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人教版高一英语必修一Unit1friendship全单元教案上课讲义

Unit 1 friendship

Participants: 靳燕，黄洋，董妮娅，仝亚军，李桂秀，吴晓，邹舍龙

School: Tai Zhou No.1 Senior Middle School

1.Teaching aims and demands

类别课程标准要求掌握的项目

话题Friends and friendship; interpersonal relationships

词汇Add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose

dare thunder entirely power according trust indoors suffer teenager

advice questionnaire quiz situation editor communicate habit

add up calm down have got to be concerned about walk the

dog go through hide away set down a series of on purpose

in order to face to face according to get along with fall in love

join in

功能 1.态度(attitudes)

Are you afraid that---?

I’v e grown so crazy about---

dare---

I didn’ｔ

2. 同意和不同意（agreement and disagreement）

I agree. I think so. Exactly.

think so. I’m afraid not.

agree. I don’ｔ

I don’ｔ

3.肯定程度（certainty）

That’s correct. Of course not.

语法直接引语和间接引语(1): 陈述句和疑问句

1.陈述句

want to set down a series of facts in a diary.” Said Anne.

“Ｉd on’ｔ

want to set down a series of facts in a diary.

----Anne said that she didn’ｔ

2.一般疑问句

He asked, “Are you leaving tonight?”

---He asked us whether we were leaving that night.

3.特殊疑问句

“When did you go to bed last night?” father said to Anne.

--- Father asked Anne when she went to bed the night before.

2.Suggested teaching notes

1). Analyses of the teaching contents

This unit is about friendship, and nearly all the teaching materials center

on it.

Warming up---The questionnaire leads students to think and talk about

friendship, get to know the problems between friends

and seek solutions, which makes preparations for the

further teaching in topics, background and vocabulary.

Pre-reading---The questions prompt students to think critically about

friends and friendship in reality, alerting them to the fact

that besides people, a diary can be a friend, too.

Reading--- The diary by theJewish girl Anne gave a glimpse of her life

during her family’s shelter in Amsterdam from the German

Nazis’ killing in world war 2. she treats the diary as her best

friend, and in it reveals her longing for a normal life and

close contact with nature, which helps her get through the

days.

Comprehending---It helps students further understand the text by doing

multiple choices, questions and answers, and

matching.

Learning about language---It teaches the important expressions and

structures and grammar: direct and indirect

speeches.

Using language---The two letters, listening, questionnaire design, letter

writing and fun writing prepares students to further

talk about friendship, especially the problems with

misunderstanding, and unfriendliness, thus

strengthening students’ abilities to practice

language, discover, and solve problems.

Summing up---It summarizes the whole contents of this unit from the

aspects of topics, vocabulary and grammar.

Learning tip--- This part encourages students to form the habit of writing

a diary.

Integrating skills--- The text introduces the way Hawaiians express

friendship, to get students to realize the cultural

differences in the values of friendship in addition

its importance in all cultures.

2) Making of the teaching plan

This unit centers on friends and friendship, exploring different types of

friendship with particular attention to that one can develop with oneself,

i.e., the comfort and support one seeks from an imaginary friend.

Students are expected to come to be truly aware of the qualities and

conducts that make a good friend, display and develop the ability to

cope with misunderstanding, conflicts and problems related to

friendship, and give advice on it. The concept that even an ordinary

thing can be a friend should break down the traditional belief in the

interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the

West leads students to know better the values of friendship in Westerns’eyes. All in all, this unit promises to unveil the true essence of friendship

and helps students to lead a more friendly and harmonious life.

Thus, based on the theme, contents and teaching objectives, the whole

teaching procedures can fall into five periods as follows:

Period 1 Warming up and speaking

Period 2 Reading

Period 3 Grammar

Period 4 Integrating skills (WB)

Period 5 Using language

3. Teaching plans for each period

Period 1 Warming-up and Speaking

1. Teaching objectives:

1) Target language

I (don’t) think……　I (don’t) think so. I (don’t) agree.

I believe……That’s correct. In my opinion, ……

2) Ability goals

a.Describe your friends in English

b.Figure out the problems between friends and then find different

ways to solve the problems.

3)Learning ability goals

a.To encourage students to think and talk about friends and

friendship by using some phrases and structures.

b.To learn to solve problems that may occur between friends.

c. To cultivate the students to form the good habit of learning English in

Senior Middle School.

2. Teaching important points:

https://www.docsj.com/doc/2d3048209.html,e the given adjectives and sentence structures to describe

one of your friends.

b.Learn to evaluate friends and friendship.

3. Teaching difficult points:

a.Work together with partners and describe one of your good

friends.

b.Discuss with partners and find out ways to solve the problems.

4. Teaching methods

a.Task-based teaching and learning

b.Cooperative learning

c.Discussion

5. Teaching aids:

CAI

6. Teaching procedures and ways:

Step 1 Lead-in and Warming-up

Before the lesson, the teacher can arouse the students’ interests by showing a video of Auld Lang Syne .

At the beginning of the first class, we can get the students to talk

about their summer holidays. The students can talk freely as they

like.

1.How did you spend your summer holidays? How did you

feel? What did you do in your summer holidays? What did

you do in your spare time?

2.What do you think of our new school? Do you like it? Could

you say something about it?

3.Do you like making friends? How do get in touch with your

friends? Do you have many friends? Where are they now?

Do you have any old friends in our school? Have you made

any new friends in our class?

Step 2 Think it over

1. Give a brief description of one of your friends. The following

phrases and structures may be helpful:

His/Her name is ……

He /She is …… years old.

He /She likes …… and dislikes ……

He /She enjoys …… and hates……

He /She is very kind/friendly/……

When /Where we got to know each other.

2. What types of friendship do you have? Please tick them out.

Then fill in the blanks.

girl friends boy friends pen friends

long -distance friends friends of the same age

e-friends (friends over the internet) friends across generations

unusual friends like animals, books……

1).______ is /are most important to you.

2). You spend most of your free time with ____.

3). You will share your secrets with _____.

4). When in trouble, you will first turn to _____.

Step 3 Make a survey

1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.

Tell your partner your standards of good friends by using the following

structure:

I think a good friend should (not) be……

In my opinion, a good friend is someone who……

1.Have a member of each group report on what their lists have in

common and list them on the board.

2.Ask the class whether or not they agree with all the qualities listed.

3.Then have the students do the survey in the textbook.

4.Have the students score their survey according to the scoring sheet

on page 8.

5.The teacher ask some students how many points they got for the

survey and assess their 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

needs and feelings. Try to strike a balance between for your friend’s

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 frie nd’s. Well done. (You may also show your students the results above and let themselves

self-reflect upon their own values of friendship)

Step 4 Talking and sharing( work in pairs)

1. If your best friend does something wrong, what will you do?

Try to use the following phrases:

I (don’t) think……　I (don’t) think so.

I (don’t) agree. I believe……

That’s correct. In my opinion, ……　

What to do reasons

2. What is a friend?

A British newspaper once offered a prize for the best definition(定义) of a

friend. If you were the editior, choose the best one from the following

entries(条目), and explain why.

One who understands my silence.

A friend in need is a friend indeed.

Friends are just the people who share your happiness and sorrow.

When you look at your watch at 4 am, but still know you can call

them and wake them up, and they’ll still want to talk to you ,that’ｓfriendship.

To have a friend, you need to be a good friend.

Step 5 Group work (output)

The teacher can give each group one of these questions below to talk

better to stimulate the

about. Then let the class share their ideas. It’s

students to express their own opinions about these questions.

1.Do you think it is a good idea to borrow money from your friend?

Why and Why not?

2. What factors may cause the breakdown of a good friendship?

3. What can be your unusual friend besides human beings? And why?

Step 6 homework

1.Write down a short passage about your ideas /the factors/your

unusual friends.

2.Prepare for the new lesson.

Best Friend”

Period 2 Reading “Anne’s

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 procedure:

Step 1.Pre-reading

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

2 .Why do you think friends are important to you?

3. What do you think a good friend should be like? List the good qualities

a good friend should have .

4. Have you ever considered making friends with animals, plants or

even an object? Why or why not?

Step 2.Reading

1. Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.

2. Skimming the first two paragraphs to confirm your guessing.

1) What was Anne’s best friend? Why did she make friends with it?

2) Did she have any other true friends then? Why?

3) What is the difference between Anne’s diary and those of most people?

4) Do you keep a diary? What do you think most people set down in their diaries?

5) We are going to read one of Anne’s diaries .but before reading ,can you tell me what the diary is about with the help of one key sentence in

the 2nd paragraph?

3. Reading of Anne’s diary

How she felt in the hiding place

Two examples to show her feelings then

Step 3.Post-reading

1.What would you miss most if you went into hiding like Anne and her

family? Give your reasons.

2.Group work

Work in groups to decide what you would 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?

------

3. Discovering useful words and expressions

Complete the following sentences, using words and expressions from

Reading

1) She has grown _______ about computer games.

2) Was it an accident or did David do it on _______?

3) From the beginning ,Paul made it clear that he would be ______ (完全

地)in control.

4) He used to work _______ even in the middle of winter.

5) Just the _______ of more food made her feel sick.

6) You had better have a _________ talk with him.

7) Born in a poor family, the manager _________ lots of hardships in his

childhood.

8) A diary is often kept to ________ what happens in people’s daily lives.

Step 4.Talking about friends and friendship

1.There are many proverbs about friends and friendship. Choose the

one you agree with and explain why, then choose one you disagree

with and explain why.

A friend in need is a friend indeed.

Friends are like wine; the older, the better.

A friend to all is a friend to none.

The same man cannot be both friend and flatterer(阿谀奉承者).

False friends are worse than open enemies.

Walking with a friend in the dark is better than walking alone in the light.

2. We have talked about friends and friendship today, can you write one

or two sentences to express your understanding of friends and

friendship.

Step 5.Homework:

1. Interview a high school student, a businessman, a police officer and a

housewife to find out their opinions about friends and friendship. Write a

report to share it with the whole class.

2. Describe one of your best friends following the writing style of this passage.

Ending: Let’s sing this song about friends together

Period3 Grammar

1．Teaching objectives

Learn to use direct speech and indirect speech

2. Teaching important point

Summarize the rules of Direct Speech and Indirect Speech.

3. Teaching difficult point

Learn about the special cases in which the tenses shouldn’t be

changed.

4. Teaching methods

Discussing, summarizing and practicing.

5. Teaching procedures

Step1 Lead in

T: In the last lesson, we learned Anne Frank’s story. She is telling her

stories to two of her friends—you and Tom. Tom has something wrong

with his ears,so you have to repeat Anne’s sentences, using indirect

speech. Sometimes you explain Tom’s sentences to Anne.

“I have to stay in the hiding place.” said Anne.

→

Anne said she had to stay in the hiding place.

“Do you feel sad when you are not able to go outdoors?” Tom asked Anne. →

Tom asked Anne if/whether she felt sad when she was not able to go

outdoors.

want to set down a series of facts in a diary,” said Anne.→“I don’ｔ

series of facts in a diary.

Anne said that she didn’t want to set down a

→

“What do you call your diary?” Tom asked.

Tom asked what she called her diary.

Ss go on this topic by themselves.

Step2 Grammar

T: Now let’s look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed?

Ss discuss by themselves.

Ss: sentence structures, tenses, pronouns, adverbials of time and place

and verbs should be changed.

T: Quite right. Look at the form on the screen. These are the rules.

直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句

要用陈述句语序。

1.直接引语是陈述句，变成间接引语时，由连词that 引导。例如：

She said, "I am very happy to help you."→

She said that she was very happy to help you.

2. 直接引语是一般/选择疑问句，变成间接引语时，由连词whether或if 引导。例如：

He asked me, "Do you like playing football?"→

He asked me if/whether I liked playing football.

注意：大多数情况下，if和whether 可以互换，但后有or not,或在动词不定式前，或放在介词后作连接词时，一般只用whether。例如：

She asked me whether he could do it or not.

3. 直接引语是特殊疑问句，变成间接引语时，由相应的疑问词who, whom, whose, how, when, why, where 等引导。例如：

My sister asked me, "How do you like the film?"→

My sister asked me how I liked the film.

4. 直接引语是祈使句，变成间接引语时，把动词原形变成动词不定式，并在动

词不定式前加tell, ask, order 等的宾语。例如：

The captain or dered, "Be quiet."→

The captain ordered us to be quiet.

注意：此种情况的否定句，在动词不定式前加not。

My teacher asked me, "Don't laugh."→

My teacher asked me not to laugh.

5. 一些注意事项

(1)间接引语一般要用陈述句的语序，即主、谓、宾的顺序。例如：

He asked Lucy, "Where did you go?"→

He asked Lucy where she went.

Tom said, "What do you want, Ann?"→

Tom asked Ann what she wanted.

(2)直接引语是客观事实、普遍真理等，变成间接引语时，时态不变。例如：

They told their son, "The earth goes round the sun."→

They told their son that the earth goes round the sun.

(3)直接引语变间接引语时，指示代词、时间状语、地点状语等要作相应的变化。

例如：

He said, "I haven't seen her today."→

He said that he hadn't seen her that day.

注意：如果转述时就在原来的地方，就在说话的当天，就不必改变指示代

词、时间状语、地点状语等。

Direct Speech Indirect Speech

Present past

Past past and past perfect

Present perfect past perfect

Past perfect past perfect

Present continuous past continuous

Step3 practice

T: Turn to Page 5. Please change the following direct speech into

indirect speech and indirect into direct.

1.“I’m going to hide from the Germans,” Anne said.

2.“I don’t know the address of my new home,” said Anne.

3.“I cannot ask my father because it is not safe to know,” she said.

4.“I had to pack up my things very quickly,” the girl said.

5.“Why did you choose your diary and old letters?” Dad asked her.

6.Mum asked her if/whether she was very hot with so many clothes on.

7.Margot asked her what else she had got.

8.Anne asked her father when they would go back home.

9.Anne asked her sister how she could see her friends.

10.Mother asked Anne why she had gone to bed so late the night

before.

Step4 Correcting mistakes

T analyses the common mistakes Ss have made during the practice.

look at the screen and pay attention to these sentences.

T: Now let’s

Choose the right sentence and tell me why the other one is wrong.

Step5 A game

Play a guessing game “who is my secret friend?” One student comes to the front with his partner.

The rest students ask him questions while his partner changes them into

indirect speech. In the end, the person who has guessed the right

answer can come to the front to take the place of the first student .So

the game goes on.

Suggested sentences:

Can your friend speak?

What does he/she wear today?

Is he/she tall or short?

What do you and your friend do in your free time?

Do you quarrel with each other?...

Step6 Homework

Do Exercise1 on Page 42. Here is another page of Anne’s diary. Read it through and then use indirect speech to retell the story.

Period 4 integrating skills “Friendship in Hawaii”

1. Teaching objectives:

To learn about ways of showing friendship in Hawaii and share their

opinions on friendship. Because it is a lesson of integrating skills, Ss are

also asked to write sentences on friendship.

2. Teaching procedures:

Step1 Lead-in

1. Talk about different ways of showing friendship of minority groups

in China.

2. Compare Chinese ways of showing friendship with Western ways.

And discuss why there is a big difference. Therefore, show the

sentence: Every culture has its own ways to show friendship.

3. Ask students if they can think of any place in the world where

Chinese and Western cultures live side by side. They may think of

Hongkong, Macao, Singapore. And the teacher will add one more

-------Hawaii.

Step2 Fast reading

1. It is said that Hawaii is a place where the East truly meets the west.

Consider how people show their friendship in Hawaii.

Show a picture and find the information from the textbook. ( by

giving “leis” to one another.)

Explain what is a “lei”．

2. Read fast and find out more ways to show friendship in Hawaii to fill

in the form.

3. According to the form, ask them to consider what friendship is in

Hawaiians.

Step 3 Careful reading

1.Read the 2nd paragraph carefully and ask “Why do many

different peoples call Hawaii their ho me?”

( Hawaii is a place where people make one big community from many smaller communities. It means Hawaii has a rich cultural diversity.)

Step 4 Writing task

1.Show proverbs about friends and friendship. Explain them and

ask Ss to choose some they agree with and some they disagree

with and explain why.

2.Discuss with their partner and try to write some similar sentences

to show their opinions on friendship.

Step 5 Homework

Surf the Internet to collect materials like poems, stories about friendship. And share them with your friends.

Period 5 Listening & Writing

1. Teaching objectives

To practise students’ listening ability.

s of how to offer advice.

To practise students’ writing skill

To improve students’ ability to help others solve problems.

2. Teaching procedure

(Analysis: Listening and writing are expansion of the topic of the text. Listening is about Lisa’s problem of making a friend with a boy. She asks Miss Wang for advice. Through listening and exercise, students learn how to give advice and the skill of giving advice. And also let them think about the problem of boy’s making friends with girls and girls with boys. And then design a task to ask students to give advice according

to the different problems to practise their ability to solve the problems.

All of these lay the foundation for the next task writing. In this way, students feel that they have information to put out. And writing makes

writing ability, strengthening their

for the improvement of students’　

comprehension of friendship.)

Step 1 Lead-in

Do you remember what Ann’s best friend is?

Is it a man or a thing?

Have you seen the film Cast Away?

When Tom is alone on a deserted island, what does he make friends with? ( a volleyball)

Guess what my best friend is? (Say sth. about music, pets or plants.)

So you see a man can make friends with anyone and anything.

Then boys, would you like to make friends with girls? Girls, would you

like to make friends with boys?

What kind of girl would you like to make friends with? And what kind of

boy would you like to make friends with?

If you see a boy classmate makes a friend with a girl, will you say something about them behind?

(If no, say you are kind. If yes, say you are a gossiper.)

If you are that boy/girl, would you like to be gossiped about?

But here Lisa has such a problem. Read the letter. Lisa is asking you for

help. What advice will you give? You are given 2 minutes to discuss in

groups and then offer group’s opinions.

Step 2 Listening

Besides you Lisa also asks Miss Wang of Radio for Teenagers for help.

What advice does Miss Wang give to Lisa? Let’s listen to what she says. Listen for 3 times and do listening exercises.

Step 3 Post-listening

Do you think Miss Wang’s advice is helpful?

Now suppose you are editors of Radio for Teenagers, here are some problems for you to offer advice.

(Give each group a problem and ask them to write down their advice.)

1.I don’t have enough pocket money.

2.I’m not satisfied with my appearance.

3.My desk mate has lost a reference book, she/he thinks that I’m a

thief.

4.I work hard but I hardly make progress.

5.I want to travel to WuZhen Town with my fiends this weekend, but my

parents don’t allow me to go.

6.I don’t like the way Mr. Li teaches us English, so I’m not interested in

English any longer.

7.My mother has just given birth to my little brother. I’m worried that the

baby will rob me of my parents’ love and even everything.

8.I quarreled with my best friend 3 days ago. Up to now, we haven’t

said a word to each other.

9.I’d like to be monitor, but at the same time I doubt whether I have

such ability.

10.I’m often late for school. The teacher is so angry that he threatens

that if I’m late again, I will be dismissed.

Step 4 Writing

Your advice is good and helpful. All of you are qualified editors. Now I

have just received a letter from a lonely boy. Read the letter, what is his problem? What is your advice for him? Write a reply.

Step 5 Homework

Write a story about you and your friend.

人教版高中英语教案范文合集大全

人教版高中英语教案范文合集大全英语(English)是印欧语系-日耳曼语族下的语言，由26个字母组成，英文字母渊源于拉丁字母，拉丁字母渊源于希腊字母，而希腊字母则是由腓尼基字母演变而来的。下面是小编为大家准备以下的内容，希望对你们有所帮助，人教版高中英语教案范文合集大全一教学准备教学目标 1. 知识与技能目标 (1)通过阅读有关曼哈顿的艺术博物馆加深对博物馆的了解和认识。提高阅读能力同时学习有关介绍博物馆的相关词汇和表达，并能在特定语境中合理运用。 (2)通过扮演导游对感兴趣的博物馆进行介绍，提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法。 (3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。 2. 过程与方法目标 (1)通过展现曼哈顿以及曼哈顿五个艺术馆的相关图片激发学生的学习兴趣，并激发学生头脑中相关的背景知识为节课做热身。 (2)通过阅读课文利用Skimming 和Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息，提高分析处理英文信息的能力。通过寻找描述每个艺术馆的关键词培养学生的归纳总结信息的能力，同时为下一个扮演导游介绍艺术馆的活动做铺垫，提供相关的语言词汇铺垫。 (3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。 3. 情感、态度、价值观目标通过学习，使学生了解世界的艺术馆，培养学生的文化意识和对艺术的兴趣。同时激发学生对家乡的自豪感和热爱之情。

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Ⅱ.词性变化（旨在提供语法填空所需材料）

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完整word版,人教版高中英语必修一unit1教案最终版

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新课标高一英语必修2 第5单元Music Reading教学设计一、设计思想根据“二语习得理论”、“整体语言教学”的理论和实践，以及当前新课程“自主、合作、探究”等核心理念，运用任务型语言教学途径(Task-based Language Teaching)来设计本节阅读课的教学。本节阅读课教学设计的最大特色是： (1)教学环节层次清楚，环环相扣。The Band That Wasn’t是一篇以介绍美国知名乐队组合The Monkees的发展历程为主的文章。教学设计分成三个部分：阅读前—阅读中—阅读后。阅读前由学生汇报一个小型的调查结果、展示著名乐队组合图片和呈现The Monkees组合的信息三个活动组成，为阅读提供背景知识。阅读过程主要通过快速阅读和仔细阅读来实现。仔细阅读环节中设置了完成练习T or F，查找The Monkees细节信息完成表格，然后根据表格，回顾The Monkees发展历程和选择合适的adj. 来表达自己对于乐队的看法等多个任务。阅读后展开讨论，引导学生思考音乐对于我们生活的影响，完成写作任务“Music”。教学设计以阅读理解能力的提高为主要目标，兼顾听、说、写的训练。 (2)采用了新课标提倡的任务型教学途径。《普通高中英语课程标准（实验稿）》提出中学英语教学应“尽量采用任务型的教学途径”的要求。任务型语言教学强调采用具有明确目标的“任务”来帮助语言学习者更主动的学习和运用语言。（周智忠）因此，笔者在教学设计中设计了多项学习任务，如进行社会调查以了解不同的音乐类型在不同人群中受喜爱的情况；搜集The Monkees乐队信息；对搜集到的信息进行整理，制作成课件展示；阅读课文，找出主题句，查找细节信息等，促使学生在整个教学过程中参与各种活动，自主探究，真正获得自主学习的成功乐趣。 (3)采用了小组合作学习作为课堂活动的主要组织形式。小组合作学习不仅能让学生了解对方的观点，而且让他们学会表达自己的观点，并在此基础上学会讨论问题的要领和方法。（张丽丽）根据教学内容的特点，笔者精心设计了多个合作学习的机会，如三人或四人一组完成调查；以小组为单位设计海报或制作多媒体课件；两人一组回顾乐队的发展历程，选择最适合The Monkees的形容词；以及全班参与，分组讨论音乐重要性的问题等。这些合作学习的机会培养了学生团体的合作和竞争意识，发展了交往与审美的能力，促进学生间的情感交流与互帮互学。（黄小红）二、教材分析

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Unit 1 Friendship ？ Warming up 1.be good to be good for=do good to be good at 2.following adj. 下面的，下列的 ) the following+n.=the+n.+below ( 形容词修饰名词放在名词之前，介词或者介词短语修饰名词置于其后 ) 3.add v. add...to... add to add up add up to ： addition n.in addition=besides +句子 in addition to +n./doing 同类用法联想： because & because of instead & instead of additional adj. 附加的 additionally adv.“而且，其次” “附加给 ..., 除了 ...还有...” 4.分数 score grade point mark (full marks) 5.until 6.with 和...一起，附带着，用 without 不... within在...内，不出 ... . write with a pen eat with hands/ spoon/chopsticks/knife and fork He left without saying goodbye.

He left with the water running. 分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。

人教版高中英语必修一高一英语综合试题.docx

高中英语学习材料 ***鼎尚图文理制作*** 高一英语综合试题第一节：单项填空： 1. I can well remember that there was a time __________ a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound. A. which B. where C. when D. that 2. So why has English changed ________ time? Actually all languages change and develop when cultures meet and communicate with each other. A. beyond B. within C. over D. across 3. Today the number of people learning English in China ________ rapidly. A. is increasing B. are increasing C. has increased D. increases 4. The open-air celebration has been put off ________ the bad weather. A. in case of B. in spite of C. instead of D. because of 5._________ all the numbers and you will know the result. A. Add B. Add to C. Add up D. Add up to 6. These T-shirts look wonderful. I wonder ____________. A. how much do they cost B. how much they cost C. how much are they cost D. how much cost they 7. Mr. Gordan seems to be doing nothing, but ________he is waiting for his chance. A. actually B. gradually C. naturally D. finally 8. It was in New Zealand ________ Elizabeth first met Mr. smith. A. that B. how C. which D. when 9. --- I’m sorry. I _________ at you the other day. --- Forget it. I was a bit out of control myself. A. shouldn’t shout B. shouldn’t have shouted C. mustn’t shout D. mustn’t have shouted 10. Alexander tried to get his work _________ in the medical circles. A. to recognize B. recognizing C. recognize D. recognized 11. --- I think he is taking an active part in social work. --- I agree with you ________. A. in a way B. in the way C. by the way D. on the way 12. --- Have you ever been here before? --- This is the first time I _________ to the Great Wall. A. comes B. have come C. came D. had come 13. There is no way that we can _________ all the papers in such a short time. We need another two days to finish all of them. A. go through B. bring out C. see off D. make out 14. There is __________ in the world. A. no such person B. no such a person C. not such people D. no so person 15. More than one _________ the people heart and soul.

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