高一第一单元friendship第三课时

合集下载

高一课标必修一Unit1 friendship 第三课时教案

The Third Period●从容说课According to the contents based on the new course standard，senior students are required to understand the function of grammar and can use it freely.Gradually contact and understand complex language phenomena so that students may have the ability to summarize、analyze and explain.This is the third period of this unit.In this period，we mainly deal with the changes between Direct Speech and Indirect Speech.In order to make students grasp it well，I think it is necessary to give them more practice and encourage them to find out the problems of grammar by themselves.●三维目标1.Knowledge：words/phrases：Germans，with so many clothes on2.Ability：Use learned knowledge to interchange direct speech and indirect speechcorrectly and freely.3.Emotion：Cultivate the spirit of cooperation，self-teaching，and self-exploring.●教学重点Master the interchanges of direct speech and indirect speech in the decl arative sentences and interrogative sentences.●教学难点Master the changes of the pronouns，tenses，adverbials in the interchanges of direct speech and indirect speech.●教具准备a computer connected to the internet，a project，a blackboard●教学过程Step 1 Greetingsreet the whole class as usual.Step 2T：Now I want you to translate two sentences into English.Listen carefully.“我喜欢交朋友”，the second one “妈妈，你看见我的笔记本了吗？”Now how to translate the two sentences？Who wants to try？Yeah，Alice，you try，please.The first one.S：I like making friends.T：Good，sit down，please.Alice said，“I like making friends”（Bb：Alice said，“I like making friends.”）The second one.Who wants to try？OK，David，you try，please.S：Mum，have you seen my notebook？（Bb：David asked，“Mom，have you seen my notebook.”）T：Now look at the blackboard.If we report what Alice and David said to someone else，how to do it？T and Ss：Alice said that she liked making friends.David asked his mum if she had seen his notebook.（Bb：Write them on the blackboard.）T：Yes.Let’s come to our text.Read the sentences in exercise 1 of discovering ter I’ll ask you to tell me what you’ve discovered.Now，who can tell me？S1：We should pay attention to the changes of tenses.Look at the underlined words.S2：We should pay more attention to the second sentence.In direct speech，it’s a general question.But in indirect speech，we should use if or whether to introduce object clause besides the change of verb.S3：If it is a special question in direct speech，we should use the original interrogative in indirect speech.T：Wonderful!Now I’ll give you brief explanation of “Direct Speech and Indirect Speech”（1）：Statements & Questions☆You use Direct Speech when you want to show the exact words someone said or e quotation marks to show that you report the exact words a person used and a reporting clause to include information about the speak and the situation.e.g.“I had a great time at the picnic，”she told her mum.（direct speech）（reporting clause）☆The reporting clause may come before，within，or after the direct speech.When the reporting clause comes after the direct speech，the order of the subject and the verb may be changed，e.g.Jane said/said Jane.This typically happens when the reporting clause i s within the reported speech and the subject is not a pronoun.e.g.Jane said，“I’ve got a new e-pal.He is from German.”“I’ve got a new pal.He is from Germany，”Jane said/said Jane/she said.Use a comma to connect the direct speech and the reporting clause.When you change a sentence from Direct Speech to Indirect Speech，you sometimes need to change the verb tense.You may also need to change pronouns in order to keep the same meaning.DIRECT SPEECH←→INDIRECT SPEECHPresent PastPast past or past perfectPresent perfect past perfectPast perfect past perfecte.g.“Did you get e-mails from your friends？”she asked.→She asked if I had got e-mails from my friends.When you use Indirect Speech to report what someone said，you can sometimes change the exact words without changing what the speaker actually said.e.g.Wilson said，“How long have we been in his place？”→Wilson asked how long you had been here.T：Next，let’s do some exercises.Look at Part 2.Change the following direct speech into indirect speech and indirect into direct.First do it by yourselves.Then discuss it in pairs.Finally I’ll show you the answers.（After students do it，teacher shows the following on the screen.）Suggested answers：1.Anne said that she was going to hide from the Germans.2.Anne said that she didn’t know the address of her new home.3.She said she couldn’t ask her father because it was not safe to know.4.The girl said she had had to pick up her things very quickly.5.Dad asked her why she had chosen her diary and old letters.6.“Are you hot with so many clothes on”Mum asked.7.“What else did you get？”Margot asked her.8.“When will we go back home？”Anne asked.9.“How can you see your friends？”Anne as ked.10.“Why did you go out last night？”Mother asked Anne.T：You did a good job.In fact，we should pay attention to some special cases.In the interchanges of Direct Speech and Indirect Speech，it is not necessary for us to change “here，come，yesterday and so on”into “there，go，the day before”if we are at that given time and place.Of course，if the content in Direct Speech is objective truth，it is also not necessary to change tenses in Indirect Speech.For example：She said to the children，“The earth moves around the sun.”→She told the children that the earth moves roun d the sun.As to this，you should remember.Is that clear？Ss：Yes.Step 3T：OK.Let’s deal with using structures on page 42.Retell the story to consolidate the grammar.After a while，I will ask some of you to report your story.Let’s see who can do the best.Step 4T：Thank you for your report!Now play the game on page 43.Make up a dialogue in groups of three.S1：A：Who was waiting for them there？B：What did he or she said？C：He or she asked who was waiting for them there.S2：Step 5T：You did a good job.I show you two letters to see how well you understand this grammar.Change them into Indirect speech.Letter 1：Dear Bassanio，My friend，my ships are all lost at sea and now I have to pay Shylock with a pound of my flesh according to our agreement.Since paying him will cost me my life，I wish to see you before I die.If you love me not enough to lead you here，forget about the letter.Yours，Antonio Letter 2：Sir，I am very ill.When your letter reached me，I had with me a learned young doctor from Rome.I told him about the quarrel between Shylock and Antonio.We studied many law books and he knows what I would say.I ask you to let him stand in my place and pass judgement.He is young，but I never knew so young a body with so wise a head.Yours，Doctor Bellario T：Are you ready？Let’s check the answers with the whole class.Answers：Letter 1：Bassabio received a letter from Antonio.In the letter，Antonio said that his ships were all at sea and he had to pay Shylock with a pound of his flesh according to their agreement.Since paying Shylock would cost him his life，he wished to see Bassanio before he died.He said if Bassanio，s love for him was not enough to lead him there，Bassanio should forget about the letter.Letter 2：Dpoctor Bellario wrote in his letter that he was very ill and he had been with a learned young doctor from Rome when this letter reached him.He had told the young doctor about the quarrel between Shylock and Antonio.They had studied many law books and the young doctor knew what he would say.So Bellariop asked the Duck to let the young man stand in his place and give judgement.He also told the Duke in his let ter he had never known so young a body with so wise a head.T：Summary and homeworkOK.In this class，we’ve learned Direct Speech and Indirect Speech.After class，review the conte nt，and remember the rules of changes the interchanges of Direct Speech and Indirect Speech.Any question？S1：I am not clear about the phrase “with so many clothes on”.T：Note the following structure：（1）She left the office with tears in her e yes.（2）The murder was brought in，with his hands tied behind his back.（3）With a lot of difficult problems to settle，the newly-elected president is having a hard time.（4）Peter soon fell asleep with the light still burning.Translation：（1）____________（由那个男孩带路），we had no trouble finding the strange cave.（2）Jessica was standing by the window，____________（手里拿着一封信）.（3）____________（钥匙丢了），Anna had to wait until her husband came home.（4）____________（因为有约翰帮助），we are sure to finish the work ahead of time.（5）The old man lay in bed，unable to speak，____________（眼闭着嘴张着）.Answers：（1）with the boy leading the way（2）with a letter in her hand（3）With the key lost（4）With John to help us（5）with his eyes closed and mouth open●板书设计Unit 1 FriendshipThe Third Periodwith so many clothes on（1）She left the office with tears in her eyes.（2）The murder was brought in，with his hands tied behind his back.（3）With a lot of difficult problems to settle，the newly-elected presidentis having a hard time.（4）Peter soon fell asleep with the light still burning.●活动与探究Let students summarize the rules of the grammar by themselves.The purpose is to cultivate their ability to make up a summary.Divide them into several groups.After doing that，students form groups again to help each other.●备课资料d him not to leave his post.He said howve seen her beforeBassanio told Antonio that he was in love with Portia，a rich and beautiful lady，and that she also loved him.He also told Antonio that he could ask Portia to marry him because he had no many.He asked Antonia if he could lend him three thousand ducats.Antonio told him that all his ships were at sea and he had no money at present.They went to Shylock to borrow the money.Shylock didn’t like Antonio，who had many times told others about his greed and cruelty.However，he agreed to lend Antonio the money on one condition.He would have the right to have a pound of Aantonio’s flesh to be cut off from any part of his body if he did not pay the money back at the end of three months.Aantonio said that he would accept these terms.Bassanio tried to keep Antonio from accepting them，but Antonio treated them as a joke and said he would not refuse Shylock’s offer and would sign the agreement.Dialogue：B：Aantonio，my friend.I am in love with a rich and beautiful lady，whose name is Portia.A：Does she love you？B：Yes，she loves me.Or at least I think so.A：Have you asked her to marry you？B：I wanted to，but I can’t.A：Why not？B：Because I have no money.A：If that is your only problem.I can help you.How much do you need？B：I would be very grateful if you can lend me 3000 ducats.A：I’d be happy to help you，but all my ships are at sea and I have no money at present.But don’t worry，I’ll find a way to solve this problem.B：Oh，you are such a kind man.Thank you very much.。

人教版高中英语必修1Unit1Friendshipperiod3教案1

【精选】英语人教版必修1Unit1 Friendship period 3 教课方案 1单元教课方案（3）Listening （Period 3）Teaching goals教课目的1. Target language目口号言a.要点词汇和短语get along with , teenagers, fall in love , advice, throw awayb.要点句子I think friendship is more important that anything else in my life.I ’ m getting along well with a boy in my class.You don ’ t wish to share your secret thoughts and feelings with others.2. Ability goals能力目标Enable the Ss to understand the story about Anne’ s friendsand how to solve problems about making friends with the opposite sex by listening.Enable the Ss to know how to help Anne make her father change his mind.3. Learning ability goals学能目标Enable the Ss to know how to get the key words to understand the story about Anne’ s friends.Teaching important points 教课要点Listen to the material about the different situations and complete the sentences and find out what happened in the hiding place.Teaching difficult points 教课难点Discuss with partners and have a debate to find out ways to solve the problemsabout making the opposite sex.Teaching methods教课方法Discussion.& Listening. Cooperative learning. Debating.Teaching procedures & ways教课过程与方式Step I RevisionAfter checking the WB Exx, the teacher asks the Ss to read the letter on Page 6first, and then ask them to discuss what was upsetting Lisa.T:Here is a letter written to Miss Wang of radio by Lisa. Read the letter, please.Try to find out what was upsetting her with your partners, using the indirect speech.Step II Listening (Using language)The Ss will hear what Miss Wang says, then ask the Ss to answer the questions,using the indirect speech. At last, get them to spell out the words and fill in theblanks.T: OK, we ’ ve already known the Lisa’ s problems on making friends. Miss Wang has suggested some possiblesolutions. Please look at page 6.We’ re going to listen to what Miss Wang says, and then answer the questions of Ex 2. Go through thequestions quickly.Write down the key words as quickly as possible.Listen again and check the answers with the whole class.T: Now let’ s listen to it again and try to spell out the words and fill in the blanks.Step III Listening (WB P41)The Ss will hear a passage about Anne’ best friend, her diary Kitty. They areasked to complete the passage according to the tape.T: In the following part, we are going to listen to a passage about Anne’ s diar Listen to the tape carefully and fill in the blanks.Listen to it again and check the answers with the whole class.Step IV Listening TaskThe task can be divided into three parts. First, the Ss will hear a story about anargument between Anne and her father about her boy friend. After listening, theyjust write down their different thoughts. Then they can have a debate to find out abetter solution to solve Anne and her father’problems. The activity should beprepared carefully beforehand. During the class, the two teams just do the finalpreparations.Get the Ss to know the problem was that Anne had made a friend in the hidingplace — the son of another family hiding with them, but her father was not happyabout this. Ask the Ss whether they thought Anne should follow her father’ s idea not. Use specific reasons to support their solution.At last, get the Ss to give Anne some advice to help her with this problem,working in pairs and making a list of things she might say to her father to make himchange his mind. Think of as many as they can. Share their ideas on how to solve theproblem with the whole class.Write down the key words as quickly as possible.After checking on the correct answers, getting the Ss to discuss the problem ingroups of 4. Give Ss a few minutes to think about their different thoughts to makesure which side his / she is on, Anne or her father? Ask the Ss to form two debatingteams and prepare for the debate.How do you help to solve the problem between Anne and her father?Do you agree with Anne or her father? Use specific reasons to support your solution.You may use the following useful expressions:If I were you, I’ d / I wouldn’ t...I think it might be a good idea to do...How / What about...?Why don’ t you / Why not...?As far as I can see, the best thing would be to...Wouldn’ t it be better if...?We have to make a choice...The other idea sounds better to me...Teacher goes around, giving help to the Ss.Two teams: Team A: S1, S2, S3, S4, S5, S6 think it ’s foolish to end theirfriendship.Team B: Sa, Sb, Sc, Sd, Se, Sf don’ t think it’ s necessary to end their friendship.Step V Assignment1.Today we have learnt how to solve the problems on making friends. Forthe homework, describe one of the problems between friends and how it is solved.人教版高中英语必修1Unit1Friendshipperiod3教课方案12. What does cool mean? What do you think should do with your friends?。

高中英语 Unit1 Friendship Period3教案新人教版必修1

Unit1 Friendship Period3AimsTo listen to a letter about friendshipTo speak about a questionnaire about friendshipTo write advice about friendshipTo write a few lines describing a friendProceduresI. Warming up1. Read the letter to Miss Wang and find out what was upsetting Lisa.2. Listen to what Miss Wang says, and then answer the questions in Exercise 2.3. Listen to the tape again and try to spell out the missing words in Ex 3.II. Talking about designing a questionnaireWork in groups of four. Design a questionnaire to find out what kind of friends your classmates are. Ask the Students to use the quiz in the Warming Up as an example. Note: The students should be talking while they are doing the task. This provides the students with the opportunity to practise expressing thought and concern in matters of immediate concern and interest. Tell the students to follow these steps: Step1: In your group, come up with four situations among friends. Design four questions accordingly with three possible answers.Step2: Put the four questions together and form a questionnaire.Step3: Check the questionnaire through and try it out on your own group.Step4:Share your questionnaire with another group and try each other’s questionnaires.1.Why am I close friends with this person now?Because he/she is s omeone I really enjoy sharing emotions and special events Because my friend would get mad at me if I didBecaus e my friend praises me and makes me feel good when I do.yIII. Guided writing1.Read the letter to the editor from Xiaodong and make sure you know what problemXiaodong has.2.Discuss in groups of four. Think what advice you can give Xiaodong.3.Write your advice to Xiaodong as an editor individually.people is to find something you have in common.about?”IV. Writing assessment1. Can you give Xiaodong some good advice?2. I s your letter well developed?3. Are your ideas well organized to the point?4.Do you have a good choice of words and idioms in your writing?5.Do you get a good mastery of complex structures of language?6.What kind of mistakes have you made in your writing? What can you do to a voidsuch mistakes?V. Further ApplyingHere are some proverbs about friends and friendship. Read them carefully and pay attention to the sentence stress and intonation. Then write a passage. Choose some you agree and explain why. Then choose some you disagree and explain why.。

人教版高中英语必修一Unit1Friendship(三)-讲义.docx

高中英语学习材料***鼎尚图文理制作***Friendship(三)主讲教师：麻雪玲北京市英语教师Grammar 直接引语，间接引语直接引语：引用对方的原话间接引语：转述对方的话一去冒号引号，加连接词“陈述句”加that“一般疑问句”加whether或if“特殊疑问句”直接使用该特殊疑问词直引变间引四步走二变时态：主现从不变，主过从必过一现→一过现进→过进现完→过完将来→过将一过→过完过完→过完三变语序：疑问变陈述，陈述则不变四变人称：一主二宾三不变“ I like to watch TV,” she said.→She said that she…“Have you known this man?” he asked us.→He asked if / whether we…“What are they doing at the moment?” he asked.→He asked me what they…题一：请将下列句子改写成为间接引语的形式。

1. He asked me, “Are you a student?”2. “Have you got anything interesting I can read, George?” she asked.3. The teacher said to us, “The moon moves around the earth.”题二：He asked, “Are you a Party member or a League member?”→He asked me _________.A. am I a Party member or a League memberB. was I a Party member or a League memberC. if I was a Party member or a League memberD. whether was I a Party member or a League member.题三：He asked, “ what ’s wrong with you?” →He asked me ________ with me. A. what wrong is B. what wrong wasC. what’s wrongD. what was wrong能力提升与拓展Suppose you were Miss Wang, please write your advice to Xiaodong.The letter from Xiao DongDear Miss Wang ，I’m a student from Huzhou Senior High School. I have a problem. I'm not very good at communicating with people. Although I try to talk to my classmates, I still find it hard to make good friends with them. So I feel quite lonely sometimes. I do want to change this situation, but I don't know how. I would be grateful if you could give me some advice.Yours ， Xiao DongOutliningDear Xiao Dong,I’m sorry you are having trouble in making friends. However, the situation is easy to change if you take my advice. Here are some tips to help you:First, why not…? If you do this,…Secondly, you should/can… Then/That way,…Thirdly, it would be a good idea if… By doing this, …I hope you will find these ideas useful. I wish you make some good friends successfully as soon as possible.StructureStructureThe topic sentence ( your point of view ) Body ( your advice) conclusionA letter to XiaodongYours, Miss Wang2. Make a list of your ideas and reasons ideasWhy1. smile at others1. to show that you are friendly.2. to be honest and often help others 2. to make people trust you3. take an active part in discussions 3. to let others know you more ...... ......Brainstorm:good advice to make people1. If you are a new comer, think about how to make friends with othersfriendly and outgoingcare about otherslisten to othershelp otherssmilehonesttake part in discussionsFriendship(三)讲义参考答案题一：1. He asked whether I was a student.2. She asked George if he had got something interesting she could read.3. The teacher said to us that the moon moves around the earth.”题二：C题三：D能力提升与拓展Dear Xiao Dong,I’m sorry you are having trouble in making friends. However, the situation is easy to change if you take my advice. Here are some tips to help you:Firstly, why not smile at others as much as possible? If you do this, you can show that you are friendly, and no one will refuse a smiling face. Secondly, you should be honest and often help others. That way, you will make people trust you and get closer to you. Thirdly, it would be a good idea if you take an active part in discussions. By doing this, you can express your own opinions, and at the same time, learn to listen to other people’s views.I hope you will find these ideas useful. I wish you make some good friends successfully as soon as possible.Yours,Miss Wang。

2019新人教版英语必修一全册教案教学设计

教案一：Unit 1 Friendship1. 课时安排本单元共分为4个课时，分别安排如下：第一课时：Section A 1a-1c第二课时：Section A 2a-2d第三课时：Section B 3a-4第四课时：Section B 5-72. 课时内容第一课时：Section A 1a-1c本课时主要目标是让学生通过听力和阅读理解，学习关于友谊的表达和句型。

首先通过1a部分的图片描述让学生对友谊的概念有初步的了解，然后通过1b的听力练习使学生能够听到不同人对友谊的看法，最后通过1c的阅读练习巩固所学内容。

第二课时：Section A 2a-2d本课时主要目标是让学生通过听力和口语练习，掌握能够表达友谊的句型和词汇。

通过2a的图片描述和2b的录音材料，学生可以听到不同人对友谊的表达，然后通过2c和2d的口语练习，学生可以有机会自己表达对友谊的看法。

第三课时：Section B 3a-4本课时主要目标是让学生通过听力和阅读理解，了解不同文化对友谊的看法。

通过3a和3b的录音材料，学生可以听到不同国家对友谊的表达，然后通过4的阅读练习，让学生更深入地了解不同文化对友谊的认识。

第四课时：Section B 5-7本课时主要目标是让学生通过听力和口语练习，掌握能够用英语表达友谊的能力。

通过5和6的听力材料，学生可以听到不同人对友谊的看法，然后通过7的口语练习，让学生能够自己用英语表达自己对友谊的看法。

3. 教学重点和难点本单元的教学重点是友谊的表达和句型，教学难点是如何让学生在实际生活中运用所学知识，进行口语交流。

4. 学情分析本单元学生的芳龄一般在14-16岁之间，他们对友谊这一主题可能会有一些自己的认识，但在英语表达方面可能还存在一定的困难。

因此在教学过程中需要及时发现学生的问题，并进行有针对性的辅导。

5. 教学方法本单元将主要采用任务型教学法，让学生通过实际的听力、阅读和口语练习来掌握所学内容。

高一英语必修1-Unit-1-Friendship教案(Period-3)

高一英语必修1-Unit-1-Friendship教案(Period-3)高一英语必修1 Unit 1 Friendship教案（Period 3）胡潇Period3 Grammar1．Teaching objectivesLearn to use direct speech and indirect speech2. Teaching important pointSummarize the rules of Direct Speech and Indirect Speech.3. Teaching difficult pointLearn about the special cases in which the tenses shouldn’t be changed.4.Teaching methodsDiscussing, summarizing and practicing.5. Teaching proceduresStep1 Lead inT: In the last lesson, we learned Anne Frank’s story. She is telling her stories to two of her friends—you and Tom.Tom has something wrong with his ears,so you have to repeat Anne’s sentences, using indirect speech. Sometimes you explain Tom’s sentences to Anne.“I have to stay in the hiding place.” said Anne.→Anne said she had to stay in the hiding place.“Do you feel sad when you are not able to go outdoors?” Tom asked Anne.→Tom asked Anne if/whether she felt sad when she was not able to go outdoors. “I don’t want to set down a series of facts in a diary,” said Anne.→Anne said that she didn’t want to set down a series of facts in a diary.“What do you call your diary?” Tom asked.→Tom asked what she called her diary.Ss go on this topic by themselves.Step2 GrammarT: Now let’s look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed? Ss discuss by themselves.Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.T: Quite right. Look at the form on the screen. These are the rules. 直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。

2014-2015学年高一英语精品课件unit1《friendship》第3学时(人教版必修一)

C．to say ill words about the people around you
D．to laugh at some silly relationship between boys and girls
4．What is the purpose of Lisa's letter?
A．To tell Miss Wang about her difficult times with her
栏目链接
►即学即练
用 lonely, alone完成下列句子。
(1)She didn't feel__lo_n__el_y__even when she was 栏
目
___a_lo_n_e__.
链接
(2)Money ___a_lo_n_e__ will be a big problem.
栏目
链
做某事很有(没有)麻烦/困难
接
►即学即练
完成下列句子。
(1)She has some trouble __w_i_t_h_h_e_r__ro_o_m__m__a_te_s__(与室栏
友)．
目链
接
(2)I__d_o_n_'_t_h_a_v_e__a_n_y_t_r_o_u_b_l_e_i_n_u_n_d_e_r_s_t_a_n_d_in__g_h_i_m___
Q4: 你有什么麻烦事呢？
__________________________________________
答案：
栏
Q4：What is it?
目
链
接
A4：I'm getting along well with a boy and we often do

高中英语《unit 1 friendship》period 3课件新人教版必修1

Listen for the main idea
1. Listen to Miss Wang’s reply and answer: What’s Miss Wang’s advice?
“My advice is ______________________,”
Listen for the detailed information
She asks Lisa to __i_g_n_o_re__h_e_r_g_o_s_s_ip_i_ng c_l_a_s_sm__a_t_es_._
II Speaking
Group work
Do you think Lisa ignoring her classmates is a good idea?
Listen and check
Listening text
Dear Lisa, There is nothing wrong with you and this boy being friends and studying together. Of course a boy and a girl can be good friends. Ending your friendship with this boy would be a stupid thing to do. You would lose a good friend and someone to study with.
2. Why does Miss Wang think it would be foolish if they end their friendship?
She thinks that _L_is_a_w_o_u_l_d_lo_s_e_a__g_oo_d__ _fr_ie_n_d_w__h_o_h_e_lp_s_h_e_r_w_i_th__h_er__st_u_d_ie_s_. _____

Unit 1 Friendship第三课时课件

will be open to the public next year.
选B。此句为条件状语从句的省略，省略了she is。原句可 2. She won’t go to his birthday party unless she is his birthday party 变为：She won’t go to ____________. invited.
1. When ______, the museum will be open to the public next year. A. completed B. completing 选A。When completed为时间状语从句的省略，其间省略 C. being completed D. to be 了it is。原句可变为：When it is completed, the museum completed
Language points
1. Add up your score and see how many points you get. add up 合计
Add up all the money I owe you. Add up 3, 4 and 5 and you’ll get 12. These figures don’t add up right.
翻译
1、这个母亲把她的小孩背在背上。
The mother get her baby hanged on her back.
2、他把他的自行车拿去修。
He had his bicycle repaired.
3、妈妈让我去洗衣服。
My mother got me to wash the clothes. My mother had me wash the clothes.

高中英语Unit1friendship3课件新人教版必修1

passages？___C_______ • A．Lisa. B．Xiao Dong. • C．Miss Wang. D．Mr Wang.
• Third 精读语篇
• In the first letter, Lisa was having some trouble 1.______w_it_h__ her classmates, because she was getting 2.___a_lo_n_g_/o_n__ well with a boy in her class. They had become good 3.__f_ri_e_nd_s____(friend) through doing homework together and 4.___h_e_lp_i_n_g__ (help) each other. But other students started gossiping about their relationship, 5.__________ made her angry.Though she hated 6.__________ gossiping, she didn't want to end the friendship. So she wrote to Miss Wang for some 7.__a_d_v_ic_e____.
• A．To give advice.
B．To ask for advice.
• C．To make a promise.
D．To keep a promise.
• Second 细读细节 • 1．What is Lisa's trouble？____C______ • A．She has fallen in love with a boy. • B．She can't get along with a boy. • C．A gossip has made her very upset. • D．She is upset that she has no friends.

高中英语 Unit1 Friendship the 3rd period优秀教案新人教版必修1

The Third Period●从容说课According to the contents based on the new course standard，senior students are required to understand the function of grammar and can use it freely.Gradually contact and understand plex language phenomena so that students may have the ability to summarize、analyze and explain.This is the third period of this unit.In this period，we mainly deal with the changes between Direct Speech and Indirect Speech.In order to make students grasp it well，I think it is necessary to give them more practice and encourage them to find out the problems of grammar by themselves.●三维目标1.Knowledge：words/phrases：Germans，with so many clothes on2.Ability：Use learned knowledge to interchange direct speech and indirect speechcorrectly and freely.3.Emotion：Cultivate the spirit of cooperation，self-teaching，and self-exploring.●教学重点Master the interchanges of direct speech and indirect speech in the declarative sentences and interrogative sentences.●教学难点Master the changes of the pronouns，tenses，adverbials in the interchanges of direct speech and indirect speech.●教具准备a puter connected to the internet，a project，a blackboard●教学过程Step 1 Greetingsreet the whole class as usual.Step 2T：Now I want you to translate two sentences into English.Listen carefully.“我喜欢交朋友”，the second one “妈妈，你看见我的笔记本了吗？”Now how to translate the two sentences？Who wants to try？Yeah，Alice，you try，please.The first one.S：I like making friends.T：Good，sit down，please.Alice said，“I like making friends”（Bb：Alice said，“I like making friends.”）The second one.Who wants to try？OK，David，you try，please.S：Mum，have you seen my notebook？（Bb：David asked，“Mom，have you seen my notebook.”）T：Now look at the blackboard.If we report what Alice and David said to someone else，how to do it？T and Ss：Alice said that she liked making friends.David asked his mum if she had seen his notebook.（Bb：Write them on the blackboard.）T：Yes.Let’s e to our text.Read the sentences in exercise 1 of discovering ter I’ll ask you to tell me what you’ve discovered.Now，who can tell me？S1：We should pay attention to the changes of tenses.Look at the underlined words.S2：We should pay more attention to the second sentence.In direct speech，it’s a general question.But in indirect speech，we should use if or whether to introduce object clause besides the change of verb.S3：If it is a special question in direct speech，we should use the original interrogative in indirect speech.T：Wonderful!Now I’ll give you brief explanation of “Direct Speech and Indirect Speech”（1）：Statements & Questions☆You use Direct Speech when you want to show the exact words someone said or e quotation marks to show that you report the exact words a person used and a reporting clause to include information about the speak and the situation.e.g.“I had a great time at the piic，”she toldher mum.（direct speech）（reporting clause）☆The reporting clause may e before，within，or after the direct speech.When the reporting clause es after the direct speech，the order of the subject and the verb may be changed，e.g.Jane said/said Jane.This typically happens when the reporting clause is within the reported speech and the subject is not a pronoun.e.g.Jane said，“I’ve got a new e-pal.He is from German.”“I’ve got a new pal.He is from Germany，”Jane said/said Jane/she said.Use a ma to connect the direct speech and the reporting clause.When you change a sentence from Direct Speech to Indirect Speech，you sometimes need to change the verb tense.You may also need to change pronouns in order to keep the same meaning.DIRECT SPEECH←→INDIRECT SPEECHPresent PastPast past or past perfectPresent perfect past perfectPast perfect past perfecte.g.“Did you get s from your friends？”she asked.→She asked if I had got s from my friends.When you use Indirect Speech to report what someone said，you can sometimes change the exact words without changing what the speaker actually said.e.g.Wilson said，“How long have we been in his place？”→Wilson asked how long you had been here.T：Next，let’s do some exercises.Look at Part 2.Change the following direct speech into indirect speech and indirect into direct.First do it by yourselves.Then discuss it in pairs.Finally I’ll show you the answers.（After students do it，teacher shows the following on the screen.）Suggested answers：1.Anne said that she was going to hide from the Germans.2.Anne said that she didn’t know the address of her new home.3.She said she couldn’t ask her father because it was not safe to know.4.The girl said she had had to pick up her things very quickly.5.Dad asked her why she had chosen her diary and old letters.6.“Are you hot with so many clothes on”Mum asked.7.“What else did you get？”Margot asked her.8.“When will we go back home？”Anne asked.9.“How can you see your friends？”Anne asked.10.“Why did you go out last night？”Mother asked Anne.T：You did a good job.In fact，we should pay attention to some special cases.In the interchanges of Direct Speech and Indirect Speech，it is not necessary for us to change “here，e，yesterday and so on”into “there，go，the day before”if we are at that given time and place.Of course，if the content in Direct Speech is objective truth，it is also not necessary to change tenses in Indirect Speech.For example：She said to the children，“The earth moves around the sun.”→She told the children that the earth moves round the sun.As to this，you should remember.Is that clear？Ss：Yes.Step 3T：OK.Let’s deal with using structures on page 42.Retell the story to consolidate the grammar.After a while，I will ask some of you to report your story.Let’s see who can do the best.Step 4T：Thank you for your report!Now play the game on page 43.Make up a dialogue in groups of three.S1：A：Who was waiting for them there？B：What did he or she said？C：He or she asked who was waiting for them there.S2：Step 5T：You did a good job.I show you two letters to see how well you understand thisgrammar.Change them into Indirect speech.Letter 1：Dear Bassanio，My friend，my ships are all lost at sea and now I have to pay Shylock with a pound of my flesh according to our agreement.Since paying him will cost me my life，I wish to see you before I die.If you love me not enough to lead you here，forget about the letter.Yours，Antonio Letter 2：Sir，I am very ill.When your letter reached me，I had with me a learned young doctor from Rome.I told him about the quarrel between Shylock and Antonio.We studied many law books and he knows what I would say.I ask you to let him stand in my place and pass judgement.He is young，but I never knew so young a body with so wise a head.Yours，Doctor Bellario T：Are you ready？Let’s check the answers with the whole class.Answers：Letter 1：Bassabio received a letter from Antonio.In the letter，Antonio said that his ships were all at sea and he had to pay Shylock with a pound of his flesh according to their agreement.Since paying Shylock would cost him his life，he wished to see Bassanio before he died.He said if Bassanio，s love for him was not enough to lead him there，Bassanio should forget about the letter.Letter 2：Dpoctor Bellario wrote in his letter that he was very ill and he had been with a learned young doctor from Rome when this letter reached him.He had told the young doctor about the quarrel between Shylock and Antonio.They had studied many law books and the young doctor knew what he would say.So Bellariop asked the Duck to let the young man stand in his place and givejudgement.He also told the Duke in his letter he had never known so young a body with so wise a head.T：Summary and homeworkOK.In this class，we’ve learned Direct Speech and Indirect Speech.After class，review the content，and remember the rules of changes the interchanges of Direct Speech and Indirect Speech.Any question？S1：I am not clear about the phrase “with so many clothes on”.T：Note the following structure：（1）She left the office with tears in her eyes.（2）The murder was brought in，with his hands tied behind his back.（3）With a lot of difficult problems to settle，the newly-elected president is having a hard time.（4）Peter soon fell asleep with the light still burning.Translation：（1）____________（由那个男孩带路），we had no trouble finding the strange cave.（2）Jessica was standing by the window，____________（手里拿着一封信）.（3）____________（钥匙丢了），Anna had to wait until her husband came home.（4）____________（因为有约翰帮助），we are sure to finish the work ahead of time.（5）The old man lay in bed，unable to speak，____________（眼闭着嘴X着）.Answers：（1）with the boy leading the way（2）with a letter in her hand（3）With the key lost（4）With John to help us（5）with his eyes closed and mouth open●板书设计Unit 1 FriendshipThe Third Periodwith so many clothes on（1）She left the office with tears in her eyes.（2）The murder was brought in，with his hands tied behind his back.（3）With a lot of difficult problems to settle，the newly-elected presidentis having a hard time.（4）Peter soon fell asleep with the light still burning.●活动与探究Let students summarize the rules of the grammar by themselves.The purpose is to cultivate their ability to make up a summary.Divide them into several groups.After doing that，students form groups again to help each other.●备课资料1.直接引语（变化前）间接引语（变化后）陈述句Jane said，“I’m very fond of traveling.”that引导的宾语从句Jane said that she was very fond of traveling.一般疑问句“Is this your umbrella，Mary？”asked John. whether/if引导的宾语从句John asked Marry if that was her umbrella.特殊疑问句“Marry，when will you return me the book？”asked John. wh-词引导的宾语从句John asked Marry when she would return him the book.祈使句The officer said to him，“Don’t leave your post.”不定式The officer ordered him not to leave his post.Let’s 开头的祈使句I said to him，“Let’s start at once.”that引导的宾语从句I suggested to him that we（should）start at once.感叹句that/what/how引导的宾语从句2.Change the following passage into dialogues.Bassanio told Antonio that he was in love with Portia，a rich and beautiful lady，and that she also loved him.He also told Antonio that he could ask Portia to marry him because he had no many.He asked Antonia if he could lend him three thousand ducats.Antonio told him that all his ships were at sea and he had no money at present.They went to Shylock to borrow the money.Shylock didn’t like Antonio，who had many times told others about his greed and cruelty.However，he agreed to lend Antonio the money on one condition.He would have the right to have a pound of Aantonio’s flesh to be cut off from any part of his body if he did not pay the money back at the end of three months.Aantonio said that he would accept these terms.Bassanio tried to keep Antonio from accepting them，but Antonio treated them as a joke and said he would not refuse Shylock’s offer and would sign the agreement.Dialogue：B：Aantonio，my friend.I am in love with a rich and beautiful lady，whose name is Portia.A：Does she love you？B：Yes，she loves me.Or at least I think so.A：Have you asked her to marry you？B：I wanted to，but I can’t.A：Why not？B：Because I have no money.A：If that is your only problem.I can help you.How much do you need？B：I would be very grateful if you can lend me 3000 ducats.A：I’d be happy to help you，but all my ships are at sea and I have no money at present.But don’t worry，I’ll find a way to solve this problem.B：Oh，you are such a kind man.Thank you very much.。

2014年秋新学期高一英语指导教案Unit1《Friendship》3(人教版必修1)

新课标高一必修1英语教案Unit1FriendshipPart One: Teaching Design (第一部分：教学设计)Period 1: A sample lesson plan for reading(ANNE’S BEST FRIEND)AimsTo talk about friendshipTo read about friendshipProceduresI. Warming up1. Warming up by assessingA lot of people have only few possibilities of getting feedback about their own personality. In this exercise you will have the opportunity to get some feedback and to discuss it with a partner. While comparing your mutual judgements, certain prejudices or misunderstandings may appear, as people often do not know each other thoroughly enough to judge others correctly. Try to be honest!Self assessmentOf the following characteristics choose 5 that are particularly applicable to you personally.sociable, honest, friendly, easygoing, nervous, open-minded, anxious, careful, talented, talkative, nosy, thoughtful, generous, carefree, pessimistic, peaceful, optimistic, interesting, reliable, helpful, active, careless, caring, exact, adventurous, imaginative, hot-blooded, well-organised, trustworthy, patient, responsible, outgoing, kind, brave, warm-hearted, selfless, tolerantPartner assessmentNow choose 5 characteristic features which you think are especially applicable to your partner.sociable, honest, friendly, easygoing, nervous, open-minded, anxious, careful, talented, talkative, nosy, thoughtful, generous, carefree, pessimistic, peaceful, optimistic, interesting, reliable, helpful, active, careless, caring, exact, adventurous, imaginative, hot-blooded, well-organised, trustworthy, patient, responsible, outgoing, kind, brave, warm-hearted, selfless, tolerant2. Warming up by describingHave the students get into groups of four to describe their own ideal friend. Individual students must decide on TOP 5 character adjectives that could be used to describe the ideal friend and insist they have good reasons for their choice. Then let the group leader give the class a description of their ideal friend. 3. Further applyingYou may also have the students do the survey in the textbook, following the steps below.1. Get the students to make a list of three qualities a good friend should have.2. Have the students get into groups of four to find out what each has listed.3. Have a member of each group report on what their lists have in common and list them on the board.4. Ask the class whether or not they agree with all the qualities listed.5. Then have the students do the survey in the textbook.6. Have the students score their survey according to the scoring sheet on page 8.7. The teacher ask some students how many points they got for the survey and assess their values of friendship:★ 4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance be tween your friend’s needs and your own responsibilities.★ 13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done.(You may also show your students the results above and let themselves self-reflectupon their own values of friendship)II. Pre-readingTo focus the Students’ attention on the main topic of the reading passage.To activate their previous knowledge on the topic.III. Talking and sharingWork in groups of four. Tell your group mates how you reflect on these questions.1. Why do you need friends? Make a list of reasons why friends are important to you.2. What do you think a good friend should be like? List what a good friend should do and share the list with your partners.3. Does a friend always have to be a person? What else can be a friend?4. Do you think a diary can become your friend? Why or why not?Instructions: The teacher can give each group one of these questions above to talk about. Then let th e class share their ideas. It’s better to stimulate the students to challenge their classmates’ opinions about these questions.Possible answersQ1: Reasons I need friends:※ to cope with stressful situations in life※ to share my worries and secrets in my inner world※ to show my concern for other people※ to let other people share my happiness※ to unfold to other people the secrets in my heart (to name but few.)Q2: A good friend should:※ tell me the truth (honest)※ be good to me (friendly)※ be willing to consider or accept others’ ideas or opinions (open-minded)※ be willing to help others (generous or helpful)※ be good-tempered※ think about what others need and try to help them (caring)※ be loyal to their responsibility (responsible)※ not easily upset (easy-going)※ be out-going (like to meet and talk to new people)※ be tolerant (allow other people to have different opinions or do something ina different way)※ be selfless (to name but few)Q3: What else can be a friend?Answers can be various. (omitted)Q4: Students’ answers may vary but must include a reason.Yes. I think it can be, because I can set down how I feel every day in my diary, and let other people read it to share my feelings some time later. Above all, it feels good to write down my thoughts and feeling on paper when I am sad or lonely. IV. Reading1. Looking and guessingWork in pairs. Look at the pictures and the heading and guess what the text might be about.1). Imagine what it might be like if you had to stay in your bedroom for a whole year. You could not leave it even to go to the WC or to get a cup of tea. How would you feel?2). What would you choose if you are only allowed to have five things with you in the hiding place because there is very little room?2. Reading to summarise the main idea of each paragraph.Skim the text and summarise the main idea of each paragraph in one sentence. Para. One: Anne made her diary her best friend whom she could tell everything.Para. Two: Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.Para. Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.3. Language focusNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.laugh at, go through, make/call + O +Noun (as O.C.), hide away, set down, grow crazy about, do with…, there was a time when…, keep sb. spellbound, on purpose, in order to do sth., far too +adj./adv, happen to do sth., it was the first/second time that …,face to faceV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending Exercises 1 and 2.Closing down by discussion of ideasWork in groups of four. Discuss the ideas put forward in the reading passage. It does not matter whether you agree or disagree. What is important is that you should have a reason for what you say. Also you can put forward your own ideas, either criticising the text or using it as a support:★ What would you do if your family were going to be killed just because they did something the Emperor did not like?★ Where would you plan to hide?★ How would you arrange to get food given to you every day?What would you do to pass the time?Language chunks from Unit 1 Friendshipadd up, get sth. done, calm sb. done, have got to, go on holiday, talk care of, walk the dog, get loose, pay for sth, cheat in the exam, should have done, someone el se’s, laugh at, go through, hide away, set down, a series of, a hiding place, I wonder if…, grow/be/become crazy about, could have done, keep sb.spellbound, keep doing, stay awake, on purpose, in order to, by oneself, far too much, it was(is) the first tim e that…, face to face, feel lonely/sit alone, save one’s life, be concerned about, with so many clothes on, have trouble with sb, at the moment, get along (well) with sb./ sth, enjoy doing, be/become/make friends with, be/fall in love (with), try sth. out on sb. ask for advice, give sb. some advice on…, make an effort to do sth., join in sth., show one’s interest in, far and wide, pay attention to, look to one’s own concern, share one’s thoughts and feelings with sb, come to a conclusion, be prepared to do sth., a heart-to-heart talk, hurt one’s feelings, change one’s mind, live in peace, go on a picnic, get away with, feel at home, in needPeriod 2: A sample lesson plan for Learning about Language(Direct & Indirect Speech(Ⅰ) statements & questions)AimsTo discover useful words and expressionsTo discover useful structuresProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 4 and do Exercises 1, 2, 3 and 4 first. Then check your answers with your class partner.II. Learning about grammar: Direct and Indirect Speech1.Direct SpeechIn direct speech, the original speaker's exact words are given and are indicated by quotation marks.★“I don’t know what to do,” said Dean.In some grammar books, ‘said Dean’ is referred to as a reporting clause. “I don't know what to do,” is referred to as the reported clause.2. Indirect SpeechIn indirect speech, the exact meaning of the speaker’s words is given, but the exact words are not directly quoted.★ Dean said th at he didn’t know what to do.To convert direct speech into indirect speech:If the main verb is past tense, present tense verbs in ‘that clause’ must also be changed to past tense.Dean said that he didn’t know what to do.First and second person pronouns must be changed to third person pronouns. Dean said that he didn’t know what to do.(The word ‘that’ can often be left out: Dean said he didn’t know what to do.)3. Indirect QuestionsDirect question: “Did Marama’s horse win a prize?” Owen asked.Indirect questions: Owen asked whether (or if) Marama’s horse had won a prize. The same rules apply to indirect questions as to indirect statements. The difference is that a wh- clause is used instead of a that clause.Direct question: “Why won’t you marry me?” asked Donald.Indirect question: Donald asked her why she wouldn’t marry him.In telling a story or recounting events, a speaker using direct speech has all the resources of intonation to produce a lively account. Because indirect speech is always speech reported by someone else, the account is more reserved and restrained. “What shall we do?” asked Bev.“Don’t worry, Bev,” said Duncan, “I’ve got a plan.”Bev asked Duncan what they should do. He told her not to worry and that he had got a plan.The ability to change direct speech into indirect speech is a useful skill for those engaged in taking the minutes of a meeting or reporting on events.Direct speech: “First of all, I would like to thank everybody who helped with the fair. The results were very good, and we will now be able to buy two more computers.” Indirect speech: The principal said that he would like to thank everybody who had helped with the fair. He announced that the results were very good and that the school would now be able to buy two more computers.III. Discovering words and expressionsDo exercises 1, 2, 3 and 4 on page 4 and 5. Check your work with your partner’s. IV. Discovering structuresDo exercise 1 and 2. Check your work with your partner’s.Period 3: A sample lesson plan for Using Language(A letter from a student to the editor of The 21st Century)AimsTo listen to a letter about friendshipTo speak about a questionnaire about friendshipTo write advice about friendshipTo write a few lines describing a friendProceduresI. Warming up1. Read the letter to Miss Wang and find out what was upsetting Lisa.2. Listen to what Miss Wang says, and then answer the questions in Exercise 2.3. Listen to the tape again and try to spell out the missing words in Ex 3.II. Talking about designing a questionnaireWork in groups of four. Design a questionnaire to find out what kind of friends your classmates are. Ask the Students to use the quiz in the Warming Up as an example. Note: The students should be talking while they are doing the task. This provides the students with the opportunity to practise expressing thought and concern in matters of immediate concern and interest. Tell the students to follow these steps: Step1: In your group, come up with four situations among friends. Design four questions accordingly with three possible answers.Step2: Put the four questions together and form a questionnaire.Step3: Check the questionnaire through and try it out on your own group.Step4: Share your questionnair e with another group and try each other’s questionnaires.Sample questionnaire:This questionnaire has four questions, and each question is followed by a set of possible answers. Please read the questions, and then consider which response fits you best.1.Why am I close friends with this person now?A. Because being friends with him/her helps me feel important.B. Because my friend would be upset if I ended the relationship.C. Because he/she is someone I really enjoy sharing emotions and special events with.2. Why do I spend time with my friend?A. Because my friend would get mad at me if I didn’t.B. Because it is fun spending time with him/her.C. Because I think it is what friends are supposed to do.3.Why do I listen to my friend’s problems, or to what my friend has to say?A. Because my friend praises me and makes me feel good when I do.B. Because it’s interesting and satisfying to be able to share like that.C. Because I really value getting to know my friend better.4.Why do I keep promises to my friend?A. Because I believe it is an important personal quality to live up to my promisesto a friend.B. Because it would threaten our friendship if I were not trustworthy.C. Because I would feel bad about myself if I didn’t.Scoring Sheet:Q1 A 1pointQ2 A 1pointQ3 A1 pointQ4 A3 pointsB 2points B 2points B2 points B2 pointsC 3points C 3points C3 points C1 point☆ 4~6 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.☆ 7~9 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balanc e between your friend’s needs and your own responsibilities.☆ 10+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done.Students work in groups and try their own questionnaires in the school to collect more information about students’ reflection of the values of friendship.III. Guided writing1. Read the letter to the editor from Xiaodong and make sure you know what problem Xiaodong has.2. Discuss in groups of four. Think what advice you can give Xiaodong.3. Write your advice to Xiaodong as an editor individually.Sample writing:Dear Xiaodong,Some people like talking with others, but some people are shy. If you fall into the second group, it can be hard to make friends. But you can change the situation.What are you interested in? If you like basketball, for example, you could talk with some of your classmates who like basketball. The easiest way to start talking to people is to find something you have in common.If you are standing beside a group of your classmates, join in their discussion if you know something about the subject they are discussing. But if you don’t, you shouldn’t feel afraid to say, for example, “That sounds interesting, what is it about?” Once you start talking to one person, it will get easier to talk to others. Find one person you have something in common with, and once you become friends with him, his friends will start talking to you too.Good luck!EditorIV. Writing assessment1. Can you give Xiaodong some good advice?2. I s your letter well developed?3. Are your ideas well organized to the point?4. Do you have a good choice of words and idioms in your writing?5. Do you get a good mastery of complex structures of language?6. What kind of mistakes have you made in your writing? What can you do to avoid such mistakes?V. Further ApplyingHere are some proverbs about friends and friendship. Read them carefully and pay attention to the sentence stress and intonation. Then write a passage. Choose some you agree and explain why. Then choose some you disagree and explain why.■You may also have the students complete the task as homework after class.Part Two: Teaching Resources (第二部分：教学资源)Section 1: Background reading on friendshipFriendship QuotesI. Questions about friendship1.What is the main problem in friendship? (leaving someone out)2.How do you keep a friend? (treat someone like you want to be treated)3.What is a good friend? (somebody whom you can depend on)4.W hat if your friend said they wouldn’t be your friend if you were another person’s friend? (That “friend” would not mind if she were really your friend.)★“True friendship is like sound health; the value of it is seldom known until it be lost.”--- Charles Caleb Colton★“A friend is one who walks in when others walk out”---Walter Winchell★“A friend is one who believes in you when you have ceased to believe in yourself.” --- Lysha★“The better part of one's life consists of his friendships.”--- Abraham Lincoln ★“Advice is like snow; the softer it falls, the longer it dwells upon, and the deeper it sinks into the mind.” --- Samuel Taylor Coleridge★“Friendship is the golden ribbon that ties the world together.” ---Kristina Kentigian★“Friends are the sunshine of life.” ---John Hay★ A friend in need is a friend indeed.II. Tips on being a good friend※ Treat your friends the way you want to be treated.※ Keep secrets that are told to you.※ Pay attention when your friend is talking.※ Keep your promises.※ Share things with your friend.※ Tell your friend the truth.※ Stick up for your friend.III. What kind of friend are you?1. If your friend tells you a secret that isn’t bad but you promised not to tell anyone, you will________.A. tell everyoneB. keep the promise2. If you know your friend is planning to cheat on a test, you will________.A. tell your teacherB. let your friend cheatC. help your friend study for the test so she won't feel she needs to cheat3. If your friend tells you a secret and it may cause his or her death, you will________.A. tell a trusted adultB. keep it a secretC. tell your friendsYou may print this sheet and answer the questions. Then discuss the answers with your friends.A true friendship should:☉encourage you to live your dream.☉support you toward your goals.☉sympathize for your losses and help you find a silver lining.☉build your self-esteem.If happiness and life-satisfaction are your goals, your friends should be chosen on the basis of how well they can accomplish those four goals.Happiness is a personal choice that comes from within. But, as the friendship poem says, it surely doesn’t hurt to have supportive friendships that help us achieve our goals.IV. Self-reflection upon friendshipRead the following statements and then tick Yes (√) or No( ×) to show your opinions upon friendship.1. Friendship is very important to me.2. I have a lot of friends.3. There can be true friendship between a schoolboy and a schoolgirl.4. I am very kind to my friends.5. I think everyone should have friends.6. Friends must have the same character.7. I keep a diary and think it is my close friend.8. When my friend is in trouble, I am always ready to help.9. I don’t like to talk to othe rs very much. I like to be alone.10. I keep a pet animal and treat it like a friend.A friendship poemChoose friends wisely, the portrait they paintIs who you are and who you ain’t.Friendship is life’s great supportWhen friends are of the right sort.For all your dreams do they make room,Or bring you down with doom and gloom?You will know a friendship is true.When it brings out the best in you.It’s true. You can tell a person by the company she keeps. Our friendships not only tell a lot about who we are --- they make us who we are. The friendship poem above says it all. You will know a friendship is true when it brings out the best in you. Take a look at your friends. Do they bring out the best in you? That might seem like a silly questi on. We all tend to think, “Of course they bring out the best in me.I wouldn’t be friends with them otherwise.”Section 2: Vocabulary teaching strategyI. The role of vocabulary teachingIn the context of learning English as a foreign language, a learner is forced to be autonomous and independent and make conscious effort to learn vocabulary outside the classroom simply because the exposure to the target language is limited in class. So teachers cannot rely on their students ‘picking up’ lexical items. T his makes explicit vocabulary teaching necessary. However, vocabulary is notoriously difficult if not impossible to teach because of the complexity of its linguistic, semantic and psycho-cognitive aspectsII. Best approachThere are no universally useful strategies and they contribute to vocabulary learning in different ways. Students use a number of strategies, often simultaneously. The efficiency of vocabulary learning depends on how students combine individual strategies. If students combine and employ individual strategies from different groups they will be more successful in developing the target language lexicon. Thus, the ideal combination would be that of strategies from all four groups.The teacher should create activities and tasks (to be done both in and outside class) to help students to build their vocabulary and develop strategies to learn the vocabulary on their own. Students experiment and evaluate and then decide which to adopt or reject since strategies are not intended to be prescriptive.III. Practical activitiesHere is a selection of practical activities that direct learners towards using strategies of vocabulary learning.1. The useful alphabet (self-initiated independent learning)Each student gets a letter and has to find 5, 10 or 15 words he or she thinks would be useful for him or her. He or she then report to the class, perhaps as a mingle activity, using word cards (on one side they write the letter, on the other the information on the word - spelling, pronunciation, definition).2. Word bag (formal practice)This is to get your students to write down new words they hear in class.At the beginning of the term/course, divide students into groups of about 5 and give each group a number (e.g. 1-6). At the beginning of each class, give each group about 10 cards on which they write the number of their group and the new words they hear in class. At the end of each class, they put their cards into the “word bag” and every 2 weeks you check whether they still know those words and which group has the most cards. In the end there are two winners: the group that has the most cards, and the one that knows more words.3. Especially for you (Functional practice)The teacher prepares a list of words. Each student gets one word, which is prepared especially for him or her. The trick is that each student gets a word whose initial letter is the same as the initial of the student’s first name, e.g. Linda gets listless. Each student must look it up in the dictionary during the class and after a few minutes report to the class. E.g. “My name is Linda and I’m listless. That means that I am ... (definition)...”. For homework students can do the same using their surname.4. Word tour (memorizing)Instructions for your students: Think of a town or city you know well. Imagine that you are organizing a sightseeing tour. Think of 5 places you would include on your tour and write down the order in which the tourists would visit them. Learn your tour off by heart so that you can picture it in your mind. Whenever you have 5 new English words to learn, imagine these words are the tourists on your tour and picture the words in the places on your tour like this.Tour: Trafalgar Square; Buckingham Palace; Houses of Parliament; Westminster Abbey; Downing Street. Words to learn: apron, dustpan, vacuum cleaner, feather duster, broom. Imagine Nelson on his column in Trafalgar Square wearing an apron, the queen brushing the floor in Buckingham Palace and using a dustpan...Section 3: Words and expressions from Unit 1 Friendshipadd v.1. put something with something else or with a group of other things: Do you want to add your name to the list? 2. to put two or more numbers together in order to calculate the total: Add 6 and 6 to make 12. 3. to increase the number: The sales tax adds 15% to the price of clothes. 4. to say some more that is related to what has already been said: That’s all I want to say. Is there anything you’d like to add.Other verbal phrases of “add”add to: to make something larger and more noticeable: Our explanation seemed only to add to his bewilderment.add up: to calculate the total of several numbers: Add your scores up and we’ll see who won.add up to: to have a particular result: His schooling added up to no more than one year.point: n. 1. small spot: The stars shone like tiny points of light in the sky. 2. sharp end: a knife with a very sharp point. 3. a unit used to show the score in a game or sport: She lost three points for that fall.(in a skating match) upset: 1. vt. & vi. to ma ke someone feel unhappy or worried: I’m sorry, I didn’t mean to upset you. 2.adj. (not before noun) unhappy and worried: She was still upset about the argument that she had had with Harry.ignore: vt. 1. to behave as if you had not seen or heard someone or something(不理睬): Either she didn’t see me wave or she deliberately ignored me. 2. to pay no attention to something that you have been told or that you know about(忽视): Some drivers simply ignore speed limits.calm: 1. adj. quiet and without excitement, nervous activity or strong feelings: Keep calm, and try not to panic. 2. vt.& vi. to make someone or something quiet after strong emotion or nervous activity: Charlie tried to calm the frightened children.3. calm down: vt &vi. to become quiet or make someone quiet after strong emotion or nervous activity: Calm down and tell me what happened.concern: 1. n. worry: something that worries you or a feeling of worry: There is growing concern about/over the effects of pollution on health. The rise in unemployment is of great concern to the government. 2.vt. to make someone feel worried or upset: The fact that she spends so much money on her own really concerns me. More and more people are concerning themselves with/about environmental problems. 3. be concerned about/for/with: Ross has never been concerned about what other people think of him. Rescuers are concerned for the safety of those trapped in the mine. This story is concerned with a Russian family in the 19th century. cheat: 1.vi. to behave in a dishonest way in order to win or to get a advantage in a competition, game or examination: Jack always cheats at cards. 2. vt. to trick someone who trusts you.share: vi & vt. e equally: The last bus had gone, so the three of us shared a taxi. I shared a room with him at college. 2. to have the same opinion, experience, feeling etc as someone else: I share your concern about this problem. 3. to tell other people about an idea, secret, problem: It’s always better to share your worries. 4. n. part of sth.: I do my share of the housework. Don’t worry---you’ll get your fair share.set down: to write down something so that you have a record of it: I want to set downmy feelings on paper.Other verbal phrases of “set”set apart: to make someone or somebody different from other people or things. set aside: to keep some money or time for a special purposeset off: to start to go somewhere/ to cause a explosionset out: to start a journey/ to talk about something in an organized wayset up: to start an organization/ to build somethingcrazy adj. 1. impractical; foolish: That’s the craziest idea I’ve ever heard. 2. mad; ill in the mind: Turn that music down---it’s driving me crazy. 3. be crazy about=to like sb. very much, or be very interested in something: The boy is crazy about football. 4. like crazy=very hard: We have to work like crazy to get this。

高一英语unit1第三课时《friendship》

6．grateful adj. ①I was very grateful and determined to repay him one day. ②She would be very grateful if you could give her an early
reply.
Conclusion .
Conclusion . be tired from/with be tired out
Memory
8．get along with ①I'm getting along well with a boy in my class. ②How are you getting along with your work? Conclusion . (1)get along with/get on with。 (2) get on well/nicely/badly with
Conclusion . (1)disagree with sb.(on/about/over sth
disagree with(doing) sth. disagree with sth. disagree with sb. (2)agree with/ agree to/agree on
★When Jack asked me if my wife agreed to spend the holiday in the north, I said she agreed to my suggestion, so we agreed on a date for it, and my wife agreed with what we did.
(3) The police recovered the stolen jewellery. (4) Jennie made a great effort to recover herself.