新課標(biāo)高中生物教案

新課標(biāo)高一必修1英語Unit1Friendship（全套教案）。

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新課標(biāo)高一必修1英語Unit1Friendship（全套教案）
TeachingplanUnitoneFriendship
Teachingaims:
1.能力目標(biāo)：
a.Listening:getinformationandviewsfromthelisteningmaterial;
b.Speaking:expressone’sattitudeorviewsaboutfriendsandfriendshipinappropriatewords.
c.Reading:enabletheSstogetthemainidea
d.Writing:writesomeadviceaboutmakingfriendasaneditor
2.知識目標(biāo)：
a.Talkaboutfriendsandfriendship;howtomakefriends;howtomaintainfriendship
b.Usethefollowingexpressions:
Ithinkso./Idon’tthinkso.
Iagree./Idon’tagree.
That’scorrect.
Ofcoursenot.
Exactly.
I’mafraidnot.
c.toenabletheSstocontroldirectspeechandindirectspeech
d.vocabulary:addpointupsetcalmconcerncarelessloosecheatreasonlistsharefeelingthoughtGermanseriesoutdoorscrazymoonlightpurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequizeditorcommunicatesituationhabit
addupcalmdownhavegottobeconcernedaboutwalkthedoggothroughhideawaysetdownaseriesofonpurposeinordertofacetofaceaccordingtogetalongwithfallinlovejoinin
3.情感目標(biāo):
a.ToaroseSs’interestinlearningEnglish;
b.ToencourageSstobeactiveintheactivitiesandmakeSstobeconfident;
c.Todeveloptheabilitytocooperatewithothers.
4.策略目標(biāo)：
a.TodevelopSs’cognitivestrategy:takingnoteswhilelistening;
b.TodevelopSs’communicativestrategies.
5.文化目標(biāo)：toenabletheSstogettoknowdifferentopinionsaboutmakingfriendsfromdifferentcountries.
Teachingsteps:
Periodone

Step1.Warm-up
1.SslistentoanEnglishsongAULDLANGSYNE.
2.Brainstorming:letSssaysomewordsaboutfriendship–honest,friendly,brave,humorous,funny,wise,kind,open-minded,responsible,helpful….
Step2.Talkaboutyouroldfriends
1.SstalkabouttheiroldfriendsinJuniorMiddleSchool,talkabouttheirappearance,personality,hobbies,etc.
2.Self-introduction
Step3.Makenewfriends
1.Ssgoaroundandasktheirnewfriendssomeinformationandfillinthefollowingform
NameAge/hobbies/favoritesports,books,…
2.Reporttotheclass:whowillprobablybeyourfriendwhy.
Step4.Doasurvey
Ssdothesurveyinthetext,P1
Sep5.Listeningandtalking
DoWbP41(Talking).WhileSslistentothematerial,askthemtotakenotesaboutthespeaker’sviewsofmakingfriends.
WhenSsmaketheirconversation,askthemtotrytousethefollowingexpressions.
Ithinkso./Idon’tthinkso.Iagree./Idon’tagree.
That’scorrect.Ofcoursenot.Exactly.I’mafraidnot.
Step6.Discussion
DivideSsfourinonegroupandeachgroupchooseatopictodiscuss.Therearefourtopics.
Topic1:Whydoyouneedfriends?Makealistofreasonswhyfriendsareimportanttoyou.
Topic2:Thereisasaying“tohaveagoodfriend,youneedtobeagoodfriend.”Whatdoyouthinkofthesayingandhowcanyoubeagoodfriend?
Topic3:Doesafriendalwayshavetobeaperson?Whatelsecanbeyourfriend?Why?
Topic4:Listsomequalitiesofapersonwhodoesnotmakefriendeasily.
Step7.Summary
1.AskSsthemselvestosummarizewhatisfriendshipandwhatisthemostimportantinmakingfriends.
2.Tshowsmoreinformationaboutfriendshipandapoemaboutfriendship.
Whatisfriendship?
Iwanttofindtheanswertothequestion
Whatisfriendship?
Whenitrains,Ithinkfriendshipisasmallumbrella.
Itcangivemeapieceofclearsky.
WhenI’mcrying,Ithinkfriendshipisawhitehandkerchief.
Itcanwipemytearsdry.
WhenIamsad,Ithinkfriendshipisawarmword.
Itcanbringmehappinessagain.
WhenIamintrouble,Ithinkfriendshipisastronghand.
Itcanhelpmeescapemytroubles.
WhenIsitinaquietplace,Ithinkfriendshipisaverywonderfulfeeling.
Itcan’tbepulledandtorn,becauseitisineveryone’sheart.
Itistherefromthebeginningtotheendofourlives.
3.TellSs:makenewfriendsandkeeptheold;oneissilverandtheotherisgold.
Step8.Evaluation
Ssfinishthefollowingevaluationform.Standard:A,B,C
Contents自評他評
1.I’mactiveintalkingwithothers.
2.I’mactiveincooperatingwithothers.
3.Icanexpressmyselffluently,accuratelyandappropriately.
4.Iknowmoreaboutfriendshipafterthislesson..
5.Doyouthinkyouneedtoimproveyourselfinsomeaspects?Whichaspects?
Homework:
1.Lookupthenewwordsandexpressionsinwarm-upandpre-readinginadictionary.
2.Writeashortpassageaboutyourbestfriend.

Periodtwo

Step1.Warmingup
Activity1:Supposeyouhavetostayindoorstohideyourselfforawholeyear.Youcannevergooutdoors,otherwiseyouwillbekilled.Youhavenotelephone,computer,orTvathome.
Howwouldyoufeel?
Whatwouldyoudo?
Fourstudentsagroupdiscusswitheachotherfor2minutes.
Activity2:PlayashortpartofthemoviesSchindler’sList
Step2.Predicting
Studentsreadthetitleofthepassageandobservethepicturesandtheoutlineofittoguess:
WhoisAnne’sbestfriend?
Whatwillhappeninthepassage?
Step3.Skimming
Studentsskimthepassagein2minutestogetthemainidea:
WhoisAnne’sbestfriend?
Whendidthestoryhappen?
Step4.Scanning
Studentsworkinpairstofindtheinformationrequiredbelow:
Anne
inWorldWarⅡ

Step5.Intensivereading
Studentsworkingroupoffourtodiscussthefollowingopenquestions:
1.Whydidthewindowsstayclosed?
2.HowdidAnnefeel?
3.WhatdoyouthinkofAnne?
4.Guessthemeaningsof“spellbound”,“holdmeentirelyintheirpower”fromthediscourse(語篇,上下文).
5.Whichsentencesattractyouinthepassage?
Step6.Activity
Fourstudentsagrouptodiscussthesituation:
Supposeyoufourhavetohideyourselvesfor3months.Duringthethreemonths,youwillbeofferedthebasicfood,waterandclothes.Yourgroupcantake5thingswithyou.
Whatwillyoutake?Why?
Howwillyouspendthe3months?
Howwillyoutreateachotherandmakefriends?
Step7.Assignment
Task1.SurftheinternettofindAnne’sDiaryandreadsomeofit.Printoutapieceofthediaryandwritedownyourfeelingsafterreadingitonthepage.Wewillsharethepiecesandyourfeelingswiththewholeclass.
Task2.Ex2.3onPage3

Periodthreejab88.COm

Step1.Warmingup
ChecktheSs’assignment:task2
Step2.Languagepoints:
1.add(v.)
1).Toputtogetherwithsomethingelsesoastoincreasethenumber,size,importance,etc.增加，添加
PleaseaddsomethingtowhatI’vesaid,John.
2).Tojoinnumbers,amount,etcsoastofindthetotal相加
Addupthesefiguresforme,please.
addtosomething:toincrease增加
Whathedidhasaddedtooutdifficulties.
addupto:toamountto加起來等于；總計
Thecostaddedupto100millionyuan.
2.cheatv.1).Toactinadishonestwayinordertowin欺騙；作弊
2).(of,outof)totakefrom(someone)inadishonestway騙取
Theycheatedtheoldwomanoutofhermoneybymakinghersignadocumentshedidn’tunderstand.
n.1).anactofcheating作弊行為
2).onewhocheats騙子
3.gothrough
1).Toexaminecarefully仔細(xì)閱讀或研究
Iwentthroughthestudents’paperslastnight.
2).Toexperience經(jīng)歷，遭受或忍受
Youreallydon’tknowwhatwewentthroughwhileworkingonthisproject.
4.crazy(adj.)
1).mad,foolish瘋狂的，愚蠢的
It’scrazytogooutinsuchhotweather.
2).wildlyexcited;veryinterested狂熱的，著迷的
Sheiscrazyaboutdancing.
5.lonely(adj.)unhappybecauseofbeingaloneorwithoutfriends孤獨的，寂寞的
Hehasbeenverylonelysincehiswifelefthim.
lonely/alone
alone
1).withoutorseparatedfromothers單獨的
Shelivesalone.
2).only僅僅，只有。用于名詞或代詞之后。
Theglovesalonecost.
leave/letsb.orsth.alone:nottake,touchorinterferewithsborsth不帶走，不觸摸，不干涉某人或某事
Leavethatalone.It’smine.
Shehasaskedtobeleftalone.
6.beconcernedabout/for:beworriedabout擔(dān)心
We’reallconcernedabouthersafety.
7.upset:
1).Adj.worried;sad;angry;notcalm不安，心煩意亂，生氣
Heisupset.
2).V.causetoworry,tobesad,tobeangry,nottobecalm使不安，使生氣
Hischeatingontheexamupsethisteacher.
8．welln.井a(chǎn)dj.身體好adv.好Int.噢，
Georgewaswellandtrulydrunk.
Icouldn’tverywellsaynowhentherewasnooneelseshecouldask.
9.spellbind:toholdthecompleteattentionof吸引人，迷人，是入迷
Thechildrenwatchedspellboundasthemagiciantookrabbitsfromhishat.
Step3.Learningaboutlanguage
1.FinishEx.1,2and3.onPage4.
2.Directspeechandindirectspeech:SsdoEx.1and2onPage5.ThenlettheSsthemselvesdiscoverthestructures.
Step4.Practice
UsingstructuresonPage42:asktheSstouseindirectspeechtoretellthestory.
Step5.Assignment
FinishWb.Ex,1and2onpage41and42.

Periodfour

Step1.Revision
ChecktheSs’assignment.
Step2.Reading
Ssreadtheletteronpage6
Notes:
1.getalongwith
2.fallinlove
Step3.Listening
Ssshouldtakenoteswhiletheyarelistning.
1.firstlistening:Sslistenandanswerthequestionsofpart2onpage6.
2.secondlistening:Sslistenagainandfinishpart3onpage6.
Step4.Listening
SslistentoastoryaboutAnneandtrytofinishWb.Ex1and2onpage43andpage44.
Step5.Speaking
Ssworkingroupsoffour.Designaquestionnairetofindoutwhatkindoffriendsyourclassmatesare.TheycanusethequizintheWarminguptohelpthem.
Step6.Assignment
1.Sspreparethereadingtaskonpage44.
2.Surftheinternetandfindsomematerialaboutfriendshipindifferentcountries.

Periodfive

Step1.Warmingup
Sssaysomethingaboutmakingfriendsandhowtomaintainfriendship.
Step2.Listening
Sslistentoashortpassageandfillintheblanksonpage41(listening).
Step3.Reading
1.firstreading:SsreadthepassageaboutfriendshipinHawaiiandfinishWb.Ex1.onpage45.
2.secondreading:Ssreadagainanddiscussthequestionsonpage45.
3.Sssharetheirmaterialaboutfriendshipindifferentcountriesingroups,andthenchoosesomegroupstoshowtheirsinclass.
Step4.Discussion
Whatdoyouandyourfriendsthinkiscool?
Sslookatthephotosonpage46andingroupsoffourtalkaboutwhetherwhattheyaredoingiscoolornot.
AskSstousethefollowingsentenceswhiletheytalk:
Ithinkthat…iscool/isn’tcoolbecause….
Ithinkso.
Idon’tthinkso.
Iagreewithyou.
Idon’tagreewithyou.
Step5.assignment
Sscollectsomeproverbsaboutfriendship.

Periodsix

Step1.Pre-writing
1.ReadaletterfromastudentcalledXiaodong.
2.Goovertheadviceonpage7andbereadyforwriting.
Step2.While-writing
AsktheSstowritealettertoXiaodongasaneditorandgivehimsomeadvice.
1.Ssmakealistabouttheimportantinformationthattheyneed.
2.SsbegintowritethelettertoXiaodong.
3.Ssrevisetheirlettersbythemselves.
4.Ssexchangetheirwritingpaperwiththeirpartnersandcorrectthemistakes.(tense,spelling,letters,structures….)
5.Ssgetbacktheirownwritingpaperandwritetheletteragain.
Step3.Post-writing
Choosesomestudents’writingpaperandshowintheclass.AsktheSstocorrectthemistakestogetherandalsolearnfromsomegoodwritings.
Step4.Writingforfun
1.Ssreadthepassageonpage7bythemselves.
2.Sstrytowriteafewlinestodescribetheirbestfriendsorapersontheyknow.
3.ShowsomeSs’writingsinclass.
Step5.Assignment
DoWbwritingtaskonpage46.
Periodseven

Teacherscanusethisperiodfreely.
Suggestion:TeacherscanusethisperiodtoletSssumupwhattheyhavelearnedandexplainwhatSscouldn’tunderstandverywellinthisunit.TeacherscanalsoaddmorepracticeinthisperiodtoconsolidatewhattheSshavelearned.Finally,asktheSstofinishcheckingyourselfonpage47.Itisveryimportanttoimprovetheirlearning.

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新課標(biāo) 高一必修1 英語教案Unit 1 Friendship （全套教案）

TeachingplanUnitoneFriendship

Teachingaims:
1.能力目標(biāo)：
a.Listening:getinformationandviewsfromthelisteningmaterial;
b.Speaking:expressone’sattitudeorviewsaboutfriendsandfriendshipinappropriatewords.
c.Reading:enabletheSstogetthemainidea
d.Writing:writesomeadviceaboutmakingfriendasaneditor
2.知識目標(biāo)：
a.Talkaboutfriendsandfriendship;howtomakefriends;howtomaintainfriendship
b.Usethefollowingexpressions:
Ithinkso./Idon’tthinkso.
Iagree./Idon’tagree.
That’scorrect.
Ofcoursenot.
Exactly.
I’mafraidnot.
c.toenabletheSstocontroldirectspeechandindirectspeech
d.vocabulary:addpointupsetcalmconcerncarelessloosecheatreasonlistsharefeelingthoughtGermanseriesoutdoorscrazymoonlightpurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequizeditorcommunicatesituationhabit
addupcalmdownhavegottobeconcernedaboutwalkthedoggothroughhideawaysetdownaseriesofonpurposeinordertofacetofaceaccordingtogetalongwithfallinlovejoinin
3.情感目標(biāo):
a.ToaroseSs’interestinlearningEnglish;
b.ToencourageSstobeactiveintheactivitiesandmakeSstobeconfident;
c.Todeveloptheabilitytocooperatewithothers.
4.策略目標(biāo)：
a.TodevelopSs’cognitivestrategy:takingnoteswhilelistening;
b.TodevelopSs’communicativestrategies.
5.文化目標(biāo)：toenabletheSstogettoknowdifferentopinionsaboutmakingfriendsfromdifferentcountries.

Teachingsteps:

Periodone
Step1.Warm-up
1.SslistentoanEnglishsongAULDLANGSYNE.
2.Brainstorming:letSssaysomewordsaboutfriendship–honest,friendly,brave,humorous,funny,wise,kind,open-minded,responsible,helpful….
Step2.Talkaboutyouroldfriends
1.SstalkabouttheiroldfriendsinJuniorMiddleSchool,talkabouttheirappearance,personality,hobbies,etc.
2.Self-introduction
Step3.Makenewfriends
1.Ssgoaroundandasktheirnewfriendssomeinformationandfillinthefollowingform
NameAge/hobbies/favoritesports,books,…

2.Reporttotheclass:whowillprobablybeyourfriendwhy.
Step4.Doasurvey
Ssdothesurveyinthetext,P1
Sep5.Listeningandtalking
DoWbP41(Talking).WhileSslistentothematerial,askthemtotakenotesaboutthespeaker’sviewsofmakingfriends.
WhenSsmaketheirconversation,askthemtotrytousethefollowingexpressions.
Ithinkso./Idon’tthinkso.Iagree./Idon’tagree.
That’scorrect.Ofcoursenot.Exactly.I’mafraidnot.
Step6.Discussion
DivideSsfourinonegroupandeachgroupchooseatopictodiscuss.Therearefourtopics.
Topic1:Whydoyouneedfriends?Makealistofreasonswhyfriendsareimportanttoyou.
Topic2:Thereisasaying“tohaveagoodfriend,youneedtobeagoodfriend.”Whatdoyouthinkofthesayingandhowcanyoubeagoodfriend?
Topic3:Doesafriendalwayshavetobeaperson?Whatelsecanbeyourfriend?Why?
Topic4:Listsomequalitiesofapersonwhodoesnotmakefriendeasily.
Step7.Summary
1.AskSsthemselvestosummarizewhatisfriendshipandwhatisthemostimportantinmakingfriends.
2.Tshowsmoreinformationaboutfriendshipandapoemaboutfriendship.
Whatisfriendship?
Iwanttofindtheanswertothequestion
Whatisfriendship?
Whenitrains,Ithinkfriendshipisasmallumbrella.
Itcangivemeapieceofclearsky.
WhenI’mcrying,Ithinkfriendshipisawhitehandkerchief.
Itcanwipemytearsdry.
WhenIamsad,Ithinkfriendshipisawarmword.
Itcanbringmehappinessagain.
WhenIamintrouble,Ithinkfriendshipisastronghand.
Itcanhelpmeescapemytroubles.
WhenIsitinaquietplace,Ithinkfriendshipisaverywonderfulfeeling.
Itcan’tbepulledandtorn,becauseitisineveryone’sheart.
Itistherefromthebeginningtotheendofourlives.
3.TellSs:makenewfriendsandkeeptheold;oneissilverandtheotherisgold.
Step8.Evaluation
Ssfinishthefollowingevaluationform.Standard:A,B,C
Contents自評他評
1.I’mactiveintalkingwithothers.
2.I’mactiveincooperatingwithothers.
3.Icanexpressmyselffluently,accuratelyandappropriately.
4.Iknowmoreaboutfriendshipafterthislesson..
5.Doyouthinkyouneedtoimproveyourselfinsomeaspects?Whichaspects?

Homework:
1.Lookupthenewwordsandexpressionsinwarm-upandpre-readinginadictionary.
2.Writeashortpassageaboutyourbestfriend.
Periodtwo
Step1.Warmingup
Activity1:Supposeyouhavetostayindoorstohideyourselfforawholeyear.Youcannevergooutdoors,otherwiseyouwillbekilled.Youhavenotelephone,computer,orTvathome.
Howwouldyoufeel?
Whatwouldyoudo?
Fourstudentsagroupdiscusswitheachotherfor2minutes.
Activity2:PlayashortpartofthemoviesSchindler’sList
Step2.Predicting
Studentsreadthetitleofthepassageandobservethepicturesandtheoutlineofittoguess:
WhoisAnne’sbestfriend?
Whatwillhappeninthepassage?
Step3.Skimming
Studentsskimthepassagein2minutestogetthemainidea:
WhoisAnne’sbestfriend?
Whendidthestoryhappen?
Step4.Scanning
Studentsworkinpairstofindtheinformationrequiredbelow:
Anne
inWorldWarⅡ
Step5.Intensivereading
Studentsworkingroupoffourtodiscussthefollowingopenquestions:
1.Whydidthewindowsstayclosed?
2.HowdidAnnefeel?
3.WhatdoyouthinkofAnne?
4.Guessthemeaningsof“spellbound”,“holdmeentirelyintheirpower”fromthediscourse(語篇,上下文).
5.Whichsentencesattractyouinthepassage?
Step6.Activity
Fourstudentsagrouptodiscussthesituation:
Supposeyoufourhavetohideyourselvesfor3months.Duringthethreemonths,youwillbeofferedthebasicfood,waterandclothes.Yourgroupcantake5thingswithyou.
Whatwillyoutake?Why?
Howwillyouspendthe3months?
Howwillyoutreateachotherandmakefriends?
Step7.Assignment
Task1.SurftheinternettofindAnne’sDiaryandreadsomeofit.Printoutapieceofthediaryandwritedownyourfeelingsafterreadingitonthepage.Wewillsharethepiecesandyourfeelingswiththewholeclass.
Task2.Ex2.3onPage3

Periodthree
Step1.Warmingup
ChecktheSs’assignment:task2
Step2.Languagepoints:
1.add(v.)
1).Toputtogetherwithsomethingelsesoastoincreasethenumber,size,importance,etc.增加，添加
PleaseaddsomethingtowhatI’vesaid,John.
2).Tojoinnumbers,amount,etcsoastofindthetotal相加
Addupthesefiguresforme,please.
addtosomething:toincrease增加
Whathedidhasaddedtooutdifficulties.
addupto:toamountto加起來等于；總計
Thecostaddedupto100millionyuan.
2.cheatv.1).Toactinadishonestwayinordertowin欺騙；作弊
2).(of,outof)totakefrom(someone)inadishonestway騙取
Theycheatedtheoldwomanoutofhermoneybymakinghersignadocumentshedidn’tunderstand.
n.1).anactofcheating作弊行為
2).onewhocheats騙子
3.gothrough
1).Toexaminecarefully仔細(xì)閱讀或研究
Iwentthroughthestudents’paperslastnight.
2).Toexperience經(jīng)歷，遭受或忍受
Youreallydon’tknowwhatwewentthroughwhileworkingonthisproject.
4.crazy(adj.)
1).mad,foolish瘋狂的，愚蠢的
It’scrazytogooutinsuchhotweather.
2).wildlyexcited;veryinterested狂熱的，著迷的
Sheiscrazyaboutdancing.
5.lonely(adj.)unhappybecauseofbeingaloneorwithoutfriends孤獨的，寂寞的
Hehasbeenverylonelysincehiswifelefthim.
lonely/alone
alone
1).withoutorseparatedfromothers單獨的
Shelivesalone.
2).only僅僅，只有。用于名詞或代詞之后。
Theglovesalonecost.
leave/letsb.orsth.alone:nottake,touchorinterferewithsborsth不帶走，不觸摸，不干涉某人或某事
Leavethatalone.It’smine.
Shehasaskedtobeleftalone.
6.beconcernedabout/for:beworriedabout擔(dān)心
We’reallconcernedabouthersafety.
7.upset:
1).Adj.worried;sad;angry;notcalm不安，心煩意亂，生氣
Heisupset.
2).V.causetoworry,tobesad,tobeangry,nottobecalm使不安，使生氣
Hischeatingontheexamupsethisteacher.
8．welln.井a(chǎn)dj.身體好adv.好Int.噢，
Georgewaswellandtrulydrunk.
Icouldn’tverywellsaynowhentherewasnooneelseshecouldask.
9.spellbind:toholdthecompleteattentionof吸引人，迷人，是入迷
Thechildrenwatchedspellboundasthemagiciantookrabbitsfromhishat.
Step3.Learningaboutlanguage
1.FinishEx.1,2and3.onPage4.
2.Directspeechandindirectspeech:SsdoEx.1and2onPage5.ThenlettheSsthemselvesdiscoverthestructures.
Step4.Practice
UsingstructuresonPage42:asktheSstouseindirectspeechtoretellthestory.
Step5.Assignment
FinishWb.Ex,1and2onpage41and42.
Periodfour
Step1.Revision
ChecktheSs’assignment.
Step2.Reading
Ssreadtheletteronpage6
Notes:
1.getalongwith
2.fallinlove
Step3.Listening
Ssshouldtakenoteswhiletheyarelistning.
1.firstlistening:Sslistenandanswerthequestionsofpart2onpage6.
2.secondlistening:Sslistenagainandfinishpart3onpage6.
Step4.Listening
SslistentoastoryaboutAnneandtrytofinishWb.Ex1and2onpage43andpage44.
Step5.Speaking
Ssworkingroupsoffour.Designaquestionnairetofindoutwhatkindoffriendsyourclassmatesare.TheycanusethequizintheWarminguptohelpthem.
Step6.Assignment
1.Sspreparethereadingtaskonpage44.
2.Surftheinternetandfindsomematerialaboutfriendshipindifferentcountries.
Periodfive
Step1.Warmingup
Sssaysomethingaboutmakingfriendsandhowtomaintainfriendship.
Step2.Listening
Sslistentoashortpassageandfillintheblanksonpage41(listening).
Step3.Reading
1.firstreading:SsreadthepassageaboutfriendshipinHawaiiandfinishWb.Ex1.onpage45.
2.secondreading:Ssreadagainanddiscussthequestionsonpage45.
3.Sssharetheirmaterialaboutfriendshipindifferentcountriesingroups,andthenchoosesomegroupstoshowtheirsinclass.
Step4.Discussion
Whatdoyouandyourfriendsthinkiscool?
Sslookatthephotosonpage46andingroupsoffourtalkaboutwhetherwhattheyaredoingiscoolornot.
AskSstousethefollowingsentenceswhiletheytalk:
Ithinkthat…iscool/isn’tcoolbecause….
Ithinkso.
Idon’tthinkso.
Iagreewithyou.
Idon’tagreewithyou.
Step5.assignment
Sscollectsomeproverbsaboutfriendship.
Periodsix
Step1.Pre-writing
1.ReadaletterfromastudentcalledXiaodong.
2.Goovertheadviceonpage7andbereadyforwriting.
Step2.While-writing
AsktheSstowritealettertoXiaodongasaneditorandgivehimsomeadvice.
1.Ssmakealistabouttheimportantinformationthattheyneed.
2.SsbegintowritethelettertoXiaodong.
3.Ssrevisetheirlettersbythemselves.
4.Ssexchangetheirwritingpaperwiththeirpartnersandcorrectthemistakes.(tense,spelling,letters,structures….)
5.Ssgetbacktheirownwritingpaperandwritetheletteragain.
Step3.Post-writing
Choosesomestudents’writingpaperandshowintheclass.AsktheSstocorrectthemistakestogetherandalsolearnfromsomegoodwritings.
Step4.Writingforfun
1.Ssreadthepassageonpage7bythemselves.
2.Sstrytowriteafewlinestodescribetheirbestfriendsorapersontheyknow.
3.ShowsomeSs’writingsinclass.
Step5.Assignment
DoWbwritingtaskonpage46.

Periodseven
Teacherscanusethisperiodfreely.
Suggestion:TeacherscanusethisperiodtoletSssumupwhattheyhavelearnedandexplainwhatSscouldn’tunderstandverywellinthisunit.TeacherscanalsoaddmorepracticeinthisperiodtoconsolidatewhattheSshavelearned.Finally,asktheSstofinishcheckingyourselfonpage47.Itisveryimportanttoimprovetheirlearning.

新課標(biāo) 高一必修1 英語教案Unit 1 Friendship

一名優(yōu)秀的教師在教學(xué)時都會提前最好準(zhǔn)備，高中教師要準(zhǔn)備好教案，這是老師職責(zé)的一部分。教案可以更好的幫助學(xué)生們打好基礎(chǔ)，幫助高中教師能夠井然有序的進行教學(xué)。那么，你知道高中教案要怎么寫呢？下面是小編為大家整理的“新課標(biāo) 高一必修1 英語教案Unit 1 Friendship”，僅供參考，歡迎大家閱讀。

PartOne:TeachingDesign(第一部分：教學(xué)設(shè)計)
Period1:Asamplelessonplanforreading
(ANNE’SBESTFRIEND)
Aims
Totalkaboutfriendship
Toreadaboutfriendship

Procedures
I.Warmingup
1.Warmingupbyassessing
Alotofpeoplehaveonlyfewpossibilitiesofgettingfeedbackabouttheirownpersonality.Inthisexerciseyouwillhavetheopportunitytogetsomefeedbackandtodiscussitwithapartner.Whilecomparingyourmutualjudgements,certainprejudicesormisunderstandingsmayappear,aspeopleoftendonotknoweachotherthoroughlyenoughtojudgeotherscorrectly.Trytobehonest!
Selfassessment
Ofthefollowingcharacteristicschoose5thatareparticularlyapplicabletoyoupersonally.
sociable,honest,friendly,easygoing,nervous,open-minded,anxious,careful,talented,talkative,nosy,thoughtful,generous,carefree,pessimistic,peaceful,optimistic,interesting,reliable,helpful,active,careless,caring,exact,adventurous,imaginative,hot-blooded,well-organised,trustworthy,patient,responsible,outgoing,kind,brave,warm-hearted,selfless,tolerant
Partnerassessment
Nowchoose5characteristicfeatureswhichyouthinkareespeciallyapplicabletoyourpartner.
sociable,honest,friendly,easygoing,nervous,open-minded,anxious,careful,talented,talkative,nosy,thoughtful,generous,carefree,pessimistic,peaceful,optimistic,interesting,reliable,helpful,active,careless,caring,exact,adventurous,imaginative,hot-blooded,well-organised,trustworthy,patient,responsible,outgoing,kind,brave,warm-hearted,selfless,tolerant
2.Warmingupbydescribing
Havethestudentsgetintogroupsoffourtodescribetheirownidealfriend.IndividualstudentsmustdecideonTOP5characteradjectivesthatcouldbeusedtodescribetheidealfriendandinsisttheyhavegoodreasonsfortheirchoice.Thenletthegroupleadergivetheclassadescriptionoftheiridealfriend.
3.Furtherapplying
Youmayalsohavethestudentsdothesurveyinthetextbook,followingthestepsbelow.
1.Getthestudentstomakealistofthreequalitiesagoodfriendshouldhave.
2.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.
3.Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard.
4.Asktheclasswhetherornottheyagreewithallthequalitieslisted.
5.Thenhavethestudentsdothesurveyinthetextbook.
6.Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8.
7.Theteacherasksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship:
★4~7points:Youarenotagoodfriend.Youeitherneglectyourfriend’sneedsorjustdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriendneedstodo.
★8~12points:Youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.
★13+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.Welldone.
(Youmayalsoshowyourstudentstheresultsaboveandletthemselvesself-reflectupontheirownvaluesoffriendship)
II.Pre-reading
TofocustheStudents’attentiononthemaintopicofthereadingpassage.
Toactivatetheirpreviousknowledgeonthetopic.
III.Talkingandsharing
Workingroupsoffour.Tellyourgroupmateshowyoureflectonthesequestions.
1.Whydoyouneedfriends?Makealistofreasonswhyfriendsareimportanttoyou.
2.Whatdoyouthinkagoodfriendshouldbelike?Listwhatagoodfriendshoulddoandsharethelistwithyourpartners.
3.Doesafriendalwayshavetobeaperson?Whatelsecanbeafriend?
4.Doyouthinkadiarycanbecomeyourfriend?Whyorwhynot?
Instructions:Theteachercangiveeachgrouponeofthesequestionsabovetotalkabout.Thenlettheclasssharetheirideas.It’sbettertostimulatethestudentstochallengetheirclassmates’opinionsaboutthesequestions.
Possibleanswers
Q1:ReasonsIneedfriends:
※tocopewithstressfulsituationsinlife
※tosharemyworriesandsecretsinmyinnerworld
※toshowmyconcernforotherpeople
※toletotherpeoplesharemyhappiness
※tounfoldtootherpeoplethesecretsinmyheart(tonamebutfew.)
Q2:Agoodfriendshould:
※tellmethetruth(honest)
※begoodtome(friendly)
※bewillingtoconsideroracceptothers’ideasoropinions(open-minded)
※bewillingtohelpothers(generousorhelpful)
※begood-tempered
※thinkaboutwhatothersneedandtrytohelpthem(caring)
※beloyaltotheirresponsibility(responsible)
※noteasilyupset(easy-going)
※beout-going(liketomeetandtalktonewpeople)
※betolerant(allowotherpeopletohavedifferentopinionsordosomethinginadifferentway)
※beselfless(tonamebutfew)
Q3:Whatelsecanbeafriend?
Answerscanbevarious.(omitted)
Q4:Students’answersmayvarybutmustincludeareason.
Yes.Ithinkitcanbe,becauseIcansetdownhowIfeeleverydayinmydiary,andletotherpeoplereadittosharemyfeelingssometimelater.Aboveall,itfeelsgoodtowritedownmythoughtsandfeelingonpaperwhenIamsadorlonely.
IV.Reading
1.Lookingandguessing
Workinpairs.Lookatthepicturesandtheheadingandguesswhatthetextmightbeabout.
1).Imaginewhatitmightbelikeifyouhadtostayinyourbedroomforawholeyear.YoucouldnotleaveiteventogototheWCortogetacupoftea.Howwouldyoufeel?
2).Whatwouldyouchooseifyouareonlyallowedtohavefivethingswithyouinthehidingplacebecausethereisverylittleroom?
2.Readingtosummarisethemainideaofeachparagraph.
Skimthetextandsummarisethemainideaofeachparagraphinonesentence.
Para.One:Annemadeherdiaryherbestfriendwhomshecouldtelleverything.

Para.Two:Anne’sdiaryactedashertruefriendduringthetimesheandherfamilyhadtohideawayforalongtime.

Para.Three:Havingbeenkeptindoorsforsolong,Annegrewsocrazyabouteverythingtodowithnature.

3.Languagefocus
Nextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.
laughat,gothrough,make/call+O+Noun(asO.C.),hideaway,setdown,growcrazyabout,dowith…,therewasatimewhen…,keepsb.spellbound,onpurpose,inordertodosth.,fartoo+adj./adv,happentodosth.,itwasthefirst/secondtimethat…,facetoface
V.Closingdown
Closingdownbydoingexercises
ToendthelessonyouaretodothecomprehendingExercises1and2.
Closingdownbydiscussionofideas
Workingroupsoffour.Discusstheideasputforwardinthereadingpassage.Itdoesnotmatterwhetheryouagreeordisagree.Whatisimportantisthatyoushouldhaveareasonforwhatyousay.Alsoyoucanputforwardyourownideas,eithercriticisingthetextorusingitasasupport:
★WhatwouldyoudoifyourfamilyweregoingtobekilledjustbecausetheydidsomethingtheEmperordidnotlike?
★Wherewouldyouplantohide?
★Howwouldyouarrangetogetfoodgiventoyoueveryday?
Whatwouldyoudotopassthetime?
LanguagechunksfromUnit1Friendship
addup,getsth.done,calmsb.done,havegotto,goonholiday,talkcareof,walkthedog,getloose,payforsth,cheatintheexam,shouldhavedone,someoneelse’s,laughat,gothrough,hideaway,setdown,aseriesof,ahidingplace,Iwonderif…,grow/be/becomecrazyabout,couldhavedone,keepsb.spellbound,keepdoing,stayawake,onpurpose,inorderto,byoneself,fartoomuch,itwas(is)thefirsttimethat…,facetoface,feellonely/sitalone,saveone’slife,beconcernedabout,withsomanyclotheson,havetroublewithsb,atthemoment,getalong(well)withsb./sth,enjoydoing,be/become/makefriendswith,be/fallinlove(with),trysth.outonsb.askforadvice,givesb.someadviceon…,makeanefforttodosth.,joininsth.,showone’sinterestin,farandwide,payattentionto,looktoone’sownconcern,shareone’sthoughtsandfeelingswithsb,cometoaconclusion,bepreparedtodosth.,aheart-to-hearttalk,hurtone’sfeelings,changeone’smind,liveinpeace,goonapicnic,getawaywith,feelathome,inneed

Period2:AsamplelessonplanforLearningaboutLanguage
(Directthevalueofitisseldomknownuntilitbelost.”---CharlesCalebColton
★“Afriendisonewhowalksinwhenotherswalkout”---WalterWinchell
★“Afriendisonewhobelievesinyouwhenyouhaveceasedtobelieveinyourself.”---Lysha
★“Thebetterpartofoneslifeconsistsofhisfriendships.”---AbrahamLincoln
★“Adviceislikesnow;thesofteritfalls,thelongeritdwellsupon,andthedeeperitsinksintothemind.”---SamuelTaylorColeridge
★“Friendshipisthegoldenribbonthattiestheworldtogether.”---KristinaKentigian
★“Friendsarethesunshineoflife.”---JohnHay
★Afriendinneedisafriendindeed.
II.Tipsonbeingagoodfriend
※Treatyourfriendsthewayyouwanttobetreated.
※Keepsecretsthataretoldtoyou.
※Payattentionwhenyourfriendistalking.
※Keepyourpromises.
※Sharethingswithyourfriend.
※Tellyourfriendthetruth.
※Stickupforyourfriend.
III.Whatkindoffriendareyou?

1.Ifyourfriendtellsyouasecretthatisn’tbadbutyoupromisednottotellanyone,youwill________.
A.telleveryoneB.keepthepromise
2.Ifyouknowyourfriendisplanningtocheatonatest,youwill________.
A.tellyourteacherB.letyourfriendcheat
C.helpyourfriendstudyforthetestsoshewontfeelsheneedstocheat
3.Ifyourfriendtellsyouasecretanditmaycausehisorherdeath,youwill________.
A.tellatrustedadultB.keepitasecretC.tellyourfriends
Youmayprintthissheetandanswerthequestions.Thendiscusstheanswerswithyourfriends.
Atruefriendshipshould:
☉encourageyoutoliveyourdream.
☉supportyoutowardyourgoals.
☉sympathizeforyourlossesandhelpyoufindasilverlining.
☉buildyourself-esteem.
Ifhappinessandlife-satisfactionareyourgoals,yourfriendsshouldbechosenonthebasisofhowwelltheycanaccomplishthosefourgoals.
Happinessisapersonalchoicethatcomesfromwithin.But,asthefriendshippoemsays,itsurelydoesn’thurttohavesupportivefriendshipsthathelpusachieveourgoals.
IV.Self-reflectionuponfriendship
ReadthefollowingstatementsandthentickYes(√)orNo(×)toshowyouropinionsuponfriendship.
1.Friendshipisveryimportanttome.
2.Ihavealotoffriends.
3.Therecanbetruefriendshipbetweenaschoolboyandaschoolgirl.
4.Iamverykindtomyfriends.
5.Ithinkeveryoneshouldhavefriends.
6.Friendsmusthavethesamecharacter.
7.Ikeepadiaryandthinkitismyclosefriend.
8.Whenmyfriendisintrouble,Iamalwaysreadytohelp.
9.Idon’tliketotalktoothersverymuch.Iliketobealone.
10.Ikeepapetanimalandtreatitlikeafriend.
Afriendshippoem
Choosefriendswisely,theportraittheypaint
Iswhoyouareandwhoyouain’t.
Friendshipislife’sgreatsupport
Whenfriendsareoftherightsort.
Forallyourdreamsdotheymakeroom,
Orbringyoudownwithdoomandgloom?
Youwillknowafriendshipistrue.
Whenitbringsoutthebestinyou.
It’strue.Youcantellapersonbythecompanyshekeeps.Ourfriendshipsnotonlytellalotaboutwhoweare---theymakeuswhoweare.Thefriendshippoemabovesaysitall.Youwillknowafriendshipistruewhenitbringsoutthebestinyou.
Takealookatyourfriends.Dotheybringoutthebestinyou?Thatmightseemlikeasillyquestion.Wealltendtothink,“Ofcoursetheybringoutthebestinme.Iwouldn’tbefriendswiththemotherwise.”
Section2:Vocabularyteachingstrategy
I.Theroleofvocabularyteaching
InthecontextoflearningEnglishasaforeignlanguage,alearnerisforcedtobeautonomousandindependentandmakeconsciousefforttolearnvocabularyoutsidetheclassroomsimplybecausetheexposuretothetargetlanguageislimitedinclass.Soteacherscannotrelyontheirstudents‘pickingup’lexicalitems.Thismakesexplicitvocabularyteachingnecessary.However,vocabularyisnotoriouslydifficultifnotimpossibletoteachbecauseofthecomplexityofitslinguistic,semanticandpsycho-cognitiveaspects
II.Bestapproach
Therearenouniversallyusefulstrategiesandtheycontributetovocabularylearningindifferentways.Studentsuseanumberofstrategies,oftensimultaneously.Theefficiencyofvocabularylearningdependsonhowstudentscombineindividualstrategies.Ifstudentscombineandemployindividualstrategiesfromdifferentgroupstheywillbemoresuccessfulindevelopingthetargetlanguagelexicon.Thus,theidealcombinationwouldbethatofstrategiesfromallfourgroups.
Theteachershouldcreateactivitiesandtasks(tobedonebothinandoutsideclass)tohelpstudentstobuildtheirvocabularyanddevelopstrategiestolearnthevocabularyontheirown.Studentsexperimentandevaluateandthendecidewhichtoadoptorrejectsincestrategiesarenotintendedtobeprescriptive.
III.Practicalactivities
Hereisaselectionofpracticalactivitiesthatdirectlearnerstowardsusingstrategiesofvocabularylearning.
1.Theusefulalphabet(self-initiatedindependentlearning)
Eachstudentgetsaletterandhastofind5,10or15wordsheorshethinkswouldbeusefulforhimorher.Heorshethenreporttotheclass,perhapsasamingleactivity,usingwordcards(ononesidetheywritetheletter,ontheothertheinformationontheword-spelling,pronunciation,definition).
2.Wordbag(formalpractice)
Thisistogetyourstudentstowritedownnewwordstheyhearinclass.
Atthebeginningoftheterm/course,dividestudentsintogroupsofabout5andgiveeachgroupanumber(e.g.1-6).Atthebeginningofeachclass,giveeachgroupabout10cardsonwhichtheywritethenumberoftheirgroupandthenewwordstheyhearinclass.Attheendofeachclass,theyputtheircardsintothe“wordbag”andevery2weeksyoucheckwhethertheystillknowthosewordsandwhichgrouphasthemostcards.Intheendtherearetwowinners:thegroupthathasthemostcards,andtheonethatknowsmorewords.
3.Especiallyforyou(Functionalpractice)
Theteacherpreparesalistofwords.Eachstudentgetsoneword,whichispreparedespeciallyforhimorher.Thetrickisthateachstudentgetsawordwhoseinitialletteristhesameastheinitialofthestudent’sfirstname,e.g.Lindagetslistless.Eachstudentmustlookitupinthedictionaryduringtheclassandafterafewminutesreporttotheclass.E.g.“MynameisLindaandI’mlistless.ThatmeansthatIam...(definition)...”.Forhomeworkstudentscandothesameusingtheirsurname.
4.Wordtour(memorizing)
Instructionsforyourstudents:Thinkofatownorcityyouknowwell.Imaginethatyouareorganizingasightseeingtour.Thinkof5placesyouwouldincludeonyourtourandwritedowntheorderinwhichthetouristswouldvisitthem.Learnyourtouroffbyheartsothatyoucanpictureitinyourmind.Wheneveryouhave5newEnglishwordstolearn,imaginethesewordsarethetouristsonyourtourandpicturethewordsintheplacesonyourtourlikethis.
Tour:TrafalgarSquare;BuckinghamPalace;HousesofParliament;WestminsterAbbey;DowningStreet.Wordstolearn:apron,dustpan,vacuumcleaner,featherduster,broom.ImagineNelsononhiscolumninTrafalgarSquarewearinganapron,thequeenbrushingthefloorinBuckinghamPalaceandusingadustpan...

Section3:WordsandexpressionsfromUnit1Friendship
addv.1.putsomethingwithsomethingelseorwithagroupofotherthings:Doyouwanttoaddyournametothelist?2.toputtwoormorenumberstogetherinordertocalculatethetotal:Add6and6tomake12.3.toincreasethenumber:Thesalestaxadds15%tothepriceofclothes.4.tosaysomemorethatisrelatedtowhathasalreadybeensaid:That’sallIwanttosay.Isthereanythingyou’dliketoadd.
Otherverbalphrasesof“add”
addto:tomakesomethinglargerandmorenoticeable:Ourexplanationseemedonlytoaddtohisbewilderment.
addup:tocalculatethetotalofseveralnumbers:Addyourscoresupandwe’llseewhowon.
addupto:tohaveaparticularresult:Hisschoolingaddeduptonomorethanoneyear.
point:n.1.smallspot:Thestarsshoneliketinypointsoflightinthesky.2.sharpend:aknifewithaverysharppoint.3.aunitusedtoshowthescoreinagameorsport:Shelostthreepointsforthatfall.(inaskatingmatch)
upset:1.vt.foolish:That’sthecraziestideaI’veeverheard.2.mad;illinthemind:Turnthatmusicdown---it’sdrivingmecrazy.3.becrazyabout=tolikesb.verymuch,orbeveryinterestedinsomething:Theboyiscrazyaboutfootball.4.likecrazy=veryhard:Wehavetoworklikecrazytogetthisfinishedontime.
purpose:1.n.anintentionorplan;thefeelingofhavinganaiminlife:Thediscussionservesatwinpurpose---instructionandfeedback.Tomwentforawalk,withnodefinitepurposeinmind.2.onpurpose=deliberately
trust:1.n.astrongbeliefinthehonesty,goodnessetc.ofsomeoneorsomethinge.g.Youshouldn’tputyourtrustinamanlikethat.2.vt.tobelievethatsomeoneishonestandwillnotharmyouorcheatyou:ItrustedMax,soIlenthimthemoney.Canhebetrustedtolookafteryourpetdog?
suffer:vt.tohavesth.returnedtoyou
getdown:tomakesb.feelunhappy;
getdowntosth./doingsth.:tostartdoingsomethingthatneedsalotoftimeorenergy.
getover:getwellafteranillness;todoandfinishsth.difficult
getthrough:topassatestorexam
communicate:vi.toexpressyourthoughtsandfeelings:Parentssometimesfinditdifficulttocommunicatewithteenagechild.

新課標(biāo)高一必修1 英語教案Unit 3 Travel Journal (全套教案)

新課標(biāo)高一必修1英語教案Unit3TravelJournal(全套教案)
Teachingaimsanddemands
1.Topic:traveling;describingajourney
2.Vocabularyandusefulexpressions:
journal,fare,transport,finally,cycle,persuade,insist,proper,properly,determine,rapid,valley,waterfall,plain,attitude,shorts,camp,record,afterthought,topic,familiar,brave
changeone’smind,givein
3.Function:
Goodwishes：
Haveagoodday/time!
Haveagoodjourney/trip!
Goodluck!
Enjoyyourself!
Bestwishestoyou.
HappyNewYear!
MerryChristmas!
Happybirthday!
Thankyou.
You,too.
Thesametoyou.
Meansoftransportation:
walking,cycling,horseriding,takingbuses/trains/boats/planes
4.Grammar:現(xiàn)在進行表將來
Whereareyougoingonholiday?
IamgoingtoHawaiionholiday.
Whenarewecomingback?
Teachingprocedure:
Period1.
Step1.Warmingup
1.Asksomequestions:
Doyouoftentravel?Wherehaveyoubeen?
2.Followingthestepsofthewarm-uponpage17.
Step2.Pre-reading
1.Showsometravelingpicturesoftheteacher’s.
2.AskSs:whichriveristhelongestoneintheworldandwhichisthelargestone;whichriveristhelongestoneinChina.
3.AskSs:howpeoplewholivealongariveruseit.
Step3.While-reading
1.Scanning:Ssreadquicklyandanswer:
Whataretheygoingtodo?
2.Skimming:Ssreadagainandfinishcomprehending1onpage19.
3.Ssreadandgetthemainideasofeachparagraph.
4.SslistthecountriesthattheMekongRiverflowsthrough.
Step4.After-reading
Ssinpairsanddiscuss:WangWei’sandWangKun’ssimilaranddifferentattitudesaboutthetrip.
SimilarattitudesaboutthetripDifferentattitudesaboutthetrip
BothWangWeiandWangKunthink…1.takingthistripisadreamcometrue.2.thattheywillenjoythistripalot.3.theyshouldseealotoftheMekong.4.thatmostoftheMekongwillbefoundinSoutheastAsia.WangWeibelieves…1.theymuststartinQinghaiwheretheriverbegins/seealloftheMekong.2.thattheydon’tneedtopreparemuchWangKunbelieves…1.itistoocoldandhightostartinQinghai.2.thatusinganatlasisveryimportant.
Step5.Assignment
1.surftheinternetandgetmoreinformationabouttheMekongRiver.
2.retellthepassageuseyourownwords.
Period2.
Step1.Warmingup
AsksomeSstoretellthepassagethattheyhavelearntlastperiod.
Step2.Learningaboutthelanguage
Teacherexplainsomelanguagepointsinthetextonpage18.
1.persuadesb.into/outofsth.:causesb(not)todosthbyarguingorreasoningwithhim說服或勸說某人（不）做某事
Heiseasilypersuaded.
WangKuncouldn’tpersuadehissistertochangehermind.
persuadesb(thatclause):causesbtobelievesth;convincesb.使某人信服
HowcanIpersuadeyouthatIamtellingthetruth?
2.insist(v.):demand(sth)forcefully,notacceptingarefusal堅持或堅決要求；
Sinceheinsisted,Ihadtostay.
insistonsth/doingsth:requireordemand;refusetoacceptanalternative一定要（某事物），堅決主張
Sheinsistsongettingupearlyandplayingherradioloud.
3.careabout:beworried,concernedorinterested憂慮，關(guān)心，惦念
don’tyoucareaboutanybody?
Idon’tcareaboutwhathappenstohim.
carefor/todo:bewillingoragreetodosth.;wishorliketodosth.
Wouldyoucareadrink?
Wouldyoucaretogoforawalk?
careforsb.
1).Likeorlovesb.
Hecaresforherdeeply.
2).Lookaftersb;takecareofsb;beresponsibleforsb
Whowillcareforyourchildifyouareout?
4.Onceshehasmadeuphermind,nothingcanchangeit.她一旦下了決心，什么也不能使她改變。
once:adv.
1).foronetime一次
Ihaveonlybeenhereonce.
2).atsometimeinthepast一度；曾經(jīng)
HeoncelivedinZambia.
3).allatonce:suddenly突然
Allatoncethedooropened.
conj.=assoonas一旦；一…就…
Onceyouunderstandthisrule,you’llhavenofurtherdifficulty.
Step3.Practice
1.SsfinishEx1and2onpage20bythemselves.
2.checktheanswer.
3.SsdoEx3.onpage20.
4.TeachergivesSssuggestedanswerandtellthemwhyiftheSshaveanyproblem.
Step4.Assignment
1.Learntheusefulexpressionsbyheart.
2.FinishWb.Ex1onpage56.
3.FinishWb.Ex2onpage57.
Period3.
Step1.Revision
ChecktheanswersofWbEx1and2onpage56and57.
Step2.Discoverigusefulstructures
1.Sslookatthefollowingsentencesandunderlinetheverbs.
Areyouworkingthisevening?
We’rehavinganEnglishpartythisweekend.
Heisleavingtomorrow.
LetSsthemselvesfindtherulesandtellwhattensetheyareused.
2.Ssfinishthedialogueonpage21andpayattentiontothetense.
Suggestedanswers:
aregoing,going,going/traveling,staying,arecoming,coming,aregoing,
3.Ssfinishpart3onpage21.
Step3.Talking
1.Ssfourinonegroupandhaveadiscussionaboutthetopiconpage55.
2.Ssmakealistabouttheobjects:whichisthemostusefulandwhichistheleastusefulandwhy.
themostusefulobjectstheleastusefulobjects

3.Ssshowtheirresulttotheclass.
Step4.Speaking
1.Ssworkinpairsanddiscuss:whatdoyouthinkadamdoestoariverandthepeoplewholiveonit?
2.Makealistofsomegoodandbadthingsadamdoes.
3.Discussyourreportwithyourclassmatesandthenshowitinclass.
Step5.Assignment
FinishWbEx1usingstructuresonpage57.
Period4.
Step1.Warmingup
AskSssomequestionsaboutJourneyDownTheMekong(I).
1.WhatwasWangKunandWangWei’sdream?
2.WhatcantheyseewhentheytravelalongtheMekong?
3.Willtheyhavesomedifficultiesintheirjourney?Whatarethey?
Step2.Reading
1.Ssreadthepassage:anightinthemountainsandanswerthefollowingquestions:
HowdoesWangKunfeelaboutthetripnow?
Whatdoyouthinkhaschangedhisattitude?
2.SsmakeadialogueaboutthingshappenthenextmorningbeforeWangKunandWangWeileavetheircamp.
3.showthedialoguetotheclass.
Step3.Reading
1.Ssreadthepassage:TheEndOfOurJourneyonpage59
2.Ssfillintheformwiththeinformationfromthetraveljournal.
TopicLaosCambodiaVietnam
Population
Weather
Learning
Farming

Period5.(Listening)
Step1.Listening
1.Sslistentopart3andtickthewordstheyhearonpage23.
2.Sslistentothetapeagainandfillinthechart.
TopicSouthwestChinaLaos
Localnameoftheriver
Usesoftheriver
Whattosee
Scenery
Step2.Listening
Sslistentopart4andfinishEx1and2onWb,page55.
Step3.Listeningtask
1.Sslistentopart5andfinishWb.Ex1onpage58.
2.Sslistentothetapeagainandfillintheinformationonthechart.
TopicLaos
Theriver
Methodsoflandtransport
Lifeinthevillages
Food

Period6.(Writing)
Step1.Pre-writing
1.Ssreadthepassageandgetthegeneralideaaboutit.
2.Ssmakealistofdetailsfromthetraveljournalthatyoubelievearerealandyoudon’tbelievearereal.
Step2.While-writing
1.SswriteashortlettertoWangWeiasoneofherfriendandaskhertodescribe:howshefeels,whatsheisdoing,andsomeplaceyouwanttoknowabout.Thenwishherwellonherjourneybyusingsomeofthefollowingexpressions:
Haveanice/goodtime.
Haveanice/goodtrip.
Goodluckonyourjourney.
Say“Hello”to…
Givemylove/bestwishesto…
Havefun.
Takecare.
Writetome.
2.Ssreadtheirwritingandcheckthemistakesbythemselves.
3.Ssexchangetheirwritingandcorrectthemistakes.
4.Ssrewritetheletteragain.
Step3.After-writing
Choosesomesamplesandshowtheminclass.
Tipsonwriting:
Payattentiontotheformofwritingaletter.
Payattentiontothetensewhilewriting.
Payattentiontothestructuresofthesentences.
Step4.assignment
Ssingroup3-5,makeanadvertisementorfinishtheprojectonpage61.
Period7.
Teacherscanusethisperiodfreely.
Suggestion:TeacherscanusethisperiodtoletSssumupwhattheyhavelearnedandexplainwhatSscouldn’tunderstandverywellinthisunit.TeacherscanalsoaddmorepracticeinthisperiodtoconsolidatewhattheSshavelearned.Finally,asktheSstofinishcheckingyourselfonpage61.Itisveryimportanttoimprovetheirlearning.

Unit1Friendship