2012届高三英语一轮复习 Unit1 Good friends教案人教大纲版

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人教版高中英语第一册Unit 1 Good Friends教案

Unit 1 Good FriendsTeaching aims and demands:a. Achieve language skills and related knowledge about the topic offriends and friendship;b. Learn to express likes and dislikes and make apologies:c. Vocabulary in this unit:the words and expressions listed on the teacher’s bookd. Grammar:Direct and indirect speechLesson 1Step 1 Presentation and discussion (warm-up)Put some new words on the blackboard and tell them something about a friend. Kind honest brave loyal happy wise strongbeautiful handsome rich smart funnyThen ask some questions around the class and discuss with them.What should a good friend be like?What qualities should a good friend have?Should they be funny, smart and strong?Step 2 ReadingAsk the students to read the dialogue in the part SPEAKING. Ask some questions:1.What doesn’t John like?2.What does Joe think of music and skiing?And then fill in the form on page 3.Then ask the students to express their ideas freely. Encourage the students to say more about friends.Step 3 ListeningAsk the students to listen to the tape and fill in the blanks in the listening part.Step 4 Talking/PracticeAsk the students to page 85. Make a similar dialogue as in exercise 2. Some useful expressions :Why did you…? Why didn’t you…? You said that you would…Please forgive me. You promised to … I’m very sorry… It won’t happen again. I forgot.Step 5 HomeworkFinish Exercise 3 in the workbook.Lesson2Step1 RevisionAsk several students to present a speech about friends as a revision. Step 2 Pre-readingPresent the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.Step 3 ReadingBefore asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.Then students read the text, and answer the following questions.1.How does Chuck Noland come to a deserted island?2. In order to survive on the island alone, what does he need to learn?3. What does he understand at last?4. For us, what lesson we can learn from Chuck?At the same time explain the language points if necessary.Step 4 Post-readingDiscuss the following questions in the Part POST-READING.Step 5 HomeworkPrepare a talk about Tom Hanks or something about one of his film. Lesson3Step 1 RevisionGet the students to give a talk about Tom Hanks or something about one of his films.Step 2 Language StudyAsk the students fill in the blanks with proper words.Step 3 GrammarIllustrate to the students the use of Direct and Indirect Speech.Then ask the students to do the exercise in the Part Grammar on P5.Step 4 PracticeAsk the students to act the exercise2 in the part Grammar out.Step 5 HomeworkAsk the students to finish the exercise2 in their workbook.Lesson4Step 1 RevisionCheck the homework.Step 2 PresentationPresent simples of e-mail to get the students a general idea of e-mail.Step 3 ExplanationTell the students some tips of writing an e-mail by learn the above e-mail simple.Step 4 WritingAsk the students to write an e-mail message.Step 5 HomeworkAsk the students to try to write an e-mail to their e-pal.。

人教版高中英语第一册Unit 1 Good friends--exercise教案

Unit 1 Good friends1.I like sea, _____ in summer.A. speciallyB. specialyC. especiallyD. especial2. We will produce twice _____ cotton as we did last year.A. so manyB. so muchC. as manyD. as much3. As your spoken English gets better, _____your written English.A. so willB. so doesC. such doesD. such will4. I enjoy ____in the factory.A. workB. to workC. to workingD. working5. Did you see the books _____ open on the desk when you went in?yB. laidC. layingD. lying6. I want to make _____ with him, but he is proud.A. a friendB. friendsC. the friendD. friends7. In order to protect the trees, the old man lives _____ in a _____house, but he doesn’t feel _____.A.alone, alone, lonelyB. lonely, alone, aloneC. lonely, lonely, aloneD. alone, lonely, lonely8. -----Do you like the cloth?-----Yes, it _____very soft.A. is feelingB. feltC. is feltD. feels9. The lion hid in the bush ____be found.A. so as to notB. so that notC. in order that notD. in order not to10. Mrs Brown was much disappointed to see that washing machine she had had _____ went wrong again.A. to repairB. repairedC. it repairedD. to be repaired11. There were _____deer at that time that the leaves of trees were eaten up.A. so muchB. so manyC. too manyD. such much12. I can hardly imagine Peter _____across the Atlantic Ocean in five days.A. sailB. to sailC. sailingD. to have sailed13. How many students were _____ to this university last year?A. permittedB. admittedC. receivedD. accepted14. -----We haven’t heard from Tom for a long time.-----What do you suppose _____to him?A. was happeningB. has happenedC. to happenD. having happened15. -----Mr. Brown is always beautifully dressed.-----Yes, she wears _____ nice clothes.A. soB. suchC. such aD. so much16. Let Harry play with your as well, Clare. You must learn to _____.A. supportB. careC. spareD. share17. He was going to _____in the cave _____ he was discovered by the enemies.A. escape, asB. hide, whenC. live, whileD. stay, when18. When the light went out last night, I _______.A.happened to be having a walkB. happened to have a walkC.was happened to have had a walkD. was happening to have a walk19. Mr. Smith is not a football fan. He doesn’t ____much about football matches.A. likeB. enjoyC. careD. prefer20. I have_____feeling that he’ll drop in on me today.A. a kind ofB. kind ofC. kinds ofD. some kinds21.It was necessary ____us to have a map. It was so smart _____you to havebrought one along.A. for, forB. of, ofC. for, ofD. of, for22. My book is missing. I ______ everywhere but I can’t find it.A. hunt forB. have huntedC. hunted forD. hunted23. The Smiths described their friend, Henry, _____very smart and honest.A. beingB. asC. isD. like24.If you don’t go there tonight, _____.A. nor do IB. so do IC. nor will ID. so am I25. The plane crashed and they _____ on a _____ island in the Pacific Ocean.A. landed, desertingB. were landed, desertingC. landed, desertedD. were landed, deserted26. The people ____all felt very safe.A. on planeB. on board the planeC. on the plane boardD. on board on plane27. _____that he was your child, what would you do?A. SupposeB. ImagineC. ThinkD. Regard28. -----How long will you ____away?-----At least two years. ____me a line if you have time.A. go, DropB. be, DropC. go, WriteD.be, Write29. He never admitted _____ the money.A. stealingB. stealC. stoleD. to steal30. He ____to his father that their three hens had ______five eggs.A. lied, liedB. laid, lainC. lain, laidD. lied, laid31.----Are you satisfied with their performance last night?----Not a little. It was really _____.A. successB. a successC. great successfulD. succeed32. -----You were so careless that you left your clothes outside last night! -----_______.A. So you didB. So I haveC. So I wasD. So did I二、改错The zoo had big basket for rubbish. People could throw 1._______the waste into them. On that Saturday afternoon there 2._______ were usually a lot of people around the cages which 3._______ the lovely animals were kept, and that day nobody was 4._______ there. Mr. Pattis was surprised. But he was even much 5._______ surprised to see few children around the basket near 6._______ the tiger’s cage. He quickly came up and looked over 7._______ their heads and saw a little rat run about in the basket 8._______ and looking for food. The rat was afraid and the children 9._______ were more interested in the rat than the tigers were. 10._______。

2012届《金版新学案》高三英语一轮总复习 Unit 1 Good friends课件人教大纲版

2． brave
3． loyal
adj.
adj.
勇敢的
忠诚的；忠心的
4．argue
5． solution
vi.
n. adj.
争论；辩论
解答；解决办法ห้องสมุดไป่ตู้解决方案古典的；古典文学的喜爱的；多情的；喜欢的 n. 火柴
6． classical 7． fond 8． match adj.
9． survive
注意：词数100左右。 ______________________________________
佳作展示
Dear Ms Smith，
I’m Li Hua，Chair of the Student Union of Yucai Middle School，which is
close to your university. I’m writing to invite you to be a judge at our English speech contest to be held in our school on June 15，at Room 501.It will start at 2∶00 pm and last for about three hours. Ten students will deliver their speeches on the given topic “Man and Nature”．We hope that you will accept our invitation if it is convenient for
③It is honest of you to tell the truth.你讲实话是诚实的。
④Honestly/Honestly speaking，I hate the student wearing long hair.说实在的，我讨厌那位留着长发的学生。

高考英语 Unit 1 Good Friends复习教案新人教版

山西省阳泉市荫营中学高考英语 Unit 1 Good Friends复习教案新人教版Ｉ．单元教学目标Ⅳ. 分课时教案The First Period Warming up && ListeningTeaching goals 教学目标1. Target language 目标语言a. 词汇和短语: honest, loyal, smart, funny, in my opinion, calculator, upsetb. 重点句子:I’m not happy about this.What’s the big deal?What difference does it make?I didn’t know you were so upset about it.A common problem between friends is that they don’t know how to talk to each other about difficult things.A simple apology is often enough and is a good starting point.The best way to make sure tha t a secret doesn’t become a rumor is simply to keep it to yourself.2. Ability goals 能力目标a. Describing your friends in English.b. Figuring out the problems between friends through listening, and then find different ways to solve the problems.3. Learning ability goals 学能目标a. To encourage students to think and talk about friends and friendship by using relevant vocabulary.b. To learn how to solve problems that may occur between friends.Teaching important points 教学重点a. Using the given adjectives and sentence structures to describe one of your friends.b. Listening to the material about three different situations and complete the sentences.Teaching difficult points 教学难点a. Working together with partners and describe one of the good friends.b. Discussing with partners and find out ways to solve the problems.Teaching methods 教学方法1. Discussion;2. Listening;3. Cooperative learning.Teaching aids 教具准备A recorder.Teaching procedures && ways 教学过程与方式Step I Warming upAs a first lesson, a teacher can arouse students’ interests by telling a story at the beginning of the class.T: Good morning, everybody. At the beginning of our lesson I’m going to tell you a story.A young deer and a wise old crow lived together in the wood. Pam, the deer had little experience of the world. but Rob, the crow, knew all the ways of the other animals. One day, Pam saw Puk, a fox, come out from a tree towards her. “I need a friend,” said Puk hungrily. “I’ll be your friend,” replied Pam. They went for a walk together in the field where Puk knew there was a trap. Pam was caught in it and could not move. Puk watched the farmer arrive with his knife to finish off Pam. Rob flew down to the field and said to Pam, “Lie down, and pretend you are dead.” Seeing Pam motionless, the farmer undid the trap. “Run!” shouted Rob and away Pam went. Back a t home, Rob said to Pam, “You know a true friend by his acts not his words.”After telling the story, the teacher encourage students to talk about their understanding about the story, and then tell their own stories about friendship. T: That’s my story. No w I have a few questions for you. What does the story tell us? Do you know other stories about friendship?Ss: The story tells us that a friend in need is a friend indeed. (Tell the story about the bear and the hunter or other stories.)When students finish their stories, teacher can let them talk about their attitudes towards friendship and their standards of a good friend.T: Just now... gave us a very good story about friends. Do you think that friendship is important in our life? Why?Ss: I think friendship is very important in our life. When we feel bored we can talk to our friends; when we are in trouble, we can turn to our friends for help.T: That’s right. It’s important to have friends. What do you think a good friend should be like? Or what qualities do you think a good friend should have? For example,should he / she be kind, honest, smart, funny or anything else?Some adjectives to describe friends are listed in the textbook. Students should be given some time to get familiar with these words. Then they are encouraged to think about more adjectives and should be able to describe their friends using these words. T: Now look at page 1. There are some words that can be used to describe a friend. Look through them quickly and think about which words you would like to choose to describe a 5-star friend. What other words can you think of to describe a person? Ss: Positive: patient, careful, modest, reliable, open, talkative, energetic, tolerant, generous, humorous, well-educated, self-respected, easy-going Negative: selfish, rigid, dull, careless, proud, tricky, simple-mindedT: OK. We have talked a lot about words to describe friends. Now let’s do some pair work.Tell your partner your standards of good friends by using the following sentence patterns:I think a good friend should (not) be ...In my opinion, a good friend is someone who ...Ss: I think a good friend should be patient, reliable and tolerant.In my opinion, a good friend is someone who is open, humorous and easy-going.In my opinion, a good friend should not be selfish, dull or proud.In this part, the teacher uses a game to consolidate what students have learnt in the previous step. Through the game, students learn to organize a short paragraph instead of just using some words or sentences.T: Just now you talked about 5-star friends in your eyes. Now let’s play a game, “Looking for good friends”. Please take out a piece of paper and think out three words that you think can best describe your personality and three more words to depict what kind of person you want to make friends with.Write down your names and turn it in. Each of you will get a piece of paper with your classmate’s information on it. Decide whether you two can be good friends or not and why.Tell the class your decision, using the following patterns:I’m __________, __________ and _________. He / She is _________, __________ and ___________. I think we can (not) be good friends, because __________.Ss: I’m talkative, energetic and easy-going. She is tolerant, generous and humorous.I think we can be good friends, because we can spend a lot time talking, telling each other jokes. If I make mistakes, she will forgive me.Step II ListeningA teacher may tell students that sometimes problems might occur between friends and it is very important to know how to solve these problems. Students are encouraged to think about some common problems between their friends and themselves and provide some possible solutions.T: You know, sometimes there are problems even between very good friends. It is important to know how to solve the problems in order to keep your friendship going. Can you tell me some of the common problems among teenagers? What do you usually do to solve them?Ss: Some of the common problems include forgetting friends’birth day, not keeping promises, letting out friends’ secrets and so on. Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.The students will hear three arguments between friends and are asked to write down the problems and suggest possible solutions. The task can be divided into two parts. After the first listening, they just write down the problems. Then they can discuss with their partners to find out possible solutions.T: Yes, that’s a good idea to solve problems between friends. Look at page 2. We are going to listen to three arguments between friends. For the first time, just focus on the problem in each situation. Write down some key words as quickly as possible. Listen again and check the answers with the whole class. (Listen for the third time if necessary.)T: OK, we have already known the problems in these three situations. Next, please discuss with your partners and try to find out the solutions to each problem. Share your ideas on how to solve the problem with the whole class.Ss: Situation One: I think Peter should try to get there on time next time.Situation Two: I think Ann should ask for permission first if she wants to borrow something from others and she should return things in time.Situation Three: I think Adam can ask his uncle to mend it and he should be more careful with borrowed things.Step III Listening (Workbook P85)The students will hear about problems between friends and what can be done to solve them. They are asked to write down the solutions mentioned on the tape.T: In the following part, we are going to listen to more problems friends may have and what can be done to solve them. This time, the problems are given. Look through them quickly to get a general idea about the passage.Listen for the first time. Take some notes about the solutions mentioned in the passage.T： Listen again. Try writing down the solutions in whole sentences. And check your answers with your partners.Listen for the third time. Check the answers with the whole class.Step IV AssignmentT: Today we have learnt how to describe a friend and how to solve problems between friends. For the homework, you have two options:1. Write a short introduction about one of your best friends.2. Describe one of the problems between you and one of your friends and how it is solved.。

2012高中英语一轮复习精品课件(大纲版)：Unit1《Good friends》(高一)

①He was about to (正要)give up hope when a good idea came into his mind. （about） ②On a rainy day I was riding my bike（正骑自行车）to pick up my son when a terrible accident happened ahead. (ride)
①It’s unnecessary to argue with him about （和他争论）this. （argue） ②Tom argued me into buying（说服他买）a new jacket. （argue）
①Fortunately, the little girl survived the aircrash（在飞机失事中幸存）, but unluckily, the others on the flight were killed. (survive) ②Thank you for all your hard work in the rescue after the earthquake. I don’t think we could have survived (幸存下来)it without you. (survive)
In order to survive out of the Death Valley, the
Red Army soldiers had to _____ all their carryings and dragged on all fours. A. surrender C. abandon B. desert D. survive
①Jane lay on the floor trembling, too scared to move (太害怕以至于不敢动). (scare)

unit1goodfriends全单元（人教版高一英语上册教案教学设计）

unit1goodfriends全单元（人教版高一英语上册教案教学设计）By Yin Qingguo一、Goals & Contents1. KnowledgeA. words (basic)honest, brave, loyal, wise, handsome, smart, classical, fond of, match, mirror, fry, gun, hammer, saw, rope, movie, cast, deserted, hunt, hunt for, in order to, share, sorrow, care about, feeling, such as, airplane, lie, speech, adventure, notebook, drop a line, error ,survive, be intoB. words (optional)solution, compass, , parachute, scared, formal, hikeC. SentencesI don’t enjoy singing, nor do I like computers.I hate hiking and I’m not into classical music.Chuck is a businessman who is always so busy that he has little time for his friends.Chuck is on a flight across the Pacific when suddenly his plane crashes.He realizes that he hasn’t been a very good friend because he has always been thinking about himself.He also learns that he should have cared more about his friends.D. Phraseshave little time, surf the Internet, all the time, on a flight, survive the crash, a deserted island, all alone, collect water, hunt for food, make fire, develop a friendship, share happiness and sorrow, have someone to care about, to give as much as to takeE. GrammarDirect speech and Indirect speech.2. Ability & Function① Learn how to describe friends.② Learn how to express your likes and dislikes③ Learn how to make / offer apologies④ Learn how to change the direct speech into indirect speech and vice visa.⑤ Learn how to compose an e-mail.二、Schedule and Procedures1. Time AllotmentPeriod 1---Warming up & SpeakingPeriod 2---Listening & TalkingPeriod 3&4---Reading (plus“Pre-”&“Post-”& language study)Period 5&6---Language study& PracticingPeriod 7&8---Integrating skills &Assessing２. ProceduresPeriod 1Warming up & SpeakingStep One：Warming upTeaching aims: how to describe a good friendtalking about likes and dislikes1. Words to be studiedhonest, brave, loyal, wise, handsome, smart, classical, be fond of, be into, classical, hobby2. Making sentences using the words above, for example,I think a friend should be honest. He or she never tells lies.A good friend is someone who is brave. He or she is not afraid of difficulties.………………How to carry it out:1. Greetings to the Ss:Good morning, everyone! Stand up! Sit down, please! Class is over!How are you today?2. Do you have a good friend?/ what do you think should a good friend be like?/ what qualities should a good friend have? The students are asked to describe one of their good friends. Let them use as many adjective words as possible. At the same time I will write these words on the blackboard.Then I will explain some new adjective words. And ask Ss. to make sentences using them.Step Two: SpeakingTeaching aims: learn how to express your hobbies: likes and dislikes1. Words and phrases to be studiedbe into, fond (of), classical, all the time, surf the internetnot……nor/neither……2. Useful expressionslove sth./ to do / doing doesn’t/don’t like/ love sthlike sth. /to do / doing I think that……is terrible or boring.enjoy sth./ doing sth. hate to do/doing sth.be into sth. be not into sth.be fond of sth./ doing sth. I can’t stand……be crazy about st h. don’t/doesn’t enjoy sth./doing sth.How to carry it out:1. Ask them to make a self-introductionHi, my name is……. I am ……years old. And I like ……, I don’t like……, etc.2. How to introduce their friendsHi, everybody. …… is my good friend. He is ……. He likes ……. He doesn’t like ……. We’re friends because we have the same interests.3. First ask the Ss. to read the text themselves. And then fill in the chart on page three. After that I will check the answers together. Then I will divide them into several groups and let them discuss the question who can be good friends. After about 5 minutes, I will ask them to answer it trying to use the useful expressions and tell the reasons. ( A group survey )Name TerryGender MaleAge 24Quality OptimisticHonestLikes BasketballTravelingMusicDislikes SwimmingTelling liesPeriod 2Listening & TalkingStep One: ListeningTeaching aims: how to deal with the problems or misunderstandings happened among good friends.How to carry it out:1. Ask the Ss. to listen and find out what they (two friends) are arguing about and give suggestions to them in oral or written form.2. Go on listening on WB on page 85.3. Ask the Ss. if they have some other ways/methods to solve such problems. First divide them into several groups and then give them 5 minutes to discuss it. Let them decide what the most effective way to solve such problems is.Keys to textbook on page 21. 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.Keys to workbook on page 851. Solution: Try to understand your friend/Try to talk about the problem in a different way.2. Solution: Start by telling each other that you are sorry and take it from there. A simple apology is often enough.3. Solution: Keep your secrets to yourself.Step two: TalkingFriends often help each other. But sometimes there are some misunderstandings or unpleasant things occurring among them. To learn the skills or strategies is very important to keep good friendship. Under such circumstances, a simple apology is enough and works well. But how to make apologies?Teaching aims: how to make apologies between friends when some unhappy/unpleasant things or misunderstandings occur.Words and useful expressions:work vi. 工作，起作用，行得通a. She works in a restaurant.b. The machine won’t work.c. Your suggestion works well.why did/didn’t you……？You promised to ……I am very sorry……Please forgive me.I forgot.It won’t happen again.You said that you would……How to carry it out:1. Study the example on page 85.First, hand out cards. Divide the Ss. into several groups, and let them choose their cards and make a short conversation using the expressions on page 86. Then I will check it one by one.2. Finish the exercises 2 on page 86.3. Think of some other situations and let the Ss. discuss and find out the solutions and then act them out.Homework:a. copy some wordsb. make a name card.(full name, age, likes, dislikes……)Period 3&4ReadingHow to carry it out:Pre-reading:1. Ask the Ss. to read the questions of pre-reading. First I will explain some new words.Match: a piece of short wood which can be used to make fire.Some phrases: strike a match; put a match to sth; matchbox (box for holding matches). Mirror: a piece of glass which can be used to reflect images.Some phrases: a driving-mirror; a hand mirror; look at yourself in the mirror.Fry: to cook or be cooked in boiling fat or oil.Gun: a kind of small weapon, which can be used to kill both persons and animals and of course you may use it to protect yourself.Hammer: you may use a hammer to hammer a nail into the wood.Saw: this is a kind of tool that can be used to cut the wood into two or pieces, but it is not a knife.Rope: 绳子Compass: the instruments that can be used to distinguish the directions.2. Then let them make up sentences using the new words.3. I have to divide the class into seven groups, in each group there will be eight students. And I will make them discuss the questions and illustrate their reasons. I will make the students elect one captain for each group and report their reasons. The captain of each group can have a same idea or a different one. Then if the other groups don’t agree with the speaking group, they can debate.I think a knife is the most useful, because I could use it to cut things, to fight animals, and to …….Andy thinks that a box of matches is the most useful, because ……Reading the whole text:1. Brief introduction to Tom Hanks2. Some background knowledge to this famous film Cast Away3. List some simple questions on this passage to let the Ss.find the answers while reading the text. And then make them answer them.Who is Chuck Noland?Why did he land on a deserted island?How many years had he stay there?Is he alone?…………4. Finish the first two questions of post-reading on page 4.5. Divide the whole class into several groups to discuss Question 4 of post-reading on page 4 or hold a debate among them.( Divide them into four groups. Each group represents one view of points.)6. Explain the language points in the text one by one. At the same time, make them make up sentences using what they have learnt.Homework:a. Try to memorize the new words & expressions.b. Try to recite the third paragraph.c. Write a composition: words limits: 100If you were alone on an island, what would you do in order to survive?7. Some knowledge points:a. In the movie Cast Away, Tom Hanks played a man named Chuck Noland.Cast: cast, cast. To throw sth. on purpose or with force.Cast sb. away: usually used in the passive voice. It means that leaving sb somewhere because of the wreck.Play: to act the role of sb. e.g. he is playing Hamlet on the stageb. Chuck is a businessman who is always so busy that he haslittle time for his friends.So +adjective / adv. + that + a sentence 如此. ……. 以至于……..e.g. That shirt is so nice that I have to buy it even if I have to borrow some money from my friends.He did so well that he was praised by the boss.c . (phrase) a successful managerall over the world / countryd. One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.“When” means “just at that time”. It is usually used in the following structures:a. be + prep. Phrase + whene.g. we were at work that afternoon when suddenly a fire broke out.b. be doing sth. + when…e.g. we were having a meeting when someone broke in angrily.c. be about to do sth. + when …..e.g. I was about to go out when someone knocked at the door.e. Chuck survives the crash and lands on a deserted island.Survive: continue to live or exist in spite of nearly being killed or destroyed.Survive an earthquake, accident, etc.幸存的人或物+survive+事故 / 事件e.g. the plants may not survive the frost.Deserted: with no one present. A deserted street, area, etc.Desert n. 沙漠d. all alone: all by himself or it means that only by himself.e. He has to learn how to collect water, hunt for food, andmake fire.f. challenge: N. invitation or call to take part in a game, contest, fight, etc. to prove who is better or stronger, etc.challenge (to sb)(to do sth.)to issue / accept a challenge.Challenge V. challenge sb (to sth.) e.g. challenge sb to a game of tennis.Challenging adj. 具有挑战性的，激励的 e.g. a challenging job, test.g. In order to survive, Chuck develops a friendship with an unusual friend---a volleyball he calls Wilson.In order to do sth. means “ so as to” but “so as to” could not be used in a negative sentence.Develop a friendship with sb.h. He realizes that he hasn’t been a very good friend because he has always been thinking about himself.Realize(se): understand e.g. I realized that they had told the secret the others before they told it to us.Have / has been doing sth. 现在完成进行时Think about and think of:作“考虑”和“想起”解时两者同意，可以互换使用。

高中英语 unit_1_good_friends教案新人教版

Unit 1 Good friends Period 2 Reading –Chuck’s Friend (Text book Page 3-4)Name:Teaching Aims:1.Learn and master the following words and phrases:survive, mirror, hammer, saw, rope, compass, hunt for, make a fire ,care about,crash, such as2.Improve the students’ reading ability and self-study ability through skimming, scanning and summary practice.3.Enable the students to value the friendship between friends by learning the reading text.Teaching Important Points:1.Improve the students’ reading ab ility.2.Master the following phrases:hunt for, make a fire, care about,Teaching Difficult Points:How to make the students understand the reading text better.Teaching Methods:1. Questioning2. Explaining3. CollaboratingTeaching Aids:1.a recorder2.a projector3.the blackboardTeaching Procedures:1. Greetings2. Pre-reading(Lead-in)3. Reading4. Language Study & Summary5. Discussion6. HomeworkStep 1.Greetings( 2 minutes)Greet the whole class as usual.T: In the last period we have learned some useful adjectives and expressions of how to describe good friends, right? Do you still remember the three most important qualities of a good friend?Ss:Loyal, honest and kind.T: Great! The saying goes “A friend in need is a friend indeed”. So one day, one of your good friends come to you for help. He can not find out the answers to the following questions. As hisgood friend, would you like to help him to find out the answers?Ss: Sure!Step 2.Pre-reading(9 minutes)Task 1: Guess words.(3 minutes)(PPT)1.What can you use to burn a piece of paper?( a box of match.)2.What can you use to cut an apple?(a knife)3.What can you use to get directions? ( a compass)4. What can you use to cook eggs?(a frying pan)5. What can you use to shoot a bird?( a gun)6. What can you use to strike a nail into the wall?( a hammer)7. It’s raining. You want to go outside.What can you use to stay away from the rain?( an umbrella)8. What can you use to tie the dog to the tree? ( a rope)9. What can you use to see my face? ( a mirror)10.What can you use to listen to the news broadcast? ( a radio)11.What can you use to cut trees?( a saw)12.a book.Task 2: Discussion of the 3 useful items and giving opinions(6 minutes) T: You may see that 12 answers to the questions are some useful things in our daily life,right? Imagine that you have to stay on an island for a long time. You can only bring 3 useful things from the 12 items to the island. What will you choose? Why?Here are 2 minutes for group discussion.Each group choose 3 items and explain why you think they would be useful.(Teacher goes among the students to listen to their discussion. Then choose several students to express their opinions.)T: OK. Now I want some of you to list the three most useful items and explain why you think they would be useful. You’d better use the sentence structure to express your opinion:I think… because … /I could use it to … /it could be used to …/ …would be more important than … because ….(Bb/PPT: Write it on the blackboard.)Suggested opinions:1.I think that a box of matches would be the most useful, because I could use it to make a fire to prepare a meal, to warm myself, and to give the signal.2.I also think that a knife would be useful, because I could use it to defend myself to cut down trees to build a house, and to cut up something to eat.3.I think that a radio would be the most useful, because I could use it to listen to singing or music to enjoy myself ,to listen to news broadcast and weather report, and to frighten savages or other animals by turning it up.Step 3.Reading (11 minutes)Task 3: Skimming:(3 minutes) individual work.T: OK. We just talk about bringing 3 useful things to live on an island. But can you imagine the life on an island? Today we’re going to learn a similar passage “Chuck’s Friend”.Now open your books, turn to Page 3.You are given two minutes for fast reading and find out:1) Who is Chuck?Is he a real man?( A character in a movie)2) Who’s Chuck’s Friend? (Answer: A volleyball/ Wilson.)3) What’s the name of the movie?(Cast Away)Task 4:Scanning/careful reading:(total 8 minutes,4 minutes for student reading, 4 minutes for answering)Now read the passage again and then answer the questions on the screen. This time, you should read slowly and carefully.(Show the following questions on the screen. Bb/Ppt)(Teacher gives students another four minutes to read the passage and then asks some students to answer these questions. Where can we find the answers?) Suggested answers: (ppt)1.Chuck is a businessman and a successful manager in a company.2.One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes. But Chuck survives the crash and lands on a deserted island where there are no people.3.Chuck must learn to survive all alone. He has to learn how to collect water ,hunt for food, and make a fire. The most importance is that Chuck has to learn how to survive without friends.4.When Chuck is alone on the island ,he learns how to be a good friend to Wilson. Even though Wilson is just a volleyball. He learns that we need friends to share happiness and sorrow, and it is important to have someone to care about. He also learns that he should have cared more about his friends. And he understands that friendship is about feelings and that we must give as much as we take.Step nguage Study & Summary (13 minutes)T: Now listen to the tape of the text and underline useful words and expressions on each paragraph, also you may try to find out the main ideas or topic sentences of each paragraph.(3 minutes)Task 5: language study (5 minutes)(Show the following on the screen.)(Bb: play, crash,survive.deserted, alone, hunt for, make a fire, develop a friendship with, care about, unusual friend)(Teacher goes through the paragraphs and explains the underlined phrases with other words or phrases, it is not detailed explanation of vocabulary or grammar, just help the students to remember and understand these expressions on the text. )Example: Now let’s look at paragraph one, line one. “ Hanks Plays a man named Chuck Noland” Here play means what? The whole class please.Yes, play means play a role in a movie, act, be an actor.(Explanation period will ask the whole class to answer the questions together.)Task 6: Summary(5 minutes)Invite students to tell us the main ideas of each paragraph.Outline of the textPart 1 survive & land on a deserted islandPart 2 learn how to make a livingPart 3 develop deep friendship with WilsonPart 4 the importance of friendshipStep 5. Discussion (8 minutes)Task 7 discussions:Teacher asks students to discuss the last two questions behind the text in groupsT: OK. Now look at the last two questions behind the text.(Teacher begins to read them.)I give you several minutes to discuss them in groups.(3 minutes) After a while, I’ll ask some of you to talk about your opinion.(Students begin to discuss the two questions and after a while teacher asks some students to express their ideas.)Suggested ideas:3.First I’ll search for something to eat, some place to live in, then I’ll try to get in touch with the family or government as soon as possible.4.I think the scientist should get the parachute. Because the scientist is of greater value, he can improve the progress of science.Step 6 Homework(2 minutes)1. Read the text and try to remember the useful expressions and words.2. Write a passage about living on a deserted island.You may describethe life on the island, your feelings, what do you feel about the life or friendship.The Design of the Writing on the BlackboardRecord after Teaching_______________________________ _______________________________ _______________________________。

人教版高一教案Unit1Goodfriends

人教版高一教案Unit 1 Good friendsPeriod 1I. Teaching aims:1. Learn to describe a friend or describe oneself to others. Let students know what a friend is.2. Study the language points connected with the dialogue.3. New words: honest, brave, loyal, wise, handsome, smart, argue, classical, fond (of).II. Important points:1. Train the Students’ listening ability.2. Master the new phrase and sentence pattern and make the students be free to talk about names, ages, hobbies, likes and dislikes, etc.III. Difficult points:1. Learn the usage of the sentences pattern: So/ Nor + link /model/ auxiliary verb + subject2. Improve the students’ listening and speaking ability.IV. Teaching methods1 . Listening-and–answering activity to help the students go through with the listening material.2. Use both individual work and group or pair work to make every student work and think in class.V. Teaching procedures:Step 1 Presentation1. Greet with the students and have them guess the exact Chinese meaning of the proverb.A life without a friend is a life without the sun.A man who has friends must show himself friendly..A friend in need is a friend indeed.2. Start with the following questions, and teach some new words.Do you like friends?How many kinds of friends are there in your opinion? What kind of friends do you prefer?Can you describe one of your friends to us?kind, funny, strong, richhonest, brave, loyal, wise, handsome, smart(helpful, lovely, careful, silent, talkative, unselfish, generous, hardworking, diligent)Step 2 Pair work1 Books open. Go through the dialogue with the students and make sure they understand it fully.1. should--shall, ought toYou should study harder. My teacher said I should study harder.2.quality--qualities, quantity3.describe +n./n. to sb./clauseWords can not describe her beauty. Please describe exactly what happened. 4.loyal--more/ most ~ +to sb.He wanted to be loyal to his friend.Then tell the students:Now please work in pairs and try to describe one of your friends or yourself to your partner. You can use the words listed in Warming up.2 Listening：Listen carefully to the tape. Then work in pairs and check the answers.Step 3 DemonstrationAsk several students to describe a friend and give necessary hints and encouraging remarks.Step 4 DefinitionFrom what you described, we know what a friend is. A friend is someone who… Different people have different friends, but people who share the same interests, hobbies and characteristics may become people easily.Step 5 Speaking1.Now let’s move to the next part, speaking. Please read the instructions first and then work in pairs and decide who can be friends and give your reasons,Now I’ll check how well you have worked. Tell me who and why? You can express your ideas with the patterns in the following box.I’m sure…I guess…Perhaps……are probably…List for ages gender likes and dislikes.Name John Steve Peter Ann Sarah JoeAge 15 14 15 16 14Gender boy boy boy girl girl boyLikes footballreading skiingreadingsinging singingrock musiccomputer dancingcomputersrock music readingfootballsinging computersrock musicskiingDislikes singingcomputers hikingrock musicfootball footballclassicalmusicdancing hikingclassical musicreading rock musicdancingcomputers footballhiking2.Notes1.especially--speciallyThe tree is beautiful, ~in autumn.--I came here ~ to ask youa question.2.into--inHe is into rock music. He grew into a man. She is in good shape.3.be fond of +n./ doing sth. =like4.My interests are reading. S+V+P-They are reading. S+V5….nor do I… (P157)HomeworkFinish off the exercises in the Wb.Period 2I. Teaching aims:1.Read and understand how Chuck survives on the island and know more about what a friend means.2.Improve reading ability and study the language points connected with the text.New words: match, mirror, fry, gun, hammer, saw, rope, movie, cast, deserted, hunt for, in order to, share, sorrow, care about, feeling, such as, airplane.II. Important points:1. Train the Students’ reading ability.2. Master the new phrases and wordsIII. Difficult points:How to make the students understand the reading text better.IV. Teaching method1 . Fast reading fro the students get the general idea first.2. Discuss after reading to understand the text berrer.3. Careful reading to get the detailed information.V. Teaching procedures::Step 1 Lead-inHave you ever read Robinson Crusoe ? The story tells about how Robinson Crusoe survived on an island after his boat met with a storm. Today we are going to learn a similar story about Chuck Noland. Chuck’s plane crashes on a deserted island, but he was able to survive there alone. During his stay on the island he made a special friend.Step 2 Pre-readingGo through the pre-reading with the students and make sure the students can choose the three items which they think are the most useful. Check their work, referring to the following samples.1. a box of matches…make a fire, cook some food, fr ighten the animals at night with a fire lit with a match, let others know where I am2.a knife…protect myself from being attacked by wild animals,cut some trees for fruit, cut wood for fire, cut food into small pieces3.a frying pan… cook food, collect th e rain waterStep 3 Fast readingRead the story quickly and do the true or false questions.1.Chuck is a businessman working in a company. T2.Chuck is one of the people who survive the plane crash. F3.Collecting water and hunting for food are all Chuck has to learn on the island. T4.Chuck makes some friends there one of whom is Wilson, a football. F5.Staying on the island helps Chuck realize his shortcomings. T6.In Chuck’s opinion, people make friends to share happiness and sorrow. T7.Wilson is fond of Chuck because he is well cared for by him. F8.Chuck thinks friends are teachers, for they teach people everything. F9.Friends can be animals and even things as well as human beings. TStep 4 Careful readingRead again and find the topic sentences of each paragraph.1.Chuck’s plane lands on a deserted island.2.Chuck has to learn to how to survive on the island.3.Chuck learns a lot about himself when he is alone on the island.4.Chuck has made an unusual friend on the island.Deal with some language points in the textDiscuss the questions in Post-reading in group of four: oneor two groups will be asked to do a report about their discussion.Step 5 RetellingRetell the story according to the hinds:.plane crashed, deserted island, .learned to, made friends with, realized, learnt, the lesson from ChuckHomeworkFinish off the exercises in the Wb.Period 3I. Teaching aims:1. Review the words and phrases in the last two periods.2. Learn and master the direct and indirect speech.3. New words: lie, speech, adventure, notebook.II. Important points:1. Master the interchanges of direct speech and indirect speech in the declarative sentences and interrogative sentence.2. Guess the missing word according to the context.III. Difficult points:Different changes of pronouns, tenses, adverbials in the interchanges of direct speech and indirect speech.IV. Teaching methods1 .Review method.2. Explanation and inductive methods to teach them grammar.3. Individual and pair work to make each of them work in class.V. Teaching procedures:Step 1 Lead-inCheck students’ homework. Ask one or two students to share his story about Chuck with the classmates. Give the students necessary courage and remarks.Step 2 Word studyAsk the students to do the exercises individually and them check answers with them.1.honest2.classical3.sorrow4.argue5.loyal6.hunt for7.fond of8.brave9.in order to 10.smartExplain the language points to the students:1.keep饲养 as作为,当作We keep a dog.He has a large family to keep.2.regard+n.+as+n.regard+n.+with+n.用某种眼光看待They regarded his attitude with suspicion.Step 3 GrammarGo through the examples of Direct speech and Indirect speech on page 5 of the textbook.More explanations about Direct speech and Indirect speech ☆直接引语变间接引语, 人称,时态,指示代词,时间地点状语应作相应改变.1.直接引语为陈述句, 间接引语变从属连词引导的宾语从句.The boy said: “I am not afraid to meet strangers ＊now.”The boy said that he was not afraid to meet strangers ＊then.2.直接引语为一般疑问句, 间接引语变从属连词引导的宾语从句.She asked: “Have you seen the movie?”She asked m e weather/if I had seen the movie. (weather…or not)3.直接引语为特殊疑问句The man asked: “Which room do you prefer?”The man asked me which room I preferred.4.直接引语为祈使句, 间接引语常构成简单句型ask/tell/order/advise/warn/remind/etc. + n./pron. + (not) to dosth.“Don’t make a mess in the room,” she said to the child.She asked/told/warned the child not to make a mess in the room.5. The adverbials usually change as following:＊today that dayyesterday the day beforetomorrow the next daynext month/week the next month/weeklast week/year the week/year beforeago beforetwo years ago two years beforenow thenhere thereso far by thenin 2002 in 2002Step 4 PracticeAsk the students to finish part 2 of grammar on page 5. Check the work afterwards.HomeworkFinish off the exercises in grammar part in the Wb.Period 4I. Teaching aims:1.Review the language points in the unit.2.Finish reading and writing.3.Learn how to write an e-mail..II. Important points:1. Train the Students’ writing ability.2. Tell them the way of getting communicated with others in e-mail.III. Difficult point:Improve the students’ intergrating skills.IV. Teaching methods1 .Asking-and –answering activity to go through the reading material.l.2. Individual and pair work.V. Teaching procedures:Step 1 Lead-inAsk the students the following questions.1.Do you have friends in the Internet?2.How often do you write to your e-pal?3.Which do you prefer, a pen friend, a friend in the Internet or in real life? Why?Tell them what we are going to learn is about email.Step 2 ReadingGo through the two e-mails on page 7 of the text book.Language focus:1.joke around-joke about v.play a ~ on, make a ~, tell jokes n.I joked with her.2.fun 〔U〕n.玩笑,娱乐,乐趣He is full of fun.I did it just for fun.They often make fun of her.3.drop 落下,掉落Drop me a line. 写封短信给我.He dropped his voice. 放低He dropped into a chair. 坐The wind has dropped. 减弱Step 3 WritingAsk the students: Who do you want to reply to, Jane or Jack? Why?Write an e-mail after discussion.Check their work.Step 4 ConclusionGo through the Checkpoint about direct speech and indirect speech.Go over the language points in the unit and summarize the uses of direct speech and indirect speech.HomeworkFinish off the exercises in the Wb.Revise the grammar and useful expressions in the unit.~。

人教版备战2012年英语教材高一重难点梳理Unit1 Good Friend教案

U n i t1G o o d F r i e n d s一、语法DirectandIndirectSpeech(1)直接引语和间接引语1.直接引语在改为间接引语时，时态需要做相应的调整。

eg:"IbrokeyourCDplayer."(一般过去时改成过去完成时) HetoldmehehadbrokenmyCDplayer.Jennysaid,"Ihavelostabook."(现在完成时改成过去完成时)Jennysaidshehadlostabook.Mumsaid,"I’llgotoseeafriend."(一般将来时改成过去将来时) Mumsaidshewouldgotoseeafriend.Hesaid,"Wehadn'tfinishedourhomework."(过去完成时保留原有的时态)Hesaidtheyhadn'tfinishedtheirhomework.注意：直接引语是客观真理，过去进行时，时态不变。

2.在直接引语变间接引语时，如果从句中的主语时第一人称或被第一人称所修饰，从句中的人称要按照主句中主语的人称变化。

如：Marysaid,"Mybrotherisanengineer."Marysaidherbrotherwasandengineer.3.直接引语如果是反意疑问句，选择疑问句或一般疑问句，间接引语应改为由whether或if引导的宾语从句。

如：Hesaid,"Canyourun,Mike"HeaskedMikewhether/ifhecouldrun.4.直接引语如果是祈使句，间接引语应改为“tell(ask,order,beg等)sb(not)todosth”句型。

如："Passmethewater,please."saidhe.Heaskedhimtopassherthewater.5.直接引语如果是以“Let's”开头的祈使句，变为间接引语时，通常用“suggest+动名词或从句”的结构。

(高三英语教案)good friends-教学教案

good friends－教学教案below to describe a 5-star friend . You can use other words in you like.e.g. A: I think a friend should be kind.B: A good friend is someone who makes me happy.例如：A: I think a friend should be kind.B: A good friend is someone who makes me happy.Describe yourself in three words and then describe one of your friends .I think I am_______ ________and ________.I think he/she is ________ ________and ________.课前阅读〔pre --reading〕:Imagine that you are alone on an island .you have to survive without friends and all things you use in your everyday life. Which of the items in the box would be the most useful to you on the island list the three items and explain why you think they would be useful.1.I think that________would be most useful, because I could useit_______ ,to_______and to________.2.I also think that_______would be useful ,because I could use itto_______,to_______and _______.3.____________________________________________课文〔reading〕:In the movie cast away ,Tom Hanks plays a man named Chunk is a businessman who is always to busy that he has little time for his friends .He is a successful manager in a company that sends mail all over the world .One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes ,Chuck survives the crash and lands on a deserted island.On the island ,Chuck has to learn to survive all alone .He has to learn to collect water , hunt for food ,and make fire .perhaps the most difficult challenge is how to survive withoutfriends .In order to survive ,Chuck develops a friendship with an unusual friend------a volleyball he calls Wilson .Chuck learns a lot about himself when he is alone on the island .Herealizes that he has’t been a very good friend because he was always been thinking about himself .Duringhis four years on the island ,Chuck learns how to be a good friend to Wilson .Even though Wilson is just a volleyball,he becomes fond ofhim ,he talks to him and treats to have someone to care about ,he also learns that he should have care more about his friends ,when he makes friends .when he makes friends with Wilson ,he understand that friendship is about feelings and that we must give as much as take.A volleyball is certainly to unusual friend our friend . Most of friends are human beings ,but we also make friends with animals and eventhings .For example ,many of us have pets , and we all have favorite objects , such as lucky pen or diary . The lesson we can learn form Chunk and all the others who have unusual friends is that friends are teachers .Friends helps us understand who we are ,why we need each other and we can do for each other.背景学问〔background〕：The movie stars Tom hanks and Helen Hunt and is directed by Robert Zemeckis (also directed of forest Gump).Hanks&nbsp。

Unit1Goodfriends人教版教案（新课标版高一英语上册教案教学设计）

Unit1Goodfriends人教版教案（新课标版高一英语上册教案教学设计）I. Brief Statements Based on the UnitEvery one of us has a friend or some friends in our daily life. But what is a good friend? What should a good friend be like? What qualities should a good friend have? This unit just deals with such topics. There are three questions which talks about what qualities a good friend should have in the part of Warming Up. Listening part provides students with a dialogue among friends. It tells us that friends should help each other, and that sometimes friends have contradictions between them and how to solve their contradictions. Speaking part supplies some oral materials about self-introduction to students. Reading part is a narrative story which is about the plot of the American film “Cast Away”. The questions of Pre-reading and Post-reading benefit to train st udents’ abilities to think and distinguish.In the aspect of Language Study, teacher should let students further understand new words, in particular master learning methods of words through the contest. As to the grammar “Direct Speech and Indirect Speech”, students should master their changes between them. The part of integrating skills designs a real assignment “sending an e-mail”. It’s very useful and popular with students, because it presses close to students’ life. Teacher should help students master such skills.II. Teaching aims and demandsCategory Contents based on the new course standardTopics 1. Talk about friends and friendship2. Discuss problems occurring in a friendship and suggest solutions3. Write an e-mail to find an e-palFunctions 1. Likes and dislikesHe/She likes/ loves… He/She is fond of …My interests / favourite hobbies are reading and singing.He/She doesn’t like…He/She doesn’t enjoy … He / She hates …He / She thinks … is terrible / boring.2 Making apologiesYou said that you wo uld …Why did / didn’t you …?You promised to … Why didn’t you …?Please forgive me.I’m very sorry … It won’t happen again.I’m sorry I forgot.Words and expressions. 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 fond of hunt for in order to care about such as drop somebody a lineGrammar Direct Speech and Indirect Speech(1)1. to report what someone said-The Declarative Sentence“I like reading adventure stories,” said John.→John said that he liked reading adventure stories.“I don’t enjoy computers,” Sarah said to her friends.→Sarah told her friends that she didn’t enjoy computers.2. to report what someone felt uncertain about –The General Question“Ann, have you seen my blue notebook?” Peter asked. →Peter asked Ann if she had seen his blue notebook.3 to report what someone asked-The Special Question“What differences does it make?” Peter asked Jim. →Peter asked Jim what differences it made.III. Teaching time: four PeriodsIV. Background Information1. How to be a friendToo many people want others to be their friends, but they don’t give friendship back. That is why some friendships don’t last very long. To have a friend, you must learn to be one. You must learn to treat your friend the way you want your friend to treat you. Learning to be a good friend means learning three rules: be honest, be generous, be understanding.Honesty is where a good friendship starts. Friends must be able to trust one another. If you don’t tell the truth, people usually find out. If a friend finds out that you haven’t been honest you may lose your friend’s trust. Good friends always count on one another to speak and act honestly.Generosity means sharing and sharing makes a friendship grow. You don’t have to give your lunch , money clothes, of course. Instead you have to learn how to share things you enjoy, like your hobbies and your interests. Naturally you will want to share your ideas and feelings. These can be very valuable to a friend. They tell your friend what is important to you. By sharing them you help your friend know you better.Sooner or later everyone needs understanding and help with a problem. Something may go wrong at school. Talking about the problem can make it easier to solve. Turning to a friend can be a first step in solving the problem. So to be a friend you must listen and understand. You must try to put yourself in your friend’s place so you can understand the problem better.No two friendships are ever exactly alike. But all truefriendships have three things in common. If you plan to keep your friends, you must practice honesty, generosity and understanding.2 Real Friendshipby Rachel ChastainYou know you have a friend for life when they answer your phone at one o’clock in the morning because you can’t sleep and have a lot on your mind, and they don’t mind talking about nothing to get your mind off everything.When they spare some time to spend with you.When you know that if something bad happened to you they’d be there for you, no questions asked.When you can look at them when something is wrong and they know it just by the look in your eyes and all they have to do is offer a hug and you feel a thousand times better.When you know that they’d never lie to you, and would never hurt you, and if they did, it would only be for your betterment.When they make you laugh when skies are the darkest; and they’re there with a good movie and some popcorn when you’re totally depressed.And even if you’re a thousand miles apart, it doesn’t matter because what you share with this friend is so much deeper than what lies on top that distance plays no role in your friendship.Friendship is when they push when you need it, but never too hard; and stands back when the time is right but never too far.When you feel life is so much better because you know them, and they bring out the best of you that lies with.The First PeriodTeaching Aims:1. Learn and master the following words:quality, honest, brave, loyal, wise, handsome, smart, introducePhrases:be fond ofSentence Pattern:So/Nor + link (modal or auxiliary) verb + subject2. Train the students’ listening ability3. Improve the students’ speaking ability by describin g, talking and discussion.Teaching Important Points:1. Train the students’ listening ability.2. Master the new phrase and sentence pattern and make the students be free to talk about their names, ages, hobbies and so on.Teaching difficult Points:How t o improve the students’ listening ability.How to finish the task of speaking.Teaching Methods:1. Listening-and-answering activity to help the students go through with the listening material.2. Individual, pair or group work to make every student work in class.Teaching Aids:1. a tape recorder2. a projector3. the blackboardTeaching Procedures:Step I Greetings and Lead-inT: Good morning/afternoon, everyone.Ss: Good morning/afternoon, teacher.T: Sit down, please. Now you’re Senior Middle students. From now on I’m your English teacher. I’m very glad to know you and willing to give you lessons. First let’s introduce each other. All right? Do you know “introduce”? (Bb: introduce) “introduce” means “to make known for the first time to each other or som eone else”. So I introduce myself to you now. My name is …. What about you? Hello, what’s your name? Nice to know you.(Go around the class and get individual Ss to introduce themselves.)T: Yeah, from now on we have known each other. Maybe I’m not only your teacher, but also your good friend in future. Do you think so?Ss: Yes.Step II Warming upT: Today we’re going to learn Unit 1 “Good friends”.(Bb: Unit 1 Good friends The First Period) “The first period”. First, let’s look at some words.(Show the following on the screen)quality honest brave wise loyal smart handsomeKind, happy, strong, beautiful, rich, funny(Teacher teaches the words in the first box and explains them, and says the following.)T: OK. Now I want you to discuss two questions.1. What should a good friend be like?2. What qualities should a good friend have?(Bb: Write them on the blackboard.)Yeah, please discuss them in groups of four. After a while, everyone is asked to make a sentence using the words in theseboxes on the screen. Of course, you can use other words if you like. Is that clear?Ss: Yes.T: OK. Please discuss these questions.(After a while, teacher asks some students to describe a good friend. If time permitting, teacher may ask more students to answer.)T: Ok. Time is up. Who wants to say first?S1: I think a friend should be kind and honest.S2: A good friend is someone who makes me happy.S3: A good friend should be loyal, wise and brave.S4: I think a good friend should be smart, kind and funny. When I am bored, he can entertain me. When I am lonely, he keeps me company.…T: Very good. Your opinions are all right. Now who can describe yourself in three adjectives? You try please.(Teacher comes to one student.)S: I think I am beautiful, strong and wise.T: What about you? (Teacher comes to one boy)S: Yeah, I think, first I’m honest, and I’m well educated, of course I’m handsome.…Step III ListeningT: Now please turn to Page 2. Let’s do some listening. You are going to hear two friends arguing. What are they arguing about? How to solve their problems? It needs your listening. Write down what you hear. At last I’ll check the answers with the whole class. Is that clear?Ss: Yes.T: OK. Let’s begin. (Teacher plays the tape for the first time. Then play for the second time, and during this time, teacher may pause for students to write down the information. Play some parts of the tape more times if necessary. Finally teacher checks the answers with the whole class.)Suggested answers:1 Peter is often late for football practice. I think that he should try to be on time in the future.2 Ann usually borrows things without asking and she doesn’t return things on time. She should ask the owner if 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.T: OK. Now please turn to Page 85. Let’s listen to another passage. Then fill in the blanks in Part 1. (After a while teacher checks the answers.)Suggested solution:1 Solution: Try to understand your friend/ Try to talk about the problem in a different way.2 Solution: Start by telling each other that you are sorry and take it from there. A simple apology is often enough.3 Solution: Keep your secrets to yourself.Step IV SpeakingT: Now I’d like to know something about your favourite hobbies. (Teacher comes up to one boy.) What are your favourite hobbies?S1: I love football and hiking. I also like reading a lot. I think reading can make people rich and wise.T: Yeah, what about you?S2: I enjoy computers and music. I often surf the Internet and listen to some pop music. But I don’t like classical music.(Teacher may ask more students to answer.)T: Yes, we know different persons can have different hobbies. Now look at the part –“Speaking” on Page 2. You are given four minutes to read the following self-introduction. After that, fill in the following form.(Show the form on the screen)Name Steve John Peter Ann Sarah JoeAgeGenderLikesDislikesT: OK. Time is up. I’ll ask six of you to fill in the form. Each student fills in one person’s related content. For example, as to “Steve”, you can fill in “Age 14, Gender girl, Likes skiing, reading, Dislikes hiking, rock music, football”. Do you understand?Ss:Yes.T: OK. W ho can fill in John’s related content? Sun Jing, you try, please…(Teacher asks another five students to fill in the form, then teacher shows the suggested answers on the screen.) Suggested answers:Name Steve John Peter Ann Sarah JoeAge 14 15 15 16 14Gender Girl Boy Boy Girl Girl BoyLikes Skiing, reading Footall, reading Singing Dancing, computers, rock music Reading, football Computers, skiing Dislikes Hiking, rock music, football Sing, computers, rockmusic Football, classical music dancing Hiking, reading Dancing, computers Football, hikingT: Now please discuss in pairs who could be friend in just now. of course, you’d better give your partner your reasons. When you express your ideas, you can use such sentence structures. Look at the screen. (Show the following on the screen.) Structures:1 I’m sure ___ and ___ could be friends, because …2 I’m not sure if ____ and ____ could be friends, because …3 Perhaps ___ and ___ could be friends, because …(Teacher reads the structures, then says …)T: Is that clear?Ss: Yes.T: OK. Please begin to discuss them.(Teacher goes among the students and listens to their discussion. Then choose several students to express their ideas in different ways.)T: Who can use Structure 1 to express your idea?S1: I’m sure John and Sarah could be friends, because both of them like reading and football.S2: I’m not sure if Steve and John could be friends, because both of them like reading. But Steve thinks that football is boring, while John loves football very much.S3: Perhaps Ann and Joe could be friends, because they both like computers and dislike hiking.…Step V Language StudyT: That’s all for discussion. Now let’s learn some language points. First, pay attention to a phrase: be fond of. (Write it on the blackboard.) T hen we’ll learn a sentence pattern: So/Nor +be(have, did, etc.) + subject. (Write it on the Bb) Now look at their usages. (Show the following on the screen and explain them.)1 be fond of : likee.g. He is fond of sweet food.I am fond of swimming in winter.2 So/Nor + be (have, did, etc.) + subject.e.g. (1) –I have finished the work.--So have I.(2) –Mr. Smith is really a kind person. –So is his wife.(3) –I can’t swim. – Nor can I.(4) – Tom is not a student. – Nor am I.Step VI Summary and homeworkT: In this class we’ve done some listening and speaking. We’ve also talked about some self-introduction. Of course we’ve learned a new phrase and a very useful sentence pattern. After class, practice more talking about self-introduction in English. (Points to the Bb) Then do Ex. 2 on Page 86. You can imitate Exercise 1 in the part of talking. At last, don’t forget to preview the reading material “Chuck’s Friend”. Is that clear?Ss: Yes!T: OK. So much for today. Goodbye everyone.Ss: Goodbye, teacher.The design of writing on the BbRecord after Teaching (Sum-up)1．本课作为新学期第一节英语课，学生学习的兴趣较为浓厚。

高一英语Unit 1 Good friends 教案

一. 教学内容：Unit 1 Good friends（一）重点单词（二）重点短语（三）重点句型二. 知识精讲（一）重点单词：1. argue : 争论，辩论，力劝（可以作及物和不及物动词）常构成短语：argue with sb. about/over sth. 同某人辩论某事argue sb. into/out of doing sth. 力劝/说服某人做/不做某事例：They argued with each other about the right of women.他们就女性的权利展开争论。

He argued her into/out of making the decision.他极力劝她作出/放弃决定。

2. share : 分享，共有，分配（可以作及物和不及物动词）常构成短语：share (in) sth. with sb. 和某人共享或共同分担某事例：I share (in) a house with four other people.我和另外四个人同住在一间屋子里。

I will share (in) the cost with you.我将与你分摊费用。

She shares (in) my troubles as well as (in) my joys.她与我苦乐与共。

share 还可以作名词，表示“分得的一份；应承担或承受的一份；股份，份额”例：We gave each of the five children an equal share.我们给了这五个孩子每人均等的一份。

If you want a share of the pay, you will have to do your share of the work.如果你想分得一份报酬的话，就得做工作中你该分担的那一部分。

The shares have gone up 3 points since yesterday.自昨天以来，这些股份涨了3个点。

2012届高三英语一轮复习教案Unit1Goodfriends(旧人教版第一册)

Unit1 Good friends⊕考纲要求：考纲规定的考试范围:重点单词与短语：honest; loyal; wise; smart; argue; fond; match; fry; saw; rope; movie; cast; survive; deserted; hunt; share; lie; adventure; error; hunt for; in order to; care about; drop sb. a line; argue about sth.; even thou gh; as … as possible;句型：I enjoy reading / I'm fond of singing / I like playing computer games. 等表示喜好的词语Chuck is on a flight when suddenly his plane crashes. “when"作并列连词的用法What / Who / When / Where is it that...? 强调句的特殊疑问句结构With so many people communic ating in English everyday,... “with+宾语+宾补”的结构做状语I don't enjoy singing, nor do I like computers. / Rock music is OK, and so is skiing.Chuck is a businessman who is always so busy that he has little time for his friends.He also learns that he should have cared more about his friends.语法：Direct and Indirect Speech(Ⅰ)(1)转述他人的叙述—一陈述句(2)转述他人的疑惑—一般疑问句(3)转述他人的问题—一特殊疑问句复习本章要达到的目标掌握loyal；argue；fond；match; survive；deserted; hunt; share; lie; hunt for; in order to; care about; even though; as … as possible等重点单词及短语的用法。

高中优秀教案高一英语教案：《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）高一英语教案：《Unit1 Good Friends 好朋友》教学设计（二）the second periodteaching objectives1. 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 friendship4. learn some words and useful expressions from the text.teaching approachmunicative approach should be used throughout the class. stress should be laid on:2.learner-centeredness; learning-centeredness3.task-based learning4.activity-based teaching (class work; individual work; group work)teaching type: reading comprehensionteaching procedurestep 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 workbookexercise 2 suggested sample sentences1) 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 wouldnt talk to charles whomi dont 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 doesnt 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 vocabulary1 "the books are too heavy! i think its 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 cant wait to put this fish in it. '4 "hands up! dont move or ill shoot. give me all your money!'5 "ooooh! i look very nice in this new dress!!!'6 a: i think were lost. what should we do now? b: dont worry.i have it here and i know how to use it.7 "ouch! i hit myself with it.'8 a: hurry up! its so dark here. i cant 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 movieget 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 theprevious 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 bemore useful than a radio, because you dont 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 chucks ffriendbackground information on the reading :the film cast away, starring tom hanks, depicts a mans 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 dont know. explain important ones if necessary, but try offering more context of certain words until the students can guess the meaning. dont spend too much time going through the new words.suggestion for teaching some of the vocabulary of the reading text:genrethe 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 awayclues form) + skip + clues (context) +look upthe 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.playgenre +contexttom hanks is a famous actor. he "plays' a man named chuck noland in the film cast away. i can guess that plays means acts.survivecontext +worldknowledgewhen airplanes crash (fall down), most people die. if, like chuck, they dont die, they go on living, so i can guess that to survive means to go on living.desertedcontextthe 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.challengecontextthe text tells me that there are different challenges in chucks 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.。

unit1goodfriends教案（人教版高三英语上册教案教学设计）

unit 1 good friends教案(人教版高三英语上册教案教学设计)Teaching aims:1. 能力目标：a. Listening: get information and views from the listening material;b. Speaking: express one’s attitude or views about friends and friendship in appropriate words.c. Reading: enable the Ss to get the main idead. Writing: write some advice about making friend as an editor2. 知识目标：a. Talk about friends and friendship; how to make friends; how to maintain friendshipb. Use the following expressions:I think so. / I don’t think so.I agree. / I don’t agree.That’s correct.Of course not.Exactly.I’m afraid not.c. to enable the Ss to control direct speech and indirect speechd. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habitadd up calm down have got to be concerned about walk thedog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in3. 情感目标:a. To arose Ss’ interest in learning English;b. To encourage Ss to be active in the activities and make Ss to be confident;c. To develop the ability to cooperate with others.4. 策略目标：a. To develop Ss’ cognitive strategy: taking notes while listening;b. To develop Ss’ communicative strategies.5. 文化目标：to enable the Ss to get to know different opinions about making friends from different countries.Teaching steps:Period oneStep1. Warm-up1. Ss listen to an English song AULD LANG SYNE.2. Brainstorming: let Ss say some words about friendship –honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….Step 2. Talk about your old friends1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.2. Self-introductionStep 3. Make new friends1. Ss go around and ask their new friends some information and fill in the following formName Age/hobbies/favorite sports, books, …2. Report to the class: who will probably be your friend why.Step 4. Do a surveySs do the survey in the text ,P1Sep 5. Listening and talkingDo Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.When Ss make their conversation, ask them to try to use the following expressions.I think so. / I don’t think so. I agree. / I don’t agree.That’s correct. Of course not. Exactly. I’m afraid not.Step 6. DiscussionDivide Ss four in one group and each group choose a topic to discuss. There are four topics.Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?Topic 3: Does a friend always have to be a person? What else can be your friend? Why?Topic 4: List some qualities of a person who does not make friend easily.Step 7. Summary1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.2. T shows more information about friendship and a poem about friendship.What is friendship?I want to find the answer to the questionWhat is friendship?When it rains, I think friendship is a small umbrella.It can give me a piece of clear sky.When I’m crying, I think friendship is a white handkerchief.It can wipe my tears dry.When I am sad, I think friendship is a warm word.It can bring me happiness again.When I am in trouble, I think friendship is a strong hand.It can help me escape my troubles.When I sit in a quiet place, I think friendship is a very wonderful feeling.It can’t be pulled and torn, because it is in everyone’s heart.It is there from the beginning to the end of our lives.3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.Step 8. EvaluationSs finish the following evaluation form. Standard: A, B,CContents 自评他评1. I’m active in talking with others.2. I’m active in cooperating with others.3.I can express myself fluently, accurately and appropriately.4. I know more about friendship after this lesson..5. Do you think you need to improve yourself in some aspects? Which aspects?Homework:1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.2. Write a short passage about your best friend.Period twoStep1.Warming upActivity1: Suppose you have to stay indoors to hide yourselffor a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or Tv at home.How would you feel?What would you do?Four students a group discuss with each other for 2 minutes.Activity2: Play a short part of the movies Schindler’s ListStep2. PredictingStudents read the title of the passage and observe the pictures and the outline of it to guess:Who is Anne’s best friend?What will happen in the passage?Step3. SkimmingStudents skim the passage in 2 minutes to get the main idea : Who is Anne’s best friend?When did the story happen?Step4. ScanningStudents work in pairs to find the information required below: Annein World War ⅡStep5. Intensive readingStudents work in group of four to discuss the following open questions:1.Why did the windows stay closed?2.How did Anne feel?3.What do you think of Anne?4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文).5.Which sentences attract you in the passage?Step6. ActivityFour students a group to discuss the situation:Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.What will you take? Why?How will you spend the 3 months?How will you treat each other and make friends ?Step7.AssignmentTask1.Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.Task2.Ex2.3on Page3Period threeStep 1. Warming upCheck the Ss’ assignment: task 2Step 2. Language points:1. add (v.)1). To put together with something else so as to increase the number, size, importance, etc.增加，添加Please add something to what I’ve said, John.2). To join numbers, amount, etc so as to find the total 相加Add up these figures for me, please.add to something: to increase 增加What he did has added to out difficulties.add up to: to amount to 加起来等于；总计The cost added up to 100 million yuan.2. cheat v. 1). T o act in a dishonest way in order to win 欺骗；作弊2). (of, out of) to take from (someone) in a dishonest way 骗取They cheated the old woman out of her money by making her sign a document she didn’t understand.n. 1). an act of cheating 作弊行为2). one who cheats 骗子3. go through1). To examine carefully 仔细阅读或研究I went through the students’ papers last night.2). To experience 经历，遭受或忍受You rea lly don’t know what we went through while working on this project.4. crazy (adj.)1). mad, foolish 疯狂的，愚蠢的It’s crazy to go out in such hot weather.2). wildly excited; very interested 狂热的，着迷的She is crazy about dancing.5. lonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的He has been very lonely since his wife left him.lonely/alonealone1). without or separated from others 单独的She lives alone.2). only 仅仅，只有。

2012届高考英语一轮复习教案1.1《Friendship》(人教必修1)

Unit 1Friendship教材面面观单词拓展1.________ n．连续；系列2．________ v t.使不安；使心烦adj.心烦意乱的；不安的；不适的3．________v t.不理睬；忽视________n．________adj.4．________v t.(使)担忧；涉及；关系到n．担心；关注5．________v t. & v i.(使)安家；停留；安排；解决________n.6．________v t. & v i.痊愈；康复；重新获得________n.7．________v t. & v i.捆扎；包装；打行李n．小包；包裹8．________v i.不同意________n. opp.________v t.&v i.9．________v t. & n．不喜欢；厌恶10．________v t.倾斜；倒翻n．提示；技巧；尖端；小费11．________adj.平静的；镇静的；沉着的v t.& v i.(使)平静；(使)镇定________n.12．________adj.松的；松开的________ad v.13．________adj.整个的；完全的；全部的________ad v.14．________adj.感激的；表示谢意的15．________ad v.确实如此；正是；确切地________adj.短语回顾1.add________合计2．________down (使)平静下来；(使)镇定下来3．be concerned________ 关心；挂念4．go________ 经历；经受5．set________ 放下；记下；登记6．a________of 一连串的；一系列；一套7．________purpose 故意8．________dusk 在黄昏时刻9．________/not...any longer 不再10．get/be tired________ 对……厌烦11．________along with 与……相处；进展12．hide________ 躲藏；隐藏13．suffer________ 遭受；患病14．pack(sth.)________ 将(东西)装箱打包15．________in love with sb. 与……相爱句型背诵1.________ ________ ________ ________，you were careless and it got loose.当你在遛狗时不小心让狗松脱了。

高中英语 unit_1_good_friends教案新人教版教案

Unit 1 Good friends Period 2 Reading– Chuck’s Friend(Text book Page 3-4)Name:Teaching Aims:1.Learn and master the following words and phrases:survive, mirror, hammer, saw, rope, pass, hunt for, make a fire ,care about,crash, such as2.Improve the students’ reading ability and self-study ability through skimming, scanning and summary practice.3.Enable the students to value the friendship between friends by learning the reading text.Teaching Important Points:1.Improve the students’ reading abil ity.2.Master the following phrases:hunt for, make a fire, care about,Teaching Difficult Points:How to make the students understand the reading text better.Teaching Methods:1. Questioning2. Explaining3. CollaboratingTeaching Aids:1.a recorder2.a projector3.the blackboardTeaching Procedures:1.Greetings2. Pre-reading(Lead-in)3. Readingnguage Study & Summary5. Discussion6. HomeworkStep 1.Greetings( 2 minutes)Greet the whole class as usual.T: In the last period we have learned some useful adjectives and expressions of how to describe good friends, right? Do you still remember the three most important qualities of a good friend?Ss:Loyal, honest and kind.T: Great! The saying goes “A friend in need is a friend indeed”. So one day, one of your good friends e to you for help. He can not find out the answers to the following questions. As his good friend, would you like to help him to find out the answers?Ss: Sure!Step 2.Pre-reading(9 minutes)Task 1: Guess words.(3 minutes)(PPT)1.What can you use to burn a piece of paper?( a box of match.)2.What can you use to cut an apple?(a knife)3.What can you use to get directions? ( a pass)4. What can you use to cook eggs?(a frying pan)5. What can you use to shoot a bird?( a gun)6. What can you use to strike a nail into the wall?( a hammer)7. It’s raining. You want to go outside.What can you use to stay away from the rain?( an umbrella)8. What can you use to tie the dog to the tree? ( a rope)9. What can you use to see my face? ( a mirror)10.What can you use to listen to the news broadcast? ( a radio)11.What can you use to cut trees?( a saw)12.a book.Task 2: Discussion of the 3 useful items and giving opinions(6 minutes)T: You may see that 12 answers to the questions are some useful things in our daily life,right? Imagine that you have to stay on an island for a long time. You can only bring 3 useful things from the 12 items to the island. What will you choose? Why?Here are 2 minutes for group discussion.Each group choose 3 items and explain why you think they would be useful.(Teacher goes among the students to listen to their discussion. Then choose several students to express their opinions.)T: OK. Now I want some of you to list the three most useful items and explain why you think they would be useful. You’d better use the sentence structure to express your opinion:I think… because … /I could use it to … /it could be used to …/ …would be more important than … because ….(Bb/PPT: Write it on the blackboard.)Suggested opinions:1.I think that a box of matches would be the most useful, because I could use it to make a fire to prepare a meal, to warm myself, and to give the signal.2.I also think that a knife would be useful, because I could use it to defend myself to cut down trees to build a house, and to cut up something to eat.3.I think that a radio would be the most useful, because I could use it to listen to singing or music to enjoy myself ,to listen to news broadcast and weather report, and to frighten savages or other animals by turning it up.Step 3.Reading (11 minutes)Task 3: Skimming:(3 minutes) individual work.T: OK. We just talk about bringing 3 useful things to live on an island. But can you imagine the life on an island? Today we’re going to learn a similar passage “Chuck’s Friend”.Now open your books, turn to Page 3.You are given two minutes for fast reading and find out:1) Who is Chuck?Is he a real man?( A character in a movie)2) Who’s Chuck’s Friend? (Answer: A volleyball/ Wilson.)3) What’s the name of the movie?(Cast Away)Task 4:Scanning/careful reading:(total 8 minutes,4 minutes for student reading, 4 minutes for answering)Now read the passage again and then answer the questions on the screen. This time, you should read slowly and carefully.(Show the following questions on the screen. Bb/Ppt)(Teacher gives students another four minutes to read the passage and then asks some students to answer these questions. Where can we find the answers?)Suggested answers: (ppt)1.Chuck is a businessman and a successful manager in a pany.2.One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes. But Chuck survives the crash and lands on a deserted island where there are no people.3.Chuck must learn to survive all alone. He has to learn how to collect water ,hunt for food, and make a fire. The most importance is that Chuck has to learn how to survive without friends.4.When Chuck is alone on the island ,he learns how to be a good friend to Wilson. Even though Wilson is just a volleyball. He learns that we need friends to share happiness and sorrow, and it is important to have someone to care about. He also learns that he should have cared more about his friends. And he understands that friendship is about feelings and that we must give as much as we take.Step nguage Study & Summary (13 minutes)T: Now listen to the tape of the text and underline useful words and expressions on each paragraph, also you may try to find out the main ideas or topic sentences of each paragraph.(3 minutes)Task 5: language study (5 minutes)(Show the following on the screen.)(Bb: play, crash,survive.deserted, alone, hunt for, make a fire, develop a friendship with, care about, unusual friend)(Teacher goes through the paragraphs and explains the underlined phrases with other words or phrases, it is not detailed explanation of vocabulary or grammar, just help the students to remember and understand these expressions on the text. )Example: Now let’s look at paragraph one, line one. “ Hanks Plays a man named Chuck Noland” Here play means what? The whole class please.Yes, play means p lay a role in a movie, act, be an actor.(Explanation period will ask the whole class to answer the questions together.)Task 6: Summary(5 minutes)Invite students to tell us the main ideas of each paragraph.Outline of the textPart 1 survive & land on a deserted islandPart 2 learn how to make a livingPart 3 develop deep friendship with WilsonPart 4 the importance of friendshipStep 5. Discussion (8 minutes)Task 7 discussions:Teacher asks students to discuss the last two questions behind the text in groupsT: OK. Now look at the last two questions behind the text.(Teacher begins to read them.)I give you several minutes to discuss them in groups.(3 minutes) After a while, I’ll ask some of you to talk about your opinion.(Students begin to discuss the two questions and after a while teacher asks some students to express their ideas.)Suggested ideas:3.First I’ll search for something to eat, some place to live in, then I’ll try to get in touch with the family or government as soon as possible.4.I think the scientist should get the parachute. Because the scientist is of greater value, he can improve the progress of science.Step 6 Homework(2 minutes)1. Read the text and try to remember the useful expressions and words.2. Write a passage about living on a deserted island.You may describe the life on the island,your feelings, what do you feel about the life or friendship.The Design of the Writing on the BlackboardRecord after Teaching_______________________________ _______________________________ _______________________________。

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Unit1 Good friends⊕考纲要求：考纲规定的考试范围:重点单词与短语：honest; loyal; wise; smart; argue; fond; match; fry; saw; rope; movie; cast; survive; deserted; hunt; share; lie; adventure; error; hunt for; in order to; care about; drop sb. a line; argue about sth.; even thou gh; as … as possible;句型：I enjoy reading / I'm fond of singing / I like playing computer games. 等表示喜好的词语Chuck is on a flight when suddenly his plane crashes. “when"作并列连词的用法What / Who / When / Where is it that...? 强调句的特殊疑问句结构With so many people communic ating in English everyday,... “with+宾语+宾补”的结构做状语I don't enjoy singing, nor do I like computers. / Rock music is OK, and so is skiing. Chuck is a businessman who is always so busy that he has little time for his friends. He also learns that he should have cared more about his friends.语法：Direct and Indirect Speech(Ⅰ)(1)转述他人的叙述—一陈述句(2)转述他人的疑惑—一般疑问句(3)转述他人的问题—一特殊疑问句复习本章要达到的目标掌握loyal；argue；fond；match; survive；deserted; hunt; share; lie; hunt for; in order to; care about; even though; as … as possible等重点单词及短语的用法。

掌握表示“喜好”的句型；“某人也（也不）怎么样了”的句型；so...that... 和such...that... 引导的结果状讲从句；should have done sth. 的用法；when 引导的时间状语从句的用法；并列连词not only ... but also... 的用法学会如何谈论爱好；如何谈论朋友；如何写电子邮件；学会使用直接引语和间接引语。

⊕教材知识归纳◆知识归纳1. I think a friend should be loyal.loyal 的用法：派生词:loyally adv. 忠诚地loyalty n. 忠诚；忠诚的行为相关归纳：be loyal to sb./sth. 对某人或某个政党忠实be considerate to/towards sb. 体贴某人be thoughtful of sb. 体贴某人be devoted to 深爱某人或忠于某人be good/kind/friendly to 对某人有好be cruel to sb. 对某人残忍Be hard on sb.= be strict with sb. 对某人严厉He realized that what a fine loyal character Susan is.他意识到苏珊是一个多么忠诚的人。

He has remained loyal to the team even if they lose almost every game.他仍然忠实于那个球队，尽管他们几乎每场球都输。

This showed their love and their loyalty to the Party.这表明了他们对共产党的热爱和忠实。

Tom is very considerate towards everyone.= Tom is very thoughtful of everyone. 汤姆非常体贴每一个人。

Tom is devoted to his wife and his sons.汤姆深爱他的妻子和儿子。

The teacher is strict with us.= The teacher is hard on us.老师对我们要求严厉。

2. What are they arguing about?argue 的用法：派生词:argument n. 1. [C]争论 2. [U]讨论．辩论3. [C]论据相关归纳：(1) argue with / against sb. over / on / about sth. 与某人争论某事Tom argued with his teacher on the problem. 汤姆和老师就这个问题进行了讨论。

(2) argue for / against sth. 辩论赞成／反对某事He argued against the plan.他据理反对这个计划。

(3) argue sb into / out of doing sth. 说服某人做／不做某事We argued her out of going on such a dangerous journey.我们说服她不要去作这样危险的旅行。

(4)argue that从句争论说They argued that I should take his advise.他们争论说我那该接受他的建议。

(5) settle the argument 解决争端After five hours’ argum ent, they managed to settle the argument.经过5个小时的争论他们成功地解决了争端。

注意：“说服某人做／不做某事”还可表达为：talk / persuade / reason sb. into / out of doing sth.3. I don't enjoy singing, nor do I like computers.Rock music is OK, and so is skiing.这两句中nor与so用于倒装结构。

表示某人也（也不）怎么样了。

常见句型有：(1) so + be / 助动词 / 情态动词 + 主语 (意为“主语也……” )Tom went to the cinema yesterday, and so did Jack.(2) neither / nor + be / 助动词 / 情态动词 + 主语(意为“主语也不……” )Tom didn’t finish the homework on time, neither did Susan.(3) so it is / was with sb / sth和so it is / was the same with sb / sth (意为“主语也……” ) (用在前文有两个或以上的从句，而且分句有不同的谓语或既有肯定又有否定以及既有系动词义有行为动词的情况)。

这时也可以用as is the case with sb 这个句型。

Tom is clever and he studies hard, so it is the same with Jackson.汤姆非常聪明并且学习努力，杰克森也是一样。

Mary was born in Australia and she lived in the United States. So it was with Jane. 玛丽在澳大利亚出生，在美国居住。

简也是。

注意下面两个句型：(1) so + 主语 + be / 助动词 / 情态动词 (意为“主讲确实如此”)，表示进一步肯定。

“Tom studies very hard .” “Oh, so he does.”“She can speak French. ” “So she can.”(2)主语 + did + so (意为“主语按照吩咐做了”)。

.Our teacher told Tom to clean the blackboard and he did so.4.I’m 15 and fond of singing.be fond of sth/doing sth. 喜欢做某事I am fond of playing football.英语中表示喜欢的短语有：(1)be into sth.= be very interested in 表示对……极其感兴趣He is into everything concerning music他对与音乐有关的一切极其感兴趣。

(2).like +n./ to do sth./doing sth.She likes playing the piano.她喜欢弹钢琴。

注意：like (与should, would连用)希望,想,想要，即是] should/would like to do sth. He would like you to make that trip.他希望你走一趟。

(3).love +n./ to do sth./doing sth. 语气比like更强烈。

(4) enjoy +n./ doing sth.I enjoyed reading these books very much.我很喜欢读这些书。

注意：①enjoy oneself=have a good time玩得高兴Are you enjoying yourself?你玩得高兴吗?②享有(利益、权利、声誉等)We enjoy free medical care.我们享受免费医疗。

I enjoy good health.我身体很健康。

(5)care for喜欢做某事Does your sister care for dress?(6)go in for 喜欢做某事Does your sister go in for swimming?(7)be keen on 热衷于某事The young are keen on high pays,年轻人热衷于高薪的工作。

5.I can’t strike a match on wet days.match 的用法知识梳理：match作动词时，主要义项有：和……相配（称）The color of the shirt does not match that of the tie.衬衫的颜色与领带不相配。