湖北省武汉二中高中英语人教新课标必修1Unit 1 Friendship 课件

人教版高中英语必修一《Friendship》课件一、教学内容本节课选自人教版高中英语必修一《Friendship》一课。

教学内容主要包括：课文阅读、词汇学习、语法讲解、听力训练以及口语表达。

具体章节内容为：Unit 1 Reading and Writing Friendship。

二、教学目标1. 掌握本节课的重点词汇和短语，如：benefit, trustworthy, loyal, bond, treasured等。

2. 能够理解并运用一般现在时和一般过去时描述友谊的特点和经历。

3. 提高学生的阅读理解能力，培养其通过阅读获取信息、解决问题的能力。

三、教学难点与重点1. 教学难点：一般现在时和一般过去时的运用，以及词汇的拓展。

2. 教学重点：阅读理解的提高，以及对友谊主题的表达。

四、教具与学具准备1. 教具：多媒体课件、黑板、粉笔。

2. 学具：课本、笔记本、词典。

五、教学过程1. 导入：通过展示一组关于友谊的图片，引导学生讨论友谊的重要性，激发学生的学习兴趣。

2. 阅读前：简要介绍课文背景，引导学生预测文章内容。

3. 阅读中：引导学生阅读课文，完成相应的阅读任务，如：回答问题、填空、判断正误等。

5. 词汇讲解：结合课文内容，讲解重点词汇和短语，引导学生进行词汇拓展。

6. 语法讲解：讲解一般现在时和一般过去时，通过例句和练习进行巩固。

7. 听力训练：播放与友谊相关的听力材料，让学生完成相应的练习。

8. 口语表达：设置情景，让学生运用所学知识进行口语表达。

六、板书设计1. Friendship2. 重点词汇和短语：benefit, trustworthy, loyal, bond, treasured等。

3. 语法：一般现在时和一般过去时。

4. 友谊的特点和表达。

七、作业设计1. 作业题目：（1）根据课文内容，用一般现在时和一般过去时描述你的一个朋友。

（2）写一篇关于友谊的短文，不少于80词。

2. 答案：（1）My best friend is loyal and trustworthy. We have known each other since primary school. We often spend timetogether, chatting and sharing our happiness and sadness. (一般现在时)（2）I met my best friend in middle school. We were in the same class and often helped each other with our studies. Although we are now in different schools, we still keep in touch and treasure our friendship. (一般过去时)八、课后反思及拓展延伸1. 反思：关注学生在课堂上的表现，及时发现问题，调整教学方法，提高教学效果。

Teaching Plan新课程标准实验教材高中英语必修1Unit One: FriendshipPeriod Two :Reading一、教材分析本节课是新课程标准实验教材高中英语必修1第一单元的第二课时，中心话题是友谊, 贴近学生生活。

阅读〔Reading〕局部摘自?安妮日记?，讲述了犹太女孩安妮把日记作为朋友，倾诉自己内心感受的一段故事：二战中为躲避纳粹党的迫害，她和家人不得不藏身于荷兰阿姆斯特丹的一个小阁楼里，不能与外界接触，周围又没有可以推心置腹，与之深谈的朋友。

孤独之中她将日记作为朋友倾诉衷肠，在写日记的过程中寻求解决问题的方法。

二、教学目标根据?新课程标准?总目标的描述，结合高一学生实际和本课时的教学内容，按照知识与技能，情感与态度，过程与方法，将本节课的教学目标确定如下：1.Target languages：掌握重点词汇、短语和重点句子。

2.Ability goals1).Promote the students’ abilities of reading comprehension .2).Arouse students’ sense of valuing present life and getting along well with others.三、教学重难点Important and difficult teaching points1.Help students improve their reading ability and skills.2.Help students realize the importance of valuing present life and getting along well with others.四、教学过程设计与安排Teaching procedures:Step One Leading inWhat do you think a good friend should be like?【教师点评】此问题是让学生用上节课所学到的单词或短语来描述他们心目中的朋友。

高中英语必修1（人教新课标）Unit 1 Friendship知识点总结一、重点词汇1. survey 调查·原文再现Do the following survey.做下面的调查。

·基本用法n. 民意调查，民意测验，常用于结构make a survey of sth，表示“调查某事物”。

（名词复数:surveys ）The reporter made a survey of river pollution.记者对河流污染进行了调查。

·知识拓展----其他词性v. survey 查看，审视，眺望（风景等）The next morning we surveyed the damage caused by the fire.次日早晨我们查看了火灾的损失情况。

2. add v.增加，加·原文再现Add up your score and see how many points you get.把你的得分加起来看看有多少。

·基本用法add vt./vi. 增加，增添”。

If you add 4 to 5, you get 9.四加五等于九。

·知识拓展词义辨析 add to/ add....to.../add up(together) /add up to(1). add to指的是“增添，增加，增进”。

The bad weather added to our difficulties．恶劣的天气增加了我们的困难。

(2). add... to...指的是“把……加到……上”, 是把前一项加到后一项之后或之中。

If you want to eat hot things, you can add red pepper to them.如果你想吃辣的，你可以加些红辣椒。

(3). add up 指的是“加起来”。

Add your scores up and you will see who won.把你们的分数相加，看看谁赢了。

高二英语教案：Unit1 Friendship 新人教版必修1 （Teaching aims and demands）Period OneStep1. Warm-upBrainstorming: let Students say some words about friendship –honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….Step 2. Talk about your old friends1. Students talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.2. Self-introductionStep 3. Make new friends. Report to the class students: who will probably be your friend and why.Step 4. Do a surveyStudents do the survey in the text ,P1Sep 5. Listening and talkingDo Wb P41 (Talking). While Students listen to the material, ask them to take notes about the speaker’s views of making friends.When Students make their conversations, ask them to try to use the following expressions.I think so. / I don’t think so. I agree. / I don’t agree.That’s correct. Of course not. Exactly. I’m afraid not.Step 6. DiscussionDivide Students four in one group and each group choose a topic to discuss. There are four topics.Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?Topic 3: Does a friend always have to be a person? Who else can be your friend? Why?Topic 4: List some qualities of a person who does not make friends easily.Step 7. Summary1. Ask Students themselves to summarize what is friendship and what is the mostimportant in making friends.3. Tell Students: make new friends and keep the old; one is silver and the other is gold.Step 8. EvaluationStudents finish the following evaluation form. Standard: A, B,CHomework:1. Look up the new words and expressions in warming up and pre-reading in a dictionary.2. Write a short passage about your best friend.Period TwoStep1.Warming UpActivity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or Tv at home.How would you feel?What would you do?Four students a group discuss with each other for 2 minutes.Activity2: Play a short part of the movie Schindler’s ListStep2. PredictingStudents read the title of the passage and observe the pictures and the outline of it to guess:Who is Anne’s best friend?What will happen in the pastsage?Step3. SkimmingStudents skim the passage in 2 minutes to get the main idea :Who is Anne’s best friend?When did the story happen?Step4. Intensive readingStudents work in group of four to discuss the following open questions:1.Why did the windows stay closed?2.How did Anne feel?3.What do you think of Anne?4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文).5.Which sentences attract you in the passage?Step5. ActivityFour students a group to discuss the situation:Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.What will you take? Why?How will you spend the 3 months?How will you treat each other and make friends ?Step6.AssignmentTask1.Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.Homework:Task2.Ex2.3on Page3PeriodThreeStep 1. Warming UpCheck the Students’ assignment: task 2Step 2. Language points:1.add (v.)1). To put together with something else so as to increase the number, size,importance, etc.增加，添加Please add something to what I’ve said, John.2). To join numbers, amount, etc so as to find the total 相加Add up these figures for me, please.add to something: to increase 增加What he did has added to out difficulties.add up to: to amount to 加起来等于；总计The cost added up to 100 million yuan.2. cheat v. 1). To act in a dishonest way in order to win 欺骗；作弊2). (of, out of) to take from (someone) in a dishonest way 骗取They cheated the old woman out of her money by maki ng her sign a document she didn’t understand.n. 1). an act of cheating 作弊行为2). one who cheats 骗子3. go through1). To examine carefully 仔细阅读或研究I went through the students’ papers last night.2). To experience 经历，遭受或忍受You really don’t kno w what we went through while working on this project.4. crazy (adj.)1). mad, foolish 疯狂的，愚蠢的It’s crazy to go out in such hot weather.2). wildly excited; very interested 狂热的，着迷的She is crazy about dancing.5. lonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的He has been very lonely since his wife left him.lonely/alonealone1). without or separated from others 单独的She lives alone.2). only 仅仅，只有。

人教版高中英语必修1教案Unit,1,Friendship篇一：人教版高中英语必修1全册~5全册新课标高中英语1〔必修〕教学与案例Unit 1(1) 课题：Friendship(2) 教材分析与学生分析：本单元的中心话题是“友谊〞，几乎所有的内容都是围绕这一中心话题展开的。

Warming Up局部以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；Pre-Reading局部的几个问题启发学生对“友谊〞和“朋友〞进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；Reading局部Anne‘s Best Friend以日记形式讲述了犹太女孩安妮的故事；Comprehending局部通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 局部教学本课重点词汇和重点语法工程。

(3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading The second period： ReadingThe third period: GrammarThe forth Period：ListeningThe fifth period: Writing(4)教学目标：① 知识与技能：Talk about friends and friendship; Practise talking aboutagreement and disagreement, giving advice and making decisions; Use directspeech and indirect speech; Learn to write an essay to express and supportan opinion.② 过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。

Unit Friendship一、Analysis of the MaterialThis unit carried out various kinds of teaching activitiescontent involved in this around the topic of “friendship”.Theunit include : why do we need friend?How to make friends with others?The way to express and build relationshipSo the students will be able to know the rich connotation of friendship. It will also enhance the Ss’　u nderstanding of friendship.So they can talk about this topic with their friends freely.This is my Ss’　f irst English class in senior high school.Whether this class is successful or has a direct effect onthe students’ English learning interest in the future. So this class is very important.二、Analysis of the studentsMy students are first-grade students of senior high school.They have been learning English in junior high schooland have accumulated a certain number of vocabularies.They have mastered some simple learning strategies and skills with a preliminary ability of speaking and writing.However, the differences in students’ personality and English proficiency arevery large. So my teaching design should have gradient to meet the need of different student.As a language, the most basic function of English is human communication.But the general condition of Chinese students is that they do not want to speak English.So in my class, I strongly recommend the students to speak up to practice their oral English.三、Teaching objectives1.The Ss will learn the new words, grammar and useful expression in this text.2.The Ss will learn some basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson.Reading skills for Ss including( predicting, skimming, scanning and careful reading.)3.The Ss will have a better understanding of the importance of friendship. Encourage the Ss to value the friendship.四、Teaching key points and difficult pointsKey points: Learn the use of direct speech and indirect speed of statement and question. Learn how to express agreement and disagreement.Difficult points: Train the Ss to sum up the information obtained from the text and speak out in their own words.五、Teaching MethodsAccording to the psychological characteristics of high school Ss, the teacher should adopt various forms of teaching methods, and Ss should participate in the class activity, in orderto stimulate Ss’ interest, so that they will learn to participate in and learn from participation. I decide to use the following teaching methods.1.Task-based learningfor example: Let the Ss complete some reading tasks.2.Cooperative learningfor example: group discussion六、Teaching proceduresStep 1 Lead inAt the beginning of the class, I will introduce some proverbto the Ss. Such as:A life without a friend is a life without a sun.A friend in need is a friend indeed.You can buy friendship with friendship, but never with dollars.general views on friend andSo the Ss will know people’sfriendship.Purpose: to introduce the proverb is to introduce the topic to theSs in a interesting way. And it can also develop the S s’ habit ofaccumulating language.Step 2 Warming up(1) I will ask the students to discuss some questions in groups. After a few minutes, I will ask the group leader to report theirv iew on answers. This part is designed to know the Ss’　friendship. It is also a preparation for the survey of next stage. If the time permitted, I will ask the Ss to write their answers on the blackboard.S1 S2 S3NamesQuestionsA.Are you good atmaking friends?B.Do you havefriends?C.What are the specialqualities of your bestfriend?D.What do you wantfrom a friend?(2)Let the Ss fill in the survey in the Ss book. Then I will analyze and give comments on students’ answers. Purpose:So I will have an In-depth understanding of each attitude towards friends, and help Ss to examine student’sthemselves, to guide Ss to form the correct values and principle. Step 3 Pre-readingGroup discussion: divide the students in to groups to discuss thefollowing questions.1.Why do you needs friends? Make a list of reasons why friendsare important to you?2.What else can be our friends besides human beings?3.Look at the title and skim the first paragraph of the text to findwhat Anne ’s best friend is.(1)For the first question, I will guide the Ss to use the mind-mapto list why friends are important to us. This thinking process,which is very effective learning strategy, can open Ss mind at alarge extent. Next, I will ask the Ss to discuss. At last, I will simup the Ss opinions.(2)For the second question, I will use the methods of brainstorming.(3)For the third question, I will ask the Ss to read the firstparagraph quickly to find out who was Anne ’s best friend. This question forms a transition between the pre-reading and the text.My best friend oftenhelps me with mystudies. We play baseball together. We...Friends are helpful. Friends are good company. Friendsare important.It introduce a important reading skill-skimming which, if well learned, could be very useful in saving time when looking for information in a text.attention on theThe purpose: is to begin to focus student’smain topic of the reading passage. It prepares Ss to think critically about the topic and provide then with the opportunityto connect some aspect of the topic to their own lives.Step 4 While-reading(1)SkimmingFirst, I will introduce some skimming skills to the Ss.Read the titleRead the introduction of the first paragraphRead the first sentence of each paragraphRead the headings and sub-headingsNotice any pictures and chartsRead the summary or last paragraphA.Let the student read the passage of Anne’s best friend, which is the background information of the diary.B.Let the Ss to read Anne’s diary quickly to know the main idea of the diary. Encourage the Ss to list some new words in passage.(2)ScanningA: Read the text again and jion the correct parts of the sentences.friends1.Anne kept a diary because A she couldn’t meet her2.She felt very lonely because B.Jews were caught by Nazisand killed3.They had to hide because C.she could tell everything to it4.Anne named her diary Kitty D.she wanted it to bebecause her best friend.B: Let the Ss read the text and again to grasp the key information and main idea of each paragraph. After that, complete the following questions and write down the main ideaof each paragraph.Para.One: Anne made her diary her best friend whom she could tell everything. Para.Two: Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.Para.Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.(3)Careful readingRead the passage again carefully and answer the following questions.1.About how long had Anne and her family been in the hiding place when she wrote this part of her dairy?2.How did Anne feel about nature before she and her family hid away?3.Why do you think her feelings changed towards nature?4.Why did Anne no longer just like looking at the nature out of the window?(4)Words and GrammarI will teach new words in the passage to help them understand the passage. And I will also introduce the direct speech and indirect speech to the students.Purpose:To develop Ss’basic reading skills of skimming, scanning and careful reading and the ability to catch the main idea of the passageStep 5 Post-readingAsk them the question:1.Imagine you had to go into hiding like Anne and her family.What would you mist most?Give your reasons.Let the Ss discuss in groups and make a list of things they would do.Each group can decide its most interesting idea and tell it to the class.Then the class can discuss which ones would be the most effective.Purpose: Enable Ss to experience the context, practice language and form emotional attitude through learning language. Through the discussion the Ss can feel Anne’S longing for free life and friendship. By reflecting on their own life status, they will cherish life more and keep optimistic attitude towards life.Step 6 Homework1.Prepare to retell the story.2.Find out the important language points in the passage and preview them.Purpose: To improve the Ss oral English and consolidate their knowledge.七、板书设计The purpose of this step is。

高中英语必修1第一单元课文friendship精品课件一、教学内容本节课，我们将深入探讨高中英语必修1第一单元课文《friendship》。

具体内容包括：课文A阅读理解，分析作者对友谊看法和观点；同时，结合教材第1章语法知识点，掌握一般现在时和现在进行时用法。

二、教学目标1. 让学生理解并掌握课文内容，提高阅读理解能力。

2. 通过对课文分析，使学生认识到友谊重要性，学会珍惜友谊。

3. 掌握一般现在时和现在进行时用法，并能运用到实际语境中。

三、教学难点与重点1. 教学难点：一般现在时和现在进行时用法区别。

2. 教学重点：课文内容理解和友谊价值观引导。

四、教具与学具准备1. 教具：PPT课件、黑板、粉笔。

2. 学具：课本、练习本、笔。

五、教学过程1. 导入：通过展示一组关于友谊图片，引导学生思考友谊意义，激发学习兴趣。

2. 课文阅读：让学生阅读课文A，并回答相关问题，检查阅读理解情况。

3. 语法讲解：结合教材第1章，讲解一般现在时和现在进行时用法，并通过例句进行解释。

4. 例题讲解：针对语法知识点，给出典型例题，进行讲解和解析。

5. 随堂练习：让学生进行随堂练习，巩固所学知识。

6. 小组讨论：分组讨论友谊重要性，分享彼此看法和经历。

六、板书设计1. 课文Friendship2. 语法知识点：一般现在时、现在进行时3. 例题：一般现在时和现在进行时转换4. 友谊重要性七、作业设计1. 作业题目：（1）根据课文内容，用一般现在时和现在进行时改写下列句子。

（2）以“我友谊观”为主题，写一篇短文，不少于100词。

答案：（1）略（2）略八、课后反思及拓展延伸本节课通过课文阅读、语法讲解、例题分析和随堂练习，使学生掌握友谊重要性以及一般现在时和现在进行时用法。

课后，教师应关注学生作业完成情况，及时进行反馈和指导。

同时，可引导学生关注现实生活中友谊问题，将所学知识拓展到实际情境中，提高学生英语应用能力。

重点和难点解析一、课文内容理解和引导课文《friendship》不仅是一篇语言学习材料，更承载深厚情感价值。

Unit Friendship一、Analysis of the MaterialThis unit carried out various kinds of teaching activities around the topic of “friendship〞.The content involved in this unit include : why do we need friend?How to make friends with others?The way to express and build relationship So the students will be able to know the rich connotation of friendship. It will also enhance the Ss’ understanding of friendship.So they can talk about this topic with their friends freely.This is my Ss’ first English class in senior high school.Whether this class is successful or has a direct effect on the students’ English learning interest in the future. So this class is very important.二、Analysis of the studentsMy students are first-grade students of senior high school.They have been learning English in junior high school and have accumulated a certain number of vocabularies.They have mastered some simple learning strategies and skills with a preliminary ability of speaking and writing.However, the differences in students’ personality and English proficiency arevery large. So my teaching design should have gradient to meet the need of different student.As a language, the most basic function of English is human communication.But the general condition of Chinese students is that they do not want to speak English.So in my class, I strongly recommend the students to speak up to practice their oral English.三、Teaching objectives1.The Ss will learn the new words, grammar and useful expression in this text.2.The Ss will learn some basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson.Reading skills for Ss including( predicting, skimming, scanning and careful reading.)3.The Ss will have a better understanding of the importance of friendship. Encourage the Ss to value the friendship.四、Teaching key points and difficult pointsKey points: Learn the use of direct speech and indirect speed of statement and question. Learn how to express agreement and disagreement.Difficult points: Train the Ss to sum up the information obtained from the text and speak out in their own words.五、Teaching MethodsAccording to the psychological characteristics of high school Ss, the teacher should adopt various forms of teaching methods, and Ss should participate in the class activity, in order to stimulate Ss’ interest, so that they will learn to participate in and learn from participation. I decide to use the following teaching methods.1.Task-based learningfor example: Let the Ss complete some reading tasks.2.Cooperative learningfor example: group discussion六、Teaching proceduresStep 1 Lead inAt the beginning of the class, I will introduce some proverb to the Ss. Such as:A life without a friend is a life without a sun.A friend in need is a friend indeed.You can buy friendship with friendship, but never with dollars. So the Ss will know people’s general views on friend and friendship.Purpose: to introduce the proverb is to introduce the topic to the Ss in a interesting way. And it can also develop the S s’ habit ofaccumulating language.Step 2 Warming up(1) I will ask the students to discuss some questions in groups. After a few minutes, I will ask the group leader to report their answers. This part is designed to know the Ss’ view on friendship. It is also a preparation for the survey of next stage. If the time permitted, I will ask the Ss to write their answers on the blackboard.(2)Let the Ss fill in the survey in the Ss book. Then I will analyze and give comments on students’ answers.Purpose:So I will have an In-depth understanding of each student’s attitude towards friends, and help Ss to examine themselves, to guide Ss to form the correct values and principle. Step 3 Pre-readingGroup discussion: divide the students in to groups to discuss the following questions.1.Why do you needs friends? Make a list of reasons why friends are important to you?2.What else can be our friends besides human beings?3.Look at the title and skim the first paragraph of the text to find what Anne’s best friend is.(1)For the first question, I will guide the Ss to use the mind-map to list why friends are important to us. This thinking process, which is very effective learning strategy, can open Ss mind at a large extent. Next, I will ask the Ss to discuss. At last, I will sim up the Ss opinions.(2)For the second question, I will use the methods of brain storming.(3)For the third question, I will ask the Ss to read the first paragraph quickly to find out who was Anne’s best friend. This question forms a transition between the pre-reading and the text.It introduce a important reading skill-skimming which, if well learned, could be very useful in saving time when looking for information in a text.The purpose: is to begin to focus student’s attention on the main topic of the reading passage. It prepares Ss to think critically about the topic and provide then with the opportunity to connect some aspect of the topic to their own lives.Step 4 While-reading(1)SkimmingFirst, I will introduce some skimming skills to the Ss.●Read the title●Read the introduction of the first paragraph●Read the first sentence of each paragraph●Read the headings and sub-headings●Notice any pictures and charts●Read the summary or last paragraphA.Let the student read the passage of Anne’s best friend, which is the background information of the diary.B.Let the Ss to read Anne’s diary quickly to know the main idea of the diary. Encourage the Ss to list some new words in passage.(2)ScanningA: Read the text again and jion the correct parts of the sentences.1.Anne kept a diary because A she couldn’t meet her friends2.She felt very lonely because B.Jews were caught by Nazisand killed3.They had to hide because C.she could tell everything to it4.Anne named her diary Kitty D.she wanted it to bebecause her best friend.B: Let the Ss read the text and again to grasp the key information and main idea of each paragraph. After that, complete the following questions and write down the main idea of each paragraph.(3)Careful readingRead the passage again carefully and answer the following questions.1.About how long had Anne and her family been in the hiding place when she wrote this part of her dairy?2.How did Anne feel about nature before she and her family hid away?3.Why do you think her feelings changed towards nature?4.Why did Anne no longer just like looking at the nature out of the window?(4)Words and GrammarI will teach new words in the passage to help them understand the passage. And I will also introduce the direct speech and indirect speech to the students.Purpose:To develop Ss’basic reading skills of skimming, scanning and careful reading and the ability to catch the main idea of the passageStep 5 Post-readingAsk them the question:1.Imagine you had to go into hiding like Anne and her family.What would you mist most?Give your reasons.Let the Ss discuss in groups and make a list of things they would do.Each group can decide its most interesting idea and tell it to the class.Then the class can discuss which ones would be the most effective.Purpose: Enable Ss to experience the context, practice language and form emotional attitude through learning language. Through the discussion the Ss can feel Anne’S longing for free life and friendship. By reflecting on their own life status, they will cherish life more and keep optimistic attitude towards life.Step 6 Homework1.Prepare to retell the story.2.Find out the important language points in the passage and preview them.Purpose: To improve the Ss oral English and consolidate their knowledge.七、板书设计The purpose of this step is。

人教新标英语必修1全册精品教案( Unit 1 Friendship)Unit1FriendshipPartne:TeahingDesignPerid1:Asapleles snplanfrreadingAisTtalabutfriendshipTreadabutfriend shipPreduresIaringup1aringupbassessingAltfpeplehave nlfepssibilitiesfgettingfeedbaabuttheirnpersnalitIn thisexeriseuillhavethepprtunittgetsefeedbaandtdisus sitithapartnerhileparingurutualudgeents,ertainpreud iesrisunderstandingsaappear,aspepleftendntneahthert hrughlenughtudgethersrretlTrtbehnest!Selfassessentf thefllingharateristishsethatarepartiularlappliablet upersnallsiable,hnest,friendl,easging,nervus,pen-in ded,anxius,areful,talented,talative,ns,thughtful,ge nerus,arefree,pessiisti,peaeful,ptiisti,interesting ,reliable,helpful,ative,areless,aring,exat,adventur us,iaginative,ht-blded,ell-rganised,trustrth,patien t,respnsible,utging,ind,brave,ar-hearted,selfless,t lerantPartnerassessentNhseharateristifeatureshihuth inareespeiallappliableturpartnersiable,hnest,friend l,easging,nervus,pen-inded,anxius,areful,talented,t alative,ns,thughtful,generus,arefree,pessiisti,peae ful,ptiisti,interesting,reliable,helpful,ative,areless,aring,exat,adventurus,iaginative,ht-blded,ell-r ganised,trustrth,patient,respnsible,utging,ind,brav e,ar-hearted,selfless,tlerant2aringupbdesribingHave thestudentsgetintgrupsffurtdesribetheirnidealfriend IndividualstudentsustdeidenTPharateradetivesthatuld beusedtdesribetheidealfriendandinsistthehavegdreasn sfrtheirhieThenletthegrupleadergivethelassadesripti nftheiridealfriend3Furtherapplinguaalshavethestuden tsdthesurveinthetextb,fllingthestepsbel1Getthestudentstaealistfthreequalitiesagdfriendshuld have2Havethestudentsgetintgrupsffurtfinduthateahhasliste d3Haveaeberfeahgrupreprtnhattheirlistshaveinnandlistt henthebard4Asthelasshetherrnttheagreeithallthequalitieslisted Thenhavethestudentsdthesurveinthetextb6Havethestudentssretheirsurveardingtthesringsheetnpa ge87Theteaherassestudentshanpintsthegtfrthesurveandasse sstheirvaluesffriendship:★4~7pints:uarentagdfriendueithernegleturfriend’sneedsrustdhathe/sheantsutdushuldthinreabuthatagdfr iendneedstd★8~12pints:uareagdfriendbutusetiesleturfriendshipbee tiprtant,rufailtshenughnernfrurfriend’sneedsandfeelingsTrtstrieabalanebeteenurfriend’sneedsandurnrespnsibilities★13+pints:uareanexellentfriendhregnizesthattbeagdfri enduneedbalaneurneedsandurfriend’selldneIIPre-readingTfustheStudents’attentinntheaintpifthereadingpassageTativatetheirpr eviusnledgenthetpiIIITalingandsharingringrupsffurTe llurgrupateshurefletnthesequestins1hduneedfriends?aealistfreasnshfriendsareiprtanttu2hatduthinagdfriendshuldbelie?Listhatagdfriendshulddandsharethelistithurpartners3Desafriendalashavetbeapersn?hatelseanbeafriend?4Duthinadiaranbeeurfriend?hrhnt?Instrutins:Theteaher angiveeahgrupnefthesequestinsabvettalabutThenletthe lasssharetheirideasIt’sbettertstiulatethestudentsthallengetheirlassates’pininsabutthesequestinsPssibleansersQ1:ReasnsIneedf riends:※tpeithstressfulsituatinsinlife※tsharerriesandseretsininnerrld※tshnernfrtherpeple※tlettherpeplesharehappiness※tunfldttherpepletheseretsinheartQ2:Agdfriendshuld:※tellethetruth※begdte※beillingtnsiderraeptthers’ideasrpinins※beillingthelpthers※begd-tepered※thinabuthatthersneedandtrthelpthe※belalttheirrespnsibilit※nteasilupset※beut-ging※betlerant※beselflessQ3:hatelseanbeafriend?AnsersanbevariusQ4: Students’ansersavarbutustinludeareasnesIthinitanbe,beauseIan setdnhIfeeleverdaindiar,andlettherpeplereadittshare feelingssetielaterAbveall,itfeelsgdtritednthughtsan dfeelingnpaperhenIasadrlnelIVReading1Lingandguessin grinpairsLatthepituresandtheheadingandguesshatthete xtightbeabut1)Iaginehatitightbelieifuhadtstainurbed rfrahleearuuldntleaveiteventgtthertgetaupfteaHulduf eel?2)hatulduhseifuarenlalledthavefivethingsithuint hehidingplaebeausethereisverlittler?2Readingtsuaris etheainideafeahparagraphSithetextandsuarisetheainid eafeahparagraphinnesenteneParane:Anneadeherdiarherb estfriendhsheuldtelleverthingParaTAnne’sdiaratedashertruefriendduringthetiesheandherfailha dthideaafralngtieParaThree:Havingbeeneptindrsfrslng,Annegresrazabuteverthingtdithnature3LanguagefusNex tuaretreadandunderlinealltheusefulexpressinsrllatin sinthepassageptheturntebafterlassasherlaughat,gthru gh,ae/all++Nun,hideaa,setdn,grrazabut,dith…,therea satiehen…,eepsbspellbund,npurpse,inrdertdsth,fart+ ad/adv,happentdsth,itasthefirst/sendtiethat…,faetf aeVlsingdnlsingdnbdingexerisesTendthelessnuaretdthe prehendingExerises1and2lsingdnbdisussinfideasringru psffurDisusstheideasputfrardinthereadingpassageItde sntatterhetheruagreerdisagreehatisiprtantisthatushu ldhaveareasnfrhatusaAlsuanputfrardurnideas,eitherri tiisingthetextrusingitasasupprt:★hatuldudifurfaileregingtbeilledustbeausethedidsethi ngtheEperrdidntlie?★hereulduplanthide?★Hulduarrangetgetfdgiventueverda?hatuldudtpassthetie?LanguagehunsfrUnit1Friendshipaddup,getsthdne,alsbd ne,havegtt,gnhlida,talaref,althedg,getlse,pafrsth,h eatintheexa,shuldhavedne,seneelse’s,laughat,gthrugh,hideaa,setdn,aseriesf,ahidingplae,Inderif…,gr/be/beerazabut,uldhavedne,eepsbspellbu nd,eepding,staaae,npurpse,inrdert,bneself,fartuh,it asthefirsttiethat…,faetfae,feellnel/sitalne,savene’slife,benernedabut,ithsanlthesn,havetrubleithsb,att heent,getalngithsb/sth,ending,be/bee/aefriendsith,b e/fallinlve,trsthutnsbasfradvie,givesbseadvien…,ae aneffrttdsth,ininsth,shne’sinterestin,farandide,paattentint,ltne’snnern,sharene’sthughtsandfeelingsithsb,etanlusin,bepreparedtdsth, aheart-t-hearttal,hurtne’sfeelings,hangene’sind,liveinpeae,gnapini,getaaith,feelathe,inneedPer id2:AsaplelessnplanfrLearningabutLanguagestateents& ap;questins)AisTdisverusefulrdsandexpressinsTdisver usefulstruturesPreduresIaringuparingupbdisveringuse fulrdsandexpressinsTurntpage4anddExerises1,2,3and4f irstThenheuransersithurlasspartnerIILearningabutgra ar:DiretandIndiretSpeeh1DiretSpeehIndiretspeeh,ther iginalspeaer'sexatrdsaregivenandareindiatedbqutatin ars★“Idn’tnhattd,”saidDeanInsegraarbs,‘saidDean’isreferredtasareprtinglause“Idn'tnhattd,”isreferredtasthereprtedlause2IndiretSpeehInindirets peeh,theexateaningfthespeaer’srdsisgiven,buttheexatrdsarentdiretlquted★Deansaidthathedidn’tnhattdTnvertdiretspeehintindiretspeeh:Iftheainverb ispasttense,presenttenseverbsin‘thatlause’ustalsbehangedtpasttenseDeansaidthathedidn’tnhattdFirstandsendpersnprnunsustbehangedtthirdpers nprnunsDeansaidthathedidn’tnhattd3IndiretQuestinsDiretquestin:“Didaraa’shrseinaprize?”enasedIndiretquestins:enasedhetheraraa’shrsehadnaprizeThesaerulesappltindiretquestinsastin diretstateentsThediffereneisthatah-lauseisusedinste adfathatlauseDiretquestin:“hn’tuarre?”asedDnaldIndiretquestin:Dnaldasedherhsheuldn’tarrhiIntellingastrrreuntingevents,aspeaerusingdire tspeehhasalltheresuresfintnatintprduealivelauntBeau seindiretspeehisalasspeehreprtedbseneelse,theauntis rereservedandrestrained“hatshalled?”asedBev“Dn’trr,Bev,”saidDunan,“I’vegtaplan”BevasedDunanhattheshulddHetldhernttrrandthathehadgt aplanTheabilitthangediretspeehintindiretspeehisause fulsillfrthseengagedintaingtheinutesfaeetingrreprti ngneventsDiretspeeh:“Firstfall,IuldlietthaneverbdhhelpediththefairTheresultserevergd,andeillnbeabletbutreputers”Indiretspeeh:Theprinipalsaidthatheuldlietthaneverbd hhadhelpediththefairHeannunedthattheresultserevergd andthattheshluldnbeabletbutreputersIIIDisveringrdsa ndexpressinsDexerises1,2,3and4npage4andheurrithurpa rtner’sIVDisveringstruturesDexerise1and2heurrithurpartner’sPerid3:AsaplelessnplanfrUsingLanguageAisTlistental etterabutfriendshipTspeaabutaquestinnaireabutfriend shipTriteadvieabutfriendshipTriteafelinesdesribinga friendPreduresIaringup1Readthelettertissangandfindu thatasupsettingLisa2Listenthatissangsas,andthenanse rthequestinsinExerise23Listentthetapeagainandtrtspe lluttheissingrdsinEx3IITalingabutdesigningaquestinn 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人教版高二英语必修1课件：《Unit 1Friendship》机遇、运气都是给有预备的人的，勤奋和努力是必不行少的。

下面课件网为您推举人教版高二英语必修1课件：《Unit 1 Friendship》。

〔1〕课题：Friendship〔2〕教材分析与学生分析：本单元的中心话题是"友情'，几乎全部的内容都是围绕这一中心话题展开的。

Warming Up部分以调查问卷的形式引导学生了解日常生活中伴侣之间发生的真实问题以及解决这些问题的方法；Pre-Reading部分的几个问题启发学生对"友情'和"伴侣'进行思索，使学生明确不仅人与人之间可以做伴侣，日记也可以成为人们的伴侣；Reading部分Annes Best Friend以日记形式讲解并描述了犹太女孩安妮的故事；Comprehending部分通过连句、多项选择和问答形式关心学生对课文内容、详情进行更深入的理解；Using about Language 部分教学本课重点词汇和重点语法项目。

〔3〕课时支配：The first period: Speaking: Warming Up and Pre-Reading The second period：ReadingThe third period: GrammarThe forth Period：ListeningThe fifth period: Writing〔4〕教学目标：①学问与技能：Talk about friends and friendship；Practise talking about agreement and disagreement，giving advice and making decisions；Use direct speech and indirect speech；Learn to write an essay to express and support an opinion.②过程与方法：本单元在读前阶段就提出问题，让学生思索是不是只有人与人之间才能交伴侣，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交伴侣。