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高中语文必修一教案

发表时间：2020-07-02

高一必修1Unit1Friendship教学设计。

俗话说，凡事预则立，不预则废。高中教师要准备好教案，这是高中教师需要精心准备的。教案可以让学生们能够在上课时充分理解所教内容，帮助高中教师营造一个良好的教学氛围。写好一份优质的高中教案要怎么做呢？下面是小编为大家整理的“高一必修1Unit1Friendship教学设计”，欢迎大家阅读，希望对大家有所帮助。

高一必修1Unit1Friendship教学设计
必修1Unit1Friendship教学设计第一课时
第一课时WarmingUp
第一步：教师可以采用以下的不同方式引出本单元的话题；
方案一:
可以直接利用课本热身部分提供的问题来引出话题。这一方案开门见山,不仅能很快切入本单元的主题,而且问题指向明确,学生比较容易展开话题。
方案二：
可以利用其它更为生动、灵活的方式如：在黑板上写下几种“朋友”这个词在不同语言里的表达，让学生猜这些词的意思以激发学生的学习兴趣（教师最好能知道这些不同表达的书写和读音，还可以让学生在课堂上试写和试读）；也可以播放一首以友情为主题的歌曲（无印良品：《朋友》；老狼：《睡在我上铺的兄弟》）或一段描述友谊的电影片段（韩国电影《朋友》导演：郭京泽主演：张东健），然后让学生就所播放素材的主题展开讨论，进入本单元话题；教师还可以引用一些国、内外谈论朋友的名人名言（见背景资料）来展开话题。
方案三：
可以事先让学生准备一张好朋友的照片，然后在课堂上让学生展示自己的朋友的照片并描述其主要特点。也可以让学生介绍自己新学期在新的班级里交到的朋友（此方案适合程度较好的班级）。
开展活动时可以全班一起进行，也可以分小组进行，但要提醒学生用英语进行表达。教师可以事先做一个brain-storm，在黑板上列出一些描述人物的常用词汇和句型以帮助学生顺利完成接下来的活动，如：
Personality：kindgeneroushumorous
Appearance：handsomeprettygood-lookingtall
Hobby：sportsreadingtraveling
Inmyopinion/Ithink/Astome,he(she)isa...person.
He(She)alwayswears....
He(She)lookslike....
Wealwaysdo...together.
第二步：学生完成课本热身部分的问卷调查。在一些学生程度较好的班级，教师还可利用网络或其它资源对原有的问卷进行一定的补充，丰富问卷内容（见背景资料），让学生计算得分并根据教师公布的各分数段所对应的性格类型得出自己的调查结果；（在调查过程中，教师可以对问卷内容中的部分新单词和词组作简单的解释以帮助学生顺利完成问卷。建议教师有针对性地保留对部分生词和词组的解释以锻炼学生的阅读理解能力）
第三步：小组活动，学生分成若干小组，讨论朋友之间建立友谊的基础，可能会出现的问题以及相应的解决方法或建议；
第四步：学生发表讨论结果；
方案一：
直接提问学生，公布讨论结果。
方案二(此方案适用于程度较好的班级)：
教师设计一个小型的采访活动让学生分角色进行role-play（教师根据学生的实际语言基础来要求讨论和发言时使用的语言，应鼓励学生尽量用英语表达并且提供相关的句型和词汇作为提示,如:
Whatkindofpersonareyouaccordingtothesurvey?
Doyouthinkyoucanbeagoodfriendtoothers?Andhow?
Whatdoyouthinkarethebasicelementsweneedtokeepourfriendship?
第五步：教师整理学生讨论和发言的内容，并针对友谊这一话题提出自己的看法和建议供学生参考,如：Everyoneneedsfriend.（如果条件允许还可以要求学生在课后将在讨论中得出的好方法和建议搜集起来制作成小册子互相传阅和学习）。
Pre-reading
第一步：小组讨论：Doesafriendalwayshavetobeaperson?Whatelsecanbeyourfriend?
第二步：教师根据学生的答案引出阅读部分的话题，可以增加更为具体和深入的问题，如：
Howcananimals/otherthingsbeourfriends?
Whatarethe(dis)advantagesofhaving...tobeourfriends?
UsingLanguage
Listening(Page6)
第一步：个别活动，学生阅读LisasLetter，了解信的主要内容并思考Lisa在信中提出的问题：Idontwanttoendthefriendship,butIhateothersgossiping.WhatshouldIdo?
第二步：两人活动，学生根据听力练习提出的问题做出假设性回答；
第三步：听录音，学生完成听力练习2、3；（建议听力材料播放两遍，第一次播放时要求学生只听录音不做题，可以根据自己的理解和判断写下录音材料中出现的关键词，在第一遍结束后归纳出听力材料的主要内容。第二次播放时完成课本的配套练习）
第四步：提问学生，公布答案，并要求学生将正确答案和自己之前的预测作对比，体会合理的逻辑思维在听力练习中的重要性。（如果有学生在个别词句上出现没有听懂的情况，教师可以在时间允许的情况下重复播放听力材料的片段或适当加以解释，帮助学生更好的理解）
Speaking
第一步：小组活动，利用以上听力部分的题材，讨论中学生当前对待友情和爱情的态度及方式，如:
DoyouhavethesimilarexperienceasLisa?Ifyes,whatdidyoudo?Ifno,canyougivesomeadvicetothestudentswhohavethesameproblemsasLisadoes?
Whatsyouropinionaboutthedifferencesbetweenfriendshipandlove?
Howdoyoujudgetheimportanceoffriendsandyourlovers?Whodoyouthinkaremoreimportant?
Areweteenagersmatureenoughtostartaloveaffair?
Canyousuggestsomeofyourparentsopinionsaboutthismatter?
第二步：教师标明需要运用的词汇或句型，如：Ithink/suggest/...；inmyopinion；astome；I(dis)agreewithyou.Ithinkso.Iamafraidnot.要求学生以情景表演（如：模拟热线电话、咨询心理医生或虚拟某公司街头的问卷调查）来表达各自对这一话题的观点（情景的模式可由教师事先设计安排，也可以由学生自主创造。在表演中，重点强调对有关表达个人观点的句型和词汇的运用及直接引语和间接引语之间的转换。由于中学生的心理处于比较敏感和特殊的阶段，因此，教师在进行这个话题的讨论时除了要达到通过课堂讨论发展学生语言表达能力的教学目标以外，还要注意对学生进行适当的心理引导，纠正学生的某些偏激或不成熟的想法，但也要对学生的观点表示尊重和理解）；
第三步：教师对口语练习做小结，并指出值得肯定和需要改进的地方，使学生明确下一阶段的学习目标；
Homework:
1.预习本单元的单词和词组（参照单词表）；
2.有条件的班级可以要求学生课后利用互联网、图书馆等渠道搜集和第二次世界大战相关的知识以帮助理解即将学习的课文。条件有限的地区可以由老师事先准备相关的资料发放给学生作为课后的泛读资料。（建议选择英文的资料）
第二、三课时
第二课时ReadingandComprehending
第一步：教师介绍文章的历史背景和主人公的相关信息，帮助学生理解课文内容。建议课前利用网络及其他渠道收集一些有关这篇文章主人公的基本资料，最好包括图片和文字资料（参考背景资料），让学生在课堂上进行快速阅读以了解更多的背景信息；
第二步：学生根据课本提供的插图对课文的故事情节做出想象和假设（教师要鼓励学生充分发挥想象力大胆预测故事情节）；
第三步：学生独立阅读课文，完成Comprehending部分的练习，再由教师对练习答案做简单的核对和讲解；（由于本课时的教学目标是完成对课文内容的基本理解，接下来还有一个课时专门用来讲解单词和语法，因此，在这个阶段教师不必对课文和练习中出现的生词、词组和句型讲解得过于详细）
第四步：讲解阅读中的部分难点；
方案一：
可以开展小组活动，学生互相讨论和帮助，讲解课文的重、难点。最后再由教师进行修正、整理和补充说明。
方案二：
可以竞赛的形式完成课文重、难点的讲解：将全班分成四个小组，每组选派两至三名学生作为代表，回答其它小组提出的问题，每个小组提出的问题数和回答的质量都要计分，最后评选出最佳提问小组和最佳“小老师”（此方案能够更好地激发学生提问和积极思考，但在进行过程中要注意对时间和程序的控制，学生提问和讲解的时间不要过长，最后教师还应该对学生的讲解进行必要的修正和补充）；
第五步：两人活动，学生组织一段对话，对文章话题进行扩充理解（在设计问题的时候可以直接利用课本提供的问题：“WhatwouldyoudoifyouareinthesamesituationasAnnandherfamily?Givesomereasons.”。也可以根据学生的程度做出变化，设计不同的情景模式，旨在通过设置这些和实际生活更为接近的话题对文章内容进行扩展，如：“Whatwouldyoudoifyouarelostintheforest?orIfyouaretoldtoliveinanisolateislandforayear,whatarethethreethingsyouneedmostandwhatyouaregoingtodotokillthetime?What/Whowillyouchoosetobeyourfriend?”
Homework:
1.阅读课文，熟悉课文内容；
2.教师列出本课中出现的重点词汇（dosth.onpurpose；inorderto；facetoface；hideaway；setdownaseriesof...；gothrough；dare...etc.），学生组成小组（根据班级的人数分成以4-6人为单位的小组），通过讨论、查资料等方式独立归纳重点词汇的意义和用法。
第三课时
LearningaboutLanguage
DiscoveringUsefulWordsandExpressions(Page4)
第一步：学生独立完成本部分的练习；
第二步：教师核对答案并对部分重难点进行讲解（对单元知识点的讲解可以结合文章中的典型例句和用法，让学生对课文内容和知识点在本单元中的用法掌握得更加牢固。在讲解课文单词意思的时候要注意引导学生学会使用已经学过的单词和词组来解释生词的方法）；
难点词汇用法的学习，例如：
1.add:add...to；addto；addupto；
eg.Willyoupleaseaddsomemilktomycoffee?
Thelittlebabyaddstoourenjoymentattheparty.
AllthemoneyIhaveinmypocketaddsupto5.
2.crazy:becrazyabout/on;becrazyforsth./sb.;
eg.Hewascrazyabout/onclassicmusicwhenhewasyoung.
Manyyoungcollegestudentsarecrazyforchancestogoabroadforfurthereducation.
Mybrotheriscrazyforthepopband------U2andwillnevermissanyoftheirperformances.
3.suffer:suffersth.;sufferfrom…;
eg.Thecompanysufferedgreatlossintheaircrash.
Heoftensuffersfromheadachesatnight.
4.concern:concernsth.;beconcernedabout/forsb./sth.;
eg.Thiscaseconcernsthegroupofpeoplegreatly.
Ourheadteacherisconcernedaboutourstudyandhealthallthetime.
5.accordingto...;
eg.Accordingtothedoctor,youshouldstayinbedforatleast2days.
Ithinkwedbettersetoffassoonaspossibleaccordingtotheweatherforecast.
6.join:joinsth.;joininsth.;joinsb.insth./doingsth.;
eg.HejoinedthePartywhenhewas18.
CanIjointhegame?
Willyoujoinourteaminplayingfootball?
7.dare:daredo...;daretodo...;
eg.HowdareyousayIamanunfaithfulman?
Ifyoudaredothatagain,Iwillmakeyoufeelsorry.
Hedidntdaretogotherealone.
Iwasgreatlyshockedthatyoudaretoaccusehimofdishonesty.
第三步：学生通过完成练习册的配套练习（P41Usingwordsandexpressions）巩固本单元的重点词汇和表达（教师可根据情况设计一些应用这些词汇和表达的句型或情景模式让学生进行练习以增强学习效果）。
DiscoveringUsefulStructures(Page5)
第一步：小组活动，学生通过对例句的阅读分析，结合初中阶段学习的内容，尝试总结直接引语和间接引语之间转换的规则，包括不同句型（陈述句、祈使句和疑问句）的转化特点；人称、时态以及指示代词、时间状语、地点状语和动词的变化。教师要根据直接引语和间接引语之间转换的规则特点有针对性的准备一些典型例句（具体例句可参照课本P87~89提供的例句），尽量方便学生通过例句来观察和总结转换的规则；
第二步：教师在学生小结的基础上利用例句对直接引语和间接引语之间转换的规则进行修正和补充；
第三步：学生独立完成课本设计的巩固练习（Page5:Exercise2），加强对直接引语和间接引语之间转换规则的掌握；（为了避免学生在反复练习的过程中感觉枯燥，失去学习的兴趣，教师在例句的设计上要多下功夫，如：可以选择一些当红的明星做主语；例句中的谈话内容也可以使用现下流行的一些话题或时尚用语，如：playingPCgames;shoppingonline;meetingnet-friends等等，以此来激发学生的学习欲望）
Homework:
1.结合课堂讲解和课后练习复习本课时学习的重、难点词汇；
2.阅读课本语法部分的直接引语和间接引语专题讲解，更好地巩固和掌握这一个语言点；
3.根据学生订阅的辅导资料布置一定量的有关直接引语和间接引语之间转换的练习。（如果没有相关教辅资料，则建议教师自己准备一定量的练习要求学生完成）
第四、五课时
第四课时Usingstructures
第一步：学生独立以快速阅读的方式完成这部分的阅读理解和课后练习;
第二步：两人活动，根据上一节课学习的直接引语和间接引语之间转换的规则复述故事。（为了培养学生的逻辑思维和表达的连贯性，教师可以鼓励学生在第一步快速阅读的时候列出文章的关键词，如：arrive；goupstairs；startclearup；sleepatnight；...etc.然后根据关键词来重组故事情节。应该尽量避免照本宣科地复述）
Readingtask(Page44)
第一步：阅读练习册中ReadingTask中的短文“FriendshipinHawaii”，理解其大意；
第二步：完成课后设计的配套练习（Page45:Exercise1and2），通过练习巩固对课文内容的理解；（在练习二中有部分问题的设计显得有些抽象模糊，不利于学生思考，如：HowdopeopleinHawaiigetonwithoneanother?HowcanpeopleinHawaiiliveinpeace?教师在实际教学的过程中可根据具体情况选择忽略或做适当的改动，使问题更为明确）
第三步：全班活动，比较中国和Hawaii对待友情的特点和方式（如果学生程度较好，可将话题拓展到比较东、西方文化中对待友谊的差异）；
第四步：要求学生将比较结果用一段话表达出来；
第五步：如果时间允许，可让学生根据讨论得出的结论模拟表演不同地区，不同文化中朋友们见面的接待方式，活跃课堂气氛;
Homework:
布置一篇描述友谊的作文让学生课后完成，作文的题材和具体内容不要过分限制，要鼓励学生锻炼创造性思维。（也可以将该写作练习设计成一个小游戏：先让学生完成一篇描写自己好朋友的小作文，但对象要限制在班级以内，120字左右，并在下次上课是在课堂上选读2-3篇文章，让学生猜测文中的主人公是班上的哪位同学，教师可适当准备一些小奖品作为奖励）
第五课时
Audio-visuallesson/Listeningandspeaking
有关这一课时的设计，不同条件和基础的班级可以根据实际情况有自己的选择。
方案一：（注：此方案不包含视频内容）
第一步：完成语言运用部分的语言表达(Usinglanguage----Speaking)，但是要注意在进行问卷调查的设计过程中，教师要对问卷的格式和语言特点做出必要的指导，如：问卷的问题设计要紧扣主题，语言简洁、明了，提供的答案也应尽可能包括各种可能的回答。最好能就如何设计问题才能体现题目中“Designaquestionnairetofindoutwhatkindoffriendsyourclassmatesare.”的要求给学生提示，便于他们更好地完成问卷设计。
第二步：完成练习册部分的相关听说练习(P41：Listening；Talking；ListeningtaskandSpeakingtask)。鉴于这部分的练习比较简单，教师可以直接根据课本设计的问题来播放录音带和提问，无须做过多的扩展。同时，教师还可以根据课时适当增加一些话题或练习。
方案二：（此方案适用于教学设备比较完备，程度较好的班级）
第一步：播放一段以讲述二战时期犹太人生活和遭遇的影片让学生欣赏。（比较有代表性的影片有《钢琴师》和《辛德勒的名单》）
第二步：小组活动。学生就所欣赏的电影片段发表个人观点和看法。在进行这一环节时最好能够根据所选择的影片来设计讨论的话题，如选择《钢琴师》（建议教师选择男主人公因形势所迫不得不独自封闭在一个小房间里度过漫长战争岁月，同时还时刻担心被纳粹分子发现的片段，让学生了解单元课文所涉及的历史背景，体会文章主人公在当时特定环境下的心理和情感。）教师在学生发表个人看法时要注意提醒和引导学生灵活运用在本单元学习的能够表达赞同以及反对的词组和句型；
第三步：由教师对学生的讨论情况和结果做出评价；（建议以鼓励为主，最好避免当场纠正学生在表达过程中所犯的语法错误，以免打击学生发言的积极性和发言思路，但发言结束后还是应该对比较明显的错误进行纠正）
Homework:
要求学生根据课堂讨论的结果设计一段对话，主要内容是围绕课堂所欣赏的电影的主题，在对话的设计中要加入在前几课学到的词组、句型以及表达个人观点的常见用法。

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新课标高一必修1 英语教案Unit 1 Friendship

一名优秀的教师在教学时都会提前最好准备，高中教师要准备好教案，这是老师职责的一部分。教案可以更好的帮助学生们打好基础，帮助高中教师能够井然有序的进行教学。那么，你知道高中教案要怎么写呢？下面是小编为大家整理的“新课标高一必修1 英语教案Unit 1 Friendship”，仅供参考，欢迎大家阅读。

PartOne:TeachingDesign(第一部分：教学设计)
Period1:Asamplelessonplanforreading
(ANNE’SBESTFRIEND)
Aims
Totalkaboutfriendship
Toreadaboutfriendship

Procedures
I.Warmingup
1.Warmingupbyassessing
Alotofpeoplehaveonlyfewpossibilitiesofgettingfeedbackabouttheirownpersonality.Inthisexerciseyouwillhavetheopportunitytogetsomefeedbackandtodiscussitwithapartner.Whilecomparingyourmutualjudgements,certainprejudicesormisunderstandingsmayappear,aspeopleoftendonotknoweachotherthoroughlyenoughtojudgeotherscorrectly.Trytobehonest!
Selfassessment
Ofthefollowingcharacteristicschoose5thatareparticularlyapplicabletoyoupersonally.
sociable,honest,friendly,easygoing,nervous,open-minded,anxious,careful,talented,talkative,nosy,thoughtful,generous,carefree,pessimistic,peaceful,optimistic,interesting,reliable,helpful,active,careless,caring,exact,adventurous,imaginative,hot-blooded,well-organised,trustworthy,patient,responsible,outgoing,kind,brave,warm-hearted,selfless,tolerant
Partnerassessment
Nowchoose5characteristicfeatureswhichyouthinkareespeciallyapplicabletoyourpartner.
sociable,honest,friendly,easygoing,nervous,open-minded,anxious,careful,talented,talkative,nosy,thoughtful,generous,carefree,pessimistic,peaceful,optimistic,interesting,reliable,helpful,active,careless,caring,exact,adventurous,imaginative,hot-blooded,well-organised,trustworthy,patient,responsible,outgoing,kind,brave,warm-hearted,selfless,tolerant
2.Warmingupbydescribing
Havethestudentsgetintogroupsoffourtodescribetheirownidealfriend.IndividualstudentsmustdecideonTOP5characteradjectivesthatcouldbeusedtodescribetheidealfriendandinsisttheyhavegoodreasonsfortheirchoice.Thenletthegroupleadergivetheclassadescriptionoftheiridealfriend.
3.Furtherapplying
Youmayalsohavethestudentsdothesurveyinthetextbook,followingthestepsbelow.
1.Getthestudentstomakealistofthreequalitiesagoodfriendshouldhave.
2.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.
3.Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard.
4.Asktheclasswhetherornottheyagreewithallthequalitieslisted.
5.Thenhavethestudentsdothesurveyinthetextbook.
6.Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8.
7.Theteacherasksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship:
★4~7points:Youarenotagoodfriend.Youeitherneglectyourfriend’sneedsorjustdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriendneedstodo.
★8~12points:Youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.
★13+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.Welldone.
(Youmayalsoshowyourstudentstheresultsaboveandletthemselvesself-reflectupontheirownvaluesoffriendship)
II.Pre-reading
TofocustheStudents’attentiononthemaintopicofthereadingpassage.
Toactivatetheirpreviousknowledgeonthetopic.
III.Talkingandsharing
Workingroupsoffour.Tellyourgroupmateshowyoureflectonthesequestions.
1.Whydoyouneedfriends?Makealistofreasonswhyfriendsareimportanttoyou.
2.Whatdoyouthinkagoodfriendshouldbelike?Listwhatagoodfriendshoulddoandsharethelistwithyourpartners.
3.Doesafriendalwayshavetobeaperson?Whatelsecanbeafriend?
4.Doyouthinkadiarycanbecomeyourfriend?Whyorwhynot?
Instructions:Theteachercangiveeachgrouponeofthesequestionsabovetotalkabout.Thenlettheclasssharetheirideas.It’sbettertostimulatethestudentstochallengetheirclassmates’opinionsaboutthesequestions.
Possibleanswers
Q1:ReasonsIneedfriends:
※tocopewithstressfulsituationsinlife
※tosharemyworriesandsecretsinmyinnerworld
※toshowmyconcernforotherpeople
※toletotherpeoplesharemyhappiness
※tounfoldtootherpeoplethesecretsinmyheart(tonamebutfew.)
Q2:Agoodfriendshould:
※tellmethetruth(honest)
※begoodtome(friendly)
※bewillingtoconsideroracceptothers’ideasoropinions(open-minded)
※bewillingtohelpothers(generousorhelpful)
※begood-tempered
※thinkaboutwhatothersneedandtrytohelpthem(caring)
※beloyaltotheirresponsibility(responsible)
※noteasilyupset(easy-going)
※beout-going(liketomeetandtalktonewpeople)
※betolerant(allowotherpeopletohavedifferentopinionsordosomethinginadifferentway)
※beselfless(tonamebutfew)
Q3:Whatelsecanbeafriend?
Answerscanbevarious.(omitted)
Q4:Students’answersmayvarybutmustincludeareason.
Yes.Ithinkitcanbe,becauseIcansetdownhowIfeeleverydayinmydiary,andletotherpeoplereadittosharemyfeelingssometimelater.Aboveall,itfeelsgoodtowritedownmythoughtsandfeelingonpaperwhenIamsadorlonely.
IV.Reading
1.Lookingandguessing
Workinpairs.Lookatthepicturesandtheheadingandguesswhatthetextmightbeabout.
1).Imaginewhatitmightbelikeifyouhadtostayinyourbedroomforawholeyear.YoucouldnotleaveiteventogototheWCortogetacupoftea.Howwouldyoufeel?
2).Whatwouldyouchooseifyouareonlyallowedtohavefivethingswithyouinthehidingplacebecausethereisverylittleroom?
2.Readingtosummarisethemainideaofeachparagraph.
Skimthetextandsummarisethemainideaofeachparagraphinonesentence.
Para.One:Annemadeherdiaryherbestfriendwhomshecouldtelleverything.

Para.Two:Anne’sdiaryactedashertruefriendduringthetimesheandherfamilyhadtohideawayforalongtime.

Para.Three:Havingbeenkeptindoorsforsolong,Annegrewsocrazyabouteverythingtodowithnature.

3.Languagefocus
Nextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.
laughat,gothrough,make/call+O+Noun(asO.C.),hideaway,setdown,growcrazyabout,dowith…,therewasatimewhen…,keepsb.spellbound,onpurpose,inordertodosth.,fartoo+adj./adv,happentodosth.,itwasthefirst/secondtimethat…,facetoface
V.Closingdown
Closingdownbydoingexercises
ToendthelessonyouaretodothecomprehendingExercises1and2.
Closingdownbydiscussionofideas
Workingroupsoffour.Discusstheideasputforwardinthereadingpassage.Itdoesnotmatterwhetheryouagreeordisagree.Whatisimportantisthatyoushouldhaveareasonforwhatyousay.Alsoyoucanputforwardyourownideas,eithercriticisingthetextorusingitasasupport:
★WhatwouldyoudoifyourfamilyweregoingtobekilledjustbecausetheydidsomethingtheEmperordidnotlike?
★Wherewouldyouplantohide?
★Howwouldyouarrangetogetfoodgiventoyoueveryday?
Whatwouldyoudotopassthetime?
LanguagechunksfromUnit1Friendship
addup,getsth.done,calmsb.done,havegotto,goonholiday,talkcareof,walkthedog,getloose,payforsth,cheatintheexam,shouldhavedone,someoneelse’s,laughat,gothrough,hideaway,setdown,aseriesof,ahidingplace,Iwonderif…,grow/be/becomecrazyabout,couldhavedone,keepsb.spellbound,keepdoing,stayawake,onpurpose,inorderto,byoneself,fartoomuch,itwas(is)thefirsttimethat…,facetoface,feellonely/sitalone,saveone’slife,beconcernedabout,withsomanyclotheson,havetroublewithsb,atthemoment,getalong(well)withsb./sth,enjoydoing,be/become/makefriendswith,be/fallinlove(with),trysth.outonsb.askforadvice,givesb.someadviceon…,makeanefforttodosth.,joininsth.,showone’sinterestin,farandwide,payattentionto,looktoone’sownconcern,shareone’sthoughtsandfeelingswithsb,cometoaconclusion,bepreparedtodosth.,aheart-to-hearttalk,hurtone’sfeelings,changeone’smind,liveinpeace,goonapicnic,getawaywith,feelathome,inneed

Period2:AsamplelessonplanforLearningaboutLanguage
(Directthevalueofitisseldomknownuntilitbelost.”---CharlesCalebColton
★“Afriendisonewhowalksinwhenotherswalkout”---WalterWinchell
★“Afriendisonewhobelievesinyouwhenyouhaveceasedtobelieveinyourself.”---Lysha
★“Thebetterpartofoneslifeconsistsofhisfriendships.”---AbrahamLincoln
★“Adviceislikesnow;thesofteritfalls,thelongeritdwellsupon,andthedeeperitsinksintothemind.”---SamuelTaylorColeridge
★“Friendshipisthegoldenribbonthattiestheworldtogether.”---KristinaKentigian
★“Friendsarethesunshineoflife.”---JohnHay
★Afriendinneedisafriendindeed.
II.Tipsonbeingagoodfriend
※Treatyourfriendsthewayyouwanttobetreated.
※Keepsecretsthataretoldtoyou.
※Payattentionwhenyourfriendistalking.
※Keepyourpromises.
※Sharethingswithyourfriend.
※Tellyourfriendthetruth.
※Stickupforyourfriend.
III.Whatkindoffriendareyou?

1.Ifyourfriendtellsyouasecretthatisn’tbadbutyoupromisednottotellanyone,youwill________.
A.telleveryoneB.keepthepromise
2.Ifyouknowyourfriendisplanningtocheatonatest,youwill________.
A.tellyourteacherB.letyourfriendcheat
C.helpyourfriendstudyforthetestsoshewontfeelsheneedstocheat
3.Ifyourfriendtellsyouasecretanditmaycausehisorherdeath,youwill________.
A.tellatrustedadultB.keepitasecretC.tellyourfriends
Youmayprintthissheetandanswerthequestions.Thendiscusstheanswerswithyourfriends.
Atruefriendshipshould:
☉encourageyoutoliveyourdream.
☉supportyoutowardyourgoals.
☉sympathizeforyourlossesandhelpyoufindasilverlining.
☉buildyourself-esteem.
Ifhappinessandlife-satisfactionareyourgoals,yourfriendsshouldbechosenonthebasisofhowwelltheycanaccomplishthosefourgoals.
Happinessisapersonalchoicethatcomesfromwithin.But,asthefriendshippoemsays,itsurelydoesn’thurttohavesupportivefriendshipsthathelpusachieveourgoals.
IV.Self-reflectionuponfriendship
ReadthefollowingstatementsandthentickYes(√)orNo(×)toshowyouropinionsuponfriendship.
1.Friendshipisveryimportanttome.
2.Ihavealotoffriends.
3.Therecanbetruefriendshipbetweenaschoolboyandaschoolgirl.
4.Iamverykindtomyfriends.
5.Ithinkeveryoneshouldhavefriends.
6.Friendsmusthavethesamecharacter.
7.Ikeepadiaryandthinkitismyclosefriend.
8.Whenmyfriendisintrouble,Iamalwaysreadytohelp.
9.Idon’tliketotalktoothersverymuch.Iliketobealone.
10.Ikeepapetanimalandtreatitlikeafriend.
Afriendshippoem
Choosefriendswisely,theportraittheypaint
Iswhoyouareandwhoyouain’t.
Friendshipislife’sgreatsupport
Whenfriendsareoftherightsort.
Forallyourdreamsdotheymakeroom,
Orbringyoudownwithdoomandgloom?
Youwillknowafriendshipistrue.
Whenitbringsoutthebestinyou.
It’strue.Youcantellapersonbythecompanyshekeeps.Ourfriendshipsnotonlytellalotaboutwhoweare---theymakeuswhoweare.Thefriendshippoemabovesaysitall.Youwillknowafriendshipistruewhenitbringsoutthebestinyou.
Takealookatyourfriends.Dotheybringoutthebestinyou?Thatmightseemlikeasillyquestion.Wealltendtothink,“Ofcoursetheybringoutthebestinme.Iwouldn’tbefriendswiththemotherwise.”
Section2:Vocabularyteachingstrategy
I.Theroleofvocabularyteaching
InthecontextoflearningEnglishasaforeignlanguage,alearnerisforcedtobeautonomousandindependentandmakeconsciousefforttolearnvocabularyoutsidetheclassroomsimplybecausetheexposuretothetargetlanguageislimitedinclass.Soteacherscannotrelyontheirstudents‘pickingup’lexicalitems.Thismakesexplicitvocabularyteachingnecessary.However,vocabularyisnotoriouslydifficultifnotimpossibletoteachbecauseofthecomplexityofitslinguistic,semanticandpsycho-cognitiveaspects
II.Bestapproach
Therearenouniversallyusefulstrategiesandtheycontributetovocabularylearningindifferentways.Studentsuseanumberofstrategies,oftensimultaneously.Theefficiencyofvocabularylearningdependsonhowstudentscombineindividualstrategies.Ifstudentscombineandemployindividualstrategiesfromdifferentgroupstheywillbemoresuccessfulindevelopingthetargetlanguagelexicon.Thus,theidealcombinationwouldbethatofstrategiesfromallfourgroups.
Theteachershouldcreateactivitiesandtasks(tobedonebothinandoutsideclass)tohelpstudentstobuildtheirvocabularyanddevelopstrategiestolearnthevocabularyontheirown.Studentsexperimentandevaluateandthendecidewhichtoadoptorrejectsincestrategiesarenotintendedtobeprescriptive.
III.Practicalactivities
Hereisaselectionofpracticalactivitiesthatdirectlearnerstowardsusingstrategiesofvocabularylearning.
1.Theusefulalphabet(self-initiatedindependentlearning)
Eachstudentgetsaletterandhastofind5,10or15wordsheorshethinkswouldbeusefulforhimorher.Heorshethenreporttotheclass,perhapsasamingleactivity,usingwordcards(ononesidetheywritetheletter,ontheothertheinformationontheword-spelling,pronunciation,definition).
2.Wordbag(formalpractice)
Thisistogetyourstudentstowritedownnewwordstheyhearinclass.
Atthebeginningoftheterm/course,dividestudentsintogroupsofabout5andgiveeachgroupanumber(e.g.1-6).Atthebeginningofeachclass,giveeachgroupabout10cardsonwhichtheywritethenumberoftheirgroupandthenewwordstheyhearinclass.Attheendofeachclass,theyputtheircardsintothe“wordbag”andevery2weeksyoucheckwhethertheystillknowthosewordsandwhichgrouphasthemostcards.Intheendtherearetwowinners:thegroupthathasthemostcards,andtheonethatknowsmorewords.
3.Especiallyforyou(Functionalpractice)
Theteacherpreparesalistofwords.Eachstudentgetsoneword,whichispreparedespeciallyforhimorher.Thetrickisthateachstudentgetsawordwhoseinitialletteristhesameastheinitialofthestudent’sfirstname,e.g.Lindagetslistless.Eachstudentmustlookitupinthedictionaryduringtheclassandafterafewminutesreporttotheclass.E.g.“MynameisLindaandI’mlistless.ThatmeansthatIam...(definition)...”.Forhomeworkstudentscandothesameusingtheirsurname.
4.Wordtour(memorizing)
Instructionsforyourstudents:Thinkofatownorcityyouknowwell.Imaginethatyouareorganizingasightseeingtour.Thinkof5placesyouwouldincludeonyourtourandwritedowntheorderinwhichthetouristswouldvisitthem.Learnyourtouroffbyheartsothatyoucanpictureitinyourmind.Wheneveryouhave5newEnglishwordstolearn,imaginethesewordsarethetouristsonyourtourandpicturethewordsintheplacesonyourtourlikethis.
Tour:TrafalgarSquare;BuckinghamPalace;HousesofParliament;WestminsterAbbey;DowningStreet.Wordstolearn:apron,dustpan,vacuumcleaner,featherduster,broom.ImagineNelsononhiscolumninTrafalgarSquarewearinganapron,thequeenbrushingthefloorinBuckinghamPalaceandusingadustpan...

Section3:WordsandexpressionsfromUnit1Friendship
addv.1.putsomethingwithsomethingelseorwithagroupofotherthings:Doyouwanttoaddyournametothelist?2.toputtwoormorenumberstogetherinordertocalculatethetotal:Add6and6tomake12.3.toincreasethenumber:Thesalestaxadds15%tothepriceofclothes.4.tosaysomemorethatisrelatedtowhathasalreadybeensaid:That’sallIwanttosay.Isthereanythingyou’dliketoadd.
Otherverbalphrasesof“add”
addto:tomakesomethinglargerandmorenoticeable:Ourexplanationseemedonlytoaddtohisbewilderment.
addup:tocalculatethetotalofseveralnumbers:Addyourscoresupandwe’llseewhowon.
addupto:tohaveaparticularresult:Hisschoolingaddeduptonomorethanoneyear.
point:n.1.smallspot:Thestarsshoneliketinypointsoflightinthesky.2.sharpend:aknifewithaverysharppoint.3.aunitusedtoshowthescoreinagameorsport:Shelostthreepointsforthatfall.(inaskatingmatch)
upset:1.vt.foolish:That’sthecraziestideaI’veeverheard.2.mad;illinthemind:Turnthatmusicdown---it’sdrivingmecrazy.3.becrazyabout=tolikesb.verymuch,orbeveryinterestedinsomething:Theboyiscrazyaboutfootball.4.likecrazy=veryhard:Wehavetoworklikecrazytogetthisfinishedontime.
purpose:1.n.anintentionorplan;thefeelingofhavinganaiminlife:Thediscussionservesatwinpurpose---instructionandfeedback.Tomwentforawalk,withnodefinitepurposeinmind.2.onpurpose=deliberately
trust:1.n.astrongbeliefinthehonesty,goodnessetc.ofsomeoneorsomethinge.g.Youshouldn’tputyourtrustinamanlikethat.2.vt.tobelievethatsomeoneishonestandwillnotharmyouorcheatyou:ItrustedMax,soIlenthimthemoney.Canhebetrustedtolookafteryourpetdog?
suffer:vt.tohavesth.returnedtoyou
getdown:tomakesb.feelunhappy;
getdowntosth./doingsth.:tostartdoingsomethingthatneedsalotoftimeorenergy.
getover:getwellafteranillness;todoandfinishsth.difficult
getthrough:topassatestorexam
communicate:vi.toexpressyourthoughtsandfeelings:Parentssometimesfinditdifficulttocommunicatewithteenagechild.

新课标高一必修1英语Unit1Friendship（全套教案）

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新课标高一必修1英语Unit1Friendship（全套教案）
TeachingplanUnitoneFriendship
Teachingaims:
1.能力目标：
a.Listening:getinformationandviewsfromthelisteningmaterial;
b.Speaking:expressone’sattitudeorviewsaboutfriendsandfriendshipinappropriatewords.
c.Reading:enabletheSstogetthemainidea
d.Writing:writesomeadviceaboutmakingfriendasaneditor
2.知识目标：
a.Talkaboutfriendsandfriendship;howtomakefriends;howtomaintainfriendship
b.Usethefollowingexpressions:
Ithinkso./Idon’tthinkso.
Iagree./Idon’tagree.
That’scorrect.
Ofcoursenot.
Exactly.
I’mafraidnot.
c.toenabletheSstocontroldirectspeechandindirectspeech
d.vocabulary:addpointupsetcalmconcerncarelessloosecheatreasonlistsharefeelingthoughtGermanseriesoutdoorscrazymoonlightpurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequizeditorcommunicatesituationhabit
addupcalmdownhavegottobeconcernedaboutwalkthedoggothroughhideawaysetdownaseriesofonpurposeinordertofacetofaceaccordingtogetalongwithfallinlovejoinin
3.情感目标:
a.ToaroseSs’interestinlearningEnglish;
b.ToencourageSstobeactiveintheactivitiesandmakeSstobeconfident;
c.Todeveloptheabilitytocooperatewithothers.
4.策略目标：
a.TodevelopSs’cognitivestrategy:takingnoteswhilelistening;
b.TodevelopSs’communicativestrategies.
5.文化目标：toenabletheSstogettoknowdifferentopinionsaboutmakingfriendsfromdifferentcountries.
Teachingsteps:
Periodone

Step1.Warm-up
1.SslistentoanEnglishsongAULDLANGSYNE.
2.Brainstorming:letSssaysomewordsaboutfriendship–honest,friendly,brave,humorous,funny,wise,kind,open-minded,responsible,helpful….
Step2.Talkaboutyouroldfriends
1.SstalkabouttheiroldfriendsinJuniorMiddleSchool,talkabouttheirappearance,personality,hobbies,etc.
2.Self-introduction
Step3.Makenewfriends
1.Ssgoaroundandasktheirnewfriendssomeinformationandfillinthefollowingform
NameAge/hobbies/favoritesports,books,…
2.Reporttotheclass:whowillprobablybeyourfriendwhy.
Step4.Doasurvey
Ssdothesurveyinthetext,P1
Sep5.Listeningandtalking
DoWbP41(Talking).WhileSslistentothematerial,askthemtotakenotesaboutthespeaker’sviewsofmakingfriends.
WhenSsmaketheirconversation,askthemtotrytousethefollowingexpressions.
Ithinkso./Idon’tthinkso.Iagree./Idon’tagree.
That’scorrect.Ofcoursenot.Exactly.I’mafraidnot.
Step6.Discussion
DivideSsfourinonegroupandeachgroupchooseatopictodiscuss.Therearefourtopics.
Topic1:Whydoyouneedfriends?Makealistofreasonswhyfriendsareimportanttoyou.
Topic2:Thereisasaying“tohaveagoodfriend,youneedtobeagoodfriend.”Whatdoyouthinkofthesayingandhowcanyoubeagoodfriend?
Topic3:Doesafriendalwayshavetobeaperson?Whatelsecanbeyourfriend?Why?
Topic4:Listsomequalitiesofapersonwhodoesnotmakefriendeasily.
Step7.Summary
1.AskSsthemselvestosummarizewhatisfriendshipandwhatisthemostimportantinmakingfriends.
2.Tshowsmoreinformationaboutfriendshipandapoemaboutfriendship.
Whatisfriendship?
Iwanttofindtheanswertothequestion
Whatisfriendship?
Whenitrains,Ithinkfriendshipisasmallumbrella.
Itcangivemeapieceofclearsky.
WhenI’mcrying,Ithinkfriendshipisawhitehandkerchief.
Itcanwipemytearsdry.
WhenIamsad,Ithinkfriendshipisawarmword.
Itcanbringmehappinessagain.
WhenIamintrouble,Ithinkfriendshipisastronghand.
Itcanhelpmeescapemytroubles.
WhenIsitinaquietplace,Ithinkfriendshipisaverywonderfulfeeling.
Itcan’tbepulledandtorn,becauseitisineveryone’sheart.
Itistherefromthebeginningtotheendofourlives.
3.TellSs:makenewfriendsandkeeptheold;oneissilverandtheotherisgold.
Step8.Evaluation
Ssfinishthefollowingevaluationform.Standard:A,B,C
Contents自评他评
1.I’mactiveintalkingwithothers.
2.I’mactiveincooperatingwithothers.
3.Icanexpressmyselffluently,accuratelyandappropriately.
4.Iknowmoreaboutfriendshipafterthislesson..
5.Doyouthinkyouneedtoimproveyourselfinsomeaspects?Whichaspects?
Homework:
1.Lookupthenewwordsandexpressionsinwarm-upandpre-readinginadictionary.
2.Writeashortpassageaboutyourbestfriend.

Periodtwo

Step1.Warmingup
Activity1:Supposeyouhavetostayindoorstohideyourselfforawholeyear.Youcannevergooutdoors,otherwiseyouwillbekilled.Youhavenotelephone,computer,orTvathome.
Howwouldyoufeel?
Whatwouldyoudo?
Fourstudentsagroupdiscusswitheachotherfor2minutes.
Activity2:PlayashortpartofthemoviesSchindler’sList
Step2.Predicting
Studentsreadthetitleofthepassageandobservethepicturesandtheoutlineofittoguess:
WhoisAnne’sbestfriend?
Whatwillhappeninthepassage?
Step3.Skimming
Studentsskimthepassagein2minutestogetthemainidea:
WhoisAnne’sbestfriend?
Whendidthestoryhappen?
Step4.Scanning
Studentsworkinpairstofindtheinformationrequiredbelow:
Anne
inWorldWarⅡ

Step5.Intensivereading
Studentsworkingroupoffourtodiscussthefollowingopenquestions:
1.Whydidthewindowsstayclosed?
2.HowdidAnnefeel?
3.WhatdoyouthinkofAnne?
4.Guessthemeaningsof“spellbound”,“holdmeentirelyintheirpower”fromthediscourse(语篇,上下文).
5.Whichsentencesattractyouinthepassage?
Step6.Activity
Fourstudentsagrouptodiscussthesituation:
Supposeyoufourhavetohideyourselvesfor3months.Duringthethreemonths,youwillbeofferedthebasicfood,waterandclothes.Yourgroupcantake5thingswithyou.
Whatwillyoutake?Why?
Howwillyouspendthe3months?
Howwillyoutreateachotherandmakefriends?
Step7.Assignment
Task1.SurftheinternettofindAnne’sDiaryandreadsomeofit.Printoutapieceofthediaryandwritedownyourfeelingsafterreadingitonthepage.Wewillsharethepiecesandyourfeelingswiththewholeclass.
Task2.Ex2.3onPage3

Periodthree

Step1.Warmingup
ChecktheSs’assignment:task2
Step2.Languagepoints:
1.add(v.)
1).Toputtogetherwithsomethingelsesoastoincreasethenumber,size,importance,etc.增加，添加
PleaseaddsomethingtowhatI’vesaid,John.
2).Tojoinnumbers,amount,etcsoastofindthetotal相加
Addupthesefiguresforme,please.
addtosomething:toincrease增加
Whathedidhasaddedtooutdifficulties.
addupto:toamountto加起来等于；总计
Thecostaddedupto100millionyuan.
2.cheatv.1).Toactinadishonestwayinordertowin欺骗；作弊
2).(of,outof)totakefrom(someone)inadishonestway骗取
Theycheatedtheoldwomanoutofhermoneybymakinghersignadocumentshedidn’tunderstand.
n.1).anactofcheating作弊行为
2).onewhocheats骗子
3.gothrough
1).Toexaminecarefully仔细阅读或研究
Iwentthroughthestudents’paperslastnight.
2).Toexperience经历，遭受或忍受
Youreallydon’tknowwhatwewentthroughwhileworkingonthisproject.
4.crazy(adj.)
1).mad,foolish疯狂的，愚蠢的
It’scrazytogooutinsuchhotweather.
2).wildlyexcited;veryinterested狂热的，着迷的
Sheiscrazyaboutdancing.
5.lonely(adj.)unhappybecauseofbeingaloneorwithoutfriends孤独的，寂寞的
Hehasbeenverylonelysincehiswifelefthim.
lonely/alone
alone
1).withoutorseparatedfromothers单独的
Shelivesalone.
2).only仅仅，只有。用于名词或代词之后。
Theglovesalonecost.
leave/letsb.orsth.alone:nottake,touchorinterferewithsborsth不带走，不触摸，不干涉某人或某事
Leavethatalone.It’smine.
Shehasaskedtobeleftalone.
6.beconcernedabout/for:beworriedabout担心
We’reallconcernedabouthersafety.
7.upset:
1).Adj.worried;sad;angry;notcalm不安，心烦意乱，生气
Heisupset.
2).V.causetoworry,tobesad,tobeangry,nottobecalm使不安，使生气
Hischeatingontheexamupsethisteacher.
8．welln.井adj.身体好adv.好Int.噢，
Georgewaswellandtrulydrunk.
Icouldn’tverywellsaynowhentherewasnooneelseshecouldask.
9.spellbind:toholdthecompleteattentionof吸引人，迷人，是入迷
Thechildrenwatchedspellboundasthemagiciantookrabbitsfromhishat.
Step3.Learningaboutlanguage
1.FinishEx.1,2and3.onPage4.
2.Directspeechandindirectspeech:SsdoEx.1and2onPage5.ThenlettheSsthemselvesdiscoverthestructures.
Step4.Practice
UsingstructuresonPage42:asktheSstouseindirectspeechtoretellthestory.
Step5.Assignment
FinishWb.Ex,1and2onpage41and42.

Periodfour

Step1.Revision
ChecktheSs’assignment.
Step2.Reading
Ssreadtheletteronpage6
Notes:
1.getalongwith
2.fallinlove
Step3.Listening
Ssshouldtakenoteswhiletheyarelistning.
1.firstlistening:Sslistenandanswerthequestionsofpart2onpage6.
2.secondlistening:Sslistenagainandfinishpart3onpage6.
Step4.Listening
SslistentoastoryaboutAnneandtrytofinishWb.Ex1and2onpage43andpage44.
Step5.Speaking
Ssworkingroupsoffour.Designaquestionnairetofindoutwhatkindoffriendsyourclassmatesare.TheycanusethequizintheWarminguptohelpthem.
Step6.Assignment
1.Sspreparethereadingtaskonpage44.
2.Surftheinternetandfindsomematerialaboutfriendshipindifferentcountries.

Periodfive

Step1.Warmingup
Sssaysomethingaboutmakingfriendsandhowtomaintainfriendship.
Step2.Listening
Sslistentoashortpassageandfillintheblanksonpage41(listening).
Step3.Reading
1.firstreading:SsreadthepassageaboutfriendshipinHawaiiandfinishWb.Ex1.onpage45.
2.secondreading:Ssreadagainanddiscussthequestionsonpage45.
3.Sssharetheirmaterialaboutfriendshipindifferentcountriesingroups,andthenchoosesomegroupstoshowtheirsinclass.
Step4.Discussion
Whatdoyouandyourfriendsthinkiscool?
Sslookatthephotosonpage46andingroupsoffourtalkaboutwhetherwhattheyaredoingiscoolornot.
AskSstousethefollowingsentenceswhiletheytalk:
Ithinkthat…iscool/isn’tcoolbecause….
Ithinkso.
Idon’tthinkso.
Iagreewithyou.
Idon’tagreewithyou.
Step5.assignment
Sscollectsomeproverbsaboutfriendship.

Periodsix

Step1.Pre-writing
1.ReadaletterfromastudentcalledXiaodong.
2.Goovertheadviceonpage7andbereadyforwriting.
Step2.While-writing
AsktheSstowritealettertoXiaodongasaneditorandgivehimsomeadvice.
1.Ssmakealistabouttheimportantinformationthattheyneed.
2.SsbegintowritethelettertoXiaodong.
3.Ssrevisetheirlettersbythemselves.
4.Ssexchangetheirwritingpaperwiththeirpartnersandcorrectthemistakes.(tense,spelling,letters,structures….)
5.Ssgetbacktheirownwritingpaperandwritetheletteragain.
Step3.Post-writing
Choosesomestudents’writingpaperandshowintheclass.AsktheSstocorrectthemistakestogetherandalsolearnfromsomegoodwritings.
Step4.Writingforfun
1.Ssreadthepassageonpage7bythemselves.
2.Sstrytowriteafewlinestodescribetheirbestfriendsorapersontheyknow.
3.ShowsomeSs’writingsinclass.
Step5.Assignment
DoWbwritingtaskonpage46.
Periodseven

Teacherscanusethisperiodfreely.
Suggestion:TeacherscanusethisperiodtoletSssumupwhattheyhavelearnedandexplainwhatSscouldn’tunderstandverywellinthisunit.TeacherscanalsoaddmorepracticeinthisperiodtoconsolidatewhattheSshavelearned.Finally,asktheSstofinishcheckingyourselfonpage47.Itisveryimportanttoimprovetheirlearning.

新课标高一必修1 英语教案Unit 1 Friendship （全套教案）

TeachingplanUnitoneFriendship

Teachingaims:
1.能力目标：
a.Listening:getinformationandviewsfromthelisteningmaterial;
b.Speaking:expressone’sattitudeorviewsaboutfriendsandfriendshipinappropriatewords.
c.Reading:enabletheSstogetthemainidea
d.Writing:writesomeadviceaboutmakingfriendasaneditor
2.知识目标：
a.Talkaboutfriendsandfriendship;howtomakefriends;howtomaintainfriendship
b.Usethefollowingexpressions:
Ithinkso./Idon’tthinkso.
Iagree./Idon’tagree.
That’scorrect.
Ofcoursenot.
Exactly.
I’mafraidnot.
c.toenabletheSstocontroldirectspeechandindirectspeech
d.vocabulary:addpointupsetcalmconcerncarelessloosecheatreasonlistsharefeelingthoughtGermanseriesoutdoorscrazymoonlightpurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequizeditorcommunicatesituationhabit
addupcalmdownhavegottobeconcernedaboutwalkthedoggothroughhideawaysetdownaseriesofonpurposeinordertofacetofaceaccordingtogetalongwithfallinlovejoinin
3.情感目标:
a.ToaroseSs’interestinlearningEnglish;
b.ToencourageSstobeactiveintheactivitiesandmakeSstobeconfident;
c.Todeveloptheabilitytocooperatewithothers.
4.策略目标：
a.TodevelopSs’cognitivestrategy:takingnoteswhilelistening;
b.TodevelopSs’communicativestrategies.
5.文化目标：toenabletheSstogettoknowdifferentopinionsaboutmakingfriendsfromdifferentcountries.

Teachingsteps:

Periodone
Step1.Warm-up
1.SslistentoanEnglishsongAULDLANGSYNE.
2.Brainstorming:letSssaysomewordsaboutfriendship–honest,friendly,brave,humorous,funny,wise,kind,open-minded,responsible,helpful….
Step2.Talkaboutyouroldfriends
1.SstalkabouttheiroldfriendsinJuniorMiddleSchool,talkabouttheirappearance,personality,hobbies,etc.
2.Self-introduction
Step3.Makenewfriends
1.Ssgoaroundandasktheirnewfriendssomeinformationandfillinthefollowingform
NameAge/hobbies/favoritesports,books,…

2.Reporttotheclass:whowillprobablybeyourfriendwhy.
Step4.Doasurvey
Ssdothesurveyinthetext,P1
Sep5.Listeningandtalking
DoWbP41(Talking).WhileSslistentothematerial,askthemtotakenotesaboutthespeaker’sviewsofmakingfriends.
WhenSsmaketheirconversation,askthemtotrytousethefollowingexpressions.
Ithinkso./Idon’tthinkso.Iagree./Idon’tagree.
That’scorrect.Ofcoursenot.Exactly.I’mafraidnot.
Step6.Discussion
DivideSsfourinonegroupandeachgroupchooseatopictodiscuss.Therearefourtopics.
Topic1:Whydoyouneedfriends?Makealistofreasonswhyfriendsareimportanttoyou.
Topic2:Thereisasaying“tohaveagoodfriend,youneedtobeagoodfriend.”Whatdoyouthinkofthesayingandhowcanyoubeagoodfriend?
Topic3:Doesafriendalwayshavetobeaperson?Whatelsecanbeyourfriend?Why?
Topic4:Listsomequalitiesofapersonwhodoesnotmakefriendeasily.
Step7.Summary
1.AskSsthemselvestosummarizewhatisfriendshipandwhatisthemostimportantinmakingfriends.
2.Tshowsmoreinformationaboutfriendshipandapoemaboutfriendship.
Whatisfriendship?
Iwanttofindtheanswertothequestion
Whatisfriendship?
Whenitrains,Ithinkfriendshipisasmallumbrella.
Itcangivemeapieceofclearsky.
WhenI’mcrying,Ithinkfriendshipisawhitehandkerchief.
Itcanwipemytearsdry.
WhenIamsad,Ithinkfriendshipisawarmword.
Itcanbringmehappinessagain.
WhenIamintrouble,Ithinkfriendshipisastronghand.
Itcanhelpmeescapemytroubles.
WhenIsitinaquietplace,Ithinkfriendshipisaverywonderfulfeeling.
Itcan’tbepulledandtorn,becauseitisineveryone’sheart.
Itistherefromthebeginningtotheendofourlives.
3.TellSs:makenewfriendsandkeeptheold;oneissilverandtheotherisgold.
Step8.Evaluation
Ssfinishthefollowingevaluationform.Standard:A,B,C
Contents自评他评
1.I’mactiveintalkingwithothers.
2.I’mactiveincooperatingwithothers.
3.Icanexpressmyselffluently,accuratelyandappropriately.
4.Iknowmoreaboutfriendshipafterthislesson..
5.Doyouthinkyouneedtoimproveyourselfinsomeaspects?Whichaspects?

Homework:
1.Lookupthenewwordsandexpressionsinwarm-upandpre-readinginadictionary.
2.Writeashortpassageaboutyourbestfriend.
Periodtwo
Step1.Warmingup
Activity1:Supposeyouhavetostayindoorstohideyourselfforawholeyear.Youcannevergooutdoors,otherwiseyouwillbekilled.Youhavenotelephone,computer,orTvathome.
Howwouldyoufeel?
Whatwouldyoudo?
Fourstudentsagroupdiscusswitheachotherfor2minutes.
Activity2:PlayashortpartofthemoviesSchindler’sList
Step2.Predicting
Studentsreadthetitleofthepassageandobservethepicturesandtheoutlineofittoguess:
WhoisAnne’sbestfriend?
Whatwillhappeninthepassage?
Step3.Skimming
Studentsskimthepassagein2minutestogetthemainidea:
WhoisAnne’sbestfriend?
Whendidthestoryhappen?
Step4.Scanning
Studentsworkinpairstofindtheinformationrequiredbelow:
Anne
inWorldWarⅡ
Step5.Intensivereading
Studentsworkingroupoffourtodiscussthefollowingopenquestions:
1.Whydidthewindowsstayclosed?
2.HowdidAnnefeel?
3.WhatdoyouthinkofAnne?
4.Guessthemeaningsof“spellbound”,“holdmeentirelyintheirpower”fromthediscourse(语篇,上下文).
5.Whichsentencesattractyouinthepassage?
Step6.Activity
Fourstudentsagrouptodiscussthesituation:
Supposeyoufourhavetohideyourselvesfor3months.Duringthethreemonths,youwillbeofferedthebasicfood,waterandclothes.Yourgroupcantake5thingswithyou.
Whatwillyoutake?Why?
Howwillyouspendthe3months?
Howwillyoutreateachotherandmakefriends?
Step7.Assignment
Task1.SurftheinternettofindAnne’sDiaryandreadsomeofit.Printoutapieceofthediaryandwritedownyourfeelingsafterreadingitonthepage.Wewillsharethepiecesandyourfeelingswiththewholeclass.
Task2.Ex2.3onPage3

Periodthree
Step1.Warmingup
ChecktheSs’assignment:task2
Step2.Languagepoints:
1.add(v.)
1).Toputtogetherwithsomethingelsesoastoincreasethenumber,size,importance,etc.增加，添加
PleaseaddsomethingtowhatI’vesaid,John.
2).Tojoinnumbers,amount,etcsoastofindthetotal相加
Addupthesefiguresforme,please.
addtosomething:toincrease增加
Whathedidhasaddedtooutdifficulties.
addupto:toamountto加起来等于；总计
Thecostaddedupto100millionyuan.
2.cheatv.1).Toactinadishonestwayinordertowin欺骗；作弊
2).(of,outof)totakefrom(someone)inadishonestway骗取
Theycheatedtheoldwomanoutofhermoneybymakinghersignadocumentshedidn’tunderstand.
n.1).anactofcheating作弊行为
2).onewhocheats骗子
3.gothrough
1).Toexaminecarefully仔细阅读或研究
Iwentthroughthestudents’paperslastnight.
2).Toexperience经历，遭受或忍受
Youreallydon’tknowwhatwewentthroughwhileworkingonthisproject.
4.crazy(adj.)
1).mad,foolish疯狂的，愚蠢的
It’scrazytogooutinsuchhotweather.
2).wildlyexcited;veryinterested狂热的，着迷的
Sheiscrazyaboutdancing.
5.lonely(adj.)unhappybecauseofbeingaloneorwithoutfriends孤独的，寂寞的
Hehasbeenverylonelysincehiswifelefthim.
lonely/alone
alone
1).withoutorseparatedfromothers单独的
Shelivesalone.
2).only仅仅，只有。用于名词或代词之后。
Theglovesalonecost.
leave/letsb.orsth.alone:nottake,touchorinterferewithsborsth不带走，不触摸，不干涉某人或某事
Leavethatalone.It’smine.
Shehasaskedtobeleftalone.
6.beconcernedabout/for:beworriedabout担心
We’reallconcernedabouthersafety.
7.upset:
1).Adj.worried;sad;angry;notcalm不安，心烦意乱，生气
Heisupset.
2).V.causetoworry,tobesad,tobeangry,nottobecalm使不安，使生气
Hischeatingontheexamupsethisteacher.
8．welln.井adj.身体好adv.好Int.噢，
Georgewaswellandtrulydrunk.
Icouldn’tverywellsaynowhentherewasnooneelseshecouldask.
9.spellbind:toholdthecompleteattentionof吸引人，迷人，是入迷
Thechildrenwatchedspellboundasthemagiciantookrabbitsfromhishat.
Step3.Learningaboutlanguage
1.FinishEx.1,2and3.onPage4.
2.Directspeechandindirectspeech:SsdoEx.1and2onPage5.ThenlettheSsthemselvesdiscoverthestructures.
Step4.Practice
UsingstructuresonPage42:asktheSstouseindirectspeechtoretellthestory.
Step5.Assignment
FinishWb.Ex,1and2onpage41and42.
Periodfour
Step1.Revision
ChecktheSs’assignment.
Step2.Reading
Ssreadtheletteronpage6
Notes:
1.getalongwith
2.fallinlove
Step3.Listening
Ssshouldtakenoteswhiletheyarelistning.
1.firstlistening:Sslistenandanswerthequestionsofpart2onpage6.
2.secondlistening:Sslistenagainandfinishpart3onpage6.
Step4.Listening
SslistentoastoryaboutAnneandtrytofinishWb.Ex1and2onpage43andpage44.
Step5.Speaking
Ssworkingroupsoffour.Designaquestionnairetofindoutwhatkindoffriendsyourclassmatesare.TheycanusethequizintheWarminguptohelpthem.
Step6.Assignment
1.Sspreparethereadingtaskonpage44.
2.Surftheinternetandfindsomematerialaboutfriendshipindifferentcountries.
Periodfive
Step1.Warmingup
Sssaysomethingaboutmakingfriendsandhowtomaintainfriendship.
Step2.Listening
Sslistentoashortpassageandfillintheblanksonpage41(listening).
Step3.Reading
1.firstreading:SsreadthepassageaboutfriendshipinHawaiiandfinishWb.Ex1.onpage45.
2.secondreading:Ssreadagainanddiscussthequestionsonpage45.
3.Sssharetheirmaterialaboutfriendshipindifferentcountriesingroups,andthenchoosesomegroupstoshowtheirsinclass.
Step4.Discussion
Whatdoyouandyourfriendsthinkiscool?
Sslookatthephotosonpage46andingroupsoffourtalkaboutwhetherwhattheyaredoingiscoolornot.
AskSstousethefollowingsentenceswhiletheytalk:
Ithinkthat…iscool/isn’tcoolbecause….
Ithinkso.
Idon’tthinkso.
Iagreewithyou.
Idon’tagreewithyou.
Step5.assignment
Sscollectsomeproverbsaboutfriendship.
Periodsix
Step1.Pre-writing
1.ReadaletterfromastudentcalledXiaodong.
2.Goovertheadviceonpage7andbereadyforwriting.
Step2.While-writing
AsktheSstowritealettertoXiaodongasaneditorandgivehimsomeadvice.
1.Ssmakealistabouttheimportantinformationthattheyneed.
2.SsbegintowritethelettertoXiaodong.
3.Ssrevisetheirlettersbythemselves.
4.Ssexchangetheirwritingpaperwiththeirpartnersandcorrectthemistakes.(tense,spelling,letters,structures….)
5.Ssgetbacktheirownwritingpaperandwritetheletteragain.
Step3.Post-writing
Choosesomestudents’writingpaperandshowintheclass.AsktheSstocorrectthemistakestogetherandalsolearnfromsomegoodwritings.
Step4.Writingforfun
1.Ssreadthepassageonpage7bythemselves.
2.Sstrytowriteafewlinestodescribetheirbestfriendsorapersontheyknow.
3.ShowsomeSs’writingsinclass.
Step5.Assignment
DoWbwritingtaskonpage46.

Periodseven
Teacherscanusethisperiodfreely.
Suggestion:TeacherscanusethisperiodtoletSssumupwhattheyhavelearnedandexplainwhatSscouldn’tunderstandverywellinthisunit.TeacherscanalsoaddmorepracticeinthisperiodtoconsolidatewhattheSshavelearned.Finally,asktheSstofinishcheckingyourselfonpage47.Itisveryimportanttoimprovetheirlearning.

新课标高一必修1英语教案Unit1Friendship

经验告诉我们，成功是留给有准备的人。教师要准备好教案，这是老师职责的一部分。教案可以让学生能够在课堂积极的参与互动，帮助教师能够井然有序的进行教学。写好一份优质的教案要怎么做呢？以下是小编为大家收集的“新课标高一必修1英语教案Unit1Friendship”欢迎阅读，希望您能够喜欢并分享！

新课标高一必修1英语教案
Unit1Friendship（全套教案）
TeachingplanUnitoneFriendship
Teachingaims:
1.能力目标：
a.Listening:getinformationandviewsfromthelisteningmaterial;
b.Speaking:expressone’sattitudeorviewsaboutfriendsandfriendshipinappropriatewords.
c.Reading:enabletheSstogetthemainidea
d.Writing:writesomeadviceaboutmakingfriendasaneditor
2.知识目标：
a.Talkaboutfriendsandfriendship;howtomakefriends;howtomaintainfriendship
b.Usethefollowingexpressions:
Ithinkso./Idon’tthinkso.
Iagree./Idon’tagree.
That’scorrect.
Ofcoursenot.
Exactly.
I’mafraidnot.
c.toenabletheSstocontroldirectspeechandindirectspeech
d.vocabulary:addpointupsetcalmconcerncarelessloosecheatreasonlistsharefeelingthoughtGermanseriesoutdoorscrazymoonlightpurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequizeditorcommunicatesituationhabit
addupcalmdownhavegottobeconcernedaboutwalkthedoggothroughhideawaysetdownaseriesofonpurposeinordertofacetofaceaccordingtogetalongwithfallinlovejoinin
3.情感目标:
a.ToaroseSs’interestinlearningEnglish;
b.ToencourageSstobeactiveintheactivitiesandmakeSstobeconfident;
c.Todeveloptheabilitytocooperatewithothers.
4.策略目标：
a.TodevelopSs’cognitivestrategy:takingnoteswhilelistening;
b.TodevelopSs’communicativestrategies.
5.文化目标：toenabletheSstogettoknowdifferentopinionsaboutmakingfriendsfromdifferentcountries.
Teachingsteps:
Periodone