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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Unit1GoodFriends
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.
SBIAUnit1Goodfriends考点复习教案
一名优秀的教师在教学时都会提前最好准备，作为高中教师准备好教案是必不可少的一步。教案可以让学生们能够在上课时充分理解所教内容，帮助授课经验少的高中教师教学。高中教案的内容具体要怎样写呢？下面是小编为大家整理的“SBIAUnit1Goodfriends考点复习教案”，仅供参考，希望能为您提供参考！
SBIAUnit1GoodfriendsCastAway(电影《荒岛余生》)
SeniorBookOne
素材新挖掘
考点1.arguevi.争论；辩论
Whataretheyarguingabout?
Theyarearguingaboutwhichteamwillwinthefootballgame.
他们在争论哪一队会赢得足球比赛。
argue+n./that…辩论
arguewithsb.aboutsth为了某事和某人争论
arguefor/againstaproposal辩论赞成(反对)某项建议
argumentn.争论；争吵；理由
(1)They__________(辩解道)theiractionshadnothingtodowith
politics,butIthinkthatsdoubtful.
(2)Thereisnosense_______________(讨论)thisproblem.
(3)争论那件事毫无用处。(写作小练笔:it’snousedoing…)
________________________________________________
argued
arguingabout
Itsnousearguingaboutit.
(4)Iargued________herforalongtime,butsherefusedtolistentoreason.
A.forB.overC.towardD.with
D。arguewithsb.“与某人争吵”
GuncontrolisasubjectAmericanshavearguedforalong
time.(年高考陕西卷)
A.ofwhichB.withwhich
C.aboutwhichD.intowhich
C。
此题考查定语从句。aboutwhich是介词+关系代词which引导的定语从句。介词about是由argueaboutsth.得出。
考点2.sharevt.vi.分享;共有；分配n.共享；份额
Chucklearnsthatweneedfriendstosharehappinessandsorrow.
Childrenshouldbetaughttosharetheirtoys.
应该教育孩子们分享玩具。
sharevt.vi.分享
sharen.一份;=stock股票
share…withsb.分享；共用
sharein分享
(1)They________(分享)theirjoysandsorrowswitheachother.
(2)Wegaveeachofthefivechildrenanequal______(一份).
(3)我和另外四个人合用一套公寓。(写作小练笔:主谓宾；flat,
other)
_________________________________________________
LetHarryplaywithyourtoys,Clare-----youmustlearnto_____.
A.supportB.careC.spareD.share
D。
此题考查动词辨析。share“分享”符合逻辑。
share
share
Ishareaflatwithfourotherpeople.
考点3.adventuren.vt.vi.冒险；冒险的经历
Ilikereadingadventurestories.
TheexplorertoldtheboysabouthisadventuresintheArctic.
那位探险家把他在北极的冒险活动讲给男孩子们听。
adventurevt.vi.冒险;历险
adventureon探险
adventuren.(常用作复数)冒险经历；奇遇
(1)Nomanwould___________(冒险)it.
(2)Allthechildrenlistenedtohis____________(冒险经历)with
eagerattention.
(3)Studentsbraveenoughtotakethis__________(历险)course
willcertainlylearnalotofusefulskills.
(4)他总梦想在南极洲进行冒险尝试。(写作小练笔：主谓+介
词；dreamof,Antarctic)
____________________________________________________
adventure
adventures
adventure
HealwaysdreamsofadventuringinAntarctic.
考点4.befondof喜欢；爱好
I’m15andfondofsinging.
Heisfondofsmalltowns，thoseonLakeTaiinparticular.
他喜欢小城镇，尤其是太湖边的那些小镇。
befondof喜爱，喜欢
enjoysth./doing喜欢
like/lovetodo/doing/sth.喜欢
takepleasurein喜欢
adorevt.喜爱
(1)Theoldladylikesallhergrandchildren,butsheisespecially
____________(喜欢)Helen.
(2)He_____________________(喜欢画画)whenhewasachild.
(3)Myfather__________(爱好)collectingstamps.
(4)她爱好音乐。(写作小练笔：主谓+介词；music)
_____________________________
fondof
wasfondofdrawing
isfondof
Sheisfondofmusic.
考点5.inorderto为了
Inordertosurvive,Chuckdevelopsafriendshipwithanunusualfriend----avolleyballhecallsWilson.
Westartedearlyinordertoarrivebeforedark.
为了在天黑前到达,我们很早就动身了。
inordertodo为了(可用于句首)
soastodo为了(不用于句首)
inorderthat(从句)以便
soasthat(从句)以便
(1)___________(为了)catchthetrain,shehurriedthroughherwork.
(2)____________(为了)earnenoughmoney,heworkedlateintothe
night.
(3)Helitacigaretteinordertocalmhismind.(英译汉)
_______________________________________
(4)Sheshutthewindowinordertokeepmosquitoesout.(替换)____
A.inorderthatB.soastoC.sothatD.suchas
Inorderto
Inorderto
他点燃一支香烟，镇定一下情绪。
B
考点6.suchas例如……
Forexample,manyofushavepets,andweallhavefavoriteobjectssuchasaluckypenoradiary.
Inthisparagraphtherearemanynouns,suchasboy,girl,andbook.
这一段里面有很多名词，例如男孩、女孩和书本。
suchas例如(列举事实)
forexample例如(举例)
forinstance例如(举例)
namely即,也就是
andsoon等等etc.等等
take…forexample以……为例
(1)Iknowmanyofthem,___________(例如)John,Peter,andTom.
(2)Thegovernmenthasreducedspendinginseveralareas,
___________(例如)intheconstructionofhighways.
suchas
forexample
(3)Somerubbish________(例如)steel,iron,wastepapercanallbe
recycled.
(4)Wehavedifferentpies,__________apple,cherry,and
strawberrypies.
A.namelyB.forexampleC.andsoonD.suchas
D。suchas用来列举事实。句意是：我们有不同的派，
例如苹果、樱桃和草莓派。
考点7.Nor/Neither/So引导倒装句型
Idon’tenjoysinging,nordoIlikecomputers.
我不喜欢唱歌，也不喜欢电脑。
Contentedpeopledonotjudgeothers,nordotheyjudgethemselves.
懂得知足的人不评论别人，也不评判自己。
nor+助动词(系动词情态动词等)+主语
neither+助动词(系动词情态动等)+主语
so+助动词(系动词情态动词等)+主语
so+主语+谓语“确实如此”(不倒装)
suchas
(1)HecanttellthestoryinEnglish,_________________(我也不能).
(2)Hecantdoit,norcanI,norcanyou,__________________
(任何人都不能).
(3)Sheisateacher._________________(她弟弟也是).
Billwasn’thappyaboutthedelayofthereportbyJason,and_____.(2008年高考辽宁卷)
A.IwasneitherB.neitherwasI
C.IwaseitherD.eitherwasI
考点8.OnedayChuckisonaflightacrossthePacificOceanwhensuddenlyhisplanecrashes.
一天，Chuck正坐飞机飞越太平洋，这时突然飞机坠毁了。
Neither/NorcanI
norcananybody
Soisherbrother
B。
此题考查倒装句。neitherwasI是否定副词在句首，
谓语要倒装。
Hewasonhiswaytoschoolwhensuddenlyapolicemanstoppedhim.
他正在上学的路上就在这时一个警察截住了他。
were/wasdoing…when…正在……突然……
hardlyhad…donewhen…did…刚……就……
nosoonerhad…donethan…did…刚……就……
was/wereabouttodo…when…正要……突然……
was/wereonthepointofdoing…when…刚……就……
(1)We_____________________(正在上课)whentheearthquake
occurred.
(2)HardlyhadI______________(到家)whenitbegantorain.
(3)Nosooner_________he____________(抵达)thanhefellsick.
(4)We_____________(正要)toleavewhenafriendcametoseeus.
We_________________________(正要)toleavewhenafriend
cametoseeus.
(5)Iwasonthepointofgivingup_________________________
____________(这时老师来鼓励我们).
werehavingourclass
reachedhome
wereabout
had
arrived
werehavingourclass
whentheteachercameto
encourageme
GoodFriends教案
经验告诉我们，成功是留给有准备的人。作为教师准备好教案是必不可少的一步。教案可以让学生更容易听懂所讲的内容，有效的提高课堂的教学效率。那么，你知道教案要怎么写呢？小编收集并整理了“GoodFriends教案”，相信您能找到对自己有用的内容。
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-readingExxonPage4Askthestudentstoanswerquestionsaboutthestory.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.
高一英语上册Unit1GoodFriends好朋友教案三
经验告诉我们，成功是留给有准备的人。作为高中教师就要好好准备好一份教案课件。教案可以让学生更好地进入课堂环境中来，帮助高中教师缓解教学的压力，提高教学质量。所以你在写高中教案时要注意些什么呢？考虑到您的需要，小编特地编辑了“高一英语上册Unit1GoodFriends好朋友教案三”，欢迎大家与身边的朋友分享吧！
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:
文章来源：http://m.jab88.com/j/35868.html
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