unit1friendship第一课时教学设计

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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.。

《Unit1Friendship》教学设计

《Unit1Friendship》教学设计《Unit 1 Friendship》教学设计作为一名专为他人授业解惑的人民教师，通常需要用到教学设计来辅助教学，教学设计是一个系统化规划教学系统的过程。

如何把教学设计做到重点突出呢？下面是店铺为大家收集的《Unit 1 Friendship》教学设计，欢迎阅读，希望大家能够喜欢。

【教材】人教新课标版Module 1【教学目标】1. 认知目标a.通过口语练习使用一些词语和句型来给建议b. 通过使用课文提供的写作模版提炼写作过程中所需要的要素2. 能力目标a. 培养学生给建议的能力b. 写作过程中对逻辑性，连贯性，句型多样性和完整性的驾驭能力【学生分析】学生在英语能力“写”这一个项目上有很多问题，比如说表达不到位，语法错误，语句错用，中式英语，结构零散等等，因此在作文课当中要作长期的，多方面的训练。

本课是高中一第一模块第一单元的第一堂写作课，相当于是学生升上高中之后的第一堂写作课，因此教学设计上也遵从了这一事实规律，由浅入深地进行写作意识的渗透。

【教材分析】本单元的写作是结合一定的情景让学生学会如何表达建议和解释自己的`建议，因此教材也分了两个活动让学生自然地进入情景，并达到能用英语表达的建议的的目标。

【教学重难点】1.词语和句型给出建议。

2.连贯性、逻辑性、完整性和多样性的体现。

【教学过程】I. Warming up:Pair-work: Do you like making friends?If your friend is in trouble, how would you help him/her?II. Leading inHow to give suggestions:Why don’t you do sth? Because…In this case, I think you’d better do sth.When it comes to sth, I propose that you （should） do sth. There are some good reasons for it. For example…My suggestions to deal with the problem are as follows. In the first place,… Secondly… Finally…Take turns to practice giving suggestions in different situations.Your friend had a fight with his parents.Your friend is worried about her weight.Your friend is lost in computer games.III. Skills learning （Activity-centered）One of your best friend Xiao Dong wrote to Miss Wang of Radio for Teenagers to ask for advice. Read his letter first.Dear Miss Wang:I’m a student from Huzhou Senior High School. I have a problem. I’m not very good at communicating with people. Although I try to talk to my classmates, I still find it hard to make good friends with them. So I feel quite lonely sometimes. I do want to change this situation, but I don’t know how. I would be grateful if you could give me some advice. yours, i Xiao Dong Activity 1: Before you help Miss Wang answer the letter, brainstorm about ways to change the situation.Ideas/AdviceWhy1. to ask people their likes and dislikes1. Tofind classmates with the same interests2. to join in discussions and show interest in other people’s idea2. to get to know different people and let them see you are friendly3. ….3. …Activity 2: Group Work: InterviewIn group of four or six, interview your group members about their advice and remember to take notes. Choose three pieces of advice that you think are most useful.Try to write down your advice. Use the structures we just learnt and the sample on page 7 to help you. （Each idea can make one paragraph. ）Activity 3: Checking1. Past tensesHave you used the Past Simple, Past Continuous and Past Perfect?2. Linking wordsHave you used linking words? Can you add any more?3. Simple errorsAre there any spelling mistakes?Activity 4: Work AppreciationConclusion: what is needed for a good article?1.句子内容的完整性（Completeness）2.句子结构的正确性（Correctness）3.句子内容的连贯性（Coherence）4.句子结构的多样性（Variety）IV. Assignment:Choose one famous person you like and write one of his/her anecdote.【教学评价】语言教学评价应注重学习过程的评价，即评价学生的分析能力，表达能力，协作能力和创新能力。

外研版英语八下Module 9《Friendship》(Unit 1)教学设计

外研版英语八下Module 9《Friendship》（Unit 1）教学设计一. 教材分析本课选自外研版英语八下Module 9《Friendship》（Unit 1），主要讲述了友谊的重要性以及如何维护友谊。

通过本课的学习，学生能够进一步了解友谊的本质，提高交际能力，培养良好的人际关系。

本课包括三个部分：Part A, Part B和Part C。

Part A主要介绍友谊的重要性；Part B通过一个故事讲述如何维护友谊；Part C则是一个关于友谊的讨论。

二. 学情分析八年级的学生已经具备了一定的英语基础，对友谊这个主题也有一定的了解。

但部分学生在口语表达和听力方面还存在困难，因此需要在教学过程中给予针对性的指导。

三. 教学目标1.知识目标：学生能够掌握有关友谊的词汇和表达方式，理解课文内容，提高阅读能力。

2.能力目标：学生能够运用所学知识进行口语交流，提高听力理解能力。

3.情感目标：学生能够认识到友谊的重要性，学会珍惜和维护友谊。

四. 教学重难点1.重点：友谊的词汇和表达方式，课文内容的理解。

2.难点：如何运用所学知识进行口语交流，提高听力理解能力。

五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高学生的参与度。

2.情境教学法：创设真实的语境，让学生在实践中学会运用英语。

3.交际教学法：注重师生互动，生生互动，提高学生的口语表达能力。

六. 教学准备1.教材：外研版英语八下Module 9《Friendship》（Unit 1）。

2.多媒体设备：投影仪、电脑、音响等。

3.教学课件：根据教学内容制作的课件。

4.学习资料：相关友谊的图片、文章等。

七. 教学过程1.导入（5分钟）利用多媒体展示一些关于友谊的图片，引导学生谈论友谊的重要性。

教师提问：“What is friendship? Why is it important?”，让学生发表自己的看法。

2.呈现（10分钟）教师播放课文录音，让学生跟随录音朗读。

初中英语必修1Unit1friendship教案分享

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

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

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

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

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

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

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

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

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

对于初中英语老师来说，一份好的教案对于教学的效果和质量都有非常大的影响。

新课标人教版英语必修1：Unit1FriendshipPeriod1听说课教案

Unit 1 Friendship单元整体设计思路：第一课时听说课Warming up (p. 1); Listening (p. 41) and speaking第二课时阅读课Pre-reading (p. 2); Reading (p. 2); Comprehending (p. 3)第三课时语法课Discovering useful structures (p. 5); Using structures (p. 42-43)第四课时语言学习课Discovering useful words and expressions (p. 4); Using words and expressions (p. 41-42)第五课时综合语言练习课Reading and listeni ng (p. 6); Speaking (p.6); Listening task (p. 43) 第六课时写作课Reading and writing (p. 7); *Writing Task (p. 46, 选做)第七课时综合评价练习课Reading task (p. 44); Self-evaluation, Summing up and self-test/exercises第一课时听说课一、教学内容：Warming Up (p. 1); Listening (p. 41) and speaking二、教学目标：1．能力目标在本节课结束时，学生能够●就“朋友应具备什么品质”这一话题表达自己的看法，使用适当的形容词并通过简单举例来描述人的品质。

●在与其他人交流观点时使用同意或不同意的交际用语。

●理解听力材料中主人公对交友问题的看法，在教师的提示和帮助下简明扼要地归纳中心内容。

●在提供的语境中猜测新词汇的含义，并根据朋友应具有的品质这一话题，通过联想记忆扩展词汇量。

2．目标语言●重点词汇和短语upset, loose, ignore, add up, walk the dog,●重点句型结构calm … down, have got to, be concerned about, cheat in the exam3．文化目标领会友谊和朋友的真正内涵，懂得正确处理与朋友之间的问题。

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Unit1-Friendship-优秀教案

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．教学目的①学问目的:⑴让学生驾驭以下生词与短语: survey add point upset ignore calm concern loose cheat add up calm down have got to be concerned about walk the dog⑵让学生学会运用以下构造来表达看法，同意与不同意与确定语气: 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技能目的:1．让学生学会用英语描绘自己的挚友。

2．列出挚友间通常存在的问题,并找的不同方法来解决这些问题。

3．激励学生用本课学到的一些短语与构造来思索与议论挚友与友情。

③情感目的1．让学生学会如何解决挚友间可能出现的问题。

2．培育学生在高中阶段形成学习英语的好习惯。

二．教学重点1．用给定的形容词与句子构造来描绘他们的一个挚友。

2．学习评价挚友与友情。

三．教学难点1．与伙伴合作并描绘他们的一个好挚友。

2．与伙伴探讨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．探讨法五．教学打算多媒体与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情天长地久的视频来激发学生的学习爱好,。

这是新学期的第一节课。

所以在一开场,请学生用他们喜爱的方式来谈谈关于新学校与挚友的话题。

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。

人教版高一英语必修1 Unit1 Friendship教学设计课题

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

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

并把相关的词汇、句型写在黑板上，有利于词汇的积累。

第一种方法适合基础差的学生，第二种方法适合成绩好的学生。

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

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

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

5．精读：讲解新单词、有用的短语、句型，并让学生自己举例应用。

6．深入了解文章的思想、写作风格并提出相关问题。

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

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。

Unit 1 friendship 教案 1

Unit 1 Friendship 1.Teaching aims and demands1.Suggested teaching notes1). Analyses of the teaching contentsThis unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk aboutfriendship, get to know the problems between friendsand seek solutions, which makes preparations for thefurther teaching in topics, background and vocabulary.Pre-reading---The questions prompt students to think critically aboutfriends and friendship in reality, alerting them to the factthat besides people, a diary can be a friend, too.Reading--- The diary by the Jewish girl Anne gave a glimpse of her lifeduring her family’s shelter in Amsterdam from the GermanNazis’ killing in world war 2. she treats the diary as her best friend, andin it reveals her longing for a normal life and close contact with nature,which helps her get through the days.Comprehending---It helps students further understand the text by doingmultiple choices, questions and answers, andmatching.Learning about language---It teaches the important expressions andstructures and grammar：direct and indirectspeeches.Using language---The two letters, listening, questionnaire design, letterwriting and fun writing prepares students to furthertalk about friendship, especially the problems withmisunderstanding, and unfriendliness, thusstrengthening students’ abilities to practicelanguage, discover, and solve problems.Summing up---It summarizes the whole contents of this unit from theaspects of topics, vocabulary and grammar.Learning tip--- This part encourages students to form the habit of writinga diary.Integrating skills--- The text introduces the way Hawaiians expressfriendship, to get students to realize the culturaldifferences in the values of friendship in additionits importance in all cultures.2) Making of the teaching planThis unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself, i.e., the comfort and support one seeks from an imaginary friend. Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns’eyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmonious life. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows：3. Teaching plans for each periodPeriod 1 Warming-up and Speaking1. Teaching objectives：1) Target languageI (don’t) thi nk……I (don’t) think so. I (don’t) agree.I believe……That’s correct. In my opinion, ……2) Ability goalsa.Describe your friends in Englishb.Figure out the problems between friends and then find different ways to solve theproblems.3)Learning ability goalsa.To encourage students to think and talk about friends and friendship by usingsome phrases and structures.b.To learn to solve problems that may occur between friends.c. To cultivate the students to form the good habit of learning English in SeniorMiddle School.2. Teaching important points：e the given adjectives and sentence structures to describe one of yourfriends.b.Learn to evaluate friends and friendship.3. Teaching difficult points：a.Work together with partners and describe one of your good friends.b.Discuss with partners and find out ways to solve the problems.4. Teaching methodsa.Task-based teaching and learningb.Cooperative learningc.Discussion5. Teaching aids：CAI6. Teaching procedures and ways：Step 1 Lead-in and Warming-upBefore the lesson, the teacher can arouse the students’interests by showing a video of Auld Lang Syne .At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.1.How did you spend your summer holidays? How did you feel? Whatdid you do in your summer holidays? What did you do in your sparetime?2.What do you think of our new school? Do you like it? Could you saysomething about it?3.Do you like making friends? How do get in touch with your friends?Do you have many friends? Where are they now? Do you have any oldfriends in our school? Have you made any new friends in our class?Step 2 Think it over1. Give a brief description of one of your friends. The following phrases andstructures may be helpful：His/Her name is ……He /She is …… years old.He /She likes …… and dislikes ……He /She enjoys …… and hates……He /She is very kind/friendly/……When /Where we got to know each other.2. What types of friendship do you have? Please tick them out. Then fill in theblanks.girl friends boy friends pen friendslong -distance friends friends of the same agee-friends (friends over the internet) friends across generationsunusual friends like animals, books……1).______ is /are most important to you.2). You spend most of your free time with ____.3). You will share your secrets with _____.4). When in trouble, you will first turn to _____.Step 3 Make a survey1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.Tell your partner your standards of good friends by using the following structure：I think a good friend should (not) be……In my opinion, a good friend is someone who……1.Have a member of each group report on what their lists have in common and listthem on the board.2.Ask the class whether or not they agree with all the qualities listed.3.Then have the students do the survey in the textbook.4.Have the students score their survey according to the scoring sheet on page 8.5.The teacher ask some students how many points they got for the survey and assesstheir values of friendship：★ 4~7 points：You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.★ 8~12 points：You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your ownresponsibilities.★13+ points：You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done.(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)Step 4 Talking and sharing( work in pairs)1. If your best friend does something wrong, what will you do?Try to use the following phrases：I (don’t)think……I (don’t) think so.I (don’t) agree. I believe……That’s correct. In my opinion, ……2. What is a friend?A British newspaper once offered a prize for the best definition(定义) of a friend.If you were the editor, choose the best one from the following entries(条目), and explain why.One who understands my silence.A friend in need is a friend indeed.Friends are just the people who share your happiness and sorrow. When you look at your watch at 4 am, but still know you can call them and wake them up, and they’ll still want to talk to you ,that’s friendship. To have a friend, you need to bea good friend.Step 5 Group work (output)The teacher can give each group one of these questions below to talk about. Then let the class share their ideas. It’s better to stimulate the students to express their own opinions about these questions.1.Do you think it is a good idea to borrow money from your friend?Why and Why not?2. What factors may cause the breakdown of a good friendship?3. What can be your unusual friend besides human beings? And why?Step 6 Homework1.Write down a short passage about your ideas /the factors/your unusual friends.2.Prepare for the new lesson.Period 2 Reading “Anne’s Best Friend”1. Teaching objectives：1) To develop the students’ reading ability, learn to use some reading strategiessuch as guessing, key sentences, skimming and so on;2). To get the students to realize the importance of friends and friendship, and totell true friends from false friends;3). To grasp some useful words and expressions in this passage, such as onpurpose, be crazy about etc.;4). To learn the writing style of this passage.2. Teaching method：Task-based teaching3). Teaching procedure：Step 1.Pre-reading1. Please enjoy three pieces of music and find out what they are about.2 .Why do you think friends are important to you?3. What do you think a good friend should be like? List the good qualities a goodfriend should have .4. Have you ever considered making friends with animals, plants or even an object? Why or why not?Step 2.Reading1. Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.2. Skimming the first two paragraphs to confirm your guessing.1) What was Anne’s best friend? Why did she make friends with it?2) Did she have any other true friends then? Why?3) What is the difference between Anne’s diary and those of most people?4) Do you keep a diary? What do you think most people set down in their diaries?5) We are going to read one of Anne’s diaries .but before reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph?3. Reading of Anne’s diaryHow she felt in the hiding placeTwo examples to show her feelings thenStep 3.Post-reading1.What would you miss most if you went into hiding like Anne and her family? Give your reasons.2.Group workWork in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.Where would you plan to hide?How would you arrange to get food given to you every day?What would you do to pass the time?------3. Discovering useful words and expressionsComplete the following sentences, using words and expressions from 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)incontrol.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 hischildhood.8) A diary is often kept to ________ what happens in people’s daily lives.Step 4.Talking about friends and friendship1.There are many proverbs about friends and friendship. Choose the one youagree 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 twosentences to express your understanding of friends and friendship.Step 5.Homework：1. Interview a high school student, a businessman, a police officer and ahousewife 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 togetherPeriod 3 Grammar1．Teaching objectivesLearn to use direct speech and indirect speech2. Teaching important pointSummarize the rules of Direct Speech and Indirect Speech.3. Teaching difficult pointLearn about the special cases in which the tenses shouldn’t be changed.4. Teaching methodsDiscussing, summarizing and practicing.5. Teaching proceduresStep1 Lead inT：In the last lesson, we learned Anne Frank’s story. She is telling her stories to two of her friends—you and Tom. Tom has something wrong with his ears, so you have to repeat Anne’s sentences, using indirect speech. Sometimes you explain Tom’s sentences to Anne.“I have to stay in the hiding place.” said Anne. →Anne said she had to stay in the hiding place.“Do you feel sad when you are not able to go outdoors?” Tom asked Anne. →Tom asked Anne if/whether she felt sad when she was not able to go outdoors.“I don’t want to set down a series of facts in a diary,” said Anne.→Anne said that she didn’t want to set down a series of facts in a diary.“What do you call your diary?” Tom asked. →Tom asked what she called her diary.Ss go on this topic by themselves.Step2 GrammarT：Now let’s look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed?Ss discuss by themselves.Ss：sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.T：Quite right. Look at the form on the screen. These are the rules.直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。

外研版英语八下Module9《Friendship》(Unit1)说课稿

外研版英语八下Module 9《Friendship》（Unit 1）说课稿一. 教材分析《Friendship》（Unit 1）是外研版英语八下Module 9的一部分，主要讲述了友谊的重要性以及如何维护和发展友谊。

通过本节课的学习，学生能够了解到友谊对一个人的影响，学会如何与他人建立良好的关系，并掌握一些关于友谊的表达方式。

本节课的主要内容包括：对话和阅读理解。

对话部分描述了两个朋友之间的互动，学生可以从中学习到如何表达关心和帮助朋友。

阅读理解部分介绍了一篇关于友谊的文章，学生可以通过阅读了解友谊的重要性以及如何与他人建立深厚的友谊。

二. 学情分析在进入八年级下学期，学生们已经具备了一定的英语基础，能够进行简单的听、说、读、写操作。

但是，对于一些复杂的语法结构和词汇，他们可能还需要进一步的巩固和提高。

因此，在教学过程中，需要关注学生的个体差异，尽量让每个学生都能参与到课堂活动中来，激发他们的学习兴趣和积极性。

三. 说教学目标1.知识目标：学生能够掌握关于友谊的词汇和表达方式，了解友谊的重要性以及如何与他人建立良好的关系。

2.能力目标：学生能够听懂、说清、读懂并会写关于友谊的短文。

3.情感目标：学生能够认识到友谊的重要性，学会珍惜和维护友谊，培养良好的人际交往能力。

四. 说教学重难点1.重点：学生能够掌握关于友谊的词汇和表达方式，了解友谊的重要性以及如何与他人建立良好的关系。

2.难点：学生能够听懂、说清、读懂并会写关于友谊的短文，尤其是对于一些复杂的语法结构和词汇。

五. 说教学方法与手段1.任务型教学法：通过设定各种任务，让学生在实践中学习和运用英语，提高他们的听、说、读、写能力。

2.情境教学法：通过模拟生活情境，让学生在实际语境中学习英语，增强他们的语言运用能力。

3.合作学习法：通过小组讨论、同伴互助等方式，让学生相互学习、共同进步。

4.多媒体教学手段：利用多媒体课件、视频等资源，丰富教学内容，激发学生的学习兴趣。

Unit1Friendship 教学设计

Unit1Friendship 教学设计教学内容：人教2006版普通高中课程标准实验教科书第一册第一单元（warming up and pre-reading）课型：语言训练课教学目标：1.通过讨论能正确理解什么是友谊并能正确处理与朋友之间的问题2.正确理解和使用与“友谊”，“朋友”相关的词语和习惯表达, 如help out ，upset ，calm down ，ignore ，be concerned about ，walk the dog ，cheat。

通过合作问答及讨论方式锻炼学生口语运用能力3.运用电影短片创设语言环境激发学生兴趣,在给学生深刻印象的同时引领学生走入本单元话题。

通过共同探究，合作问答，讨论及游戏测试等活动培养学生自学，探究，想象，合作意识与能力和创造性思维。

使学生将具体知识转化成能力，提高学生在真实语境中解决实际问题的能力。

4.通过讨论与朋友,友谊相关话题,加深学生对友谊的理解,树立高尚的友谊观,并学会在生活实践中妥当处理友情问题，使学生在学习英语知识的同时受到情感教育。

教学重点：谈论“友谊”话题，初步认识相关词语和习惯表达：add up ，help out ，upset ，calm down ，ignore ，be concerned about ，walk the dog ，cheat ，have got to教学难点：学会处理友谊问题教学方式：自主探究与合作交流相结合，讨论与游戏相衔接。

深化主题，提高能力。

教学过程：一、寓言故事导入，走入友谊天地1. 借助大屏幕播放寓言故事两个朋友（寓意：a friend in need is a friend indeed ）创设语言环境，激发学生兴趣，同时回答教师问题。

1.if? your? friend? is? in? danger? of? being? attacked? by? a?bear? ，what? will? you? do？2.In? the? following? occasions， what? will? you? do？用大屏幕展示教材warming? up中的五个问题。

Unit 1 Friendship 教案

人教版新课标高一英语必修1Unit 1 Friendship Teaching Contents: ANNE’S BEST FRIEND Teaching Objectives：1. Knowledge objective:Students can recognize and master the meaning of some important words and phrases: go through, set down, a series of, outdoors.2. Ability objectiveStudents can enhance their reading abilities such as skimming and scanning.3. Emotional objective:Students can understand the importance of friendship and learn some history of Germany to rouse their sympathy.Teaching Key Point：Students can master some important words and enhance their reading skills of prediction, skimming and scanning.Teaching Difficult Point:Students can understand the history of Jews and German Nazi Party. Teaching Method: Task-based teachingTeaching Procedure:Step 1.Pre-reading1. Ask students to answer the two questions.(1) Why do you need friends?(2) Does a friend always have to be a person? What else can be yourfriend?2. Let students watch a video and answer what the video clip mainly talksabout.Step 2.While-reading1. Ask students to guess who was Anne’s best friend from the title andcheck their guessing.2. Skimming: Let students skim the first two paragraphs and try tosummarize the main idea in one sentence.3. Scanning: Ask students to listen to the tape carefully to find relevantinformation to answer the three questions and fill the answer in thetable.(1)Why was she so crazy about things to do with nature?(2)Why did she stay awake on purpose until very late one evening?(3)Why didn’t she dare open the window when the moon was too bright?4. Let students mark out some important words and phrases, then teacherexplains.(go through set down a series of outdoors)Step 3.Post-reading1. Let students finish the exercise on the page 3. (Comprehending,1)Anne kept a diary because A she couldn’t meet her friend.She felt very lonely because B Jews were caught by Nazis and killed.They had to hide because C she could tell everything to it.Anne named her diary Kitty because D she wanted it to be her best friend.2. Ask students to find Anne’s feeling before and after hiding away.ConclusionHomework。

《Unit 1 Friendship》教学设计

《Unit1Friendship》教学设计
一、教学目标
1.掌握与友谊相关的词汇和表达。

2.能够理解关于友谊的文章并进行讨论。

3.培养学生珍惜友谊的情感态度。

二、教学重难点
1.重点：词汇和表达的掌握，文章理解。

2.难点：用英语表达对友谊的看法。

三、教学方法
情景教学法、小组讨论法、阅读分析法。

四、教学过程
1.导入
播放一段关于友谊的视频或展示一些朋友在一起的图片，引出友谊的话题。

2.词汇学习
（1）教授与友谊相关的词汇，如friendship、loyal、trustworthy等。

（2）通过单词游戏巩固词汇。

3.阅读文章
（1）学生阅读课本中关于友谊的文章。

（2）分析文章结构和内容，提取关键信息。

4.小组讨论
（1）组织学生讨论自己对友谊的理解和经历。

（2）分享自己最好的朋友以及为什么。

5.写作练习
（1）让学生写一篇关于自己友谊的短文。

（2）互相交换批改。

6.课堂小结
总结本单元的重点词汇和对友谊的认识。

7.作业布置
（1）背诵重点词汇和短语。

（2）用英语给朋友写一封信，表达友谊。

英语：unit1《Friendship》教案(新人教必修1)

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

沪教版(2024)七年级上册Unit1 Friendship分课时教案(共6课时).doc

Unit 1 Friendship一、单元教学目标学习本单元后，学生能够：1. 从外貌、个人品质、爱好等方面谈论自己的朋友。

2. 用特殊疑问句设计调查问题，并用特殊疑问句问答交流获取信息。

3. 用网帖的形式描写自己的朋友并表达自己对友情的态度或观点。

4. 赏析经典文学作品，并以小组合作形式选择不同的角度设计和进行关于友情的项目任务，并在班级中进行展示。

二、课时安排5 Focusing on culture (pp. 14-15)通过赏析外国经典文学作品选段深入理解和感悟友情的意义，形成健康的交友观。

泛读课6 Cross-curricular connection(p. 16)Project (p. 17)通过引导学生开展关于友情的跨学科学习和项目任务，结合本单元所学的知识，多角度谈论好友并深入探究友情主题。

综合课三、分课时教学设计第一课时（Period 1）教学内容First thoughts (p. 3), Reading (pp. 4-5), Reading comprehension (p. 6), Vocabulary practice (p. 7)主要语篇New school, new friends教学目标通过本课的学习，学生能够：1. 获取Chen Ming的好朋友Li Hua的基本信息，梳理、概括能体现两人友情的事件。

2. 理解并评价Chen Ming 对于友情的观点。

3. 表达自己对于真正的友情的观点。

教学重点梳理、概括Chen Ming和好友Li Hua间体现友情的事情和细节，体会友情的内涵。

教学难点通过信息卡和问题复述课文内容，并表达自己对于友情的理解。

【单元课前预习】1. 学生在图片中填写关于自己新/ 好朋友的关键词, 形成一幅关于自己对于朋友和友情的画像。

Activity 1: Fill in some words that can describe your new / best friend to form a picture of him / her.My new / best friendPersonalqualitiesAppearance Hobbies2. 鼓励学生课前思考以下问题，并在课前预习单上简单回答，课堂分享。

【公开课】人教版必修一 Unit1 Friendship 课堂设计

Unit1 Friendship课堂设计通过人教版必修一Unit1 Friendship 的讲解,让学生明 A friend in deed is a friend indeed.(患难见真情)的深刻道理,从而树立起了学生的正确的交友观。

一、教学目标(Teaching aims)1、能力目标（Ability aim）Enable students to talk about friends and friendship.Why do people need friends?What kind of friends do you like to make?What qualities should a good friend have?What else can be your friend besides a person?2、语言目标（Language aims）a. 重点词汇和短语add, point, upset, ignore, calm, concern, cheat, reason, list, shareadd up, be upset, calm down, have got to, be concerned, share withb. 重点句子You had to pay to get it repaired.You friend comes to school very upset,While walking the dog, you are careless and it got loose.Your friend asks you to help him cheat in the exam by looking at your paper.二、教学内容（Teaching content）Warming up and pre-reading三、教学重难点（Teaching important points）a. Talk about friends and friendshipWhat do you think a good friend should be like?b. Lead in the readingWhat else do you think can be your friends besides persons?四、教学方法（Teaching method）a. Asking-and –answering activity between the teacher and the studentsb. Individual, pair and group work to discuss五、教学准备（Teaching aids）Acomputer and a projector六、教学步骤（Teaching procedure）StepⅠLead in the topic by Ask-and-answer activity between the teacher and the students the following questions:a. Is friendship very important? Why?b. Do you have any friends? What kind of fiends do you like to make?StepⅡMake a survey about the understanding the true friendship by individual work.1. You want to see a very interesting film with your friend, but your friend can’t go until he/she finishes cleaning the bicycle. You will …2. Your friend asks to borrow your favorite camera. When he/she borrowed it last time, he/she broke it and you had to pay to get it repaired. You will …3. Your friend comes to school very upset. The bell rings so you need to go to class. You will …4. Your friend has gone on holiday and asked you to take care of his/her dog.While walking the dog, you were careless and it got loose and was hit by a car. The dog’s leg was broken. You will…5. You are taking your mid-term exam. Your friend, who doesn’t work hard, asks you to help him cheat in the exam by looking at your paper. You will…Result and answer:4-7 points: You are not a good friend. You either neglect your friend’s needs or just do what he wants you to do.8-12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.13+ points :Well done! You are an excellent friend.StepⅢ Discuss and sum up the qualities should a good friend have by group worka. The qualities of a person who can be a friend of others easilyhonest, friendly, helpful, kind, brave, open-minded, generous, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, easygoing, warm-hearted, selfless, intelligent dedicatedb. The qualities of a person who cannot be a friend of others easily:selfish, tricky, dishonest, bad-tempered, mean, impatient, narrow-minded, noisy, lazy, gossipy…StepⅣ Debatea. Have you made any friends over the Internet? Do you have any e-pals?b. Do you agree that we should make friends over the Internet? Why or why not?Sample answers with reasons: Yes, I think so/No, I don’t think so. I agree…because we can …/ I don’t agree because …/ In my opinion / I think ,believe , feel that it’s bad for us to…StepⅤ Transition to the Readinga. Does a friend always have to be a person? Tell us about your unusual friends.b. Do you regard diary as your friend? Why and why not?Homeworka. Search and collect the sayings about friendshipb. Prepare the new words before learning the readingc. Write a short passage about 80 words: “The Best Friend In My Eyes”。

Unit1Friendship教学安排

Unit1Friendship教学安排教学安排一、教学目标通过本单元的学习，学生将能够：1. 理解友谊的重要性，认识友谊的特点和种类。

2. 学会描述友谊的特点和经历，分享自己的友谊故事。

3. 掌握有关友谊的词汇和表达方式，提高口语和写作能力。

二、教学内容本单元的教学内容主要包括以下几个方面：1. 友谊的定义和特点：引导学生思考友谊的意义和重要性，了解友谊的特点和种类。

2. 友谊的表达方式：教授有关友谊的词汇和表达方式，如形容词和动词的用法。

3. 友谊的故事分享：鼓励学生分享自己的友谊故事，提高口语表达能力。

4. 友谊的写作：指导学生写一篇关于友谊的文章，培养写作能力。

三、教学步骤1. 导入与预习（15分钟）引入友谊的话题，通过展示友谊的图片和视频，激发学生对友谊的兴趣。

鼓励学生谈论自己的朋友和友谊的重要性。

然后，教师布置预习任务，要求学生预习本单元的课文和生词。

2. 课文阅读与讨论（30分钟）学生阅读本单元的课文，并回答相关问题。

教师引导学生讨论课文中的友谊故事和主题，并帮助学生理解课文中的重点词汇和表达方式。

3. 词汇与表达方式的学习（30分钟）教师通过词汇卡片和图片等教具，教授与友谊相关的词汇和表达方式。

学生进行词汇的拼读和语境运用练习，巩固所学内容。

4. 友谊故事分享（20分钟）学生分组，互相分享自己的友谊故事。

教师鼓励学生使用所学的词汇和表达方式，提高口语表达能力。

同时，教师给予学生积极的反馈和建议。

5. 写作训练（30分钟）教师指导学生写一篇关于友谊的文章。

学生可以根据自己的经历或者想象，描述友谊的重要性和自己与朋友之间的故事。

教师提供写作模板和写作指导，帮助学生提高写作能力。

6. 总结与反思（10分钟）教师引导学生总结本节课所学的内容，回顾友谊的定义和特点，以及所学的词汇和表达方式。

学生进行自我评价和反思，提出问题和建议。

四、教学评价1. 课堂表现评价：教师观察学生的参与度、口语表达能力和合作精神，给予积极的反馈和评价。