高中英語friendship教案，高中英語friendship板書設計

高中英語
2023-09-08

高中英語friendship教案？篇一:高中英語優秀教學教案通用一、教材分析: 學生在度過一個假期后,英語知識較生疏,教師應當復習好以前單詞,為學習新知打下基礎。Let’s talk A部分很好地體現了這一點。Good morning We have a……復習民第一冊中內容。那么，高中英語friendship教案？一起來了解一下吧。

高一英語friendship教案

你好！非常樂意幫你解決問題。不過我們都是手寫教案，沒有原創的電子教案。這里給你提供一份光盤上的教案，希望對你有幫助。

Unit 1 Friendship

單元整體設計思路：

第一課時聽說課 Warming up (p. 1); Listening (p. 41) and speaking

第二課時閱讀課Pre-reading (p. 2); Reading (p. 2); Comprehending (p. 3)

第三課時語法課 Discovering useful structures (p. 5); Using structures (p. 42-43)

第四課時語言學習課 Discovering useful words and expressions (p. 4); Using words and expressions (p. 41-42)

第五課時綜合語言練習課 Reading and listening (p. 6); Speaking (p.6); Listening task (p. 43)

第六課時寫作課 Reading and writing (p. 7); *Writing Task (p. 46, 選做)

第七課時綜合評價練習課Reading task (p. 44); Self-evaluation, Summing up and self-test/exercises

第一課時聽說課

一、教學內容：Warming Up (p. 1); Listening (p. 41) and speaking

二、教學目標：

1．能力目標

在本節課結束時，學生能夠

? 就“朋友應具備什么品質”這一話題表達升腔自己的看法，使用適當的形容詞并通過簡單舉例來描述人的吵培衫品質。

實用英語教程friendship

仰望天空時，什么都比你高，你會自卑;俯視大地時，什么都比你低，你會自負;只有放寬視野，把天空和大地盡收眼底，才能在蒼穹沃土之間找到你真正的位置。無需自卑，不要自負，堅持自信。我高一頻道為你整理了《高一人教版英語知識點總結》希望你對你的學習有所幫助!

高一英語人教版第一章知識點

一、單詞

1、重點單詞講解。

(1)add

① add …to… 把…添加…/把…加起來

② add up to 共計，總共

③ add to 增添

(2)upset

過去式：upset 過去分詞：upset 現在分詞：upsetting

adj.心煩意亂的，不安的，不適的

be upset about/over 為某事心煩、不安

be upset that 心煩

vt.使不安，使心煩

It upsets sb that 讓某人心煩的是

It upsets sb to do sth 做某事使某人不安

(3)concern

vt. 使擔心，顧慮，涉及，關系到

n. 擔心，關注，利害關系

①as far as sb/sth + be concerned 就某人而言，對于某人來說

as far as I am concerned 就我而明衫扒言，對于我來說

as far as he is concerned 對他來說

as far as English is concerned 關于英語，對于英語

②be concerned about/for 關心，掛激昌念

have no concerned about/for

③be concerned in/with 涉及到，與…有關

have no concerned in/with

(4)go through

①經歷，遭受，忍受 go through one difficulty after another.經歷一個又一個困難。

必修一英語friendship

篇一：人教版高一英語優秀教乎凱案Music

Focus: Reading

1.To activate the Ss in learning “music”.

2. To develop the Ss’ ability of reading.

3. To help the Ss know something about the different styles of music.

1. Enable the Ss to understand the details about the passage The Band that Wasn’t.

2. Help the Ss to sum up the main idea of each paragraph.

Step 1Warming up

1) Lead in

Before class, T plays a song I’m a believer which was sung by The Monkees, with the words of

the song printed on the screen.

Then tell them: This is one of my favorite music. The music is a little show. When I listen to it,

it will remind of many old things. So I like it very much. What is your favorite music? And whydo you like it? So your favorite music belongs to pop music/rock… What other kinds of music do

you know?(classical music, pop, folk, jazz, dance, rock and roll, hip-hop, rap etc.)

2) Task: Brain-storming

Ask the students to name different music styles. Show some styles of music that they are not

familiar with.

folk

pop

Step 2 Listening and Matching

虛悉1)Tell Ss: we are going to listen to eight kinds of music. Here are the pictures for them. Listen

差頃乎to them carefully and choose the proper picture for each of them.

2) Guide the Ss to sum up the Characteristics for each music style.

3) Check the answers on the computer screen.

Step 3 Pre-reading

1）Task :Listing

Have you heard about any of the famous bands in the world? List some of them.

Which one do you like best? Why?

2) Presentation

Ask the Ss to search the information about “The Monkees” before class, and now encourage them to share their information with their teammate.

3) Background information and language support

If necessary , the teacher should provide some background information about “The Monkees” , or explain some key words in the reading passage (P 35, Learning about language part 1 may be a good choice. )

Step 4While-reading

1) Task: Jumbles (Fast reading)

(Group work, four Ss) each student in every group is only given a part (one paragraph)of the complete article and read alone. One minute later, they exchange their own information to the other students of the same group. Then they discuss together and decide the order of the story.

2) Listen and Check

Listen to the tape and check the correct order of the article.

Q: What is the best title of the article?

3) Task : Memory Challenge Task (Scanning)

(Students are given the complete pieces of the article—ask them to open their books.)Get them to read the passage in detail and then work in group raising two questions for other group to answer.(books closed)

4) Reading and Matching

Read the passage again very carefully, and join the parts of the sentences together. (P 35, Part 2)More detailed questions:

①Why do most m

usicians like to be in a band with others?

②Which two musical bands are mentioned in the passage?

③How do some bands formed by high school students earn extra money?

④When did the Monkees break up?

5) Brainstorming

Ask the Ss to brainstorm as many suitable adjectives as possible to describe “The Monkees”. Then give the reasons for the choices.

Step 5Post-reading

1) Language Focus

Get the students to sum up the phrases of the article.

Then get the Ss to play a game called “What is your dream?”. Work in pairs and tell each other your dream and what you expect to happen. Use the phrases dream of and be honest with in the sentences.

2) Discussion

Do you think “The Monkees” was really a band? Why and why not?

Step 6Homework

1. Read more about “The Monkees”.

2. Find out some sentences in the reading passage that contain of Whom /in which attributive clauses?

3. Preview “Learning about Language” and finish the relevant exercises.

Period 3 Vocabulary & Grammar

Focus: Grammar

1)To help Ss master the vocabulary about “music”

2)To arouse Ss’ language awareness .

3) To consolidate the Attributive Clauses.

1) The Attributive Clauses with preposition + which/ whom

2) The relevant words about “music”

Step 1 Revision

1) Listening and Recognizing

Ask the Ss to listen to some pieces of music from the computer and write down the style of each piece of music belongs to.

Music 1 : Country Roads by John Denver (country music)

Music 2: Beat itby Michael Jackson (rock music)

Music 3: 步步高（folk music）

Music 4: 老鼠愛大米（pop music）

Music 5: 命運交響曲(classical music)

…

2) Discussion

What kind of music do you like better, Chinese or Western, Classical or modern? Why? How does music make you feel?

3) Check the homework the day before. Step 2Word Power

1) Word Ladder

Complete these sentences. Then write the missing words in the puzzle on the right and find the hidden word. (WB P 70)

2) Word Building

Study the vocabulary list in the appendix and list the words with un-,dis-, -less, -ful, -ment, -ity, -en, -ern, -al , -tion. Tell what part of speech they are. This will you help English words.

3) Recognizing and Listing

Tick （√）the words which are connected with “music”and find out the meanings of those unfamiliar ones.

Add your own to the list ________________________________________________________

4）Discussion and Listing

Which instruments are used in pop and rock music?

Which instruments are used in classical music?

Which instruments are used in jazz?

Which instruments are used in traditional Chinese music?

Which of the instruments do you like listening to?

Is the Chinese instrument different from the other instruments? Describe the difference, if there is Step 3 Grammar

1) Study the Rule

Read these sentences.

a. The musicians of whom the band was formed played jokes on each other…

b. However, after a year or so in which they became more serious about their work…

c. The musicians for whom they worked were very popular.

d. The guitar with which “The Beatles” played their first hit was lost while they were touring. Now answer these questions.

1. If you take away the relative clauses, do the sentences still make sense? Why or why not ?

2.Why is there a relative pronoun before the relative clause?

3. Can the preposition be removed from the sentences without changing the meaning?

4. Can that replace which and whom in the sentences? Why or why not?

Look at the sentences carefully and try to think of the questions.

2) Find the rule

Get the Ss to think of the questions above and sum up the grammar rule of preposition + the relative clause.

篇二：教師資格證人教版高中英語優秀教案

Teaching aims:

1. 能力目標：

a. Listening: get information and views from the listening material;

b. Speaking: express one’s attitude or views about friends and friendship in appropriate words.

c. Reading: enable the Ss to get the main idea

d. Writing: write some advice about making friend as an editor

2. 知識目標：

a. Talk about friends and friendship; how to make friends; how to maintain friendship

b. Use the following expressions:

I think so. / I don’t think so.

I agree. / I don’t agree.

That’s correct.

Of course not.

Exactly.

I’m afraid not.

c. to enable the Ss to control direct speech and indirect speech

d. vocabulary: upset , calm , concern , loose, Netherlands, German, series,

outdoors, dusk,crazy , purpose , thunder , entire, entirely,power , curtain, dusty, partner, settle, suffer , highway, recover, pack, suitcase, overcoat, teenager, exactly, disagree, grateful, dislike, tip , swap , item

add up calm down have got to e concerned about walk the dog go

through set down a series of on purpose in order to at dusk face to face no longer ot …any longer suffer from gete tired of pack sth. up get along with fall in love join in

3. 情感目標:

a. To arose Ss’ interest in learning English;

b. To encourage Ss to be active in the activities and make Ss to be confident; c. To develop the ability to cooperate with others.

4. 策略目標：

a. To develop Ss’ cognitive strategy: taking notes while listening;

b. To develop Ss’ communicative strategies.

5. 文化目標：to enable the Ss to get to know different opinions about making friends from different countries.

Teaching steps:

Period one

Step1. Warming up

1. Ss listen to an English song AULD LANG SYNE.

2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave,

humorous, funny, wise, kind, open-minded, responsible, helpful….

Step 2. Talk about your old friends

1. Ss talk about their old friends in Junior Middle School, talk about their

appearance, personality, hobbies, etc.

2. Self-introduction

Step 3. Make new friends

1. Ss go around and ask their new friends some information and fill in the following

Step 4. Do a survey

Ss do the survey in the text ,P1

Sep 5. Listening and talking

Do Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.

When Ss make their conversation, ask them to try to use the following expressions. I think so. / I don’t think so. I agree. / I don’t agree.

That’s correct.Of course not.Exactly. I’m afraid not.

Step 6. Discussion

Divide Ss four in one group and each group choose a topic to discuss. There are four topics.

Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.

Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?

Topic 3: Does a friend always have to be a person? What else can be your friend? Why? Topic 4: List some qualities of a person who does not make friend easily.

Step 7. Summary

1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.

2. T shows more information about friendship and a poem about friendship. 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.

When I am sad, I think friendship is a warm word.

It can bring me happiness again.

When I am in trouble, I think friendship is a strong hand.

It can help me escape my troubles.

When I sit in a quiet place, I think friendship is a very wonderful feeling.

It can’t be pulled and torn, because it is in everyone’s heart.

It is there from the beginning to the end of our lives.

3. Tell Ss: make new friends and keep the old; one is silver and the other is gold. Step 8. Evaluation

1. Look up the new words and expressions in warming up and pre-reading in a dictionary.

2. Write a short passage about your best friend.

Period two

Step1.Warming up

Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or TV at home.

How would you feel?

What would you do?

Four students a group discuss with each other for 2 minutes.

Activity2: Play a short part of the movies Step2. Predicting

Students read the title of the passage and observe the pictures and the outline of it to guess:

Who is Anne’s best friend?

What will happen in the passage?

Step3. Skimming

Students skim the passage in 2 minutes to get the main idea :

Who is Anne’s best friend?

When did the story happen?

Step4. Scanning

Students work in pairs to find the information required below:

Anne

in World War Ⅱ

Step5. Intensive reading

Students work in group of four to discuss the following open questions:

1.Why did the windows stay closed?

2.How did Anne feel?

3.What do you think of Anne?

4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(語篇,上下文).

5.Which sentences attract you in the passage?

Step6. Activity

Four students a group to discuss the situation:

Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.

What will you take? Why?

How will you spend the 3 months?

How will you treat each other and make friends ?

Step7.Assignment

Task1.Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.

Task2.Ex2、3 、4on Page3

Period three

Step 1. Warming up

Check the Ss’ assignment: task 2

Step 2. Language points:

1. add (v.)

1). To put together with something else so as to increase the number, size, importance, etc.增加，添加

Please add something to what I’ve said, John.

2). To join numbers, amount, etc so as to find the total 相加

Add up these figures for me, please.

add to something: to increase 增加

What he did has added to out difficulties.

add up to: to amount to 加起來等于；總計

The cost added up to 100 million yuan.

2. go through

1). To examine carefully 仔細閱讀或研究

I went through the students’ papers last night.

2). To experience 經歷，遭受或忍受

You really don’t know what we went through while working on this project.

3. crazy (adj.)

1). mad, foolish 瘋狂的.，愚蠢的

It’s crazy to go out in such hot weather.

2). wildly excited; very interested 狂熱的，著迷的

She is crazy about dancing.

4. be concerned about/for: be worried about 擔心

We’re all concerned about her safety.

Step 3. Learning about language

1. Finish Ex.1, 2 and 3. on Page 4.

2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures.

Step 4. Practice

Using structures on Page 42: ask the Ss to use indirect speech to retell the story. Step 5. Assignment

Finish Wb. Ex, 1 and2 on page 41 and 42.

Period four

Step 1. Revision

Check the Ss’ assignment.

Step 2. Reading

Ss read the letter on page 6

Notes:

1. get along with

2. fall in love

Step 3. Listening

Ss should take notes while they are listening.

1. first listening: Ss listen and answer the questions of part 2 on page 6.

2. second listening: Ss listen again and finish part 3 on page 6.

Step 4. Listening

Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.

高中英語friendship說課稿

高一英語課本教案一：

Aims

Talk about friends and friendship.

Practise talking about agreement and disagreement.

Step I Revision

Ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. Then give some comments.

T: Now, let's check up your homework for last class. I'd like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.

Step II Warming up

T: / think most of us have some good friends. Do you know why people make friends with one another?

Step III Talking(WB P41)

First get the students to listen to what a Canadian say about making friends. Then ask them to discuss the two questions.

前基T: Now we'緩衫re going to listen to what Leslie Clark, a Canadian has got to say about making friends. After listening, please talk about the two questions in groups of 4. Try to use the following expressions.

1 Do you agree with her?

2 What do you think of people from foreign countries?

Agreement Disagreement

I think so,I don't think so.

I agree. 擾悔腔I don't agree

That's correct.Of course not.

That's exactly my opinion. I'm afraid not.

You're quite right. I don't think you are right.

Step IV Speaking(B P6)

First, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. Second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. Ask them to fill in the form prepared before class. Show the instructions and decide what kind of friends their classmates are. Third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. Show the instructions and decide what kind of friends other classmates are. They can share your questionnaire with one or two other groups and try each other's questionnaires.

At last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.

T: Friends come in many flavors. There are best friends, school friends, fair-weather friends, forever friends and many more. Do you want to know what kind of friends your classmates are? Now let's make a survey. First, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are.

1. Your friend borrowed 100 Yuan from you last week and hasn't returned it. You will

A. ask him / her to pay back as soon as possible; or you'll end the friendship.

B. ask him / her to pay back if he / she has.

C. tell him / her not to return it.

2. Your friend said your bad words behind you. You will

A. ask him / her to say sorry to you , or you'll stop your friendship.

B. excuse him / her and forget it.

C. ask others to tell him / her that he/she is wrong.

3. You promised to meet your friend at five o'clock but your parents ask you to do homework at home. You will

A. tell him your parents ask you to do homework at home.

B. tell him / her a lie that you are ill.

C. say sorry to him / her and plan to meet him / her another time.

4. You borrowed a bike from your friend, but you had it stolen. You will

A. buy a new one which is the same as his / hers.

B. just tell him / her you had it stolen.

C. say sorry to him/her and buy him/her an old one

After they finish choosing the answers, show the scoring sheet on the screen.

Instructions:

2-5 A fair-weather friend

Only like them when they are happy and popular. If they are feeling down, or if they are having a problem, you don't want to spend time or talk with them. You don't help your friends when they have problems. You are always thinking about yourself.

You should care more about your friends. If you continue to be self-centered and don't consider others' feelings, you won't make more friends and keep friendship for long.

6-11 A school friend

You see each other in school. You just study and play with them together in school. You may not know everything about each other. You take things smoothly. You seldom hurt your friends with your benefit considered. You'd better add more affection to your friends. Friendship is about feelings and we must give as much as we take.

12-17 A best friend

You do everything together with your friends: study, read, watch TV, surf the Internet, play sports and listen to music. If either one has a problem, the other is there to help. You know your friends very well. You understand and yield to each other. You help with each other and improve together. You have a lot of common benefit. Your friendship is good to both of you. You are mutually beneficial.

18-21 Forever friend

You will always listen to your friends and try to help them, even if you disagree or if you are having a problem. Whenever they have any difficulty, you'll try your best to do what you can to help them without hesitation. You devote yourself to your best friends. You are willing to lose what you have, even your life.

課后反思 ：本課教學設計容量和密度較大，但難度適中，大部分學生都能接受。

高中friendship教案

Unit 1 Good friends Period 2 Reading – Chuck’s Friend

(Text book Page 3-4)

Name:

Teaching Aims:

1.Learn and master the following words and phrases:

survive, mirror, hammer, saw, rope, compass, hunt for, make a fire ,care about,crash, such as

2.Improve the students’ reading ability and self-study ability through skimming, scanning and summary practice.

3.Enable the students to value the friendship between friends by learning the reading text.

Teaching Important Points:

1.Improve the students’ reading ability.

2.Master the following phrases:

hunt for, make a fire, care about,

Teaching Difficult Points:

How to make the students understand the reading text better.

Teaching Methods:

1. Questioning

2.Explaining

3.Collaborating

Teaching Aids:

1.a recorder

2.a projector

3.the blackboard

Teaching Procedures:

1. Greetings

2. Pre-reading(Lead-in)

3. Reading

4. Language Study & Summary

5. Discussion

6. Homework

Step 1.Greetings( 2 minutes)

Greet the whole class as usual.

T: In the last period we have learned some useful adjectives and expressions of how to describe good friends, right? Do you still remember the three most important qualities of a good friend?

Ss:Loyal, honest and kind.

T: Great! The saying goes “A friend in need is a friend indeed”. So one day, one of your good friends come to you for help. He can not find out the answers to the following questions. As his

good friend, would you like to help him to find out the answers?

Ss: Sure!

Step 2.Pre-reading(9 minutes)

Task 1: Guess words.(3 minutes)(PPT)

1.What can you use to burn a piece of paper?( a box of match.)

2.What can you use to cut an apple?(a knife)

3.What can you use to get directions? ( a compass)

4. What can you use to cook eggs?(a frying pan)

5. What can you use to shoot a bird?( a gun)

6. What can you use to strike a nail into the wall?( a hammer)

7. It’s raining. You want to go outside.What can you use to stay away from the rain?( an umbrella)

8. What can you use to tie the dog to the tree? ( a rope)

9. What can you use to see my face? ( a mirror)

10.What can you use to listen to the news broadcast? ( a radio)

11.What can you use to cut trees?( a saw)

12.a book.

Task 2: Discussion of the 3 useful items and giving opinions(6 minutes)

T: You may see that 12 answers to the questions are some useful things in our daily life,right? Imagine that you have to stay on an island for a long time. You can only bring 3 useful things from the 12 items to the island. What will you choose? Why?Here are 2 minutes for group discussion.Each group choose 3 items and explain why you think they would be useful.

a knife, a box of matches, a mirror, a radio, a frying pan, a gun, a book, a hammer, a saw, an umbrella, a rope,compass

(Teacher goes among the students to listen to their discussion. Then choose several students to express their opinions.)

T: OK. Now I want some of you to list the three most useful items and explain why you think they would be useful. You’d better use the sentence structure to express your opinion:

I think… because … /I could use it to … /it could be used to …/ …would be more important than … because ….(Bb/PPT: Write it on the blackboard.)

Suggested opinions:

1.I think that a box of matches would be the most useful, because I could use it to make a fire to prepare a meal, to warm myself, and to give the signal.

2.I also think that a knife would be useful, because I could use it to defend myself to cut down trees to build a house, and to cut up something to eat.

3.I think that a radio would be the most useful, because I could use it to listen to singing or music to enjoy myself ,to listen to news broadcast and weather report, and to frighten savages or other animals by turning it up.

Step 3.Reading (11 minutes)

Task 3: Skimming:(3 minutes) individual work.

T: OK. We just talk about bringing 3 useful things to live on an island. But can you imagine the life on an island? Today we’re going to learn a similar passage “Chuck’s Friend”.Now open your books, turn to Page 3.You are given two minutes for fast reading and find out:

1)Who is Chuck?Is he a real man?( A character in a movie)

2)Who’s Chuck’s Friend? (Answer: A volleyball/ Wilson.)

3)What’s the name of the movie?(Cast Away)

Task 4:Scanning/careful reading:(total 8 minutes,4 minutes for student reading, 4 minutes for answering)

Now read the passage again and then answer the questions on the screen. This time, you should read slowly and carefully.

(Show the following questions on the screen. Bb/Ppt)

1.What’s Chuck’s job?

2.What happened to Chuck one day?

3.What things must Chuck learn to do to survive on the island?

4.What does Chuck learn about himself when he is alone on the island?

(Teacher gives students another four minutes to read the passage and then asks some students to answer these questions. Where can we find the answers?)