(word完整版)人教版高中英语必修一Unit1教案
人教版高中英语必修一第一单元教案
Unit 1 Friendship知识目标：（1）New words：survey，point，upset，ignore，calm，concern，loose，cheat，reason，list，share，feeling，Jewish，German，outdoors，crazy，nature，purpose，dare，thunder，entirely，power，trust，indoors，suffer，teenager，advice，questionnaire，quiz，situation，editor，communicate，habitPhrases：go without，go through，face to face，with so many clothes on，have some troubles，fall in love，hate gossiping，throw away，make a questionnaire，make an effort，pay no attention to（2）Master the changes between Direct Speech and Indirect Speech.（3）Learn to use the following sentence patterns：I wonder if...，...before...，It’s the first time that...，There was a time when...（4）Understand the concept of friendship.能力目标：（1）Use language knowledge to describe oneself and one’s friends.（2）Master the skills of scamming and scanning.（3）Predict the contents of the listening material based on known knowledge.（4）Master the basic skills of the writing.情感目标：（1）Let students know that every one of us must have a friend or some friends in our daily life.（2）Cultivate the spirit of cooperation by working in groups.●课时安排本单元教学可以分为7课时。
高一英语必修一unit1教案(优秀3篇)
高一英语必修一unit1教案(优秀3篇)高一英语必修一unit1教案篇一一、指导思想：新的学年，我将按照“规范教学管理，创新教学方式，突出教研重点，注重教研实效”工作思路展开各项教学工作。
针对我们班新生普遍英语底子差，基础薄薄弱的实际情况，老师们要坚持用“夯实基础，狠抓双基，使用导学案教法，改进学法，激发兴趣，提高能力”的指导思想来指导自己的工作。
主要教学内容：高一必修1、必修2（1-2模块）的内容。
二、具体安排：高一必修1及必修2（1-2模块）共8个模块，计划安排每一模块用10课时，新授8课时，练习2课时，共用4个月的时间。
三．具体措施：1.注意教学的承上启下为了使学生打牢基础不至于出现知识断层，本学期开学要重新学习音标，另外要有计划的把学生初中学过的但掌握不好的时态、句式、定语从句、状语从句、动词不定式以及部分掌握不好的词汇、短语、句型分插于12单元的新课教学中。
2、认真研究新课程标准要认真研读新课程标准，尤其与旧大纲不同的地方，认真研究新教材，采取用导学案的方法给学生上课，着重培养学生们独立自主的学习能力，培养小组合作精神，在集体备课的基础上认真备课、上课，认真进行自习辅导和批改作业。
4、听评课坚持教学研究和相互听课，探究如何听评课。
我要和其他教师互相学习，取长补短。
5、教案的书写本学期高一备课组要继续探讨如何规范书写教案。
备课组活动中将把教案细分，逐一探讨。
如：如何正确书写教学目标。
教学方法有哪些等等。
四．夯实基础1.听力从高一就开始就对学生进行听力训练。
每周坚持上听力课，另外每周至少两次利用课余时间给学生集体放听力，并鼓励学生课余时间多泛听。
2、单词单词一直是学生的难点、薄弱点，直接影响学生综合能力的提高，在教学中要重视词汇教学，狠抓单词的记忆与巩固以及对词汇的意义与用法的掌握。
使学生掌握科学的单词记忆方法和养成勤查词典的习惯。
3、阅读阅读理解能力的培养是高一教学的重点，也是高考的重头戏。
高一英语必修一第一单元教案精选5篇
高一英语必修一第一单元教案精选5篇高一英语必修一第一单元教案精选5篇作为一无名无私奉献的教育工作者，往往需要进行教案编写工作。
下面是小编为你准备的高一英语必修一第一单元教案，快来借鉴一下并自己写一篇与我们分享吧！高一英语必修一第一单元教案【篇1】一、课程目标高中英语新课程的总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学习的综合语言运用能力。
综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。
语言技能和语言知识是综合语言运用能力的基础。
情感态度是影响学生学习和发展的重要因素。
学习策略是提高学习效率、发展自主学习能力的先决条件。
文化意识则是得体运用语言的保障。
高一年级（课标六级）英语课程目标：1.进一步增强英语学习动机，有较强的自主学习意识。
2.能理解口头或书面材料中表达的观点，并且能简单发表自己的见解。
3.能有效地使用口头或书面语言描述个人经历。
4.能在教师的帮助下策划、组织和实施英语学习活动。
5.能主动利用多种教育资源进行学习。
6.能初步对学习过程和结果进行自我评价，调整自己学习目标和策略。
7.能体会交际中所使用语言的文化内涵和背景。
高一年级（课标七级）英语课程目标：1.有明确和持续的学习动机和自主学习意识。
2.能就熟悉的话题交流信息，提出问题并且陈述自己的意见和建议。
3.能读懂供高中学生阅读的英文原著简写本及英语报刊。
4.具有初步的实用写作能力，例如：事务通知和邀请信等。
5.能在教师的指导下，主动参与计划、组织和实施语言实践活动。
6.能主动扩展和利用学习资源，从多渠道获取信息，并能利用所获得的信息进行清楚和有条理的表达。
7.具有较强的自我评价和自我调控能力，基本形成适合自己的学习策略。
8.理解交际中的文化差异，初步形成跨文化交际意识。
二、课程内容完成牛津英语第三第四模块的全部内容。
人教版高一英语必修一unit1教案
人教版高一英语必修一unit1教案（实用版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的实用范文，如学习资料、英语资料、学生作文、教学资源、求职资料、创业资料、工作范文、条据文书、合同协议、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!In addition, this shop provides various types of practical sample essays, such as learning materials, English materials, student essays, teaching resources, job search materials, entrepreneurial materials, work examples, documents, contracts, agreements, other essays, etc. Please pay attention to the different formats and writing methods of the model essay!人教版高一英语必修一unit1教案This is the first period of this unit.In this period，students are expected to discuss what kind of person they are.The purpose is to give students chance to practice their oral English，at the same time.一起看看人教版高一英语必修一unit1教案!欢迎查阅!高一英语必修一unit1教案1This is the first period of this unit.In this period，students are expected to discuss what kind of person they are.The purpose is to give students chance to practice their oral English，at the same time，they can have a general idea about what are the qualities they should find in a great person.In this period，there is a part designed to practice speaking and reading.In order to make students have a thorough idea of qualities great people have in common，and predict the contents of reading，it is important to make good use of the six pictures，especially Nelson Mandela.What’s more，this is the first period of this unit，so it is necessary to deal with the new words and expressions of this part，so as to make it easy for students to begin and make them less anxious in study.●三维目标 1.Knowledge：Learn and master the new words and expressions in thisperiod. Words：hero，quality，willing，active，republic，principle，nationalism，livelihood，fight，peaceful，prison，prisoner，law，advise，continue，fee，gold，passbook，ANC，youth，league，stage，vote，position，accept，violence，equal Phrases：lose heart，in trouble，worry about，out of work，Youth League，as a matter of fact，blow up，put...in prison2.Ability：(1)Talk about the fine quality of great people to improve the students’ speaking ability. (2)Do reading practice to improve the students’ reading abilities. 3.Emotion：(1)Learn about some great people and qualities they have in common. (2)Develop the students’ moral quality. ●教学重点(1)Talk about the fine quality of great people to improve the students’ speaking ability. (2)Enable the students to grasp the main idea of the passage. (3)Improve the students’reading ability. ●教学难点(1)How to express their own opinions and ideas. (2)How to grasp the main idea of a text or a passage. ●教具准备The multimedia and the blackboard. ●教学过程 Step 1 GreetingsGreet the whole class as usual. Step 2 Lead-in T： (Walkto one boy) Wang Bin，what do you usually do on weekends? S1：I sometimes play basketball with friends.I like basketball very much.T：Do you know who he is?S1：Of course I do.He is Jordan，my idol.He is the best basketball player in the world.I have many pictures of him.T：Yes，you’re quite right.He is very famous and many people all over the world worship him.But do you know that it was not until about fifty years ago that the blacks got their freedom and were treated as equal citizens?S2：Yes，we learnt about this in our history classes.The blacks were first brought to America as slaves.They were treated badly and they had no rights.T：That’s right.But we all know that things are different now.Do you know how they could have the same rights as the whites?S3：We don’t know much about this.Please tell us more.T：OK.Many people devoted themselves to this.Some were put into prison and some even lost their lives.Look at the two pictures and read the notes about them.Then have a discussion in groups of four.Try to explain why they are great men.(Show the following pictures and their information on the screen高一英语必修一unit1教案2(1) 课题：Earthquakes (2) 教材分析与学生分析：本单元的主题是“地震”。
人教版高中英语必修1unit1 friendship全单元教案
Unit 1Friendship(Teaching plan for the whole unit)Teaching Objectives：1. 能力目标：a. Listening: get information and views from the listening material;b. Speaking: express one’s attitude or views about friends and friendship in appropriate words.c. Reading: enable the Ss to get the main idead. Writing: write some advice about making friend as an editor2. 知识目标：a. Talk about friends and friendship; how to make friends; how to maintain friendshipb. Use the following expressions:I think so. / I do n’t think so.I agree. / I don’t agree.That’s correct.Of course not.Exactly.I’m afraid not.c. to enable the Ss to control direct speech and indirect speechd. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habitadd up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in3. 情感目标:a. To arose Ss’ interest in learning English;b. To encourage Ss to be active in the activities and make Ss to be confident;c. To develop the ability to cooperate with others.4. 策略目标：a. To develop Ss’ cognitive strategy: taking notes while listening;b. To develop Ss’ communicative strategies.5. 文化目标：to enable the Ss to get to know different opinions about making friends from different countries.Period oneTeaching Objectives：1. To help students learn to express attitudes, agreement & disagreement andcertainty2. To help students learn to read the text and learn to write diaries in English3. To help students better understand “friendship”4. To help students learn to understand and use some important words andexpressions5. To help students identify examples of Direct Speech & Indirect Speech (I):statements and questions in the textTeaching FocusTeaching AidsMultimedia facilities, tape-recorder, photos, diagramsTeaching ProceduresStep1. Warm-up1. Ss listen to an English song AULD LANG SYNE.2. Brainstorming: let Ss say some words about friendship –honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….Step 2. Talk about your old friends1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.2. Self-introductionStep 3. Make new friends1. Ss go around and ask their new friends some information and fill in the following formName Age/hobbies/favorite sports, books, …2. Report to the class: who will probably be your friend why.Step 4. Do a surveySs do the survey in the text ,P1Step 5. Listening and talkingDo Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.When Ss make their conversation, ask them to try to use the following expressions.I think so. / I don’t think so. I agree. / I don’t agree.That’s correct. Of course not. Exactly. I’m afraid not.Step 6. DiscussionDivide Ss four in one group and each group choose a topic to discuss. There are four topics.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 friend.” What do you think of the saying and how can you be a good friend?Topic 3: Does a friend always have to be a person? What else can be your friend? Why?Topic 4: List some qualities of a person who does not make friend easily.Step 7. Summary1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.2. T shows more information about friendship and a poem about friendship.What is friendship?I want to find the answer to the questionWhat 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.When I am sad, I think friendship is a warm word.It can bring me happiness again.When I am in trouble, I think friendship is a strong hand.It can help me escape my troubles.When I sit in a quiet place, I think friendship is a very wonderful feeling.It can’t be pulled and torn, because it is in everyone’s heart.It is there from the beginning to the end of our lives.3. Tell Ss: make new friends and keep the old; one is silver and the other is gold. Step 8. EvaluationSs finish the following evaluation form. Standard: A, B,CContents 自评他评1. I’m active in talking with others.2. I’m active in cooperating with others.3.I can express myself fluently, accurately and appropriately.4. I know more about friendship after this lesson..5. Do you think you need to improve yourself in some aspects? Which aspects? Homework:1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.2. Write a short passage about your best friend.Period twoTeaching Objectives：1. To summarize and remember the main idea of the passage.2. To speak out the detailed information of the passage.3. To know more about Anne’s diary.4. To learn some useful words, expressions and patterns in the passage.Teaching FocusWords:series, outdoors, dusk, thunder, entire, entirely, power, curtain, dusty Expressions:go through, a series of, on purpose, in order to, face to facePatterns:Are you afraid that …I wonder if …There was a time when …Teaching ProceduresStep1.Warming upActivity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or Tv at home.How would you feel?What would you do?Four students a group discuss with each other for 2 minutes.Activity2: Play a short part of the movies Schindler’s ListStep2. PredictingStudents read the title of the passage and observe the pictures and the outline of it to guess:Who is Anne’s best friend?What will happen in the passage?Step3. SkimmingStudents skim the passage in 2 minutes to get the main idea :Who is Anne’s best friend?When did the story happen?Step4. ScanningStudents work in pairs to find the information required below:Step5. Intensive readingStudents work in group of four to discuss the following open questions:1.Why did the windows stay closed?2.How did Anne feel?3.What do you think of Anne?4.Guess the meanings of “spellbound”, “hold me entirely in their power”from the discourse(语篇,上下文).5.Which sentences attract you in the passage?Step6. 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 ?Step7.AssignmentTask1.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.Task2.Ex2.3on Page3Period three(Words and expressions)Teaching ProceduresStep 1. Warming upCheck the Ss’ assignment: task 2Step 2. Learn the language points:1. add (v.)1). To put together with something else so as to increase the number, size, importance, etc.增加，添加Please add something to what I’ve said, John.2). To join numbers, amount, etc so as to find the total 相加Add up these figures for me, please.add to something: to increase 增加What he did has added to out difficulties.add up to: to amount to 加起来等于；总计The cost added up to 100 million yuan.2. cheat v. 1). To act in a dishonest way in order to win 欺骗；作弊2). (of, out of) to take from (someone) in a dishonest way 骗取They cheated the old woman out of her money by making her sign a document she didn’t understand.n. 1). an act of cheating 作弊行为2). one who cheats 骗子3. go through1). To examine carefully 仔细阅读或研究I went through the students’ papers last night.2). To experience 经历，遭受或忍受You really don’t know what we went through while working on this project.4. crazy (adj.)1). mad, foolish 疯狂的，愚蠢的It’s crazy to go out in such hot weather.2). wildly excited; very interested 狂热的，着迷的She is crazy about dancing.5. lonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的He has been very lonely since his wife left him. (lonely/alone )alone1). without or separated from others 单独的She lives alone.2). only 仅仅，只有。
人教版高中英语必修一unit1教案最终版(word文档良心出品)
Step I. Review andLeading-in (5mins)
Review what we have learnt in the last lesson and enjoy the movie clip Summer Eleven just last 3 mins in order to lead to the topic of friendship.
2.Teaching Difficult Points
1.To make the students be able to use different vocabularies about friend and friendship.
2.To make the stu来自ents understand this unique history.
3.Emotion Objectives
1.To get the students to realize the importance of friends and friendship, and learn to make friends and foster friendship.
四.教学重点、难点Teaching Key and Difficult Points
Clear--- She thought the ordinary diary is a series of facts. She made her diary as her best friend and she called her diary Kitty.
(3) Why was she so crazy about things to do with nature?
(word完整版)人教版高中英语必修一Unit1教案.doc
Unit 1 FriendshipWarming up1.be good tobe good for=do good tobe good at2.following adj. 下面的，下列的the following+n.=the+n.+below ( 形容词修饰名词放在名词之前，介词或者介词短语修饰名词置于其后)3. add v. add...to...add toadd upadd up toaddition n.in addition=besides +句子in addition to +n./doing 同类用法联想： because & because ofinstead & instead of “而且，其次”“附加给 ..., 除了 ...还有 ...”additional adj. 附加的additionally adv.4. 分数 score grade point mark (full marks)5. until6. with 和...一起，附带着，用without 不...within在...内，不出 ...E.g. write with a peneat with hands/ spoon/chopsticks/knife and forkHe left without saying goodbye.He left with the water running.分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。
翻译练习：(1)他今天去上班没带领带。
Today, he went to work without (wearing) his tie.(2)他在没有其他人帮助的情况下自己完成了作业。
7.pay for payto do sth8. get sb to do sth(make/have/let sb do sth)get sb/sth doneget done get lost/prepared/dressed/involved9.形容词做状语，表示句子主语的特征、属性和状态副词做状语，表示谓语动词的完成方式E.g. He returned home last night, sad and disappointed.He left hurriedly.10. concern n. 担心，忧虑concern about/for/over...E.g. She hasn’ t been seen for four days and there is concern for her safety.That is a big concern.v. 涉及，与 ...有关be concerned withconcerning E.g. He asked several questions concerning the future of the company.翻译练习：不要问女人们涉及她们年龄的问题。
人教版高中英语必修一unit1教案最终版
Teaching Plan
Unit1 Friendsபைடு நூலகம்ip
教材
人教版高中英语必修一
试讲者
李瑶
单位 新疆师范大学
适用年级
高中一年级
单元
第一单元
课题
Anne’s Best Friend （Reading）
课时 共五课时，第二课时
一．教材分析 Analysis of the Teaching Materials
二．学情分析 Analysis of the Students
As the students, grade1of senior high school,they have the basic abilities
of listening,speaking,reading and writing,but they still need more chances
This unit is the first unit of the senior English studying which talks about
friendship.As for the students, at the beginning of senior school life,
making new friends is one of important things for them now,so the topic
sentence.
(Teacher writes the answers on the blackboard)
Para.1: Anne made her diary her best friend whom she could tell
人教版高中英语必修一全册完整教案
Unit 1 Friendship Ｉ．单元教学目标II．目标语言III. 教材分析和教材重组1. 教材分析本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。
并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。
并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。
1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。
1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。
继续探究并树立正确交友观，并为阅读作好了准备。
1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。
Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。
控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。
学生学习了新的词汇、句型，提高了阅读水平。
文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。
1.4 Comprehension 设计了三种题型。
其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。
高一英语人教版必修1Unit1全套教案
Unit 1 friendship1.Teaching aims and demands2.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 theJewish girl Anne gave a glimpse of her lifeduring her family’s shelter in Amsterdam from the German Nazis’killing in world war . she treats the diary as her best friend, and in 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 tocope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinarything 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 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 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) think…… 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 tosolve the problems.3)Learning ability goalsa.To encourage students to think and talk about friends and friendship byusing 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 inSenior Middle School.2. Teaching important points:e the given adjectives and sentence structures to describe one ofyour 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 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 feelWhat did you do in your summer holidays What did you do inyour spare time2.What do you think of our new school Do you like it Could yousay something about it3.Do you like making friends How do get in touch with your friendsDo you have many friends Where are they now Do you haveany old friends in our school Have you made any new friends inour classStep 2 Think it over1. Give a brief description of one of your friends. The following phrasesand structures 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 fillin the blanks.girl friends boy friendspen friendslong -distance friendsfriends 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 commonand 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 onpage 8.5.The teacher ask some students how many points they got for the surveyand 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 own responsibilities.★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 doTry 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 friendA British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editior, 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 callthem and wake them up, and they’ll still want to talk to you ,that’s friendship.To have a friend, you need to be a 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 friendWhy and Why not2. What factors may cause the breakdown of a good friendship3.What can be your special friend besides human beings And whyStep 6 homework1.Write down a short passage about your ideas /the factors/yourunusual friends.2.Prepare for the new lesson.Period 2 Reading “Anne’s Best F riend”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 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 you3. What do you think a good friend should be like List the good qualities a good friend should have .4. Have you ever considered making friends with animals, plants or even an object Why or why notStep 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 it2) Did she have any other true friends then Why3) What is the difference between Anne’s diary and those of most people4) Do you keep a diary What do you think most people set down in their diaries5) We are going to read one of Anne’s diaries .but before readi ng ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph3.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 hideHow would you arrange to get food given to you every dayWhat would you do to pass the time------3. Discovering useful words and expressionsComplete the following sentences,using words and expressions from Reading1) She has grown _______ about computer games.2) Was it an accident or did David do it on _______3) From the beginning ,Paul made it clear that he would be ______ (完全地)in control.4) He used to work _______ even in the middle of winter.5) Just the _______ of more food made her feel sick.6) You had better have a _________ talk with him.7) Born in a poor family, the manager _________ lots of hardships in his childhood.8) A diary is often kept to ________ what happens in people’s daily lives.Step 4.Talking about friends and friendship1.There are many proverbs about friends and friendship. Choose the one you agree with and explain why, then choose one you disagree with and explain why.A friend in need is a friend indeed.Friends are like wine; the older,the better.A friend to all is a friend to none.The same man cannot be both friend and flatterer(阿谀奉承者).False friends are worse than open enemies.Walking with a friend in the dark is better than walking alone in the light.2.We have talked about friends and friendship today, can you write one or two sentences to express your understanding of friends and friendship.Step 5.Homework:1.Interview a high school student, a businessman, a police officer and a housewife to find out their opinions about friends and friendship. Write a report to share it with the whole class.2. Describe one of your best friends following the writing style of this passage. Ending: Let’s sing this song about friends togetherPeriod3 GrammarDirect & Indirect SpeechI Statements & Questions1．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 proceduresStep1Lead inT:Good morning, class. In the last lesson, we learned Anne’s story. Now she is telling her stories to two of her friends—you and Tom. Tom has something wrong with his ears,so you have t o repeat Anne’s sentences, Sometimes you need to explain Tom’s sentences to the class. Look at the blackboard.“I have to stay in the hiding place.” said Anne.→T:What did Anne say As we know , Tom has something wrong with his ears,so you have to repeat Anne’s sentence.Ok,first of all, let’s translate the sentence into Chinese.安妮说：“我不得不呆在躲藏处。
人教版高中英语必修1全册教案
人教版高中英语必修1全册教案一、教学目标本教案旨在帮助学生达到以下教学目标：1. 掌握必修1全册的英语单词、词组和句型；2. 培养学生的听、说、读、写的综合语言能力；3. 培养学生的跨学科研究能力，通过阅读、听力和讨论提高学生的综合素养；4. 培养学生的研究策略，教会他们如何有效地研究和使用英语。
二、教学内容本教案包括必修1全册的以下内容：1. 单元一：Greeting and Introduction2. 单元二：Time and Daily Routines3. 单元三：Hobbies and Leisure Activities4. 单元四：School Life5. 单元五：Family and Relationships6. 单元六：Travel and Holidays每个单元的教学内容包括听、说、读、写的综合练，以及文化背景和研究策略的介绍。
三、教学方法本教案采用以下教学方法：1. 任务型教学：通过给学生一些具体任务，培养他们自主研究和合作研究的能力；2. 情境教学：将研究内容置于真实的生活情境中，帮助学生理解和使用英语；3. 多媒体教学：结合多媒体资源，提供丰富的听力、口语和阅读材料，激发学生的研究兴趣；4. 提问引导：通过提问引导学生思考和表达，激发他们的研究动力；5. 小组合作：鼓励学生进行小组讨论、合作研究，提高他们的沟通和合作能力。
四、教学评估本教案将通过以下方式进行教学评估：1. 课堂表现：观察学生在课堂上的参与程度、口语表达能力等；2. 书面作业：布置书面作业，检查学生对教学内容的理解和掌握程度；3. 小组项目：布置小组项目，评估学生的合作能力和综合运用能力；4. 课堂测验：定期进行课堂测验，测试学生的听力、阅读和写作能力。
五、教学资源本教案所需的教学资源包括：1. 教科书：人教版高中英语必修1全册；2. 多媒体资源：包括录音、视频和网络资源；3. 手机、平板电脑等电子设备：用于学生查阅和使用研究资源。
2019统编人教版高中英语必修第一册unit 1《Teenage life》全单元教案教学设计
【2019统编版】人教版高中英语必修第一册Unit 1全单元备课教案教学设计1.1 Period 1 Listening and Speaking教学目标与核心素养：1. Let students master the useful words and expressions about school clubs and ways to express their hobbies or interests2. Let students briefly understand functions of different clubs and be aware of the ways of choose a suitable club.3. Get students to practice grasping topics and details while listening a dialogue.4. Get students to talk about topics relating to campus clubs.教学重难点：Importance:1. Get students to practice grasping topics and details while listening a dialogue.2. Get students to talk about topics relating to campus clubs.Difficulty:Guide the students to combine the topic with useful expressions about interests and preferences, and express themselves freely .课前准备：1.Ask the students to make preparations in vocabulary and phrases related to the theme of the period.2.Help the students to finish the Guided Learning Plan教学过程：Step 1Warming upActivity 1Ask Ss to match the photos with the names of the clubs. And hold a brief discussion about what the students are doing in the clubs.Step 2 Listening (1)Activity 2Guide the students to listen to the first two conversations and choose the correct answers.Remind the students to pay attention to the Predict Content:“Before you listen, you can read the questions and choices. It will help you topredict what you will hear.”1.What are they learning about in Conversation 1 ？(A)A. HearingB. SoundsC. Dogs.2.The students are discussing_____ in Conversation 2.（C）A. school workB. relationshipsC. dating.3.Circle the two clubs where these two conversations happened. （A）（D）A. Science ClubB. Ballet ClubC. Nature ClubD. Debate ClubActivity 3Guide the students to listen to conversation3. Then finish the following exercise.1. Tick the activities that happen in each club.Ballet Club Nature Club Cartoon Club Volunteer Clublearn new movements listen to lectures watch cartoons help old peoplewatch dance programs grow plants writes stories clean up parksmake Ballet clothes work in a greenhouse draw cartoons give directions.2. Adams says that he likes ___________but is not so interested in _________ .(B)A. stories, cartoonsB. animals, plantsC. making friends, cleaning up.3. Which club do you think is suitable for Adam? Why?I think Adam should join the Volunteer Club because he likes to do something outdoors.Step 3 SpeakingActivity 4Organize the students to working pairs and help each other choose a school club.Make some preparations before pair work.Brainstorm USEFUL WORDS and EXPRESSIONS FOR THE PAIR WOWRK. Are you going to join …？. I’d like to…, but I am not sure….. Which club do you like to join?. Have you decided which club to join?. My dream is to be……. …is not for me.. I like …，but I am not so interested in….…Provide an example for the students to modify.EXAMPLEA: Hi, Sam! I've decided to join the Music Club.B: Good decision!A: How about you? Are you going to join a club?B: Yes I'm wondering which one I should choose:the Act Club or the Ballet Club?A: I guess the question is… Do you like dancing better than acting?B: Actually, I like acting better, but my friends go to the Ballet Club and I want to be with them.A: Hmm…If you ask me，I think you should choose what you like.Step 5 PronunciationActivity 5Listen and repeat.Guide the students to listen and pay attention to the combinations of lettersEncourage the students to add more words to each groupProvide help whenever necessary.al talk, wall, ball，fall，call, all…ay pay, stay, delay, day, may, play, display, away…ai paint, daily, gain, pain, hailstone, wait…are care, declare, dare, prepare, spare, scare…ar bar, hard, car, star, large, enlarge…er her, prefer, teacher, farmer, paper …ir bird, circus, circle, ,third, thirsty, fir, birthday, shirt, dirty……or horse, absorb, bore, door, story…or word, work…ur burn, hurt, fur, turn, nurse, turtle, purple…ee keen, tree, fee, seem, feet, teeth…ea clean, eager, teach, leave, speak…ea head, ready, bread, weather, sweater, heavy…ear clear, appear, fear, hear, dear, near, ear, …ear earn, heard, search, learn, earn, earth…oa boat, coach, coat, goat, load, …ow show, grow, low, blow, slow, follow, eyebrow……ow now, shower, town, down, how, tower…ou out, loud, about, loud, doubt, mouth, house, mouse…ore more, bored, forecast, forehead, core…2. Guide the students to listen to the proverbs and repeat. Notice the pronunciation of the letters in bold.1. The early bird catches the worm.2. Always prepare for a rainy day.3. Actions speak louder than words.4. All work and no play makes Jack a dull boy.5. Distance tests a horse’s strength. Time reveals a person's character.Period 2 Reading and Thinking教学目标与核心素养：1. Let students master useful words and phrases related to the text;2. Let students understand the challenges Adam meets in his new schooland compare the similarities and differences of their school and Adam’s;3. Help the students finish vocabulary exercises in the text book.4. Get students to understand they should learn to face difficultiesand challenges in senior high school for their own future.教学重难点：Importance:Help the students to master key words and phrases in the text.Guide students to compare school life in different places.3. Guide the students to learn about Adam’s school life and understand that everyone should overcome difficulties in a new situation.Difficulty:Guide the students compare their school life and Adam’s, and discussways to deal with challenges.课前准备：1.Ask the students to prepare new words and phrases related to the contents of the text.2.Mark the new words in the textbook, understand the meaning in context, or consult the dictionary to understand the meaning.教学过程：Step 1 Preparationfreshman ___________ junior high school ___________ Senior high school___________confusing ___________ choose courses___________ signup___________extra-curricular activities___________ hand out ___________ homeless people___________in the community ___________ get used to doing___________ keep upwith ___________challenge _________ topic________ fluent _________ graduate ________recommend ___________ literature_________ obviously_________quit_________be responsible for _________ schedule_________ editor_________Step 2 Warming upCompare school life in different placesActivity 1Guide the students to take part in the group work and discuss schoollife in and out of China.Ask Ss to work in groups and discuss the questions.What do you want to know about the school life in other countries?Possible answers:I want to know whether they take extra courses during summer or winter vocations.I wonder if they have enough free time to develop their own interests.I am interested in what subjects they study at school.…What would you tell a teenager from another country about school lifein China？I am happy to come to my new school and know a lot of new friends.Our teachers are patient and helpful.I feel a little worried about my study because I have more subjectsto learn.…Activity 2Read the text quickly to find the main idea of each paragraph.Guide the students to read the text quickly and fill in the blanks in this part.Possible answers:Paragraph1：Senior high school is a Challenge.Paragraph2：It is important to choose courses.Paragraph3：Extra-curricular activities are also important.Paragraph4：A senior high student must work harder and be more responsible.Step3 Intensive readingActivity 3Read the text again and answer the questions.Guide the students to read the text carefully and find the answers to the following questions.What causes did Adams choose? Which one do you think would be his favorite? Why?What does “make the team” in paragraph mean?What is Adam worried about?Is Adam confident that he will get used to senior school life? How do you know?Possible answers:Adam chooses Math, English chemistry, world history and Chinese. I think. English advanced literature is his favorite because he likes English, and he is good at it.It means joining the football team.He is worried that he can’t keep up with other students in his advanced course and get used to all the homework.Yes, he is. On the one hand, Adam knows that he has to study harderas a senior school student to be well prepared for his future. On the other hand, Adam knows that school advisers and teacher can give him help when he is faced with problems.Activity 4Complete the outline. Then discuss the questions below with a partner.Get the students to work in pairs and fill in the blanks after discussing the questions carefully. Encourage the students to find clues from the text.Guide the students to discuss the following questions and encourage them to answer the questions according to Adam’s story and their own situation.What kind of person do you think Adam is? Why?Do you face the same challenges as Adams? What other challenges areyou facing?What are some differences between Adam’s school and your school life?Possible answers:Adam is clear-minded and responsible for himself. When he chooses courses, he knows his advantages。
人教版高中英语必修1第一单元unit1单元整体教案
人教版高中英语必修1第一单元unit1单元整体教案U nit one FriendshipTeaching aims:1.能力目标：a.Listening: get information and views from the listening material;b.Speaking: express one’s attitude or views about friends and friendship inappropriate words.c.Reading: enable the Ss to get the main idead.Writing: write some advice about making friend as an editor2.知识目标：a.Talk about friends and friendship; how to make friends; how to maintainfriendshipe the following expressions:I think so. / I don’t think so.I agree. / I don’t agree.That’s correct.Of course not.Exactly.I’m afraid not.c. to enable the Ss to control direct speech and indirect speechd. vocabulary: upset , calm , concern , loose, Netherlands, German, series, outdoors, dusk, crazy , purpose , thunder , entire, entirely, power , curtain, dusty, partner, settle, suffer , highway, recover, pack, suitcase, overcoat, teenager, exactly, disagree,grateful, dislike, tip , swap , itemadd up \ calm down\ have got to \be concerned about \ walk the dog \ go through \ set down \a series of \ on purpose \ in order to \ at dusk \ face to face \ no longer\not …any longer\ suffer from\ get\be tired of \ pack sth. up \get along with \ fall in love \ join in3. 情感目标:a. To arose Ss’ interest in learning English;b. To encourage Ss to be active in the activities and make Ss to be confident;c. To develop the ability to cooperate with others.4. 策略目标：a. To develop Ss’ cognitive strategy: taking notes while listening;b. To develop Ss’ communicative strategies.5. 文化目标：to enable the Ss to get to know different opinions about making friends from different countries.Teaching steps:Period oneStep1. Warming up1. Ss listen to an English song AULD LANG SYNE.2. Brainstorming: let Ss say some words about friendship –honest, friendly, brave,humorous, funny, wise, kind, open-minded, responsible, helpful….Step 2. Talk about your old friends1.Ss talk about their old friends in Junior Middle School, talk about theirappearance, personality, hobbies, etc.2.Self-introductionStep 3. Make new friends1.Ss go around and ask their new friends some information and fill in the followingStep 4. Do a surveySs do the survey in the text ,P1Sep 5. Listening and talkingDo Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.When Ss make their conversation, ask them to try to use the following expressions.I think so. / I don’t think so. I agree. / I don’t agree.That’s correct. Of course not. Exactly. I’m afraid not.Step 6. DiscussionDivide Ss four in one group and each group choose a topic to discuss. There are four topics.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 friend.” What do you think of the saying and how can you be a good friend?Topic 3: Does a friend always have to be a person? What else can be your friend? Why? T opic 4: List some qualities of a person who does not make friend easily.Step 7. Summary1.Ask Ss themselves to summarize what is friendship andwhat is the most importantin making friends.2.T shows more information about friendship and a poem about friendship.What is friendship?I want to find the answer to the questionWhat 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.When I am sad, I think friendship is a warm word.It can bring me happiness again.When I am in trouble, I think friendship is a strong hand.It can help me escape my troubles.When I sit in a quiet place, I think friendship is a very wonderful feeling.It can’t be pulled and torn, because it is in everyone’s heart.It is there from the beginning to the end of our lives.3. Tell Ss: make new friends and keep the old; one is silver and the other is gold. Step 8. Evaluation1.Look up the new words and expressions in warming up and pre-reading in adictionary.2.Write a short passage about your best friend.Period twoStep1.Warming upActivity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or TV at home.How would you feel?What would you do?Four students a group discuss with each other for 2 minutes.Activity2: Play a short part of the movies Schindler’s ListStep2. PredictingStudents read the title of the passage and observe the pictures and the outline of it to guess:Who is Anne’s best friend?What will happen in the passage?Step3. SkimmingStudents skim the passage in 2 minutes to get the main idea : Who is Anne’s best friend?When did the story happen?Step4. ScanningStudents work in pairs to find the information required below: Annein World War ⅡStep5. Intensive readingStudents work in group of four to discuss the following open questions:1.Why did the windows stay closed?2.How did Anne feel?3.What do you think of Anne?4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from thediscourse(语篇,上下文).5.Which sentences attract you in the passage?Step6. ActivityFour students a group to discuss the situation:Suppose you four have to hide yourselves for 3 months. During the three months, youwill be offered the basic food, water and clothes. Your group can take 5 things withyou.What will you take? Why?How will you spend the 3 months?How will you treat each other and make friends ?Step7.AssignmentTask1.Surf the internet to find Anne’s Diary and read some of it. Print out apiece of the diary and write down your feelings after reading it on the page. Wewill share the pieces and your feelings with the whole class.Task2.Ex2、3 、4on Page3Period threeStep 1. Warming upCheck the Ss’ assignment: task 2Step 2. Language points:1.add (v.)1). To put together with something else so as to increase the number, size, importance,etc.增加，添加Please add somet hing to what I’ve said, John.2). To join numbers, amount, etc so as to find the total 相加Add up these figures for me, please.add to something: to increase 增加What he did has added to out difficulties.add up to: to amount to 加起来等于；总计The cost added up to 100 million yuan.2. go through1). To examine carefully 仔细阅读或研究I went through the students’ papers last night.2). To experience 经历，遭受或忍受You really don’t know what we went through while working on this project.3. crazy (adj.)1). mad, foolish 疯狂的，愚蠢的It’s crazy to go out in such hot weather.2). wildly excited; very interested 狂热的，着迷的She is crazy about dancing.4. be concerned about/for: be worried about 担心We’re all concerned about her safety.Step 3. Learning about language1.Finish Ex.1, 2 and 3. on Page 4.2.Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ssthemselves discover the structures.Step 4. PracticeUsing structures on Page 42: ask the Ss to use indirect speech to retell the story. Step 5. AssignmentFinish Wb. Ex, 1 and2 on page 41 and 42.Period fourStep 1. RevisionCheck the Ss’ assignment.Step 2. R eadingSs read the letter on page 6Notes:1.get along with2.fall in loveStep 3. ListeningSs should take notes while they are listening.1. first listening: Ss listen and answer the questions of part 2 on page 6.2. second listening: Ss listen again and finish part 3 on page 6.Step 4. ListeningSs listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.Step 5. SpeakingSs work in groups of four. Design a questionnaire to find outwhat kind of friends your classmates are. They can use the quiz in the Warming up to help them.Step 6. Assignment1. Ss prepare the reading task on page 44.2. Surf the internet and find some material about friendship in different countries.Period fiveStep 1. Warming upSs say something about making friends and how to maintain friendship.Step 2. ListeningSs listen to a short passage and fill in the blanks on page 41 (listening).Step 3. Reading1.first reading: Ss read the passage about friendship in Hawaii and finish Wb.Ex1.onpage 44.2.second reading: Ss read again and discuss the questions on page 44.3.Ss share their material about friendship in different countries in groups, and thenchoose some groups to show theirs in class.Step 4. assignmentSs collect some proverbs about friendship.Period sixStep 1. Pre-writing1.Read a letter from a student called Xiaodong.2.Go over the advice on page 7 and be ready for writing.Step 2. While-writingAsk the Ss to write a letter to Xiaodong as an editor and givehim some advice.1.Ss make a list about the important information that they need.2.Ss begin to write the letter to Xiaodong.3.Ss revise their letters by themselves.4.Ss exchange their writing paper with their partners and correct the mistakes. (tense,spelling, letters, structures….)5.Ss get back their own writing paper and write the letter again.Step 3. Post-writingChoose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.Step 4. Writing for fun1.Ss read the passage on page 7 by themselves.2.Ss try to write a few lines to describe their best friends or a person they know.3.Show some Ss’ writings i n class.Step 5.AssignmentDo Wb writing task on page 46.Period sevenTeachers can use this period freely.Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. T eachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 47. It is very important to improve their learning.Unit 1 Friendship(1) 课题：Friendship (2) 教材分析与学生分析：本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。
【英语】新人教版必修一 Unit1 示范教案 (全单元)
【英语】新人教版必修一 Unit1 示范教案Teaching planUnit oneTeaching aims:1. 能力目标：①Listening: gain useful information and clear views from the listening material;②Speaking: express one’s attitude or views about friends and friendship in appropriate words.③Reading: let Ss summarize the main idea④Writing: write a letter about how to make friends2. 知识目标：①Talk about friends and friendship; how to BE friends; how to gain friendship②Use the following expression:so do I / neither do II think it is a good ideaAll rightYes，but…③to get the Ss to master direct speech and indirect speech④vocabulary and phrases: upset, calm, concern, careless, loose, cheat, list, share, German, series, outdoors, crazy, purpose, thunder, entirely, power, trust, suffer, teenager, advice, quiz, editor, communicate, situation, add up, calm down, have got to, be concerned about, walk the dog, go through, hide away, set down, a series of, on purpose, so as to, face to face, according to, get along with, fall in love with, join in, be upset about, for once3. 情感目标:①To ari se Ss’ interest in learning English;②To encourage Ss to take part in the activities and make Ss confident;③To develop the ability to cooperate and communicate with others.4. 策略目标：①To develop Ss’ cognitive strategy: making notes when listening carefully;②To develop and improve Ss’ communicative strategies.5. 文化目标：To enable the Ss to come to know different opinions about making friends from different countries.6. 现实目标①To make Ss respect each other and friendship②To make them get well with one another in societyTeaching steps:Period oneStep 1. warming up1. Ss listen to an English song AULD LANG SYNE.2. Brainstorming: let Ss say some words about friendship：careful, warm-hearted, honest, friendly, brave, humorous, funny, smart, kind, open-minded, responsible….3. To let Ss make a correct choice about their questions that they meet in warming up.Step 2. practice speaking1. Ss talk about their old friends in Junior Middle School, talk about theirappearance, personality, hobbies, etc.2. Self-introduction or work in pairs3. Ss can ask some questions about life or learningStep 3. Make new friends1. Ss go around and ask their new friends some information and fill in the following form name age/hobbies/favorite sport s, books …2. Report to the class: who will probably be your friend why.Step 4. Do a surveySs do the survey in the text on P1Step 5. Listening and talkingDo Workbook on P41 (Talking). While Ss listen to the material, ask them to take notes about t he speaker’s views of making friends.When Ss make their conversation, ask them to try to use the following expressions.I am afraid not exactly I agree I think that is a good idea of course notStep 6. DiscussionDivide Ss four in one group and each group choose a topic to discuss. There are four topics.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 friend.” What do you think of the saying and how can you be a good friend?Topic 3: Does a friend always have to be a person? What else can be your friend? Why?Topic 4: List some qualities of a person who does not make friend easily.Step 7. Summary1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.2. T shows more information about friendship and a poem about friendship.What is friendship?I want to find the answer to the questionWhat 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.When I am sad, I think friendship is a warm word.It can bring me happiness again.When I am in trouble, I think friendship is a strong hand.It can help me escape my troubles.When I sit in a quiet place, I think friendship is a very wonderful feeling.It can’t be pulled and torn, because it is in everyone’s heart.It is there from the beginning to the end of our lives.3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.Step 8. EvaluationSs finish the following evaluation form. Standard: A, B, CContents 自评他评1. I’m active in talking with others.2. I’m active in cooperating with others.3. I can express myself fluently, accurately and appropriately.4. I know more about friendship after the lesson…5. Do you think you need to improve yourself in some ways? Which ways?Homework:1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.2. Write a short passage about your best friend.Period twoStep 1. Warming upActivity 1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or TV at home.How would you feel?What would you do?Four students a group discuss with each other for 2 minutes.Activity 2: Play a short part of the moviesStep 2. PredictingStudents read the title of the passage and observe the pictures and the outline of it to guess:Who is Anne’s best friend?What will happen in the passage?Step 3. SkimmingStudents skim the passage in 2 minutes to get the main idea:Who is Anne’s best friend?When did the story happen?Step 4. ScanningStudents work in pairs to find the information required below:Anne in World War ⅡStep 5. Intensive readingStudents work in groups of four to discuss the following open questions:1. Why did the windows stay closed?2. How did Anne feel?3. What do you think of Anne?4. Guess the meanings of “spellbound”, “hold me entirely in their power”from the discourse(语篇,上下文).5. Which sentences attract you in the passage?Step 6. 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 7. AssignmentTask 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.Task 2.Ex 2.3 on Page3Period threeStep 1. Warming upCheck the Ss’ assignment: task 2Step 2. Language points:1. add (v.)1). To put together with something else so as to increase the number, size, importance, etc.增加，添加Please add something to what I’ve said, John.2). To join numbers, amount, etc so as to find the total 相加Add up these figures for me, please.add to something: to increase 增加The bad whether added to our difficultiesadd up to总计、加起来共是Having a big breakfast adds up to 112add…to…把…加到…Please add the names to your list2. Cheat v.1). To act in a dishonest way in order to win 欺骗；作弊2). (of, out of) to take from (someone) in a dishonest way 骗取The boss has cheated out of his money1). an act of cheating 作弊行为2). one who cheats 骗子3. Go through1).To examine carefully 仔细阅读或研究I went through the students’ papers last night.2).To experience 经历，遭受They went through the terrible earthquake at night4. Crazy (adj.)1). mad, foolish 疯狂的，愚蠢的It’s crazy to go out in such hot weather.2). wildly excited; very interested 狂热的，着迷的She is crazy about music5. Lonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的He has been very lonely since his wife left him.Lonely/alonealone1). without or separated from others单独的She lives alone.2). only 仅仅，只有。
人教版高中英语必修一Unit 1 Friendship教案
Unit 1 FriendshipTeaching goals*语言知识1.to talk about friends and friendship, and interpersonal relationship2.to practise expressing attitudes, agreement and disagreement, and certainty3.to master some sentences about giving advice4.to learn to use the Direct Speech and Indirect Speech(1): statements and questions5.to learn about communication skills*语言技能和学习策略1.to develop listening skills by doing exercises in listening task2.to develop speaking skills by finishing the speaking task and other activities likediscussion and oral practice3.to develop reading skills through the reading materials in this unit4.to learn to write a letter of advice*文化意识1.to know about friend and the real meaning of friend2.to learn how to get along with others*情感态度1.to arouse the interest in learning English2.to learn to express their feeling of friends and friendshipTeaching key points:1.how to improve students’ speaking and cooperating abilities2.learn to use the Direct Speech and Indirect Speech(1):statements and questions3.master some words and expressionsTeaching difficult points:1.train the students’ speaking, listening, reading and writing abilities2.how to improve students’ cooperating abilitiesTeaching methods:Student-focus approach and task-based approachLearning methods:Cooperative studyTeaching aids:ComputerThe First Period (Warming up &Speaking)Teaching aims:1.to know about different kinds of friendship2.to learn some words of describing friend and friendship3.to master some useful words and expressionsTeaching methods:1.discussing2.cooperative learningTeaching materials: Warming upTeaching procedures:Step One: Leading-in1.Free talk: Something about friend and friendshipAsk the Ss to describe one of their friends----their appearance, personality, hobbies, etc.Qs:What’s your friend like?What does he/she like to do in his/her spare time?What personality does he/she have?Step Two: Discussion1.Writing the following statement on the blackboardWe all agree that to have a good friend , you need to be a good friend.2.Ask the Ss:What do you think of this statement and how can you be a good friend?Let the Ss express their views3. Have the Ss get into groups of four to list some qualities of a person they wouldlike as a friend.Ss may list: honest, friendly, open-minded, generous, helpful, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, brave, easygoing, outgoing, warm-hearted, kind, selfness, tolerant, intelligent…4. Have a member of each group report on what their lists have and list them on the blackboard5. Ask the class whether or not they agree with all the qualities listedStep Three: Doing the survey and explanation1.Have the Ss do the survey in the textbook and let them work out their score.2.Teacher explain each itemQuestion 1 deal with how thoughtful you are towards others. The scoring reflects your concern for others. So one point for A gets the lowest score because it is the most selfish response. B get the highest score because it show a concern for your friend as well as your wish to go to see a film. C gets a slightly lower score because although it shows you want to go with your friend ( because you change the plan), you do not help your friend.Question 2 is concerned with fairness. A gets the lowest score because you are not giving your friend another chance to behave better this time.B gets a higher score because you let your friend borrow the camera again. This shows kindness and forgiveness or the trouble you had when it was returned broken. But you are not balancing his heeds against your own. That is why C gets the highest score. You are showing your friend that you will trust him/her with the camera again but this time you are giving him / her rules in case it gets broken.Question 3 deals with your concern for others. A get the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend. This is not responsible. You have things that you need to do. Of course yourfriend is important but not more important than you responsibilities. B gets a higher score because it shows some concern for your friend and some understanding that you have important things to do too. But it does not show any real interest in his / her problem. C get the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too.Question 4 is concerned with responsibilities to a friend. A provides the correct amount of responsibility to your friend. You recognize that it was your fault and will put it right and pay for the damage. So it gets the highest score. B provides some understanding that you are responsible. You put the situation right but you do not pay for the damage yourself. So it does not get the highest score. C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour.Question 5is concerned with honesty. If you let your friend look at your paper or somebody else’s paper, you are helping them to cheat. That is not honest, so answers A and C get no marks. But it takes courage to tell your friend that they should have studied and that they cannot look at your paper. That is also the honest answer. So you get 6 points for B, which is more than any other in the quiz.Step Four: Language pointsTeacher explain language points with some slides1.add v.1) to put together with something else so as to increase the number, size, importance,etc. 增加，添加eg. Please add something to what I’ve said, John.2) to join numbers, amount, etc so as to find the totaleg. Add up these figure for me, please.常用结构：add up / together sth. 把…加起来，合计add sth. to sth. 把…加到/进add to (=increase) 增加了…add up to 合计，共计add in 包括…，算进2.pay to get it repaired花钱让人去修理3.upset adj. worred; annoyed 不安的；使心烦意乱的v. cause to worry, to be sad, to be angry, not to be calm, etc. 使不安；使心烦意乱eg. He was upset when he heard the news.His cheating in the exam upset his teacher.4．ignore vt. to pay no attention to sth. 忽视；对…不予理睬eg. Ignore the child if he misbehaves and he’ll stop soon.ignorant adj.无知的；不知的ignorance n. 无知；愚昧5. calm vt. to make sth./ sb. become quiet 使镇静；使平静adj. not excited, nervous or upset 镇静的；沉着的calm down 镇静；平静calm down sb.=calm sb. Down 使某人镇静sb. calm down(vi.) 某人平静下来eg. The excited girl quickly calmed down.He took a few deep breaths to calm himself down.6.have got to do sth.(口语)=have to do sth.不得不做某事；必须做某事eg. Since you’re no longer a child now, you have got to make money to support the family.*have got to在变疑问句或否定句时，不再另加助动词，而have to则须加助动词do.have got to前不用情态动词，而have to前则可以。
高一英语人教版必修1Unit1全套教案
Unit 1 friendship1.Teaching aims and demands2.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 about friendship, 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 theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the GermanNazis’killing in world war . she treats the diary as her bestfriend, and in it reveals her longing for a normal life and closecontact 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 theinterpersonal 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 whole3. 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 be lieve……That’s correct. In my opinion, ……2) Ability goalsa.Describe your friends in Englishb.Figure out the problems between friends and then find differentways to solve the problems.3)Learning ability goalsa.To encourage students to think and talk about friends andfriendship 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 Englishin Senior Middle School.2. Teaching important points:e the given adjectives and sentence structures to describeone of your friends.b.Learn to evaluate friends and friendship.3. Teaching difficult points:a.Work together with partners and describe one of your goodfriends.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 youfeel? What did you do in your summer holidays? What didyou do in your spare time?2.What do you think of our new school? Do you like it? Couldyou say something about it?3.Do you like making friends? How do get in touch with yourfriends? Do you have many friends? Where are they now?Do you have any old friends in our school? Have you madeany new friends in our class?Step 2 Think it over1. Give a brief description of one of your friends. The followingphrases and structures 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 the blanks.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 incommon 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 sheeton page 8.5.The teacher ask some students how many points they got for thesurvey 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 sho uld 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 y our 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 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 editior, 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 callthem and wake them up, and they’ll still want to talk to you ,that’s friendship.To have a friend, you need to be a 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 special friend besides human beings? And why?Step 6 homework1.Write down a short passage about your ideas /the factors/yourunusual friends.2.Prepare for the new lesson.Period 2 Reading “Anne’s Best F riend”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 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 good friend 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 Reading1) She has grown _______ about computer games.2) Was it an accident or did David do it on _______?3) From the beginning ,Paul made it clear that he would be ______ (完全地)in control.4) He used to work _______ even in the middle of winter.5) Just the _______ of more food made her feel sick.6) You had better have a _________ talk with him.7) Born in a poor family, the manager _________ lots of hardships in his childhood.8) A diary is often kept to ________ what happens in people’s daily lives.Step 4.Talking about friends and friendship1.There are many proverbs about friends and friendship. Choose the one you agree with and explain why, then choose one you disagree with and explain why.A friend in need is a friend indeed.Friends are like wine; the older, the better.A friend to all is a friend to none.The same man cannot be both friend and flatterer(阿谀奉承者).False friends are worse than open enemies.Walking with a friend in the dark is better than walking alone in the light.2. We have talked about friends and friendship today, can you write one or two sentences to express your understanding of friends and friendship.Step 5.Homework:1. Interview a high school student, a businessman, a police officer and a housewife to find out their opinions about friends and friendship. Write areport to share it with the whole class.2. Describe one of your best friends following the writing style of this passage.Ending: Let’s s ing this song about friends togetherPeriod3 GrammarDirect & Indirect SpeechI Statements & Questions1．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:Good morning, class. In the last lesson, we learn ed Anne’s story. Now 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, Sometimes you need to explain Tom’s sentences to the class. Look at the blackboard.“I have to stay in the hiding place.” said Anne.→T:What did Anne say ?As we know , Tom has something wrong with his ears,so you have to repeat Anne’s sentence.Ok,first of all, let’s translate the sentence into Chinese.安妮说：“我不得不呆在躲藏处。
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Unit 1 FriendshipWarming up1. be good tobe good for=do good tobe good at2.following adj. 下面的，下列的the following+n.=the+n.+below (形容词修饰名词放在名词之前，介词或者介词短语修饰名词置于其后)3.add v. add...to...add toadd upadd up toaddition n. in addition=besides +句子“而且，其次”in addition to +n./doing “附加给..., 除了...还有...”同类用法联想：because & because ofinstead & instead ofadditional adj. 附加的additionally adv.4.分数score grade point mark (full marks)5.until6.with 和...一起，附带着，用without 不...within 在...内，不出...E.g. write with a peneat with hands/ spoon/chopsticks/knife and forkHe left without saying goodbye.He left with the water running.分析：saying前无名词，则是主语发出saying的动作；running前有water，因此是water发出running的动作，而不是句子的主语he。
翻译练习：(1) 他今天去上班没带领带。
Today, he went to work without (wearing) his tie.(2) 他在没有其他人帮助的情况下自己完成了作业。
He finishes his homework without others’ help.He finishes his homework without anybody helping him.He finishes his homework with nobody helping him.7.pay forpay to do sth8.get sb to do sth (make/have/let sb do sth)get sb/sth doneget done get lost/prepared/dressed/involved9.形容词做状语，表示句子主语的特征、属性和状态副词做状语，表示谓语动词的完成方式E.g. He returned home last night, sad and disappointed.He left hurriedly.10.concern n. 担心，忧虑concern about/for/over...E.g. She hasn’t been seen for four days and there is concern for her safety.That is a big concern.v. ①涉及，与...有关be concerned withconcerning E.g. He asked several questions concerning the future of the company.翻译练习：不要问女人们涉及她们年龄的问题。
②担心，忧虑be concerned about11.while/when+非谓语当状语从句的主谓和主句的主谓是同一对象时，从句省略主谓。
E.g. When I walked the dog in the park, I found a wallet.→ When walking the dog in the park, I found a wallet.If I was asked anything concerning my privacy, I refused to say anything.→If asked anything concerning my privacy, I refused to say anything.12.by doing 通过做....（的方式）E.g. You can lose weight by eating less and doing more exercise.13.should have done 原本应该做而实际没做思考：shouldn’t have donecould have doneneedn’t have done14.else 经常与不定代词或特殊疑问词连用other 形容词，和名词连用E.g. What else do you want to know?Who else can answer the question?If you don’t work hard, no one else can help you.Do you have any other questions?I would ask (some other people) someone else?Reading1.定语从句—关系代词2.think-thought-thoughtthought n. 想法He is always full of thoughts.Thoughtful adj. 有想法的3.宾语从句whatthatif/ whether4.①make make A B(n./adj.) 是A成为BE.g. He made this room his palace.He tries to make his plan practical.②make sb do sth 被动：sb be made to do sth③make it n./adj. for sb to do sth5.hide-hid-hidden hide & seekbite-bit-bitten6.before ①It will be+时间段befere+一般现在时要过多久才......②It won’t be+时间段befere+一般现在时过不了多久就会......③一般（现在/过去）时+before+一般（现在/过去）时E.g. The ceiling fell down before they could escape from the fire.7.wonder if/ whether8.强调句型9.be able to do sth （反）be not able to dobe unable to do10.be/grow crazy about...... 对.....疯狂，强烈的喜爱11.不定代词+to do with 和......有关的事have+不定代词+to do withE.g. Students are concerned about everything to do with test.They always quarrel about something to do with money.There is nothing to do with racial discrimination.12.There is/was a time when......13.现在完成时+since+一般过去时（或一个过去的时间）14.awake 醒着的asleep 睡着了的表语形容词扩展：系动词包括①be：am is are was were②感官系动词：feel look sound smell taste “......起来”③表示变化的系动词保持keep, stay, remain变得get, grow, become, turn, fall 15.happen 发生sth happen碰巧happen to do/be16.It/This is the 序数词time +that+ 现在完成时（have/has done）It/ This was the 序数词time +that+ 过去完成时(had done)17.现在分词作定语E.g. I will learn from the people knowing more than me.I love the singer giving performance on the stage.18.It is no pleasure doing sthIt is no use doing sthUsing language1.have trouble with sth 在某方面有麻烦have trouble (in) doing sth 在做某事方面有麻烦2.divide 整体into 小部分3.So do I.Neither do I.4.on the left/right 在左边在右边municate with sb6.find it adj.(for sb) to do sth7.make friends with sb8.对谓语动词的强调，需在谓语前加助动词does/do/did,实习动词恢复原形E.g. I do love it, but I will not buy it.He did help me a lot.9.I would be.....if you could.....E.g. I would greatly appreciate it if you could help me.I would be grateful to you if you could.....10. the way to do sth=the way of doing sth。