Friendship-Warming-up学案.pdf
英语(说课)
三、说教学目标及重难点
1.知识目标 2.能力目标 3.德育目标 4.情感态度目标
教学重点、难点
1．教学重点： ⑴传授有关生词和有关朋友的 文化知识，为阅读和语言能力 培养打下基础； ⑵引导学生表达自己的观点。 2．教学难点： 让学生改变初中时的参与课堂 教学的模式，引导学生感受并 逐步适应“以学生为中心”的 任务型课堂教学方式，实现学 生开口说的课堂教学模式。
二、说学情
普遍存在“困于口”问题， 学生没有“说”的习惯，只一 味地记 ，因此，“让学生说”， 势在必行。这正体现以学生为 主体的现代教学理念。高中一 年级的学生已经在初中阶段的 英语学习中积累了一定的词汇 基础,并掌握了一些简单的学习 策略和技巧,具有初步的英语听 说读写能力。已具备了直接思 维和抽象思维的能力，正处于 发展、培养创造性思维能力的 最佳时期和智力向高水平发展 的关键时期，有极强的好奇心 和求知欲。
Discussion
1.Does a friend always have to be a person? 2.What else can be your friend? Why? 3.Do you think a diary can become your friend? Why or why not?
Background
It took place in Amsterdam, Holland in the early 1940s，after the German Nazis had occupied most of Europe. The Nazi Party ruled Germany from 1933 to 1945. One of their key policies was to kill all the Jews in Europe. If any persons known to be Jews were found, they would be sent to concentration camps farther east,mostly in Poland. Families were separated and transported in trains. For many days, they went without food, water, sanitation(卫生设备) or fresh air.To avoid this terrible fate, some Jewish families went into hiding, often with the help of non-Jewish friends.
Unit 1《friendship》教案7
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.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, tolerantPartner assessmentNow choose 5 characteristic features which you think are especially applicable to your 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 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.(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 should doand 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 cla ssmates’ 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 ina 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 abouteverything 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 1 and 2.Closing down by discussion of ideasWork in groups of four. Discuss the ideas put forward in the reading passage. It doesnot 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 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 1 Friendshipadd 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. some 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 with sb, come to a conclusion, 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 needPeriod 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 expressionsTurn 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 ch anged 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 d o.)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.Direct question: “Why won’t you marry me?” asked Donald.Indirect question: Donald asked her why she wouldn’t marry him.In telling a story 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 got a plan.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.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 your work with your partner’s.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.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 2.3. 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.Sample questionnaire:This questionnaire has four questions, and each question is followed by a set of possible answers. Please read the questions, and then consider which response fits you best.1.Why am I close friends with this person now?A.Because being friends with him/her helps me feel important.B.Because my friend would be upset if I ended the relationship.C.Because he/she is someone I really enjoy sharing emotions and special eventswith.2. Why do I spend time with my friend?A.Because my friend would get mad at me if I didn’t.B.Because it is fun spending time with him/her.C.Because I think it is what friends are supposed to do.3.Why do I listen to my friend’s problems, or to what my friend has to say?A.Because my friend praises me and makes me feel good when I do.B.Because it’s interesting and satisfying to be able to share like that.C.Because I really value getting to know my friend better.4.Why do I keep promises to my friend?A.Because I believe it is an important personal quality to live up to my promises to afriend.B.Because it would threaten our friendship if I were not trustworthy.C.Because I would feel bad about myself if I didn’t.Scoring Sheet:Q1A 1pointQ2A 1pointQ3A1 pointQ4A3 pointsB 2points B 2points B2pointsB2 pointsC 3points C 3points C3pointsC1 point☆4~6 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.☆7~9 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 feelin gs. Try to strike a balance between your friend’s needs and your own responsibilities.☆10+ 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.Students work in groups and try their own questionnaires in the school to collect more information about students’ reflection of the values of friendship.III. Guided writing1.Read the letter to the editor from Xiaodong and make sure you know whatproblem Xiaodong has.2.Discuss in groups of four. Think what advice you can give Xiaodong.3.Write your advice to Xiaodong as an editor individually.Sample writing:Dear Xiaodong,Some people like talking with others, but some people are shy. If you fall into the second group, it can be hard to make friends. But you can change the situation.What are you interested in? If you like basketball, for example, you could talk with some of your classmates who like basketball. The easiest way to start talking to people is to find something you have in common.If you are standing beside a group of your classmates, join in their discussion if youknow something about the subject they are discussing. But if you don’t, you shouldn’t feel afraid to say, for example, “That sounds interesting, what is it about?” Once you start talking to one person, it will get easier to talk to others.Find one person you have something in common with, and once you become friends with him, his friends will start talking to you too.Good luck!EditorIV. 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.A friend in need is a friend indeed.Friends are like wine, the older, the better.When you meet your friend, your face shines—you have found gold.A friend to all is a friend to none.The same man cannot be both friend and flatterer.The best mirror is an old friend.False friends are worse than open enemies.Walking with a friend in the dark is better than walking alone in the light. Friendship cannot always stand on one side.The friendship that can end is never real.With clothes the new are best, with friends the old are best.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 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 s ecret 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 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 doesn’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 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.A friendship poemChoose friends wisely, the portrait they paintIs who yo u are and who you ain’t.Friendship is life’s great supportWhen friends are of the right sort.For all your dreams do they make room,Or bring you down with doom and gloom?You will know a friendship is true.When it brings out the best in you.It’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 vocabularyon their own. Students experiment and evaluate and then decide which to adopt or reject since strategies are not intended 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 15 words 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 theother 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 5 andgive 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 thenew words they hear in class. At the end of each class, they put their cards intothe “word bag” and every 2 weeks 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 theclass 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 are organizing a sightseeing tour. Think of 5 places 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 mind. Whenever you have 5 new English words to learn, imagine these words are the tourists on your tour and picture the words in the places on your tour 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 Palaceand using a dustpan...Section 3: Words and expressions from Unit 1 Friendship add 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)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): 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.。
部编新高中英语必修UnitFriendship Warming up
1. What do you use if you want to see you own face ? 2. What do you need if you want to make fire? 3.What do you need if you want to know the news around the world? 4. What do you use to kill animals if you are a hunter? 5. What do you use if you want to cut down a big tree ? 6. What do you need if you want to tie your pet dog to a tree?
mirror
match
radio
gun
saw
rope
hammer
umbrella
book
compass
Frying pan
1988./2000 Golden Globe
1988 Big Golden Globe
1993 Philadelphia
Best Actor in a Leading Role
部编新高中英语必修UnitFriendship Warming up
Huck returns home after five years’ stay on the island.
He rings the doorbell. His wife answers the bell and
opens the door….( work in groups and make up a
部编新高中英语必修UnitFriendship Warming up
Unit 1 Friendship-Warm up 课件
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Four Skills
Listening Speaking 1.textbook; 2.other kinds of tapes; 3.simple English songs; TV-9; 5.Internet 1.Be active in and after class; 2.Don’t be afraid of making mistakes
What is friendship?
I want to find the answer to the question What is friendship? When it rains, I think friendship is a small umbrella. It can give me a piece of clear sky. When I’m crying, I think friendship is a white handkerchief. It can wipe my tears dry.
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group, each one has to interview the other group mates.
Name
Age Gender Three qualities
Student 1 Student 2 Student 3
• 多和老师交流
• PRACTICE MAKES PERFECT
• 勤于练习
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• 态度决定一切 • 成功源自好习惯 • 好的伙伴，成功一半
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unit 1 warming up
Important, interesting…
Talking and sharing
If your best friend does something wrong, what will you do?
Try to use the following expressions. • I think. . . I think so. I agree. • I don’t think. . . I don’t think so. I don’t agree. • I believe. . . That’s correct. In my opinion, .
Do you think they are good friends?
Lead in
What qualities(品质) should a good friend have?
honest responsible humorous
brave
generous
helpful
diligent
What qualities (品质) should a good friend have?
Warming Up
13+ points: You are an excellent friend who recognizes that to be a good friend you need to balance your needs and those of your friends. Well done!
Unit 1 Friendship 学案 (1)
Unit 1 Friendship一、vocabulary1.survey n. 调查，测验; surveyor n. 测量员，勘测员，鉴定人sur- 在…上面– supersurrender ______________, surcharge_____________ surface______________2.add vt. 增加，补充n. 加法“We should work hard”, he _________________ (补充说)请往汤里加点盐。
Please add more salt _______________ the soup.It _______________ the humor of the text. (增加)Add up the figures in this colum._______________________________从小处节省下来的钱也能积少成多.___________________________________________Many small victories add up to a big one.__________________________________________这些数字累积起来为590._____________________________________________________3.upset vt. 打翻，打乱；使不安，使心烦, adj. 心烦意乱的，不安的，不适的她打翻了了桌子上的一瓶牛奶.______________________________________________I hope I haven’t said anything to upset you..______________________________________你让我感到心烦意乱。
______________________________________________________4.ignore vt. 不理睬，忽视The best way to deal with a tease is to ignore him.__________________________________________________________________5.concern vt. 涉及，关系到，使关心，使担忧，参与n. 担心，关注，利害关系The problem is not his concern.______________________________________________Mother _____________________________ (表达了她的担心)that he might fail in the exam._________________________________(没有她的关心和照顾)，他根本没有机会。
unit1 warming up
Add up your score and see how many points you get.
• • • • • and为并列连词，连接句子 祈使句 以动词开头，说话对象为第二人称
Hurry up and you will catch the bus.
and表示顺向关系…，就能…
• Hurry up or you will miss the bus.
Period 1&2 Warming up and Reading I
Unit 1 Friendship
Period 1&2: 幻灯片9-28页
Unit one Friendship
Warming up
What do you think a good friend should be like?
He/ she is ordinary-looking, good-looking,
generous,
handsome, pretty, beautiful,
strong, brave, friendly, kind, easygoing,
honest, helpful, trusty, funny, loyal,
handsome
beautiful
loyal
smart
funny
brave
wise
honest
strong
kind
rich
happy
I have a good friend. He\She is honest, brave and clever, …
Please describe your best friend!
or 表示逆向关系，…，否则…
人教版课标必修一 Unit 1 Friendship学案
Unit 1 FriendshipWarming up1、Add up your score and see how many points you get.把分数加起来，看你得多少分。
■add up1)加起来，总计，总计达，总共是The money adds up to $100.这笔钱总计达100美元。
Tom, what do ten, twenty and five add up to? 汤姆，10，20和5加起来是多少？Add up your scores and see how many points you can get.把你得分加起来，看看你能得几分。
At the exits polite assistants will take the goods and add up the cost.在出口处，客气的服务员把你的商品接过去，把价钱加在一起。
2) [口]等于；意味着，看来实际是…；总起来说，与应有的数量相符The numbers wouldn't add up.这些数目加起来与总数不符。
It all adds up to a complete failure.事情总起来说是彻底失败了。
All this adds up to a new concept of the universe.所有这些意味着对宇宙的一个新概念。
3)[口]合乎情理The little things we do add up.我们做的每一件小事都合情合理。
I can't understand this case; the facts just don't add up.我不理解这一案例，事实不能说明问题。
【练习】用add的适当形式或构成的词组填空1) Will you _____ some more students to this project?2) Small numbers _____ a large one.3) 50 _______ 50 equals 100.4) The bad weather _______________________.坏天气添加了我们的困难。
《Friendship》教案全面版
Unit 1 Friendship 教案Teaching goals:*语言知识1.to talk about friends and friendship, and interpersonal relationship2.to practise expressing attitudes, agreement and disagreement, and certainty3.to master some sentences about giving advice4.to learn to use the Direct Speech and Indirect Speech(1): statements and questions5.to learn about communication skills*语言技能和学习策略1.to develop listening skills by doing exercises in listening task2.to develop speaking skills by finishing the speaking task and other activities likediscussion and oral practice3.to develop reading skills through the reading materials in this unit4.to learn to write a letter of advice*文化意识1.to know about friend and the real meaning of friend2.to learn how to get along with others*情感态度1.to arouse the interest in learning English2.to learn to express their feeling of friends and friendshipTeaching key points:1.how to improve students’ speaking and cooperating abilities2.learn to use the Direct Speech and Indirect Speech(1):statements and questions3.master some words and expressionsTeaching difficult points:1.train the students’ speaking, listening, reading and writing abilities2.how to improve students’ cooperating abilitiesTeaching methods:Student-focus approach and task-based approachLearning methods:Cooperative studyTeaching aids:ComputerThe First Period (Warming up &Speaking)Teaching aims:1.to know about different kinds of friendship2.to learn some words of describing friend and friendship3.to master some useful words and expressionsTeaching methods:1.discussing2.cooperative learningTeaching materials: Warming upTeaching procedures:Step One: Leading-in1.Free talk: Something about friend and friendshipAsk the Ss to describe one of their friends----their appearance, personality, hobbies, etc.Qs: What’s your friend like?What does he/she like to do in his/her spare time?What personality does he/she have?Step Two: Discussion1.Writing the following statement on the blackboardWe all agree that to have a good friend , you need to be a good friend.2.Ask the Ss:What do you think of this statement and how can you be a good friend?Let the Ss express their views3. Have the Ss get into groups of four to list some qualities of a person they wouldlike as a friend.Ss may list: honest, friendly, open-minded, generous, helpful, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, brave, easygoing, outgoing, warm-hearted, kind, selfness, tolerant, intelligent…4. Have a member of each group report on what their lists have and list them on the blackboard5. Ask the class whether or not they agree with all the qualities listedStep Three: Doing the survey and explanation1.Have the Ss do the survey in the textbook and let them work out their score.2.Teacher explain each itemQuestion 1 deal with how thoughtful you are towards others. The scoring reflects your concern for others. So one point for A gets the lowest score because it is the most selfish response. B get the highest score because it show a concern for your friend as well as your wish to go to see a film. C gets a slightly lower score because although it shows you want to go with your friend ( because you change the plan), you do not help your friend.Question 2is concerned with fairness. A gets the lowest score because you are not giving your friend another chance to behave better this time.B gets a higher score because you let your friend borrow the camera again. This shows kindness and forgiveness or the trouble you had when it was returned broken. But you are not balancing his heeds against your own. That is why C gets the highest score. You are showing your friend that you will trust him/her with the camera again but this time you are giving him / her rules in case it gets broken.Question 3 deals with your concern for others. A get the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend. This is not responsible. You have things that you need to do. Of course your friend is important but not more important than you responsibilities.B gets a higher score because it shows some concern for your friend and some understanding that you have important things to do too. But it does not show any real interest in his / her problem. C get the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too.Question 4 is concerned with responsibilities to a friend. A provides the correct amount of responsibility to your friend. You recognize that it was your fault and will put it right and pay for the damage. So it gets the highest score. B provides some understanding that you are responsible. You put the situation right but you do not pay for the damage yourself. So it does not get the highest score. C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour.Question 5is concerned with honesty. If you let your friend look at your paper or somebody else’s paper, you are helping them to chea t. That is not honest, so answers A and C get no marks. But it takes courage to tell your friend that they should have studied and that they cannot look at your paper. That is also the honest answer. So you get 6 points for B, which is more than any other in the quiz.Step Four: Language pointsTeacher explain language points with some slides1.add v.1) to put together with something else so as to increase the number, size, importance, etc.增加，添加eg. Please add something to what I’ve said, John.2) to join numbers, amount, etc so as to find the totaleg. Add up these figure for me, please.常用结构：add up / together sth. 把…加起来，合计add sth. to sth. 把…加到/进add to (=increase) 增加了…add up to 合计，共计add in 包括…，算进2.pay to get it repaired花钱让人去修理3.upset adj. worried; annoyed 不安的；使心烦意乱的v. cause to worry, to be sad, to be angry, not to be calm, etc. 使不安；使心烦意乱eg. He was upset when he heard the news.His cheating in the exam upset his teacher.4．ignore vt. to pay no attention to sth. 忽视；对…不予理睬eg. Ignore the child if he misbehaves and he’ll stop soon.ignorant adj.无知的；不知的ignorance n. 无知；愚昧5. calm vt. to make sth./ sb. become quiet 使镇静；使平静adj. not excited, nervous or upset 镇静的；沉着的calm down 镇静；平静calm down sb.=calm sb. Down 使某人镇静sb. calm down(vi.) 某人平静下来eg. The excited girl quickly calmed down.He took a few deep breaths to calm himself down.6.have got to do sth.(口语)=have to do sth.不得不做某事；必须做某事eg. Since you’re no longer a child now, you have got to make money to support the family.*have got to在变疑问句或否定句时，不再另加助动词，而have to则须加助动词do. have got to前不用情态动词，而have to前则可以。
U1Friendship-P1Warming up课件
——Lysha
“All the splendor in the world is not worth a good friend.”
——Voltaire, French thinker
人世间所有的荣华富贵不如一个 好朋友。
——法国思想家伏尔泰
What is friendship?
When it rains, I think friendship is a small umbrella. It can give me a piece of clear sky.
F forgiving, fair, forever, faithful, friendly … R real, responsible, reliable, respectful … I important, interesting … E enjoyable, everlasting, equal, encouraging … N nice … D devoted, different … S sincere, sharing … H helpful, honest … I independent … P pure, polite, precious, patient, punctual …
friend do you like? 3. How to be a good fritful
respectful
brave helpful
friends
kind honest
humorous
generous
clever hard-working
I think a friend should
13+ points: You are an excellent friend who recognizes that to be a good friend you need to balance your needs and your friend’s needs. Well done!
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学海无涯 Friendship-Warming-up学案 人教版新课标 必修一 unit 重点单词拓展 1. adj.心烦意乱的；不安的；不适的→ vt. 使心烦；使不安 2. vt.不理睬；忽视→ adj.无知的→ n. 忽略；无知 3. vt. （使）担忧；涉及；关系到；n. 担心；关注; (利害）关系→ adj.有关的；担心的→ prep. 关于 4. adj.松的；松开的→ vt.松开 重点短语梳理 1. up合计 2. (...) down（使）镇定下来;（使）平静下来 3. have ________ to 不得不；必须 4. be about 关心；挂念 5. go _____________ 去度假 6. pay __________ 为……付钱 7. ________ in the exam 考试作弊 重点句子扫描 1. ...but your friend go he/she finishes cleaning his/her bicycle. ……但是你的朋友不把自行车弄干净不能走。 2. Your friend comes to school very . 你的朋友来上学时心情很不好。 3. While the dog, you were careless and it got loose and was hit by a car. 遛狗的时候，你太大意了，一松手，狗就被车撞到了。 4…..tell him/her that he/she_________________, so you don’t ______________ your paper. …..告诉他（她）本应好好学习，所以你不会让他（她）看你的试卷。 知识探究与发现 1.Add up your score and see how many points you get. 自主探究 add up 的意思是 联想拓展 ①If you add 4 to 3 , you get 7. ②I don’t want to add to your troubles. ③The figures add up to 137. ④I should like to add that we are pleased with the test result. 用法归纳 add ...to ... （例①） add to （例②） add up to （例③） add （例④） 即学即练 ①That’s all I have to say. Is there anything you’d like to , John? A. talk B. require C. add D. deliver ②That is the very coin I need to my collection. A. add up B. add in C. add on D. add to 学海无涯 2. Your friend broke your camera and you had to pay to get it repaired. 自主探究 get sth. done 的意思是 联想拓展 ① I’ll get the car going. ② Get him to see a doctor. 用法归纳 get sb./sth. doing （例①） get sb. to do sth. （例②） 即学即练 ①讲解后，老师让我们思考起问题来。 Shortly after the explanation the teacher got us ________ . ②我们将很快为你订制一套新衣服。 We will get a new suit _________ for you. ③她试图使他说话。 She tried to get him _________ . 3.upset 语境展示 ①Your friend come to school very upset. ②The students really upset her. ③Our arrangements for the weekend were upset by her visit. ④Don’t upset yourself — no harm has been done. ⑤He was horribly upset over her illness. 自主探究 upset的用法小结:upset 既可以当___ 词(例①⑤),意思是 ；还可以做 词（例②③④），意思是 即学即练 ①The food my stomach. ②She felt rather on hearing the news. ③Is it an message? ④Don’t be . It will be OK. 4.calm 语境展示 ①…and go somewhere quiet to calm your friend down. ②Hi，everybody, calm down please. ③He took a few deep breaths to calm himself down. ④After the storm, the sea became calm again. ⑤.He kept calm in face of great danger. 自主探究 calm既可以用做___ _ 词(如例①②③),意思是___ __; 又可以用做______词(如例④⑤),意思是 。 即学即练 ①. He is so excited that it is hard for him to _____ _____(平静下来). ②. The nurse tried to _____ the little boy _____ by giving him some candies.(使平静下来). 学海无涯 ③. In time of danger it is important for one to _____ _____(保持镇静). 词语辨析 calm 天气、水、水面（表风平浪静）；（指人时）表示镇定自如。 quiet 表“宁静”、“安静”、“寂静”，侧重没有响声，没有噪音和没有动静。指人时侧重性格温和，文静。 silent 表“沉默”、“不发言”、“不说话”，常常表示人不爱说话，沉默无语。 still “不动的”，指人时侧重一动不动，；指物时指完全没有声音，突出静止不动。 用上面所提供的辨析词的适当形式填空 ①. Please stand ______ while I take your photo. ②. Why do you keep ________? ③. Everything was ________. ④. He remained ____in the face of the enemy. 5. concern 语境展示 ①…tell your friend that you are concerned about him/her… ②. The car accident concerned him deeply. ③. Thank you for your concern. 自主探究 concern 可用作 词，意思是 （如例②）；也可作 词（如例③），意思是 ；还可以构成短语 ，（如例①） 联想拓展 ①As far as I am concerned, you can go whenever you want. ②We read stories concerning visitors from outer space. ③This novel is concerned with the second world war. ④I’m not concerned with that matter any longer. I was very concerned about my mother’s illness. 我很担心母亲的病情。 更多用法归纳 as fa as sb./sth. is concerned 意思是 （例①） concerning 的意思是 （例②） be concerned with 的意思是 （例③④） 即学即练 （1）单项填空 The meeting was concerned _______ reforms and everyone present was concerned _ _ their own interests. A. with; for B. for; which C. for; about D. about; with （2）用concern的适当形式填空. ①There is an article that the rise of the prices. 学海无涯 ②The children are rather about their mother’s health. 6. While walking the dog, you were careless and it got loose and was hit by a car. 译成汉语
自主探究 while walking the dog= 语境展示 ①When crossing the street, you should be careful. ②If heated, water can be turned into vapour. ③He will not go to the party unless invited. ④He fell asleep while doing his homework. 归纳总结 在 （例①④）， （例②③），让步，方式等状语从句中，如果 的主语与 的主语一致，谓语含有系动词be，可以省略 的主语和系动词be。 即学即练 用所给单词的适当形式填空 ①Don’t speak until _________. (speak) ②Once ______, it can never be forgotten.(see) ③Unless_______,the machine is of no use.（repair） ④ While ______ in the countryside, he made many friends with the native there. (work) 高考链接 ①.When first ________ to the market, these products enjoyed great success. (NMET 2004全国卷II) A. introducing B. introduced C. introduce D. being introduced ②. It shames me to say it, but I told a lie when ________ at the meeting by my boss. (NMET 2004全国卷IV) A. questioning B. having questioned C. questioned D. to be questioned 7…. he/she should have studied, …. 译成汉语