Unit 1 Friendship 单元教案
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| 名称 | Unit 1 Friendship 单元教案 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2019-07-26 22:29:42 | ||
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文档简介
Unit 1 Friendship
教材分析:
这是高一年级的第一个单元，对于高一新生而言，正好是一个了解朋友，适应新班级的过程，本单元话题可以帮助学生更快地融入新生活，所以从课型上单独罗列出一个活动课的模式作为切入点，通过课本的小调查，印象深刻地给同学们预设一些生活小环节，让学生有认识关于学生优秀品质和不完美品质的机会，形成自己的交友价值观雏形，同时，阅读《安妮日记》节选，从他人的生活中感悟难能可贵的朋友是什么，真实地面对问题解决问题，从身边的小伙伴开始，增加学生间的沟通。
Warming up是一系列较为熟悉的校园同学关系场景，通过一个问卷调查的形式，让学生对于日常生活中朋友之间可能发生的真实问题以及如何解决这些问题有所了解，并熟悉这种问卷模式的设置，最终明确自己的对于朋友品质上的关注与理解；
Reading部分介绍了主人翁安妮的基本情况并节选了《安妮日记》的一部分，进行英文原版阅读的尝试，通过Pre-reading部分设计三个问题，引导学生对“友谊”和“朋友”这两个概念进行思索，同时打开学生思路，让学生知道友谊不仅仅存在于人与人之间，日记之类的东西也可以成为人们的朋友，主要思路包括：
1. 谈论有关朋友的事情；
2. 简单介绍安妮的一些情况；
3. 为什么安妮把日记当作自己最好的朋友；
4. 赏析部分《安妮日记》；
Learning about Language以文本核心单词与词组为直接学习内容，加强学生的英英释意习惯，并在例句对比中总结运用相关表达，反复运用，巩固文中的词汇，在本课时的学习中强调英语学习方法的渗透和词汇学习的核心内容渗透，例如大量例句的阅读、关于英英释意、词性转换、拓展相关知识点等；
Using Language集听、说、读、写于一体。通过读两封信、听一段对话、写信以及表达自己的观点，给学生提供了探索认识友谊的空间，如通过现实生活中被朋友误解、没有朋友等各种具体的问题，使学生对于友谊有了更进一步地理解，让学生有寻求帮助，解决问题等态度和方法；
Grammar是直接引语变间接引语，并进行操练。通过观察引导发现人称、时态、语气、时间、地点等系列变化规律，按照直接引语的语气，将陈述、一般疑问和特殊疑问三种形式的变化熟练运用于生活场景中。
在本单元的Learning Tip中提到建议学生养成写日记的习惯。一是锻炼语言运用能力；二是可以在日记中表达自己的感情和思想，这种新的英语学习方式值得教师在日后进行推荐。
教学目标：
帮助学生建立合理恰当的交友价值观；
引导学生阅读赏析“Anne’s Diary”的原版小说，并能学习如何表达和控制自己的情绪；
能够熟练表达运用生活中的间接引语，起到转述效果。
教学重点：
(1) 本单元的单词和短语；
(2) 陈述句和疑问句的直接引语和间接引语；
(3) 对于个人的观点、态度的一些表达方式。
教学难点：
(1) 学会怎样描述朋友，怎样表达自己对于友谊的观点；
(2) 了解朋友不是仅限于人类，朋友的真正含义以及朋友的重要性；
(3) 怎样设计调查问卷。
教学过程：
本单元分五课时：
第一课时：Warming up & Speaking
第二课时：Pre-reading, Reading, Post-reading, Comprehending
第三课时：Language points and learning about language
第四课时：Using language
第五课时：Grammar
Period 1 Warming up
教学目标
【知识目标】
The importance of friendship
Some qualities of being a friend
How should we communicate with friends
【能力目标】
To list the qualities of people
To interview others to get information
【情感目标】
Learn to share opinions of friendship with classmates
Learn to make friends properly in the class
教学重难点
【教学重点】
Different opinions of friendship
【教学难点】
Learn to share the different needs or reasons of making friends
课前准备
Tape recorder, Multimedia
教学过程
Step 1. Warming up
Have you ever heard of the song Auld Lang Synge (友谊地久天长)?
To get familiar with the famous song
The introduction of FRIENDS (TV show)
To get familiar with the famous TV show, which last nearly ten years
【设计意图】
在语言教学中渗透母语国家的文化，用学生喜欢的歌曲/节目等形式引入本课话题，激发学生兴趣。同时，从英语思维的视野来启发学生友谊的生活性意义和国际性意义。
Step 2.Discussion
Do you need friends? Why or why not?
Do you think friendship is important in your life? Why do you think so?
Do you have any good friends? What do you think of them?
【设计意图】
让学生参与讨论，积极投入到语言的表达中，一方面老师通过观察看看学生的基本课堂状态，了解学生基础，另一方面，通过学生的回答，倾听学生的思考问题角度。三个讨论问题都存在较大的发挥空间，学生需要有1. 表达自信；2.表达内容；3.表达归类。教师可以适当给出例子或示范。
Step 3.Doing the survey
According to the survey on page 1, ask students to score sheet for the survey
To analyze the points from students
4-7 points: You are not a good friend. You either neglect your friend’s needs or just do what he wants you 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 to balance your needs and your friend's needs．Well done!
To conclude the two groups of words
Positive ---honest, helpful, kind, brave, open-minded, generous, patient, good-tempered(好脾气的), careful, responsible, interesting, easygoing(易相处的), warm-hearted
Negative---selfish（自私的）, dishonest,
bad-tempered, mean（吝啬的）, impatient, narrow-minded, noisy, lazy, gossipy（爱说闲话的）
【设计思路】
从实操调查的过程中，让学生了解英语科学学习的方式之一---让数据说话，加强学生对于研究方法的认识，并习惯英语学习中所谓“facts”与 “opinions”的语言特色。调查的结果是学生对于英语操作流程的反馈和自身英语语境融入的一个过程，让学生清晰是否能够用英语完成此任务（包括加分），让学生形成一些积极的正能力反馈。
Step 4. Draw a conclusion
To use brainstorm to list some qualities from good friends
Or ask students to share the mind-map of the needs of good friend
【设计意图】
用正确的方式打开单词的记忆方式。根据词性一致，让学生合理调用已学过的关于形容一个人单词，尽量让学生避免中文对应背诵带来的词汇感，而是增强语境描述，让学生判断品质。
Step 5. Interview
Ask students to interview three of classmates (including different gender) in English, then to write down the card
Name
hobbies
Gender
(性别)
Three qualities
Student 1
Student 2
Student 3
【设计意图】
在英语课堂大胆的使用英语，从最简单的问题开始，真实体验如何交友的第一步。
Step 6. Homework
To prepare an introduction for your patterner in the class
【设计意图】
综合运用英语所学，给认识的新同学或新朋友写一个小短文，教师可以不用限制内容，让学生自己发现自己交友在意的一些内容，在看完学生的介绍后再提高学生的评价方式。
教学反思
略
Period 2 Reading
教学目标
【知识目标】
To read the famous diary from Anne
To get the basic experience of Anne
How to express ourselves by the description of environment
【能力目标】
To look up information online
To read a passage effective in English
【情感目标】
Learn about the ways of expressing and calming down without complaint
Learn to face with some difficult parts of life
教学重难点
【教学重点】
The experience of Anne
【教学难点】
Learn to know some background of World War
课前准备
Tape recorder, Multimedia
教学过程
Step 1. Warm-up
To arise reasons of making friends
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
…
【设计意图】
激发学生的思考，在认识友谊的重要性后，进一步让学生提高对于友谊寄托的内涵，帮助学生修正较为狭隘的交友价值观，引导学生正确通过交友的目的，准确的找到志同道合的人，并能包容朋友之间的缺点。
Step 2.Pre-reading
How should we catch the idea of a reading passage in English?
How should we collect background before reading？
The background of Anne
The back ground of World War Π
The method to solve curiosity
【设计意图】
关于学法指导，首先强调阅读思维的关注点，避免学生逐句翻译，从文章结构框架上把握英语文段的主要信息，其次指导学生如何在阅读前调取或收集到自己关于阅读内容的背景知识，其实就是帮助学生在使用学习资源和如何展开自学过程。可以借助视频。
（详见素材【视频】Anne Frank_ The Diary of a Young Girl（英语人教必修一）
Step3. Reading
To learn Skimming and Scanning
To explain steps for Skimming and Scanning
【设计意图】
展现高中阅读的两种基本方法，体现获取信息的关键性和准确性，帮助学生形成一些良好的阅读习惯，聚焦于各种提示和相关信息，激发学生的好奇心和阅读关注度。
To use strategy.
The time of the story
(when)
The place of the story
(where)
The heroine (女主人公)
of the story (who)
Anne’s best friend
(what)
Reasons for
being hidden
The length of time they hid away
The date of the diary
【设计意图】
对于阅读方法的一个演练过程，通过表格达到归纳信息的过程，再通过对应使用的阅读方法，让学生感受到阅读的跳跃性和主次关系。
Match the correct parts of sentences
Anne kept a diary because A. She couldn’t meet her friends.
She felt very lonely because B. Jews were caught by Nazis and killed.
They have to hide because C. She could tell everything to it.
Anne named her diary Kitty because D. she wanted it to be her best friend.
【设计意图】
为了让基础比较薄弱的同学有一个轻松一点的阅读体验，让学生在这道题中体会逻辑顺序。
To compare Anne’s life before hiding and after hiding
Things I would miss
Reasons
【设计意图】
前面很多信息进行了重现和简单的分类，为了更好的让学生有分析和提炼信息的能力，尝试让学生进行信息重组，并考察学生对于课文内容的熟练程度。
Step4. Post-Reading
Discussion: Imagine you have to go into hiding like Anne and her family.
What would you miss most? Why?
【设计意图】
开放性讨论，让学生在相同的处境中找出自己不同的解决问题方式，引导学生正确对待生活中的人和物，体会到珍惜。
Step4. Homework
To write down one of your bad days.
【设计意图】
进行知识迁移，让学生感受到生活不能尽如人意，但是解决问题的过程很重要，帮助学生通过各种事件认识到自己处理问题的时候，如何控制自己的情绪，如何恰达表达自己的感情。
Period 3 Language Points Learning
教学目标
【知识目标】
The useful expressions from the text
The examples and practices of important words and phrases
【能力目标】
To learn words and expressions in a proper way
To conclude the use of some expressions
【情感目标】
To help students understand the new expressions
To look for a better way of learning words and expressions
教学重难点
【教学重点】
The different pattern of words and the related expression
【教学难点】
To use new expressions in different situations
课前准备
Tape recorder, Multimedia
教学过程
Warming Up
Revision (Retelling of the text)
Who?/When?/Where?/Why?/What?/How?
Dictation (Asking some group members to dictate new expression by listening)
【设计意图】
增加学生的参与性，在确认学生之前学习的效果之上，再开展新一轮的语言知识学习，确保学生的输入基础，尤其是对于知识的内化程度和继续学习的学习情绪。
Step1. Checking the dictation
ignore
upset
be concerned about
series
face to face
go through
outdoors
calm down
curtain
loose
【设计意图】
重点在于根据读音记单词的方法渗透，在听写中兼顾英英释意的表达形式，让学生避免单纯根据中文写英文的模式，尽可能多的尝试听写中对于目标词汇的表述，同时可以有目的的指定学生在黑板做演示，订正的过程中提醒学生关于词性和搭配等细节。
Step2. To find the proper expressions above
(1)_________ not inside a building
(2) ______ feeling disturbed
(3)__________________ to be worried about
(4) _____ free, not tied up
(5)___________ to experience something
(6)_______ to take no notice of
(7)___________ staying close to and looking at somebody
(8)__________ to become quiet after nervous activity
(9) _______ piece of material hung to cover a window
(10) ______ number of things that happen one after another
【设计意图】
从初中至高中的转变中，保持英英释意是英语学习思维中一个重要的环节，先通过相关词义描述和对应选择，其实是想帮助学生先降低学习难度，让学生先习惯，再提高要求，为学生自己合理使用字典做好铺垫。
Step3. Discussion before teaching
in order to dare at dusk thunder entirely power stay awake
on purpose face to face wonder outdoors series
grow/be crazy about … go through hide set down
Making a card for student in each group to read all the language points clearly To learn it by related books and gain some notes
To prepare for sharing
【设计意图】
激发学生主动学习的能力，通过卡片发放，让学生第一时间对于所有知识点有量和整体感，再通过分派学习任务（8各组，每组4-5人中，每组领取5个表达）让学生感受在自学过程中必经的一些阶段，从被动的听课，记笔记，记一样笔记的模式逐渐转变，对于新的知识点进行探索，从课本表达到例句到使用字典或者借助各种手头工具书，进行笔记的筛选，选择自己印象深刻的记忆内容，帮助学生有效地实现知识输入。
Step3. Presentation
To choose a well-performed group to present in the class
To give some better suggestions
To draw a conclusion or give examples to students
【设计意图】
小组展示，因课堂时间有限，所以教师可以根据学生准备过程中的情况先预备好完成较为符合英语学习习惯的小组进行笔记探索的展示，从学生的角度帮助学生完善学习方法，以鼓励为主，再进行教师的归纳展示，让学生产生模仿的意识。
Step4 Homework
Doing different exercises or related exercises from books
【设计意图】
集中练习重点单词于词组的表达与使用，增强学生的语境切换，让学生手中的练习得到充分的归类使用，同时进行查漏补缺的笔记整理。
Period 4 Grammar
Direct Speech and Indirect Speech
教学目标
【知识目标】
The three types of direct speech
The rules of changes in indirection speech
【能力目标】
To talk about what someone said and how to convert speech from direct speech to indirect speech
To repeat others’ words fluently
【情感目标】
Students can convert statement or questions effectively
Students can communicate fluently
教学重难点
【教学重点】
The changes between direct speech and indirect speech
【教学难点】
The changes of tense in indirect speech
课前准备
Tape recorder, Multimedia
教学过程
Warming up:
To read the receipt from dormitory
To take an example of direct speech and indirect speech
To define direct speech and indirect speech
【设计意图】
通过手上一张新收到的违纪通知，帮助学生明确直接引语与间接引语的特点和定义，并让学生感受使用转述的语言表达效果。
Step1 Observation
direct
indirect
reported clause
statement
‘I’m tired,’ I said.
I told them (that) I was tired.
that-clause
question
‘Are you ready?’ the nurse asked Joel.
‘Who are you?’ she asked.
The nurse asked Joel if/whether he was ready.
She asked me who I was.
if-clause/whether-clause
wh-clause
command
‘Leave at once!’ they ordered.
They ordered us to leave at once.
to-infinitive clause
【设计意图】
通过一张英文表格，引导学生观察直接引语与间接引语的语气和转述主要变化，结合学生初中知识，边复习边构建新的知识体系，并强化规则意识。
Step2 The rules of changes between direct speech and indirect speech
The changes of pronouns
Direct Speech
Indirect Speech
Pronouns
第一人称
第三人称
第二人称
第一或第三人称
this
that
these
those
The changes of tenses
He said he
plays football
is playing
has played
played
will play
had played
The changes of linking words
*转述他人的陈述→陈述句
She said , “I’m going to Beijing.”
She said that she was going to Beijing.
*转述他人的疑问→一般疑问句
He asked, “Are you a doctor?”
He asked me if/whether I was a doctor.
*转述他人的问题→特殊疑问句
She asked, “What are you doing?”
She asked me what I was doing.
【设计意图】
此处设计的重点是教师演示转述过程中的变化细节，较为全面和细致地让学生看到直接引语的三种语气变化的不同之处，尤其是问句的语序问题是一个重难点，可以根据学生课堂理解适当现场在增加刻意练习的转述。
Step3 Set up an example for student in details
To present the steps of each kind of direct speech
To form the system below
Direct speech
Indirect speech
Sentence structure
Statement
say/tell sb. (that)+从句
YES/NO --
General Questions
ask/wonder whether/if +
陈述句语序
Special Questions
ask/wonder wh-word +陈述句语序
【设计意图】
采用多种形式的输入，让学生有立体的知识框架体系，注意引导学生在原有的知识中进行归纳和总结，虽然变化细节较多，但是可以帮助学生从主次上先抓主要再抓次要，进行有序学习，避免零散的思考。
Step4 Some tips for learning
We needn’t change the tense
The changes of adverbial referred to time and place
Other auxiliary verb changes
【设计意图】
根据平时的练习和表达常用来看，除了关于真理和名言引用较为常见，其它形式的转用时态不会较为复杂，集中于现在时与过去时间，所以为了避免学生的混淆和过度纠结，此处略提，或重点在后期练习中遇到再做解释。
Period 5 Using language
教学目标
【知识目标】
To strengthen how to use indirect speech
To listen to some exact information
To talk about and write down some opinion of suggestions
【能力目标】
To list some different solutions
To learn some ways to settle down some problems
【情感目标】
Learn to share opinions of friendship with classmates
Learn to write a letter to friend in English
教学重难点
【教学重点】
Different advice of helping others
【教学难点】
Learn to form some basic steps for analyzing problems
课前准备
Tape recorder, Multimedia
教学过程
Warming Up
1. Have you ever been misunderstood by others? 2. What will you do if you are misunderstood by others?
Step1 Sharing problems
What problems do you have in making friends?
【设计意图】
环顾生活，尽管对于新生而言，朋友间的矛盾可能没有，但是不妨碍学生表达出自己所见所闻中的顾虑或初中曾经出现的事件，重点在于教师的分享必须是真诚的，让学生勇于面对问题，提出问题。
Step2 Reading a letter
Main idea: She makes friends with a boy. But other students gossip that they have fallen in love. She doesn’t want to end their friendship but she hates others gossiping.
New expressions
* have trouble with
*get along with
*advice
【设计意图】
文章中的新单词词组并不妨碍学生的阅读，所以可以让学生大胆推理，并顺势总结学习，但是总结信里的问题还是需要学生抓住概括的核心。
Step3 Listening
(1)There is nothing wrong with you and this boy _______ friends and _____ together.
(2)________ your friendship with this boy would be a ______ thing to do.
(3)Teenagers like to ______, and they often see something that isn’t real.
(4)My advice is to _____ your classmates. That way you will _____them that you are more ________ than they are.
To review indirect speech
【设计意图】
常规听力模式，但是需要引导学生从整体把握部分，不要因小失大。
Step4 Speaking
1. Do you agree with Miss Wang’s advice? Why or why not? Discuss it in small groups.
2. If you were Lisa, what would you do next after you heard Miss Wang’s advice?
DISAGREEING
I don’t think so. Neither do I.
That’s not right. Yes, but …
I’m afraid not. No way. Of course not.
I’m sorry, but I don’t agree. I disagree.
AGREEING
I agree. Yes, I think so. So do I. Me too.
Exactly. No problem. Sure. Certainly.
Of course. All right. You’re right/correct.
Good idea. I think that’s a good idea.
【设计意图】
此处设计重在根据学生简单的建议规范学生的表达，避免中式思维的对应翻译，而是从直接表达中表面自己的观点和态度。
Step5 Reading and writing
(1)Make a list of your ideas to change the situation
(2)Decide the best ideas and put them into an order.
(3)Swap your letter with your partner. Look at his/her work and help to improve it. Pick out any mistakes
【设计意图】
综合语言运用，学生会在思考时间中有过多的浪费，高一的学生允许他们多一点时间，但是一定要做思考，且需要有深度的思考，不仅仅解决的是一个别人的问题，更重要的是积累经验，尤其是以自己的亲身体验和经历对产生情感共鸣。
Homework
To correct and complete the letter, then recite the sample
教材分析:
这是高一年级的第一个单元，对于高一新生而言，正好是一个了解朋友，适应新班级的过程，本单元话题可以帮助学生更快地融入新生活，所以从课型上单独罗列出一个活动课的模式作为切入点，通过课本的小调查，印象深刻地给同学们预设一些生活小环节，让学生有认识关于学生优秀品质和不完美品质的机会，形成自己的交友价值观雏形，同时，阅读《安妮日记》节选，从他人的生活中感悟难能可贵的朋友是什么，真实地面对问题解决问题，从身边的小伙伴开始，增加学生间的沟通。
Warming up是一系列较为熟悉的校园同学关系场景，通过一个问卷调查的形式，让学生对于日常生活中朋友之间可能发生的真实问题以及如何解决这些问题有所了解，并熟悉这种问卷模式的设置，最终明确自己的对于朋友品质上的关注与理解；
Reading部分介绍了主人翁安妮的基本情况并节选了《安妮日记》的一部分，进行英文原版阅读的尝试，通过Pre-reading部分设计三个问题，引导学生对“友谊”和“朋友”这两个概念进行思索，同时打开学生思路，让学生知道友谊不仅仅存在于人与人之间，日记之类的东西也可以成为人们的朋友，主要思路包括：
1. 谈论有关朋友的事情；
2. 简单介绍安妮的一些情况；
3. 为什么安妮把日记当作自己最好的朋友；
4. 赏析部分《安妮日记》；
Learning about Language以文本核心单词与词组为直接学习内容，加强学生的英英释意习惯，并在例句对比中总结运用相关表达，反复运用，巩固文中的词汇，在本课时的学习中强调英语学习方法的渗透和词汇学习的核心内容渗透，例如大量例句的阅读、关于英英释意、词性转换、拓展相关知识点等；
Using Language集听、说、读、写于一体。通过读两封信、听一段对话、写信以及表达自己的观点，给学生提供了探索认识友谊的空间，如通过现实生活中被朋友误解、没有朋友等各种具体的问题，使学生对于友谊有了更进一步地理解，让学生有寻求帮助，解决问题等态度和方法；
Grammar是直接引语变间接引语，并进行操练。通过观察引导发现人称、时态、语气、时间、地点等系列变化规律，按照直接引语的语气，将陈述、一般疑问和特殊疑问三种形式的变化熟练运用于生活场景中。
在本单元的Learning Tip中提到建议学生养成写日记的习惯。一是锻炼语言运用能力；二是可以在日记中表达自己的感情和思想，这种新的英语学习方式值得教师在日后进行推荐。
教学目标：
帮助学生建立合理恰当的交友价值观；
引导学生阅读赏析“Anne’s Diary”的原版小说，并能学习如何表达和控制自己的情绪；
能够熟练表达运用生活中的间接引语，起到转述效果。
教学重点：
(1) 本单元的单词和短语；
(2) 陈述句和疑问句的直接引语和间接引语；
(3) 对于个人的观点、态度的一些表达方式。
教学难点：
(1) 学会怎样描述朋友，怎样表达自己对于友谊的观点；
(2) 了解朋友不是仅限于人类，朋友的真正含义以及朋友的重要性；
(3) 怎样设计调查问卷。
教学过程：
本单元分五课时：
第一课时：Warming up & Speaking
第二课时：Pre-reading, Reading, Post-reading, Comprehending
第三课时：Language points and learning about language
第四课时：Using language
第五课时：Grammar
Period 1 Warming up
教学目标
【知识目标】
The importance of friendship
Some qualities of being a friend
How should we communicate with friends
【能力目标】
To list the qualities of people
To interview others to get information
【情感目标】
Learn to share opinions of friendship with classmates
Learn to make friends properly in the class
教学重难点
【教学重点】
Different opinions of friendship
【教学难点】
Learn to share the different needs or reasons of making friends
课前准备
Tape recorder, Multimedia
教学过程
Step 1. Warming up
Have you ever heard of the song Auld Lang Synge (友谊地久天长)?
To get familiar with the famous song
The introduction of FRIENDS (TV show)
To get familiar with the famous TV show, which last nearly ten years
【设计意图】
在语言教学中渗透母语国家的文化，用学生喜欢的歌曲/节目等形式引入本课话题，激发学生兴趣。同时，从英语思维的视野来启发学生友谊的生活性意义和国际性意义。
Step 2.Discussion
Do you need friends? Why or why not?
Do you think friendship is important in your life? Why do you think so?
Do you have any good friends? What do you think of them?
【设计意图】
让学生参与讨论，积极投入到语言的表达中，一方面老师通过观察看看学生的基本课堂状态，了解学生基础，另一方面，通过学生的回答，倾听学生的思考问题角度。三个讨论问题都存在较大的发挥空间，学生需要有1. 表达自信；2.表达内容；3.表达归类。教师可以适当给出例子或示范。
Step 3.Doing the survey
According to the survey on page 1, ask students to score sheet for the survey
To analyze the points from students
4-7 points: You are not a good friend. You either neglect your friend’s needs or just do what he wants you 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 to balance your needs and your friend's needs．Well done!
To conclude the two groups of words
Positive ---honest, helpful, kind, brave, open-minded, generous, patient, good-tempered(好脾气的), careful, responsible, interesting, easygoing(易相处的), warm-hearted
Negative---selfish（自私的）, dishonest,
bad-tempered, mean（吝啬的）, impatient, narrow-minded, noisy, lazy, gossipy（爱说闲话的）
【设计思路】
从实操调查的过程中，让学生了解英语科学学习的方式之一---让数据说话，加强学生对于研究方法的认识，并习惯英语学习中所谓“facts”与 “opinions”的语言特色。调查的结果是学生对于英语操作流程的反馈和自身英语语境融入的一个过程，让学生清晰是否能够用英语完成此任务（包括加分），让学生形成一些积极的正能力反馈。
Step 4. Draw a conclusion
To use brainstorm to list some qualities from good friends
Or ask students to share the mind-map of the needs of good friend
【设计意图】
用正确的方式打开单词的记忆方式。根据词性一致，让学生合理调用已学过的关于形容一个人单词，尽量让学生避免中文对应背诵带来的词汇感，而是增强语境描述，让学生判断品质。
Step 5. Interview
Ask students to interview three of classmates (including different gender) in English, then to write down the card
Name
hobbies
Gender
(性别)
Three qualities
Student 1
Student 2
Student 3
【设计意图】
在英语课堂大胆的使用英语，从最简单的问题开始，真实体验如何交友的第一步。
Step 6. Homework
To prepare an introduction for your patterner in the class
【设计意图】
综合运用英语所学，给认识的新同学或新朋友写一个小短文，教师可以不用限制内容，让学生自己发现自己交友在意的一些内容，在看完学生的介绍后再提高学生的评价方式。
教学反思
略
Period 2 Reading
教学目标
【知识目标】
To read the famous diary from Anne
To get the basic experience of Anne
How to express ourselves by the description of environment
【能力目标】
To look up information online
To read a passage effective in English
【情感目标】
Learn about the ways of expressing and calming down without complaint
Learn to face with some difficult parts of life
教学重难点
【教学重点】
The experience of Anne
【教学难点】
Learn to know some background of World War
课前准备
Tape recorder, Multimedia
教学过程
Step 1. Warm-up
To arise reasons of making friends
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
…
【设计意图】
激发学生的思考，在认识友谊的重要性后，进一步让学生提高对于友谊寄托的内涵，帮助学生修正较为狭隘的交友价值观，引导学生正确通过交友的目的，准确的找到志同道合的人，并能包容朋友之间的缺点。
Step 2.Pre-reading
How should we catch the idea of a reading passage in English?
How should we collect background before reading？
The background of Anne
The back ground of World War Π
The method to solve curiosity
【设计意图】
关于学法指导，首先强调阅读思维的关注点，避免学生逐句翻译，从文章结构框架上把握英语文段的主要信息，其次指导学生如何在阅读前调取或收集到自己关于阅读内容的背景知识，其实就是帮助学生在使用学习资源和如何展开自学过程。可以借助视频。
（详见素材【视频】Anne Frank_ The Diary of a Young Girl（英语人教必修一）
Step3. Reading
To learn Skimming and Scanning
To explain steps for Skimming and Scanning
【设计意图】
展现高中阅读的两种基本方法，体现获取信息的关键性和准确性，帮助学生形成一些良好的阅读习惯，聚焦于各种提示和相关信息，激发学生的好奇心和阅读关注度。
To use strategy.
The time of the story
(when)
The place of the story
(where)
The heroine (女主人公)
of the story (who)
Anne’s best friend
(what)
Reasons for
being hidden
The length of time they hid away
The date of the diary
【设计意图】
对于阅读方法的一个演练过程，通过表格达到归纳信息的过程，再通过对应使用的阅读方法，让学生感受到阅读的跳跃性和主次关系。
Match the correct parts of sentences
Anne kept a diary because A. She couldn’t meet her friends.
She felt very lonely because B. Jews were caught by Nazis and killed.
They have to hide because C. She could tell everything to it.
Anne named her diary Kitty because D. she wanted it to be her best friend.
【设计意图】
为了让基础比较薄弱的同学有一个轻松一点的阅读体验，让学生在这道题中体会逻辑顺序。
To compare Anne’s life before hiding and after hiding
Things I would miss
Reasons
【设计意图】
前面很多信息进行了重现和简单的分类，为了更好的让学生有分析和提炼信息的能力，尝试让学生进行信息重组，并考察学生对于课文内容的熟练程度。
Step4. Post-Reading
Discussion: Imagine you have to go into hiding like Anne and her family.
What would you miss most? Why?
【设计意图】
开放性讨论，让学生在相同的处境中找出自己不同的解决问题方式，引导学生正确对待生活中的人和物，体会到珍惜。
Step4. Homework
To write down one of your bad days.
【设计意图】
进行知识迁移，让学生感受到生活不能尽如人意，但是解决问题的过程很重要，帮助学生通过各种事件认识到自己处理问题的时候，如何控制自己的情绪，如何恰达表达自己的感情。
Period 3 Language Points Learning
教学目标
【知识目标】
The useful expressions from the text
The examples and practices of important words and phrases
【能力目标】
To learn words and expressions in a proper way
To conclude the use of some expressions
【情感目标】
To help students understand the new expressions
To look for a better way of learning words and expressions
教学重难点
【教学重点】
The different pattern of words and the related expression
【教学难点】
To use new expressions in different situations
课前准备
Tape recorder, Multimedia
教学过程
Warming Up
Revision (Retelling of the text)
Who?/When?/Where?/Why?/What?/How?
Dictation (Asking some group members to dictate new expression by listening)
【设计意图】
增加学生的参与性，在确认学生之前学习的效果之上，再开展新一轮的语言知识学习，确保学生的输入基础，尤其是对于知识的内化程度和继续学习的学习情绪。
Step1. Checking the dictation
ignore
upset
be concerned about
series
face to face
go through
outdoors
calm down
curtain
loose
【设计意图】
重点在于根据读音记单词的方法渗透，在听写中兼顾英英释意的表达形式，让学生避免单纯根据中文写英文的模式，尽可能多的尝试听写中对于目标词汇的表述，同时可以有目的的指定学生在黑板做演示，订正的过程中提醒学生关于词性和搭配等细节。
Step2. To find the proper expressions above
(1)_________ not inside a building
(2) ______ feeling disturbed
(3)__________________ to be worried about
(4) _____ free, not tied up
(5)___________ to experience something
(6)_______ to take no notice of
(7)___________ staying close to and looking at somebody
(8)__________ to become quiet after nervous activity
(9) _______ piece of material hung to cover a window
(10) ______ number of things that happen one after another
【设计意图】
从初中至高中的转变中，保持英英释意是英语学习思维中一个重要的环节，先通过相关词义描述和对应选择，其实是想帮助学生先降低学习难度，让学生先习惯，再提高要求，为学生自己合理使用字典做好铺垫。
Step3. Discussion before teaching
in order to dare at dusk thunder entirely power stay awake
on purpose face to face wonder outdoors series
grow/be crazy about … go through hide set down
Making a card for student in each group to read all the language points clearly To learn it by related books and gain some notes
To prepare for sharing
【设计意图】
激发学生主动学习的能力，通过卡片发放，让学生第一时间对于所有知识点有量和整体感，再通过分派学习任务（8各组，每组4-5人中，每组领取5个表达）让学生感受在自学过程中必经的一些阶段，从被动的听课，记笔记，记一样笔记的模式逐渐转变，对于新的知识点进行探索，从课本表达到例句到使用字典或者借助各种手头工具书，进行笔记的筛选，选择自己印象深刻的记忆内容，帮助学生有效地实现知识输入。
Step3. Presentation
To choose a well-performed group to present in the class
To give some better suggestions
To draw a conclusion or give examples to students
【设计意图】
小组展示，因课堂时间有限，所以教师可以根据学生准备过程中的情况先预备好完成较为符合英语学习习惯的小组进行笔记探索的展示，从学生的角度帮助学生完善学习方法，以鼓励为主，再进行教师的归纳展示，让学生产生模仿的意识。
Step4 Homework
Doing different exercises or related exercises from books
【设计意图】
集中练习重点单词于词组的表达与使用，增强学生的语境切换，让学生手中的练习得到充分的归类使用，同时进行查漏补缺的笔记整理。
Period 4 Grammar
Direct Speech and Indirect Speech
教学目标
【知识目标】
The three types of direct speech
The rules of changes in indirection speech
【能力目标】
To talk about what someone said and how to convert speech from direct speech to indirect speech
To repeat others’ words fluently
【情感目标】
Students can convert statement or questions effectively
Students can communicate fluently
教学重难点
【教学重点】
The changes between direct speech and indirect speech
【教学难点】
The changes of tense in indirect speech
课前准备
Tape recorder, Multimedia
教学过程
Warming up:
To read the receipt from dormitory
To take an example of direct speech and indirect speech
To define direct speech and indirect speech
【设计意图】
通过手上一张新收到的违纪通知，帮助学生明确直接引语与间接引语的特点和定义，并让学生感受使用转述的语言表达效果。
Step1 Observation
direct
indirect
reported clause
statement
‘I’m tired,’ I said.
I told them (that) I was tired.
that-clause
question
‘Are you ready?’ the nurse asked Joel.
‘Who are you?’ she asked.
The nurse asked Joel if/whether he was ready.
She asked me who I was.
if-clause/whether-clause
wh-clause
command
‘Leave at once!’ they ordered.
They ordered us to leave at once.
to-infinitive clause
【设计意图】
通过一张英文表格，引导学生观察直接引语与间接引语的语气和转述主要变化，结合学生初中知识，边复习边构建新的知识体系，并强化规则意识。
Step2 The rules of changes between direct speech and indirect speech
The changes of pronouns
Direct Speech
Indirect Speech
Pronouns
第一人称
第三人称
第二人称
第一或第三人称
this
that
these
those
The changes of tenses
He said he
plays football
is playing
has played
played
will play
had played
The changes of linking words
*转述他人的陈述→陈述句
She said , “I’m going to Beijing.”
She said that she was going to Beijing.
*转述他人的疑问→一般疑问句
He asked, “Are you a doctor?”
He asked me if/whether I was a doctor.
*转述他人的问题→特殊疑问句
She asked, “What are you doing?”
She asked me what I was doing.
【设计意图】
此处设计的重点是教师演示转述过程中的变化细节，较为全面和细致地让学生看到直接引语的三种语气变化的不同之处，尤其是问句的语序问题是一个重难点，可以根据学生课堂理解适当现场在增加刻意练习的转述。
Step3 Set up an example for student in details
To present the steps of each kind of direct speech
To form the system below
Direct speech
Indirect speech
Sentence structure
Statement
say/tell sb. (that)+从句
YES/NO --
General Questions
ask/wonder whether/if +
陈述句语序
Special Questions
ask/wonder wh-word +陈述句语序
【设计意图】
采用多种形式的输入，让学生有立体的知识框架体系，注意引导学生在原有的知识中进行归纳和总结，虽然变化细节较多，但是可以帮助学生从主次上先抓主要再抓次要，进行有序学习，避免零散的思考。
Step4 Some tips for learning
We needn’t change the tense
The changes of adverbial referred to time and place
Other auxiliary verb changes
【设计意图】
根据平时的练习和表达常用来看，除了关于真理和名言引用较为常见，其它形式的转用时态不会较为复杂，集中于现在时与过去时间，所以为了避免学生的混淆和过度纠结，此处略提，或重点在后期练习中遇到再做解释。
Period 5 Using language
教学目标
【知识目标】
To strengthen how to use indirect speech
To listen to some exact information
To talk about and write down some opinion of suggestions
【能力目标】
To list some different solutions
To learn some ways to settle down some problems
【情感目标】
Learn to share opinions of friendship with classmates
Learn to write a letter to friend in English
教学重难点
【教学重点】
Different advice of helping others
【教学难点】
Learn to form some basic steps for analyzing problems
课前准备
Tape recorder, Multimedia
教学过程
Warming Up
1. Have you ever been misunderstood by others? 2. What will you do if you are misunderstood by others?
Step1 Sharing problems
What problems do you have in making friends?
【设计意图】
环顾生活，尽管对于新生而言，朋友间的矛盾可能没有，但是不妨碍学生表达出自己所见所闻中的顾虑或初中曾经出现的事件，重点在于教师的分享必须是真诚的，让学生勇于面对问题，提出问题。
Step2 Reading a letter
Main idea: She makes friends with a boy. But other students gossip that they have fallen in love. She doesn’t want to end their friendship but she hates others gossiping.
New expressions
* have trouble with
*get along with
*advice
【设计意图】
文章中的新单词词组并不妨碍学生的阅读，所以可以让学生大胆推理，并顺势总结学习，但是总结信里的问题还是需要学生抓住概括的核心。
Step3 Listening
(1)There is nothing wrong with you and this boy _______ friends and _____ together.
(2)________ your friendship with this boy would be a ______ thing to do.
(3)Teenagers like to ______, and they often see something that isn’t real.
(4)My advice is to _____ your classmates. That way you will _____them that you are more ________ than they are.
To review indirect speech
【设计意图】
常规听力模式，但是需要引导学生从整体把握部分，不要因小失大。
Step4 Speaking
1. Do you agree with Miss Wang’s advice? Why or why not? Discuss it in small groups.
2. If you were Lisa, what would you do next after you heard Miss Wang’s advice?
DISAGREEING
I don’t think so. Neither do I.
That’s not right. Yes, but …
I’m afraid not. No way. Of course not.
I’m sorry, but I don’t agree. I disagree.
AGREEING
I agree. Yes, I think so. So do I. Me too.
Exactly. No problem. Sure. Certainly.
Of course. All right. You’re right/correct.
Good idea. I think that’s a good idea.
【设计意图】
此处设计重在根据学生简单的建议规范学生的表达，避免中式思维的对应翻译，而是从直接表达中表面自己的观点和态度。
Step5 Reading and writing
(1)Make a list of your ideas to change the situation
(2)Decide the best ideas and put them into an order.
(3)Swap your letter with your partner. Look at his/her work and help to improve it. Pick out any mistakes
【设计意图】
综合语言运用，学生会在思考时间中有过多的浪费，高一的学生允许他们多一点时间，但是一定要做思考，且需要有深度的思考，不仅仅解决的是一个别人的问题，更重要的是积累经验，尤其是以自己的亲身体验和经历对产生情感共鸣。
Homework
To correct and complete the letter, then recite the sample