《Friendship》教案精品多篇

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Friendship教案 篇一

module 3  period i教学案

introduction(p29), vocabulary and reading(p36) and writing(p38)

learning aims:

1. understand the friendship and know the importance of friendship.

2. master the main words and expressions.

3. write a paragraph on the subject of friendship.

difficulties and focuses:

1. get to know and understand the importance of friendship.

2. master the words: alike, considerate, forgive, harvest, slide, stony, damp, tear, perfect.

3. master the expressions: be blessed with, be allergic to---, on good terms with----, be back in touch with ----, be ashamed of.

4. master the patterns: the first time-----, it is -----that----.

teaching aids:

multi-media.

teaching procedures:

step i: warm-up.

ask a question about friendship. let the students talk something about it.

step ii: lead-in.

1.do you agree with the following statements?

1) most people have only one close friend, someone they know really well.

2) a good friend is someone you can discuss personal matters with, knowing that you can trust him/her.

3) your friendship is as important as your relationship with your family.

4) it takes time to really get to know someone and find out what they are like.

5) everyone feels shy and lonely at some time in their life.

6) to make friends easily, you need to be very kind.

7) to make friends easily, you need to be able to chat about unimportant things.

2. work in pairs or groups. discuss the statements and explain why you agree or disagree with them.

step iii: vocabulary and reading

1. read the passage and choose the best summary in activity 4.

2. according to the context, try to guess the meanings of these words: betray, considerate, forgive, scold, allergic.

3. read the passage again and answer the questions.

1) what do you think a happy childhood means for the writer?

2) how did the writer and his friend spend their time together?

3) what was the countryside around the writer's home like?

4) why do you think the writer couldn't forgive danny for going to london?

5) how does the writer feel now?

6) how would you describe the character of the writer and his friend?

4. work in pairs and discuss your answers to the questions.

1) did you have a close friend when you were a young child? what sort of things did you do together?

2) are you still in touch with his this person? if so, have you remained in touch all the time? if not, when did you lose touch? did something special happen which changed your friendship?

3) what are the most important features of a good friendship? what are the dangers?

step iv: several points. try to use these sentence patterns to make sentences.

1 the first time -----

2 it is ----- that-----

step v: homework.

according to the reading passage, write a paragraph in the subject: how -----and i became good friends.

Friendship教案 篇二

writing: comparison and contrast

language objective:

to learn expressions that help make comparison and contrast

skill and ability objectives:

to write a paragraph with sentences of comparison and contrast

to develop reading and communication skills

approaches:

task-based approach

aids:

multimedia

procedures:

i. lead-in

learn the respective concept of “comparison” and “contrast”

ii. input

find transitional words of comparison

paraphrase tasks

find transitional words of contrast

paraphrase tasks

practice: blank filling

iii. practice

make sentences of comparison and contrast, using transitional words

iv. further development

read two resumes and finish the form

write a short paragraph, using comparison and contrast

v. homework

complete a report

mary brown

493 prince street,

boston, ma, usa

ph: 617-739-2111

education:

-: b. sc. (bachelor of science理学学士) in mathematics, harvard university

boston, ma, usa

work experience:

– edwards middle school, boston, ma, usa:

 mathematics teacher, teaching students from 13 to 15 years old;

 assistant of dean(教务主任助理), dealing with foreign exchange activities, including establishing sister relationships with middle schools in shanghai, china

computer skills:

java, word, excel, powerpoint

additional information:

 highly dedicated, with great interest in teaching

 good communication skills

tom brown

493 prince street,

boston, ma, usa

ph: 617-739-2111

education:

 -: m. sc. (master of science理学硕士) in mathematics, boston college

boston, ma, usa

 1999-: b. sc. (bachelor of science理学学士) in mathematics, boston college

boston, ma, usa

work experience:

  –   mathematics teacher of edison middle school, boston, ma, usa:

teaching students from 16 to 18 years old

computer skills:

autocad, photoshop, word, excel, powerpoint

additional information:

 highly dedicated to teaching

 good writing，oral and communication skills

april 2nd,

dear principal,

an american couple tom brown and mary brown happen to apply for the english teaching position in our school.

as far as education is concerned, both tom and mary are mathematics majors. however, unlike mary, who has a bachelor’s degree, tom is a master of science. tom graduated from boston college, while mary studied in harvard university.

in terms of work experience, _______________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

as for their computer skills and personality, ___________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

all in all, both of them are really competitive. please inform me when you decide who is to be recruited(录用).

sincerely yours,

_______________

《Friendship》教案 篇三

大家好！今天我说课的内容是高一英语新课程实验教科书必修1 Unit One， The first period。下面我就从教材分析、教法分析、学法分析、教学过程、教学评价五个方面进行说明。

一、教材分析

(一)教材的地位和作用

本节课是本单元以及本教材的第一节课，本课谈论的是：朋友是不是仅限于人类、朋友的真正含义、如何与人相处的问题等关于朋友的话题。本课涉及的有陈述句和疑问句的直接引语和间接引语的掌握和运用等语法要点。学生从初中到高中，来到一个新的学校，同学彼此陌生，不免想起老同学，老朋友。这样的话题正好能引起学生的兴趣。而且本课的内容和语法的启发性和实用性都很强，能使学生在学中用，在用中学，对综合提高学生的听说读写能力有较好的促进作用。

(二)教学目标

英语教学大纲规定，通过听说读写的训练，使学生获得英语基础知识和运用英语的能力，激发学生的学习兴趣，为进一步学习打下良好的基础。因此，我制定以下教学目标：

知识目标：1、掌握和使用陈述句和疑问句的直接引语和间接引语。

2、讨论朋友和友谊。

3、学习掌握本课的重点词汇。

技能目标：1、学会阅读的技能——scanningand skimming 。

2、通过谈论朋友和友谊，既锻炼学生的语言运用能力，又培养了学生发现问题、思考问题、解决问题的能力。

3、理解阅读文段，复述故事。

情感态度：1、患难之交才是真朋友。

2、知音难得。

3、海内存知己，天涯若比邻。

文化意识：认识德国纳粹党。让学生了解那段德国法西斯残害犹太人的历史，使学生在感受外国历史文化的同时自然而然的习得语言。

(三)重点与难点

重点：1、训练scanningand skimming等阅读技能。

2、认识朋友的真正含义以及与人相处的问题。

难点：1、阅读技能的训练。

2、陈述句和疑问句的直接引语和间接引语的互相转换(人称的变化、时态的变化、指示代词、时间状语、地点状语和动词的变化)。

(四)教具

本课利用录音机、投影仪等辅助设备，激发学生的学习兴趣，调动他们的积极性，为展开话题提供丰富的材料，使教学收到事半功倍的效果。

二、教法分析

在新课程背景下，教师要成为学生学习的促进者、组织者和合作者。本课采用讨论法，主要采用小组合作讨论的方式。在读前阶段我就提出问题，让学生思考讨论是不是只有人与人之间才可以交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，我再引导学生深入讨论几个与本课有关的话题，展开教师为主导、学生为主体的师生双边活动。通过创设真实自然的语言环境，使学生在语言实践中把语言知识和技能主动转化为交流能力，变苦学为乐学，从而培养学生大胆用英语进行交际的能力。

三、学法分析

教务于学。传统教育的弊端是教师“满堂灌”，只重视怎么教而忽视怎样学，结果高分低能的现象十分严重。为了改变教师牵着学生鼻子走的被动状态，我通过创设话题，寓教于乐，引导学生自学、自做、自助、自悟，让学生学会自己动手，收集信息、处理信息，用所学语言去实践和解决问题，使学生在运用语言的过程中感悟体验所学语言的规律，培养语言意识，积累语言经验，形成语言感觉，达到语言运用的目的。从而使学生真正成为学习的主人。

四、教学过程

新课程改革的核心理念是“一切为了学生的发展”。学生的英语学习不仅仅是掌握几个单词和句型，更重要的是学会运用语言来交流思想，办实事。因此我精心设计了以下教学环节：

(一)激趣导入，务于新知

一节课的良好开始，对于整节课教学的顺利进行起着至关重要的作用。在Warming up 部分我分四步进行：

1、用问问题的形式导入(屏幕显示)。同时板书Unit 1 Friendship。

Do you have any friends? Are you good to your friends?

Which kind of friend do you think is the best friend?

2、做调查：在Warming up部分有5个问题，我让学生独立完成。然后在屏幕上显示下列表格。

3、调查结果：显示各得分情况所对应的调查结果，让学生自行对照。

Grade 1 (5分以下) 直截了当，做事果断，没考虑不良后果。

Grade 2 (10分以下) 能用更合理的方法处理问题，又不伤朋友之间的感情，但自己的利益有时会受损。

Grade 3 (10分以上) 不伤感情，又能保全自己利益。

通过调查问卷的形式，引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法，最后的问卷调查结果让学生兴趣和热情倍增，这样能促使学生很快进入语言学习和探究活动中去，愉快的进入学习状态。

4、学习三句谚语，使学生明确对待朋友和友谊的态度。

A friend in need is a friend indeed. 患难之交才是真朋友。

Real friends are few and far between. 知音难得。

Long distance separates no bosom friends. 海内存知己，天涯若比邻。

(二)创设话题，教学新知

新课程指出，教师不再是居高临下的管理者，而是学生学习的促进者、组织者、合作者。

1、我布置Pre-reading部分的几个问题启发学生对“朋友”和“友谊”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友。接着让学生就问题进行小组讨论。然后让个别学生回答问题。

接着屏幕显示我补充的问题：

Why do you need friends?

What do you think a good friend should be like?

Does a friend always have to be a person?

Friendship教案 篇四

module 2 friendship教案

一。  教学内容：

module 2 friendship

二。 重点内容：

语法知识：宾语从句；

语言知识：词汇及词语辨析

三。 具体内容：

（一）语法指南

宾语从句

放在动词后面做宾语的句子，我们称之为“宾语从句”。宾语从句根据其表达意义与疑问的差别可以分作三类，一类由that引导，一类由whether/if引导，还有一类由疑问词引导。常用作宾语从句的连词有：that, if whether, what, which, who, whom, where, how, why等。

1. 当谓语动词表示肯定概念时，如“希望”、“相信”“知道”“说”，其后面的句子一般用that引导。that没有任何词汇意义，只有语法功能，使读者清楚后面的句子是前面动词的宾语。that在从句中不充当任何句子成分，只起连接主句和从句的作用。that不用翻译出来，在口语当中常省略。除此以外，又语从句中有自己的主语，很容易与前面的主句分开，因此多数情况下that可以省略。如：

betty thinks（that）trees improve the air.

贝蒂认为树可以改善空气。

i hope（that）it will snow this winter.

我希望今年冬天能下雪。

i believe（that）we’ll become good friends.

我相信我们会成为好朋友。

有一点要注意，并非所有的动词后面都可接that引导的从句。接that引导的从句的谓语动词不可含有疑问的含义，常见的多是表示观点、看法、意念、要求等方面概念的词，如：believe, feel, hear, hope, expect, explain, prefer, promise, report, say, see, tell, think, understand, wish, warn等。

2. whether/if 引导的宾语从句

如果我们要标达一个不确定的概念，比如：“记不清”、“不知道”、“问”、“想知道”等等，就要用whether/ if 表示，不能再用that。

he doesn’t know whether they will plant trees on saturday or not.

他不知道他们周六是否会去植树。

i can’t remember whether/if i have seen him before.

我记不清以前是否见过他。

he asks whether/ if we will go fishing on sunday.

他问周日我们是否去钓鱼？

tom wants to know whether/ if he needs to come early tomorrow.

汤姆想知道明天他是否有必要早来。

注意：一般情况下if和whether可以通用。但如果从句后面还有一个选择性词语or not，则常用whether，构成 whether…or not的结构。

3. 疑问词引导的宾语从句

有的句子不是用that连接，也不是用whether或if连接，而是用when，where，how，

why等疑问词连接。这是从句意思表达的需要。比如“他问什么时间出发”中的“什么时间出发”必须用一个疑问词才能表达；如果遇到什么时间，什么地点，什么方式，什么原因之类的疑问时，我们就要是用相应的疑问词来连接从句。但是同学们一定要注意，在疑问词引导的宾语从句中，一定要用陈述句语序。如：

he asks how we can help protect the environment.

他问我们怎样才能为保护环境出点力。

i can’t understand why they like computer games so much.

我不理解他们为什么如此喜欢电脑游戏。

they haven’t decided where they should go for the holiday.

他们还没有确定到什么地方去旅行。

do you know when we will hold the sports meeting?

你知道我们什么时候开运动会吗？

（二）语法专项训练

1. —do you know ______ i could pass the exam?

—sorry, i’ve no idea.

a. that  b. whether  c. what   d. which

2. —i’m waiting for the mail. do you know _______ it will arrive?

—usually it comes by 4:00.

a. how  b. where   c. when   d. what

3. i’d like to know _____ or not.

a. whether will he come     b. whether has he come

c. whether he will come     d. that he will come

4. they asked me ________ during the may day holidays.

a. where had i gone     b. where i had gone

c. where had i been      d. where i had gone

5. she did not tell us ________.

a. how old the patient is     b. how old was the patient

c. how old the patient was    d. how old is the patient

6. —we don’t know _______ he is.

—they say he is much better these days.

a. what   b. who    c. how   d. where

7. could you tell me _____ yesterday?

a. what they do      b. what they did

c. what do they do      d. what did they do

8. i knew that the sun ________ in the east when i was a child.

a. will rise  b. rose   c. rise   d. rises

9. she said ______ she would leave the message on the headmaster’s desk.

a. that   b. where   c. which   d. what

10. the man asked me if i _______ him the way to the bus stop.

a. can tell  b. could tell   c. will tell  d. tell

（三）重点句子详解

1. dig slowly, or you‘ll be too tired to finish.

慢慢挖，不然的话你会很累，干不完活的。

* 本句是“祈使句+or+并列分句”的句型，or连接连个分句，前面的分句相当于if引导的否定性从句。如：

hurry up, or you’ll be late.

= if you don’t hurry up, you will be late.

你快一点，不然就迟到了。

take the chance, or you will regret.

=if you don’t take the chance, you will regret it.

抓住这个机会，否则你会后悔的。

stand still, or i’ll shoot.

=if you don’t stand still, i’ll shoot.

* 有时前一个句子只有一个名词或名词短语。

a word from you and he’ll change his mind.

=if you say a word, he’ll change his mind.

只要你说一句话，他就会改变主意。

one more foul and he’ll be sent out of the court.

他再犯一次规，就要罚出场了。

*“祈使句+and+并列分句”的句型中，祈使句表示条件，相当于一个条件状语从句。如：

work hard and you’ll succeed.

= if you work hard, you’ll succeed.

努力学习，你就能成功。

stir，and you are a dead man.

=if you stir, you are a dead man.

动一动我就打死你。

* too…to意为“太……而不能……”，其句型结构为“too+形容词/副词+to+动词原形”，该句型用于肯定句，但表达否定的意思。如：

he is too old to walk.

他太老了，以致走不动了。

it’s too hard for him to learn english well.

学好英语对他来说太难了。

the box is too heavy for me to carry.

那只箱子对我来说太重了，搬不动。

* 当too…to do前面有only，but等词时，或出现“never too…to do”或“too…not to do”的双重否定时，该句型就不表达否定含义了。如：

it’s never too old to learn.

活到老，学到老。

you are never too old to enjoy the music.

你不会因为年纪大了而不喜欢这音乐。

2. we’re cutting down too many trees.

我们正在过量砍伐树木。

* cut down 此处意为“砍倒”

a quarter of the forest reserves had been cut down by 1974.

到1974年，四分之一的森林保护区已被砍伐一空。

how much is it going to cost us to cut all these trees down?

把这些树全部砍倒要花费我们多少钱？

* cut down可意为“削减”“减少”，如：

save time for yourself by cutting your shopping down to twice a week.

拔去商店购物减少到每星期两次，以此为自己节省时间。

she cut down on smoking.

她抽烟有所减少。

* cut down可以表示“改短（衣服）”

if you cut down this t-shirt, it’ll fit your son.

如果你把t恤改短，就能适合你儿子穿。

* cut someone down to size 表示“使（某人）知道自己的分量”“使（某人）有自知之明”。

that should cut her down to size.

那该让她有点自知之明了。

Friendship教案 篇五

period 2   reading “anne’s best friend”

1. teaching objectives:

1) to develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;

2). to get the students to realize the importance of friends and friendship, and to tell true friends from false friends;

3). to grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;

4). to learn the writing style of this passage.

2. teaching method: task-based teaching

3). teaching procedures:

step 1.pre-reading

1. please enjoy three pieces of music and find out what they are about.

2. does a friend always have to be a person? what else can be your friend?

3. what do you know about the world war ii?

4. background introduction

step 2 fast reading

1. who is anne?

who/what was anne’s best friend?

when and where did the story happen?

2. fill in the form below.

the time of the story

the place of the story

the heroine of the story

anne’s best friend

the length of time they hid away

the date of the diary

step 3. careful reading

1. answer the following questions:

why did anne made her diary her best friend?

what is an ordinary diary like according to anne? what about her diary?

why was she so crazy about things to do with nature?

why did she stay awake on purpose until very late one evening?

why didn’t she dare open the window when the moon was too bright?

how do you understand the expressions “spellbound” and “held me entirely in their powder”?

2. reading to summarise the main idea of each paragraph.

skim the text and summarise the main idea of each paragraph in one sentence.

para. one: anne made her diary her best friend whom she could tell everything.

para. two: anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.

para. three: having been kept indoors for so long, anne grew so crazy about everything to do with nature.

step 4 post-reading

1. comprehending exercises   (on paper)

time  nature  feeling

before hiding

after hiding

2. discuss what kind of feelings of anne the following words from the letter imply.

words anne’s feeling

nature free, peaceful, relaxed

outdoors free

crazy anxious, eager, thirsty

didn’t dare scared, frightened

thundering, entirely, power helpless, depressed, lonely

step5. 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 ?

step 6. homework

1. review the important words,  phrases and difficult sentences in the text and make sentences using the words given by the teacher.

2. finish ex.1-3 on p4.

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