人教版英语高一上册教案Unit 1 Friendship

教案人教版高一英语《英语1》第一单元Friendship第1课时：Warming up and Pre-reading一．教学目标①知识目标:⑴让学生掌握以下生词和短语: survey add point upset ignore calm concern loose cheat add up calm down have got to be concerned about walk the dog⑵让学生学会使用以下结构来表达态度，同意和不同意和确定语气: Are you afraid that. . . ? I (don’t)think. . . In my opinion, . . . I (don’t)think so, I (don’t)agree, I believe. . . , I’m afraid not, Exactly, That’s correct, Of course not.②技能目标:1．让学生学会用英语描述自己的朋友。

2．列出朋友间通常存在的问题,并找的不同方法来解决这些问题。

3．鼓励学生用本课学到的一些短语和结构来思考和谈论朋友和友谊。

③情感目标1．让学生学会如何解决朋友间可能出现的问题。

2．培养学生在高中阶段形成学习英语的好习惯。

二．教学重点1．用给定的形容词和句子结构来描述他们的一个朋友。

2．学习评价朋友和友谊。

三．教学难点1．与搭档合作并描述他们的一个好朋友。

2．与搭档讨论并找出解决问题的方法。

四．教学方法1．任务型教学法2．合作学习法3．讨论法五．教学准备多媒体和其他常规教学工具六．教学过程1.导入新课：第一步：导入Lead-in上课前,老师可以通过展示一个友谊天长地久的视频来激发学生的学习兴趣,。

这是新学期的第一节课。

所以在一开始,请学生用他们喜欢的方式来谈谈关于新学校和朋友的话题。

1. How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time?2. What do you think of our new school? Do you like it? Could you say something about it?3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?(其他关于本单元的话题导入的建议:1。

Unit 1 Friendship Ｉ．单元教学目标II．目标语言III. 教材分析和教材重组1. 教材分析本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。

并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。

并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。

1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。

1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。

继续探究并树立正确交友观，并为阅读作好了准备。

1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。

Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。

控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。

学生学习了新的词汇、句型，提高了阅读水平。

文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。

1.4 Comprehension 设计了三种题型。

其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。

新课标英语高一上Module 1 Unit 1 Friendship单元教学目标及Period 6教案Teaching Objectives:Knowledge Objectives:1. Enable students to talk about friends and friendship, and learn to usesome adjectives to describe the qualities a good friend should have.2. Learn some useful words and expressions, e.g., upset, ignore, crazy, etc.3. Learn how to talk about agreement and disagreement, e.g., I think so. / I don’t think so; You are quite right. / I don’t think you are right, etc.4. Learn and pratice the direct speech and the indirect speech.5. Help the students to learn how to write a reply letter to give advice on municating with people.Ability objectives:To develop the students’ speaking, reading, listening, and writing abilities. Moral ＆ Emotion:1. To deve lop the students’ cooperative abilities.2. To realize the importance of friendship and know how to get on wellwith others.Culture Objectives:To know the different culture about friendship between China and foreign countries.Period 1: Speaking ( Warming Up ＆ Speaking)Period 2: Reading ( Pre-reading, Reading ＆ prehending )Period 3: Language Structure( Expression of important wordsand structures in the passage. )Period 4: Listening ＆ Speaking( Using language ---- Reading, listening and writing ＆Workbook—Speaking Task. )Period 5: Grammar ( Discovering useful structures )Period 6: Writing ( Using Language --- Reading and writing )Period 7:Revision ( Words dictation ＆ Summing up ＆ Learning tip ＆ Exercises )Teaching Plan for the Six PeriodTeaching Contents: Speaking ＆ WritingTeaching Objectives:Knowledge Objectives:1. Help the students to learn how to write a letter to give advice onmunicating with others.2. To learn to write a reply letter in English.Ability Objectives:To develop the students’ writing skills.Learning Strategies:To develop the abilities of organizing information, expressing themselves ＆municating in English freely.Moral & Emotion:1. To realize the importance of group cooperation.2. To know the ways of making friends.Key Points:1. To learn to give advice.2. To organize the advice into pleted sentences and then write a replyletter.3. To make clear the form of letter writing.Teaching methods:1. Task-based learning2. DiscussionTeaching Aids: a posterTeaching Procedures:Stage I. What’s Xiao Dong’s problem?Step1. Show a letter to the students and ask the Ss to help you to reply the letter in English.Step 2. Share the letter together, then make clear where the writer is from and who he is, and what problems he is facing now.Stage II.What should Xiao Dong do?Step 1.Ask individuals to talk about what they would do if they face the same problem. Step 2. Work in groups of six to give advice to Xiao Dong as much as possible. Step 3. Each group choose one member to speak out their advice. One point for one piece of advice. The teacher list them on the Bb when the students report. Stage III. How to write a reply letter in English?Step 1. Ask Ss whether they are clear about the form of letter writing.Step 2. Revise the form of letter writing.Step 3.Guide the students to write the beginning and the ending of this reply letter. Step 4. Work in groups of 6 to plete the letter, pay attention to the bination of each sentence. Guide the students to use some conjunctive words, eg. Firstly, secondly, thirdly, etc. to organize their advice to Xiao Dong.Step 5. Choose two or three groups to report their letters.Stage IV. The letter on the Textbook.Step 1. Turn to Page7 and read the letter loudly together.Step 2. Explain some language points if necessary.Stage V. Homework.Ask Ss to write the reply letter individually on the homework books.( P.S.: The letter that the teacher presents at the beginning of the class is not the one on the textbook but similar to it. )The letter that the teacher shows on the blackboard:Dear Miss Li,I’m a student from Jiaji Middle School. I have a problem. I’m not very good at municating with people. Although I really try to talk to my classmates, I still find it hard to make good friends with them. So I feel quite lonely sometimes. I do want to change this situation, but I don’t know how. I would be grateful if you give me some advice.。

Unit 1 Friendship单元整体设计思路：第一课时听说课Warming up (p. 1); Listening (p. 41) and speaking第二课时阅读课Pre-reading (p. 2); Reading (p. 2); Comprehending (p. 3)第三课时语法课Discovering useful structures (p. 5); Using structures (p. 42-43)第四课时语言学习课Discovering useful words and expressions (p. 4); Using words and expressions (p. 41-42)第五课时综合语言练习课Reading and listeni ng (p. 6); Speaking (p.6); Listening task (p. 43) 第六课时写作课Reading and writing (p. 7); *Writing Task (p. 46, 选做)第七课时综合评价练习课Reading task (p. 44); Self-evaluation, Summing up and self-test/exercises第一课时听说课一、教学内容：Warming Up (p. 1); Listening (p. 41) and speaking二、教学目标：1．能力目标在本节课结束时，学生能够●就“朋友应具备什么品质”这一话题表达自己的看法，使用适当的形容词并通过简单举例来描述人的品质。

●在与其他人交流观点时使用同意或不同意的交际用语。

●理解听力材料中主人公对交友问题的看法，在教师的提示和帮助下简明扼要地归纳中心内容。

●在提供的语境中猜测新词汇的含义，并根据朋友应具有的品质这一话题，通过联想记忆扩展词汇量。

2．目标语言●重点词汇和短语upset, loose, ignore, add up, walk the dog,●重点句型结构calm … down, have got to, be concerned about, cheat in the exam3．文化目标领会友谊和朋友的真正内涵，懂得正确处理与朋友之间的问题。

最新高一英语上册《Unit 1Friendship》教案教学设计最新高一英语上册《Unit 1 Friendship》教案教学设计「篇一」be good to 对友好 add up 合计another time 改时间 get sth done 使被做calm down 镇定下来 have got to 不得不be concerned about 关心；挂念 walk the dog 遛狗make a list of 列出 share sth with sb 和某人分享某物go through 经历；仔细检查 hide away 躲藏；隐藏set down 放下；记下 a series of 一系列；一套be crazy about 对着迷 on purpose 故意in order to/ so as to 为了 face to face 面对面地according to 按照；根据所说 get along with 与相处pack up 收拾，打理行装 have trouble with sb/sth 同某人闹意见；做有困难fall in love 相爱 throw away the friendship 放弃/终止友谊try out 试验；试用 join in 参加（活动）communicate with sb 和交际 far and wide 到处look to sth 注意，留心某事 cheat sb (out) of sth 骗取某人某物have the/a habit of doing sth 有做的习惯 be ignorant of 无知的1. I wonder if我想知道是否2. It’s because这是因为此从句中because不能用since或as 代替3. What do you think a good friend should be like? 你认为一个好朋友应该是什么样的呢？4. While walking the dog, you were careless and it got loose and was hit by a car。

Unit1Friendship教案⼈教版⾼⼀英语教案Unit 1 Friendship 1.Teaching aims and demands2. Teaching contentsWarming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the factthat besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal lifeand close contact with nature, which helps her get throughthe days.Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching.Learning about language---It teaches the important expressions andstructures and grammar: direct and indirect speeches.Using language---The two letters, listening, questionnaire design, letterwriting and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thusstrengthening students’ abilities to practicelanguage, discover, and solve problems.Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar.Learning tip--- This part encourages students to form the habit of writing a diary.Reading for fun---3. Making of the teaching planThe whole teaching procedures can fall into 7 periods as follows:4. Teaching plans for each periodPeriod 1,2 Warming-up, listening and Speaking1. Teaching objectives:1) Target languageI (don’t) think…… I (don’t) think so. I (don’t) agree.I believe…… Tha t’s correct. In my opinion, ……2) Ability goalsa.Describe your friends in Englishb.Figure out the problems between friends and then find different waysto solve the problems.c.Develop listening skill3)Learning ability goalsa.To encourage students to think and talk about friends and friendshipby using some phrases and structures.b.To learn to solve problems that may occur between friends.c. To cultivate the students to form the good habit of learning Englishin Senior Middle School.2. Teaching important points:/doc/4cdfa972f18583d04864594e.html e the adjectives and sentence structures to describe one of your friends.b.Learn to evaluate friends and friendship.3. Teaching difficult points:a.Work together with partners and describe one of your goodfriends.b.Discuss with partners and find out ways to solve the problems.4. Teaching methodsa.Task-based teaching and learningb.Cooperative learningc.Discussion5. Teaching aids: CAI6. Teaching procedures and ways:Step 1 Lead-inAt the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.Questions:How did you spend your summer vacationHow do you like beijing olympic games opening ceremony ？(stunning/fantastic/excellent) which part do you enjoy most? ?How do you like our school? Can you say something about it? Did you make some friends in the holidayStep 2. enjoy songsAuld Lang Syne （友谊天长地久）Forever friendsT: what is the theme of the song?Step 3. talk freely about friendship(1).Do you like making friends?(2).How do you get in touch with your friends? (3).Do you have manyfriends? Where are they now?(4).Do you have any old friends in our school? (5).Have you made anynew friends in our class?Step4. outputEncourage Ss to give a brief introduction to one of their friends. The following phrases and structures may be helpful:His/her name is…He/she is…years oldHe/she likes…and dislikes…He/she enjoys… and hates…He/she is very kind/friendly…Step5. get to know new friendsInterview, fill in the table and report.Step6. share some examples in and out of china.Step7. what makes a good friend.SS first work in pairs , after a while, ask some Ss to voice their opinion, teacher write some adjectives down on the blackboard.Step 8.definitionA British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editor, choose the best one from the following entries(条⽬), and explain whyStep 9 Make a survey1.Have the students do the survey in the textbook.2.Have the students score their survey according to the scoring sheet on page 8.3. The teacher ask some students how many points they got for the survey and assess their values of friendship:★ 4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s n eeds and your own responsibilities.★ 13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done. (You may also show your students the results above and let themselves self-reflect upon their own values of friendship)Step 10. listeningPre-listening:1)read the letter, answer the question: what is Lisa’s problem2)what will be Miss Wang’s advice?While-listening:1st listening: what’s Miss Wang’s advice?2nd 3rd listening: do exx on page6.Post-listening:(speaking)1. . Do you agree with Miss Wang’s advice? Discuss in groups.2. What do you think of the friendship between boys and girls?3. What’s your opinion about the differences between friendship and love ?4. Are we teenagers mature enough to start a love affair?Step 11. Debate.Do you agree that we should make friends over the Internet? Why or why not?Step 12. AssignmentWrite down a short passage describing your viewpoint about making e- friend.Period 3 Global reading “Anne’s Best F riend”1. Teaching objectives:1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;2). To get the students to realize the importance of friends andfriendship, and to tell true friends from false friends;3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;4). To learn the writing style of this passage.2. Teaching method: Task-based teaching3). Teaching procedure:Step 1.Pre-reading1. Does a friend always have to be a person? Do you have some unusual friends? What are they? (animals/plants/books…)2. Can a diary be a friend?3. Look at the pictures and the title of the reading passage. Guess what it might be about.Step2 background introductionEnjoy a short part of the film: Schindler's List ⾟德勒的名单Step 3.skimmingRead fast and fill in the following table.Step 4 scanning:Read Anne’s diary, and fill the chart.Step5. Ss read aloud following the tape, paying attention to the pronunciation.Step 5 more open questions.1.Why did the windows stay closed?2.How did Anne feel?3.What do you think of Anne?4.What’s the meanings of “spellbound”?(para1,line4)Step 6.Post-reading activities.1. Complete the following sentences, using words and expressions from Reading1) 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) Just the _______ of more food made her feel sick.6) You had better have a _________ talk with him.7) Born in a poor family, the manager _________ lots of hardships in his childhood.8) A diary is often kept to ________ what happens in people’s daily lives.2. SummaryI lived in ___________in the ______________ during _____________. My family were ______, so we had to ___________ for a year and a half in order ________________ by the German Nazis. During that time I wasn’t able to go ________ for so long that I had ______________ about everything to _______ nature. Once, I decided to look at the moon ___________ by myself. But I didn’t _______ open the window to see the night ___________ because I was afraid of being discovered by the Nazis.I felt very _______ without seeing my old friends. So I had to makea new friend --_____________, whom I could tell _________ to. Sadly, at last my family was discovered and caught by_______________ sometime later.Step7.Group workWork in groups to discuss the following.1. What is the difference between Anne’s diary and those of most people?2. what’s is Anne’s writing tone? Angry, sad, happy of thrilled? Why?3.What would you miss most if you went into hiding like Anne and her family? Give your reasons.(p3)4. what you would do if your family were going to be killed just because they did something the emperor did not like. Where would you plan to hide?How would you arrange to get food given to you every day?What would you do to pass the time?Step 8. Assignment1. Interview a high school student, a businessman, a police officer anda housewife to find out their opinions about friends and friendship. Writea report to share it with the whole class.2. Describe one of your best friends following the writing style of thispassage.Ending: enjoy a song.Period4 Language points.Step1. explanation1. go through sth.(1)to suffer an unpleasant experience 经历(不快的事)e.g. Iraq has gone through too many wars in the past ten years.(2)to look at sth carefully ,especially in order to find sth 仔细检查 e.g. I went through all my pockets but I couldn’t find my wallet.2. suffer:suffer sth 遭受痛苦, 遭受损失suffer from…患有(病痛), 为……所苦eg. 1). He died quickly, he didn’t suffer very much.2).The company suffered a great loss because of the air crash.3).He often suffers from headaches at night.3. set down1).Please set down what I write on the blackboard记下写下2).Set down your heavy bags and take a rest 放下3).The bus driver set her down at the corner. 让下车4. a series of +名词复数 : 表⽰⼀连串、⼀系列、⼀套, 作主语时,谓语动词⽤单数.TV seriesa series of factsa series of stamps5. be/grow crazy aboutMost teenagers are crazy about NBA stars.6.indoors (adv.) outdoors (adv)indoor (adj.) outdoor (adj.)1).We stayed indoors.2).It’s very hot. Let’s sleep outdoors.7.dare ⽤作情态动词1).I dare not go out alone at night.2).Dare you go out alone at night?3).If you dare speak to me like that again, you’ll say sorry to me.4).She dare not (daren’t) say what she thinks.dare ⽤作实义动词He dares to go out alone at night.I don’t dare to go out alone at night.Do you dare to go out alone at night?8. in order to do …= so as to do …eg. 1).He worked hard in order / so as to pass the maths exam.2).We left early in order to/ so as to catch the first bus. = We left early in order that / so that we could catch the first bus9.on purpose 故意有意Did he do it on purpose?I’ve come on purpose to meet you.for the purpose of 为了……(⽬的)Did you come to Guangzhou for the purpose of seeing your family? 10.face to face 与face-to-face1)I have often heard of her. Actually, I’ve never met her face to face.2)They had a face-to-face talk11. no longer“不再”，相当于 not．．．any longer（多⽤于⼝语），⼀般和延续性动词连⽤，表⽰时间、状态、距离“不再”延续，着重于现在和过去情况的对⽐。

Unit one FriendshipTeaching aims:1.Ability Objective：a.Listening: get information and views from the listening material a piece ofmusicb.Speaking: express one’s attitude or views about friends and friendship inappropriate words.c.Reading: enable the Ss to get the main idea of the textd.Writing: Use the new words to describe the personalities of good friends2.Knowledge objective：a.Talk about friends and friendship; how to make friends; how to maintainfriendshipe 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.c. to enable the Ss to control the Grammar: direct speech and indirect speechd. V ocabulary and useful phrase:be good to sb/make the following surveysee a film with a friend, help sb.(to)do sth,/ get sth. repairedbe upset, ignore sb/ sth calm sb down, be concerned aboutadd up \ calm down\ have got to \be concerned about \ walk the dog \ gothrough \ set down \a series of \ on purpose \ in order to \ at dusk \ face to face \ no longer\not …any longer\ suffer from\ get\be tired of \ packsth. up \ get along with \ fall in love \ join in3. Emotional objective:a. To arose Ss’ interest in learning English;b. To encourage Ss to be active in the activities and make Ss to be confident;c. To develop the ability to cooperate with others.4. Strategy objective：a. To develop Ss’ cognitive strategy: Using the new words the phrases to makeb. To develop Ss’ communicative strategies.5Cluture objective：to enable the Ss to get to know different opinions about making friends from different countries.✧Teaching method:Communicative teaching method, task-based teaching methodTeaching difficult and imporant points:New words and grammerTeaching media:flashTeaching steps:Step1. Warming up1.Ss listen to an English song FRIENDSHIP.Step 2.Brainstorming: let Ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….Step 3.1. Teacher provide the background of the text2.Students skimming the text and fill in the blackStep 4. Make new friends1.Ss go around and ask their new friends some information and fill in the followingformName Age/hobbies/favorite sports,books, …2.Report to the class: who will probably be your friend. Why?Step 5. Learn the grammar : direct speech and indirect speechStep 6. DiscussionDivide Ss 3 in one group and each group choose a topic to discuss. There are 3Topic 1: use the new and new phrases : What do you think of the saying and how can you be a good friend?Topic 2: List some qualities of a person who make friend easily.Topic3: What is the way we can show our friendship?Teaching evaluationEvery time I I teach I must try my best, but there must many aspect Ido not do it well. After every class, teacher should make a reflection and evaluation about the teaching plan. Study more knowledge and creative plan and act ivies apply to the class teaching, keep up the age and fashion, know more about the what ss think , always study hard to make new and good way to teach students.Homework:1. 1 finish the part of “ reading comprehension”Write a short passage about your bestfriend.2. Review the text and the new words.3 Write a short letter to one of your old frien✧Teaching Reflection:Firstly, it is very important for a teacher to get a full preparation for a lesson. There are two aspects: one is preparation for students, the other is preparation for teaching.I made a teaching powerpoint including designation of the important points and the difficult points and a lot of funny pictures, the most important is organization of students. At the very first, the class was all interested in it, doing all the activities very carefully and excitingly. So you know it became an active and helpful class. Instead, sometimes when I didn’t get a full preparation, not only the students but also I couldn’t get into good situation, tired and sleepy. It wasted the students’ time. So we can see, a useful preparation is important for teaching, especially for English that Chinese students always feel difficult.Secondly, teachers should master the ability of class organization because students’ response effects the result of teaching. Therefore, the teachers should use all kinds of methods to attract the attention of the students. Such as the content should be rich and interesting, but not too easy or not too difficult, and the procession should be natural. Thus the students can learn English at a very natural situation. For a teacher, he or she should be energetic every day. Coming back to my teaching, I feel a little upset for I can’t deal with my emotion better. When some students break the class rule, I suddently get so angry and the situation go on a long time that the lesson can’t be wonderful, or I should say it is pretty bad. From now on, getting over it becomes my emergency.Thirdly, students’ interest should be aroused. About this point, one is helping students get an English name; one is talking about British and American culture and telling stories as much as possible; another is helping some students make penfriends with students in America. In these ways, students love English better, love learning English better, especially improve their English including writing ability.Fourthly, English is a kind of language. students need to reading more, speaking more, practice more except learning on class. The first: every morning----students’ practice time, I go around the class, finding the students’ problems, helping students find out the answer to the problem. The second: after class, I check every students’ homew ork and help students find out the mistakes and correct them. The third, I also ask several students who are not very interested in English to recite the text to improve them.。

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“友谊”，几乎所有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朋友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部分Anne’s Best Friend以日记形式讲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帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。

(3) 课时安排：The first period: Speaking: Warming Up andPre-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 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。

最新高一英语上册《Unit1Friendship》教案教学设计导语：高中英语book1 unit1 friendship的教学设计怎么写？以下是大学网小编整理的最新高一英语上册《Unit 1 Friendship》教案教学设计，欢迎阅读参考！高一英语上册《Unit 1 Friendship》教案教学设计一、教材分析1.本单元的主题是“友谊”，贴近学生生活，所以大部分的内容都是围绕该主题展开的。

本节课的课型为词汇课，新课标要求学生掌握与友谊、交友有关的词汇;本节内容旨在一方面扩展学生的词汇量，一方面帮助学生学会审视自己，引导学生形成正确的价值观和处事原则，培养其高尚的品格。

2.学本节内容，首先是帮助学生学习更多有关友谊的知识;其次是增加与本单元主题相关的词汇。

二、学情分析“友谊”这一话题对学生而言是非常熟悉的，但本单元所选语言材料是原汁原味的英美人士所写的文章，词汇量大，句子结构复杂，长难句较多，对于刚刚进入高中学习的高一新生来说难度是很大的。

三、教学目标1. 帮助学生学习更多有关“友谊”的知识;2. 增加与本单元主题相关的词汇。

四、教学重点和难点1. Understand the meaning of Friendship.2. Learn some new words about Friendship and friends.五、教学过程Step 1 Warming UpActivity1: Doing a survey1.Get the students to do a survey quickly and and add up thescoreand then see how many points they can get.2. Present some new vocabulary in warming up and the explanation on the screen.(1)、survey n. 调查，概述;v. 测量，检查;e.g. a. A recent survey showed most of those questioned were for the plan.最近的民意测验显示大多数调查对象同意这项计划。

Unit 1 Friendship一、教材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。

“热身”（Warming Up）部分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。

“读前”（Pre-reading）部分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。

“阅读”（Reading）部分 ANNE'S BEST FRIEND以日记形式讲述了犹太女孩儿安妮的故事。

二战中为躲避纳粹的迫害，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办法。

“理解”（Comprehending）部分通过连句、多项选择和问答题的形式帮助学生对课文内容、细节进行更深入的理解。

“语言学习”（Learning about Language）部分教学本课重点词汇和重点语法项目。

“语言运用”（Using Language）部分的读两封信、听一段话、设计调查问卷、写信以及趣味写作，给学生提供了广阔空间去探讨友谊、友情，尤其是涉及到现实生活中被朋友误解、曲解，没有朋友的孤独寂寞等问题，既锻炼了学生的语言运用能力，又培养了学生发现问题、思考问题、解决问题的能力。

“小结”（Summing Up）部分引导学生从本单元的话题、词汇和语法等方面对所学内容进行总结（参考教学目的和要求栏目）。

“学习建议”（Learning Tip）部分鼓励学生养成写日记的习惯。

这样，一方面可以习得语言，另一方面还可以将日记作为自己的朋友表达感情与思想。

二、教学目标1. 语言知识掌握本单元词汇（单词35个，短语16）、语法（陈述句和疑问句的直接引语和间接引语）、及功能（Giving opinions）并了解话题（Friends and friendship & interpersonal relationships）2. 语言技能1）听能听懂劝谏信中的关键词，并能掌握说话者的忠告，领会其观点、态度和意图。

人教版高中英语必修1教案 Unit 1 Friendship一、教学目标1.知识目标：–学生能够掌握本单元的词汇并正确运用；–学生能够掌握本单元的重点句型和语法知识；–学生能够理解并运用本单元的听、说、读、写的技巧。

2.能力目标：–学生能够通过听力材料和阅读材料获取信息，并进行相关的交际；–学生能够正确进行口头表达，并和同伴进行有效的交流；–学生能够在语境中正确运用所学语言知识。

3.情感目标：–学生能够通过学习本单元的内容，增强对友谊的理解和重视；–学生能够通过合作学习和交流活动，培养合作精神和团队意识。

二、教学重难点1.教学重点：–本单元词汇的掌握和应用；–本单元重点句型的理解和运用；–本单元听、说、读、写的技巧训练。

2.教学难点：–本单元的语法知识的正确理解和运用；–阅读材料的理解和复述能力的培养。

三、教学准备1.教师准备：–教师需要准备教学课件；–教师需要准备教学素材，如课文和听力材料；–教师需要准备学生学习单元的相关资料。

2.学生准备：–学生需要准备课前预习课文和相关词汇；–学生需要准备听力材料的听力练习。

四、教学过程1.导入（5分钟）–利用一些图片和问题导入本单元的主题——友谊。

2.课堂讲述（20分钟）–通过课件展示本单元的重点词汇和句型；–教师讲解重点句型的用法和相关语法知识；–教师解释课文的重点内容和难点。

3.听力训练（15分钟）–播放听力材料，让学生听取关键信息并回答相关问题；–学生根据听力材料完成听力练习。

4.阅读理解（20分钟）–学生阅读课文，理解主要内容和细节；–学生回答问题，检测阅读理解能力。

5.语言运用（15分钟）–学生进行口语练习，运用本单元的句型进行对话和交流；–学生进行书面练习，运用所学语言知识完成任务。

6.合作学习（20分钟）–学生分成小组，完成合作学习任务；–各小组进行学习成果的展示和分享。

7.课堂总结（5分钟）–教师对本节课的重点内容进行总结；–学生对所学内容进行反馈和提问。

Unit 1 Good friends教案一、Teaching aims and demands1.topic：①talk about friends and friendship②discuss problems occuring in a friendship and suggest solutions③write an e-mail to find an e-pal2.function：①likes and dislikes ②making apologies3.vocabulary：honest；brave；loyal；wise；handsome；smart；argue；classical；fond；match；mirror；fry；gun；hammer；saw；rope；movie；cast；deserted；hunt；share；sorrow；feeling；airplane；lie(n.)；speech；adventure；notebook；error；be fond of；hunt for；in order to；care about；such as；drop sb a line4.grammar：direct and indirect speech①statements ②questions二、Teaching Time：Four periodsThe First PeriodTeaching objectives and demands:①The activity is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.②Ask the students to describe a good friend and give examples of situations where friends have helped them. Use the activity as a brainstorming session done either in groups or with the whole class.③Language use: Manipulate listening, speaking practiceKey points:①Everyday English for communication.②Words and useful expressionsTeaching procedures:Step Ⅰ. Greetings and Lead-inStep Ⅱ. Warming up㈠wordsquality honest brave wise loyal smart handsome㈡two questions（p1）①What should a good friend be like?②What qualities should a good friend have?Discuss and then describe a good friens.（p4）Words can be used to describe the characteristic：Brave：courage fearless heroicScared：astonish fearful frightened horrified shocked terrified timidLoyal：devoted faithfulWise：bright clever cute gifted intelligent smart well-learned wittyFoolish：silly stupidBeautiful：attractive breath-taking charming cool cute elegant eye-catching good-looking graceful inviting lovely neat pretty splendid stunningRich：wealthy plentifulFunning：amusing humorousHappy：carefree cheerful contented delighted glad high merry pleasedUnhappy：bitter blue discouraged displeased heavy miserable sad upsetStepⅢ. Listening （Workbook P85）㈠Listening text：Everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. A common problem between friends is that they don’t know how to talk to each other about difficult things. When they do talk, they often get mad with each other. What can they do? Well, it takes time to learn how to communicate well, and it is important to understand why a friend gets angry with you when you say something. If you know what it is that makes your friend angry, then you can try to talk about the problem in a different way. ?㈡Key：①Peter is often late for football practice. I think that he should try to be on time in the future.②Mary usually borrows things without asking and she doesn’t return things on time. She should ask the owner is she wants to borrow something and try to return it on time in the future.③Adam borrowed John's CD player yesterday and now it is broken. Adam can ask his uncle to fix it.㈢Answers to Exercise 1Problem：Friends get angry with each other when they try to talk about something difficult. Solution：Try to understand your friend/Try to talk about the problem in a different way. Problem：Friends don’t know how to apologize.Solution：Start by telling each other that you are sorry and take it from there. A simple apology is often enough.Problem：Some friends don’t know how to keep secrets.Solution：Keep your secrets to yourself.StepⅣ. SpeakingThe students will use the information about the people on SB page 2 to talk about likes and dislikes and to practice giving reasons for their opinions. Tell the students to work in pairs. Ask the students to complete the chart on page SB page 3 and then use the answers to talk about who could be friends and what they like or dislike. Ask each pair to decide who could be friends and give reasons for their decisions. When they have made their decision, ask them to compare and debate their ideas with other pairs. Encourage different answers, including strange ones.?P3 work in pairsStep Ⅴ. Language points1．Learn to make apologies.make apologies道歉因某事向某人道歉make an apology(or apologies) to sb for sth,apologize vi. 道歉;认错,赔不是(+to/for)I owe you an apology for my rudeness last night. 昨天晚上我太粗暴,应该向你道歉He apologized to her for not going to her party.他出席她举行宴会而向她表示歉意2．What qualities should a good friend have?quality n. 质量[U] 特性[C] 品质Quality often matters more than quantity.质量往往比数量更重要One quality of wood is that it can burn.木料特点是能燃烧Modesty is one of his good qualities. 谦虚是他美德之一3．loyal adj 忠诚；忠贞；与to连用be loyal to 对……忠诚loyalty n. 忠诚They are loyal supporters. 他们是忠诚拥护者He is loyal to his country. 他忠于国家We admire those who are loyal to their nation.4．What are they arguing about?argue vi. 争论辩论争吵(+with/over/about) ；提出理由(+for/against)vt辩论议论；主张,认为[+that]；argue about sth.with sb.,同某人争论某事I'm not going to argue with you tonight.我今晚不想与你争辩He argued against the plan.他据理反对这个计划We argued the matter over for hours.为这事辩论了几小时Columbus argued that the world was round.哥伦布认为地球是圆形It is no use arguing about the result of the experiment with her.同她争论实验结果用5．What do you think they should do to solve their problems？你认为为了解决他们问题他们该做？What在句中作do宾语而to solve their problems是动词不定式短语作状语表“目”；在陈述句中to do sth．还可以置于句首To catch the first bushe ran fast．（＝He ran fast to catch the first bus．）为了赶上第一辆公共汽车他跑得很快另外do you think常置于疑问词后面可看作是插入语其后要用陈述语序Where do you think we can see him？你认为在地方能见到他？Who do you think we must ask to help us？你认为该要求谁来帮助？6．JOHN：I'm 15 years old and I love football. I also like reading, especially stories about people from other countries. I don't enjoy singing, nor do I like computers. I think that rock music is terrible.约翰：我15岁我喜欢足球我也喜欢读书尤其是有关其他国家人书我不喜欢唱歌也不喜欢电脑我认为摇滚音乐很可怕▲nor在句中作连词引导分句但语序要倒装通常是前一句话中否定内容也同样适用于后一句时就需要用“nor / neither+be / have /助动词+主语”句型其中“be / have /助动词”要根据前一句中动词而定且与其后主语保持一致conj. (用在neither之后)也不；(用在not,no,never之后)也不；(用在句首,句子须倒装)也不I have neither time nor money for pop festivals.我既没也没钱来参加流行音乐节The story is not interesting nor instructive. 这个故事味道,也教育意义I have never spoken nor written to her.我跟她从来没说过话,也没写过信You do not like him, nor do I.你不喜欢他,我也不喜欢I haven't heard the exciting news, nor has he.我听说过那个激动人心消息他也I didn't read the notice on the blackboard, nor (neither) did she.我没读黑板上通知她也没读▲lovelike和enjoy区别在这一部分中出现了表达“喜欢”意义三种方式即like, love, enjoy这三个词意思相同可以换用但是like, love, enjoy这三个词也是有区别like表示是一般喜欢感情色彩不及love其后面可跟不定式也可跟动名词而love经常用在爱祖国、爱父母这一类爱程度比较深情况下感情色彩比较强烈其后面可跟动名词也可以跟不定式enjoy在意思上侧重“享受某种乐趣”后面只能跟动名词接不定式The children like (love) swimming in the river. 孩子们喜欢在河里游泳I like (love) to visit him as often as possible. 我喜欢尽可能多地去看望他I love my parents.我爱我父母I enjoyed climbing mountains.我喜欢爬山7．ANN：HiI'm Ann. I'm 16 and I like dancing and computers. I also like rock music. I hate hiking and I'm not into classical music. I don't enjoy reading too much.安妮：你们好我是安妮我16岁我喜欢跳舞和电脑我也喜欢摇滚音乐我不喜徒步旅行我对古典音乐无兴趣我不太喜欢读书▲be into（口）对...(极)有兴趣,热衷于,入迷into是介词其后接名词、代词或V-ing形式作宾语She's really into pop music. 她很迷流行音乐He is very deep into computers.他对电脑兴趣很浓She's really /into/ modern dance.她对现代舞真是喜欢极了Don't be into computer games it's bad for you. 别迷上电子游戏对你是有害8．STEVE：I'm 14 years old and I love skiing. Other favourite hobbies are reading and singing. I don't like hiking. I think that rock music is too loud, and I think that football is boring.史蒂夫：我14岁我喜欢滑雪其他嗜好是读书和唱歌我不喜欢徒步旅行我认为摇滚音乐太吵闹并且我认为足球很惹人烦★boring“乏味无聊”：a boring movie乏味电影The speech is deadly boring.那场演讲乏味极了9．PETER：I'm from Australia. I'm 15 and I'm fond of singing. I sing a lot, and when I'm not singing, I listen to rock music or use my computer. I don’t like football and I think that classical music is terrible. I hate dancing！彼得：我来自澳大利亚我15岁我喜欢唱歌我不停地唱歌当我不唱歌时候我听摇滚音乐或玩电脑我不喜欢足球我认为古典音乐很糟糕我不喜欢跳舞▲be fond of喜欢...;爱好...Tom is fond of music.汤姆喜爱音乐She is very fond of ballet. 她很喜欢芭蕾He is fond of sweet food.他喜爱甜食I'm fond of swimming in winter.我爱好冬泳10．SARAH：My name is Sarah and I'm 14 years old. My interests are reading novels, playing football and singing songs. I think that rock music is terrible, and I don't like dancing. I don't enjoy computers either.萨拉：我叫萨拉我14岁我爱好是读小说、踢足球、唱歌我认为摇滚音乐很糟糕我不喜欢跳舞也不喜欢电脑11．JOE：Hi there. I'm Joe. I really like computers. I surf the Internet all the time and I like playing computer games. I don't enjoy football and I hate hiking. Rock music is OK, and so is skiing. 乔：你好我叫乔我确喜欢电脑我一直上网我喜欢玩电脑游戏我不喜欢足球不喜欢徒步旅行摇滚音乐滑雪也不错☆surf the Internet上网(冲浪)go on the Internet;★so：……也确是如此,正是那样也如此,也一样(so后用倒装结构)；(so置于句首,后面不倒装)；用“so + be/助动词/情态动词+主语”结构I was tired, and so were the others.我累了,其他人也一样I like dancing; so does my sister.我喜欢跳舞,我姐姐也喜欢---Father,you promised! ---Well,so I did.He can ride a bike, so can I.他会骑自行车我也会We saw the film last week. So did they.上个星期看了那场电影他们也看了Step Ⅵ. Summary and Homework①Finish off the exercises of Unit1 in the workbook.②Revise the key points of this unit.③List the friend they get to know in class and write down some thing they want to know.The Second PeriodTeaching objectives①Develop the students comprehension of explorative passages, especially their ability of analyzing the structure of such kind of articles.②Offer the students chances of self-culture by working in groups and seeking information about the film out-side the class.③Infuse the students with basic knowledge about the friend and friendship④Learn some words and useful expressions from the text.Teaching Approach①Communicative Approach should be used throughout the class. Stress should be laid on:②Learner-centeredness; learning-centeredness③Task-based learning④Activity-based teaching (class work; individual work; group work)Teaching type：Reading comprehensionTeaching ProcedureStep 1. Greetings and Revision（p7）Step 2. Pre-reading （p8）Teacher：Imagine that you were alone on an island. You have to survive without friends and all the things you use in your everyday life. （Ask students to list the three most useful items and explain why you think they would be useful.）Ｔ：I think that a box of matches would be the most useful, because I could use it to keep warm, to drive away the dangerous animals , to send a signal… .Ss：①I also think a box of matches would be useful because I could use the matches to make fire. If I had a fire, I could cook food, stay warm and keep wild animals away. More importantly, if someone saw the fire, they would come and save me.Ss：②.I think a knife would be the most useful item, because I could use it to kill animals and cut the meat. It could also be used to cut wood.Ss：③.I think a book would be more useful than a radio, because you don't need batteries to read. And when I read, I would learn about life and the world and forget my loneliness.Ss：④I think that a radio would be the most useful, because I could use it to listen to singing or music to enjoy myself, to listen to news broadcast and weather report, and to frighten savages or other animals by turning it up.Step 3 Reading㈠Some questions（Key：p8）①Who is Wilson?②What's Chuck's job?③What happened to Chuck one day?④What things must Chuck learn to do to survive on the island?⑤What does Chuck learn about himself when he is alone on the island?㈡Main idea①Para 1 Raising a problem②Para 2---3 Telling a story③Para 4 Drawing a conclusionClues：attitude to friendship－the crash happened－felt lonely－treated a volleyball as a friend －idea about friendship changed㈢Summary：Retell①Chuck Noland, a successful businessman, lands on a deserted island after a plane crash.②Chuck has to learn basic survival skills on the island. In order to cope with his loneliness , Chuck develops a friendship with a volleyball he calls Wilson.③Five years life on the island teaches Chuck the importance of having friends and being a good friend. Wilson may just be a volleyball, but their friendship is real and in some ways better than Chuck's friendships in the past.④Human friends and unusual friends are important in our life. Friends and friendship help us understand who we are and how we should behave.Step 4 Language points1. Imagine you are alone on an island. You have to survive without friends..☆alone a. 单独,独自ad. 单独地She watches TV when she is alone.独自一人时,她便看电视For years Mary lived alone in New York.玛丽孤身一人在纽约生活了好几年联想：lonely a. ①孤独,孤寂②偏僻,人迹罕至When his dog died, he was very lonely.狗死后他非常孤独He felt almost intolerably lonely.他感到几乎难以忍受寂寞a lonely mountain village荒凉山村☆survive vt. 在...之后仍然生存,从...中逃生vi. 活下来,幸存;Only two passengers survived the air-crash.这次飞机失事只有两名乘客幸免于死Few survived after the flood.洪水后极少有人生还2. CHUCK'S FRIEND查克朋友In the movie Cast Away, Tom Hanks plays a man named Chuck Noland.（在电影《荒岛余生》中汤姆汉克斯扮演主人公查克•诺兰）★play 扮演(角色) (此处意同act) ：I am to play Juliet.我将演朱丽叶3. Chuck is a businessman who is always so busy that he has little time for his friends. （查克是生意人他非常忙会朋友）★so换为such⑪so that引导目状语从句so that是从属连词意思是“以便使……能够”that 从句中常用情态动词may, might, can, could, will和would等He hired a boat so that he might go fishing.The thief hid behind the tree so that the policeman would not see him.注意：so that从句可与不定式短语或in order to do互换I'm going to start early so that I can catch the first bus. (=I'm going to start early in order to catch the first bus.=I'm going to start early to catch the first bus.)另外so that还可引导结果状语从句主句和从句是因果关系是“因此；所以”Nothing more was heard from him so that we began to wonder if he was dead.⑫so...that...与such...that...用法：①such+a / an+形容词+单数可数名词+that ...(=so+形容词+a / an+单数可数名词+that...)He is such a kind teacher that we all love him.(=He is so kind a teacher that we all love him.)②such+形容词+名词(复数或不可数)+that...They are such brave people that they can overcome all kinds of difficulties.This was such dirty water that we didn't want to swim in it.③so+many / much / little / few+名词(复数或不可数)+that...He had so many falls that he was black and blue all over.There is so little water in the glass that you can't drink it.④so+形容词(副词) +that...The talk is so interesting that we will never forget it.注意：在so...that...句型中如果主从句主语相同且从句为否定时可与too...to句型互换The problem is so difficult that he can't answer it. (=The problem is too difficult for him to answer.)☆so...that...如此...以至于...,that在此引导结果状语从句(有时可能省略)so后接形容词或副词或形容词加冠词加名次,另有固定搭配so few/many/much/little/等；so加形容词或副词置于句首引起倒装①So______that no fish can live in it.A.the lake is shallowB.shallow the lake isC.shallow is the lake（√）D.is the lake shallow②These wild flowers are so special I would do______I can to save them.A.whatever（√）B.thatC.whichD.whichever③The teacher wondered why_____many students had made______careless mistakes.A.so; soB.so; such（√）C.such; soD.such; such4. He is a successful manager in a company that sends mail all over the world.（他是一位成功经理他公司向全世界各地发送邮件）★successful a. 成功（相关词形）succeed/successfully/success☆that 关系代词,引导定语从句,指代先行词(人或物),在从句中做主语或宾语或标语定语从句将在后面单元正式学习,相关句型在近几个单元里会多次出现,请留意.5. One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.（一天查克乘坐航班在飞越太平洋时突然飞机坠毁）★on a flight意为“乘航班”I've booked you on a direct flight to Paris. 我为你预定了直飞巴黎航班6. Chuck survives the crashes and lands on a deserted island.（在这次坠毁事故中查克幸免于难掉到在荒岛上）☆survive意为“经历(灾难等)之后还活着经历……之后残留下来”Only one baby survived the terrible car crash.在那次可怕撞车事故中只有婴儿生还☆crash vi. ①(发出猛烈声音地)碰撞,坠落②(飞机等)坠毁,撞坏③(电脑)死机n. [C] 相撞(事故);(飞机)坠毁,迫降The motorcycle crashed into the fence. 摩托车猛地撞在围栏上An airliner crashed west of Denver last night.昨夜一架客机在丹佛西边坠毁The PC just crashed.那部个人电脑刚死机了A lot of passengers were killed in the train crash.许多旅客在火车车祸中丧生了☆desert n. 沙漠;荒野 a. ①沙漠②荒芜无人居住；vt. 抛弃遗弃离弃；deserted无人居住被遗弃Nobody likes to live in that desert region.人喜欢生活在那个沙漠地区All his friends have deserted him!他所有朋友都抛弃了他!a deserted house空屋The streets were deserted.街上行人绝迹7. On the island, Chuck has to learn to survive all alone.（在这个岛上查克不得不学习独自一人生存）He has to learn how to collect water, hunt for food, and make fire.（他必须学会怎样取水怎样猎取食物以及怎样生火）★hunt vt. ①追猎猎取②搜索；寻找③追捕vi.①打猎②搜寻(+for/after) November is a good time to hunt deer.十一月正是猎鹿好时节I'm hunting a job.我在找工作Police are hunting an escaped convict.警察正在追捕逃犯We'll go hunting in the afternoon.下午将出去打猎John set out that day to hunt for work.约翰那天外出找工作8. Perhaps the most difficult challenge is how to survive without friends.（或许最困难挑战是如何在朋友情况下生存）In order to survive, Chuck develops a friendship with an unusual friend —a volleyball he calls Wilson. （为了生存查克与不寻常朋友——他称之为威尔逊排球建立了友谊）☆in order to 为了...①与so as to...,和in order to...同义,但前者一般不用于句首②否定式在to 前加not③相应目状语从句由so that...或in order that...引导.We started early in order to arrive before dark.为了在天黑前到达,很早就动身了★develop意为“发展养成培养发扬”He believes that sports can develop mind and body.他相信运动有益身心发展Hand in hand with reading, he has developed the habit of making notes.在读书同时他养成了记笔记习惯☆develop还有“开发培育发生(疾病)冲洗(胶卷)”意思The builders are developing that tract of waste land for housing.建筑商正将那块荒地开发为住宅用地We have developed a fine strain of rice.培育出了优良稻种9. Chuck learns a lot about himself when he is alone on the island. （当查克独自一人在那个岛上时候他对了进行了很多反思）He realizes that he hasn't been a very good friend because he has always been thinking about himself. （他意识到他不是朋友他总是想着）During his five years on the island, Chuck learns how to be a good friend to Wilson. （在岛上生活五年期间他学会了怎样和威尔逊做好朋友）Even though Wilson is just a volleyball, he becomes fond of him. （威尔逊仅仅是一只排球他还是很快就喜欢上了它）He talks to him and treats him as a friend. （他和威尔逊谈话,把他看做朋友）★treat vt. 对待;看待,把...看作+宾语+as/like与regard / think of / consider...as...同Do not treat this serious matter as a joke.不要把这件严肃事情当作笑料She treated me all right.她对我还不错Don't treat me as a child. I'm sixteen, after all. 别拿我当小孩毕竟我已经16岁了Albert Einstein is considered as the greatest scientist in the 20th century.阿尔伯特•爱因斯坦被认为是20世纪最伟大科学家10. Chuck learns that we need friends to share happiness and sorrow, and that it is important to have someone to care about. （查克懂得了需要朋友来同甘共苦,而且照顾别人是很重要）☆句中learn后两个that引导宾语从句第that可以省略但第二个省略☆share vt. ①均分分配与…共同使用与…分享(+out/among/between) ②分享分担共同使用(+with/among/between)；vi.分享分担(+in)The money was shared out between them.这笔钱由他们两人分Sam and I share a room.山姆和我合住一间房间He shared with his friends in distress.他和朋友共患难We shared in his joy.分享了他喜悦If you have an umbrella, let me share it with you.如果你有雨伞让我和你合用吧Why don't we share the expenses among us?为何不一起分担费用呢？☆care about担心在乎介意；care for：除具有care about意思外还可表示"对...感兴趣","喜欢"之意.对这两个短语,很多词典解释不一,界限比较模糊.He doesn't care a bit about clothes.穿着他毫不在乎He didn't seem to care about it at all.他看起来一点也不在乎11. He also learns that he should have cared more about his friends. （他也意识到他本应该多朋友）When he makes friends with Wilson, he understands that friendship is about feelings and that we must give as much as we take. （当他和威尔逊结交朋友时他明白友谊之情是双向付出必须和得到一样多）☆句中that we must give as much as we take是understands后接另宾语从句当动词后有两个宾语从句时that通常省略☆as much as中第as为副词第二个as为连词引导同级比较状语从句The young man has spent as much as he earned this month.这个年轻人花光了他这个月挣钱☆be/makes friends with和...交朋友make enemies with 与...为敌I hope you are pleased to be friends with me. 我希望你乐意做我朋友12. A volleyball is certainly an unusual friend.（排球当然是不寻常朋友）Most of our friends are human beings, but we also make friends with animals and even things.（大多数朋友都是人但也和动物甚至和一些东西交朋友）★human a. ①人人类n. 人[pl.：humans]; human being 人人类This meat is not fit for human consumption.这种肉不适合人食用It's only human nature to want a comfortable life.人本性要过舒服生活Wolves will not usually attack humans.狼通常不会袭击人13. For example, many of us have pets, and we all have favourite objects such as a lucky pen or a diary.（例如很多人有宠物还有一些喜欢东西诸如一支幸运钢笔或日记本）The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.（从查克和那些拥有不寻常朋友人身上得到教训是——朋友是老师）☆本句包含三个从句：we can learn from Chuck为定语从句,修饰the lesson,关系代词that或which在从句中做宾语,可以省略who have unusual friends为定语从句,修饰all the others,关系代词做主语不可省略that friends are teachers,此为that引导表语从句,其构成和大家比较熟悉宾语从句基本相似☆learn one's lesson(from)意为“(从……)得到教训”We learned his lesson that we wouldn't drive too fast.吸取他教训开车太快☆表达此意时还可以说：teach sb. a lesson给某人教训The accident taught him a lesson.那次事故给了他教训14. Friendship helps us understand who we are, why we need each other and what we can do for each other. （友谊使明白是怎样人为需要对方彼此能为对方做点）★此句中understand后面接了三个并列宾语从句分别由what, why, what引导15. My friend is honest. He never tells lies.★tell lies 撒谎,为固定搭配tell/say/speak/talk,其用法各有侧重,也有各自一些搭配,学习重要注意区分和积累Step 5 Post-readingEx. on Page 4 Ask the students to answer questions about the story.①How can a volleyball become Chuck's friend?②What does Chuck learn about himself when he is alone on the island?Suggested answers to the questions：①He has to learn how to collect water, hunt for food, and make fire. More importantly, he has to learn to live without friends.②He has learnt a lot about himself when he is alone on the island. For example, he has come to realize that friendship is important in his life, that he hasn't been a good friend, and that he should care more about his friends. (The students may also use present tense, e.g. He learns a lot about himself. He realizes that?)Discussion：①What can we do to be good friends even if we are very busy?②Does a successful man or woman need friends?③The text talks about giving and taking. How do friends give and take?④What do friends teach us?⑤Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?? Step 6 Language study （p4）Key to Word study：1 honest,2 classical3 sorrow/unhappiness4 argue/quarrel/disagree5 loyal/good/true6 hunt for7 fond of/interested in8 brave/fearless 9 in order to/ so as to 10 smartExercises 1 ：（p87)①The books are too heavy! I think it's going to break.?②Oh no! I forgot where I put it! I have written down all the important phone numbers.?③Yum! You have bought it at last. We can have fried fish for dinner. Mmm ? I can't wait to put this fish in it. ?④Hands up! Don't move or I'll shoot. Give me all your money!⑤Ooooh! I look very nice in this new dress!!!⑥A: I think we're lost. What should we do now?B: Don't worry. I have it here and I know how to use it.⑦Ouch! I hit myself with it.?⑧A: Hurry up! It's so dark here. I can't see anything.⑨It is shaking badly. Am I going to die? Help! ? Oh, thank God!?⑩I feel sad when it comes to the part in which the two friends become enemies.?Answers：1 rope 2 notebook 3 pan 4 gun 5 mirror6 compass7 hammer8 match9 airplane 10 movieExercise 2 Suggested sample sentences①My friend Alan is brave. He once saved the life of a little girl who had fallen into a lake.②My friend Bob is loyal. He wouldn’t talk to Charles whom I don’t like at all.③My friend David is wise. He always gives me the best advice.④My friend George is a handsome boy, but he doesn’t like to study and always dreams of becoming a model.⑤My friend Harry is a smart student. He always asks good questions in class.背景材料：Cast Away 荒岛余生汤姆•汉克斯曾以《费城故事》和《阿甘正传》连续两度获奥斯卡最佳男演员奖殊荣为和别人树立了两座高不可攀丰碑经历了一段低潮后他又再度与赞米基斯（《阿甘正传》导演）合作凭借《荒岛余生》一片获得第七十三届奥斯卡最佳男演员奖提名可惜是此奖颁给了罗素•克罗（《角斗士》）据说奥斯卡评委们是不会让同人在十年之内三度称帝但汤姆•汉克斯演技可以说无可挑剔为演好此角他甚至将体重减少了几十斤如果你有兴趣可以找来此片一睹被遗弃荒岛前后判若两人汤姆•汉克斯模样Step 6 Summary and homework（p9）The Third Period〖语法专讲〗Teaching aims and demands①The students are asked to master the Grammar :Direct Speech and Indirect Speech②Integrating Skill: reading③Oral practice: manipulate oral practice relevant to the reading material.Key points: grammar and readingTeaching methods: Reading ?Sentence structure----explanationTeaching procedures:Step 1 直接引语变间接引语四变化先看Unit 1 Grammar (Direct and Indirect Speech) 中两个句子:①"I like reading adventure stories," said John→John said that he liked reading adventure stories.②"How can you do that?" Mary said to Ann. →Mary asked Ann how she could do that.以上这两个句子是陈述句和疑问句直接引语变为间接引语例子那么同学们应该怎样把直接引语变为间接引语呢？下面就陈述句和疑问句直接引语变间接引语进行简要讲解直接引语变为间接引语是转述他人所说话所以主句动词、从句人称、从句动词时态、状语等要根据实际情况进行相应变化一、主句动词变化一般说来主句谓语动词常为said或said to变为间接引语时当直接引语是陈述句时said变为said (that)而said to sb.则变为told sb.当直接引语是一般疑问句和特殊疑问句时则要变为asked / asked sb.+ if / whether或asked sb.+ what等特殊疑问词引导句子例如：①Mr. Black said, “I'm busy.”→Mr. Black said that he was busy.②“I'll go to your farm tomorrow,”he said to her.→He told her that he would go to her farm the next day.③He said, “Are you ready?”→He asked (us) if / whether we were ready.④He said, “What do you want to do?”→He asked what I wanted to do.二、从句人称变化由直接引语变间接引语时从句主语人称要遵循一主、二宾、三不变原则①直接引语主语是第一人称变为间接引语时要和主句主语保持一致②如果直接引语主语是第二人称变为间接引语时要与主句宾语保持一致③如果直接引语主语是第三人称变为间接引语时人称不变例如：①They said, “We will go there by bus.”→They said they would go there by bus.②She said to me, “Are you interested in science?”→She asked me if I was interested in science.③His mother said to me, “He can't go to school.”→His mother told me that he couldn't go to school.三、从句动词时态变化1. 直接引语变为间接引语时如果主句中谓语动词是一般现在时或一般将来时则间接引语从句时态保持不变例如：①He says, “I have finished my homework.”→He says that he has finished his homework.②She will say, “I'll do it tomorrow.”→She will say that she'll do it the next day.2. 如果主句时态是一般过去时从句时态则应是与主句时态相应过去时态①一般现在时→一般过去时；②一般过去时→过去完成时；③现在进行时→过去进行时；④现在完成时→过去完成时；⑤过去完成时→过去完成时（不变）；⑥一般将来时→过去将来时例如：①The girl said, “I'm sorry for being late for class.”→The girl said that she was sorry for being late for class.②He said to me, “I am writing a letter.”→He told me that he was writing a letter.3. 直接引语如果是客观事实或真理变为间接引语时从句时态不变例如：The tea cher said, “The earth moves around the sun.”→The teacher said that the earth moves around the sun.四、指示代词、状语、地点状语和动词变化直接引语变为间接引语时指示代词变化为this→that these→those等；状语变化为now→then today→that day yesterday→the day before, tomorrow→the next day等；地点状语变化为here→there；动词变化为come→go例如：①She said, “I will come this evening.”→She said that she would go that evening.②He said, “My sister was here three days ago, but she is not here now.”→He said that his sister had been there three days before, but she was not there then.练习：A)将下列句子由直接引语变为间接引语1. “I am very happy to visit your factory,” he said.2. “He was here a few weeks ago, and he came again yesterday,” she said.3. She said to me, “Will you go with me?”4. He said, “What do you think of the novel?”B)填空完成间接引语每空填一词5. Jones said, “I visited Australia last year.”Jones said that _______ _______ _______ Australia _______ _______ _______ .。

Period 5 ListeningTeaching aims:to train and develop listening skills by listening to the listening exercises in this unit Teaching methods:Listening and speakingTeaching materials: listening parts on Page 6Teaching procedures:Step 1 RevisionCheck the answers to the homeworkStep 2 Lead inI think most of you have many friends , maybe you have some trouble with your friends, what will you do and what would you do if you are misunderstood by others? Question: What was upsetting Lisa?Step 3 ListeningBesides you Lisa also asks Miss Wang of Radio for Teenagers for help. What advice does Miss Wang give to Lisa? Let’s listen to what she says.I.Listen for the first time and choose the best answers.1.What is Miss Wang’s attitude toward Lisa’s friendship with the boy?A. AngryB. UpsetC. Supportive2. What’s Miss Wang’s advice?A. Ignore the boy.B. Ignore her classmatesC. Ignore her gossiping classmatesII. Listen again and fill in the blanks on Page6 Ex2III. Listen for 3 times and do Ex3.☆LISTENING TEXTDear Lisa,There is nothing wrong with you and this boy being friends and studying together．And no matter what other students say, it is possible for a boy and a girl to be just good friends．Ending your friendship with this boy would be a stupid thing to do．Not only would you lose a good friend, but you would also lose someone who is helping you with your studies．Teenagers like to gossip, and they often see something that doesn't exist．Perhaps they can't understand your friendship with this boy．But that's no reason to throw it away．You should feel sorry for those students who have never enjoyed such a friendship．My advice is to ignore your gossiping classmates．That way you will show them that you are more grown up than they are．Yours,Wang FeiStep 4 Post-listeningDo you agree with Miss Wang’s advice? Discuss it in small groups.Step 5 AssignmentsEnglish Weekly.。

人教版高中英语必修第一册 《Unit 1：Friendship》教案一、教学目标1.知识目标o学生能够掌握与友谊相关的重点词汇，如 “friendship, upset, ignore, concern” 等。

o学生能够理解并运用描述友谊的常用句型和表达方式。

2.技能目标o学生能够听懂有关友谊的简单对话和独白，获取关键信息。

o学生能够阅读并理解关于友谊的文章，把握文章主旨和细节。

o学生能够用英语谈论自己对友谊的理解和经历。

o学生能够写一篇关于友谊的短文，表达自己的观点和感受。

3.情感目标o引导学生珍惜友谊，树立正确的交友观。

o培养学生关心他人、理解他人的情感态度。

二、教学重难点1.教学重点o重点词汇和句型的掌握与运用。

o对课文内容的理解和对友谊话题的深入探讨。

2.教学难点o如何帮助学生用恰当的英语表达自己对友谊的复杂情感和观点。

o引导学生理解文中人物的心理变化和情感发展。

三、教学方法1.情景教学法：创设友谊相关的情景，让学生身临其境。

2.问题驱动法：通过提出问题，引导学生思考和探究。

3.合作学习法：组织学生进行小组合作，共同完成学习任务。

四、教学过程（一）导入（5 分钟）1.播放一首关于友谊的英文歌曲，如《Auld Lang Syne》。

2.提问学生：What do you think of when you hear this song? Can you share a story about friendship with us?（二）词汇学习（10 分钟）1.展示本单元的重点词汇，通过图片、例句等方式进行讲解。

2.进行词汇练习，如单词拼写、词义选择等。

（三）阅读前活动（5 分钟）1.让学生看课文标题和图片，预测文章内容。

2.提出一些引导性问题，如：What might the passage be about? Who might be involved in the story?（四）课文阅读（15 分钟）1.学生快速阅读课文，回答一些概括性的问题，如：What is the main idea of the passage?2.仔细阅读课文，完成细节理解的任务，如回答具体问题、判断正误等。

高一英语上册《Unit 1 Friendship》教案教学设计高一英语上册《Unit 1 Friendship》教案教学设计Unit 1 FriendshipTeaching Aims:1. 技能目标：a. Listening: get information and views from the listening material.b. Speaking: e*press ones attitude or views about friends and friendship in appropriate words.c. Reading: enable Ss to get the main idea and be familiar with reading skills.d. Writing: write some advice about making friends as an editor.2. 知识目标： a. Talk about friends and friendship; how to make friends; how to maintain friendship.b. Use the following e*pressions:I think so. / I dont think so.I agree. / I dont agree.Thats correct.Of course not.E*actly.Im afraid not...c. Enable Ss to master Direct Speech and Indirect Speech.d. Vocabulary:add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight suppose dare thunder entirely power according trust indoorssuffer teenager advice quiz editor communicate situation habit add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in3. 情感目标：a. Arose Ss interest in learning Englishb. Encourage Ss to be active in the activities and make Ss be confidentc. Develop the ability to cooperate with others.4. 策略目标：a. Develop Ss cognitive strategy: taking notes while listening.b. Develop Ss communicative strategy.5. 文化目标：a. Enable Ss to get to know different opinions about making friends from different countries.Teaching design:Period 1 Warming-up 1课时I. Teaching objectives:1. Have Ss learn how to describe their friends and friendship with new phrases and structures.2. Have Ss learn to solve problems that may occur between friends.3. Cultivate Ss to form the good habit of learning English in Senior Middle School.II. Teaching important points:1. Use the given adjs. and sentences structures to describe one of your friends.2. Learn to evaluate friends and friendship.III. Teaching difficult points:1. Work together with partners and describe one of your good friends.2. Discuss with partners and find out ways to solve the problems. IV. Teaching procedures:Step 1. Lead-in and warming-upBefore the lesson, T can arose Ss interests by introducing oneself and get Ss to talk about their summer holidays, or whether they had made friends during holidays.Free Talk: 3 mins1. How did you spend your summer holidays? How did you feel? What did you do?2. What do you think of your new school? Do you like it? Could you say anything about it?3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school?Step II. Think it over1. Give a brief description of one of Ts friends. The following phrases and structures may be useful: (3mins)His / Her name is...He / She is...years old.He / She likes .... and ...dislikes...He / She is very kind / friendly / humorous...When / Where we got to know each other...Step III. Make a survey1. List some qualities of a good friend or your ideal friend, have Ss get into groups of 4 to 5 to find out what each one haslisted?2. Add up the scores Ss got and show the e*planations of every type.3. Have Ss tell their partners the standards of good friends with the following structures:I think a good friend should (not) be...In my opinion. From my point of view. So far as Im concerned.I suppose. A good friend is someone who...Step IV. Talking and sharing (working in pairs)1. If your best friend does anything wrong, what will you do? What to do?Reasons............ ............2. Proverbs: What is a friend?A British newspaper once offered a prize for the best definition of a friend. If Ss were the editors, they could choose the best one from the following entires, and e*plain why.A friend in need is a friend indeed.Friends are like wine, the older, the better.A friend is a second self.A friend to all is a friend to none.Step V. Homework1. Write a short passage about your best friend.2. Review the language points.3. Preview the new words and e*pressions.Period 2 Reading 2课时I. Teaching objectives:1. Develop Ss reading ability, learn to use some reading strategies, such as skimming, scanning, and so on.2. Get Ss to realize the importance of friends and friendship and learn how to tell true friends from the false.3. Grasp some useful words and e*pressions in this passage.4. Learn the writing style of this passage.II. Teaching method:Task-based teachingIII. Teaching procedures:StepI.Pre-reading1. Have Ss discuss the following questions in group-work: Who is your best friend? Does a friend always have to be a person? What else can be your friend?Step II. Reading1. Have Ss try to guess what Annes friend is and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it through.2. Skimming the 1st two paras to confirm the former guess.a. What was Annes best friend? Why did she make friend with it?b. Did she have any true friends then? Why?c. What is the difference between Annes diary and those of most people?d. Do you keep a diary? What do you think most people set down in their diaries?3. Reading of Annes diaryHow did she feel in the hiding place?Two e*amples to show her feelings then.Step III. Post-reading1. What would you miss most if you went into a hiding place like Anne and her family? Reasons support.2. Group-workWork in groups to decide what you should do if your family were going to be killed just because they did something the Emperors did not like.Where would you plan to hide?How would you arrange to get food given to you every day? What would our do to pass the time?Step IV. Talking about friends and friendshipHave Ss talk about friends and friendship, and write one or two sentences to e*press ones own understanding of friends and friendship in group-work.Step V. Homework1. Interview a student or a parent to find out their opinions about friends and friendship. Write a short report to share it with the whole class.2. Describe one of your best friends, following the writing style of this passage.Period 3 Grammar 1课时I. Teaching objectives:Learn to use Direct Indirect SpeechII. Teaching important points:Summarize the grammatical rulesIII. Teaching difficult points:The special casesIV. Teaching procedures:StepI.Lead-inLast class, we learnt Anne Franks story. She is telling her story to two of her friends--you and Tom. Tom has something wrong with his ears, so you have to repeat Annes sentences, using Indirect Speech. Sometimes you e*plain Toms sentences to Anne--- 1. Do you feel sad when you are not able to go outdoors? Tom asked Anne---Tom asked Anne if / whether she felt sad when she was not able to go outdoors.......Step II. Grammar focus1. Have Ss summarize the rules when they changed Direct Speech into Indirect Speech, what should be changed?2. Group-work for discussion.3. Check out: sentence structure, tense, pron, adverbial of time or place, verb.4. Rules focus:a. 陈述句:She said,I am very happy to help you.---She said she was very happy to help you.b. 一般疑问句/ 选择疑问句:He asked me, Do you like playing football?---He asked me if / whether I like playing football.She asked me whether he could do it or not.c. 非常疑问句:My sister asked me,How do you like the film?---My sister asked me How I liked the film.d. 祈使句:The captain ordered, Be quiet!---The captain ordered us to be quiet.e. 留意:l 间接引语语序: 陈述语序.l 客观事实,真理;时态不变.l 指示代词,时间,地点状语做相应改变.f. SummaryDirect Speech一般现在时do一般将来时will do现在进行时is doing一般过去时did现在完成时have done过去完成时had doneIndirect Speech一般过去时did过去将来时would do过去进行时was doing过去完成时had done过去完成时had done过去完成时had doneStep V. Homeworkl E*s 1 on p42l Look up new words and e*pressions from dictionary and do the prevision.Period 4 Words E*pressions 1课时I. Teaching objectives:Learn new words and e*pressionsII. Teaching important points:1. Pay attention to the different forms of the words2. Master the words and e*pressions through the E*s.III. Teaching difficult points:1. Emphasize the methods which can be useful and efficient to do the memory.2. How to use the new words and e*pressions into Ss own composition-writing.IV. Teaching method:Self-summary;Discussion;Practice V. Teaching procedures:StepI.Warming-up1. Check out the new words and e*pressions looked up from dictionary2. Have Ss share their works, including the Chinese meaning, the form, the phrases, the e*amples, and the usage.Step II. Practice1. Do the words E*s in this unit2. Discuss the answers in group-work3. Check out the answersStep III. Summary1. Emphasize the key points of the words in this unit, esp some phrases and structures.Step IV. Homeworkl Recite the words and e*pressions.l Preview the listening and speaking part.Period 5 Listening Speaking 1课时I. Teaching objectives:1. Practice Ss’ listening ability.2. Practice Ss’ speaking skills of how to offer advice.3. Improve Ss’ ability to help others to solve problems. II. Teaching proceduresStep 1. Reading1. Have Ss think about the questions on books, and then try to guess the brief content of the listening material according to the questions given in group-work.Step 2. Listening1. Have Ss get to know that besides you, Lisa also asks Miss Wang for help. What advice does she give her? Now, let Ss listen to what she says.2. 1st-time listening: have Ss listen to the tape from the beginning to the end without any pause, ask Ss to take some notes while listening, and discuss the main idea of the listening material in group-work.3. 2nd-time listening: have Ss listen to the tape again, and encourage Ss to repeat every sentence as best as they can after the pause. So Ss should pay attention to notes-taking, esp. the WH-Qs.4. 3rd-time listening: the last time, have Ss listen to the tape and check out their answers according to what they heard before.5. Check out the E*s.Step 3. Post-listening Speaking1. Have Ss think about the Q:“Do you think Miss Wang’s advice is helpful?”2. Have Ss discuss the former Q in group-work, and have a free talk within 1min.3. Now suppose Ss are editors of Radio for Teenagers, here are some problems for Ss to offer advice. (Give each group a problem and ask them to write their advice down.)4. Have Ss come to the front and share their opinions with the whole class.Step 4. Discussion1. Ask Ss, “Do you think Anne should obey her father’s advice?”2. Have Ss discuss the Q in group-work, and e*press their reasons to support their ideas. Step 5. Homework1. Have Ss review the listening material and consult the dictionary to deal with the words and phrases they encountered.2. Preview the writing part.Period 6 Listening Speaking 2课时I. Teaching objectives:1. Practice Ss’ writing ability.2. Improve Ss’ ability to write advice.II. Teaching proceduresStepI.Lead-in1. Have Ss read *iao Dong’s letter on p7, and then discuss the Q in group-work within 2mins:“What is *iao Dong’s problem?”2. Have every group make a list to set its own advice down for*iao Dong.Step II. Writing the draft1. Have Ss get known that they should make the outline or the draft before writing.2. Have Ss discuss how to write the outline in group-work within 1 min.3. Have Ss pay attention to how to write a letter of advice. Here are some tips:First, why not……?If you do this, ……Secondly, you should / can……Then / That way……Thirdly, it would be a good idea of……By doing this, …… Step III. Writing and Editing1. Have Ss compose their writing within 30 mins.2. Have Ss change their editing one another, and make the comments for others.3. Choose the best one to share with the whole class.Step IV. Homework1. Have Ss summarize this unit and review new words,e*pressions, sentence structures, language points, grammar rules and e*amples.2. Finish the E*s of this unit on workbook.Period 7 Summary 1课时I. Teaching objectives:1. Develop Ss’ ability of how to make a summary.2. Review unit 1.II. Teaching proceduresStepI.Summing-up1. Have Ss discuss how to make a summary and what kinds of items they could sum up in group-work within 3mins.2. Have Ss make a list, which includes the new words,e*pressions, sentence structures, language points, grammar rules, e*amples, and so on.3. Check out the summary.Step II. E*s practice1. Have Ss finish the E*s of this unit.2. Check out the answers within group-work.Step III. Fill in the blanks1. Have Ss fill in the blanks on p8; p47 to make the conclusion of the whole unit.2. Change their summary one another and have Ss comment on others’ work.Step IV. Homework1. Prepare for the quiz for this unit.。

高中人教版英语必修1《Unit 1 Friendship》教案高中人教版英语必修1《Unit 1 Friendship》教案学生对英语学习缺乏自信心和学习动力；在英语课堂上不积极参与，缺少主动发言的热情或根本不愿意发言；另外，相当一部分学生在听新课时跟不上老师的节奏或不能理解教师相对较快的指示语。

下面和课件网一起看看有关高中人教版英语必修1《Unit 1 Friendship》教案。

高中人教版英语必修1《Unit 1 Friendship》教案1教学准备教学目标■To help student s learn to express attitudes，agreement disagreement and certainty■To help students learn to read the text and learn to write diaries in English■To help students better understand “friendship”■To help students learn to understand and use some important words and expressions■To help students identify exles of Direct Speech Indirect Speech （I）: statements and questions in the text教学重难点Wordsupset， ignore， calm， concern， settle，suffer， recover， packExpressionsadd up， calm down， have got to， be concerned about， go through， set down， a series of， on purpose， in order to， at dusk， face to facer， no longer/ not …any longer， suffer from， get/ be tired of， pack （sth.） up， get along with， fall inlove， join inPatterns“I don’t want to set down a series of facts in a diary as most people do，” said Anne. rarr;Anne said that she didn’t want to set down a series of facts in a diary as most people do.I stayed awake on purpose until half past eleven……it was the first time in a year and a half that I’d seen the night face to face…教学工具ppt教学过程Hello，everyone. I’m so glad to be your teacherof English. I’d like to make friends with you， to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is1. Warming up⑴ Warming up by defining friendshipHello，everyone. I’m so glad to be your teacherof English. I’d like to make friends with you， to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship isYeah， there are many explanations about friendship. However， friendship is a relationshipthat can’t be restricted（限制）by definition（定义）. It can only be experienced. True friendship can existbetween any two souls， be it between people or animals. It can happen at any moment， to anyone. Even to lifeless things， like a diary， a ball， a friendship can happen.Then what is your opinion about friendshipDo you think that friendship is important to our life Why⑵Warming up by learning to solve problemsNice to meet you， class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely.mon problems among teenagersSolutionSome of the mon problems include forgetting friends’ birthday， not keeping promises， letting out friends’ secrets and so on.Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.Situation 1: Friends get angry with each other when they try to talk about something difficult.Try to understand your friend/ Try to talk about the problem in a different way.Situation 2: Friends don’t know how to apologizeStart by telling each other that you are sorry. A simple apology is often enough and is a good starting point.Situation 3: Some friends don’t know how to keep secrets.Keep your secrets to yourselfTips on being a good friendTreat your friends the way you want to be treated. Keep secrets that are told to you.Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tellyour friend the truth. Stick up for your friend.⑶Warming up by doing a surveyGood morning， class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship.To be frankly，I’d like very much to keep a close friendship with you， my dear students， in the following years. How about you then Ok， thanks. I do hope to be your good teacher as well as your helpful friend （良师益友）.Now please do the survey on page one.Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.高中人教版英语必修1《Unit 1 Friendship》教案2教学准备教学目标1、掌握下列词汇和短语: reason， list， share，feelings， Netherlands， German， outdoors， Crazy，nature， dare， thundering， entirely， power，trust， indoors， go through， hide away， set down，a series of， on purpose， in order to， face to face， according to.2、进一步学习有关“朋友”的知识信息，启发学生对朋友和友谊的思考。

Unit 1 FriendshipTeaching goals*语言知识1.to talk about friends and friendship, and interpersonal relationship2.to practise expressing attitudes, agreement and disagreement, and certainty3.to master some sentences about giving advice4.to learn to use the Direct Speech and Indirect Speech(1): statements and questions5.to learn about communication skills*语言技能和学习策略1.to develop listening skills by doing exercises in listening task2.to develop speaking skills by finishing the speaking task and other activities likediscussion and oral practice3.to develop reading skills through the reading materials in this unit4.to learn to write a letter of advice*文化意识1.to know about friend and the real meaning of friend2.to learn how to get along with others*情感态度1.to arouse the interest in learning English2.to learn to express their feeling of friends and friendshipTeaching key points:1.how to improve students’ speaking and cooperating abilities2.learn to use the Direct Speech and Indirect Speech(1):statements and questions3.master some words and expressionsTeaching difficult points:1.train the students’ speaking, listening, reading and writing abilities2.how to improve students’ cooperating abilitiesTeaching methods:Student-focus approach and task-based approachLearning methods:Cooperative studyTeaching aids:ComputerThe First Period (Warming up &Speaking)Teaching aims:1.to know about different kinds of friendship2.to learn some words of describing friend and friendship3.to master some useful words and expressionsTeaching methods:1.discussing2.cooperative learningTeaching materials: Warming upTeaching procedures:Step One: Leading-in1.Free talk: Something about friend and friendshipAsk the Ss to describe one of their friends----their appearance, personality, hobbies, etc.Qs:What’s your friend like?What does he/she like to do in his/her spare time?What personality does he/she have?Step Two: Discussion1.Writing the following statement on the blackboardWe all agree that to have a good friend , you need to be a good friend.2.Ask the Ss:What do you think of this statement and how can you be a good friend?Let the Ss express their views3. Have the Ss get into groups of four to list some qualities of a person they wouldlike as a friend.Ss may list: honest, friendly, open-minded, generous, helpful, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, brave, easygoing, outgoing, warm-hearted, kind, selfness, tolerant, intelligent…4. Have a member of each group report on what their lists have and list them on the blackboard5. Ask the class whether or not they agree with all the qualities listedStep Three: Doing the survey and explanation1.Have the Ss do the survey in the textbook and let them work out their score.2.Teacher explain each itemQuestion 1 deal with how thoughtful you are towards others. The scoring reflects your concern for others. So one point for A gets the lowest score because it is the most selfish response. B get the highest score because it show a concern for your friend as well as your wish to go to see a film. C gets a slightly lower score because although it shows you want to go with your friend ( because you change the plan), you do not help your friend.Question 2 is concerned with fairness. A gets the lowest score because you are not giving your friend another chance to behave better this time.B gets a higher score because you let your friend borrow the camera again. This shows kindness and forgiveness or the trouble you had when it was returned broken. But you are not balancing his heeds against your own. That is why C gets the highest score. You are showing your friend that you will trust him/her with the camera again but this time you are giving him / her rules in case it gets broken.Question 3 deals with your concern for others. A get the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend. This is not responsible. You have things that you need to do. Of course yourfriend is important but not more important than you responsibilities. B gets a higher score because it shows some concern for your friend and some understanding that you have important things to do too. But it does not show any real interest in his / her problem. C get the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too.Question 4 is concerned with responsibilities to a friend. A provides the correct amount of responsibility to your friend. You recognize that it was your fault and will put it right and pay for the damage. So it gets the highest score. B provides some understanding that you are responsible. You put the situation right but you do not pay for the damage yourself. So it does not get the highest score. C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour.Question 5is concerned with honesty. If you let your friend look at your paper or somebody else’s paper, you are helping them to cheat. That is not honest, so answers A and C get no marks. But it takes courage to tell your friend that they should have studied and that they cannot look at your paper. That is also the honest answer. So you get 6 points for B, which is more than any other in the quiz.Step Four: Language pointsTeacher explain language points with some slides1.add v.1) to put together with something else so as to increase the number, size, importance,etc. 增加，添加eg. Please add something to what I’ve said, John.2) to join numbers, amount, etc so as to find the totaleg. Add up these figure for me, please.常用结构：add up / together sth. 把…加起来，合计add sth. to sth. 把…加到/进add to (=increase) 增加了…add up to 合计，共计add in 包括…，算进2.pay to get it repaired花钱让人去修理3.upset adj. worred; annoyed 不安的；使心烦意乱的v. cause to worry, to be sad, to be angry, not to be calm, etc. 使不安；使心烦意乱eg. He was upset when he heard the news.His cheating in the exam upset his teacher.4．ignore vt. to pay no attention to sth. 忽视；对…不予理睬eg. Ignore the child if he misbehaves and he’ll stop soon.ignorant adj.无知的；不知的ignorance n. 无知；愚昧5. calm vt. to make sth./ sb. become quiet 使镇静；使平静adj. not excited, nervous or upset 镇静的；沉着的calm down 镇静；平静calm down sb.=calm sb. Down 使某人镇静sb. calm down(vi.) 某人平静下来eg. The excited girl quickly calmed down.He took a few deep breaths to calm himself down.6.have got to do sth.(口语)=have to do sth.不得不做某事；必须做某事eg. Since you’re no longer a child now, you have got to make money to support the family.*have got to在变疑问句或否定句时，不再另加助动词，而have to则须加助动词do.have got to前不用情态动词，而have to前则可以。