高一英语上册Unit1GoodFriends好朋友教案三。

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高一英语上册Unit1GoodFriends好朋友教案三

TheThirdPeriod

Teachingaimsanddemands

ThestudentsareaskedtomastertheGrammar:DirectSpeechandIndirectSpeech

2.IntegratingSkill:reading

3.Oralpractice:manipulateoralpracticerelevanttothereadingmaterial.

Keypoints:grammarandreading

Teachingmethods:Reading—Sentencestructure----explanation

Teachingprocedures:

Step1.Revision

(1)Checkthehomeworkexercises.

(2)Revisethekeypointsofthepreviouslesson.

Step2.PresentationToasktheSspre-writingthefollowingsentencesandchecktheminclass.

1.“TodayisThursday”theteachersaid.

2.“I’mgoingtoplayfootball.”Tomsaid.

3.“HelivedinNewYork”Tomtoldme.

4.“Themoonfoesaroundtheearth.”hesaid.

5.“Hewantedtogooutforlunchtoday.”hisfathersaid.

6.“Hehasbeenhereforsixyears”MrLitoldme.

7.“Iwillbehereforoneyear.”IsaidtoMrLi.

8.“Youcomeherequickly.”heordered.

9.Shesaidtome,“Iwillaskforsomepaper”.

10.Theyasked:“Whydidyoucomeheresolate?”

Step3.GrammarDirectSpeechandIndirectSpeech

Briefexplanationof“DirectSpeechandIndirectSpeech”(1):StatementsQuestions

*useDirectSpeechwhenyouwanttoshowtheexactwordssomeonesaidorwrote.Usequotationmarkstoshowthatyouarereportingtheexactwordsapersonusedandareportingclausetoincludeinformationaboutthespeakerandthesituation.

e.g.“Ihadagreattimeatthepicnic,”shetoldhermum.

(thedirectspeech)(thereportingclause)

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

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

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

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

*Useacommatoconnectthedirectspeechandthereportingclause.

*WhenyouchangeasentencefromDirectSpeechtoIndirectSpeech,yousometimesneedtochangetheverbtense.Youmayalsoneedtochangepronounsinordertokeepthesamemeaning.

DIRECTSPEECHINDIRECTSPEECH

Presentpast

Pastpastorpastperfect

presentperfectivepastperfect

pastperfectivepastperfect

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

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

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

*WhenyouuseIndirectSpeechtoreportwhatsomeonesaid,youcansometimeschangetheexactwordswithoutchangingwhatthespeakeractuallysaid.

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

AnswerstoGrammarExercise1

1Thevisitorsaidthathewasverygladtovisitourfactory.

2“Idon’tlikeAmericanmoviesverymuch,”thewomansaidto/toldus.

3UncleWangsaidthattherewassomethingwrongwiththefrontwheel.

4Theteachersaidtothestudents,“Wearegoingtohaveameetingatthreeo’clock.”

5Thestudentsaskedwhentheyshouldgooutingthatautumn.

6“I’lltrytofinishreadingthebookbytheendofthisweek,”shesaid.

7Thedaughtertoldherfatherthatmumhadgonetothesupermarket.

8“Areyougoingtomailthegiftstoyourparents?”Sara’sfriendaskedher.

9TomaskedBobwhyhehadbeensoexcitedthatday.

10“HowcanIsolvetheproblem?”Sandraaskedherfriend.

Step4Post-reading:GrammarExercise2

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

AnswerstoGrammarExercise2:

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

Wilson:Whydoyouwanttoleavethisisland?

You:Chuck,Wilsonaskswhyyouwanttoleavethisisland.

Chuck:IwanttoleavetheislandbecauseImissmyfriends.

Wilson:AmInotyourfriend?

You:Chuck,Wilsonaskswhetherornotheisyourfriend.

Chuck:Yes,youaremyfriend,butImisstheothers.

Wilson:Howlonghavewebeenhere?

You:Chuck,Wilsonaskshowlongyouhavebeenhere.

Chuck:Wehavebeenhereforalmostfiveyears.

Wilson:Howwillweleave?

You:Chuck,Wilsonaskshowyouwillleave.

Chuck:Howwillweleave?Wewillwaitforthewindtochange.Thenwewillgooutoverthereef.

Wilson:Thatmightbedangerous.

You:Chuck,Wilsonsaysthatmightbedangerous.

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

Wilson:Willyoutakecareofme?

You:Chuck,Wilsonasksifyouwilltakecareofhim.

Chuck:OfcourseIwilltakecareofyou.

Wilson:I’mscared,Chuck.

You:Chuck,Wilsonsaysheisscared.

Chuck:I’mscared,too.

Step5Workbook:AnswerstoExercise1:

1MarytoldYangMeithatshewasdoingabiologyexperimentthen.

2MarytoldYangMeithatshewasnotfreethatday.

3MarytoldYangMeithatshemust/hadtofinishherpaperthatweek.

4MarytoldYangMeithatshewouldhavetostayinthelabuntilthenextday.

5MarytoldYangMeithatshewasgoingtowriteareportthenextweek.

6MarytoldYangMeithatshehadwatchedaveryinterestingTVprogrammethedaybefore.

7MarytoldYangMeithatShemust/hadtowaittherethatafternoon.

8MaryaskedYangMeiifshewouldgototheStudents’Clubthatafternoon.

9MarytoldYangMeithatshehadvisitedherteacherthedaybefore.

10MaryaskedYangMeiwhowasgoingtostudyabroadthenextyear.

AnswerstoExercise2:

Sept1,Monday

It’smyfirstdayinseniorhighschool.Mothertoldmetogetupearly.Fatheraskedmetotiemyhairup.Itoldmyselfnottoworrytoomuch.

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

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

AfterschoolIwentbackhome.Itoldmyparentsaboutmyfirstdayinschool.(7)Theytoldmethattheywereproudofme.

1“Wheredidyouspendyourholiday?”Iasked/saidtoher.

2“IwenttoShanghaianditwaswonderful,”shesaid.

3“Didyouenjoyyourholiday?”sheasked/said.

4“Didyouhaveapleasantholiday?”MrYuaskedus.

5“Iwanttogettoknowyou.Couldyoupleasewritedownashortdescriptionofyourselves?”hesaid.

6“It’swellwritten,”hesaid.

7“Weareproudofyou,”theysaidtome.

AnswerstoExercise3

1ChangeDirectSpeechintoIndirectSpeechandIndirectSpeechintoDirectSpeech.

1HuMing,themanagersaysthattheyrunthatrestauranttomakefriends.

2“Weareunhappyaboutthis,”thestudents’parentssaid.

3HuMingsays,“AteacherhasalreadytoldmethatIshouldspendmoretimeonstudy.”

4“Runningabusinesstakesalotoftime,”allthemanagerssay.

5LiuTaosaysthattheydon’thavethemoneytohireenoughwaitersorwaitresses,sotheydomostoftheworkthemselves.

6Anotherboytellsmethatsometimestheyhavetoskipclassestokeepaneyeontherestaurant.

7“WearedoingOK,”LiuTaosays.

Step6Homework

Finishofftheworkinworkbook

changethe10sentencesintoindirectspeech

Trytowriteanewsstoryinabout100wordsonpage88

Revisethegrammaronpage178topage180

Evaluationofteaching:

延伸阅读

Unit1GoodFriends

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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.

Unit1Goodfriends教案

Unit1Goodfriends教案
一、Teachingaimsanddemands
1.topic：①talkaboutfriendsandfriendship
②discussproblemsoccuringinafriendshipandsuggestsolutions
③writeane-mailtofindane-pal
2.function：①likesanddislikes②makingapologies
3.vocabulary：honest；brave；loyal；wise；handsome；smart；argue；classical；fond；match；mirror；fry；gun；hammer；saw；rope；movie；cast；deserted；hunt；share；sorrow；feeling；airplane；lie(n.)；speech；adventure；notebook；error；befondof；huntfor；inorderto；careabout；suchas；dropsbaline
4.grammar：directandindirectspeech
①statements②questions
二、TeachingTime：Fourperiods
TheFirstPeriod
Teachingobjectivesanddemands:
①Theactivityisdesignedtoencouragestudentstothinkaboutfriendsandfriendshipandtoactivaterelevantvocabulary.
②Askthestudentstodescribeagoodfriendandgiveexamplesofsituationswherefriendshavehelpedthem.Usetheactivityasabrainstormingsessiondoneeitheringroupsorwiththewholeclass.
③Languageuse:Manipulatelistening,speakingpractice
Keypoints:
①EverydayEnglishforcommunication.
②Wordsandusefulexpressions
Teachingprocedures:
StepⅠ.GreetingsandLead-in
StepⅡ.Warmingup
㈠words
qualityhonestbravewiseloyalsmarthandsome
㈡twoquestions（p1）
①Whatshouldagoodfriendbelike?
②Whatqualitiesshouldagoodfriendhave?
Discussandthendescribeagoodfriens.（p4）
Wordscanbeusedtodescribethecharacteristic：
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
StepⅢ.Listening（WorkbookP85）
㈠Listeningtext：Everybodyneedsfriends.Butbeingagoodfriendcansometimesbehardwork.Learninghowtosolveproblemsinafriendshipcanmakeyouabetterfriendandahappierperson.Acommonproblembetweenfriendsisthattheydon’tknowhowtotalktoeachotheraboutdifficultthings.Whentheydotalk,theyoftengetmadwitheachother.Whatcantheydo?Well,ittakestimetolearnhowtocommunicatewell,anditisimportanttounderstandwhyafriendgetsangrywithyouwhenyousaysomething.Ifyouknowwhatitisthatmakesyourfriendangry,thenyoucantrytotalkabouttheprobleminadifferentway.?
㈡Key：
①Peterisoftenlateforfootballpractice.Ithinkthatheshouldtrytobeontimeinthefuture.
②Maryusuallyborrowsthingswithoutaskingandshedoesn’treturnthingsontime.Sheshouldasktheownerisshewantstoborrowsomethingandtrytoreturnitontimeinthefuture.
③AdamborrowedJohnsCDplayeryesterdayandnowitisbroken.Adamcanaskhisuncletofixit.
㈢AnswerstoExercise1
Problem：Friendsgetangrywitheachotherwhentheytrytotalkaboutsomethingdifficult.
Solution：Trytounderstandyourfriend/Trytotalkabouttheprobleminadifferentway.
Problem：Friendsdon’tknowhowtoapologize.
Solution：Startbytellingeachotherthatyouaresorryandtakeitfromthere.Asimple　apologyisoftenenough.
Problem：Somefriendsdon’tknowhowtokeepsecrets.
Solution：Keepyoursecretstoyourself.
StepⅣ.Speaking
ThestudentswillusetheinformationaboutthepeopleonSBpage2totalkaboutlikesanddislikesandtopracticegivingreasonsfortheiropinions.Tellthestudentstoworkinpairs.AskthestudentstocompletethechartonpageSBpage3andthenusetheanswerstotalkaboutwhocouldbefriendsandwhattheylikeordislike.Askeachpairtodecidewhocouldbefriendsandgivereasonsfortheirdecisions.Whentheyhavemadetheirdecision,askthemtocompareanddebatetheirideaswithotherpairs.Encouragedifferentanswers,includingstrangeones.?
P3workinpairs
StepⅤ.Languagepoints
1．Learntomakeapologies.
makeapologies道歉，因某事向某人道歉makeanapology(orapologies)tosbforsth,apologizevi.道歉;认错,赔不是(+to/for)
Ioweyouanapologyformyrudenesslastnight.昨天晚上我太粗暴,应该向你道歉。
Heapologizedtoherfornotgoingtoherparty.
他因为没有出席她举行的宴会而向她表示歉意。
2．Whatqualitiesshouldagoodfriendhave?
qualityn.质量[U]特性[C]品质
Qualityoftenmattersmorethanquantity.质量往往比数量更重要。
Onequalityofwoodisthatitcanburn.木料的一个特点是能燃烧。
Modestyisoneofhisgoodqualities.谦虚是他的美德之一。
3．loyaladj忠诚的；忠贞的；与to连用
beloyalto对……忠诚。loyaltyn.忠诚
Theyareloyalsupporters.他们是忠诚的拥护者。
Heisloyaltohiscountry.他忠于国家。
Weadmirethosewhoareloyaltotheirnation.
4．Whataretheyarguingabout?
arguevi.争论，辩论，争吵(+with/over/about)；提出理由(+for/against)vt辩论，议论；主张,认为[+that]；argueaboutsth.withsb.,同某人争论某事。
Imnotgoingtoarguewithyoutonight.我今晚不想与你争辩。
Hearguedagainsttheplan.他据理反对这个计划。
Wearguedthematteroverforhours.我们为这事辩论了几小时。
Columbusarguedthattheworldwasround.哥伦布认为地球是圆形的。
Itisnousearguingabouttheresultoftheexperimentwithher.
同她争论实验结果没有用。
5．Whatdoyouthinktheyshoulddotosolvetheirproblems？
你认为为了解决他们的问题他们该做什么？
What在句中作do的宾语，而tosolvetheirproblems是动词不定式短语作状语表“目的”；在陈述句中，todosth．还可以置于句首。
Tocatchthefirstbus，heranfast．（＝Heranfasttocatchthefirstbus．）
为了赶上第一辆公共汽车，他跑得很快。
另外，doyouthink常置于疑问词的后面，可看作是一种插入语，其后要用陈述语序。
Wheredoyouthinkwecanseehim？你认为我们在什么地方能见到他？
Whodoyouthinkwemustasktohelpus？你认为我们该要求谁来帮助我们？
6．JOHN：Im15yearsoldandIlovefootball.Ialsolikereading,especiallystoriesaboutpeoplefromothercountries.Idontenjoysinging,nordoIlikecomputers.Ithinkthatrockmusicisterrible.
约翰：我15岁，我喜欢足球，我也喜欢读书，尤其是有关其他国家人的书。我不喜欢唱歌，也不喜欢电脑，我认为摇滚音乐很可怕。
▲nor在句中作连词，引导一个分句，但语序要倒装。通常是前一句话中的否定内容也同样适用于后一句时，就需要用“nor/neither+be/have/助动词+主语”句型。其中“be/have/助动词”要根据前一句中的动词而定，且与其后的主语保持一致。
conj.(用在neither之后)也不；(用在not,no,never之后)也不；(用在句首,句子须倒装)也不
Ihaveneithertimenormoneyforpopfestivals.我既没时间也没钱来参加流行音乐节。
Thestoryisnotinterestingnorinstructive.这个故事没有味道,也没有教育意义。
Ihaveneverspokennorwrittentoher.我跟她从来没说过话,也没写过信。
Youdonotlikehim,nordoI.你不喜欢他,我也不喜欢。
Ihaventheardtheexcitingnews,norhashe.
　我没有听说过那个激动人心的消息，他也没有。
Ididntreadthenoticeontheblackboard,nor(neither)didshe.
我没读黑板上的通知，她也没读。
▲love，like和enjoy的区别。
在这一部分中出现了表达“喜欢”意义的三种方式，即like,love,enjoy。这三个词的意思相同，可以换用。但是like,love,enjoy这三个词也是有区别的。like表示的是一般的喜欢，感情色彩不及love，其后面可跟不定式也可跟动名词。而love经常用在爱祖国、爱父母这一类爱的程度比较深的情况下，感情色彩比较强烈，其后面可跟动名词，也可以跟不定式。enjoy在意思上侧重“享受某种乐趣”，后面只能跟动名词，不能接不定式。
Thechildrenlike(love)swimmingintheriver.孩子们喜欢在河里游泳。
Ilike(love)tovisithimasoftenaspossible.我喜欢尽可能多地去看望他。
Ilovemyparents.我爱我的父母。
Ienjoyedclimbingmountains.我喜欢爬山。
7．ANN：Hi，ImAnn.Im16andIlikedancingandcomputers.Ialsolikerockmusic.IhatehikingandImnotintoclassicalmusic.Idontenjoyreadingtoomuch.
安妮：你们好，我是安妮。我16岁，我喜欢跳舞和电脑。我也喜欢摇滚音乐。我不喜徒步旅行，我对古典音乐无兴趣。我不太喜欢读书。
▲beinto（口）对...(极)有兴趣,热衷于,入迷，into是介词，其后接名词、代词或V-ing形式作宾语。
Shesreallyintopopmusic.她很迷流行音乐。
Heisverydeepintocomputers.他对电脑兴趣很浓。
Shesreally/into/moderndance.她对现代舞真是喜欢极了。
Dontbeintocomputergames，itsbadforyou.别迷上电子游戏，对你是有害的。
8．STEVE：Im14yearsoldandIloveskiing.Otherfavouritehobbiesarereadingandsinging.Idontlikehiking.Ithinkthatrockmusicistooloud,andIthinkthatfootballisboring.
史蒂夫：我14岁，我喜欢滑雪。其他的嗜好是读书和唱歌。我不喜欢徒步旅行。我认为摇滚音乐太吵闹，并且我认为足球很惹人烦。
★boring“乏味的，无聊的”：aboringmovie乏味的电影
Thespeechisdeadlyboring.那场演讲乏味极了。
9．PETER：ImfromAustralia.Im15andImfondofsinging.Isingalot,andwhenImnotsinging,Ilistentorockmusicorusemycomputer.Idon’tlikefootballandIthinkthatclassicalmusicisterrible.Ihatedancing！
彼得：我来自澳大利亚，我15岁，我喜欢唱歌，我不停地唱歌。当我不唱歌的时候，我听摇滚音乐或玩电脑。我不喜欢足球，我认为古典音乐很糟糕，我不喜欢跳舞。
▲befondof喜欢...;爱好...
Tomisfondofmusic.汤姆喜爱音乐。
Sheisveryfondofballet.她很喜欢芭蕾。
Heisfondofsweetfood.他喜爱甜食。
Imfondofswimminginwinter.我爱好冬泳。
10．SARAH：MynameisSarahandIm14yearsold.Myinterestsarereadingnovels,playingfootballandsingingsongs.Ithinkthatrockmusicisterrible,andIdontlikedancing.Idontenjoycomputerseither.
萨拉：我叫萨拉，我14岁。我的爱好是读小说、踢足球、唱歌。我认为摇滚音乐很糟糕。我不喜欢跳舞，也不喜欢电脑。
11．JOE：Hithere.ImJoe.Ireallylikecomputers.IsurftheInternetallthetimeandIlikeplayingcomputergames.IdontenjoyfootballandIhatehiking.RockmusicisOK,andsoisskiing.
乔：你好，我叫乔。我的确喜欢电脑。我一直上网，我喜欢玩电脑游戏，我不喜欢足球，不喜欢徒步旅行。摇滚音乐很好，滑雪也不错。
☆surftheInternet上网(冲浪)，goontheInternet;
★so：……也，确是如此,正是那样，也如此,也一样(so后用倒装结构)；(so置于句首,后面不倒装)；用“so+be/助动词/情态动词+主语”结构。
Iwastired,andsoweretheothers.我累了,其他人也一样。
Ilikedancing;sodoesmysister.我喜欢跳舞,我姐姐也喜欢。
---Father,youpromised!---Well,soIdid.
Hecanrideabike,socanI.他会骑自行车，我也会。
Wesawthefilmlastweek.Sodidthey.我们上个星期看了那场电影，他们也看了。
StepⅥ.SummaryandHomework
①FinishofftheexercisesofUnit1intheworkbook.
②Revisethekeypointsofthisunit.
③Listthefriendtheygettoknowinclassandwritedownsomethingtheywanttoknow.

TheSecondPeriod
Teachingobjectives
①Developthestudentscomprehensionofexplorativepassages,especiallytheirabilityofanalyzingthestructureofsuchkindofarticles.
②Offerthestudentschancesofself-culturebyworkingingroupsandseekinginformationaboutthefilmout-sidetheclass.
③Infusethestudentswithbasicknowledgeaboutthefriendandfriendship
④Learnsomewordsandusefulexpressionsfromthetext.
TeachingApproach
①CommunicativeApproachshouldbeusedthroughouttheclass.Stressshouldbelaidon:
②Learner-centeredness;learning-centeredness
③Task-basedlearning
④Activity-basedteaching(classwork;individualwork;groupwork)
Teachingtype：Readingcomprehension
TeachingProcedure
Step1.GreetingsandRevision（p7）
Step2.Pre-reading（p8）
Teacher：Imaginethatyouwerealoneonanisland.Youhavetosurvivewithoutfriendsandallthethingsyouuseinyoureverydaylife.（Askstudentstolistthethreemostusefulitemsandexplainwhyyouthinktheywouldbeuseful.）
Ｔ：Ithinkthataboxofmatcheswouldbethemostuseful,becauseIcoulduseittokeepwarm,todriveawaythedangerousanimals,tosendasignal….
Ss：①IalsothinkaboxofmatcheswouldbeusefulbecauseIcouldusethematchestomakefire.IfIhadafire,Icouldcookfood,staywarmandkeepwildanimalsaway.Moreimportantly,ifsomeonesawthefire,theywouldcomeandsaveme.
Ss：②.Ithinkaknifewouldbethemostusefulitem,becauseIcoulduseittokillanimalsandcutthemeat.Itcouldalsobeusedtocutwood.
Ss：③.Ithinkabookwouldbemoreusefulthanaradio,becauseyoudontneedbatteriestoread.AndwhenIread,Iwouldlearnaboutlifeandtheworldandforgetmyloneliness.
Ss：④Ithinkthataradiowouldbethemostuseful,becauseIcoulduseittolistentosingingormusictoenjoymyself,tolistentonewsbroadcastandweatherreport,andtofrightensavagesorotheranimalsbyturningitup.
Step3Reading
㈠Somequestions（Key：p8）
①WhoisWilson?
②WhatsChucksjob?
③WhathappenedtoChuckoneday?
④WhatthingsmustChucklearntodotosurviveontheisland?
⑤WhatdoesChucklearnabouthimselfwhenheisaloneontheisland?
㈡Mainidea
①Para1Raisingaproblem
②Para2---3Tellingastory
③Para4Drawingaconclusion
Clues：attitudetofriendship－thecrashhappened－feltlonely－treatedavolleyballasafriend－ideaaboutfriendshipchanged
㈢Summary：Retell
①ChuckNoland,asuccessfulbusinessman,landsonadesertedislandafteraplanecrash.
②Chuckhastolearnbasicsurvivalskillsontheisland.Inordertocopewithhisloneliness,ChuckdevelopsafriendshipwithavolleyballhecallsWilson.
③FiveyearslifeontheislandteachesChucktheimportanceofhavingfriendsandbeingagoodfriend.Wilsonmayjustbeavolleyball,buttheirfriendshipisrealandinsomewaysbetterthanChucksfriendshipsinthepast.
④Humanfriendsandunusualfriendsareimportantinourlife.Friendsandfriendshiphelpusunderstandwhoweareandhowweshouldbehave.
Step4Languagepoints
1.Imagineyouarealoneonanisland.Youhavetosurvivewithoutfriends..
☆alonea.单独的,独自的ad.单独地
ShewatchesTVwhensheisalone.独自一人时,她便看电视。
ForyearsMarylivedaloneinNewYork.玛丽孤身一人在纽约生活了好几年。
联想：lonelya.①孤独的,孤寂的②偏僻的,人迹罕至的
Whenhisdogdied,hewasverylonely.狗死后他非常孤独。
Hefeltalmostintolerablylonely.他感到几乎难以忍受的寂寞。
alonelymountainvillage荒凉的山村
☆survivevt.在...之后仍然生存,从...中逃生vi.活下来,幸存;
Onlytwopassengerssurvivedtheair-crash.这次飞机失事只有两名乘客幸免于死。
Fewsurvivedaftertheflood.洪水后极少有人生还。
2.CHUCKSFRIEND查克的朋友
InthemovieCastAway,TomHanksplaysamannamedChuckNoland.（在电影《荒岛余生》中，汤姆汉克斯扮演主人公查克诺兰。）
★play扮演(角色)(此处意同act)：IamtoplayJuliet.我将演朱丽叶。
3.Chuckisabusinessmanwhoisalwayssobusythathehaslittletimeforhisfriends.（查克是一个生意人。他非常忙，没有时间会朋友。）
★so不能换为such。⑴sothat引导目的状语从句。sothat是从属连词，意思是“以便，使……能够”。that从句中常用情态动词may,might,can,could,will和would等。
Hehiredaboatsothathemightgofishing.
Thethiefhidbehindthetreesothatthepolicemanwouldnotseehim.
注意：sothat从句可与不定式短语或inordertodo互换。
ImgoingtostartearlysothatIcancatchthefirstbus.(=Imgoingtostartearlyinordertocatchthefirstbus.=Imgoingtostartearlytocatchthefirstbus.)
另外，sothat还可引导结果状语从句。主句和从句是因果关系，是“因此；所以”。
Nothingmorewasheardfromhimsothatwebegantowonderifhewasdead.
⑵so...that...与such...that...的用法：
①such+a/an+形容词+单数可数名词+that...
(=so+形容词+a/an+单数可数名词+that...)
Heissuchakindteacherthatwealllovehim.
(=Heissokindateacherthatwealllovehim.)
②such+形容词+名词(复数或不可数)+that...
Theyaresuchbravepeoplethattheycanovercomeallkindsofdifficulties.
Thiswassuchdirtywaterthatwedidntwanttoswiminit.
③so+many/much/little/few+名词(复数或不可数)+that...
Hehadsomanyfallsthathewasblackandblueallover.
Thereissolittlewaterintheglassthatyoucantdrinkit.
④so+形容词(副词)+that...
Thetalkissointerestingthatwewillneverforgetit.
注意：在so...that...句型中，如果主从句主语相同，且从句为否定时，可与too...to句型互换。Theproblemissodifficultthathecantanswerit.(=Theproblemistoodifficultforhimtoanswer.)
☆so...that...如此...以至于...,that在此引导结果状语从句(有时可能省略)，so后接形容词或副词或形容词加冠词加名次,另有固定搭配sofew/many/much/little/等；so加形容词或副词置于句首引起倒装
①So______thatnofishcanliveinit.
A.thelakeisshallowB.shallowthelakeis
C.shallowisthelake（√）D.isthelakeshallow
②ThesewildflowersaresospecialIwoulddo______Icantosavethem.
A.whatever（√）B.thatC.whichD.whichever
③Theteacherwonderedwhy_____manystudentshadmade______carelessmistakes.
A.so;soB.so;such（√）C.such;soD.such;such
4.Heisasuccessfulmanagerinacompanythatsendsmailallovertheworld.（他是一位成功的经理，他的公司向全世界各地发送邮件。）
★successfula.成功的（相关词形）succeed/successfully/success
☆that关系代词,引导定语从句,指代先行词(人或物),在从句中做主语或宾语或标语，定语从句将在后面的单元正式学习,相关句型在近几个单元里会多次出现,请留意.
5.OnedayChuckisonaflightacrossthePacificOceanwhensuddenlyhisplanecrashes.（一天，查克乘坐的航班在飞越太平洋时，突然飞机坠毁。）
★onaflight意为“乘航班”。
IvebookedyouonadirectflighttoParis.我为你预定了直飞巴黎的航班。
6.Chucksurvivesthecrashesandlandsonadesertedisland.（在这次坠毁事故中，查克幸免于难，掉到在一个荒岛上。）
☆survive意为“经历(灾难等)之后还活着，经历……之后残留下来”。
Onlyonebabysurvivedtheterriblecarcrash.
在那次可怕的撞车事故中只有一个婴儿生还。
☆crashvi.①(发出猛烈声音地)碰撞,坠落②(飞机等)坠毁,撞坏③(电脑)死机
n.[C]相撞(事故);(飞机的)坠毁,迫降
Themotorcyclecrashedintothefence.摩托车猛地撞在围栏上。
AnairlinercrashedwestofDenverlastnight.昨夜一架客机在丹佛西边坠毁。
ThePCjustcrashed.那部个人电脑刚死机了。
Alotofpassengerswerekilledinthetraincrash.许多旅客在火车车祸中丧生了。
☆desertn.沙漠;荒野a.①沙漠的②荒芜的，无人居住的；vt.抛弃，遗弃，离弃；deserted无人居住的，被遗弃的。
Nobodylikestoliveinthatdesertregion.没有人喜欢生活在那个沙漠地区。
Allhisfriendshavedesertedhim!他所有的朋友都抛弃了他!
adesertedhouse空屋，Thestreetsweredeserted.街上行人绝迹。
7.Ontheisland,Chuckhastolearntosurviveallalone.（在这个岛上，查克不得不学习独自一人生存。）Hehastolearnhowtocollectwater,huntforfood,andmakefire.（他必须学会怎样取水，怎样猎取食物以及怎样生火。）
★huntvt.①追猎，猎取②搜索；寻找③追捕vi.①打猎②搜寻(+for/after)
Novemberisagoodtimetohuntdeer.十一月正是猎鹿的好时节。
Imhuntingajob.我在找工作。
Policearehuntinganescapedconvict.警察正在追捕一个逃犯。
Wellgohuntingintheafternoon.我们下午将出去打猎。
Johnsetoutthatdaytohuntforwork.约翰那天外出找工作。
8.Perhapsthemostdifficultchallengeishowtosurvivewithoutfriends.（或许最困难的挑战是如何在没有朋友的情况下生存。）Inordertosurvive,Chuckdevelopsafriendshipwithanunusualfriend—avolleyballhecallsWilson.（为了生存，查克与一个不寻常的朋友——一个他称之为威尔逊的排球，建立了友谊。）
☆inorderto为了...①与soasto...,和inorderto...同义,但前者一般不用于句首②否定式在to前加not③相应的目的状语从句由sothat...或inorderthat...引导.
Westartedearlyinordertoarrivebeforedark.为了在天黑前到达,我们很早就动身了
★develop意为“发展，养成，培养，发扬”。
Hebelievesthatsportscandevelopmindandbody.他相信运动有益身心发展。
Handinhandwithreading,hehasdevelopedthehabitofmakingnotes.
在读书的同时，他养成了记笔记的习惯。
☆develop还有“开发，培育，发生(疾病)，冲洗(胶卷)”的意思。
Thebuildersaredevelopingthattractofwastelandforhousing.
建筑商正将那块荒地开发为住宅用地。
Wehavedevelopedafinestrainofrice.我们培育出了一种优良的稻种。
9.Chucklearnsalotabouthimselfwhenheisaloneontheisland.（当查克独自一人在那个岛上的时候，他对自己了进行了很多反思。）Herealizesthathehasntbeenaverygoodfriendbecausehehasalwaysbeenthinkingabouthimself.（他意识到他不是一个很好的朋友，因为他总是想着自己。）Duringhisfiveyearsontheisland,ChucklearnshowtobeagoodfriendtoWilson.（在岛上生活的五年期间，他学会了怎样和威尔逊做好朋友。）EventhoughWilsonisjustavolleyball,hebecomesfondofhim.（尽管威尔逊仅仅是一只排球，他还是很快就喜欢上了它。）Hetalkstohimandtreatshimasafriend.（他和威尔逊谈话,把他看做朋友。）
★treatvt.对待;看待,把...看作+宾语+as/like与regard/thinkof/consider...as...同
Donottreatthisseriousmatterasajoke.不要把这件严肃的事情当作笑料。
Shetreatedmeallright.她对我还不错。
Donttreatmeasachild.Imsixteen,afterall.别拿我当小孩。毕竟我已经16岁了。
AlbertEinsteinisconsideredasthegreatestscientistinthe20thcentury.
阿尔伯特爱因斯坦被认为是20世纪最伟大的科学家
10.Chucklearnsthatweneedfriendstosharehappinessandsorrow,andthatitisimportanttohavesomeonetocareabout.（查克懂得了我们需要朋友来同甘共苦,而且照顾别人是很重要的。）
☆句中learn后两个that引导的宾语从句，第一个that可以省略，但第二个不能省略。
☆sharevt.①均分，分配，与…共同使用，与…分享(+out/among/between)②分享，分担，共同使用(+with/among/between)；vi.分享，分担(+in)
Themoneywassharedoutbetweenthem.这笔钱由他们两人分。
SamandIsharearoom.山姆和我合住一间房间。
Hesharedwithhisfriendsindistress.他和朋友共患难。
Wesharedinhisjoy.我们分享了他的喜悦。
Ifyouhaveanumbrella,letmeshareitwithyou.如果你有雨伞，让我和你合用吧。
Whydontwesharetheexpensesamongus?我们为何不一起分担费用呢？
☆careabout关心，担心，在乎，介意；carefor：除具有careabout的意思外还可表示"对...感兴趣","喜欢"之意.对这两个短语,很多词典解释不一,界限比较模糊.
Hedoesntcareabitaboutclothes.穿着方面他毫不在乎。
Hedidntseemtocareaboutitatall.他看起来一点也不在乎。
11.Healsolearnsthatheshouldhavecaredmoreabouthisfriends.（他也意识到他本应该多关心朋友。）WhenhemakesfriendswithWilson,heunderstandsthatfriendshipisaboutfeelingsandthatwemustgiveasmuchaswetake.（当他和威尔逊结交朋友时，他明白友谊之情是双向的，我们付出的必须和得到的一样多。）
☆句中thatwemustgiveasmuchaswetake是understands后接的另一个宾语从句。当一个动词后有两个宾语从句时，that通常不能省略。
☆asmuchas中的第一个as为副词，第二个as为连词，引导同级比较状语从句。
Theyoungmanhasspentasmuchasheearnedthismonth.
这个年轻人花光了他这个月挣的钱。
☆be/makesfriendswith和...交朋友，makeenemieswith与...为敌
Ihopeyouarepleasedtobefriendswithme.我希望你乐意做我的朋友。
12.Avolleyballiscertainlyanunusualfriend.（排球当然是一个不寻常的朋友。）Mostofourfriendsarehumanbeings,butwealsomakefriendswithanimalsandeventhings.（我们的大多数朋友都是人，但我们也和动物甚至和一些东西交朋友。）
★humana.①人的，人类的n.人[pl.：humans];humanbeing人，人类
Thismeatisnotfitforhumanconsumption.这种肉不适合人食用。
Itsonlyhumannaturetowantacomfortablelife.人的本性就是要过舒服的生活。
Wolveswillnotusuallyattackhumans.狼通常不会袭击人。
13.Forexample,manyofushavepets,andweallhavefavouriteobjectssuchasaluckypenoradiary.（例如，很多人有宠物，我们还有一些喜欢的东西，诸如一支幸运的钢笔或一个日记本。）ThelessonwecanlearnfromChuckandalltheotherswhohaveunusualfriendsisthatfriendsareteachers.（我们从查克和那些拥有不寻常的朋友的人身上得到的教训是——朋友是老师。）
☆本句包含三个从句：wecanlearnfromChuck为定语从句,修饰thelesson,关系代词that或which在从句中做宾语,可以省略。whohaveunusualfriends为定语从句,修饰alltheothers,关系代词做主语不可省略。thatfriendsareteachers,此为that引导的表语从句,其构成和大家比较熟悉的宾语从句基本相似
☆learnoneslesson(from)意为“(从……)得到教训”。
Welearnedhislessonthatwewouldntdrivetoofast.
我们吸取他的教训不能开车太快。
☆表达此意时，我们还可以说：teachsb.alesson给某人一个教训
Theaccidenttaughthimalesson.那次事故给了他一个教训。
14.Friendshiphelpsusunderstandwhoweare,whyweneedeachotherandwhatwecandoforeachother.（友谊使我们明白我们是怎样的人，为什么我们需要对方，我们彼此能为对方做点什么。）
★此句中understand后面接了三个并列的宾语从句，分别由what,why,what引导。　
15.Myfriendishonest.Henevertellslies.
★telllies撒谎,为固定搭配，tell/say/speak/talk,其用法各有侧重,也有各自的一些搭配,学习重要注意区分和积累。
Step5Post-reading
Ex.onPage4Askthestudentstoanswerquestionsaboutthestory.
①HowcanavolleyballbecomeChucksfriend?
②WhatdoesChucklearnabouthimselfwhenheisaloneontheisland?
Suggestedanswerstothequestions：
①Hehastolearnhowtocollectwater,huntforfood,andmakefire.Moreimportantly,hehastolearntolivewithoutfriends.
②Hehaslearntalotabouthimselfwhenheisaloneontheisland.Forexample,hehascometorealizethatfriendshipisimportantinhislife,thathehasntbeenagoodfriend,andthatheshouldcaremoreabouthisfriends.(Thestudentsmayalsousepresenttense,e.g.Helearnsalotabouthimself.Herealizesthat?)
Discussion：
①Whatcanwedotobegoodfriendsevenifweareverybusy?
②Doesasuccessfulmanorwomanneedfriends?
③Thetexttalksaboutgivingandtaking.Howdofriendsgiveandtake?
④Whatdofriendsteachus?
⑤Isitbettertohaveahumanfriendoranunusualfriendsuchasavolleyball,apenoradog??
Step6Languagestudy（p4）
KeytoWordstudy：
1honest,2classical3sorrow/unhappiness4argue/quarrel/disagree
5loyal/good/true6huntfor7fondof/interestedin
8brave/fearless9inorderto/soasto10smart
Exercises1：（p87)
①Thebooksaretooheavy!Ithinkitsgoingtobreak.?
②Ohno!IforgotwhereIputit!Ihavewrittendownalltheimportantphonenumbers.?
③Yum!Youhaveboughtitatlast.Wecanhavefriedfishfordinner.Mmm?Icantwaittoputthisfishinit.?
④Handsup!DontmoveorIllshoot.Givemeallyourmoney!
⑤Ooooh!Ilookveryniceinthisnewdress!!!
⑥A:Ithinkwerelost.Whatshouldwedonow?
B:Dontworry.IhaveithereandIknowhowtouseit.
⑦Ouch!Ihitmyselfwithit.?
⑧A:Hurryup!Itssodarkhere.Icantseeanything.
⑨Itisshakingbadly.AmIgoingtodie?Help!?Oh,thankGod!?
⑩Ifeelsadwhenitcomestothepartinwhichthetwofriendsbecomeenemies.?
Answers：1rope2notebook3pan4gun5mirror
6compass7hammer8match9airplane10movie
Exercise2Suggestedsamplesentences
①MyfriendAlanisbrave.Heoncesavedthelifeofalittlegirlwhohadfallenintoalake.
②MyfriendBobisloyal.Hewouldn’ttalktoCharleswhomIdon’tlikeatall.
③MyfriendDavidiswise.Healwaysgivesmethebestadvice.
④MyfriendGeorgeisahandsomeboy,buthedoesn’tliketostudyandalwaysdreamsofbecomingamodel.
⑤MyfriendHarryisasmartstudent.Healwaysasksgoodquestionsinclass.
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。
Step6Summaryandhomework（p9）
TheThirdPeriod
〖语法专讲〗
Teachingaimsanddemands
①ThestudentsareaskedtomastertheGrammar:DirectSpeechandIndirectSpeech
②IntegratingSkill:reading
③Oralpractice:manipulateoralpracticerelevanttothereadingmaterial.
Keypoints:grammarandreading
Teachingmethods:Reading?Sentencestructure----explanation
Teachingprocedures:
Step1直接引语变间接引语的四变化
先看Unit1Grammar(DirectandIndirectSpeech)中的两个句子:
①"Ilikereadingadventurestories,"saidJohn
→Johnsaidthathelikedreadingadventurestories.
②"Howcanyoudothat?"MarysaidtoAnn.→MaryaskedAnnhowshecoulddothat.
以上这两个句子是陈述句和疑问句的直接引语变为间接引语的例子。那么，同学们应该怎样把直接引语变为间接引语呢？下面就陈述句和疑问句的直接引语变间接引语进行简要讲解。
因为直接引语变为间接引语是转述他人所说的话，所以主句的动词、从句的人称、从句动词的时态、时间状语等要根据实际情况进行相应的变化。
一、主句动词的变化
一般说来，主句谓语动词常为said或saidto，变为间接引语时，当直接引语是陈述句时，said变为said(that)，而saidtosb.则变为toldsb.。当直接引语是一般疑问句和特殊疑问句时，则要变为asked/askedsb.+if/whether或askedsb.+what等特殊疑问词引导的句子。例如：
①Mr.Blacksaid,“Imbusy.”→Mr.Blacksaidthathewasbusy.
②“Illgotoyourfarmtomorrow,”hesaidtoher.
→Hetoldherthathewouldgotoherfarmthenextday.
③Hesaid,“Areyouready?”→Heasked(us)if/whetherwewereready.
④Hesaid,“Whatdoyouwanttodo?”→HeaskedwhatIwantedtodo.
二、从句人称的变化
由直接引语变间接引语时，从句的主语人称要遵循一主、二宾、三不变的原则。①直接引语的主语是第一人称变为间接引语时要和主句的主语保持一致。②如果直接引语的主语是第二人称变为间接引语时要与主句的宾语保持一致。③如果直接引语的主语是第三人称变为间接引语时，人称不变。例如：
①Theysaid,“Wewillgotherebybus.”→Theysaidtheywouldgotherebybus.
②Shesaidtome,“Areyouinterestedinscience?”
→SheaskedmeifIwasinterestedinscience.
③Hismothersaidtome,“Hecantgotoschool.”
→Hismothertoldmethathecouldntgotoschool.
三、从句动词时态的变化
1.直接引语变为间接引语时，如果主句中的谓语动词是一般现在时或一般将来时，则间接引语从句的时态保持不变。例如：
①Hesays,“Ihavefinishedmyhomework.”
→Hesaysthathehasfinishedhishomework.
②Shewillsay,“Illdoittomorrow.”→Shewillsaythatshelldoitthenextday.
2.如果主句的时态是一般过去时，从句的时态则应是与主句时态相应的过去时态。①一般现在时→一般过去时；②一般过去时→过去完成时；③现在进行时→过去进行时；④现在完成时→过去完成时；⑤过去完成时→过去完成时（不变）；⑥一般将来时→过去将来时。例如：
①Thegirlsaid,“Imsorryforbeinglateforclass.”
→Thegirlsaidthatshewassorryforbeinglateforclass.
②Hesaidtome,“Iamwritingaletter.”→Hetoldmethathewaswritingaletter.
3.直接引语如果是客观事实或真理，变为间接引语时，从句时态不变。例如：
Theteachersaid,“Theearthmovesaroundthesun.”
→Theteachersaidthattheearthmovesaroundthesun.
四、指示代词、时间状语、地点状语和动词的变化
直接引语变为间接引语时，指示代词的变化为this→that，these→those等；时间状语的变化为now→then，today→thatday，yesterday→thedaybefore,tomorrow→thenextday等；地点状语的变化为here→there；动词的变化为come→go。例如：
①Shesaid,“Iwillcomethisevening.”→Shesaidthatshewouldgothatevening.
②Hesaid,“Mysisterwasherethreedaysago,butsheisnotherenow.”
→Hesaidthathissisterhadbeentherethreedaysbefore,butshewasnottherethen.
练习：A)将下列句子由直接引语变为间接引语。
1.“Iamveryhappytovisityourfactory,”hesaid.
2.“Hewashereafewweeksago,andhecameagainyesterday,”shesaid.
3.Shesaidtome,“Willyougowithme?”
4.Hesaid,“Whatdoyouthinkofthenovel?”
B)填空完成间接引语，每空填一词。
5.Jonessaid,“IvisitedAustralialastyear.”
Jonessaidthat_____________________Australia_____________________.
6.ShirleyaskedMary,“AreyoufromAmerica?”
ShirleyaskedMary_____________________fromAmerica.
7.Hesaid,“Whatareyoudoingoverhere?”
Heasked_____________________doingover_______.
8.Iaskedher,“Whoboughtyouthisnewbicycle?”
Iaskedher_______hadbought______________newbicycle.
Key：A)1.Hesaidthathewasveryhappytovisitourfactory.2.Shesaidthathehadbeenthereafewweeksbefore,andthathehadgoneagainthedaybefore.3.Sheaskedmeif/whetherIwouldgowithher.4.HeaskedmewhatIthoughtofthenovel.B)5.shehadvisited；theyearbefore6.if/whethershewas7.whatIwas；there8.who；herthat
Step2AnswerstoGrammarExercise1（p5）
1Thevisitorsaidthathewasverygladtovisitourfactory.
2IdontlikeAmericanmoviesverymuch,?thewomansaidto/toldus.
3UncleWangsaidthattherewassomethingwrongwiththefrontwheel.
4Theteachersaidtothestudents,?Wearegoingtohaveameetingatthreeo?clock.?
5Thestudentsaskedwhentheyshouldgooutingthatautumn.
6Illtrytofinishreadingthebookbytheendofthisweek,?shesaid.
7Thedaughtertoldherfatherthatmumhadgonetothesupermarket.
8Areyougoingtomailthegiftstoyourparents??Sara?sfriendaskedher.
9TomaskedBobwhyhehadbeensoexcitedthatday.
10HowcanIsolvetheproblem??Sandraaskedherfriend.?
Step3AnswerstoGrammarExercise2:（p6）
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:Imscared,Chuck.
You:Chuck,Wilsonsaysheisscared.
Chuck:I?mscared,too.
Step4Workbook:AnswerstoExercise1:（p87）
1MarytoldYangMeithatshewasdoingabiologyexperimentthen.
2MarytoldYangMeithatshewasnotfreethatday.
3MarytoldYangMeithatshemust/hadtofinishherpaperthatweek.
4MarytoldYangMeithatshewouldhavetostayinthelabuntilthenextday.
5MarytoldYangMeithatshewasgoingtowriteareportthenextweek.
6MarytoldYangMeithatshehadwatchedaveryinterestingTVprogrammethedaybefore.
7MarytoldYangMeithatShemust/hadtowaittherethatafternoon.
8MaryaskedYangMeiifshewouldgototheStudents?Clubthatafternoon.
9MarytoldYangMeithatshehadvisitedherteacherthedaybefore.
10MaryaskedYangMeiwhowasgoingtostudyabroadthenextyear.?
Step5AnswerstoExercise2:
Sept1,Monday
Itsmyfirstdayinseniorhighschool.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.
⑤Iwanttogettoknowyou.Couldyoupleasewritedownashortdescriptionofyourselves?"hesaid.
⑥"Itswellwritten,"hesaid.
⑦"Weareproudofyou,"theysaidtome.
Step6AnswerstoExercise3
1HuMing,themanagersaysthattheyrunthatrestauranttomakefriends.
2Weareunhappyaboutthis,?thestudents?parentssaid.
3HuMingsays,?AteacherhasalreadytoldmethatIshouldspendmoretimeonstudy.?
4Runningabusinesstakesalotoftime,?allthemanagerssay.
5LiuTaosaysthattheydon?thavethemoneytohireenoughwaitersorwaitresses,sotheydomostoftheworkthemselves.
6Anotherboytellsmethatsometimestheyhavetoskipclassestokeepaneyeontherestaurant.
7WearedoingOK,?LiuTaosays.?
（二）so,nor及meither相关用法点击
一、sodoI,soIdo,Idoso及soitiswith...的用法
1.sodoI指的是“so＋be/have/助动词＋主语”构成的结构，这种结构意思是“……同样；……也那样”，其中的so为副词，指另一人或物也有前面提到的情况，以避免重复，通常用于肯定句之后。可单独成句(如例②),也可用于and之后构成并列句(如例①),或用于对话中(如例③)。注意这一结构的主语与前句的主语是两个不同的人或物。例如：
①Marywaslate,andsowasTom.玛丽迟到了，汤姆也迟到了。
②Yousawthefilm.SodidI.你看了那部电影，我也看了。
③─IcanspeakEnglish.我会讲英语。─SocanI.我也会。
2.soIdo指的是“so＋主语＋be/have/助动词”构成的结构，其中的so也是副词，这种结构意思是“正是这样；的确如此”，含有certainly或indeed之意，并带有感情色彩，常用来肯定或确认上文提到的情况。注意这一结构的主语与上文提到的主语是同一人或物。例如：
─Youhaveleftyourbaginside.你把手提包落在里面了。
─Oh!SoIhave.(＝Oh!IndeedIhave.)啊！真的。
3.Idoso指的是“主语＋do＋so”构成的结构，这种结构的意思是“……这样做了”。其否定式是Idontdoso。使用该句式可以使句子简洁、明快。例如：
ShesaidshewouldhelpmewithmyEnglish,butshedidntdoso.(＝...butshedidnthelpmewithmyEnglish.)她说她要帮助我学英语，但她没有这样做。
4.soitiswith...的意思是“……也如此”，既可用于肯定句之后，也可用于否定句之后，故可代替so,nor及neither的用法。例如：
LiMingisadoctor.HeworksinGuilin.SoitiswithLiuYing.李明是一位大夫。他在桂林工作。刘英也是如此。(不能说SoisLiuYing.或SodoesLiuYing.)
二、nordoI与neitherdoI的用法
nordoI与neitherdoI指的是“nor或neither＋be/have/助动词＋主语”构成的结构，通常置于否定句之后。其中的nor与neither可换用。这一结构中的主语与上文提到的主语可以是同一个人或物(如例①),也可以是不同的两个人或物(如例②)。例如：
①Shewouldneversing.Nor(Neither)wouldshedance.她既不唱歌也不跳舞。
②Shedidntseeit.Nor(Neither)didtheman.她没有看见它，那个男子也没看见。
三、值得注意的几个问题
1.否定的对象如果是并列的两个成分,用nor或neither都可以(如例①)；如果是并列三个或三个以上的成分，则用nor,不用neither(如例②)。例如：
①Hiscarisntnew,nor(neither)ismine.他的汽车不是新的,我的也不是。
②Sheneithercried,norscreamed,norshrieked.
她没有哭,没有大叫,也没有尖声叫喊。
2.如果并列分句指相同的时间,两个分句的时态要一致,be/have/助动词等也要一致。
Hehasreadthebook,andsohaveI.他看过这本书,我也看过。(不能说...sodoI.)
3.如果是两个分句构成一个复合句,则酌情用不同的时态或助动词。例如：
Iftheydontsupporttheplan,neitherwillI.如果他们不支持那个计划,我也不支持。(前句是条件从句,指将来情况,只能用一般现在时；后句是主句,主句表示将来，必须用将来时。)
Ifyougothereonfoot.SowillI.如果你步行去那里，我也步行去。
TheFourthPeriod
Teachingaimsanddemands
①IntegratingSkill
②Grammarandwriting
③Getthestudentstowriteanemail
Keypoints:1.Usefulexpressions;2.writing3.grammar
Teachingmethods:Writtenpracticeandgrammar.
Teachingprocedures
Step1.RevisionChecktheworkexercises.
Step2.IntegratingSkill(p15)
SampleE-mail?
HiJane:?
MynameisXiaoFeiandIcomefromHunan.HunanisinthesouthofChina.IamamiddleschoolstudentandIlikespeakingEnglish.Ireadyoure-paladandIwouldliketobeyoure-pal.Youwrotethatyoulikerockmusic.Canyoutellmewhatbandsyoulike?HaveyoueverheardanyChineserockbands?Youalsowrotethatyouliketalkingandjokingaround.Idotoo!IthinkyouandIcanbegoodfriends.Pleasesendmeane-mailassoonaspossible.
XiaoFei?
Step3.Reading（p88）
Suggestedanswers：
1.C
2.Afair-weatherfriendwillonlylikeyouwhenyouarehappyandpopular;aforeverfriendisatruefriendandwillhelpyouwhenyouareintrouble.
3.Listthecharacteristicsofeachkindoffriend：
4.SarahhelpedJanetovercomehershynessanddealwithherclassmates.JanethelpedSarahstudymath.
5.Answersmayvary.
6.Youcanmakefriendswithpeoplefromothercountriesbyreadinge-pal/penpaladsinnewspapersorontheInternet.
7.Oneoftheadvantagesofhavingfriendsinothercountriesisthatyoucanlearnmoreabouttheworld.Youcanalsolearnmoreaboutotherlanguagesandcultures.Thereareafewdisadvantages,includingthefactthatitcanbedifficulttobefriendsifyoulivefarawayfromeachother.
8.Answersmayvary.Onepossibleinterpretationisthatallthepeoplearounduscouldbeourfriends;friendshipisatwo-wayrelationshipandittakesworkandpatiencetodevelopagoodfriendship.??
Step4.Homework
①Finishofftheexercisesintheworkbook.
②Writeanemailintomyemail-box.
③Summarythekeypointsinthisunit
疑难
1.1admitvt.意为“承认；允许进入”。
Theheadmasteradmittedthathehadntdonehisduty.
校长承认他没有尽到自己的责任。
Onlyticketholdersareadmitted.凭票入场。
2.dropsb.aline=writesb.ashortletter意为“给某人写封短信”。
PleasedropmealineorsendmeanemailbeforeyousetoffsothatIcanknowwhentopickyouup.你动身之前给我来封信或发个电子邮件，以便我知道该什么时候去接你。
〖丰富多彩的time短语〗
Unit1SPEAKING中有这样一个句子：IsurftheInternetallthetimeandIlikeplayingcomputergames.该句中的allthetime是固定短语，意思是“一直；总是”。
time作名词可以表示“时间”、“次数”，复数时可以表示“时代”、“时期”。但time也可构成许多短语，其含义也多种多样。现将一些常用而又易混淆的time短语分组归纳如下：
1.atatime(=eachtime)意为“每次；一次”，atonetime(=once)表示“曾经；从前”。
Dontallspeakatonce!Oneatatime,please.(NMET94)
不要一起说！请一个一个地说。
Theyweregoodfriendsatonetime,buttheyarentnow.
他们曾经是好朋友，但现在不是了。
2.attimes(sometimes，fromtimetotime)意为“有时；间或”，atalltimes(=always)表示“随时；不论什么时候”。例如：
Heoftengoestoschoolbybike,butattimeshetakesabus.
他常常骑自行车去上学，但有时也乘公交车。
WeshouldbereadyatalltimestodowhatthePartycallsonustodo.
我们应该随时准备做党号召我们做的事情。
3.atnotime意为“在任何时候都不；决不”，innotime表示“立刻；马上”。例如：
Nomatterwhatwedo,weshouldatnotimegoagainstnature.
无论我们做什么，我们都决不能违背自然（规律）。
Aftertheaccident,theinjuredweretakentothenearesthospitalinnotime.
事故发生后，受伤的人员立刻被送进了最近的医院。
4.intime意为“及时；迟早；最终”，ontime表示“准时；正点”。例如：
Ifyoukeepon,youwillsucceedintime.(NMET93)
如果你坚持下去，你最终会成功的。
Youarerequiredtocometothemeetingontime.你要准时参加会议。
5.atthesametime意为“同时”，atthattime表示“在那时”。例如：
Hedroppedalightballandaheavyballfromthetopofthetower,andtheyfelltothegroundatthesametime.他从塔顶上扔下一个轻球和一个重球，轻球和重球同时落地。
IwaswatchingTVat8p.m.Whatwereyoudoingatthattime?
晚上八点我在看电视，那时你在做什么？
6.afteratime意为“过了一会儿”，foratime表示“一段时间”。例如：
Afteratime,theywentouttoplayfootball.过了一会儿，他们出去踢足球了。
Sherestedforatimeandwentonwithherwork.她休息了一会儿，又继续工作了。
〖词语辨析〗
1.beautiful；handsome；pretty
beautiful意为“美的；漂亮的”，一般用于女性和儿童。也用于“给人以愉快或美感的事物或动作”，意为“美丽的；出色的；完美的”。如：
Shehasabeautifulface.她有一张漂亮的脸蛋。
Thatsabeautifulshot.那一枪打得真准。
handsome一般指男子“英俊的”，指女子则强调“端庄健美的；飒爽英姿的”。
Whatahandsomegirlsheisandwhatafinecharactershehas!
这姑娘多端庄，而且性格多好！
Helookedhandsomeandhealthy.他看上去英俊而且健康。
pretty语气较beautiful弱，侧重“娇小的”，一般用于年轻女性（适度的美）、小孩（漂亮、可爱）及小物件（精致）。也可用作副词，意为“相当；颇；很；非常”。
Whataprettyhouseitis!多漂亮的一栋房子!
Shessopretty.她真漂亮。
Hersisterisstillprettysick.她的妹妹仍病得很重。
2.clever；smart；bright；wise
clever更强调“理解力强；思维敏捷；接受新东西快”，也可指“灵活的双手”。如：
Sheknewhimtobeindustriousandclever.她知道他既勤奋又聪明。
Mybrotherisaclevercarpenter.我的兄弟是个灵巧的木匠。
bright多形容年轻人理解力强，思维非常活跃，谈话与态度也活泼生动。如：
Heisfullofbrightideas.他足智多谋。
smart“伶俐的；精明的；轻快的；活泼的”，更强调“敏捷机灵，从不甘落后”。
Heissmartandcantakecareofhimself.他很精明，可以照顾自己。
Shewalkedalongatasmartpace.她轻快地向前走着。
wise意为“明智的；英明的”，强调“经验阅历丰富”。如：
Thewisdomofthemassesexceedsthatofthewisestindividual.
三个臭皮匠,赛过诸葛亮。
3.careabout；carefor；care
careabout意为“关心；担心”，指由于某事重要，或因责任所在而关心。如：
Theonlythinghecaresaboutismoney.他唯一所关心的就是钱。
carefor表示“喜欢；想要”，也可表示“看护；关怀；照料”。如：
Idontcareforcoffee.我不喜欢喝咖啡。
Whowillcareforthehousewhilethefamilyisaway?
全家人都不在时,由谁照料这间房子呢?
care是不及物动词，意为“关心；在乎；介意”，常与about/for连用，但如果后接从句时，介词for或about可以省略。如：
DoyoucareifIgo?如果我去的话,你不介意吧?
Icouldntcarewhatyouthink!你怎么想关我什么事！
Hedoesntcarefor/aboutfood.他对吃的东西并不计较。
练兵场
A．用beautiful；handsome；pretty填空。
1)Johnisa_______man.
2)YangYuhuanwasavery_______womanintheTangDynasty.
3)Yourlittledaughterlooksvery_______inthatnewskirt.
B．用clever；smart；bright；wise填空。
1)Jenny,thoughinherlatethirties,stillhas_______fingers.
2)Theraceisnolongerforthestrong,butforthe_______.
3)AbrahamLincolnisconsideredtobea_______,honestman.
C．用careabout；carefor；care填空。
1)Iamgladtoseethatyouarebeingwell_______.
2)Idont_______whoyouare.
3)Theydont_______money,thoughtheyarenotveryrich.
Key：A.1.handsome2.beautiful3.pretty/beautifulB.1.clever2.smart3.wise
C.1.caredfor2.care3.careabout
〖易混词语精练与点拨〗
一、idea；opinion；advice；suggestion
1.Inhis_______,weshouldbuyanewcar.
2.Mr.Wanggaveussome_______onhowtolearnphysicswell.
3.Haveyouany_______ofwhatImtryingtoexplain?
4.Inoneofhisbooks,Marxgavesome_______onhowtolearnaforeignlanguage.
5.My_______isthatweshouldaddsomesandtothissoil.
6.Ihaveno_______ofwhathashappened.
7.Howdidthatsilly_______enteryourhead?
1.opinion2.advice3.idea4.advice5.suggestion6.idea7.idea
四个词都含有“观点；建议；意见”的意思，但用法不同。opinion意思是“意见；看法”,指对某一事物的看法、意见，这种看法通常指依自己看来是正确的或可能的。advice表示“忠告；意见”，侧重于指提出意见的人比对方有更多的经验、知识，因而提出善意的或建设性的忠告或意见；也可以指向有经验的人征求意见,是不可数名词。idea是指在心中形成的对某事的想法、意见或解决问题、处理事情的主意、计划、打算。suggestion用作可数名词或不可数名词。表示说话人的一种提议或建议。
二、toomuch；muchtoo
1.Dontgivehim_______praise.2.Thiscoatis_______largeforme.
3.Hespoke_______fast.4.Youvegivenme_______.
1.toomuch2.muchtoo3.muchtoo4.toomuch
toomuch可用作形容词(后接不可数名词)、代词、副词等,意思是“太多的”。muchtoo表示“非常；太”的意思，常用作副词，后接形容词或副词。
三、thinkof；thinkabout；thinkover
1.Dont_______itanymore.2.Heoften_______changinghisjob.
3.Whatdidyou_______thereport?4.Icant_______hisnamerightnow.
5.Idbetter_______whathesaid.
6.Wehave_______theplan_______anddecidednottojoinafterall.
1.thinkof/about2.thinksof/about3.thinkof/about4.thinkof
5.thinkover6.thought；over
thinkof与thinkabout均可表示“考虑；想一想”，两者常可互换。thinkabout有时侧重做事的可行性。thinkof及thinkabout指“对某事物有……看法”，也可换用。thinkof还可表示“想到；想起”，thinkabout一般不能这么用。thinkover的意思是“仔细考虑”或“重新考虑”。
四、inall；atall；afterall
1.Whatareyoudoinghere_______?2.Ihavemorethanonethousandstamps_______.
3.Idontknowhim_______.4.Heisstillachild_______.Dontblamehim.
1.atall2.inall3.atall4.afterall
inall意为“共计”，常用在句中作状语。atall常用在否定句或疑问句中，用来加强语气，意为“到底；究竟；根本；完全”。afterall意为“毕竟”。
〖单元考点透视，全真考题解读〗
1.Ithinkthatrockmusicistooloud,andIthinkthatfootballisboring.
考点透视：及物动词bore意思是“使烦扰；令人厌烦；打扰(with)”，如：Weareboredwithhisstory.（我们对他讲的故事感到厌倦。）bore是带有感情色彩的动词，boring的意思是“令人厌烦的”，多修饰物或事情；而过去分词bored的意思是“感到厌烦的”，多修饰人，可以在句中作表语、定语、补足语或状语。有类似用法的词还有：disappoint/tire/interest/touch(感动)/frighten(恐惧)/excite等。
①Mr.Smith,_______ofthe_______speech,startedtoreadanovel.
A.tired；boringB.tiring；boredC.tired；boredD.tiring；boring
解读：speech指物，所以前面定语用boring；短语betiredof(doing)sth.的意思是“厌倦/厌烦(做)某事”，其主语指人，而本短语的逻辑主语是Mr.Smith，故选A。
2.InthemovieCastAway,TomHanksplaysamannamedChuckNoland.
考点透视：及物动词play在此意为“扮演(角色)”，即play(act)thepart(role)of,短语playa(an)...part/rolein的意思引申为“在……中起作用”。
②Shewilltelluswhyshefeelssostronglythateachofushasarole_______inmakingtheearthabetterplacetolive.
A.tohaveplayedB.toplayC.tobeplayedD.tobeplaying
解读：本题包含短语playarolein，重点是对“have+名词+不定式”进行考查。当have表示“所有”的意思，所跟名词后的不定式的动作是由句子的主语来执行时，不定式用主动形式表示被动含义。从句意可以看出play的动作是由从句中的主语eachofus发出的，所以不定式用主动形式，故选B。
3.OnedayChuckisonaflightacrossthePacificOceanwhensuddenlyhisplanecrashes.
考点透视：句中when的意思是“突然（相当于andthen）”。前一分句的谓语动词多表示某动作正在进行当中，句中的on意思是“在从事……中；处于……情况中”，还可以用bedoing（正在……），beabouttodosth.（正要……）等，两者合在一起可以译作“正在（正要）做……突然……”。此时when通常不置于句首(与引导状语从句不同)，其前可以用逗号与前一分句隔开，也可以不用，要注意此时不可以用as或while来替换。
③Wewereswimminginthelake_______suddenlythestormstarted.
A.whenB.whileC.untilD.before
解读：“游泳”与“暴风雨开始”之间没有必然的联系，再根据句中谓语动词swim的过去进行时态可以判断是并列句，所以选A，句意是“我们正在湖里游泳，突然暴风雨开始了。”
4.Healsolearnsthatheshouldhavecaredmoreabouthisfriends.
考点透视：should+havedonesth.意思是“本来应该做某事”，但实际上并没有做，有批评、责怪的意味。否定形式shouldnthavedonesth.的意思是“本来不该做某事”，实际上已经做了。
④Oh,Imnotfeelingwellinthestomach.I_______somuchfriedchickenjustnow.
A.shouldnteatB.mustnthaveeatenC.shouldnthaveeatenD.mustnteat
解读：由justnow“刚才”知道，eat动作已经发生，再根据“现在肚子不舒服”可知是“本来不该吃那么多的炸鸡”，有自责的意味，故选C。
⑤Iwasreallyanxiousaboutyou.You_______homewithoutaword.
A.mustntleaveB.shouldnthaveleftC.couldnthaveleftD.needntleave
解读：从前一句的过去时谓语动词was可知leave动作已经发生，从句意看后一句有责备语气，所以选B，意思是“我确实担心你，你不该一声招呼不打就离开家。”
5.Sandraaskedherfriendhowshecouldsolvetheproblem.
考点透视：how/what/when/why/where/who/whom等特殊疑问词引导的特殊疑问句由直接引语变为间接引语时，应转换成由相应的特殊疑问词作连词引导的宾语从句，而且从句要用陈述语序。
⑥Heasked_______fortheviolin.
A.didIpayhowmuchB.Ipaidhowmuch
C.howmuchdidIpayD.howmuchIpaid
解读：根据特殊疑问句的疑问词应变为间接引语的引导词原则排除A、B，而C是疑问语序，故选D。
基础训练
㈠语音、词汇
A）从A、B、C、D中选择与所给单词划线部分读音相同的选项。
1.desertedA.dinnerB.winnerC.errorD.certainly
2.loyalA.classicalB.alwaysC.e-palD.already
3.movieA.believeB.friendC.cookieD.science
4.handsomeA.openingB.orangeC.moveD.seldom
5.adventureA.braveB.matchC.compassD.cast
B）根据句意、所给单词首字母及所给汉语，写出所缺单词。
1.Ofallthewounded,onlythrees_______intheaccident.
2.Dontbelievehim.Heisl_______.
3.EventhoughWilsonisjustavolleyball,hebecomesf_______ofWilson.
4.Anh_______personalwaystellsthetruth.
5.Hewentin,struckam_______andlitacandletogivelight.
6.Somehawksaretrainedtoh_______orkillotherbirds.
7.Theonlytoolinthehouseisa_______（铁锤）.
8.Herillnessisa_______（遗憾的事）toherfriends.
9.Thetwogirlswantto_______（分享）oneroomwithtwosinglebeds.
10.Whatyouhavesaidhasseriouslyhurtthe_______（感情）ofMaggie.
Key：1.survived2.lying3.fond4.honest5.match
6.hunt7.hammer8.sorrow9.share10.feeling
㈡课本要点
A)从A、B、C、D中选出可以填入空白处的最佳答案。
1.Agoodfriendshouldnotonly_______happinessbutalsosorrow.
A.giveB.shareC.haveD.spend
2.Ifyoudontgoswimmingthisevening,shewontgo._______.
A.NorshallIB.NeitherdoIC.SoshallID.Idoneither
3.Referencebooks,_______dictionariesandhandbooks,areofgreatusetousstudents.
A.forexampleB.suchlikeC.soasD.suchas
4.Ihavebeeninmynewschoolfortwomonths.Imissedmyparentsverymuch,soI_______themalineyesterday.
A.madeB.wroteC.droppedD.took
5._______theearlytrain,wedbetterhurrytotherailwaystationbytaxi.
A.InorderthatcatchB.Sothatcatch
C.SoastocatchD.Inordertocatch
6.Theyboth_______forhours,butneitherofthemwouldgivein.
A.discussedB.spokeC.arguedD.talked
7.—Howareyourtwosonsdoing?—Theyaredoingquitewellin_______schools.
A.alongB.ownC.separateD.lonely
8.Atschoolshe_______aclosefriendshipwithseveralothergirlsinherclass.
A.madeB.developedC.foundD.took
9.—Whatsyourfavoriteinyourfreetime?—Well,Im_______ofsurfingtheInternet.
A.fondB.intoC.likeD.enjoy
10.Theamazing_____ofsuperman,PeterPan,andHarryPotterhavecharmedmanyteenagers.
A.experienceB.adventuresC.storyD.appearances
Key：1.B。sharehappinessandsorrow同甘共苦。2.A3.D4.C5.D。inorderthat和sothat连接从句；soasto和inorderto后接动词不定式，但soasto不能用于句首。6.C7.C8.B。developafriendshipwith...和……建立友谊。9.A10.B
B)用所给动词及短语的适当形式填空（注意有两个多余的选项）。

1.Herparentsdiedintheaccident,butshe_______.
2.Sheisveryselfish.Shedoesnt_______otherpeople.
3.Ivebeen_______mysockseverywherebutIcantfindthem.
4.Ihaveto_______thebathroomwiththeothertenants(房客).
5.Thefishermenare_______theirnetsintothesea.
6.Myroommates_______playingpracticaljokesonme.
7.Dowhatyouaretoldanddont_______withme.
8.Ifthewavesarebigenough,wellgo_______.
9.Hehas_______aninterestininternationalaffairs.
10.AnAmericanplanewashitbyoneofitsownmissilesand_______duringtheIraqwar.
Key：1.survived2.careabout3.huntingfor4.share5.casting
6.arefondof7.argue8.surfing9.developed10.crashed
C）根据句意和课本内容，用正确的介词填空。
1.Chuckisabusinessmanwhoisalwayssobusythathehaslittletime_______hisfriends.
2.Inordertosurvive,Chuckdevelopsafriendship______anunusualfriend-avolleyballhecallsWilson.
3.HetalkstoWilsonandtreatsit_______afriend.
4.Infact,heisoftenloyal_______duty.5.Theplaneflew_______thebuilding.
6.Thisisadifficultproblem.Canyouthink_______awaytoworkitout?
7.Theboyissharingtheapples____theboys.8.Heoftenargues____hiswife____housework.
9.Shesaidshehadneverlied_______herparents.
10.Duringhisfiveyears_______theisland,Chucklearnshowtobeafriend_______Wilson.
Key：1.for2.with3.as4.to5.across
6.of7.among8.with；about9.to10.on；to

高一英语教案：《Unit1 Good Friends 好朋友》教学设计（一）

高一英语教案：《Unit1 Good Friends 好朋友》教学设计（一）

teaching objectives and demands:

the activity is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.

ask the students to describe a good friend and give examples of situations where friends have helped them. use the activity as a brainstorming session done either in groups or with the whole class.

language use: manipulate listening, speaking practice

key points:

1. everyday english for communication.

2. words and useful expressions

the first period

step 1. warming up

students are asked to describe themselves and a friend. you can use these questions in at least two different ways. one alternative is to ask the students to think about three words to describe themselves and then let each student tell the class the three characteristics they have chosen. a second alternative would be to ask the students to write down the three characteristics and let other students guess who is being described. as with the first part, the objective is to elicit student language and get the students to think about friends and friendship.

which words can be used to describe the characteristic?

brave: courage fearless heroic

scared : astonish fearful frightened horrified shocked terrified timid

loyal: devoted faithful

wise: bright clever cute gifted intelligent smart well-learned witty

foolish: silly stupid

beautiful: attractive breath-taking charming cool cute elegant eye-catching good-looking

graceful inviting lovely neat pretty splendid stunning

rich: wealthy plentiful

funning: amusing humorous

happy: carefree cheerful contented delighted glad high merry pleased

unhappy: bitter blue discouraged displeased heavy miserable sad upset

step 2. listening

the students will hear friends discuss common problems that may occur in a friendship. the students are asked to identify the problems and suggest solutions. tell the students that friends sometimes have problems and that it is important to know how to solve the problems. the students will hear three arguments between friends and are asked to write down the problems and suggest possible solutions. it may be necessary to divide the task into two parts; first the students write down the problems as they listen to the tape, and then they discuss possible solutions. the students can also listen to one situation at a time and discuss solutions with the whole class.

key

1.peter is often late for football practice. i think that he should try to be on time in the future.

2.mary usually borrows things without asking and she doesn’t return things on time. she should ask the owner is she wants to borrow something and try to return it on time in the future.

3.adam borrowed john’s cd player yesterday and now it is broken. adam can ask his uncle to fix it.

extension the students are asked to think of other situations/problems involving friends and role-play or discuss the issues. you may also ask the students to list or discuss what methods are most effective when you want to solve problems in a friendship.

workbook p85

listening

students will hear about problems friends may have and what can be done to solve such problems. the students are asked to write down the solutions mentioned on the tape and to think of other solutions. ask the students to listen to the tape and write down the solutions suggested by the speaker. you can help the students prepare by first asking them to think about problems they may have had with their friends. the solutions mentioned on the tape are simple and general. encourage the students to think of better, more specific solutions. what would they do if they had a quarrel with a friend? how do they talk to their friends about difficult things? how do they keep secrets from becoming rumors?

listening text everybody needs friends. but being a good friend can sometimes be hard work. learning how to solve problems in a friendship can make you a better friend and a happier person. a common problem between friends is that they don’t know how to talk to each other about difficult things. when they do talk, they often get mad with each other. what can they do? well, it takes time to learn how to communicate well, and it is important to understand why a friend gets angry with you. when you say something. if you know what it is that makes your friend angry, then you can try to talk about the problem in a different way.

another problem that many friends have to deal with is what to do after one of them gets angry or upset. if friends get angry with each other and say something bad because they are angry, they often find it difficult to apologize after the quarrel. the best way to apologize after a quarrel is simply to start by telling each other that you are sorry and then go from there. a simple apology is often enough and is a good starting point. what about friends who can’t keep a secret? sometimes it seems impossible to keep a secret from becoming a rumour that everyone knows. shouldn’t a good friend be able to keep a secret? perhaps, but it is not always that easy to keep a secret, and telling a secret to someone will often put them in a difficult situation — they may have to lie to other friends to keep the secret. the best way to make sure that a secret doesn’t become a rumor is simply to keep it to yourself — don’t tell anyone.

answers to exercise 1

problem: friends get angry with each other when they try to talk about something difficult.

solution: try to understand your friend/try to talk about the problem in a different way.

problem: friends don’t know how to apologize.

solution: start by telling each other that you are sorry and take it from there. a simple apology is often enough.

problem: some friends don’t know how to keep secrets.

solution: keep your secrets to yourself.

step 3 speaking

the students will use the information about the people on sb page 2 to talk about likes and dislikes and to practice giving reasons for their opinions. tell the students to work in pairs. ask the students to complete the chart on page sb page 3 and then use the answers to talk about who could be friends and what they like or dislike. ask each pair to decide who could be friends and give reasons for their decisions. when they have made their decision, ask them to compare and debate their ideas with other pairs. encourage different answers, including strange ones.

p3 work in pairs

boy

girl

girl

boy

likes

football/ reading

singing skiing reading

rock music computer singing

computers rock music dancing

reading novels football singing

rock music skiing surfing the internet

dislikes

singing rock music computer

hiking football rock music

football classical music dancing

hiking classical music reading

rock music dancing computers

football hiking

extension the students are asked to make a list of famous people or people they know. the students then use the list to identify likes and dislikes and characteristics and try to determine who could be friends.

step 4. talking workbook p85

the students are given role cards based on three situations where friends are having problems. they are asked to act out the situations with the “useful expressions”. they are also asked to think of a fourth situation, prepare role cards for it, and act it out. let the students role-play in pairs. remind them that they should not write down a dialogue and then simply read the dialogue. instead, they should try to act out the situation without rehearsing it. if they find it difficult to get started, you can let them prepare by practising part of a situation. you can also help by modeling part of a situation.

extension friends often help each other. ask the students to work in pairs and list examples of situations where friends can help each other. the students can then write role cards for the situations and act out in pairs.

step 5. homework

(1) finish off the exercises of unit1 in the workbook.

(2) revise the key points of this unit.

(3)list the friend they get to know in class and write down some thing they want to know.

高一英语教案：《Unit1 Good Friends 好朋友》教学设计（二）

高一英语教案：《Unit1 Good Friends 好朋友》教学设计（二）

the second period

teaching objectives

1. develop the students’ comprehension of explorative passages, especially their ability of analyzing the structure of such kind of articles.

offer the students chances of self-culture by working in groups and seeking information about the film out-

side the class.

3. infuse the students with basic knowledge about the friend and friendship

4. learn some words and useful expressions from the text.

teaching approach

1.communicative approach should be used throughout the class. stress should be laid on:

2.learner-centeredness; learning-centeredness 3.task-based learning

4.activity-based teaching (class work; individual work; group work)

teaching type: reading comprehension

teaching procedure

step 1. report in class a student is asked to report something interesting he or she picks up from newspaper or magazines.

step 2.review and check ss have a word dictation and check their homework in workbook

exercise 2 suggested sample sentences

1) my friend alan is brave. he once saved the life of a little girl who had fallen into a lake.

2) my friend bob is loyal. he wouldn’t talk to charles whom i don’t like at all.

3) my friend david is wise. he always gives me the best advice.

4) my friend george is a handsome boy, but he doesn’t like to study and always dreams of becoming a model.

5) my friend harry is a smart student. he always asks good questions in class.

step 3 pre-reading ss are asked to listen to the tape and find the things they are using or talking about.

practising on p87 vocabulary

1 “the books are too heavy! i think it’s going to break.”

2 “oh no! i forgot where i put it! i have written down all the important phone numbers.”

3 “yum! you have bought it at last. we can have fried fish for dinner. mmm … i can’t wait to put this fish in it. ”

4 “hands up! don’t move or i’ll shoot. give me all your money!”

5 “ooooh! i look very nice in this new dress!!!”

6 a: i think we’re lost. what should we do now? b: don’t worry. i have it here and i know how to use it.

7 “ouch! i hit myself with it.”

8 a: hurry up! it’s so dark here. i can’t see anything.

9 “it is shaking badly. am i going to die? help! … oh, thank god!”

10 “i feel sad when it comes to the part in which the two friends become enemies.”

answers 1 rope 2 notebook 3 pan 4 gun 5 mirror 6 compass 7 hammer 8 match 9 airplane 10 movie

get the students to think about what it would be like to be alone on a deserted island. the activity is not direct linked to a reading strategy or a structure in the reading, but is intended to be used as a preliminary activity related to the previous parts of the unit. the pre-reading exercise also gives the students an opportunity to practise giving opinions and making decisions.

explain the situation to the students and give them time to think about what they would bring. the activity should generate different choices and opinions, thus making it a good opportunity for discussion. tell the students to work in groups. ask them to describe the usefulness of each item in the box and then decide on the three most useful ones. make sure that each group member gets an opportunity to speak. encourage the students to use the structures i think… because…/ i could use it to…/ it could be used to …/ …would be more important than … because … ask one student from each group to write their answers on the blackboard. compare answers from different groups and have a short discussion. e.g. 1.i think a knife would be the most useful item, because i could use it to kill animals and cut the meat. it could also be used to cut wood. 2.i also think a box of matches would be useful because i could use the matches to make fire. if i had a fire, i could cook food, stay warm and keep wild animals away. more importantly, if someone saw the fire, they would come and save me. 3.i think a book would be more useful than a radio, because you don’t need batteries to read. and when i read, i would learn about life and the world and forget my loneliness.

extension 1: ask the students to think about how the things could help them in other situations, for example, if they were lost in a desert or a forest. extension 2: let the students talk about how they would feel in an extreme situation. how would they feel if they were alone on a deserted island? (angry, desperate, lonely, hungry, worried, hopeful, happy, afraid etc.) what would they do to try to overcome these feelings? extension 3: ask the students if they have read books or seen movies about island life, for example, robinson crusoe, cast away, six days and seven nights, etc. how did the main characters survive? how were they rescued? extension 4 after the discussion, you can ask the students to consider the similarities and differences between spiritual and materialistic needs, i.e. the thingswe need and the social interaction we need.

step 4 reading listen to tape and finish the following items

chuck’s ffriend

background information on the reading :the film cast away, starring tom hanks, depicts a man’s struggle with solitude and his journey towards self-knowledge. the film shows us how chuck, a busy manager who never has “enough time,” ends up on an island with nothing but time. he manages to survive on the island and he realizes the importance of friends and friendship. the text, summarized below, describes his experience and the lessons he learns from his unusual friend, a volleyball he calls wilson.

guess the meaning of a word or phrase in the text, tell them to mark the word or phrase. ask the students to list words or phrases that they don’t know. explain important ones if necessary, but try offering more context of certain words until the students can guess the meaning. don’t spend too much time going through the new words.

suggestion for teaching some of the vocabulary of the reading text:

genre

the reading passage is a sort of film review, so i can guess the text will use words about stories, characters, acting and perhaps unusual things that do not exist in the real world.

cast away

clues form) + skip + clues (context) +look up

the words are in italics, so i know that it must be the name of a film or a book. i can probably skip the word and look it up in the dictionary later. if i read the text i will learn that the film is about a man who has to live alone on an island, away from his friends, because of an accident, so i can guess that “cast away” refers to the man in the story and his situation. the dictionary says to be left alone on an island after your ship has sunk.

play

genre +

context

tom hanks is a famous actor. he “plays” a man named chuck noland in the film cast away. i can guess that plays means acts.

survive

context +worldknowledge

when airplanes crash (fall down), most people die. if, like chuck, they don’t die, they go on living, so i can guess that to survive means to go on living.

deserted

context

the text tells me that chuck lands on a deserted island. the text also tells me that there are no people on the island, so i can guess that a deserted place means a place where there are no people.

challenge

context

the text tells me that there are different challenges in chuck’s life — he has to collect water, hunt for food, and learn to survive without friends. i can guess that a challenge is something difficult that you have to do.