)______________ is it______________ I’ve grown so crazy about evening to do with nature?Suggested answers:1)(1)reasons(2)communicate(3)dared (to)(4)suffered/was suffering (5)advice(6)power(7)add(8)ignore(9)points(10)concerned2)get along (well)with; add up; set down; fell in love with; join in3)(1)C(2)A(3)D(4)B(5)A→Step 9 Homework1. Review and summarize what you have learned in Unit 1.2. Preview the next unit.板书设计Summing UpWrite down what you have learned about friends and friendship.(The students’ answers will vary. )Friends are just the people who share your happiness and sorrow. Friendship is love with understanding.From this unit you have also learnedUseful verbs:add ignore calm concern cheat list share trust dare suffercommunicateUseful nouns:reason list feeling Netherlands German series purpose naturethunder power teenager advice questionnaire quiz situation editor habitUseful expressions: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 inNew grammar item:Direct speech and Indirect speech (Statements Questions)活动与探究Go to the library or surf the Internet to collect materials like poems, songs, stories, and plays on friendship. Prepare for an English party on friendship.Friendship is such a popular topic on which there are lots of stories, songs, poems and plays. After learning this unit, the students should be encouraged to collect as much material on this subject as they can from the library, media and the Internet. They may hold an English party, where they can put on performances, for example, reciting poems, singing songs, telling stories, etc. This is a good way to increase the students’ interest in learning English as well as enhance their understanding of friendship.Suggested English songAuld Lang Syneshould auld acquaintance be forgot,and never brought to mind?should auld acquaintance be forgot,if you ever change your mind,but I living, living me behind,oh bring it to me, bring me your sweet loving,bring it home to me.I’ll give you jewe lry and money too.that s all all I’ll do for you.oh bring it to me, bring me your sweet loving,darling you know I laughed when you left,but now I know that I only hurt myself.please bring it to me, bring your sweet sweet love,if you ever change your mind,but I living, living me behind,oh bring it to me, bring me your sweet loving,for auld lang syne my dear,for auld lang syne,we’ll take a cup offor the sake of auld lang syne.The song Auld Lang Syne can remind people to think of old friends and remember the good times of the past, as they look forward to the future. It is sung at the stroke of midnight on New Year’s Eve in nearly e very English-speaking country. This tradition is centuries old, but the version of the song that is sung today was written by Robert Burns in the 18th century. “Auld Lang Syne” comes from the old Scotch language and literally means “Old Long Age”(旧日时光) or “Good Old Days”(美好往昔). It was used as the theme song in the 1940 movie Waterloo Bridge (《魂断蓝桥》).附参考译文:《友谊地久天长》怎能忘记旧日朋友/心中能不怀想/旧日朋友岂能相忘/友谊地久天长/我们曾经终日游荡/在故乡的青山上/我们也曾历尽苦辛/到处奔波流浪/我们也曾终日逍遥/荡桨在碧波上/但如今却劳燕分飞/远隔大海重洋我们往日情意相投/让我们紧握手/我们来举杯畅饮/友谊地久天长友谊万岁/友谊万岁/举杯痛饮/同声歌颂友谊地久天长Suggested English little poemChildhood FriendsAs childhood friends, we grew up together,Swearing to be friends forever and ever.Sometimes we would argue and fight,We went from playing with games and toys,To talking and dreaming about different boys.My thoughts and feelings, to you I would confide,Friends we do remain,Things changing, and things staying the same.To each other we still listen and share,About each other, we will always care.。

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

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。

初中英语必修1Unit1friendship教案分享

初中英语必修1Unit1friendship教案分享

初中英语必修1Unit1friendship教案分享教案分享作为新一届初中生的英语教学重点内容,必修1 Unit 1 friendship是一份非常重要的教学资源。

本文将分享一份初中英语必修1 Unit 1 friendship 教案,希望能够给初中英语老师带来一些启示和帮助。

一、教学目标1.学生能够掌握关于友谊的词汇和表达方式;2.学生能够通过自己的经验,了解友谊的重要性;3.学生能够说出他们自己和朋友相处的习惯以及如何处理朋友之间的问题;4.学生能够写一篇简短的关于友谊的文章。

二、教学内容1.学习友谊的常见词汇,包括friend, friendship, to befriends with等;2.学习习惯动词,并让学生在班级内分组,分享自己和朋友相处的经验;3.介绍一些处理友谊问题的技巧;4.让学生写一篇简短的关于友谊的文章。

三、教学步骤1.介绍友谊的基本概念,并通过图片和演讲的方式谈论友谊的重要性;2.引导学生讨论自己和朋友相处的经验,并教授习惯动词和表达方式;3.介绍处理友谊问题的技巧,如沟通,包容等,然后进行小组讨论和分享;4.在班级内布置一篇关于友谊的文章,让学生写作,并进行讲评。

四、教学方法1.教师讲授、小组讨论、个人写作等方法;2.通过图片、演讲、故事、视频等多种途径激发学生的学习兴趣。

五、教学评估1.通过考试、测验等方式对学生的英语能力进行评估;2.通过写作、口语表达等方式对学生的语言能力进行评估;3.通过问卷调查等方式了解学生对友谊的理解和体验。

六、教学体会1.通过引导学生分享自己的经验,让学生更好地理解友谊的重要性;2.通过小组讨论和分享,让学生掌握处理友谊问题的有效技巧;3.通过写作、口语表达等方式,让学生综合运用所学知识,提高英语能力和语言表达水平。

以上就是初中英语必修1 Unit 1 friendship 教案分享的全部内容。

对于初中英语老师来说,一份好的教案对于教学的效果和质量都有非常大的影响。

人教新课标英语必修1全册精品教案( Unit 1 Friendship)

人教新课标英语必修1全册精品教案( Unit 1 Friendship)

人教新课标英语必修1全册精品教案( Unit 1 Friendship)Unit1FriendshipPartone:TeachingDesignPeriod1:Asampl elessonplanforreadingAimsTotalkaboutfriendshipTorea daboutfriendshipProceduresI.warmingup1.warmingupbya ssessingAlotofpeoplehaveonlyfewpossibilitiesofgetti ngfeedbackabouttheirownpersonality.Inthisexerciseyo uwillhavetheopportunitytogetsomefeedbackandtodiscus sitwithapartner.whilecomparingyourmutualjudgements, certainprejudicesormisunderstandingsmayappear,aspeo pleoftendonotknoweachotherthoroughlyenoughtojudgeot herscorrectly.Trytobehonest!Selfassessmentofthefoll owingcharacteristicschoose5thatareparticularlyappli cabletoyoupersonally.sociable,honest,friendly,easyg oing,nervous,open-minded,anxious,careful,talented,t alkative,nosy,thoughtful,generous,carefree,pessimis tic,peaceful,optimistic,interesting,reliable,helpfu l,active,careless,caring,exact,adventurous,imaginat ive,hot-blooded,well-organised,trustworthy,patient, responsible,outgoing,kind,brave,warm-hearted,selfle ss,tolerantPartnerassessmentNowchoose5characteristi cfeatureswhichyouthinkareespeciallyapplicabletoyourpartner.sociable,honest,friendly,easygoing,nervous, open-minded,anxious,careful,talented,talkative,nosy ,thoughtful,generous,carefree,pessimistic,peaceful, optimistic,interesting,reliable,helpful,active,care less,caring,exact,adventurous,imaginative,hot-blood ed,well-organised,trustworthy,patient,responsible,o utgoing,kind,brave,warm-hearted,selfless,tolerant2. warmingupbydescribingHavethestudentsgetintogroupsof fourtodescribetheirownidealfriend.Individualstudent smustdecideonToP5characteradjectivesthatcouldbeused todescribetheidealfriendandinsisttheyhavegoodreason sfortheirchoice.Thenletthegroupleadergivetheclassad escriptionoftheiridealfriend.3.Furtherapplyingyouma yalsohavethestudentsdothesurveyinthetextbook,follow ingthestepsbelow.1.Getthestudentstomakealistofthreequalitiesagoodfrien dshouldhave.2.Havethestudentsgetintogroupsoffourtofindoutwhateach haslisted.3.Haveamemberofeachgroupreportonwhattheirlistshaveinc ommonandlistthemontheboard.4.Asktheclasswhetherornottheyagreewithallthequalities listed.5.Thenhavethestudentsdothesurveyinthetextbook.6.Havethestudentsscoretheirsurveyaccordingtothescorin gsheetonpage8.7.Theteacherasksomestudentshowmanypointstheygotforthe surveyandassesstheirvaluesoffriendship:★4~7points:youarenotagoodfriend.youeitherneglectyour friend’sneedsorjustdowhathe/shewantsyoutodo.youshouldthink moreaboutwhatagoodfriendneedstodo.★8~12points:youareagoodfriendbutyousometimesletyourf riendshipbecometooimportant,oryoufailtoshowenoughco ncernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfri end’sneedsandyourownresponsibilities.★13+points:youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.welldone.II.Pre-readingTofocustheStudents’attentiononthemaintopicofthereadingpassage.Toactiva tetheirpreviousknowledgeonthetopic.III.Talkingandsh aringworkingroupsoffour.Tellyourgroupmateshowyouref lectonthesequestions.1.whydoyouneedfriends?makealistofreasonswhyfriendsare importanttoyou.2.whatdoyouthinkagoodfriendshouldbelike?Listwhatagood friendshoulddoandsharethelistwithyourpartners.3.Doesafriendalwayshavetobeaperson?whatelsecanbeafrie nd?4.Doyouthinkadiarycanbecomeyourfriend?whyorwhynot?Ins tructions:Theteachercangiveeachgrouponeofthesequest ionsabovetotalkabout.Thenlettheclasssharetheirideas .It’sbettertostimulatethestudentstochallengetheirclassm ates’opinionsaboutthesequestions.PossibleanswersQ1:Reaso nsIneedfriends:※tocopewithstressfulsituationsinlife※tosharemyworriesandsecretsinmyinnerworld※toshowmyconcernforotherpeople※toletotherpeoplesharemyhappiness※tounfoldtootherpeoplethesecretsinmyheartQ2:Agoodfri endshould:※tellmethetruth※begoodtome※bewillingtoconsideroracceptothers’ideasoropinions※bewillingtohelpothers※begood-tempered※thinkaboutwhatothersneedandtrytohelpthem※beloyaltotheirresponsibility※noteasilyupset※beout-going※betolerant※beselflessQ3:whatelsecanbeafriend?Answerscanbevarious.Q4:Students’answersmayvarybutmustincludeareason.yes.Ithinkitcan be,becauseIcansetdownhowIfeeleverydayinmydiary,andl etotherpeoplereadittosharemyfeelingssometimelater.A boveall,itfeelsgoodtowritedownmythoughtsandfeelingo npaperwhenIamsadorlonely.IV.Reading1.Lookingandgues singworkinpairs.Lookatthepicturesandtheheadingandgu esswhatthetextmightbeabout.1).Imaginewhatitmightbel ikeifyouhadtostayinyourbedroomforawholeyear.youcoul dnotleaveiteventogotothewcortogetacupoftea.Howwould youfeel?2).whatwouldyouchooseifyouareonlyallowedtoh avefivethingswithyouinthehidingplacebecausethereisv erylittleroom?2.Readingtosummarisethemainideaofeach paragraph.Skimthetextandsummarisethemainideaofeachp aragraphinonesentence.Para.one:Annemadeherdiaryherb estfriendwhomshecouldtelleverything.Para.TwAnne’sdiaryactedashertruefriendduringthetimesheandherfam ilyhadtohideawayforalongtime.Para.Three:Havingbeenk eptindoorsforsolong,Annegrewsocrazyabouteverythingt nguagefocusNextyouaretoreadandund erlinealltheusefulexpressionsorcollocationsinthepas ughat,gothrough,make/call+o+Noun,hideaway,setdown,gr owcrazyabout,dowith…,therewasatimewhen…,keepsb.sp ellbound,onpurpose,inordertodosth.,fartoo+adj./adv, happentodosth.,itwasthefirst/secondtimethat…,facet ofaceV.closingdownclosingdownbydoingexercisesToendt helessonyouaretodothecomprehendingExercises1and2.cl osingdownbydiscussionofideasworkingroupsoffour.Disc usstheideasputforwardinthereadingpassage.Itdoesnotm atterwhetheryouagreeordisagree.whatisimportantistha tyoushouldhaveareasonforwhatyousay.Alsoyoucanputfor wardyourownideas,eithercriticisingthetextorusingita sasupport:★whatwouldyoudoifyourfamilyweregoingtobekilledjustbe causetheydidsomethingtheEmperordidnotlike?★wherewouldyouplantohide?★Howwouldyouarrangetogetfoodgiventoyoueveryday?whatw ouldyoudotopassthetime?LanguagechunksfromUnit1Frien dshipaddup,getsth.done,calmsb.done,havegotto,goonho liday,talkcareof,walkthedog,getloose,payforsth,chea tintheexam,shouldhavedone,someoneelse’s,laughat,gothrough,hideaway,setdown,aseriesof,ahid ingplace,Iwonderif…,grow/be/becomecrazyabout,couldhavedone,keepsb.spellbound,keepdoing,stayawake,onpu rpose,inorderto,byoneself,fartoomuch,itwasthefirstt imethat…,facetoface,feellonely/sitalone,saveone’slife,beconcernedabout,withsomanyclotheson,havetrou blewithsb,atthemoment,getalongwithsb./sth,enjoydoin g,be/become/makefriendswith,be/fallinlove,trysth.ou tonsb.askforadvice,givesb.someadviceon…,makeaneffo rttodosth.,joininsth.,showone’sinterestin,farandwide,payattentionto,looktoone’sownconcern,shareone’sthoughtsandfeelingswithsb,cometoaconclusion,beprep aredtodosth.,aheart-to-hearttalk,hurtone’sfeelings,changeone’smind,liveinpeace,goonapicnic,getawaywith,feelathom e,inneedPeriod2:AsamplelessonplanforLearningaboutLa nguagestatements&questions)AimsTodiscoveruseful wordsandexpressionsTodiscoverusefulstructuresProced uresI.warmingupwarmingupbydiscoveringusefulwordsand expressionsTurntopage4anddoExercises1,2,3and4first. Thencheckyouranswerswithyourclasspartner.II.Learnin gaboutgrammar:DirectandIndirectSpeech1.DirectSpeech Indirectspeech,theoriginalspeaker'sexactwordsaregivenandareindicatedbyquotationmarks.★“Idon’tknowwhattodo,”saidDean.Insomegrammarbooks,‘saidDean’isreferredtoasareportingclause.“Idon'tknowwhattodo,”isreferredtoasthereportedclause.2.IndirectSpeechIni ndirectspeech,theexactmeaningofthespeaker’swordsisgiven,buttheexactwordsarenotdirectlyquoted.★Deansaidthathedidn’tknowwhattodo.Toconvertdirectspeechintoindirectspee ch:Ifthemainverbispasttense,presenttenseverbsin‘thatclause’mustalsobechangedtopasttense.Deansaidthathedidn’tknowwhattodo.Firstandsecondpersonpronounsmustbecha ngedtothirdpersonpronouns.Deansaidthathedidn’tknowwhattodo.3.IndirectQuestionsDirectquestion:“Didmarama’shorsewinaprize?”owenasked.Indirectquestions:owenaskedwhethermarama’shorsehadwonaprize.Thesamerulesapplytoindirectquest ionsastoindirectstatements.Thedifferenceisthatawh-c lauseisusedinsteadofathatclause.Directquestion:“whywon’tyoumarryme?”askedDonald.Indirectquestion:Donaldaskedherwhyshewouldn’tmarryhim.Intellingastoryorrecountingevents,aspeake rusingdirectspeechhasalltheresourcesofintonationtop roducealivelyaccount.Becauseindirectspeechisalwayss peechreportedbysomeoneelse,theaccountismorereserved andrestrained.“whatshallwedo?”askedBev.“Don’tworry,Bev,”saidDuncan,“I’vegotaplan.”BevaskedDuncanwhattheyshoulddo.Hetoldhernottoworrya ndthathehadgotaplan.Theabilitytochangedirectspeechi ntoindirectspeechisausefulskillforthoseengagedintak ingtheminutesofameetingorreportingonevents.Directsp eech:“Firstofall,Iwouldliketothankeverybodywhohelpedwit hthefair.Theresultswereverygood,andwewillnowbeablet obuytwomorecomputers.”Indirectspeech:Theprincipalsaidthathewouldliketotha nkeverybodywhohadhelpedwiththefair.Heannouncedthatt heresultswereverygoodandthattheschoolwouldnowbeable tobuytwomorecomputers.III.Discoveringwordsandexpres sionsDoexercises1,2,3and4onpage4and5.checkyourworkw ithyourpartner’s.IV.DiscoveringstructuresDoexercise1and2.checkyourworkwithyourpartner’s.Period3:AsamplelessonplanforUsingLanguageAimsToli stentoaletteraboutfriendshipTospeakaboutaquestionna ireaboutfriendshipTowriteadviceaboutfriendshipTowri teafewlinesdescribingafriendProceduresI.warmingup1. ReadthelettertomisswangandfindoutwhatwasupsettingLi sa.2.Listentowhatmisswangsays,andthenanswerthequest ionsinExercise2.3.Listentothetapeagainandtrytospell outthemissingwordsinEx3.II.Talkingaboutdesigningaqu estionnaireworkingroupsoffour.Designaquestionnairet ofindoutwhatkindoffriendsyourclassmatesare.AsktheSt udentstousethequizinthewarmingUpasanexample.Note:Th estudentsshouldbetalkingwhiletheyaredoingthetask.Th isprovidesthestudentswiththeopportunitytopractiseex pressingthoughtandconcerninmattersofimmediateconcer nandinterest.Tellthestudentstofollowthesesteps:Step 1:Inyourgroup,comeupwithfoursituationsamongfriends. Designfourquestionsaccordinglywiththreepossibleansw ers.Step2:Putthefourquestionstogetherandformaquesti onnaire.Step3:checkthequestionnairethroughandtryito utonyourowngroup.Step4:Shareyourquestionnairewithan othergroupandtryeachother’squestionnaires.Samplequestionnaire:Thisquestionnai rehasfourquestions,andeachquestionisfollowedbyaseto fpossibleanswers.Pleasereadthequestions,andthencons iderwhichresponsefitsyoubest.1.whyamIclosefriendswi ththispersonnow?A.Becausebeingfriendswithhim/herhelpsmefeelimportant. B.BecausemyfriendwouldbeupsetifIendedtherelationship. c.Becausehe/sheissomeoneIreallyenjoysharingemotionsan dspecialeventswith.2.whydoIspendtimewithmyfriend?A.BecausemyfriendwouldgetmadatmeifIdidn’t.B.Becauseitisfunspendingtimewithhim/her.c.BecauseIthinkitiswhatfriendsaresupposedtodo.3.whydo Ilistentomyfriend’sproblems,ortowhatmyfriendhastosay?A.BecausemyfriendpraisesmeandmakesmefeelgoodwhenIdo.B.Becauseit’sinterestingandsatisfyingtobeabletosharelikethat.c.BecauseIreallyvaluegettingtoknowmyfriendbetter.4.wh ydoIkeeppromisestomyfriend?A.BecauseIbelieveitisanimportantpersonalqualitytolive uptomypromisestoafriend.B.BecauseitwouldthreatenourfriendshipifIwerenottrustw orthy.c.BecauseIwouldfeelbadaboutmyselfifIdidn’t.ScoringSheet:Q1A1pointQ2A1pointQ3A1pointQ4A3point sB2pointsB2pointsB2pointsB2pointsc3pointsc3pointsc3 pointsc1point☆4~6points:youarenotagoodfriend.youeitherneglectyour friend’sneedsorjustdowhathe/shewantsyoutodo.youshouldthink moreaboutwhatagoodfriendneedstodo.☆7~9points:youareagoodfriendbutyousometimesletyourfr iendshipbecometooimportant,oryoufailtoshowenoughcon cernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfri end’sneedsandyourownresponsibilities.☆10+points:youareanexcellentfriendwhorecognizesthatt obeagoodfriendyouneedbalanceyourneedsandyourfriend’s.welldone.Studentsworkingroupsandtrytheirownquesti onnairesintheschooltocollectmoreinformationaboutstu dents’reflectionofthevaluesoffriendship.III.Guidedwriting 1.ReadthelettertotheeditorfromXiaodongandmakesureyouk nowwhatproblemXiaodonghas.2.Discussingroupsoffour.ThinkwhatadviceyoucangiveXiao dong.3.writeyouradvicetoXiaodongasaneditorindividually.Sam plewriting:DearXiaodong,Somepeopleliketalkingwithot hers,butsomepeopleareshy.Ifyoufallintothesecondgrou p,itcanbehardtomakefriends.Butyoucanchangethesituat ion.whatareyouinterestedin?Ifyoulikebasketball,fore xample,youcouldtalkwithsomeofyourclassmateswholikebasketball.Theeasiestwaytostarttalkingtopeopleistofi ndsomethingyouhaveincommon.Ifyouarestandingbesideag roupofyourclassmates,joinintheirdiscussionifyouknow somethingaboutthesubjecttheyarediscussing.Butifyoud on’t,youshouldn’tfeelafraidtosay,forexample,“Thatsoundsinteresting,whatisitabout?”onceyoustarttalkingtooneperson,itwillgeteasiertotal ktoothers.Findonepersonyouhavesomethingincommonwith ,andonceyoubecomefriendswithhim,hisfriendswillstart talkingtoyoutoo.Goodluck!EditorIV.writingassessment 1.canyougiveXiaodongsomegoodadvice?2.Isyourletterwe lldeveloped?3.Areyourideaswellorganizedtothepoint?4.Doyouhaveagoodchoiceofwordsandidiomsinyourwriting?5.Doyougetagoodmasteryofcomplexstructuresoflanguage?6.whatkindofmistakeshaveyoumadeinyourwriting?whatcany oudotoavoidsuchmistakes?V.FurtherApplyingHerearesom eproverbsaboutfriendsandfriendship.Readthemcarefull yandpayattentiontothesentencestressandintonation.Th enwriteapassage.choosesomeyouagreeandexplainwhy.Thenchoosesomeyoudisagreeandexplainwhy.Afriendinneedis afriendindeed.Friendsarelikewine,theolder,thebetter .whenyoumeetyourfriend,yourfaceshines—youhavefoundgold.Afriendtoallisafriendtonone.Thesam emancannotbebothfriendandflatterer.Thebestmirrorisa noldfriend.Falsefriendsareworsethanopenenemies.walk ingwithafriendinthedarkisbetterthanwalkingaloneinth elight.Friendshipcannotalwaysstandononeside.Thefrie ndshipthatcanendisneverreal.withclothesthenewarebes t,withfriendstheoldarebest.■youmayalsohavethestudentscompletethetaskashomeworka fterclass.PartTwTeachingResourcesSection1:Backgroun dreadingonfriendshipFriendshipQuotesI.Questionsabou tfriendship1.whatisthemainprobleminfriendship?2.How doyoukeepafriend?3.whatisagoodfriend?4.whatifyourfr iendsaidtheywouldn’tbeyourfriendifyouwereanotherperson’sfriend?★“Truefriendshipislikesoundhealth;thevalueofitissel domknownuntilitbelost.”---charlescalebcolton★“Afriendisonewhowalksinwhenotherswalkout”---walterwinchell★“Afriendisonewhobelievesinyouwhenyouhaveceasedtobelieveinyourself.”---Lysha★“Thebetterpartofone'slifeconsistsofhisfriendships.”---AbrahamLincoln★“Adviceislikesnow;thesofteritfalls,thelongeritdwel lsupon,andthedeeperitsinksintothemind.”---SamuelTaylorcoleridge★“Friendshipisthegoldenribbonthattiestheworldtogeth er.”---kristinakentigian★“Friendsarethesunshineoflife.”---johnHay★Afriendinneedisafriendindeed.II.Tipsonbeingagoodfri end※Treatyourfriendsthewayyouwanttobetreated.※keepsecretsthataretoldtoyou.※Payattentionwhenyourfriendistalking.※keepyourpromises.※Sharethingswithyourfriend.※Tellyourfriendthetruth.※Stickupforyourfriend.III.whatkindoffriendareyou?1.Ifyourfriendtellsyouasecretthatisn’tbadbutyoupromisednottotellanyone,youwill________.A.telleveryoneB.keepthepromise2.Ifyouknowyourfriendisplanningtocheatonatest,youwill ________.A.tellyourteacherB.letyourfriendcheatc.helpyourfriendstudyforthetestsoshewon'tfeelsheneeds tocheat3.Ifyourfriendtellsyouasecretanditmaycausehisorherdea th,youwill________.A.tellatrustedadultB.keepitasecretc.tellyourfriendsyoumayprintthissheetandanswertheques tions.Thendiscusstheanswerswithyourfriends.Atruefriendshipshould:☉encourageyoutoliveyourdream.☉supportyoutowardyourgoals.☉sympathizeforyourlossesandhelpyoufindasilverlining.☉buildyourself-esteem.Ifhappinessandlife-satisfactio nareyourgoals,yourfriendsshouldbechosenonthebasisof howwelltheycanaccomplishthosefourgoals.Happinessisa personalchoicethatcomesfromwithin.But,asthefriendsh ippoemsays,itsurelydoesn’thurttohavesupportivefriendshipsthathelpusachieveou rgoals.IV.Self-reflectionuponfriendshipReadthefollo wingstatementsandthentickyesorNotoshowyouropinionsu ponfriendship.1.Friendshipisveryimportanttome.2.Iha vealotoffriends.3.Therecanbetruefriendshipbetweenas choolboyandaschoolgirl.4.Iamverykindtomyfriends.5.Ithinkeveryoneshouldhavefriends.6.Friendsmusthavethesamecharacter.7.Ikeepadiaryandthinkitismyclosefriend.8.whenmyfriendisintrouble,Iamalwaysreadytohelp.9.Idon’tliketotalktoothersverymuch.Iliketobealone.10.Ikeepapetanimalandtreatitlikeafriend.Afriendshippoe mchoosefriendswisely,theportraittheypaintIswhoyouar eandwhoyouain’t.Friendshipislife’sgreatsupportwhenfriendsareoftherightsort.Forallyou rdreamsdotheymakeroom,orbringyoudownwithdoomandgloo m?youwillknowafriendshipistrue.whenitbringsoutthebe stinyou.It’strue.youcantellapersonbythecompanyshekeeps.ourfrie ndshipsnotonlytellalotaboutwhoweare---theymakeuswho weare.Thefriendshippoemabovesaysitall.youwillknowaf riendshipistruewhenitbringsoutthebestinyou.Takealoo katyourfriends.Dotheybringoutthebestinyou?Thatmight seemlikeasillyquestion.wealltendtothink,“ofcoursetheybringoutthebestinme.Iwouldn’tbefriendswiththemotherwise.”Section2:VocabularyteachingstrategyI.Theroleofvocab ularyteachingInthecontextoflearningEnglishasaforeig nlanguage,alearnerisforcedtobeautonomousandindepend entandmakeconsciousefforttolearnvocabularyoutsideth eclassroomsimplybecausetheexposuretothetargetlangua geislimitedinclass.Soteacherscannotrelyontheirstude nts‘pickingup’lexicalitems.Thismakesexplicitvocabularyteachingnec essary.However,vocabularyisnotoriouslydifficultifno timpossibletoteachbecauseofthecomplexityofitslingui stic,semanticandpsycho-cognitiveaspectsII.Bestappro achTherearenouniversallyusefulstrategiesandtheycont ributetovocabularylearningindifferentways.Studentsu seanumberofstrategies,oftensimultaneously.Theeffici encyofvocabularylearningdependsonhowstudentscombine individualstrategies.Ifstudentscombineandemployindi vidualstrategiesfromdifferentgroupstheywillbemoresu ccessfulindevelopingthetargetlanguagelexicon.Thus,t heidealcombinationwouldbethatofstrategiesfromallfou rgroups.Theteachershouldcreateactivitiesandtaskstoh elpstudentstobuildtheirvocabularyanddevelopstrategi estolearnthevocabularyontheirown.Studentsexperiment andevaluateandthendecidewhichtoadoptorrejectsincest rategiesarenotintendedtobeprescriptive.III.Practica lactivitiesHereisaselectionofpracticalactivitiestha tdirectlearnerstowardsusingstrategiesofvocabularyle arning.1.TheusefulalphabetEachstudentgetsaletterand hastofind5,10or15wordsheorshethinkswouldbeusefulfor himorher.Heorshethenreporttotheclass,perhapsasamingleactivity,usingwordcards.2.wordbagThisistogetyours tudentstowritedownnewwordstheyhearinclass.Atthebegi nningoftheterm/course,dividestudentsintogroupsofabo ut5andgiveeachgroupanumber.Atthebeginningofeachclas s,giveeachgroupabout10cardsonwhichtheywritethenumbe roftheirgroupandthenewwordstheyhearinclass.Attheend ofeachclass,theyputtheircardsintothe“wordbag”andevery2weeksyoucheckwhethertheystillknowthoseword sandwhichgrouphasthemostcards.Intheendtherearetwowi nners:thegroupthathasthemostcards,andtheonethatknow smorewords.3.EspeciallyforyouTheteacherpreparesalis tofwords.Eachstudentgetsoneword,whichispreparedespe ciallyforhimorher.Thetrickisthateachstudentgetsawor dwhoseinitialletteristhesameastheinitialofthestuden t’sfirstname,e.g.Lindagetslistless.Eachstudentmustloo kitupinthedictionaryduringtheclassandafterafewminut esreporttotheclass.E.g.“mynameisLindaandI’mlistless.ThatmeansthatIam......”.Forhomeworkstude ntscandothesameusingtheirsurname.4.wordtourInstruct ionsforyourstudents:Thinkofatownorcityyouknowwell.I maginethatyouareorganizingasightseeingtour.Thinkof5placesyouwouldincludeonyourtourandwritedowntheorder inwhichthetouristswouldvisitthem.Learnyourtouroffby heartsothatyoucanpictureitinyourmind.wheneveryouhav e5newEnglishwordstolearn,imaginethesewordsarethetou ristsonyourtourandpicturethewordsintheplacesonyourt ourlikethis.Tour:TrafalgarSquare;BuckinghamPalace;H ousesofParliament;westminsterAbbey;DowningStreet.wo rdstolearn:apron,dustpan,vacuumcleaner,featherduste r,broom.ImagineNelsononhiscolumninTrafalgarSquarewe aringanapron,thequeenbrushingthefloorinBuckinghamPa laceandusingadustpan...Section3:wordsandexpressions fromUnit1Friendshipaddv.1.putsomethingwithsomething elseorwithagroupofotherthings:Doyouwanttoaddyournam etothelist?2.toputtwoormorenumberstogetherinorderto calculatethetotal:Add6and6tomake12.3.toincreasethen umber:Thesalestaxadds15%tothepriceofclothes.4.tosay somemorethatisrelatedtowhathasalreadybeensaid:That’sallIwanttosay.Isthereanythingyou’dliketoadd.otherverbalphrasesof“add”addttomakesomethinglargerandmorenoticeable:ourexpla nationseemedonlytoaddtohisbewilderment.addup:tocalc ulatethetotalofseveralnumbers:Addyourscoresupandwe’llseewhowon.addupttohaveaparticularresult:Hisschool ingaddeduptonomorethanoneyear.point:n.1.smallspot:T hestarsshoneliketinypointsoflightinthesky.2.sharpen d:aknifewithaverysharppoint.3.aunitusedtoshowthesco reinagameorsport:Shelostthreepointsforthatfall.upse t:1.vt.&vi.tomakesomeonefeelunhappyorworried:I’msorry,Ididn’tmeantoupsetyou.2.adj.unhappyandworried:Shewasstill upsetabouttheargumentthatshehadhadwithHarry.ignore: vt.1.tobehaveasifyouhadnotseenorheardsomeoneorsomet hing:Eithershedidn’tseemewaveorshedeliberatelyignoredme.2.topaynoatten tiontosomethingthatyouhavebeentoldorthatyouknowabou t:Somedriverssimplyignorespeedlimits.calm:1.adj.qui etandwithoutexcitement,nervousactivityorstrongfeeli ngs:keepcalm,andtrynottopanic.2.vt.&vi.tomakeso meoneorsomethingquietafterstrongemotionornervousact ivity:charlietriedtocalmthefrightenedchildren.3.cal mdown:vt&vi.tobecomequietormakesomeonequietafte rstrongemotionornervousactivity:calmdownandtellmewh athappened.concern:1.n.worry:somethingthatworriesyo uorafeelingofworry:Thereisgrowingconcernabout/overtheeffectsofpollutiononhealth.Theriseinunemploymenti sofgreatconcerntothegovernment.2.vt.tomakesomeonefe elworriedorupset:Thefactthatshespendssomuchmoneyonh erownreallyconcernsme.moreandmorepeopleareconcernin gthemselveswith/aboutenvironmentalproblems.3.beconc ernedabout/for/with:Rosshasneverbeenconcernedaboutw hatotherpeoplethinkofhim.Rescuersareconcernedforthe safetyofthosetrappedinthemine.Thisstoryisconcernedw ithaRussianfamilyinthe19thcentury.cheat:1.vi.tobeha veinadishonestwayinordertowinortogetaadvantageinaco mpetition,gameorexamination:jackalwayscheatsatcards .2.vt.totricksomeonewhotrustsyou.share:vi&vt.1. useequally:Thelastbushadgone,sothethreeofussharedat axi.Isharedaroomwithhimatcollege.2.tohavethesameopi nion,experience,feelingetcassomeoneelse:Ishareyourc oncernaboutthisproblem.3.totellotherpeopleaboutanid ea,secret,problem:It’salwaysbettertoshareyourworries.4.n.partofsth.:Idom yshareofthehousework.Don’tworry---you’llgetyourfairshare.setdown:towritedownsomethingsoth atyouhavearecordofit:Iwanttosetdownmyfeelingsonpape r.otherverbalphrasesof“set”setapart:tomakesomeoneorsomebodydifferentfromotherp eopleorthings.setaside:tokeepsomemoneyortimeforaspe cialpurposesetoff:tostarttogosomewhere/tocauseaexpl osionsetout:tostartajourney/totalkaboutsomethingina norganizedwaysetup:tostartanorganization/tobuildsom ethingcrazyadj.1.impractical;foolish:That’sthecraziestideaI’veeverheard.2.mad;illinthemind:Turnthatmusicdown---it’sdrivingmecrazy.3.becrazyabout=tolikesb.verymuch,or beveryinterestedinsomething:Theboyiscrazyaboutfootb all.4.likecrazy=veryhard:wehavetoworklikecrazytoget thisfinishedontime.purpose:1.n.anintentionorplan;th efeelingofhavinganaiminlife:Thediscussionservesatwi npurpose---instructionandfeedback.Tomwentforawalk,w ithnodefinitepurposeinmind.2.onpurpose=deliberately trust:1.n.astrongbeliefinthehonesty,goodnessetc.ofs omeoneorsomethinge.g.youshouldn’tputyourtrustinamanlikethat.2.vt.tobelievethatsomeo neishonestandwillnotharmyouorcheatyou:Itrustedmax,s oIlenthimthemoney.canhebetrustedtolookafteryourpetd og?suffer:vt.&vi.1.toexperiencephysicalormentalpain:Atleasthediedsuddenlyanddidn’tsufferalot.2.tobeinaverybadsituationthatmakesthing sverydifficultforyou:Ifyoubreakthelaw,youmustbeprep aredtosufferthepunishment.Shewasverygeneroustohimbu tshesufferedforitwhenheranawaywithallhermoney.3.toe xperiencesomethingunpleasant:Thecarsufferedsevereda mageintheaccident.getalong:1.tohaveafriendlyrelatio nship:Ifyoutwoaregoingtosharearoom,you’dbetterlearnhowtogetalong.I’vealwaysfoundhimabitdifficulttogetalongwith.2.topro gressyouaredoing:HowareyougettingalongwithyourEngli shstudies?otherverbalphrasesof“get”:getabout/around:getwidespreadgetaway:tosucc eedinleavingaplacegetback:toreturntoaplace;tohavest h.returnedtoyougetdown:tomakesb.feelunhappy;getdown tosth./doingsth.:tostartdoingsomethingthatneedsalot oftimeorenergy.getover:getwellafteranillness;todoan dfinishsth.difficultgetthrough:topassatestorexamcom municate:vi.toexpressyourthoughtsandfeelings:Parent ssometimesfinditdifficulttocommunicatewithteenagech ild.。

高中英语新人教版精品教案《Unit1 Friendship Period TwoReading》

高中英语新人教版精品教案《Unit1 Friendship Period TwoReading》

Teaching Plan新课程标准实验教材高中英语必修1Unit One: FriendshipPeriod Two :Reading一、教材分析本节课是新课程标准实验教材高中英语必修1第一单元的第二课时,中心话题是友谊, 贴近学生生活。

阅读〔Reading〕局部摘自?安妮日记?,讲述了犹太女孩安妮把日记作为朋友,倾诉自己内心感受的一段故事:二战中为躲避纳粹党的迫害,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方法。

二、教学目标根据?新课程标准?总目标的描述,结合高一学生实际和本课时的教学内容,按照知识与技能,情感与态度,过程与方法,将本节课的教学目标确定如下:1.Target languages:掌握重点词汇、短语和重点句子。

2.Ability goals1).Promote the students’ abilities of reading comprehension .2).Arouse students’ sense of valuing present life and getting along well with others.三、教学重难点Important and difficult teaching points1.Help students improve their reading ability and skills.2.Help students realize the importance of valuing present life and getting along well with others.四、教学过程设计与安排Teaching procedures:Step One Leading inWhat do you think a good friend should be like?【教师点评】此问题是让学生用上节课所学到的单词或短语来描述他们心目中的朋友。

英语优秀教学案(人教版):必修一Unit1FriendshipPeriod2 Reading

英语优秀教学案(人教版):必修一Unit1FriendshipPeriod2 Reading

人教版新课标必修一Unit 1 FriendshipPeriod 2Reading教学重点Get the students to learn different reading skills.教学难点Get the students to learn different reading skills for different reading purposes.教学方法1. Task-based teaching and learning2. Cooperative learning3. Discussion教具准备The multimedia and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn the following useful new words and expressions:reason list share feeling Netherlands German series outdoors crazy nature purpose dare thunder entirely power according trust indoors share. . . with. . . go through hide away set down a series of be crazy about on purpose in order to in one’s power face to face according to2. Help the students to find the words and phrases that they find most difficult and help them to understand.Ability aims:Help the students develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming, scanning and so on.Emotional aims:Enable the students to realize the importance of friends and friendship, value the friendship between friends by learning the reading text and tell true friends from false friends in their lives.教学过程Step 1 Revision1. Check the homework exercises.2. Ask some students what a friend is.Step 2 Lead-inEnjoy the song That’s What Friends Are For with the students. Ask the students to find out what it is about.Step 3 Pre-readingAsk the students the following questions so as to begin to focus students’ attention on the main topic of the reading passage.1. Why do you need friends? Make a list of reasons why friends are important to you.2. What do you think a good friend should be like? List the good qualities a good friend should have.3. Does a friend always have to be a person? What else can be your friend?4. Have you ever considered making friends with animals, plants or even an object? Why or why not?(The teacher can also tell students some background before starting to read. This is a true story. It took place in Amsterdam, Holland in the early 1940s after German Nazis had occupied most of Europe. They killed many Jews. To avoid being killed, some Jewish families went into hiding, often with the help of non-Jewish friends. This is what Anne’s family did. )Step 4 Reading1. Get the students to try to guess what Anne’s friend was and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it.2. Get the students to skim the first two paragraphs to confirm their guessing.3. Have the class to read the passage silently and then ask them to answer the following questions.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 second paragraph?4. Reading Anne’s diary1)While reading, guess the meanings of “spellbound”, “hold me entirely in their power” from the discourse.2)After reading, ask the students how Anne felt in the hiding place and get them to give the two examples to show her feelings then.3)Choose the best answer according to the diary.(1)Anne made friends with her diary because______________.A. she didn’t like her other friendsB. she was a shy girlC. she trusted nobodyD. she didn’t have a chance to communicate with her friends(2)From the diary we can infer that______________.A. Anne was a girl who loves natureB. Anne was good at writing diariesC. Anne was longing for a normal life and she especially missed going outside and enjoying natureD. Anne had good observation in her daily life(3)Why did Anne and her family have to hide?A. Because they were not Germans.B. Because they were asked to do so.C. Because they did something bad.D. Because they were Jewish.(4)What is the author’s attitude towards Anne in this passage?A. Angry.B. Happy.C. Sorry.D. Disappointed.(5)What is Anne’s tone from her diary?A. Sad.B. Hopeful.C. DisappointedD. Angry.(6)What made Anne crazy about nature?A. Her interest in nature.B. She had no friends.C. She couldn’t get outdoors for a long time.D. She could do nothing but watch nature.Suggested answers:(1)D(2)C(3)D(4)C(5)A(6)C4)Ask the students to read the diary again and try to retell it. The retelling must include the information required below:Sample retelling:The diary by Anne, a Jewish girl, gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in the Second World War. She treated the diary as her best friend, and in it she revealed her longing for a normal life and close contact with nature, which helped her get through the days.Step 4 Reading aloudPlay the tape of the passage for the students to listen and follow. Make sure the students phrase long sentences correctly by pausing at suitable places.Step 5 Post-reading1. Get the students to do the exercises in the part Comprehending.This part helps students further understand the text by doing multiple choices, questions and answers, and matching.2. Group workThink about and work in groups to discuss the following questions.1)What would you do if your family were going to be killed just because they did something the Emperor did not like?2)Where would you plan to hide?3)How would you arrange to get food given to you every day?4)What would you do to pass the time?Step 6 Consolidation1. Books shut. Get the students to tell something about Anne.2. Books open. Get the students to discover useful words and expressions from the part Reading to complete the following sentences.Show the exercises on the screen or give out exercise papers.1)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)______________ get her boyfriend to find her, she______________ for many years.6)______________ what he said, we can draw a conclusion that he just told______________ white lies.7)Born in a poor family, the president______________ lots of hardships in his childhood.8)A diary is often kept to______________ what happens in people’s daily lives.9)When they met with each other on a quiet evening at the end of the street, they said nothing______________.First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.Suggested answers:1)crazy2)purpose3)entirely4)outdoors5)In order not to, hid away6)According to, a series of7)went through8)set down9)face to faceStep 7 Homework1. Read the passage again and try to retell it.2. Finish off the related Workbook exercises.3. Write one or two sentences to express your understanding of friends and friendship.Ending Let’s listen and sing the song That’s What Friends Are For together板书设计Unit 1FriendshipAnne’s Best FriendParagraphs Main Ideas Useful words andexpressionsParagraph 1 Anne made her diary her best friendwhom she could tell everything. Feeling go through. . .Paragraph 2 during the time she and her family hadto hide away for a long time.hide away set down aseries of. . .Anne’s di ary Having been kept indoors for so long,Anne grew so crazy about everythingto do with nature.crazy nature onpurpose in order todare face to face. . .。

任务型教学设计2——人教版必修1Unit1Friendship

任务型教学设计2——人教版必修1Unit1Friendship
Compare your rules with those in Grammar on P87-90.
Tell the differences.
阅读例句,找出不同,总结语法规律。
在教师的引导下,总结语法规律,培养学生的自我探究能力。
第33-37分钟
语法巩固
Do Exx.2 & 3 on P5.
做相关练习。
What are your sentences?
学习重点词汇,并进行造句。
词汇能够帮助学生更好的理解文章内容,同时也为后续活动扫除语言障碍。

8-15
分钟
词汇巩固
Do Ex.1, 2 on P4.
做练习,巩固所学词汇。
练习巩固可以促进学生掌握这些词汇。
第16-18Fra bibliotek分钟任务导入
Last period, we learnt the story of Anne.
For what did Anne long for making friends?
What’s Anne’s best friend?
Why did she make such a best friend?
For what do you hope to make new friends in our school?
Can you find out howIreport to you what we talked?
NowIwill tell you how to report to somebody about something.You often report to yourparents about what you do at school.
What should your new friends be like?

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

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。

人教版高一英语必修1 Unit 1 Friendship 同步教案(2)

人教版高一英语必修1 Unit 1 Friendship 同步教案(2)

第1页共9页
一般疑问 句、选择疑 问句、反义 疑问句
ቤተ መጻሕፍቲ ባይዱ
①用 whether/if 引导宾语从 句,从句改为陈述语序,问号 改为句号; ②主句谓语动词为 said,则改 为 asked; ③主句谓语动词后没有间接 宾语,可以加一个间接宾语 me,him,her,us 等。
She said“Is your father at home?” → She asked me whether my father was at home.
My mother __________________ she ___________________________ her things in the suitcase very quickly.
Key: 1.told;me;she;was;then
2.she;would;me
4.his;father;had;bought;him;the;week;before
三、时态的变化 如主句的谓语动词是一般过去时,直接引语变间接引语时,从句的谓语动词在时态方面要作相应的变化;
如主句的谓语动词是现在时,从句的时态则无需变化。
时态的变化
直接引语
例句
间接引语
一般现在时 →一般过去时
He said,“I'm a teacher now.”
He said that he was a teacher then.
巧学助记 直接引语变为间接引语的口诀 (1)当直接引语为陈述句时,变间接引语的记忆口诀: 去掉引号加 that,人称变化要灵活。时态向后退一步,状语变化按规则。 (2)当直接引语为一般疑问句时,变间接引语的记忆口诀: 去掉引号加 if,陈述语序要记住。时态人称和状语,小心变化别马虎。 (3)当直接引语是特殊疑问句时,变间接引语的记忆口诀: 直接去引号,陈述莫忘掉。小心助动词,去它最重要。 (4)人称代词的变化口诀: ①“一随主。”若直接引语中有第一人称,变间接引语时应与主句中主语的人称相一致。 ②“二随宾。”若直接引语中有第二人称,变间接引语时应与主句中宾语的人称相一致。 ③“第三人称不更新。”直接引语中的第三人称变间接引语时不需要变化。

高中英语人教版必修1 Unit1-Friendship完整教案

高中英语人教版必修1 Unit1-Friendship完整教案

教学过程一、课堂导入通过话题讨论“what do you think of friendship”,自然的进入课堂教学内容。

二、预习核心词汇①________ vt.不理睬;忽视②________ v.捆扎;包装;打行李n.小包;包裹③________ adj.心烦意乱的;不适的;不安的vt.使不安;使心烦;弄翻;打翻④________ adj.平静的;镇静的;沉着的vt.& vi.使平静;使镇定⑤suffer v.遭受;忍受;经历________ n.折磨;苦难⑥recover vt.& vi.痊愈;重新获得________ n.康复;痊愈;复得⑦settle v.定居,安家;停留;解决;安排________ n.定居点;解决⑧disagree vi.不同意________n.不同意________v.同意________ n.同意⑨power n.能力;力量;权力________ adj.强大的;有力的________ adj.无力的;没有能力的⑩concern vt.使担忧;涉及;关系到n.担心;关注;利害关系________ adj.担心的;忧虑的________ prep.关于;涉及【答案】①ignore②pack③upset ④calm⑤suffering⑥recovery⑦settlement⑧disagreement;agree;agreement⑨powerful;powerless ⑩concerned;concerning三、知识讲解翻译下面由本单元词汇所编成的故事,学生将在翻译过程中不会的词汇用横线标出。

(一)The passageFall in Love with EnglishHiding behind the loose dusty curtain, a teenager pack ed up his overcoat into the suitcase. He planned to leave home at dusk though there was thunder and lightning outdoors. He had got to do this because he was tired of his parents’ nagging about his English study and did not want to go through it any longer. He couldn’t get along well with English and dislike d join ing in English classes because he thought his teacher ignore d him on purpose. As a result, his score in each exam never add ed up to over 60.His partner was concerned about him very much. She understood exactly what he was suffer ing from, but entirely disagree d with his idea. In order to calm him down and settle his problem, she talked with him face to face and swap ped a series of learning tip s with him. The item s she set down helped him find the highway to studying English well.The teenager was grateful and got great power from his friend’s words. Now, he has recover ed from being upset and has fall en in love with English.有个少年躲在积满灰尘的松散窗帘后把大衣装入手提箱。

人教新课标英语必修1全册精品上课学习上课学习教案( Unit 1 Friendship)

人教新课标英语必修1全册精品上课学习上课学习教案( Unit 1 Friendship)

人教新课标英语必修1全册精品教案( Unit 1 Friendship)Unit1FriendshipPartone:TeachingDesignPeriod1:Asampl elessonplanforreadingAimsTotalkaboutfriendshipTorea daboutfriendshipProceduresI.warmingup1.warmingupbya ssessingAlotofpeoplehaveonlyfewpossibilitiesofgetti ngfeedbackabouttheirownpersonality.Inthisexerciseyo uwillhavetheopportunitytogetsomefeedbackandtodiscus sitwithapartner.whilecomparingyourmutualjudgements, certainprejudicesormisunderstandingsmayappear,aspeo pleoftendonotknoweachotherthoroughlyenoughtojudgeot herscorrectly.Trytobehonest!Selfassessmentofthefoll owingcharacteristicschoose5thatareparticularlyappli cabletoyoupersonally.sociable,honest,friendly,easyg oing,nervous,open-minded,anxious,careful,talented,t alkative,nosy,thoughtful,generous,carefree,pessimis tic,peaceful,optimistic,interesting,reliable,helpfu l,active,careless,caring,exact,adventurous,imaginat ive,hot-blooded,well-organised,trustworthy,patient, responsible,outgoing,kind,brave,warm-hearted,selfle ss,tolerantPartnerassessmentNowchoose5characteristi cfeatureswhichyouthinkareespeciallyapplicabletoyourpartner.sociable,honest,friendly,easygoing,nervous, open-minded,anxious,careful,talented,talkative,nosy ,thoughtful,generous,carefree,pessimistic,peaceful, optimistic,interesting,reliable,helpful,active,care less,caring,exact,adventurous,imaginative,hot-blood ed,well-organised,trustworthy,patient,responsible,o utgoing,kind,brave,warm-hearted,selfless,tolerant2. warmingupbydescribingHavethestudentsgetintogroupsof fourtodescribetheirownidealfriend.Individualstudent smustdecideonToP5characteradjectivesthatcouldbeused todescribetheidealfriendandinsisttheyhavegoodreason sfortheirchoice.Thenletthegroupleadergivetheclassad escriptionoftheiridealfriend.3.Furtherapplyingyouma yalsohavethestudentsdothesurveyinthetextbook,follow ingthestepsbelow.1.Getthestudentstomakealistofthreequalitiesagoodfrien dshouldhave.2.Havethestudentsgetintogroupsoffourtofindoutwhateach haslisted.3.Haveamemberofeachgroupreportonwhattheirlistshaveinc ommonandlistthemontheboard.4.Asktheclasswhetherornottheyagreewithallthequalities listed.5.Thenhavethestudentsdothesurveyinthetextbook.6.Havethestudentsscoretheirsurveyaccordingtothescorin gsheetonpage8.7.Theteacherasksomestudentshowmanypointstheygotforthe surveyandassesstheirvaluesoffriendship:★4~7points:youarenotagoodfriend.youeitherneglectyour friend’sneedsorjustdowhathe/shewantsyoutodo.youshouldthink moreaboutwhatagoodfriendneedstodo.★8~12points:youareagoodfriendbutyousometimesletyourf riendshipbecometooimportant,oryoufailtoshowenoughco ncernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfri end’sneedsandyourownresponsibilities.★13+points:youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.welldone.II.Pre-readingTofocustheStudents’attentiononthemaintopicofthereadingpassage.Toactiva tetheirpreviousknowledgeonthetopic.III.Talkingandsh aringworkingroupsoffour.Tellyourgroupmateshowyouref lectonthesequestions.1.whydoyouneedfriends?makealistofreasonswhyfriendsare importanttoyou.2.whatdoyouthinkagoodfriendshouldbelike?Listwhatagood friendshoulddoandsharethelistwithyourpartners.3.Doesafriendalwayshavetobeaperson?whatelsecanbeafrie nd?4.Doyouthinkadiarycanbecomeyourfriend?whyorwhynot?Ins tructions:Theteachercangiveeachgrouponeofthesequest ionsabovetotalkabout.Thenlettheclasssharetheirideas .It’sbettertostimulatethestudentstochallengetheirclassm ates’opinionsaboutthesequestions.PossibleanswersQ1:Reaso nsIneedfriends:※tocopewithstressfulsituationsinlife※tosharemyworriesandsecretsinmyinnerworld※toshowmyconcernforotherpeople※toletotherpeoplesharemyhappiness※tounfoldtootherpeoplethesecretsinmyheartQ2:Agoodfri endshould:※tellmethetruth※begoodtome※bewillingtoconsideroracceptothers’ideasoropinions※bewillingtohelpothers※begood-tempered※thinkaboutwhatothersneedandtrytohelpthem※beloyaltotheirresponsibility※noteasilyupset※beout-going※betolerant※beselflessQ3:whatelsecanbeafriend?Answerscanbevarious.Q4:Students’answersmayvarybutmustincludeareason.yes.Ithinkitcan be,becauseIcansetdownhowIfeeleverydayinmydiary,andl etotherpeoplereadittosharemyfeelingssometimelater.A boveall,itfeelsgoodtowritedownmythoughtsandfeelingo npaperwhenIamsadorlonely.IV.Reading1.Lookingandgues singworkinpairs.Lookatthepicturesandtheheadingandgu esswhatthetextmightbeabout.1).Imaginewhatitmightbel ikeifyouhadtostayinyourbedroomforawholeyear.youcoul dnotleaveiteventogotothewcortogetacupoftea.Howwould youfeel?2).whatwouldyouchooseifyouareonlyallowedtoh avefivethingswithyouinthehidingplacebecausethereisv erylittleroom?2.Readingtosummarisethemainideaofeach paragraph.Skimthetextandsummarisethemainideaofeachp aragraphinonesentence.Para.one:Annemadeherdiaryherb estfriendwhomshecouldtelleverything.Para.TwAnne’sdiaryactedashertruefriendduringthetimesheandherfam ilyhadtohideawayforalongtime.Para.Three:Havingbeenk eptindoorsforsolong,Annegrewsocrazyabouteverythingt nguagefocusNextyouaretoreadandund erlinealltheusefulexpressionsorcollocationsinthepas ughat,gothrough,make/call+o+Noun,hideaway,setdown,gr owcrazyabout,dowith…,therewasatimewhen…,keepsb.sp ellbound,onpurpose,inordertodosth.,fartoo+adj./adv, happentodosth.,itwasthefirst/secondtimethat…,facet ofaceV.closingdownclosingdownbydoingexercisesToendt helessonyouaretodothecomprehendingExercises1and2.cl osingdownbydiscussionofideasworkingroupsoffour.Disc usstheideasputforwardinthereadingpassage.Itdoesnotm atterwhetheryouagreeordisagree.whatisimportantistha tyoushouldhaveareasonforwhatyousay.Alsoyoucanputfor wardyourownideas,eithercriticisingthetextorusingita sasupport:★whatwouldyoudoifyourfamilyweregoingtobekilledjustbe causetheydidsomethingtheEmperordidnotlike?★wherewouldyouplantohide?★Howwouldyouarrangetogetfoodgiventoyoueveryday?whatw ouldyoudotopassthetime?LanguagechunksfromUnit1Frien dshipaddup,getsth.done,calmsb.done,havegotto,goonho liday,talkcareof,walkthedog,getloose,payforsth,chea tintheexam,shouldhavedone,someoneelse’s,laughat,gothrough,hideaway,setdown,aseriesof,ahid ingplace,Iwonderif…,grow/be/becomecrazyabout,couldhavedone,keepsb.spellbound,keepdoing,stayawake,onpu rpose,inorderto,byoneself,fartoomuch,itwasthefirstt imethat…,facetoface,feellonely/sitalone,saveone’slife,beconcernedabout,withsomanyclotheson,havetrou blewithsb,atthemoment,getalongwithsb./sth,enjoydoin g,be/become/makefriendswith,be/fallinlove,trysth.ou tonsb.askforadvice,givesb.someadviceon…,makeaneffo rttodosth.,joininsth.,showone’sinterestin,farandwide,payattentionto,looktoone’sownconcern,shareone’sthoughtsandfeelingswithsb,cometoaconclusion,beprep aredtodosth.,aheart-to-hearttalk,hurtone’sfeelings,changeone’smind,liveinpeace,goonapicnic,getawaywith,feelathom e,inneedPeriod2:AsamplelessonplanforLearningaboutLa nguagestatements&questions)AimsTodiscoveruseful wordsandexpressionsTodiscoverusefulstructuresProced uresI.warmingupwarmingupbydiscoveringusefulwordsand expressionsTurntopage4anddoExercises1,2,3and4first. Thencheckyouranswerswithyourclasspartner.II.Learnin gaboutgrammar:DirectandIndirectSpeech1.DirectSpeech Indirectspeech,theoriginalspeaker'sexactwordsaregivenandareindicatedbyquotationmarks.★“Idon’tknowwhattodo,”saidDean.Insomegrammarbooks,‘saidDean’isreferredtoasareportingclause.“Idon'tknowwhattodo,”isreferredtoasthereportedclause.2.IndirectSpeechIni ndirectspeech,theexactmeaningofthespeaker’swordsisgiven,buttheexactwordsarenotdirectlyquoted.★Deansaidthathedidn’tknowwhattodo.Toconvertdirectspeechintoindirectspee ch:Ifthemainverbispasttense,presenttenseverbsin‘thatclause’mustalsobechangedtopasttense.Deansaidthathedidn’tknowwhattodo.Firstandsecondpersonpronounsmustbecha ngedtothirdpersonpronouns.Deansaidthathedidn’tknowwhattodo.3.IndirectQuestionsDirectquestion:“Didmarama’shorsewinaprize?”owenasked.Indirectquestions:owenaskedwhethermarama’shorsehadwonaprize.Thesamerulesapplytoindirectquest ionsastoindirectstatements.Thedifferenceisthatawh-c lauseisusedinsteadofathatclause.Directquestion:“whywon’tyoumarryme?”askedDonald.Indirectquestion:Donaldaskedherwhyshewouldn’tmarryhim.Intellingastoryorrecountingevents,aspeake rusingdirectspeechhasalltheresourcesofintonationtop roducealivelyaccount.Becauseindirectspeechisalwayss peechreportedbysomeoneelse,theaccountismorereserved andrestrained.“whatshallwedo?”askedBev.“Don’tworry,Bev,”saidDuncan,“I’vegotaplan.”BevaskedDuncanwhattheyshoulddo.Hetoldhernottoworrya ndthathehadgotaplan.Theabilitytochangedirectspeechi ntoindirectspeechisausefulskillforthoseengagedintak ingtheminutesofameetingorreportingonevents.Directsp eech:“Firstofall,Iwouldliketothankeverybodywhohelpedwit hthefair.Theresultswereverygood,andwewillnowbeablet obuytwomorecomputers.”Indirectspeech:Theprincipalsaidthathewouldliketotha nkeverybodywhohadhelpedwiththefair.Heannouncedthatt heresultswereverygoodandthattheschoolwouldnowbeable tobuytwomorecomputers.III.Discoveringwordsandexpres sionsDoexercises1,2,3and4onpage4and5.checkyourworkw ithyourpartner’s.IV.DiscoveringstructuresDoexercise1and2.checkyourworkwithyourpartner’s.Period3:AsamplelessonplanforUsingLanguageAimsToli stentoaletteraboutfriendshipTospeakaboutaquestionna ireaboutfriendshipTowriteadviceaboutfriendshipTowri teafewlinesdescribingafriendProceduresI.warmingup1. ReadthelettertomisswangandfindoutwhatwasupsettingLi sa.2.Listentowhatmisswangsays,andthenanswerthequest ionsinExercise2.3.Listentothetapeagainandtrytospell outthemissingwordsinEx3.II.Talkingaboutdesigningaqu estionnaireworkingroupsoffour.Designaquestionnairet ofindoutwhatkindoffriendsyourclassmatesare.AsktheSt udentstousethequizinthewarmingUpasanexample.Note:Th estudentsshouldbetalkingwhiletheyaredoingthetask.Th isprovidesthestudentswiththeopportunitytopractiseex pressingthoughtandconcerninmattersofimmediateconcer nandinterest.Tellthestudentstofollowthesesteps:Step 1:Inyourgroup,comeupwithfoursituationsamongfriends. Designfourquestionsaccordinglywiththreepossibleansw ers.Step2:Putthefourquestionstogetherandformaquesti onnaire.Step3:checkthequestionnairethroughandtryito utonyourowngroup.Step4:Shareyourquestionnairewithan othergroupandtryeachother’squestionnaires.Samplequestionnaire:Thisquestionnai rehasfourquestions,andeachquestionisfollowedbyaseto fpossibleanswers.Pleasereadthequestions,andthencons iderwhichresponsefitsyoubest.1.whyamIclosefriendswi ththispersonnow?A.Becausebeingfriendswithhim/herhelpsmefeelimportant. B.BecausemyfriendwouldbeupsetifIendedtherelationship. c.Becausehe/sheissomeoneIreallyenjoysharingemotionsan dspecialeventswith.2.whydoIspendtimewithmyfriend?A.BecausemyfriendwouldgetmadatmeifIdidn’t.B.Becauseitisfunspendingtimewithhim/her.c.BecauseIthinkitiswhatfriendsaresupposedtodo.3.whydo Ilistentomyfriend’sproblems,ortowhatmyfriendhastosay?A.BecausemyfriendpraisesmeandmakesmefeelgoodwhenIdo.B.Becauseit’sinterestingandsatisfyingtobeabletosharelikethat.c.BecauseIreallyvaluegettingtoknowmyfriendbetter.4.wh ydoIkeeppromisestomyfriend?A.BecauseIbelieveitisanimportantpersonalqualitytolive uptomypromisestoafriend.B.BecauseitwouldthreatenourfriendshipifIwerenottrustw orthy.c.BecauseIwouldfeelbadaboutmyselfifIdidn’t.ScoringSheet:Q1A1pointQ2A1pointQ3A1pointQ4A3point sB2pointsB2pointsB2pointsB2pointsc3pointsc3pointsc3 pointsc1point☆4~6points:youarenotagoodfriend.youeitherneglectyour friend’sneedsorjustdowhathe/shewantsyoutodo.youshouldthink moreaboutwhatagoodfriendneedstodo.☆7~9points:youareagoodfriendbutyousometimesletyourfr iendshipbecometooimportant,oryoufailtoshowenoughcon cernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfri end’sneedsandyourownresponsibilities.☆10+points:youareanexcellentfriendwhorecognizesthatt obeagoodfriendyouneedbalanceyourneedsandyourfriend’s.welldone.Studentsworkingroupsandtrytheirownquesti onnairesintheschooltocollectmoreinformationaboutstu dents’reflectionofthevaluesoffriendship.III.Guidedwriting 1.ReadthelettertotheeditorfromXiaodongandmakesureyouk nowwhatproblemXiaodonghas.2.Discussingroupsoffour.ThinkwhatadviceyoucangiveXiao dong.3.writeyouradvicetoXiaodongasaneditorindividually.Sam plewriting:DearXiaodong,Somepeopleliketalkingwithot hers,butsomepeopleareshy.Ifyoufallintothesecondgrou p,itcanbehardtomakefriends.Butyoucanchangethesituat ion.whatareyouinterestedin?Ifyoulikebasketball,fore xample,youcouldtalkwithsomeofyourclassmateswholikebasketball.Theeasiestwaytostarttalkingtopeopleistofi ndsomethingyouhaveincommon.Ifyouarestandingbesideag roupofyourclassmates,joinintheirdiscussionifyouknow somethingaboutthesubjecttheyarediscussing.Butifyoud on’t,youshouldn’tfeelafraidtosay,forexample,“Thatsoundsinteresting,whatisitabout?”onceyoustarttalkingtooneperson,itwillgeteasiertotal ktoothers.Findonepersonyouhavesomethingincommonwith ,andonceyoubecomefriendswithhim,hisfriendswillstart talkingtoyoutoo.Goodluck!EditorIV.writingassessment 1.canyougiveXiaodongsomegoodadvice?2.Isyourletterwe lldeveloped?3.Areyourideaswellorganizedtothepoint?4.Doyouhaveagoodchoiceofwordsandidiomsinyourwriting?5.Doyougetagoodmasteryofcomplexstructuresoflanguage?6.whatkindofmistakeshaveyoumadeinyourwriting?whatcany oudotoavoidsuchmistakes?V.FurtherApplyingHerearesom eproverbsaboutfriendsandfriendship.Readthemcarefull yandpayattentiontothesentencestressandintonation.Th enwriteapassage.choosesomeyouagreeandexplainwhy.Thenchoosesomeyoudisagreeandexplainwhy.Afriendinneedis afriendindeed.Friendsarelikewine,theolder,thebetter .whenyoumeetyourfriend,yourfaceshines—youhavefoundgold.Afriendtoallisafriendtonone.Thesam emancannotbebothfriendandflatterer.Thebestmirrorisa noldfriend.Falsefriendsareworsethanopenenemies.walk ingwithafriendinthedarkisbetterthanwalkingaloneinth elight.Friendshipcannotalwaysstandononeside.Thefrie ndshipthatcanendisneverreal.withclothesthenewarebes t,withfriendstheoldarebest.■youmayalsohavethestudentscompletethetaskashomeworka fterclass.PartTwTeachingResourcesSection1:Backgroun dreadingonfriendshipFriendshipQuotesI.Questionsabou tfriendship1.whatisthemainprobleminfriendship?2.How doyoukeepafriend?3.whatisagoodfriend?4.whatifyourfr iendsaidtheywouldn’tbeyourfriendifyouwereanotherperson’sfriend?★“Truefriendshipislikesoundhealth;thevalueofitissel domknownuntilitbelost.”---charlescalebcolton★“Afriendisonewhowalksinwhenotherswalkout”---walterwinchell★“Afriendisonewhobelievesinyouwhenyouhaveceasedtobelieveinyourself.”---Lysha★“Thebetterpartofone'slifeconsistsofhisfriendships.”---AbrahamLincoln★“Adviceislikesnow;thesofteritfalls,thelongeritdwel lsupon,andthedeeperitsinksintothemind.”---SamuelTaylorcoleridge★“Friendshipisthegoldenribbonthattiestheworldtogeth er.”---kristinakentigian★“Friendsarethesunshineoflife.”---johnHay★Afriendinneedisafriendindeed.II.Tipsonbeingagoodfri end※Treatyourfriendsthewayyouwanttobetreated.※keepsecretsthataretoldtoyou.※Payattentionwhenyourfriendistalking.※keepyourpromises.※Sharethingswithyourfriend.※Tellyourfriendthetruth.※Stickupforyourfriend.III.whatkindoffriendareyou?1.Ifyourfriendtellsyouasecretthatisn’tbadbutyoupromisednottotellanyone,youwill________.A.telleveryoneB.keepthepromise2.Ifyouknowyourfriendisplanningtocheatonatest,youwill ________.A.tellyourteacherB.letyourfriendcheatc.helpyourfriendstudyforthetestsoshewon'tfeelsheneeds tocheat3.Ifyourfriendtellsyouasecretanditmaycausehisorherdea th,youwill________.A.tellatrustedadultB.keepitasecretc.tellyourfriendsyoumayprintthissheetandanswertheques tions.Thendiscusstheanswerswithyourfriends.Atruefriendshipshould:☉encourageyoutoliveyourdream.☉supportyoutowardyourgoals.☉sympathizeforyourlossesandhelpyoufindasilverlining.☉buildyourself-esteem.Ifhappinessandlife-satisfactio nareyourgoals,yourfriendsshouldbechosenonthebasisof howwelltheycanaccomplishthosefourgoals.Happinessisa personalchoicethatcomesfromwithin.But,asthefriendsh ippoemsays,itsurelydoesn’thurttohavesupportivefriendshipsthathelpusachieveou rgoals.IV.Self-reflectionuponfriendshipReadthefollo wingstatementsandthentickyesorNotoshowyouropinionsu ponfriendship.1.Friendshipisveryimportanttome.2.Iha vealotoffriends.3.Therecanbetruefriendshipbetweenas choolboyandaschoolgirl.4.Iamverykindtomyfriends.5.Ithinkeveryoneshouldhavefriends.6.Friendsmusthavethesamecharacter.7.Ikeepadiaryandthinkitismyclosefriend.8.whenmyfriendisintrouble,Iamalwaysreadytohelp.9.Idon’tliketotalktoothersverymuch.Iliketobealone.10.Ikeepapetanimalandtreatitlikeafriend.Afriendshippoe mchoosefriendswisely,theportraittheypaintIswhoyouar eandwhoyouain’t.Friendshipislife’sgreatsupportwhenfriendsareoftherightsort.Forallyou rdreamsdotheymakeroom,orbringyoudownwithdoomandgloo m?youwillknowafriendshipistrue.whenitbringsoutthebe stinyou.It’strue.youcantellapersonbythecompanyshekeeps.ourfrie ndshipsnotonlytellalotaboutwhoweare---theymakeuswho weare.Thefriendshippoemabovesaysitall.youwillknowaf riendshipistruewhenitbringsoutthebestinyou.Takealoo katyourfriends.Dotheybringoutthebestinyou?Thatmight seemlikeasillyquestion.wealltendtothink,“ofcoursetheybringoutthebestinme.Iwouldn’tbefriendswiththemotherwise.”Section2:VocabularyteachingstrategyI.Theroleofvocab ularyteachingInthecontextoflearningEnglishasaforeig nlanguage,alearnerisforcedtobeautonomousandindepend entandmakeconsciousefforttolearnvocabularyoutsideth eclassroomsimplybecausetheexposuretothetargetlangua geislimitedinclass.Soteacherscannotrelyontheirstude nts‘pickingup’lexicalitems.Thismakesexplicitvocabularyteachingnec essary.However,vocabularyisnotoriouslydifficultifno timpossibletoteachbecauseofthecomplexityofitslingui stic,semanticandpsycho-cognitiveaspectsII.Bestappro achTherearenouniversallyusefulstrategiesandtheycont ributetovocabularylearningindifferentways.Studentsu seanumberofstrategies,oftensimultaneously.Theeffici encyofvocabularylearningdependsonhowstudentscombine individualstrategies.Ifstudentscombineandemployindi vidualstrategiesfromdifferentgroupstheywillbemoresu ccessfulindevelopingthetargetlanguagelexicon.Thus,t heidealcombinationwouldbethatofstrategiesfromallfou rgroups.Theteachershouldcreateactivitiesandtaskstoh elpstudentstobuildtheirvocabularyanddevelopstrategi estolearnthevocabularyontheirown.Studentsexperiment andevaluateandthendecidewhichtoadoptorrejectsincest rategiesarenotintendedtobeprescriptive.III.Practica lactivitiesHereisaselectionofpracticalactivitiestha tdirectlearnerstowardsusingstrategiesofvocabularyle arning.1.TheusefulalphabetEachstudentgetsaletterand hastofind5,10or15wordsheorshethinkswouldbeusefulfor himorher.Heorshethenreporttotheclass,perhapsasamingleactivity,usingwordcards.2.wordbagThisistogetyours tudentstowritedownnewwordstheyhearinclass.Atthebegi nningoftheterm/course,dividestudentsintogroupsofabo ut5andgiveeachgroupanumber.Atthebeginningofeachclas s,giveeachgroupabout10cardsonwhichtheywritethenumbe roftheirgroupandthenewwordstheyhearinclass.Attheend ofeachclass,theyputtheircardsintothe“wordbag”andevery2weeksyoucheckwhethertheystillknowthoseword sandwhichgrouphasthemostcards.Intheendtherearetwowi nners:thegroupthathasthemostcards,andtheonethatknow smorewords.3.EspeciallyforyouTheteacherpreparesalis tofwords.Eachstudentgetsoneword,whichispreparedespe ciallyforhimorher.Thetrickisthateachstudentgetsawor dwhoseinitialletteristhesameastheinitialofthestuden t’sfirstname,e.g.Lindagetslistless.Eachstudentmustloo kitupinthedictionaryduringtheclassandafterafewminut esreporttotheclass.E.g.“mynameisLindaandI’mlistless.ThatmeansthatIam......”.Forhomeworkstude ntscandothesameusingtheirsurname.4.wordtourInstruct ionsforyourstudents:Thinkofatownorcityyouknowwell.I maginethatyouareorganizingasightseeingtour.Thinkof5placesyouwouldincludeonyourtourandwritedowntheorder inwhichthetouristswouldvisitthem.Learnyourtouroffby heartsothatyoucanpictureitinyourmind.wheneveryouhav e5newEnglishwordstolearn,imaginethesewordsarethetou ristsonyourtourandpicturethewordsintheplacesonyourt ourlikethis.Tour:TrafalgarSquare;BuckinghamPalace;H ousesofParliament;westminsterAbbey;DowningStreet.wo rdstolearn:apron,dustpan,vacuumcleaner,featherduste r,broom.ImagineNelsononhiscolumninTrafalgarSquarewe aringanapron,thequeenbrushingthefloorinBuckinghamPa laceandusingadustpan...Section3:wordsandexpressions fromUnit1Friendshipaddv.1.putsomethingwithsomething elseorwithagroupofotherthings:Doyouwanttoaddyournam etothelist?2.toputtwoormorenumberstogetherinorderto calculatethetotal:Add6and6tomake12.3.toincreasethen umber:Thesalestaxadds15%tothepriceofclothes.4.tosay somemorethatisrelatedtowhathasalreadybeensaid:That’sallIwanttosay.Isthereanythingyou’dliketoadd.otherverbalphrasesof“add”addttomakesomethinglargerandmorenoticeable:ourexpla nationseemedonlytoaddtohisbewilderment.addup:tocalc ulatethetotalofseveralnumbers:Addyourscoresupandwe’llseewhowon.addupttohaveaparticularresult:Hisschool ingaddeduptonomorethanoneyear.point:n.1.smallspot:T hestarsshoneliketinypointsoflightinthesky.2.sharpen d:aknifewithaverysharppoint.3.aunitusedtoshowthesco reinagameorsport:Shelostthreepointsforthatfall.upse t:1.vt.&vi.tomakesomeonefeelunhappyorworried:I’msorry,Ididn’tmeantoupsetyou.2.adj.unhappyandworried:Shewasstill upsetabouttheargumentthatshehadhadwithHarry.ignore: vt.1.tobehaveasifyouhadnotseenorheardsomeoneorsomet hing:Eithershedidn’tseemewaveorshedeliberatelyignoredme.2.topaynoatten tiontosomethingthatyouhavebeentoldorthatyouknowabou t:Somedriverssimplyignorespeedlimits.calm:1.adj.qui etandwithoutexcitement,nervousactivityorstrongfeeli ngs:keepcalm,andtrynottopanic.2.vt.&vi.tomakeso meoneorsomethingquietafterstrongemotionornervousact ivity:charlietriedtocalmthefrightenedchildren.3.cal mdown:vt&vi.tobecomequietormakesomeonequietafte rstrongemotionornervousactivity:calmdownandtellmewh athappened.concern:1.n.worry:somethingthatworriesyo uorafeelingofworry:Thereisgrowingconcernabout/overtheeffectsofpollutiononhealth.Theriseinunemploymenti sofgreatconcerntothegovernment.2.vt.tomakesomeonefe elworriedorupset:Thefactthatshespendssomuchmoneyonh erownreallyconcernsme.moreandmorepeopleareconcernin gthemselveswith/aboutenvironmentalproblems.3.beconc ernedabout/for/with:Rosshasneverbeenconcernedaboutw hatotherpeoplethinkofhim.Rescuersareconcernedforthe safetyofthosetrappedinthemine.Thisstoryisconcernedw ithaRussianfamilyinthe19thcentury.cheat:1.vi.tobeha veinadishonestwayinordertowinortogetaadvantageinaco mpetition,gameorexamination:jackalwayscheatsatcards .2.vt.totricksomeonewhotrustsyou.share:vi&vt.1. useequally:Thelastbushadgone,sothethreeofussharedat axi.Isharedaroomwithhimatcollege.2.tohavethesameopi nion,experience,feelingetcassomeoneelse:Ishareyourc oncernaboutthisproblem.3.totellotherpeopleaboutanid ea,secret,problem:It’salwaysbettertoshareyourworries.4.n.partofsth.:Idom yshareofthehousework.Don’tworry---you’llgetyourfairshare.setdown:towritedownsomethingsoth atyouhavearecordofit:Iwanttosetdownmyfeelingsonpape r.otherverbalphrasesof“set”setapart:tomakesomeoneorsomebodydifferentfromotherp eopleorthings.setaside:tokeepsomemoneyortimeforaspe cialpurposesetoff:tostarttogosomewhere/tocauseaexpl osionsetout:tostartajourney/totalkaboutsomethingina norganizedwaysetup:tostartanorganization/tobuildsom ethingcrazyadj.1.impractical;foolish:That’sthecraziestideaI’veeverheard.2.mad;illinthemind:Turnthatmusicdown---it’sdrivingmecrazy.3.becrazyabout=tolikesb.verymuch,or beveryinterestedinsomething:Theboyiscrazyaboutfootb all.4.likecrazy=veryhard:wehavetoworklikecrazytoget thisfinishedontime.purpose:1.n.anintentionorplan;th efeelingofhavinganaiminlife:Thediscussionservesatwi npurpose---instructionandfeedback.Tomwentforawalk,w ithnodefinitepurposeinmind.2.onpurpose=deliberately trust:1.n.astrongbeliefinthehonesty,goodnessetc.ofs omeoneorsomethinge.g.youshouldn’tputyourtrustinamanlikethat.2.vt.tobelievethatsomeo neishonestandwillnotharmyouorcheatyou:Itrustedmax,s oIlenthimthemoney.canhebetrustedtolookafteryourpetd og?suffer:vt.&vi.1.toexperiencephysicalormentalpain:Atleasthediedsuddenlyanddidn’tsufferalot.2.tobeinaverybadsituationthatmakesthing sverydifficultforyou:Ifyoubreakthelaw,youmustbeprep aredtosufferthepunishment.Shewasverygeneroustohimbu tshesufferedforitwhenheranawaywithallhermoney.3.toe xperiencesomethingunpleasant:Thecarsufferedsevereda mageintheaccident.getalong:1.tohaveafriendlyrelatio nship:Ifyoutwoaregoingtosharearoom,you’dbetterlearnhowtogetalong.I’vealwaysfoundhimabitdifficulttogetalongwith.2.topro gressyouaredoing:HowareyougettingalongwithyourEngli shstudies?otherverbalphrasesof“get”:getabout/around:getwidespreadgetaway:tosucc eedinleavingaplacegetback:toreturntoaplace;tohavest h.returnedtoyougetdown:tomakesb.feelunhappy;getdown tosth./doingsth.:tostartdoingsomethingthatneedsalot oftimeorenergy.getover:getwellafteranillness;todoan dfinishsth.difficultgetthrough:topassatestorexamcom municate:vi.toexpressyourthoughtsandfeelings:Parent ssometimesfinditdifficulttocommunicatewithteenagech ild.。

人教新课标英语必修1全册精品教案( Unit 1 Friendship)

人教新课标英语必修1全册精品教案( Unit 1 Friendship)

人教新标英语必修1全册精品教案( Unit 1 Friendship)Unit1FriendshipPartne:TeahingDesignPerid1:Asapleles snplanfrreadingAisTtalabutfriendshipTreadabutfriend shipPreduresIaringup1aringupbassessingAltfpeplehave nlfepssibilitiesfgettingfeedbaabuttheirnpersnalitIn thisexeriseuillhavethepprtunittgetsefeedbaandtdisus sitithapartnerhileparingurutualudgeents,ertainpreud iesrisunderstandingsaappear,aspepleftendntneahthert hrughlenughtudgethersrretlTrtbehnest!Selfassessentf thefllingharateristishsethatarepartiularlappliablet upersnallsiable,hnest,friendl,easging,nervus,pen-in ded,anxius,areful,talented,talative,ns,thughtful,ge nerus,arefree,pessiisti,peaeful,ptiisti,interesting ,reliable,helpful,ative,areless,aring,exat,adventur us,iaginative,ht-blded,ell-rganised,trustrth,patien t,respnsible,utging,ind,brave,ar-hearted,selfless,t lerantPartnerassessentNhseharateristifeatureshihuth inareespeiallappliableturpartnersiable,hnest,friend l,easging,nervus,pen-inded,anxius,areful,talented,t alative,ns,thughtful,generus,arefree,pessiisti,peae ful,ptiisti,interesting,reliable,helpful,ative,areless,aring,exat,adventurus,iaginative,ht-blded,ell-r ganised,trustrth,patient,respnsible,utging,ind,brav e,ar-hearted,selfless,tlerant2aringupbdesribingHave thestudentsgetintgrupsffurtdesribetheirnidealfriend IndividualstudentsustdeidenTPharateradetivesthatuld beusedtdesribetheidealfriendandinsistthehavegdreasn sfrtheirhieThenletthegrupleadergivethelassadesripti nftheiridealfriend3Furtherapplinguaalshavethestuden tsdthesurveinthetextb,fllingthestepsbel1Getthestudentstaealistfthreequalitiesagdfriendshuld have2Havethestudentsgetintgrupsffurtfinduthateahhasliste d3Haveaeberfeahgrupreprtnhattheirlistshaveinnandlistt henthebard4Asthelasshetherrnttheagreeithallthequalitieslisted Thenhavethestudentsdthesurveinthetextb6Havethestudentssretheirsurveardingtthesringsheetnpa ge87Theteaherassestudentshanpintsthegtfrthesurveandasse sstheirvaluesffriendship:★4~7pints:uarentagdfriendueithernegleturfriend’sneedsrustdhathe/sheantsutdushuldthinreabuthatagdfr iendneedstd★8~12pints:uareagdfriendbutusetiesleturfriendshipbee tiprtant,rufailtshenughnernfrurfriend’sneedsandfeelingsTrtstrieabalanebeteenurfriend’sneedsandurnrespnsibilities★13+pints:uareanexellentfriendhregnizesthattbeagdfri enduneedbalaneurneedsandurfriend’selldneIIPre-readingTfustheStudents’attentinntheaintpifthereadingpassageTativatetheirpr eviusnledgenthetpiIIITalingandsharingringrupsffurTe llurgrupateshurefletnthesequestins1hduneedfriends?aealistfreasnshfriendsareiprtanttu2hatduthinagdfriendshuldbelie?Listhatagdfriendshulddandsharethelistithurpartners3Desafriendalashavetbeapersn?hatelseanbeafriend?4Duthinadiaranbeeurfriend?hrhnt?Instrutins:Theteaher angiveeahgrupnefthesequestinsabvettalabutThenletthe lasssharetheirideasIt’sbettertstiulatethestudentsthallengetheirlassates’pininsabutthesequestinsPssibleansersQ1:ReasnsIneedf 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英语:unit1《Friendship》教案(新人教必修1)

英语:unit1《Friendship》教案(新人教必修1)

Period 2 Reading “Anne’s Best Friend”1. Teaching objectives:1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;2). To get the students to realize the importance of friends and friendship, and to tell true friends from false friends;3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;4). To learn the writing style of this passage.2. Teaching method: Task-based teaching3). Teaching procedures:Step 1.Pre-reading1. Please enjoy three pieces of music and find out what they are about.2. Does a friend always have to be a person? What else can be your friend?3. What do you know about the World War II?4. Background introductionStep 2 fast reading1. Who is Anne?Who/What was Anne’s best friend?When and where did the story happen?1. Answer the following questions:Why did Anne made her diary her best friend?What is an ordinary diary like according to Anne?What about her diary?Why was she so crazy about things to do with nature?Why did she stay awake on purpose until very late one evening?Why didn’t she dare open the window when the moon was too bright?How do you understand the expressions “spellbound” and “held me entirely in their powder”?2. Reading to summarise the main idea of each paragraph.Skim the text and summarise the main idea of each paragraph in one sentence.Step 4 Post-readingimply.Four students a group to discuss the situation:Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.What will you take? Why?How will you spend the 3 months?How will you treat each other and make friends ?Step 6. Homework1.Review the important words, phrases and difficult sentences in the text andmake sentences using the words given by the teacher.2.Finish Ex.1-3 on p4.高≒考﹤试#题⌒库。

人教版高中英语必修一教案:Unit+1+Friendship+(2).doc

人教版高中英语必修一教案:Unit+1+Friendship+(2).doc

Unit1 Friendship 教学设计学情分析:刚上高中一年级的学生,同学们之间还不是很熟识,需要多了解与沟通,友谊是他们生活当中必不可少的,他们每个人对友谊的认识与理解不同,对于友谊这一话题他们也是比较感兴趣的。

高中一年级的学生已经在初中阶段的英语学习中积累了一定的词汇,并掌握了一些简单的学习策略,已具备初步的英语听说读写能力。

教材分析:本节课讲解的是高中英语必修一unit1 friendship 的 reading,这篇阅读对于高一学生来说有一定的难度,词汇要求比初中要高。

本单元的主题是“友谊”,单元内容基本上都是围绕这一主题展开的。

学生通过阅读这篇课文,不仅要进行阅读技能的训练,学习一些新词汇和短语的表达方法,还要在阅读的过程中学会欣赏英语语言的美感,感受主人公安妮乐观自信的人生态度。

教学目标:知识目标:能够理解并掌握阅读中的词汇、短语与句型,并能灵活运用。

能力目标:提高学生的阅读技能,使学生能够整体把握文章主旨,了解文章内容情感目标: 让学生能够了解友谊在人生中的重要性。

教学重点:学会一些询问意见的句型及表达,用所学词汇与短语讨论朋友和友情。

教学难点:能够用英语谈论友谊这一话题。

教学方法:任务型教学法,多媒体教学。

教具:多媒体教学系统教学过程Step 1 leading-in教师活动:通过问题的引导将交流的话题转移到新的学习环境和朋友这一话题上。

教师问学生:Do you have any friends in this school?学生活动:学生就自己的新学校和朋友进行讨论与交流.Step 2 present教师活动:1.运用多媒体呈现friendship这一单词,并询问学生对friendship的理解。

2.呈现有关友情与朋友的谚语。

如A friend in need is a friend indeed.学生活动:学生运用现有认知水平对friendship进行理解与交流。

Step 3 warming-up教师活动:让学生完成课本上的warming-up 部分,学生完成后,教师对其中的新词进行讲解。

人教版高中英语必修1教案Unit,1,Friendship-最新范文

人教版高中英语必修1教案Unit,1,Friendship-最新范文

人教版高中英语必修1教案Unit,1,Friendship篇一:人教版高中英语必修1全册~5全册新课标高中英语1(必修)教学与案例Unit 1(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 and Pre-Reading The second period: ReadingThe third period: GrammarThe forth Period:ListeningThe fifth period: Writing(4)教学目标:① 知识与技能:Talk about friends and friendship; Practise talking aboutagreement and disagreement, giving advice and making decisions; Use directspeech and indirect speech; Learn to write an essay to express and supportan 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。

英语优秀教案(人教版):一(Unit1 Friendship the 2nd period)

英语优秀教案(人教版):一(Unit1 Friendship the 2nd period)

The Second Period●从容说课This period focuses on vocabulary,which is like the bricks we need to build a house.Without mastering a certain words or phrases,we can’t communicate with other people,correctly express our thoughts and avoid misunderstanding each other.The purpose is to let students choose proper words or phrases when talking to people according to knowledge they’ve learned。

●三维目标1.Knowledge:words/phrases:upset,ignore,loose,cheat,Netherlands,German,dare,thunder,entirely,feeling,crazy,trust,indoors,calm down,be concerned about,walk the dog,go through,hide away,set down a series of。

.,on purpose,face to face sentence structures:There was a time when。

.,It was the first time that..。

.。

.before.。

.,I wonder if.。

2.Ability:(1)Use these words,phrases and sentence structures freely。

(2)Use them in real situations properly。

人教版高中英语必修1+Unit1Friendship--Period2教案2.doc

人教版高中英语必修1+Unit1Friendship--Period2教案2.doc

Unit 1 FriendshipPeriod 2 A sample lesson plan for Learning about Language (Direct & Indirect Speech<Ⅰ> statements & questions) IntroductionIn this period students will be helped by the teacher first to discover useful words and expressions, and then to discover and use useful structures: Direct & Indirect Speech(Ⅰ) statements & questions.Objectives■To help students understand and use direct and indirectspeech in statements and questions■To help students learn to use some useful words andexpressionsProcedures1. Warming up by reading aloudReading and reading aloud are the two very important things to do while learning English. So, to begin with, you are to read the text on page 2 aloud to the tape. Let’s see who read aloud with the best pronunciation and intonation.2. Discovering words and expressionsTurn to page 4 and do Exercises1, 2and 3. Then make a check on your answers.3. Learning about grammar⑴Direct 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.⑵Indirect speechIn indirect speech, the exact meaning of the speaker’s words is given, but the exact words are not directly quoted.★Dean said that he didn’t know what to do.To convert direct speech into indirect speech:If the main verb is past tense, present tense verbs in ‘that clause’ must also be c hanged 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.)⑶Indirect 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 all the resources 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.4. Discovering useful structuresNow let’s go to page 5 to do the three exercises in order to consolidate our studies of the directspeech and indirect speech.5. Closing down by taking a quiz品味人生1、不管鸟的翅膀多么完美,如果不凭借空气,鸟就永远飞不到高空。

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人教版必修1 Unit 1 Friendship the Second Period●从容说课This period focuses on vocabulary,which is like the bricks we need to build a house. Without mastering a certain words or phrases,we can’t communicate with other people,correctly express our thoughts and avoid misunderstanding each other. The purpose is to let students choose proper words or phrases when talking to people according to knowledge they’ve learned.●三维目标1.Knowledge:words/phrases:upset,ignore,loose,cheat,Netherlands,German,dare,thunder,entirely,feeli ng,crazy,trust,indoors,calm down,be concerned about,walk the dog,go through,hide away,set down a series of...,on purpose,face to face sentence structures:There was a time when...,It was the first time that... ...before...,I wonder if...2.Ability:(1)Use these words,phrases and sentence structures freely.(2)Use them in real situations properly.3.Emotion:Train students’ perseverance and patience by remembering new words,phrases and sentence structures.●教学重点Grasp new words,phrases and sentence structures.●教学难点How to make this class lively and interesting so that students are willing to learn.●教具准备a project,a blackboard●教学过程Step 1T:In the last period,we read the passage “Anne’s best friend”and had a discussion about friends and friendship.All these include some useful and important words and phra ses you have learnt in this unit. Now let’s review them. I want you to make up sentences using the new words. A competition is designed for you to see which group can make sentences as many as possible.Accuracy should be noticed. Are you clear?Ss:Yes.1.be concerned aboutS1:A large number of students are concerned about the marks in the examination for admission to college.2.upsetS1:It was careless of you to upset a bottle of ink.S2:We succeeded in upsetting the enemy’s plan.S3:The food I ate yesterday upset my stomach.3.ignoreS1:We students shouldn’t ignore what our teachers say.4.calmS1:Soldiers remained calm in face of cruel enemies.5.walk the dogS1:I like walking the dog in the park near to my house.6.looseS1:Mary is wearing loose clothing today.7.cheatS1:That shopkeeper cheats his customer.S2:Don’t you consider it wrong to cheat in examinations?S3:These sheets I’ve bought are a cheat;they’re too short for the bed.8.shareS1:They shared the cake between t hem.S2:Friends should share the joys and sorrows.S3:She and Reid shared the same tastes and interests.T:Note the phrases:(1)share in:We shared in the fun.(2)share with:Please share your newspaper with me.9.feelingS1:It was a delightful feeling.S2:This feeling seems to be natural.10.set down:S1:Set down your heavy bags and take a rest.S2:I will se t down the story as it was told to me.11.outdoorsS1:Is it cold outdoors?S2:We spend much of our time outdoors.12.crazyS1:The young are crazy about pop music.13.on purposeS1:I’ve come on purpose to speak to you.14.dareS1:He dares to behave like that in my house!S2:How dare you ask me such a question?15.thunderS1:After the lightning came the thunder.16.entirelyS1:He had almost entirely forgotten what he had done.Step 2T:Which team did the best in this activity?Congratulat ions! Now,open your books,turn to Page 4 and look at “Learning about Language”.Fill in the blanks with the words and phrases you have learnt in this unit. You are given six minutes to do it. Read first,and then fill in it according to the meaning of each sentence. Is that clear?Ss:Yes.T:OK.First do it by yourself. Then discuss them in pairs. After a while,I’ll ask some students to read the words.(Teacher goes among the students and the students begin to do it. After a while,teacher checks their answers.)Step 3T:Do you have any trouble understanding the passage?S1:It’s difficult for me to understand the phrase “go without”in warming up.T:It means without having (nothing to eat).e.g.The poor boy often had to go without supper.S2:In Paragraph One,what’s the meaning of “go through”?T:Here it means experience or suffer. It has several meanings. Please guess its different meanings in different sentences.(1)I’d like to have you go through the book.(2)Mother went through the drawer looking for the sweater.(3)I’ve gone through too much money this week.(4)She went through one hardship after another.(5)The law has now gone through.Ss:检查;翻找;用完;经历(困难,痛苦等);通过S3:What does the sentence “She and her family hid away for two years before they were discovered”mean?T:Who can explain it?S4:她和她的家人藏了两年才被发现。

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