高中英语必修一Unit1 Warming up教案培训资料
高中英语必修一资料unit1warming up
3 book 1 unit1 friendship warming up and learningabout language.Unit1 pre-reading ,reading and comprehending1、Let SS understand the main idea of the text and practice the readingskill of skimming and scanning2、Some long sentence to translate.The important part of the unit一体化设计：Some famous quotes about friendship.教学重点、难点：教学过程：1、组织教学（导言）We have learned some words already .2.复习提问：First I will ask some students to read the words.3、讲授新课：I) show some quotes on the screen and let SS decide which they like best andthe reason.True friendship is like sound health;the value of it is seldom known until it be lost."-Charles Caleb Colton"A friend is one who believes in youwhen you have ceased(stop) to believe inyourself.“"The better part of one's lifeconsists of his friendships."- Abraham LincolnII) what do you think a person need to be a good friend to others.III) use some words to describe a best friend of yours and tell a story betweenyou and your friends.4. 课堂练习P4 finish learning about language 1,2,3 and check the answers.5、布置作业：(1m’)1.preview the text : finish comprehending 1,42.translation on P41 on the exercise book6、课堂总结：(3m’)From this part we know a friend is like wine , the older , the better.We all need friends and we should cherish the friendship ,which isimportant in our life.。
新人教版高一英语必修一unit1 warming up课件说课讲解
Vocabulary
1.survey n.调查，测验 2.upset adj.心烦意乱的；不安的
vt.使不安；使心烦 3.ignore vt.不理睬；忽视 4.concern vt.（使）担忧；涉及
n.担心；关注；（利害）关系 5.calm vt&vi （使）平静；（使）镇定
adj.平静的；镇静的；沉着的
4---8 You are always thinking about yourself. You should care more about your friends. If you continue to be selfcentered and don’t consider others’ feelings, you won’t make more friends and keep friendship for long. 9---13 You take things smoothly. You seldom hurt your friends with your benefit considered. You’d better add more affection to your friends. Friendship is about feelings and we must give as much as we take. 14—18 Wow! How faithful and generous you are! Congratulations! You are always ready to help your friends. Whenever they have any difficulty, you’ll try your best to do what you can to help them without hesitation.
人教新课标英语必修一Unit1 Warming up课件(共29张PPT)
3.add to 增加
The bad weather added to our difficulties.
4.add…to… 把…加在…上
Page If▪ 14 you add 5 to 3 you will get 8.
14
①add…to…给…加上 ②add to增加,添加 ③add up合计,加起来 ④add up to总计达,总共有
15
2. get it repaired
get sth. done 请人做某事 (非亲自动手) =have sth. done
1 上周我去城里剪头发了. get / have my hair cut.
(4)We have planted flowers and green trees
around the buildings, which___ the beauty
of the city.
A.add to.
B. add up.
C. add up to. D. are added to
Page ▪ 15
Unit 1 Friendship
Who is my good friend?
He is blue.
He is small.
music
He can play magic.
He is ...
Page ▪ 2
2
Another friend
He is smart. He is Japanese. He is a detective. He is a primary student.
He is Conan.
Page ▪ 3
3
What qualities(品质) should he have?
高一英语教案：上学期unit1 warming
2Warming up:1. Should they be funny, smart, or strong?funny adj. &fun n.I heard a funny story.It's great fun to go sailing.make fun of=laugh at2. A good friend is someone who makes me happy.make+宾语+宾语补足语(n./adj./v.<do/done>)We made him our leader.What he said made me angry.The teacher made us clean the classroom.=We were made to clean the classroom.Mr Smith made the workers finish the work within two days.She spoke loudly in order to make herself heard.When I first came to England, I can't make myself understood.一感feel;二听hear, listen to;三让let, have, make;五看see, look at, notice, watch, find;半帮助helpI saw the boy come in.The boy was seen to come in.I often hear him sing the song.He was often heard to sing the song.3. Listen to the two friends arguing.感官动词+doingI saw him coming in.I heard him singing the song.argue with sb. about/over sthThey are arguing with the classmates about the solution to this problem.the answer to the questionthe key to the doorargue againist/forSome people argue for/againist the idea.4. What do you think they should do to solve their problem?think/believe/knowWhen do you know they will be back?Which food do you think is healthy?。
高一unit13.1warmingup（新课标版高一英语教案教学设计）
高一unit13.1 warming up(新课标版高一英语教案教学设计)Period 1一、 Teaching ContentUnit 1 Words and phrases; Warming up;二、 Teaching Goals1. Improve the students’ speaking ability by describing and discussion.2. Learn and master the new words and phrases三、 Teaching Important Points:1. Master the new words and make the student use these words to make sentences.2. Train the students’ speaking ability.四、 Teaching Difficult Points1. How to finish the task of speaking or discussion.2. How to master the words五、 Teaching Methods:1. Individual, pair or group discussion before filling information in the blank.2. Explanation and inductive methods to make the students master the new words.六、 Teaching Aids1. A projector2. The blackboard七、 Teaching proceduresStep 1Words study (see Page162)Greetings and lead- inGood morning! My boys and girls!Sit down, please!T: First, let me look at two pictures. Who knows there is the important difference between the two pictures?Ss: Western dinner party and Chinese dinner Party.T: Sure. Last year, we’ve learned Unit6 Good manners.1unit13.1(2)1.How is the table laid ?(Western-style food)2. What are good table manners? (P.P.)Step2 Warming upT: Number the follow dishes be served at a Western dinner party with the right order.dessert drinks main course starter soupCORRECT: starter soup main course dessert drinksStep3.T: Look four kinds of food (Pictures)T: We found the two kinds of food are Chinese food. And the next are Western food.T: Tell me some names of Chinese food and Western food.Chinese food: Fruit, green vegetable, Jiaozi, noodles, spring rolls, etc.Western food: Potato crisps, butter, Cream ,sweets ,Chocolate, soft drinks and meatT: What is a healthy dieteating?1.Which is the better diet,the Chinese food or the Western food?2.What is a healthy diet?T: Chinese dieteating A lot of fruit and green vegetables, rich in fibre, Low in sugar.Western diet: Too much fat meat ,potato crisps/chips, butter, cream and chocolate)T oo much sugar (cakes,soft drinks,sweets and so on)Step4. SpeakingT: OK, let’s see the two language points.I think that…. because….. be rich high low poor inT: Ask your classmates what they like to eat. Make a list of the food and decide whether what they eat is junk food or not.name Breakfast snacks lunch Dinner1unit13.1(3)Step5 Listening and dictationT: Now write down your name, number and date. We’ll have a diction.T: I will read four times. First time, listen carefully and get the general idea. The second and third time, you can write down words by words or sentences by sentences. The forth time, check your writing.Material: The Chinese diet is considered to be the healthiest in the world. It contains a lot of fruit and green vegetables. It is rich in fibre and low in sugar and fat. However, people in the Western world eat too much fat and sugar and don’t take enough exercise. Because of this, they put on weight very easily. Many people in the Western countries are fat and some have bad teeth.Step6 Summary and Homework1.Review the new words and phrases in Unit 13.2.Preview the Listening and Speaking on Page2.3.Do the exercise of Listening on Page 71.八．黑板板书设计Blackboard:Words and phrases explaining九、Evaluation。
高中英语必修一Unit1Warmingup教案培训资料
⾼中英语必修⼀Unit1Warmingup教案培训资料Unit 1 Friendship : Warming Up and Pre-Reading 教案课时：⼀课时课型：讲授课⼀、教材分析本课是friendship单元的第⼀课时，主要包括Warming up 和 pre-reading板块的内容。
通过学习Warming up板块中关于朋友间应该如何相处的问卷调查和讨论，检测学⽣对友谊这个主题已有哪些认识，并帮助学⽣学会审视⾃我，引导学⽣形成正确的价值观和处事原则，培养⾼尚品格。
随后pre-reading板块中的关于好朋友的三个问题的讨论，使学⽣对涉及到后⾯Reading板块中⽂章的内容进⾏思考，同时学到了新东西从⽽丰富和增加了对朋友这个话题的认识。
学好本课知识点，可以为接下来第⼆课时Reading板块中“安妮最好的朋友”的学习做好预热和铺垫。
⼆、教学⽬标：(⼀) 知识⽬标（Knowledge aim）：1.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 dog;2.让学⽣学会使⽤以下结构来表达态度，同意和不同意和肯定程度: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.(⼆)技能⽬标（skill aim）：1．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。
2．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。
Unit1 Friendship warming up 教案-高中英语必修一
Teaching planP eriod 1. Warming upI.Teaching AimsAt the end of the class, the students should be able to:1.Knowledge aims:know the meaning of new words and expressions, such as: upset, ignore, calm down, have got to, be concerned about, walk the dog loose.2. Ability aims:1)Talk about the qualities of good friends freely.2)Cooperate with others in English Class and improve their oral English.3. Emotional aims:1)Realize the importance of friends and cherish their friendship.2)Activate students’ interest in learning English and taking an active part in Englishclass.II.Teaching Key and Difficult Points1.Teaching Key PointsTalk about the qualities of good friend.The reason why friends are important.2.Teaching Difficult PointsDescribe the friendship confidently.III.Teaching and Learning Methods1.Teaching Methods1. Q & A2.Task-based Language Teaching2.L earning MethodsTeam work, inquiry learningIV.Teaching AidsStuden ts’ Book 1, PPT, chalk, blackboardV.Teaching ProcessStep 1.Lead-inActivity 1: listen to a song: Auld Lang SyneQ1: What’s the topic of the song?Q2: Can you give a brief description of one of your friends?S: discuss these questions in pairs and share them in the class.Purpose: To activate students’ learning interest.Activity 2:Match the word or expression with its meaning.Purpose: To make students be familiar with the topic and prepare for the speaking task.Step 2. P1: Do the survey.S: Two students work in pairs, when they add up their score, one student is an interviewer, and the other is an interviewee to ask the score and talk about the content of the corresponding score.Step 3. BrainstormingActivity 1: Q1: What qualities does a good friend should have?---- A good friend should be________?Purpose: To make students familiarize more adjectives about friends.Activity 2: guessing game:T: make students guess the adjectives of every letter in the word “friendship”.Activity 3: Q: What do you think a 5-star friend should be like?----I think he/she/a friend should be _____, _______ and ______.----In my opinion, a good/5-star friend is someone who ___.Purpose: To make students use the adjectives we have learned to describe friendship. Activity 4:Q: The qualities of a person who cannot be a friend of others:Step 4. DiscussionQ 1. Why do you need friends? Make at least 3 reasons.。
人教版高中英语必修一Unit1 Warming Up课件(共28张PPT)
PeriodⅠ Warming Up
2021/7/25
1
• ~Auld Lang Syne~《友谊天长地久》 • By Robert Burns • Made by HandsomeCK
• Should auld acquaintance be _fo__r_g_o_t
• And never brought to _m__in__d_
concern vt. (使)担忧；涉及；关系到 loose n. 担心；关注； (利害)关系 adj. 松的; 松开的
2021/7/25
24
Expressions review
add up calm (…) down
have got to be concerned about
walk the dog
To have a good friend, you need to be
a good friend.
2021/7/25
23
Words review
upset adj. 心烦意乱的；不安的； vt. 使不安；使心烦
ignore vt. 不理睬；忽视 calm vt. & vi. (使)平静; (使)镇定 adj. 平静的; 镇定的
你可以用真心换来友谊， 但是不能用钱买来朋友。
2021/7/25
6
探讨话题
questions
names
student1
1. Are you good at making friends?
2. Do you have friends?
3. What are the special qualities of your best friend?
教案：Unit 1 Warming Up
第一步引入话题1. Take advantage of the last Spring Festival and ask students what else they know about Chinese festivals, including when they take place and they celebrate and at least one thing that people do at that time.2. Ask students how much they know about foreign festivals.第二步看一看猜一猜（小组竞赛）1. Show students some pictures/photos, then ask them to guess which festival people are celebrating.2. Put a photo of “Easter” in the end, leading into the listening training.第三步听力训练（双人活动）1. (Page 41 Listening) Ask students to talk about the 3 pictures.2. Students listen to the tape for the first time and write down the main idea or just ask students to fill in the blanks like: The listening passage is about Easter. Children look for Easter eggs hidden by their parents and the family eat a special dinner of roast lamb and apple pie.3. Ask students to have a look at the six questions in Exercise 2 before they listen to the tape again.4. Play the tape and let students answer the questions.5. Ask students to exchange their information.6. Play the tape again for the students to correct their answers.第四步角色扮演：购物（双人活动）1. (Page 41 Talking) Ask students to read the situation, better choose “Easter” rather than “Spring Festival”.2. Let students read the expressions of “request”.3. Ask students to make up a dialogue in pairs, one as the shopkeeper and the other as the customer.4. Ask some pairs to present their dialogues to the class.。
人教新课标高一必修1Unit 1 period 1 warming up(新课标版高一英语必修一教案教学设计)2872
人教新课标高一必修1Unit 1 period 1 warming up(新课标版高一英语必修一教案教学设计)Unit 1 friendship1．Teaching aims and demands类别课程标准要求掌握的项目话题Friends and friendship; interpersonal relationships词汇Add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habitadd up calm down have got to be concerned aboutwalk the dog go through hide away set down a seriesof on purposein order to face to face according to get along withfall in lovejoin in功能 1. 态度(attitudes)Are you afraid that---?I’ve grown so crazy about---I didn’t dare---2. 同意和不同意（agreement and disagreement）I agree. I think so. Exactly.I don’t agree. I don’t think so. I’m afraid not.3.肯定程度（certainty）That’s correct. Of course not.语法直接引语和间接引语(1): 陈述句和疑问句1. 陈述句“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.2. 一般疑问句He asked, “Are you leaving tonight?”---He asked us whether we were leaving that night.3. 特殊疑问句“When did you go to bed last night?” father said to Anne.--- Father asked Anne when she went to bed the nightbefore.2．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 thinkcritically aboutfriends and friendship in reality, alerting them to the factthat besides people, a diary can be a friend, too.Reading--- The diary by theJewish girl Anne gave a glimpse of her lifeduring her family’s shelter in Amsterdam fromthe GermanNazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helpsher 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 theproblems 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 offriendship with particular attention to that one candevelop 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 andconducts that make a good friend, display and develop the ability tocope with misunderstanding, conflicts and problems related tofriendship, and give advice on it. The concept that even an ordinarything can be a friend should break down the traditional belief in theinterpersonal nature of friendship. Also, the comparison of similaritiesdissimilarities in friendship comprehension between theEast and theWest leads students to know better the values of friendship in Westerns’eyes. All in all, this unit promises to unveil the true essence of friendshipand helps students to lead a more friendly and harmonious life.Thus, based on the theme, contents and teaching objectives,the wholeteaching procedures can fall into five periods as follows: Period 1 Warming up and speakingPeriod 2 ReadingPeriod 3 GrammarPeriod 4 Integrating skills (WB)Period 5 Using language4. Teaching plans for each periodPeriod 1 Warming-up and Speaking1. Teaching objectives:1) Target languageI (don’t) think…… I (don’t) think so. I (don’t) agree.I believe…… That’s correct. In myopinion, ……2) Ability goalsa. Describe your friends in Englishb. Figure out the problems between friends and then find different ways to solve the problems.3) Learning ability goalsa. To encourage students to think and talk about friends and friendship by using some phrases and structures.b. To learn to solve problems that may occur between friends.c. To cultivate the students to form the good habit of learning English in Senior Middle School.2. Teaching important points:a. Use the given adjectives and sentence structures to describe one of your friends.b. Learn to evaluate friends and friendship.3. Teaching difficult points:a. Work together with partners and describe one of your good friends.b. Discuss with partners and find out ways to solve the problems.4. Teaching methodsa. Task-based teaching and learningb. Cooperative learningc. Discussion5. Teaching aids: CAI6. Teaching procedures:Step 1 Lead-in and Warming-upBefore the lesson, the teacher can arouse the students’ interests by showing a video of Auld Lang Syne .Do you like making friends? How do get in touch with your friends? Do you have many friends? Where are they now? Doyou have any old friends in our school? Have you made anynew friends in our class?Step 2 Think it over1. Give a brief description of one of your friends. The following phrases and structures may be helpful:His/Her name is ……He /She is …… y ears 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. Is friendship very important? Why?3. Do you have friends? What kind of friend do you like?Step 3 Make a survey1. List some qualities of a good friend or your idealfriend. Have the students get into groups of four to findout what each has listed.Tell your partner your standards of good friends by usingthe following structure:I think a good friend should (not) be……In my opinion, a good friend is someone who……patient ，careful，modest，reliable，open-minded ，good-tempered friendly，energetic，tolerant，caring ，understanding responsible，warm-hearted ，outgoing，interesting ，loyal generous ， smart，humorous ， honest，well-educated，braveself-respected，diligent，easy-going ，talkative ，athletic Can you list some qualities of a person who would not makea good friend?1. Have a member of each group report on what their lists have in common and list them on the board.2. Ask the class whether or not they agree with all the qualities listed.3. Then have the students do the survey in the textbook.4. Have the students score their survey according to the scoring sheet on page 8.5. The teacher ask some students how many points they got for the survey and assess their values of friendship:★ 4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do. ★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s 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 offriendship)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, ……What to do reasons2. What will you do to have a good friend?3．As a good friend, what should you do?4．Tips on Being a Friend5．proverbsStep 5 Debate1.Have you made any friends over the Internet? Do you have any e-pals?2.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…Step 6 homework1. Write down a short passage about your ideas /thefactors/your unusual friends.2. Prepare for the new lesson.。
高中英语必修一课件：Unit 1 Warming up(共19张PPT)
good to
be good/ kind/ polite/ friendly/ rude/
cruel to
表示对人的态度
对同学要礼。
You should be polite to your classmates.
add up
1.add up / add sth. up 加起来
把你的分数加起来。
Add your score up. / Add up your score. Add it up. (wrong: Add up it.) add up to 共计 eg. His income adds up to 8000 yuan a month. 他一个月的收入加起来有8000元。
get sth. done
The film is very upsetting.
ignore
When you ignore somebody or something,
What is friendship?
I want to find the answer to the question
What is friendship?
When it rains, I think friendship is a small umbrella. It can give me a piece of clear sky. When I’m crying, I think friendship is a white handkerchief. It can wipe my tears dry.
Finish the survey on P1 Work out your score:
1. A 1 2. A 1 3. A 1 4. A 3 5. A 0
高中英语 Unit 1《Friendship》Warming up教案22 新人教版必修1
Unit 1 Good FriendsTeaching objectives and demands:The activity is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.Ask the students to describe a good friend and give examples of situations where friends have helped them. Use the activity as a brainstorming session done either in groups or with the whole class.Language use: Manipulate listening, speaking practiceKey points:1. Everyday English for communication.2. Words and useful expressionsThe First PeriodStep 1. Warming upStudents are asked to describe themselves and a friend. You can use these questions in at least two different ways. One alternative is to ask the students to think about three words to describe themselves and then let each student tell the class the three characteristics they have chosen. A second alternative would be to ask the students to write down the three characteristics and let other students guess who is being described. As with the first part, the objective is to elicit student language and get the students to think about friends and friendship.Which words can be used to describe the characteristic?Brave: courage fearless heroicScared : astonish fearful frightened horrified shocked terrified timid Loyal: devoted faithfulWise: bright clever cute gifted intelligent smart well-learned witty Foolish: silly stupidBeautiful: attractive breath-taking charming cool cute elegant eye-catching good-lookinggraceful inviting lovely neat pretty splendid stunningRich: wealthy plentifulFunning: amusing humorousHappy: carefree cheerful contented delighted glad high merry pleased Unhappy: bitter blue discouraged displeased heavy miserable sad upsetStep 2. ListeningThe students will hear friends discuss common problems that may occur in a friendship. The students are asked to identify the problems and suggest solutions. Tell the students that friends sometimes have problems and that it is important to know how to solve the problems. The students will hear three arguments between friends and are asked to write down the problems and suggest possible solutions. It may be necessary to divide the task into two parts; first the students write down the problems as they listen to the tape, and then they discuss possible solutions. The students can also listen to one situation at a time and discuss solutions with the whole class.Key1.Peter is often late for football practice. I think that he should try to be on time in the future.2.Mary usually borrows things without asking and she doesn’t return things on time. She should ask the owner is she wants to borrow something and try to return it on time in the future.3.Adam borrowed John’s CD player yesterday and now it is broken. Adam can ask his uncle to fix it.Extension the students are asked to think of other situations/problems involving friends and role-play or discuss the issues. You may also ask the students to list or discuss what methods are most effective when you want to solve problems in a friendship.Workbook P85ListeningStudents will hear about problems friends may have and what can be done to solve such problems. The students are asked to write down the solutions mentioned on the tape and to think of other solutions. Ask the students to listen to the tape and write down the solutions suggested by the speaker. You can help the students prepare by first asking them to think about problems they may have had with their friends. The solutions mentioned on the tape are simple and general. Encourage the students to think of better, more specific solutions. What would they do if they had a quarrel with a friend? How do they talk to their friends about difficult things? How do they keep secrets from becoming rumors?Listening text 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. A common problem between friends is that they don’t know how to talk to each other about difficult things. When they do talk, they often get mad with each other. What can they do? Well, it takes time to learn how to communicate well, and it is important to understand why a friend gets angry with you when you say something. If you know what it is that makes your friend angry, then you can try to talk about the problem in a different way.Another problem that many friends have to deal with is what to do after one of them gets angry or upset. If friends get angry with each other and say something bad because they are angry, they often find it difficult to apologize after the quarrel. The best way to apologize after a quarrel is simply to start by telling each other that you are sorry and then go from there. A simple apology is often enough and is a good starting point. What about friends who can’t keep a secret? Sometimes it seems impossible to keep a secret from becoming a rumour that everyone knows. Shouldn’t a good friend be able to keep a secret? Perhaps, but it is not always that easy to keep a secret, and telling a secret to someone will often put them in a difficult situation — they may have to lie to other friends to keep the secret. The best way to make sure that a secret doesn’t become a rumor is simply to keep it to yourself —don’t tell anyone.Answers to Exercise 1Problem: Friends get angry with each other when they try to talk about something difficult.Solution: Try to understand your friend/Try to talk about the problem in a different way.Problem: Friends don’t know how to apologize.Solution: Start by telling each other that you are sorry and take it from there.A simple apology is often enough.Problem: Some friends don’t know how to keep secrets.Solution: Keep your secrets to yourself.Step 3 SpeakingThe students will use the information about the people on SB page 2 to talk about likes and dislikes and to practice giving reasons for their opinions. Tell the students to work in pairs. Ask the students to complete the chart on page SB page 3 and then use the answers to talk about who could be friends and what they like or dislike. Ask each pair to decide who could be friends and give reasons for their decisions. When they have made their decision, ask them to compare and debate their ideas with other pairs. Encourage different answers, including strange ones.know. The students then use the list to identify likes and dislikes and characteristics and try to determine who could be friends.Step 4. Talking Workbook P85The students are given role cards based on three situations where friends are having problems. They are asked to act out the situations with the “useful expressions”. They are also asked to think of a fourth situation, prepare role cards for it, and act it out. Let the students role-play in pairs. Remind them that they should not write down a dialogue and then simply read the dialogue. Instead, they should try to act out the situation without rehearsing it. If they find it difficult to get started, you can let them prepare by practising part of a situation. You can also help by modeling part of a situation.Extension Friends often help each other. Ask the students to work in pairs and listexamples of situations where friends can help each other. The students can then write role cards for the situations and act out in pairs.Step 5. Homework(1) Finish off the exercises of Unit1 in the workbook.(2) Revise the key points of this unit.(3)List the friend they get to know in class and write down some thing they want to know.Evaluation of teaching:The Second PeriodTeaching objectives1. Develop the students’ comprehension of explorative passages, especially their ability of analyzing the structure of such kind of articles.Offer the students chances of self-culture by working in groups and seeking information about the film out-side the class.3. Infuse the students with basic knowledge about the friend and friendship4. Learn some words and useful expressions from the text.Teaching Approachmunicative Approach should be used throughout the class. Stress should be laid on:2.Learner-centeredness; learning-centeredness3.Task-based learning4.Activity-based teaching (class work; individual work; group work)Teaching type: Reading comprehensionTeaching ProcedureStep 1. Report in class A student is asked to report something interesting he or she picks up from newspaper or magazines.Step 2.Review and check Ss have a word dictation and check their homework in workbookExercise 2 Suggested sample sentences1) My friend Alan is brave. He once saved the life of a little girl who had fallen into a lake.2) My friend Bob is loyal. He wouldn’t talk to Charles whom I don’t like at all.3) My friend David is wise. He always gives me the best advice.4) My friend George i s a handsome boy, but he doesn’t like to study and always dreams of becoming a model.5) My friend Harry is a smart student. He always asks good questions in class. Step 3 Pre-reading Ss are asked to listen to the tape and find the things they are using or talking about.Practising on P87 vocabulary1 “The books are too heavy! I think it’s going to break.”2 “Oh no! I forgot where I put it! I have written down all the important phone numbers.”3 “Yum! You have bought it at last. We can have fried fish for dinner. Mmm (I)can’t wait to put this fish in it. ”4 “Hands up! Don’t move or I’ll shoot. Give me all your money!”5 “Ooooh! I look very nice in this new dress!!!”6 A: I think we’re lost. What should we do now? B: Don’t worry. I have it here and I know how to use it.7 “Ouch! I hit myself with it.”8 A: Hurry up! It’s so dark here. I can’t see anything.9 “It is shaking badly. Am I going to die? Help! … Oh, thank God!”10 “I feel sad when it comes to the part in which the two friends become enemies.”Answers 1 rope 2 notebook 3 pan 4 gun 5 mirror 6 compass 7 hammer 8 match 9 airplane 10 movieGet the students to think about what it would be like to be alone on a deserted island. The activity is not direct linked to a reading strategy or a structure in the reading, but is intended to be used as a preliminary activity related to the previous parts of the unit. The pre-reading exercise also gives the students an opportunity to practise giving opinions and making decisions.Explain the situation to the students and give them time to think about what they would bring. The activity should generate different choices and opinions, thus making it a good opportunity for discussion. Tell the students to work in groups. Ask them to describe the usefulness of each item in the box and then decide on the three most useful ones. Make sure that each group member gets an opportunity to speak. Encourage the students to use the structures I think… because…/ I could use it to…/ it could be used to …/ …would be more important than … because … Ask one student from each group to write their answers on the blackboard. Compare answers from different groups and have a short discussion. e.g. 1.I think a knife would be the most useful item, because I could use it to kill animals and cut the meat. It could also be used to cut wood. 2.I also think a box of matches would be useful because I could use the matches to make fire. If I had a fire, I could cook food, stay warm and keep wild animals away. More importantly, if someone saw the fire, they would come and save me. 3.I think a book would be more useful than a radio, because you don’t need batteries to read. And when I read, I would learn about life and the world and forget my loneliness.Extension 1: Ask the students to think about how the things could help them in other situations, for example, if they were lost in a desert or a forest. Extension 2: Let the students talk about how they would feel in an extreme situation. How would they feel if they were alone on a deserted island?(angry, desperate, lonely, hungry, worried, hopeful, happy, afraid etc.) What would they do to try to overcome these feelings? Extension 3: Ask the students if they have read books or seen movies about island life, for example, Robinson Crusoe, Cast Away, Six days and Seven Nights, etc. How did the main characters survive? How were they rescued? Extension 4 After the discussion, you can ask the students to consider the similarities and differences between spiritual and materialistic needs, i.e. the things we need and the social interaction we need.Step 4 Reading Listen to tape and finish the following itemsCHUCK’S FFRIENDBackground information on the reading :The film Cast Away, starring Tom Hanks, depicts a man’s struggle with s olitude and his journey towards self-knowledge. The film shows us how Chuck, a busy manager who never has “enough time,” ends up on an island with nothing but time. He manages to survive on the island and he realizes the importance of friends and friendship. The text, summarized below, describes his experience and the lessons he learns from his unusual friend, a volleyball he calls Wilson.Guess the meaning of a word or phrase in the text, tell them to mark the word or phrase. Ask the students to list word s or phrases that they don’t know. Explain important ones if necessary, but try offering more context of certain words until the students can guess the meaning. Don’t spend too much time going through the new words.Suggestion for teaching some of the vocabulary of the reading text:picture and retell the main idea of the text.1 Chuck Noland, a successful businessman, lands on a deserted island aftera plane crash.2 Chuck has to learn basic survival skills on the island. In order to cope with his loneliness, Chuck develops a friendship with a volleyball he calls Wilson.3 Five years’ life on the island teaches Chuck the importance of having friends and being a good friend. Wilson may just be a volleyball, but their friendship is real and in some ways better than Chuck’s friendships in the past.4 Human friends and unusual friends are important in our life. Friends and friendship help us understand who we are and how we should behave.Step 5 Post-reading Exx on Page 4 Ask the students to answer questions about the story. e.g. How can a volle yball become Chuck’s friend? What does Chuck learn about himself when he is alone on the island?Suggested answers to the questions1 He has to learn how to collect water, hunt for food, and make fire. More importantly, he has to learn to live without friends.2 He has learnt a lot about himself when he is alone on the island. For example, he has come to realize that friendship is important in his life, that he hasn’t been a good friend, and that he should care more about his friends. (The students may also use present tense, e.g. He learns a lot about himself. He realizes that…)3 Open for discussion. The students can list basic survival skills.Let the students discuss the question in groups. The question can be discussed in the form of a role-play where each student represents one of the four people and has to persuade the others that he or she should be given the parachute.5.Have a short discussion about one or more ideas in the text:1 ) What can we do to be good friends even if we are very busy?2 ) Does a successful man or woman need friends?3 ) The text talks about “giving” and “taking.” How do friends give and take?4 ) What do friends teach us?5 ) Is it better to have a human friend or an unusual friend such as a volleyball,a pen or a dog?Step 6 Language study Key to “Word study”:1 honest,2 classical3 sorrow/unhappiness4 argue/quarrel/disagree5 loyal/good/true6 hunt for7 fond of/interested in8 brave/fearless9 in order to/ so as to 10 smartStudent-centered vocabulary learning:It is very important for students to make their own choices and decisions about what they learn. You can help your students by letting them practise making such choices and decisions.Give the students a few minutes to make a list of words and expressions from the text that they want to learn. The list should not be too long.Ask the students to show their list to a partner and explain why they chose these words or expressions.There are many ways to help the students deal with new words. Begin by letting the students try on their own. If the students can discover the meaning of new words themselves—either by using clues, pair work, or group discussion they are more likely to develop a better understanding of the word. More importantly, the process will help them develop strategies and skills that they can use when they encounter new words. The teacher is responsible for providing guidance and assistance. Give the students time, help as little as possible and in a gradual way. Try to model and encourage positive behaviour—the best way to help is to provide clues and examples. If you “explain” the word or simply translate it, you are not giving the students an opportunity to learn.1 Encourage the students to try different ways to fix the words in their minds.2 Some words may have different meanings. You can help the students decide which meaning fits the context.Unit 1 背景材料：Cast Away 荒岛余生汤姆·汉克斯曾以《费城故事》和《阿甘正传》连续两度获奥斯卡最佳男演员奖殊荣，为自己和别人树立了两座高不可攀的丰碑。
高中英语人教版必修一book1unit1 warming-up导学案设计 无答案
高一年级英语导学案使用日期：2019年8月26 日编号：01Unit 1FriendshipSection Ⅰ—Warming Up, Pre-reading, Reading & Comprehending 教学目标：体会友谊的意义教学重点：重点词汇应用教学难点：经典句型理解与应用导学一、朗读下面关于友谊的格言,体会友谊的可贵A friend in need is a friend indeed.患难见真情。
A faithful friend is hard to find.知音难觅。
A life without a friend is a life without a sun.人生在世无朋友,犹如生活无太阳。
自学二、将单词或短语与相对应的释义搭配起来A B1.outdoors a.not excited, nervous, or upset2.upset b.to pay no attention to sb or sth3.ignore c.so as to4.concern d.to make someone feel unhappy or worried5.calm e.to worry about sb/sth; a feeling of worry6.in order to f.to have to7.no longer g.to write down or put down8.set down h.outside, not in a building9.on purpose i.no more10.have got to j.not by accident;intentionally互学阅读Warming Up部分的内容，完成其中的5个小题，并划出重点短语及疑难点。
♦Are you good to your friends?考点：be good/kind to “对……好，对……热情”扩展：be good for sth./sb.对某事/某人有好处，对……有益do good to sb. = do sb. good 对某人有好处，有益do harm to sb. =do sb. harm对某人有坏处Eg. 尽管他看起来冷漠，但实际上他一向待人热情。
人教版高中英语Unit 1 Warming up教学课件
Robert Bruce was the heroic King of Scots who, despite set-backs, secured Scotland's independence from England. Bruce was distantly related to the Scottish royal family and always had ambitions to be king. Robert I, the Bruce (1274-1329)
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Helen was born a very bright, beautiful baby. As early as she was six months she could already say a few words. She took her first steps on the floor when she was only one year old. But before she was two years old, she had a disease that left her in darkness ever since. She couldn’t see or hear--and soon she couldn’t even talk. From then on, Helen had to struggle in the darkness and silence. When she tried to do anything in the house, she only got every one into trouble. Because her family did not know what else to do, they soon began to give everything she wanted. The girl could do nothing right.When she tried to cut out paper dolls, she cut her dress instead. She pushed her baby sister off the bed, thinking that she was a doll. Once she was almost burned to death, because she was standing too near to the fire.
2016人教版高中英语必修1__Warming__up精品学案
Unit1 Warming up精品学案【学习目标】1. Get to know some ideas about friends and friendship.2. Learn some new words , phrases and sentence patterns.3. Learn to use speaking strategies .【重难点】记忆考纲单词和短语，培养口头表达能力。
【使用说明和学法指导】自学：利用早读熟记本单元单词和常用短语10分钟课前自学，严格按照要求充分预习warming-up部分。
要求：5分钟迅速默读课文一遍，把握文章大意。
5分钟再读课文，深入透彻理解课文，并对重难点进行勾画与标注。
请同学们跳过词汇障碍，培养提高自己在语境中猜测词义的能力。
正课：5分钟浏览、思考、理解相关知识、标记出疑难。
8分钟组内简单讨论并把不会的提出质疑。
12分钟展示点评总结。
15分钟时间背诵并进行当堂检测。
【补充练习】一、短文改错(共l0小题；每小题l分，满分l0分)下面文中共有10处错误，每句中最多有两处。
错误涉及单词的增加、删除或修改。
增加：在缺词处加一个漏词符号∧，并在此符号下面写出该加的词。
删除：把多余的词用斜线＼划掉。
修改：在错词下面划一横线，并在该词下面写出修改后的词。
注意：1、每处错误及其修改均仅限一词；2、只允许修改10处，多者从第11处不计分。
As society develops, the number of Chinese families who own their cars is increased.Everyone knows we can go anywhere easily and quickly with a car. This makeslife more easier and, what’s more, the production of automobiles plays important role in the development of China’s economy. But, cars also cause pollution. Poisonous ga ses from cars are a really danger to the environment and are bad for people’s health. Owning one’s own car, therefore, have both advantages and disadvantages.We would like to see everyone owning a private car, but we should take measure to protect our environment as well . We should take public transport to work, or whether we have enough time, you can ride a bike.二、任务型阅读：根据短文内容，从短文后的选项中选出能填入空白处的最佳选项并写在第二卷答题区。
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Unit 1 Friendship : Warming Up and Pre-Reading 教案课时：一课时课型：讲授课一、教材分析本课是friendship单元的第一课时，主要包括Warming up 和 pre-reading板块的内容。
通过学习Warming up板块中关于朋友间应该如何相处的问卷调查和讨论，检测学生对友谊这个主题已有哪些认识，并帮助学生学会审视自我，引导学生形成正确的价值观和处事原则，培养高尚品格。
随后pre-reading板块中的关于好朋友的三个问题的讨论，使学生对涉及到后面Reading板块中文章的内容进行思考，同时学到了新东西从而丰富和增加了对朋友这个话题的认识。
学好本课知识点，可以为接下来第二课时Reading板块中“安妮最好的朋友”的学习做好预热和铺垫。
二、教学目标：(一) 知识目标（Knowledge aim）：1.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 dog;2.让学生学会使用以下结构来表达态度，同意和不同意和肯定程度: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.(二)技能目标（skill aim）：1．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。
2．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．了解并初步掌握Skimming 和 Scanning两种阅读技能。
(三)情感态度（emotional aim）：1．了解自己，了解与人交往的一些方法。
2．引导学生做一个受尊敬的，快乐的人。
三、教学重点和难点：重点：1．学习评价朋友和友谊。
2. 掌握同意和不同意（agreement and disagreement）及肯定程度（certainty）的在谈话中的表达及运用。
难点：1．与搭档合作并描述你们的一个好朋友。
2．与搭档讨论并找出解决问题的方法。
四、教学过程(一) 导入：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。
播放两首关于友谊的歌曲,然后问学生歌里都说了些有什么。
2。
让学生们展开关于友谊的讨论，并让他们列出好朋友应该具有哪三种品质。
)第二步：准备活动Warming up（１）探讨话题：针对性地提出几个问题，让学生来回答，以此来了解学生的友谊观，同时也为下一个步骤引导学生做调查问卷做准备。
如果时间允许，我会用表格的形式将学生（２）学生填写课本中的调查问卷。
然后对学生的答案做出分析和点评。
(二) 讲授新课：第一步：做问卷调查1．请学生列出好朋友或他们心中理想的朋友应具备的品质。
四个学生一组各自列出这些品质，学生使用以下结构来告诉同组其它成员他心中的好朋友标准：I think a good friend should (not)be. . . In my opinion, a good friend is someone who. . .2．每组派一个代表将他们共同认同的这些品质写在黑板上。
3．问全班同学是否同意所有在黑板上列出的品质。
4．接着让学生做书中的问卷调查。
老师可在学生做问卷时做一些必要的说明。
Question 1: This question deals with how thoughtful you are towards others and how much you value your friends?Question 2: This question is concerned with fairness.Question 3: This question also deals with your concern for others.Question 4: This question is concerned with responsibilities to a friend.Question 5: This question is concerned with honesty.5．让学生按课本第8页的计分表给自己打分。
6．问一些学生他们得到多少并评估他们的友谊价值观。
4~7 points:You are not a good friend. You either neglect your friend’s needs or just do what he or she wants you to do. You should think more about what a good friend needs to do.8~12 points:You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.13+points:You are an excellent friend who recognizes that to be a good friend you need balance your needsand your friend’s. Well done.第二步：讨论和分享Talking and sharing1．让学生成对讨论：If your best friend does something wrong, what will you do?尝试使用以下表达方式：I think. . . I think so. I agree. I don’t think. . . I don’t think so. I don’t agree. I believe. . . That’s correct. In my opinion, . . .2．小组讨论：把学生分成四组,每组选一个话题来讨论。
有以下主题：Topic 1: Why do you need friends? Make a list of reasons why friends are important to you. Topic 2: There is a saying “To have a good friend, you need to be a good f riend.”What do you think of the saying and how can you be a good friend?Topic 3: List some qualities of a person who does not make friend easily.第三步：Pre-reading 读前小组讨论:让学生对下面这几个问题进行小组讨论。
1．Why do you needs friend？Make a list of reasons why friends are important to you?2. Does a friend always have to be a person? What else can be your friend?3. Look at the title and skim the first paragraph of the text to find what Anne’s best friend is. (1) 对于第一个问题，我会引导学生用思维导图（mind-map）形式列出为什么朋友对人类这么重要。
这种思维方法的使用可以很大程度上开阔学生的思路，是一种非常有效的指导学生学习的思维模式。
我会先给学生展示下面的导图，引导学生从不同的角度去考虑为什么朋友对人类这么重要，然后让学生互相交流，最后老师做出总结。
(2) 关于第二个问题，我会采用头脑风暴的方法，通过引导学生说出各种可以成为朋友的人或物，来开阔学生们的思维。
(3) 第三个问题让学生通过阅读第一段来发现谁是安妮的好朋友，它渗透了阅读技巧Scamming，即“快速阅读”。
在学生阅读前，先向他们分别讲解一下Skimming和Scanning 阅读方法和技巧，并给出一些阅读文章进行适当训练后，再开始用Skimming方法阅读下文。
(三) 巩固练习：第一步：做练习册Workbook 1．讨论(课本第41页)在学生听材料时,要求他们就说话者关于交朋友的观点做笔记。
建议步骤:1) 听加拿大人Leslie Clark对在中国体验友谊的看法2) 让学生分小组讨论他们是否同意她的观点。
3) 然后学生们会为2派:至少有1个学生会支持Leslie的观点,其余的学生将不支持，让学生们思考为什么他们同意或不同意Leslie的观点。