俗话说，磨刀不误砍柴工。高中教师在教学前就要准备好教案，做好充分的准备。教案可以让学生更好地进入课堂环境中来，帮助高中教师掌握上课时的教学节奏。关于好的高中教案要怎么样去写呢？经过搜索和整理，小编为大家呈现“Unit1Friendship整体设计”，仅供参考，希望能为您提供参考！

Unit1Friendship整体设计
Period3LearningaboutLanguage?
整体设计
从容说课
Thisisthethirdteachingperiodofthisunit.Theteachershouldfirstcheckthestudents’homeworkandofferchancesforthestudentstoreviewwhattheylearnedinthesecondperiod.
Theemphasisinthisperiodwillbeputontheimportantnewwords,expressionsandsentencepatterns.Inordertomakethestudentsunderstandtheseimportantpointsthoroughly,theteachercanfirstgetthestudentstounderstandtheirmeaningsinthecontext,thengivesomeexplanationsaboutthem,andlateroffersomepracticestoletthestudentsknowtheirusages.Atlastmakethestudentsdomoreexercisesforconsolidation.
Theteachershouldbeexpectedtocarefullydesignclassactivitiestoencouragethestudentstobeactiveinclasssoastoenablethestudentstograspandusetheselanguagepointsbothorallyandinwrittenform.Makesurethestudentsarewillingtotakepartintheactivitiesinclassandgetreadytocooperatewitheachother.Indoingso,thestudentscanlearn,graspandusetheseimportantlanguagepointswell.
教学重点
Enablethestudentstograsptheusagesofsuchimportantnewwordsandexpressionsasoutdoors,upset,loose,ignore,series,facetoface,beconcernedabout,gothrough,setdown,inorderto,andsoon.
教学难点
Howtoenablethestudentstounderstandsomedifficultandlongsentences.
教学方法
1.Discussing,summarizingandpracticing
2.Cooperativelearning
教具准备
Themultimediaandothernormalteachingtools
三维目标
Knowledgeaims:
Getthestudentstolearnandgraspsomeimportantnewwordsandexpressions:addignoreconcernupsetlooseseriescalmdownhavegottobeconcernedaboutgothroughhideawaysetdownaseriesofinordertofacetoface
Abilityaims:
1.Enablethestudentstousesomeusefulwordsandexpressionscorrectly.
2.Enablethestudentstolearnhowtounderstandnewwords,expressionsanddifficultsentencesaccordingtothecontext.
Emotionalaims:
Developthestudents’spiritofcooperationandteamwork.
教学过程
设计方案（一）
→Step1Revision
1.Checkthehomeworkexercises.
2.Asksomestudentstotalkabouttheirfriendsandwhatqualitiesandbehaviormakegoodfriends.AlsomayaskthemtotalkaboutAnne’sbestfriend,herdiary.
→Step2Readingandexercise
Getthestudentstotrytofindoutthewordsandexpressionsasquicklyaspossibleintherelatedpartsandletthemlearnsomeimportantnewwordsandexpressionsbystudyingtheircontexts.
Theteachershowsthefollowingonthescreen.
1.Findthewordsandexpressions.
1)notinsideabuilding.
2)feelingdisturbed.
3)tobeworriedabout.
4)free,nottiedup.
5)toexperiencesomething.
6)totakenonoticeof.
7)stayingclosetoandlookingatsomebody.
8)tobecomequietafternervousactivity.
9)numberofthingsthathappenoneafteranother.
2.FillintheblankswiththewordsandexpressionsintheReadingtocompletethefollowingsentences.
1)Friendsarejustthepeoplewho______________yourhappinessandsorrow.
2)Youreallydon’tknowwhatwe______________whileworkingonthefarm.
3)Ihave______________everythingthathappened,asIrememberit.
4)She______________singinganddancing.
5)Tomdidsomethingwrongtohisbrother,buthesaidhedidn’tdothat______________.
6)______________catchthefirstbus,shegotupearlythismorning.
7)Thenaughtyboy______________andhisparentsdidn’tfindhimanywhere.
8)Adeepbluesky,whiteclouds,greentreesandredflowersandfreshairheldme_______________.
→Step3Checking
Explaintheproblemsthestudentsmeetwhilecheckingtheanswers.
Suggestedanswers:
1.1)outdoors2)upset3)beconcernedabout4)loose5)gothrough6)ignore7)facetoface8)calmdown9)series
2.1)share2)wentthrough3)setdown4)iscrazyabout5)onpurpose6)Inorderto7)hidaway8)entirelyintheirpower
→Step4LanguagePoints
1.upset
1)vt.upset)tomakesomeonefeelunhappyorworried使不安；使心烦
I’msorry.Ididn’tmeantoupsetyou.
对不起，我本来并不想让你不高兴的。
Herfriend’ssuddendeathupsethimverymuch.
她朋友的突然去世使她很难过。
2)adj.(notbeforenoun)unhappyandworried心烦意乱的；心情不舒适的
ShewasstillupsetabouttheargumentthatshehadhadwithHarry.
对于她和Harry的争吵，她还感到心烦呢。
Sheisreallyfeelingupsetaboutlosinglotsofmoney.
丢掉了许多钱，她真的感到很沮丧。
2.ignorevt.
1)tobehaveasifyouhadnotseenorheardsomeoneorsomething不理睬；忽视
Somedriverssimplyignorespeedlimits.
有些司机就是无视速度的限制。
Hecompletelyignoredallthesefactsasthoughtheyneverexisted.
他完全无视这一切，好像它们根本不存在似的。
Shesawhimcomingbutsheignoredhim.
她看见他走过来，但装作没看到他。
2)topaynoattentiontosomethingthatyouhavebeentoldorthatyouknowabout忽略（不计）
Thepolicemanignoredpersonaldangertosavealittlegirl.
为了救一个小女孩，那名警察不顾个人的安危。
ignorancen.无知ignorantadj.无知的；愚昧的；不知道的
3.calm
1)adj.quietandwithoutexcitement,nervousactivityorstrongfeelings平静的；镇静的，沉着的
Keepcalm,andtrynottopanic.
保持镇静，不要慌张。
Shetriedtokeepcalmaboutit.
她努力对此保持镇静。
2)vt.towritedownsth.sothatyouhavearecordofit放下，搁下；记下，写下
Setdownyourheavybagandtakearest.
放下你的包，休息一会。
Iwanttosetdownmyfeelingsonpaper.
我要记下我的感受。
setaparttomakesomeoneorsomethingdifferentfromotherpeopleorthings使突出，使与众不同
setasidetokeepsomemoneyortimeforaspecialpurpose存储，拨出
setofftostarttogosomewhere;tocauseanexplosion出发，动身；使爆炸
setouttostartajourneyortotalkaboutsomethinginanorganizedway出发，开始；陈述，阐明
setuptostartanorganization;tobuildsomething设立，开办；竖起，建起
1)They______________theexperimentyesterday.
A.setabouttodo?B.setoutdoing
C.setasidedoing?D.setouttodo
2)TheChinesedelegationgroupwill______________forAmericatomorrow.
A.setapartB.setasideC.setoffD.setup
答案：1)D2)C
5.gothroughtoexaminecarefully;toexperience审阅，检查；经历（困难、痛苦等）
Iwentthroughthestudents’paperslastnight.
我昨晚仔细批改了学生的作业。
Youreallydon’tknowwhatwewentthroughwhileworkingonthisproject.
你的确不知道我们在搞这个项目的时候吃了多少苦。
6.concern
1)n.worry;thingthatisimportantorinterestingtosb.担心；对某人来说是重要的或感兴趣的事
Thereisgrowingconcernabout/overtheeffectsofpollutiononhealth.
现在越来越担心污染给健康带来的影响。
Theriseinunemploymentisofgreatconcerntothegovernment.
对政府来说，失业人数的增长是非常重大的事情。
2)vt.tomakesomeonefeelworriedorupset使某人担忧；使烦恼
Thefactthatshespendssomuchmoneyonherownreallyconcernsme.
她在自己身上花那么多的钱真的让我感到烦恼。
Moreandmorepeopleareconcerningthemselveswith/aboutenvironmentalproblems.
越来越多的人在为环保问题担忧。
beconcernedabout/forbeworriedabout关心；挂念
Rosshasneverbeenconcernedaboutwhatotherpeoplethinkofhim.
罗斯从来不关心别人怎么看他。
Rescuersareconcernedforthesafetyofthosetrappedinthemine.
营救人员挂念着被困在矿井里的那些人的安全。
7.purposen.anintentionorplan;thefeelingofhavinganaiminlife目的；意图；决心；意志
Whatisyourpurposeindoingthat?
你做那件事的意图是什么?
Hewalkedwithastridefullofpurpose.
他迈着坚定的步伐向前走。
onpurposedeliberately;intentionally;notbyaccident有意地；故意地；并非偶然的
Icamehereonpurposetoseeyou.
我是专程来这儿看你的。
8.suffervt.losequality变坏；变差；变糟
Yourstudieswillsufferifyouplaytoomuchfootball.
你要是总是踢足球，功课就糟了。
Herbusinesssufferedwhenshewasill.
她生病时，生意受到了影响。
4)totolerate;stand忍受；容忍；经得起
Iwillnotsuffersuchconduct.
我不能容忍这种行为。
Shecouldnotsuffercriticism.
她受不了批评。
sufferfor为……而受苦
Hesufferedforhiscarelessness.
他因粗心而吃了亏。
sufferfrom患……病；受……之苦
Thechildsuffersfrommeasles.
这小孩得了麻疹。
→Step5Homework
Learnthenewwordsandexpressionsbyheart.
活动与探究
Therearemanyproverbsaboutfriendsandfriendship.SurftheInternettofindsomeout,trytotranslateandlearnasmanyaspossible.ThepurposeofthisactivityistoencouragestudentstomakeuseoftheInternettoenrichtheirlanguageknowledge.Itcanalsomakestudentsthinkmoreaboutquestionsonfriendandfriendship,realizefurtherthevaluesoffriendsandfriendship,andlearnhowtomakefriends,howtogetalongwithfriendsandhowtotreasurefriendship.
Proverbsonfriendsandfriendship:
1.Afriendtoeverybodyisafriendtonobody.
2.Afaithfulfriendishardtofind.
3.Afriendwithoutfaultswillneverbefound.
4.Atruefriendisknowninthedayofadversity.
5.Afriendisneverknowntillamanhasneed.
6.Misfortuneteststhesincerityoffriends.
7.Oldfriendsandoldwinesarebest.
8.Everythingisgoodwhennew,butfriendwhenold.
9.Familiarpathsandoldfriendsarethebest.
10.Abosomfriendafarbringsdistantlandnear.
11.Friendsmaymeet,butmountainsnevergreet.
12.Wecanlivewithoutabrother,butnotwithoutafriend.
13.Alifewithoutafriendisalifewithoutasun.
14.Athousandfriendsarefew,oneenemyistoomany.
15.Afriendincourtisbetterthanapennyinpurse.
16.Betweenfriendsalliscommon.
17.Whenafriendasks,thereisnotomorrow.
18.Areadywaytolosefriendistolendhimmoney.
19.Friendsarelikefiddle-strings,theymustnotbescrewedtootight.
20.Anemptypursefrightensmanyfriends.
21.Hethathasafullpurseneverwantsafriend.
22.Friendship—onesoulintwobodies.
23.Friendshipislovewithunderstanding.
24.Friendshipmultipliesjoysanddividesgrieves.
25.Friendshipcannotstandalwaysononeside.
26.Friendship,theolderitgrows,thestrongeritis.
Suggestedtranslations:
1.广交友，无深交。
2.益友难得。
3.没有十全十美的朋友。
4.疾风知劲草，患难见真情。
5.需要之时方知友。
6.患难见真情。
7.陈酒味醇，老友情深。
8.东西新的好，朋友老的好。
9.熟路好遵循，老友最可珍。
10.海内存知己，天涯若比邻。
11.朋友可相逢，高山永分离。
12.我们生活中可以没有兄弟，但不能没有朋友。
13.人生在世无朋友，犹如生活无太阳。
14.朋友千人尚觉少，仇敌一人犹嫌多。
15.囊中有钱，不如朝中有友。
16.朋友之间不分彼此。
17.朋友的要求不要拖。
18.失友皆从借钱起。
19.朋友像琴弦，不能拧太紧。
20.囊中无分文，亲友不上门。
21.只要袋里有，不愁没朋友。
22.友谊就是两人一条心。
23.友谊是爱加上谅解。
24.友谊可以增添欢乐，也可以分担忧愁。
25.来而不往非礼也。
26.友谊地久天长。

相关知识

Unit1Friendship学案

古人云，工欲善其事，必先利其器。高中教师要准备好教案，这是每个高中教师都不可缺少的。教案可以让学生们有一个良好的课堂环境，使高中教师有一个简单易懂的教学思路。怎么才能让高中教案写的更加全面呢？以下是小编收集整理的“Unit1Friendship学案”，希望能对您有所帮助，请收藏。

Module1Unit1Friendship(Introductionwhentakenphotos,oneshouldkeep______;whensomeoneelseisasleep,oneshouldkeep______;inclass,oneshouldn’tkeep_______abouttheteacher’squestions.
2)Althoughshewasfrightened,sheansweredina______voice.
3)Childrenfinditdifficulttosit_______forverylong.
4)Alicewaslaughingandjoking,buthersisterremained_______.
5)We’llhavetobe_______soastowakeupthesleepingbaby.
词组：

1.gothrough

练习：写出下列句子中gothrough的汉语意思
1）Iwentthroughthestudents’paperlastnight.______________
2）Youreallydon’tknowwhatwewentthroughwhileworkingonthisproject.______________
3）Ialwaysstartthedaybygoingthroughmye-mail._____________
4）Theboywentthroughtwowholeloavesofbreadlastnight._____________
5）TheBillwentthroughParliamentwithoutvote(投票).______________

2.setdown
(根据下面句子判别出setdown的汉语意思并填在左边的空格内)
1)Itisunnecessarytosetdowneverythingyourteachertoldintheclass.
2)Thebusstoppedtosetdownanoldlady.
你能写出setdown当第一个意思讲时的近义词组吗？
______________________________________________
你能写出与set相关的词组吗？
______________________________________________

句型：
1.(教材P.2)ItwasthefirsttimeinayearandahalfthatI’dseenthenightfacetoface…
句型：It/Thisis/wasthefirst/second…timethatclause

It/Thisisthefirst/second/…timethat_______________________.(用什么时态？)
It/Thiswasthefirst/second/…timethat_____________________.(用什么时态？)
1）Itwasthesecondtimethathe____________(make)thesamemistake.
2）ItisthefirsttimethatI______________(be)toBeijing.
2.(教材P.2)Iwonderifit’sbecauseIhaven’tbeenabletobeoutdoorsforsolongthatI’vegrownsocrazyabouteverythingtodowithnature.
强调句型基本结构：
Itis/was+被强调成分+that/who+句子的剩余部分
Igottoknowheronthefarmlastweek.
e.g.ItwasIthat/whogottoknowheronthefarmlastweek.
Itwasherwho/thatIgottoknowonthefarmlastweek.
ItwasonthefarmthatIgottoknowherlastweek.
ItwaslastweekthatIgottoknowheronthefarm.
思考：用is还是was是由原句的________________确定的。
重点：判断强调句的方法：把句中的itis/was和that/who去掉看句子结构是否完整。若完整就是强调句，否则就不是。
例如：Itwasatseveno’clockthatIgothome.(是)
Itwasseveno’clockwhenIgothome.(否)
练习：判断下列句子是不是强调句：
1.Itwasintheroomthathewasborn.
2.Itwasthisroomwherehewasborn.
3.ItistheywhooftenhelpmewithmyEnglish.
4.Itwaseighto’clockwhenTomcameback.
5.Itisthehousewhichwasbuiltlastyear.
把下列句子按要求变成强调句
Imethiminthestreetyesterday.
___________________________________(强调主语I)
___________________________________(强调宾语him)
___________________________________(强调地点状语inthestreet)
Module1Unit1Friendship(Grammar)
直接引语和间接引语(I)
——陈述句、疑问句直接引语变间接引语
(DirectSpeechandIndirectSpeech：StatementsandQuestions)
编号：4编写人：审核人：审批人：班组：
姓名：组评：师评：日期：
学习目标：通过例句理解掌握直接引语、间接引语概念。
通过自主、合作的学习方式，总结陈述句和疑问句的直接引语变间接引语的规则及变化难点。
培养学生积极向上、合作探究的能力，并营造良好的学习氛围。
第一部分：预习案
一、概念
1、直接引语：直接引述别人的原话，叫直接引语。常把它放在引号内。
2、间接引语：在另一个“时空点”转述别人的话，叫间接引语。句末一律用句号。
二、例句呈现
直接引语：
1)Hesaid,“Ilikeapples.”
2)Shesaid,“Isitraining?”
3)Hesaidtome,“I’veleftmybookinyourroom.”
4)Shesaid,“Didyouseehimlastnight?”
5)“Iwasjoking”,saidhe.
6)“Ihadn’tseenherbeforethatday”,saidhe.
7)“Whenwillyouhelpme?”saidhe.
8)“She’sheretoaskforhelp,isn’tshe?”,heasked.
9)Heasked,“Isthisbookyoursorhis?”
上述句子相应的间接引语如下
1)Hesaid(that)helikedapples.
2)Sheasked(me)if/whetheritwasraining.
3)Hetoldmethathehadlefthisbookinmyroom.
4)Sheasked(me)whether/ifIhadseenhimthenightbefore.
5)Hesaidthathewasjoking.
6)Hesaidthathehadn’tseenherbeforethatday.
7)HeaskedmewhenIwouldhelphim.
8)Heaskedwhethershewastheretoaskforhelpornot.
9)Heaskedif/whetherthatbookwasyoursorhis.
探究
1)当我们在另一个“时空点”上转述别人的话语时，句子在______、________、________、________、________、________、________等方面发生了变化。
2)句式变化的种类有哪些？
直接引语为陈述句变为间接引语时，由__________引导。
直接引语为一般疑问句变为间接引语时，由___________引导。
直接引语为选择/反意疑问句变为间接引语时，由___________引导。
直接引语为特殊疑问句变为间接引语时，由___________引导。
3)时态变化有哪些？
一般现在时一般过去时
现在进行时___________
现在完成时___________
一般过去时___________
过去进行时___________
过去完成时___________
一般将来时___________
你能概括时态变化的规律吗？

新课标第一网
4)你能总结出人称变化的规律吗？

注：地点状语、时间状语的对应变化参阅课本附录88页。
三、特殊情况例句呈现
1.Hesaid,“Thestorytookplaceinthe1930s.”
Hesaidthatthestorytookplaceinthe1930s,
2.Hesays,“Iamveryhappy.”
Hesaysthatheisveryhappy.
3.Hesaid,“Lighttravelsmuchfasterthansound.
Hesaidthatlighttravelsmuchfasterthansound.
总结：
1、直接引语为______时态,且句中有一个确切的时间状语时,如：in1980,lastyear等，变为间接引语时时态不变。
2、直接引语中主句为___________、一般将来时或现在完成时，变为间接引语时时态不变。
3、直接引语所转述是_________、自然现象、名言警句等，变为间接引语时时态不变。
第二部分：训练案
一、将下列句子变为间接引语
1.Hesaid,"Iamaboy."
___________________________________________________________________
2.Heasked,"DoyouspeakEnglishorFrench?"___________________________________________________________________
3."Ihaventheardfrommyparentsthesedays."saidMary.___________________________________________________________________
4.Heaskedme,"Willyougototheparkthisevening?"___________________________________________________________________
5.Johnsaidtohisparents,"Ihadlearned500Chinesecharactersbytheendoflastterm."
___________________________________________________________________
6."Whereareyougoing?"thefatheraskedhisson.___________________________________________________________________
7.Thegeographyteachersaidtous,"Themoonmovesaroundtheearthandtheearthgoesaroundthesun."
__________________________________________________________________
8.ZhangHongsaidtome,"DoctorWangpassedawayin1948.___________________________________________________________________
9."Areyousorryforwhatyouhavedone?"themotheraskedthenaughtyboy.___________________________________________________________________
10."Shesheretoaskforhelp,isntshe?"heasked.
___________________________________________________________________
二、单项选择
1.Hesaidthathiscar______stolenandhe_____havetotelephonethephone.
A.was;wouldB.hasbeen;willC.hadbeen;wouldD.hadbeen;will
2.Hetoldushe______aconcert_____.
A.hadattended;threedaysbeforeB.attended;aweekago
C.wouldattend;sinceaweekagoD.wasattending;foraweek
3.--WhenTom______,pleaseletmeknow.
--MarysaidwhenTom____,justtellheraboutit.
A.comes;comesB.came;cameC.comes;cameD.comes;coming
4.TheteachersaidthatColumbus______Americain1942.
A.discoveredB.foundC.haddiscoveredD.hadfound
5.Aftertheexamination,myteachertoldmethatfailure____themotherofsuccess.
A.wasB.isC.beD.been
6.Thechildaskedhismother_____goouttoplaytennis.
A.thathecouldB.ifhecouldC.ifcouldheD.thatcouldhe
7.MrBrownsaidhe______methenextweek.
A.wouldseeB.willseeC.hadseenD.saw
8.Themotheraskedherson____.
A.whatdidhedothedaybeforeB.wheredidhefindhislostwallet
C.whattimehegotupthatmorningD.thatifhehadfinishedhishomework
9.Heaskedme____IwouldgotoBeijingbyairthenextday.
A.thatifB.ifC.thatwhetherD.how
10.Theteachertoldthestudentsthatthere____ameetingatthreeo’clock.
A.weregoingtohaveB.aregoingtobeC.willhaveD.wasgoingtobe
11.–WhatdidGrandpaaskLilyonthephone?
--Heaskedher________________.
A.didshepasstheexamB.whendidshepasstheexam
C.whethershehadpassedtheexamD.howshehaspassedtheexam
12.HaveyouseenBobrecently?Iwonder_____withhisclassmatesinthatschool.
A.howishegettingalongB.thatheisgettingalongwell
C.whatheisgettingalongD.ifheisgettingalongwell

你能列举出更多的含有直接引语和间接引语的例句吗？

Module1Unit1Friendship(WritingI)
编号：5编写人：审核人：审批人：班组：
姓名：组评：师评：日期：
学习目标：运用基础知识，学会用固定规范句型表达的能力。
自主学习，合作探究；掌握写作的有序过程和方法。
在运用中学习英语，感受用英语表达思想的快乐。
第一部分：预习案
Todaywearegoingtolearnanimportantsentencestructure.
Thestructureis:Subject+be+Predicative
主语+系动词+表语
1.例句欣赏（请同学们用“﹏”标出表语）
1)Iamateacher.
2)Youareclever.
3)Heis16yearsold.
4)Smithwasoutyesterdayafternoon.
5)Thedictionaryisnothersbutmine.
6)StudyingEnglishisveryinteresting.
7)Wewereexcitedatthegoodnews.
8)Hisdreamistobecomeascientist.
9)Hewillbeattheofficetomorrowmorning.
10)ThatiswhereIboughtthefood.
第二部分：探究案
你能总结出做表语的形式吗？
（最好写成简约形式，如：Myjobisteaching.V-ing作表语）
能做表语的形式有：____________________________________________________
______________________________________________________________________
______________________________________________________________________
第三部分：训练案
1.你能造出类似的句子吗？（最好能运用上面提到的各种形式作表语）
1)_________________________________________________________
2)_________________________________________________________
3)_________________________________________________________
4)_________________________________________________________
5)_________________________________________________________
6)_________________________________________________________
7)_________________________________________________________
8)_________________________________________________________
9)________________________________________________________
10)________________________________________________________
……
2.请将下列句子翻译成英语：
1)这本书是她的。
___________________________________________________
2)十年前他是一名工人。
_______________________________________________
3)学生们正在教室里。
_________________________________________________
4)我们英语老师很漂亮。
_______________________________________________
5)今天下午我将不在家。
_______________________________________________
6)那部电影很乏味。
___________________________________________________
7)走了很长一段路之后，他累了。
________________________________________
8)她的梦想是当一名医生。
_____________________________________________
9)Tom最喜欢的运动是游泳。
___________________________________________
10)这就是我工作的地方。
_______________________________________________

习作训练1
Hello,mynameis_________.I’m________yearsold.I’mfrom__________MiddleSchoolandnowIaminClass________Senior_________.
Iam____________(tall/thin/fat…).Iamfriendlyandgenerous.Ioftenhelpmyclassmateswiththeir__________(English/maths/…)becauseIamgoodatit.Inotonlydowellin_________butalsoin_________.Ilikeallkindsofsports,too.
Myfavoritesportis_____________.Ioftenplayschoolorweekends.Ilikereadingbooks,too.Ithinkbookscanopenmyeyes.
写作练笔：你能仿照上面模板，重新写一篇自我介绍吗？

Unit1Friendship（I）

Unit1Friendship（I）

PartOne:TeachingDesign(第一部分：教学设计)

Period1:Asamplelessonplanforreading

(ANNE’SBESTFRIEND)

Aims

Totalkaboutfriendship

Toreadaboutfriendship

Procedures

I.Warmingup

1.Warmingupbyassessing

Alotofpeoplehaveonlyfewpossibilitiesofgettingfeedbackabouttheirownpersonality.Inthisexerciseyouwillhavetheopportunitytogetsomefeedbackandtodiscussitwithapartner.Whilecomparingyourmutualjudgements,certainprejudicesormisunderstandingsmayappear,aspeopleoftendonotknoweachotherthoroughlyenoughtojudgeotherscorrectly.Trytobehonest!

Selfassessment

Ofthefollowingcharacteristicschoose5thatareparticularlyapplicabletoyoupersonally.

sociable,honest,friendly,easygoing,nervous,open-minded,anxious,careful,talented,talkative,nosy,thoughtful,generous,carefree,pessimistic,peaceful,optimistic,interesting,reliable,helpful,active,careless,caring,exact,adventurous,imaginative,hot-blooded,well-organised,trustworthy,patient,responsible,outgoing,kind,brave,warm-hearted,selfless,tolerant

Partnerassessment

Nowchoose5characteristicfeatureswhichyouthinkareespeciallyapplicabletoyourpartner.

sociable,honest,friendly,easygoing,nervous,open-minded,anxious,careful,talented,talkative,nosy,thoughtful,generous,carefree,pessimistic,peaceful,optimistic,interesting,reliable,helpful,active,careless,caring,exact,adventurous,imaginative,hot-blooded,well-organised,trustworthy,patient,responsible,outgoing,kind,brave,warm-hearted,selfless,tolerant

2.Warmingupbydescribing

Havethestudentsgetintogroupsoffourtodescribetheirownidealfriend.IndividualstudentsmustdecideonTOP5characteradjectivesthatcouldbeusedtodescribetheidealfriendandinsisttheyhavegoodreasonsfortheirchoice.Thenletthegroupleadergivetheclassadescriptionoftheiridealfriend.

3.Furtherapplying

Youmayalsohavethestudentsdothesurveyinthetextbook,followingthestepsbelow.

1.Getthestudentstomakealistofthreequalitiesagoodfriendshouldhave.

2.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.

3.Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard.

4.Asktheclasswhetherornottheyagreewithallthequalitieslisted.

5.Thenhavethestudentsdothesurveyinthetextbook.

6.Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8.

7.Theteacherasksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship:

★4~7points:Youarenotagoodfriend.Youeitherneglectyourfriend’sneedsorjustdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriendneedstodo.

★8~12points:Youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.

★13+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.Welldone.

(Youmayalsoshowyourstudentstheresultsaboveandletthemselvesself-reflectupontheirownvaluesoffriendship)

II.Pre-reading

TofocustheStudents’attentiononthemaintopicofthereadingpassage.

Toactivatetheirpreviousknowledgeonthetopic.

III.Talkingandsharing

Workingroupsoffour.Tellyourgroupmateshowyoureflectonthesequestions.

1.Whydoyouneedfriends?Makealistofreasonswhyfriendsareimportanttoyou.

2.Whatdoyouthinkagoodfriendshouldbelike?Listwhatagoodfriendshoulddoandsharethelistwithyourpartners.

3.Doesafriendalwayshavetobeaperson?Whatelsecanbeafriend?

4.Doyouthinkadiarycanbecomeyourfriend?Whyorwhynot?

Instructions:Theteachercangiveeachgrouponeofthesequestionsabovetotalkabout.Thenlettheclasssharetheirideas.It’sbettertostimulatethestudentstochallengetheirclassmates’opinionsaboutthesequestions.

Possibleanswers

Q1:ReasonsIneedfriends:

※tocopewithstressfulsituationsinlife

※tosharemyworriesandsecretsinmyinnerworld

※toshowmyconcernforotherpeople

※toletotherpeoplesharemyhappiness

※tounfoldtootherpeoplethesecretsinmyheart(tonamebutfew.)

Q2:Agoodfriendshould:

※tellmethetruth(honest)

※begoodtome(friendly)

※bewillingtoconsideroracceptothers’ideasoropinions(open-minded)

※bewillingtohelpothers(generousorhelpful)

※begood-tempered

※thinkaboutwhatothersneedandtrytohelpthem(caring)

※beloyaltotheirresponsibility(responsible)

※noteasilyupset(easy-going)

※beout-going(liketomeetandtalktonewpeople)

※betolerant(allowotherpeopletohavedifferentopinionsordosomethinginadifferentway)

※beselfless(tonamebutfew)

Q3:Whatelsecanbeafriend?

Answerscanbevarious.(omitted)

Q4:Students’answersmayvarybutmustincludeareason.

Yes.Ithinkitcanbe,becauseIcansetdownhowIfeeleverydayinmydiary,andletotherpeoplereadittosharemyfeelingssometimelater.Aboveall,itfeelsgoodtowritedownmythoughtsandfeelingonpaperwhenIamsadorlonely.

IV.Reading

1.Lookingandguessing

Workinpairs.Lookatthepicturesandtheheadingandguesswhatthetextmightbeabout.

1).Imaginewhatitmightbelikeifyouhadtostayinyourbedroomforawholeyear.YoucouldnotleaveiteventogototheWCortogetacupoftea.Howwouldyoufeel?

2).Whatwouldyouchooseifyouareonlyallowedtohavefivethingswithyouinthehidingplacebecausethereisverylittleroom?

2.Readingtosummarisethemainideaofeachparagraph.

Skimthetextandsummarisethemainideaofeachparagraphinonesentence.

Para.One:Annemadeherdiaryherbestfriendwhomshecouldtelleverything.

Para.TwAnne’sdiaryactedashertruefriendduringthetimesheandherfamilyhadtohideawayforalongtime.

Para.Three:Havingbeenkeptindoorsforsolong,Annegrewsocrazyabouteverythingtodowithnature.

3.Languagefocus

Nextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.

laughat,gothrough,make/call+O+Noun(asO.C.),hideaway,setdown,growcrazyabout,dowith…,therewasatimewhen…,keepsb.spellbound,onpurpose,inordertodosth.,fartoo+adj./adv,happentodosth.,itwasthefirst/secondtimethat…,facetoface

V.Closingdown

Closingdownbydoingexercises

ToendthelessonyouaretodothecomprehendingExercises1and2.

Closingdownbydiscussionofideas

Workingroupsoffour.Discusstheideasputforwardinthereadingpassage.Itdoesnotmatterwhetheryouagreeordisagree.Whatisimportantisthatyoushouldhaveareasonforwhatyousay.Alsoyoucanputforwardyourownideas,eithercriticisingthetextorusingitasasupport:

★WhatwouldyoudoifyourfamilyweregoingtobekilledjustbecausetheydidsomethingtheEmperordidnotlike?

★Wherewouldyouplantohide?

★Howwouldyouarrangetogetfoodgiventoyoueveryday?

Whatwouldyoudotopassthetime?

LanguagechunksfromUnit1Friendship

addup,getsth.done,calmsb.done,havegotto,goonholiday,talkcareof,walkthedog,getloose,payforsth,cheatintheexam,shouldhavedone,someoneelse’s,laughat,gothrough,hideaway,setdown,aseriesof,ahidingplace,Iwonderif…,grow/be/becomecrazyabout,couldhavedone,keepsb.spellbound,keepdoing,stayawake,onpurpose,inorderto,byoneself,fartoomuch,itwas(is)thefirsttimethat…,facetoface,feellonely/sitalone,saveone’slife,beconcernedabout,withsomanyclotheson,havetroublewithsb,atthemoment,getalong(well)withsb./sth,enjoydoing,be/become/makefriendswith,be/fallinlove(with),trysth.outonsb.askforadvice,givesb.someadviceon…,makeanefforttodosth.,joininsth.,showone’sinterestin,farandwide,payattentionto,looktoone’sownconcern,shareone’sthoughtsandfeelingswithsb,cometoaconclusion,bepreparedtodosth.,aheart-to-hearttalk,hurtone’sfeelings,changeone’smind,liveinpeace,goonapicnic,getawaywith,feelathome,inneed

Unit1Friendship（II）

Period2:AsamplelessonplanforLearningaboutLanguage

(DirectIndirectSpeech(Ⅰ)statementsquestions)

Aims

Todiscoverusefulwordsandexpressions

Todiscoverusefulstructures

Procedures

I.Warmingup

Warmingupbydiscoveringusefulwordsandexpressions

Turntopage4anddoExercises1,2,3and4first.Thencheckyouranswerswithyourclasspartner.

II.Learningaboutgrammar:DirectandIndirectSpeech

1.DirectSpeech

Indirectspeech,theoriginalspeakersexactwordsaregivenandareindicatedbyquotationmarks.

★“Idon’tknowwhattodo,”saidDean.

Insomegrammarbooks,‘saidDean’isreferredtoasareportingclause.“Idontknowwhattodo,”isreferredtoasthereportedclause.

2.IndirectSpeech

Inindirectspeech,theexactmeaningofthespeaker’swordsisgiven,buttheexactwordsarenotdirectlyquoted.

★Deansaidthathedidn’tknowwhattodo.

Toconvertdirectspeechintoindirectspeech:

Ifthemainverbispasttense,presenttenseverbsin‘thatclause’mustalsobechangedtopasttense.

Deansaidthathedidn’tknowwhattodo.

Firstandsecondpersonpronounsmustbechangedtothirdpersonpronouns.

Deansaidthathedidn’tknowwhattodo.

(Theword‘that’canoftenbeleftout:Deansaidhedidn’tknowwhattodo.)

3.IndirectQuestions

Directquestion:“DidMarama’shorsewinaprize?”Owenasked.

Indirectquestions:Owenaskedwhether(orif)Marama’shorsehadwonaprize.

Thesamerulesapplytoindirectquestionsastoindirectstatements.Thedifferenceisthatawh-clauseisusedinsteadofathatclause.

Directquestion:“Whywon’tyoumarryme?”askedDonald.

Indirectquestion:Donaldaskedherwhyshewouldn’tmarryhim.

Intellingastoryorrecountingevents,aspeakerusingdirectspeechhasalltheresourcesofintonationtoproducealivelyaccount.Becauseindirectspeechisalwaysspeechreportedbysomeoneelse,theaccountismorereservedandrestrained.

“Whatshallwedo?”askedBev.

“Don’tworry,Bev,”saidDuncan,“I’vegotaplan.”

BevaskedDuncanwhattheyshoulddo.Hetoldhernottoworryandthathehadgotaplan.

Theabilitytochangedirectspeechintoindirectspeechisausefulskillforthoseengagedintakingtheminutesofameetingorreportingonevents.

Directspeech:“Firstofall,Iwouldliketothankeverybodywhohelpedwiththefair.Theresultswereverygood,andwewillnowbeabletobuytwomorecomputers.”

Indirectspeech:Theprincipalsaidthathewouldliketothankeverybodywhohadhelpedwiththefair.Heannouncedthattheresultswereverygoodandthattheschoolwouldnowbeabletobuytwomorecomputers.

III.Discoveringwordsandexpressions

Doexercises1,2,3and4onpage4and5.Checkyourworkwithyourpartner’s.

IV.Discoveringstructures

Doexercise1and2.Checkyourworkwithyourpartner’s.

Unit1Friendship（III）

Period3:AsamplelessonplanforUsingLanguage

(AletterfromastudenttotheeditorofThe21stCentury)

Aims

Tolistentoaletteraboutfriendship

Tospeakaboutaquestionnaireaboutfriendship

Towriteadviceaboutfriendship

Towriteafewlinesdescribingafriend

Procedures

I.Warmingup

1.ReadthelettertoMissWangandfindoutwhatwasupsettingLisa.

2.ListentowhatMissWangsays,andthenanswerthequestionsinExercise2.

3.ListentothetapeagainandtrytospelloutthemissingwordsinEx3.

II.Talkingaboutdesigningaquestionnaire

Workingroupsoffour.Designaquestionnairetofindoutwhatkindoffriendsyourclassmatesare.AsktheStudentstousethequizintheWarmingUpasanexample.

Note:Thestudentsshouldbetalkingwhiletheyaredoingthetask.Thisprovidesthestudentswiththeopportunitytopractiseexpressingthoughtandconcerninmattersofimmediateconcernandinterest.Tellthestudentstofollowthesesteps:

Step1:Inyourgroup,comeupwithfoursituationsamongfriends.Designfourquestionsaccordinglywiththreepossibleanswers.

Step2:Putthefourquestionstogetherandformaquestionnaire.

Step3:Checkthequestionnairethroughandtryitoutonyourowngroup.

Step4:Shareyourquestionnairewithanothergroupandtryeachother’squestionnaires.

Samplequestionnaire:

Thisquestionnairehasfourquestions,andeachquestionisfollowedbyasetofpossibleanswers.Pleasereadthequestions,andthenconsiderwhichresponsefitsyoubest.

1.WhyamIclosefriendswiththispersonnow?

A.Becausebeingfriendswithhim/herhelpsmefeelimportant.

B.BecausemyfriendwouldbeupsetifIendedtherelationship.

C.Becausehe/sheissomeoneIreallyenjoysharingemotionsandspecialeventswith.

2.WhydoIspendtimewithmyfriend?

A.BecausemyfriendwouldgetmadatmeifIdidn’t.

B.Becauseitisfunspendingtimewithhim/her.

C.BecauseIthinkitiswhatfriendsaresupposedtodo.

3.WhydoIlistentomyfriend’sproblems,ortowhatmyfriendhastosay?

A.BecausemyfriendpraisesmeandmakesmefeelgoodwhenIdo.

B.Becauseit’sinterestingandsatisfyingtobeabletosharelikethat.

C.BecauseIreallyvaluegettingtoknowmyfriendbetter.

4.WhydoIkeeppromisestomyfriend?

A.BecauseIbelieveitisanimportantpersonalqualitytoliveuptomypromisestoafriend.

B.BecauseitwouldthreatenourfriendshipifIwerenottrustworthy.

C.BecauseIwouldfeelbadaboutmyselfifIdidn’t.

ScoringSheet:

Q1

A1point

Q2

A1point

Q3

A1point

Q4

A3points

B2points

B2points

B2points

B2points

C3points

C3points

C3points

C1point

☆4~6points:Youarenotagoodfriend.Youeitherneglectyourfriend’sneedsorjustdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriendneedstodo.

☆7~9points:Youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.

☆10+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.Welldone.

Studentsworkingroupsandtrytheirownquestionnairesintheschooltocollectmoreinformationaboutstudents’reflectionofthevaluesoffriendship.

III.Guidedwriting

1.ReadthelettertotheeditorfromXiaodongandmakesureyouknowwhatproblemXiaodonghas.

2.Discussingroupsoffour.ThinkwhatadviceyoucangiveXiaodong.

3.WriteyouradvicetoXiaodongasaneditorindividually.

Samplewriting:

DearXiaodong,

Somepeopleliketalkingwithothers,butsomepeopleareshy.Ifyoufallintothesecondgroup,itcanbehardtomakefriends.Butyoucanchangethesituation.

Whatareyouinterestedin?Ifyoulikebasketball,forexample,youcouldtalkwithsomeofyourclassmateswholikebasketball.Theeasiestwaytostarttalkingtopeopleistofindsomethingyouhaveincommon.

Ifyouarestandingbesideagroupofyourclassmates,joinintheirdiscussionifyouknowsomethingaboutthesubjecttheyarediscussing.Butifyoudon’t,youshouldn’tfeelafraidtosay,forexample,“Thatsoundsinteresting,whatisitabout?”Onceyoustarttalkingtooneperson,itwillgeteasiertotalktoothers.

Findonepersonyouhavesomethingincommonwith,andonceyoubecomefriendswithhim,hisfriendswillstarttalkingtoyoutoo.

Goodluck!

Editor

IV.Writingassessment

1.CanyougiveXiaodongsomegoodadvice?

2.Isyourletterwelldeveloped?

3.Areyourideaswellorganizedtothepoint?

4.Doyouhaveagoodchoiceofwordsandidiomsinyourwriting?

5.Doyougetagoodmasteryofcomplexstructuresoflanguage?

6.Whatkindofmistakeshaveyoumadeinyourwriting?Whatcanyoudotoavoidsuchmistakes?

V.FurtherApplying

Herearesomeproverbsaboutfriendsandfriendship.Readthemcarefullyandpayattentiontothesentencestressandintonation.Thenwriteapassage.Choosesomeyouagreeandexplainwhy.Thenchoosesomeyoudisagreeandexplainwhy.

Afriendinneedisafriendindeed.

Friendsarelikewine,theolder,thebetter.

Whenyoumeetyourfriend,yourfaceshines—youhavefoundgold.

Afriendtoallisafriendtonone.

Thesamemancannotbebothfriendandflatterer.

Thebestmirrorisanoldfriend.

Falsefriendsareworsethanopenenemies.

Walkingwithafriendinthedarkisbetterthanwalkingaloneinthelight.

Friendshipcannotalwaysstandononeside.

Thefriendshipthatcanendisneverreal.

Withclothesthenewarebest,withfriendstheoldarebest.

■Youmayalsohavethestudentscompletethetaskashomeworkafterclass.

Unit1Friendship（IV）

PartTwTeachingResources(第二部分：教学资源)

Section1:Backgroundreadingonfriendship

FriendshipQuotes

I.Questionsaboutfriendship

1.Whatisthemainprobleminfriendship?(leavingsomeoneout)

2.Howdoyoukeepafriend?(treatsomeonelikeyouwanttobetreated)

3.Whatisagoodfriend?(somebodywhomyoucandependon)

4.Whatifyourfriendsaidtheywouldn’tbeyourfriendifyouwereanotherperson’sfriend?(That“friend”wouldnotmindifshewerereallyyourfriend.)

★“Truefriendshipislikesoundhealth;thevalueofitisseldomknownuntilitbelost.”---CharlesCalebColton

★“Afriendisonewhowalksinwhenotherswalkout”---WalterWinchell

★“Afriendisonewhobelievesinyouwhenyouhaveceasedtobelieveinyourself.”---Lysha

★“Thebetterpartofoneslifeconsistsofhisfriendships.”---AbrahamLincoln

★“Adviceislikesnow;thesofteritfalls,thelongeritdwellsupon,andthedeeperitsinksintothemind.”---SamuelTaylorColeridge

★“Friendshipisthegoldenribbonthattiestheworldtogether.”---KristinaKentigian

★“Friendsarethesunshineoflife.”---JohnHay

★Afriendinneedisafriendindeed.

II.Tipsonbeingagoodfriend

※Treatyourfriendsthewayyouwanttobetreated.

※Keepsecretsthataretoldtoyou.

※Payattentionwhenyourfriendistalking.

※Keepyourpromises.

※Sharethingswithyourfriend.

※Tellyourfriendthetruth.

※Stickupforyourfriend.

III.Whatkindoffriendareyou?

1.Ifyourfriendtellsyouasecretthatisn’tbadbutyoupromisednottotellanyone,youwill________.

A.telleveryoneB.keepthepromise

2.Ifyouknowyourfriendisplanningtocheatonatest,youwill________.

A.tellyourteacherB.letyourfriendcheat

C.helpyourfriendstudyforthetestsoshewontfeelsheneedstocheat

3.Ifyourfriendtellsyouasecretanditmaycausehisorherdeath,youwill________.

A.tellatrustedadultB.keepitasecretC.tellyourfriends

Youmayprintthissheetandanswerthequestions.Thendiscusstheanswerswithyourfriends.

Atruefriendshipshould:

☉encourageyoutoliveyourdream.

☉supportyoutowardyourgoals.

☉sympathizeforyourlossesandhelpyoufindasilverlining.

☉buildyourself-esteem.

Ifhappinessandlife-satisfactionareyourgoals,yourfriendsshouldbechosenonthebasisofhowwelltheycanaccomplishthosefourgoals.

Happinessisapersonalchoicethatcomesfromwithin.But,asthefriendshippoemsays,itsurelydoesn’thurttohavesupportivefriendshipsthathelpusachieveourgoals.

IV.Self-reflectionuponfriendship

ReadthefollowingstatementsandthentickYes(√)orNo(×)toshowyouropinionsuponfriendship.

1.Friendshipisveryimportanttome.

2.Ihavealotoffriends.

3.Therecanbetruefriendshipbetweenaschoolboyandaschoolgirl.

4.Iamverykindtomyfriends.

5.Ithinkeveryoneshouldhavefriends.

6.Friendsmusthavethesamecharacter.

7.Ikeepadiaryandthinkitismyclosefriend.

8.Whenmyfriendisintrouble,Iamalwaysreadytohelp.

9.Idon’tliketotalktoothersverymuch.Iliketobealone.

10.Ikeepapetanimalandtreatitlikeafriend.

Afriendshippoem

Choosefriendswisely,theportraittheypaint

Iswhoyouareandwhoyouain’t.

Friendshipislife’sgreatsupport

Whenfriendsareoftherightsort.

Forallyourdreamsdotheymakeroom,

Orbringyoudownwithdoomandgloom?

Youwillknowafriendshipistrue.

Whenitbringsoutthebestinyou.

It’strue.Youcantellapersonbythecompanyshekeeps.Ourfriendshipsnotonlytellalotaboutwhoweare---theymakeuswhoweare.Thefriendshippoemabovesaysitall.Youwillknowafriendshipistruewhenitbringsoutthebestinyou.

Takealookatyourfriends.Dotheybringoutthebestinyou?Thatmightseemlikeasillyquestion.Wealltendtothink,“Ofcoursetheybringoutthebestinme.Iwouldn’tbefriendswiththemotherwise.”

Section2:Vocabularyteachingstrategy

I.Theroleofvocabularyteaching

InthecontextoflearningEnglishasaforeignlanguage,alearnerisforcedtobeautonomousandindependentandmakeconsciousefforttolearnvocabularyoutsidetheclassroomsimplybecausetheexposuretothetargetlanguageislimitedinclass.Soteacherscannotrelyontheirstudents‘pickingup’lexicalitems.Thismakesexplicitvocabularyteachingnecessary.However,vocabularyisnotoriouslydifficultifnotimpossibletoteachbecauseofthecomplexityofitslinguistic,semanticandpsycho-cognitiveaspects

II.Bestapproach

Therearenouniversallyusefulstrategiesandtheycontributetovocabularylearningindifferentways.Studentsuseanumberofstrategies,oftensimultaneously.Theefficiencyofvocabularylearningdependsonhowstudentscombineindividualstrategies.Ifstudentscombineandemployindividualstrategiesfromdifferentgroupstheywillbemoresuccessfulindevelopingthetargetlanguagelexicon.Thus,theidealcombinationwouldbethatofstrategiesfromallfourgroups.

Theteachershouldcreateactivitiesandtasks(tobedonebothinandoutsideclass)tohelpstudentstobuildtheirvocabularyanddevelopstrategiestolearnthevocabularyontheirown.Studentsexperimentandevaluateandthendecidewhichtoadoptorrejectsincestrategiesarenotintendedtobeprescriptive.

III.Practicalactivities

Hereisaselectionofpracticalactivitiesthatdirectlearnerstowardsusingstrategiesofvocabularylearning.

1.Theusefulalphabet(self-initiatedindependentlearning)

Eachstudentgetsaletterandhastofind5,10or15wordsheorshethinkswouldbeusefulforhimorher.Heorshethenreporttotheclass,perhapsasamingleactivity,usingwordcards(ononesidetheywritetheletter,ontheothertheinformationontheword-spelling,pronunciation,definition).

2.Wordbag(formalpractice)

Thisistogetyourstudentstowritedownnewwordstheyhearinclass.

Atthebeginningoftheterm/course,dividestudentsintogroupsofabout5andgiveeachgroupanumber(e.g.1-6).Atthebeginningofeachclass,giveeachgroupabout10cardsonwhichtheywritethenumberoftheirgroupandthenewwordstheyhearinclass.Attheendofeachclass,theyputtheircardsintothe“wordbag”andevery2weeksyoucheckwhethertheystillknowthosewordsandwhichgrouphasthemostcards.Intheendtherearetwowinners:thegroupthathasthemostcards,andtheonethatknowsmorewords.

3.Especiallyforyou(Functionalpractice)

Theteacherpreparesalistofwords.Eachstudentgetsoneword,whichispreparedespeciallyforhimorher.Thetrickisthateachstudentgetsawordwhoseinitialletteristhesameastheinitialofthestudent’sfirstname,e.g.Lindagetslistless.Eachstudentmustlookitupinthedictionaryduringtheclassandafterafewminutesreporttotheclass.E.g.“MynameisLindaandI’mlistless.ThatmeansthatIam...(definition)...”.Forhomeworkstudentscandothesameusingtheirsurname.

4.Wordtour(memorizing)

Instructionsforyourstudents:Thinkofatownorcityyouknowwell.Imaginethatyouareorganizingasightseeingtour.Thinkof5placesyouwouldincludeonyourtourandwritedowntheorderinwhichthetouristswouldvisitthem.Learnyourtouroffbyheartsothatyoucanpictureitinyourmind.Wheneveryouhave5newEnglishwordstolearn,imaginethesewordsarethetouristsonyourtourandpicturethewordsintheplacesonyourtourlikethis.

Tour:TrafalgarSquare;BuckinghamPalace;HousesofParliament;WestminsterAbbey;DowningStreet.Wordstolearn:apron,dustpan,vacuumcleaner,featherduster,broom.ImagineNelsononhiscolumninTrafalgarSquarewearinganapron,thequeenbrushingthefloorinBuckinghamPalaceandusingadustpan...

Unit1Friendship（V）

Section3:WordsandexpressionsfromUnit1Friendship

addv.1.putsomethingwithsomethingelseorwithagroupofotherthings:Doyouwanttoaddyournametothelist?2.toputtwoormorenumberstogetherinordertocalculatethetotal:Add6and6tomake12.3.toincreasethenumber:Thesalestaxadds15%tothepriceofclothes.4.tosaysomemorethatisrelatedtowhathasalreadybeensaid:That’sallIwanttosay.Isthereanythingyou’dliketoadd.

Otherverbalphrasesof“add”

addttomakesomethinglargerandmorenoticeable:Ourexplanationseemedonlytoaddtohisbewilderment.

addup:tocalculatethetotalofseveralnumbers:Addyourscoresupandwe’llseewhowon.

addupttohaveaparticularresult:Hisschoolingaddeduptonomorethanoneyear.

point:n.1.smallspot:Thestarsshoneliketinypointsoflightinthesky.2.sharpend:aknifewithaverysharppoint.3.aunitusedtoshowthescoreinagameorsport:Shelostthreepointsforthatfall.(inaskatingmatch)

upset:1.vt.vi.tomakesomeonefeelunhappyorworried:I’msorry,Ididn’tmeantoupsetyou.2.adj.(notbeforenoun)unhappyandworried:ShewasstillupsetabouttheargumentthatshehadhadwithHarry.

ignore:vt.1.tobehaveasifyouhadnotseenorheardsomeoneorsomething(不理睬):Eithershedidn’tseemewaveorshedeliberatelyignoredme.2.topaynoattentiontosomethingthatyouhavebeentoldorthatyouknowabout(忽视):Somedriverssimplyignorespeedlimits.

calm:1.adj.quietandwithoutexcitement,nervousactivityorstrongfeelings:Keepcalm,andtrynottopanic.2.vt.vi.tomakesomeoneorsomethingquietafterstrongemotionornervousactivity:Charlietriedtocalmthefrightenedchildren.3.calmdown:vtvi.tobecomequietormakesomeonequietafterstrongemotionornervousactivity:Calmdownandtellmewhathappened.

concern:1.n.worry:somethingthatworriesyouorafeelingofworry:Thereisgrowingconcernabout/overtheeffectsofpollutiononhealth.Theriseinunemploymentisofgreatconcerntothegovernment.2.vt.tomakesomeonefeelworriedorupset:Thefactthatshespendssomuchmoneyonherownreallyconcernsme.Moreandmorepeopleareconcerningthemselveswith/aboutenvironmentalproblems.3.beconcernedabout/for/with:Rosshasneverbeenconcernedaboutwhatotherpeoplethinkofhim.Rescuersareconcernedforthesafetyofthosetrappedinthemine.ThisstoryisconcernedwithaRussianfamilyinthe19thcentury.

cheat:1.vi.tobehaveinadishonestwayinordertowinortogetaadvantageinacompetition,gameorexamination:Jackalwayscheatsatcards.2.vt.totricksomeonewhotrustsyou.

share:vivt.1.useequally:Thelastbushadgone,sothethreeofussharedataxi.Isharedaroomwithhimatcollege.2.tohavethesameopinion,experience,feelingetcassomeoneelse:Ishareyourconcernaboutthisproblem.3.totellotherpeopleaboutanidea,secret,problem:It’salwaysbettertoshareyourworries.4.n.partofsth.:Idomyshareofthehousework.Don’tworry---you’llgetyourfairshare.

setdown:towritedownsomethingsothatyouhavearecordofit:Iwanttosetdown

myfeelingsonpaper.

Otherverbalphrasesof“set”

setapart:tomakesomeoneorsomebodydifferentfromotherpeopleorthings.

setaside:tokeepsomemoneyortimeforaspecialpurpose

setoff:tostarttogosomewhere/tocauseaexplosion

setout:tostartajourney/totalkaboutsomethinginanorganizedway

setup:tostartanorganization/tobuildsomething

crazyadj.1.impractical;foolish:That’sthecraziestideaI’veeverheard.2.mad;illinthemind:Turnthatmusicdown---it’sdrivingmecrazy.3.becrazyabout=tolikesb.verymuch,orbeveryinterestedinsomething:Theboyiscrazyaboutfootball.4.likecrazy=veryhard:Wehavetoworklikecrazytogetthisfinishedontime.

purpose:1.n.anintentionorplan;thefeelingofhavinganaiminlife:Thediscussionservesatwinpurpose---instructionandfeedback.Tomwentforawalk,withnodefinitepurposeinmind.2.onpurpose=deliberately

trust:1.n.astrongbeliefinthehonesty,goodnessetc.ofsomeoneorsomethinge.g.Youshouldn’tputyourtrustinamanlikethat.2.vt.tobelievethatsomeoneishonestandwillnotharmyouorcheatyou:ItrustedMax,soIlenthimthemoney.Canhebetrustedtolookafteryourpetdog?

suffer:vt.vi.1.toexperiencephysicalormentalpain:Atleasthediedsuddenlyanddidn’tsufferalot.2.tobeinaverybadsituationthatmakesthingsverydifficultforyou:Ifyoubreakthelaw,youmustbepreparedtosufferthepunishment.Shewasverygeneroustohimbutshesufferedforitwhenheranawaywithallhermoney.3.toexperiencesomethingunpleasant:Thecarsufferedseveredamageintheaccident.

getalong(with):1.tohaveafriendlyrelationship:Ifyoutwoaregoingtosharearoom,you’dbetterlearnhowtogetalong.I’vealwaysfoundhimabitdifficulttogetalongwith.2.toprogressyouaredoing:HowareyougettingalongwithyourEnglishstudies?

Otherverbalphrasesof“get”:

getabout/around:(news)getwidespread

getaway:tosucceedinleavingaplace

getback:toreturntoaplace;tohavesth.returnedtoyou

getdown:tomakesb.feelunhappy;

getdowntosth./doingsth.:tostartdoingsomethingthatneedsalotoftimeorenergy.

getover:getwellafteranillness;todoandfinishsth.difficult

getthrough:topassatestorexam

communicate:vi.toexpressyourthoughtsandfeelings:Parentssometimesfinditdifficulttocommunicatewithteenagechild.（转载）

高中英语必修一Unit1Friendship教案

高中英语必修一Unit1Friendship教案

一、教学目标设计
1.语言知识目标
1)重点单词:addpointupsetignorecalmconcernloosecheatreasonlistsharefeelingoutdoorscrazynaturepurposedarethunder
entirelypoweraccordingtrustindoorssufferteenager
2)重点短语:addupcalmdownhavegottobeconcernedaboutgothroughhideawaysetdownaseriesofonpurposeinordertoinone’spowerfacetofaceaccordingtogetalongwithfallinlovejoinin
2.语言能力目标:
(1).能运用所学语言讲述朋友间发生的事情以及朋友间的友谊和友情。
(2).掌握理解本单元关于友谊、友情的内容和基本的阅读技巧。
(3).学会用英语交流谈论友谊、友情和朋友方面的话题一并学会对个人观点、态度等的表达方法。
3情感目标:
通过学习讨论本单元的内容一使学生加深对友谊、友情、朋友的理解并学会如何正确交友处友，正确对待友谊友情，恰当处理朋友间发生的问题等。
二、教学方法设计
以任务型教学为主体一按照由浅入深一由整体到局部设计四个任务一让学生在弄懂文章结构的同时一理解文章意思以及背后的更深层次的寓意一受到心灵的洗礼碰撞。
三、教学过程设计
Step1.Lead-in（5minutes）
EnjoythesongFriendship,askthestudentstofindoutwhat
itisabout.
设计说明:通过本环节让学生开始思考课文主题”友谊”。
Step2.Pre-reading（8minutes）
Askthestudentsthefollowingquestionssoastobeginto
focusstudentsattentiononthemaintopicofreadingpassage.
1.Whydoyouneedfriends?Makealistofreasonswhyfriends
areimportanttoyou.
2.Whatdoyouthinkagoodfriendshouldbelike?Listthe
goodqualitiesagoodfriendshouldhave.
3.Doesafriendalwayshavetobeaperson?Whatelsecanbe
yourfriend?
4.Haveyoueverconsideredmakingfriendswithanimals,plants
orevenanobject?Whyorwhynot?
(Theteachercanalsotellstudentssomebackground)
Beforeyoustartingtoread.Thisisatruestory.Ittookplacein
Amsterdam,Hollandintheearly1940safterGermanNazishadoccupiedmostofEurope.TheykilledmanyJews.Toavoidbeingkilled,someJewishfamilieswentintohiding.ThisiswhatAnne’sfamilydid.
设计说明：通过本环节缩小话题范围，将学生的思维引向课文。
Step3.While-Reading.(17minutes)
Task1.LetthestudentstotrytoguesswhatAnne’sfriendwas
andwhatthepassageisaboutbyreadingthetitleandhavinga
quicklookatthepicturesinthispassagewithoutreadingit
Task2.Letthestudentstoskimthefirsttwoparagraphstoconfirmtheirguessing.
Task3.Lettheclasstoreadthepassagesilentlyandthenask
themtoanswersomequestionsaboutthepassage.
Task4.ReadAnne’sdiary,guessthemeaningof“spellbound”,“holdmeentirelyintheirpower”.
设计说明：通过本环节四个阅读任务让学生从不同角度理解课文。
Step4.Post-reading(12minutes)
1.LetstudentstodotheexercisesinthepartComprehending.
Thisparthelpsstudentsfurtherunderstandthetextbydoingmultiplychoices,questions,answersandmatching.
2.Groupwork.
Thinkaboutandworkingroupstodiscusssomequestions,theteacherwillwritethequestionsontheblackboard.
设计说明：通过本环节讨论让学生操练运用友谊相关词汇，并形成对友谊的共识，在交流中巩固记忆知识。
四、课后作业
1.Readthepassageagainandtrytoretellit.
2.Finishtherelatedtextbookexercises.
3.Writethreetofivesentencestoexpressyourunderstandingoffriendsandfriendship.
设计说明：巩固本节课所学知识，加深学生对“朋友”和“友谊”的理解。

人教版高中英语必修1教案Unit1Friendship

古人云，工欲善其事，必先利其器。作为高中教师就要早早地准备好适合的教案课件。教案可以让学生能够在教学期间跟着互动起来，让高中教师能够快速的解决各种教学问题。那么一篇好的高中教案要怎么才能写好呢？以下是小编为大家收集的“人教版高中英语必修1教案Unit1Friendship”希望对您的工作和生活有所帮助。

Unit1Friendship

(1)课题：Friendship(2)教材分析与学生分析：本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。WarmingUp部分以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；Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；Reading部分Anne’sBestFriend以日记形式讲述了犹太女孩安妮的故事；Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解;UsingaboutLanguage部分教学本课重点词汇和重点语法项目。(3)课时安排：Thefirstperiod:Speaking:WarmingUpandPre-ReadingThesecondperiod：Reading

Thethirdperiod:Grammar

TheforthPeriod：Listening

Thefifthperiod:Writing

(4)教学目标：①知识与技能：Talkaboutfriendsandfriendship;Practisetalkingaboutagreementanddisagreement,givingadviceandmakingdecisions;Usedirectspeechandindirectspeech;Learntowriteanessaytoexpressandsupportanopinion.

②过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，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，可以再引导学生深入讨论几个与本单元话题有关的问题：1.描述朋友；2.结交网友；3.观点交流；4.善不善交朋友;5.朋友的重要性。③情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的理解，以及如何正确交友，处理朋友之间发生的问题等。(5)教学重点和难点：

词汇：addpointupsetignorecalmconcerncheatsharereasonlistseriescrazynaturepurposedarethunderentirelypoweraccordingtrustsufferadvicesituationcommunicatehabit

短语：addupcalmdownhavegottobeconcernedaboutgothroughhideawaysetdownonpurposeinordertofacetofaceaccordingtogetalongwithfallinlovejoinin

重点语法项目：直接引语和间接引语的互相转换

难点：Understandtherealmeaningoffriendsandfriendship;

Discusstheanswerstothequestions(Reading);

HowtoteachtheSstomastertheusageofDirectSpeechandIndirect

Speech(StatementandQuestions).

(6)教学策略：Discussion,Student-centeredvocabulary,learning,listening,pairwork,teachgrammarinrealsituation(7)教学煤体设计：Aprojectorandataperecorder.(8)教学过程：详见以下分课时教学设计。(9)课堂练习与课外作业设计：穿插于分课时教学设计中

（10）教学反思或值得改进的地方：见每个课时最后部分。

PeriodOne：Speaking（WarmingUpandPre-Reading）

Aims

Talkaboutfriendsandfriendship.

Practisetalkingaboutagreementanddisagreement.

StepIRevision

Asksomeofthestudentstoreadhis/hercompositionfortheclass,describingoneoftheproblemsbetweenfriendsandhowitissolved.Thengivesomecomments.

T:Now,letscheckupyourhomeworkforlastclass.Idlikesomeofyoutoreadhis/hercompositionfortheclass,describeoneoftheproblemsbetweenfriendsandhowitissolved.

StepIIWarmingup

T:/thinkmostofushavesomegoodfriends.Doyouknowwhypeoplemakefriendswithoneanother?

StepIIITalking(WBP41)

FirstgetthestudentstolistentowhataCanadiansayaboutmakingfriends.Thenaskthemtodiscussthetwoquestions.

T:NowweregoingtolistentowhatLeslieClark,aCanadianhasgottosayaboutmakingfriends.Afterlistening,pleasetalkaboutthetwoquestionsingroupsof4.Trytousethefollowingexpressions.

1Doyouagreewithher?找教案http://

2Whatdoyouthinkofpeoplefromforeigncountries?

AgreementDisagreement

Ithinkso,Idontthinkso.

Iagree.Idontagree

Thatscorrect.Ofcoursenot.

Thatsexactlymyopinion.Imafraidnot.

Yourequiteright.Idontthinkyouareright.

StepIVSpeaking(BP6)

First,getthestudentstothinkoffoursituationsamongfriendsingroupsof4anddesignaquestionnairetofindoutwhatkindoffriendstheirclassmatesare.Second,tryitoutontheirowngroup,checkingthequestionnairethroughandaddinguptheirscoreandseehowmanypointstheycanget.Askthemtofillintheformpreparedbeforeclass.Showtheinstructionsanddecidewhatkindoffriendstheirclassmatesare.Third,askeachstudenttostandupandwalkaroundtheclassroomtomakeasurveyonfourofotherclassmates.Showtheinstructionsanddecidewhatkindoffriendsotherclassmatesare.Theycanshareyourquestionnairewithoneortwoothergroupsandtryeachothersquestionnaires.

Atlast,showtheinstructionstohelpyourclassmatestoknowhowtoimprovehisorherskillsofmakinggoodfriendswithothersifnecessary.

T:Friendscomeinmanyflavors.Therearebestfriends,schoolfriends,fair-weatherfriends,foreverfriendsandmanymore.Doyouwanttoknowwhatkindoffriendsyourclassmatesare?Nowletsmakeasurvey.First,pleasethinkoffoursituationsamongfriendsanddesignaquestionnairetofindoutwhatkindoffriendsyourclassmatesare.

1.Yourfriendborrowed100Yuanfromyoulastweekandhasntreturnedit.Youwill

A.askhim/hertopaybackassoonaspossible;oryoullendthefriendship.

B.askhim/hertopaybackifhe/shehas.

C.tellhim/hernottoreturnit.

2.Yourfriendsaidyourbadwordsbehindyou.Youwill

A.askhim/hertosaysorrytoyou,oryoullstopyourfriendship.

B.excusehim/herandforgetit.

C.askotherstotellhim/herthathe/sheiswrong.

3.Youpromisedtomeetyourfriendatfiveoclockbutyourparentsaskyoutodohomeworkathome.Youwill

A.tellhimyourparentsaskyoutodohomeworkathome.

B.tellhim/heraliethatyouareill.

C.saysorrytohim/herandplantomeethim/heranothertime.

4.Youborrowedabikefromyourfriend,butyouhaditstolen.Youwill

A.buyanewonewhichisthesameashis/hers.

B.justtellhim/heryouhaditstolen.

C.saysorrytohim/herandbuyhim/heranoldone

Aftertheyfinishchoosingtheanswers,showthescoringsheetonthescreen.

Scoring

sheet

1

AO

B2

C6

2Al

B6

C2

3

A2

BO

C3

4A6

Bl

C2

Instructions:

2-5Afair-weatherfriend找教案http://

Onlylikethemwhentheyarehappyandpopular.Iftheyarefeelingdown,oriftheyarehavingaproblem,youdontwanttospendtimeortalkwiththem.Youdonthelpyourfriendswhentheyhaveproblems.Youarealwaysthinkingaboutyourself.

Youshouldcaremoreaboutyourfriends.Ifyoucontinuetobeself-centeredanddontconsiderothersfeelings,youwontmakemorefriendsandkeepfriendshipforlong.

6-11Aschoolfriend

Youseeeachotherinschool.Youjuststudyandplaywiththemtogetherinschool.Youmaynotknoweverythingabouteachother.Youtakethingssmoothly.Youseldomhurtyourfriendswithyourbenefitconsidered.Youdbetteraddmoreaffectiontoyourfriends.Friendshipisaboutfeelingsandwemustgiveasmuchaswetake.

12-17Abestfriend

Youdoeverythingtogetherwithyourfriends:study,read,watchTV,surftheInternet,playsportsandlistentomusic.Ifeitheronehasaproblem,theotheristheretohelp.Youknowyourfriendsverywell.Youunderstandandyieldtoeachother.Youhelpwitheachotherandimprovetogether.Youhavealotofcommonbenefit.Yourfriendshipisgoodtobothofyou.Youaremutuallybeneficial.

18-21Foreverfriend

Youwillalwayslistentoyourfriendsandtrytohelpthem,evenifyoudisagreeorifyouarehavingaproblem.Whenevertheyhaveanydifficulty,youlltryyourbesttodowhatyoucantohelpthemwithouthesitation.Youdevoteyourselftoyourbestfriends.Youarewillingtolosewhatyouhave,evenyourlife.课后反思：本课教学设计容量和密度较大，但难度适中，大部分学生都能接受。体现全面照顾大部分学生的教学理念。注意培养学生开口说英语的的信心。

Thesecondperiod:Reading

Aims:

1.tomasterthenewwordsandsomeusefulexpressions.

2.tounderstandthetextandfinishtheexercisesinComprehending.

Step1.Lookingandguessing

Workinpairs.Lookatthepicturesandtheheadingandguesswhatthetextmightbeabout.

1).Imaginewhatitmightbelikeifyouhadtostayinyourbedroomforawholeyear.YoucouldnotleaveiteventogototheWCortogetacupoftea.Howwouldyoufeel?

2).Whatwouldyouchooseifyouareonlyallowedtohavefivethingswithyouinthehidingplacebecausethereisverylittleroom?

Step2

Readingtosummarisethemainideaofeachparagraph.

Skimthetextandsummarisethemainideaofeachparagraphinonesentence.

Para.One:Annemadeherdiaryherbestfriendwhomshecouldtelleverything.

找教案http://

Para.TwAnne’sdiaryactedashertruefriendduringthetimesheandherfamilyhadtohideawayforalongtime.Para.Three:Havingbeenkeptindoorsforsolong,Annegrewsocrazyabouteverythingtodowithnature.

Step3Languagepoints

1.add(to)v.1)toputtogetherwithsomethingelsesoastoincreasethenumber,size,orimportance;2)tojoin(numbersoramounts)soastofindthetotal.

eg:Thefireisgoingout;willyouaddsomewood?

Thesnowstormaddedtoourdifficulties.

Addupthesefiguresforme,please.

2.ignorev.totakenonoticeof;refusetopayattentionto

eg:Hisletterswereignored.

Eventhebestofmenignoredthatsimplerule.

Myadvicewascompletelyignored.

3.concernv.使担心;使不安(+about/for);涉及,关系到;影响到

eg:Theboyspoorhealthconcernedhisparents.

Heisconcernedforhersafety.

Thenewsconcernsyourbrother.

Hewasveryconcernedabouther.4.looseadj.notfirmlyortightlyfixed.Sheworeloosegarmentsinthesummer.

Ihavegotaloosetooth.Someloosepagesfelloutofthebook.

5.purposen.[C]anintentionorplan;aperson’sreasonforanaction.Whatisthepurposeofhisvisit?

Thepurposeofatrapistocatchandholdanimals.

DidyoucometoLondontoseeyourfamily,orforbusinesspurpose?

6.seriesn.(of)agroupofthingsofthesamekindorrelatedinsomeway,comingoneafteranotherorinorder.

Thenbeganaseriesofwetdaysthatspoiledourvacation.

Thispublishingfirmisplanninganewseriesofschooltextbooks.

Theycarriedoutaseriesofexperimentstotestthenewdrug.

7.cheat.1)v.tobehaveinadishonestwayinordertowinanadvantage;

2)n.apersonwhocheats;dishonestpersons

Theycheatedtheoldwomanofherhouseandmoney.

Thesalesmancheatedmeintobuyingafake.

Henevercheatedinexams.

Iseeyoudropthatcard,youcheat!

IneverthoughtthatSamisacheat.

8.share1)vt.vi.(inwithamountbetween)tohave,useortakepartinsomethingwithothersoramongagroup.

2)n.(inof)thepartbelongsto,owedtoordonebyaparticularperson.

Themoneywassharedoutbetweenthem.

SamandIsharearoom.

Wesharedinhisjoy.

Theyalwayssharetheirhappinessandsorrow.

Ihavedonemyshareofthework.

9.crazyadj.1)mad;foolish2)[+about]wildlyexcited;veryinterested

Yourecrazytogooutinthisstormyweather.

Johnscrazyaboutthatgirl.

Sheisjustcrazyaboutdancing.

10.darev.v.aux..1)+todo;2)+v

tobebraveenoughorrudeenough(todosth.dangerous,difficultorunpleasant).

Howdareyouaccusemeoflying!

Howdareyouaskmesuchaquestion?

Myyoungersisterdarenotgooutalone.

Hedidnotdaretoleavehiscarthere.

11.trust1)n.[U](in)formbelieveinthehonesty,goodnessorworthetc,ofsomeoneorsomething

2)v.tobelieveinthehonestyandworthofsomeoneorsomething;haveconfidencein

Ihavenotrustinhim.

Idon’tplaceanytrustinthegovernment’spromises.

Whydoyoutrustaguylikehim?

Itrustyourwifewillsoongetwell.

12.sufferv.(for)toexperiencepain,difficultyorloss

Icannotsuffersuchrudeness.

Hesufferedfrompovertyallhislife.

Myfathersuffersfromhighbloodpressure.

Theysufferedagreatdealinthosedays.

13.advicen.[U]opiniongiventosomeoneaboutwhattheyshoulddoinaparticularsituation找教案http://

→v.advisetogiveadviceto

Iwantyouradvice,sir.Idontknowwhattodo.

Iaskedthedoctorforheradvice.

Ifyoutakemyadvice,youwon’ttellanyoneaboutthis.

Hegavethemsomegoodsoundadvice.

14.communicatev.1)(to)tomake(opinions,feelings,informationetc.)knownorunderstoodbyothers.e.g.byspeech,writingorbodymovements;

2)(with)toshareorexchangeopinions,feelings,informationetc.

Ourteachercommunicateshisideaveryclearly.

Hehadnowaytocommunicatewithhisbrother.

Didshecommunicatemywishestoyou?

Welearnalanguageinordertocommunicate.

Deafpeopleusesignlanguagetocommunicate.

15.calm1)adj.freefromexcitement,nervousactivityorstrongfeelings;quiet

2)n.[U]peaceandquiet

3)v.tomakecalm

Youmusttrytobecalm.

Thehighwindpassedandtheseawascalmagain.

Thepolicechiefadvisedhismentostaykeepcalmandnotlosetheirtempers.

Therewasacalmonthesea.

Shecalmedthebabybygivinghimsomemilk.

Wecalmedtheoldladydown.

Usefulexpressions:

1.adduptojoin(numbersoramounts)soastofindthetotal.

Addup3,4and5andyoullget12.

Addupyourscoreandseehowmanypointsyoucanget.

Ifweaddthesemarksup,wellgetatotalof90.

2.calmdown

tomakeorbecomecalm

Calmdown,sir.Whatsthetrouble?

Justcalmdown,there’snothingtoworryabout!

Wetriedtocalmhimdown,buthekeepshouting.

3.beconcernedaboutwith

toworryorinterest

Myparentsareconcernedaboutmystudies.

Don’tconcernyourselfaboutwithotherpeople’saffairs.

She’sconcernedabouthisson’sfuture.

4.gothrough

1)tosufferorexperience;2)tolookatorexaminecarefully;

3)topassthroughorbeaccepted

Thecountryhasgonethroughtoomanywars.

Thenewlawdidnotgothrough.

Let’sgothroughitagain,thistimewiththemusic.

5.setdown

1)tomakeawrittenrecordof;writedown2)putdown

Ihavesetdowneverythingthathappened.

Iwillsetdownthestoryasitwastoldtome.

Pleasesetmedownatthenextcorner.

6.aseriesof+pl.n做主语时，谓语动词用单数

一连串的，一系列的，连续的

Therehasbeenaseriesofcaraccidentsatthecrossing.

ThesedaysIhavereadaseriesofarticlesonreading.

AseriesofTVplayisonChannel1thesedays.

7.onpurpose

intentionally;withaparticularstatedintention

Hediditonpurpose.

“IamsorryIsteppedonyourtoe;itwasanaccident.”“Itwasn’t!Youdoitonpurpose.”

Icamehereonpurposetoseeyou.

8.accordingto

asstatedbysb.orsth.

Theydividedthemselvesintothreegroupsaccordingtoage.

Pleasearrangethebooksaccordingtosize.

AccordingtotheBible,Adamwasthefirstman.

Accordingtoher,grandfathercalledatnoon.

9.fallinlove

begintobeinlove(withsb.)

Theyfellinloveatonce;itwasloveatfirstsight.

Whatwillhedoifhisdaughterfallsinlovewithapoorman?

Theyfellinlovewitheachotherforyears.

10.joinin

totakepartin(anactivity)

Theyaregoingtojoininthesinging.

Shestarteddancingandwealljoinedin.

Wouldyouliketojoininmybirthdayparty?

课后反思：本节课分层教学，在阅读课文，理解课文的基础上进行课文知识点的细致处理。需要改进的地方：单词短语部分讲解过多，占了很多时间，可以将其改为课后练习的形式。在以后的教学中要注意改进。

Period3：Grammar

StepIRevision

Checkstudentshomework.

StepIIWordstudy

Thispartisaconsolidationofthewordslearntinthisunit.Askthestudentstodotheexerciseindependently.

T:NowpleaseopenyourbooksandturntoPage4.Firstletslearnaboutlanguage.Usethewordtheyvelearntinthisunittofillintheblanks.Completethesentenceswithsuitablewordsincorrectforms.

StepIIIPreparation

GetapairofstudentstostandupandactasAnneandKitty.Itstimefortheteachertobetheinterpreterbetweenthem.Encouragebothsidestogivedifferentsentences,includingstatementsandquestions.

StepIVGrammar

ThestudentswilllearntheuseofDirectSpeechandIndirectSpeech(statementsandquestions).Firsttrytomakecleartothestudentswhatdirectandindirectspeechis,withthehelpofthepracticeinStepIII.Thengivethemsomeexamples.AtlastgetthemtosummarizetherulesofDirectSpeechandIndirectSpeech(statementsandquestions).

T:Inthispart,wearetolearntheuseofDirectSpeechandIndirectSpeech(statementsandquestions).WhendoweuseDirectSpeechandwhendoweuseIndirectSpeech?

StepVPractice

ForEx1,getthestudentstolookatthesentencescarefullyinpairsinordertofindoutthedifferencebetweendirectspeechandindirectspeech.Guidethestudentstofindoutthechangesinpronounforms,wordorder,adverbialsandsoon,especiallytheverbtenses,theunderlineparts.Askthestudentstopayattentiontothereportingclause.

ForEx2,askthestudentstodoitbythemselves,thencheck.

StepVIHomework

1.PracticeofWB(P42.1P43.2)

2.Askthestudentstothinkoutdifferentwaystosolvetheproblemsaboutmakingfriends,preparingthematerialsaboutthedebate.GetthestudentstoknowtheproblemwasthatAnnehadmadeafriendinthehidingplacethesonofanotherfamilyhidingwiththem,butherfatherwasnothappyaboutthis.Thetopicis:howdoyouhelptosolvetheproblembetweenAnneandherfather.DoyouagreewithAnneorherfather?Usespecificreasonstosupportyoursolutions.课后反思：本节课是语法课，能以学生为主体，通过指导学生观察、体验探究、合作等积极主动的学习方式，发现语言的规律并运用到各种语言实践活动中。做到精讲多练，使学生掌握直接引语和间接引语（祈使句和疑问句）的相互转化。

Period4:Listening

StepIRevision

AftercheckingtheWBExx,theteacherasksthestudentstoreadtheletteronPage6first,andthenaskthemtodiscusswhatwasupsettingLisa.

T:HereisaletterwrittentoMissWangofradiobyLisa.Readtheletter,please.Trytofindoutwhatwasupsettingherwithyourpartners,usingtheindirectspeech.

S:Lisamadeafriendwithaboyinherclass.Butherclassmatessaidtheyfellinlove.Lisasaidshedidntwanttoendthefriendship.Lisaaskedwhatsheshoulddo.

StepIIListening(Usinglanguage)ThestudentswillhearwhatMissWangsays,thenaskthestudentstoanswerthequestions,usingtheindirectspeech.Atlast,getthemtospelloutthewordsandfillintheblanks.

T:OK,wevealreadyknowntheLisasproblemsonmakingfriends.MissWanghassuggestedsomepossiblesolutions.Pleaselookatpage6.WeregoingtolistentowhatMissWangsays,andthenanswerthequestionsofEx2.Gothroughthequestionsquickly.

Writedownthekeywordsasquicklyaspossible.

Listenagainandchecktheanswerswiththewholeclass.

T:Nowletslistentoitagainandtrytospelloutthewordsandfillintheblanks.

StepIIIListening(WBP41)

ThestudentswillhearapassageaboutAnnesbestfriend,herdiaryKitty.Theyareaskedtocompletethepassageaccordingtothetape.

T:Inthefollowingpart,wearegoingtolistentoapassageaboutAnnesdiary.Listentothetapecarefullyandfillintheblanks.

Listentoitagainandchecktheanswerswiththewholeclass.

StepIVListeningTask(WBP43)

Thetaskcanbedividedintothreeparts.First,thestudentswillhearastoryaboutanargumentbetweenAnneandherfatheraboutherboyfriend.Afterlistening,theyjustwritedowntheirdifferentthoughts.ThentheycanhaveadebatetofindoutabettersolutiontosolveAnneandherfathersproblem.Theactivityshouldbepreparedcarefullybeforehand.Duringtheclass,thetwoteamsjustdothefinalpreparations.

StepVAssignment

1.Todaywehavelearnthowtosolvetheproblemsonmakingfriends.Forthehomework,describeoneoftheproblemsbetweenfriendsandhowitissolved.

2.Whatdoescoolmean?

Whatdoyouthinkshoulddowithyourfriends?课后反思：本节是听力课，从帮助学生形成有效学习策略的角度出发，培养学生如何去获取信息，处理信息的能力。通过训练逐步提高学生的听力能力。

Period5:WRITING

StepIRevision

Checkthehomework,askingthemtoreadouttheirideasfortheclass.

T:Letscheckthehomework.Idlikesomeofyoutoreadouttheirideas.

Fortheclass.Volunteer!

StepIIWarmingup

T:HaveyoueverreadThe21stCentury?

S:Yes,Ihave.ItsapopularpaperamongteenagersinChina.

T:Ifyouhaveanyproblem,youcanwritetotheeditorandaskforadvice.Hereisaletterfromastudent.

SteplIIWriting(BP7)

ThispartasksthestudentstowritetheiradvicetoXiaoDongasaneditor.First,letthestudentstodiscusshowtowritealettertooffersomeadvicewiththeirpartners.Second,teachershowstheinstructionsonhowtowriteaproposalletteronthescreen.Third,askthestudentstoreadtheletteronPage7.AskthemtodiscusswhatXiaoDongsproblemisandwhatisthesolutiontheycanofferingroupsof4,withthehelpofthepointsgivenonthebooks.Fourth,givethemtenminutestowritetheletter.Atlast,asksomeofthestudentstoreadtheirlettersfortheclasswhiletheteachergivessomecomments.

T:TodayweregoingtowriteyouradvicetoXiaoDongasaneditor.Doyouknowhowtowriteaproposalletter?Now,letshaveadiscussiononitwithyourpartners.Studentsaretalkingabouthowtowriteaproposalletter.

T:Whodliketoanswerthisquestion?

S:Theproblemshouldbepresentedfirst.Thenwemustanalyzethereasonstocausetheproblem.Proposingthesolutionmustbethemain,whichshouldbewellexplained.

T:Exactly.Thediscussionofthesolutionitself,basedontheanalysisoftheproblem,isthecoreofaproposal.Illgiveyousomeinstructionsabouthowtowritethebodypartofaproposalletterasfollows.

T:AHright,letsreadtheletteronPage7.AndtrytofindoutwhatXiaoDongsproblemisandwhatisthesolutiontheycanofferingroupsof4,withthehelpofthepointsgivenonthebooks.

Step

Whatshouldbewritten

Howdowewrite

partI

Presentingtheproblem

Introducingthetopicand

analyzingtheproblem

PartII

Proposingthesolution

Explainingtheproposalingreatdetail

PartIII

Conclusion

Concludingbyreconfirmingtheproposedsolution

ThestudentsarediscussingXiaoDongsletter.

T:OK,whocantellmewhatXiaoDongsproblemis?

S:Heisnotverygoodatcommunicatingwithpeople.Hewantstoknowhowtomakefriendswithothers.

T:Quiteright.NowpleasewriteyouradvicetoXiaoDongasaneditorwiththehelpofthepointsgivenonthebooks.Illasksomeofthestudentstoreadtheirletters

fortheclassintenminutes.Thestudentsarewritingtheletters.

T:Haveyoufinished?Illasksomeofthestudentstoreadtheirlettersfortheclass.课后反思：本课为写作课，写作一向是学生英语学习的薄弱环节。英语的写作与语文不同，语文写作注重篇章构思和文采，而英语的写作前提是把句子写对，避免出现重大的语法错误，在此基础上再尽量把句子润色得漂亮一些，这是更高层次的要求。大部分的学生如果能保证把句子写对，那就是很不错的事情了。所以在训练写作时，应该让注重理清句子成分和结构，关键要把谓语的形式写对。平时应该让学生多看别人优秀的文章，有可能的话可以多背一些优秀的范文。

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