高中必修一英語教案

新課標 高一必修1 英語教案Unit 1 Friendship。

一名優(yōu)秀的教師在教學時都會提前最好準備，高中教師要準備好教案，這是老師職責的一部分。教案可以更好的幫助學生們打好基礎(chǔ)，幫助高中教師能夠井然有序的進行教學。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 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.

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新課標高一必修1英語教案Unit1Friendship

經(jīng)驗告訴我們，成功是留給有準備的人。教師要準備好教案，這是老師職責的一部分。教案可以讓學生能夠在課堂積極的參與互動，幫助教師能夠井然有序的進行教學。寫好一份優(yōu)質(zhì)的教案要怎么做呢？以下是小編為大家收集的“新課標高一必修1英語教案Unit1Friendship”歡迎閱讀，希望您能夠喜歡并分享！

新課標高一必修1英語教案
Unit1Friendship（全套教案）
TeachingplanUnitoneFriendship
Teachingaims:
1.能力目標：
a.Listening:getinformationandviewsfromthelisteningmaterial;
b.Speaking:expressone’sattitudeorviewsaboutfriendsandfriendshipinappropriatewords.
c.Reading:enabletheSstogetthemainidea
d.Writing:writesomeadviceaboutmakingfriendasaneditor
2.知識目標：
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:
a.ToaroseSs’interestinlearningEnglish;
b.ToencourageSstobeactiveintheactivitiesandmakeSstobeconfident;
c.Todeveloptheabilitytocooperatewithothers.
4.策略目標：
a.TodevelopSs’cognitivestrategy:takingnoteswhilelistening;
b.TodevelopSs’communicativestrategies.
5.文化目標：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.

新課標高一必修1英語Unit1Friendship（全套教案）

老師在新授課程時，一般會準備教案課件，大家應該開始寫教案課件了。對教案課件的工作進行一個詳細的計劃，可以更好完成工作任務！你們會寫適合教案課件的范文嗎？下面是小編為大家整理的“新課標高一必修1英語Unit1Friendship（全套教案）”，僅供您在工作和學習中參考。

新課標高一必修1英語Unit1Friendship（全套教案）
TeachingplanUnitoneFriendship
Teachingaims:
1.能力目標：
a.Listening:getinformationandviewsfromthelisteningmaterial;
b.Speaking:expressone’sattitudeorviewsaboutfriendsandfriendshipinappropriatewords.
c.Reading:enabletheSstogetthemainidea
d.Writing:writesomeadviceaboutmakingfriendasaneditor
2.知識目標：
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:
a.ToaroseSs’interestinlearningEnglish;
b.ToencourageSstobeactiveintheactivitiesandmakeSstobeconfident;
c.Todeveloptheabilitytocooperatewithothers.
4.策略目標：
a.TodevelopSs’cognitivestrategy:takingnoteswhilelistening;
b.TodevelopSs’communicativestrategies.
5.文化目標：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Unit 1 Friendship

一、教學目標(Teachingaims)

1、能力目標（Abilityaim）

Enablestudentstotalkaboutfiendsandfriendship.

Whydopeopleneedfriends?

Whatkindoffriendsdoyouliketomake?

Whatqualitiesshouldagoodfriendhave?

Whatelsecanbeyourfriendbesidesaperson?

2、語言目標（Languageaims）

a.重點詞匯和短語

add,point,upset,ignore,calm,concern,cheat,reason,list,share

addup,beupset,calmdown,havegotto,beconcerned,sharewith

b.重點句子

Youhadtopaytogetitrepaired.

Youfriendcomestoschoolveryupset,

Whilewalkingthedog,youarecarelessanditgotloose.

Yourfriendasksyoutohelphimcheatintheexambylookingatyourpaper.

二、教學內(nèi)容（Teachingcontent）

Warmingupandpre-reading

三、教學重難點（Teachingimportantpoints）

a.Talkaboutfriendsandfriendship

Whatdoyouthinkagoodfriendshouldbelike?

b.Leadinthereading

Whatelsedoyouthinkcanbeyourfriendsbesidespersons?

四、教學方法（Teachingmethod）

a.Asking-and–answeringactivitybetweentheteacherandthestudents

b.Individual,pairandgroupworktodiscuss

五、教學準備（Teachingaids）

Arecorder,acomputerandaprojector

六、教學步驟（Teachingprocedure）

StepⅠLeadinthetopicbyAsk-and-answeractivitybetweentheteacherandthestudentsthefollowingquestions:

a.Isfriendshipveryimportant?Why?

b.Doyouhaveanyfriends?Whatkindoffiendsdoyouliketomake?

StepⅡMakeasurveyabouttheunderstandingthetruefriendshipbyindividualwork.

1.Youwanttoseeaveryinterestingfilmwithyourfriend,butyourfriendcan’tgountilhe/shefinishescleaningthebicycle.Youwill…

2.Yourfriendaskstoborrowyourfavoritecamera.Whenhe/sheborroweditlasttime,he/shebrokeitandyouhadtopaytogetitrepaired.Youwill…

3.Yourfriendcomestoschoolveryupset.Thebellringssoyouneedtogotoclass.Youwill…

4.Yourfriendhasgoneonholidayandaskedyoutotakecareofhis/herdog.Whilewalkingthedog,youwerecarelessanditgotlooseandwashitbyacar.Thedog’slegwasbroken.Youwill…

5.Youaretakingyourmid-termexam.Yourfriend,whodoesn’tworkhard,asksyoutohelphimcheatintheexambylookingatyourpaper.Youwill…

Resultandanswer:

4-7points:Youarenotagoodfriend.Youeitherneglectyourfriend’sneedsorjustdowhathewantsyoutodo.

8-12points:Youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.

13+points:Welldone!Youareanexcellentfriend.

StepⅢDiscussandsumupthequalitiesshouldagoodfriendhavebygroupwork

a.Thequalitiesofapersonwhocanbeafriendofotherseasily

honest,friendly,helpful,kind,brave,open-minded,generous,patient,good-tempered,trustworthy,careful,fulloflove,caring,responsible,interesting,easygoing,warm-hearted,selfless,intelligentdedicated

b.Thequalitiesofapersonwhocannotbeafriendofotherseasily:

selfish,tricky,dishonest,bad-tempered,mean,impatient,narrow-minded,noisy,lazy,gossipy…

StepⅣDebate

a.HaveyoumadeanyfriendsovertheInternet?Doyouhaveanye-pals?

b.DoyouagreethatweshouldmakefriendsovertheInternet?Whyorwhynot?

Sampleanswerswithreasons:Yes,Ithinkso/No,Idon’tthinkso.Iagree…becausewecan…/Idon’tagreebecause…/Inmyopinion/Ithink,believe,feelthatit’sbadforusto…

StepⅤTransitiontotheReading

a.Doesafriendalwayshavetobeaperson?Tellusaboutyourunusualfriends.

b.Doyouregarddiaryasyourfriend?Whyandwhynot?

Homework

a.Searchandcollectthesayingsaboutfriendship

b.Preparethenewwordsbeforelearningthereading

c.Writeashortpassageabout80words:“TheBestFriendInMyEyes”

高一必修1Unit1Friendship教學設(shè)計

高一必修1Unit1Friendship教學設(shè)計
必修1Unit1Friendship教學設(shè)計第一課時
第一課時WarmingUp
第一步：教師可以采用以下的不同方式引出本單元的話題；
方案一:
可以直接利用課本熱身部分提供的問題來引出話題。這一方案開門見山,不僅能很快切入本單元的主題,而且問題指向明確,學生比較容易展開話題。
方案二：
可以利用其它更為生動、靈活的方式如：在黑板上寫下幾種“朋友”這個詞在不同語言里的表達，讓學生猜這些詞的意思以激發(fā)學生的學習興趣（教師最好能知道這些不同表達的書寫和讀音，還可以讓學生在課堂上試寫和試讀）；也可以播放一首以友情為主題的歌曲（無印良品：《朋友》；老狼：《睡在我上鋪的兄弟》）或一段描述友誼的電影片段（韓國電影《朋友》導演：郭京澤主演：張東?。?，然后讓學生就所播放素材的主題展開討論，進入本單元話題；教師還可以引用一些國、內(nèi)外談論朋友的名人名言（見背景資料）來展開話題。
方案三：
可以事先讓學生準備一張好朋友的照片，然后在課堂上讓學生展示自己的朋友的照片并描述其主要特點。也可以讓學生介紹自己新學期在新的班級里交到的朋友（此方案適合程度較好的班級）。
開展活動時可以全班一起進行，也可以分小組進行，但要提醒學生用英語進行表達。教師可以事先做一個brain-storm，在黑板上列出一些描述人物的常用詞匯和句型以幫助學生順利完成接下來的活動，如：
Personality：kindgeneroushumorous
Appearance：handsomeprettygood-lookingtall
Hobby：sportsreadingtraveling
Inmyopinion/Ithink/Astome,he(she)isa...person.
He(She)alwayswears....
He(She)lookslike....
Wealwaysdo...together.
第二步：學生完成課本熱身部分的問卷調(diào)查。在一些學生程度較好的班級，教師還可利用網(wǎng)絡或其它資源對原有的問卷進行一定的補充，豐富問卷內(nèi)容（見背景資料），讓學生計算得分并根據(jù)教師公布的各分數(shù)段所對應的性格類型得出自己的調(diào)查結(jié)果；（在調(diào)查過程中，教師可以對問卷內(nèi)容中的部分新單詞和詞組作簡單的解釋以幫助學生順利完成問卷。建議教師有針對性地保留對部分生詞和詞組的解釋以鍛煉學生的閱讀理解能力）
第三步：小組活動，學生分成若干小組，討論朋友之間建立友誼的基礎(chǔ)，可能會出現(xiàn)的問題以及相應的解決方法或建議；
第四步：學生發(fā)表討論結(jié)果；
方案一：
直接提問學生，公布討論結(jié)果。
方案二(此方案適用于程度較好的班級)：
教師設(shè)計一個小型的采訪活動讓學生分角色進行role-play（教師根據(jù)學生的實際語言基礎(chǔ)來要求討論和發(fā)言時使用的語言，應鼓勵學生盡量用英語表達并且提供相關(guān)的句型和詞匯作為提示,如:
Whatkindofpersonareyouaccordingtothesurvey?
Doyouthinkyoucanbeagoodfriendtoothers?Andhow?
Whatdoyouthinkarethebasicelementsweneedtokeepourfriendship?
第五步：教師整理學生討論和發(fā)言的內(nèi)容，并針對友誼這一話題提出自己的看法和建議供學生參考,如：Everyoneneedsfriend.（如果條件允許還可以要求學生在課后將在討論中得出的好方法和建議搜集起來制作成小冊子互相傳閱和學習）。
Pre-reading
第一步：小組討論：Doesafriendalwayshavetobeaperson?Whatelsecanbeyourfriend?
第二步：教師根據(jù)學生的答案引出閱讀部分的話題，可以增加更為具體和深入的問題，如：
Howcananimals/otherthingsbeourfriends?
Whatarethe(dis)advantagesofhaving...tobeourfriends?
UsingLanguage
Listening(Page6)
第一步：個別活動，學生閱讀LisasLetter，了解信的主要內(nèi)容并思考Lisa在信中提出的問題：Idontwanttoendthefriendship,butIhateothersgossiping.WhatshouldIdo?
第二步：兩人活動，學生根據(jù)聽力練習提出的問題做出假設(shè)性回答；
第三步：聽錄音，學生完成聽力練習2、3；（建議聽力材料播放兩遍，第一次播放時要求學生只聽錄音不做題，可以根據(jù)自己的理解和判斷寫下錄音材料中出現(xiàn)的關(guān)鍵詞，在第一遍結(jié)束后歸納出聽力材料的主要內(nèi)容。第二次播放時完成課本的配套練習）
第四步：提問學生，公布答案，并要求學生將正確答案和自己之前的預測作對比，體會合理的邏輯思維在聽力練習中的重要性。（如果有學生在個別詞句上出現(xiàn)沒有聽懂的情況，教師可以在時間允許的情況下重復播放聽力材料的片段或適當加以解釋，幫助學生更好的理解）
Speaking
第一步：小組活動，利用以上聽力部分的題材，討論中學生當前對待友情和愛情的態(tài)度及方式，如:
DoyouhavethesimilarexperienceasLisa?Ifyes,whatdidyoudo?Ifno,canyougivesomeadvicetothestudentswhohavethesameproblemsasLisadoes?
Whatsyouropinionaboutthedifferencesbetweenfriendshipandlove?
Howdoyoujudgetheimportanceoffriendsandyourlovers?Whodoyouthinkaremoreimportant?
Areweteenagersmatureenoughtostartaloveaffair?
Canyousuggestsomeofyourparentsopinionsaboutthismatter?
第二步：教師標明需要運用的詞匯或句型，如：Ithink/suggest/...；inmyopinion；astome；I(dis)agreewithyou.Ithinkso.Iamafraidnot.要求學生以情景表演（如：模擬熱線電話、咨詢心理醫(yī)生或虛擬某公司街頭的問卷調(diào)查）來表達各自對這一話題的觀點（情景的模式可由教師事先設(shè)計安排，也可以由學生自主創(chuàng)造。在表演中，重點強調(diào)對有關(guān)表達個人觀點的句型和詞匯的運用及直接引語和間接引語之間的轉(zhuǎn)換。由于中學生的心理處于比較敏感和特殊的階段，因此，教師在進行這個話題的討論時除了要達到通過課堂討論發(fā)展學生語言表達能力的教學目標以外，還要注意對學生進行適當?shù)男睦硪龑?，糾正學生的某些偏激或不成熟的想法，但也要對學生的觀點表示尊重和理解）；
第三步：教師對口語練習做小結(jié)，并指出值得肯定和需要改進的地方，使學生明確下一階段的學習目標；
Homework:
1.預習本單元的單詞和詞組（參照單詞表）；
2.有條件的班級可以要求學生課后利用互聯(lián)網(wǎng)、圖書館等渠道搜集和第二次世界大戰(zhàn)相關(guān)的知識以幫助理解即將學習的課文。條件有限的地區(qū)可以由老師事先準備相關(guān)的資料發(fā)放給學生作為課后的泛讀資料。（建議選擇英文的資料）
第二、三課時
第二課時ReadingandComprehending
第一步：教師介紹文章的歷史背景和主人公的相關(guān)信息，幫助學生理解課文內(nèi)容。建議課前利用網(wǎng)絡及其他渠道收集一些有關(guān)這篇文章主人公的基本資料，最好包括圖片和文字資料（參考背景資料），讓學生在課堂上進行快速閱讀以了解更多的背景信息；
第二步：學生根據(jù)課本提供的插圖對課文的故事情節(jié)做出想象和假設(shè)（教師要鼓勵學生充分發(fā)揮想象力大膽預測故事情節(jié)）；
第三步：學生獨立閱讀課文，完成Comprehending部分的練習，再由教師對練習答案做簡單的核對和講解；（由于本課時的教學目標是完成對課文內(nèi)容的基本理解，接下來還有一個課時專門用來講解單詞和語法，因此，在這個階段教師不必對課文和練習中出現(xiàn)的生詞、詞組和句型講解得過于詳細）
第四步：講解閱讀中的部分難點；
方案一：
可以開展小組活動，學生互相討論和幫助，講解課文的重、難點。最后再由教師進行修正、整理和補充說明。
方案二：
可以競賽的形式完成課文重、難點的講解：將全班分成四個小組，每組選派兩至三名學生作為代表，回答其它小組提出的問題，每個小組提出的問題數(shù)和回答的質(zhì)量都要計分，最后評選出最佳提問小組和最佳“小老師”（此方案能夠更好地激發(fā)學生提問和積極思考，但在進行過程中要注意對時間和程序的控制，學生提問和講解的時間不要過長，最后教師還應該對學生的講解進行必要的修正和補充）；
第五步：兩人活動，學生組織一段對話，對文章話題進行擴充理解（在設(shè)計問題的時候可以直接利用課本提供的問題：“WhatwouldyoudoifyouareinthesamesituationasAnnandherfamily?Givesomereasons.”。也可以根據(jù)學生的程度做出變化，設(shè)計不同的情景模式，旨在通過設(shè)置這些和實際生活更為接近的話題對文章內(nèi)容進行擴展，如：“Whatwouldyoudoifyouarelostintheforest?orIfyouaretoldtoliveinanisolateislandforayear,whatarethethreethingsyouneedmostandwhatyouaregoingtodotokillthetime?What/Whowillyouchoosetobeyourfriend?”
Homework:
1.閱讀課文，熟悉課文內(nèi)容；
2.教師列出本課中出現(xiàn)的重點詞匯（dosth.onpurpose；inorderto；facetoface；hideaway；setdownaseriesof...；gothrough；dare...etc.），學生組成小組（根據(jù)班級的人數(shù)分成以4-6人為單位的小組），通過討論、查資料等方式獨立歸納重點詞匯的意義和用法。
第三課時
LearningaboutLanguage
DiscoveringUsefulWordsandExpressions(Page4)
第一步：學生獨立完成本部分的練習；
第二步：教師核對答案并對部分重難點進行講解（對單元知識點的講解可以結(jié)合文章中的典型例句和用法，讓學生對課文內(nèi)容和知識點在本單元中的用法掌握得更加牢固。在講解課文單詞意思的時候要注意引導學生學會使用已經(jīng)學過的單詞和詞組來解釋生詞的方法）；
難點詞匯用法的學習，例如：
1.add:add...to；addto；addupto；
eg.Willyoupleaseaddsomemilktomycoffee?
Thelittlebabyaddstoourenjoymentattheparty.
AllthemoneyIhaveinmypocketaddsupto5.
2.crazy:becrazyabout/on;becrazyforsth./sb.;
eg.Hewascrazyabout/onclassicmusicwhenhewasyoung.
Manyyoungcollegestudentsarecrazyforchancestogoabroadforfurthereducation.
Mybrotheriscrazyforthepopband------U2andwillnevermissanyoftheirperformances.
3.suffer:suffersth.;sufferfrom…;
eg.Thecompanysufferedgreatlossintheaircrash.
Heoftensuffersfromheadachesatnight.
4.concern:concernsth.;beconcernedabout/forsb./sth.;
eg.Thiscaseconcernsthegroupofpeoplegreatly.
Ourheadteacherisconcernedaboutourstudyandhealthallthetime.
5.accordingto...;
eg.Accordingtothedoctor,youshouldstayinbedforatleast2days.
Ithinkwedbettersetoffassoonaspossibleaccordingtotheweatherforecast.
6.join:joinsth.;joininsth.;joinsb.insth./doingsth.;
eg.HejoinedthePartywhenhewas18.
CanIjointhegame?
Willyoujoinourteaminplayingfootball?
7.dare:daredo...;daretodo...;
eg.HowdareyousayIamanunfaithfulman?
Ifyoudaredothatagain,Iwillmakeyoufeelsorry.
Hedidntdaretogotherealone.
Iwasgreatlyshockedthatyoudaretoaccusehimofdishonesty.
第三步：學生通過完成練習冊的配套練習（P41Usingwordsandexpressions）鞏固本單元的重點詞匯和表達（教師可根據(jù)情況設(shè)計一些應用這些詞匯和表達的句型或情景模式讓學生進行練習以增強學習效果）。
DiscoveringUsefulStructures(Page5)
第一步：小組活動，學生通過對例句的閱讀分析，結(jié)合初中階段學習的內(nèi)容，嘗試總結(jié)直接引語和間接引語之間轉(zhuǎn)換的規(guī)則，包括不同句型（陳述句、祈使句和疑問句）的轉(zhuǎn)化特點；人稱、時態(tài)以及指示代詞、時間狀語、地點狀語和動詞的變化。教師要根據(jù)直接引語和間接引語之間轉(zhuǎn)換的規(guī)則特點有針對性的準備一些典型例句（具體例句可參照課本P87~89提供的例句），盡量方便學生通過例句來觀察和總結(jié)轉(zhuǎn)換的規(guī)則；
第二步：教師在學生小結(jié)的基礎(chǔ)上利用例句對直接引語和間接引語之間轉(zhuǎn)換的規(guī)則進行修正和補充；
第三步：學生獨立完成課本設(shè)計的鞏固練習（Page5:Exercise2），加強對直接引語和間接引語之間轉(zhuǎn)換規(guī)則的掌握；（為了避免學生在反復練習的過程中感覺枯燥，失去學習的興趣，教師在例句的設(shè)計上要多下功夫，如：可以選擇一些當紅的明星做主語；例句中的談話內(nèi)容也可以使用現(xiàn)下流行的一些話題或時尚用語，如：playingPCgames;shoppingonline;meetingnet-friends等等，以此來激發(fā)學生的學習欲望）
Homework:
1.結(jié)合課堂講解和課后練習復習本課時學習的重、難點詞匯；
2.閱讀課本語法部分的直接引語和間接引語專題講解，更好地鞏固和掌握這一個語言點；
3.根據(jù)學生訂閱的輔導資料布置一定量的有關(guān)直接引語和間接引語之間轉(zhuǎn)換的練習。（如果沒有相關(guān)教輔資料，則建議教師自己準備一定量的練習要求學生完成）
第四、五課時
第四課時Usingstructures
第一步：學生獨立以快速閱讀的方式完成這部分的閱讀理解和課后練習;
第二步：兩人活動，根據(jù)上一節(jié)課學習的直接引語和間接引語之間轉(zhuǎn)換的規(guī)則復述故事。（為了培養(yǎng)學生的邏輯思維和表達的連貫性，教師可以鼓勵學生在第一步快速閱讀的時候列出文章的關(guān)鍵詞，如：arrive；goupstairs；startclearup；sleepatnight；...etc.然后根據(jù)關(guān)鍵詞來重組故事情節(jié)。應該盡量避免照本宣科地復述）
Readingtask(Page44)
第一步：閱讀練習冊中ReadingTask中的短文“FriendshipinHawaii”，理解其大意；
第二步：完成課后設(shè)計的配套練習（Page45:Exercise1and2），通過練習鞏固對課文內(nèi)容的理解；（在練習二中有部分問題的設(shè)計顯得有些抽象模糊，不利于學生思考，如：HowdopeopleinHawaiigetonwithoneanother?HowcanpeopleinHawaiiliveinpeace?教師在實際教學的過程中可根據(jù)具體情況選擇忽略或做適當?shù)母膭樱箚栴}更為明確）
第三步：全班活動，比較中國和Hawaii對待友情的特點和方式（如果學生程度較好，可將話題拓展到比較東、西方文化中對待友誼的差異）；
第四步：要求學生將比較結(jié)果用一段話表達出來；
第五步：如果時間允許，可讓學生根據(jù)討論得出的結(jié)論模擬表演不同地區(qū)，不同文化中朋友們見面的接待方式，活躍課堂氣氛;
Homework:
布置一篇描述友誼的作文讓學生課后完成，作文的題材和具體內(nèi)容不要過分限制，要鼓勵學生鍛煉創(chuàng)造性思維。（也可以將該寫作練習設(shè)計成一個小游戲：先讓學生完成一篇描寫自己好朋友的小作文，但對象要限制在班級以內(nèi)，120字左右，并在下次上課是在課堂上選讀2-3篇文章，讓學生猜測文中的主人公是班上的哪位同學，教師可適當準備一些小獎品作為獎勵）
第五課時
Audio-visuallesson/Listeningandspeaking
有關(guān)這一課時的設(shè)計，不同條件和基礎(chǔ)的班級可以根據(jù)實際情況有自己的選擇。
方案一：（注：此方案不包含視頻內(nèi)容）
第一步：完成語言運用部分的語言表達(Usinglanguage----Speaking)，但是要注意在進行問卷調(diào)查的設(shè)計過程中，教師要對問卷的格式和語言特點做出必要的指導，如：問卷的問題設(shè)計要緊扣主題，語言簡潔、明了，提供的答案也應盡可能包括各種可能的回答。最好能就如何設(shè)計問題才能體現(xiàn)題目中“Designaquestionnairetofindoutwhatkindoffriendsyourclassmatesare.”的要求給學生提示，便于他們更好地完成問卷設(shè)計。
第二步：完成練習冊部分的相關(guān)聽說練習(P41：Listening；Talking；ListeningtaskandSpeakingtask)。鑒于這部分的練習比較簡單，教師可以直接根據(jù)課本設(shè)計的問題來播放錄音帶和提問，無須做過多的擴展。同時，教師還可以根據(jù)課時適當增加一些話題或練習。
方案二：（此方案適用于教學設(shè)備比較完備，程度較好的班級）
第一步：播放一段以講述二戰(zhàn)時期猶太人生活和遭遇的影片讓學生欣賞。（比較有代表性的影片有《鋼琴師》和《辛德勒的名單》）
第二步：小組活動。學生就所欣賞的電影片段發(fā)表個人觀點和看法。在進行這一環(huán)節(jié)時最好能夠根據(jù)所選擇的影片來設(shè)計討論的話題，如選擇《鋼琴師》（建議教師選擇男主人公因形勢所迫不得不獨自封閉在一個小房間里度過漫長戰(zhàn)爭歲月，同時還時刻擔心被納粹分子發(fā)現(xiàn)的片段，讓學生了解單元課文所涉及的歷史背景，體會文章主人公在當時特定環(huán)境下的心理和情感。）教師在學生發(fā)表個人看法時要注意提醒和引導學生靈活運用在本單元學習的能夠表達贊同以及反對的詞組和句型；
第三步：由教師對學生的討論情況和結(jié)果做出評價；（建議以鼓勵為主，最好避免當場糾正學生在表達過程中所犯的語法錯誤，以免打擊學生發(fā)言的積極性和發(fā)言思路，但發(fā)言結(jié)束后還是應該對比較明顯的錯誤進行糾正）
Homework:
要求學生根據(jù)課堂討論的結(jié)果設(shè)計一段對話，主要內(nèi)容是圍繞課堂所欣賞的電影的主題，在對話的設(shè)計中要加入在前幾課學到的詞組、句型以及表達個人觀點的常見用法。