湖南省师范大学附属中学高中英语 Unit1 Friendship Period1教案 新人教版必修1
《高中英语必修1课件：Unit 1 Friendship》
朋友与熟人的区别
朋友和熟人是我们日常生活中常遇到的两种人际关系，它们在亲密程度和交流上有所不同。
亲密程度
朋友之间建立了更深入的 关系，熟人通常只是我们 认识的人。
信任和支持
朋友之间有更高程度的信 任和支持，熟人通常只有 表面上的互动。
交流和分享
朋友之间更愿意分享彼此 的感受、经历和思想，熟 人通常只有简单的交流。
优秀朋友的品质
优秀的朋友具备一些核心品质，这些品质能够促进友谊的建立和长期维持。
1 诚实
2 互相尊重
诚实是友谊的基石，一个诚实的朋友能够 建立起真实的关系。
朋友之间应该互相尊重对方的意见、需求 和边界，避免侵犯对方的权益。
3 支持
4 理解
优秀的朋友会在我们需要时给予支持，帮 助我们实现目标和克服困难。
拥有朋友的好处
拥有朋友有助于我们在生活中获得许多积极的体验和心理健康的益处。
情感支持
朋友能提供情感上的支持，使我们感到被理 解、接受和关心。
社会支持
朋友在我们面临困难时提供帮助和支持，帮 助我们度过艰难时期。
快乐体验
与朋友一起分享快乐时刻，能带来愉悦的体 验和积极的情绪。
自我成长
通过与朋友的交流和互动，我们能够发展个 人特长、学习新技能。
如何维持良好的友谊
要维持一段长久而健康的友谊，我们需要付出努力并采取一些有效的措施。
1 保持联系
定期跟朋友保持联系，分享彼此的生活和经历。
2 接纳变化
朋友关系可能会随着时间而变化，我们需要学会接受和适应这些变化。
3 妥善解决冲突
当冲突出现时，学会沟通和解决问题，保持友谊的和谐。
4 共同兴趣
找到共同的兴趣和活动，增强友谊的连结和乐趣。
湖南省师范大学附属中学高中英语 Unit 1 Friendship课
What will you do in the following situations?Why?
1.You want to see a very interesting film with your friend, but your friend can’t go until he /she finishes cleaning the bicycle.You will
2. Your friend asks to borrow your favourite camera. When he/she borrowed it last time, he /she broke it and you had to pay to get it repaired.You will
2. What is an ordinary diary like according to Anne? What about her diary?
3. Why was she so crazy about things to do with nature?
4. Why did she stay awake on purpose until very late one evening?
5. Why didn’t she dare open the window when the moon was too bright?
Unit 1 Friendship
Proverbs:
1. A friend in need is a friend indeed. 2. A life without a friend is a life without the sun. 3. A faithful friend is hard to find. 4. A friend is a gift you give yourself.
《高中英语必修一课件：Unit1Friendship》
respectful communication can prevent misunderstandings, address conflicts, and foster empathy
and understanding.
A ctive Listening
Clear Expression✍️
Listen actively and attentively to your
friendships.
Active Listening
Honest Com munication
Genuine Interest
Pay attention to what your
Express your thoughts and
Show interest in your friend's
friend is saying and ask
and life changes like new jobs or relationships. These obstacles can put friendships to the test,
but with effort and a willingness to adapt, friendships can overcome these hurdles.
Bui
l
ding and Maintaining Friendships
Friendships require effort and investment. To create and nurture meaningful relationships, we
need to practice active listening, honest communication, and genuine interest in our friends' lives.
湖南省师范大学附属中学高中英语Unit1FriendshipPeriod2教案新人教版必修1
湖南省师范大学附属中学高中英语Unit1FriendshipPeriod2教案新人教版必修1(Direct & Indirect Speech(Ⅰ) statements & questions)AimsTo discover useful words and expressionsTo discover useful structuresProceduresI. Warming upWarming up by discovering useful words and e xpressionsTurn to pa ge 4 and do Exercises 1, 2, 3 and 4 first. Then check your answers with your class partner.II. Learning about grammar: Direct and Indirect Speech1.Direct SpeechIn direct speech, the original speaker's exact words are given and are indicated by quotation marks.★“I don’t know what to do,” said Dean.In some grammar books, ‘said Dean’ is referred to as a reporting clause. “I don't know what to do,” is referred to as the reported cl ause.2. Indirect SpeechIn indirect speech, the exact meaning of the speaker’s words is given, but the exact words are not directly quoted.★Dean said that he didn’t know what to do.To convert direct speech into indirect speech:If the main verb is past tense, present tense verbs in ‘that clause’ mu st also be changed to past tense.Dean said that he didn’t know what to d o.First and second person pronouns must be changed to thi rd person pronouns.Dean said that he didn’t know what to do.(The word ‘that’ can often be left out: Dean said he didn’t know what to do.)3. Indirect QuestionsThe same rules apply to indirect questions as to indirect statements. The differenceis that a wh- clause is used instead of a that clause.Direct question: “Did Marama’s horse win a prize?” Owen asked.Indirect questions: Owen asked whether (or if) Marama’s horse had won a prize.Direct question: “Why won’t you marry me?” asked Donald.Indirect question: Donald asked her why she wouldn’t marry him.In telling a sto ry or recounting events, a speaker using direct speech has all the resources of intonation to produce a lively account. Because indirect speech is always speech reported by someone else, the account is more reserved and restrained. “What shall we do?” asked Bev.“Don’t worry, Bev,” said Duncan, “I’ve got a plan.”Bev asked Duncan what they should do. He told her not to worry and that he had gota plan.The ability to change direct speech into indirect speech is a u seful skill for those engaged in taking the minutes of a meeting or reporting on events.Direct speech: “First of all, I would like to thank everybody who helped with the fair. The results were very good, and we will now be able to buy two more computers.” Indirect speech: The principal said that he would like to thank everybody who had helped with the fair. He announced that the results were very good and that the school would now be able to buy two more computers.III. Discovering words and expressionsDo exercises 1, 2, 3 and 4 on page 4 and 5. Check your work with your partner’s. IV. Discovering structuresDo exercise 1 and 2. Check you r work with your partner’s.。
必修一(Unit1 Friendship the 6th period)
The Sixth Period●从容说课Writing is a good way to communicate.Teacher usually pays little attention to it，and so do students.So，in this period，we should create an open，harmonious and interactive environment.Let students involve in English learning atmosphere，thus creating desire to write.At the same time，this period provides good examples for students to imitate.●三维目标1.Knowledge：editor，make an effort to，join in，communicate，pay no attention to，avoid2.Ability：Train the students’writing ability by reading samples and writing a letter.3.Emotion：Learn to adjust oneself by checking one self.●教学重点How to get students to learn to write.●教学难点How to improve the students’ writing skill.●教具准备a project，a blackboard●教学过程Step 1 Check ho mework.Step 2T：We often have problems in our daily life like Lisa and Anne.Just as we discussed in the previous periods，every one likes making friends.But do you find sometimes it is not easy to make friends with others or don’t know how to do it？Ss：Yes.T：Here is a letter from Xiaodong.Read it and give some advice on how to make a friend.The points in the te xt are a great help to you.Version：Dear Xiaodong，I am glad to hear from you.Don’t worry about your problem.First list some possible problems which keep you from making friends with others and then solve them one by one.Second，to be open to others，showing you are willing to join in them.Third，believe in yourself to make a friend.Yours，T：Now I’d like you to write a few lines to describe your best friend or a person you know.R ead the example first.The following phrases and structures may be helpful.（a）Her name is...（b）She is...years old.（c）She likes...and dislikes.（d）She enjoys... and hates....（e）Her hobbies are....（f）Her dream/ambition is....（g）She is very kind/honest/helpful/Wise/smart/beautiful....（h）We got to know each other...where and when.T：Now I am sure you can deal with the problem in a proper way.Here is a test for you.Read the situations on Page 45.Say something about your solutions.Version：I will go to the picnic.Honesty is very important.I think honesty will win trust from others，so I will keep my promise.Meanwhile，being honest will allow me to face my problem bravely，which helps to solve it.T：Great!“Cool” is now a popular word among the stu dents.What is cool？What’s your understanding of it？S1：Remember everyone is unique.Show your own character.S2：Some students misunderstand the word “cool”.They think it means smoking，...drinking and wearing strange clothes.T：Thank you for your discussion!Proverbs give us wisdom.Do you think so？Ss：Yes.T：Are you interested？Let’s share some of them.Read by yourselves and then let’s read together.Read，please.T：I have a task for you.Choose your favorite proverbs and explain why.Work in groups of four to write down your ter，each group recommend a student to report your writings.Clear？Ss：Yes.T：Are you ready？Any volunteer？Version：I agree with this proverb：When you meet your friend，your face shines—you have found gold.It is nice to have a friend to talk，laugh，and do things with.We would feel lonely if we never had a friend.Being happy helps you stay well.If someone cares about you，you take better care of yourself.Step 3 Homework1.Make sentences using the words editor，communicate and avoid doing.2.Write a passage or some proverbs about friendship.●板书设计Unit 1 FriendshipThe Sixth PeriodThe following phrases and structures may be helpful.（i）Her n ame is...（j）She is...years old.（k）She likes ...and dislikes.（l）She enjoys...and hates ....（m）Her hobbies are ....（n）Her dream/ambition is ....（o）She is very kind/honest/helpful/wise/smart/beautiful/....（p）We got to know each other...where and when.●活动与探究Introduce one of your friends by finishing the following table.Photo Name.____________Sex.____________Age.____________ Birthplace：____________Like living：____________Like eating：____________Like-ing：____________Appearance：____________FRIENDS，GOOD FRIENDS AND SUCH GOOD FRIENDSFriends among women（Adapted from Judith Viorst）People usually think that women are friends and when they are frie nds they are friends all the way，but I believe that is a narrow point of view.For the friendships I have and the friendships I see are at many levels，serve different purposes，meet different needs and range from those as all-the-way as the friendship of the full sisters to that of the most casual playmates.Consider these friendships at the different levels：1.Convenience friends.These are the women with whom，if our paths weren’t crossing all the time we’d ha ve no particular reason to be friends：a next door neighbor，a woman in our car pool or maybe the mother of one of our children’s closest friends.Convenience friends are convenient indeed.They’ll lend us their cups and silverware for a party.They’ll drive our kids to a football match when we’re sick.They’ll give us a lift when our car is under repair.They’ll even take our cats when we go on holiday.But we don’t，with convenience friends，ever come too closer or tell too much；we maintain our public face and emotional distance.“That means，” says Eileen，“that I’ll talk about being overweight but not about being depressed.Or I’ll admit that our boy is naughty but not nasty.Or I might say that we’re pinched this month but never that I’m worried sick over money.” But that doesn’t mean that there isn’t sufficie nt value to be found in these friendships of mutual aid，in convenience friends.2.Special-interest friends.These friendships needn’t involve kids or silverware or cats.Their value lies in some interest jointly shared.And so we may have a stamp friend or a tennis friend or a shopping friend or a friend from the Women’s Democratic Club.“I’ve got one woman friend，” says Joyce，“who likes，as I do，to take Modern Psychology Courses，which makes it nice for me—and nice for her.It’s fun to go with someone you know and it’s fun to discuss what you’ve learned.” And for the most part，she says，that’s all they discuss.“I’d say that what we’re doing is doing together，not being together，” Susa n says of her tennis friend.“It’s mainly a tennis relationship，but we play together well.And I guess we all need to have a couple of playmates.”My playmate is a shopping friend，a woman of great taste，a woman who knows exactly where to buy what，and furthermore is a woman who always knows be yond a doubt what one ought to be buying.I’m very glad to have a shopping friend when I need to buy something.3.Historical friends.We all have friends who knew us when we were，say，in the second grade，when our family lived in that poor two-room flat in New York，when our dad was out of work for seven months，and when I stole a pencil from a boy in my class，she was the first，theonly，friend we told.The years have gone by and we’ve gone separate ways and we’ve little in common now，but we’re still a dear part of each other’s past.Every time when we see or write to each other we are put in touch with an earlier part of ourselves which is important never to lose.4.Crossroads friends.Like historical friends our crossroads friends are important for the friendships we shared at a very special，now past，time of life.A time，perhaps，when we roomed in collage together；or worked as eager young singles in a big city together；or went together，as my friend Elizabeth and I did through a period of time of treatment in hospital and about two months of regaining our health.Crossroads friends establish powerful links，links strong enough to endure with not much more contact than once-a year letters at Christmas.And out of respect for those crossroads years，for those dramas and dreams we once shared we will always be friends.There are medium friends，and pretty good friends，and very good friends indeed.But the best of friends，I believe，totally love and support and trust each other，and tell each other the secrets in the depth of their souls，and run—no questions asked—to help each other；or，as the saying goes：A friend in need is a friend indeed.Fill in a phrase from the text or of your own to complete each of the following statements：1.In convenience friends you will find the value of____________.2.Special-interest friends are those who have____________.3.Historical friends are the friends who are____________.4.Crossroads friends are those who shared the friendship at____________.5.The best friends are friends____________.（答案：1.mutual aid；2.some interest jointly shared；3.dear part of each other’s past 4.very special period of time in their life 5.in need）。
高二【英语(师大)001】选择性必修一Unit1+Relationships+(1)-2课件
A good teacher has
. • patience • creativity
• passion
•…
Look at the photos of the two writers: Graham and Mr Jenkins. Can you guess the relationship between the two persons?
Read and explore
Read the first text “My Teacher” again for the detailed information about the topics.
What Graham was like before he went to Mr Jenkins’ class.
• He found his strengths and built
confidence.
boost
• He was interested in the study of
the stars and planets.
• He gave a presentation to the class.
Read and explore
Read and explore
Graham a science writer
Mr Jenkins a science teacher
Read the two texts for the first time. Answer the questions. 1. What is the relationship between Graham and Mr Jenkins?
What Graham was like after he became Mr Jenkins’ student.
新人教版湖南省师范大学附属中学高中英语必修教案 Friendship Period [3]
Unit１Friendship Period１Section １：Background reading on friendshipFriendship QuotesI. Questions about friendship１．What is the main problem in friendship？（leaving someone out）２．How do you ke ep a friend？（treat someone like you want to be treated）３．What is a good friend？（somebody whom you can depend on）４．What if your friend said they wouldn’t be your friend if you were another person’s friend？（That “friend” would not mind if she were really your frienＤ．）★ “True friendship is like sound health; the value of it is seldom known until it be lost.”——— Charles Caleb Colton★“A friend is one who walks in when others walk out”———Walter Winchell★ “A friend is one who believes in you when you have ceased to believe in yourself.” ——— Lysha★ “The better part of one's life consists of his friendships.”———Abraham Lincoln★ “Advice is like snow; the softer it falls, the longer it dwells upon, and the deeper it sinks into the minＤ．”——— Samuel Taylor Coleridge★ “Friendship is the golden ribbon that ties the world together.” ———Kristina Kentigian★ “Friends are the sunshine of life.”———John Hay★ A friend in need is a friend indeeＤ．II. Tips on being a good friend※ Treat your friends the way you want to be treateＤ．※ Keep secrets that are told to you.※ Pay attention when your friend is talking.※ Keep your promises.※ Share things with your frienＤ．※ Tell your friend the truth.※ Stick up for your frienＤ．III. What kind of friend are you？１．If your friend tells you a secret that isn’t bad but you promised not to tell anyone, you will________.Ａ．tell everyone Ｂ．keep the promise２．If you know your friend is planning to cheat on a test, you will________.Ａ．tell your teacher Ｂ．let your friend cheatＣ．help your friend study for the test so she won't feel she needs to cheat ３．If your friend tells you a secret and it may cause his or her death, you will________.Ａ．tell a trusted adult Ｂ．keep it a secret Ｃ．tell your friendsYou may print this sheet and answer the questions. Then discuss the answers with your friends.A true friendship should:☉encourage you to live your dream.☉support you toward your goals.☉sympathize for your losses and help you find a silver lining.☉build your self—esteem.If happiness and life—satisfaction are your goals, your friends should be chosen on the basis of how well they can accomplish those four goals.Happiness is a personal choice that comes from within. But, as the friendship poem says, it surely does n’t hurt to have supportive friendships that help us achieve our goals.IV. Self—reflection upon friendshipRead the following statements and then tick Yes （√）or No（×）to show your opinions upon friendship.１．Friendship is very important to me.２．I have a lot of friends.３．There can be true friendship between a schoolboy and a schoolgirl.４．I am very k ind to my friends.①I think everyone should have friends.②Friends must have the same character.③I keep a diary and think it is my close frienＤ．④When my friend is in trouble, I am always ready to help.⑤I don’t like to talk to others very much. I like to be alone.⑥I keep a pet animal and treat it like a frienＤ．It’s true. You can tell a p erson by the company she keeps. Our friendships not only tell a lot about who we are ——— they make us who we are. The friendship poem above says it all. You will know a friendship is true when it brings out the best in you. Take a look at your friends. Do they bring out the best in you？That might seem like a silly question. We all tend to think, “Of course they bring out the best in me. I wouldn’t be friends with them otherwise.”Section ２：Vocabulary teaching strategyI. The role of vocabulary teachingIn the context of learning English as a foreign language, a learner is forced to be autonomous and independent and make conscious effort to learn vocabulary outside the classroom simply because the exposure to the target language is limited in class. So tea chers cannot rely on their students ‘picking up’ lexical items. This makes explicit vocabulary teaching necessary. However, vocabulary is notoriously difficult if not impossible to teach because of the complexity of its linguistic, semantic and psycho—cognitive aspectsII. Best approachThere are no universally useful strategies and they contribute to vocabulary learning in different ways. Students use a number of strategies, often simultaneously. The efficiency of vocabulary learning depends on how students combine individual strategies. If students combine and employ individual strategies from different groups they will be more successful in developing the target language lexicon. Thus, the ideal combination would be that of strategies from all four groups.The teacher should create activities and tasks （to be done both in and outside class）to help students to build their vocabulary and develop strategies to learn the vocabulary on their own. Students experiment and evaluate and then decide which to adopt or reject since strategies are not int ended to be prescriptive.III. Practical activitiesHere is a selection of practical activities that direct learners towards using strategies of vocabulary learning.１．The useful alphabet （self—initiated independent learning）Each student gets a letter and has to find ５, １0 or １５words he or she thinks would be useful for him or her. He or she then report to the class, perhaps as a mingle activity, using word cards （on one side they write the letter, on the other the information on the word — spelling, pronunciation, definition）.２．Word bag （formal practice）This is to get your students to write down new words they hear in class.At the beginning of the term/course, divide students into groups of about ５and give each group a number （e.g. １—6）. At the beginning of each class, give each group about １0 cards on which they write the number of their group and the new words they hear in class. At the end of each class, they put their cards into the “word bag” and every ２weeks you check whether they still know those words and which group has the most cards. In the end there are two winners：the group that has the most cards, and the one that knows more words.３．Especially for you （Functional practice）The teacher prepares a list of words. Each student gets one word, which is prepared especially for him or her. The trick is that each student gets a word whose initial letter is the same as the initial of the student’s first name, e.g. Linda gets listless. Each student must look it up in the dictionary during the class and after a few minutes report to the class. E.g. “My name is Linda andI’m listless. That means that I am ... （definition）...”. For homework studentscan do the same using their surname.４．Word tour （memorizing）Instructions for your students：Think of a town or city you know well. Imaginethat you a re organizing a sightseeing tour. Think of ５places you would include on your tour and write down the order in which the tourists would visit them. Learn your tour off by heart so that you can picture it in your min Ｄ．Whenever you have ５new English words to learn, imagine these wordsare the tourists on your tour and picture the words in the places on your tourlike this.Tour：Trafalgar Square; Bucki ngham Palace; Houses of Parliament; Westminster Abbey; Downing Street. Words to learn：apron, dustpan, vacuum cleaner, feather duster, broom. Imagine Nelson on his column in Trafalgar Square wearing an apron, the queen brushing the floor in Buckingham Palaceand using a dustpan...Section ３：Words and expressions from Unit １Friendshipadd v.１．put something with something else or with a group of other things：Do you want to add your name to the list？２．to put two or more numbers together in order to calculate the total：Add 6 and 6 to make １２．３．to increase the number：The sales tax adds １５% to the price of clothes. ４．to say some more that is relatedto what has already been said：That’s all I want to say. Is there anything you’d like to adＤ．Other verbal phrases of “add”add to:to make something larger and more noticeable：Our explanation seemed only to add to his bewilderment.add up: to calculate the total of several numbers：Add your scores up and we’ll see who won.add up to: to have a particular result：His schooling added up to no more than one year.point：n. １．small spot：The stars shone like tiny points of light in the sky. ２．sharp end：a knife with a very sharp point. ３．a unit used to show the score in a game or sport：She lost three points for that fall.（in a skating match）upset:１．vt. & vi. to make someone feel unhappy or worried：I’m sorry, I didn’t mean to upset you. ２．adj.（not before noun）unhappy and worried：She was still upset about the argument that she had had with Harry.ignore：vt.１．to behave as if you had not seen or heard someone or something （不理睬）：Either she didn’t see me wave or she deliberately ignored me. ２．to pay no attention to something that you have been told or that you know about（忽视）：So me drivers simply ignore speed limits.calm:１．adj. quiet and without excitement, nervous activity or strong feelings：Keep calm, and try not to paniＣ．２．vt.& vi. to make someone or something quiet after strong emotion or nervous activity：Charlie tried to calm the frightened children.３．calm down:vt &vi.to become quiet or make someone quiet after strong emotion or nervous activity：Calm down and tell me what happeneＤ．concern:１．n. worry：something that worries you or a feeling of worry：There is growing concern about/over the effects of pollution on health. The rise in unemployment is of great concern to the government. ２．vt. to make someone feel worried or upset：The fact that she spends so much money on her own really concerns me. More and more people are concerning themselves with/about environmental problems. ３．be concerned about/for/with：Ross has never been concerned about what other people think of him. R escuers are concerned for the safety of those trapped in the mine. This story is concerned with a Russian family in the １9th century.cheat：１．vi. to behave in a dishonest way in order to win or to get a advantage in a competition, game or examination：Jack always cheats at cards.２．vt. to trick someone who trusts you.share: vi & vt. １．use equally：The last bus had gone, so the three of us shared a taxi.I shared a room with him at college. ２．to have the same opinion, experience, feeling etc as someone else：I share your concern about this problem. ３．to tell other people about an idea, secret, problem：It’s always better to share your worries. ４．n. part of sth.：I do my share of the housework. Don’t worry———you’ll get your fair share.set down：to write down something so that you have a record of it：I want to set downmy feelings on paper.Other verbal phrases of “set”set apart: to make someone or somebody different from other people or things. set aside: to keep some money or time for a special purposeset off：to start to go somewhere/ to cause a explosionset out：to start a journey/ to talk about something in an organized wayset up：to start an organization/ to build somethingcrazy adj.１．impractical; foolish：That’s the craziest idea I’ve ever hear Ｄ．２．mad; ill in th e mind：Turn that music down———it’s driving me cra zy. ３．be crazy about=to like sＢ．very much, or be very interested in something：The boy is crazy about football. ４．like crazy=very hard：We have to work like crazy to get this finished on time.purpose：１．n. an intention or plan; the feeling of having an aim in life：The discussion serves a twin purpose———instruction and feedback. Tom went for a walk, with no definite purpose in minＤ．２．on purpose=deliberatelytrust：１．n.a strong belief in the honesty, goodness etＣ．of someone or something e.g. You shouldn’t put your trust in a man like that. ２．vt. to believe that someone is honest and will not harm you or cheat you: I trusted Max, so I lent him the money. Can he be trusted to look after your pet dog？suffer：vt. & vi. １．to experience physical or mental pain：At least he died suddenly and didn’t suffer a lot. ２．to be in a very bad situation that makes things very difficult for you：If you break the law, you must be prepared to suffer the punishment.She was very generous to him but she suffered for it when he ran away with all her money.３．to experience something unpleasant: The car suffered severe damage in the accident.get along （with）:１．to have a friendly relationship：If you two are going to share a room, you’d better learn how to get along. I’ve always found him a bit difficult to get along with. ２．to progress you are doing: How are you getting along with your English studies？Other verbal phrase s of “get”:get about/around:（news）get widespreadget away: to succeed in leaving a placeget back: to return to a place; to have sth. returned to youget do wn: to make sＢ．feel unhappy;get down to sth./doing sth.：to start doing something that needs a lot of time orenergy.get over: get well after an illness; to do and finish sth. difficultget through：to pass a test or examcommunicate：vi. to express your thoughts and feelings: Parents sometimes find it difficult to communicate with teenage child。
湖南省长沙市湖南师范大学附属中学2023-2024学年高一上学期第一次大练习英语试题
湖南师大附中2023—2024学年度高一第一学期第一次大练习（月考）英语时量：120分钟满分：150分得分____________第一部分听力(共两节，满分30分)做题时，先将答案标在试卷上。
录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。
第一节(共5小题；每小题1.5分，满分7.5分)听下面5段对话。
每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。
听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
例：How much is the shirt?A. ￡19.15.B. ￡9.18.C. ￡9.15.答案是C。
1. When will Jim's birthday party be held?A. In July.B. In August.C. In September.2. What is Johnnie's problem?A. He quarreled with his brother.B. Nobody listens to him.C. He is in poor spirits.3. What will the man do next?A. Pay the bill.B. Make a phone call.C. Check the puter.4. When does the conversation probably take place?A. In the morning.B. At noon.C. In the afternoon.5. How much does the chair cost?A. ￡80.B. ￡72.C. ￡10.第二节分，满分22.5分)听下面5段对话或独白。
每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。
听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。
湖南师范大学附属中学高中英语必修1课件：Unit 1 School Life Grammar and usage (1)
∧
attribute定语
The school is in Changsha. He studied in the school.
The school where he studied is in
Changsha.
∧
adverbial状语
Practice
Find all the attributive clauses in the article on page 9 and tell the function of each relative word.
It is no longer the small town that it used to be.
∧
predicative表语
He is a great boy. His name will be remembered.
He is a great boy whose name will be
remembered.
He likes her.
He likes her, and she likes him.
He likes her, but she likes another boy.
He likes the girl who is as beautiful as flowers.
Attributive Clause
Five kinds of simple sentences
1： Ｓ Ｖ （主＋谓） 2： Ｓ Ｖ Ｐ （主＋系＋表） 3： Ｓ Ｖ Ｏ （主＋谓＋宾） 4： Ｓ Ｖ ｏ Ｏ （主＋谓＋间宾＋直宾） 5： Ｓ Ｖ Ｏ Ｃ （主＋谓＋宾＋宾补）
He laughs /cries.
He is six years old.
新人教版湖南省师范大学附属中学高中英语必修教案 Friendship Period
Unit１Friendship Period１AimsTo talk about friendshipTo read about friendshipProceduresI. Warming up１．Warming up by assessingA lot of people have only few possibilities of getting feedback about their own personality. In this exercise you will have the opportunity to get some feedback and to discuss it with a partner. While comparing your mutual judgements, certain prejudices or misunderstandings may appear, as people often do not know each other thoroughly enough to judge others correctly. Try to be honest!Self assessmentOf the following characteristics choose ５that are particularly applicable to you personally.Partner assessmentNow choose ５characteristic features which you think are especially applicable toyour partner.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, tolerant２．Warming up by describingHave the students get int o groups of four to describe their own ideal frien Ｄ．Individual students must decide on TOP ５character adjectives that could be used to describe t he ideal friend and insist they have good reasons for their choice. Then let the group leader give the class a description of their ideal frienＤ．３．Further applyingYou may also have the students do the s urvey in the textbook, following the steps below.①Get the students to make a list of three qualities a good friend should have.②Have the students get into groups of four to find out what each has listeＤ．③Have a member of each group report on what their lists have in common and listthem on the boarＤ．④Ask the class whether or not they agree with all the qualities listeＤ．⑤Then have the students do the survey in the textbook.⑥Have the students score their survey according to the scoring sheet on page 8．⑦The teacher ask some students how many points they got for the survey andassess 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.★ 8~１２points：You are a good friend but you sometimes let your friendship become too imp ortant, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance bet ween 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.（You may also show your students the results above and let themselves self—reflect upon their own values of friends hip）II. Pre—readingTo focus the Students’ attention on the main topic of the reading pass age.To activate their previous knowledge on the topiＣ．III. Talking and sharingWork in groups of four. Tell your group mates how you reflect on these questions. 1.Why do you need friends？Make a list of reasons why friends are important toyou.2.What do you think a good friend should be like？List what a good friend shoulddo and share the list with your partners.3.Does a friend always have to be a person？What else can be a friend？4.Do you think a diary can become your friend？Why or why not？Instructions: The teacher can give each group one of these questio ns above to talk about. Then let the class share their ideas. It’s better to stimulate the students to challenge their classmates’ opinions about these questions.Possible answersQ１：Reasons I need friends:※to cope with stressful situations in life※to share my worries and secrets in my inner world※to show my concern for other people※to let other people share my happiness※to unfold to other people the secrets in my heart （to name but few.）Q２：A good friend should:※tell me the truth （honest）※be good to me （friendly）※be willing to consider or accept others’ ideas or opinions （open—minded）※be willing to help others （generous or helpful）※be good—tempered※think about what others need and try to help them （caring）※be loyal to their responsibility （responsible）※not easily upset （easy—going）※be out—going （like to meet and talk to new people）※be tolerant （allow other people to have different opinions or do something in a different way）※be selfless （to name but few）Q３：What else can be a friend？Answers can be various. （omitted）Q４：Students’ answers may vary but must include a reason.Yes. I think it can be, because I can set down how I feel every day in my diary, and let other people read it to share my feelings some time later. Above all, it feels good to write down my thoughts and feeling on paper when I am sad or lonely.IV. Reading１．Looking and guessingWork in pairs. Look at the pictures and the heading and guess what the text might be about.１）. Imagine what it might be like if you had to stay in your bedroom for a whole year. You could not leave it even to go to the WC or to get a cup of teＡ．How would you feel？２）. What would you choose if you are only allowed to have five things with you in the hiding place because there is very little room？２．Reading to summarise the main idea of each paragraph.Skim the text and summarise the main idea of each paragraph in one sentence. Para. One: Anne made her diary her best friend whom she could tell everything.Para. Two:Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.Para. Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.３．Language focusNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.laugh at, go through, make/call + O +Noun （as O.Ｃ．）, hide away, set down, grow crazy about, do with…, there was a time when…, keep sＢ．spellbound, on purpose, in order to do sth., far too +adj./adv, happen to do sth., it was the first/second time that …, face to faceV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending Exercises １and ２．Closing down by discussion of ideasWork in groups of four. Discuss the ideas put forward in the reading passage. It does not matter whether you agree or disagree. What is important is that you should have a reason for what you say. Also you can put forward your own ideas, either criticising the tex t or using it as a support:★ What would you 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？Language chunks from Unit １Friendshipadd up, get sth. done, calm sＢ．done, have got to, go on holiday, talk care of, walk the dog, get loose, pay for sth, cheat in the exam, should have done, someone else’s, laugh at, go through, hide away, set down, a series of, a hiding place, I wonder if…, grow/be/become crazy about, could have done, keep sＢ．spellbound, keep doing, stay awake, on purpose, in order to, by oneself, far too much, it was（is）the first time that…, face to face, feel lonely/sit alone, save one’s life, be concerned about, with so many clothes on, have trouble with sb, at the moment, get along （well）with sＢ．/ sth, enjoy doing, be/become/make friends with, be/fall in love （with）, try sth. out on sＢ．ask for advice, give sＢ．s ome advice on…, make an effort to do sth., join in sth., show one’s interest in, far and wide, pay attention to, look to one’s own concern, share one’s thoughts and feelings w ith sb, come to a co nclusion, be prepared to do sth., a heart—to—heart talk, hurt one’s feelings, change one’s mind, live in peace, go on a picnic, get away with, feel at home, in need。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Unit1 Friendship Period1AimsTo talk about friendshipTo read about friendshipProceduresI. Warming up1. Warming up by assessingA lot of people have only few possibilities of getting feedback about their own personality. In this exercise you will have the opportunity to get some feedback and to discuss it with a partner. While comparing your mutual judgements, certain prejudices or misunderstandings may appear, as people often do not know each other thoroughly enough to judge others correctly. Try to be honest!Self assessmentOf the following characteristics choose 5 that are particularly applicable to you personally.Partner assessmentNow choose 5 characteristic features which you think are especially applicable to your partner.2. Warming up by describingHave the students get int o groups of four to describe their own ideal friend. Individual students must decide on TOP 5 character adjectives that could be used to describe t he ideal friend and insist they have good reasons for their choice. Then let the group leader give the class a description of their ideal friend. 3. Further applyingYou may also have the students do the s urvey in the textbook, following the steps below.1.Get the students to make a list of three qualities a good friend should have.2.Have the students get into groups of four to find out what each has listed.3.Have a member of each group report on what their lists have in common and listthem on the board.4.Ask the class whether or not they agree with all the qualities listed.5.Then have the students do the survey in the textbook.6.Have the students score their survey according to the scoring sheet on page 8.7.The teacher ask some students how many points they got for the survey and assesstheir 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 bet ween 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.(You may also show your students the results above and let themselves self-reflect upon their own values of friends hip)II. Pre-readingTo focus the Students’ attention on the main topic of th e reading passage.To activate their previous knowledge on the topic.III. Talking and sharingWork in groups of four. Tell your group mates how you reflect on these questions.1.Why do you need friends? Make a list of reasons why friends are important toyou.2.What do you think a good friend should be like? List what a good friend shoulddo and share the list with your partners.3.Does a friend always have to be a person? What else can be a friend?4.Do you think a diary can become your friend? Why or why not?Instructions:The teacher can give each group one of these questio ns above to talk about. Then let the class share their ideas. It’s better to stimulate the students to challenge their classmates’ opinions about these questions.IV. Reading1. Looking and guessingWork in pairs. Look at the pictures and the heading and guess what the text might be about.1). Imagine what it might be like if you had to stay in your bedroom for a whole year. You could not leave it even to go to the WC or to get a cup of tea. How would you feel?2). What would you choose if you are only allowed to have five things with you in the hiding place because there is very little room?2. Reading to summarise the main idea of each paragraph.Skim the text and summarise the main idea of each paragraph in one sentence.3. Language focusNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.O.C.),V. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending Exercises 1 and 2.Closing down by discussion of ideasWork in groups of four. Discuss the ideas put forward in the reading passage. It does not matter whether you agree or disagree. What is important is that you should have a reason for what you say. Also you can put forward your own ideas, either criticising the tex t or using it as a support:★ What would you do if your family were going to be killed just because they didsomething 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?try sth. out on sb. ask for advice, give sb. s ome advice on…, make an effort to co。