湖南省師范大學(xué)附屬中學(xué)高中英語(yǔ)Unit1Friendshi湖南省師范大學(xué)附屬中學(xué)高中英語(yǔ)Unit1FriendshipPeriod1教案新人教版必修1pPeriod1教案新人教版必修1

1、英語(yǔ)備課大師 【全免費(fèi)】unit1 friendship period1aimsto talk about friendshipto read about friendshipproceduresi. warming up 1. 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 a

2、nd 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 particul

3、arly 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, ho

4、t-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,

5、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, selfl

6、ess, 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 l

7、eader 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

8、 what each has listed.3. have a member of each group report on what their lists have in common and list them 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

9、 to the scoring sheet on page 8.7. the teacher ask some students how many points they got for the survey and assess their values of friendship: 47 points: you are not a good friend. you either neglect your friends needs or just do what he/she wants you to do. you should think more about what a good

10、friend needs to do. 812 points: you are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friends needs and feelings. try to strike a balance between your friends needs and your own responsibilities. 13+ points: you are an excellent

11、 friend who recognizes that to be a good friend you need balance your needs and your friends. 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 readi

12、ng 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 to you.2. what do you think a good friend should be like?

13、 list what a good friend should do 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. the

14、n let the class share their ideas. its 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 pe

15、ople 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

16、 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 differ

17、ent 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 la

18、ter. 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

19、 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 te

20、xt 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: annes 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

21、 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,

22、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 an

23、d 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

24、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 elses, laugh at, go through, hide away, set down, a series of, a hiding place, i wonder if, grow/b