【 – 小学作文】
【篇一】friendship英文说课稿
Unit 1 Friendship说课稿
Unit 1 Friendship
各位老师：
大家好！
我今天所说的课题是高中一年级英语必修一第一单元Friendship.我说课的内容包括七部分：教材分析，学情分析，教学目标，教学重点、难点，教学方法，教学过程，板书设计。
一、教材分析
本节课是本单元及本教材的第一节课，本节课的教学内容是Warming up 和 Pre-reading 部分，课型为口语课，用时45分钟。本节课谈论的话题为朋友、朋友的重要性、如何与他人进行交往以及真正的朋友应具有哪些品质等等。学生从初中来到高中，来到一个新的学校，同学们彼此陌生不熟悉，渴望与新同学进行沟通，建立友谊。这样的话题正好引起同学们的兴趣，让同学们有话可说，有情可表。作为教师引导同学们的交友观显得十分重要。因此学习本节课意义重大。新课程标准对本节课的要求呢是学生在学习掌握大纲规定的单词、短语、句型的基础上能清楚的表达对某一事物肯定或否定的态度，简单说明理由。能与同伴们进行交流，了解一些如何与人交往的方法以及初步了解Skimming 和Scanning的阅读技巧等。
二、学情分析
高中一年级的形式已经在初中阶段的英语学习中积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。学生的英语水平参差不齐，教学既要进一步培养尖子的学习能力又要保证差生能听懂，调动他们的积极性，使他们在学习的过程中享受到乐趣，能积极主动地通过其他渠道获取信息，进行自主学习、探究学习。本节课的话题较贴近生活，可以引导学生在原有的知识经验基础上通过合作探究学习构建新的知识经验和信息输入。
三、教学目标
根据新课标的要求，为了激发学生的学习兴趣，进一步打下良好基础，使学生获得英语基础知识和运用英语的能力，我制定了以下教学目标：
语言知识方面：在这节课中，学生将学习、掌握的单词、短语和句型如下：survey, add up, upset, ignore, calm…down, have got to, should have done等。 技能方面，初步了解阅读技巧。
情感态度方面，让学生了解自己，了解一些与人交往的方法，并引导学生做一个受人尊敬，快乐的人。
文化方面，使学生了解德国的纳粹党，让学生了解那段德国法西斯残害犹太人的历史，为下节课课文的学习做铺垫。
学习策略方面：学生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，使学生将所学知识用到实际生活中去。
四、教学重点、难点
重点：1、训练阅读技能。
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)。
五、说教法学法
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，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、学生为主体的师生互动活动。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。 教务于学。通过创设话题，寓教于乐，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。
六、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：
Step 1 Lead in
Look at the proverbs, and guess what they are about.
A life without a friend is a life without a sun.
A friend in need is a friend indeed.
You can buy friendship with friendship, but never with dollars.
设计意图：用几句英语谚语来到入话题，不但能达到快速导课的结果，同时也能培养学生积累英语的习惯。
Step 2 Warming up
Brainstorming (group competition)
Which kind of friend do you think is the best friend? In groups of four to list as many as possible the qualities a good friend should have.
设计意图：通过本活动可以让学生复习旧词汇，了解新词汇，有利于词汇积累；利用小组竞赛的方式可以培养学生的应变能力和竞争合作意识。
Step 3 Pre-reading
1. what else can be our friends besides human beings?
2. look at the title and skim the first paragraph of the text to find what Anne’s best friend is.
设计意图：这两个问题对接下来阅读板块的学习提供了很好的铺垫，学生在阅读过程中可以将自己的观点和文章内容进行对比。达到阅读前的充分准备。 Step 4 While-reading Skimming
问题设计：What is Anne’s dairy mainly about?
设计意图：训练学生扫读抓文章主旨大意的能力。
Scanning：
Read the text again and join the correct parts of the sentences.
1. Anne kept a diary because （she couldn’t meet her friends. ）
2. She felt very lonely because （Jews were caught by Nazis and killed.）
3. They had to hide because （she could tell everything to it.）
4. Anne named her diary Kitty because （She wanted it to be her best friend.）
设计意图：课文细节内容连线，降低学生理解文章的难度，同时训练了他们寻读的阅读技巧。
Careful reading：
Read the passage again carefully and answer the following questions.
1.About how long had Anne and her family been in the hiding place when she wrote this part of her diary?
2.How did Anne feel about nature before she and her family hid away?
3.Why do you think her feelings changed towards nature?
4.Why did Anne no longer just like looking at the nature out of the window?
设计意图：利用问答的形式让学生对文章的内容进行更深层次的理解。训练学生获取和处理信息的能力。
Step 5 Post-reading
With a partner brainstorm some adjectives to describe her feelings. Make a list of at least five.
设计意图：让学生在学完这篇文章后对所学知识进行及时的输出和巩固，并对新学的课文形成有效的自我评价。
Step 6 Homework
1.Prepare to retell the text.
2.Find out the important language points in the passage and preview them.
七、 板书设计
为了浓缩教学内容，使学生对新课内容能一目了然，印象深刻，我采用纲目式设计板书，左侧列出课文中出现的重要的单词和词组，右侧列出重点句型。
Unit 1 Friendship
1、Useful words and expressions 2、 Important structures
这一节课我主要采取任务型的教学形式，从任务呈现到任务准备（也就是知识与技能的教学），学生们在完成任务的驱使下，得到了语言交际和思想交流的机会，在讨论问题的过程中把知识和技能转化为交流能力。我以与学生平等的身份参与到学生的交际和交流中去，这充分体现了师生互动、生生互动的教学思想，从而达到预期的目的。
【篇二】friendship英文说课稿
说课稿friendship
各位评委老师大家好！我是12号考生，今天我说课的内容是人教版高一英语Unit 1 Friendship。以下我将从说教材，讲教学目标，说教学方法，教学过程，板书设计和教学效果，六个阶段来完成今天的说课。
首先，我们分析下教材，This unit is to introduce the friendship to us. The reading passage is the center of this unit. It is the most important teaching material in this lesson, which contains most of the vocabularies and grammar points that students should learn.
根据对教材的理解和内容的分析，我将从知识，技能和情感三个方面来说明教学目标： The knowledge aim is to help students understand and master the new words, phrases and sentence patterns and have deeper understanding of the topic —-friendship. The ability aim is to grasp some reading ability such as guessing, skimming, scanning and so on. The emotional aim is to make students value the friendship.
下面我们来说下学生的情况，Although the students have the basic abilities of learning, speaking, reading and writing, they still need many opportunities to practice what they have learned and to develop their autonomous and cooperative learning ability.
Based on the requirement of the syllabus, the important point is to help students understand and master the important words, phrases and expressions. The difficult point is to help students master the grammar points. (—identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text)
下面来探究我们的教学方法。Teaching methods and studying ways
Generally speaking, I adopt task-based language teaching and communicative approach in my class. As for learning, students will master the knowledge through independent reading, discussing and cooperating.
本课教学时，以多媒体教学为主，给予学生更直观的感受，也能够适当加快教学的节奏。 Here comes the most important part, the teaching procedure. It includes 5 steps: they are Lead-in, While-reading, Post-reading, Consolidation, and Homework.
Step 1: lead in and pre-reading, it will spend 7mins.
At the beginning of the class, I will lead in the reading material by the following two activities:
First I will make students watch a short video of the movie The Diary of Anne Frank. Let the students guess what today's topic is. Audio-visual method is adopted here to attract students' attention and interest. The classroom atmosphere can also be activated by guessing.
The second is predicting. Students are required to predict what happened to Anne's family by looking at the picture and the title of the passage. So students' learning strategy of predicting can be improved and their curiosity is aroused.
While-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts: fast reading and careful reading. Before reading, I will ask students to predict what will talk in the text according to the title. It can exert the students ' imagination.
First is Fast reading (6mins)
I will let students skim the whole passage quickly and silently then get the main idea of each paragraph, so that they will have a clear understanding of the passage.
Second is careful reading (10mins)
While reading, I will make students try to find the detailed information about the story by discussing and answering the following questions: for example
“What is a true friend like in Anne’s opinion?” and
“Why was she so crazy about things to do with nature?”
At the same time, let the students learn the new words, such as go through, German, set down, a series of, be crazy about, on purpose, face to face and so on.
Step 3: Post-reading(10mins)
In this step, I will spend 10 minutes on them. The activity is retelling. Students are required to introduce Anne and her diary, using the linking words like first, then, after that, now, and so on. It can help students learn better about words and expressions of this lesson and content of text as well.
Step 4: Consolidation (6mins)friendship英文说课稿
After dealing with the detailed information of each paragraph, I will ask students to read the whole passage again and do exercise 1 and 2 on the page 3 to consolidate what they have learned.
Step 5: Homework (1min)
Finally it comes to the homework. Students are required to
1．Prepare for the reading task on Page 44 and think about what different ways of showing friendship are in Hawai.
The second is that suppose you are Anne, please write another diary to express yourself at that time, about 100 words.
Blackboard design
下面说下板书设计，黑板可分为左中右三块，左边用于课程导入，中间写上重要的词汇和句式，右边则作为用于随堂板书，随写随擦。
最后说下教学效果预没
本课的教学设计遵从新课标的教学原则，面向全体学生，尊重学生语言能力，认知水平以及学习方式等个性差异，思路清晰，教学设计合理，课堂秩序良好，学生兴趣浓厚，思维活跃，圆满完成教学任务，不同水平学生各有所得。以上是我说课的全部内容—-擦黑板
【篇三】friendship英文说课稿
人教版高中英语Unit1-Friendship-优秀说课稿
尊敬的各位评委老师：
您们好！我的考号是――，今天我说课的题目是人教版高一英语《英语1》中第一单元Friendship中Warming up and pre-reading的内容，此内容为本单元的第一课时。下面我就以下几方面来进行我的说课：
一．教材分析：
1. 教材的地位和作用
本课是friendship单元的第一课时，主要包括Warming up 和 pre-reading板块的内容。通过学习Warming up板块中关于朋友间应该如何相处的问卷调查和讨论，检测学生对友谊这个主题已有哪些认识，并帮助学生学会审视自我，引导学生形成正确的价值观和处事原则，培养高尚品格。随后pre-reading板块中的关于好朋友的三个问题的讨论，使学生对涉及到后面Reading板块中文章的内容进行思考，同时学到了新东西从而丰富和增加了对朋友这个话题的认识。学好本课知识点，可以为接下来第二课时Reading板块中“安妮最好的朋友”的学习做好预热和铺垫。
二．设计理念：
本单元的话题是友谊,和几乎所有的教材都是围绕“友谊”(friendship)这一中心话题展开。教师可以以有趣的方式向学生介绍这个话题,比如播放关于友谊视频和歌曲,让学生做关于好朋友应该有的素质的一个列表,让学生做一个关于此话题的小组讨论,等等。然后让学生做课本里的调查。这个调查考察学生是否都是个好的朋友并引导他们思考和谈论友谊,了解朋友间的问题并寻求解决办法。这样做的时候,应该让他们思考一个好朋友应该具有什么样素质和行为。这是这教材中第一个设计来自我反思的活动。它为接下来此主题的教学、背景和词汇做好准备。
此课时的另一个教学目标是让学生学会如何表达自已的态度,同意与不同意,以及确定语气。老师可以让学生结对谈论“如果你最
好的朋友做了错事,你会怎么办?”，并分享彼此的想法。然后让他们小组讨论其他问题(每组一个问题)。在以上两环节中,让他们使用这些结构：如I (don’t)think. . . , I (don’t)believe. . . , In my opinion, . . . , I (don’t) think so, I
(don’t)agree, Exactly, I’m afraid not, That’s correct, Of course not, and so on.
巩固这一课时的内容,让学生们做一个对话：关于一个好朋友或理想的朋友应具有的品质。
三．教学目标：
① 知识目标:
⑴让学生掌握以下生词和短语: survey add point upset ignore calm concern loose cheat add up calm down
have got to be concerned about walk the dog
⑵让学生学会使用以下结构来表达态度，同意和不同意和肯定程度: Are you afraid that. . . ? I (don’t)think. . . In my
opinion, . . . I (don’t)think so, I (don’t)agree, I believe. . . , I’m afraid not, Exactly, That’s correct, Of course not.
② 技能目标:
1．列出朋友间通常存在的问题,并找的不同方法来解决这些问题。 2．鼓励学生用本课学到的一些短语和结构来思考和谈论朋友和友谊。 3．了解并初步掌握Skimming 和 Scanning两种阅读技能。
③ 情感目标
1．了解自己，了解与人交往的一些方法。 2．引导学生做一个受尊敬的，快乐的人。
四． 教学重点，难点及确定依据
教学重点
1．学习评价朋友和友谊。
2. 掌握同意和不同意（agreement and disagreement）及肯定程度（certainty）的在谈话中的表达及运用。 教学难点
1．掌握Skimming 和 Scanning两种阅读技能。 2．与搭档讨论并找出解决问题的方法。
五． 学情分析
1
本单元是高中英语的第一课，同学们刚刚步入高中，对英语还饱存兴趣，但学生的英语总体水平差距较大，且部分学生对教
师的依赖性较强，未能通过多种渠道获取信息。因此，在本节课教学过程中，拟着重训学生独立通过多种渠道获取信息、分析信息以及提取信息的能力，将课上的生动有趣且容易理解和掌握，以此来调动学生的积极性，激发学生的学习兴趣，增强学生学习英语的信心。
六．教学方法
1．任务型教学法 2．合作学习法 3．讨论法
七．教学准备
多媒体和其他常规教学工具
八．教学过程
1.导入：
友谊天长地久的视频来激发学生的学习兴趣,。这是新学期的第一节课。所以在一开始,请学生用他们喜欢的方式来谈谈关于新学校和朋友的话题。
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 you 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?
(其他关于本单元的话题导入的建议:1。播放两首关于友谊的歌曲,然后问学生歌里都说了些有什么。2。让学生们展开关于友谊的讨论，并让他们列出好朋友应该具有哪三种品质。)
（设计意图）
第二步：Warming up 热身
（１）探讨话题：针对性地提出几个问题，让学生来回答，以此来了解学生的友谊观，同时也为下一个步骤引导学生做调查问卷做准备。如果时间允许，我会用表格的形式将学生的答案列在黑板上，如：
（２）学生填写课本中的调查问卷。然后对学生的答案做出分析和点评。
设计意图：深入了解每个学生对待朋友的态度，帮助学生学会审视自我，引导学生形成正确的价值观和处事原则。
2.讲授新课：
第一步：做问卷调查Make the survey 1．让学生做书中的问卷调查。
老师可在学生做问卷时做一些必要的说明。
Question 1:This question deals with how thoughtful you are towards others and how much you value your friends.
2
Question 2:This question is concerned with fairness.
Question 3:This question also deals with your concern for others. Question 4:This question is concerned with responsibilities to a friend. Question 5:This question is concerned with honesty. 2．让学生按课本第8页的计分表给自己打分。
3．问一些学生他们得到多少并评估他们的友谊价值观。
4~7 points:You are not a good friend. You either neglect your friend’s needs or just do what he or 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 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 balance your needs and your friend’s. Well done. (老师也可以给学生展示以上的评分说明，让他们反思自己的友谊价值观。)
（设计意图）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。
第二步：讨论和分享Talking and sharing 1．让学生成对讨论：
If your best friend does something wrong, what will you do? 尝试使用以下表达方式：
I think. . . I think so. I agree.
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．小组讨论：
把学生分成四组,每组选一个话题来讨论。有以下主题：
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:List some qualities of a person who does not make friend easily.
（设计意图）
第三步：Pre-reading
读前
小组讨论:让学生对下面这几个问题进行小组讨论。
1．Why do you needs friend？Make a list of reasons why friends are important to you? 2. Does a friend always have to be a person? What else can be your friend?
3. Look at the title and skim the first paragraph of the text to find what Anne’s best friend is.
（１）对于第一个问题，我会引导学生用思维导图（mind-map）形式列出为什么朋友对人类这么重要。这种思维方法的使用可以很大程度上开阔学生的思路，是一种非常有效的指导学生学习的思维模式。我会先给学生展示下面的导图，引导学生从不同的角度去考虑为什么朋友对人类这么重要，然后让学生互相交流，最后老师做出总结。
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(2)关于第二个问题，我会采用头脑风暴的方法，通过引导学生说出各种可以成为朋友的人或物，来开阔学生们的思维。
(3).第三个问题让学生通过阅读第一段来发现谁是安妮的好朋友，它渗透了阅读技巧Scamming，即“快速阅读”。在学生阅读前，先向他们分别讲解一下Simming和Scanning阅读方法和技巧，并给出一些阅读文章进行适当训练后，再开始用Skimming方法阅读下文。
设计意图：这三个问题对接下来阅读板块的学习提供了很好的铺垫，学生在阅读过程中可以将自己的观点和文章内容进行对比。达
到阅读前的充分准备。
3．巩固练习：
第一步： 做练习册Workbook 1．讨论(课本第41页)
在学生听材料时,要求他们就说话者关于交朋友的观点做笔记。 建议步骤:
1) 听加拿大人Leslie Clark对在中国体验友谊的看法 2) 让学生分小组讨论他们是否同意她的观点。
3) 然后学生们会为2派:至少有1个学生会支持Leslie的观点,其余的学生将不支持，让学生们思考为什么他们同意或不同意Leslie的观点。
2．说的任务(课本第45页) 建议的步骤:
1) 让学生阅读下面的对话内容并2人一组讨论,他们会怎么做。 2) 每对做出共同解决方案后写在并交给老师。
3) 将持不同意见的2对组成4人一组再就同样的情况展开讨论。 4) 让他们互相展示他们这样做的理由,试图达成一致的最佳方案。 5) 每个4人小组派1名成员向全班报告他们新的方案。 6) 如果时间允许,可以让学生组对并展开对话。
（设计意图）
4.课堂小结：
第一步：总结Summary
1．让学生们总结什么是友谊，以及朋友间交往最重要的是什么。 2．老师向同学展示更多关于友谊的信息和诗歌，并一起欣赏它们。
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.
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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.
（设计意图）
第二步：评价Evaluation
学生完成以下评估表。标准:A,B,C Contents
1. I’m active in talking with others. 2. I’m active in cooperating with others.
3. I can express myself fluently, accurately and appropriately. 4. I know more about friendship after this lesson.
5. Do you think you need to improve yourself in some aspects? Which aspects?
自评
他评
（设计意图）
九．布置作业：
1．完成练习册中相关练习。 2．写一篇关于你朋友短文。
3．让学生回家预习下一板块Reading文章的内容，把看不懂的词汇语法点先用辞典查一遍再标出来，为下一板块Reading的语言
知识点的学习做好准备。
（设计意图）
十．板书设计
Unit 1 Friendship
useful structures
I (don’t)think. . . I (don’t)think so. In my opinion, . . .
Types of friendship
. . . long-distance friends friends of the same age friends across generations
Topics
1. Why do you need. . . 2. There is a saying “To. . . 3. Does a friend always. . . 4. List some qualities of. . .
活动与探究
A British newspaper once offered a prize for the best definition of a friend. If you were the editor, choose the best one from the following entries, and explain why.
英国报纸曾经出悬赏征求一个朋友的最佳定义。如果你是这个编辑, 从以下条目中选出一个最好的,并解释为什么。 One who understands my silence. A friend in need is a friend indeed.
To have a friend, you need to be a good friend.
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’s friendship.
建议回复样本:
I think “Friends are just the people who share your happiness and sorrow. ” is the best definition of a friend. In my opinion, a friend is a treasure to his or her friend(s). He or she is always devoted and helpful to his or her friend(s). Friends should help each other and share their joys and sorrows—true friendship isn’t one-sided. （设计意图）
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【篇四】friendship英文说课稿
Friendship 说课稿
Friendship 说课稿
Good afternoon，everyone！It’s my great pleasure to be here sharing my lesson interpretation with you.
The content of my lesson is Senior English Book 1 Unit 1 Friendship
I will begin my lesson interpretation from these six parts.
1.Teaching material analysis教材分析
2. Students analysis学生分析
3. Teaching and learning methods 教法和学法
4. Teaching procedures 教学程序
5.Bblackboard design 板书设计
6. Teaching evaluations 教学反思
一.Teaching material analysis教材分析
Firstly, let me talk about the teaching material. I’ll explain it from these three aspects.friendship英文说课稿
1. Status and function
2. Teaching objectives
3. Teaching key points and difficult points
As for the status and function, this unit is from New Senior English for China, Student’s Book 1 By People’s Education Press and the topic is Friendship. This is the first English class in senior high school. Whether this class is successful will have a direct effect on the students’ interest in English learning. So this unit is in the very important position of the textbook.
2. Teaching objectives
According to the new standard curriculum and the syllabus, and after studying
the teaching material, I think the teaching objectives are the followings:
Knowledge objectives:
The Ss will learn the new words, useful expressions, and grammar in this text.
Ability objectives:
The Ss will learn some basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include fast reading, intensive reading and summary.
Emotional objectives:
The Ss will have a better understanding of friendship and value the friendship.
3. Key points and difficult points
Key points: Learn the important words, phrases and sentences and help students to master some reading skills.
Difficult points: Train the Ss to sum up the information from the text and learn to change direct speech into indirect speech
二． Analysis of the students学生分析
My students are first-grade students of senior high school. They have been learning English in junior high school so they have accumulated a certain number of vocabularies and have
mastered some simple learning strategies and skills. However, the differences in students' personality and English proficiency are very large and we know that the general condition of Chinese students is that they are too shy to speak English.
三．Teaching and learning methods 教法和学法
i. Teaching methods
Now let’s come to the teaching and learning methods. In this lesson I’ll mainly use
Communicative Approach(交际教学法),
Co-operated method（合作教学）
Task-based language teaching (任务教学法).
Situational Teaching method(情景教学)
At the same time, I want to introduce my teaching aids to you.
A multimedia room and blackboard are needed in my class.
ii. Learning Methods:
We know that a successful teacher should care for their learning strategy，in this lesson，I will teach my students to master the following strategy；friendship英文说课稿
o 1）Basic learning strategy；
o The students can get the meaning of the words and phrases
o 2）Practice strategy；
o Practice can help the students get the general idea and have a better understanding of the
language.
四. Teaching procedures 教学程序
All right, now it’s time to introduce the most important part of my teaching interpretation—the teaching procedures. By the way, my class is as long as 45mins. Here, I would like to divide my teaching procedures into five steps, lead in (5mins), pre-reading (8mins), while-reading (22mins), post-reading (7mins) and homework (2mins)
Step 1 Lead in, to start with, I‘d like to play a popular English song to my students, then I’ll give a brief introduction to my students about the origin of the song and ask them to tell me it’s implied meaning..
(Here, I believe that a popular English song will help to arouse students’ interests to the class, and also help them to concentrate on the lesson)
Secondly, I will show them some proverbs about friendship.
(Here, I introduce the topic friendship to my students naturally.)
Step 2 Pre-reading
The first one is group discussion and my students have been divided into several groups before class. They are asked to discuss the following questions.
1．Why do you needs friends？Make a list of reasons why friends are important to you?
2. What else can be our friends besides human beings?
3. Look at the title and skim the first paragraph of the text to find what Anne’s best friend is. Then I‘ll ask some students to express their views.
(My purpose here is to focus student’s attention on the main topic of the reading passage. Also it prepares students to think critically about friends and give them an opportunity to compare their
real life to the textbook.)
Then come to the background information about the passage. I’ll talk about the book Anne’s Diary and the background information about the heroine-Anne.
(My purpose here is to help students to understand the passage easily and arouse their interests to read the passage)
Step 3 While-reading, I prepare two kinds of reading tasks here.
1. Fast reading
Here, I will introduce some skimming skills to the students.
Read the title Read the introduction of the first paragraph Read the first sentence of each paragraph Read the headings and sub-headings Notice any pictures and charts Read the summary or last paragraph
Then ask students to read the passage Anne’s best friend quickly, and finish the following chart
(In this way, students’ reading skill and speed will improve and they will form a simple idea o f the passage.)
2. Intensive reading:
I leave two tasks to the students. First, ask the students to read the text again and choose the best answer for each question.
The other exercise is summary.
Let the students to grasp the key information and main idea of each paragraph and write down the main idea of each paragraph.
This is one of the difficult points of the lesson.
(From fast reading to intensive reading, students learn the passage step by step. And after doing so many exercises, they have a better understanding of the passage. I believe it’s not too difficult for them to sum up the main idea here.)
3. after doing some practices, it’s time to learn some language points
In this part, I will first play the radio about the passage. Then teach key points to help students understand the passage and introduce the direct speech and indirect speech to them.
Considering it is also the difficult point of the lesson, I would like to do some oral practice here. For example, I invite two students to do the practice. One student talk to the other whatever she wants, and then the other changes it into indirect speech.
(My purpose here is to have a fully understanding of the passage and learn some useful words, phrases and sentences and help students to make good use of what they learned in the daily life.) Step 5 Post-reading
After learning the passage, I’ll create a situation for them, like:
Imagine you had to go into hiding like Anne and her family. What would you miss most? Give your reasons.
(Purpose: The situation will enable students to experience the context, and form emotional attitude through heroine. Most importantly, it’s a good means for students to practice their oral English under certain situation.)
At the end of the class, homework is also important.
My homework for students
1. Prepare to retell the story.
2. Read the book Anne’s Diary and share with other classmates in the next lesson.
(They can not only help students to practice their oral English but also broaden their knowledge.)
After talking the teaching procedures, I want to show my blackboard design to you. This is the whole process of my class, and I have my teaching evaluation.
Try every effort to improve students’ skill of reading, listening, writing and
speaking.
Always remember that students first and teacher second.
Provide students with more opportunities in the class.
Keep revising the teaching plan in the teaching process
【篇五】friendship英文说课稿
高中英语必修一Unit1 Friendship——Reading说课稿
高中英语必修一Unit1 Friendship——Reading说课稿
一、说教材
（一）知识背景及新课标、新教材
1、本单元围绕友谊这一话题开展听、说、读、写多种教学活动在本单元中涉及 到 的 话 题 有：人 们 为什 么 要 交 朋 友 ，如 何 交 朋 友，怎 样 处 理 朋 友 的 关 系 ， 生 活 在 二战时期的安妮是如何渴望朋友，如何与朋友相处的等。
2、Reading部分承载着整个单元中最重要的语言和文化信息，也是教师在整个 教学过程中需要重点处理的部分。本文讲述了犹太女孩安妮为躲避纳粹的迫害而 藏身于小阁楼中，并把日记当作自己的朋友，通过写日记来表达自己孤独和郁闷 的心情。通过阅读这篇课文，学生不仅要进行阅读技能的训练，学习一些新的词汇和短语的表达方法，还要去阅读过程中学习并欣赏英语语音的美感，感受主人公乐观自信的人生太度，纯洁美丽的心灵。
（二）教学目标
1、知识技能
①学习一些重要的新单词，短语和句式，如go in rough make+o+n作宾补
1、wonder whether/if一句式等
②学会用英语谈论友谊
2、能力目标
提高学生的阅读能力并学会用一些阅读技能，
如guessing key sentences ,skinning ,scanning and so on
3、情感目标
使学生意识到友谊的重要性，并通过阅读这篇短文学会珍惜友谊
（三）教学重点
1、培养学生的阅读技能，学会欣赏文学作品
2、让学生在语境中学习并掌握文章中的词汇和短语
3、提高学生的阅读技能
（四）教学难点
1、怎样提高阅读技能
2、掌握make+o+oc
二、说教学方法
1、任务型教学
2、合作学习
3、讨论
三、说教学过程
（一）导入（Lead-in）
这一步骤的重点在于激发学生的兴趣
活动方式：师生互动
教师提问：What is important in your Life ?
学生的答案会有money study time hip etc
再问：DO you want to know what important in my life?
Listen to a song《朋友》
导入的同时引出一句谚语：A f riend in need is a friend in deed (拓展学生的知识)
最后指出今天新学内容是Friendship
(二)pre-reading
问答形式：
1、Why do you need friends?
2、What do you think a good friend should be like?
3、Does a friend always have to be a person?
4、Have you ever considered making friends with animals,plants or even an object?
看阅读文章的标题猜猜安妮的朋友是谁
介绍这篇文章的写作背景，二十世纪四十年代纳粹德国统治欧洲大部分地区。 德国纳粹政策之一是对犹太人残酷迫害包括杀害：送到集中营强迫劳动，驱逐 出欧洲等。——指出当时的历史北京，学生就能自然而然地习得语言。能从时代背景出发思考安妮面临困境，就不难理解安妮当时的心境和为什么将日记视为自己的朋友，从而深刻地领悟安妮日记的内涵。
（三）Reading
1、Skimming
让学生快速浏览课文，把握中心内容
2、细读课文，抓住文中的关键信息和段落大意friendship英文说课稿
3、带着问题看课文，即完成“理解”部分的练习
4、读安妮日记，并进行复述
（四）听力与巩固
1、Anne made her diary her best friend because she was afraid her friends would laugh at her
2、Anne and her family had been in hiding place for two years
3、Anne thought nature is one thing that really must be experienced
(五)知识点（language points）
1、go through
2、Make her diary her best friend
3、I wonder if /whether
4、do with/deal with
5、it was the first time that
(六)讨论
如果你必须像安妮一样和家人躲个狭小的空间里生活，你会怎么做？——通过讨论更能感受到安妮对自由生活的向往，对大自然的热爱。对友情的渴望，通过反思自身的生存状态，他们会懂得珍惜生命，珍惜生活中美好的点点滴滴，并保持乐观向上的生活态度。
【篇六】friendship英文说课稿
Friendship说课稿
My Representation of Unit 1, Friendship
Good afternoon, teachers. It’s my great honor and pleasure to be here sharing my lesson with you. Today I’m going to represent my lesson with six parts: My Understanding of the Lesson; The Analysis of the Students; Teaching Methods and Aids; Learning Strategies; Teaching Procedures and Blackboard Design.
Part 1: My understanding of the lesson
I. Analysis of the Teaching Materials
The content of my lesson is unit 1, Friendship of Senior New English for China Book 1. This unit mainly tells us about friends and friendship, which is closely related to students’ school life. So this topic will surely arouse students’ interest in learning this unit. My representation is the reading part of this unit. Since reading is one of the most important ways for students to get information, it is of great importance if they develop effective reading strategies and master some useful reading skills, such as skimming, scanning detailed reading and so on. Therefore, this lesson plays a great important part in this unit.
II. Teaching Aims
According to the new English curriculum, teaching material and my students, I will set the teaching aims from three dimensions.
1. Knowledge objects
1) Help the students to learn about the topic of friendship;
2) Enable the students to master the words, phrases and expressions in the passage.
2. Ability objects
1) Develop students’ reading skills of skimming, scanning and so on.
2) Help students to express their own opinions about friendship;
3) Cultivate students to co-operate with each other.
3. Emotion or moral objects
1) Enable the students to realize the importance of friends and learn to value the friendship.
2) Enable the students to appreciate the beauty of nature and cherish it.
III. Important and Difficult Points
1. Teaching important points
1) Mainly train the students’ different reading skills, such as skimming, canning and so on;
2) Enable the students to master the important words and expressions as well as sentences
structures in the text.
2. Teaching difficult points
1) Get the students to master the reading skills of skimming, scanning and so on;
2) Let the students learn to use the difficult sentences structures of the passage.
Part 2: The Analysis of the Students
The students are new senior high school students. Most of them have interests in making new friends and getting along with friends, so the topic of this unit will surely arouse students’ interest. But since they don’t have systematic reading training, they may have difficulty in fully
understanding the text. Therefore, it is necessary for the teacher to guide them to read and catch the information step by step and help the students to improve their reading skills.
Part 3: Teaching methods and aids
I. Teaching methods
As is known to us all, effective teaching methods can achieve perfect teaching effect, so in this lesson I mainly adapt task-based, co-operative and communicative teaching methods.
II. Teaching aids
Blackboard and computer
Part 4: Learning strategies
I. Teach the students how to be successful language learners;
II. Let the students learn about the reading skills to understand the whole passage; III. Teach the students give their own opinions on the topic of friendship.
Part 5: Teaching procedures
Step 1: Lead-in or warming up
1. Play the song Shinning Friends to the students.
2. Ask the students the following questions:
After the listening the song, do you think friends are important for us? Why?
By playing music, it can create a relaxing learning atmosphere
for the students.)
3. Finish the Warming Up on Page 1.
4. Ask the students the following questions:
After finishing the Warming Up, what do you think a good friend should be like? List the qualities of a good friend should have.
：The funny investigation can arouse the students’ interests in
learning the passage. Through answering these questions, the students can be able to improve their ability of co-operation.)
Step 2: Pre-reading
Ask the students the following questions:
1. Does a friend always have to be a person? What else can be your friend?
2. Have you ever considered making friends with animals, plants and even an object? Why
or why not?
( The students can have a chance to talk more related to this lesson by free talk.)
Step 3: Fast reading
1. Let the students look at the title and the pictures of the passage and then try to predict
who was Anne’ best friend.
2. Get the students to skim the first two paragraphs to confirm their guessing and find out
the time, place and heroine of the story.
3. Let the students read paragraph 3 and ask them:
What’s the main idea of the letter?
(Anne’s love for nature)
(Through task-based learning, the students can have a general idea of the passage and also can practice their reading skills of skimming, scanning, prediction very well.)
Step 4: Careful reading
1. Ask the students to read the text carefully and finish the exercises on Page 3. (Exercise 1
and 2)
2. Play the tape and let the students go through the whole text.
The students can be able to consolidate the knowledge they
have learned by doing exercises. Listening to the tape and going through the whole text can let the students have a more clear idea of the passage.)
Step 5：Post reading
Let students work in groups of six to discuss the following question: Imagine you have to go into hiding like Anne and her family, what would you miss most? Give your reasons.
( Discussion can provide a free platform for students to
communicate with each other and they can improve their abilities of spoken English, co-operation, and communication.)
Step 6: Homework
1. Write a short passage: Students write down what they would miss most if they had to hide like Anne.
2. Finish the exercises in Learning about Language.
(Homework is so important and necessary for the students to
master the knowledge they learned during the class. It will also check whether teachers achieve the teaching aims or not.)
Part 6: Blackboard design
In my opinion, blackboard design can reflect the teacher’s ability of teaching the text and lead the Ss to master the text easily. So I will write down some key words of my teaching goals to let the students know what they should master.
Skimming (read quickly to get chief points)
Scanning (read the text in search of a particular item)
Task-based; co-operative; communicative teaching methods
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