高中高一英语《Friendship》说课稿

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高中英语必修1 Unit1 Friendship说课稿

高中英语必修1 Unit1 Friendship说课稿Good morning, my dear teachers. It’s my great honor and pleasure to be here sharing my lesson with you. I’m number ____.The content of my lesson is New Senior English for China Book 1 Unit 1, it’s made up seven parts. Analysis of the teaching material, Analysis of the students material , the teaching objectives, the key points and difficult points, the teaching methods, the teaching procedure and the blackboard design.一．Analysis of the teaching materialThis unit is about friendship. By studying of this unit, we’ll enable students to know the rich connotation of friendship, and enhance the s tudents’ understanding of friendship. At the same time, let the students know how to make friends with others?This is the students’first English class in senior high school. Whether this class is successful or not ,It has a direct effect on the students’English learning interest in the future. So this class is very important. 二．Analysis of the students materialStudents are the subject of our class. After many years of English studying, they’ve known many words, sentences and some skills to solve English problems. I would introduce them more knowledge about the passage to arouse their reading interest.三．Teaching objectivesAccording to the new standard curriculum and the syllabus, and after studying the teaching material, the teaching objectives are the followings: 1. Knowledge objects(1)The Ss can master the usage of the important words and expressions.(2)The Ss can use the direct speech and indirect speech in the proper situation.2. Ability objects(1) To improve the student’s reading ability, especially their skimming and scanning ability.(2) To train the Ss ’abilities of studying by themselves and cooperating.3. Emotional objectsThe Ss will have a better understanding of the importance of friendship. Encourage the students to value the friendship.四．Teaching key points and difficult pointsKey points:Learn the use of direct speech and indirect speech of statementDifficult points :Train the Ss to sum up the information from the text and speak out in their own words.五．Teaching MethodsAccording to the psychological characteristics of high school students, the teacher should adopt various forms of teaching methods to stimulate students' interest, therefore I will use the following methods according to the modern social communication teaching theories .1. Task-based learning for example: Let the SS complete some reading tasks.2. Cooperative learning for example: group discussion3. Total Situational Action for example: role-play六．Teaching proceduresStep 1 Lead inAt the beginning the class, I will introduce some proverb to the students. Such as A life without a friend is a life without a sun. A friend in need is a friend indeed. You can buy friendship with friendship, but never with dollars. So the students will k now people’s general views on friend and friendship.Purpose of my design:(1) T o catch Ss’ attention about the topic.(2) To develop the students’ habit of accumulating language .Step 2 Pre-readingGroup discussion: divide the students in to groups to discuss the following questions.1．Why do you need friends？Make a list of reasons .2. Look at the title and skim the first paragraph of the text to find who is Anne’s best friend .(1)For the first question, I will guide the students to have brain storm in group to list why friends are important to us. And then ask student to sum up their group’s opinions. This thinking process can open the Ss mind at a large extent.(2) For the second question, I will ask the SS to read the first paragraph quickly to find out who is A nne’s best friend. This is an important reading skill-skimming, which could be very useful in saving time when looking for information in a text.Step 3 While-reading(1)Skimming First, I will introduce some skimming skills to the students.Then Ss should read the material fast to find out the main idea of each paragraph.(2)ScanningListen to the tape part by part to match the sentences .1. Anne kept a diary because A. she couldn’t meet her friends.2. She felt very lonely because B. Jews were caught by Nazis and killed.3. They had to hide because C. she could tell everything to it.4. Anne named her diary Kitty because D. She wanted it to be her best friend. (3)Careful readingRead the passage again carefully and answer the following questions.1. About how long had Anne and her family been in the hiding place when she wrote this part of her diary?2. How did Anne feel about nature before she and her family hid away?3. Why do you think her feelings changed towards nature?Purpose of my design:Enable students to understand the given material better by using different reading skills. “Task-based learning” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.Step 5 Post-readingAsk them the question:1. Imagine you had to go into hiding like Anne and her family. Where would you mist most? Give your reasons.Let the students discuss in groups and make a list of things they would do. Each group can decide its most interesting idea and tell it to the class. Then the class can discuss which ones would be the most effective. Purpose: Enable students to experience the context, practice language and form emotional attitude .Through the discussion , the students can feel Anne's longing for free life and friendship. By reflecting on their own life status, they will cherish life more and keep optimistic attitude towards life.Step 6 Homework1. Prepare to retell the story.2. Find out the important language points in the passage and review them. Purpose: To improve the students’ oral English and consolidate their knowledge.七．Blackboard designAt last is the blackboard design, this can help them master the rules and the key points.Ok ,that’s all for my lesson ,Thank you for listening.。

人教版高一英语必修一《Unit1 Friendship》说课稿

人教版高一英语必修一《Unit1 Friendship》说课稿1. 教材信息•课时数：2课时•教材版本：人教版•适用年级：高一•课题：Unit 1 Friendship•单元内容：词汇、语法、听说读写2. 课时目标通过本课的学习，学生将能够：•了解友谊的重要性及如何建立和维护友谊；•学会运用正确的语法结构来描述个人经历与感受；•提高听说读写能力；•提高团队合作能力和表达能力。

3. 课前准备3.1 教师准备•教材：《人教版高一英语必修一》课本 Unit 1 Friendship•多媒体设备：投影仪、电脑•板书工具：彩色马克笔、擦布3.2 学生准备•学生已预习并了解本课的单元主题和词汇；•学生准备了笔和纸。

4. 教学过程4.1 导入新课 (10分钟)•利用投影仪播放一段关于友谊的短视频，引发学生对友谊的思考和讨论。

•提问一些问题激发学生的兴趣，如：你觉得友谊对人的生活重要吗？你曾经遇到过怎样的好朋友？他们对你有什么样的影响？请和同桌讨论一下。

4.2 新课讲解 (20分钟)•向学生介绍本单元的主题：Friendship（友谊）。

•通过示范和解释演示本单元的词汇，如friend（朋友）、trust（信任）、support（支持）等，以及常用短语如make friends（交朋友）、build up friendships（建立友谊）等。

•引导学生思考并讨论友谊对个人成长的重要性以及如何建立和维护友谊。

4.3 语法与写作练习 (30分钟)•通过示范和解释演示本单元的语法结构，如使用过去完成时来描述个人经历和感受。

•提供一些例句，让学生观察并尝试使用过去完成时来描述自己的经历和感受。

•让学生进行小组活动，在小组内分享自己的经历和感受，并使用过去完成时进行描述。

鼓励学生进行互动和合作，提高口语表达能力和团队合作能力。

•引导学生将小组活动中的一些经历和感受写成短文，并进行班内展示，提高写作能力和表达能力。

4.4 听力和口语训练 (30分钟)•通过播放录音和提供听力材料，让学生进行听力训练。

高中英语《Friendship》优秀说课稿

高中英语《Friendship》优秀说课稿一、教学背景本次教学是面向高中学生教授英语课程中的《Friendship》单元，主要围绕“友谊”的主题展开。

学生年龄段在高中，英语程度多数处在初、中级水平。

本次教学旨在让学生提高口语表达能力，增进对友谊、人际关系的理解。

二、教学目标1.了解友谊在现代社会的重要性，拓展对人际关系的认知。

2.学习并掌握和“友谊”相关的词汇和短语，实现对语言技能的提升。

3.通过朗读与模仿，培养学生准确、流利的口语表达能力。

4.在班级中创建良好的人际关系，加强同学之间的沟通，建立和谐的班级氛围。

三、教学过程1. 热身 - 导入话题导入话题，可以给学生一个简短的友谊故事或题目，引导大家在头脑中想一想友谊的定义。

比如说，可以给学生展示一个音乐视频《You’ve Got a Friend in Me》的视频，鼓励他们讨论有关友谊的表达方式。

2. 学习词汇和短语友谊与人际关系是英语学习中非常重要的话题，本节课的重点是通过学习词汇和短语来加深学生对话题的理解。

其中，可以包括一些常用的表达方式：•make friends / form friendships 与他人交朋友 / 形成友谊•keep in touch 保持联系•have a lot in common 有许多共同点•get along with 与……相处得好•be there for someone 为某人提供帮助教师可以通过呈现教材中的单词和短语，让学生学习新的单词和常用短语，教师可在学生认读后要求学生做相关练习，例如构造简单的句子，用单词表达意思等活动。

3. 预览课文教师展示课件，呈现教材文本《Friendship》的主要内容，鼓励学生积极思考并了解故事的背景和主要人物。

在逐步读取和讨论文本的同时，教师还可以通过问题和小组讨论来鼓励学生思考和对话。

教师应该鼓励学生尝试使用教材中学到的单词和短语，为后面的口语表达做好准备。

高中英语friendship说课稿

高中英语friendship说课稿尊敬的各位老师、同学们，大家好！今天我要为大家说课的题目是高中英语中的一个非常重要的主题——“Friendship”。

在接下来的时间里，我将从教材分析、教学目标、教学方法、教学过程以及评价与反思五个方面来进行详细的阐述。

首先，我们来看一下教材分析。

在高中英语教学中，友谊是一个经常被提及和探讨的话题。

它不仅是学生日常生活中的一个重要组成部分，也是培养学生情感态度和价值观的关键内容。

通过对友谊的学习，学生可以了解到不同文化背景下对于友情的理解和表达，同时也能够提升他们的交际能力和团队合作精神。

接下来，我们来确定教学目标。

根据高中英语课程标准，本单元的教学目标主要包括三个方面：知识与技能、过程与方法、情感态度与价值观。

具体来说，学生应该能够掌握与友谊相关的基本词汇和表达方式，如“loyal”（忠诚的）、“supportive”（支持的）等；能够通过听、说、读、写四项技能的练习，提高运用英语表达和交流友谊话题的能力；在情感态度和价值观方面，学生应该能够认识到友谊在个人成长中的重要作用，并学会珍惜和维护友谊。

在教学方法方面，我将采用任务型教学法和合作学习法相结合的方式。

通过设计一系列的任务活动，激发学生的学习兴趣和参与热情，同时通过小组合作，培养学生的团队协作能力和沟通技巧。

此外，我还会利用多媒体教学资源，如视频、音频和图片等，来丰富教学内容，提高课堂效率。

下面，我将详细介绍教学过程。

本单元的教学过程分为四个阶段：导入、发展、产出和总结。

首先是导入阶段。

我会通过播放一段关于友谊的短片来吸引学生的注意力，并引导学生思考友谊对他们的意义。

接着，我会提出一些问题，如“你认为一个好朋友应该具备哪些品质？”“你和你的朋友之间有哪些难忘的经历？”等，让学生进行简短的讨论。

在发展阶段，我会引导学生学习与友谊相关的词汇和句型，并设计一些听力和口语练习。

例如，我会让学生听一段对话，然后回答关于对话内容的问题；或者让学生模拟一个场景，如朋友间的一次聚会，进行角色扮演。

高中高一英语《Friendship》说课稿-最新范文

高中高一英语《Friendship》说课稿-最新范文大家好!今天我说课的内容是高一英语新课程实验教科书必修1 Unit One, The first period.下面我就从教材分析、教法分析、学法分析、教学过程、教学评价五个方面进行说明.一、教材分析(一)教材的地位和作用本节课是本单元以及本教材的第一节课,本课谈论的是:朋友是不是仅限于人类、朋友的真正含义、如何与人相处的问题等关于朋友的话题.本课涉及的有陈述句和疑问句的直接引语和间接引语的掌握和运用等语法要点.学生从初中到高中,来到一个新的学校,同学彼此陌生,不免想起老同学,老朋友.这样的话题正好能引起学生的兴趣.而且本课的内容和语法的启发性和实用性都很强,能使学生在学中用,在用中学,对综合提高学生的听说读写能力有较好的促进作用.(二)教学目标英语教学大纲规定,通过听说读写的训练,使学生获得英语基础知识和运用英语的能力,激发学生的学习兴趣,为进一步学习打下良好的基础.因此,我制定以下教学目标:知识目标:1、掌握和使用陈述句和疑问句的直接引语和间接引语.2、讨论朋友和友谊.3、学习掌握本课的重点词汇.技能目标:1、学会阅读的技能——scanningand skimming .2、通过谈论朋友和友谊,既锻炼学生的语言运用能力,又培养了学生发现问题、思考问题、解决问题的能力.3、理解阅读文段,复述故事.情感态度:1、患难之交才是真朋友.2、知音难得.3、海内存知己,天涯若比邻.文化意识:认识德国纳粹党.让学生了解那段德国法西斯残害犹太人的历史,使学生在感受外国历史文化的同时自然而然的习得语言.(三)重点与难点重点:1、训练scanningand skimming等阅读技能.2、认识朋友的真正含义以及与人相处的问题.难点:1、阅读技能的训练.2、陈述句和疑问句的直接引语和间接引语的互相转换(人称的变化、时态的变化、指示代词、时间状语、地点状语和动词的变化).(四)教具本课利用录音机、投影仪等辅助设备,激发学生的学习兴趣,调动他们的积极性,为展开话题提供丰富的材料,使教学收到事半功倍的效果.二、教法分析在新课程背景下,教师要成为学生学习的促进者、组织者和合作者.本课采用讨论法,主要采用小组合作讨论的方式.在读前阶段我就提出问题,让学生思考讨论是不是只有人与人之间才可以交朋友,然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友.在深刻理解、充分训练的基础上,我再引导学生深入讨论几个与本课有关的话题,展开教师为主导、学生为主体的师生双边活动.通过创设真实自然的语言环境,使学生在语言实践中把语言知识和技能主动转化为交流能力,变苦学为乐学,从而培养学生大胆用英语进行交际的能力.三、学法分析教务于学.传统教育的弊端是教师“满堂灌”,只重视怎么教而忽视怎样学,结果高分低能的现象十分严重.为了改变教师牵着学生鼻子走的被动状态,我通过创设话题,寓教于乐,引导学生自学、自做、自助、自悟,让学生学会自己动手,收集信息、处理信息,用所学语言去实践和解决问题,使学生在运用语言的过程中感悟体验所学语言的规律,培养语言意识,积累语言经验,形成语言感觉,达到语言运用的目的.从而使学生真正成为学习的主人.四、教学过程新课程改革的核心理念是“一切为了学生的发展”.学生的英语学习不仅仅是掌握几个单词和句型,更重要的是学会运用语言来交流思想,办实事.因此我精心设计了以下教学环节: (一)激趣导入,务于新知一节课的良好开始,对于整节课教学的顺利进行起着至关重要的作用.在Warming up 部分我分四步进行:1、用问问题的形式导入(屏幕显示).同时板书Unit 1 Friendship.Do you have any friends? Are you good to your friends?Which kind of friend do you think is the best friend?2、做调查:在Warming up部分有5个问题,我让学生独立完成.然后在屏幕上显示下列表格.3、调查结果:显示各得分情况所对应的调查结果,让学生自行对照.Grade 1 (5分以下) 直截了当,做事果断,没考虑不良后果.Grade 2 (10分以下) 能用更合理的方法处理问题,又不伤朋友之间的感情,但自己的利益有时会受损.Grade 3 (10分以上) 不伤感情,又能保全自己利益.通过调查问卷的形式,引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法,最后的问卷调查结果让学生兴趣和热情倍增,这样能促使学生很快进入语言学习和探究活动中去,愉快的进入学习状态.4、学习三句谚语,使学生明确对待朋友和友谊的态度.A friend in need is a friend indeed. 患难之交才是真朋友.Real friends are few and far between. 知音难得.Long distance separates no bosom friends. 海内存知己,天涯若比邻.(二)创设话题,教学新知新课程指出,教师不再是居高临下的管理者,而是学生学习的促进者、组织者、合作者. 1、我布置Pre-reading部分的几个问题启发学生对“朋友”和“友谊”进行思考,使学生明确不仅人与人之间可以做朋友,日记也可以成为人们的朋友.接着让学生就问题进行小组讨论.然后让个别学生回答问题.接着屏幕显示我补充的问题:Why do you need friends?What do you think a good friend should be like?Does a friend always have to be a person?高中高一英语《Friendship》说课稿.doc下载Word文档到电脑,方便收藏和打印[全文共2364字]编辑推荐:下载Word文档。

人教版高一必修一Unit1 Friendship 说课稿

人教版高一必修一Unit1 Friendship 说课稿大家好，今天我说的是人教版普通高中英语必修一的第一单元Unit1 Friendship。

这是一节阅读课，文章的题目是Anne’s best friend。

接下来我会从教材和学情分析，理论根据和教学方法，教学过程和板书设计这几个方面来阐述教什么，怎么教和为什么这么教。

首先是教材分析。

这堂课是这个单元的第一个课时。

这个单元的主题是朋友和友谊。

这篇课文可以被分为两个部分。

第一部分是关于安妮日记的背景知识，第二部分是安妮日记的内容。

我想第二部分对于大部分学生来说有一点难以理解，因为第二部分有大量的生词和词组，除此之外一些句子也比较复杂，较难以理解。

接下来是学情分析。

我的学生刚进入高中学习，所以高中的英语学习方法对于他们来说还是很陌生的，因此对于我来说帮助他们适应高中的英语学习是很重要的一步。

相比他们在初中的英语学习，这篇文章对于他们来说还是很有挑战性的。

但是学生对于这一单元的话题还是很熟悉的，而且他们也有了基本的阅读技巧像寻读，略读和概括等等。

根据教材和学情分析，接下来我要说的是本堂课的教学目标：1．语言技能：1）学生能够提高阅读技能：寻读，略读和概括等等2）学生能够用英语就友谊这一话题表达自己的观点以及讲述安妮的故事2．语言知识：1）学生能够掌握一些生词和词组像是German, on purpose,in order to, at dusk, power等等3．情感态度：1）学生知道生活的美好之处，对生活保持乐观的态度4．文化意识：1）学生能够知道一些二战的知识特别是犹太人的历史5．学习策略：1）学生通过上网搜集安妮的资料来提高资源策略2）学生通过小组讨论等来提高交际策略重点:1)学生能够提高他们的阅读技巧像是略读,寻读,概括等等2) 学生能够用英语就友谊这一话题表达自己的观点以及讲述安妮的故事难点:1) 学生能够用英语就友谊这一话题表达自己的观点以及讲述安妮的故事下面我要说的是理论根据和教学方法.根据英语新课程标准,英语课堂应该以学生为中心,学生在课堂中起主导作用,所以在我的课上我会给学生足够的时间去表达他们的观点和操练英语.除此之外,我还会先激活学生的旧知识来帮助他们学习新知识。

《Friendship》教案（精选6篇）

《Friendship》教案（精选6篇）《Friendship》教案篇1period 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?2. fill in the form below.the time of the storythe place of the storythe heroine of the storyanne’s best friendthe length of time they hid awaythe date of the diarystep 3. careful reading1. 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 y ou 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.para. one: anne made her diary her best friend whom she could tell everything.para. two: anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.para. three: having been kept indoors for so long, anne grew so crazy about everything to do with nature.step 4 post-reading1. comprehending exercises (on paper)time nature feelingbefore hidingafter hiding2. discuss what kind of feelings of anne the following wordsfrom the letter imply.words anne’s feelingnature free, peaceful, relaxedoutdoors freecrazy anxious, eager, thirstydidn’t dare scared, frightenedthundering, entirely, power helpless, depressed, lonelystep5. activityfour students a group to discuss the situation:suppose you four have to hide yourselves for 3 months. during the three months, you will be offered the basic food, water and clothes. your group can take 5 things with you.what will you take? why?how will you spend the 3 months?how will you treat each other and make friends ?step 6. 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.《Friendship》教案篇2module 3 period i教学案introduction(p29), vocabulary and reading(p36) and writing(p38)learning aims:1. understand the friendship and know the importance of friendship.2. master the main words and expressions.3. write a paragraph on the subject of friendship.difficulties and focuses:1. get to know and understand the importance of friendship.2. master the words: alike, considerate, forgive, harvest, slide, stony, damp, tear, perfect.3. master the expressions: be blessed with, be allergic to---, on good terms with----, be back in touch with ----, be ashamed of.4. master the patterns: the first time-----, it is -----that----.teaching aids:multi-media.teaching procedures:step i: warm-up.ask a question about friendship. let the students talk something about it.step ii: lead-in.1.do you agree with the following statements?1) most people have only one close friend, someone they know really well.2) a good friend is someone you can discuss personal matters with, knowing that you can trust him/her.3) your friendship is as important as your relationship with your family.4) it takes time to really get to know someone and find out what they are like.5) everyone feels shy and lonely at some time in their life.6) to make friends easily, you need to be very kind.7) to make friends easily, you need to be able to chat about unimportant things.2. work in pairs or groups. discuss the statements and explain why you agree or disagree with them.step iii: vocabulary and reading1. read the passage and choose the best summary in activity 4.2. according to the context, try to guess the meanings of these words: betray, considerate, forgive, scold, allergic.3. read the passage again and answer the questions.1) what do you think a happy childhood means for the writer?2) how did the writer and his friend spend their time together?3) what was the countryside around the writer's home like?4) why do you think the writer couldn't forgive danny for going to london?5) how does the writer feel now?6) how would you describe the character of the writer and his friend?4. work in pairs and discuss your answers to the questions.1) did you have a close friend when you were a young child? what sort of things did you do together?2) are you still in touch with his this person? if so, have you remained in touch all the time? if not, when did you lose touch? did something special happen which changed your friendship?3) what are the most important features of a good friendship? what are the dangers?step iv: several points. try to use these sentence patterns to make sentences.1 the first time -----2 it is ----- that-----step v: homework.according to the reading passage, write a paragraph in the subject: how -----and i became good friends.《Friendship》教案篇3writing: comparison and contrastlanguage objective:to learn expressions that help make comparison and contrast skill and ability objectives:to write a paragraph with sentences of comparison and contrastto develop reading and communication skillsapproaches:task-based approachaids:multimediaprocedures:i. lead-inlearn the respective concept of “comparison” and “contrast”ii. inputfind transitional words of comparisonparaphrase tasksfind transitional words of contrastparaphrase taskspractice: blank fillingiii. practicemake sentences of comparison and contrast, using transitional wordsiv. further developmentread two resumes and finish the formwrite a short paragraph, using comparison and contrastv. homeworkcomplete a reportmary brown493 prince street,boston, ma, usaph: 617-739-2111education:-: b. sc. (bachelor of science理学学士) in mathematics, harvard universityboston, ma, usawork experience:– edwards middle school, boston, ma, usa:⌝ mathematics teacher, teaching students from 13 to 15 years old;⌝ assistant of dean(教务主任助理), dealing with foreign exchange activities, including establishing sister relationships with middle schools in shanghai, chinacomputer skills:java, word, excel, powerpointadditional information:⌝ highly dedicated, with great interest in teaching⌝ good communication skillstom brown493 prince street,boston, ma, usaph: 617-739-2111education:⌝ -: m. sc. (master of science理学硕士) in mathematics, boston collegeboston, ma, usa⌝ 1999-: b. sc. (bachelor of science理学学士) in mathematics, boston collegeboston, ma, usawork experience:⌝– mathematics teacher of edison middle school, boston, ma, usa:teaching students from 16 to 18 years oldcomputer skills:autocad, photoshop, word, excel, powerpointadditional information:⌝ highly dedicated to teaching⌝ good writing，oral and communication skillsapril 2nd,dear principal,an american couple tom brown and mary brown happen to apply for the english teaching position in our school.as far as education is concerned, both tom and mary are mathematics majors. however, unlike mary, who has a bachelor’s degree, tom is a master of science. tom graduated from boston college, while mary studied in harvard university.in terms of work experience, _______________________________ ________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ___________________________as for their computer skills and personality, ___________________________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ___________________________all in all, both of them are really competitive. please informme when you decide who is to be recruited(录用).sincerely yours,_______________《Friendship》教案篇4module 2 friendship教案一. 教学内容：module 2 friendship二. 重点内容：语法知识：宾语从句；语言知识：词汇及词语辨析三. 具体内容：（一）语法指南宾语从句放在动词后面做宾语的句子，我们称之为“宾语从句”。

friendship说课稿

friendship说课稿一、说教材本文“friendship”在课文中起着举足轻重的作用。

它不仅是我们学习英语语言知识的重要篇章，更是让我们深入了解西方文化背景，尤其是人际关系和情感交流的一个窗口。

本文讲述了友谊的内涵、价值以及在人生中的重要性，旨在培养学生正确的价值观和人际交往能力。

（1）作用与地位本文选自英语教材，是单元主题为“友谊”的重要组成部分。

它为学生们提供了一个学习语言知识和提高语言技能的平台，同时，通过本文的学习，学生可以更好地理解中西方文化在友谊观念上的异同，从而拓宽自己的视野。

（2）主要内容本文主要围绕友谊这一主题展开，通过对友谊的定义、特点、价值以及如何维护友谊等方面进行详细阐述，让学生们认识到友谊的重要性。

文章采用了丰富的实例和生动的描绘，使学生能够更加直观地感受到友谊的力量。

二、说教学目标学习本课后，学生应达到以下教学目标：（1）知识目标：掌握关于友谊的相关词汇和表达方式；了解西方文化中友谊的观念。

（2）能力目标：提高阅读理解能力，能够准确理解文章的主旨和细节信息；提高写作能力，能够运用所学词汇和表达方式，撰写关于友谊的短文。

（3）情感目标：培养学生对友谊的正确认识，懂得珍惜友谊，善于与人交往。

三、说教学重难点（1）重点：掌握关于友谊的词汇和表达方式；理解文章的主旨和细节信息。

（2）难点：提高阅读理解能力，能够深入理解文章的内涵；提高写作能力，能够运用所学知识进行创作。

在教学中，我们要关注学生的个体差异，针对重点和难点进行有针对性的指导，确保每位学生都能在学习过程中获得提高。

同时，要注重培养学生的阅读兴趣和写作信心，激发他们学习英语的积极性。

四、说教法在教学“friendship”这一课时，我将采用以下几种教学方法，旨在提高教学效果，培养学生的英语素养。

1. 启发法：我将通过设置一系列引导性问题，激发学生的思考，帮助他们理解文章的深层含义。

例如，在讲解友谊的价值时，我会提问：“Why do we need friends in our life?”、“How can friends influence our lives?”，引导学生主动探究友谊的重要性。

高中英语《Friendship》优秀说课稿

高中英语《Friendship》优秀说课稿教案标题：Friendship教学目标：1. 知识与技能：学生能够掌握并运用本课所学的词汇和短语，如friendship, trust, support, loyalty, etc. 来描述友谊的重要性以及友谊的特征；能够理解并运用本课所学的句型和语法结构，如It is important to have friends. Friends can support and help each other.等来表达自己对友谊的看法；通过本课的学习，培养学生的自我表达和逻辑思维能力，提高他们的口语交际能力。

2. 过程与方法：通过课堂教学和小组活动的形式，引导学生去发现和探索友谊的重要性；通过听、说、读、写的活动，提高学生的语言技能和表达能力；通过小组合作和讨论的方式，培养学生的合作精神和团队合作能力。

教学内容：1. 词汇和短语：friendship, trust, support, loyalty, etc.2. 句型：It is important to have friends. Friends can support and help each other.教学重、难点：1. 重点：学习词汇和短语，如friendship, trust, support, loyalty等，并能够用这些词汇和短语描述友谊；学习句型It is important to have friends. Friends can support and help each other.，并能够用这个句型表达自己对友谊的看法。

2. 难点：如何引导学生进行思考和表达。

教学准备：图片、PPT、黑板、多媒体设备。

教学过程：Step 1: Lead-in首先，我将通过展示一些有关友谊的图片来引起学生们的兴趣，并提出一个问题：“What does friendship mean to you?”，引导学生回答并进行初步的讨论。

高中英语必修一《Unit 1 Friendship》全英文说课稿

Unit 1 Friendship 说课稿Teaching Material: Anne’s best friendTeaching PhilosoplyThe plan can offer more learning strategies . It can develop the students’abilities of inquiry learning , getting information and dealing with information , then the students can analyse the problems and solve the problems . The plan is good for the students’ creativity and imagination .The Analysis of Teaching MaterialThis is the first teaching period of this unit . The reading passage titled Anne’s best friend . In this passage , we can know Anne’s best friend is a diary and make the students realise the importance of friednship . It’s the bedding of the whole unit .Teaching Aims:1.Knowledge aims: The students will grasp the new words in the passageand get the students to realize the importance of the friendship.2.Ability aims:The students will further improve their reading ability andlet them learn to use some reading strategies such as skimming, scanning etc .3.Emotional aim: Encourage the students to value the friendship .Important Points:1.How to get the students to learn different reading skills.2.How to get the students to realize the importance of the friendship.Difficult Points:1.Develop the students’ reading ability .2.Understand the implied meanings of the words in the passage .Teaching Methods:1.Skimming , scanning .2.Open-ended task .3. A multimedia .Teaching Procedures:Task 1: Warming UpFree talk to lead in the topic we will learn :Boys and girls , we are new for each other ,but I want to know : do you like to make frineds with me ? so your questions are :What qualities should a good friend have ? What do they often do ?Four students a group discuss with each other for 2 minutes.Task 2: Skimming1.Students read the title of the passage and observe the pictures and the outline of it to guess:Who is Anne’s best friend?Read the first paragraph ,tell me the answer .2.Read and find outHow many parts are there in the passage ？What are they ?One part is the background of Anne and Anne’s diary,the other part is about one page of Anne’s diary .Task 3: Careful Reading1.Read the passage quickly and fill in the form below .After finishing the form, the teacher should introduce more background about this passage to the students :This is a true story. It took place in Amsterdam, Holland in the early 1940s after the German Nazis had occupied most of Europe. The Nazi Party ruled Germany from 1933 to 1945. One of their key policies was to kill all the Jews in Europe. If any persons known to be Jews were found, they would be sent to concentration camps farther east, mostly in Poland. Families were separated and transported in trains For many days, they went without food, water, sanitation or fresh air. To avoid this terrible fate, some Jewish families went into hiding, often with the help of non-Jewish friends. This diary was written during the time when Anne and her family moved to escape from being killed by Nazis.2.Reading and guessingRead the dairy again and pay special attention to the boldfaced words. Then discuss in groups the inside meanings of them. Then think of some other words or expressions to describe Anne’s feelings and thoughts.1.2.Students work in group of four to discuss the following open questions:• 1.Why did the windows stay closed?• 2.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文).• 3.Which sentences attract you in the passage?Task 4. DiscussDo you think the friendship is very important to you ? Why or why not ?Task 5: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 ?How will you understand ‘A friend in need is a friend indeed’ at that time ?•Assignment• 1.Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.2.. Do Ex1,2 on Page3.[Teaching reflection]This teaching material is difficult for the students to understand ,because they don’t have enough background information about this diary . I guess the teacher should give the students enough background introduction ,if not , the aims of this class are hard to be reached .。

高一英语必修1Friendship一等奖说课稿

高一英语必修1Friendship一等奖说课稿《高一英语必修1Friendship一等奖说课稿》这是优秀的说课稿文章，希望可以对您的学习工作中带来帮助！1、高一英语必修1Friendship一等奖说课稿NSEFC1 Unit One FriendshipThe first perid （说课稿）一、教材分析（一）教材的地位和作用本节课是本单元以及本教材的第一节课，本课谈论的是：朋友是不是仅限于人类、朋友的真正含义、如何与人相处的问题等关于朋友的话题。

本课涉及的有陈述句和疑问句的直接引语和间接引语的掌握和运用等语法要点。

学生从初中到高中，来到一个新的学校，同学彼此陌生，不免想起老同学，老朋友。

这样的话题正好能引起学生的兴趣。

而且本课的内容和语法的启发性和实用性都很强，能使学生在学中用，在用中学，对综合提高学生的听说读写能力有较好的促进作用。

（二）教学目标英语教学大纲规定，通过听说读写的训练，使学生获得英语基础知识和运用英语的能力，激发学生的学习兴趣，为进一步学习打下良好的基础。

因此，我制定以下教学目标：知识目标：1、掌握和使用陈述句和疑问句的直接引语和间接引语。

2、讨论朋友和友谊。

3、学习掌握本课的重点词汇。

技能目标：1、学会阅读的技能——scanningand siing 。

2、通过谈论朋友和友谊，既锻炼学生的语言运用能力，又培养了学生发现问题、思考问题、解决问题的能力。

3、理解阅读文段，复述故事。

情感态度：1、患难之交才是真朋友。

2、知音难得。

3、海内存知己，天涯若比邻。

文化意识：认识德国纳粹党。

让学生了解那段德国法西斯残害犹太人的历史，使学生在感受外国历史文化的同时自然而然的习得语言。

（三）重点与难点重点：1、训练scanningand siing等阅读技能。

2、认识朋友的真正含义以及与人相处的问题。

难点：1、阅读技能的训练。

2、陈述句和疑问句的直接引语和间接引语的互相转换(人称的变化、时态的变化、指示代词、时间状语、地点状语和动词的变化)。

英语必修一Unit 1 Friendship 说课稿

高一英语必修一unit1 Friendship 说课稿郭娟一、说教材1.教材课题人教版高中英语必修一(unit1 Friendship ) 第二课时阅读课(Anne’s best friend)2、教材内容分析本单元的话题是“友谊”。

朋友在每个学生的人生中起着重要作用，每个学生都会有一些关于友谊的美好回忆和对好朋友的理解和认识，友谊贴近学生生活，能够引起学生的学习兴趣，令他们在快乐中获得知识。

对本课时所学内容的分析认识本课时主要是阅读，这一部分提供了本单元的主要阅读语篇，呈现了本模块的大部分的词汇和主要语法结构，是本单元学习的重点。

本课的文章标题是“安妮最好的朋友”，讲述了犹太女孩安妮为躲避纳粹的迫害而藏身于小阁楼之中，并把日记当作自己最好的朋友的故事。

通过学习这篇课文，学生不仅要进行阅读技能的训练，学习一些新的词汇和表达方法，还要在阅读的过程中学习并欣赏英语语言的美感，感受主人公乐观自信的人生态度和纯洁美丽的心灵。

使学生了解到友谊丰富的内涵，让学生在谈论友谊这个话题时能有话可说，有情可表。

二、说课标1.本课时的新课标理念新课标阅读技能测试要点：①理解主旨大意；②寻找具体信息；③理解细节④根据上下文提供语境推测生词词义，进而加深对文段的理解；⑤简单的判断和推理；⑥理解文段的基本逻辑结构；⑦理解作者的意图和态度；⑧理解文段的文化信息本课时我把阅读课文作为整体来处理，运用整体阅读教学法，“任务型”活动和多媒体辅助教学等各种方法组织指导学生理解课文，提高阅读技能，以达到新课标对学生阅读能力的要求。

2.教学目标根据《新课程标准》的要求和学生已有的知识基础和认知能力，在仔细学习和分析教材的基础上，我确定了以下教学目标。

①掌握本课的生词和一些有用的表达方法②掌握基本的阅读方法和技巧③学会用英语谈论友谊这个话题④让学生懂得友谊的重要性，珍惜友谊3.教学重点①本课时是本模块的的主要阅读语篇，篇幅比较长，且呈现了本模块的大部分的词汇和主要语法结构，是本单元学习的重点。

人教版-新课标版-高一英语-必修1unit1Friendship全英说课稿

Unit Friendship一、Analysis of the MaterialThis unit carried out various kinds of teaching activities around the topic of “friendship〞.The content involved in this unit include : why do we need friend?How to make friends with others?The way to express and build relationship So the students will be able to know the rich connotation of friendship. It will also enhance the Ss’ understanding of friendship.So they can talk about this topic with their friends freely.This is my Ss’ first English class in senior high school.Whether this class is successful or has a direct effect on the students’ English learning interest in the future. So this class is very important.二、Analysis of the studentsMy students are first-grade students of senior high school.They have been learning English in junior high school and have accumulated a certain number of vocabularies.They have mastered some simple learning strategies and skills with a preliminary ability of speaking and writing.However, the differences in students’ personality and English proficiency arevery large. So my teaching design should have gradient to meet the need of different student.As a language, the most basic function of English is human communication.But the general condition of Chinese students is that they do not want to speak English.So in my class, I strongly recommend the students to speak up to practice their oral English.三、Teaching objectives1.The Ss will learn the new words, grammar and useful expression in this text.2.The Ss will learn some basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson.Reading skills for Ss including( predicting, skimming, scanning and careful reading.)3.The Ss will have a better understanding of the importance of friendship. Encourage the Ss to value the friendship.四、Teaching key points and difficult pointsKey points: Learn the use of direct speech and indirect speed of statement and question. Learn how to express agreement and disagreement.Difficult points: Train the Ss to sum up the information obtained from the text and speak out in their own words.五、Teaching MethodsAccording to the psychological characteristics of high school Ss, the teacher should adopt various forms of teaching methods, and Ss should participate in the class activity, in order to stimulate Ss’ interest, so that they will learn to participate in and learn from participation. I decide to use the following teaching methods.1.Task-based learningfor example: Let the Ss complete some reading tasks.2.Cooperative learningfor example: group discussion六、Teaching proceduresStep 1 Lead inAt the beginning of the class, I will introduce some proverb to the Ss. Such as:A life without a friend is a life without a sun.A friend in need is a friend indeed.You can buy friendship with friendship, but never with dollars. So the Ss will know people’s general views on friend and friendship.Purpose: to introduce the proverb is to introduce the topic to the Ss in a interesting way. And it can also develop the S s’ habit ofaccumulating language.Step 2 Warming up(1) I will ask the students to discuss some questions in groups. After a few minutes, I will ask the group leader to report their answers. This part is designed to know the Ss’ view on friendship. It is also a preparation for the survey of next stage. If the time permitted, I will ask the Ss to write their answers on the blackboard.(2)Let the Ss fill in the survey in the Ss book. Then I will analyze and give comments on students’ answers.Purpose:So I will have an In-depth understanding of each student’s attitude towards friends, and help Ss to examine themselves, to guide Ss to form the correct values and principle. Step 3 Pre-readingGroup discussion: divide the students in to groups to discuss the following questions.1.Why do you needs friends? Make a list of reasons why friends are important to you?2.What else can be our friends besides human beings?3.Look at the title and skim the first paragraph of the text to find what Anne’s best friend is.(1)For the first question, I will guide the Ss to use the mind-map to list why friends are important to us. This thinking process, which is very effective learning strategy, can open Ss mind at a large extent. Next, I will ask the Ss to discuss. At last, I will sim up the Ss opinions.(2)For the second question, I will use the methods of brain storming.(3)For the third question, I will ask the Ss to read the first paragraph quickly to find out who was Anne’s best friend. This question forms a transition between the pre-reading and the text.It introduce a important reading skill-skimming which, if well learned, could be very useful in saving time when looking for information in a text.The purpose: is to begin to focus student’s attention on the main topic of the reading passage. It prepares Ss to think critically about the topic and provide then with the opportunity to connect some aspect of the topic to their own lives.Step 4 While-reading(1)SkimmingFirst, I will introduce some skimming skills to the Ss.●Read the title●Read the introduction of the first paragraph●Read the first sentence of each paragraph●Read the headings and sub-headings●Notice any pictures and charts●Read the summary or last paragraphA.Let the student read the passage of Anne’s best friend, which is the background information of the diary.B.Let the Ss to read Anne’s diary quickly to know the main idea of the diary. Encourage the Ss to list some new words in passage.(2)ScanningA: Read the text again and jion the correct parts of the sentences.1.Anne kept a diary because A she couldn’t meet her friends2.She felt very lonely because B.Jews were caught by Nazisand killed3.They had to hide because C.she could tell everything to it4.Anne named her diary Kitty D.she wanted it to bebecause her best friend.B: Let the Ss read the text and again to grasp the key information and main idea of each paragraph. After that, complete the following questions and write down the main idea of each paragraph.(3)Careful readingRead the passage again carefully and answer the following questions.1.About how long had Anne and her family been in the hiding place when she wrote this part of her dairy?2.How did Anne feel about nature before she and her family hid away?3.Why do you think her feelings changed towards nature?4.Why did Anne no longer just like looking at the nature out of the window?(4)Words and GrammarI will teach new words in the passage to help them understand the passage. And I will also introduce the direct speech and indirect speech to the students.Purpose:To develop Ss’basic reading skills of skimming, scanning and careful reading and the ability to catch the main idea of the passageStep 5 Post-readingAsk them the question:1.Imagine you had to go into hiding like Anne and her family.What would you mist most?Give your reasons.Let the Ss discuss in groups and make a list of things they would do.Each group can decide its most interesting idea and tell it to the class.Then the class can discuss which ones would be the most effective.Purpose: Enable Ss to experience the context, practice language and form emotional attitude through learning language. Through the discussion the Ss can feel Anne’S longing for free life and friendship. By reflecting on their own life status, they will cherish life more and keep optimistic attitude towards life.Step 6 Homework1.Prepare to retell the story.2.Find out the important language points in the passage and preview them.Purpose: To improve the Ss oral English and consolidate their knowledge.七、板书设计The purpose of this step is。

高一英语Unit 1 Friendship 说课稿

高一英语说课稿Unit 1 Friendship一、教材内容分析今天我说课的内容是高一英语必修1第一单元friendship 的reading部分的学习，本单元的中心话题是friendship，本话题对学生来说比较熟悉，让学生能在与之相关的听说读写活动中有话可说、有情可表。

课文是犹太女孩安妮的一篇日记，描述了自己对大自然的渴望，比较抽象。

我将先做背景介绍:二十世纪四十年代纳粹德国统治欧洲大部份地区，德国纳粹政策之一是对犹太人残酷迫害，包括杀害，送到集中营强迫劳动，驱逐出欧洲等。

让学生了解第二次世界大战中犹太人的悲惨命运，感受主人公乐观自信的人生态度，纯洁美丽的心灵。

课文内容难易适中，学生学习起来难度不大。

高一的学生刚入学不久，渴望与同学之间的了解、沟通，建立新的友谊。

作为教师引导他们建立正确的交友观显得十分重要，因此学习这篇文章意义重大。

二、教学目标分析一) 语言知识目标:1. 熟悉本课的一些新单词和短语—outdoors, spellbound, entirely, go through, set down, a series of, on purpose, face to face, in order to, etc2. 通过对朋友的讨论，帮助学生发散式记忆积累相关描述人的性格、特征的词汇、习惯用语。

二) 能力目标:1(训练学生的阅读技巧(略读、寻读等)，形成用英语获取信息、处理分析信息的能力。

2(鼓励学生开口说英语。

3(情感态度目标1)通过讨论友谊激发学生保持对英语学习的浓厚兴趣;2)帮助他们树立正确的价值观和处事原则;3)通过对课文学习的小组讨论等形式，帮助学生养成团结、协作的品质。

三、教学重点、难点:一)教学重点:让学生熟悉与本话题相关的一些重点单词、短语的运用，提高学生的阅读能力。

二)教学难点:对阅读中所获取的信息进行加工学习，形成有效的学习策略，鼓励学生开口说英语。

四、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。

必修一1friendship说课稿

高一英语必修一第1单元说课稿：Friendship木井中学马兰说教材、说教法、说学法、说学情、说教学过程一、教材分析(一)教材的地位和作用本节课是本单元以及本教材的第一节课，本课谈论的是：朋友是不是仅限于人类、朋友的真正含义、如何与人相处的问题等关于朋友的话题。

本课涉及的有陈述句和疑问句的直接引语和间接引语的掌握和运用等语法要点。

学生从初中到高中，来到一个新的学校，同学彼此陌生，不免想起老同学，老朋友。

这样的话题正好能引起学生的兴趣。

而且本课的内容和语法的启发性和实用性都很强，能使学生在学中用，在用中学，对综合提高学生的听说读写能力有较好的促进作用。

(二)教学目标培养学生的阅读能力，训练学生通过略读找出主要信息，通过跳读找出具体信息的能力。

阅读教学不是听力教学，也不是语法讲解课，更不是语言点分析课，虽然对一些难懂的句子教师需要帮助学生分析和讲解。

作为reading 的本课教学目标自然就是训练学生的阅读技巧。

英语教学大纲规定，通过听说读写的训练，使学生获得英语基础知识和运用英语的能力，激发学生的学习兴趣，为进一步学习打下良好的基础。

因此，我制定以下教学目标：知识目标：1、学习掌握本课的重点词汇。

2、讨论朋友和友谊。

技能目标：1、学会阅读的技能——scanning and skimming。

2、通过谈论朋友和友谊，既锻炼学生的语言运用能力，又培养了学生发现问题、思考问题、解决问题的能力。

3、理解阅读文段，复述故事。

情感态度：1、患难之交才是真朋友。

2、知音难得。

3、海内存知己，天涯若比邻。

文化意识：认识德国纳粹党。

让学生了解那段德国法西斯残害犹太人的历史，使学生在感受外国历史文化的同时自然而然的习得语言。

(三)重点与难点1、训练scanning, skimming,guessing等阅读技能。

2、认识朋友的真正含义以及与人相处的问题。

怎样提高学生的阅读能力并帮助学生更准确的理解文章是本课的教学重难点。

说课稿 Unit 1 Friendship

各位老师，我今天说课的内容是选自《新课标高中英语必修一》Unit 1Friendship的内容，下面就教学内容、教材用书、教材分析、学情分析、教学目标、教学策略、教学方法、教学重点及难点和教学过程几方面进行阐述。

一、【教学内容】（一）教材用书：新课标人教版高中英语必修一课题：第一单元Friendship课型：听说课（二）教材分析：1. 本单元主要围绕友谊这一话题展开听、说、读、写多种教学活动和任务。

涉及的话题有：人为什么要需要朋友，怎样交朋友，如何跟朋友相处和如何处理朋友的关系。

2. 本单元中的文章讲述了犹太女孩安妮为躲避纳粹的迫害而藏身于小阁楼中，并把日记当作是自己的朋友，通过写日记来表达自己孤单和郁闷的心情，同时也表达了安妮在战争时期渴望朋友的心情。

3. listening and speaking 是整个单元的基础部分，主要是引出本单元的主题，激发学生对话题的兴趣，同时亦包含相关的语言知识和信息，是教师在整个教学过程中不可或缺和不能忽视的部分。

Reading部分承载着整个单元最重要的语言和文化信息，也是整个教学过程中最需要重点处理的部分。

Writing是检验学生是否掌握所教内容的最直接输出，同时亦是学生自查缺漏的重要环节。

（三）学情分析：本班学生共53人，是新高一的学生，从中考英语成绩情况来看，整体英语水平较好，知识基础较扎实，全班大部分的同学对英语有较浓厚的兴趣。

（四）教学目标：通过阅读理解这篇课文，不仅要让学生学习一些新的重点词汇和短语的表达方式，训练他们的阅读技能，而且还要阅读的过程中懂得友谊的重要性，学会珍惜友谊。

1. 知识技能1）学习掌握新的重点词汇、短语、句型及语法点：upset, entirely,calm down, be concerned about, on purpose, in order to, face toface; whether/if 句型，直接引语和间接引语等2. 能力目标1）用适当的英语词汇去表达对朋友和友谊的态度或看法2）理解课文大意，学会并熟悉一些阅读技能及其训练：guessingkey sentences, skimming, scanning, careful reading等3. 情感态度与目标让学生通过阅读课文，意识到友谊的重要性，并学会珍惜友谊（五）教学策略1. 小组活动（Group work）2. 师生对话及提问3. 辅助工具：多媒体（六）教学方法1. 任务型教学2. 合作学习3. 讨论（七）教学重点及难点1. 学习并掌握重点词汇及短语：upset, entirely, calm down, beconcerned about, on purpose, in order to, face to face2. 语法重点：直接引语和间接引语(direct speech and indirectspeech) (reading部分出现)3. 培养并提高学生的阅读技能二、【教学过程】(主listening and speaking)Step 1. Lead in 导入(Warm-up)1.以small talk 的形式引出要讲的主题friendship，重点在引起学生对话题的兴趣，并在small talk里面融入大部分新的重点词汇及短语upset, entirely, calm down, be concerned about, onpurpose, face to face，并板书，让学生有一个粗略的印象。

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