作为优秀的教学工作者，在教学时能够胸有成竹，作为高中教师就要精心准备好合适的教案。教案可以让学生更容易听懂所讲的内容，帮助高中教师能够更轻松的上课教学。关于好的高中教案要怎么样去写呢？小编收集并整理了“高一英语Friendship教案”，欢迎大家阅读，希望对大家有所帮助。

新课标高一必修1英语教案
Unit1Friendship
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

(DirectIndirectSpeech(Ⅰ)statementsquestions)
Aims
Todiscoverusefulwordsandexpressions
Todiscoverusefulstructures
Procedures
I.Warmingup
Warmingupbydiscoveringusefulwordsandexpressions
Turntopage4anddoExercises1,2,3and4first.Thencheckyouranswerswithyourclasspartner.
II.Learningaboutgrammar:DirectandIndirectSpeech
1.DirectSpeech
Indirectspeech,theoriginalspeakersexactwordsaregivenandareindicatedbyquotationmarks.
★“Idon’tknowwhattodo,”saidDean.
Insomegrammarbooks,‘saidDean’isreferredtoasareportingclause.“Idontknowwhattodo,”isreferredtoasthereportedclause.
2.IndirectSpeech
Inindirectspeech,theexactmeaningofthespeaker’swordsisgiven,buttheexactwordsarenotdirectlyquoted.
★Deansaidthathedidn’tknowwhattodo.
Toconvertdirectspeechintoindirectspeech:
Ifthemainverbispasttense,presenttenseverbsin‘thatclause’mustalsobechangedtopasttense.
Deansaidthathedidn’tknowwhattodo.
Firstandsecondpersonpronounsmustbechangedtothirdpersonpronouns.
Deansaidthathedidn’tknowwhattodo.
(Theword‘that’canoftenbeleftout:Deansaidhedidn’tknowwhattodo.)
3.IndirectQuestions
Directquestion:“DidMarama’shorsewinaprize?”Owenasked.
Indirectquestions:Owenaskedwhether(orif)Marama’shorsehadwonaprize.
Thesamerulesapplytoindirectquestionsastoindirectstatements.Thedifferenceisthatawh-clauseisusedinsteadofathatclause.
Directquestion:“Whywon’tyoumarryme?”askedDonald.
Indirectquestion:Donaldaskedherwhyshewouldn’tmarryhim.
Intellingastoryorrecountingevents,aspeakerusingdirectspeechhasalltheresourcesofintonationtoproducealivelyaccount.Becauseindirectspeechisalwaysspeechreportedbysomeoneelse,theaccountismorereservedandrestrained.
“Whatshallwedo?”askedBev.
“Don’tworry,Bev,”saidDuncan,“I’vegotaplan.”
BevaskedDuncanwhattheyshoulddo.Hetoldhernottoworryandthathehadgotaplan.
Theabilitytochangedirectspeechintoindirectspeechisausefulskillforthoseengagedintakingtheminutesofameetingorreportingonevents.
Directspeech:“Firstofall,Iwouldliketothankeverybodywhohelpedwiththefair.Theresultswereverygood,andwewillnowbeabletobuytwomorecomputers.”
Indirectspeech:Theprincipalsaidthathewouldliketothankeverybodywhohadhelpedwiththefair.Heannouncedthattheresultswereverygoodandthattheschoolwouldnowbeabletobuytwomorecomputers.
III.Discoveringwordsandexpressions
Doexercises1,2,3and4onpage4and5.Checkyourworkwithyourpartner’s.
IV.Discoveringstructures
Doexercise1and2.Checkyourworkwithyourpartner’s.
Period3:AsamplelessonplanforUsingLanguage

(AletterfromastudenttotheeditorofThe21stCentury)
Aims
Tolistentoaletteraboutfriendship
Tospeakaboutaquestionnaireaboutfriendship
Towriteadviceaboutfriendship
Towriteafewlinesdescribingafriend
Procedures
I.Warmingup
1.ReadthelettertoMissWangandfindoutwhatwasupsettingLisa.
2.ListentowhatMissWangsays,andthenanswerthequestionsinExercise2.
3.ListentothetapeagainandtrytospelloutthemissingwordsinEx3.
II.Talkingaboutdesigningaquestionnaire
Workingroupsoffour.Designaquestionnairetofindoutwhatkindoffriendsyourclassmatesare.AsktheStudentstousethequizintheWarmingUpasanexample.
Note:Thestudentsshouldbetalkingwhiletheyaredoingthetask.Thisprovidesthestudentswiththeopportunitytopractiseexpressingthoughtandconcerninmattersofimmediateconcernandinterest.Tellthestudentstofollowthesesteps:
Step1:Inyourgroup,comeupwithfoursituationsamongfriends.Designfourquestionsaccordinglywiththreepossibleanswers.
Step2:Putthefourquestionstogetherandformaquestionnaire.
Step3:Checkthequestionnairethroughandtryitoutonyourowngroup.
Step4:Shareyourquestionnairewithanothergroupandtryeachother’squestionnaires.
Samplequestionnaire:
Thisquestionnairehasfourquestions,andeachquestionisfollowedbyasetofpossibleanswers.Pleasereadthequestions,andthenconsiderwhichresponsefitsyoubest.
1.WhyamIclosefriendswiththispersonnow?
A.Becausebeingfriendswithhim/herhelpsmefeelimportant.
B.BecausemyfriendwouldbeupsetifIendedtherelationship.
C.Becausehe/sheissomeoneIreallyenjoysharingemotionsandspecialeventswith.
2.WhydoIspendtimewithmyfriend?
A.BecausemyfriendwouldgetmadatmeifIdidn’t.
B.Becauseitisfunspendingtimewithhim/her.
C.BecauseIthinkitiswhatfriendsaresupposedtodo.
3.WhydoIlistentomyfriend’sproblems,ortowhatmyfriendhastosay?
A.BecausemyfriendpraisesmeandmakesmefeelgoodwhenIdo.
B.Becauseit’sinterestingandsatisfyingtobeabletosharelikethat.
C.BecauseIreallyvaluegettingtoknowmyfriendbetter.
4.WhydoIkeeppromisestomyfriend?
A.BecauseIbelieveitisanimportantpersonalqualitytoliveuptomypromisestoafriend.
B.BecauseitwouldthreatenourfriendshipifIwerenottrustworthy.
C.BecauseIwouldfeelbadaboutmyselfifIdidn’t.
ScoringSheet:
Q1A1point
Q2A1point
Q3A1point
Q4A3points
B2pointsB2pointsB2pointsB2points
C3pointsC3pointsC3pointsC1point
☆4~6points:Youarenotagoodfriend.Youeitherneglectyourfriend’sneedsorjustdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriendneedstodo.
☆7~9points:Youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.
☆10+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.Welldone.
Studentsworkingroupsandtrytheirownquestionnairesintheschooltocollectmoreinformationaboutstudents’reflectionofthevaluesoffriendship.
III.Guidedwriting
1.ReadthelettertotheeditorfromXiaodongandmakesureyouknowwhatproblemXiaodonghas.
2.Discussingroupsoffour.ThinkwhatadviceyoucangiveXiaodong.
3.WriteyouradvicetoXiaodongasaneditorindividually.
Samplewriting:
DearXiaodong,
Somepeopleliketalkingwithothers,butsomepeopleareshy.Ifyoufallintothesecondgroup,itcanbehardtomakefriends.Butyoucanchangethesituation.
Whatareyouinterestedin?Ifyoulikebasketball,forexample,youcouldtalkwithsomeofyourclassmateswholikebasketball.Theeasiestwaytostarttalkingtopeopleistofindsomethingyouhaveincommon.
Ifyouarestandingbesideagroupofyourclassmates,joinintheirdiscussionifyouknowsomethingaboutthesubjecttheyarediscussing.Butifyoudon’t,youshouldn’tfeelafraidtosay,forexample,“Thatsoundsinteresting,whatisitabout?”Onceyoustarttalkingtooneperson,itwillgeteasiertotalktoothers.
Findonepersonyouhavesomethingincommonwith,andonceyoubecomefriendswithhim,hisfriendswillstarttalkingtoyoutoo.
Goodluck!
Editor
IV.Writingassessment
1.CanyougiveXiaodongsomegoodadvice?
2.Isyourletterwelldeveloped?
3.Areyourideaswellorganizedtothepoint?
4.Doyouhaveagoodchoiceofwordsandidiomsinyourwriting?
5.Doyougetagoodmasteryofcomplexstructuresoflanguage?
6.Whatkindofmistakeshaveyoumadeinyourwriting?Whatcanyoudotoavoidsuchmistakes?
V.FurtherApplying
Herearesomeproverbsaboutfriendsandfriendship.Readthemcarefullyandpayattentiontothesentencestressandintonation.Thenwriteapassage.Choosesomeyouagreeandexplainwhy.Thenchoosesomeyoudisagreeandexplainwhy.

■Youmayalsohavethestudentscompletethetaskashomeworkafterclass.
PartTwo:TeachingResources(第二部分：教学资源)
Section1:Backgroundreadingonfriendship
FriendshipQuotes
I.Questionsaboutfriendship
1.Whatisthemainprobleminfriendship?(leavingsomeoneout)
2.Howdoyoukeepafriend?(treatsomeonelikeyouwanttobetreated)
3.Whatisagoodfriend?(somebodywhomyoucandependon)
4.Whatifyourfriendsaidtheywouldn’tbeyourfriendifyouwereanotherperson’sfriend?(That“friend”wouldnotmindifshewerereallyyourfriend.)
★“Truefriendshipislikesoundhealth;thevalueofitisseldomknownuntilitbelost.”---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.vi.tomakesomeonefeelunhappyorworried:I’msorry,Ididn’tmeantoupsetyou.2.adj.(notbeforenoun)unhappyandworried:ShewasstillupsetabouttheargumentthatshehadhadwithHarry.
ignore:vt.1.tobehaveasifyouhadnotseenorheardsomeoneorsomething(不理睬):Eithershedidn’tseemewaveorshedeliberatelyignoredme.2.topaynoattentiontosomethingthatyouhavebeentoldorthatyouknowabout(忽视):Somedriverssimplyignorespeedlimits.
calm:1.adj.quietandwithoutexcitement,nervousactivityorstrongfeelings:Keepcalm,andtrynottopanic.2.vt.vi.tomakesomeoneorsomethingquietafterstrongemotionornervousactivity:Charlietriedtocalmthefrightenedchildren.3.calmdown:vtvi.tobecomequietormakesomeonequietafterstrongemotionornervousactivity:Calmdownandtellmewhathappened.
concern:1.n.worry:somethingthatworriesyouorafeelingofworry:Thereisgrowingconcernabout/overtheeffectsofpollutiononhealth.Theriseinunemploymentisofgreatconcerntothegovernment.2.vt.tomakesomeonefeelworriedorupset:Thefactthatshespendssomuchmoneyonherownreallyconcernsme.Moreandmorepeopleareconcerningthemselveswith/aboutenvironmentalproblems.3.beconcernedabout/for/with:Rosshasneverbeenconcernedaboutwhatotherpeoplethinkofhim.Rescuersareconcernedforthesafetyofthosetrappedinthemine.ThisstoryisconcernedwithaRussianfamilyinthe19thcentury.
cheat:1.vi.tobehaveinadishonestwayinordertowinortogetaadvantageinacompetition,gameorexamination:Jackalwayscheatsatcards.2.vt.totricksomeonewhotrustsyou.
share:vivt.1.useequally:Thelastbushadgone,sothethreeofussharedataxi.Isharedaroomwithhimatcollege.2.tohavethesameopinion,experience,feelingetcassomeoneelse:Ishareyourconcernaboutthisproblem.3.totellotherpeopleaboutanidea,secret,problem:It’salwaysbettertoshareyourworries.4.n.partofsth.:Idomyshareofthehousework.Don’tworry---you’llgetyourfairshare.
setdown:towritedownsomethingsothatyouhavearecordofit:Iwanttosetdown
myfeelingsonpaper.
Otherverbalphrasesof“set”
setapart:tomakesomeoneorsomebodydifferentfromotherpeopleorthings.
setaside:tokeepsomemoneyortimeforaspecialpurpose
setoff:tostarttogosomewhere/tocauseaexplosion
setout:tostartajourney/totalkaboutsomethinginanorganizedway
setup:tostartanorganization/tobuildsomething
crazyadj.1.impractical;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.vi.1.toexperiencephysicalormentalpain:Atleasthediedsuddenlyanddidn’tsufferalot.2.tobeinaverybadsituationthatmakesthingsverydifficultforyou:Ifyoubreakthelaw,youmustbepreparedtosufferthepunishment.Shewasverygeneroustohimbutshesufferedforitwhenheranawaywithallhermoney.3.toexperiencesomethingunpleasant:Thecarsufferedseveredamageintheaccident.
getalong(with):1.tohaveafriendlyrelationship:Ifyoutwoaregoingtosharearoom,you’dbetterlearnhowtogetalong.I’vealwaysfoundhimabitdifficulttogetalongwith.2.toprogressyouaredoing:HowareyougettingalongwithyourEnglishstudies?
Otherverbalphrasesof“get”:
getabout/around:(news)getwidespread
getaway:tosucceedinleavingaplace
getback:toreturntoaplace;tohavesth.returnedtoyou
getdown:tomakesb.feelunhappy;
getdowntosth./doingsth.:tostartdoingsomethingthatneedsalotoftimeorenergy.
getover:getwellafteranillness;todoandfinishsth.difficult
getthrough:topassatestorexam
communicate:vi.toexpressyourthoughtsandfeelings:Parentssometimesfinditdifficulttocommunicatewithteenagechild.

精选阅读

高一英语Friendship教学案

高一英语Friendship教学案
2011-2012学年高一英语必修1（冀教版）素材（含教案和练习）
Unit2Friendship（2）
一.教学内容：
Unit2Friendship（II）

二.语法讲解
I.定语从句
在复合句中修饰名词或代词的从句叫定语从句（AttributiveClauses）。被修饰的名词或代词叫先行词。定语从句由关系代词和关系副词引出。关系代词和关系副词在定语从句中担任句子成分。
关系代词有：who,whom,whose,that,which
关系副词有：when,where,why
（1）关系代词引导的定语从句
关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等
成分。关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致。
①who,whom,that
这些词代替的先行词是人的名词或代词，在从句中所起作用如下：
Ishethemanwho/thatwantstoseeyou?
他就是你想见的人吗？（who/that在从句中作主语）
Heisthemanwhom/thatIsawyesterday.
他就是我昨天见的那个人。（whom/that在从句中作宾语）
②whose用来指人或物，（只用作定语,若指物，它还可以同ofwhich互换）。
例如：Theyrushedovertohelpthemanwhosecarhadbrokendown.
那人车坏了，大家都跑过去帮忙。
Pleasepassmethebookwhose(ofwhich)thecoverisgreen.
请递给我那本绿皮的书。
③which,that
它们所代替的先行词是事物的名词或代词，在从句中可作主语、宾语等。
例如：Aprosperitywhich/thathadneverbeenseenbeforeappearsinthecountryside.
农村出现了前所未有的繁荣。（which/that在句中作宾语）
Thepackage(which/that)youarecarryingisabouttocomeunwrapped.
你拿的包快散了。(which/that在句中作宾语)
（2）关系副词引导的定语从句
关系副词可代替的先行词是时间、地点或理由的名词，在从句中作状语。
①when,where,why
关系副词when,where,why的含义相当于“介词+which”结构，因此常常和“介词+which”结构交替使用。
例如：Thereareoccasionswhen(onwhich)onemustyield.　
任何人都有不得不屈服的时候。
Beijingistheplacewhere(inwhich)Iwasborn.　
北京是我的出生地。
Isthisthereasonwhy(forwhich)herefusedouroffer?
这就是他拒绝我们帮助他的理由吗？
注意：先行词表示地点或时间时，有时用where或when，有时用that(which)引导定语从句，这时要根据从句的谓语动词是及物的还是不及物的。如果是及物的就用that(which)，否则用where或when。
例如：Thisisthehousewherehelivedlastyear.
这是他去年住过的房子。
Thisisthehousethat(which)hevisitedlastyear.
这是去年他参观过的房子。
IthoughtofthehappydayswhenIstayedinBeijing.
我想起了我在北京呆过的快乐日子。
Ihaveneverforgottenthedaywhichwespenttogether.
我永远不会忘记我们一起度过的日子。
②that代替关系副词
that可以用于表示时间、地点、方式、理由的名词后取代when,where,why和“介词+which”引导的定语从句，在口语中that常被省略。
例如：Hisfatherdiedtheyear(that/when/inwhich)hewasborn.
他父亲在他出生那年去世了。
Heisunlikelytofindtheplace(that/where/inwhich)helivedfortyyearsago.
他不大可能找到他四十年前居住过的地方。
Idon’tliketheway(that/inwhich)hetalkedtohismother.
我不喜欢他同他母亲说话的方式。
（3）限制性和非限制性定语从句
①定语从句有限制性和非限制性两种。限制性定语从句是先行词不可缺少的部分，去掉它主句意思往往不明确；非限制性定语从句是先行词的附加说明，去掉了也不会影响主句的意思，它与主句之间通常用逗号分开。
例如：Thisisthehousewhichweboughtlastmonth.
这是我们上个月买的那幢房子。（限制性）
Thehouse,whichweboughtlastmonth,isverynice.
这幢房子很漂亮，是我们上个月买的。（非限制性）
②当先行词是专有名词或物主代词和指示代词所修饰时，其后的定语从句通常是非限制性的。
例如：CharlesSmith,whowasmyformerteacher,retiredlastyear.
查理史密斯去年退休了，他曾经是我的老师。
Myhouse,whichIboughtlastyear,hasgotalovelygarden.
我去年买的那幢房子带着个漂亮的花园。
Thisnovel,whichIhavereadthreetimes,isverytouching.
这本小说很动人，我已经读了三遍。
③非限制性定语从句还能将整个主句作为先行词，对其进行修饰，这时从句谓语动词要用第三人称单数。
例如：HeseemsnottohavegraspedwhatImeant,whichgreatlyupsetsme.
他似乎没抓住我的意思，这使我心烦。
Liquidwaterchangestovapor,whichiscalledevaporation.
液态水变为蒸汽，这就叫做蒸发。
说明：关系代词that和关系副词why不能引导非限制性定语从句。
（4）介词+关系词
①介词后面的关系词不能省略。
②that前不能有介词。
③某些在从句中充当时间，地点或原因状语的“介词+关系词”结构可以同关系副词when和where互换。
例如：ThisisthehouseinwhichIlivedtwoyearsago.
ThisisthehousewhereIlivedtwoyearsago.
这是我两年前住过的房子。
Doyourememberthedayonwhichyoujoinedourclub?
Doyourememberthedaywhenyoujoinedourclub?
你是否记得我们加入俱乐部的那一天？
（5）as引导的限定性定语从句：
①as用作关系代词和关系副词引导限定性定语从句，并在从句中作主语、表语或状语，构成thesame…as,such…as等结构。
例如：Ilikethesamebookasyoudo.(as作宾语)
我和你一样，喜欢同一本书。
Ishalldoitinthesamewayasyoudid.（as作状语）
我会用和你同样的方式去做的。
Iwanttohavesuchadictionaryashehas.(as作宾语)
我想和他一样有一本这样的字典。
②as引导非限定性定语从句。as在定语从句中作主语、表语或宾语，这个定语从句说明整个句子，可以放在主句之前。
例如：Asweallknow,hestudiesveryhard.（as代表整个句子，作宾语）
他学习非常用功，正如我们大家都知道的。
Asisknowntoall,heisthebeststudentinourclass.（as代表整个句子，作主语）
众所周知，他是我们班最好的学生。
常用的这种类似插入语的句式有asissaidabove,asisalreadymentionedabove,asisknowntoall,asitis,asisoftenthecase,asisreportedinthenewspaper等。
（6）as,which非限定性定语从句
由as,which引导的非限定性定语从句，as和which可代整个主句，相当于andthis或andthat。as一般放在句首，which在句中。
例如：Asweknow,smokingisharmfultooneshealth.
正如我们所知，吸烟有害健康。
Thesunheatstheearth,whichisveryimportanttous.
太阳加热地球，这对我们非常重要。

典型例题：
a)Alicereceivedaninvitationfromherboss,______cameasasurprise.
A.it　B.that　C.whichD.he
解析：答案C。此为非限定性从句，不能用that修饰，而用which，it和he都使后
句成为句子，两个独立的句子不能单以逗号连接。况且选he句意不通。
b)Theweatherturnedouttobeverygood,______wasmorethanwecouldexpect.
A.what　B.which　C.that　D.it
解析：答案B。which可代替句子，用于非限定性定语从句，而what不可。that不能用于非限定性定语从句，it不为连词，使由逗号连接的两个句子并在一起在英语语法上行不通。
c)Itrainedhardyesterday,______preventedmefromgoingtothepark.
A.that　B.whichC.as　D.it
解析：答案B。as和which在引导非限制性定语从句时，这两个关系代词都指主句所表达的整个意思，且在定语从句中都可以作主语和宾语。但不同之处主要有两点：
ⅰ.as引导的定语从句可置于句首，而which不可。
ⅱ.as代表前面的整个主句并在从句中作主语时，从句中的谓语必须是系动词；
若为行为动词，则从句中的关系代词只能用which.。
在本题中，prevent由于是行为动词，所以正确选项应为B。
（7）必须用that而不用which引导定语从句的情况：
①先行词是不定代词all,few,little,much,something,nothing,anything等。
例如：Allthatwehavetodoistopracticeeveryday.
我们必须做的全部是每天练习。
②先行词被序数词或形容词最高级所修饰。
例如：ThefirstlessonthatIlearnedwillneverbeforgotten.
我学的第一门课永远难忘。
ThisisthebestfilmI’veeverseen.
这是我曾经看过的最好的电影。
③先行词被all,any,every,each,few,little,no,some等修饰。
例如：Ihavereadallthebooks(that)yougaveme.
我读完了你给我的所有书籍。
④先行词被theonly,thevery,thesame,thelast修饰时，
例如：Heistheonlypersonthat/(who)Iwanttotalkto.
他是我唯一想交谈的人。
⑤先行词既有人又有物时，
例如：Theytalkedofthingsandpersonsthattheyremembered.
他们谈起所记得的人和事。
⑥当句中已有who时，为避免重复。
例如：WhoisthemanthatistalkingtoJohn?
和约翰谈话的那个人是谁？
⑦用作关系代词，修饰表示时间的名词如day,time,moment等，代替when。
例如：Ithappenedonthedaythat/whenIwasborn.
那件事是在我出生的时候发生的。
⑧如有两个定语从句，其中一个关系词已用，则另一个用that。
例如：Edisonbuiltupafactorywhichproducedthingsthathadneverbeenseenbefore.
爱迪生建立了一家生产从未被人见过的东西的工厂。

（答题时间：40分钟）
一、阅读理解（共20小题，每小题2分，满分40分）
阅读下列短文，从每题所给的四个选项（A、B、C、D）中，选出最佳选项。
A
Toomanypeoplewantotherstobetheirfriends,buttheydontgivefriendship（友谊）back.Thatiswhysomefriendshipsdontlastverylong.Tohaveafriend,youmustlearntotreatyourfriendthewayyouwantyourfriendtotreatyou.Learningtobeagoodfriendmeanslearningthreerules:behonest;begenerous（宽宏大量的）;beunderstanding.
Honestyiswhereagoodfriendshipstarts.Friendsmustbeabletotrustoneanother.Ifyoudonttellthetruth,peopleusuallyfindout.Ifafriendfindsoutthatyouhaventbeenhonest,youmayloseyourfriendstrust.Goodfriendsalwayscountononeanothertospeakandacthonestly.
Generosity（大度）meanssharingandsharingmakesafriendshipgrow.Youdonthavetogiveyourlunchmoneyoryourclothes,ofcourse.Insteadyouhavetolearnhowtosharethingsyouenjoy,likeyourhobbies（嗜好）andyourinterests.Naturallyyouwillwanttoshareyourideasandfeelings.Thesecanbeveryvaluabletoafriend.Theytellyourfriendwhatisimportanttoyou.Bysharingthemyouhelpyourfriendknowyoubetter.
Soonerorlatereveryoneneedsunderstandingandhelpwithaproblem.Somethingmaygowrongatschool.Talkingabouttheproblemcanmakeiteasiertosolve（解决）.Turningtoafriendcanbeafirststepinsolvingtheproblem.Sotobeafriendyoumustlistenandunderstand.Youmusttrytoputyourselfinyourfriendsplacesoyoucanunderstandtheproblembetter.
Notwofriendshipsareeverexactlyalike（相同）.Butalltruefriendshipshavethreethingsincommon.Ifyouplantokeepyourfriends,youmustpractisehonesty,generosityandunderstanding.
1.Somefriendshipsdontlastverylongbecause______.
A.therearetoomanypeoplewhowanttomakefriends
B.theydontknowfriendshipissomethingserious
C.thosewhogiveothersfriendshipsreceivefriendshipsfromothers
D.thosewhonevergiveothersfriendshipsreceivenofriendshipfromothers
　2.Accordingtothepassagehonestyis______.
A.asimportantasmoney
B.moreimportantthananythingelse
C.somethingcountable
D.thebaseofafriendship
　3.Whichofthefollowingisntmentionedinthepassage?
A.Afriendwhogivesyouhislunchmoneyisatruefriend.
B.Alwaystellyourfriendthetruth.
C.Discussingyourproblemswithyourfriendoftenhelpstosolvetheproblem.
D.Sharingyourmindwithyourfriendisofgreatvalue.
　4.Thebesttitleofthispassageis______.
A.AFriendinNeedIsaFriendIndeed
B.HonestyIstheBestHabit
C.HowtoBeaFriend
D.ThreeImportantPointsinlife

B
Inthepast,whenpeoplehadproblems,theywenttotheirfamiliesorfriendstogetadvice.Todayitispossibletogetadvicefromradioshows,TVprogramsandtelephonehotlines,too.Ahotlineisatelephonelinethatoffersadirectwayofgettingintouchwithadvisers.Mosthotlinesarecompletelyanonymous-callersdonothavetosaytheirnamesortelephonenumbers.Mosthotlinesareusuallyfree,too.Callersdonothavetopayfortheadviceorthephonecalls-evenifthecallsarelongdistance（距离）.Atsomehotlines,theadvisersarevolunteers（志愿者）.Otherhotlinespaytheiradvisersfortheirwork.Usuallytheadvisersarefull-jobpeoplewithyearsofeducationandexperience,butsometimes,theadvisershaveonlytakenashortclassbeforestartingtoworkonthehotline.Alltheadviserslistentopeopleandhelpthemsolve（解决）theirproblems.
　5.Ahotlineisatelephoneline_______.
A.thatisn’thot
B.throughwhichpeoplegetadvice
C.whosenumbernooneknows
D.throughwhichcallerstakeashortclass
　6.Whenpeoplecallthehotlineadvisers,they_______.
A.oftengivetheirnamesandtelephonenumbers
B.generallyhavetopayforthelongdistancecalls
C.usuallypaynothingformostofthecallsandadvice
D.alwaystrytogetintouchwiththevolunteeradvisers
　7.Theadvisersworkingathotlines______.
A.arenotallpaid
B.areallvolunteers
C.allhaveyearsofeducationandexperience
D.haveallbeentrainedforashorttime
　8.Thewriterofthearticleseemstothinkthat_______.
A.withhotlinespeoplewontgetadvicefromtheirfamiliesorfriends
B.hotlineshelpthecallersalot
C.peoplehad,betterpayfortheadviceandphonecalls
D.thehotlineadviserswillsolveallofthecallersproblems

C
BettyandHaroldhavebeenmarriedforyears.Butonethingstillpuzzles（困扰）oldHarold.HowisitthathecanleaveBettyandherfriendJoansittingonthesofa,talking,goouttoaballgame,comebackthreeandahalfhourslater,andtheyrestillsittingonthesofa?Talking?
Whatintheworld,Haroldwonders,dotheyhavetotalkabout?
Bettyshrugs,talk?Werefriends.
Researchingthisresultcalledfriendship,psychologistLillianRubinspenttwoyearsinterviewingmorethantwohundredwomenandmen.Nomatterwhattheirage,theirjob,theirsex,theresultswerecompletelyclear:womenhavemorefriendshipsthanmen,andthedifferenceinthecontentandthequalityofthosefriendshipsis“markedandunmistakable”.
Morethantwo-thirdsofthesinglemenRubininterviewedwouldnotnameabestfriend.Thosewhocouldwerelikelytonameawoman.Yetthree-quartersofthesinglewomenhadnoproblemnamingabestfriend,andalmostalwaysitwasawoman.Moremarriedmenthanwomennamedtheirwife/husbandasabestfriend,mosttrustedperson,ortheonetheywouldturntointimeofemotionaldistress（感情危机）“Mostwomen,”saysRubin,“identified（认定）atleastone,usuallymore,trustedfriendstowhomtheycouldturninatroublemoment,andtheyspokeopenlyabouttheimportanceoftheserelationshipsintheirlives.”
“Ingeneral,”writesRubininhernewbook,“womensfriendshipswitheachotherrestonsharedemotionsandsupport,butmensrelationshipsaremarkedbysharedactivities.”Forthemostpart,Rubinsays,interactions（交往）betweenmenareemotionallycontrolled-agoodfitwiththesocialrequirementsof“manlybehavior.”
“Evenwhenamanissaidtobeabestfriend,”Rubinwrites,“thetwosharelittleabouttheirinnermostfeelings.Whereasawomansclosestfemalefriendmightbethefirsttotellhertoleaveafailingmarriage,itwasntunusualtohearamansayhedidntknowhisfriendsmarriagewasinserioustroubleuntilheappearedonenightaskingifhecouldsleeponasofa.”
　9.WhatoldHaroldcannotunderstandorexplainisthefactthat_______.
A.heistreatedasanoutsiderratherthanahusband
B.womenhavesomuchtoshare
C.womenshowlittleinterestinballgames
D.hefindshiswifedifficulttotalkto
　10.Rubinsstudyshowsthatforemotionalsupportamarriedwomanismorelikelytoturnto______.
A.amalefriend　B.afemalefriend
C.herparentsD.herhusband
　11.Whichofthefollowingstatementsisbestsupportedbythelastparagraph?
A.Menkeeptheirinnermostfeelingstothemselves.
B.Womenaremoreseriousthanmenaboutmarriage.
C.Menoftentakesuddenactiontoendtheirmarriage.
D.Womendependonothersinmakingdecisions.
　12.TheresearchdonebypsychologistRubincentersaround______.
A.happyandsuccessfulmarriages
B.friendshipsofmenandwomen
C.emotionalproblemsinmarriage
D.interactionsbetweenmenandwomen

D
AclosefriendofmineliveswithsixhundredwildanimalsontheGreekIslandofKyklos.Eversinceheleftschool（whereIfirstknewhim）,hehastraveledallovertheworldcollectinganimalsforhisveryownzoo.HehopedtocollectatleasttwoexamplesofeverysortofanimalonhisislandbeforetheGreatFlood.Butthefloodthatmyfriendwasafraidof,wasafloodnotofwater,butofpeople.Iexpectyouhaveheardofmyfriend:hewritesbooksabouthistravels,andaboutthewildandwonderfulanimalsthathecollects.Themoneyfromthebookshelpstopayforallthefoodthattheseanimalseat.
Myfriendtoldmethatwhenhewasoutlookingforwaterlastweek,（thereisnotenoughwateronisland,thoughthereisplentyallroundit,）hefoundoil.Heneedsmoneyforhistravels,andforhiszoo,andalittleoilwouldbuyenoughwaterforalife-time;butheknowsthatifhetellsanybodyelseaboutit,itwillbetheendofhiszoo,andhislifeswork.
So,ifIknowmyfriend,hewillnottellanybody（butyouandme）aboutwhathefound—becauseoilandwaterdonotmix.
　13.Myfriendlives______.
A.onanislandinthemiddleofgreatflood
B.attheschoolthatweusedtogoto,onKyklos
C.onaGreekislandwithsixhundredanimals
D.allovertheworld;heisalwaystraveling
　14.Theflood,ofwhichmyfriendwasafraid,was______.
A.afloodoftoomanypeople
B.agreatfloodofwater
C.afloodoftoomanyanimalsonhisisland
D.afloodofoil
　15.Hepaysforthefoodtheanimalseatby______.
A.collectingtwoexamplesofeveryanimal
B.travelingallovertheworld
C.writingandsellingbooks
D.sellingtheoilonhisisland
　16.Ifhetellsanybodyabouttheoil,______.
A.itwillbetheendofhislifeswork
B.hewillhaveasmanyanimalsasheneeds
C.hewillnotwriteanymorebooks
D.peoplewillnolongercomeandvisithiszoo

E
Whattodoifyoudontfeelpopular?
Trytotakepartinactivities.Callyourfriends.Plantodosomething.Theworstfeelingisstayinghomealone,becauseitmakesyoufeelevenmorelonely.
Trytomakenewfriends.Choosefriendscarefully,notjustbecauseyouthinktheyrepopular.Andremember,makinggoodfriendstakestime.Choosingapopularpersontobefriendswithisokay.Iftheyarenice.
Beyourself（保持独立）,ifyouwanttobecomefriendswithsomeonewhospopular,dontmakeyourselfintosomeoneyouarenotjusttoimpressthatperson.
Benice.Befriendly.Beoutgoing（开朗的）.Butdontoverdo（做过头）it!Talktotrustedfriendsifyouarefeelingreallybad.Oryoumightwanttowriteitdowninajournal（期刊）ordiary.
Dosomethingspecialforyourself.Youcouldtakepicturesofyourfriends,orcollecttheirschoolpictures,andtakeacollage（拼贴画）tohangonyourwall.Thiswillremind（提醒）you,whenyouarefeelingunpopular,thatyoureallydohavefriends.
Thinkupyourownideas.Thesesuggestionsmightnotworkforeveryone.
Whattodoifyouhaveaproblemwithyourteacher?
Talktoyourparents,oranotheradultwhowilllistentoyouandperhapscanhelp.Talktoyourfriends.Maybetheyhavehadproblemswiththesameteacher,too.
Dontgivetheteacherareasontohaveproblemswithyou.Doyourwork,completeyourtask,attendtheclassseriouslyandtakenotes.Maybeyoujustneedtogivetheteacherachance（机会）.
Trytofindoutwhattheproblemis.
Talktotheteacherifyoufeelcomfortabledoingthis.Dontbenasty（闹别扭的）,butexpressyourconcerns（关心）.Listentotheteacher,aswell.
Justacceptthefactthatyourenotgoingtoloveallyourteachers.
17.Whatdowemeanbysaying“notfeelingpopular”?
A.Notlikedbyourclassmatesorworkmates.
B.Notdoingwhatwewant.
C.Notshowinganyinterestinanything.
D.Notsohappy.
　18.Accordingtothewriter,ifweoverdowhathesaysinthearticle,we______.
A.willmaketoomanyfriendstoeasily
B.willsometimespretendtobeanice,friendlypersonwhoisalsooutgoing
C.willfeelreallytoobad
D.willnotlistentoanyadvicefromothers
　19.Thewriter______.
A.believesthatyourfriendwillhelpyououtifyoutaketheirpictures
B.suggeststhatyoudiscussthereasonofproblemwithyourteacherwhenyoufeeluncomfortable
C.wantsyoutoknowthatstudentsusuallyhatesteachers
D.isnottoosureifhisadvicewillcertainlyworkonyou
　20.Whatsthebesttitleofthispassage?
A.WhyWeHaveProblemsatSchool?
B.AlwaysbeYourself.
C.HowtoHandleProblemsatSchool?
D.DontBeAfraidofProblemsWithothers.

二、写作（共两节，满分35分）
第一节：短文改错（共10小题，每小题1分）
此题要求改正所给短文中的错误。对标有题号的每一行作出判断。如无错误，在该行右边横线上划一个勾（√）；如有错误（每行只有一个错误），则按下列情况改正：
该行多一个词：把多余的词用斜线（＼）划掉，在该行右边横线上写出该词，并也用斜线划掉。
该行缺一个词：在缺词处加一个漏字符号（∧），在该行右边横线上写出该加的词。
该行错一个词：在错的词下划一横线，在该行右边横线上写出改正后的词。
注意：原行没有错的不要改。
IwillneverforgetthetimeIspentinBritish.21.__________
Atthefirstday,weallwenttoattendassembly.22.__________
Theheadmastertoldusthebestwaytoearn23.__________
respectwasworkhard.Thehomeworkwaslessthan24.________
whatIwasusedtogetinmyoldschool.Every25.__________
dayIspentanhourreadEnglishbooks.26.__________
Ioftengotoourschoolcomputerclubtosend27.__________
e-mailstomyfriendsFree.Studentstherehave28.__________
tostudysomesubjects,andcandropsome.29.__________
Thoughthelifetherewasnoteasy,butI30._________
enjoyedit.

第二节：书面表达（共25分）
假如你是李华。国际中学生友谊俱乐部根据你的请求，把一名美国中学生汤姆介绍给你，希望你们成为笔友。现在由你给汤姆写信，信的内容要点如下：
　1.个人情况：年龄：16岁，济钢高中高一学生。
　2.业务爱好：读书；踢足球，上网已经两年。
　3.希望了解：美国中学生的校内校外生活；他们最喜欢和最不喜欢的事；家长如何看待孩子的学习成绩。
　4.希望对方回信，或发电子邮件。你的邮箱地址：[emailprotected].edu.cn
注意：
（1）词数100左右。
（2）信的开头已经给出。
DearTom,
IwasveryhappytoreceiveyourletterandIdverymuchliketobeyourpenpal….

一、阅读理解
1.解析：句意理解题。文中第一段第一句可作提示。
答案：D
　2.解析：综合推断题。文中说友谊从诚实起，朋友间应相互信任。
答案：D
　3.解析：采取这个排除法筛选出答案A。
答案：A
　4.解析：主旨概括题。因为整篇文章都是讲关于朋友、友情，所以答案C符合要求。
答案：C
　5.解析：理解“hotline”时不能单凭字义，英语中有许多词，像“greenhouse”发生了转义，不指“绿房子”，而意为“温室”。“hotline”就像我们常说的“热线电话”，是专门为人排忧解难、提供建议的。
答案：B
　6.解析：文章“anonymous”一词对同学们来说可能陌生，但看了破折号后的解释应明白意为“匿名的，不留名的”。所以A项不对。热线电话是一种服务性组织，因此通常是不计费的。
答案：C
　7.解析：文中有“some…others”结构，表明并非所有的咨询员都是志愿者，C、D两项都是一方面的，不可以偏概全，故选A项。
答案：A
　8.答案：B
　9.解析：这是一个细节题。从第一段可知，使Harold迷茫不解的是当他出外打球三个半小时后，发现妻子和她的朋友仍然坐在沙发上交谈。他不明白为什么女人会有那么多互相分享的东西。
答案：B
　10.解析：这是一道细节题。从短文的最后一句话Whereasawomansclosestfemalefriendmightbethefirsttotellhertoleaveafailingmarriage…可以看出，当一个女人发生感情危机时，她常常把这件事告诉自己的女性朋友。
答案：B
　11.解析：这是一道细节题。从最后一段第一句话“Evenwhenamanissaidtobeabestfriend,”Rubinwrites,“thetwosharelittleabouttheirinnermostfeelings,”可知，男人几乎不和自己的朋友分享自己的内心世界。
答案：A
　12.解析：这是一道概括题。通读全文可以得出结论，心理学家Rubin的研究中心是研究有关男人和女人的朋友关系。
答案：B
　13.解析：此题是细节理解题。文章的首句作了说明：AclosefriendofmineliveswithsixhundredwildanimalsontheGreekIslandofKyklos.
答案：C
　14.解析：此题考查对单词flood的词义理解。flood本指洪水泛滥，在此引申为过多的人，其朋友盼望在人们大量来到岛上之前尽可能地喂养动物，这是他的计划和设想，但他担心的是大批的人来到岛上会破坏他的设想和计划。本题的选择答案可从文中“Butthefloodthatmyfriendwasafraidof,wasafloodnotofwater,butofpeople.”一句看出。
答案：A
　15.解析：这是一道细节理解题。由“hewritesbooksabouthistravels…Themoneyfromthebookshelpstopayforallthefoodthattheseanimalseat.”可看出。
答案：C
　16.解析：此题是判断推理题。作者的朋友在岛上找水时发现了油，并对此进行了充分利用，但他没有把这个发现告诉别人，因为他担心一旦被人发现，人们会到岛上挖掘石油，那么，其结果对他不利，以致会不能让他的工作继续下去，原文第二自然段末作过描述。
答案：A
　17.解析：该题是一道词义推测题，其意为：“感到不受欢迎的”。
答案：A
　18.解析：从第一篇文章第四条建议可知，要成为一个受欢迎的人，必须“Benice.Befriendly.Beoutgoing.”但不能故意做作，否则就overdo了。
答案：B
　19.解析：从第一篇文章最后一条建议“Thesesuggestionsmightnotworkforeveryone”可知。
答案：D
　20.解析：该题是一道判断推理题。从第二篇文章全文内容可知，“作者给出建议：怎样处理你同老师之间的矛盾”。
答案：C

二、写作
第一节：短文改错
21.British改为Britain22.At改为On
23.对24.work前加to
25.去掉was26.read改为reading
27.go改为went28.free前加for
29.and改为but30.去掉but

第二节：书面表达
DearTom,
IwasveryhappytoreceiveyourletterandIdverymuchliketobeyourpenpal.Iman16-year-oldSeniorOnestudentofJigangHighSchool.Ienjoyreadingandplayingfootball.Ivebeenonlinefortwoyears.
Imeagertoknowhowthehighschoolstudentsinyourcountryspendtheirtimeinandoutofschool.
Pleasetellmewhatyoulikeanddislikemost.Imalsointerestedtoknowyourparentsopinionsonyourschoolwork.
Pleasewritetomeinanearlyreply,orsendmeane-mailat[emailprotected].edu.cn.
Lookingforwardtohearingfromyousoon.
Yours,
LiHua

高一英语教案：《Friendship》教案三

高一英语教案：《Friendship》教案三

重点词汇：

upset ignore calm concern loose

Netherlands German series outdoors dusk

entire thunder power curtain dusty

partner settle highway recover pack

suitcase overcoat teenager exactly disagree

grateful dislike tip swap item

重点词组：

go through set down a series of

on purpose walk the dog no longer

in order to at dusk face to face

suffer from get tired of pack up

get along with fall in love join in

have trouble with sb. no way feel at home

have got to be crazy about calm down

be concerned about as far as – be concerned be concerned with

should have done must have done could have done

happen to sb happen to do it happens that---

be tired of be sick of be fed up with

be bored with be upset about be ignorant of

add up add to add---to---

add up to in one’s power 尽某人能力所及，在某人掌控之中

重点句子：

1. calm down keep calm

She lit a cigarette to calm herself down.

It’s very important to keep calm when the earthquake breaks out.

calm quiet still silent

2.concern oneself about/for be concerned about/for 担心

concern oneself with/in 从事，参与 be concerned with 涉及，与—有关

concern sb/sth 和--有关

concerning concerned

How much money i can make is not my concern.

This unit is concerned with friends and friendship.

There is no need to concern yourself in this matter.

The concerned parents were all concerned about their children’s safety.

3. set down 记下，写下 放下 让— 下车

The bus sets the children down just outside the school gate.

Please set down everything you have heard in the class.

She set down her drink and went out.

set off set out for set up set aside

set down to do 开始做某事 set about doing set out to do

4. He hasn’t turned up up to now and I can’t wait any longer.（延续性动词，时间）

After she graduated, she came no more.(常和非延续性动词连用，数量程度不增)

5. Ambitions never die until there is no way out.

Not until he left his home, did he begin to know how important the family was for him.

It was not until she took off her dark glasses that I realized she was a film star.

6. get sb doing 让—开始做—have sb doing 让—一直做—

get sb to do have sb do

get sth done have sth done

can you get the machine running？

Where are you going to get/have your hair cut?

I will get someone to repair my computer.

7. while walking the dog, he was careless and it got loose and was hit by a car.

If (it’s) necessary, I will send several people to help you.

8.You must have seen the film Shaolin Temple.

You may have read about it in the papers.

You could have come here a little earlier.

Must have done can’t have done could have done may/might have done

Should/need/could/might/ought to/would have done

9.make + 宾语+宾补（n./adj./v./done.） make it adj.to do be made to do

she made her diary her best friend.

He shouted to make himself heard across the room.

Computer makes it easier to learn English.

She was made to wait for hours.

10. I wonder if it’s because I haven’t been able to be outdoors for so long time that I’ve grown so crazy about everything to do with nature.

eg. We went to see him in Wuhan last week.

When did you graduate from high school?

11. While sleeping, you’d better not keep your windows open.

Don’t keep that boy waiting there.

We must keep our teacher informed of what is going on in our class.

12. But as the moon gave far too much light, I didn’t dare open a window.

13. it happens that-- sb happens to do 碰巧

sth happens to sb

What has happened to you?

It happened that I had no money on me.

14．It’s the first time that I have seen such a famous actor.

It was the first time that I had seen the light face to face.

The first time I met her, I fell in love with her .

It’s time that the children went to bed.

It’s time to have supper.

15. settle down定居，过安定的生活,平静下来

set down to doing sth. 开始专心做--

settle in 在—定居 settle down in

settle on/over停留、 落在， 选定 决定

When are you going to marry and settle down?

They have finally settled down in Canada.

Dust had settled on everything.

Settle dispute

He settled to buy a new car.决定

16．suffer suffer from Suffering(s) n.

He suffered many defeats before success.(遭受痛苦)

Many people are still suffering from starvation. （因---而遭受痛苦）

17. She has recovered from the operation (从---恢复)

The team recovered its lead in the second half.（重新获得--）

She soon recovered herself and went on with her lecture. 恢复正常， 使—清醒

18. go through 经历 经受/仔细检查/（法案）通过

The country has gone through too many wars.

She is going through the company’s accounts.

The law didn’t go through at the meeting.

I can’t get it through to him that he has to study hard now.

go by go over go in for参加考试/比赛，喜欢 go ahead go without

get sth through to sb.使 某人理解， 使某人接受（某人说的话）

19. disagree with sb/sth

I feel sick. The fish disagreed with me.

These reports of the accident disagree with a number of points.

20. Although I try to talk to my classmates, I still found it hard to make good friends with them.

21. I do want to change this situation.

语法：

直接引语变间接引语

1.句式变换

2.时态：主句过去时态时，从句时态后推，除有明确的过去时间状语

主句一般现在时或将来时，从句时态不变

3.人称：一从主，二从宾，三不变

4.时间、地点，代词

Today—that day tomorrow---the next day yesterday---the day before

Two days ago---two days before

写作：

建议信

高一英语教案：《Friendship》教案四

高一英语教案：《Friendship》教案四

Design Concept

According to New English Curriculum Standards, we should develop students'

ability of autonomous learning and cooperative learning. And we should also improve

students' ability of getting information and the ability of analyzing the information,

thus improving their ability to solve problems. Meanwhile, we should pay attention to

developing students' comprehensive language competence and their positive attitudes.

Students are the masters of learning. Student-centered teaching with the teacher as a

guide should be adopted in English teaching.

Analysis of the teaching material

This period mainly consists of two parts: Reading and Writing. Students are guided to read a letter for help written by Xiao Dong to Miss Wang. From the letter, we can see Xiao Dong's problem: He is not good at communicating with people and he finds it hard to make friends with others. so he feels lonely and he does want to change this situation. Through reading, students are able to find the problem and then try to solve the problem by writing a letter for advice to Xiao Dong.

This period plays an important part in the whole unit because it is based on the topic of friendship and it offers the students an opportunity to output what they have

learned in this unit. Although some students have the basic writing skills, most of

them still need to be guided to pay attention to the structure and the sentence patterns

to make their compositions better.

Analysis of the students

The teaching objects are all students from Grade (One, who have just graduated from junior middle school and have been in senior high school for only about one

month. And most of them have “classroom anxiety" in English class. That is to say,

most students are not confident enough to speak English and answer questions. Thus,

I plan to organize some teaching activities such as discussion, group-work and so on, through which, students are able to learn how to cooperate with others and learn from each other, thus building up their confidence, cultivating their sense of cooperation and helping them to experience the happiness of development.

Teaching aims

1.Knowledge (Objectives)

Through learning, Ss will be able to make sentences with some useful words,

expressions and sentence patterns.

2.Ability(Objectives

(1)Through reading, Ss will improve their reading ability, cspecially the ability to get information and the ability to analyze the information.

(2)Through writing practice, Ss will be able to improve their writing skills.

3.Moral(Objectives)

Through teaching activities, cultivate students sense of cooperation and build up their

confidence in learning English.

Key Points and Difficult points

1.How can students improve their reading ability, especially the ability to get and

analyze the information?

2.How can students improve their writing skills(the ability to “output” after reading

and the ability to solve problems)?

Teaching and learning methods

Task-based language teaching approach;

Communicative approach;

Discussion；

Teaching Procedures:

Step1:lead-in

Discussion: If you have some trouble, who will you turn to for help? Your parents?

Your teachers? Your classmates?

(The purpose of this activity is to arouse students' interest in what we will read in the following part.)

Step2: Reading

task1: Read the letter on page7 together passionately and answer the following questions.

1. Who is Xiao Dong?

2. What is his problem?

3. Why did he write this letter to Miss Wang?

(Ask students to read the letter aloud, the purpose of which is to encourage students to love English and enjoy reading. And through reading, students are able to get the information needed, thus improving their reading skills and the ability to seek the information and the ability to analyze the information.)

Task2:（Group-work）

If you were Miss Wang, what suggestions would you give to Xiao Dong?

(Ask students to work with their partners and list their ideas and reasons, then show their ideas on the blackboard. The purpose of this activity is to cultivate students' sense of cooperation and encourage them to learn from each other.)

Step3 Writing

(1)Before-Writing

Task 1: How many paragraphs should we write in this letter of advice?

Para l: Beginning

Para2: Main body

Part.3: Ending

Task2: How to organize the first paragraph?

Show students two kinds of the beginning and let them discover that the first paragraph is to show the purpose of this letter---to give Xiao Dong some advice on

how to make friends.

Task3: How to organize the second paragraph?

e.g. You should be friendly to others and often help them. You will show them that

you are easy to get along with. You should ask people their likes and dislikes. You

will find classmates with the sane interests. You must join in discussions and show

interest in other people's ideas. Yu will get to know different people and let them

know more about you.

(Show students an example of this paragraph, and ask them to find the disadvantages

of it. The purpose of this activity is to cultivate students' self-regulated learning

competence, exploring spirit and practical ability and guide then to realize the

importance of various sentence patterns in the writing process.)

Task4: How to organize the last paragraph?

(These tasks are all designed to help students master the structure of this kind of

letter.)

(2)While-Writing

Task 1: Write a letter to Xiao Dong to help him to change the present situation.

In this part, students are guided to write a letter for advice based on what we

have learned above.(One student is going to come to the blackboard and write hi/her

composition on the black board.(Others are going to write their articles on a piece of

paper.

(Through this activity, every student takes an active part in class, which is beneficial

to their growth and development.)

(3)Post-Writing

Task 1:Correet the composition

(Ask a student to improve the composition on the blackboard. It is designed to offer

students more opportunities to practice in class and make our class really

student-centered with teacher as a guide.)

task2:(Group-Work

After finishing your writing, swap your letter with your partner. Try to help each

other to improve it. Pick out any mistakes you see in spelling, verb forms, or

punctuation. Swap back. Correct any mistakes. Then ask some students to come to the

blackboard o share their compositions.

It is designed to improve students' tea-work spirit and offer them more opportunities to practice in class, thus helping them to build up their confidence.)

Step4 NEIT

1.（2014安徽高考英语作文）

为了帮助中学生健康成长，某中学英文报开展了“HEART-I）-HEART”专栏：假

设你是该栏目的编Jarnie，收到一封署名为Worried的求助信：信中该同学向你诉说了自己的困扰：近日容易发脾气，使正常的学习和生活收到了影响：请用英文给该同学写一封回信：

内容要点如下：1.表示理解并给与安慰

2.提出建议并说明理由

参考词汇：temper.脾气

2.（2008年山东高考英语作文）

假如你是新华中学的学生李华，班里从外地转来一名同学李明，他一时无法融入新的班级，感到很苦恼。请根据下面要点给他写封信。

1.帮他分析原因

2.给他提出建议

B.(2（09年陕西高考英语作文）

假如你是李华。在一个英文网络论坛上，你看见一个名叫（Grown-up的中学生发帖寻求帮助。请根据帖子的内容，写作要点和要求回帖。

Hi, everyone,

I'm 17 years old and I an going to university this autumn. But my mother continues to

treat me as a seven-year-old. What should l do?

1.告诉他要理解母亲。

2.给他提出解决问题的具体建议。

(It is designed to help students be aware of the importance of letters for advice in

NEMT.)

Steps: Self-assessment and Summary

1. Have you learned some new words and expressions?

2. Do you know how to organize a letter for advice?

3. Are active in class?

4. Do you like cooperating with others?

(Ask students to make a self-assessment by answer the questions above. Then ask the monitor to come to the blackboard to make a short summary. The purpose of this activity is to develop students' ability to turn up.)

Step6: llomework

写作训练：

假如你是李华，你的好友Tom来信说他不适应高一英语老师的课，在学习英

语方面有很大的困难，以至于跟不上其他同学，因此感到非常着急，甚至想放弃

英语。请你给Tom写一封信，想办法帮助他解决这方面的困难。词数120左右。

(It is designed to help students to do more practice about what they have learned in this class.)

Blackboard Design

Until Friendship Suggestions on how to

Using language make friends

Reading and writing (1)（学生作文展示）（2）

A letter for help(3)

A letter for advice (4)(5)

Para l: Beginning (6)

Para2:Main body学生展示

Para3:Ending

课后反思：

一、坚持“以人为本”。

培养学生自主学习、探究学习，以及学生之间的合作意识，让学生通过积极地参与课堂活动相互合作、互相学习，有助于提高学生对英语的兴趣、树立学好英语的信心。课堂上多使用鼓励性的语言及目光交流，课件上多出现一些励志性的图片，帮助学生缓解因英语基础较弱而导致的课堂“焦虑”，从而让每个人体验到发展的快乐。

二、培养学生的写作习惯。

写作水平的提高要经过一个循序渐进的过程，而在这个过程中，养成良好的语言学习习惯至关重要。可以从以下几点培养学生的写作习惯：1.重视平日词汇、短语等基本素材的积累。2.课外多阅读，摘抄其中比较优美的句子进行积累、诵读。3.收集优秀习作中的篇章结构，例如开头、结尾等。4.指导学生课后有效地练习。要提高写作水平，单靠课堂上的练习是远远不够的，因此，课后要指导学生进行大量的写作训练，把课堂上学到的应用到课后的练习中。

三、实施有效的写作评价

写作之后的评价形式有很多。最常见的就是教师的批阅，此外，还有学生自评、小组相互修改与评价、班级投影与评价、制作班级写作海报等。本节课主要采用了学生评价、教师补充、小组互评及班级展示、集体评价，基本达到了预期的效果。学生上黑板的写作展示和点评都体现了“以学生为主体”的教学理念，在这个过程中，学生通过参与既展示了自己，同时也是一次相互学习的机会。由于时间关系，课堂上展示的学生数量有限，在课后我会继续跟踪，让学生继续修改、继续完善自己的作文，然后再组织制作班级海报，将优秀的作品以班级海报的形式展出，这其实也是一种有效的激励措施。

总之，在英语的四项基本技能中，听、说、读是写的基础，而写则是更高层次上的信息交流，是衡量一个英语学习者综合语言运用能力的试金石。新课标也对书面表达提出了新的要求。作为一名高中英语教师，在实施写作教学的过程中，有成功的一面，也有许多不足。在今后的教学中，我会不断立足于学生，不断改进教学方法，培养学生养成良好的学习方法、掌握英语写作技能，提高学生的综合语言运用能力和英语学科核心素养。

高一英语教案：《Friendship》教案六

高一英语教案：《Friendship》教案六

从容说课

This is the sixth teaching period of this unit. We can first review some important language points the students learned in the last several periods. The emphasis of this period should be laid on listening and writing. They are expansion of the topic of the text. Listening is about Lisa’s problem of making a friend with a boy. She asks Miss Wang for advice. Through listening and exercise, students learn how to give advice and the skill of giving advice. And also let them think about the problem of boy’s making friends with girls and girls with boys. And then design a task to ask students to give advice according to the different problems to develop their ability to solve the problems. All of these lay the foundation for the next task—writing. In this way, students feel that they have information to put out. And writing makes for the improvement of students’ writing ability, strengthening their comprehension of friendship.

The two letters, listening and letter writing prepare students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthen students’ abilities to practice language, discover, and solve problems.

教学重点

Develop the students’ listening ability, especially listening to and understanding key words and speakers’ intention and attitude.

教学难点

Develop the students’ writing skills by reading, discussing and writing a letter to give advice on friendship.

教学方法

1. Task-based teaching and learning

2. Cooperative learning

3. Discussion

教具准备

A tape recorder and other normal teaching tools

三维目标

Knowledge aims:

1. Get the students to learn the following new words and useful expressions.

teenager　get along with　fall in love　advice　questionnaire　quiz editor　communicate　habit

2. Get the students to know how to write a letter to offer advice.

Ability aims:

1. Enable the students to listen and understand the listening materials.

2. Enable the students to write a letter to offer advice on friendship.

Emotional aims:

Develop and improve the students’ ability to help others solve such problems as how to communicate with people, how to make and be good friends, and so on.

教学过程

设计方案（一）

→Step 1 Revision

Have a dictation about new words and expressions:ignore　calm　cheat　loose　concern　suffer　purpose　entirely　teenager　trust　hide away　set down　according to　face to face　go through　a series of　in order to　walk the dog　get along with　add up

→Step 2 Reading and listening(on Page 6)

1. Lead-in

Talk freely with the students to lead in the listening topic. Just like the following:

Do you remember what Ann’s best friend is? Is it a man or a thing?

Guess what my best friend is. (Say something about music, pets or plants. )

So you see a man can make friends with anyone and anything.

Then boys, would you like to make friends with girls? Girls, would you like to make friends with boys? What kind of girl would you like to make friends with? And what kind of boy would you like to make friends with?

If you see a boy classmate makes a friend with a girl, will you say something about them behind? (If no, you are kind. If yes, you are a gossiper. )

If you are that boy or girl, would you like to be gossiped about?

2. Reading

Read the letter. Lisa has such a problem. She is asking you for help. What advice will you give? You are given 2 minutes to discuss in groups and then offer your group’s opinions.

3. Listening

Tell the students:Besides 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.

Listen for 3 times and do listening exercises. A fourth time for checking.

4. Post-listening

Tell the students:Do you think Miss Wang’s advice is helpful? Now suppose you are editors of Radio for Teenagers, here are some problems for you to offer advice.

Show the following on the screen. Tell the students they can choose any problem as they like to write down their advice.

1. I don’t have enough pocket money.

2. I’m not satisfied with my appearance.

3. My desk mate has lost a reference book, she thinks that I’m a thief.

4. I work hard but I hardly make progress.

5. I want to travel to Wu Zhen Town with my fiends this weekend, but my parents don’t allow me to go.

6. I don’t like the way Mr. Li teaches us English, so I’m not interested in English any longer.

7. My mother has just given birth to my little brother. I’m worried that the baby will rob me of my parents’ love and even everything.

8. I quarreled with my best friend 3 days ago. Up to now, we haven’t said a word to each other.

9. I’d like to be monitor, but at the same time I doubt whether I have such ability.

10. I’m often late for school. The teacher is so angry that he threatens that if I’m late again, I will be dismissed.

Ask several students to report their advice.

→Step 3 Writing (on Page 7)

1. Pre-writing

1)Read a letter from a student named Xiaodong. Go through the directions on Page 7.

2)Brainstorm with a partner about ways to change the situation. Make a list of the ideas and give reasons.

3)Decide which are the best ideas and put them into the right order.

2. While-writing

Ask the Ss to write a letter to Xiaodong and give him some advice.

Suggested steps:

1)Read the sample and the expressions.

2)Begin to write the letter to Xiaodong.

3)Revise your letter by yourself.

4)Exchange your writing paper with your partners and correct the mistakes you have made.

5)Get back your own writing paper and write the letter again.

3. Post-writing

Have a discussion in groups.

1)Can you give Xiaodong some good advice?

2)Is your letter well developed?

3)Are your ideas well organized to the point?

4)Do you have a good choice of words and idioms in your writing?

5)Do you get a good mastery of complex structures of language?

6)What kind of mistakes have you made in your writing? What can you do to avoid such mistakes?

Choose some students’ writing paper and show them in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.

→Step 4 Workbook

Writing task (on Page 46)

1. Read the proverbs, explain them and ask the students to choose some they agree with and some they disagree with and explain why.

2. Discuss with their partner and then write a passage according to the sample story and “Analyzing the structure”.

→Step 5 Homework

1. Finish off the workbook exercises.

2. Write a short passage about your friend.

板书设计

Unit 1　Friendship

Listening and Writing

new words and expressions writing steps

teenager　get along with　fall in love　advice　questionnaire　quiz editor　communicate　habit 1. Make a list of the information.

2. Begin to write the letter.

3. Revise your letter.

. . .

活动与探究

Get the students to hold a group writing competition out of class. Ask them to describe one of their friends—their appearance, personality, hobbies, etc. This activity makes for the improvement of students’ writing ability, strengthening their comprehension of friendship, and also developing their cooperative spirit and sense of competition.

Sample description:

I have a few good friends, but I think Miki is my best friend. We both read a lot and we’re very interested in films. We spend a lot of time watching videos and talking about films and books. She works hard. She is very helpful. Whenever I am in trouble, she will help me out. . .

文章来源：http://m.jab88.com/j/30124.html

更多