2016届高考英语Unit?1 Friendship精讲复习教案
高考英语Unit 1 Friendship教案设计
高考英语Unit 1 Friendship教案设计Period 4 Language pointsI. Words and expressions1．Add up your score and see how many points you can get.把你的得分加起来, 看一看你能得多少分。
add up加起来，合计add to增加add...to...往……里添加……add up to 总计；加起来等于add that...补充说，接着说……例句：⑴Add up all the money I owe you. 把我欠你的钱都加在一起。
⑵If we add these marks up, we’ll get a total of 90.如果我们把这些分数加起来，总数就有九十分了。
⑶The travelling expenses added up to 10,000 yuan. 旅游开支总数达一万元。
⑷The bad weather added to our difficulty. 坏天气增加了我们的困难。
⑸Please add some sugar to the milk. 请往牛奶里加些糖。
⑹All his schooling added up to no more than one year.他所受的学校教育加起来只有一年。
⑺He added that he would return a week later.他接着说，他们一周以后会回来。
2. You will ignore the bell and go somewhere quiet to calm your friend down.(P1) calm down / calm sb down（使）镇静/平静下来⑴Look, calm down! We will find her.喂，镇静一点！我们会找到她的。
⑵He took a few deep breaths to calm himself down.他深深地吸了几口气，使自己平静下来。
人教版高中英语必修1《Unit1Friendship》教案
⼈教版⾼中英语必修1《Unit1Friendship》教案 ⼈教版⾼中英语必修1《Unit 1 Friendship》教案【⼀】 教学准备 教学⽬标 1、掌握下列词汇和短语: reason, list, share, feelings, Netherlands, German, outdoors, Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through, hide away, set down, a series of, on purpose, in order to, face to face, according to. 2、进⼀步学习有关“朋友”的知识信息，启发学⽣对朋友和友谊的思考。
3、了解《安妮⽇记》的背景知识，在感受外国⽂化的同时，深刻理解安妮⽇记的内涵，同时提⾼学⽣⽂化意识。
4、训练学⽣⼀定的阅读技巧，使他们掌握⼀些有效的学习策略，从⽽提⾼阅读速度和理解的准确性，并养成⼀定的⾃主学习能⼒。
5、培养学⽣快速阅读的能⼒、捕捉信息的能⼒及运⽤语⾔进⾏交际的能⼒。
6、通过个⼈活动、⼩组活动和班级活动等⽅法，培养学⽣的合作互助精神，分享英语学习的经验，感受⽤英语交流的成功和喜悦。
教学重难点 教学重点: 1、了解《安妮⽇记》的背景知识，在感受外国⽂化的同时，深刻理解安妮⽇记的内涵，同时提⾼学⽣⽂化意识。
2、训练学⽣的阅读技巧，提⾼学⽣阅读速度和理解能⼒。
教学难点: 对所获得的信息进⾏处理、加⼯和学习，形成有效的学习策略。
教学⼯具 ppt课件 教学过程 ... 板书 Uint1 Reading Anne’s Best Friend Qualities: easy-going ,warm-hearted ,helpful,… Questions: Skimming Summarize Discussion: 1> style 2> ideas ⼈教版⾼中英语必修1《Unit 1 Friendship》教案【⼆】 教学准备 教学⽬标 ■To help students learn to express attitudes, agreement & disagreement and certainty ■To help students learn to read the text and learn to write diaries in English ■To help students better understand “friendship” ■To help students learn to understand and use some important words and expressions ■To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text 教学重难点 Words upset, ignore, calm, concern, settle, suffer, recover, pack Expressions add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in Patterns “I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do. I stayed awake on purpose until half past eleven… …it was the first time in a year and a half that I’d seen the night face to face… 教学⼯具 ppt 教学过程 Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is? 1. Warming up ⑴ Warming up by defining friendship Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is? Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定义). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen. Then what is your opinion about friendship? Do you think that friendship is important to our life? Why? ⑵Warming up by learning to solve problems Nice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely. Common problems among teenagers Solution Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on. Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness. Situation 1: Friends get angry with each other when they try to talk about something difficult. Try to understand your friend/ Try to talk about the problem in a different way. Situation 2: Friends don’t know how to apologize Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point. Situation 3: Some friends don’t know how to keep secrets. Keep your secrets to yourself 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. ⑶Warming up by doing a survey Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship. To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友). Now please do the survey on page one. Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.。
【人教版】高中英语必修一：教案全套Unit 1 Friendship 教案(精修版)
人教版英语精品资料（精修版）Unit 1 FriendshipＩ．单元教学目标II．目标语言III. 教材分析和教材重组1. 教材分析本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。
并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。
并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。
1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。
1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。
继续探究并树立正确交友观，并为阅读作好了准备。
1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。
Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。
控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。
学生学习了新的词汇、句型，提高了阅读水平。
文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。
1.4 Comprehension 设计了三种题型。
其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。
Unit 1 Friendship教学设计【人教版高中必修1】
Unit 1 Friendship教学设计【人教版高中必修1】【人教版高中英语必修1 Unit 1 Friendship 教学设计】教学目标：1. 通过本单元的学习，使学生积累一些用于描述朋友的单词和短语，并能够熟练运用于实际情境中。
2. 培养学生的阅读技巧，能够理解文章主旨，捕捉关键细节，并进行推理判断。
3. 培养学生的写作能力，使其能够用英语写一篇关于友谊的短文。
4. 培养学生的合作意识和互相尊重的精神，使其能够团结合作，共同完成各种任务。
教学重难点：1. 通过阅读文本和进行听力练习，提高学生的读写能力。
2. 运用所学的单词和短语，描述朋友的外貌特征、性格特点、兴趣爱好等。
3. 通过小组合作学习和讨论，培养学生的合作意识和批判思维能力。
教学准备：1. 教材：人教版高中英语必修1 Unit 1 Friendship2. 多媒体设备：电脑、投影仪等3. 音频设备：录音机、音频CD等4. 录音材料：Unit 1 Friendship相关的听力材料5. 实物：图片、海报等教学过程：Step 1 导入新课（约5分钟）1. 向学生介绍本单元的主题——Friendship，并引导学生思考以下问题：你认为朋友是什么？你对友谊有什么看法？2. 让学生用几句话回答上述问题，并鼓励他们互相交流讨论。
3. 引入本单元的活动：学生们将在本单元学习如何谈论朋友，并通过小组合作练习互相了解彼此的朋友。
Step 2 阅读文本（约15分钟）1. 让学生阅读教材中的课文，并要求他们理解文章的主旨。
2. 学生们可以用关键词的形式记录下文章的主旨，并与同桌分享。
3. 引导学生找出文章中的生词和短语，并进行词义推测。
4. 学生们可以用自己的话对文章进行简单的概括，以检测其对文章的理解程度。
Step 3 听力练习（约15分钟）1. 播放与文章相关的听力材料，让学生进行听力理解练习。
2. 学生们可以用关键词的形式记录听到的信息，并与同桌分享。
2016高考英语一轮复习必修一unit1 Friendship教案
英语人教版·2016高考总复习必修一Unit 1Friendship——By Zhang Kunqi 一、基础知识梳理Ⅰ.单词速记One-star words:1.loose (adj.)松的；松开的→反义词tight (adj.)紧的2.teenager (n.)十几岁的青少年3.outdoors (adv.)在户外，在野外→ indoors(反义词)在屋内，在室内4.entirely(adv.)完全地；全然地；整个地→entire (adj.)完全的，全然的5.exactly (adv.)确实如此；正是；确切地→exact (adj.)精确的，确切的6.tip (n.)提示；技巧；尖；尖端；小费7.dislike (n. & v．)不喜欢，厌恶→like (反义词)喜欢Two-star words:8.series (n.) 连续，系列，套→a series of一系列的，一套9.grateful (adj.)感激的；表示谢意的→ be grateful to sb. for sth. 感谢；感激10.pack (vi. & vt. )捆扎；包装；打行李(n.)小包；包裹→ pack sth. up 把...装箱打包11.ignore (vt.)无知；忽视ignorant (adj.)不学无术的，无知的→ignore sb./sth.不理睬某人/某事12.disagree (vi.)不同意→disagreement (n.)不赞成→disagree with不同意某人的观点/想法13.recover (vi. & vt.)痊愈；恢复；重新获得→recovery (n.)恢复；治愈→recover from从……中恢复14.add (vt.)增加；添加；补充说→addition (n.)附加，附加物，加法→additional(adj.)附加的15.settle (vt.&vi.)使定居；安排，解决→settlement (n.)殖民，定居，解决→settle down稳定；定居；舒适地坐下；平静下来；专心做16.power (n.)能力；力量；权力→powerful(adj.)强大的，强有力的→powerless (adj.)无力的；无能的Three-star words:17.upset(adj.)心烦意乱的；不安的；不适的(vt.)使不安；使心烦18.calm_(adj.)平静的；镇静的；沉着的(vt. &vi.)(使)平静；(使)镇定→_calmly (adv.)安静地，冷静地19.concern (vt.)涉及；关系到(n.)关心；关注→concerned (adj.)有关的，忧虑的，担心的→concerning prep.关于；就……而论20.suffer (vt. & vi.)遭受；忍受；经历→suffering (n.)痛苦，苦恼Ⅱ.短语互译1．add up 合计2．calm down (使)平静下来；(使)镇定下来3．be concerned about关心；挂念4．go through经历；经受；完成；仔细检查5．set down记下；放下；登记6．a series of一连串的；一系列；一套7．on purpose故意地；有目的地8．be upset about为……心烦意乱9．face to face面对面地10．suffer from遭受；患病11．get/be tired of对……厌烦12．pack(sth.) up将(东西)装箱打包13．get along with与……相处；进展14．fall in love (with)相爱；爱上15．join in加入16.in order to 为了...Ⅲ.典句析练1．状语从句的省略(while＋分词结构)While walking the dog (遛狗时), you were careless and it got loose and was hit by a car.[仿写]当孙杨被问及他成功的秘密时，他说他的成功很大程度上归功于他的父母。
高中英语 Unit 1《friendship》教案1 新人教版必修1
Unit 1 FriendshipPart One: Teaching Design (第一部分：教学设计)Period 1: A sample lesson plan for reading(ANNE’S BEST FRIEND)AimsTo 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 into groups of four to describe their own ideal friend. Individual students must decide on TOP 5 character adjectives that could be used to describe the 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 survey 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 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.2(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)II. Pre-readingTo focus the Students’ attention on the main topic of the 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 questions above to talk about. Then let the class share their ideas. It’s better to stimulate the students to challenge their clas smates’ opinions about these questions.用心爱心专心3IV. Reading1. Looking and guessing4Work 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.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 text or using it as a support:★ What would you do if your family were going to be killed just because they did用心爱心专心5something 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?Period 2: A sample lesson plan for Learning about Language(Direct & Indirect Speech(Ⅰ) statements & questions)AimsTo discover useful words and expressionsTo discover useful structuresProceduresI. Warming upWarming up by discovering useful words and expressions6Turn to page 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 clause.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’ must also be changed to past tense.Dean said that he didn’t know what to do.First and second person pronouns must be changed to third 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 difference is that a wh- clause is used instead of a that clause.In telling a story or recounting events, a speaker using direct speech has all the用心爱心专心7resources of intonation to produce a lively account. Because indirect speech is always speech reported by someone else, the account is more reserved and restrained.The ability to change direct speech into indirect speech is a useful skill for those engaged in taking the minutes of a meeting or reporting on events.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 your work with your partner’s.Period 3: A sample lesson plan for Using Language(A letter from a student to the editor of The 21st Century)AimsTo listen to a letter about friendshipTo speak about a questionnaire about friendshipTo write advice about friendshipTo write a few lines describing a friendProceduresI. Warming up1. Read the letter to Miss Wang and find out what was upsetting Lisa.2. Listen to what Miss Wang says, and then answer the questions in Exercise 2.83. Listen to the tape again and try to spell out the missing words in Ex 3.II. Talking about designing a questionnaireWork in groups of four. Design a questionnaire to find out what kind of friends your classmates are. Ask the Students to use the quiz in the Warming Up as an example. Note: The students should be talking while they are doing the task. This provides the students with the opportunity to practise expressing thought and concern in matters of immediate concern and interest. Tell the students to follow these steps: Step1: In your group, come up with four situations among friends. Design four questions accordingly with three possible answers.Step2: Put the four questions together and form a questionnaire.Step3: Check the questionnaire through and try it out on your own group.Step4:Share your questionnaire with another group and try each other’s questionnaires.用心爱心专心9III. Guided writing1.Read the letter to the editor from Xiaodong and make sure you know what problemXiaodong has.2.Discuss in groups of four. Think what advice you can give Xiaodong.3.Write your advice to Xiaodong as an editor individually.10IV. Writing assessment1. Can you give Xiaodong some good advice?2. I s 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 avoidsuch mistakes?V. Further ApplyingHere are some proverbs about friends and friendship. Read them carefully and pay attention to the sentence stress and intonation. Then write a passage. Choose some you agree and explain why. Then choose some you disagree and explain why.■You may also have the students complete the task as homework after class.Part Two: Teaching Resources (第二部分：教学资源)Section 1: Background reading on friendshipFriendship QuotesI. Questions about friendship1.What is the main problem in friendship? (leaving someone out)2.How do you keep 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 y our 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.)12用心 爱心 专心 13II. 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 everyoneB. keep the promise2. If you know your friend is planning to cheat on a test, you will________.A. tell your teacherB. let your friend cheatC. help your friend study for the test so she won't feel she needs to cheat3. If your friend tells you a secret and it may cause his or her death, you will________.A. tell a trusted adultB. keep it a secretC. tell your friends You may print this sheet and answer the questions. Then discuss the answers with your friends.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 kind to my friends.5.I think everyone should have friends.6.Friends must have the same character.7.I keep a diary and think it is my close friend.8.When my friend is in trouble, I am always ready to help.9.I don’t like to talk to others very much. I like to be alone.10.I keep a pet animal and treat it like a friend.14It’s true. You can tell a person 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 teachers 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 intended to be prescriptive.用心爱心专心15III. 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 15 words he or she thinkswould be useful for him or her. He or she then report to the class, perhapsas 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 about5 and 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 groupand the new words they hear in class. At the end of each class, they put theircards into the “word bag” and every 2 weeks you check whether they stillknow those words and which group has the most cards. In the end there aretwo 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 aword 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 dictionaryduring the class and after a few minutes report to the class. E.g. “My nameis Linda and I’m listless. That means that I am ... (definition)...”. For homework students can 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 are organizing a sightseeing tour. Think of 5 places you would16include on your tour and write down the order in which the tourists wouldvisit them. Learn your tour off by heart so that you can picture it in your mind. Whenever you have 5 new English words to learn, imagine these wordsare the tourists on your tour and picture the words in the places on yourtour like this.Tour: Trafalgar Square; Buckingham 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 Palace and usinga dustpan...Section 3: Words and expressions from Unit 1 Friendshipadd 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 related to 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)用心爱心专心17upset: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): Some 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. Rescuers 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. e 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.18set 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 way set up: to start an organization/ to build somethingcrazy adj.1.impractical; foolish: That’s the craziest idea I’ve ever heard.2. mad; ill in the mind: Turn that music down---it’s driving me crazy. 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用心爱心专心19to get along with. 2.to progress you are doing: How are you getting along with your English studies?Other verbal phrases 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 down: to make sb. feel unhappy;get down to sth./doing sth.: to start doing something that needs a lot of timeor energy.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.20。
高中英语同步单元复习 Unit1 Friendship教案(教师版) 新人教版必修1
必修一 Unit 1 Friendship 复习教案一、单词拼写1. upset (adj. 心烦意乱的，不安的)2. ignore (vt. 不理睬，忽视)3. concern (vt. 使担忧，涉及，关系到)4. loose (adj. 松的，松开的)5. Germans ( n. 德国人)(复数)6. series (n. 连续，系列)7. outdoors (adv. 在户外，在野外) 8. thunder (n./vi. 雷，打雷)9. entirely (adv. 完全地，全然地) 10. curtain (n. 窗帘，门帘)11. dusty (adj. 积满灰尘的) 12. partner (n. 伙伴，合作者)13. highway (n. 公路，大路) 14. recover (vi./vt. 痊愈，恢复，重新获得)15. suitcase (n. 手提箱，衣箱) 16. teenager (n. 十几岁的青少年)17. exactly (adv. 确实如此，正是，确切的) 18. disagree (vi. 不同意)19. grateful (adj. 感激的，表示谢意的) 20. dislike (n./vt. 不喜欢，厌恶)二、短语填空1. add up 合计2. calm down （使）平静下来，镇定3. be concerned about 关心，挂念4. go through 经历，经受5. set down 记下，放下，登记6. on purpose 故意7. in order to 为了……8. a series of 一连串的，一系列的9. at dusk 在黄昏时刻10. face to face 面对面地11. suffer from 遭受，患病12. be tired of 对……厌烦13. be grateful to 感激（某人）14. get on with 与……相处15. fall in love 相爱，爱上16. join in 参加，加入17. disagree with 不同意某人的观点请用上面的短语补全下列句子。
人教版高中英语unit1friendship优秀教案讲解学习
⼈教版⾼中英语unit1friendship优秀教案讲解学习此⽂档仅供收集于⽹络，如有侵权请联系⽹站删除⼈教版⾼⼀英语《英语1》第⼀单元Friendship第 1 课时：Warming up and Pre-reading⼀. 教学⽬标①知识⽬标：⑴让学⽣掌握以下⽣词和短语:survey add point upset ignore calm concern loose cheat add up calm downhave got to be concerned about walk the dog⑵让学⽣学会使⽤以下结构来表达态度，同意和不同意和确定语⽓：Are you afraid that. . . ? I (don' t)think. . . In myopinion, . . . I (don ' t)think so, I (don ' t)agree, I believe. . . , I ' m afraid not, Exactly, That ' s correct, Of course nc②技能⽬标：1 ?让学⽣学会⽤英语描述⾃⼰的朋友。
2?列出朋友间通常存在的问题，并找的不同⽅法来解决这些问题。
3 ?⿎励学⽣⽤本课学到的⼀些短语和结构来思考和谈论朋友和友谊。
③情感⽬标1 ?让学⽣学会如何解决朋友间可能出现的问题。
2?培养学⽣在⾼中阶段形成学习英语的好习惯。
⼆. 教学重点1 ?⽤给定的形容词和句⼦结构来描述他们的⼀个朋友。
2. 学习评价朋友和友谊。
三. 教学难点1 ?与搭档合作并描述他们的⼀个好朋友。
2?与搭档讨论并找岀解决问题的⽅法。
四?教学⽅法1 ?任务型教学法2. 合作学习法3. 讨论法五?教学准备多媒体和其他常规教学⼯具六.教学过程1. 导⼊新课：第⼀步：导⼊Lead-in上课前，⽼师可以通过展⽰⼀个友谊天长地久的视频来激发学⽣的学习兴趣，。
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2016届高考英语Unit 1 Friendship精讲复习教案
XX届高考英语unit 1 friendship精讲复习
unit 1 friendship
i.课堂同步讲练
1.—you look unhappy.why?
—i’m always________when i don’t get any mail.
a.confused
b.fearful
c.upset
d.doubtful
解析：考查形容词辨析。
upset此处用做形容词，意为“心烦意乱的”。
答语意为：我接不到任何邮件时总是心烦意乱。
confused 困惑的；fearful害怕的，可怕的；doubtful怀疑的，不肯定的。
答案： c
calm vt.& vi.(使)平静；(使)镇定；adj.平静的；镇静的；沉着的
教材原句p1：you will ignore the bell and go somewhere quiet and calm your friend down.
你不理会上课铃，而是去安静的地方安慰你的朋友。
stay/keep/be calm保持镇静
calm down (使某人)平静下来，镇静下来
①the baby was crying and the mother was trying her best to calm him.婴儿在哭，妈妈尽力使他安静下来。
②calm down.there is nothing to worry about!
安静下来吧，没有什么可担忧的。
③he kept calm in face of great danger.
面临巨大危险，他还是保持镇静。
辨析：calm，quiet，still与silent
calm平静的；沉着的，特指人的情绪，有时也指(海、湖、河)水和天气等风平浪静；
quiet安静的；宁静的；指无噪音、吵闹或心境平静；
still静止的、不动的，指没有运动的一种状态；
silent寂静的、不出声的；不发表意见的，指无声或不讲话。
2.用calm，quiet，still与silent填空：
(1)the students were ________when the teacher came into the classroom.
(2)when i asked her where she had put the dictionary，she kept________.
(3)although she was frightened，she answered in a ________voice.
(4)please keep________while i take photograph of you.
答案：(1)quiet (2)silent (3)calm (4)still
concern vt.(使)担忧；涉及；关系到；n.担心；关注；(利害)关系教材原句p1：you will tell your friend that you are concerned about him/her and you will meet after class and talk then.
告诉你的朋友你关心他/她，下课后你们就见面谈谈。
①as far as i am concerned，i am quite satisfied with the result of the exam.就我而言我对这次考试结果相当满意。
②if you are concerned in the accident，you’d better have a talk with our teacher.
如果你与这个事故有关的话，你最好去找我们的老师谈谈。
③how much money i earn is none of your concern.
我挣多少钱不关你的事。
④the party showed great concern for the people in the flooded areas.党对灾区的人民非常关心。
3.what the public is ________ about is whether medical workers and scientists will be able to find a cure for the new disease in a short time.
a.concerning
b.concern
c.concerned
d.to concern
解析：句意为：公众关心的是医疗工作者和科学家们是否能在短期内找到治疗这种新疾病的方法。
be concerned about担心，关心；
concerning为介词，意为“关于”，与题意不符。