英语：unit2 friendship教案(冀教版必修1)

Unit 2 Friendship-Grammar学案一、关系代词1. that既可代表事物也可代表人，which代表事物；它们在从句中作主语或宾语，that在从句中作宾语时常可省略关系词，which在从句中作宾语也可以省略。

[eg：this is your book （which）you want。

]而且，如果which在从句中作“不及物动词＋介词”的介词的宾语，注意介词不要丢掉，而且介词总是放在关系代词which的前边，但有的则放在它原来的位置2. which作宾语时，根据先行词与定语从句之间的语义关系，先行词与which之间的介词不能丢3. 代表物时多用which，但在带有下列词的句子中用that而不用which，这些词包括当先行词是anything, everything, nothing ,few, all, none, little, some等不定代词时，或者是由every, any, all, some, no, little, few, much等修饰时等，这时的that常被省略还有先行词前有序数词或形容词最高级修饰时,或先行词就是序数词或最高级时.以及先行词中既有人又有物时.还有句中前面有which时,都只能用that4. who和whom引导的从句用来修饰人，分别作从句中的主语和宾语，whom作宾语时，要注意它可以作动词的宾语也可以作介词的宾语二、关系副词关系副词=介词+关系代词why=for whichwhere=to whichwhen=during whichwhose=of which1. where是关系副词，用来表示地点的定语从句2. when引导定语从句表示时间［注］值得一提的是，表示时间“ti m e"一词的定语从句只用when引导，有时不用任何关系代词，当然也不用that引导By the time you arrive in London, we will have stayed there for two weeks. I stillremember the first time I met her. Each time he goes to business trip, he brings a lot ofliving necessities, such as towers, soap, toothbrush etc.3. whose是关系代词，修饰名词作定语，相当于所修饰成分的前置所有格.它引导的从句可以修饰人和物, 当它引导的从句修饰物体时, 可以与of which 调换,表达的意思一样.4. 当从句的逻辑主语是some, any, no, somebody, anybody, nobody, something, anything, everything或nothing时，常用there is来引导There is somebody here who wants to speak to you. 这里有人要和你说话Some exercises1.The teacher has two children, ___ are doctors.A.both of themB. both of the childrenC,both of whom D. both of who2.Do you still remember the chicken farm___ we visited three months ago?A.whereB. whenC. thatD.what3.George Orwell,____was Eric Arthur,wrote many political novels and essays.A. the real nameB. what his real nameC. his real nameD. whose real name4.Madame Curie,for___life had once been very hard ,was successful later.A.whomB.whoseC.whichD.that5. Women ___drink more than two cups of coffee a day have a greater chance of having heart disease than those _____don’t.A. who; /B. /; whoC. who; whoD. /; /6.He was educated at a local grammar school,___he went on to Cambridge.A. from whichB. after thatC. after whichD. from which7.I still remember the persons and things___we talked about last week.A.whoB. whomC. thatD. which8.The man,___car was parked on the wrong side of the road ,had to pay a fine.A. whomB. hisC. whoseD. which9.He has to work on Sundays,____he doesn’t like.A. and whichB. whichC. and whenD. when10. Children, in my opinion,____creative ability is unthinkably rich,____is seldom taken notice of by us ,should be trained in that area.A. which; thatB. which; which C, whose; which D. whose; thatAnswers: CCDACCCCBC。

河北省高一英语必修1 Unit1《Friendship》全套教案教学目标Knowledge aims:1. Get the students to learn the following useful new words and expressions:reason list share feeling Netherlands German series outdoors crazy nature purpose dare thunder entirely power according trust indoors share. . . with. . . go through hide away set down a series of be crazy about on purpose in order to in one’s power face to face according to2. Help the students to find the words and phrases that they find most difficult and help them to understand.Ability aims:Help the students develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming, scanning and so on.Emotional aims:Enable the students to realize the importance of friends and friendship, value the friendship between friends by learning the reading text and tell true friends from false friends in their lives.教学重难点教学重点Get the students to learn different reading skills.教学难点Get the students to learn different reading skills for different reading purposes.教学工具教学过程→Step 1 Revision1. Check the homework exercises.2. Ask some students what a friend is.→Step 2 Lead-inEnjoy the song That’s What Friends Are For with the students. Ask the st udents to find out what it is about.→Step 3 Pre-readingAsk the students the following questions so as to begin to focus students’ attention on the main topic of the reading passage.1. Why do you need friends? Make a list of reasons why friends are important to you.2. What do you think a good friend should be like? List the good qualities a good friend should have.3. Does a friend always have to be a person? What else can be your friend?4. Have you ever considered making friends with animals, plants or even an object? Why or why not?(The teacher can also tell students some background before starting to read. This is a true story. It took place in Amsterdam, Holland in the early 1940s after German Nazis had occupied most of Europe. They killed many Jews. To avoid being killed, some Jewish families went into hiding, often with the help of non-Jewish friends. This is what Anne’s family did. )→Step 4 Reading1. Get the students to try to guess what Anne’s friend was and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it.2. Get the students to skim the first two paragraphs to confirm their guessing.3. Have the class to read the passage silently and then ask them to answer the following questions.1)What was Anne’s best friend? Why did she make friends with it?2)Did she have any other true friends then? Why?3)What is the difference between Anne’s diary and those of most people?4)Do you keep a diary? What do you think most people set down in their diaries?5)We are going to read one of Anne’s diaries, but before reading, can you tell me what the diary is about with the help of one key sentence in the second paragraph?4. Reading Anne’s diary1)While reading, guess the meanings of “spellbound”, “hold me entirely in their power” from the discourse.2)After reading, ask the students how Anne felt in the hiding place and get them to give the two examples to show her feelings then.3)Choose the best answer according to the diary.(1)Anne made friends with her diary because______________.A. she didn’t like her other friendsB. she was a shy girlC. she trusted nobodyD. she didn’t have a chance to communicate with her friends(2)From the diary we can infer that______________.A. Anne was a girl who loves natureB. Anne was good at writing diariesC. Anne was longing for a normal life and she especially missed going outside and enjoying natureD. Anne had good observation in her daily life(3)Why did Anne and her family have to hide?A. Because they were not Germans.B. Because they were asked to do so.C. Because they did something bad.D. Because they were Jewish.(4)What is the author’s attitude towards Anne in this passage?A. Angry.B. Happy.C. Sorry.D. Disappointed.(5)What is Anne’s tone from her diary?A. Sad.B. Hopeful.C. DisappointedD. Angry.(6)What made Anne crazy about nature?A. Her interest in nature.B. She had no friends.C. She couldn’t get outdoors for a long time.D. She could do nothing but watch nature.Suggested answers:(1)D(2)C(3)D(4)C(5)A(6)C4)Ask the students to read the diary again and try to retell it. The retelling must include the information required below:Sample retelling:The diary by Anne, a Jewish girl, gave a glimpse of her life during h er family’s shelter in Amsterdam from the German Nazis’ killing in the Second World War. She treated the diary as her best friend, and in it she revealed her longing for a normal life and close contact with nature, which helped her get through the days.→Step 4 Reading aloudPlay the tape of the passage for the students to listen and follow. Make sure the students phrase long sentences correctly by pausing at suitable places.→Step 5 Post-reading1. Get the students to do the exercises in the part Comprehending.This part helps students further understand the text by doing multiple choices, questions and answers, and matching.2. Group workThink about and work in groups to discuss the following questions.1)What would you do if your family were going to be killed just because they did something the Emperor did not like?2)Where would you plan to hide?3)How would you arrange to get food given to you every day?4)What would you do to pass the time?→Step 6 Consolidation1. Books shut. Get the students to tell something about Anne.2. Books open. Get the students to discover useful words and expressions from the part Reading to complete the following sentences.Show the exercises on the screen or give out exercise papers.1)She has grown______________ about computer games.2)Was it an accident or did David do it on______________?3)From the beginning, Paul made it clear that he would be______________(完全地) in control.4)He used to work______________ even in the middle of winter.5)______________ get her boyfriend to find her, she______________ for many years.6)______________ what he said, we can draw a conclusion that he just told______________ white lies.7)Born in a poor family, the president______________ lots of hardships in his childhood.8)A diary is often kept to______________ what happens in people’s daily lives.9)When they met with each other on a quiet evening at the end of the street, they said nothing______________.First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.Suggested answers:1)crazy2)purpose3)entirely4)outdoors5)In order not to, hid away6)According to, a series of7)went through8)set down9)face to face→Step 7 Homework1. Read the passage again and try to retell it.2. Finish off the related Workbook exercises.3. Write one or two sentences to express your understanding of friends and friendship.Ending Let’s listen and sing the song That’s What Friends Are For together课后小结学完了这节课，你有什么收获？课后习题1．It took months for things to c________ down after we had the baby.2．The phone rang，but she ________(不理睬)it.3．The post office will issue a ________(系列)of new stamps.4．As far as I am c________，I can't agree with what you said.5．You make it sound as if I did it on p________！6．She suffered from the loss of her pupils' respect，which u________ her.7．The boy hid himself behind the c________ and looked out through the window.8．The boss was e________ satisfied with what the workers had done.9．Doctors are predicting that it will soon be within their ________(能力)to cure the disease.10．Children should spend more time taking exercise __________________________(在户外)and less time watching TV at home.板书Unit 1Friendship。

Unit 2 Friendship （2）一. 教学内容：Unit 2 Friendship（II）二. 语法讲解I. 定语从句在复合句中修饰名词或代词的从句叫定语从句（Attributive Clauses）。

被修饰的名词或代词叫先行词。

定语从句由关系代词和关系副词引出。

关系代词和关系副词在定语从句中担任句子成分。

关系代词有：who, whom, whose, that, which关系副词有：when, where, why（1）关系代词引导的定语从句关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等成分。

关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致。

①who, whom, that这些词代替的先行词是人的名词或代词，在从句中所起作用如下：Is he the man who/that wants to see you?他就是你想见的人吗？（who/that在从句中作主语）He is the man whom/ that I saw yesterday.他就是我昨天见的那个人。

（whom/that在从句中作宾语）②whose 用来指人或物，（只用作定语, 若指物，它还可以同of which互换）。

例如：They rushed over to help the man whose car had broken down.那人车坏了，大家都跑过去帮忙。

Please pass me the book whose (of which) the cover is green.请递给我那本绿皮的书。

③which, that它们所代替的先行词是事物的名词或代词，在从句中可作主语、宾语等。

例如：A prosperity which / that had never been seen before appears in the countryside.农村出现了前所未有的繁荣。

高中英语必修一第二单元教案一、教学任务及对象1、教学任务本教案针对的是高中英语必修一第二单元的教学内容。

该单元的主题为“友谊”，旨在帮助学生掌握与友谊相关的词汇、语法、句型，培养学生在实际语境中运用英语进行交流的能力，同时加强学生的听说读写综合技能。

教学内容包括：词汇学习（如：friendship, loyal, trustworthy等）、语法点（如：一般现在时、一般过去时）、课文理解、听力训练、口语表达以及写作练习。

2、教学对象本教案的教学对象为高中一年级学生，他们在初中阶段已经具备了一定的英语基础，但在高中阶段需要进一步提高英语综合运用能力。

学生们的英语水平参差不齐，因此，在教学过程中需要关注每一个学生的学习需求，因材施教，使他们在原有的基础上得到提高。

在教学过程中，要注意激发学生的学习兴趣，培养他们自主、合作、探究的学习习惯，帮助他们树立正确的学习观念，使他们在轻松愉快的氛围中学习英语，提高英语素养。

同时，要关注学生的情感需求，营造一个和谐、友善的课堂氛围，让他们在友谊的陪伴下共同成长。

（1）掌握与友谊相关的词汇、语法、句型；（2）运用所学知识进行听说读写实践活动；（3）理解课文内容，提高阅读理解能力；（4）培养良好的学习习惯，提高英语综合运用能力；（5）树立正确的友谊观，懂得珍惜友谊。

在此基础上，教师应运用多种教学策略，关注每一个学生的成长，使他们在英语学习中获得全面发展。

二、教学目标1、知识与技能（1）词汇：学生能够掌握本单元的基本词汇，如friendship, loyal, trustworthy, support, communicate等，并能够在实际语境中正确运用。

（2）语法：学生能够理解并掌握一般现在时和一般过去时的用法，能够运用这两个时态进行句子构建和文章写作。

（3）听力：学生能够听懂与友谊相关的对话和短文，提高听力理解能力，并能够抓住关键信息进行答题。

（4）口语：学生能够在日常生活中使用英语进行与友谊话题相关的交流，表达自己的观点和感受，提高口语表达能力。

Unit 2 Friendship 知识总结合作与讨论Read the following material and then have a discussion.Hua is a high school student. She gets along well with a tall boy in her class. When she sees the boy smoking a cigarette at school, she will decide to try to smoke, too. If the boy suggests doing something that Hua doesn't like, she will change her mind about it and agrees with him. And when Hua asks the boy to lend her some money, he will give her the money and say that she doesn't need to give it back. They say they have become really good friends.1．What's your opinion on their friendship?我的思路：It is not the right way to make friends.2．What advice would you like to give to the friends?我的思路：True friends should trust each other. When you see your friend smoking, you should talk to him（or her）and remind him（or her）gently of the health dangers. If your friend suggests doing something that you don't like, you should say what you like and dislike about it. And if your friend asks you to lend him some money, you can lend it if he（or she）promises to pay it back promptly.文本互动Friendship is the topic of this unit, so I think I will be more clear about what is true friendship after learning it. Meanwhile I'll try to improve the following skills: 1．Listening: Listen to the tape and try to grasp the main idea of the text. Finish the listening exercises of the unit.2．Speaking: Read the text aloud and discuss some related questions with classmates.3．Reading: Enjoy the beautiful language of the text as well as master the important words, phrases, sentences and grammar points.4．Writing: Learn how to write a letter in English.句型剖析1．Only when…can they build up a strong fire.当only连同其所修饰的状语部分一起置于句首时，主句要用部分倒装语序，即通过提前助动词/情态动词/ have / be等引起倒装。

高中英语必修1第二单元教案一、教学任务及对象1、教学任务本节课的教学任务是基于高中英语必修1第二单元的内容，该单元主要围绕“友谊”这一主题展开，旨在帮助学生掌握与友谊相关的词汇、句型，理解课文内容，并能运用所学知识进行实际情景的交流。

通过本节课的学习，使学生能够运用英语描述自己的朋友，谈论友谊的重要性，以及表达对朋友的关爱和帮助。

2、教学对象本节课的教学对象为高中一年级学生，他们已经在初中阶段积累了一定的英语基础，具备一定的听、说、读、写能力。

但由于学生的英语水平参差不齐，需要在教学中关注个体差异，因材施教，激发学生的学习兴趣，提高他们的英语综合运用能力。

此外，由于高中阶段的学习任务更加繁重，学生往往面临较大的学习压力，因此，在教学过程中要注重培养学生的自主学习能力和合作精神，帮助他们树立正确的学习态度。

二、教学目标1、知识与技能（1）掌握与“友谊”相关的词汇、短语和句型，如：best friend, close friend, bosom friend, make friends, spend time with, share with, be loyal to等；（2）运用所学词汇和句型，描述自己的朋友，谈论友谊的重要性和表达对朋友的关爱；（3）理解并运用一般现在时和一般过去时描述朋友之间的互动；（4）提高英语听力、口语、阅读和写作能力，尤其是口语交流能力和阅读理解能力；（5）学会使用英语词典、网络资源等工具，拓展英语学习渠道。

2、过程与方法（1）采用任务型教学法，设计丰富多样的教学活动，如小组讨论、角色扮演、情景模拟等，激发学生的学习兴趣，培养合作精神；（2）鼓励学生主动参与课堂，积极思考，大胆表达，提高学生的自主学习能力；（3）通过课文阅读、听力训练、口语练习等多种形式，帮助学生掌握语言知识，提高语言技能；（4）利用多媒体教学手段，如PPT、视频、音频等，丰富教学资源，提高教学效果；（5）创设真实语境，让学生在实际运用中巩固所学知识，提高语言运用能力。