人教版高中英语必修一Unit1 friendship阅读课教案

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人教版高中英语必修一 Unit1 Friendship 教案

教案人教版高一英语《英语1》第一单元Friendship第1课时：Warming up and Pre-reading一．教学目标①知识目标:⑴让学生掌握以下生词和短语: survey add point upset ignore calm concern loose cheat add up calm down have got to be concerned about walk the dog⑵让学生学会使用以下结构来表达态度，同意和不同意和确定语气: Are you afraid that. . . ? I (don’t)think. . . In my opinion, . . . I (don’t)think so, I (don’t)agree, I believe. . . , I’m afraid not, Exactly, That’s correct, Of course not.②技能目标:1．让学生学会用英语描述自己的朋友。

2．列出朋友间通常存在的问题,并找的不同方法来解决这些问题。

3．鼓励学生用本课学到的一些短语和结构来思考和谈论朋友和友谊。

③情感目标1．让学生学会如何解决朋友间可能出现的问题。

2．培养学生在高中阶段形成学习英语的好习惯。

二．教学重点1．用给定的形容词和句子结构来描述他们的一个朋友。

2．学习评价朋友和友谊。

三．教学难点1．与搭档合作并描述他们的一个好朋友。

2．与搭档讨论并找出解决问题的方法。

四．教学方法1．任务型教学法2．合作学习法3．讨论法五．教学准备多媒体和其他常规教学工具六．教学过程1.导入新课：第一步：导入Lead-in上课前,老师可以通过展示一个友谊天长地久的视频来激发学生的学习兴趣,。

这是新学期的第一节课。

所以在一开始,请学生用他们喜欢的方式来谈谈关于新学校和朋友的话题。

1. How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time?2. What do you think of our new school? Do you like it? Could you say something about it?3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?(其他关于本单元的话题导入的建议:1。

人教版高中英语必修一教案Unit 1 Friendship (含答案)

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

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

并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。

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

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

继续探究并树立正确交友观，并为阅读作好了准备。

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

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

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

学生学习了新的词汇、句型，提高了阅读水平。

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

1.4 Comprehension 设计了三种题型。

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

人教版高中必修一英语第一单元 Friendship 阅读课教学设计

Teaching PlanTeaching content Unit 1 FriendshipReading: Anne’s Best Friend ( Period 2 )TeachingmaterialNew Senior English for China students book 4Time 45 mins Grade Senior 1 Lesson type ReadingI. Analysis of teaching material and the students1.The analysis of teaching material: “Friendship” is unit1,senior1, so I must try my best to arouse students' interest in learning English and cultivate their a bility to learn English.2.Analysis of students: My students are in senior1, they have learned English for8 years. They already have the ability to learn English following teachers. They can do some activities with English. They are interested in learning English and are quite familiar with the task-basedlanguage teaching model.However most of them find it’s not interesting enough to learn the words and sentences, so I have to fully arise their interests by using some different ways.Ⅱ. Teaching objectivesBased on the analyses of teaching material and the learning condition, I will put forward the teaching objectives from 5 aspects.1. Language Knowledge by the end of this lesson , the Ss will be able to(1) know clearly of the definition for friendship.(2) get to express opinions about friendship fluently.2. Language Skills(1)Use the reading skills, such as skimming and scanning to find the information quickly andcorrectly.(2)Use the given expressions properly to their own opinions and ask for others’ opinions.3.Affective & AttitudeSs will be able to distinguish true or false friendship and cherish true friends.4.Cultural AwarenessSs will be able to know more about friends. Besides people, there are other things that can be be our friends, such as a diary.5.Learning strategySs will be able to learn individually and cooperatively.III. Teaching key & difficult points1.Teaching key pointsHow to make Ss master the central idea and gather the detailed information through various reading skills such as skimming, scanning, predicting and so on.2.Teaching difficult pointsHow to get the Ss to master the main idea of the text and understand text as well.IV. Teaching methodsI adopt following teaching methods: PWP, task-based language teaching and situational method.V. Teaching aidsInteractive Blackboard; PPTVI. Teaching proceduresTeacher’s activities Students’ activities PurposeStep1( 10 mins) Lead-in& Warm-upWram - up1. Check the homework last class .2. Ask the students what friendship is.T: Who can tell me what friendship is?Lead-in1. Look some pictures with Ss . Ask the Ss to findout what it is about.2. Brainstorming1) Is friendship very important? Why?2) Do you have friends? What kind of friend do you like?3) Tell Ss what qualities make a true friendship.T: Each letter of the word "friendship" has its meaning. Do you know what true friendship is?4) Ask the Ss to make a list of reasons why they need friendship.T: Why do you need friends? Make a list of reasons why 1. Show the homework from last class and answerthe definition of friendship.2. Look at the pictures and give various opinionsabout friendship.3. Use positive adjectives to describe friendship.The designpurpose:To warm up thclass atmosphereand lead to thetopic:Anne’s BestFriend.friends are important to you.Step2 (7 mins)Pre -reading 1. Group work1) Ask Ss the followingquestion so as to begin tofocus students’ attention onthe main topic of thereading passage.T: Does a friend alwayshave to be a person? Whatelse can be your friend?Tell us about your unusualfriends. (Free talk )2) Show the students two pictures of Anne Frank.Let the students guess who she is. Then tell the students that the girl is Anne. Let the students guess who Anne's friend is.T: Do you know her name? Who is her friend?(Answer: Her name is Anne Frank, her friend is diary)2. Background information1) T: Today we are going to study the reading. Before 1. Group discussion what can we be friends with other than people?2. Look at the pictures shown by the teacher and get some background information about the reading.1. Let the Ssknow thatfriendship can benot only peoplebut also things.2. Ask Ss tomaster newwords andphrases beforereading.3. Abackgroundintroductionhelps Ssunderstand thepassage.we study it, let's learn thebackground of the story.2) New words and phrasesT: To help us understand thepassage, let's learn reviewwords and phrases involvedin the passage.(Netherlands, German,series, outdoor, dusk,thunder, entire, entirely,power, curtain, dusty, gothrough, set down, onpurpose, at dusk, face toface)reading.Step 3 ( 21 mins) While-reading Skimming to get generalideas.1) T: Please read thepassage for the general idea,and I will give you two minutes.2) T: Two minutes is up. Let's finish these problems. Answer in groups.complete the following questions3) Fill in the form below. Learn reading skills (scanning, detailed reading, skimming), answer teacher's questions and completerelated exercises.1. Trainstudents inreading skills:skimming,careful readingand scanning.2. Trainstudents'teamworkability.3. StrengthenSs'understanding of4) Answer the following questions.a. How did Anne feel about nature before she and her family hid away?b. Why did Anne no longer just like looking at nature out of the window?c. Why do you think her feelings changed towards nature?the passagethroughexercises. Step 4 ( 4 mins) __ Post-reading _T: Retell the text by filling in the blanks.Anne Frank wanted a ______ whom she could tell everything to. She found such a friend. Her namewas ______. And that was her diary.Being Jewish Anne’s family _____ away to avoid being caught by the German _____. During that time Anne wrote a lot of_______.In one of her diaries she _____us her feelings Retell the passage according to what our have just learned.Train students'expressiveability andunderstanding ofthe passage.about nature. She wondered___ it was because shehadn’t been able to be________ for so long thatshe’d grown so ______about everything to do with_______. She was terrifiedseeing the night _____ to_____. She was only able tolook at nature ________dirty curtains.Step 5 ( 3 mins) Summary& Homework Summary:T: In this period, we’ve reada passage about the Anne’sbest friend—diary. We’velearnt that a friend may notbe a person as long as wecan share our happiness and sorrow. We already know what friendship is. Besides, we’ve also learnt some useful expressions.Homework1) Read the text again and underline some important phrases and difficult sentences. Use our own words to summarize what our have learned in this lesson and finish our homework.1. Show whatstudents havelearned in thislesson.2. To furtherhelp Ss to masterwhat they havelearned in theclass.2) Find more informationabout Anne’s diary.……VII. Blackboard designUnit 1 FriendshipReading: Anne’s Best Friend ( Period 2 )Teaching objectives from 5 aspects.1) Language Knowledge; 2) Language Skills ; 3) Affective & Attitude ; 4) Cultural Awareness ; 5) Learning strategyTeaching key points &difficult points:What is friendship?Pharses:①go through ②set down ③at dusk ④face to faceVIII. Teaching reflectionDisadvantages :1. Teaching is used for too little, still need to strengthen practice;2. Diversified teaching methods;3. Group cooperation is not intense enough.Advantages :1. Clear teaching objectives;2. Plenty of exercises in class.IX. Detailed task contents1. Skimming to get general ideas.①_______ is Anne’s best friend.A. Her elder sisterB. Her diary KittyC. Her motherD. Her father②The story happened ________.A. in 1944B. in 1942C. during World War ID. during World War II③Anne expressed her feelings about ______ after hiding for a long time. Answer: B D nature2. Careful reading to solve difficult pointsDifferent poins: ①go through ②set down ③at dusk④face to face3. Scanning to get detail information1)Fill in the form below.The place of the story NetherlandsThe heroine of the story AnneAnne’s best friend her diary--KittyThe length of time they hid away over two yearsThe date of the diary Thursday 15, June, 19442) Complete the following multiple choice questions①Anne Frank and her family hid awayfor__________.A. over a yearB. over two yearsC. three years C. one year and a half②According to Anne, a true friend is aperson _________________.A. that would laugh at youB. who makes you happyC. whom you can trustD. who could save your life③Anne said that she had grown crazyabout nature because ____________.A. of her interest in natureB. she had always been soC. she had been outdoorsD. she had been indoors for too longAnswer: B C D3) Answer the following questions.a. How did Anne feel about nature before she and her family hid away?b. Why did Anne no longer just like looking at nature out of the window?c. Why do you think her feelings changed towards nature?(T show the answers.)Retell the text by filling in the blanks.Anne Frank wanted a ______ whom she could tell everything to. She found such a friend. Her name was ______. And that was her diary.Being Jewish Anne’s family _____ away to avoid being caught by the German _____. During that time Anne wrote a lot of _______.In one of her diaries she _____us her feelings about nature. She wondered ___ it was because she hadn’t been able to be ________ for so long that she’d grown so ______ about everything to do with _______. She was terrified seeing the night _____ to _____. She was only able to look at nature ________ dirty curtains.10。

人教版高中英语必修1《Unit1Friendship》教案

⼈教版⾼中英语必修1《Unit1Friendship》教案⼈教版⾼中英语必修1《Unit 1 Friendship》教案【⼀】教学准备教学⽬标 1、掌握下列词汇和短语: reason, list, share, feelings, Netherlands, German, outdoors, Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through, hide away, set down, a series of, on purpose, in order to, face to face, according to. 2、进⼀步学习有关“朋友”的知识信息，启发学⽣对朋友和友谊的思考。

3、了解《安妮⽇记》的背景知识，在感受外国⽂化的同时，深刻理解安妮⽇记的内涵，同时提⾼学⽣⽂化意识。

4、训练学⽣⼀定的阅读技巧，使他们掌握⼀些有效的学习策略，从⽽提⾼阅读速度和理解的准确性，并养成⼀定的⾃主学习能⼒。

5、培养学⽣快速阅读的能⼒、捕捉信息的能⼒及运⽤语⾔进⾏交际的能⼒。

6、通过个⼈活动、⼩组活动和班级活动等⽅法，培养学⽣的合作互助精神，分享英语学习的经验，感受⽤英语交流的成功和喜悦。

教学重难点教学重点: 1、了解《安妮⽇记》的背景知识，在感受外国⽂化的同时，深刻理解安妮⽇记的内涵，同时提⾼学⽣⽂化意识。

2、训练学⽣的阅读技巧，提⾼学⽣阅读速度和理解能⼒。

教学难点: 对所获得的信息进⾏处理、加⼯和学习，形成有效的学习策略。

教学⼯具 ppt课件教学过程 ... 板书 Uint1 Reading Anne’s Best Friend Qualities: easy-going ,warm-hearted ,helpful,… Questions: Skimming Summarize Discussion: 1> style 2> ideas ⼈教版⾼中英语必修1《Unit 1 Friendship》教案【⼆】教学准备教学⽬标 ■To help students learn to express attitudes, agreement & disagreement and certainty ■To help students learn to read the text and learn to write diaries in English ■To help students better understand “friendship” ■To help students learn to understand and use some important words and expressions ■To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text 教学重难点 Words upset, ignore, calm, concern, settle, suffer, recover, pack Expressions add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in Patterns “I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do. I stayed awake on purpose until half past eleven… …it was the first time in a year and a half that I’d seen the night face to face… 教学⼯具 ppt 教学过程 Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is? 1. Warming up ⑴ Warming up by defining friendship Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is? Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定义). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen. Then what is your opinion about friendship? Do you think that friendship is important to our life? Why? ⑵Warming up by learning to solve problems Nice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely. Common problems among teenagers Solution Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on. Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness. Situation 1: Friends get angry with each other when they try to talk about something difficult. Try to understand your friend/ Try to talk about the problem in a different way. Situation 2: Friends don’t know how to apologize Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point. Situation 3: Some friends don’t know how to keep secrets. Keep your secrets to yourself Tips on being a good friend Treat your friends the way you want to be treated. Keep secrets that are told to you. Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend. ⑶Warming up by doing a survey Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship. To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友). Now please do the survey on page one. Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.。

人教版高中英语必修一Unit1friendship阅读课教案

Lesson Plan学科英语赖菲菲2015120101 Background information:Students:40 senior high school students, Grade 1.Lesson duration:45minsTeaching objectives:Knowledge objective:By the end of this lesson, students will be able to use some important words and phrases in the passage, for example, hide, outdoors, go through, on purpose, a series of and so on.Ability objective:By the end of this lesson, students will1.learn some reading strategies about narration, such as paying attention to time, places and characters, finding out specific information, retelling and the like.2.learn about the formats of a diary or a letter.Emotion objective:To get the students to realize the importance of friends and friendship.Teaching contents:Unit 1 Reading: Anne’s best friendTeaching aids:PPT, blackboard, chalkType of the lesson:readingTeaching procedures:Step1: Pre-reading(8mins)1. Warming-up(1min)Enjoy a piece of music and find out its theme.2.Divide students into 3 groups and ask them to discuss two questions. Afterwards, choose representatives to show their answers.(3mins)⑴Do you think friends are important to us? Why do you think so?⑵Does a friend always have to be a person? What else can be our friend?3. Go through the text quickly to find out:(1min)⑴how many parts it contains?⑵what the different parts are about?4.Get students exposed to the background information about the passage and introduce the reading methods about narration, that is,“5W1H”.(3mins)Step2: While-reading(24mins)1. First reading(8mins)Scan the text and find out some specific information according to the questions. And then fill in the form and join the correct parts of the sentences. Choose some volunteers to share their answers.2. Second reading(10mins)⑴Read the passage again and answer the following question.What were Anne’s deepest feelings and thoughts? Use some words to describe her feelings?⑵Ask students to think about their feelings towardsAnne’sexperience. Select several students to show their answers.3. Third reading(6mins)Make students retell the stories sentence by sentence.Step3 Post-reading(10mins)Group discussion:Imagine you have to go into hiding like Anne and her family. What would youmiss most? Give your reasons?Step4 Talk about quotes about friendship(2mins)1.True friendship is like sound health; the value of it is seldom known until it is lost.2.A friend is one who walks in when others walk out.3.A friend is one who believes in you when you have ceased to believe in yourself.4.A friend in need is a friend indeed.Step5 Homework and optional activity(1min)Homework:1.Look up ''go through'' in the dictionary and find out all its usage.2.Write a diary about your good friends.Optional activity:Learn to sing the song“ Auld Lang Syne together”. Reflection:1.Ways to question students should be diversified and try to get more of them involved.2.While students are discussing, the teacher ought to walk around the classroomto ensure the atmosphere and give assistance when it is necessary.。

人教版高中英语必修一unit1friendship阅读课教案

人教版高中英语必修一U n i t1f r i e n d s h i p阅读课教案-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIANLesson Plan学科英语赖菲菲 2015120101 Background information:Students:40 senior high school students, Grade 1.Lesson duration:45minsTeaching objectives:Knowledge objective:By the end of this lesson, students will be able to use some important words and phrases in the passage, for example, hide, outdoors, go through, on purpose, a series of and so on.Ability objective:By the end of this lesson, students will1. learn some reading strategies about narration, such as paying attention to time, places and characters, finding out specific information, retelling and the like.2. learn about the formats of a diary or a letter.Emotion objective:To get the students to realize the importance of friends and friendship. Teaching contents:Unit 1 Reading: Anne’s best friendTeaching aids: PPT, blackboard, chalkType of the lesson:readingTeaching procedures:Step1: Pre-reading(8mins)1.Warming-up(1min)Enjoy a piece of music and find out its theme.2.Divide students into 3 groups and ask them to discuss two questions. Afterwards, choose representatives to show their answers.(3mins)⑴Do you think friends are important to us Why do you think so⑵Does a friend always have to be a person What else can be our friend3.Go through the text quickly to find out:(1min)⑴how many parts it contains?⑵what the different parts are about?4.Get students exposed to the background information about the passage and introduce the reading methods about narration, that is, “5W1H”.(3mins)Step2: While-reading(24mins)1.First reading(8mins)Scan the text and find out some specific information according to the questions. And then fill in the form and join the correct parts of the sentences. Choose some volunteers to share their answers.2.Second reading(10mins)⑴Read the passage again and answer the following question.What were Anne’s deepest feelings and thoughts Use some words to describe her feelings⑵Ask students to think about their feelings towards Anne’s experience.Select several students to show their answers.3.Third reading(6mins)Make students retell the stories sentence by sentence.Step3 Post-reading(10mins)Group discussion:Imagine you have to go into hiding like Anne and her family. What would you miss most Give your reasonsStep4 Talk about quotes about friendship(2mins)1. True friendship is like sound health; the value of it is seldom known until it is lost.2. A friend is one who walks in when others walk out.3. A friend is one who believes in you when you have ceased to believe in yourself.4. A friend in need is a friend indeed.Step5 Homework and optional activity(1min)Homework:1. Look up ''go through'' in the dictionary and find out all its usage.2. Write a diary about your good friends.Optional activity: Learn to sing the song “Auld Lang Syne” together.Reflection:1.Ways to question students should be diversified and try to get more of theminvolved.2. While students are discussing, the teacher ought to walk around the classroom to ensure the atmosphere and give assistance when it is necessary.。

Unit 1 Friendship教学设计【人教版高中必修1】

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

2. 培养学生的阅读技巧，能够理解文章主旨，捕捉关键细节，并进行推理判断。

3. 培养学生的写作能力，使其能够用英语写一篇关于友谊的短文。

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

教学重难点：1. 通过阅读文本和进行听力练习，提高学生的读写能力。

2. 运用所学的单词和短语，描述朋友的外貌特征、性格特点、兴趣爱好等。

3. 通过小组合作学习和讨论，培养学生的合作意识和批判思维能力。

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

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

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

2. 学生们可以用关键词的形式记录下文章的主旨，并与同桌分享。

3. 引导学生找出文章中的生词和短语，并进行词义推测。

4. 学生们可以用自己的话对文章进行简单的概括，以检测其对文章的理解程度。

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

2. 学生们可以用关键词的形式记录听到的信息，并与同桌分享。

人教版高中英语必修一： Unit 1 Friendship Reading教案

Unit 1 FriendshipPeriod 2Reading整体设计从容说课This is the second teaching period of this unit. As usual, the teacher should check the students’ homework and offer chances for them to go over what they learned in the last period at the beginning of the class.In this period, the teaching emphasis will be put on developing the Ss’ reading ability and getting them to learn to use some reading strategies such as guessing, key sentences, skimming and so on. As to new words and phrases, the teacher can first find those the Ss find most difficult and help them to understand. One way of helping them learn new words is to ask them to study the text before the lesson and find out the meaning of any word they are unsure of. A second way of helping them is to choose the words they maybe find difficult and pre-teach them before beginning the reading.In order to lead in the part Reading, the teacher can first ask the students to discuss whether they have ever considered making friends with animals, plants or even an object and why or why not. The students are supposed to analyze their reasons. The purpose of this activity is to begin to focus the students’ attention on the main topic of the reading passage.It is very important that the students learn to use all the clues in the text to help them understand the gist of what they are reading. So first encourage them to look at the pictures and the heading and guess what the text might be about. Then ask the class to read the passage silently. Sometimes ask them some questions to focus their reading. Alternately, ask them to tell what the main idea for each paragraph is. Make sure that they do it in one sentence. This is very useful because it is making them analyze what is important and what is not.While discussing the ideas put forward in the reading passage, the students should be encouraged to put forward their own ideas, either criticizing the text or using it as a support because they should think whether they agree or disagree with the writer. Besides, in order to he lp the students’ own writing, it is also important to ask them to find out and remember some phrases and sentences.To consolidate the contents of the reading passage, the students should be required to retell the text. In order to arouse the students’ int erest, the teacher can hold a competition between groups.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 aim s: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 fr om false friends in their lives.教学过程设计方案（一）→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 isabout.→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 th ink 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 differenc e between Anne’s diar y 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 lo nging 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 yo u 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 An ne.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 away 6)According to, a series of7)went through8)set down9)face to face→Step 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.End ing Let’s listen and sing the song That’s What Friends Are For together设计方案（二）→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 Ss. Ask the student s to find out what it is about.→Step 3 Pre-readingAsk the students some questions so as to begin to focus students’ attention on the main topic of the reading passage.→Step 4 Reading1. Get the students to try to guess what Anne’s frien d is and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it.2. Get the students to skim the first two paragraphs to confirm their guessing.3. Have the class to read the passage silently.4. Reading A nne’s diary1)Ask the students how Anne felt in th e hiding place.2)Guess the meanings of “spellbound”“hold me entirely in their power” from the discourse.3)Ask the students to read the diary again and try to retell it.→Step 5 Reading aloudPlay the tape of the passage for the students to listen to and follow.→Step 6 Post-reading1. Get the students to do the exercises in the part Comprehending.2. Get the students to work in groups to have a discussion of ideas.→Step 7 Consolidation1. Books shut. Get the students to tell something about Anne.2. Get the students to discover useful words and expressions from the part Reading.→Step 8 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 and expressionsParagraph 1 Anne made her diary her best friend whom shecould tell everything.Feeling go through. . .Paragraph 2 Anne’s diary acted as her true friend during the timeshe and her family had to hide away for a long time. hide away set down a series of. . .Anne’s dia ry Having been kept indoors for so long, Anne grew socrazy about everything to do with nature. crazy nature on purpose in order to dare face to face. . .活动与探究Go to your school library or surf the Internet to find Anne’s Diary and read some of it. Prin t out a piece of the diary and write down your feelings after reading it on the page. Then share the pieces and your feelings with the whole class. The purpose of this activity is to encourage students to make use of libraries and the Internet to enlarge their reading and enrich their knowledge. It can also make students understand more about the reading passage in this unit.One of Anne’s Diaries:Saturday, 15 July, 1944“For in its innermost depths youth is lonelier than old age. ” I read this saying in some book and I’ve always remembered it, and found it to be true. Is it true then that grownups have a more difficult time here than we do? No. I know it isn’t. Older people have formed their opinions about everything, and don’t waver before they act. It’s twice as hard for us young ones to hold our ground, and maintain our opinions. . .Anyone who claims that the older ones have a more difficult time here certainly doesn’t realize to what extent our problems weigh down on us, problems for which we are probably much too young, but which are continuous, until, after a long time, we think we’ve found a solution, but the solution doesn’t seem able to resist the facts which put it to nothing again. That’s the difficulty in these times:ideals, dreams, and cherished hopes rise within us, only to meet the terrible truth and be destroyed.It’s really a wonder that I haven’t dropped all my ideals, because they seem so unbelievable and impossible to carry out. Yet I keep them, because in spite of everything I still believe that people are really good at heart. . .。

高中英语 Unit 1 Friendship Reading教案新人教版必修1

Unit 1 FriendshipPeriod 3 ReadingTask 1。

SkimmingRead the text quickly and fill in the blank。

The text mainly tells us Anne’s best friend---_her_diary /Kitty__Task 2. Careful readingRead the text carefully and fill in the blanks。

Part 1。

Some information about Anne①During World War II， Anne lived in Amsterdam in the Netherlands.②Her family, who were Jews / Jewish ， had to hide away， or they would be caught by the German Nazis。

③During her hiding time， her only true friend was her diary 。

Part 2。

Some information about Anne’s diary。

From Anne’s diary， we can know:① After being indoors for so long， Anne was very crazy about everything to do with nature.② One evening she stayed awake on purpose until half past eleven in order tohave a good look at the moon.③ Another time five months ago， she experienced the power of nature for thefirst time in a year and a half.④she hated to look at nature through dirty curtains and she wanted toexperience it.Step 5 Post—reading1. Answer the following questions。

【精品】高中英语人教版必修1教案： Unit1Friendship Reading 教案(系列五) Word版

人教版英语精品资料必修一Unit1 friendshipWarming Up, Pre-readingTeaching goalsKnowledge goalsUnderstand the main idea of the text and master the important words and phrases.Ability goals1.Understand the surface information by filling in the table2.Enable students to learn the background of the storyEmotional goalsEnable Ss to find find the importance of friendship.Teaching difficult and important points1.Understand why Ann made her diary the only true friend?2.How would you describe Ann’s feelings while she was looking out into the night sky?Teaching methods1.Scanning ,skimming and Detail reading2.Ask-and-answering between the teacher and the students3.Interaction among individuals, pair-work and group-workClass-exerciseQuestion 1 deal with how thoughtful you are towards others. The scoring reflects your concern for others. So one point for A gets the lowest score because it is the most selfish response. B get the highest score because it show a concern for your friend as well as your wish to go to see a film. C gets a slightly lower score because although it shows you want to go with your friend (because you change the plan), you do not help your friend.Question 2 is concerned with fairness. A gets the lowest score because you are not giving your friend another chance to behave better this time. B gets a higher score because you let your friend borrow the camera again. This shows kindness and forgiveness or the trouble you had when it was returned broken. But you are not balancing hisheeds against your own. That is why C gets the highest score. You are showing your friend that you will trust him/her with the camera again but this time you are giving him / her rules in case it gets bro ken.Question 3 deals with your concern for others. A get the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend. This is not responsible. You have things that you need to do. Of course your friend is important but not more important than you responsibilities. B gets a higher score because it shows some concern for your friend and some understanding that you have important things to do too. But it does not show any real interest in his / her problem. C get the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too.Question 4 is concerned with responsibilities to a friend. A provides the correct amount of responsibility to your friend. You recognize that it was your fault and will put it right an d pay for the damage. So it gets the highest score. B provides some understanding that you are responsible. You put the situation right but you do not pay for the damage yourself. So it does not get the highest score. C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour.Question 5is concerned with honesty. If you let your friend look at your paper or somebody else’s paper, you are helping them to cheat. That is not honest, so answers A and C get no marks. But it takes courage to tell your friend that they should have studied and that they cannot look at your paper. That is also the honest answer. So you get 6 points for B, which is more than any other in the quiz.语法填空：Anne’s sister, Margot was very __________ that the family had to move . She found ________difficult to settle and ______ ________ in the hiding place because she was __________ _________ whether they would be discovered. She knew she had to _______ _ her parents and __________ ____ this was necessary. At first she thought she would go _________ but later she realized that it was better to _____ ___________ this together.（重点班和实验班直接使用，平行班和A段班老师可适当提示）教学反思。

人教版高中英语必修1教案Unit1Friendship

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

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

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

高一英语必修1_Unit_1《friendship》教案11

高一英语必修1_Unit_1《friendship》教案11第一篇：高一英语必修1_Unit_1《friendship》教案11 Unit 1 friendship Period 2Reading “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).T o learn the writing style of this passage.2.Teaching method: Task-based teaching 3).Teaching procedure: Step 1.Pre-reading 1.Please enjoy three pieces of music and find out what they are about.2.Why do you think friends are important to you? 3.What do you think a good friend should be like? List the good qualities a good friend should have.4.Have you ever considered making friends with animals, plants or even an object? Why or why not? Step 2.Reading 1.Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.2.Skimming the first two paragraphs to confirm your guessing.1)What was Anne’s best fr iend? Why did she make friends with it? 2)Did she have any other true friends then? Why? 3)What is the difference between Anne’s diary and those of most people?4)Do you keep a diary? What do you think most people set down in their diaries? 5)We are going to read one of Anne’s diaries.but before reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph?3.Reading of Anne’s diaryHow she felt in the hiding place Two examples to show her feelings then Step 3.Post-reading 1.What would you miss most if you went into hiding like Anne and her family? Give your reasons.2.Group work Work in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.Where would you plan to hide?How would you arrange to get food given to you every day?What would you do to pass the time?------3.Discovering useful words and expressions Complete the following sentences, using words and expressions from Reading 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)Just the _______ of more food made her feel sick.6)You had better have a _________ talk with him.7)Born in a poor family, the manager _________ lots of hardships in his childhood.8)A diary is often kept to ________ what happens in people’s daily lives.Step 4.Talking about friends and friendship 1.There are many proverbs about friends and friendship.Choose the one you agree with and explain why, then choose one you disagree with and explain why.A friend in need is a friend indeed.Friends are like wine;the older, the better.A friend to all is a friend to none.The same man cannot be both friend and flatterer(阿谀奉承者).False friends are worse than open enemies.Walking with a friend in the dark is better than walking alone in the light.2.We have talked about friends and friendship today, can you write one or two sentences to express your understanding of friends and friendship.Step 5.Homework: 1.Interview a high school student,a businessman, a police officer and a housewife to find out their opinions about friends and friendship.Write a report to share it with the whole class.2.Describe one of your best friends following the writing style of this passage.Ending: Let’s sing this song about friends together第二篇：高一英语必修高一英语必修②Unit 1期末复习题一.单词拼写1.These small animals must store plenty of food if they are to s_________ the winter.2.There is a beautiful garden over there.Do you know whom it b__________ to.3.She took a ________ candle into the room, and the dark room lit up at once.4.This coat is of the latest s________.5.In my o_________, he is not the right person for the job.6.Do you have enough e_________ to prove that you are right?7.Don’t _________ not to know me, actually you know me very well.8.We couldn’t go for a walk because I have no time, b_________, it rains heavily.9.He s___________ all the street, but could not find his dear parents.10.As is known, the Great wall is one of the w___________ of the world.11.In the accident, only two people s__________ at last.12.The building is specially d__________ for the homeless people.13.T om has bought a new house, he needs to buy some f___________ before he moves into it.14.His father works on a ship, he is a s________.15.This is a r_______ coin, so it’s very valuable.二．翻译下列单词或短语1.作为对……的报答2.处理3.充当，担任4.与……处于战争状态5.寻找6.属于7.调查，朝……里面看 8.而不是，而非9.迷路，丢失 10.同意（某人的看法）11.高度评价 12.拆开13.毫无疑问问题的答案三．定语从句专练习: 用恰当的关系词填空。

新人教版高中英语必修1Unit1 Friendship教案

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

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

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

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

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

孤独之中她将日记作为朋友倾诉衷肠，在写日记的过程中寻求解决问题的办法。

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

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

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

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

“学习建议”（Learning Tip）部分鼓励学生养成写日记的习惯。

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

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

人教版高中英语必修1教案Unit 1 Friendship

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

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

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

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

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

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

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

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

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

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

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

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

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

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

人教版高中英语必修第一册《Unit 1：Friendship》教案

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

o学生能够理解并运用描述友谊的常用句型和表达方式。

2.技能目标o学生能够听懂有关友谊的简单对话和独白，获取关键信息。

o学生能够阅读并理解关于友谊的文章，把握文章主旨和细节。

o学生能够用英语谈论自己对友谊的理解和经历。

o学生能够写一篇关于友谊的短文，表达自己的观点和感受。

3.情感目标o引导学生珍惜友谊，树立正确的交友观。

o培养学生关心他人、理解他人的情感态度。

二、教学重难点1.教学重点o重点词汇和句型的掌握与运用。

o对课文内容的理解和对友谊话题的深入探讨。

2.教学难点o如何帮助学生用恰当的英语表达自己对友谊的复杂情感和观点。

o引导学生理解文中人物的心理变化和情感发展。

三、教学方法1.情景教学法：创设友谊相关的情景，让学生身临其境。

2.问题驱动法：通过提出问题，引导学生思考和探究。

3.合作学习法：组织学生进行小组合作，共同完成学习任务。

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

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

2.进行词汇练习，如单词拼写、词义选择等。

（三）阅读前活动（5 分钟）1.让学生看课文标题和图片，预测文章内容。

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

高中英语人教版必修1Unit1FriendshipReading教案(系列一)Word版

必修一Unit1 friendshipWarming Up,Pre-reading1. 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;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?2)Fill in the form below.Reading“Anne’s Best Friend”1. Teaching objectives:1). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.2). To learn the writing style of this passage.2. Teaching method:Task-based teaching3. Teaching procedures:Step1. Careful Reading1. Answer the following questions:1) Why did Anne made her diary her best friend?2) What is an ordinary diary like according to Anne?What about her diary?3) Why was she so crazy about things to do with nature?4) Why did she stay awake on purpose until very late one evening?5) Why didn’t she dare open the window when the moon was too bright?6) How do you understand the expressions “spellbound” and “held me entirely in their powder”?2. Skim the text and summarise the main idea of each paragraph in one sentence.Step 2 Post-reading1. Comprehending exercises (on paper)2. Discuss what kind of feelings of Anne the following words from the letter imply.Step3. ActivityFour students a group to discuss the situation:Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.What will you take? Why?How will you spend the 3 months?How will you treat each other and make friends ?Step4. Homework1.Review the important words, phrases and difficult sentences in the text and make sentences using the words given by the teacher.2.Finish Ex.1-3 on p4.。

人教版高中英语必修一Unit 1 Friendship教案

Unit 1 FriendshipTeaching goals*语言知识1.to talk about friends and friendship, and interpersonal relationship2.to practise expressing attitudes, agreement and disagreement, and certainty3.to master some sentences about giving advice4.to learn to use the Direct Speech and Indirect Speech(1): statements and questions5.to learn about communication skills*语言技能和学习策略1.to develop listening skills by doing exercises in listening task2.to develop speaking skills by finishing the speaking task and other activities likediscussion and oral practice3.to develop reading skills through the reading materials in this unit4.to learn to write a letter of advice*文化意识1.to know about friend and the real meaning of friend2.to learn how to get along with others*情感态度1.to arouse the interest in learning English2.to learn to express their feeling of friends and friendshipTeaching key points:1.how to improve students’ speaking and cooperating abilities2.learn to use the Direct Speech and Indirect Speech(1):statements and questions3.master some words and expressionsTeaching difficult points:1.train the students’ speaking, listening, reading and writing abilities2.how to improve students’ cooperating abilitiesTeaching methods:Student-focus approach and task-based approachLearning methods:Cooperative studyTeaching aids:ComputerThe First Period (Warming up &Speaking)Teaching aims:1.to know about different kinds of friendship2.to learn some words of describing friend and friendship3.to master some useful words and expressionsTeaching methods:1.discussing2.cooperative learningTeaching materials: Warming upTeaching procedures:Step One: Leading-in1.Free talk: Something about friend and friendshipAsk the Ss to describe one of their friends----their appearance, personality, hobbies, etc.Qs:What’s your friend like?What does he/she like to do in his/her spare time?What personality does he/she have?Step Two: Discussion1.Writing the following statement on the blackboardWe all agree that to have a good friend , you need to be a good friend.2.Ask the Ss:What do you think of this statement and how can you be a good friend?Let the Ss express their views3. Have the Ss get into groups of four to list some qualities of a person they wouldlike as a friend.Ss may list: honest, friendly, open-minded, generous, helpful, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, brave, easygoing, outgoing, warm-hearted, kind, selfness, tolerant, intelligent…4. Have a member of each group report on what their lists have and list them on the blackboard5. Ask the class whether or not they agree with all the qualities listedStep Three: Doing the survey and explanation1.Have the Ss do the survey in the textbook and let them work out their score.2.Teacher explain each itemQuestion 1 deal with how thoughtful you are towards others. The scoring reflects your concern for others. So one point for A gets the lowest score because it is the most selfish response. B get the highest score because it show a concern for your friend as well as your wish to go to see a film. C gets a slightly lower score because although it shows you want to go with your friend ( because you change the plan), you do not help your friend.Question 2 is concerned with fairness. A gets the lowest score because you are not giving your friend another chance to behave better this time.B gets a higher score because you let your friend borrow the camera again. This shows kindness and forgiveness or the trouble you had when it was returned broken. But you are not balancing his heeds against your own. That is why C gets the highest score. You are showing your friend that you will trust him/her with the camera again but this time you are giving him / her rules in case it gets broken.Question 3 deals with your concern for others. A get the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend. This is not responsible. You have things that you need to do. Of course yourfriend is important but not more important than you responsibilities. B gets a higher score because it shows some concern for your friend and some understanding that you have important things to do too. But it does not show any real interest in his / her problem. C get the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too.Question 4 is concerned with responsibilities to a friend. A provides the correct amount of responsibility to your friend. You recognize that it was your fault and will put it right and pay for the damage. So it gets the highest score. B provides some understanding that you are responsible. You put the situation right but you do not pay for the damage yourself. So it does not get the highest score. C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour.Question 5is concerned with honesty. If you let your friend look at your paper or somebody else’s paper, you are helping them to cheat. That is not honest, so answers A and C get no marks. But it takes courage to tell your friend that they should have studied and that they cannot look at your paper. That is also the honest answer. So you get 6 points for B, which is more than any other in the quiz.Step Four: Language pointsTeacher explain language points with some slides1.add v.1) to put together with something else so as to increase the number, size, importance,etc. 增加，添加eg. Please add something to what I’ve said, John.2) to join numbers, amount, etc so as to find the totaleg. Add up these figure for me, please.常用结构：add up / together sth. 把…加起来，合计add sth. to sth. 把…加到/进add to (=increase) 增加了…add up to 合计，共计add in 包括…，算进2.pay to get it repaired花钱让人去修理3.upset adj. worred; annoyed 不安的；使心烦意乱的v. cause to worry, to be sad, to be angry, not to be calm, etc. 使不安；使心烦意乱eg. He was upset when he heard the news.His cheating in the exam upset his teacher.4．ignore vt. to pay no attention to sth. 忽视；对…不予理睬eg. Ignore the child if he misbehaves and he’ll stop soon.ignorant adj.无知的；不知的ignorance n. 无知；愚昧5. calm vt. to make sth./ sb. become quiet 使镇静；使平静adj. not excited, nervous or upset 镇静的；沉着的calm down 镇静；平静calm down sb.=calm sb. Down 使某人镇静sb. calm down(vi.) 某人平静下来eg. The excited girl quickly calmed down.He took a few deep breaths to calm himself down.6.have got to do sth.(口语)=have to do sth.不得不做某事；必须做某事eg. Since you’re no longer a child now, you have got to make money to support the family.*have got to在变疑问句或否定句时，不再另加助动词，而have to则须加助动词do.have got to前不用情态动词，而have to前则可以。

人教版高中英语必修一Friendship教案

人教版高中英语必修一Friendship教案教案：Friendship教学目标：1. 学生能够通过学习本课时的内容，理解友谊的重要性，并能够在生活中建立和维护友谊关系。

2. 学生能够使用正确的英语表达友谊的感受和观点。

3. 学生能够运用所学的词汇和语法知识，写一篇关于友谊的作文。

教学内容：1. 课文阅读：阅读一篇关于友谊的短文，并进行相关讨论和理解。

2. 词汇学习：学习与友谊相关的词汇，并进行词汇练习。

3. 语法学习：学习和使用形容词的比较级和最高级，以表达友谊中的不同程度。

4. 听力训练：听取与友谊相关的对话和短文，进行听力理解和回答相关问题。

5. 口语练习：结合所学的词汇和语法进行口语表达练习，让学生能够自如地表达友谊的感受和观点。

6. 写作训练：以友谊为主题，引导学生写一篇关于友谊的作文。

教学过程：Step 1：导入新课1. 准备一些关于友谊的图片，并导入课堂，引发学生对友谊话题的思考。

2. 准备一段关于友谊的短文，并请学生阅读后进行讨论。

Step 2：词汇学习1. 教师出示与友谊相关的单词卡片，让学生对这些单词进行学习。

2. 学生分组进行词汇游戏，增加词汇的记忆和应用能力。

Step 3：语法学习1. 教师介绍形容词的比较级和最高级的用法，并给出相关的例句和练习题供学生练习。

2. 学生通过比较不同友谊关系的程度，使用比较级和最高级表达。

Step 4：听力训练1. 教师播放与友谊相关的对话和短文，并准备相关问题供学生听后回答。

2. 学生进行听力练习，提高对听力材料的理解能力。

Step 5：口语练习1. 教师出示一些与友谊相关的问题，让学生进行讨论和表达自己的意见。

2. 学生根据所学词汇和语法进行口语练习，增强表达友谊的能力。

Step 6：写作训练1. 教师提供一个写作任务：请以友谊为主题，写一篇关于友谊的作文。

2. 学生按照所学的写作技巧和表达方式，完成作文。

Step 7：课堂总结1. 教师对本节课的学习内容进行总结，并强调友谊的重要性。