高中必修一英語(yǔ)教案

高一英語(yǔ)教案：《Friendship Period One》教學(xué)設(shè)計(jì)。

高一英語(yǔ)教案：《Friendship Period One》教學(xué)設(shè)計(jì)

知識(shí)目標(biāo)：

（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，habit

Phrases：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.

能力目標(biāo)：

（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.

情感目標(biāo)：

（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.

●課時(shí)安排

本單元教學(xué)可以分為7課時(shí)。

第一課時(shí)為warming-up，newwords，pre-reading，reading，comprehending

第二課時(shí)為important points，learning about language

1、2、3，using words and expressions 1、2（homework）

第三課時(shí)為discovering useful structures（grammar），

using structures，using language

第四課時(shí)為listening，listening（w.b），talking（w.b）

第五課時(shí)為words in use（words left in vocabulary），reading task（w.b），listening task（w.b）

第六課時(shí)為writing（s.b.），speaking task（s.b.and w.b.），writing task

第七課時(shí)為summing up，learning up，project，

checking yourself（homework）

The First Period

●從容說課

This is the first period of this unit. In this period，students are required to make a survey about friendship，and read the passage：Anne’s best friend. The purpose is to improve the students’ reading ability—skimming and scanning，at the same time，they can have a general idea about what friendship is about，and the importance of having friends. What’s more，this is the first period of this unit，so it is necessary to deal with the new words and expressions in this part，so as to make it easy for students to begin and make them less anxious in study.

●三維目標(biāo)

1.Knowledge：

words/phrases：upset，ignore，loose，cheat，Netherlands，

German，dare，thunder，entirely，feeling，crazy，trust，

indoors，calm down，be concerned about，walk the dog，

go through，hide away，set down a series of...，on purpose，face to face

sentence structures：There was a time when...

It was the first time that...

...before...

I wonder if...[來源:學(xué)科網(wǎng)ZXXK]

2.Ability：

（1）Use the words and phrases learned freely.

（2）Improve the students’ reading ability.

（3）Master the skills of skimming，scanning and

guessing the meanings of the new words from the text.

3.Emotion：

（1）Enable the students to value the friendship

between friends by learning and reading the text.

（2）Keep a clear view of the war.

●教學(xué)重點(diǎn)

（1）Improve the students’ ability of skimming and scanning.

（2）Understand the contents of the diary by Anne and know

the importance of having friends.

●教學(xué)難點(diǎn)

（1）How to make the students understand the reading text better.

（2）How to master the skills of skimming and scanning.

●教具準(zhǔn)備

（1）a computer connected to the internet.

（2）a projector

（3）the blackboard

●教學(xué)過程

Step1 Greetings and lead-in

T：Good morning/afternoon，everyone.

Ss：Good morning/afternoon teacher.

T：Sit down，please. I’m very glad to be your English teacher and willing to give you lessons. First，let’ s introduce each other. First I introduce myself to you now. My name is...My hobbies are... My purpose is...in this term. What about you？Hello，what’s your name？Nice to know you.（Go around the class and get individual Ss to introduce themselves.）

T：From now on，we have known each other. I hope I’m not only your teacher，but also your good friend in the future. Do you think so？

Ss：Yes.

Step 2 Warming up

T：Today we’re going to learn Unit 1 “Friendship”.What is a friend？A British newspaper once offered a prize for the best definition of a friend. If you were the editor，choose the best one from the following entries（條目），and explain why.

□A friend is the one who comes in when the whole world has gone out.

□One who understands my silence.

□To have a good friend，you need to be a good friend.

□A friend in need is a friend in deed.

□Friends are just the people who share your happiness and sorrow.

□Friends are there （or here） for two reasons：to be used，or to use you.

□No putting you in a difficult position.

□True friendship does not exist.

□Friends are the angels sent by God for you to love.

□Friendship is like dating without the kissing and sex.

□Knowing no matter what，you’ll always have a special place in their heart，and they’ll have one in yours；

and loving them completely for who they are.

□When you look at your watch at 4 a.m.，but still know you can call them and wake them up，and they’ll still want to talk to you，that’s friendship.

S1：In my opinion，“To have a good friend，

you need to be a good friend.” is the best one.

Kindness is a hard thing to give away. It keeps

coming back to the giver. We often get back what we give.

T：OK. Any different idea？

S2：My feeling is that “A friend in need is a friend indeed.” is the best definition of a friend. We are living in a material society. Many people make friends to achieve their goals. They only want to share with your happiness. Only when we are in trouble can we tell whether they are sincere.

……

T：Very good. Your opinions are all right. Do you all have friends？

Ss：Yes.

Step 3

T：But are you a good friend？Or，are you good to

your friends？Let’s make a survey in Warming up.

T：OK，time is up. Ask several students how many

points they can get. As we all see，most of you are good to your friends.

Step 4

T：Now I’d like you to discuss the following four questions：

（show them on the screen）

1.Why do you need friends？

2.What do you think a good friend should be like？

3.Does a friend always have to be a person？Why？

4.Do you think a diary can become your friend？Why or why not？

（The students prepare the questions for a few minutes）

T：OK. Who’d like to answer the first question？

S1：If I’m in trouble，my friends will help me.

S2：I don’t feel lonely with a friend.

S3：A friend can make me happy.

T：Great. Who can answer question two？

S1：I think a friend should be loyal，wise and brave.

S2：A good friend is someone who shares sweet and sour with you.

S3：In my view，a good friend should be kind and funny.

When I am bored，he can entertain me. When I am lonely，

he keeps me company.

T：Wonderful. What about the third question？

S1：Let me try. I don’t think a friend has always to be a person. Anything that helps us can be our friend.

S2：A person may sometime hurt you，while the other things may not.

S3：...

T：Now let’s come to the last question.

S1：I think a diary can become my best friend. Because my human friends sometimes may bore us，but my diary never wearies me with its company.

S2：Whenever and wherever I am，I can share my secrets with it.

S3：Maybe someday a good friend will turn against you，

but a diary will never be.

T：Great，you’ve done very well.

Step 5

T：You all did a good job. Just now we held a heated discussion about friends. We know a friend should be the person who laughs with you during the good times and have a shoulder for you to cry during those not-so-good times. Today we are going to learn a passage titled “Anne’s best friend”.First let’s look at some words.

1.upset

a.to cause to worry，not be calm，

e.g.Do what he wants，or you will upset him.

b.to make ill，usu. in the stomach

e.g.The foreign food upset him/his stomach.

c. worried；anxious；felling unhappy about something

2.ignore：not to take notice of

e.g. Ignore the child if he misbehaves，and he’ll soon stop.

3.calm：free from excitement；untroubled

e.g.Even after her husband died，she was calm.

4.concern：

a.serious care or interest

e.g.a nurse’s concern for a sick man

b.to worry；cause anxiety

5.loose：made of parts that are not tight together

e.g.a loose weave/soil

6.cheat：

a.take from someone unfairly，dishonestly

e.g.He cheated the old woman out of her money.

b.to act dishonestly to win an advantage

e.g.I always cheat at cards，it’s the only way I can win.

7.reason：the cause of an event

e.g.The reason for the flood was all that heavy rain.

8.list：a set of names of things written one after the other，so as to remember them

e.g.a list of things to buy/a shopping list

9.share：use，pay，have，etc.，with others

e.g.We haven’t enough books for everyone；some of you will have to share.

10.feeling：a belief or opinion not based on reason

e.g.I have a feeling that he’ll come soon.

11.German：of or from Germany；the language of Germany

12.set down：to put down；make a record of

13.series：a group of the things of the same kind or related in some way

e.g.a series of concerts；a television series/a series of television

14.crazy：mad；ill in the mind

e.g.a crazy idea

She is crazy about dancing.

15.spellbind：hold the complete attention of

16.thunder：the loud explosive noise that follows a flash of lightning

e.g.steal somebody’s thunder先發(fā)制人

17.entirely：adj；entire：with nothing left out

18.power：the ability to do something or produce a certain effect；force；strength

e.g. He did everything in his power to comfort her.

You can really feel the power of the sun sitting out here.

19.trust：to believe in the honesty and worth of someone/something

e.g. You shouldn’t trust him，his dishonest.

T：Know so much for the words.

Step 6

T：Well，I’m glad to know you have previewed the text. What do you know about Anne？I’ll ask you to work in groups of six to collect information about Anne by surfing the internet，reading books，magazines and so on.

S1：Anne is a Jewish girl.

S2：She lived a hard life because of her nationality.

S3：She was killed by Nazi.

S4：...

T：OK.Which team is the best？They worked together to find more information. Now you have learned some information about her. But would you like to know more about her？

Ss：Yes.

Step 7

T：First，listen to the tape and try to tick the things mentioned in the passage.

（1）Anne’s family

（2）The history of Jew

（3）The reason for her hiding away

（4）Her love for nature

（5）The cruel deeds of German Nazis

（6）Hitter

T：Are you ready？

Ss：Yes.

T：Begin please.

（A few minutes later） Let’s check the answers with the whole class.

Possible answers：（1）（3）（4）

Step 8

T：Now，I’m sure you have a general understanding of the text. Next you are asked to read the text quickly. Tick the sentences that are true according to the text and correct the false ones.

1.（F） A friend would never laugh at you.

2.（T） Anne lived in Amsterdam in the Netherlands during World WarⅡ.

3.（F） She and her family hid away for one year before they were discovered.

4.（F） She kept a diary as others did.

5.（T） She was fond of nature.

6.（F） She stayed awake in the night because she couldn’t sleep well.

7.（T） She couldn’t go out as she liked.

Possible answers：

1.A friend would laugh at you.

3.She and her family hid away for two years before they were discovered.

4.She didn’t want to write a series of facts in a diary as most people do.

6.She stayed awake because she could have a good look at the moon without being noticed by Nazis enemies.

Step 9

T：Wonderful. This time I’d like you to read the passage carefully to fine detailed information.

1.Fill in the table.

2.Answer the following questions：

（1）Why did Anne hate Nazi？

（2）Why did Anne treat a diary as her friend？

（3）Why was she so crazy about nature？

Possible answers：

（1）Because Nazi forced Jewish to leave their homes even killed them.

（2）Because at that special time she had no chance to make friends with persons.She even couldn’t go out.

（3）Because she had lost touch with nature for a long time，worrying she could be caught.

3.Please find out sentences to express Anne’s love for nature.

4.Finish comprehending on Page 3.

Possible answers：C，A，B，E，D，B，C D，A

Step 10 Conclusion

1.Work in pairs of two to tell each other something about Anne.

2.T：Try to complete the following sentences.

It is Hitler’s ambition that____________.

It is the war that____________.

It is our responsibility that____________.

Possible answers：leads to wars；makes many people lose their lives；lose their relatives and friends；putting an end to war；working hard to defend our country；fighting against terrorism.

Step 11 Summary

T：In this class，we’ve read a passage about Anne’s best friend. We’ve learned a lot from it and we know friendship can help us understand what kind of people we are，why we need each other and what we can do for each other. At the same time we’ve also learned war is terrible. After class，read the passage again and again until you can recite some sentences.

Homework：

1.Review the new words and expressions in the text.

2.Use the Internet to find an e-pal.

T：Well，that’s all for today. Class is over.

●板書設(shè)計(jì)

相關(guān)閱讀

高一英語(yǔ)教案：《Friendship》教案三

高一英語(yǔ)教案：《Friendship》教案三

重點(diǎn)詞匯：

upset ignore calm concern loose

Netherlands German series outdoors dusk

entire thunder power curtain dusty

partner settle highway recover pack

suitcase overcoat teenager exactly disagree

grateful dislike tip swap item

重點(diǎn)詞組：

go through set down a series of

on purpose walk the dog no longer

in order to at dusk face to face

suffer from get tired of pack up

get along with fall in love join in

have trouble with sb. no way feel at home

have got to be crazy about calm down

be concerned about as far as – be concerned be concerned with

should have done must have done could have done

happen to sb happen to do it happens that---

be tired of be sick of be fed up with

be bored with be upset about be ignorant of

add up add to add---to---

add up to in one’s power 盡某人能力所及，在某人掌控之中

重點(diǎn)句子：

1. calm down keep calm

She lit a cigarette to calm herself down.

It’s very important to keep calm when the earthquake breaks out.

calm quiet still silent

2.concern oneself about/for be concerned about/for 擔(dān)心

concern oneself with/in 從事，參與 be concerned with 涉及，與—有關(guān)

concern sb/sth 和--有關(guān)

concerning concerned

How much money i can make is not my concern.

This unit is concerned with friends and friendship.

There is no need to concern yourself in this matter.

The concerned parents were all concerned about their children’s safety.

3. set down 記下，寫下 放下 讓— 下車

The bus sets the children down just outside the school gate.

Please set down everything you have heard in the class.

She set down her drink and went out.

set off set out for set up set aside

set down to do 開始做某事 set about doing set out to do

4. He hasn’t turned up up to now and I can’t wait any longer.（延續(xù)性動(dòng)詞，時(shí)間）

After she graduated, she came no more.(常和非延續(xù)性動(dòng)詞連用，數(shù)量程度不增)

5. Ambitions never die until there is no way out.

Not until he left his home, did he begin to know how important the family was for him.

It was not until she took off her dark glasses that I realized she was a film star.

6. get sb doing 讓—開始做—have sb doing 讓—一直做—

get sb to do have sb do

get sth done have sth done

can you get the machine running？

Where are you going to get/have your hair cut?

I will get someone to repair my computer.

7. while walking the dog, he was careless and it got loose and was hit by a car.

If (it’s) necessary, I will send several people to help you.

8.You must have seen the film Shaolin Temple.

You may have read about it in the papers.

You could have come here a little earlier.

Must have done can’t have done could have done may/might have done

Should/need/could/might/ought to/would have done

9.make + 賓語(yǔ)+賓補(bǔ)（n./adj./v./done.） make it adj.to do be made to do

she made her diary her best friend.

He shouted to make himself heard across the room.

Computer makes it easier to learn English.

She was made to wait for hours.

10. I wonder if it’s because I haven’t been able to be outdoors for so long time that I’ve grown so crazy about everything to do with nature.

eg. We went to see him in Wuhan last week.

When did you graduate from high school?

11. While sleeping, you’d better not keep your windows open.

Don’t keep that boy waiting there.

We must keep our teacher informed of what is going on in our class.

12. But as the moon gave far too much light, I didn’t dare open a window.

13. it happens that-- sb happens to do 碰巧

sth happens to sb

What has happened to you?

It happened that I had no money on me.

14．It’s the first time that I have seen such a famous actor.

It was the first time that I had seen the light face to face.

The first time I met her, I fell in love with her .

It’s time that the children went to bed.

It’s time to have supper.

15. settle down定居，過安定的生活,平靜下來

set down to doing sth. 開始專心做--

settle in 在—定居 settle down in

settle on/over停留、 落在， 選定 決定

When are you going to marry and settle down?

They have finally settled down in Canada.

Dust had settled on everything.

Settle dispute

He settled to buy a new car.決定

16．suffer suffer from Suffering(s) n.

He suffered many defeats before success.(遭受痛苦)

Many people are still suffering from starvation. （因---而遭受痛苦）

17. She has recovered from the operation (從---恢復(fù))

The team recovered its lead in the second half.（重新獲得--）

She soon recovered herself and went on with her lecture. 恢復(fù)正常， 使—清醒

18. go through 經(jīng)歷 經(jīng)受/仔細(xì)檢查/（法案）通過

The country has gone through too many wars.

She is going through the company’s accounts.

The law didn’t go through at the meeting.

I can’t get it through to him that he has to study hard now.

go by go over go in for參加考試/比賽，喜歡 go ahead go without

get sth through to sb.使 某人理解， 使某人接受（某人說的話）

19. disagree with sb/sth

I feel sick. The fish disagreed with me.

These reports of the accident disagree with a number of points.

20. Although I try to talk to my classmates, I still found it hard to make good friends with them.

21. I do want to change this situation.

語(yǔ)法：

直接引語(yǔ)變間接引語(yǔ)

1.句式變換

2.時(shí)態(tài)：主句過去時(shí)態(tài)時(shí)，從句時(shí)態(tài)后推，除有明確的過去時(shí)間狀語(yǔ)

主句一般現(xiàn)在時(shí)或?qū)頃r(shí)，從句時(shí)態(tài)不變

3.人稱：一從主，二從賓，三不變

4.時(shí)間、地點(diǎn)，代詞

Today—that day tomorrow---the next day yesterday---the day before

Two days ago---two days before

寫作：

建議信

高一英語(yǔ)教案：《Friendship》教案四

高一英語(yǔ)教案：《Friendship》教案四

Design Concept

According to New English Curriculum Standards, we should develop students'

ability of autonomous learning and cooperative learning. And we should also improve

students' ability of getting information and the ability of analyzing the information,

thus improving their ability to solve problems. Meanwhile, we should pay attention to

developing students' comprehensive language competence and their positive attitudes.

Students are the masters of learning. Student-centered teaching with the teacher as a

guide should be adopted in English teaching.

Analysis of the teaching material

This period mainly consists of two parts: Reading and Writing. Students are guided to read a letter for help written by Xiao Dong to Miss Wang. From the letter, we can see Xiao Dong's problem: He is not good at communicating with people and he finds it hard to make friends with others. so he feels lonely and he does want to change this situation. Through reading, students are able to find the problem and then try to solve the problem by writing a letter for advice to Xiao Dong.

This period plays an important part in the whole unit because it is based on the topic of friendship and it offers the students an opportunity to output what they have

learned in this unit. Although some students have the basic writing skills, most of

them still need to be guided to pay attention to the structure and the sentence patterns

to make their compositions better.

Analysis of the students

The teaching objects are all students from Grade (One, who have just graduated from junior middle school and have been in senior high school for only about one

month. And most of them have “classroom anxiety" in English class. That is to say,

most students are not confident enough to speak English and answer questions. Thus,

I plan to organize some teaching activities such as discussion, group-work and so on, through which, students are able to learn how to cooperate with others and learn from each other, thus building up their confidence, cultivating their sense of cooperation and helping them to experience the happiness of development.

Teaching aims

1.Knowledge (Objectives)

Through learning, Ss will be able to make sentences with some useful words,

expressions and sentence patterns.

2.Ability(Objectives

(1)Through reading, Ss will improve their reading ability, cspecially the ability to get information and the ability to analyze the information.

(2)Through writing practice, Ss will be able to improve their writing skills.

3.Moral(Objectives)

Through teaching activities, cultivate students sense of cooperation and build up their

confidence in learning English.

Key Points and Difficult points

1.How can students improve their reading ability, especially the ability to get and

analyze the information?

2.How can students improve their writing skills(the ability to “output” after reading

and the ability to solve problems)?

Teaching and learning methods

Task-based language teaching approach;

Communicative approach;

Discussion；

Teaching Procedures:

Step1:lead-in

Discussion: If you have some trouble, who will you turn to for help? Your parents?

Your teachers? Your classmates?

(The purpose of this activity is to arouse students' interest in what we will read in the following part.)

Step2: Reading

task1: Read the letter on page7 together passionately and answer the following questions.

1. Who is Xiao Dong?

2. What is his problem?

3. Why did he write this letter to Miss Wang?

(Ask students to read the letter aloud, the purpose of which is to encourage students to love English and enjoy reading. And through reading, students are able to get the information needed, thus improving their reading skills and the ability to seek the information and the ability to analyze the information.)

Task2:（Group-work）

If you were Miss Wang, what suggestions would you give to Xiao Dong?

(Ask students to work with their partners and list their ideas and reasons, then show their ideas on the blackboard. The purpose of this activity is to cultivate students' sense of cooperation and encourage them to learn from each other.)

Step3 Writing

(1)Before-Writing

Task 1: How many paragraphs should we write in this letter of advice?

Para l: Beginning

Para2: Main body

Part.3: Ending

Task2: How to organize the first paragraph?

Show students two kinds of the beginning and let them discover that the first paragraph is to show the purpose of this letter---to give Xiao Dong some advice on

how to make friends.

Task3: How to organize the second paragraph?

e.g. You should be friendly to others and often help them. You will show them that

you are easy to get along with. You should ask people their likes and dislikes. You

will find classmates with the sane interests. You must join in discussions and show

interest in other people's ideas. Yu will get to know different people and let them

know more about you.

(Show students an example of this paragraph, and ask them to find the disadvantages

of it. The purpose of this activity is to cultivate students' self-regulated learning

competence, exploring spirit and practical ability and guide then to realize the

importance of various sentence patterns in the writing process.)

Task4: How to organize the last paragraph?

(These tasks are all designed to help students master the structure of this kind of

letter.)

(2)While-Writing

Task 1: Write a letter to Xiao Dong to help him to change the present situation.

In this part, students are guided to write a letter for advice based on what we

have learned above.(One student is going to come to the blackboard and write hi/her

composition on the black board.(Others are going to write their articles on a piece of

paper.

(Through this activity, every student takes an active part in class, which is beneficial

to their growth and development.)

(3)Post-Writing

Task 1:Correet the composition

(Ask a student to improve the composition on the blackboard. It is designed to offer

students more opportunities to practice in class and make our class really

student-centered with teacher as a guide.)

task2:(Group-Work

After finishing your writing, swap your letter with your partner. Try to help each

other to improve it. Pick out any mistakes you see in spelling, verb forms, or

punctuation. Swap back. Correct any mistakes. Then ask some students to come to the

blackboard o share their compositions.

It is designed to improve students' tea-work spirit and offer them more opportunities to practice in class, thus helping them to build up their confidence.)

Step4 NEIT

1.（2014安徽高考英語(yǔ)作文）

為了幫助中學(xué)生健康成長(zhǎng)，某中學(xué)英文報(bào)開展了“HEART-I）-HEART”專欄：假

設(shè)你是該欄目的編Jarnie，收到一封署名為Worried的求助信：信中該同學(xué)向你訴說了自己的困擾：近日容易發(fā)脾氣，使正常的學(xué)習(xí)和生活收到了影響：請(qǐng)用英文給該同學(xué)寫一封回信：

內(nèi)容要點(diǎn)如下：1.表示理解并給與安慰

2.提出建議并說明理由

參考詞匯：temper.脾氣

2.（2008年山東高考英語(yǔ)作文）

假如你是新華中學(xué)的學(xué)生李華，班里從外地轉(zhuǎn)來一名同學(xué)李明，他一時(shí)無法融入新的班級(jí)，感到很苦惱。請(qǐng)根據(jù)下面要點(diǎn)給他寫封信。

1.幫他分析原因

2.給他提出建議

B.(2（09年陜西高考英語(yǔ)作文）

假如你是李華。在一個(gè)英文網(wǎng)絡(luò)論壇上，你看見一個(gè)名叫（Grown-up的中學(xué)生發(fā)帖尋求幫助。請(qǐng)根據(jù)帖子的內(nèi)容，寫作要點(diǎn)和要求回帖。

Hi, everyone,

I'm 17 years old and I an going to university this autumn. But my mother continues to

treat me as a seven-year-old. What should l do?

1.告訴他要理解母親。

2.給他提出解決問題的具體建議。

(It is designed to help students be aware of the importance of letters for advice in

NEMT.)

Steps: Self-assessment and Summary

1. Have you learned some new words and expressions?

2. Do you know how to organize a letter for advice?

3. Are active in class?

4. Do you like cooperating with others?

(Ask students to make a self-assessment by answer the questions above. Then ask the monitor to come to the blackboard to make a short summary. The purpose of this activity is to develop students' ability to turn up.)

Step6: llomework

寫作訓(xùn)練：

假如你是李華，你的好友Tom來信說他不適應(yīng)高一英語(yǔ)老師的課，在學(xué)習(xí)英

語(yǔ)方面有很大的困難，以至于跟不上其他同學(xué)，因此感到非常著急，甚至想放棄

英語(yǔ)。請(qǐng)你給Tom寫一封信，想辦法幫助他解決這方面的困難。詞數(shù)120左右。

(It is designed to help students to do more practice about what they have learned in this class.)

Blackboard Design

Until Friendship Suggestions on how to

Using language make friends

Reading and writing (1)（學(xué)生作文展示）（2）

A letter for help(3)

A letter for advice (4)(5)

Para l: Beginning (6)

Para2:Main body學(xué)生展示

Para3:Ending

課后反思：

一、堅(jiān)持“以人為本”。

培養(yǎng)學(xué)生自主學(xué)習(xí)、探究學(xué)習(xí)，以及學(xué)生之間的合作意識(shí)，讓學(xué)生通過積極地參與課堂活動(dòng)相互合作、互相學(xué)習(xí)，有助于提高學(xué)生對(duì)英語(yǔ)的興趣、樹立學(xué)好英語(yǔ)的信心。課堂上多使用鼓勵(lì)性的語(yǔ)言及目光交流，課件上多出現(xiàn)一些勵(lì)志性的圖片，幫助學(xué)生緩解因英語(yǔ)基礎(chǔ)較弱而導(dǎo)致的課堂“焦慮”，從而讓每個(gè)人體驗(yàn)到發(fā)展的快樂。

二、培養(yǎng)學(xué)生的寫作習(xí)慣。

寫作水平的提高要經(jīng)過一個(gè)循序漸進(jìn)的過程，而在這個(gè)過程中，養(yǎng)成良好的語(yǔ)言學(xué)習(xí)習(xí)慣至關(guān)重要。可以從以下幾點(diǎn)培養(yǎng)學(xué)生的寫作習(xí)慣：1.重視平日詞匯、短語(yǔ)等基本素材的積累。2.課外多閱讀，摘抄其中比較優(yōu)美的句子進(jìn)行積累、誦讀。3.收集優(yōu)秀習(xí)作中的篇章結(jié)構(gòu)，例如開頭、結(jié)尾等。4.指導(dǎo)學(xué)生課后有效地練習(xí)。要提高寫作水平，單靠課堂上的練習(xí)是遠(yuǎn)遠(yuǎn)不夠的，因此，課后要指導(dǎo)學(xué)生進(jìn)行大量的寫作訓(xùn)練，把課堂上學(xué)到的應(yīng)用到課后的練習(xí)中。

三、實(shí)施有效的寫作評(píng)價(jià)

寫作之后的評(píng)價(jià)形式有很多。最常見的就是教師的批閱，此外，還有學(xué)生自評(píng)、小組相互修改與評(píng)價(jià)、班級(jí)投影與評(píng)價(jià)、制作班級(jí)寫作海報(bào)等。本節(jié)課主要采用了學(xué)生評(píng)價(jià)、教師補(bǔ)充、小組互評(píng)及班級(jí)展示、集體評(píng)價(jià)，基本達(dá)到了預(yù)期的效果。學(xué)生上黑板的寫作展示和點(diǎn)評(píng)都體現(xiàn)了“以學(xué)生為主體”的教學(xué)理念，在這個(gè)過程中，學(xué)生通過參與既展示了自己，同時(shí)也是一次相互學(xué)習(xí)的機(jī)會(huì)。由于時(shí)間關(guān)系，課堂上展示的學(xué)生數(shù)量有限，在課后我會(huì)繼續(xù)跟蹤，讓學(xué)生繼續(xù)修改、繼續(xù)完善自己的作文，然后再組織制作班級(jí)海報(bào)，將優(yōu)秀的作品以班級(jí)海報(bào)的形式展出，這其實(shí)也是一種有效的激勵(lì)措施。

總之，在英語(yǔ)的四項(xiàng)基本技能中，聽、說、讀是寫的基礎(chǔ)，而寫則是更高層次上的信息交流，是衡量一個(gè)英語(yǔ)學(xué)習(xí)者綜合語(yǔ)言運(yùn)用能力的試金石。新課標(biāo)也對(duì)書面表達(dá)提出了新的要求。作為一名高中英語(yǔ)教師，在實(shí)施寫作教學(xué)的過程中，有成功的一面，也有許多不足。在今后的教學(xué)中，我會(huì)不斷立足于學(xué)生，不斷改進(jìn)教學(xué)方法，培養(yǎng)學(xué)生養(yǎng)成良好的學(xué)習(xí)方法、掌握英語(yǔ)寫作技能，提高學(xué)生的綜合語(yǔ)言運(yùn)用能力和英語(yǔ)學(xué)科核心素養(yǎng)。

高一英語(yǔ)教案：《Friendship》教案六

高一英語(yǔ)教案：《Friendship》教案六

從容說課

This is the sixth teaching period of this unit. We can first review some important language points the students learned in the last several periods. The emphasis of this period should be laid on listening and writing. They are expansion of the topic of the text. Listening is about Lisa’s problem of making a friend with a boy. She asks Miss Wang for advice. Through listening and exercise, students learn how to give advice and the skill of giving advice. And also let them think about the problem of boy’s making friends with girls and girls with boys. And then design a task to ask students to give advice according to the different problems to develop their ability to solve the problems. All of these lay the foundation for the next task—writing. In this way, students feel that they have information to put out. And writing makes for the improvement of students’ writing ability, strengthening their comprehension of friendship.

The two letters, listening and letter writing prepare students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthen students’ abilities to practice language, discover, and solve problems.

教學(xué)重點(diǎn)

Develop the students’ listening ability, especially listening to and understanding key words and speakers’ intention and attitude.

教學(xué)難點(diǎn)

Develop the students’ writing skills by reading, discussing and writing a letter to give advice on friendship.

教學(xué)方法

1. Task-based teaching and learning

2. Cooperative learning

3. Discussion

教具準(zhǔn)備

A tape recorder and other normal teaching tools

三維目標(biāo)

Knowledge aims:

1. Get the students to learn the following new words and useful expressions.

teenager　get along with　fall in love　advice　questionnaire　quiz editor　communicate　habit

2. Get the students to know how to write a letter to offer advice.

Ability aims:

1. Enable the students to listen and understand the listening materials.

2. Enable the students to write a letter to offer advice on friendship.

Emotional aims:

Develop and improve the students’ ability to help others solve such problems as how to communicate with people, how to make and be good friends, and so on.

教學(xué)過程

設(shè)計(jì)方案（一）

→Step 1 Revision

Have a dictation about new words and expressions:ignore　calm　cheat　loose　concern　suffer　purpose　entirely　teenager　trust　hide away　set down　according to　face to face　go through　a series of　in order to　walk the dog　get along with　add up

→Step 2 Reading and listening(on Page 6)

1. Lead-in

Talk freely with the students to lead in the listening topic. Just like the following:

Do you remember what Ann’s best friend is? Is it a man or a thing?

Guess what my best friend is. (Say something about music, pets or plants. )

So you see a man can make friends with anyone and anything.

Then boys, would you like to make friends with girls? Girls, would you like to make friends with boys? What kind of girl would you like to make friends with? And what kind of boy would you like to make friends with?

If you see a boy classmate makes a friend with a girl, will you say something about them behind? (If no, you are kind. If yes, you are a gossiper. )

If you are that boy or girl, would you like to be gossiped about?

2. Reading

Read the letter. Lisa has such a problem. She is asking you for help. What advice will you give? You are given 2 minutes to discuss in groups and then offer your group’s opinions.

3. Listening

Tell the students:Besides you, Lisa also asks Miss Wang of Radio for Teenagers for help. What advice does Miss Wang give to Lisa? Let’s listen to what she says.

Listen for 3 times and do listening exercises. A fourth time for checking.

4. Post-listening

Tell the students:Do you think Miss Wang’s advice is helpful? Now suppose you are editors of Radio for Teenagers, here are some problems for you to offer advice.

Show the following on the screen. Tell the students they can choose any problem as they like to write down their advice.

1. I don’t have enough pocket money.

2. I’m not satisfied with my appearance.

3. My desk mate has lost a reference book, she thinks that I’m a thief.

4. I work hard but I hardly make progress.

5. I want to travel to Wu Zhen Town with my fiends this weekend, but my parents don’t allow me to go.

6. I don’t like the way Mr. Li teaches us English, so I’m not interested in English any longer.

7. My mother has just given birth to my little brother. I’m worried that the baby will rob me of my parents’ love and even everything.

8. I quarreled with my best friend 3 days ago. Up to now, we haven’t said a word to each other.

9. I’d like to be monitor, but at the same time I doubt whether I have such ability.

10. I’m often late for school. The teacher is so angry that he threatens that if I’m late again, I will be dismissed.

Ask several students to report their advice.

→Step 3 Writing (on Page 7)

1. Pre-writing

1)Read a letter from a student named Xiaodong. Go through the directions on Page 7.

2)Brainstorm with a partner about ways to change the situation. Make a list of the ideas and give reasons.

3)Decide which are the best ideas and put them into the right order.

2. While-writing

Ask the Ss to write a letter to Xiaodong and give him some advice.

Suggested steps:

1)Read the sample and the expressions.

2)Begin to write the letter to Xiaodong.

3)Revise your letter by yourself.

4)Exchange your writing paper with your partners and correct the mistakes you have made.

5)Get back your own writing paper and write the letter again.

3. Post-writing

Have a discussion in groups.

1)Can you give Xiaodong some good advice?

2)Is your letter well developed?

3)Are your ideas well organized to the point?

4)Do you have a good choice of words and idioms in your writing?

5)Do you get a good mastery of complex structures of language?

6)What kind of mistakes have you made in your writing? What can you do to avoid such mistakes?

Choose some students’ writing paper and show them in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.

→Step 4 Workbook

Writing task (on Page 46)

1. Read the proverbs, explain them and ask the students to choose some they agree with and some they disagree with and explain why.

2. Discuss with their partner and then write a passage according to the sample story and “Analyzing the structure”.

→Step 5 Homework

1. Finish off the workbook exercises.

2. Write a short passage about your friend.

板書設(shè)計(jì)

Unit 1　Friendship

Listening and Writing

new words and expressions writing steps

teenager　get along with　fall in love　advice　questionnaire　quiz editor　communicate　habit 1. Make a list of the information.

2. Begin to write the letter.

3. Revise your letter.

. . .

活動(dòng)與探究

Get the students to hold a group writing competition out of class. Ask them to describe one of their friends—their appearance, personality, hobbies, etc. This activity makes for the improvement of students’ writing ability, strengthening their comprehension of friendship, and also developing their cooperative spirit and sense of competition.

Sample description:

I have a few good friends, but I think Miki is my best friend. We both read a lot and we’re very interested in films. We spend a lot of time watching videos and talking about films and books. She works hard. She is very helpful. Whenever I am in trouble, she will help me out. . .

高一英語(yǔ)教案：《Friendship》教案五

高一英語(yǔ)教案：《Friendship》教案五

●三維目標(biāo)

1.Knowledge：

editor，make an effort to，join in，communicate，pay no attention to，avoid

2.Ability：

Train the students’ writing ability by reading samples and writing a letter.

3.Emotion：

Learn to adjust oneself by checking oneself.

●教學(xué)重點(diǎn)

How to get students to learn to write.

●教學(xué)難點(diǎn)

How to improve the students’ writing skill.

●教具準(zhǔn)備

a project，a blackboard，a computer

●教學(xué)過程

Step 1 Check homework.

Step 2

T：We often have problems in our daily life like Lisa and Anne. Just as we discussed in the previous periods，every one likes making friends. But do you find sometimes it is not easy to make friends with others or don’t know how to do it？

Ss：Yes.

T：Here is a letter from Xiaodong. Read it and give some advice on how to make a friend. The points in the text are a great help to you.

Version：

Dear Xiaodong，

I am glad to hear from you. Don’t worry about your problem. First list some possible problems which keep you from making friends with others and then solve them one by one. Second，to be open to others，showing you are willing to join in them. Third，believe in yourself to make a friend.

Yours，

T：Now I’d like you to write a few lines to describe your best friend or a person you know. Read the example first. The following phrases and structures may be helpful.

（a）Her name is...

（b）She is...years old.

（c）She likes...and dislikes.

（d）She enjoys... and hates....

（e）Her hobbies are....

（f）Her dream/ambition is....

（g）She is very kind/honest/helpful/Wise/smart/beautiful....

（h）We got to know each other...where and when.

T：Now I am sure you can deal with the problem in a proper way. Here is a test for you. Read the situations on Page 45.Say something about your solutions.

Version：I will go to the picnic. Honesty is very important. I think honesty will win trust from others，so I will keep my promise. Meanwhile，being honest will allow me to face my problem bravely，which helps to solve it.

T：Great! “Cool” is now a popular word among the students. What is cool？What’s your understanding of it？

S1：Remember everyone is unique. Show your own character.

S2：Some students misunderstand the word “cool”.They think it means smoking，...drinking and wearing strange clothes.

T：Thank you for your discussion! Proverbs give us wisdom. Do you think so？

Ss：Yes.

T：Are you interested？Let’s share some of them. Read by yourselves and then let’s read together. Read，please.

T：I have a task for you. Choose your favorite proverbs and explain why. Work in groups of four to write down your reasons. Later，each group recommend a student to report your writings. Clear？

Ss：Yes.

T：Are you ready？Any volunteer？

Version：I agree with this proverb：When you meet your friend，your face shines—you have found gold. It is nice to have a friend to talk，laugh，and do things with. We would feel lonely if we never had a friend. Being happy helps you stay well. If someone cares about you，you take better care of yourself.

Step 3 Homework

1.Make sentences using the words editor，communicate and avoid doing.

2. Write a passage or some proverbs about friendship.

●板書設(shè)計(jì)

Unit 1 Friendship

The Sixth Period

The following phrases and structures may be helpful.

（i）Her name is...

（j）She is...years old.

（k）She likes ...and dislikes.

（l）She enjoys...and hates ....

（m）Her hobbies are ....

（n）Her dream/ambition is ....

（o）She is very kind/honest/helpful/wise/smart/beautiful/....

（p）We got to know each other...where and when.

●活動(dòng)與探究

Introduce one of your friends by finishing the following table.

Photo Name.____________

Sex.____________

Age.____________

Birthplace：____________

Like living：____________

Like eating：____________

Like-ing：____________

Appearance：____________

●備課資料

FRIENDS，GOOD FRIENDS AND SUCH GOOD FRIENDS

Friends among women

（Adapted from Judith Viorst）

People usually think that women are friends and when they are friends they are friends all the way，but I believe that is a narrow point of view. For the friendships I have and the friendships I see are at many levels，serve different purposes，meet different needs and range from those as all-the-way as the friendship of the full sisters to that of the most casual playmates.

Consider these friendships at the different levels：

1. Convenience friends. These are the women with whom，if our paths weren’t crossing all the time we’d have no particular reason to be friends：a next door neighbor，a woman in our car pool or maybe the mother of one of our children’s closest friends.

Convenience friends are convenient indeed. They’ll lend us their cups and silverware for a party. They’ll drive our kids to a football match when we’re sick. They’ll give us a lift when our car is under repair. They’ll even take our cats when we go on holiday.

But we don’t，with convenience friends，ever come too closer or tell too much；we maintain our public face and emotional distance.

“That means，” says Eileen，“that I’ll talk about being overweight but not about being depressed. Or I’ll admit that our boy is naughty but not nasty. Or I might say that we’re pinched this month but never that I’m worried sick over money.” But that doesn’t mean that there isn’t sufficient value to be found in these friendships of mutual aid，in convenience friends.

2. Special-interest friends. These friendships needn’t involve kids or silverware or cats. Their value lies in some interest jointly shared. And so we may have a stamp friend or a tennis friend or a shopping friend or a friend from the Women’s Democratic Club.

“I’ve got one woman friend，” says Joyce，“who likes，as I do，to take Modern Psychology Courses，which makes it nice for me—and nice for her. It’s fun to go with someone you know and it’s fun to discuss what you’ve learned.” And for the most part，she says，that’s all they discuss.

“I’d say that what we’re doing is doing together，not being together，” Susan says of her tennis friend.“It’s mainly a tennis relationship，but we play together well. And I guess we all need to have a couple of playmates.”

My playmate is a shopping friend，a woman of great taste，a woman who knows exactly where to buy what，and furthermore is a woman who always knows beyond a doubt what one ought to be buying. I’m very glad to have a shopping friend when I need to buy something.

3. Historical friends. We all have friends who knew us when we were，say，in the second grade，when our family lived in that poor two-room flat in New York，when our dad was out of work for seven months，and when I stole a pencil from a boy in my class，she was the first，the only，friend we told.

The years have gone by and we’ve gone separate ways and we’ve little in common now，but we’re still a dear part of each other’s past. Every time when we see or write to each other we are put in touch with an earlier part of ourselves which is important never to lose.

4. Crossroads friends. Like historical friends our crossroads friends are important for the friendships we shared at a very special，now past，time of life. A time，perhaps，when we roomed in collage together；or worked as eager young singles in a big city together；or went together，as my friend Elizabeth and I did through a period of time of treatment in hospital and about two months of regaining our health.

Crossroads friends establish powerful links，links strong enough to endure with not much more contact than once-a year letters at Christmas. And out of respect for those crossroads years，for those dramas and dreams we once shared we will always be friends.

There are medium friends，and pretty good friends，and very good friends indeed. But the best of friends，I believe，totally love and support and trust each other，and tell each other the secrets in the depth of their souls，and run—no questions asked—to help each other；or，as the saying goes：A friend in need is a friend indeed.

Fill in a phrase from the text or of your own to complete each of the following statements：

1. In convenience friends you will find the value of____________.

2. Special-interest friends are those who have____________.

3. Historical friends are the friends who are____________.

4. Crossroads friends are those who shared the friendship at____________.

5. The best friends are friends____________.

（答案：1.mutual aid；2.some interest jointly shared；3.dear part of each other’s past 4.very special period of time in their life 5.in need）