高中必修一英語教案

高一英語Friendship教案。

新課標高一必修1英語教案
Unit1Friendship
PartOne:TeachingDesign(第一部分：教學設(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

(DirectIndirectSpeech(Ⅰ)statementsquestions)
Aims
Todiscoverusefulwordsandexpressions
Todiscoverusefulstructures
Procedures
I.Warmingup
Warmingupbydiscoveringusefulwordsandexpressions
Turntopage4anddoExercises1,2,3and4first.Thencheckyouranswerswithyourclasspartner.
II.Learningaboutgrammar:DirectandIndirectSpeech
1.DirectSpeech
Indirectspeech,theoriginalspeakersexactwordsaregivenandareindicatedbyquotationmarks.
★“Idon’tknowwhattodo,”saidDean.
Insomegrammarbooks,‘saidDean’isreferredtoasareportingclause.“Idontknowwhattodo,”isreferredtoasthereportedclause.
2.IndirectSpeech
Inindirectspeech,theexactmeaningofthespeaker’swordsisgiven,buttheexactwordsarenotdirectlyquoted.
★Deansaidthathedidn’tknowwhattodo.
Toconvertdirectspeechintoindirectspeech:
Ifthemainverbispasttense,presenttenseverbsin‘thatclause’mustalsobechangedtopasttense.
Deansaidthathedidn’tknowwhattodo.
Firstandsecondpersonpronounsmustbechangedtothirdpersonpronouns.
Deansaidthathedidn’tknowwhattodo.
(Theword‘that’canoftenbeleftout:Deansaidhedidn’tknowwhattodo.)
3.IndirectQuestions
Directquestion:“DidMarama’shorsewinaprize?”O(jiān)wenasked.
Indirectquestions:Owenaskedwhether(orif)Marama’shorsehadwonaprize.
Thesamerulesapplytoindirectquestionsastoindirectstatements.Thedifferenceisthatawh-clauseisusedinsteadofathatclause.
Directquestion:“Whywon’tyoumarryme?”askedDonald.
Indirectquestion:Donaldaskedherwhyshewouldn’tmarryhim.
Intellingastoryorrecountingevents,aspeakerusingdirectspeechhasalltheresourcesofintonationtoproducealivelyaccount.Becauseindirectspeechisalwaysspeechreportedbysomeoneelse,theaccountismorereservedandrestrained.
“Whatshallwedo?”askedBev.
“Don’tworry,Bev,”saidDuncan,“I’vegotaplan.”
BevaskedDuncanwhattheyshoulddo.Hetoldhernottoworryandthathehadgotaplan.
Theabilitytochangedirectspeechintoindirectspeechisausefulskillforthoseengagedintakingtheminutesofameetingorreportingonevents.
Directspeech:“Firstofall,Iwouldliketothankeverybodywhohelpedwiththefair.Theresultswereverygood,andwewillnowbeabletobuytwomorecomputers.”
Indirectspeech:Theprincipalsaidthathewouldliketothankeverybodywhohadhelpedwiththefair.Heannouncedthattheresultswereverygoodandthattheschoolwouldnowbeabletobuytwomorecomputers.
III.Discoveringwordsandexpressions
Doexercises1,2,3and4onpage4and5.Checkyourworkwithyourpartner’s.
IV.Discoveringstructures
Doexercise1and2.Checkyourworkwithyourpartner’s.
Period3:AsamplelessonplanforUsingLanguage

(AletterfromastudenttotheeditorofThe21stCentury)
Aims
Tolistentoaletteraboutfriendship
Tospeakaboutaquestionnaireaboutfriendship
Towriteadviceaboutfriendship
Towriteafewlinesdescribingafriend
Procedures
I.Warmingup
1.ReadthelettertoMissWangandfindoutwhatwasupsettingLisa.
2.ListentowhatMissWangsays,andthenanswerthequestionsinExercise2.
3.ListentothetapeagainandtrytospelloutthemissingwordsinEx3.
II.Talkingaboutdesigningaquestionnaire
Workingroupsoffour.Designaquestionnairetofindoutwhatkindoffriendsyourclassmatesare.AsktheStudentstousethequizintheWarmingUpasanexample.
Note:Thestudentsshouldbetalkingwhiletheyaredoingthetask.Thisprovidesthestudentswiththeopportunitytopractiseexpressingthoughtandconcerninmattersofimmediateconcernandinterest.Tellthestudentstofollowthesesteps:
Step1:Inyourgroup,comeupwithfoursituationsamongfriends.Designfourquestionsaccordinglywiththreepossibleanswers.
Step2:Putthefourquestionstogetherandformaquestionnaire.
Step3:Checkthequestionnairethroughandtryitoutonyourowngroup.
Step4:Shareyourquestionnairewithanothergroupandtryeachother’squestionnaires.
Samplequestionnaire:
Thisquestionnairehasfourquestions,andeachquestionisfollowedbyasetofpossibleanswers.Pleasereadthequestions,andthenconsiderwhichresponsefitsyoubest.
1.WhyamIclosefriendswiththispersonnow?
A.Becausebeingfriendswithhim/herhelpsmefeelimportant.
B.BecausemyfriendwouldbeupsetifIendedtherelationship.
C.Becausehe/sheissomeoneIreallyenjoysharingemotionsandspecialeventswith.
2.WhydoIspendtimewithmyfriend?
A.BecausemyfriendwouldgetmadatmeifIdidn’t.
B.Becauseitisfunspendingtimewithhim/her.
C.BecauseIthinkitiswhatfriendsaresupposedtodo.
3.WhydoIlistentomyfriend’sproblems,ortowhatmyfriendhastosay?
A.BecausemyfriendpraisesmeandmakesmefeelgoodwhenIdo.
B.Becauseit’sinterestingandsatisfyingtobeabletosharelikethat.
C.BecauseIreallyvaluegettingtoknowmyfriendbetter.
4.WhydoIkeeppromisestomyfriend?
A.BecauseIbelieveitisanimportantpersonalqualitytoliveuptomypromisestoafriend.
B.BecauseitwouldthreatenourfriendshipifIwerenottrustworthy.
C.BecauseIwouldfeelbadaboutmyselfifIdidn’t.
ScoringSheet:
Q1A1point
Q2A1point
Q3A1point
Q4A3points
B2pointsB2pointsB2pointsB2points
C3pointsC3pointsC3pointsC1point
☆4~6points:Youarenotagoodfriend.Youeitherneglectyourfriend’sneedsorjustdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriendneedstodo.
☆7~9points:Youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.
☆10+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.Welldone.
Studentsworkingroupsandtrytheirownquestionnairesintheschooltocollectmoreinformationaboutstudents’reflectionofthevaluesoffriendship.
III.Guidedwriting
1.ReadthelettertotheeditorfromXiaodongandmakesureyouknowwhatproblemXiaodonghas.
2.Discussingroupsoffour.ThinkwhatadviceyoucangiveXiaodong.
3.WriteyouradvicetoXiaodongasaneditorindividually.
Samplewriting:
DearXiaodong,
Somepeopleliketalkingwithothers,butsomepeopleareshy.Ifyoufallintothesecondgroup,itcanbehardtomakefriends.Butyoucanchangethesituation.
Whatareyouinterestedin?Ifyoulikebasketball,forexample,youcouldtalkwithsomeofyourclassmateswholikebasketball.Theeasiestwaytostarttalkingtopeopleistofindsomethingyouhaveincommon.
Ifyouarestandingbesideagroupofyourclassmates,joinintheirdiscussionifyouknowsomethingaboutthesubjecttheyarediscussing.Butifyoudon’t,youshouldn’tfeelafraidtosay,forexample,“Thatsoundsinteresting,whatisitabout?”O(jiān)nceyoustarttalkingtooneperson,itwillgeteasiertotalktoothers.
Findonepersonyouhavesomethingincommonwith,andonceyoubecomefriendswithhim,hisfriendswillstarttalkingtoyoutoo.
Goodluck!
Editor
IV.Writingassessment
1.CanyougiveXiaodongsomegoodadvice?
2.Isyourletterwelldeveloped?
3.Areyourideaswellorganizedtothepoint?
4.Doyouhaveagoodchoiceofwordsandidiomsinyourwriting?
5.Doyougetagoodmasteryofcomplexstructuresoflanguage?
6.Whatkindofmistakeshaveyoumadeinyourwriting?Whatcanyoudotoavoidsuchmistakes?
V.FurtherApplying
Herearesomeproverbsaboutfriendsandfriendship.Readthemcarefullyandpayattentiontothesentencestressandintonation.Thenwriteapassage.Choosesomeyouagreeandexplainwhy.Thenchoosesomeyoudisagreeandexplainwhy.

■Youmayalsohavethestudentscompletethetaskashomeworkafterclass.
PartTwo:TeachingResources(第二部分：教學資源)
Section1:Backgroundreadingonfriendship
FriendshipQuotes
I.Questionsaboutfriendship
1.Whatisthemainprobleminfriendship?(leavingsomeoneout)
2.Howdoyoukeepafriend?(treatsomeonelikeyouwanttobetreated)
3.Whatisagoodfriend?(somebodywhomyoucandependon)
4.Whatifyourfriendsaidtheywouldn’tbeyourfriendifyouwereanotherperson’sfriend?(That“friend”wouldnotmindifshewerereallyyourfriend.)
★“Truefriendshipislikesoundhealth;thevalueofitisseldomknownuntilitbelost.”---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.vi.tomakesomeonefeelunhappyorworried:I’msorry,Ididn’tmeantoupsetyou.2.adj.(notbeforenoun)unhappyandworried:ShewasstillupsetabouttheargumentthatshehadhadwithHarry.
ignore:vt.1.tobehaveasifyouhadnotseenorheardsomeoneorsomething(不理睬):Eithershedidn’tseemewaveorshedeliberatelyignoredme.2.topaynoattentiontosomethingthatyouhavebeentoldorthatyouknowabout(忽視):Somedriverssimplyignorespeedlimits.
calm:1.adj.quietandwithoutexcitement,nervousactivityorstrongfeelings:Keepcalm,andtrynottopanic.2.vt.vi.tomakesomeoneorsomethingquietafterstrongemotionornervousactivity:Charlietriedtocalmthefrightenedchildren.3.calmdown:vtvi.tobecomequietormakesomeonequietafterstrongemotionornervousactivity:Calmdownandtellmewhathappened.
concern:1.n.worry:somethingthatworriesyouorafeelingofworry:Thereisgrowingconcernabout/overtheeffectsofpollutiononhealth.Theriseinunemploymentisofgreatconcerntothegovernment.2.vt.tomakesomeonefeelworriedorupset:Thefactthatshespendssomuchmoneyonherownreallyconcernsme.Moreandmorepeopleareconcerningthemselveswith/aboutenvironmentalproblems.3.beconcernedabout/for/with:Rosshasneverbeenconcernedaboutwhatotherpeoplethinkofhim.Rescuersareconcernedforthesafetyofthosetrappedinthemine.ThisstoryisconcernedwithaRussianfamilyinthe19thcentury.
cheat:1.vi.tobehaveinadishonestwayinordertowinortogetaadvantageinacompetition,gameorexamination:Jackalwayscheatsatcards.2.vt.totricksomeonewhotrustsyou.
share:vivt.1.useequally:Thelastbushadgone,sothethreeofussharedataxi.Isharedaroomwithhimatcollege.2.tohavethesameopinion,experience,feelingetcassomeoneelse:Ishareyourconcernaboutthisproblem.3.totellotherpeopleaboutanidea,secret,problem:It’salwaysbettertoshareyourworries.4.n.partofsth.:Idomyshareofthehousework.Don’tworry---you’llgetyourfairshare.
setdown:towritedownsomethingsothatyouhavearecordofit:Iwanttosetdown
myfeelingsonpaper.
Otherverbalphrasesof“set”
setapart:tomakesomeoneorsomebodydifferentfromotherpeopleorthings.
setaside:tokeepsomemoneyortimeforaspecialpurpose
setoff:tostarttogosomewhere/tocauseaexplosion
setout:tostartajourney/totalkaboutsomethinginanorganizedway
setup:tostartanorganization/tobuildsomething
crazyadj.1.impractical;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.vi.1.toexperiencephysicalormentalpain:Atleasthediedsuddenlyanddidn’tsufferalot.2.tobeinaverybadsituationthatmakesthingsverydifficultforyou:Ifyoubreakthelaw,youmustbepreparedtosufferthepunishment.Shewasverygeneroustohimbutshesufferedforitwhenheranawaywithallhermoney.3.toexperiencesomethingunpleasant:Thecarsufferedseveredamageintheaccident.
getalong(with):1.tohaveafriendlyrelationship:Ifyoutwoaregoingtosharearoom,you’dbetterlearnhowtogetalong.I’vealwaysfoundhimabitdifficulttogetalongwith.2.toprogressyouaredoing:HowareyougettingalongwithyourEnglishstudies?
Otherverbalphrasesof“get”:
getabout/around:(news)getwidespread
getaway:tosucceedinleavingaplace
getback:toreturntoaplace;tohavesth.returnedtoyou
getdown:tomakesb.feelunhappy;
getdowntosth./doingsth.:tostartdoingsomethingthatneedsalotoftimeorenergy.
getover:getwellafteranillness;todoandfinishsth.difficult
getthrough:topassatestorexam
communicate:vi.toexpressyourthoughtsandfeelings:Parentssometimesfinditdifficulttocommunicatewithteenagechild.

相關(guān)知識

高一英語Friendship教學案

高一英語Friendship教學案
2011-2012學年高一英語必修1（冀教版）素材（含教案和練習）
Unit2Friendship（2）
一.教學內(nèi)容：
Unit2Friendship（II）

二.語法講解
I.定語從句
在復(fù)合句中修飾名詞或代詞的從句叫定語從句（AttributiveClauses）。被修飾的名詞或代詞叫先行詞。定語從句由關(guān)系代詞和關(guān)系副詞引出。關(guān)系代詞和關(guān)系副詞在定語從句中擔任句子成分。
關(guān)系代詞有：who,whom,whose,that,which
關(guān)系副詞有：when,where,why
（1）關(guān)系代詞引導的定語從句
關(guān)系代詞所代替的先行詞是人或物的名詞或代詞，并在句中充當主語、賓語、定語等
成分。關(guān)系代詞在定語從句中作主語時，從句謂語動詞的人稱和數(shù)要和先行詞保持一致。
①who,whom,that
這些詞代替的先行詞是人的名詞或代詞，在從句中所起作用如下：
Ishethemanwho/thatwantstoseeyou?
他就是你想見的人嗎？（who/that在從句中作主語）
Heisthemanwhom/thatIsawyesterday.
他就是我昨天見的那個人。（whom/that在從句中作賓語）
②whose用來指人或物，（只用作定語,若指物，它還可以同ofwhich互換）。
例如：Theyrushedovertohelpthemanwhosecarhadbrokendown.
那人車壞了，大家都跑過去幫忙。
Pleasepassmethebookwhose(ofwhich)thecoverisgreen.
請遞給我那本綠皮的書。
③which,that
它們所代替的先行詞是事物的名詞或代詞，在從句中可作主語、賓語等。
例如：Aprosperitywhich/thathadneverbeenseenbeforeappearsinthecountryside.
農(nóng)村出現(xiàn)了前所未有的繁榮。（which/that在句中作賓語）
Thepackage(which/that)youarecarryingisabouttocomeunwrapped.
你拿的包快散了。(which/that在句中作賓語)
（2）關(guān)系副詞引導的定語從句
關(guān)系副詞可代替的先行詞是時間、地點或理由的名詞，在從句中作狀語。
①when,where,why
關(guān)系副詞when,where,why的含義相當于“介詞+which”結(jié)構(gòu)，因此常常和“介詞+which”結(jié)構(gòu)交替使用。
例如：Thereareoccasionswhen(onwhich)onemustyield.　
任何人都有不得不屈服的時候。
Beijingistheplacewhere(inwhich)Iwasborn.　
北京是我的出生地。
Isthisthereasonwhy(forwhich)herefusedouroffer?
這就是他拒絕我們幫助他的理由嗎？
注意：先行詞表示地點或時間時，有時用where或when，有時用that(which)引導定語從句，這時要根據(jù)從句的謂語動詞是及物的還是不及物的。如果是及物的就用that(which)，否則用where或when。
例如：Thisisthehousewherehelivedlastyear.
這是他去年住過的房子。
Thisisthehousethat(which)hevisitedlastyear.
這是去年他參觀過的房子。
IthoughtofthehappydayswhenIstayedinBeijing.
我想起了我在北京呆過的快樂日子。
Ihaveneverforgottenthedaywhichwespenttogether.
我永遠不會忘記我們一起度過的日子。
②that代替關(guān)系副詞
that可以用于表示時間、地點、方式、理由的名詞后取代when,where,why和“介詞+which”引導的定語從句，在口語中that常被省略。
例如：Hisfatherdiedtheyear(that/when/inwhich)hewasborn.
他父親在他出生那年去世了。
Heisunlikelytofindtheplace(that/where/inwhich)helivedfortyyearsago.
他不大可能找到他四十年前居住過的地方。
Idon’tliketheway(that/inwhich)hetalkedtohismother.
我不喜歡他同他母親說話的方式。
（3）限制性和非限制性定語從句
①定語從句有限制性和非限制性兩種。限制性定語從句是先行詞不可缺少的部分，去掉它主句意思往往不明確；非限制性定語從句是先行詞的附加說明，去掉了也不會影響主句的意思，它與主句之間通常用逗號分開。
例如：Thisisthehousewhichweboughtlastmonth.
這是我們上個月買的那幢房子。（限制性）
Thehouse,whichweboughtlastmonth,isverynice.
這幢房子很漂亮，是我們上個月買的。（非限制性）
②當先行詞是專有名詞或物主代詞和指示代詞所修飾時，其后的定語從句通常是非限制性的。
例如：CharlesSmith,whowasmyformerteacher,retiredlastyear.
查理史密斯去年退休了，他曾經(jīng)是我的老師。
Myhouse,whichIboughtlastyear,hasgotalovelygarden.
我去年買的那幢房子帶著個漂亮的花園。
Thisnovel,whichIhavereadthreetimes,isverytouching.
這本小說很動人，我已經(jīng)讀了三遍。
③非限制性定語從句還能將整個主句作為先行詞，對其進行修飾，這時從句謂語動詞要用第三人稱單數(shù)。
例如：HeseemsnottohavegraspedwhatImeant,whichgreatlyupsetsme.
他似乎沒抓住我的意思，這使我心煩。
Liquidwaterchangestovapor,whichiscalledevaporation.
液態(tài)水變?yōu)檎羝?，這就叫做蒸發(fā)。
說明：關(guān)系代詞that和關(guān)系副詞why不能引導非限制性定語從句。
（4）介詞+關(guān)系詞
①介詞后面的關(guān)系詞不能省略。
②that前不能有介詞。
③某些在從句中充當時間，地點或原因狀語的“介詞+關(guān)系詞”結(jié)構(gòu)可以同關(guān)系副詞when和where互換。
例如：ThisisthehouseinwhichIlivedtwoyearsago.
ThisisthehousewhereIlivedtwoyearsago.
這是我兩年前住過的房子。
Doyourememberthedayonwhichyoujoinedourclub?
Doyourememberthedaywhenyoujoinedourclub?
你是否記得我們加入俱樂部的那一天？
（5）as引導的限定性定語從句：
①as用作關(guān)系代詞和關(guān)系副詞引導限定性定語從句，并在從句中作主語、表語或狀語，構(gòu)成thesame…as,such…as等結(jié)構(gòu)。
例如：Ilikethesamebookasyoudo.(as作賓語)
我和你一樣，喜歡同一本書。
Ishalldoitinthesamewayasyoudid.（as作狀語）
我會用和你同樣的方式去做的。
Iwanttohavesuchadictionaryashehas.(as作賓語)
我想和他一樣有一本這樣的字典。
②as引導非限定性定語從句。as在定語從句中作主語、表語或賓語，這個定語從句說明整個句子，可以放在主句之前。
例如：Asweallknow,hestudiesveryhard.（as代表整個句子，作賓語）
他學習非常用功，正如我們大家都知道的。
Asisknowntoall,heisthebeststudentinourclass.（as代表整個句子，作主語）
眾所周知，他是我們班最好的學生。
常用的這種類似插入語的句式有asissaidabove,asisalreadymentionedabove,asisknowntoall,asitis,asisoftenthecase,asisreportedinthenewspaper等。
（6）as,which非限定性定語從句
由as,which引導的非限定性定語從句，as和which可代整個主句，相當于andthis或andthat。as一般放在句首，which在句中。
例如：Asweknow,smokingisharmfultooneshealth.
正如我們所知，吸煙有害健康。
Thesunheatstheearth,whichisveryimportanttous.
太陽加熱地球，這對我們非常重要。

典型例題：
a)Alicereceivedaninvitationfromherboss,______cameasasurprise.
A.it　B.that　C.whichD.he
解析：答案C。此為非限定性從句，不能用that修飾，而用which，it和he都使后
句成為句子，兩個獨立的句子不能單以逗號連接。況且選he句意不通。
b)Theweatherturnedouttobeverygood,______wasmorethanwecouldexpect.
A.what　B.which　C.that　D.it
解析：答案B。which可代替句子，用于非限定性定語從句，而what不可。that不能用于非限定性定語從句，it不為連詞，使由逗號連接的兩個句子并在一起在英語語法上行不通。
c)Itrainedhardyesterday,______preventedmefromgoingtothepark.
A.that　B.whichC.as　D.it
解析：答案B。as和which在引導非限制性定語從句時，這兩個關(guān)系代詞都指主句所表達的整個意思，且在定語從句中都可以作主語和賓語。但不同之處主要有兩點：
ⅰ.as引導的定語從句可置于句首，而which不可。
ⅱ.as代表前面的整個主句并在從句中作主語時，從句中的謂語必須是系動詞；
若為行為動詞，則從句中的關(guān)系代詞只能用which.。
在本題中，prevent由于是行為動詞，所以正確選項應(yīng)為B。
（7）必須用that而不用which引導定語從句的情況：
①先行詞是不定代詞all,few,little,much,something,nothing,anything等。
例如：Allthatwehavetodoistopracticeeveryday.
我們必須做的全部是每天練習。
②先行詞被序數(shù)詞或形容詞最高級所修飾。
例如：ThefirstlessonthatIlearnedwillneverbeforgotten.
我學的第一門課永遠難忘。
ThisisthebestfilmI’veeverseen.
這是我曾經(jīng)看過的最好的電影。
③先行詞被all,any,every,each,few,little,no,some等修飾。
例如：Ihavereadallthebooks(that)yougaveme.
我讀完了你給我的所有書籍。
④先行詞被theonly,thevery,thesame,thelast修飾時，
例如：Heistheonlypersonthat/(who)Iwanttotalkto.
他是我唯一想交談的人。
⑤先行詞既有人又有物時，
例如：Theytalkedofthingsandpersonsthattheyremembered.
他們談起所記得的人和事。
⑥當句中已有who時，為避免重復(fù)。
例如：WhoisthemanthatistalkingtoJohn?
和約翰談話的那個人是誰？
⑦用作關(guān)系代詞，修飾表示時間的名詞如day,time,moment等，代替when。
例如：Ithappenedonthedaythat/whenIwasborn.
那件事是在我出生的時候發(fā)生的。
⑧如有兩個定語從句，其中一個關(guān)系詞已用，則另一個用that。
例如：Edisonbuiltupafactorywhichproducedthingsthathadneverbeenseenbefore.
愛迪生建立了一家生產(chǎn)從未被人見過的東西的工廠。

（答題時間：40分鐘）
一、閱讀理解（共20小題，每小題2分，滿分40分）
閱讀下列短文，從每題所給的四個選項（A、B、C、D）中，選出最佳選項。
A
Toomanypeoplewantotherstobetheirfriends,buttheydontgivefriendship（友誼）back.Thatiswhysomefriendshipsdontlastverylong.Tohaveafriend,youmustlearntotreatyourfriendthewayyouwantyourfriendtotreatyou.Learningtobeagoodfriendmeanslearningthreerules:behonest;begenerous（寬宏大量的）;beunderstanding.
Honestyiswhereagoodfriendshipstarts.Friendsmustbeabletotrustoneanother.Ifyoudonttellthetruth,peopleusuallyfindout.Ifafriendfindsoutthatyouhaventbeenhonest,youmayloseyourfriendstrust.Goodfriendsalwayscountononeanothertospeakandacthonestly.
Generosity（大度）meanssharingandsharingmakesafriendshipgrow.Youdonthavetogiveyourlunchmoneyoryourclothes,ofcourse.Insteadyouhavetolearnhowtosharethingsyouenjoy,likeyourhobbies（嗜好）andyourinterests.Naturallyyouwillwanttoshareyourideasandfeelings.Thesecanbeveryvaluabletoafriend.Theytellyourfriendwhatisimportanttoyou.Bysharingthemyouhelpyourfriendknowyoubetter.
Soonerorlatereveryoneneedsunderstandingandhelpwithaproblem.Somethingmaygowrongatschool.Talkingabouttheproblemcanmakeiteasiertosolve（解決）.Turningtoafriendcanbeafirststepinsolvingtheproblem.Sotobeafriendyoumustlistenandunderstand.Youmusttrytoputyourselfinyourfriendsplacesoyoucanunderstandtheproblembetter.
Notwofriendshipsareeverexactlyalike（相同）.Butalltruefriendshipshavethreethingsincommon.Ifyouplantokeepyourfriends,youmustpractisehonesty,generosityandunderstanding.
1.Somefriendshipsdontlastverylongbecause______.
A.therearetoomanypeoplewhowanttomakefriends
B.theydontknowfriendshipissomethingserious
C.thosewhogiveothersfriendshipsreceivefriendshipsfromothers
D.thosewhonevergiveothersfriendshipsreceivenofriendshipfromothers
　2.Accordingtothepassagehonestyis______.
A.asimportantasmoney
B.moreimportantthananythingelse
C.somethingcountable
D.thebaseofafriendship
　3.Whichofthefollowingisntmentionedinthepassage?
A.Afriendwhogivesyouhislunchmoneyisatruefriend.
B.Alwaystellyourfriendthetruth.
C.Discussingyourproblemswithyourfriendoftenhelpstosolvetheproblem.
D.Sharingyourmindwithyourfriendisofgreatvalue.
　4.Thebesttitleofthispassageis______.
A.AFriendinNeedIsaFriendIndeed
B.HonestyIstheBestHabit
C.HowtoBeaFriend
D.ThreeImportantPointsinlife

B
Inthepast,whenpeoplehadproblems,theywenttotheirfamiliesorfriendstogetadvice.Todayitispossibletogetadvicefromradioshows,TVprogramsandtelephonehotlines,too.Ahotlineisatelephonelinethatoffersadirectwayofgettingintouchwithadvisers.Mosthotlinesarecompletelyanonymous-callersdonothavetosaytheirnamesortelephonenumbers.Mosthotlinesareusuallyfree,too.Callersdonothavetopayfortheadviceorthephonecalls-evenifthecallsarelongdistance（距離）.Atsomehotlines,theadvisersarevolunteers（志愿者）.Otherhotlinespaytheiradvisersfortheirwork.Usuallytheadvisersarefull-jobpeoplewithyearsofeducationandexperience,butsometimes,theadvisershaveonlytakenashortclassbeforestartingtoworkonthehotline.Alltheadviserslistentopeopleandhelpthemsolve（解決）theirproblems.
　5.Ahotlineisatelephoneline_______.
A.thatisn’thot
B.throughwhichpeoplegetadvice
C.whosenumbernooneknows
D.throughwhichcallerstakeashortclass
　6.Whenpeoplecallthehotlineadvisers,they_______.
A.oftengivetheirnamesandtelephonenumbers
B.generallyhavetopayforthelongdistancecalls
C.usuallypaynothingformostofthecallsandadvice
D.alwaystrytogetintouchwiththevolunteeradvisers
　7.Theadvisersworkingathotlines______.
A.arenotallpaid
B.areallvolunteers
C.allhaveyearsofeducationandexperience
D.haveallbeentrainedforashorttime
　8.Thewriterofthearticleseemstothinkthat_______.
A.withhotlinespeoplewontgetadvicefromtheirfamiliesorfriends
B.hotlineshelpthecallersalot
C.peoplehad,betterpayfortheadviceandphonecalls
D.thehotlineadviserswillsolveallofthecallersproblems

C
BettyandHaroldhavebeenmarriedforyears.Butonethingstillpuzzles（困擾）oldHarold.HowisitthathecanleaveBettyandherfriendJoansittingonthesofa,talking,goouttoaballgame,comebackthreeandahalfhourslater,andtheyrestillsittingonthesofa?Talking?
Whatintheworld,Haroldwonders,dotheyhavetotalkabout?
Bettyshrugs,talk?Werefriends.
Researchingthisresultcalledfriendship,psychologistLillianRubinspenttwoyearsinterviewingmorethantwohundredwomenandmen.Nomatterwhattheirage,theirjob,theirsex,theresultswerecompletelyclear:womenhavemorefriendshipsthanmen,andthedifferenceinthecontentandthequalityofthosefriendshipsis“markedandunmistakable”.
Morethantwo-thirdsofthesinglemenRubininterviewedwouldnotnameabestfriend.Thosewhocouldwerelikelytonameawoman.Yetthree-quartersofthesinglewomenhadnoproblemnamingabestfriend,andalmostalwaysitwasawoman.Moremarriedmenthanwomennamedtheirwife/husbandasabestfriend,mosttrustedperson,ortheonetheywouldturntointimeofemotionaldistress（感情危機）“Mostwomen,”saysRubin,“identified（認定）atleastone,usuallymore,trustedfriendstowhomtheycouldturninatroublemoment,andtheyspokeopenlyabouttheimportanceoftheserelationshipsintheirlives.”
“Ingeneral,”writesRubininhernewbook,“womensfriendshipswitheachotherrestonsharedemotionsandsupport,butmensrelationshipsaremarkedbysharedactivities.”Forthemostpart,Rubinsays,interactions（交往）betweenmenareemotionallycontrolled-agoodfitwiththesocialrequirementsof“manlybehavior.”
“Evenwhenamanissaidtobeabestfriend,”Rubinwrites,“thetwosharelittleabouttheirinnermostfeelings.Whereasawomansclosestfemalefriendmightbethefirsttotellhertoleaveafailingmarriage,itwasntunusualtohearamansayhedidntknowhisfriendsmarriagewasinserioustroubleuntilheappearedonenightaskingifhecouldsleeponasofa.”
　9.WhatoldHaroldcannotunderstandorexplainisthefactthat_______.
A.heistreatedasanoutsiderratherthanahusband
B.womenhavesomuchtoshare
C.womenshowlittleinterestinballgames
D.hefindshiswifedifficulttotalkto
　10.Rubinsstudyshowsthatforemotionalsupportamarriedwomanismorelikelytoturnto______.
A.amalefriend　B.afemalefriend
C.herparentsD.herhusband
　11.Whichofthefollowingstatementsisbestsupportedbythelastparagraph?
A.Menkeeptheirinnermostfeelingstothemselves.
B.Womenaremoreseriousthanmenaboutmarriage.
C.Menoftentakesuddenactiontoendtheirmarriage.
D.Womendependonothersinmakingdecisions.
　12.TheresearchdonebypsychologistRubincentersaround______.
A.happyandsuccessfulmarriages
B.friendshipsofmenandwomen
C.emotionalproblemsinmarriage
D.interactionsbetweenmenandwomen

D
AclosefriendofmineliveswithsixhundredwildanimalsontheGreekIslandofKyklos.Eversinceheleftschool（whereIfirstknewhim）,hehastraveledallovertheworldcollectinganimalsforhisveryownzoo.HehopedtocollectatleasttwoexamplesofeverysortofanimalonhisislandbeforetheGreatFlood.Butthefloodthatmyfriendwasafraidof,wasafloodnotofwater,butofpeople.Iexpectyouhaveheardofmyfriend:hewritesbooksabouthistravels,andaboutthewildandwonderfulanimalsthathecollects.Themoneyfromthebookshelpstopayforallthefoodthattheseanimalseat.
Myfriendtoldmethatwhenhewasoutlookingforwaterlastweek,（thereisnotenoughwateronisland,thoughthereisplentyallroundit,）hefoundoil.Heneedsmoneyforhistravels,andforhiszoo,andalittleoilwouldbuyenoughwaterforalife-time;butheknowsthatifhetellsanybodyelseaboutit,itwillbetheendofhiszoo,andhislifeswork.
So,ifIknowmyfriend,hewillnottellanybody（butyouandme）aboutwhathefound—becauseoilandwaterdonotmix.
　13.Myfriendlives______.
A.onanislandinthemiddleofgreatflood
B.attheschoolthatweusedtogoto,onKyklos
C.onaGreekislandwithsixhundredanimals
D.allovertheworld;heisalwaystraveling
　14.Theflood,ofwhichmyfriendwasafraid,was______.
A.afloodoftoomanypeople
B.agreatfloodofwater
C.afloodoftoomanyanimalsonhisisland
D.afloodofoil
　15.Hepaysforthefoodtheanimalseatby______.
A.collectingtwoexamplesofeveryanimal
B.travelingallovertheworld
C.writingandsellingbooks
D.sellingtheoilonhisisland
　16.Ifhetellsanybodyabouttheoil,______.
A.itwillbetheendofhislifeswork
B.hewillhaveasmanyanimalsasheneeds
C.hewillnotwriteanymorebooks
D.peoplewillnolongercomeandvisithiszoo

E
Whattodoifyoudontfeelpopular?
Trytotakepartinactivities.Callyourfriends.Plantodosomething.Theworstfeelingisstayinghomealone,becauseitmakesyoufeelevenmorelonely.
Trytomakenewfriends.Choosefriendscarefully,notjustbecauseyouthinktheyrepopular.Andremember,makinggoodfriendstakestime.Choosingapopularpersontobefriendswithisokay.Iftheyarenice.
Beyourself（保持獨立）,ifyouwanttobecomefriendswithsomeonewhospopular,dontmakeyourselfintosomeoneyouarenotjusttoimpressthatperson.
Benice.Befriendly.Beoutgoing（開朗的）.Butdontoverdo（做過頭）it!Talktotrustedfriendsifyouarefeelingreallybad.Oryoumightwanttowriteitdowninajournal（期刊）ordiary.
Dosomethingspecialforyourself.Youcouldtakepicturesofyourfriends,orcollecttheirschoolpictures,andtakeacollage（拼貼畫）tohangonyourwall.Thiswillremind（提醒）you,whenyouarefeelingunpopular,thatyoureallydohavefriends.
Thinkupyourownideas.Thesesuggestionsmightnotworkforeveryone.
Whattodoifyouhaveaproblemwithyourteacher?
Talktoyourparents,oranotheradultwhowilllistentoyouandperhapscanhelp.Talktoyourfriends.Maybetheyhavehadproblemswiththesameteacher,too.
Dontgivetheteacherareasontohaveproblemswithyou.Doyourwork,completeyourtask,attendtheclassseriouslyandtakenotes.Maybeyoujustneedtogivetheteacherachance（機會）.
Trytofindoutwhattheproblemis.
Talktotheteacherifyoufeelcomfortabledoingthis.Dontbenasty（鬧別扭的）,butexpressyourconcerns（關(guān)心）.Listentotheteacher,aswell.
Justacceptthefactthatyourenotgoingtoloveallyourteachers.
17.Whatdowemeanbysaying“notfeelingpopular”?
A.Notlikedbyourclassmatesorworkmates.
B.Notdoingwhatwewant.
C.Notshowinganyinterestinanything.
D.Notsohappy.
　18.Accordingtothewriter,ifweoverdowhathesaysinthearticle,we______.
A.willmaketoomanyfriendstoeasily
B.willsometimespretendtobeanice,friendlypersonwhoisalsooutgoing
C.willfeelreallytoobad
D.willnotlistentoanyadvicefromothers
　19.Thewriter______.
A.believesthatyourfriendwillhelpyououtifyoutaketheirpictures
B.suggeststhatyoudiscussthereasonofproblemwithyourteacherwhenyoufeeluncomfortable
C.wantsyoutoknowthatstudentsusuallyhatesteachers
D.isnottoosureifhisadvicewillcertainlyworkonyou
　20.Whatsthebesttitleofthispassage?
A.WhyWeHaveProblemsatSchool?
B.AlwaysbeYourself.
C.HowtoHandleProblemsatSchool?
D.DontBeAfraidofProblemsWithothers.

二、寫作（共兩節(jié)，滿分35分）
第一節(jié)：短文改錯（共10小題，每小題1分）
此題要求改正所給短文中的錯誤。對標有題號的每一行作出判斷。如無錯誤，在該行右邊橫線上劃一個勾（√）；如有錯誤（每行只有一個錯誤），則按下列情況改正：
該行多一個詞：把多余的詞用斜線（＼）劃掉，在該行右邊橫線上寫出該詞，并也用斜線劃掉。
該行缺一個詞：在缺詞處加一個漏字符號（∧），在該行右邊橫線上寫出該加的詞。
該行錯一個詞：在錯的詞下劃一橫線，在該行右邊橫線上寫出改正后的詞。
注意：原行沒有錯的不要改。
IwillneverforgetthetimeIspentinBritish.21.__________
Atthefirstday,weallwenttoattendassembly.22.__________
Theheadmastertoldusthebestwaytoearn23.__________
respectwasworkhard.Thehomeworkwaslessthan24.________
whatIwasusedtogetinmyoldschool.Every25.__________
dayIspentanhourreadEnglishbooks.26.__________
Ioftengotoourschoolcomputerclubtosend27.__________
e-mailstomyfriendsFree.Studentstherehave28.__________
tostudysomesubjects,andcandropsome.29.__________
Thoughthelifetherewasnoteasy,butI30._________
enjoyedit.

第二節(jié)：書面表達（共25分）
假如你是李華。國際中學生友誼俱樂部根據(jù)你的請求，把一名美國中學生湯姆介紹給你，希望你們成為筆友。現(xiàn)在由你給湯姆寫信，信的內(nèi)容要點如下：
　1.個人情況：年齡：16歲，濟鋼高中高一學生。
　2.業(yè)務(wù)愛好：讀書；踢足球，上網(wǎng)已經(jīng)兩年。
　3.希望了解：美國中學生的校內(nèi)校外生活；他們最喜歡和最不喜歡的事；家長如何看待孩子的學習成績。
　4.希望對方回信，或發(fā)電子郵件。你的郵箱地址：[emailprotected].edu.cn
注意：
（1）詞數(shù)100左右。
（2）信的開頭已經(jīng)給出。
DearTom,
IwasveryhappytoreceiveyourletterandIdverymuchliketobeyourpenpal….

一、閱讀理解
1.解析：句意理解題。文中第一段第一句可作提示。
答案：D
　2.解析：綜合推斷題。文中說友誼從誠實起，朋友間應(yīng)相互信任。
答案：D
　3.解析：采取這個排除法篩選出答案A。
答案：A
　4.解析：主旨概括題。因為整篇文章都是講關(guān)于朋友、友情，所以答案C符合要求。
答案：C
　5.解析：理解“hotline”時不能單憑字義，英語中有許多詞，像“greenhouse”發(fā)生了轉(zhuǎn)義，不指“綠房子”，而意為“溫室”?！癶otline”就像我們常說的“熱線電話”，是專門為人排憂解難、提供建議的。
答案：B
　6.解析：文章“anonymous”一詞對同學們來說可能陌生，但看了破折號后的解釋應(yīng)明白意為“匿名的，不留名的”。所以A項不對。熱線電話是一種服務(wù)性組織，因此通常是不計費的。
答案：C
　7.解析：文中有“some…others”結(jié)構(gòu)，表明并非所有的咨詢員都是志愿者，C、D兩項都是一方面的，不可以偏概全，故選A項。
答案：A
　8.答案：B
　9.解析：這是一個細節(jié)題。從第一段可知，使Harold迷茫不解的是當他出外打球三個半小時后，發(fā)現(xiàn)妻子和她的朋友仍然坐在沙發(fā)上交談。他不明白為什么女人會有那么多互相分享的東西。
答案：B
　10.解析：這是一道細節(jié)題。從短文的最后一句話Whereasawomansclosestfemalefriendmightbethefirsttotellhertoleaveafailingmarriage…可以看出，當一個女人發(fā)生感情危機時，她常常把這件事告訴自己的女性朋友。
答案：B
　11.解析：這是一道細節(jié)題。從最后一段第一句話“Evenwhenamanissaidtobeabestfriend,”Rubinwrites,“thetwosharelittleabouttheirinnermostfeelings,”可知，男人幾乎不和自己的朋友分享自己的內(nèi)心世界。
答案：A
　12.解析：這是一道概括題。通讀全文可以得出結(jié)論，心理學家Rubin的研究中心是研究有關(guān)男人和女人的朋友關(guān)系。
答案：B
　13.解析：此題是細節(jié)理解題。文章的首句作了說明：AclosefriendofmineliveswithsixhundredwildanimalsontheGreekIslandofKyklos.
答案：C
　14.解析：此題考查對單詞flood的詞義理解。flood本指洪水泛濫，在此引申為過多的人，其朋友盼望在人們大量來到島上之前盡可能地喂養(yǎng)動物，這是他的計劃和設(shè)想，但他擔心的是大批的人來到島上會破壞他的設(shè)想和計劃。本題的選擇答案可從文中“Butthefloodthatmyfriendwasafraidof,wasafloodnotofwater,butofpeople.”一句看出。
答案：A
　15.解析：這是一道細節(jié)理解題。由“hewritesbooksabouthistravels…Themoneyfromthebookshelpstopayforallthefoodthattheseanimalseat.”可看出。
答案：C
　16.解析：此題是判斷推理題。作者的朋友在島上找水時發(fā)現(xiàn)了油，并對此進行了充分利用，但他沒有把這個發(fā)現(xiàn)告訴別人，因為他擔心一旦被人發(fā)現(xiàn)，人們會到島上挖掘石油，那么，其結(jié)果對他不利，以致會不能讓他的工作繼續(xù)下去，原文第二自然段末作過描述。
答案：A
　17.解析：該題是一道詞義推測題，其意為：“感到不受歡迎的”。
答案：A
　18.解析：從第一篇文章第四條建議可知，要成為一個受歡迎的人，必須“Benice.Befriendly.Beoutgoing.”但不能故意做作，否則就overdo了。
答案：B
　19.解析：從第一篇文章最后一條建議“Thesesuggestionsmightnotworkforeveryone”可知。
答案：D
　20.解析：該題是一道判斷推理題。從第二篇文章全文內(nèi)容可知，“作者給出建議：怎樣處理你同老師之間的矛盾”。
答案：C

二、寫作
第一節(jié)：短文改錯
21.British改為Britain22.At改為On
23.對24.work前加to
25.去掉was26.read改為reading
27.go改為went28.free前加for
29.and改為but30.去掉but

第二節(jié)：書面表達
DearTom,
IwasveryhappytoreceiveyourletterandIdverymuchliketobeyourpenpal.Iman16-year-oldSeniorOnestudentofJigangHighSchool.Ienjoyreadingandplayingfootball.Ivebeenonlinefortwoyears.
Imeagertoknowhowthehighschoolstudentsinyourcountryspendtheirtimeinandoutofschool.
Pleasetellmewhatyoulikeanddislikemost.Imalsointerestedtoknowyourparentsopinionsonyourschoolwork.
Pleasewritetomeinanearlyreply,orsendmeane-mailat[emailprotected].edu.cn.
Lookingforwardtohearingfromyousoon.
Yours,
LiHua

高一英語教案：《Friendship》教案三

高一英語教案：《Friendship》教案三

重點詞匯：

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)性動詞，時間）

After she graduated, she came no more.(常和非延續(xù)性動詞連用，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+賓補（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.

語法：

直接引語變間接引語

1.句式變換

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

主句一般現(xiàn)在時或?qū)頃r，從句時態(tài)不變

3.人稱：一從主，二從賓，三不變

4.時間、地點，代詞

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

Two days ago---two days before

寫作：

建議信

高一英語教案：《Friendship》教案四

高一英語教案：《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安徽高考英語作文）

為了幫助中學生健康成長，某中學英文報開展了“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：信中該同學向你訴說了自己的困擾：近日容易發(fā)脾氣，使正常的學習和生活收到了影響：請用英文給該同學寫一封回信：

內(nèi)容要點如下：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年山東高考英語作文）

假如你是新華中學的學生李華，班里從外地轉(zhuǎn)來一名同學李明，他一時無法融入新的班級，感到很苦惱。請根據(jù)下面要點給他寫封信。

1.幫他分析原因

2.給他提出建議

B.(2（09年陜西高考英語作文）

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

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

寫作訓練：

假如你是李華，你的好友Tom來信說他不適應(yīng)高一英語老師的課，在學習英

語方面有很大的困難，以至于跟不上其他同學，因此感到非常著急，甚至想放棄

英語。請你給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學生展示

Para3:Ending

課后反思：

一、堅持“以人為本”。

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

二、培養(yǎng)學生的寫作習慣。

寫作水平的提高要經(jīng)過一個循序漸進的過程，而在這個過程中，養(yǎng)成良好的語言學習習慣至關(guān)重要?？梢詮囊韵聨c培養(yǎng)學生的寫作習慣：1.重視平日詞匯、短語等基本素材的積累。2.課外多閱讀，摘抄其中比較優(yōu)美的句子進行積累、誦讀。3.收集優(yōu)秀習作中的篇章結(jié)構(gòu)，例如開頭、結(jié)尾等。4.指導學生課后有效地練習。要提高寫作水平，單靠課堂上的練習是遠遠不夠的，因此，課后要指導學生進行大量的寫作訓練，把課堂上學到的應(yīng)用到課后的練習中。

三、實施有效的寫作評價

寫作之后的評價形式有很多。最常見的就是教師的批閱，此外，還有學生自評、小組相互修改與評價、班級投影與評價、制作班級寫作海報等。本節(jié)課主要采用了學生評價、教師補充、小組互評及班級展示、集體評價，基本達到了預(yù)期的效果。學生上黑板的寫作展示和點評都體現(xiàn)了“以學生為主體”的教學理念，在這個過程中，學生通過參與既展示了自己，同時也是一次相互學習的機會。由于時間關(guān)系，課堂上展示的學生數(shù)量有限，在課后我會繼續(xù)跟蹤，讓學生繼續(xù)修改、繼續(xù)完善自己的作文，然后再組織制作班級海報，將優(yōu)秀的作品以班級海報的形式展出，這其實也是一種有效的激勵措施。

總之，在英語的四項基本技能中，聽、說、讀是寫的基礎(chǔ)，而寫則是更高層次上的信息交流，是衡量一個英語學習者綜合語言運用能力的試金石。新課標也對書面表達提出了新的要求。作為一名高中英語教師，在實施寫作教學的過程中，有成功的一面，也有許多不足。在今后的教學中，我會不斷立足于學生，不斷改進教學方法，培養(yǎng)學生養(yǎng)成良好的學習方法、掌握英語寫作技能，提高學生的綜合語言運用能力和英語學科核心素養(yǎng)。

高一英語教案：《Friendship》教案六

高一英語教案：《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.

教學重點

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

教學難點

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

教學方法

1. Task-based teaching and learning

2. Cooperative learning

3. Discussion

教具準備

A tape recorder and other normal teaching tools

三維目標

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.

教學過程

設(shè)計方案（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

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. . .