作为老师的任务写教案课件是少不了的，大家在用心的考虑自己的教案课件。只有规划好了教案课件新的工作计划，才能促进我们的工作进一步发展！你们会写多少教案课件范文呢？为了让您在使用时更加简单方便，下面是小编整理的“Unit1GoodFriends”，欢迎您参考，希望对您有所助益！

Unit1GoodFriends
Teachingobjectivesanddemands:
Theactivityisdesignedtoencouragestudentstothinkaboutfriendsandfriendshipandtoactivaterelevantvocabulary.
Askthestudentstodescribeagoodfriendandgiveexamplesofsituationswherefriendshavehelpedthem.Usetheactivityasabrainstormingsessiondoneeitheringroupsorwiththewholeclass.
Languageuse:Manipulatelistening,speakingpractice
Keypoints:
1.EverydayEnglishforcommunication.
2.Wordsandusefulexpressions
TheFirstPeriod
Step1.Warmingup
Studentsareaskedtodescribethemselvesandafriend.Youcanusethesequestionsinatleasttwodifferentways.Onealternativeistoaskthestudentstothinkaboutthreewordstodescribethemselvesandthenleteachstudenttelltheclassthethreecharacteristicstheyhavechosen.Asecondalternativewouldbetoaskthestudentstowritedownthethreecharacteristicsandletotherstudentsguesswhoisbeingdescribed.Aswiththefirstpart,theobjectiveistoelicitstudentlanguageandgetthestudentstothinkaboutfriendsandfriendship.
Whichwordscanbeusedtodescribethecharacteristic?
Brave:couragefearlessheroic
Scared:astonishfearfulfrightenedhorrifiedshockedterrifiedtimid
Loyal:devotedfaithful
Wise:brightclevercutegiftedintelligentsmartwell-learnedwitty
Foolish:sillystupid
Beautiful:attractivebreath-takingcharmingcoolcuteeleganteye-catchinggood-looking
gracefulinvitinglovelyneatprettysplendidstunning
Rich:wealthyplentiful
Funning:amusinghumorous
Happy:carefreecheerfulcontenteddelightedgladhighmerrypleased
Unhappy:bitterbluediscourageddispleasedheavymiserablesadupset
Step2.Listening
Thestudentswillhearfriendsdiscusscommonproblemsthatmayoccurinafriendship.Thestudentsareaskedtoidentifytheproblemsandsuggestsolutions.Tellthestudentsthatfriendssometimeshaveproblemsandthatitisimportanttoknowhowtosolvetheproblems.Thestudentswillhearthreeargumentsbetweenfriendsandareaskedtowritedowntheproblemsandsuggestpossiblesolutions.Itmaybenecessarytodividethetaskintotwoparts;firstthestudentswritedowntheproblemsastheylistentothetape,andthentheydiscusspossiblesolutions.Thestudentscanalsolistentoonesituationatatimeanddiscusssolutionswiththewholeclass.
Key
1.Peterisoftenlateforfootballpractice.Ithinkthatheshouldtrytobeontimeinthefuture.
2.Maryusuallyborrowsthingswithoutaskingandshedoesn’treturnthingsontime.Sheshouldasktheownerisshewantstoborrowsomethingandtrytoreturnitontimeinthefuture.
3.AdamborrowedJohn’sCDplayeryesterdayandnowitisbroken.Adamcanaskhisuncletofixit.
Extensionthestudentsareaskedtothinkofothersituations/problemsinvolvingfriendsandrole-playordiscusstheissues.Youmayalsoaskthestudentstolistordiscusswhatmethodsaremosteffectivewhenyouwanttosolveproblemsinafriendship.
WorkbookP85
Listening
Studentswillhearaboutproblemsfriendsmayhaveandwhatcanbedonetosolvesuchproblems.Thestudentsareaskedtowritedownthesolutionsmentionedonthetapeandtothinkofothersolutions.Askthestudentstolistentothetapeandwritedownthesolutionssuggestedbythespeaker.Youcanhelpthestudentspreparebyfirstaskingthemtothinkaboutproblemstheymayhavehadwiththeirfriends.Thesolutionsmentionedonthetapearesimpleandgeneral.Encouragethestudentstothinkofbetter,morespecificsolutions.Whatwouldtheydoiftheyhadaquarrelwithafriend?Howdotheytalktotheirfriendsaboutdifficultthings?Howdotheykeepsecretsfrombecomingrumors?
ListeningtextEverybodyneedsfriends.Butbeingagoodfriendcansometimesbehardwork.Learninghowtosolveproblemsinafriendshipcanmakeyouabetterfriendandahappierperson.Acommonproblembetweenfriendsisthattheydon’tknowhowtotalktoeachotheraboutdifficultthings.Whentheydotalk,theyoftengetmadwitheachother.Whatcantheydo?Well,ittakestimetolearnhowtocommunicatewell,anditisimportanttounderstandwhyafriendgetsangrywithyouwhenyousaysomething.Ifyouknowwhatitisthatmakesyourfriendangry,thenyoucantrytotalkabouttheprobleminadifferentway.
Anotherproblemthatmanyfriendshavetodealwithiswhattodoafteroneofthemgetsangryorupset.Iffriendsgetangrywitheachotherandsaysomethingbadbecausetheyareangry,theyoftenfinditdifficulttoapologizeafterthequarrel.Thebestwaytoapologizeafteraquarrelissimplytostartbytellingeachotherthatyouaresorryandthengofromthere.Asimpleapologyisoftenenoughandisagoodstartingpoint.Whataboutfriendswhocan’tkeepasecret?Sometimesitseemsimpossibletokeepasecretfrombecomingarumourthateveryoneknows.Shouldn’tagoodfriendbeabletokeepasecret?Perhaps,butitisnotalwaysthateasytokeepasecret,andtellingasecrettosomeonewilloftenputtheminadifficultsituation—theymayhavetolietootherfriendstokeepthesecret.Thebestwaytomakesurethatasecretdoesn’tbecomearumorissimplytokeepittoyourself—don’ttellanyone.
AnswerstoExercise1
Problem:Friendsgetangrywitheachotherwhentheytrytotalkaboutsomethingdifficult.
Solution:Trytounderstandyourfriend/Trytotalkabouttheprobleminadifferentway.
Problem:Friendsdon’tknowhowtoapologize.
Solution:Startbytellingeachotherthatyouaresorryandtakeitfromthere.Asimpleapologyisoftenenough.
Problem:Somefriendsdon’tknowhowtokeepsecrets.
Solution:Keepyoursecretstoyourself.
Step3Speaking
ThestudentswillusetheinformationaboutthepeopleonSBpage2totalkaboutlikesanddislikesandtopracticegivingreasonsfortheiropinions.Tellthestudentstoworkinpairs.AskthestudentstocompletethechartonpageSBpage3andthenusetheanswerstotalkaboutwhocouldbefriendsandwhattheylikeordislike.Askeachpairtodecidewhocouldbefriendsandgivereasonsfortheirdecisions.Whentheyhavemadetheirdecision,askthemtocompareanddebatetheirideaswithotherpairs.Encouragedifferentanswers,includingstrangeones.
P3workinpairs
NameJohnStevePeterAnnSarahJoe
Age1514151614
Genderboyboyboygirlgirlboy
Likesfootball/readingsingingskiingreadingrockmusiccomputersingingcomputersrockmusicdancingreadingnovelsfootballsingingrockmusicskiingsurfingtheInternet
Dislikessingingrockmusiccomputerhikingfootballrockmusicfootballclassicalmusicdancinghikingclassicalmusicreadingrockmusicdancingcomputersfootballhiking
ExtensionThestudentsareaskedtomakealistoffamouspeopleorpeopletheyknow.Thestudentsthenusethelisttoidentifylikesanddislikesandcharacteristicsandtrytodeterminewhocouldbefriends.Step4.TalkingWorkbookP85
Thestudentsaregivenrolecardsbasedonthreesituationswherefriendsarehavingproblems.Theyareaskedtoactoutthesituationswiththe“usefulexpressions”.Theyarealsoaskedtothinkofafourthsituation,preparerolecardsforit,andactitout.Letthestudentsrole-playinpairs.Remindthemthattheyshouldnotwritedownadialogueandthensimplyreadthedialogue.Instead,theyshouldtrytoactoutthesituationwithoutrehearsingit.Iftheyfinditdifficulttogetstarted,youcanletthempreparebypractisingpartofasituation.Youcanalsohelpbymodelingpartofasituation.
ExtensionFriendsoftenhelpeachother.Askthestudentstoworkinpairsandlistexamplesofsituationswherefriendscanhelpeachother.Thestudentscanthenwriterolecardsforthesituationsandactoutinpairs.
Step5.Homework
(1)FinishofftheexercisesofUnit1intheworkbook.
(2)Revisethekeypointsofthisunit.
(3)Listthefriendtheygettoknowinclassandwritedownsomethingtheywanttoknow.
Evaluationofteaching:
TheSecondPeriod
Teachingobjectives
1.Developthestudents’comprehensionofexplorativepassages,especiallytheirabilityofanalyzingthestructureofsuchkindofarticles.
Offerthestudentschancesofself-culturebyworkingingroupsandseekinginformationaboutthefilmout-
sidetheclass.
3.Infusethestudentswithbasicknowledgeaboutthefriendandfriendship
4.Learnsomewordsandusefulexpressionsfromthetext.
TeachingApproach
1.CommunicativeApproachshouldbeusedthroughouttheclass.Stressshouldbelaidon:
2.Learner-centeredness;learning-centeredness
3.Task-basedlearning
4.Activity-basedteaching(classwork;individualwork;groupwork)
Teachingtype:Readingcomprehension
TeachingProcedure
Step1.ReportinclassAstudentisaskedtoreportsomethinginterestingheorshepicksupfromnewspaperormagazines.
Step2.ReviewandcheckSshaveaworddictationandchecktheirhomeworkinworkbook
Exercise2Suggestedsamplesentences
1)MyfriendAlanisbrave.Heoncesavedthelifeofalittlegirlwhohadfallenintoalake.
2)MyfriendBobisloyal.Hewouldn’ttalktoCharleswhomIdon’tlikeatall.
3)MyfriendDavidiswise.Healwaysgivesmethebestadvice.
4)MyfriendGeorgeisahandsomeboy,buthedoesn’tliketostudyandalwaysdreamsofbecomingamodel.
5)MyfriendHarryisasmartstudent.Healwaysasksgoodquestionsinclass.
Step3Pre-readingSsareaskedtolistentothetapeandfindthethingstheyareusingortalkingabout.
PractisingonP87vocabulary
1“Thebooksaretooheavy!Ithinkit’sgoingtobreak.”
2“Ohno!IforgotwhereIputit!Ihavewrittendownalltheimportantphonenumbers.”
3“Yum!Youhaveboughtitatlast.Wecanhavefriedfishfordinner.Mmm…Ican’twaittoputthisfishinit.”
4“Handsup!Don’tmoveorI’llshoot.Givemeallyourmoney!”
5“Ooooh!Ilookveryniceinthisnewdress!!!”
6A:Ithinkwe’relost.Whatshouldwedonow?B:Don’tworry.IhaveithereandIknowhowtouseit.
7“Ouch!Ihitmyselfwithit.”
8A:Hurryup!It’ssodarkhere.Ican’tseeanything.
9“Itisshakingbadly.AmIgoingtodie?Help!…Oh,thankGod!”
10“Ifeelsadwhenitcomestothepartinwhichthetwofriendsbecomeenemies.”
Answers1rope2notebook3pan4gun5mirror6compass7hammer8match9airplane10movie
Getthestudentstothinkaboutwhatitwouldbeliketobealoneonadesertedisland.Theactivityisnotdirectlinkedtoareadingstrategyorastructureinthereading,butisintendedtobeusedasapreliminaryactivityrelatedtothepreviouspartsoftheunit.Thepre-readingexercisealsogivesthestudentsanopportunitytopractisegivingopinionsandmakingdecisions.
Explainthesituationtothestudentsandgivethemtimetothinkaboutwhattheywouldbring.Theactivityshouldgeneratedifferentchoicesandopinions,thusmakingitagoodopportunityfordiscussion.Tellthestudentstoworkingroups.Askthemtodescribetheusefulnessofeachitemintheboxandthendecideonthethreemostusefulones.Makesurethateachgroupmembergetsanopportunitytospeak.EncouragethestudentstousethestructuresIthink…because…/Icoulduseitto…/itcouldbeusedto…/…wouldbemoreimportantthan…because…Askonestudentfromeachgrouptowritetheiranswersontheblackboard.Compareanswersfromdifferentgroupsandhaveashortdiscussion.e.g.1.Ithinkaknifewouldbethemostusefulitem,becauseIcoulduseittokillanimalsandcutthemeat.Itcouldalsobeusedtocutwood.2.IalsothinkaboxofmatcheswouldbeusefulbecauseIcouldusethematchestomakefire.IfIhadafire,Icouldcookfood,staywarmandkeepwildanimalsaway.Moreimportantly,ifsomeonesawthefire,theywouldcomeandsaveme.3.Ithinkabookwouldbemoreusefulthanaradio,becauseyoudon’tneedbatteriestoread.AndwhenIread,Iwouldlearnaboutlifeandtheworldandforgetmyloneliness.
Extension1:Askthestudentstothinkabouthowthethingscouldhelptheminothersituations,forexample,iftheywerelostinadesertoraforest.Extension2:Letthestudentstalkabouthowtheywouldfeelinanextremesituation.Howwouldtheyfeeliftheywerealoneonadesertedisland?(angry,desperate,lonely,hungry,worried,hopeful,happy,afraidetc.)Whatwouldtheydototrytoovercomethesefeelings?Extension3:Askthestudentsiftheyhavereadbooksorseenmoviesaboutislandlife,forexample,RobinsonCrusoe,CastAway,SixdaysandSevenNights,etc.Howdidthemaincharacterssurvive?Howweretheyrescued?Extension4Afterthediscussion,youcanaskthestudentstoconsiderthesimilaritiesanddifferencesbetweenspiritualandmaterialisticneeds,i.e.thethingsweneedandthesocialinteractionweneed.
Step4ReadingListentotapeandfinishthefollowingitems
CHUCK’SFFRIEND
Backgroundinformationonthereading:ThefilmCastAway,starringTomHanks,depictsaman’sstrugglewithsolitudeandhisjourneytowardsself-knowledge.ThefilmshowsushowChuck,abusymanagerwhoneverhas“enoughtime,”endsuponanislandwithnothingbuttime.Hemanagestosurviveontheislandandherealizestheimportanceoffriendsandfriendship.Thetext,summarizedbelow,describeshisexperienceandthelessonshelearnsfromhisunusualfriend,avolleyballhecallsWilson.
Guessthemeaningofawordorphraseinthetext,tellthemtomarkthewordorphrase.Askthestudentstolistwordsorphrasesthattheydon’tknow.Explainimportantonesifnecessary,buttryofferingmorecontextofcertainwordsuntilthestudentscanguessthemeaning.Don’tspendtoomuchtimegoingthroughthenewwords.
Suggestionforteachingsomeofthevocabularyofthereadingtext:
ItemStrategyWhatitmeans
Whatisthetextabout?CLUESThepictureshowsamanwholiveslikeawildman,alone.Hehastotakecareofhimself.ThetitlesaysthatthetextisaboutChuck’sfriend.
Whatisthetextabout?WORLDKNOWLEDGEIfIlookatthepictureandreadthestory,Imayrecallotherstoriesaboutamanlivingaloneonanisland,e.g.RobinsonCrusoe.Inthosestories,themanhastolearntofindwaterandfoodandtakecareofhimself.
Whatkindofwordswillbeused?GENREThereadingpassageisasortoffilmreview,soIcanguessthetextwillusewordsaboutstories,characters,actingandperhapsunusualthingsthatdonotexistintherealworld.
CastAwayCLUESForm)+SKIP+CLUES(Context)+LOOKUPThewordsareinitalics,soIknowthatitmustbethenameofafilmorabook.Icanprobablyskipthewordandlookitupinthedictionarylater.IfIreadthetextIwilllearnthatthefilmisaboutamanwhohastolivealoneonanisland,awayfromhisfriends,becauseofanaccident,soIcanguessthat“CastAway”referstothemaninthestoryandhissituation.Thedictionarysaystobeleftaloneonanislandafteryourshiphassunk.
playGENRE+
CONTEXTTomHanksisafamousactor.He“plays”amannamedChuckNolandinthefilmCastAway.Icanguessthatplaysmeansacts.
surviveCONTEXT+WORLDKNOWLEDGEWhenairplanescrash(falldown),mostpeopledie.If,likeChuck,theydon’tdie,theygoonliving,soIcanguessthattosurvivemeanstogoonliving.
desertedCONTEXTThetexttellsmethatChucklandsonadesertedisland.Thetextalsotellsmethattherearenopeopleontheisland,soIcanguessthatadesertedplacemeansaplacewheretherearenopeople.
challengeCONTEXTThetexttellsmethattherearedifferentchallengesinChuck’slife—hehastocollectwater,huntforfood,andlearntosurvivewithoutfriends.Icanguessthatachallengeissomethingdifficultthatyouhavetodo.
shareCONTEXT+
LOOKUPIknowthatIliketotalktomyfriendswhenIamhappyorsad.IfIamsad,talkingtoafriendmakesmefeelbetter.Icanguessthat“toshare”happinessorsorrowmeanssomethinglike“tellothersabouthowIfeel”or“makeothersunderstandhowIfeel”.Thedictionarysaysthatsharemeanstohavethesameinterestorfeelingassomeoneelse.
unusualFORMIknowthatusualmeans“somethingthathappensallthetime”or“normal.”IfIknowthattheprefix“un-“meansnot,Icanguessthatunusualmeansnotnormalorstrange.
suchasCONTEXTAluckypenandadiaryareexamplesoffavouriteobjects,soIcanguessthatsuchasmeansforexampleor“like.”
SummaryAskthemtolookatthepictureandaskonestudenttopointtothepictureandretellthemainideaofthetext.
1ChuckNoland,asuccessfulbusinessman,landsonadesertedislandafteraplanecrash.
2Chuckhastolearnbasicsurvivalskillsontheisland.Inordertocopewithhisloneliness,ChuckdevelopsafriendshipwithavolleyballhecallsWilson.
3Fiveyears’lifeontheislandteachesChucktheimportanceofhavingfriendsandbeingagoodfriend.Wilsonmayjustbeavolleyball,buttheirfriendshipisrealandinsomewaysbetterthanChuck’sfriendshipsinthepast.
4Humanfriendsandunusualfriendsareimportantinourlife.Friendsandfriendshiphelpusunderstandwhoweareandhowweshouldbehave.
Step5Post-readingExerciseonPage4Askthestudentstoanswerquestionsaboutthestory.e.g.HowcanavolleyballbecomeChuck’sfriend?WhatdoesChucklearnabouthimselfwhenheisaloneontheisland?
Suggestedanswerstothequestions
1Hehastolearnhowtocollectwater,huntforfood,andmakefire.Moreimportantly,hehastolearntolivewithoutfriends.
2Hehaslearntalotabouthimselfwhenheisaloneontheisland.Forexample,hehascometorealizethatfriendshipisimportantinhislife,thathehasn’tbeenagoodfriend,andthatheshouldcaremoreabouthisfriends.(Thestudentsmayalsousepresenttense,e.g.Helearnsalotabouthimself.Herealizesthat…)
3Openfordiscussion.Thestudentscanlistbasicsurvivalskills.
Letthestudentsdiscussthequestioningroups.Thequestioncanbediscussedintheformofarole-playwhereeachstudentrepresentsoneofthefourpeopleandhastopersuadetheothersthatheorsheshouldbegiventheparachute.
5.Haveashortdiscussionaboutoneormoreideasinthetext:
1)Whatcanwedotobegoodfriendsevenifweareverybusy?
2)Doesasuccessfulmanorwomanneedfriends?
3)Thetexttalksabout“giving”and“taking.”Howdofriendsgiveandtake?
4)Whatdofriendsteachus?
5)Isitbettertohaveahumanfriendoranunusualfriendsuchasavolleyball,apenoradog?
Step6LanguagestudyKeyto“Wordstudy”:
1honest,2classical3sorrow/unhappiness4argue/quarrel/disagree5loyal/good/true
6huntfor7fondof/interestedin8brave/fearless9inorderto/soasto10smart
Student-centeredvocabularylearning:
Itisveryimportantforstudentstomaketheirownchoicesanddecisionsaboutwhattheylearn.Youcanhelpyourstudentsbylettingthempractisemakingsuchchoicesanddecisions.
Givethestudentsafewminutestomakealistofwordsandexpressionsfromthetextthattheywanttolearn.Thelistshouldnotbetoolong.
Askthestudentstoshowtheirlisttoapartnerandexplainwhytheychosethesewordsorexpressions.
Therearemanywaystohelpthestudentsdealwithnewwords.Beginbylettingthestudentstryontheirown.Ifthestudentscandiscoverthemeaningofnewwordsthemselves—eitherbyusingclues,pairwork,orgroupdiscussiontheyaremorelikelytodevelopabetterunderstandingoftheword.Moreimportantly,theprocesswillhelpthemdevelopstrategiesandskillsthattheycanusewhentheyencounternewwords.Theteacherisresponsibleforprovidingguidanceandassistance.Givethestudentstime,helpaslittleaspossibleandinagradualway.Trytomodelandencouragepositivebehaviour—thebestwaytohelpistoprovidecluesandexamples.Ifyou“explain”thewordorsimplytranslateit,youarenotgivingthestudentsanopportunitytolearn.
1Encouragethestudentstotrydifferentwaystofixthewordsintheirminds.
2Somewordsmayhavedifferentmeanings.Youcanhelpthestudentsdecidewhichmeaningfitsthecontext.
Unit1背景材料：CastAway荒岛余生
汤姆汉克斯曾以《费城故事》和《阿甘正传》连续两度获奥斯卡最佳男演员奖殊荣，为自己和别人树立了两座高不可攀的丰碑。经历了一段时间的低潮后，他又再度与赞米基斯（《阿甘正传》的导演）合作，凭借《荒岛余生》一片获得第七十三届奥斯卡最佳男演员奖提名。可惜的是，此奖颁给了罗素克罗（《角斗士》）。据说，奥斯卡评委们是不会让同一个人在十年之内三度称帝的。但汤姆汉克斯的演技可以说无可挑剔。为演好此角，他甚至将体重减少了几十斤。如果你有兴趣，可以找来此片一睹被遗弃荒岛前后判若两人的汤姆汉克斯的模样。
ChuckNoland,wholivesinMemphis,isanoperationmanageratFedEx,anexpressmailingcompany.Heishardworkingandparticularlytime-conscious.1Hebelievesthattimeiseverything:cosmos,2fortuneandmisfortune;timeisalsocapableofdoingeverything,creatinganddestroyinghumanbeings.HehasagirlfriendnamedKellyFrears,whoworksatachemicallab.Theyloveeachotherverymuch,thoughChucktravelsalotandrarelystaysathome.ItisChristmasseasonnow.ChuckgetsbackhomeandKellyisveryhappytoseehim.HoweverChuckissotiredafterhisbusinesstriptoRussia,heisfastasleepwhenKellyturnsoffTVandisabouttogotobed.
OnChristmasEve,Chuck,KellyandhisfamilyarehavingdinnerwhenChuckspager3rings.Anotherassignmentcomes.KellydoesnotliketoseeChuckleaveasitisChristmastimenow.ButChuckhastogoandpromisestobebackonNewYearsEve.SeeingChuckoffattheairport,Kellygiveshimanoldwatch,inheritedfromhergrandfather,withherphotoinit.ChuckismovedandtellsKellythathewillholdontoitfortherestofhislife.ThenhegivesKellyasmallprettybox,sayingthatthisissomethingspecialforherandsheshallopenitonNewYearsEve.
Onthewaytohisdestination,theplaneChuckisflyingoncrashesintheseaduetoaheavystormandamechanicalfailure.FortunatelyChucksurvivesandclimbsontoalifeboat4afterthecrash.HestillmanagestogetholdofthewatchKellygiveshim.
Itrainsheavily.Chucksboatispushedashorebywavesandlandsonasmallislandthenextday.Nowthetwothingshehas,Kellyswatchandthepager,arehisonlypossessions.Hedoesnotknowwhereheis.Thereisnobody,notevenanimals.ChuckwritesHELPonthebeachwithtreetrunks.ThatnightChuckhearsstrangesoundcomingfromthenearbytrees.Inthefollowingdays,hungryandthirsty,hecollectsFedExparcelspushedashorebywaves.Suddenlyhehearsthestrangesoundagain.Heisterrifiedbutthensurprisedtofindthesoundisfromfallencoconuts.5Thestruggleofopeningthemstarts.Aftertryingdifferentwaysforalongtime,hefinallyisabletotastehisfirstfruitofsuccess.
Oneday,climbingontothetopofthemountainontheisland,Chuckfindsthatitisasmallanduninhabitedisland.Allofasuddenhespotsamansbodynearthebeach.Itisoneofthecrew.6Chuckpullsitashore.Withamixedfeelingoffearandsympathy,hehesitantlytakesoffthemansshoesandflashlightbeforeburyinghim.
Onenightinthedarkness,hefindsalightfromafar.Itmustbeaship.ChuckisveryexcitedandheuseshisflashlightforSOSsignal.Butitisofnouse.Thelightistooweaktobenoticedbypeopleontheship.Thefollowingday,Chucktriestorowthelifeboattotheship.However,bigwavesturnhislifeboatupsidedown，andtomakethingsworse,heisinjuredontheleg.Thatnightthereisaheavythunderstorm.Chuckhastohidehimselfinacave.Heforgetstoturnofftheflashlightandthebatteryrunsoff.
Asthehopeofbeingsavedisgettinglessandless,hefaceschallengesofsurvival.Anideastrikeshismind,andheopenseveryandeachparcel.Videotapesarethrownawayandsoareimportantcommercialcontractsanddocuments.Apairofskatingshoes,anightgown,7andavolleyballarekept.Theblades8areusedasknivesforcutting,andthenightgownasfishingnet.Asforthevolleyball,Chuckuseshisbloodtodrawamansfaceonitandnamesit"Wilson"whogiveshimspiritualcomfort.Hebeginstotalktothe"man"hehascreatedandWilsonhasbecomehiscompany.
Nexthehastostartafire.Withoutfire,hehasnothadanyfoodorhotwaterfordaysexcepteatinglivefishanddrinkingrainwaterandcoconutjuice.Hegetssomewoodandworksonitforalongtime.Healmostloseshishopeuntilhediscoversthatairisimportanttostartafire.Hedrillsthewoodinthemiddlewithastickwhileblowingsomeairinbetweenthetwopieces.Whenafireisfinallymade,Chucksingsanddanceslikeatribesman,9happyforthefirsttimeafterlandingontheisland.Hehashisfirstmeal,acookedcrab.
Fouryearslater,Chuckbecomesanexperiencedprimitiveman.Hestillkeepshisgirlfriendsphotoinhiscave.Besidethephoto,therestandsanothercompanionofhisforthoselonelyyears—Wilson.ChuckissousedtotalkingtoWilson,thevolleyball,thatheregardsashisbestfriend.OncehethrowsawayWilsoninangeranddespairbutonlyfindshimselfmorelonelyanddesperate.Sohesearchesforitandisveryexcitedtogetitback.ThenhepaintsWilsonsfacewithhisbloodagainsothatWilsonhasanewface.
Oneday,hefindsapartoftheplaneontheshore,whichgiveshimanidea.Hecutsdownthebiggesttreeontheislandandmakesitintoamanssculpture.Hepullsituptothehighestpointoftheislandanderectsitthere.Thenheplanstobuildaraftandstartsworkingonit.
Chuckatlastcompleteshisgrandiose10projectandbeginstorowtowardsseawithhisdearfriendWilson.Atthemomentofleavinghisislandonwhichhehaslivedforfouryears,asenseofsadnessoverwhelms11him.Hehassomehowaspecialattachmenttotheisland,feelinglikeleavinghissweethome.
Onthejourneytogetbacktothehumanworld,heexperiencesdangersofsharks,thunderstorms,anddespairoflosinghisbestandonlyfriendWilsonwhoaccompanieshimforthepastterribleyears.Howmanydayshavepassed,hehasnoidea.Oneday,alargeshippassesbyandChuckisfinallysaved.
However,hisreturnisnotahappyone.Kellyismarriedandhasadaughter.Sheissoconfusedandlostabouthisreturnthatitishardforhertoacceptamanwhohasbeen“dead”forfouryears.Besides,herhusbandtriestoconvinceherthatnottoseeChuckisineveryonesinterest.
Onerainyevening,ChuckcannotresistanylongerthedesiretoseeKellyagain.HegoestoKellysinataxiandknocksonherdoor.WhenKellyshowshimtheircartheyusedtodrive,whichshekeptforallthoseyearsalongwithalltheirsweetmemories,theyaregettingsoemotionalthattheykisseachother.ButChuckcoolsdownandasksKellytogobackhome.
NowChuckcomesbacktohisoldselfandstartsworkingagain.Havingdeliveredthelastparcelhehaskeptfromtheisland,hesuddenlysensesanewbeginninginhislife.
1.time-conscious:时间观念很强。2.cosmos:宇宙。3.pager:传呼机。4.lifeboat:救生船。5.coconut:椰子。
6.crew:全体机组人员。7.nightgown:（妇女的）睡衣。8.blades:（冰鞋的）冰刀。9.tribesman:部落人。
10.grandiose:宏大的。11.overwhelm:使受不了，使不知所措。
Excerpts
ChuckTalkstoaFriendaboutHisExperienceandFeelingontheIsland
"Webothhaddonethemath,andKellyaddeditallup.Sheknewshehadtoletmego.Iaddeditup,knewthatIdlosther.CauseIwasnevergonnagetoffthatisland.Iwasgonnadiethere,totallyalone.Imean,Iwasgonnagetsickorgetinjures.TheonlychoiceIhad,theonlythingIcouldcontrolwaswhenandhowandwherethatwasgonnahappen.SoImadearope.AndIwentuptothesummittohangmyself.ButIhadtotestit,youknow?Ofcourse.Youknowme.Andtheweightofthelogsnapped*thelimbofthetree.SoI-I-IcouldntevenkillmyselfthewayIwantedto.Ihadpowerovernothing.Andthatswhenthisfeelingcameovermelikeawarmblanket.IknewsomehowthatIhadtostayalive.SomehowIhadtokeepbreathing,eventhoughtherewasnoreasontohope.AndallmylogicsaidthatIwouldneverseethisplaceagain.SothatswhatIdid.Istayedalive.Ikeptbreathing.Andthenonedaythatlogicwasprovenallwrongbecausethetidecamein,gavemeasail.Andnow,hereIam.ImbackinMemphis,talkingtoyou.Ihaveiceinmyglass.AndIvelostheralloveragain.ImsosadthatIdonthaveKelly.ButImsogratefulthatshewaswithmeonthatisland.AndIknowwhatIhavetodonow.Igottakeepbreathing.Becausetomorrow,thesunwillrise.Whoknowswhatthetidecouldbring?"
Step7LanguagepointsNowreadthetextandexplainthefollowinglanguagepointsifnecessary.
practise
e.g.Wepracticedpronouncingthesoundagainandagain.
e.g.Don’tforgettopractiseafterclass.
e.g.Ipractiseplayingthepianoeveryday.
What’s…like?
e.g.---Whatistheplaylike?---Wonderful.
e.g.Heseemslikeanhonestman.
makesb/thsb/adj./prep…
e.g.Agoodfriendissomeonewhomakesmehappy.
e.g.Anniemadeherdiaryherbestfriend.
e.g.Theymademerepeatthestory.
e.g.Whatmadeyouthinkso?
e.g.Heraisedhisvoicetomakehimselfheard.
nor//so倒装+do/does/should/has…+主语
nor表示否定意义,用肯定形式.
e.g.Idon’tknow,nordoIcare.
e.g.Hisbrotherdoesn’tlikesoccer,nordoeshe.
So表肯定意义,用肯定形式
e.g.RockmusicisOK,andsoisskiing.
e.g.Theyhadagoodtimelastnight,sodidI.
Soitis/waswith+主语
e.g.MarxwasborninGermanyandGermanwashisnativelanguage.SoitwaswithEngles.
e.g.JohnlikesChinesebutheisnotgoodatit.SoitiswithMary.
bore,bored,boring
e.g.Heboredusallbytalkingforhoursabouthisnewcar.
e.g.Sheboredwithherpresentjob.
e.g.Jimmycouldneverunderstandwhysomanypeoplefoundgolfboring.
interest,interested,interesting
e.g.Shehasmuchinterestinmusicanddance.
e.g.Idon’tknowwhatinterestshimindeed.
e.g.Ifoundhimgreatlyinterestedinpoems.
e.g.Idon’tthinkthejokeinterestingenough.
alone,lonely
e.g.Iwasaloneintheroom.
e.g.Hefeelsquitelonelysometimes.Becausehehasnofriends.
e.g.Theybroughthimintoalonelyhouse.
e.g.Crusoefeltlonelywhenhewasaloneonthelonelyisland.
regard…as
e.g.Weregardedtheirpetsasmembersoftheirfamilies.
e.g.Wecan’tregardthematterassettled.
Step8.Homework
workbookP88ReadingMany-flavoredfriends.
RevisethekeypointsofthisUnit.
Evaluationofteaching:

TheThirdPeriod
Teachingaimsanddemands
ThestudentsareaskedtomastertheGrammar:DirectSpeechandIndirectSpeech
2.IntegratingSkill:reading
3.Oralpractice:manipulateoralpracticerelevanttothereadingmaterial.
Keypoints:grammarandreading
Teachingmethods:Reading—Sentencestructure----explanation
Teachingprocedures:
Step1.Revision
(1)Checkthehomeworkexercises.
(2)Revisethekeypointsofthepreviouslesson.
Step2.PresentationToasktheSspre-writingthefollowingsentencesandchecktheminclass.
1.“TodayisThursday”theteachersaid.
2.“I’mgoingtoplayfootball.”Tomsaid.
3.“HelivedinNewYork”Tomtoldme.
4.“Themoonfoesaroundtheearth.”hesaid.
5.“Hewantedtogooutforlunchtoday.”hisfathersaid..
6.“Hehasbeenhereforsixyears”MrLitoldme.
7.“Iwillbehereforoneyear.”IsaidtoMrLi.
8.“Youcomeherequickly.”heordered.
9.Shesaidtome,“Iwillaskforsomepaper”.
10.Theyasked:“Whydidyoucomeheresolate?”
Step3.GrammarDirectSpeechandIndirectSpeech
Briefexplanationof“DirectSpeechandIndirectSpeech”(1):StatementsQuestions
*useDirectSpeechwhenyouwanttoshowtheexactwordssomeonesaidorwrote.Usequotationmarkstoshowthatyouarereportingtheexactwordsapersonusedandareportingclausetoincludeinformationaboutthespeakerandthesituation.
e.g.“Ihadagreattimeatthepicnic,”shetoldhermum.
(thedirectspeech)(thereportingclause)
*Thereportingclausemaycomebefore,within,orafterthedirectspeech.Whenthereportingclausecomesafterthedirectspeech,theorderofthesubjectandtheverbmaybechanged,e.g.Janesaid/saidJane.Thistypicallyhappenswhenthereportingclauseiswithinthereportedspeechandthesubjectisnotapronoun.
e.g.Janesaid,“Igotanewe-pal.HeisfromGermany.”
“Igotanewe-pal,”Janesaid/saidJane/shesaid,“HeisfromGermany.”
“Igotanewe-pal.HeisfromGermany,”Janesaid/saidJane/shesaid.
*Useacommatoconnectthedirectspeechandthereportingclause.
*WhenyouchangeasentencefromDirectSpeechtoIndirectSpeech,yousometimesneedtochangetheverbtense.Youmayalsoneedtochangepronounsinordertokeepthesamemeaning.
DIRECTSPEECHINDIRECTSPEECH
Presentpast
Pastpastorpastperfect
presentperfectivepastperfect
pastperfectivepastperfect
e.g.“I’lltakecareofyou,”Chucksaid.àChucksaidhewouldtakecareofhim.
“Didyougete-mailsfromyourfriends?”sheasked.àSheaskedifIhadgote-mailsfrommyfriends.
“Haveyougotanye-mailsfromyourparents?”sheasked.àSheaskedifIhadgotanye-mailsfrommyparents.
*WhenyouuseIndirectSpeechtoreportwhatsomeonesaid,youcansometimeschangetheexactwordswithoutchangingwhatthespeakeractuallysaid.
e.g.Wilsonasked,“Howlonghavewebeeninthisplace?”àWilsonaskedhowlongyouhadbeenhere.
AnswerstoGrammarExercise1
1Thevisitorsaidthathewasverygladtovisitourfactory.
2“Idon’tlikeAmericanmoviesverymuch,”thewomansaidto/toldus.
3UncleWangsaidthattherewassomethingwrongwiththefrontwheel.
4Theteachersaidtothestudents,“Wearegoingtohaveameetingatthreeo’clock.”
5Thestudentsaskedwhentheyshouldgooutingthatautumn.
6“I’lltrytofinishreadingthebookbytheendofthisweek,”shesaid.
7Thedaughtertoldherfatherthatmumhadgonetothesupermarket.
8“Areyougoingtomailthegiftstoyourparents?”Sara’sfriendaskedher.
9TomaskedBobwhyhehadbeensoexcitedthatday.
10“HowcanIsolvetheproblem?”Sandraaskedherfriend.
Step4Post-reading:GrammarExercise2
Inthisexercise,thestudentshavetoimaginethattheyarehelpingChuck“hear”whatWilson“says.”ThestudentsuseChuck’sanswerstoguesswhatWilsonisaskingandthenwritedownthequestionasreportedspeech.Letthestudentslookattheexampleandpointoutthattheydon’tneedtochangetheverbtense.Whentheyhavecompletedthewrittenpartoftheexercise,theycanusethequestionsandanswerstotalktoeachother.
AnswerstoGrammarExercise2:
Chuck:Iknow,Iknow.Youareangrywithme.Youthinkweshouldwaitlonger,butwehavewaitedlongenoughalready.
Wilson:Whydoyouwanttoleavethisisland?
You:Chuck,Wilsonaskswhyyouwanttoleavethisisland.
Chuck:IwanttoleavetheislandbecauseImissmyfriends.
Wilson:AmInotyourfriend?
You:Chuck,Wilsonaskswhetherornotheisyourfriend.
Chuck:Yes,youaremyfriend,butImisstheothers.
Wilson:Howlonghavewebeenhere?
You:Chuck,Wilsonaskshowlongyouhavebeenhere.
Chuck:Wehavebeenhereforalmostfiveyears.
Wilson:Howwillweleave?
You:Chuck,Wilsonaskshowyouwillleave.
Chuck:Howwillweleave?Wewillwaitforthewindtochange.Thenwewillgooutoverthereef.
Wilson:Thatmightbedangerous.
You:Chuck,Wilsonsaysthatmightbedangerous.
Chuck:Yes,itmightbedangerous,butwehavetotry.Wecan’tstayhereanylonger.
Wilson:Willyoutakecareofme?
You:Chuck,Wilsonasksifyouwilltakecareofhim.
Chuck:OfcourseIwilltakecareofyou.
Wilson:I’mscared,Chuck.
You:Chuck,Wilsonsaysheisscared.
Chuck:I’mscared,too.
Step5Workbook:AnswerstoExercise1:
1MarytoldYangMeithatshewasdoingabiologyexperimentthen.
2MarytoldYangMeithatshewasnotfreethatday.
3MarytoldYangMeithatshemust/hadtofinishherpaperthatweek.
4MarytoldYangMeithatshewouldhavetostayinthelabuntilthenextday.
5MarytoldYangMeithatshewasgoingtowriteareportthenextweek.
6MarytoldYangMeithatshehadwatchedaveryinterestingTVprogrammethedaybefore.
7MarytoldYangMeithatShemust/hadtowaittherethatafternoon.
8MaryaskedYangMeiifshewouldgototheStudents’Clubthatafternoon.
9MarytoldYangMeithatshehadvisitedherteacherthedaybefore.
10MaryaskedYangMeiwhowasgoingtostudyabroadthenextyear.
AnswerstoExercise2:
Sept1,Monday
It’smyfirstdayinseniorhighschool.Mothertoldmetogetupearly.Fatheraskedmetotiemyhairup.Itoldmyselfnottoworrytoomuch.
WhenIarrivedatschool,IranintomyfriendJoanna.ShesaidIlookedgreat.(1)Iaskedherwhereshehadspentherholiday.(2)ShesaidthatshehadgonetoShanghaiandithadbeenwonderful.(3)ShealsoaskedmeifIhadenjoyedmyholiday.
Wewenttotheclassroomforourfirstlesson.(4)MrYuaskedusifwehadhadapleasantholiday.(5)Thenhesaidthathewantedtogettoknowus,andheaskedustowriteashortdescriptionofourselves.IwroteitinEnglish.WhenMrYureadit,(6)hesaiditwaswell-written.
AfterschoolIwentbackhome.Itoldmyparentsaboutmyfirstdayinschool.(7)Theytoldmethattheywereproudofme.
1“Wheredidyouspendyourholiday?”Iasked/saidtoher.
2“IwenttoShanghaianditwaswonderful,”shesaid.
3“Didyouenjoyyourholiday?”sheasked/said.
4“Didyouhaveapleasantholiday?”MrYuaskedus.
5“Iwanttogettoknowyou.Couldyoupleasewritedownashortdescriptionofyourselves?”hesaid.
6“It’swellwritten,”hesaid.
7“Weareproudofyou,”theysaidtome.
AnswerstoExercise3
1ChangeDirectSpeechintoIndirectSpeechandIndirectSpeechintoDirectSpeech.
1HuMing,themanagersaysthattheyrunthatrestauranttomakefriends.
2“Weareunhappyaboutthis,”thestudents’parentssaid.
3HuMingsays,“AteacherhasalreadytoldmethatIshouldspendmoretimeonstudy.”
4“Runningabusinesstakesalotoftime,”allthemanagerssay.
5LiuTaosaysthattheydon’thavethemoneytohireenoughwaitersorwaitresses,sotheydomostoftheworkthemselves.
6Anotherboytellsmethatsometimestheyhavetoskipclassestokeepaneyeontherestaurant.
7“WearedoingOK,”LiuTaosays.
Step6Homework
Finishofftheworkinworkbook
changethe10sentencesintoindirectspeech
Trytowriteanewsstoryinabout100wordsonpage88
Revisethegrammaronpage178topage180
Evaluationofteaching:
TheFourthPeriod
Teachingaimsanddemands
IntegratingSkill
Grammarandwriting
Getthestudentstowriteanemail
Keypoints:1.Usefulexpressions;2.writing3.grammar
Teachingmethods:Writtenpracticeandgrammar.
Teachingprocedures
Step1.Revision
(1)Checktheworkexercises.
(2)Atestforunit1
TogetthestudentstoReviewthegrammarandwritethepassageonpage88
PalRestaurantisoneofthemanyrestaurantswherepeoplecometoeat,drink,talkandenjoymusic.Itisdifferentfromotherrestaurantsbecauseitsownersareagroupofcollegestudents.“Werunthisrestauranttomakefriends,”saysthemanager,HuMing.
Butthestudents’parentssaythattheyareunhappyaboutthis.“Wecan’tstopthembutwewantthemtoputstudyinthefirstplace.”Teachersdonotsupportthem,either.HuMingsaysthatateacherhasalreadytoldhimthatheshouldspendmoretimeonstudy.
Allthemanagerssaythatrunningabusinesstakesalotoftime.“Wedon’thavethemoneytohireenoughwaitersorwaitresses,sowedomostoftheworkourselves,”saysLiuTao.“Sometimeswehavetoskipclassestokeepaneyeontherestaurant,”saysanotherboy.
ButLiuTaosaystheyaredoingOK.
3Answersmayvary.Possibletitles/headlinesinclude“StudyFirstorBusinessFirst?”“StudentsRunningBar”
Step2.IntegratingSkill
Instruction:Thereadingdescribesdifferentkindsoffriends.Letthestudentsreadthefirstparagraphandanswerquestions1-3,thenaskthemtothinkofwordsthatcanbeusedtodescribethedifferentkindsoffriends.Youcanalsotellthestudentstochoosewordsfromthe“5-starfriend”activityinthestudent’sbook.
ExtensionWhatdoesittaketomakeafriendshipwork?Thestudentscanworkingroupsandselectonekindoffriendshipdescribedinthereadingandthinkabouttheadvantagesanddisadvantagesofsuchafriendship.Whatproblemsmightarise?Howcouldtheybesolved?(Thestudentscanrefertothelisteningactivity).
Suggestedanswers
1C
2Afair-weatherfriendwillonlylikeyouwhenyouarehappyandpopular;aforeverfriendisatruefriendandwillhelpyouwhenyouareintrouble.
3Listthecharacteristicsofeachkindoffriend:
Afair-weatherfriendonlylikesyouwhenyouarehappyandpopular,doesn’thelpyouwhenyouhaveproblems.(studentscanaddmore)
Aschoolfriendstudiesandplaystogetherwithyou,seesyouinschool.(studentscanaddmore)
Aforeverfriendknowseverythingaboutyou,alwayslistenstoyou.(studentscanaddmore)
4SarahhelpedJanetovercomehershynessanddealwithherclassmates.JanethelpedSarahstudymath.
5Answersmayvary.
6Youcanmakefriendswithpeoplefromothercountriesbyreadinge-pal/penpaladsinnewspapersorontheInternet.
7Oneoftheadvantagesofhavingfriendsinothercountriesisthatyoucanlearnmoreabouttheworld.Youcanalsolearnmoreaboutotherlanguagesandcultures.Thereareafewdisadvantages,includingthefactthatitcanbedifficulttobefriendsifyoulivefarawayfromeachother.
8Answersmayvary.Onepossibleinterpretationisthatallthepeoplearounduscouldbeourfriends;friendshipisatwo-wayrelationshipandittakesworkandpatiencetodevelopagoodfriendship.
Step3Writing
Askthestudentstoreadthee-mailandfindoutwhatthegirlwantstoknowmoreabout.Tellthestudentstothinkaboutwhattheywanttotellthegirl.Asapre-writingactivity,thestudentscanlistthethingstheywanttoincludeinthee-mail.Whenthestudentshavewrittenthee-mail,youcancomparewhattheyhavewritten.
ASSESSING
Alearnerlogisasetofquestionsthatwillhelpthestudentstoreflectonhowandwhattheyhavelearnt.Thestudentsareaskedtoratetheir“comfortlevel”andsummarizewhattheyhavelearnt.Youcanusethisasanactivityinclassorletthestudentscompletethelogathome.Throughoutthebookweofferdifferentassessmenttoolsandwerecommendthatyoutryasmanyofthemaspossible.Learnerlogsandothersimilarassessmenttoolsaresimpletouseandhaveapositiveeffectonthestudents’learningandlearninghabitsovertime.Thestudentsmayfinditdifficulttoanswerthequestionsatfirst,butifyouusethelogconsistentlyitwillhelpthestudentspaymoreattentiontotheirlearningstrategiesandsetbettergoals.Oncethestudentsareusedtotheformatandexpectations,youcanusethelearnerlogandotherassessmentactivitiesincombinationwithdiscussionandgoal-settingactivities.

Step4.Post-INTEGRATINGSKILLS
Askthestudentstoreadthee-mailadsinUnit1andchooseonetoreplyto.Beforethestudentsstartwriting,theyshouldthinkaboutwhattheywanttowrite.
ExtensionUsereale-paladsfromtheInternetandletthestudentsfindareale-palfromanothercountry.IfyourstudentsdonothaveeasyaccesstotheInternet,youcansimplycopymoree-paladsandbringthemtoclass.
SampleE-mail
HiJane:
MynameisXiaoFeiandIcomefromHunan.HunanisinthesouthofChina.IamamiddleschoolstudentandIlikespeakingEnglish.Ireadyoure-paladandIwouldliketobeyoure-pal.Youwrotethatyoulikerockmusic.Canyoutellmewhatbandsyoulike?HaveyoueverheardanyChineserockbands?Youalsowrotethatyouliketalkingandjokingaround.Idotoo!IthinkyouandIcanbegoodfriends.Pleasesendmeane-mailassoonaspossible.
XiaoFei
AssessmentCriteria:
Ane-mailislessformalthanaletterandmoreformalthanspeaking.Agoodresponsetothee-paladsshouldincludeinformationaboutwhoyouareandwhereyouarefrom.Trytoencouragethestudentstouseindirectspeechtorefertothee-palad.
Step5.Homework
(1)Finishofftheexercisesintheworkbook.
(2)Writeanemailintomyemail-box.
Summarythekeypointsinthisunit
Evaluationofteaching:

TheFifthperiodStudentshaveanintegratingexamination
TheSixthperiodTeacherscommenttheexaminationandReviewtheunit.

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高一英语上册Unit1GoodFriends好朋友教案三

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高一英语上册Unit1GoodFriends好朋友教案三

TheThirdPeriod

Teachingaimsanddemands

ThestudentsareaskedtomastertheGrammar:DirectSpeechandIndirectSpeech

2.IntegratingSkill:reading

3.Oralpractice:manipulateoralpracticerelevanttothereadingmaterial.

Keypoints:grammarandreading

Teachingmethods:Reading—Sentencestructure----explanation

Teachingprocedures:

Step1.Revision

(1)Checkthehomeworkexercises.

(2)Revisethekeypointsofthepreviouslesson.

Step2.PresentationToasktheSspre-writingthefollowingsentencesandchecktheminclass.

1.“TodayisThursday”theteachersaid.

2.“I’mgoingtoplayfootball.”Tomsaid.

3.“HelivedinNewYork”Tomtoldme.

4.“Themoonfoesaroundtheearth.”hesaid.

5.“Hewantedtogooutforlunchtoday.”hisfathersaid.

6.“Hehasbeenhereforsixyears”MrLitoldme.

7.“Iwillbehereforoneyear.”IsaidtoMrLi.

8.“Youcomeherequickly.”heordered.

9.Shesaidtome,“Iwillaskforsomepaper”.

10.Theyasked:“Whydidyoucomeheresolate?”

Step3.GrammarDirectSpeechandIndirectSpeech

Briefexplanationof“DirectSpeechandIndirectSpeech”(1):StatementsQuestions

*useDirectSpeechwhenyouwanttoshowtheexactwordssomeonesaidorwrote.Usequotationmarkstoshowthatyouarereportingtheexactwordsapersonusedandareportingclausetoincludeinformationaboutthespeakerandthesituation.

e.g.“Ihadagreattimeatthepicnic,”shetoldhermum.

(thedirectspeech)(thereportingclause)

*Thereportingclausemaycomebefore,within,orafterthedirectspeech.Whenthereportingclausecomesafterthedirectspeech,theorderofthesubjectandtheverbmaybechanged,e.g.Janesaid/saidJane.Thistypicallyhappenswhenthereportingclauseiswithinthereportedspeechandthesubjectisnotapronoun.

e.g.Janesaid,“Igotanewe-pal.HeisfromGermany.”

“Igotanewe-pal,”Janesaid/saidJane/shesaid,“HeisfromGermany.”

“Igotanewe-pal.HeisfromGermany,”Janesaid/saidJane/shesaid.

*Useacommatoconnectthedirectspeechandthereportingclause.

*WhenyouchangeasentencefromDirectSpeechtoIndirectSpeech,yousometimesneedtochangetheverbtense.Youmayalsoneedtochangepronounsinordertokeepthesamemeaning.

DIRECTSPEECHINDIRECTSPEECH

Presentpast

Pastpastorpastperfect

presentperfectivepastperfect

pastperfectivepastperfect

e.g.“I’lltakecareofyou,”Chucksaid.àChucksaidhewouldtakecareofhim.

“Didyougete-mailsfromyourfriends?”sheasked.àSheaskedifIhadgote-mailsfrommyfriends.

“Haveyougotanye-mailsfromyourparents?”sheasked.àSheaskedifIhadgotanye-mailsfrommyparents.

*WhenyouuseIndirectSpeechtoreportwhatsomeonesaid,youcansometimeschangetheexactwordswithoutchangingwhatthespeakeractuallysaid.

e.g.Wilsonasked,“Howlonghavewebeeninthisplace?”àWilsonaskedhowlongyouhadbeenhere.

AnswerstoGrammarExercise1

1Thevisitorsaidthathewasverygladtovisitourfactory.

2“Idon’tlikeAmericanmoviesverymuch,”thewomansaidto/toldus.

3UncleWangsaidthattherewassomethingwrongwiththefrontwheel.

4Theteachersaidtothestudents,“Wearegoingtohaveameetingatthreeo’clock.”

5Thestudentsaskedwhentheyshouldgooutingthatautumn.

6“I’lltrytofinishreadingthebookbytheendofthisweek,”shesaid.

7Thedaughtertoldherfatherthatmumhadgonetothesupermarket.

8“Areyougoingtomailthegiftstoyourparents?”Sara’sfriendaskedher.

9TomaskedBobwhyhehadbeensoexcitedthatday.

10“HowcanIsolvetheproblem?”Sandraaskedherfriend.

Step4Post-reading:GrammarExercise2

Inthisexercise,thestudentshavetoimaginethattheyarehelpingChuck“hear”whatWilson“says.”ThestudentsuseChuck’sanswerstoguesswhatWilsonisaskingandthenwritedownthequestionasreportedspeech.Letthestudentslookattheexampleandpointoutthattheydon’tneedtochangetheverbtense.Whentheyhavecompletedthewrittenpartoftheexercise,theycanusethequestionsandanswerstotalktoeachother.

AnswerstoGrammarExercise2:

Chuck:Iknow,Iknow.Youareangrywithme.Youthinkweshouldwaitlonger,butwehavewaitedlongenoughalready.

Wilson:Whydoyouwanttoleavethisisland?

You:Chuck,Wilsonaskswhyyouwanttoleavethisisland.

Chuck:IwanttoleavetheislandbecauseImissmyfriends.

Wilson:AmInotyourfriend?

You:Chuck,Wilsonaskswhetherornotheisyourfriend.

Chuck:Yes,youaremyfriend,butImisstheothers.

Wilson:Howlonghavewebeenhere?

You:Chuck,Wilsonaskshowlongyouhavebeenhere.

Chuck:Wehavebeenhereforalmostfiveyears.

Wilson:Howwillweleave?

You:Chuck,Wilsonaskshowyouwillleave.

Chuck:Howwillweleave?Wewillwaitforthewindtochange.Thenwewillgooutoverthereef.

Wilson:Thatmightbedangerous.

You:Chuck,Wilsonsaysthatmightbedangerous.

Chuck:Yes,itmightbedangerous,butwehavetotry.Wecan’tstayhereanylonger.

Wilson:Willyoutakecareofme?

You:Chuck,Wilsonasksifyouwilltakecareofhim.

Chuck:OfcourseIwilltakecareofyou.

Wilson:I’mscared,Chuck.

You:Chuck,Wilsonsaysheisscared.

Chuck:I’mscared,too.

Step5Workbook:AnswerstoExercise1:

1MarytoldYangMeithatshewasdoingabiologyexperimentthen.

2MarytoldYangMeithatshewasnotfreethatday.

3MarytoldYangMeithatshemust/hadtofinishherpaperthatweek.

4MarytoldYangMeithatshewouldhavetostayinthelabuntilthenextday.

5MarytoldYangMeithatshewasgoingtowriteareportthenextweek.

6MarytoldYangMeithatshehadwatchedaveryinterestingTVprogrammethedaybefore.

7MarytoldYangMeithatShemust/hadtowaittherethatafternoon.

8MaryaskedYangMeiifshewouldgototheStudents’Clubthatafternoon.

9MarytoldYangMeithatshehadvisitedherteacherthedaybefore.

10MaryaskedYangMeiwhowasgoingtostudyabroadthenextyear.

AnswerstoExercise2:

Sept1,Monday

It’smyfirstdayinseniorhighschool.Mothertoldmetogetupearly.Fatheraskedmetotiemyhairup.Itoldmyselfnottoworrytoomuch.

WhenIarrivedatschool,IranintomyfriendJoanna.ShesaidIlookedgreat.(1)Iaskedherwhereshehadspentherholiday.(2)ShesaidthatshehadgonetoShanghaiandithadbeenwonderful.(3)ShealsoaskedmeifIhadenjoyedmyholiday.

Wewenttotheclassroomforourfirstlesson.(4)MrYuaskedusifwehadhadapleasantholiday.(5)Thenhesaidthathewantedtogettoknowus,andheaskedustowriteashortdescriptionofourselves.IwroteitinEnglish.WhenMrYureadit,(6)hesaiditwaswell-written.

AfterschoolIwentbackhome.Itoldmyparentsaboutmyfirstdayinschool.(7)Theytoldmethattheywereproudofme.

1“Wheredidyouspendyourholiday?”Iasked/saidtoher.

2“IwenttoShanghaianditwaswonderful,”shesaid.

3“Didyouenjoyyourholiday?”sheasked/said.

4“Didyouhaveapleasantholiday?”MrYuaskedus.

5“Iwanttogettoknowyou.Couldyoupleasewritedownashortdescriptionofyourselves?”hesaid.

6“It’swellwritten,”hesaid.

7“Weareproudofyou,”theysaidtome.

AnswerstoExercise3

1ChangeDirectSpeechintoIndirectSpeechandIndirectSpeechintoDirectSpeech.

1HuMing,themanagersaysthattheyrunthatrestauranttomakefriends.

2“Weareunhappyaboutthis,”thestudents’parentssaid.

3HuMingsays,“AteacherhasalreadytoldmethatIshouldspendmoretimeonstudy.”

4“Runningabusinesstakesalotoftime,”allthemanagerssay.

5LiuTaosaysthattheydon’thavethemoneytohireenoughwaitersorwaitresses,sotheydomostoftheworkthemselves.

6Anotherboytellsmethatsometimestheyhavetoskipclassestokeepaneyeontherestaurant.

7“WearedoingOK,”LiuTaosays.

Step6Homework

Finishofftheworkinworkbook

changethe10sentencesintoindirectspeech

Trytowriteanewsstoryinabout100wordsonpage88

Revisethegrammaronpage178topage180

Evaluationofteaching:

高一英语上册Unit1GoodFriends好朋友教案二

高一英语上册Unit1GoodFriends好朋友教案二

thesecondperiod

teachingobjectives

1.developthestudents’comprehensionofexplorativepassages,especiallytheirabilityofanalyzingthestructureofsuchkindofarticles.

offerthestudentschancesofself-culturebyworkingingroupsandseekinginformationaboutthefilmout-

sidetheclass.

3.infusethestudentswithbasicknowledgeaboutthefriendandfriendship

4.learnsomewordsandusefulexpressionsfromthetext.

teachingapproach

1.communicativeapproachshouldbeusedthroughouttheclass.stressshouldbelaidon:

2.learner-centeredness;learning-centeredness3.task-basedlearning

4.activity-basedteaching(classwork;individualwork;groupwork)

teachingtype:readingcomprehension

teachingprocedure

step1.reportinclassastudentisaskedtoreportsomethinginterestingheorshepicksupfromnewspaperormagazines.

step2.reviewandchecksshaveaworddictationandchecktheirhomeworkinworkbook

exercise2suggestedsamplesentences

1)myfriendalanisbrave.heoncesavedthelifeofalittlegirlwhohadfallenintoalake.

2)myfriendbobisloyal.hewouldn’ttalktocharleswhomidon’tlikeatall.

3)myfrienddavidiswise.healwaysgivesmethebestadvice.

4)myfriendgeorgeisahandsomeboy,buthedoesn’tliketostudyandalwaysdreamsofbecomingamodel.

5)myfriendharryisasmartstudent.healwaysasksgoodquestionsinclass.

step3pre-readingssareaskedtolistentothetapeandfindthethingstheyareusingortalkingabout.

practisingonp87vocabulary

1“thebooksaretooheavy!ithinkit’sgoingtobreak.”

2“ohno!iforgotwhereiputit!ihavewrittendownalltheimportantphonenumbers.”

3“yum!youhaveboughtitatlast.wecanhavefriedfishfordinner.mmm…ican’twaittoputthisfishinit.”

4“handsup!don’tmoveori’llshoot.givemeallyourmoney!”

5“ooooh!ilookveryniceinthisnewdress!!!”

6a:ithinkwe’relost.whatshouldwedonow?b:don’tworry.ihaveithereandiknowhowtouseit.

7“ouch!ihitmyselfwithit.”

8a:hurryup!it’ssodarkhere.ican’tseeanything.

9“itisshakingbadly.amigoingtodie?help!…oh,thankgod!”

10“ifeelsadwhenitcomestothepartinwhichthetwofriendsbecomeenemies.”

answers1rope2notebook3pan4gun5mirror6compass7hammer8match9airplane10movie

getthestudentstothinkaboutwhatitwouldbeliketobealoneonadesertedisland.theactivityisnotdirectlinkedtoareadingstrategyorastructureinthereading,butisintendedtobeusedasapreliminaryactivityrelatedtothepreviouspartsoftheunit.thepre-readingexercisealsogivesthestudentsanopportunitytopractisegivingopinionsandmakingdecisions.

explainthesituationtothestudentsandgivethemtimetothinkaboutwhattheywouldbring.theactivityshouldgeneratedifferentchoicesandopinions,thusmakingitagoodopportunityfordiscussion.tellthestudentstoworkingroups.askthemtodescribetheusefulnessofeachitemintheboxandthendecideonthethreemostusefulones.makesurethateachgroupmembergetsanopportunitytospeak.encouragethestudentstousethestructuresithink…because…/icoulduseitto…/itcouldbeusedto…/…wouldbemoreimportantthan…because…askonestudentfromeachgrouptowritetheiranswersontheblackboard.compareanswersfromdifferentgroupsandhaveashortdiscussion.e.g.1.ithinkaknifewouldbethemostusefulitem,becauseicoulduseittokillanimalsandcutthemeat.itcouldalsobeusedtocutwood.2.ialsothinkaboxofmatcheswouldbeusefulbecauseicouldusethematchestomakefire.ifihadafire,icouldcookfood,staywarmandkeepwildanimalsaway.moreimportantly,ifsomeonesawthefire,theywouldcomeandsaveme.3.ithinkabookwouldbemoreusefulthanaradio,becauseyoudon’tneedbatteriestoread.andwheniread,iwouldlearnaboutlifeandtheworldandforgetmyloneliness.

extension1:askthestudentstothinkabouthowthethingscouldhelptheminothersituations,forexample,iftheywerelostinadesertoraforest.extension2:letthestudentstalkabouthowtheywouldfeelinanextremesituation.howwouldtheyfeeliftheywerealoneonadesertedisland?(angry,desperate,lonely,hungry,worried,hopeful,happy,afraidetc.)whatwouldtheydototrytoovercomethesefeelings?extension3:askthestudentsiftheyhavereadbooksorseenmoviesaboutislandlife,forexample,robinsoncrusoe,castaway,sixdaysandsevennights,etc.howdidthemaincharacterssurvive?howweretheyrescued?extension4afterthediscussion,youcanaskthestudentstoconsiderthesimilaritiesanddifferencesbetweenspiritualandmaterialisticneeds,i.e.thethingsweneedandthesocialinteractionweneed.

step4readinglistentotapeandfinishthefollowingitems

chuck’sffriend

backgroundinformationonthereading:thefilmcastaway,starringtomhanks,depictsaman’sstrugglewithsolitudeandhisjourneytowardsself-knowledge.thefilmshowsushowchuck,abusymanagerwhoneverhas“enoughtime,”endsuponanislandwithnothingbuttime.hemanagestosurviveontheislandandherealizestheimportanceoffriendsandfriendship.thetext,summarizedbelow,describeshisexperienceandthelessonshelearnsfromhisunusualfriend,avolleyballhecallswilson.

guessthemeaningofawordorphraseinthetext,tellthemtomarkthewordorphrase.askthestudentstolistwordsorphrasesthattheydon’tknow.explainimportantonesifnecessary,buttryofferingmorecontextofcertainwordsuntilthestudentscanguessthemeaning.don’tspendtoomuchtimegoingthroughthenewwords.

suggestionforteachingsomeofthevocabularyofthereadingtext:

高考英语备考单元知识搜索与探究归纳Unit1Goodfriends

一名优秀的教师就要对每一课堂负责，作为教师就要在上课前做好适合自己的教案。教案可以让学生们充分体会到学习的快乐，帮助教师更好的完成实现教学目标。您知道教案应该要怎么下笔吗？考虑到您的需要，小编特地编辑了“高考英语备考单元知识搜索与探究归纳Unit1Goodfriends”，欢迎阅读，希望您能够喜欢并分享！

2011高考英语备考单元知识搜索与探究归纳

Unit1Goodfriends
自助式复习板块
知识搜索
A.单词?
1.诚实的；正直的　(?adj.?)____________
2.勇敢的(?adj.?)____________
3.忠诚的；忠心的(?adj.?)____________
4.聪明的；漂亮的(?adj.?)____________
5.荒芜的；荒废的(?adj.?)_____________
6.古典的；经典的(?adj.?)_____________
7.喜爱的；多情的(?adj.?)_____________
8.神圣的(?adj.?)_____________
9.正式的；正规的(?adj.?)_____________
10.油煎；油炸(?v.?)_______________
11.锯(?v.?)_______________
12.投掷；投射(?v.?)_______________
13.幸免于；从……中生还(?v.?)_______________
14.打猎；猎取(?v.?)_______________
15.分享；分配(?v.?)_______________
16.冒险；冒险经历(?v.?)_______________
17.解决办法；解决方案(?n.?)_______________
18.罗盘；指南针(?n.?)_______________
19.悲哀；悲痛(?n.?)_______________
20.触觉；感觉(?n.?)_______________
21.错误；差错(?n.?)_______________
22.演说；讲话(?n.?)_______________
答案：1.honest　2.brave　3.loyal?4.smart　?5.deserted　6.classical　?7.fond??8.sacred?　9.formal　10.fry　11.saw　12.cast　13.survive　14.hunt?15.share　16.adventure?17.solution　18.compass　19.sorrow　20.feeling　21.error　22.speech
B.短语?
23.喜欢……(1)_________intosth.(2)be_______________?
24.把……当作……_______..._______...?
25.搜查______________?
26.关注，在乎__________________?
27.独自______________
28.由于某事向某人道歉________tosb._______sth.?
29.给某人写信_______sb._________________?
30.由于某事生某人的气_______________________sb._______sth.?
31.偶尔遇见__________________
32.做生意________a_________?
33.留心某事/某人________an_______________sb./sth.?
34.逃课_____________
35.情绪低落________________
36.与某人分享某物________sth._______sb.?
37.取笑某人___________________________sb.?
38.对……好奇___________________________?
39.分享快乐和悲伤__________________and________?
答案：23.(1)be　(2)fondof24.treat...as.../regard...as...　25.huntfor　?
26.care?about　27.allalone　28.apologize,for29.drop,aline　30.beangrywith,about31.runinto　32.run,business33.keep,eyeon　34.skipclasses35.feeldown　
36.share,with　37.makefunof　38.becuriousabout　39.sharehappiness,sorrow
C.句型?
40.你本不该浪费如此多的时间去上网。?
You____________wastedsomuchtime______________Internet.??
41.Hisspeechwassoinspiringthateverybodygotexcited.?=_________________hisspeechthateverybodygot?excited.??
42.Asshetriedhard,shefailedtopasstheexam.=_____________shetried,shefailedtopasstheexam.?
43.Tomlikesplayingbasketball,________doeshisbrother.?
IhaveneverbeensohappysinceIgraduatedfromthe?university,________haveI.?
答案：40.shouldn’thave,surfingthe　
?41.Soinspiringwas　
42.Hardas　
43.so;neither/nor
D.语法?
44.Shesaid,“I’llgotheretomorrow.”→
?Shesaid　.
45.Hesaid,“Lighttravelsmuchfasterthansound.”→
?Hesaid_____________________.
46.Hesaid,“AreyouinterestedinEnglish?”→
?Heasked(me)______________.
47.“Whatdoyouwant?”heaskedme.→
?Heaskedme____________.
答案：44.thatshewouldgotherethenext/followingday
?45.thatlighttravelsmuchfasterthansound
?46.ifIwasinterestedinEnglish
?47.whatIwanted
重难聚焦
重点单词
要点1　survive?
(经典回放)Insuch　dryweathertheflowerswillhavetobewateredifthey______.?
A.havesurvived　
B.aretosurvive?
C.wouldsurvive
D.willsurvive?
解析：betodo表示将来注定要发生。在条件状语从句中，用一般现在时表将来，故C、D两项都不能选。
答案：B
归纳与迁移
（1）?vt.?幸免于，从……中逃生?
Theluckymansurvivedtheshipwreck.?
那个幸运的人在海难中幸存。?
Hesurvivesthecrashandlandsonadesertedisland.?
他在坠机后幸存了下来，落在一个荒芜的岛上。?
（2）?vi.?活下来，幸存，残存?
Hesurvivedinthedesertforawholeweekonbiscuitsandwater.?
他依靠饼干和水在沙漠里存活了一个星期。??
要点2　argue?
Thereportargues_______taxincrease,becausethere’sbeenaturmoilatthebeginningoftheyear.?
A.for　B.with　
C.against　D.over?
解析:本题考查和argue搭配的短语的意思。arguefor表示“提供理由支持”；arguewithsb.表示“和某人争论”；?argue?against表示“为反对某事提供理由”；argueover表示“就某事进行辩论”。本句句意：因为年初时局曾动荡不安，报告列举了反对增税的种种理由。?
答案:C?
归纳与迁移?
argue争论；争辩?
常用于以下句型：?
arguewithsb.about/oversth.同某人争论某事?
arguefor/againststh.赞成/反对……?
arguesb.tobe...表明，证明?
arguethat...用辩论证明?
Thecouplenextdoorarealwaysarguing.?隔壁的夫妻总吵架。?
Wearearguingwitheachotheraboutthejusticeofthewar.?
我们就这场战争是否正当而展开争论。?
MrSmitharguedthatheshouldbepaidmore.?史密斯先生据理力争他应该得到更多的薪酬。?
Thewayhespendsmoneyargueshimtobeveryrich.
?他花钱的方式说明他很富有。??
要点3　treat?
(2010江苏,26)Morepatients______inhospitalthisyearthanlastyear.?
A.treatedB.havetreated?
C.hadtreatedD.havebeentreated?
解析:根据句意，“treat”的意思是“治疗”，而且是发生在今年，故用现在完成时态的被动式。?
答案:D?
归纳与迁移
(1)?vt.?治疗，对待，款待?
常用于以下句型：?
treat...as...把……看作?
treatsb.tosth.用……来款待某人?
treatsb.for...给某人治病
Don’ttreatmeasachild.不要把我当成小孩看待。?
Whydoyoutreatthematterasajoke?你为什么把这件事当作儿戏？?
Petertreatedmetoanice-cream.?
彼得请我吃了冰激凌。?
ThedoctorsandthenursesriskedtheirlivestreatingthepatientsforSARS.?
医生和护士们冒着生命危险为SARS患者治病。?
(2)以下句型也常用来表示“把……当作”：?
lookon/upon...as...?
have...as...?
thinkof...as/tobe...?
consider...as/tobe...?
regard...as...
要点4　alone/lonely?
Itwasapleasantwayofpassingthetimeforanoldwomanwholived_______.?
A.lonelyB.alone
C.awayD.busily?
解析:lonely和alone意义相近。lonely的意思为“孤独的”，是形容词；alone指的是“独自一人的”，作副词。who定语从句的意思是“一个人住的老太太”，整句话的意思为“对于一个独居的老太太来说的话，这是一个很不错的消磨时间的方法”。?
答案:B?
归纳与迁移?
(1)词性：alone可以作形容词和副词；lonely只能作形容词。?
(2)用法：作形容词时，alone只能作表语，有时作宾补，不能作定语；lonely可以作表语和定语。alone不能用very修饰，而要说muchalone，或verymuchalone。?
(3)词义：作表语时，alone的意思是“独自一人；寂寞”，指的是客观情况；lonely的意思是“寂寞”，指的是主观感觉。?
Finallythetwoofuswerealonetogether.?最后只有我们两人在一起。?
It’shardtobringupchildrenalone.?一个人独立抚养孩子是艰难的。?
Shelivesaloneandoftenfeelslonely.?她孑然一身，常感到寂寞。?
（4）固定结构：?
leave/letsb./sth.alone听任，别打扰?
letalone更不用说?
allalone独自，一个人?
Carolfeltallaloneintheworld.?卡罗尔感到自己在世界上无依无靠。?
Iwashavingseriousdoubtsaboutstayingaliveuntil21yearsold,letalonescoringsomanypoints.
?我怀疑自己还能否活到21岁，更不要说得到这么多分了。
要点5　match?
Theblackcolourofyourshoesdoesn’t______thewhitecolourofyoursuit.
?A.fitB.agreeC.matchD.suit
?解析:本题考查动词辨析。fit与suit都表示“适合”,区别在于fit指大小、形状合适,引申为吻合,协调；suit指合乎需要、口味、性格、条件、地位等。在表示衣着合身时,match多指大小、色调、性质等方面的搭配。agree用法错误。本句句意为“你的黑鞋子和你的白套装不相配”。
?答案:C
归纳与迁移
?match可用作动词和名词。作动词时，主要义项有：与……一致；和……相似；和……相配；匹敌过；比得过。主要搭配形式为：?match　+　n.　+to　/　with　+?n.?把……和……搭配起来；?match　+　n.　+　in?/　for　+?n.?与……匹敌，是……的对手。作名词时，主要义项有：火柴；比赛；相配。
?Pleasematcheachpicturewiththecorrectsentence.
?把每一幅画与正确的句子搭配起来。
?Noonecanmatchherinknowledgeofclassicalmusic.
?在古典音乐方面没有人比得上她。
?Thedoorswerepaintedbluetomatchthewalls.
?门漆成了蓝色，为的是与墙的颜色相配。
?Thecapisamatchforthecoat.
?这帽子和上衣很相配。
重点短语
要点1　beintosth.?
Heis_______surfinginabigway.?
A.fondB.in
C.intoD.onto
解析:fond表示“喜爱，喜欢”，常以befondof搭配形式出现；bein指“时髦的，流行的”；beinto表示“喜爱”；beontosth.表示?“对……了解，掌握”。句意为“他迷上了冲浪运动”。?
答案:C?
归纳与迁移?
Teenagersareintoromanticmovies.?青少年对爱情片非常感兴趣。?
Catherineisintocollectingstamps.?凯瑟琳非常喜欢收藏邮票。?
还有一些表示“喜爱”的词或者短语，如：enjoy,　love,　be?interested?in,　carefor,　beenthusiasticabout,　takeanactive?interest?in,　goinfor(酷爱)?
Mostboysarefondoffootballwhileheenjoysplaying?tennis.??
许多男孩喜欢足球而他喜欢网球。
?（北京，35）Idon’t_________rock’n’roll.It’smuchtoonoisyformytaste.?
A.goafterB.goawaywith?
C.gointoD.goinfor?
解析:本题考查短语的区别。goafter追赶；goawaywith与……一起离开；gointo开始做某事；goinfor酷爱。?
答案:D??
要点2　toomuch/muchtoo?
Theboxis________small；wecan’tput_________foodinit.?
A.toomuch；muchtoo
B.muchtoo；toomuch?
C.muchtoo；somany
D.toomuch；somany?
解析:此题主要考查toomuch和muchtoo的区别。toomuch是表示“（数量上）太多了，（程度上）过分多”；而muchtoo则是以too为中心词，用来修饰形容词和副词，表示?“太……”；?food为不可数名词，不能用somany修饰。?
答案:B?
归纳与迁移?
(1)toomuch具有形容词、副词和代词的功能，可以在句中作定语、状语、表语、主语和宾语，表示“太多（的）、过分（的）、好极（的）”。?
Buttoomuchsnowcancausetrouble.(toomuch为形容词，作定语)?
但是雪量太大也会给我们生活上带来许多麻烦。?
Sheisafraidthetripwillbetoomuchforme.(toomuch为形容词，作表语)?
她担心在这次旅行中我会吃不消。?
Shedoestalktoomuch.(toomuch为副词，作状语)?
她的确说得太多了。?
(2)Toomuchhasbeensaidaboutit.(toomuch为代词，作主语)?
对于这个问题我们已经强调得够多了。?
muchtoo“太……”,中心词是副词too,用来修饰形容词和副词，在句中作状语。?
Theseshoesaremuchtoonarrowforme.
?这双鞋我穿实在太紧了。?
YouaremuchtoothintoplaythepartofFalstaff.
你太瘦了，不能演福尔塔夫这个人。?
(经典回放)?Allenhadtocallataxibecausetheboxwas_______tocarryallthewayhome.?
A.muchtooheavy
B.toomuchheavy?
C.heavytoomuch
D.tooheavymuch?
解析:heavy是形容词，所以只能用muchtoo来修饰，表示“箱子太重了无法拿回家”。?
答案:A
要点3inorderto?
(2010黄埔模拟)Translation：为了拯救那些禽流感(birdflu)患者，医生们日夜工作，废寝忘食。
?答案:Inordertosavethosewhosufferedfrombirdflu,thedoctorsworkeddayandnight,forgetting/neglecting(their)mealsandsleep.
归纳与迁移?
(1)inorderto意思是“目的是，以便，为了”，作目的状语。
?Inordertofindthebook,　hesearchedthewholehouse.
?为了找到那本书，他翻遍了整个房子。
?否定形式：inordernottodosth.
(2)与inorderto意思相近的还有soasto/todosth.，它们都可以作目的状语，其区别如下：
?这三种不定式作目的状语，在意义上并无多大差别，todo比较普遍，另外两种语气稍重些，soastodo比较口语化些，inordertodo则比较正式。为了加强语气，可以把todo和in?order　todo放在句首，但是需要注意，soastodo是不能放在句首的。?
?To/Inordertohearbetter,　wesitinthefrontrow.
?为了听得更清楚，我们坐在前排。
(3)todo,　inordertodo,　soastodo三种不定式作目的状语时，一般句子的主语就是不定式的逻辑主语,但如果不定式的逻辑主语不是句子的主语，常用for来引出。
?Isteppedasideforhertogetin.
?我为了让她进来于是往旁边挪了挪。
?必背句型?
要点1　so或neither(nor)引导的（倒装）句型?
（2010广西，32）—Iwould?nevercometothisrestaurantagain.　Thefoodisterrible!
—______.?
A.NoramIB.NeitherwouldI?
C.SamewithmeD.SodoI?
解析:这道题考查“neither+助动词+主语”的倒装句结构，表示“……也不……”，两句中应使用同类助动词且时态一致。?
答案:B?
归纳与迁移?
(1)“neither/nor+系动词（情态动词或助动词）+（与前句不同的）主语”表示前句中的否定情况也适用于另一人或物。注意：两句中应使用同类助动词且时态一致。?
—IhaveneverbeentoAmerica.我从未去过?美国?。?
—Neither/NorhaveI.(=Ihaven’tbeentoAmerica,either.)?我也从未去过。?
(2010江苏，21)Iwillneverknowwhatwasonhismindatthetime；norwillanyoneelse.?
我将永远不会知道当时他心里是怎么想的，其他人也不会知道。
(2)“so+系动词（情态动词或助动词）+（与前句不同的）主语”表示前句中的肯定情况也适用于另一人或物。so代替上文中的动作或概念，表示“也是这样，也是如此”。注意：两句中应使用同类助动词且时态一致。?
ShecanspeakFrenchandsocanherhusband.?她会讲法语，她的丈夫也会。?
　Ihavelostabikeandsohashe.?我丢了一辆自行车，他也丢了一辆。
(3)当前句表述的某人或某事情况复杂，而无法使用so或neither(nor)引导的倒装句型表达另一人或物情况相同时，则用Itis/waswithsb./sth.。?
—Tomlikesplayingbasketballbuthecan’tplaywell.?
汤姆喜欢打篮球，但他打得不好。?
—Soitiswithme.我的情况与他相同。?
—Heisanhonestworkerandworkshard.
?他是一位诚实的工人，而且工作很卖力。?
—Soitiswithyou.你也是这样的。?
特别提示：?
“So+（与前句相同的）主语+助动词”表示赞同，so译为“确实”，主谓不倒装。?
(1)—ShecanspeakFrench.她会讲法语。?
—Soshecan.她确实会讲法语。
?(2)(经典回放)—Youforgetyourpursewhenyouwentout.?
—Goodheavens,______.
A.sodidI　B.soIdid?
C.IdidsoD.Isodid?
解析:本句意思是：“你外出时忘了带钱包了。”“哎呀！我真的忘记带钱包了。”?
答案:B?
(3)—Davidhasmadegreatprogressrecently.?
—,_____and______.?
A.Sohehas;soyouhave?
B.Sohehas;sohaveyou?
C.Sohashe;sohaveyou?
D.Sohashe;soyouhave?
解析:此题前一空考查的是对上文的肯定；第二个空考查的是同样的情况也适用于你。?
答案:B
要点2　so...that...
?LiuXiangdid______wellatAthensOlympicGames______allChinaareproudofhim.
?A.so；thatB.as；as
C.notonly；butalsoD.both；and
解析:so...that...表示“如此…以至于”，与句意最相符。
答案:A
归纳与迁移?
(1)so　+?adj./　adv.?+　that...表示“如此……以至于”，that可省略；当so和它所修饰的形容词或副词放在句首时，主句倒装。
ThebookissointerestingthatIwanttoreaditagain.　=SointerestingisthebookthatIwanttoreaditagain.
?这本书是如此有趣，以至于我还想再读一遍。
?TherearesomanymistakesinyourarticlethatIcan’t?understand?themeaning.=Somanymistakesarethereinyour?article?thatIcan’tunderstandthemeaning.
?你文章中的错误太多了，以至于我都无法理解其意思。
?在so...that...句型中也可以使用名词，结构如下：
?①so　+　few/many+可数名词复数+that
?②so　+　little/much+不可数名词+that
(2)so　+?adj.?+　a(n)+名词+that=such　+　a(n)　+?adj.?+　名词　+　that
?Itwassocoldadaythattheiceintheriverwasnearlytwofeetthick.=Itwassuchacolddaythattheiceintheriverwasnearlytwofeetthick.
?天气是如此之冷，以至于河里的冰结了都有两英尺厚了。
?Itwassuchfineweatherthatthechildrenallwentout,　playing?inthesun.(weather为不可数名词，所以前面不能加a)
?天气很好，孩子们都出去在阳光下玩耍。
?Therewassomuchwaterintheriverthatwecouldn’tswimacrossit.
?河水水位太高了，我们游不过去。
要点3shouldhavedonesth.
?（2010福建,32）—I’lltellMaryabouthernewjobtomorrow.?
?—You_______herlastweek.
?A.oughttotellB.wouldhavetold
?C.musttellD.shouldhavetold
?解析:句意为：“明天我就告诉玛丽有关她新工作的事情。”“你上星期就该告诉她了。”因为答句当中有lastweek这个表示过去的时间状语，shouldhavedone表示“过去本该做某事但却没有做”。并且也不能选oughttotell,而说oughttohavetold是可以的。
?答案:D
?归纳与迁移
?shouldhavedone表示“过去本应该做某事，而实际上没做”，含有责备的意味。
?shouldn’thavedone表示“过去不应该做某事，而实际上做了”，也含有责备的意味。
?Youshouldhavecomehereyesterday.你昨天应该到这里来。
?Heshouldn’thavegonewithouttellingus.?他不应该不辞而别。
?（2010全国Ⅲ，27）MrWhite______at8:30forthemeeting,buthedidn’tshowup.
?A.shouldhavearrivedB.shouldarrive
?C.shouldhavebeenarrivedD.shouldbearriving
?解析:后句表明他没有到达。因为shouldhavedone可以表示“过去本应该做某事，而实际上没做”，这与题意相符。B项和D项时态不对。C项结构搭配错误。
?答案:A

Goodfriends教案1

作为杰出的教学工作者，能够保证教课的顺利开展，作为教师就要精心准备好合适的教案。教案可以更好的帮助学生们打好基础，帮助教师有计划有步骤有质量的完成教学任务。怎么才能让教案写的更加全面呢？下面是小编帮大家编辑的《Goodfriends教案1》，欢迎阅读，希望您能够喜欢并分享！

PRE-READINGPage3
Dothissectionallbyyourselfandlookupthedictionaryallthoseinthegreenboxformoreexamplesentences.Thentrytolearnthembyheart.
Groupworking
Askthestudentstodescribetheusefulnessofeachitemintheboxandthendecideonthethreemostusefulones.Eachstudentgetsanopportunitytospeak.
Suggestedstructures:Page3
Ithink…,because…
Icoulduseitto…
Itcouldbeusedto…
…wouldbemoreimportantthan…,because…
Samplesentences:
1.Ithinkaknifewouldbethemostusefulitem,becauseIcoulduseittokillanimalsandcutthemeat.Itcouldalsobeusedtocutwood.
2.IalsothinkaboxofmatcheswouldbeusefulbecauseIcouldusethematchestomakefire.IfIhadafire,Icouldcookfood,staywarmandkeepwildanimalsaway.Moreimportantly,ifsomeonesawthefire,theywouldcomeandsaveme.
3.Ithinkabookwouldbemoreusefulthanaradio,becauseyoudon’tneedbatteriestoread.AndwhenIread,Iwouldlearnaboutlifeandtheworldandforgetmyloneliness.

Wheredidthestorytakeplace?
Howmanypeoplestayedthere?
HowlongdidChuckstaythere?
WhatdidChuckdoinordertosurvive?

READING
Lookoverthetextandtrytotellthemainideaofitbeforereadingitasecondtime.
Whatisthetextabout?
Thepictureshowsamanwholiveslikeawildman,alone.Hehastotakecareofhimself.ThetitlesaysthatthetextisaboutChuck’sfriend.
IfIlookatthepictureandreadthestory,Imayrecallotherstoriesaboutamanlivingaloneonanisland,e.g.RobinsonCrusoe.Inthosestories,themanhastolearntofindwaterandfoodandtakecareofhimself.
Whatkindofwordswillbeused?
Thereadingpassageisasortoffilmreview,soIcanguessthetextwillusewordsaboutstories,characters,actingandperhapsunusualthingsthatdonotexistintherealworld.
CastAway
Thewordsareinitalics,soIknowthatitmustbethenameofafilmorabook.Icanprobablyskipthewordandlookitupinthedictionarylater.IfIreadthetextIwilllearnthatthefilmisaboutamanwhohastolivealoneonanisland,awayfromhisfriends,becauseofanaccident,soIcanguessthat‘CastAway’referstothemaninthestoryandhissituation.Thedictionarysays‘tobeleftaloneonanislandafteryourshiphassunk.’
Play
TomHanksisafamousactor.HeplaysamannamedChuckNolandinthefilmCastAway.Icanguessthatplaysmeansactshere.
survive
Whenairplanescrash(falldown),mostpeopledie.If,likeChuck,theydon’tdie,theygoonliving,soIcanguesthattosurvivemeanstogoonliving.
deserted
ThetexttellsmethatChucklandsonadesertedisland.Thetextalsotellsmethattherearenopeopleontheisland,soIcanguessthatadesertedplacemeansaplacewheretherearenopeople.
challenge
ThetexttellsmethattherearedifferentchallengesinChuck’slife-hehastocollectwater,huntforfood,andlearntosurvivewithoutfriends.Icanguessthatachallengeissomethingdifficultthatyouhavetodo.
share
IknowthatIliketotalktomyfriendswhenIamhappyorsad.IfIamsad,talkingtoafriendmakesmefeelbetter.IcanguessthattosharehappinessorsorrowmeanssomethingliketellothersabouthowIfeelormakeothersunderstandhowIfeel.Thedictionarysaysthatsharemeanstohavethesameinterestorfeelingassomeoneelse.
unusual
Iknowthatusualmeanssomethingthathappensallthetimeornormal.IfIknowthattheprefixun-meansnot,Icanguessthatunusualmeansnotnormalorstrange.
suchas
aluckypenandadiaryareexampleoffavouriteobjects,soIcanguessthatsuchasmeansforexampleorlike

POSTREADING
AfterreadingthetextasecondtimeanddoingthePOSTREADING(Page4),trytotranslatethewholepiecesentencebysentenceintocorrectChinese.

SuggestedanswertothePOSTREADING
1.Hehastolearnhowtocollectwater,huntforfood,andmakefire.Moreimportantly,hehastolearntolivewithoutfriends.
2.Hehaslearntalotabouthimselfwhenheisaloneontheisland.Forexample,hehascometorealizethatfriendshipisimportantinhislife,thathehasn’tbeenagoodfriend,andthatheshouldcaremoreabouthisfriends.(Helearnsalotabouthimself.Herealizesthat…)
3.Openfordiscussion
4.Discussingthequestioningroups.Role-play,eachstudentrepresentsoneofthefourpeopleandhastopersuadetheothersthatheorsheshouldbegiventheparachute.

LANGUAGESTUDY
Page4,5

INTEGRATINGSKILLS
Afterreadingallthethreepassagesonpages6-7,trytotranslatethemsentencebysentenceintocorrectChinese.

WhiletranslatingandcorrectingthetwosectionsREADINGINTEGRATINGSKILLS,makeasmuchcomparisonasyoucanbetweentheEnglishtextandtheChinesetranslationversionandtrytofindoutthingsasfollows:
Thedifferencebetweenthetwolanguagesinwordorder;
Structuralwordsandinflexionaswellasthethreewaysofwordbuilding;composition,conversationandderivation.(Answerandhelpswillbegivenintheotherunitssometimelater.)

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