福建省莆田八中学年高中英语教案 《Unit 1 Friendship》 新人教版必修1.docx
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福建省莆田八中学年高中英语教案《Unit1Friendship》新人教版必修1
I．教材分析
本单元的话题是Friendship“友谊”,几乎所有的内容都是围绕这一主题展开的。
友谊是人与人之间长久相处建立起来的情谊。
有关友谊的话题有很多，本单元涉及的话题主要有：
人们为什么要交朋友，如何交朋友，怎样处理与朋友的关系，生活在二战时期的安妮是如何渴望朋友、如何与朋友相处的。
通过对本单元的学习,学生不仅要进行阅读技能的训练,学习一些新词汇和短语的用法,还要在阅读的过程中体会并欣赏英语语言的美感,感受主人公乐观自信的人生态度和纯洁美丽的心灵。
WarmingUp“热身”部分：
“热身”的目的是为阅读在一定程度上做好话题、词汇和结构的准备，激发学生对相关背景知识的了解和学习的兴趣。
本单元采取的是调查问卷的形式，问卷内容涉及日常生活中朋友之间可能发生的真实问题以及解决问题的办法，帮助学生学会审视自我，引导他们形成正确的价值观和处事原则并培养高尚的品格。
Pre-reading“读前”部分：
本单元该部分的几个问题在内容上与Reading紧密相连，目的是在阅读前启发学生对文章中可能涉及的问题进行思考。
这些问题对Reading的学习做了很好的铺垫。
Reading“阅读”部分：
该部分是本单元最重要的部分，承载着本单元最重要的语言和文化信息，也是教师在整个教学过程中需要重点处理的部分。
文章标题是“ANNE’SBESTFRIEND（安妮最好的朋友）”,讲述了二战期间安妮把日记当成最好的朋友，通过日记抒发情感的动人故事。
通过阅读这篇文章，学生不仅要进行阅读技能的训练，学习一些新的词汇和短语的用法，还要在阅读过程中体会并欣赏英语语言的美感，感受主人公乐观自信的人生态度和纯洁美丽的心灵。
Comprehending“理解”部分：
该部分共有四道练习题。
重点考查学生对文章的理解程度，同时也是对阅读技能的考查。
该部分练习是根据阅读理解的三个层次，按照由易到难的顺序来设计的。
LearningaboutLanguage“语言学习”部分：
该部分由“词汇学习”和“语法学习”两部分组成。
“词汇学习”部分有三个练习。
“语法学习”部分练习的设置是从发现新的语法结构，逐步过渡到稍微复杂一点的控制性或者指导性练习，最后要求学生在真实的交际场景中使用语法项目。
UsingLanguage“语言运用”部分：
该部分包括听、说、读、写的单项或者综合性练习，形成一个有机的整体。
SummingUp“总结”部分:
主要是引导学生对本单元所学过的内容进行回顾。
LearningTip“学习建议”部分：
该部分建议学生养成用英语写日记的习惯，这样一方面可以练习使用所学过的语言，巩固所学成果，另一方面也能有效地表达思想和抒发情感。
ReadingforFun“趣味阅读”部分：
该部分提供了一首诗歌，杰西卡（JessicaSills）的《承诺（Promise）》，内容与本单元话题紧密相连，其目的是让学生从这些诗句中体会到友谊的重要性，对于热爱诗歌的学生有着很好的启发作用。
II．教学计划
第一课时：
WarmingUpandSpeaking
第二课时：
Reading “Anne’s Best Friend”
第三课时：
Grammar
第四课时：
Integrating skills “Friendship in Hawaii”
第五课时：
Listeningand Writing
．教学设计
Period1WarmingUpandSpeaking
1.TeachingGoals:
1） Target language
I （don’t） think… I （don’t） think so. I （don’t） agree. I believe… That’s correct. In my opinion, …
2） Ability goals
a. Describe your friends in English
b. Figure out the problems between friends and then find differentways to solve the problems.
3） Learning ability goals
a. To encourage students to think and talk about friends and friendship by using some phrases and structures.
b. To learn to solve problems that may occur between friends.
c. To cultivate the students to form the good habit of learning English in Senior Middle School.
2. Teaching important points:
a. Use the given adjectives and sentence structures to describe one of your friends.
b. Learn to evaluate friends and friendship.
3. Teaching difficult points:
a. Work together with partners and describe one of your good friends.
b. Discuss with partners and find out ways to solve the problems.
4. Teaching methods
a. Task-based teaching and learning
b. Cooperative learning
c. Discussion
Teaching procedures
教学预案
个性化教学（二次备课）
Step 1 Lead-in and Warming-up
Before the lesson, the teacher can arouse the students’ interests byshowingavideo of Auld Lang Syne .
At the beginning of the first class, we can get the students to talkabouttheirsummer holidays. The students can talk freely as they like.
1.How did you spend your summer holidays?
How did you feel?
What didyoudoinyour summer holidays?
What did you do in your spare time?
2.What do you think of our new school?
Do you like it?
Could you saysomethingaboutit?
3.Do you like making friends?
How do get in touch with yourfriends?
Doyouhave many friends?
Where are they now?
Do you have anyoldfriendsinour school?
Have you made any new friends in our class?
Step 2 Think it over
1. Give a brief description of one of your friends. The following phrases and
structures may be helpful:
His/Her name is …He /She is … years old.
He /She likes … and dislikes … He /She enjoys … and hates… He /She is very kind/friendly/…
2. What types of friendship do you have?
Please tick them out. Then fill in the blanks.
girl friends boy friends pen friends long -distance friends friends of the same age e-friends （friends over the internet） friends across genera-
tions unusual friends like animals, books…
1）.______ is /are most important to you.
2）. You spend most of your free time with ____.
3）. You will share your secrets with _____.
4）. When in trouble, you will first turn to _____.
Step 3 Make a survey
1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.
2. Have a member of each group report on what their lists have in common
and list them on the board.
3. Ask the class whether or not they agree with all the qualities listed.
4. Then have the students do the survey in the textbook.
5. Have the students score their survey according to the scoring sheet on Page 8.
6. The teacher ask some students how many points they got for the survey and assess their values of friendship:
★ 4~7 points:
You are not a good friend. You either neglect your friend’s
needs or just do what he/she wants you to do. You should think more about
what a good friend needs to do.
★ 8~12 points:
You are a good friend but you sometimes let your friendship
become too important, or you fail to show enough concern for your friend’s
needs and feelings. Try to strike a balance between your friend’s needs and
your own responsibilities.
★13+ points:
You are an excellent friend who recognizes that to be a good
friend you need balance your needs and your friend’s. Well done.
Step 4 Talking and sharing（ work in pairs）
1. If your best friend does something wrong, what will you do?
Try to use the following phrases:
I （don’t） think… I （don’t） think so. I （don’t） agree. I believe… That’s correct. In my opinion, …
2. What is a friend?
A British newspaper once offered a prize for the best definition of a friend. If you were the editior, choose the best one from the following entries, and
explain why.
One who understands my silence.
A friend in need is a friend indeed.
Friends are just the people who share your happiness and sorrow. When
you look at your watch at 4 am, but still know you can call them and wake
them up, and they’ll still want to talk to you,that’s friendship.
To have a friend, you need to be a good friend.
Step 5 Group work （output）
The teacher can give each group one of these questions below to talk
about. Then let the class share their ideas. It’s better to stimulate the students
to express their own opinions about these questions.
1. Do you think it is a good idea to borrow money from your friend?
Why and Why not?
2. What factors may cause the breakdown of a good friendship?
3. What can be your unusual friend besides human beings?
And why?
Step 6 homework
1. Write down a short passage about your ideas /your unusual friends.
2. Prepare for the new lesson.
课后教学反思：
Period 2 Reading “Anne’s Best Friend”
1. Teaching goals:
1）. To develop the students’ reading ability, learn to use some reading strategies such as guessing, key
sentences, skimming and so on.
2）. To get the students to realize the importance of friends and friendship, and to tell true friends from false
friends;
3）. To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.
4）. To learn the writing style of this passage.
2. Teaching important points:
Learningdifferentreadingskills.
3. Teaching difficult points:
Learndfferentreadingskillsfordifferentreadingpurposes.
4. Teaching methods
a. Task-based teaching and learning
b. Cooperative learning
c. Discussion
Teaching procedures
教学预案
个性化教学（二次备课）
Step 1.Pre-reading
1. Please enjoy three pieces of music and find out what they are about.
2 .Why do you think friends are important to you?
3. What do you think a good friend should be like?
List the good qualities a
good friend should have.
4.Have you ever considered making friends with animals, plants or even an
object?
Why or why not?
Step 2.Reading
1. Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.
2. Skimming the first two paragraphs to confirm your guessing.
1） What was Anne’s best friend?
Why did she make friends with it?
2） Did she have any other true friends then?
Why?
3） What is the difference between Anne’s diary and those of most people?
4） Do you keep a diary?
What do you think most people set down in their
diaries?
5） We are going to read one of Anne’s diaries.But before reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd
paragraph?
3.Reading of Anne’s diary
How she felt in the hiding place
Two examples to show her feelings then
Step 3.Post-reading
1.What would you miss most if you went into hiding like Anne and her
family?
Give your reasons.
2.Group work
Work in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.
Where would you plan to hide?
How would you arrange to get food given to you every day?
What would you do to pass the time?
---
3. Discovering useful words and expressions
Complete the following sentences, using words and expressions from Reading1） She has grown _______ about computer games.
2） Was it an accident or did David do it on _______?
3） From the beginning ,Paul made it clear that he would be ______ （完全地）in control.
4） He used to work _______ even in the middle of winter.
5） Just the _______ of more food made her feel sick.
6） You had better have a _________ talk with him.
7） Born in a poor family, the manager ____ lots of hardships in hischildhood.
8） A diary is often kept to ________ what happens in people’s daily lives.
Step 4.Talking about friends and friendship
1.There are many proverbs about friends and friendship. Choose the one you
agree with and explain why, then choose one you disagree with and explain
why.
A friend in need is a friend indeed.
Friends are like wine; the older, the better.
A
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