必修1Unit1Friendship词汇解析辅导。

古人云，工欲善其事，必先利其器。作为高中教师就需要提前准备好适合自己的教案。教案可以让学生能够在课堂积极的参与互动，帮助高中教师营造一个良好的教学氛围。所以你在写高中教案时要注意些什么呢？下面是小编帮大家编辑的《必修1Unit1Friendship词汇解析辅导》，相信能对大家有所帮助。

1.ignorev.
a)takenonoticeof(sb./sth.)
Eventhebestofmenignoredthatsimplerule.
b)refusetogreetoracknowledgesb.onpurpose
Isaidhellotoher,butsheignoredmecompletely!

2.cheatV.
a)actinawaythatisnothonestorfairinordertowinsomethingortogetsomething
Heaccusedherofcheatingatcards.
b)trickordeceive
Hetriedtocheatthetaxmanbutfailed.
*cheatatsth.
cheatonsb.
cheatsb.(out)ofsth.:preventsb.fromhavingsth.esp.inanunfairoradishonestway
Hewascheatedoutofhisrightfulinheritance.n.
a)personwhocheats,esp.inagame
b)dishonesttrick

3.darevt.writesth.down
1)Whydontyousetyourideasdownonpaper?
2)Annesetalltheeventsthathappeneddowninherdiary.
3)Ruleshavebeensetdownandmustbeobeyed.

4.aSeriesof:numberofthings,events,etc;ofasimilarkind,esp.placedorhappen¬ingoneafteranother
1)Aseriesoflectureswasscheduledforthenextweekend.
2)Wehavehadaseriesofstormydayswhenwewereontheisland.
3)Aseriesofwetdaysspoiledourvacation.

5.Sufferfrom:feelpain,discomfort,greatsorrow,etc
1)Doyousufferfromheadachesfromtimetotime?
2)Shehasbeensufferingfromlossofmemoryaftertheaccident.
3)Hesufferedagreatdealfromcoldandhungerwhenhewasachild.

6.inordertodosth.:withthepurposeorintentionofdoingsth.
1)Shegottothelectureroomearlyinordertogetagoodseat.
2)Inordertofollowthebuffalo,theIndiansoftenhadtomovetheircamps.
3)Hewassavingasmuchaspossibleinordertopayforhishouse.

7.facetoface:veryclose,directly,meetingsomeoneinthesameplace
1)Shecamefacetofacewiththeprofessorashewalkedintothelecturehall.
2)Ithinkweneedaface-to-facetalksoastoclearthemisunderstanding.
3)Ihaveoftenheardofher.Actually,Ivenevermetherfacetoface.

StructuresandPatterns

1.Doyouwantafriendwhomyoucouldtelleverythingto,likeyourdeepestfeelingsandthoughts?
1)DoyouknowtheboywhomIamspeakingto?
2)Shebroughtwithherthreefriends,whomIhadmetbefore.
3)IspenthourstalkingtoSue,whomIdmetonlyoncebefore.
2.1wonderifitsbecauseIhaventbeenabletobeoutdoorsforsolongthatIhavegrownsocrazyabouteverythingtodowithnature.
1)IwonderifyouhaveseenBillsnewpoemcalledtheRedRose.
2)ShewonderedwhyAnnehadsuchadownonHelen.
3)Iwonderifyoudgivemesomeadvice.
3.ItwasthefirsttimeinayearandahalfthatIdseenthenightfacetoface.
1)ItwasthethirdtimethatIhadbeentoAmerica.
2)ItwasthefirsttimethatItalkedwithaforeignerfacetoface.
3)Doyoustillrememberthelasttimewemetattheairport?
4.Butasthemoongavefartoomuchlight,Ididntdareopenawindow.
1)ShespeaksFrenchfarbetterthanI,soIdontdaretalkwithherinFrench.
2)Theroomisfartoohot,butIdontdaretakeoffmycoat.
3)Thereismuchlesswaterintheriverthanusual,sothefarmersdontdareuseittowaterthefields.
5.Istayedawakeonpurposeuntilhalfpastelevenoneeveninginordertohaveagoodlookatthemoonforoncebymyself.
1)Hestayedsingleallhislifeinordertolookafterhisdisabledsister.
2)Howdoesseawaterstayclean?
3)Theweatherhasstayedwarmallweek.
6.Butotherstudentshavestartedgossiping.
1)Idontwanttoendthefriendship,butIhateothersgossiping.
2)Annelikedsittingintheopenfacingthenature.
3)Doyouenjoysettingdownyourthoughtsandfeelingsinadiary?

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人教新课标必修五unit1词汇及语法解析

人教新课标必修五unit1词汇及语法解析
1.characteristic用作名词，意思是“特点；特征；特性”与feature意思相近。它也可用作形容词意为“典型的；具有…的特点的”。
Trafficjamsareacharacteristicoflargecities.堵车是大城市的特点。
Thesmellischaracteristicofgarlic.这气味是大蒜的特点。
Hespeakswithcharacteristicpassion.他以特有的热情说话。
2.putforward的意思是“提出主意、计划（offer,suggest,anidea）等”。
Heoftenputsforwardsomeusefuladvice.他常常提出一些有用的建议。
〖帮你归纳〗put的常用词组有：
putaside节省（钱、时间）；储蓄；把……放在一边putaway储存（钱）；放好
putback拨慢；搁置putdown放下；记下；击败；使（飞机）着陆；putoff延期；推迟
puton上演；穿上；戴上putout熄灭；关掉；扑灭putthrough接通电话；完成
putupwith忍受；忍耐putintoaction/effect/practice实施；实行

3.examine的意思是“检查；审查；诊察；考察；测验”。
Thedoctorexaminedhercarefully.医生仔细地给她作了检查。
Theteacherexaminedthestudentsonthebooktheyread.老师就学生读的书考学生。
examine指的是仔细观察以了解或发现什么东西，也可用于医生检查病人，以书面或口头的形式考察学生的知识与能力。check指的是通过检查以确保某事物正确、安全、满意或处于良好状态，核对，核实某物等。test指的是检验和衡量某物或某人的品质、质量等，测验某人在某方面的知识或能力，还有实验、考验的意思。
Heisexaminingatheory.他正在查验一个理论。You’dbettercheckthetires.你最好检查一下轮胎。Theyaretestingthewaterforpollution.他们在检验水污染情况。

4.repeat作为动词的意思是“重复；重做；”，相当于say/doagain，故repeat不能与again连用Canyourepeatthisexperiment?你能否把这项试验重做一遍？

5.attend的意思是“照顾(takecareof,lookafter)；护理；出席；参加;上(学)等。
Sheattendedhiminhospital.她在医院护理他。
Onlyafewfriendsattendedtheirwedding.只有几个朋友参加他们的婚礼。
Heattendedcollegein1999.他在1999年去上大学。
attendon/upon侍候；随行Sheisattendinguponthepatient.他在侍候病人。
attendto致力于；专心于；处理；照顾Attendtoworkandstoptalking.专心工作，不要说话。

6.ease用作动词，意思是“减轻；消除；舒缓；放松”，表示消除某人的痛苦时用结构“easesb.ofsth.”；也可以用作名词，意为“舒适；自在；不拘束；容易”。
Thesepillswilleasetheheadache.这些药丸会减轻头疼。
Walkinghelpedtoeasehimofhispain.他散了散步减轻了一些痛苦。
Herwordsgaveeasetomydistractedmind.我心神不宁，她的话使我宽心。
ease作名词时的常见搭配：
atease放松；自如；不拘束be/feelatease感到舒适illatease不自在；感到拘束put/setsb.atone’sease使某人感到舒适、不拘束withease容易地；无困难地

7.exposedtocholera是过去分词短语作后置定语，修饰people。相当于定语从句whichwereexposedtocholera。
expose的意思是“暴露；揭露；使曝光”，常与介词to连用，表示“使暴露于（日光、风雨等）；受到风险；使面临”的意思。
Thesoilwaswashedawaybytheflood,exposingbarerock.泥土被洪水冲走，露出光秃秃的石头。
Thebabywasleftexposedtothewindandrain.婴儿被弃于风雨之中。
Thesoldiersintheopenfieldareexposedtotheenemy’sfire.空地里的士兵暴露于敌人的火力之下。

8.cure用作名词，意为“治愈；痊愈；治疗；疗法”，也可用作动词，意为“治疗；治愈；纠正；戒除”。常用结构“curesb.ofsth.”表示“治好某人的病；纠正某人的不良行为”。
Thedoctorcan’tguaranteeacure.医生不能保证治愈。
Ihopethedoctorcancurethepaininmyshoulder.我希望医生能治好我肩上的疼痛。
Thedoctorcuredherofabadcold.医生治好了她的重感冒。
cure,treat,heal与recover的用法区别：
cure意为“治疗；治愈”，多用于用药物治疗并治愈某种疾病或改正不良习气。treat为日常用语，意为“治疗；医治”，指治疗病人的全过程或活动。heal意为“治愈（伤口）；医治”，指治好外伤或烧伤后的患部，使伤口愈合，不用于治感冒等疾病。recover意思为“痊愈,复原”，主要是指从病中痊愈了，常与from连用。
Thatpillcuredmyheadache.那药治好了我头疼。
Thatwillcurehimofhisbadhabits.那将改正他的坏习惯。
Thereareonlytwodoctorstotreatmorethan50patients.只有两名大夫来治疗50多个病人。
Thewoundonmyarmhashealed.我胳膊上的伤已治好了。
He’snowfullyrecoveredfromhisbadcold.他现在已从重感冒完全康复了。

9.everytime在此句中相当于一个从属连词，引导时间状语从句。类似用法的副词和短语有“directly（一……就）,immediately（一……就）,instantly（一……就）,theminute（一……就）,themoment（一……就）,thesecond（一……就）,each(every)time（每当）,nexttime（下次……时）,thelasttime（上次……时）等。
Shewenttoseehimdirectlyshegottheletter.她一收到信就去他了。
Immediatelythemealwasover,heswitchedontheradio.饭一吃完他就把收音机打开。
Shecametothescenethemomentsheheardoftheaccident.她一听说发生了事故，就立刻到现场来了。
Thelasttimewetalkedhesaidheneededanothertwodays.上次我们谈话时他说他还需要两天。

10.control既可用作动词，也可用作名词，意为“控制；支配；管理”。
Theyoungteachercannotcontrolherclass.那位年轻女教师管不住班上的学生。
Controlyourself;dontgetangry.你要克制自己,不要发火。
Hehasnocontroloverhisemotions.他控制不住自己的感情。
beyondcontrol无法控制incontrolof控制住；掌管
insb’scontrol/inthecontrolofsb.受着某人的控制；在某人的掌握之下outofcontrol不受控制；失去控制undercontrol被控制住，情况良好undersb’scontrol/underthecontrolofsb.受某人的控制gain/havecontrolof控制；支配losecontrolof失去控制
11.absorb的意思是“吸收；吸引；使专心；合并；吞并”，常用beabsorbedinsth.表示“专心于某事”。
Cleverchildrenabsorbknowledgeeasily.聪明孩子容易吸收知识。
Aspirinisquicklyabsorbedby/intothebody.阿司匹林很快被身体吸收了。
Thestrongstatesoftenabsorbedthesmallstatesinthepast.过去大国兼并小国
Heisabsorbedinhisbusiness.他专心致志的处理业务。
beabsorbedby被……吞并；为……所吸收
absorb…into吞并；吸……到……
absorbone’sattention吸引某人注意
absorbone’stime占用某人的时间

12.severe用作形容词，当它的意思为“严重的；严肃的”时，和serious相近；当它的意思为“严厉的；严格的”时，与strict相近，常用结构besevereon(upon)/withsb.表示“对某人严厉或严格”；此外它还有“剧烈的；尖锐的；朴素的”的意思。
Thedroughtisbecomingincreasinglysevere.旱灾日趋严重。
Heisseverewithhischildren.和对子女很严格。
Youaretoosevereon(upon)theboy.你对那个男孩太严厉了。
Ifeltaseverepaininthechest.我感到胸口剧烈疼痛。
表示“伤势严重”要用severe，不用serious；但指“疾病严重”时，两者都可与illness连接。
Shereceivedsevereheadinjuriesintheaccident.在事故中她的头部受了重伤。（此句不可用serious）
Iwaslaidupforsixweekswithasevere/seriousillness.由于重病，我卧床六个星期。

13.valuable的意思是“贵重的；有很大价值的；有用的；有帮助的”，其名词形式为value。
Ihaveavaluablecollectionofpainting.我有一批很有价值的画。
Thisbookisvaluableto/forstudentsofEnglish.这本书对学英语的学生很用。
valuable,valueless,invaluable,priceless与worthless的用法区别：
(1)valuable,priceless,invaluable这三个词意思一样，都表示“贵重的；无价的”的意思。priceless意思为“无价的；价值连城的”，用于加强语气，加深程度等情况；比valuable的程度更强。invaluable的意思是“无法估价的；无价的”，不用于形容价值或金钱，而是指质或品质。
(2)valueless,worthless这两个词意思一样，表示“无价值的，无用的”的意思，worthless是个常用词，valueless很少用。
Thejewelisofgreatvalue,anditispriceless.这珠宝很有价值，是无价之宝。
Thisancientgoldcoinisn’tjustvaluable,it’spriceless.这枚古代金币不仅贵重，而且价值连城。
Youradviceisinvaluabletous.你的建议对我们来说是非常珍贵的。
Thedrawingisofnovalue,anditisworthless.这画没有价值，它没有用。
Itlookedlikegold,butinfactitwasworthless(valueless).这看起来像金子，其实毫无价值。

14blame用作动词，意为“责备；责怪；归咎于”的意思。常用结构为blamesbforsth./blamesthonsb(把某事归咎于某人)，betoblameforsth(应受责备；对某坏事应负责任)，此句就使用这种结构。
Dontblameitonhim,butonme.别怪他，该怪我。
Theyblamedthesecretaryforthedelayoftheplan.他们怪罪秘书造成计划延误。
Thedriverwasnottoblameforthetrafficaccident.那次交通事故不应该责怪司机。
blame也可用作名词，意为“责任；责怪”。常见搭配有：bear/take/accept/gettheblameforsth.（对某事承担责任），lay/puttheblameforsthonsb（把某事归咎于某人）。
Weshouldtaketheblameforourfailure.我们应该承担失败的责任。
Weshouldn’tlaytheblameforourfailureonhim.我们不应该把失败归咎于他。

15.handle作名词的意思是“把手；柄”；作动词的意思是“（用手）搬动处理；操纵；经营（run,manage）”。
Iturnedthehandleandopenedthedoor.我转动门把，打开了门。
HandletheTVwithcare.小心搬动电视机。
Thisbookstoredoesnthandlemedicalbooks.这家书店不经销医学类书藉。
Helearnthowtohandleanaxe.他学会了怎样使斧头。
16.addition用作名词，意思是“加；增加；加法”。
ThechildrenstartbylearningChineseandaddition.孩子们从学汉语与加法开始。
There’snoroomforadditions.再添置东西就没地方搁了。
addition的常见搭配：
（1）inaddition的意思是“也；另外；此外（还）”，可以用在句子开头，可以用于句末。和besides意思相同，但besides不能用在句尾。
Inaddition,therewasacropfailureinmanyprovinces.此外，许多省份粮食歉收。
Themanworkedhimsixteenhoursadayandbeathiminaddition.那人让他每天工作16小时，而且还打他。
(2)inadditionto的意思是“除了……外（还有）”，可用于句首，也可置于句子后部，相当于besides,apartfrom。
Inadditiontogivinghimsomeadvice,Igavehimthirtydollars.我向他提出忠告，又给了他30美元。
Hecangettwentydollars’extraincomeeverymonthinadditiontohissalary.除工资外，他每月还可得到20美元的收入。
(3)tohaveanaddition(toone’sfamily)的意思是“生孩子，添人口”。
Recentlytheyhadanaddition(totheirfamily).最近，他们家新添了一个孩子。

17.link在此句中用作动词,意为“连接；联系”，常用结构link…to/with意思是“将……和……连接或联系起来”，linkup意为“连接或连接起来”；也可用作名词，意为“环；连接；联系；纽带”。
ThehighwaylinksShanghaito/withBeijing.这条公路连接上海和北京。
Arailwaylinksupthetwotowns.这两个城镇由一条铁路连接起来。
Yourstorylinksupwithhis.你所说的和他所说得能联系的起来。
Alotoflinksfittedtogetherformachain.许多链环连在一起组成链条。
Oldfriendsarealinkwiththepast.老朋友是连接往事的纽带。
(1)join指的是任何事物的直接连接，连接的程度可紧可松，还能分开之意。常用结构join…to,joinup。
(2)connect指的是通过某种媒介物把事物连接起来，事物的特征还保持，常表示与技术有关的连接和火车、飞机等实行联运。常用结构connect…with/to。
(3)combine着重指两个或两个以上的人或事物为了共同目的而结合在一起，结合后原来部分可能仍不改变或失其本性，常用结构combine…with。
(4)unite强调紧密地结成一体，含极难分开之意,常用结构unite…with。
Pleasejointhispoletothatone.请把这根竿子和那根竿子接起来`。
ThisflightconnectswithNewYorkone.这班飞机在纽约可接上另一班机。
Weshouldcombinetheorywithpractice.我们应该理论联系实际。
Thetwobigcompaniesplantounite.两家大公司计划联合起来。
18.announce的意思是“通告；发表；宣布；宣告”，其名词为announcement意为“通告；宣告；通知”。
Thecaptainannouncedthattheplanewasgoingtoland.机长宣布飞机就要着陆了。
Hewaitedfortheannouncementoftheresultofthecompetitionwithbatedbreath.
他屏息静气地等待宣布竞赛结果。

19.instruct意思为“命令；指示；嘱咐；吩咐；教导（教授知识或技术）；训练”。其名词形式为instructor（教员；教练）和instruction（命令；指示；说明）。
Theteacherinstructedhimtostartearly.老师命令他早动身
Ivebeeninstructedtowaithereuntilthelecturerarrives.我得到指示在这儿等到讲课老师到来。
Heinstructsaclassinhistory.他教授一个班的历史（instruct…in…）
Readtheinstructionsonthepocket.看一下袋子上的说明。
instruct指向一个人或一组人传授知识，但并不清楚他们是否学到什么。
teacher是最普通的词，可指或不指学术方面的学习；作不及物动词时，表示教书生涯。
tutor指一学生与一老师的关系，常指课外的一个教师对一个学生的补习工作。
educate指范围更广泛的学术过程，完成比teach更大的结果。
train指使一个人或一组人在某一专门的技能或职业方面达到必要的水平，也可指训练动物。coach指在普通的教育体系之外训练或培养一个人或一组人，常为了通过某项专门的考试。
Itaughthistoryformanyyears.我教历史好多年了。（是指学术的）
Whotaughtyoutorideabicycle?谁教你骑自行车的？（不是指学术的）
HeinstructedusinEnglish,butsomeofthemmadelittleprogress.他教我们英语，但我们有些人几乎没有进步。
Inhissparetime,hetutoredmeinEnglish.在课余时间，他教我英语。
Thewriterwaseducatedataverygoodschool.这位作家在一所很好的学校里受过教育。
Ittakesseveralyearstotrainadoctor.培养一名医生要花好几年时间。
HecoachedherfortheEnglishexamination.他辅导她英语考试。

20.conclude用作动词，意为“结束；推论；推断”，常用concludebydoing/withsth.表示“以……而结束”；concludefrom表示“从……推出结论”的意思，toconclude表示“最后”的意思，相当于意思名词短语inconclusion。
Heconcludedhisspeechwith/byreadingapoem.　他朗诵一首诗结束了他的演讲。
Whatdoyouconcludefromthesefacts.　从这些事实中你得出什么结论？
Thedoctorconcludedthatthepatientsdiseasewascancer.　医生断定病人患的是癌症。
Toconclude/inconclusion,Iwishyouallgoodhealthandalonglife.　最后,祝大家健康长寿。
draw(arriveat/cometo/reach)aconclusion“得出结论”，
jumptoaconclusion意为“草率地得出结论”，conclusion后可接that从句。
21.contribute的意思是“捐赠；贡献；投稿；提供”。常用短语contributeto意思是“有助于；有益于；促成”。其名词为contribution意思是“捐献：贡献：投稿”，常用makeacontributionto/towards…，表示“对……作贡献”的意思。
EveryoneshouldcontributethreedollarstotheRedCross.每位工人捐了3美元给红十字会。
Everyoneshouldcontributewhatheorshecanafford.人人都应该尽自己的能力做贡献。
I’vebeenaskedtocontributeanarticletothelanguagemagazine.有人请我给那份语言杂志撰篇稿。
Freshairandexercisecontributetogoodhealth.新鲜空气和锻炼有益与健康。
Doessmokingcontributedtolungcancer？吸烟会导致肺癌吗？
Hemadeanoutstandingcontributiontoscience.他对科学作出了卓越的贡献。

22.leadto的意思为“通向；导致；引起；造成”，to为介词，后接sth.或doing.
Thepathleadstothevillage.这条小路通到那村庄。
Newdiscoveriesleadtosomediseasesbeingcured.新的发现使一些疾病被治愈。

23.makesense意为“有意义；意思清楚；有道理；明智的；合情合理的”；而makesenseof意思为“理解；懂；明白”。
Whatyousaidmadenosense.你的话没有道理。
Itmakessensetotakecareofyourhealth.注意身体健康是明智的。
Canyoumakesenseofthispoem?你看得懂这首诗吗？
bringsbtohissenses不再做傻事；苏醒cometoone’ssenses不再做傻事；苏醒ina/onesense从某种意义来说inno/littlesense一点也不；怎么说也不thesixthsense第六感

24.complete用作形容词意为“完整的；全面的；彻底的；完成的；结束的”，常用completewith表示“齐备……的；备有……的”；也可用作动词意为“使圆满；使结束；完成；填（表格等）”。
Thisisacompletestory.这是一个完整的故事。（用作形容词）Thisyearisnowcomplete.今年这一年到此结束。（用作形容词）DavidandJeanboughtahousecompletewithfurniture.大卫和琼买了一幢配有家具的房子。（用作形容词）
Theworkisnotcompletedyet.这个工作还未完成。（用作动词）Completeyourapplicationinink.用钢笔填写申请书。（用作动词）
(1)finish表示“完成；完结“，但内在含义有些不同。finish意为bringsth.toanend,stopdoingsth.,指”结束做某事；做完了某事“，后接名词或动名词，不可接不定式。
(2)complete常表示bringsth.intoawhole,andwhatismissingorneededtoformafinishedwhole,指“使完整；使圆满“，尤指文学作品的完成或工程的竣工等，后接名词。
(3)end为普通用词，指一种活动因达到目的而自然结束或因某一原因突然中止，可指作业、演讲、争论、旅行、战争或生命等的结束、终止，并可用作及物动词或不及物动词。
Hehasfinishedthework.他做完了工作。
Hehasfinishedwritingthepaper.他已写完了论文。
Thenewschoolwillbecompletednextmonth.新学校下个月竣工。（不可用finish）
Hisunexpectedvisitendedourdiscussionoftheproblem.他、突然来访中断了我们对那个问题的讨论。
Thepartydidnotenduntilmidnight.晚会到半夜才结束。

25.cautious作形容词，意为“谨慎的；非常小心的；细心的”，其后常用介词about/with/of。
Hewascautiouswhenhewasridingthebicycle.当他骑自行车的时候；他很小心。
Shewascautiousofstrangers.她对陌生人很警惕。
careful与cautious的用法区别：
careful的意思是“小心；仔细的；谨慎的”，表示很注意细节，行为小心以避免错误；cautious的意思是“十分小心的；谨慎的”，意义相近，但它所表示的是所有方面都仔细考虑之后才采取行为，带有迟疑、提防等心理。
Hegavethepatientacarefulexamination.他仔细检查了病人的身体。
Hewascautiousaboutcommittinghimself.他对作出承诺很谨慎。

26.reject用作及物动词，意为“拒绝；不接受；摒弃”。
Werejectedhisideaforamusicclub,anddecidedtohaveanartclubinstead.我们没有采纳他关于成立音乐俱乐部的想法，而是决定成立艺术俱乐部。
Itishardformetorejectsomebadhabits.我很难丢掉一些坏习惯。
(1)reject表示拒不接受不适当、不满足或厌恶的东西，如建议、计划、赠物、求婚、正义、忠告等，语气最强，有时还含有“抛弃；剔除”等意思。只可接名词，主语只能是人。
(2)refuse是普通用语，指坚决、果断甚至是粗暴的对别人的要求、请求、引诱或帮助加以拒绝，后接名词、代词或不定式，主语可以是人或物。
(3)decline常指婉转的拒绝，近似汉语的谢绝，多用于对他人的邀请或提供的帮助。在与不定式连用时相当于一般的“拒绝”，可与refuse通用。
Herejectedtheirinvitationpoint-blank.他直截了当地拒绝了他们的邀请。
Sherefusedhisoffer.她拒绝了他的提议。
ThebigclockrefusedtowelcometheNewYear.这只大钟不愿迎接新年。
Weaskedhimtocometoourparty,buthedeclined(theinvitation).我们请他来赴宴，但他谢绝了。
Hedeclinedtoanswerthequestion.他拒绝回答那个问题。（可用refuse）
Beagainstbefor
语法解析：

Hefaceworeapuzzledexpression.他脸上有一种困惑的表情。
(1)一般情况下，单个的过去分词作定语，放在被修饰的词之前；过去分词短语作定语放在被修饰的词之后，往往可用定语从句代替。
Shehadaworriedlookonherface.她脸上有一种忧虑的表情。
Ilikeeatingthefrozenfood.我喜欢吃冷冻食品。
Theboyinjured(whowasinjured)intheaccidentwastakentohospital.在事故中受伤的男孩被送到医院了。
Thereisacarparked(whichisparked)outsidethehouse.房子外面停着一辆车。

(2)个别情况下，也有单个过去分词作后置定语的。如：
Therewasnobodyinjured.没有人受伤。
We’vegotalittleleft.我们只剩一点儿了。
Doyouknowthenumberofbooksordered?你知道订购了多少书吗？

(3)作定语用的过去分词表示一个完成的动作，若要表示正在进行的动作，则用现在分词的被动式（beingdone），若表示将来的动作，则用不定式的被动形式（即tobedone）。
IsthisthebookwrittenbyLuXun?这是鲁迅写的书吗？
Whatdoyouthinkofthemeetingbeingheldhere?你对正在这里举行的会议怎么看？
HepreparedsomepoemstoberecitedattheEnglishEvening.他准备了几首将在英语晚会上朗诵的诗。

38.inspired是过去分词用作表语。
(1)过去分词作表语（其中有些已变成形容词）往往表示主语的状态或特点，常用在系动词后面，这些系动词有be,remain,feel,grow,become等。
Iwasdelightedtobeinvitedtoherparty.我很高兴被邀请参加她的晚会。
Sheremainedunmarriedallherlife.她一生未婚。

(2)“be+过去分词”的结构与被动语态相似，区别在于这种结构表示的是一种状态，而被动语态表示的是一个动作；其次，如果过去分词前有too,very,so等程度副词修饰时，为“be+过去分词”的结构，如果过去分词前后有much,toomuchsomuchverymuch修饰时，为被动语态；另外，“be+过去分词”的结构常用一般现在时，而被动语态要根据动作发生的时间来决定动词的时态，用过去时较多。
Theglassisbroken.玻璃碎了。（be+过去分词）
Theglasswasbrokenlastnight.玻璃昨晚被打碎了。（被动语态）
Themanwastoofrightenedtostandup.那个人害怕得站不起来。（be+过去分词）
Hewassomuchshockedthathecouldn’tutteraword.他被震惊得说不出话。（被动语态）

新课标 高一必修1 英语教案Unit 1 Friendship

一名优秀的教师在教学时都会提前最好准备，高中教师要准备好教案，这是老师职责的一部分。教案可以更好的帮助学生们打好基础，帮助高中教师能够井然有序的进行教学。那么，你知道高中教案要怎么写呢？下面是小编为大家整理的“新课标 高一必修1 英语教案Unit 1 Friendship”，仅供参考，欢迎大家阅读。

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.Two:Anne’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

Period2:AsamplelessonplanforLearningaboutLanguage
(Directthevalueofitisseldomknownuntilitbelost.”---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...

Section3:WordsandexpressionsfromUnit1Friendship
addv.1.putsomethingwithsomethingelseorwithagroupofotherthings:Doyouwanttoaddyournametothelist?2.toputtwoormorenumberstogetherinordertocalculatethetotal:Add6and6tomake12.3.toincreasethenumber:Thesalestaxadds15%tothepriceofclothes.4.tosaysomemorethatisrelatedtowhathasalreadybeensaid:That’sallIwanttosay.Isthereanythingyou’dliketoadd.
Otherverbalphrasesof“add”
addto:tomakesomethinglargerandmorenoticeable:Ourexplanationseemedonlytoaddtohisbewilderment.
addup:tocalculatethetotalofseveralnumbers:Addyourscoresupandwe’llseewhowon.
addupto:tohaveaparticularresult:Hisschoolingaddeduptonomorethanoneyear.
point:n.1.smallspot:Thestarsshoneliketinypointsoflightinthesky.2.sharpend:aknifewithaverysharppoint.3.aunitusedtoshowthescoreinagameorsport:Shelostthreepointsforthatfall.(inaskatingmatch)
upset:1.vt.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.tohavesth.returnedtoyou
getdown:tomakesb.feelunhappy;
getdowntosth./doingsth.:tostartdoingsomethingthatneedsalotoftimeorenergy.
getover:getwellafteranillness;todoandfinishsth.difficult
getthrough:topassatestorexam
communicate:vi.toexpressyourthoughtsandfeelings:Parentssometimesfinditdifficulttocommunicatewithteenagechild.

Unit1Friendship

Unit1Friendship
GrammarandUsefulStructures
1．Teachingobjectives
Learntousedirectspeechandindirectspeech
2.Teachingimportantpoint
SummarizetherulesofDirectSpeechandIndirectSpeech.
3.Teachingdifficultpoint
Learnaboutthespecialcasesinwhichthetensesshouldn’tbechanged.
4.Teachingmethods
Discussing,summarizingandpracticing.
5.Teachingprocedures
Step1Warmingup
Warmingupbydiscoveringusefulwordsandexpressions
Step2Presentation
Boysactonecartoonfigureandsayssomething.
Teacherasks“Whatdidhe/shesay?”
Girlsacttheothercartoonfigureandanswertheteacher’squestion.
Thenboysandgirlsexchange.
Theshoesaretoobigforme.
Whatdidhesay?
Hesaidtheshoesweretoobigforhim
Step3Grammar
ThestudentswilllearntheuseofDirectSpeechandIndirectSpeech(statementsandquestions).Firsttrytomakecleartothestudentswhatdirectandindirectspeechis,withthehelpofthepracticeinStepIII.Thengivethemsomeex¬amples.AtlastgetthemtosummarizetherulesofDirectSpeechandIndirectSpeech(statementsandquestions).
T:Inthispart,wearetolearntheuseofDirectSpeechandIndirectSpeech(statementsandquestions).WhendoweuseDirectSpeechandwhendoweuseIndirectSpeech?
T:Nowlet’slookatthesesentencesagain.IfwewanttochangeDirectSpeechintoIndirectSpeech,whatshouldbechanged?
Ssdiscussbythemselves.
Ss:sentencestructures,tenses,pronouns,adverbialsoftimeandplaceandverbsshouldbechanged.
T:Quiteright.Lookattheformonthescreen.Thesearetherules.
一、直接引语变成间接引语，句子结构的变化
1.陈述句
用连词that引导，that在口语中常省略。主句的谓语动词可直接用引语中的said,也可用told来代替，注意，可以说saidthat,saidtosb.that,toldsb.that，不可直接说toldthat
Hesaid,“IhavebeentotheGreatWall.”→HesaidtousthathehadbeentotheGreatWall.
Hesaid,“IllgiveyouanexaminationnextMonday.”
→HetoldusthathewouldgiveusanexaminationthenextMonday.
解题步骤:
“Idon’tlikecomputers,”Sarahsaidtoherfriends.
SarahsaidtoherfriendsthatIdon’tlikecomputers.
shedidn’t
Sarahsaidtoherfriendsthatshedidn’tlikecomputers.
.2.一般疑问句
间接引语用连词whether或if引导，原主句中谓语动词said要改为asked(me/him/us等)，语序是陈述句的语序
Hesaid,“Doyouhaveanydifficultywithpronunciation?”
→Heasked(me)whether/ifIhadanydifficultywithmypronunciation.
Hesaid,“YouareinterestedinEnglish,arentyou?”
→HeaskedwhetherIwasinterestedinEnglish.
解题步骤:
Isiteasytoimprovetheconditionofthesoil?
(Theyaskedhim)“Itiseasytoimprovetheconditionofthesoil.”
Theyaskedhimifitiseasytoimprovetheconditionofthesoil
was
Theyaskedhimifitwaseasytoimprovetheconditionofthesoil.
3.特殊疑问句
原来的疑问词作为间接引语的连词，主句的谓语动词用ask(sb.)来表达，语序改为陈述句语序
Hesaidtome，“Whatsyourname?”→Heaskedmewhatmynamewas.
Heaskedus,“Howmanycarfactorieshavebeenbuiltinyourcountry?”
→Heaskedushowmanycarfactorieshadbeenbuiltinourcountry.
解题步骤：
Whendoyouharvestthewheat?
(Theyaskedhim)youharvestthewheat
TheyaskedhimWhenyouharvestthewheat.
Heharvested
Theyaskedhimwhenheharvestedthewheat.
4.选择疑问句
用whether…or…表达，而不用if…or…，也不用either…or…
Heasked,“DoyouspeakEnglishorFrench?”
→HeaskedmewhetherIspokeEnglishorFrench.
Iasked,“Willyoutakebusortaketrain?”
→Iaskedhimwhetherhewouldtakebusortaketrain.
二、在直接引语变为间接引语时需要注意的变化
1.注意时态的变化Directindirect
Presentpast
Pastpastandpastperfect
Presentperfectpastperfect
Pastperfectpastperfect
2.注意人称变化。
3.注意指示代词的变化this,these(that,those)
4.注意时间的变化now,today,thisweek,yesterday,lastweek,fourdaysago,thedaybeforeyesterday,tomorrow,nextmonth(then,thatday,thatweek,thedaybefore,theweekbefore,fourdaysbefore,twodaysbefore,thenextday,thenextmonth)
5.注意地点的变化here(there)
6.注意个别趋向动词的变化come,bring(go,take)
三、谓语动词时态变化需要注意几点：
1.直接引语表述的是客观真理，变为间接引语时，时态不变
Thegeographyteachersaid,“Thesunrisesintheeastandsetsinthewest.”
Thegeographyteachertoldusthatthesunrisesintheeastandsetsinthewest.
2.如果直接引语所表述的内容在目前和说话时同样有效，变间接引语时，时态可不变
Thechildrensaid,“Welovethisgame.”
Theytoldusthattheylovethatgame.
3.主句谓语动词的时态是现在时态，在引述时，时态不变。
Shesays,“I’llneverforgetthedaysinthecountry.”
Shesaysthatshe’llneverforgetthedaysinthecountry.
从句时态无须改变的还有以下情况:
1.当主句的谓语动词是将来时的时候
2.当直接引语部分带有具体的过去时间状语时
3.当直接引语中有以when,while引导的从句，表示过去的时间时
4.当引语是谚语、格言时
5.当直接引语中有情态动词should,would,could,hadbetter,wouldrather,might,must,oughtto,usedto,need时
Step4Practice
ForEx1,getthestudentstolookatthesentencescarefullyinpairsinordertofindoutthedifferencebetweendirectspeechandindirectspeech.Guidethestudentstofindoutthechangesinpronounforms,wordorder,adverbialsandsoon,especiallytheverbtenses,theunderlineparts.Askthestudentstopayattentiontothereportingclause.
ForEx2,askthestudentstodoitbythemselves,thencheck.
Exercises:
1.Hesaid,“ImafraidIcan’tfinishthiswork.”
2.Hesaid,“Ihaven’theardfromhimsinceMay.”
3.Tomsaid“Iwillseeyounextweek.”
4.“Whywereyoulateagain?”Theteachersaidtome.
5.“Idon’tlikeswimming,”saidSarah.
6.HisfriendsaskedhimifhewouldgotoDalian.
7.“HaveyoubeentoParis?”Myclassmateaskedme.
高考链接
1.Readerscan________quitewellwithoutknowingtheexactmeaningofeachword.
A.getoverB.getin
C.getalongD.getthrough
2.It’shardformetoimaginewhatIwouldbedoingtodayifI______inlove,attheageofseven,withtheMelindaCoxLibraryinmyhometown.
A.wouldn’thavefallenB.hadnotfallen
C.shouldfallD.weretofall
3.Fatherwenttohisdoctorfor_______abouthishearttrouble.
A.anadviceB.advice
C.advicesD.theadvices
4.Iwonderhowhe____thattotheteacher.
A.daretosayB.daresaying
C.notdaresayD.daredsay
Step6Correctingmistakes
TanalysesthecommonmistakesSshavemadeduringthepractice.
T:Nowlet’slookatthescreenandpayattentiontothesesentences.Choosetherightsentenceandtellmewhytheotheroneiswrong.

新课标Unit 1 Friendship

一、教学目标(Teachingaims)

1、能力目标（Abilityaim）

Enablestudentstotalkaboutfiendsandfriendship.

Whydopeopleneedfriends?

Whatkindoffriendsdoyouliketomake?

Whatqualitiesshouldagoodfriendhave?

Whatelsecanbeyourfriendbesidesaperson?

2、语言目标（Languageaims）

a.重点词汇和短语

add,point,upset,ignore,calm,concern,cheat,reason,list,share

addup,beupset,calmdown,havegotto,beconcerned,sharewith

b.重点句子

Youhadtopaytogetitrepaired.

Youfriendcomestoschoolveryupset,

Whilewalkingthedog,youarecarelessanditgotloose.

Yourfriendasksyoutohelphimcheatintheexambylookingatyourpaper.

二、教学内容（Teachingcontent）

Warmingupandpre-reading

三、教学重难点（Teachingimportantpoints）

a.Talkaboutfriendsandfriendship

Whatdoyouthinkagoodfriendshouldbelike?

b.Leadinthereading

Whatelsedoyouthinkcanbeyourfriendsbesidespersons?

四、教学方法（Teachingmethod）

a.Asking-and–answeringactivitybetweentheteacherandthestudents

b.Individual,pairandgroupworktodiscuss

五、教学准备（Teachingaids）

Arecorder,acomputerandaprojector

六、教学步骤（Teachingprocedure）

StepⅠLeadinthetopicbyAsk-and-answeractivitybetweentheteacherandthestudentsthefollowingquestions:

a.Isfriendshipveryimportant?Why?

b.Doyouhaveanyfriends?Whatkindoffiendsdoyouliketomake?

StepⅡMakeasurveyabouttheunderstandingthetruefriendshipbyindividualwork.

1.Youwanttoseeaveryinterestingfilmwithyourfriend,butyourfriendcan’tgountilhe/shefinishescleaningthebicycle.Youwill…

2.Yourfriendaskstoborrowyourfavoritecamera.Whenhe/sheborroweditlasttime,he/shebrokeitandyouhadtopaytogetitrepaired.Youwill…

3.Yourfriendcomestoschoolveryupset.Thebellringssoyouneedtogotoclass.Youwill…

4.Yourfriendhasgoneonholidayandaskedyoutotakecareofhis/herdog.Whilewalkingthedog,youwerecarelessanditgotlooseandwashitbyacar.Thedog’slegwasbroken.Youwill…

5.Youaretakingyourmid-termexam.Yourfriend,whodoesn’tworkhard,asksyoutohelphimcheatintheexambylookingatyourpaper.Youwill…

Resultandanswer:

4-7points:Youarenotagoodfriend.Youeitherneglectyourfriend’sneedsorjustdowhathewantsyoutodo.

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

13+points:Welldone!Youareanexcellentfriend.

StepⅢDiscussandsumupthequalitiesshouldagoodfriendhavebygroupwork

a.Thequalitiesofapersonwhocanbeafriendofotherseasily

honest,friendly,helpful,kind,brave,open-minded,generous,patient,good-tempered,trustworthy,careful,fulloflove,caring,responsible,interesting,easygoing,warm-hearted,selfless,intelligentdedicated

b.Thequalitiesofapersonwhocannotbeafriendofotherseasily:

selfish,tricky,dishonest,bad-tempered,mean,impatient,narrow-minded,noisy,lazy,gossipy…

StepⅣDebate

a.HaveyoumadeanyfriendsovertheInternet?Doyouhaveanye-pals?

b.DoyouagreethatweshouldmakefriendsovertheInternet?Whyorwhynot?

Sampleanswerswithreasons:Yes,Ithinkso/No,Idon’tthinkso.Iagree…becausewecan…/Idon’tagreebecause…/Inmyopinion/Ithink,believe,feelthatit’sbadforusto…

StepⅤTransitiontotheReading

a.Doesafriendalwayshavetobeaperson?Tellusaboutyourunusualfriends.

b.Doyouregarddiaryasyourfriend?Whyandwhynot?

Homework

a.Searchandcollectthesayingsaboutfriendship

b.Preparethenewwordsbeforelearningthereading

c.Writeashortpassageabout80words:“TheBestFriendInMyEyes”