人教版 book 1 Unit-1Friendship--Writing

4.go through
5.set down
合计
参加;加入
love (with) 相爱;爱上
经历;经受
记下;放下;登记
6.get along/on with
与……相处;进展
基础自主梳理
be+形容词+介词
7.get/be tired
of
对……厌烦
其他
8.
on purpose 故意
9.
at
dusk 在黄昏时刻
night
face to face…
……这是我一年半以来第一次
目睹夜晚……
记公式(公式这样记)
仿句子(高考这样考)
It is/was the first
timethat+sb+have(has
)/had done sth. 某人第
一次做某事。
2.这将是你第二次帮我了。
It will be the second time
2. 表示“能力;力量”的名词荟萃
①power 能力;力量;权力 ②ability 能力 ③competence 能力;胜任
④energy 精力;能源 ⑤force 武力 ⑥strength 力量
基础自主梳理
3. dis-否定前缀词汇大荟萃
①disagree vi.不同意 ②disappear vi.消失
__________________that
I'm
him again
particularly interested in this
position.
基础自主梳理
背句型(课本这样讲)
2.… it was the first timein a

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。

必修一Unit 1 Friendship--Anne’s Best Friend泛读学案Teaching objectives:By the end of the class, students will be able to:* Talk or discuss in groups to improve the students’ speaking ability.* Understand the text by using the related words and phrases that have been previewed before.* Practise reading abilities, such as skimming, scanning and so on.* Strengthen the understanding of friendship and know how to make friends.Teaching procedures:Ⅰ. Warming-up1.Discuss the theme of the song Auld lang syne.2.What qualities should a friend have?Ⅱ. Pre-reading1. Does a friend always have to be a person? What else can be your friends?2. How many parts does the passage contain? What are they about?Ⅲ. While-reading1.First-readingSkim the passage and fill in the form below.2.Second-readingRead each part carefully and finish the related tasks.Part 1Background information(1)What did Anne tell her best friend?A. A series of facts.B. Deepest feelings and thoughts.(2)Why did Anne and her family have to hide?_____________________________________________________________________ ___Part 2Anne’s diaryRead the diary quickly to find out the main idea of the diary.Anne expressed her feelings about ___________ after hiding for a long time. Para. 1(1)Feelings: _________; ____________(2)Reason:_______________________________________________________________ (3)What kept Anne spellbound?______________________; _______________________;________________________Para. 2(1)What did Anne do in order to experience nature?Example 1:___________________________________________________________ Example 2:___________________________________________________________(2)What held Anne entirely in their power?______________________; ______________________;_________________________Para. 3(1) How did Anne experience nature?___________________________________________________________________ ____(2)Feelings: __________; ____________3.Third-readingSummary（根据课文内容，依据语法规则完成短文）Anne, a Jewish girl, hid away 1._________the German Nazis with her family for nearly 25 2._________(month) before they were discovered.During her stay in the 3. _________(hide) place, Anne set down in her diary4.____series of things she was going through. As far as she was5.___________(concern), her diary was her best friend to whom she could tell everything. There was a time6._________ she grew very crazy about everything to do with nature. Once she saw the moon at night, which was the first time in a year and a half that she7.____________(see) that beautiful scene face to face. At that moment she was held8.__________ (entire) in the power of nature.What a poor and brave gir she 9._______(be)! In her mind she thought nature was one thing that really must 10._______________(experience).Ⅳ. Post-readingBrainstormSuppose you have a chance to go back to the time when Anne lived, how will you make friends with her and help her?(Attention: You only have three minutes. When time’s up, you must come back, because history should not be changed.)Ⅴ. Assignment(1)Read the text again and appreciate the beautiful sentences.(2)Read through Further Reading and get more information Anne.Ⅵ. Further Reading安妮1929年出生于德国法兰克福的一个犹太人家庭，她的父亲奥托是一位商人，也是摄影爱好者。

间接引语时态
一般过去时 过去进行时 过去完成时 过去将来时
现在完成进行时
一般过去时
过去完成进行时
过去完成时
直接引语变间接引语时态不变的情况
当直接引语是客观真理时。
当直接引语中有具体的过去某年、某月、某日作状 语时。 当直接引语是过去完成时态时。 当主句谓语动词是一般现在时、现在完成时、一般 将来时态时。
He asked , “Can I borrow your bike?”

He asked whether/if he could borrow my bike.
Tom said to me, “Do you like football?”

Tom asked me whether/if I liked football.
She said that she would finish her work the next day.
“ Will you go abroad or stay in Beijing?”he asked me.
He asked me whether/if I would go abroad or stay in Beijing.
句型变化
直接引语为陈述句时变间接引语的句型变化： 直接引语若为陈述句，变为间接引语时，间接引语往往变成由从 属连词that（在口语中可省略）引导的宾语从句，引述动词常 用say、tell等，从句中的人称、时态、指示代词、时间状语、 地点状语等都要作相应的变化 “I’m tired,”he said. He said (that) he was tried. Jim said, “I’ve read Tony ’s book and I didn’t understand it.” Jim said (that) he had read Tony ’s book and he didn’t understand it.