第一篇：高一英语unit1 Friendship教案
Ⅰ.Teaching Objectives: (一)the knowledge objective (1) By the end of the lesson, students can describe their friends in English. (2) Students are able to master the main words and phrases well. （二the ability objective (1) Students can find different ways to communicate with their friends. (2) Students can choice their friends in an appropriate way (三) the emotional ability (1) To learn to solve the problem that may occur between friends. (2) To cultivate the students to form good habit of learning English through making friends. Ⅱ.Teaching important points: (1) Students can use the new phrases correctly. (2) Students can master this passage very well. Ⅲ.Teaching difficult points:
(1)
The content is not easy to understand. (2)
The long sentences are difficult to master.
Ⅳ. Teaching method: Task-based method
Students use key words and phrases to retell this passage. Ⅴ. Teaching aids:
Blackboard & textbook Ⅵ. Teaching procedure: Step 1
(4min) T: Why do you need friends? S: ………… T: Does a friend always have to be a person? What else can be your friend? S: …………
Step 2
(2min) Preview questions on page 3.
(1) Join the correct parts of the sentences.(Skim the matches) (2) Answer the following questions.(Skim the questions) Step 3
(20min) With those questions, skim this passage and find out who was Anne’s best friend and the answers to questions. Step 4
(5min) With the help of teacher, finish the exercise behind the passage. Step 5
(2min) Teacher helps students to circle important words and phrases.
Step 6
(10min) Students try to use some words to retell Anne’s letter.
Step 7
(2min) Review the new words and phrases on the blackboard. Ⅶ. Homework for today: (1)Students use the news words to retell Anne’s letter. (2)After class, finish the exercise 3 and exercise 4. (3)Review what we have learned today. (4)Preview learning about language on page 4 & 5. Ⅷ. Blackboard plan
Unit 1 Friendship (1) go through 经受；经历
（2）set down 记下；放下；登记 (3)series 连续；系列
(4) a series of 一连串的；一系列 (5)outdoors 在户外；在野外 (6) on purpose 故意 (7)in order to 为了
(8) at dusk 在黄昏时刻 (9)thunder 打雷；雷声
(10) entire 整个的；完全的 (11)entirely 完全地；全然地
(12) power 力量；能力 (13)face to face面对面地
(14) curtain 窗帘；门帘 (15)dusty 积满灰尘的
第二篇：高一英语Unit 1 Friendship 教案高一英语Unit 1 Friendship 教案
Unit1Friendship1.Teachingaimsanddemands类别课程标准要
求
掌
握
的
项
目
话
题Friendsandfriendship;interpersonalrelationships词汇add
point
upsetignore
calm
concern
loose
cheatreasonlistsharefeelingNetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequestionnairequizsituation
editor
communicate
habitaddup
calmdown
havegotto
beconcernedabout
walkthedog
gothrough
hideaway
setdown
aseriesof
onpurposeinorderto
facetoface
accordingto
getalongwith
fallinlovejoinin功能态度Areyouafraidthat---?I’vegrownsocrazyabout---Ididn’tdare---2.同意和不同意（agreementanddisagreement）
Iagree.Ithinkso.Exactly.
Idon’tagree.Idon’tthinkso.I’mafraidnot.3.肯定程度（certainty）
That’scorrect.ofcoursenot.语法直接引语和间接引语:陈述句和疑问句陈述句“Idon’twanttosetdownaseriesoffactsinadiary.SaidAnne.-----Annesaidthatshedidn
”’twanttosetdownaseriesoffactsinadiary.一般疑问句Heasked,
“
Areyouleavingtonight?
”---Heaskeduswhetherwewereleavingthatnight.特殊疑问句“whendidyougotobedlastnight?”fathersaidtoAnne.---FatheraskedAnnewhenshewenttobedthenightbefore.1.
Suggestedteachingnotes1).AnalysesoftheteachingcontentsThisunitisaboutfriendship,andnearlyalltheteachingmaterialscenteronit.warmingup---Thequestionnaireleadsstudentstothinkandtalkabout
friendship,gettoknowtheproblemsbetweenfriends
andseeksolutions,whichmakespreparationsforthe
furtherteachingintopics,backgroundandvocabulary.Pre-reading---Thequestionspromptstudentstothinkcriticallyabout
friendsandfriendshipinreality,alertingthemtothefact
thatbesidespeople,adiarycanbeafriend,too.Reading---ThediarybythejewishgirlAnnegaveaglimpseofherlife
duringherfamily
’sshelterinAmsterdamfromtheGerman
Nazis
’killinginworldwar2.shetreatsthediaryasherbestfriend,andinitrevealsherlongingforanormallifeandclosecontactwithnature,whichhelpshergetthroughthedays.comprehending---Ithelpsstudentsfurtherunderstandthetextbydoing
multiplechoices,questionsandanswers,and
matching.Learningaboutlanguage---Itteachestheimportantexpressionsand
structuresandgrammar:directandindirect
speeches.Usinglanguage---Thetwoletters,listening,questionnairedesign,letter
writingandfunwritingpreparesstudentstofurther
talkaboutfriendship,especiallytheproblemswith
misunderstanding,andunfriendliness,thus
strengtheningstudents’abilitiestopractice
language,discover,andsolveproblems.Summingup---Itsummarizesthewholecontentsofthisunitfromthe
aspectsoftopics,vocabularyandgrammar.Learningtip---Thispartencouragesstudentstoformthehabitofwriting
adiary.Integratingskills---ThetextintroducesthewayHawaiiansexpress
friendship,togetstudentstorealizethecultural
differencesinthevaluesoffriendshipinaddition
itsimportanceinallcultures.2)makingoftheteachingplanThisunitcentersonfriendsandfriendship,exploringdifferenttypesoffriendshipwithparticularattentiontothatonecandevelopwithoneself,i.e.,thecomfortandsupportoneseeksfromanimaginaryfriend.Studentsareexpectedtocometobetrulyawareofthequalitiesandconductsthatmakeagoodfriend,displayanddeveloptheabilitytocopewithmisunderstanding,conflictsandproblemsrelatedtofriendship,andgiveadviceonit.Theconceptthatevenanordinarythingcanbeafriendshouldbreakdownthetraditionalbeliefintheinterpersonalnatureoffriendship.Also,thecomparisonofsimilaritiesdissimilaritiesinfriendshipcomprehensionbetweentheEastandthewestleadsstudentstoknowbetterthevaluesoffriendshipinwesterns’eyes.Allinall,thisunitpromisestounveilthetrueessenceoffriendshipandhelpsstudentstoleadamorefriendlyandharmoniouslife.Thus,basedonthetheme,contentsandteachingobjectives,thewholeteachingprocedurescanfallintofiveperiodsasfollows:Period1warmingupandspeakingPeriod2ReadingPeriod3GrammarPeriod4IntegratingskillsPeriod5Usinglanguage3.TeachingplansforeachperiodPeriod1warming-upandSpeaking1.Teachingobjectives:1)TargetlanguageIthink„„
Ithinkso.
Iagree.
Ibelieve„„
That’scorrect.
Inmyopinion,„„2)Abilitygoalsa.
DescribeyourfriendsinEnglishb.
Figureouttheproblemsbetweenfriendsandthenfinddifferentwaystosolvetheproblems.3)
Learningabilitygoalsa. Toencouragestudentstothinkandtalkaboutfriendsandfriendshipbyusingsomephrasesandstructures.b.
Tolearntosolveproblemsthatmayoccurbetweenfriends.c.
TocultivatethestudentstoformthegoodhabitoflearningEnglishinSeniormiddleSchool.2.Teachingimportantpoints:a.
Usethegivenadjectivesandsentencestructurestodescribeoneofyourfriends.b.
Learntoevaluatefriendsandfriendship.3.Teachingdifficultpoints:a.
worktogetherwithpartnersanddescribeoneofyourgoodfriends.b.
Discusswithpartnersandfindoutwaystosolvetheproblems.4.Teachingmethodsa.
Task-basedteachingandlearningb.
cooperativelearningc.
Discussion5.Teachingaids:cAI6.Teachingproceduresandways:Step1
Lead-inandwarming-upBeforethelesson,theteachercanarousethestudents
’interestsbyshowingavideoofAuldLangSyne.Atthebeginningofthefirstclass,wecangetthestudentstotalkabouttheirsummerholidays.Thestudentscantalkfreelyastheylike.1.
Howdidyouspendyoursummerholidays?Howdidyoufeel?whatdidyoudoinyoursummerholidays?whatdidyoudoinyoursparetime?2.
whatdoyouthinkofournewschool?Doyoulikeit?couldyousaysomethingaboutit?3.
Doyoulikemakingfriends?Howdogetintouchwithyourfriends?Doyouhavemanyfriends?wherearetheynow?Doyouhaveanyoldfriendsinourschool?Haveyoumadeanynewfriendsinourclass?Step2Thinkitover1.Giveabriefdescriptionofoneofyourfriends.Thefollowingphrasesandstructuresmaybehelpful:His/Hernameisyearsold.He/ShelikesHe/Sheenjoys
„
„„„
„„
He/Sheisanddislikesandhates
„
„„„
„„„„He/Sheisverykind/friendly/when/wherewegottoknoweachother.2.whattypesoffriendshipdoyouhave?Pleasetickthemout.Thenfillintheblanks.girlfriends
boyfriends
penfriendslong-distancefriends
friendsofthesameagee-friends
friendsacrossgenerationsunusualfriendslikeanimals,books
„
„1).______is/aremostimportanttoyou.2).youspendmostofyourfreetimewith____.3).youwillshareyoursecretswith_____.4).whenintrouble,youwillfirstturnto_____.Step3
makeasurvey1.Listsomequalitiesofagoodfriendoryouridealfriend.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.Tellyourpartneryourstandardsofgoodfriendsbyusingthefollowingstructure:Ithinkagoodfriendshouldbe
„
„Inmyopinion,agoodfriendissomeonewho„„1.
Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard.2.
Asktheclasswhetherornottheyagreewithallthequalitieslisted.3.
Thenhavethestudentsdothesurveyinthetextbook.4.
Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8.5.
Theteacherasksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship:
★4~7points:youarenotagoodfriend.youeitherneglectyourfriend
’sneedsorjustdowhathe/shewantsyoutodo.youshouldthinkmoreaboutwhatagoodfriendneedstodo.★8~12points:youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.
★13+points:youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.welldone.Step4Talkingandsharing1.Ifyourbestfrienddoessomethingwrong,whatwillyoudo?Trytousethefollowingphrases:
Ithink„„
Ithinkso.
Iagree.
Ibelieve„„
That’scorrect.
Inmyopinion,„„
whattodo
reasons2.whatisafriend?ABritishnewspaperonceofferedaprizeforthebestdefinitionofafriend.Ifyouweretheeditor,choosethebestonefromthefollowingentries,andexplainwhy.onewhounderstandsmysilence.Afriendinneedisafriendindeed.Friendsarejustthepeoplewhoshareyourhappinessandsorrow.whenyoulookatyourwatchat4am,butstillknowyoucancallthemandwakethemup,andtheyllstillwanttotalktoyou,that
’’sfriendship.Tohaveafriend,youneedtobeagoodfriend.Step5
GroupworkTheteachercangiveeachgrouponeofthesequestionsbelowtotalkabout.Thenlettheclasssharetheirideas.It
’sbettertostimulatethestudentstoexpresstheirownopinionsaboutthesequestions.1.
Doyouthinkitisagoodideatoborrowmoneyfromyourfriend?whyandwhynot?2.whatfactorsmaycausethebreakdownofagoodfriendship?3.whatcanbeyourunusualfriendbesideshumanbeings?Andwhy?Step6
Homeworkwritedownashortpassageaboutyourideas/thefactors/yourunusualfriends.Prepareforthenewlesson.Period2Reading
“
Anne
’
sBestFriend
”’1.Teachingobjectives:1)Todevelopthestudentsreadingability,learntousesomereadingstrategiessuchasguessing,keysentences,skimmingandsoon;2).Togetthestudentstorealizetheimportanceoffriendsandfriendship,andtotelltruefriendsfromfalsefriends;3).Tograspsomeusefulwordsandexpressionsinthispassage,suchasonpurpose,becrazyaboutetc.;4).Tolearnthewritingstyleofthispassage.2.Teachingmethod:Task-basedteaching3).Teachingprocedure:Step1.Pre-reading1.Pleaseenjoythreepiecesofmusicandfindoutwhattheyareabout.2.whydoyouthinkfriendsareimportanttoyou?3.whatdoyouthinkagoodfriendshouldbelike?Listthegoodqualitiesagoodfriendshouldhave.4.Haveyoueverconsideredmakingfriendswithanimals,plantsorevenanobject?whyorwhynot?Step2.Reading1.TrytoguesswhatAnne
’sfriendisandwhatthepassageisaboutbyreadingthetitleandhavingaquickatthepicturesinthispassagewithoutreadingit.2.Skimmingthefirsttwoparagraphstoconfirmyourguessing.1)whatwasAnne
’sbestfriend?whydidshemakefriendswithit?2)Didshehaveanyothertruefriendsthen?why?3)whatisthedifferencebetweenAnne
’sdiaryandthoseofmostpeople?4)Doyoukeepadiary?whatdoyouthinkmostpeoplesetdownintheirdiaries?5)wearegoingtoreadoneofAnne’sdiaries.butbeforereading,canyoutellmewhatthediaryisaboutwiththehelpofonekeysentenceinthe2ndparagraph?3.ReadingofAnne
’sdiaryHowshefeltinthehidingplaceTwoexamplestoshowherfeelingsthenStep3.Post-reading1.whatwouldyoumissmostifyouwentintohidinglikeAnneandherfamily?Giveyourreasons.2.GroupworkworkingroupstodecidewhatyouwoulddoifyourfamilyweregoingtobekilledjustbecausetheydidsomethingtheEmperordidnotlike.
wherewouldyouplantohide?
Howwouldyouarrangetogetfoodgiventoyoueveryday?
whatwouldyoudotopassthetime?
------3.Discoveringusefulwordsandexpressionscompletethefollowingsentences,usingwordsandexpressionsfromReading1)Shehasgrown_______aboutcomputergames.2)wasitanaccidentordidDaviddoiton_______?3)Fromthebeginning,Paulmadeitclearthathewouldbe______incontrol.4)Heusedtowork_______eveninthemiddleofwinter.5)justthe_______ofmorefoodmadeherfeelsick.6)youhadbetterhavea_________talkwithhim.7)Borninapoorfamily,themanager_________lotsofhardshipsinhischildhood.8)Adiaryisoftenkeptto________whathappensinpeople
’sdailylives.Step4.Talkingaboutfriendsandfriendship1.Therearemanyproverbsaboutfriendsandfriendship.choosetheoneyouagreewithandexplainwhy,thenchooseoneyoudisagreewithandexplainwhy.Afriendinneedisafriendindeed.Friendsarelikewine;theolder,thebetter.Afriendtoallisafriendtonone.Thesamemancannotbebothfriendandflatterer.Falsefriendsareworsethanopenenemies.walkingwithafriendinthedarkisbetterthanwalkingaloneinthelight.2.wehavetalkedaboutfriendsandfriendshiptoday,canyouwriteoneortwosentencestoexpressyourunderstandingoffriendsandfriendship.Step5.Homework:1.Interviewahighschoolstudent,abusinessman,apoliceofficerandahousewifetofindouttheiropinionsaboutfriendsandfriendship.writeareporttoshareitwiththewholeclass.2.Describeoneofyourbestfriendsfollowingthewritingstyleofthispassage.Ending:LetssingthissongaboutfriendstogetherPeriod3Grammar
．TeachingobjectivesLearntousedirectspeechandindirectspeech
’2.TeachingimportantpointSummarizetherulesofDirectSpeechandIndirectSpeech.
3.TeachingdifficultpointLearnaboutthespecialcasesinwhichthetensesshouldn’tbechanged.
4.TeachingmethodsDiscussing,summarizingandpracticing.5.TeachingproceduresStep1LeadinT:Inthelastlesson,welearnedAnneFranksstory.Sheistellingherstoriestotwoofherfriends
’—youandTom.Tomhassomethingwrongwithhisears,soyouhavetorepeatAnne
’ssentences,usingindirectspeech.SometimesyouexplainTom’ssentencestoAnne.“Ihavetostayinthehidingplace.”saidAnne.→Annesaidshehadtostayinthehidingplace.“Doyoufeelsadwhenyouarenotabletogooutdoors?
”→TomaskedAnne.TomaskedAnneif/whethershefeltsadwhenshewasnotabletogooutdoors.
“
Idon
’twanttosetdownaseriesoffactsinadiary,”saidAnne.→Annesaidthatshedidntwanttosetdownaseriesoffactsinadiary.
’“whatdoyoucallyourdiary?”Tomasked.→Tomaskedwhatshecalledherdiary.Ssgoonthistopicbythemselves.Step2
GrammarT:Nowlet
’slookatthesesentencesagain.IfwewanttochangeDirectSpeechintoIndirectSpeech,whatshouldbechanged?Ssdiscussbythemselves.Ss:sentencestructures,tenses,pronouns,adverbialsoftimeandplaceandverbsshouldbechanged.T:Quiteright.Lookattheformonthescreen.Thesearetherules.直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。1.直接引语是陈述句，变成间接引语时，由连词that引导。例如：
Shesaid,"Iamveryhappytohelpyou."
→
Shesaidthatshewasveryhappytohelpyou.2.直接引语是一般/选择疑问句，变成间接引语时，由连词whether或if引导。例如：
Heaskedme,"Doyoulikeplayingfootball?"→
Heaskedmeif/whetherIlikedplayingfootball.注意：大多数情况下，if和whether可以互换，但后有ornot,或在动词不定式前，或放在介词后作连接词时，一般只用whether。例如：
Sheaskedmewhetherhecoulddoitornot. 3.直接引语是特殊疑问句，变成间接引语时，由相应的疑问词who,whom,whose,how,when,why,where等引导。例如： mysisteraskedme,"Howdoyoulikethefilm?"→
mysisteraskedmehowIlikedthefilm.4.直接引语是祈使句，变成间接引语时，把动词原形变成动词不定式，并在动词不定式前加tell,ask,order
等的宾语。例如：
→ Thecaptainordered,"Bequiet."Thecaptainorderedustobequiet. 注意：此种情况的否定句，在动词
不定式
前加
not。
→ myteacheraskedme,"Don'tlaugh."myteacheraskedmenottolaugh.5.一些注意事项间接引语一般要用陈述句的语序，即主、谓、宾的顺序。例如：
HeaskedLucy,"wheredidyougo?"HeaskedLucywhereshewent. Tomsaid,"whatdoyouwant,Ann?"
→
→
TomaskedAnnwhatshewanted.直接引语是客观事实、普遍真理等，变成间接引语时，时态不变。例如：
Theytoldtheirson,"Theearthgoesroundthesun."
→
Theytoldtheirsonthattheearthgoesroundthesun.直接引语变间接引语时，指示代词、时间状语、地点状语等要作相应的变化。例如：
Hesaid,"Ihaven'tseenhertoday."→
Hesaidthathehadn'tseenherthatday.注意：如果转述时就在原来的地方，就在说话的当天，就不必改变指示代词、时间状语、地点状语等。DirectSpeech
IndirectSpeechPresent
pastPast
pastandpastperfectPresentperfect
pastperfectPastperfect
pastperfectPresentcontinuous
pastcontinuousStep3
practiceT:TurntoPage5.Pleasechangethefollowingdirectspeechintoindirectspeechandindirectintodirect.1.
“I’mgoingtohidefromtheGermans,”Annesaid.2.
“Idon’tknowtheaddressofmynewhome,”saidAnne.3.
“Icannotaskmyfatherbecauseitisnotsafetoknow,”shesaid.4.
“Ihadtopackupmythingsveryquickly,”thegirlsaid.5. “whydidyouchooseyourdiaryandoldletters?”Dadaskedher.6.
mumaskedherif/whethershewasveryhotwithsomanyclotheson.7.
margotaskedherwhatelseshehadgot.8.
Anneaskedherfatherwhentheywouldgobackhome.9.
Anneaskedhersisterhowshecouldseeherfriends.10.
motheraskedAnnewhyshehadgonetobedsolatethenightbefore.Step4
correctingmistakesTanalysesthecommonmistakesSshavemadeduringthepractice.T:Nowlet
’slookatthescreenandpayattentiontothesesentences.choosetherightsentenceandtellmewhytheotheroneiswrong.Step5
AgamePlayaguessinggame“whoismysecretfriend?”onestudentcomestothefrontwithhispartner.Thereststudentsaskhimquestionswhilehispartnerchangesthemintoindirectspeech.Intheend,thepersonwhohasguessedtherightanswercancometothefronttotaketheplaceofthefirststudent.Sothegamegoeson.Suggestedsentences:canyourfriendspeak?whatdoeshe/sheweartoday?Ishe/shetallorshort?whatdoyouandyourfrienddoinyourfreetime?Doyouquarrelwitheachother?...Step6
HomeworkDoExercise1onPage42.HereisanotherpageofAnne’sdiary.Readitthroughandthenuseindirectspeechtoretellthestory.Period4Integratingskills
“
FriendshipinHawaii
”1.Teachingobjectives:TolearnaboutwaysofshowingfriendshipinHawaiiandsharetheiropinionsonfriendship.Becauseitisalessonofintegratingskills,Ssarealsoaskedtowritesentencesonfriendship.2.Teachingprocedures:Step1
Lead-in1.Talkaboutdifferentwaysofshowingfriendshipofminoritygroupsinchina.2.comparechinesewaysofshowingfriendshipwithwesternways.Anddiscusswhythereisabigdifference.Therefore,showthesentence:Everyculturehasitsownwaystoshowfriendship.3.Askstudentsiftheycanthinkofanyplaceintheworldwherechineseandwesterncultureslivesidebyside.TheymaythinkofHongkong,macao,Singapore.Andtheteacherwilladdonemore-------Hawaii.Step2
Fastreading
.ItissaidthatHawaiiisaplacewheretheEasttrulymeetsthewest.considerhowpeopleshowtheirfriendshipinHawaii.
Showapictureandfindtheinformationfromthetextbook.
Explainwhatisa“lei”.
2.ReadfastandfindoutmorewaystoshowfriendshipinHawaiitofillintheform.
3.Accordingtotheform,askthemtoconsiderwhatfriendshipisinHawaiians.Step3
carefulreading1.
Readthe2ndparagraphcarefullyandask“whydomanydifferentpeoplescallHawaiitheirhome?”Step4
writingtask1.
Showproverbsaboutfriendsandfriendship.ExplainthemandaskSstochoosesometheyagreewithandsometheydisagreewithandexplainwhy.2.
Discusswiththeirpartnerandtrytowritesomesimilarsentencestoshowtheiropinionsonfriendship.Step5
Homework
SurftheInternettocollectmaterialslikepoems,storiesaboutfriendship.Andsharethemwithyourfriends.Period5
Listening&writing1.TeachingobjectivesTopractisestudents’listeningability.Topractisestudents’writingskillsofhowtoofferadvice.Toimprovestudents’abilitytohelpotherssolveproblems.2.TeachingprocedureStep1Lead-inDoyourememberwhatAnn
’sbestfriendis?Isitamanorathing?HaveyouseenthefilmcastAway?whenTomisaloneonadesertedisland,whatdoeshemakefriendswith?Guesswhatmybestfriendis?Soyouseeamancanmakefriendswithanyoneandanything.Thenboys,wouldyouliketomakefriendswithgirls?Girls,wouldyouliketomakefriendswithboys?whatkindofgirlwouldyouliketomakefriendswith?Andwhatkindofboywouldyouliketomakefriendswith?Ifyouseeaboyclassmatemakesafriendwithagirl,willyousaysomethingaboutthembehind?Ifyouarethatboy/girl,wouldyouliketobegossipedabout?ButhereLisahassuchaproblem.Readtheletter.Lisaisaskingyouforhelp.whatadvicewillyougive?youaregiven2minutestodiscussingroupsandthenoffergroup’sopinions.Step2
ListeningBesidesyouLisaalsoasksmisswangofRadioforTeenagersforhelp.whatadvicedoesmisswanggivetoLisa?Let’slistentowhatshesays.Listenfor3timesanddolisteningexercises.Step3 Post-listeningDoyouthinkmisswang
’sadviceishelpful?NowsupposeyouareeditorsofRadioforTeenagers,herearesomeproblemsforyoutoofferadvice.1.
Idon’thaveenoughpocketmoney.2.
I’mnotsatisfiedwithmyappearance.3.
mydeskmatehaslostareferencebook,she/hethinksthatI’mathief.4.
IworkhardbutIhardlymakeprogress.5.
IwanttotraveltowuZhenTownwithmyfiendsthisweekend,butmyparentsdon’tallowmetogo.6.
Idon’tlikethewaymr.LiteachesusEnglish,soI’mnotinterestedinEnglishanylonger.7.
mymotherhasjustgivenbirthtomylittlebrother.I’mworriedthatthebabywillrobmeofmyparentsloveandeveneverything.8.
’
Iquarreledwithmybestfriend3daysago.Uptonow,wehaven’tsaidawordtoeachother.9.
I
’dliketobemonitor,butatthesametimeIdoubtwhetherIhavesuchability.10.
I
’moftenlateforschool.TheteacherissoangrythathethreatensthatifI’mlateagain,Iwillbedismissed.Step4
writingyouradviceisgoodandhelpful.Allofyouarequalifiededitors.NowIhavejustreceivedaletterfromalonelyboy.Readtheletter,whatishisproblem?whatisyouradviceforhim?writeareply.Step5
Homeworkwriteastoryaboutyouandyourfriend.
第三篇：高一英语必修1教案-----Unit 1 Friendship高一英语必修1教案-----Unit 1 Friendship
Teaching Plan for NSEFC Module 1 Unit 1 Friendship
Teaching aims and demands I. Meeting your new Ss
* Getting to know your Ss & introducing yourself to the Ss
* Setting up necessary rules for classroom learning and for homework II. Topics * Friends and friendship * Interpersonal relationships III. Function * Agreement
I agree.
Yes, I think so.
So do I.
Me too.
Exactly.
No problem. Sure.
Certainly.
Of course.
All right.
You’re right/correct.
Good idea.
I think that’s a good idea. * Disagreement
I don’t think so. Neither do I.
That’s not right.
Yes, but …
I’m afraid not.
No way.
I’m sorry, but I don’t agree.
Of course not.
I disagree. IV. Grammar * Direct Speech and Indirect Speech (Part I. Statements and questions) 1.
Reporting statements “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.
Reporting yes-no questions “Does a friend always have to be a person?” the writer asks us.
---- The writer asks us if a friend always has to be a person. 3.
Reporting wh- questions “What do you call your diary?” Anne’s sister asked her.
---- Anne’s sister asked her what she called her diary. V. Words and expressions
upset ignore calm concern loose Netherlands German series outdoors dusk thunder entire entirely power curtain dusty partner settle suffer highway recover pack suitcase overcoat teenager exactly disagree grateful dislike tip swap item (32 words)
add 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
suffer from
get/be tired of
pack sth. up
get along with
fall in love
join in
(19 phrases) * survey vet Amsterdam Jewish Nazi Kitty spellbind loneliness Margot gossip secondly (11 words) VI. Time allotment 1st period – Warming up (P1) & Workbook Listening (P41) 2nd period –Pre-reading & Reading & Comprehension (P2-P3) 3rd & 4th period –Learning about Language (P4-5) 5th period –Using Language (P6 Reading & listening)
6th period–Using Language (P7 Reading & Writing)
7th period–Wb Listening Task & Reading Task (P43-44) 8th period–Writing Task & Project (P46-47)
The 1st period – Warming up & Using language
Goals for the 1st period: 1. Introduce yourself and set up some rules for learning 2. Talk about friends and friendship 3. Learn the new words and expressions: upset ignore calm concern loose add up
calm down have got to
be concerned about walk the dog
Teaching procedures: Step 1
Beginning 1. Introduce yourself
2. Set up some rules for learning: Before class: 1) Get into the classroom at the first bell.
2) Get everything and yourself ready for the class. In class: 1) Follow the teacher closely and work with your mind.
2) Take an active part in classroom learning activities.
3) Take notes and raise questions.
4) Speak English as much as you can. After class: 1) Finish your homework on time and hand it in as required.
2) Review what you’ve learned in class in time.
3) Preview your lesson as required. Step 2
Warming up 1. Introduce the topic Friendship. Ask Ss if they have a very good friend and why he or she can be their good friends.
(Collect the adjectives/nouns Ss use to describe their friends on the Bb.) Supplements: Poem 1
Friends
Poem 2
Auld Lang Syne
By Jill Eggleston
By Robert Burns
Friends care
Should auld acquaintance be forgot
Friends share
and never brought to mind?
We need friends
Should auld acquaintance be forgot
Everywhere!
and days of auld lang syne?
For auld lang syne, my dear, Proverbs:
for auld lang syne,
A life without a friend is a life without
we’ll take a cup of kindness yes, a sun.
--- French proverb
for auld lang syne.
You can buy friendship with friendship, but never with dollars.
Should auld acquaintance be forgot
--- Unknown
and never brought to mind?
A friend is a person with whom I may be
Should auld acquaintance be forgot sincere. With him, I may think aloud.
and days of auld lang syne?
--- Ralph Waldo Emerson
And here’s a hand, my trusty friend
Real friendship is shown in times of trouble; And gie’s (give us) a hand o’thine Prosperity is full of friends.
We’ll tak’ a cup o’kindness yet
---Euripides
For auld lang syne. 2. Think: What qualities and behaviors make a good friend? (a. Let the Ss make a list of 3-5 qualities a good friend should have.
b. Have them work in group of four to collect the list of words.
c. Then ask one from each group to write the words on the Bb.) 3. Have the Ss do the survey in the Sb P1.
4. When they have completed it, have Ss look again at the list on the Bb to see whether it should be revised. Explanation of each item: Q1: A: 1 point
B. 3 points
C. 2 points
This question deals with how thoughtful you are towards others: How much do you value your friend? Would you change the time of the day to go to the cinema to fit in with him/her? Q2: A: 1 point
B. 2 points
C. 3 points
This question is concerned with fairness: Is it fair for your friend to borrow something, break it and return it broken? Q3: A: 1 point
B. 2 points
C. 3 points
This question deals with your concern for others: Should you make the troubles of your friend more important than your own responsibilities? Q4: A: 3 point
B. 2 points
C. 1 points This question is concerned with responsibilities to a friend. If you are asked to look after something and it is broken or harmed, what should you do? Q5: A: 0 point
B. 2 points
C. 0 points This question is concerned with honesty. 5. Quickly deal with the meaning of the new expressions in this part. We’ll later practice them in Ex 1, 2, 3 in Learning about language on Sb P.4
1) add up: v. to add sth. together
2) upset: adj. sad, unhappy 3) ignore: v. pay no attention to
4) calm…down: v. make sb. calm, comfort sb.
5) have got to …: v. have to do sth. 6) be concerned about: v. be worried about, care about 7) walk the dog: v. exercise the dog 8) loose: adj. not tight 重点词汇用法的学习，例如：
1. add: add ... to；add to; add up; add up to； Eg. Will you please add some milk to my coffee?
The little baby adds to our enjoyment at the party.
Add up your score and see how many points you get.
Add up these figures foe me, please. All the money I have in my pocket adds up to $$ 125. 2. upset: adj. worried, annoyed; v. cause to worry, to be sad/angry Eg. I was very upset because one of my friends was rude to me.
His cheating in the exam upset his teacher. 3. ignore: v. pay no attention to; to behave as if you had not heard or seen sb./sth.
n. ignorance Eg. You can’t ignore the fact that many criminals never go to prison.
These are the problems which we can’t afford to ignore.
Sam rudely ignored the inquiry.
He had completely ignored her remark, preferring his own theory. 4. calm: v. calm down
Eg. The mother calmed the baby by giving him some milk.
What the manager said calmed the fears of the works.
We tried to calm him down, but he kept shouting and crying.
Calm down. There’s nothing to worry about. 5. concern: v. concern sth.; be concerned about /with/ for sb. / sth.; n. Eg. This case concerns the group of people greatly.
What I said at the meeting doesn’t concern you, so don’t worry about it.
Our head teacher is concerned about our study and health all the time.
He has never been concerned about/for what others think of him.
He seemed to be concerned with the case.
Your school work, rather than your private life, is my concern.
My greatest concern is the development of our school. 6. walk the dog: to take a dog for a walk
Eg. He is out walking the dog.
walk sb home/ to a place
It’s late --- let me walk you to the bus stop. 6. If necessary, the T may ask one or two Ss the following questions: a. What kind of person are you according to the survey? b. Do you think you can be a good friend to others? And how? c. What do you think are the basic elements we need to keep our friendship? Step 3
Listening Workbook Listening on P41 1. Before you listen, discuss these questions with the class.
1) Do you think it is a good idea to make friends with people from other countries?
(to broaden one’s world outlook; to avoid national stereotypes etc.)
2) What are the advantages of this friendship?
(to practice another language with a native speaker; to learn new ideas and new ways of thinking; to find out more about another country etc.) 2. the 1st Listening of Part 1: Write down what Leslie does in China in one sentence.
(Leslie does some business in China and her company sells buses.) 3. the 2nd Listening of Part 1: Tick the things done by Leslie.
(going out for delicious dinners; visiting a mountain; going to people’s homes) 4. the 1st Listening of Part 2: What does Leslie say about the friends she made in China?
(1) Leslie says that she make friends but they are just business friends because she thinks one cannot make friends on a short visit.
(2) Leslie thinks some of the friends in China may have liked her, but others may try to be nice to her so as to gain a business advantage. Step 4
Homework 1. Make sentences with the 8 new words and expressions. 2. Prepare and read aloud the rest new words.
The 2nd period – Pre-reading & Reading & Comprehension Goals for the 2nd period: 1. Have Ss read the text and try their best to understand Anne’s eagerness for friends, friendship, nature and freedom. 2. Get Ss have some knowledge about the Nazi’s cruel deeds towards the Jews during the Second World War. 3. Train Ss’ reading ability of scanning and skimming. Learn to appreciate Anne’s Diary , the classic work. Teaching procedures: Step 1
Revision 1. Check the homework.
1) Let Ss check their homework in group of four, choosing some good sentences. 2) Ask the Ss to read the sentences they’ve made and chosen. Step 2
Pre-reading Discussion: (Go through the following questions quickly with the class & collect the answers on the Bb.) 1. Why do we need friends? Make a list of reasons why friends are important to us. 2. Does a friend always have to be a person? What else can be your friend? 3. Skim the 1st paragraph of the reading passage & find out who’s Anne’s best friend. * Background -- Persons: Anne: a young girl of about 15 years old and the author of the diary Mr. Frank: Anne’s father who once owned a business in Germany Mrs. Frank: Anne’s mother who stayed at home to look after the family Margot: Anne’s older sister who was very intelligent, studious and quiet Peter: Son of another family who lived with the Frank family in the attic * Anne’s story
Anne Frank was born on June 12, 1929 in Frankfurt Germany. At that time the Jewish community formed an important part of the city’s economic and cultural success. Her father, Otto Frank, was a respected businessman whose family had lived in the city for many generations. They lived in a comfortable five-room flat and Anne was raised with great love and care. In the spring of 1934, a year after Hitler and his Nazi Party rose to power, the family moved to Holland, whose people welcomed them.
The Nazi Party ruled Germany from 1933 to 1945. One of their key policies was to kill all the Jews in Europe. When Jews were found, they were sent to concentration camps farther east to be killed, mostly in Poland.
The Franks and another family, the Van Daans, hid together for just over two years before they were discovered. The building in Amsterdam where Anne Frank’s family hid was a small business office with storage rooms. During the day the building served as a place of business. After working hours, the Frank family’s Dutch friends brought them food, clothing, news from the outside world, and comfort. Sadly, a Dutch employee in the office told the Gestapo of their hiding place, so they were arrested.
They were in the of the last groups of Jews to be taken to the camps. Anne’s mother in Poland and stayed behind when Anne, her sister, and Mrs. Van Daan were moved to Belsen, a smaller camp in Germany. Peter who was in better health than the others, was forced into a long march from the camp where he disappeared. Margot died in March, 1945 and Anne died just before her 16th birthday and less than a month before the surviving Jews were freed by American, British, Canadian and Russian soldiers.
The primary school Anne attended in Amsterdam is now named after her. Every year she is remembered in a traveling exhibition that explains her life and her experience. Step 3
Reading 1. Skimming: It is used quickly to identify the main idea of a text and get an overall impression of the content. Scanning: It is used when you want to find specific information quickly. In scanning you have a question in your mind and you read a passage only to find the answer, ignoring unrelated information. (To read T’s Book P17 for more) 2. Skim the introduction: What’s the function of this part?
The reading introduces the Ss to Anne Frank’s story. 3. Skim Anne’s Diary: What’s the main idea of her diary?
This part of the diary reveals Anne’s longing for a normal life after having been in her hiding place for almost two years. In this extract she explains how much she especially missed going outside and enjoying nature. 4. First ask Ss to discuss the difficult parts of the text in pairs. Then let Ss raise questions if they still have difficulty in understanding the text. Have other groups answer those questions. If necessary, The T may give some help. 5. Deal with some words and expressions with the whole class:
What does Anne mean by “crazy” & “spellbound”?
In the context, “crazy” means “enthusiastic” not “mad” here. “Spellbound” means “to concentrate with delight for some time.” Step 3
Comprehending 1. Scan the passage and compete Ex.1& Ex.2 in the Comprehending section on Sb P3. 2. Check the two exercises with the whole class.
(Keys to Ex.1: 1-C
2-A
3-B
4-D Keys to Ex.2:
Q1: About 2 years. The family went into hiding in early July 1942. On the 15th June 1944 Anne wrote the this diary entry. Q2:Before she and her family hid away, she took nature for granted, but now she appreciates its beauty and majesty. Q3: Her feelings have changed because she was no longer able to go out as she pleased because she is in hiding. Losing freedom has made her feel more excited about good and beautiful things around. Q4: She did not want to be a “prisoner” in the hiding place any longer. She wanted to live a normal life again.) 3. Play the tape for the Ss to listen and appreciate. 4. Discussion (for reference):
What would you do if you are in the same situation as Anne and her family? Give some reasons. Step 4
Discussion 1. Ex.3 on Sb P3. Work with your partner to brainstorm some adjectives to describe Anne’s feelings. Make a list of at least five. How would you describe Anne’s feelings as she was looking out at the night sky? For reference: (eager, excited, enthusiastic, earnest, anxious, sad, nostalgic, lonely, calm …) 2. Quickly deal with the meaning of the new expressions in this part. We’ll later practice them in Ex 1, 2, 3 in Learning about language on Sb P.4
1) go through: v. to experience, to read through quickly, to spend a period of time…
2) set down: v. to write down, get off (a bus etc.) …
3) a series of: a set of 4) outdoors: adv. not indoors 5) on purpose: by planning beforehand
6) in order to: so as to
7) at dusk: in the evening
8) face to face:
9) no longer: not any longer
10) Netherlands (Holland)
Germany
thundering
entire
entirely
power
curtain
dusty 3. Optional: Ex.4 on Sb P3.
Imagine you have to go into hiding like Anne and her family. What would you miss most. Give your reasons. Step 5
Homework 1.
Read Anne’s Best Friend twice. Try to recite the Diary 2.
Finish the Ex.1, 2, 3 of Learning about Language on Sb P4.
The 3rd-4th period – Learning about Language (P4-5) Goals for the 3rd - 4th period: 1. Learn the new words and expressions: Netherlands German series outdoors dusk thunder entire entirely power curtain dusty partner settle suffer highway recover pack suitcase overcoat go through
set down a series of on purpose
in order to at dusk
face to face no longer
suffer from
get/be tired of
pack sth. up 2. Grammar: Direct Speech and In direct Speech Teaching procedures: Step 1
Learning about language 1. Check the Ex.1, 2, 3 of Learning about Language on Sb P4. Keys to Ex.1:
1. outdoors
2. upset
3. be concerned about
4. loose
5. go through
6. ignore
7. face to face
8. calm down
9. curtain
10. series Keys to Ex.2:
upset, go through, calm down, concerned about, outdoors, loose, face to face Keys to Ex.3:
1. in order to 2. dusty 3. set down 4. at dusk 5. add up 6. entirely 7. curtain 8. on purpose 2. Give some help and explanation if Ss have difficulties. Step 2
Language study 1. go through: to examine carefully; to experience; to pass Eg. I went through the Ss’ papers last night. The police went through the pockets of the thief.
You really don’t know what we went through while working on this project.
All the players have to go through a thorough physical training.
Tina had gone through several carriages to the front of the train before she knew it.
The thread is too thick to go through the hole. 2. crazy: adj. be crazy about / on; be crazy for sth. / sb.; Eg. The noise is driving us crazy.
We are crazy about the beauty of the tourist attractions. He was crazy about / on classic music when he was young. Many young college students are crazy for chances to go abroad for further education. My brother is crazy for the pop band --- U2 and will never miss any of their performances. 3. set down: to write down; to get off a bus … Eg. I wanted to set my feelings down on paper.
Lots of strange records have been set down in Guinness.
Clear guidelines have been set down for teachers.
The driver set a few passengers down at the station. 4. series: n. a series of Eg. There is a TV series on this channel every night.
I firmly believe that such a series (of books) will be a great success. We’ve read a series of articles about pollution in this magazine.
There’s been a series of car accidents at the crossing recently. 5. power: n physical strength; intelligence; authorities Eg. Carrying the baggage requires a lot of power.
It’s within/beyond my power to understand what the scientist said.
The manager has everything in his power.
After Hitler came into/took power, the Jews began suffering a lot. 6. settle: v. become calm and quiet; to start living in a place; begin doing some work; solve a problem Eg. When Kyle was a baby we used to take him for rides in the car to settle him down.
When things settle down, I’ll give you a call. They’d like to see their daughter get married, settle down and have kids.
I sorted out my mail, then settled down to some serious work.
We hope the police can come to settle down the dispute. 7. suffer: v. suffer sth. suffer from … n. suffering Eg. The company suffered great loss in the air crash. He often suffers from headaches at night. Nobody knew how much suffering the old man had gone through during the war. 8. recover: v. to get better after an illness; to return to normal condition; to get back sth.
n. recovery Eg. After a few days of fever, she began to recover.
The tourist industry is recovering to the pre-war levels.
Yesterday morning shares seemed to recover from Monday’s collapse.
It was some hours before she recovered consciousness.
He recovered himself enough to speak calmly.
Once she stumbled, but somehow she recovered her balance and carried on running.
Doctors expect him to make a full recovery.
Hopes of economic recovery are fading. 9. get/be tired of: be/get sick of; begin to dislike sb/sth Eg. I’m tired of watching television. Let’s go out for a walk.
We are getting tired of his negative remarks.
We are tired of doing the same things every day. 10. pack up: to put things into cases, boxes, bags etc.; (informal) to stop working Eg. Most of the holidaymakers had packed up and gone.
Have you finished packing yet?
Kelly planned to pack her things up one night before the trip.
He packed up his teaching job in Japan after only three months. *11. well: adv. quite, much, thoroughly Eg. George was well and truly drunk.
I couldn’t very well say no to her when there was no one else she could ask.
He finished the exam well within the time allowed. *12. spellbind, spellbound, spellbound: v. to hold the complete attention of
Eg. The children watched spellbound as the magician took rabbits from his hat. Step 3
Discovering Useful Structure (P5) 1. Look at the sentences in Ex.1 on Sb P5: Find the difference between direct speech and indirect speech. Then the Ss may check with their partners.
(提示学生：1. 注意陈述句、祈使句和疑问句的转化特点；
2. 注意人称、时态以及指示代词、时间状语、地点状语和动词的变化）
2. Ss summarize the rules for the transformation of direct speech and indirect speech. Then the T gives some help if necessary. 3. Practice: Finish Ex.2 on Sb P5 by the Ss themselves. 4. Check Ex.2 with the whole class. Pay attention to the changes. 5. Turn to Grammar on P87-P90. (参看P87-P90直接引语和间接引语语法小结) 表1：时态变化直接引语
间接引语一般现在时: do/does/am/is/are
一般过去时: did/was/were现在进行时: am/is/are doing
过去进行时: was/were/doing现在完成时: has/have done
过去完成时: had done一般过去时: did/was/were
过去完成时: had done/had been过去完成时: had done
不变一般进来时: will do
过去进来时: would do
第四篇：高一英语《unit 1 Friendship 》教案Unit 1 Friendship
(1) 课题：Friendship (2) 教材分析与学生分析： 本单元的中心(会者定离一期一祈是啥意思？会者定离，一期一祈是指经常会面的人必有离散之时。意思是说世事无常，没有不散的宴席。这两句话总的来说，就是说世事无常，当珍惜遇见的人，把和每个人相遇，当作一生只有一次的缘分。)话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事；Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。 (3) 课时安排：
The first period: Speaking: Warming Up and Pre-Reading The second period： Reading The third period: Grammar The forth Period：Listening The fifth period: Writing (4)教学目标：
① 知识与技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion. ② 过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题：1.描述朋友； 2. 结交网友；3. 观点交流；4. 善\不善交朋友; 5. 朋友的重要性。
③ 情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的理解，以及如何正确交友，处理朋友之间发生的问题等。 (5) 教学重点和难点： 词汇：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit 短语： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in 重点语法项目： 直接引语和间接引语的互相转换
难点：Understand the real meaning of friends and friendship; Discuss the answers to the questions (Reading); How to teach the Ss to master the usage of Direct Speech and Indirect Speech(Statement and Questions). (6) 教学策略： Discussion, Student-centered vocabulary, learning, listening, pair work, teach grammar in real situation (7) 教学煤体设计： A projector and a tape recorder. (8) 教学过程：详见以下分课时教学设计。
(9) 课堂练习与课外作业设计： 穿插于分课时教学设计中 （10）教学反思或值得改进的地方： 见每个课时最后部分。
Period One：Speaking （Warming Up and Pre-Reading）
Aims Talk about friends and friendship. Practise talking about agreement and disagreement. Step I Revision Ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. Then give some comments. T: Now, let's check up your homework for last class. I'd like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved. Step II Warming up T: / think most of us have some good friends. Do you know why people make friends with one another? Step III Talking(WB P41) First get the students to listen to what a Canadian say about making friends. Then ask them to discuss the two questions. T: Now we're going to listen to what Leslie Clark, a Canadian has got to say about making friends. After listening, please talk about the two questions in groups of 4. Try to use the following expressions. 1 Do you agree with her? 2 What do you think of people from foreign countries? Agreement Disagreement I think so, I don't think so. I agree. I don't agree That's correct. Of course not. That's exactly my opinion. I'm afraid not. You're quite right. I don't think you are right. Step IV Speaking(B P6) First, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. Second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. Ask them to fill in the form prepared before class. Show the instructions and decide what kind of friends their classmates are. Third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. Show the instructions and decide what kind of friends other classmates are. They can share your questionnaire with one or two other groups and try each other's questionnaires. At last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary. T: Friends come in many flavors. There are best friends, school friends, fair-weather friends, forever friends and many more. Do you want to know what kind of friends your classmates are? Now let's make a survey. First, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are. 1. Your friend borrowed 100 Yuan from you last week and hasn't returned it. You will A. ask him / her to pay back as soon as possible; or you'll end the friendship. B. ask him / her to pay back if he / she has. C. tell him / her not to return it. 2. Your friend said your bad words behind you. You will A. ask him / her to say sorry to you , or you'll stop your friendship. B. excuse him / her and forget it. C. ask others to tell him / her that he/she is wrong. 3. You promised to meet your friend at five o'clock but your parents ask you to do homework at home. You will A. tell him your parents ask you to do homework at home. B. tell him / her a lie that you are ill. C. say sorry to him / her and plan to meet him / her another time. 4. You borrowed a bike from your friend, but you had it stolen. You will A. buy a new one which is the same as his / hers. B. just tell him / her you had it stolen. C. say sorry to him/her and buy him/her an old one After they finish choosing the answers, show the scoring sheet on the screen.
Scoring sheet 1 AO B2 C6 2 Al B6 C2 3 A2 BO C3 4 A6 Bl C2
Instructions: 2-5 A fair-weather friend Only like them when they are happy and popular. If they are feeling down, or if they are having a problem, you don't want to spend time or talk with them. You don't help your friends when they have problems. You are always thinking about yourself. You should care more about your friends. If you continue to be self-centered and don't consider others' feelings, you won't make more friends and keep friendship for long. 6-11 A school friend You see each other in school. You just study and play with them together in school. You may not know everything about each other. 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. 12-17 A best friend You do everything together with your friends: study, read, watch TV, surf the Internet, play sports and listen to music. If either one has a problem, the other is there to help. You know your friends very well. You understand and yield to each other. You help with each other and improve together. You have a lot of common benefit. Your friendship is good to both of you. You are mutually beneficial. 18-21 Forever friend You will always listen to your friends and try to help them, even if you disagree or if you are having a problem. Whenever they have any difficulty, you'll try your best to do what you can to help them without hesitation. You devote yourself to your best friends. You are willing to lose what you have, even your life.
课后反思：本课教学设计容量和密度较大，但难度适中，大部分学生都能接受。体现全面照顾大部分学生的教学理念。注意培养学生开口说英语的的信心。 The second period: Reading Aims: 1. to master the new words and some useful expressions. 2. to understand the text and finish the exercises in Comprehending. Step 1. Looking and guessing Work in pairs. Look at the pictures and the heading and guess what the text might be about. 1). Imagine what it might be like if you had to stay in your bedroom for a whole year. You could not leave it even to go to the WC or to get a cup of tea. How would you feel? 2). What would you choose if you are only allowed to have five things with you in the hiding place because there is very little room? Step 2 Reading to summarize the main idea of each paragraph. Skim the text and summarize the main idea of each paragraph in one sentence.
Para. One: Anne made her diary her best friend whom she could tell everything. Para. Two Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time. Para. Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.
Step 3 Language points 1. add (to) v. 1) to put together with something else so as to increase the number, size, or importance; 2) to join (numbers or amounts ) so as to find the total. eg: The fire is going out; will you add some wood? The snowstorm added to our difficulties. Add up these figures for me, please.
2. ignore v. to take no notice of; refuse to pay attention to eg: His letters were ignored. Even the best of men ignored that simple rule. My advice was completely ignored. 3. concern v. 使担心;使不安 (+about/for); 涉及,关系到;影响到 eg: The boy's poor health concerned his parents. He is concerned for her safety. The news concerns your brother. He was very concerned about her. 4. loose adj. not firmly or tightly fixed. She wore loose garments in the summer. I have got a loose tooth. Some loose pages fell out of the book. 5. purpose n. [C] an intention or plan; a person’s reason for an action. What is the purpose of his visit? The purpose of a trap is to catch and hold animals. Did you come to London to see your family, or for business purpose? 6. series n. (of) a group of things of the same kind or related in some way, coming one after another or in order. Then began a series of wet days that spoiled our vacation. This publishing firm is planning a new series of school textbooks. They carried out a series of experiments to test the new drug. 7. cheat. 1) v. to behave in a dishonest way in order to win an advantage; 2) n. a person who cheats; dishonest persons They cheated the old woman of her house and money. The salesman cheated me into buying a fake. He never cheated in exams. I see you drop that card, you cheat! I never thought that Sam is a cheat. 8. share 1) vt.&vi. (in\with\ amount\between) to have, use or take part in something with others or among a group. 2) n. (in\of) the part belongs to, owed to or done by a particular person. The money was shared out between them. Sam and I share a room. We shared in his joy. They always share their happiness and sorrow. I have done my share of the work.
9. crazy adj. 1) mad foolish 2) [+about] wildly excited; very interested
You're crazy to go out in this stormy weather.
John's crazy about that girl.
She is just crazy about dancing.
10. dare v.& v.aux.. 1) + to do; 2) + v
to be brave enough or rude enough (to do sth. dangerous, difficult or unpleasant).
How dare you accuse me of lying! How dare you ask me such a question?
My younger sister dare not go out alone.
He did not dare to leave his car there.
11. trust 1) n. [U] (in) form believe in the honesty, goodness or worth etc, of someone or something
2) v. to believe in the honesty and worth of someone or something; have confidence in
I have no trust in him. I don’t place any trust in the government’s promises.
Why do you trust a guy like him?
I trust your wife will soon get well.
12. suffer v. (for) to experience pain, difficulty or loss
I cannot suffer such rudeness.
He suffered from poverty all his life. My father suffers from high blood pressure. They suffered a great deal in those days.
13. advice n. [U] opinion given to someone about what they should do in a particular situation
→v. advise to give advice to
I want your advice, sir. I don't know what to do.
I asked the doctor for her advice.
I f you take my advice, you won’t tell anyone about this.
He gave them some good\ sound advice.
14. communicate v. 1) (to) to make (opinions, feelings, information etc. ) known or understood by others. e.g. by speech, writing or body movements;
2) (with) to share or exchange opinions, feelings, information etc.
Our teacher communicates his idea very clearly. He had no way to communicate with his brother.
Did she communicate my wishes to you?
We learn a language in order to communicate.
Deaf people use sign language to communicate.
15. calm 1) adj. free from excitement, nervous activity or strong feelings; quiet
2) n. [U] peace and quiet
3) v. to make calm
You must try to be calm.
The high wind passed and the sea was calm again.
The police chief advised his men to stay \ keep calm and not lose their tempers.
There was a calm on the sea.
She calmed the baby by giving him some milk.
We calmed the old lady down.
Useful expressions:
1. add up to join (numbers or amounts ) so as to find the total. Add up 3, 4 and 5 and you'll get 12.
Add up your score and see how many points you can get.
If we add these marks up, we'll get a total of 90.
2. calm down
to make or become calm
Calm down, sir. What's the trouble?
Just calm down, there’s nothing to worry about!
We tried to calm him down, but he keep shouting.
3. be concerned about \with
to worry or interest
My parents are concerned about my studies.
Don’t concern yourself about \ with other people’s affairs.
She’s concerned about her son’s future.
4. go through
1) to suffer or experience; 2) to look at or examine carefully;
3) to pass through or be accepted
The country has gone through too many wars.
The new law did not go through.
Let’s go through it again, this time with the music.
5. set down
1) to make a written record of; write down 2) put down
I have set down everything that happened.
I will set down the story as it was told to me.
Please set me down at the next corner.
6. a series of + pl. & n 做主语时，谓语动词用单数
一连串的，一系列的，连续的
There has been a series of car accidents at the crossing.
These days I have read a series of articles on reading.
A series of TV play is on Channel 1 these days.
7. on purpose
intentionally; with a particular stated intention
He did it on purpose.
“I am sorry I stepped on your toe; it was an accident.” “It wasn’t! You do it on purpose.”
I came here on purpose to see you.
8. according to
as stated by sb. or sth. They divided themselves into three groups according to age.
Please arrange the books according to size. According to the Bible, Adam was the first man. According to her, grandfather called at noon. 9. fall in love begin to be in love (with sb.) They fell in love at once; it was love at first sight. What will he do if his daughter falls in love with a poor man? They fell in love with each other for years.
10. join in
to take part in (an activity)
They are going to join in the singing.
She started dancing and we all joined in.
Would you like to join in my birthday party?
课后反思：本节课分层教学，在阅读课文，理解课文的基础上进行课文知识点的细致处理。需要改进的地方：单词短语部分讲解过多，占了很多时间，可以将其改为课后练习的形式。在以后的教学中要注意改进。 Period 3： Grammar Step I Revision Check students' homework. Step II Word study This part is a consolidation of the words learnt in this unit. Ask the students to do the exercise independently. T: Now please open your books and turn to Page 4. First let's learn about language. Use the word they've learnt in this unit to fill in the blanks. Complete the sentences with suitable words in correct forms. Step III Preparation Get a pair of students to stand up and act as Anne and Kit-ty. It's time for the teacher to be the interpreter between them. Encourage both sides to give different sentences, in-cluding statements and questions. Step IV Grammar The students will learn the use of Direct Speech and Indirect Speech (statements and questions). First try to make clear to the students what direct and indirect speech is, with the help of the practice in Step III. Then give them some ex-amples. At last get them to summarize the rules of Direct Speech and Indirect Speech (statements and questions). T: In this part, we are to learn the use of Direct Speech and Indirect Speech (statements and questions). When do we use Direct Speech and when do we use Indirect Speech? Step V Practice For Ex 1, get the students to look at the sentences carefully in pairs in order to find out the difference between direct speech and indirect speech. Guide the students to find out the changes in pronoun forms, word order, adverbials and so on, especially the verb tenses, the underline parts. Ask the students to pay attention to the reporting clause. For Ex 2, ask the students to do it by themselves, then check. Step VI Homework 1. Practice of WB (P42.1 &P 43.2) 2. Ask the students to think out different ways to solve the problems about making friends, preparing the materials about the debate. Get the students to know the problem was that Anne had made a friend in the hiding place the son of another family hiding with them, but her father was not happy about this. The topic is: how do you help to solve the problem between Anne and her father. Do you agree with Anne or her father? Use specific reasons to support your solutions. 课后反思：本节课是语法课，能以学生为主体，通过指导学生观察、体验探究、合作等积极主动的学习方式，发现语言的规律并运用到各种语言实践活动中。做到精讲多练，使学生掌握直接引语和间接引语（祈使句和疑问句）的相互转化。
Period 4: Listening
Step I Revision After checking the WB Exx, the teacher asks the students to read the letter on Page 6 first, and then ask them to dis-cuss what was upsetting Lisa. T: Here is a letter written to Miss Wang of radio by Lisa. Read the letter, please. Try to find out what was upsetting her with your partners, using the indirect speech. S: Lisa made a friend with a boy in her class. But her classmates said they fell in love. Lisa said she didn't want to end the friendship. Lisa asked what she should do. Step II Listening (Using language) The students will hear what Miss Wang says, then ask the students to answer the questions, using the indirect speech. At last, get them to spell out the words and fill in the blanks. T: OK, we've already known the Lisa's problems on making friends. Miss Wang has suggested some possible solutions. Please look at page 6. We 're going to listen to what Miss Wang says, and then answer the questions of Ex 2. Go through the questions quickly. Write down the key words as quickly as possible. Listen again and check the answers with the whole class. T: Now let's listen to it again and try to spell out the words and fill in the blanks. Step III Listening (WB P41) The students will hear a passage about Anne's best friend, her diary Kitty. They are asked to complete the passage according to the tape. T: In the following part, we are going to listen to a passage about Anne's diary. Listen to the tape carefully and fill in the blanks. Listen to it again and check the answers with the whole class. Step IV Listening Task(WB P43) The task can be divided into three parts. First, the students will hear a story about an argument between Anne and her father about her boyfriend. After listening, they just write down their different thoughts. Then they can have a debate to find out a better solution to solve Anne and her father's problem. The activity should be prepared carefully beforehand. During the class, the two teams just do the final preparations. StepV Assignment 1. Today we have learnt how to solve the problems on making friends. For the homework, describe one of the problems between friends and how it is solved. 2. What does cool mean? What do you think should do with your friends?
课后反思：本节是听力课，从帮助学生形成有效学习策略的角度出发，培养学生如何去获取信息，处理信息的能力。通过训练逐步提高学生的听力能力。
Period 5: WRITING
Step I Revision Check the homework, asking them to read out their ideas for the class. T: Let's check the homework. I'd like some of you to read out their ideas. For the class. Volunteer! Step II Warming up T: Have you ever read The 21st Century ? S: Yes, I have. It's a popular paper among teenagers in China. T: If you have any problem, you can write to the editor and ask for advice. Here is a letter from a student. Step lII Writing (B P7) This part asks the students to write their advice to Xiao Dong as an editor. First, let the students to discuss how to write a letter to offer some advice with their partners. Second, teacher shows the instructions on how to write a proposal letter on the screen. Third, ask the students to read the letter on Page 7. Ask them to discuss what Xiao Dong's problem is and what is the solution they can offer in groups of 4, with the help of the points given on the books. Fourth, give them ten minutes to write the letter. At last, ask some of the students to read their letters for the class while the teacher gives some comments. T: Today we're going to write your advice to Xiao Dong as an editor. Do you know how to write a proposal letter? Now, let's have a discussion on it with your partners. Students are talking about how to write a proposal letter. T: Who'd like to answer this question? S: The problem should be presented first. Then we must analyze the reasons to cause the problem. Proposing the solution must be the main, which should be well explained. T: Exactly. The discussion of the solution itself, based on the analysis of the problem, is the core of a proposal. I'll give you some instructions about how to write the body part of a proposal letter as follows. T: AH right, let's read the letter on Page 7. And try to find out what Xiao Dong's problem is and what is the solu-tion they can offer in groups of 4, with the help of the points given on the books. Step What should be written How do we write
part I Presenting the problem Introducing the topic and analyzing the problem Part II Proposing the solution Explaining the proposal in great detail Part III Conclusion Concluding by reconfirming the proposed solution
The students are discussing Xiao Dong's letter. T: OK, who can tell me what Xiao Dong's problem is? S: He is not very good at communicating with people. He wants to know how to make friends with others. T: Quite right. Now please write your advice to Xiao Dong as an editor with the help of the points given on the books. I'll ask some of the students to read their letters for the class in ten minutes. The students are writing the letters. T: Have you finished? I'll ask some of the students to read their letters for the class.
课后反思：本课为写作课，写作一向是学生英语学习的薄弱环节。英语的写作与语文不同，语文写作注重篇章构思和文采，而英语的写作前提是把句子写对，避免出现重大的语法错误，在此基础上再尽量把句子润色得漂亮一些，这是更高层次的要求。大部分的学生如果能保证把句子写对，那就是很不错的事情了。所以在训练写作时，应该让注重理清句子成分和结构，关键要把谓语的形式写对。平时应该让学生多看别人优秀的文章，有可能的话可以多背一些优秀的范文
第五篇：高一英语必修1_Unit_1《friendship》教案11Unit 1 friendship Period 2
Reading “Anne’s Best Friend” 1. Teaching objectives: 1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on; 2). To get the students to realize the importance of friends and friendship, and to tell true friends from false friends; 3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.; 4). To learn the writing style of this passage. 2. Teaching method: Task-based teaching 3). Teaching procedure: Step 1.Pre-reading 1. Please enjoy three pieces of music and find out what they are about. 2 .Why do you think friends are important to you? 3. What do you think a good friend should be like? List the good qualities a good friend should have . 4. Have you ever considered making friends with animals, plants or even an object? Why or why not? Step 2.Reading 1. Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it. 2. Skimming the first two paragraphs to confirm your guessing. 1) What was Anne’s best 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 diary
How she felt in the hiding place Two examples to show her feelings then Step 3.Post-reading 1.What would you miss most if you went into hiding like Anne and her family? Give your reasons. 2.Group work Work in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.
Where would you plan to hide?
How would you arrange to get food given to you every day?
What would you do to pass the time?
------ 3. Discovering useful words and expressions Complete the following sentences, using words and expressions from Reading 1) She has grown _______ about computer games. 2) Was it an accident or did David do it on _______? 3) From the beginning ,Paul made it clear that he would be ______ (完全地)in control. 4) He used to work _______ even in the middle of winter. 5) Just the _______ of more food made her feel sick. 6) You had better have a _________ talk with him. 7) Born in a poor family, the manager _________ lots of hardships in his childhood. 8) A diary is often kept to ________ what happens in people’s daily lives. Step 4.Talking about friends and friendship 1.There are many proverbs about friends and friendship. Choose the one you agree with and explain why, then choose one you disagree with and explain why. A friend in need is a friend indeed. Friends are like wine; the older, the better. A friend to all is a friend to none. The same man cannot be both friend and flatterer(阿谀奉承者). False friends are worse than open enemies. Walking with a friend in the dark is better than walking alone in the light. 2. We have talked about friends and friendship today, can you write one or two sentences to express your understanding of friends and friendship. Step 5.Homework: 1. Interview a high school student, a businessman, a police officer and a housewife to find out their opinions about friends and friendship. Write a report to share it with the whole class. 2. Describe one of your best friends following the writing style of this passage. Ending: Let’s sing this song about friends together
高一英语friendship教案1
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