高一英语good-friends--language-points,grammar

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高一英语Good friends语言点课件 3

observe
doing
hear
listen to
feel
4、 argue vt. & vi. n. argument
argue with sb. about / over sth. argue + clause (从句) 他们正在和同学争执这场战争是否正义的。 They are arguing with their classmates about the justice of the war. 他争辩说她不应出去。 He argued that she should not go out. 有一场热烈的争论。 There was a hot argument.
such…as Such languages as Chinese,Russian,German are difficult to learn well. =Languages such as Chinese,…… =Languages like Chinese,…...
for example: 作插入语，在句子中充当独立成分“例如，譬如”。一般只举同类人或物中的一个为例，前后常有逗号隔开。例如，空气是看不见的物质。 For example,air is invisible. 她有许多业余爱好，比如集邮。 She has many hobbies,for example,collecting stamps.
Strangers are just friends waiting to happen. Friends are the Bacon Bits in the Salad Bowl of Life.
Pass this on to all of your FRIENDS, even if it means sending it to the person that sent it to you. And if you receive this e-mail many times from many different people, it only means that you have many FRIENDS.

高一英语Unit 1 Good friends 好朋友人教版知识精讲

高一英语Unit 1 Good friends 好朋友人教版【同步教育信息】一. 本周教学内容：Unit 1 Good friends 好朋友二. 学习目标1. Learn to talk about friends and make friends学习谈论朋友和交朋友2. Practise talking about likes and dislikes 学说爱好3. Direct speech and indirect speech 直接引语和间接引语4. Learn to write an e-mail 学写电子邮件三. 重点词汇、词组、句型describe，honest，argue，survive，hate，be fond of，in order to，treat…as…，care…aboutI’m not into classical music.Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.四. 重难点讲解1. I hate hiking and I’m not into classical music. 我厌恶远足也不喜欢古典音乐。

（1）hate vt. 憎恶，憎恨；厌恶，很不喜欢，句型为：hate sth. / sb.；hate doing / to do sth.；hate sb. doing / to do sth.。

例如：She hates cates. 她极讨厌猫。

I hate asking / to ask any favors of her. 我很不喜欢求助于她。

He hates women smoking / to smoke. 她不喜欢女人抽烟。

（2）be into sth. 对某事有兴趣，热衷于某事。

例如：He is into rock music. 她热衷于摇滚乐。

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.~。

高一英语上册Unit1GoodfriendsUnit1Goodfriends(第一课时)大纲第一册

Unit 1 Good friendsⅠ.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 qualities 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 sometimes friends have contradictions between them and how to solve their contradictions. Speaking part supoplies 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 students’ 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 betweenthem. The part of Integrating skills designs a real assignment “sending an e-mail”.It’s very usefull 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 standardTopiccs 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 would…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.WordsAnd Expressionshonest bave loyal wise handsome smart argue chassical fond match mirror fry gun hammer saw rope movie cast deserted hunt share sorrow feeling airplane lie(n) speech adventure notebook error fornd of hunt for in order to care about such as drop sb. a lineCategory Contents based on the new course standardGrammar 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(慷慨的)；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. Godd friends always count on one another to speak and act honestly.Generosity means sharing and sharing makes a friendship grow. You don’t clothes, of course. Instead you have to learn how to share things you enjoy, like your clothes, of course. Instead you have to learn how to share things you enjoy, like your hobbies and your interests. Naturallyyou will want to share you ideas and feelings, They tell your friend what is important to you. By sharing them you help your friend know you better.Sooner or later everyone needs under-standing and help with a problem. Something may to wrong at school. Talking about the problem can make it easier 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 you in your friend’s place so you can understand the problem better.No two friendships are ever exactly alike. But all true friendships have three things in common. if you plan to keep your friends, you must practise honesty, generosity and understanding.2.Real FriendshipBy Rachel ChastainYou know you have 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 youthey’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 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（爆米花）when you’re totally depressesd（心情低沉的）。

高一英语上册Unit1 Good Friends 好朋友上课学习上课学习教案三

高一英语上册Unit1 Good Friends 好朋友教案三高一英语上册Unit1GoodFriends好朋友教案三TheThirdPeriodTeachingaimsanddemandsThestudentsareaskedtomastertheGrammar:DirectSpeecha ndIndirectSpeech2.IntegratingSkill:reading3.oralpractice:manipulateoralpracticerelevanttother eadingmaterial.keypoints:grammarandreadingTeachingmethods:Reading—Sentencestructure----explanationTeachingprocedures:Step1.Revisioncheckthehomeworkexercises.Revisethekeypointsofthepreviouslesson.Step2.PresentationToasktheSspre-writingthefollowing sentencesandchecktheminclass.1.“TodayisThursday”theteachersaid.2.“I’mgoingtoplayfootball.”Tomsaid.3.“HelivedinNewyork”Tomtoldme.4.“Themoonfoesaroundtheearth.”hesaid.5.“Hewantedtogooutforlunchtoday.”hisfathersaid.6.“Hehasbeenhereforsixyears”mrLitoldme.7.“Iwillbehereforoneyear.”IsaidtomrLi.8.“youcomeherequickly.”heordered.9.Shesaidtome,“Iwillaskforsomepaper”.10.Theyasked:“whydidyoucomeheresolate?”Step3.GrammarDirectSpeechandIndirectSpeechBriefexplanationof “DirectSpeechandIndirectSpeech”:Statements&Qu estions*useDirectSpeechwhenyouwanttoshowtheexactwordssomeo equotationmarkstoshowthatyouarerepo rtingtheexactwordsapersonusedandareportingclausetoi ncludeinformationaboutthespeakerandthesituation.e.g.“Ihadagreattimeatthepicnic,”shetoldhermum.*Thereportingclausemaycomebefore,within,orafterthedirectspeech.whenthereportingclausecomesafterthedire ctspeech,theorderofthesubjectandtheverbmaybechanged ,e.g.janesaid/saidjane.Thistypicallyhappenswhenther eportingclauseiswithinthereportedspeechandthesubjec tisnotapronoun.e.g.janesaid,“Igotanewe-pal.HeisfromGermany.”“Igotanewe-pal,”janesaid/saidjane/shesaid,“HeisfromGermany.”“Igotanewe-pal.HeisfromGermany,”janesaid/saidjane/shesaid.*Useacommatoconnectthedirectspeechandthereportingcl ause.*whenyouchangeasentencefromDirectSpeechtoIndirectSp eech,yousometimesneedtochangetheverbtense.youmayals oneedtochangepronounsinordertokeepthesamemeaning.DIREcTSPEEcHINDIREcTSPEEcHPresentpastPastpastorpastperfectpresentperfectivepastperfectpastperfectivepastperfecte.g.“I’lltakecareofyou,”chucksaid.àchucksaidhewouldtakecareofhim.“Didyougete-mailsfromyourfriends?”sheasked.àSheaskedifIhadgote-mailsfrommyfriends.“Haveyougotanye-mailsfromyourparents?”sheasked.àSheaskedifIhadgotanye-mailsfrommyparents.*whenyouuseIndirectSpeechtoreportwhatsomeonesaid,yo ucansometimeschangetheexactwordswithoutchangingwhat thespeakeractuallysaid.e.g.wilsonasked,“Howlonghavewebeeninthisplace?”àwilsonaskedhowlongyouhadbeenhere.AnswerstoGrammarExercise11Thevisitorsaidthathewasverygladtovisitourfactory.2“Idon’tlikeAmericanmoviesverymuch,”thewomansaidto/toldus.3Unclewangsaidthattherewassomethingwrongwiththefron twheel.4Theteachersaidtothestudents,“wearegoingtohaveameetingatthreeo’clock.”5Thestudentsaskedwhentheyshouldgooutingthatautumn.6“I’lltrytofinishreadingthebookbytheendofthisweek,”shesaid.7Thedaughtertoldherfatherthatmumhadgonetothesuperma rket.8“Areyougoingtomailthegiftstoyourparents?”Sara’sfriendaskedher.9TomaskedBobwhyhehadbeensoexcitedthatday.10“HowcanIsolvetheproblem?”Sandraaskedherfriend.Step4Post-reading:GrammarExercise2Inthisexercise,thestudentshavetoimaginethattheyareh elpingchuck“hear”whatwilson“says.”Thestudentsusechuck’sanswerstoguesswhatwilsonisaskingandthenwritedownth equestionasreportedspeech.Letthestudentslookattheex ampleandpointoutthattheydon’tneedtochangetheverbtense.whentheyhavecompletedthew rittenpartoftheexercise,theycanusethequestionsandan swerstotalktoeachother.AnswerstoGrammarExercise2:chuck:Iknow,Iknow.youareangrywithme.youthinkweshoul dwaitlonger,butwehavewaitedlongenoughalready.wilson:whydoyouwanttoleavethisisland?you:chuck,wilsonaskswhyyouwanttoleavethisisland.chuck:IwanttoleavetheislandbecauseImissmyfriends.wilson:AmInotyourfriend?you:chuck,wilsonaskswhetherornotheisyourfriend.chuck:yes,youaremyfriend,butImisstheothers.wilson:Howlonghavewebeenhere?you:chuck,wilsonaskshowlongyouhavebeenhere.chuck:wehavebeenhereforalmostfiveyears.wilson:Howwillweleave?you:chuck,wilsonaskshowyouwillleave.chuck:Howwillweleave?wewillwaitforthewindtochange.T henwewillgooutoverthereef.wilson:Thatmightbedangerous.you:chuck,wilsonsaysthatmightbedangerous.chuck:yes,itmightbedangerous,butwehavetotry.wecan’tstayhereanylonger.wilson:willyoutakecareofme?you:chuck,wilsonasksifyouwilltakecareofhim.chuck:ofcourseIwilltakecareofyou.wilson:I’mscared,chuck.you:chuck,wilsonsaysheisscared.chuck:I’mscared,too.Step5workbook:AnswerstoExercise1:1marytoldyangmeithatshewasdoingabiologyexperimentth en.2marytoldyangmeithatshewasnotfreethatday.3marytoldyangmeithatshemust/hadtofinishherpaperthat week.4marytoldyangmeithatshewouldhavetostayinthelabuntil thenextday.5marytoldyangmeithatshewasgoingtowriteareportthenex tweek.6marytoldyangmeithatshehadwatchedaveryinterestingTV programmethedaybefore.7marytoldyangmeithatShemust/hadtowaittherethatafter noon.8maryaskedyangmeiifshewouldgototheStudents’clubthatafternoon.9marytoldyangmeithatshehadvisitedherteacherthedaybe fore.10maryaskedyangmeiwhowasgoingtostudyabroadthenextye ar.AnswerstoExercise2:Sept1,mondayIt’smyfirstdayinseniorhighschool.mothertoldmetogetupea rly.Fatheraskedmetotiemyhairup.Itoldmyselfnottoworr ytoomuch.whenIarrivedatschool,Iranintomyfriendjoanna.Shesaid Ilookedgreat.Iaskedherwhereshehadspentherholiday.Sh esaidthatshehadgonetoShanghaiandithadbeenwonderful. ShealsoaskedmeifIhadenjoyedmyholiday.wewenttotheclassroomforourfirstlesson.mryuaskedusif wehadhadapleasantholiday.Thenhesaidthathewantedtoge ttoknowus,andheaskedustowriteashortdescriptionofour selves.IwroteitinEnglish.whenmryureadit,hesaiditwas well-written.AfterschoolIwentbackhome.Itoldmyparentsaboutmyfirst dayinschool.Theytoldmethattheywereproudofme.1“wheredidyouspendyourholiday?”Iasked/saidtoher.2“IwenttoShanghaianditwaswonderful,”shesaid.3“Didyouenjoyyourholiday?”sheasked/said.4“Didyouhaveapleasantholiday?”mryuaskedus.5“Iwanttogettoknowyou.couldyoupleasewritedownashort descriptionofyourselves?”hesaid.6“It’swellwritten,”hesaid.7“weareproudofyou,”theysaidtome.AnswerstoExercise31changeDirectSpeechintoIndirectSpeechandIndirectSpe echintoDirectSpeech.1Huming,themanagersaysthattheyrunthatrestauranttoma kefriends.2“weareunhappyaboutthis,”thestudents’parentssaid.3Humingsays,“AteacherhasalreadytoldmethatIshouldspendmoretimeo nstudy.”4“Runningabusinesstakesalotoftime,”allthemanagerssay.5LiuTaosaysthattheydon’thavethemoneytohireenoughwaitersorwaitresses,sothey domostoftheworkthemselves.学习永无止境6Anotherboytellsmethatsometimestheyhavetoskipclasse stokeepaneyeontherestaurant.7“wearedoingok,”LiuTaosays.Step6HomeworkFinishofftheworkinworkbookchangethe10sentencesintoindirectspeechTrytowriteanewsstoryinabout100wordsonpage88Revisethegrammaronpage178topage180Evaluationofteaching:专业的学习。

高一unit1 Good Friends

Chuck’s friends
Saving Private Ryan (雷霆救兵，1998） Forrest Gump (阿甘正传 1994）
Photos of Cast Away
Fast reading：
Who is Wilson? A volley.
Second reading:
Workbook Exs. (Page 1)
3. Listen to the two friends arguing
类似的用法：
see notice watch look at sb. + observe hear listen to feel
do doing
4. argue vt. & vi.
n. argument argue with sb. about / over sth. argue + clause (从句) argue sb. to be argue for / against 他们正在和同学争执这场战争是否正义的。
Questions:
1. What should a good friend be like?
2. What qualities should a good friend have?
words:
Quality: honest, brave, wise, loyal , smart, handsome kind, happy, strong, beautiful, rich, funny
F 4. Chuck makes some friends there one of whom is Wilson, a football.
T 5. Staying on the island helps Chuck realize his own shortcomings.

高一英语good friends- language points,grammar

Direct Speech and Indirect Speech
• They said, “We are going to see him now.” • She said, “I will go tomorrow.” • He said to me, “I do it yesterday.” • He said to me, “I came back an hour ago.” • They said that they were going to see him then. • She said that she would go tomorrow/the next day. • He told me that did it yesterday/the day before. • He said to me that he had come back an hour before.
Direct Speech and Indirect Speech
• She says, “He is very kind.” • She says, “He was very kind.” • He said, “It is true.” • He said, “It was true.”
• “Two and two makes four,” said he.
survive v. • Her parents died in the accident, but she survived. • He survived in the desert for a week on biscuits and water. • Only one baby survived the terrible earthquake.

高一英语人教版Unit 1 good friends grammar 课件

高一英语人教版Unit 1 good friends grammar 课件Unit 1 Good FriendsThe fifth lessonGrammar:direct & indirect speech 概念Mr. Black said, “I’m busy.”直接引述别人的原话，叫直接引语。

（直接引语一般前后要加引号）Mr. Black said that he was busy.用自己的话转述别人的话，叫间接引语。

（间接引语在多数情况下构成宾语从句，不用引号）Find out the differences between Direct Speech & Indirect Speech:1. She said,“I won’t go there any more.”She said that she wouldn’t come here any more.2. He said, “This will be finished tomorrow.”He said that would be finished the next day.3. Paul said, “ I visited China last year. ”Paul said that he had visited China the year before.4. “ I am very glad to visit your school”, she said.She said she was very glad to visit our school.5. He said, “I haven’t heard from my parents these days.”He said that he hadn’t heard from his parents those days.直接引语变成间接引语时需要注意的变化：1. 注意人称的变化2. 注意指示代词的变化3. 注意时间的变化。

高一英语上册 Unit 1 Good friends Unit1 Good friends(第二课时

高一英语上册 Unit 1 Good friends Unit1 Good friends(第二课时)教案大纲人教版第一册Teaching Aims:1.Learn and master the following words and phrases:survive,item,mirror,hammer,saw,rope,compass,company,Pacific Ocean,parachute,hunt for, make a fire,care about.2.Improve the students’ reading ability.3.Enable the students to value the friendship between friends by learning the reading text.Teaching Important Points:1.Improve the students’ reading ability.2.Master the following phrases:hunt for,make a fire,care about,on boardTeaching Difficult Points:How to make the students understand the reading text better.Teaching Methods:1.Discussion before reading to make students interested in what they will learn.2.Discussion after reading to make students understand what they’ve learned better.3.Fast reading to get a general idea of the text.4.Careful reading to get the detailed information in the text.Teaching Aids:1.a recorder2.a projector3.the blackboardTeaching Procedures:☞Step Ⅰ.Greetings and RevisionGreet the whole class as usual.T:Yesterday we learned some self-introduction.We know how to describe yourself and your friends in English.Now who can give us self-introduction in English?(Teacher asks some students to introduce themselves in English.)☞Step Ⅱ.Pre-readingT:OK.Thank you for your self-introduction.We all know that we have lived with our parents,since we were born.We have never been left on a place without your parents,brother or sister,friends and all the things we use in our daily life.Yes or No?Ss:Yes.T:Imagine that you were alone on a deserted island.You have to survive.Yeah,do you understand“deserted,survive”?(Bb:deserted,survive)Ss:No.T:“Deserted”means“of the place where no people can live”.“Survive”means“continue to live”.Now do you understand the two words?Ss:Yes.T:If you have to survive on the deserted island,what will you do?Here are some items that would be most useful to you on the island.(Show the following box on the screen.)a knife,a box of matches,a mirror,a radio,a frying pan,a gun,a book,a hammer,a saw,an umbrella,a rope,a compassT:Maybe some of them are new words.Now I explain them to you.(Teacher begins to explain them.After that,teacher says…)T:Now let’s discuss in pairs which three items are most useful to you on the island.Of course,you must explain why you think they would be useful.Please begin.(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 that ___________ would be the most useful,because I could use it to ___________,to ___________,and to ___________.(Bb: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 Ⅲ.ReadingT:OK.Today we’re going to learn a similar passage “Chuck’s Friend”.Now open your books,turn to Page 3.You are given four minutes to read the text quickly and silently.Try to remember the general idea.Then answer the question:Who’s Wilson?Please begin.(After five minutes,teacher checks the answer.)T:Time is up.Who wants to answer this question?Any volunteers?S:(A student stands up):Wilson is a volleyball.T:Quite right.Wilson is Chuck’s unusual friend.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.)(Teacher gives students another four minutes to read the passage and then asks some students to answer these questions.)Suggested answers: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.Eventhough 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 Ⅳ.Language StudyT:Now you are familiar with the passage.But you should also pay attention to some useful phrases.Let’s look at their usages.(Show the following on the screen.)(Bb:hunt for,make a fire,care about,on board)(Teacher asks some students to translate these sentences into Chinese.At the same time teacher explains the underlined phrases.)☞Step Ⅴ.Listening and ConsolidationT:Now I’ll play the tape.You can follow it in a low voice.Pay attention to your pronunciation and intonation.(After that,teacher asks students to discuss the last two questions behind the text in groups of four.)T: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 of four.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 than the other three persons to the world.T: Now look at V ocabulary on Page 87. First listen to the tape, then we’ll do Exercise 1 and 2.(After listening, students begin to do the exercisees. After a while, teacher deals with it with the whole class.)Suggested answers:Exercise 1：1）rope 2）notebook 3）pan 4）gun 5）mirror 6）compass 7）hammer 8）match 9）airplane 10）movieExercise2:1）My friend Alan is brave. He once saved the life of a littlee girl who had fallen into a lake. 2）He is an honest boy. We all like him.3）My friend Bob is loyal. He wouldn’t talk to Charles whom I don’t like at all.4）My friend David is wise. He always gives me the best advice.5）My friend George is a handsome boy, but he doesn’t like to study and slawys dreams of becoming a model.6）My friend Harry is a smart student. He always asks good questions in class.☞Step Ⅵ.Summary and HomeworkT:In this class,we’ve read a passage about my friend Wilson.We’ve learned a lot from it and we know friendship can help us understand what kind of people we are,why we need each other and what we can do for each other.At the same time we’ve also learned some useful phrases.After class,read the passage again and again until you can recite some sentences.What’s more,don’t forget to preview“word study and grammar”in the next period.Well,that’s all for today.Class is over.Answers toExercises on Page 87 Translation:Dear Aunt,Hi! I have made many friends at my school. We are getting along very well. But one day one of my friends lost 100 yuan. He thought I had taken his money and he told others about it. They are not as friendly to me as they were before. I’m very wnhappy.I need your help. Can you give me some advice?Yours/ Your nephew,Gao FeiSample letter:Dear Xiao FeiI am sorry to hear about your problem and thank you for your truse. Both your uncle and I are fond of you, because you are a nice and honest boy.It is always easier to make friends than to keep them. You are feeling bad about losing their friendship, and they may feel the same way. In my opinion, you should go to talk to your friends and honestly tell them that you didn’t do it. You may also need to work together with your friends in order to find out who took the money.I hope my advice is helpful and I wish you good luck.Yours truly,Aunt Betty ☞Step Ⅶ.The Design of the Writing onthe Blackboard____________________________________________________________________________________________________________________________。

高一英语 unit1 good friend

事
eg. We survived although others died in the
air / plane crash. 3. desert v. 遗弃；抛弃；离弃
eg. ① He is so selfish tdeserted him. ② Many people hurriedly deserted the city
eg.① I’m alone, but I don’t feel lonely. ② Chuck Noland lived alone on the lonely
island for four years. ③We have no idea why he left the company.
Tom alone knows the secret.(alone =only)
rich
happy
Reading
Answer the following questions:
1.Who is Chuck? 2.WHhaet ihsaappsuecncsetsosCfuhl umcaknoangeerdiany?a company. 3. Who is Chuck’s friend on the deserted island?
His plane crashes . 4. How many years does Chuck stay on the island? 5. What lesson can we learn from Chuck?
A volleyball named Wilson.
Five years.
Friends are teachers.
Language points: 1. play vt. 扮演（角色）= play the part / role of

高一英语教案：Unit1GoodFriends

Unit 1 Good FriendsTeaching objectives and demands:1. The activity is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.2. Ask the students to describe a good friend and give examples of situations where friends have helped them. Use the activity asa brainstorming session done either in groups or with the whole class.3. Language use: Manipulate listening, speaking practiceKey points:1. Everyday English for communication.2. Words and useful expressionsTeaching procedures:Step 1. Warming upStudents are asked to describe themselves and a friend. You can use these questions in at least two different ways. Onealternative is to ask the students to think about three words to describe themselves and then let each student tell the class the three characteristics they have chosen. A second alternative would be to ask the students to write down the three characteristics and let other students guess who is being described. As with the first part, the objective is to elicit student language and get the students to think about friends and friendship.Which words can be used to describe the characteristic?Brave: courage fearless heroicScared : astonish fearful frightened horrified shocked terrified timidLoyal: devoted faithfulWise: bright clever cute gifted intelligent smart well-learned witty Foolish: silly stupid Unhappy: bitter blue discouraged displeased heavy miserable sad upset Step 2. Listening The students will hear friends discuss common problems that may occur in a friendship. The students are asked to identify the problems and suggest solutions. Tell the students that friends sometimes have problems and that it is important to know how to solve the problems. The students will hear three arguments between friends and are asked to write down the problems and suggest possible solutions. It may be necessary to divide the task into two parts; first the students write down the problems as they listen to the tape, and then they discuss possible solutions. The students can also listen to one situation at a time and discuss solutions with the whole class.Key1. Peter is often late for football practice. I think that he should try to be on time in thefuture.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 bronk.eAdam can ask his uncle to fix it.Extension the students are asked to think of other situations/problems involving friends and role-play or discuss the issues.You may also ask the students to list or discuss what methods are most effective when you want to solve problems in a friendship.Workbook P85Listeninga) Students will hear about problems friends may have and what can be done to solve such problems. The students are asked towrite down the solutions mentioned on the tape and to think of other solutions. Ask the students to listen to the tape and write down the solutions suggested by the speaker. You can help the students prepare by first asking them to think about problems they may have had with their frien ds. The soluti ons men ti oned on the tape are simple and general. Encourage the students to think of better, more specific solutions. What would they do if they had a quarrel with a friend? How do they talk to theirfriends about difficult thin gs? How do they keep secrets from beco ming rumours?b) Listening text Everybody needs friends. But being a good friend can sometimes be hard work.Learning how to solve problems in a friendship can make you a better friend and ahappier pers on. A com mon problem betwee n friends is that they don ' Ik know how to taeach other about difficult things. When they do talk, they often get mad with each other. What can they do? Well, it takestime to learn how to com muni cate well, and it is importa nt to un dersta nd why a friend gets angry with you whe n yousay someth in g. If you know what it is that makes your friend an gry, the n you can try to talk about the problem in adiffere nt way. graceful inviting lovely neat pretty splendid Rich: wealthy plentifulFunning amusing humorousHappy: carefree cheerful contented delighted glad highBeautiful: attractive good-looking breath-taking charming coolstunningmerry pleased cute elegant eye-catchingc) Another problem that many friends have to deal with is whatto do after one of them gets angry or upset. If friends getangry with each other and say something bad because they are an gry, theyofte n find it difficult to apologize after the quarrel. The best way to apologize after a quarrel issimply to start by telling each other that you are sorry and then go from there. A simple apology is often enough and is a good starting point. What about friends who can' tkeep a secret? Sometimes it seemsimpossible to keep a secret from becoming arumour that every one kno ws. Should n ' t a good frie nd be able to keep a secret?Perhaps, but it is not always that easy to keep a secret, and telli ng a secret to someone will often put them in a difficult situation ——they may have to lie to other friends to keep the secret. The best way to make sure that a secret doesn' t becomea rumour is simply to keep it to yourself —— don' t tell anyone.d) Answers to Exercise 1e) Problem: Frie nds get angry with each other whe n they try to talk about someth ing difficult.f) Soluti on: Try to un dersta nd your frie nd/Try to talk about the problem in a differe nt way.g) Problem: Friends don ' t know how to apologize.h) Solution: Start by telling each other that you are sorry and take it from there. A simple apology is ofte n eno ugh.i) Problem: Some friends don ' t know how to keep secrets.Solutio n: Keep your secrets to yourself.Step 3 SpeakingThe students will use the information about the people on SB page 2 to talk about likes and dislikes and to practice givi ng reas ons for their opinions. Tell the stude nts to work in pairs. Ask the stude nts to complete the chart on page SB page 3 and the n use the an swers to talk about who could be friends and what they like or dislike. Ask each pair to decide who could be friends and give reas ons for their decisi ons. When they have made their decisi on, ask them to compare and debate their ideas with other pairs. En courage differe nt an swers, in cludi ng stra nge on es.P3 work in pairsName Joh n Steve Peter Ann Sarah JoeAge 15 14 15 16 14Gen der boy boy boy girl girl boyLikes football skii ng singing dancing readi ng no vels surfi ngthereadi ng si nging rock music computers football Internetreadi ng computer rock music sin gi ng rock music skii ngDis-si nging hiki ng football hiki ng rock music footballlikescomputers football classical music dancing dancing hik in grock musicrock music dancing classical music computerExtension T he students are asked to make a list of famous people or people they know. Thestudents then use the list to identify likes and dislikes and characteristics and try to determine who could be friends. Step 4.Talking Workbook P85The stude nts are give n role cards based on three situati ons where friends are havi ng problems. They are asked to act out the situations with the “ usefuexpressions They are also asked to think of a fourth situation, prepare role cards for it, and act it out. Let the students role-play in pairs. Remind them that they should not write down a dialogue and then simply read the dialogue. Instead, they should try to act out the situation without rehearsing it. If they find it difficult to get started, you can let them prepare by practising part of a situation. You can also help by modeling part of a situation.Extension Friends often help each other. Ask the students to work in pairs and list examples of situations where friends can help each other. The students can then write role cards for the situations and act out in pairs.Step 5. Homework(1) Finish off the exercises of Unit1 in the workbook.(2) Revise the key points of this unit.(3) List the friend they get to know in class and write down some thing they want to know.Evaluation of teaching:The Second Period Teaching objectives1. Develop the students ' comprehension of explorative passages, especially their ability of analyzing the structureof such kind of articles.2. Offer the students chances of self-culture by working in groups and seeking information about the film outside theclass.3. Infuse the students with basic knowledge about the friend and friendship4. Learn some words and useful expressions from the text.Teaching Approach1. Communicative 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 fromnewspaper or magazines.Step 2.Review and check Ss have a word dictation and check their homework in workbook Exercise 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 wouldn ' t talk to Charles whom I don ' t like at all.3) My friend David is wise. He always gives me the best advice.4) My friend George is a handsome boy, but he doesn 'litke 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 it ' s going to break. ”2 “ Oh no! I forgot where I put it! I have written down all the important phone numbers. ”3 “ Yum! You have bought it at last. We can have fried fish for dinner. Mmm …I can ' t wathis fish in it. ”4 “ Hands up! Don ' t move or I ' ll shoot. Give me all your money! ”5 “ Ooooh! I look very nice in this new dress!!! ”6 A: I think we ' reWlohsatt. should we do now? B: Don ' t worry. I have it here and I know how to use it.7 “ Ouch! I hit myself with it. ”8 A: Hurry up! It ' s so dark here. I can ' t see anything.9 “ It is shaking badly. Am I going to die? Help! …Oh, thank God! ”10 "I feel sadhe n it comes to the part in which the two friends become en emies. ”An swers 1 rope 2 no tebook 3 pan 4 gun 5 mirror 6 compass 7 hammer 8 match9 airpla ne 10 movieGet the stude nts to thi nk about what it would be like to be alone on a deserted isla nd. The activity is not direct lin ked toa readi ng strategy or a structure in the readi ng, but is inten ded to be used as a prelim inary activity related to theprevious parts of the un it. The pre-readi ng exercise also gives the stude nts an opport un ity to practise givi ng opinions and making decisi ons.Explain the situation to the students and give them time to think about what they would bring. The activity should gen erate differe nt choices and opinions, thus making it a good opport un ity for discussi on. Tell the stude nts to work in groups.Ask them to describe the usefu In ess of each item in the box and the n decide on the three most useful on es. Make sure that each group member gets an opport unity to speak. En courage the stude nts to use the structures I th i nk …because …/ I could use it to …/ it could be used to …/ …would be more important thanAsk •oMecudsni …from each group to write their an swers on the blackboard. Compare an swers from differe nt groups and have a short discussion. e.g. 1.1 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 ani mals away. More importa ntly, if some one saw the fire, they would come and save me. 3.I think a book would be more useful than a radio, because you don ' t need batteries to read. And when I read, I would learn about life and the world and forget myIon eli ness.Extension 1: Ask the stude nts to think about how the things could help them in other situati ons, 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 isla nd 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 n eeds, i.e. the things we n eed and the social in teract ion we n eed.Step 4 Reading Listen to tape and finish the following itemsCHUCK S FFRIENDBackground information on the reading :The film Cast Away, starring Tom Hanks, depicts a man' s struggle with solitude and his journey towards se-knowledge. The film shows us how Chuck, a busy manager who never has“ enough time, ” ends up on an island with nothing buttime. He manages to survive on the island and he realizes the importance of friends and friendship. The text, summarized below, describes his experience and the lessons he learns from his unusual friend, a volleyball he calls Wilson.Guess the meaning of a word or phrase in the text, tell them to mark the word or phrase. Ask the students to list words or phrases that they don ' t know. Explain important ones if necessary, but try offeri ng more con text of certa in words un til the stude nts can guess the meaning.Don' t spe nd too much time going through the new words.1 Chuck Nola nd, a successful bus in essma n, lands on a deserted isla nd after a pla ne crash.2 Chuck has to lear n basic survival skills on the isla nd. In order to cope with his Ion eli ness, Chuck develops a friendship with a volleyball he calls Wils on.3 Five years ' life on the isla nd teaches Chuck the importa nee of hav ing friends and being a goodfriend. Wils on may just be a volleyball, but their frien dship is real and in some ways better than Chuck ' s friendships in the past.4 Huma n friends and unu sual friends are importa nt in our life. Frie nds and frien dship help usun dersta nd who we are and how we should behave. Step 5 Post-reading Exx on Page 4 Ask the stude nts to an swer questi ons about the story. e.g.How can a volleyball become Chuck ' s friend? What does Chuck learn about himself when he isalone on the isla nd?Suggested an swers to the questio ns1 He has to learn how to collect water, hunt for food, and make fire. More importantly, he has to lear n to live withoutfrien ds.2 He has lear nt a lot about himself whe n he is alone on the isla nd. For example, he has come torealize that friendship is important in his life, that he hasn ' t been a good friend, and that h should care more about his friends. (The students may also use present tense, e.g. He learns a lot about himself. He realizes that ) …3 Open for discussi on. The stude nts can list basic survival skills.4 Let the students discuss the question in groups. The question can be discussed in the form of a role-play where eachstude nt represe nts one of the four people and has to persuade the others that he or she should be give n theparachute.5. Have a short discussi on about one or more ideas in the text:1 ) What can we do to be good friends even if we are very busy?2 ) Does a successful man or woma n n eed frien ds?3 ) The text talks about “ givi ng ” and “ tak ing. ” How do friends give and take?4 ) What do friends teach us?how I retell the main idea of the text.5 ） Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?Step 6 Language study Key to “ Word study ”:1 honest,2 classical3 sorrow/unhappiness4 argue/quarrel/disagree5 loyal/good/true6 hunt for7 fond of/interested in8 brave/fearless9 in order to/ so as to 10 smart Student-centered vocabulary learning:It is very important for students to make their own choices and decisions about what they learn. You can help your students by letting them practise making such choices and decisions.Give the students a few minutes to make a list of words and expressions from the text that they want to learn. The list should not be too long.Ask the students to show their list to a partner and explain why they chose these words or expressions.There are many ways to help the students deal with new words. Begin by letting the students try on their own. If the students can discover the meaning of new words themselves —either by using clues, pair work, or group discussion they are more likely to develop a better understanding of the word. More importantly, the process will help them develop strategies and skills that they can use when they encounter new words. The teacher is responsible for providing guidance and assistance. Give the students time, help as little as possible and in a gradual way. Try to model and encourage positive behaviour —the best way to help is to provide clues and examples. If you “ explain ” the word or simply translate it, you are not giving the students an opportunity to learn.1 Encourage the students to try different ways to fix the words in their minds.2 Some words may have different meanings. You can help the students decide which meaning fits the context.Unit 1 背景材料：Cast Away 荒岛余生汤姆汉克斯曾以《费城故事》和《阿甘正传》连续两度获奥斯卡最佳男演员奖殊荣，为自己和别人树立了两座高不可攀的丰碑。

高中英语第一册上Unit 1 Good Friends

Unit 1 Good FriendsPeriod OneTeaching aims:1. Get new students familiar with senior English book and the teacher’s requests.2. Learn and master the new words: honest, brave, loyal, wise, handsome, smart, argue, solution, classical, fond, match, mirror, fry, gun, hammer, saw, rope, compass, movie3. Lead the students to the topic of this unit “friendship” by warming up exercise.4. Listening practice.Important points:1. Master the new words.2. Lead the students to the topic of Unit 1.Difficult points:1. How to improve the students’ speaking and listening abilities.Teaching Methods:1. Discussion method to finish the part of warming up.2. Individual, pair or group work to make every student work in class.Teaching procedure:Step 1. Greetings and Lead-in1. Because the Ss is new to senior school, lead them to find out the differences between junior and senior school life. And introduce the new book to them.2. Make demands for the students’ English study.In order to help the Ss get used to the new school life, give out some demands about study and life.3. Give some learning methods to the students.Read and recite native expressions and passages as many as possible.Learn English through mass medium like films, TV news, newspapers, etc.Try to find useful ways to reduce the burden of reciting. Step 2. Warming up1. Ask the Ss to think of the qualities of a good friend. Ask some Ss to express their opinions and list the relevant adjectives on the blackboard.2. Add new words honest, brave, loyal, wise, handsome, smart and explain the usage of the words.3. Lead in the topic about friends: the students listen tothe introduction of a good friend read by the teacher and find adjectives learned just now to replace the description of the good friends.4. Ask the students to describe themselves and their good friends with the words and the sentence structure “I think I am/ she is/ he is…” on Page 1.Step 3. Listening1. Help the Ss guess the contents of the listening material by reading the questions on Page2.2. Play the tape for three times:First time—ask the Ss to listen carefully without taking notes, pause in each situation to ask the students to talk about what’s each situation about briefly; second time—pause for the students to write down the details; third time—play the tape for the students to check their answers. Step 4. Homework1. Review the words learned in this lesson and preview the rest ones.2. After class, listen to the material on Page 2 to make sure that it’s clear to you and finish off the listening practice on Page 85, it will be checked next lesson.3. Preview Speaking on Page 2 and Talking on Page 85 and choosea situation to make a dialogue with your partner according to the example on Page 86. Next lesson I’ll ask some pairs to act it out.Period TwoTeaching aims:1. Learn and master the following words: cast, survive, deserted, hunt, share, sorrow, feeling, airplane, parachute, lie, speech, adventure, notebook, scared, e-pal, formal, errorSentence pattern: So/ Nor + link/ auxiliary/modal verb+ subject, in order toPhrases: be fond of, surf the Internet, hi there, be into sth, hunt for, care about, such as, drop sb. a line2. Learn the useful expressions to talk about likes and dislikes and to make apologies.3. Stimulate the students’ interest about the text by doing Pre-reading activity.Important points:1. Words and useful expressions.2. Speaking activities.Difficult points:How to stimulate the students to speak.Teaching methods:1.Role playing2.Discussion in groupsTeaching procedures:Step 1. RevisionCheck the listening practice in workbook.Step 2. Speaking1. Listen to the six persons’ self-instruction and fill in the list on Page 3 without the help of the original texts on Page2.2. Check the list by asking some Ss to re-introduce the six persons and try to use the expressions on Page3.( The teacher lists the useful expressions on the blackboardwhile students are answering.)1. Make the students think about who could be friends and give the reasons according to the sentence patterns the teacher gives:I’m sure _____ and _____ could be friends,I’m not sure tha t ____ and ____ could be friends,I think / don’t think ____ and ____ could be friends, Perhaps____ and _____ could be friends,because she/he likes/enjoys/loves/is fond of…because she/he doesn’t like/enjoy/ love…because she/he hates/dis likes…because she/he thinks…is boring/terribleFrom the list, the six people’s hobbies are clear to Ss, so it’s easy for them to decide who could be friends. Use these sentence patterns to give out the answers. For example, “I’m sure John and Sarah could be friends, because they are both fond of football and reading and hates computers.”2. Learn how to make apologies and act out the dialogue. Turn to Page 86 and do the talking in workbook. First, learn the useful expressions in the box. Some of the expressions are used to express the problem, anger and complaints. Theyare: Why did you…?/Why didn’t you…?/ You promised to…, but…/You said that you would…They’re used to make apologies.Step 3. Language points1. honest adj. telling the truthe.g. an honest businessman(honesty n. honestly adv.)2. brave adj. ready to face danger, difficultye.g. It’s brave of him to save so many people from the fire. (bravery n.)3. loyal adj. true and faithfule.g. I’m a loyal fan of Tom hanks.(loyality n.)4. wise adj. having good judgemente.g. It’s not wise of you to sell the house at a low price.5. smart adj. having or showing intelligen, clevere.g. you look smart in the new suit.6. handsome adj. (of men) good-looking; (of women) having a fine figure; of fine appearance; generous7. argue v. ~with sb. about/over sth.; ~ for/against sth.; ~ for the right of old people(argument n.)8. solution n.( solve v. =work out)9. classical adj.e.g. He is fond of classical music/ works.10. fond adj. be fond of=like, enjoy, love11. compass: device for finding direction, with a needle that points to magnetic northe.g. The compass is one of the four greatest inventions in China.12. movie n.=filme.g. go to a movie=go to the cinema13. cast v.: throwe.g. cast a stone into the water/ cast glance atcast sb. away/ sb. be cast away14. survive v.:continue to live or exist, though nearly being killed or destroyed(survival; survivor n.)15. deserted adj.：without any personStep 4. Pre-reading1. Remind the Ss of “Robinson Crusoe” to lead them to the situation of Pre-reading and arouse their interest by showing them the pictures of the items in the box. Tell them sth. aboutRobinson.Ask Ss to suppose the modern Robinson, left on an deserted island and there are some tools, but he/she is allowed to choose the three most useful items, what will he/she do?2. Lead the Ss to review the words of some subjects.3. Give Ss 3 minutes for discussion and then choose some Ss to express their opinions.Step 5. Homework1. Prepare a self-introduction according to the speaking part on Page2.2. Review the words in this unit and finish the word study on Page 4 and vocabulary exercise on Page 87.3. Preview Reading and Post-reading and find out the main idea of each paragraph and the difficult points.Period ThreeTeaching aims:1. Consolidate new words study by checking vocabulary exercise on Page 4 and Page 87.2. Learn the passage in the reading part.3. Enable the students to value the friendship.Important points:Get the students understand the text and master the language points in it.Difficult points:How to make the students understand the text better. Teaching methods:1. Skimming and scanning methods to go through the passage.2. Consolidation through listening.3. Ask-and-answer activities to get the information in the passage.Teaching procedures：Step 1. Revision1. Check the vocabulary exercises on Page 4 and Page 87.(1) Check the answers in Word Study on Page 4. Ask one student to read out the whole sentence, and his partner translate it and point out the phrases in the sentence.(2) Check the Ex 1, 2, 3 on Page 87.2. Ask some students to introduce their hobbies and dislikes. Step 2. Reading1. Lead in the text by asking some questions about the new text.(1)Who is Chuck’s friend?(2)How can Chuck make friends with Wilson, a volleyball?(3)What’s the name of the movie in which Chuck is acharacter? What’s its Chinese name?(4)Who plays Chuck in the movie? What do you know abouthim?2. Analyze the four paragraphs from main ideas to details, including the language points.(1) Read Para. 1 and answer the questions:a. What does Chuck do?b. How do he treat his friends?c. How does he treat his friends?d. What happens to Chuck one day?e. How many people stay on this island?(Answers: a. Chuck is a manager in a company that sends mails all over the world. b. He’s successful in his career.c. He’s so busy that he has little time for his friends.d. One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.e. No one.)(2) Read Para. 2 to find how Chuck survives all alone on the deserted island. (Answer: He has to learn collect water, hunt for food, make fire and make friends with a volleyball.)(3) Ask Ss to read Para. 3 to find out the topic sentence. (Answer: the first sentence)(4) Read Para. 4 to find out the value of friendship. And learn about the attributive clause.Retell the details of each paragraph with the help of the hints on the blackboard.Step 3. Post-reading1. Discuss the value of friendship.2. Ask Ss to use imagination to discuss Question 4 and ask the students to act out the situation.Step 4. Summary and homework1. Summarize the language points again and ask the students to underline them.2. Homework: a. Read the passage and recite Paragraph 3,4.b. Review the language points in this unit.c. Do the reading comprehension Page 88.d. Preview Grammar on Page 5 and Page 177—180and try to doExercises1,2 on Page 5.Period FourTeaching aims:1. Review the reading material and the words in Unit 1.2. Learn and master direct and indirect speech.Important points:1. Consolidate the knowledge in reading part.2. Master the interchanges of direct speech and indirect speech in the declarative and interrogative sentences. Difficult points:The changes of the pronouns, tenses, adverbials in the interchanges of direct speech and indirect speech. Teaching methods:1. Consolidate the language points by dictation.2. Explanation and inductive methods to make the students master the interchanges of direct speech and indirect speech in the declarative and interrogative sentences.Teaching procedures:Step 1. Warming up1. Check the language points through dictation.2. Check the details of the passage learned last lesson by asking some questions.Step 2. Grammar1. Let three students make sentences and ask another threestudents what they said just now so that direct speech andindirect speech are introduced.2. From the three examples given above summarize some rulesof changes between direct speech and indirect speech.3. Summarize the changes of the predicates, verbs, pronouns,tenses, adverbials in the interchanges of direct speech andindirect speech, besides the special cases.Next pay attention to the change of predicates: A say toB A tell B thatIn the case of questions the predicate is changed to ask.Compare verb tense in the three examples and refer to Page178:present past past past perfectfuture past future present perfect past perfectpast perfect: unchanged present continuouspast continuousOn Page 178 to 179 the list show you the rules about howto change some adverbial words, verbs and pronouns.Step 3. Practising1.Do Exercise 1 on Page 5 and check them together.2.Do Exercise 2 on Page 5 and ask the groups of three to act out the dialogue.3.Do Exercise 1 in the part of grammar on Page 87 and consolidate the rules of changes.Step 4. Homework1.Review the grammar in this lesson.2.Finish Exercises 2, 3 on Page 88 and hand in the answers. Preview how to write an e-mail and answer one of the e-mail ads on Page 7 in the form of e-mails.Period FiveTeaching aims:1.Review the grammar.2.Promote the students’ writing ability after learning the rules of e-mail writing and revising their own compositions.3.Train the students’ integrating skills by comprehending the text on Page 88.Important points:1.Master the interchanges of direct speech and indirect speech in the declarative and interrogative sentences.2.Learn to write an e-mail.Difficult points:How to improve the students’ integrating skills. Teaching procedures:Step 1. Warming upStep 2. Reading1. Read the short passage on Page 6 to be clear about the questions:(1) What’s a pen pal?(2) What’s a e-pal?(3) What’s the advantage of e-mails?2. Read the e-pal ads on Page 7, and found a new phrase. (Answer: drop sb. a line=write to sb.)Step 3. Writing1.Ask the students to list the rules of an e-mail and then explain the tips one by one.Pay attention to the form of an e-mail and read the tips of writing e-mails.2.According to the tips to check their own compositions and then hand them in.Step 4 Integrating skills ( on Page 88-89)1. Analyze the passage(1) Read and learn the long passage on Page 88 to find its main idea of Para. 1. (Answer: Friends come in many flavours.)(2) To know the characteristic of different kinds of friends in Para. 2. (On Page 89)(3) Read Para. 3 and learn about Friends Across Boarders and language points.2. Words: flavour 种类、味道culture 文化,have a problem/ problems with sth. ……出了问题overcome her shyness 克服了她的羞怯explain sth to sb 向某人解释……despite the fact that… 尽管……make fun of= laugh at 嘲笑……be curious about 对……很好奇Step 5. Revision1. Review direct speech and indirect speech by checking Exercises 2,3 on Page88.2. Have a dictation of the phrases in this Unit. ( If time is enough.)Step 6. Homework1.Finish the writing practice on Page 90.2.Preview the words in Unit 2 and the part of Warming Up.3.Do the listening exercises on Page 9.。

高一英语上册 Unit 1 Good friends Unit1 Good friends(第三课时

高一英语上册 Unit 1 Good friends Unit1 Good friends(第三课时)教案大纲人教版第一册Teaching Aims:1.Review the words learned in the last two periods.2.Learn and master direct speech and indirect speech.Teaching Important Points:1.How to guess the missing word according to the given sentence.2.Master the interchanges of direct speech and indirect speech in the declarative sentence andinterrogative sentence.Teaching Difficult Points:Master the changes of the pronouns,tenses,adverbials in the interchanges of direct speech and indirect speech.Teaching Methods:1.Review method to consolidate the words learned in the last two periods.2.Explanation and inductive methods to make the students master the interchanges of directspeech and indirect speech.3.Individual,pair work to make every student work in class.Teaching Aids:1.a projector2.the blackboardTeaching Procedures:☞Step Ⅰ.GreetingsGreet the whole class as usual.☞Step Ⅱ.Word StudyT:In the last two periods,we have learned some self-introduction,a reading text—My Friend Wilson.We have also discussed what a good friend should be like and what qualities a good friend should have.If you are alone on a deserted island,we also know what would be the most useful to you.All these include some useful and important words and phrases.Now let’s review them.Open your books,turn to Page 4.Look at Word Study.Fill in the blanks with the words and phrases you have learnt in this unit.You are given five minutes to do it.Read first,then fill in it according to the meaning of each sentence.Is that clear?Ss:Yes.T:OK.First do it by yourself.Then discuss them in pairs.After a while,I’ll ask some students to read the words.(Teacher goes among the students and the students begin to do it.After a while,teacher checks their answers.)Suggested answers:1.honest2.classical3.sorrow4.argue5.loyal6.hunt for7.fond of8.brave9.inorder to 10.smart☞Step Ⅲ.Grammar StudyT:Now I want you to translate two sentences into English.Listen carefully.The first one,“我喜欢看冒险故事”，the second one“玛丽，你看见我的蓝色笔记本了吗？”Here I tell you howto say“冒险”in English—adventure.Now how to translate the two sentences?Who wants to try?Yeah,Li Li,you try,please.The first one.S:I like reading adventure stories.T:Good,sit down,please,Li Li said,“I like reading adventure stories.”(Bb:Li Li said,“I like reading adventure stories.”)The second one.Who wants to try?OK,Peter,you try,please.S:Mary,have you seen my blue notebook?T:Yes,sit down,please.Peter asked,“Mary,have you seen my blue notebook?”(Bb:Peter asked,“Mary,have you seen my blue notebook?”)T:Now look at the blackboard.If we report what Li Li and Peter said to someone else,how to do it?T and Ss:Li Li said that he liked reading adventure stories.Peter asked Mary if she had seen his blue notebook.(Bb:Write them on the blackboard.)T:Yes.We should pay attention to the changes of tenses.Look at the underlined words.And we should pay more attention to the second sentence.In direct speech,it’s a general question.But in indirect speech,we should use if or whether to introduce object clause besides the change of verb.If it is a special question in direct speech,we should use the original interrogative in indirect speech.Look at the example.“How could you do that?”Mary said to Ann.→Mary asked Ann how she could do that.(Bb:Write them on the blackboard.)Is that clear?Ss:Yes.T:OK.Now let’s do some exercises.Open your books,turn to Page 5.Look at Grammar—Direct Speech and Indirect Speech.Look at Part 1 first.Turn the following sentences into Direct Speech or Indirect Speech.First do it by yourselves.Then discuss it in pairs.Finally I’ll show you the answers.(After students do it,teacher shows the following on the screen.) Suggested answers:1.The visitor said that he was very glad to visit our factory.2.“I don’t like American movies very much.”the woman said to us.3.Uncle Wang said(that)there was something wrong with the front wheel.4.The teacher said to the students,“We are going to have a meeting at three o’clock.”5.The students asked when they should go outing that autumn.6.She said,“I will try to finish reading the book by the end of this week.7.The daughter told her father that Mom had gone to the supermarket.8.Sara’s friend said to her,“Are you going to mail the gift to your parents?”9.Tom asked Bob why he was so excited that day.10.Sandra said to her friend,“How can you solve the problem?”T:OK.In fact,we should pay attention to some special cases.In the interchanges of direct speech and indirect speech,it is not necessary for us to change“here,come,yesterday and so on”into“there,go,the day before”if we are at that given time and place.Of course,if the content in direct speech is objective truth,it is also not necessary to change tenses in Indirect Speech.For example:She said to the children,“It is well-known that the earth moves round the sun.”→She told the children that it is well-known that the earth moves round the sun.(Bb:Write them on the blackboard.)As to this,you should remember.Is that clear?Ss:Yes.T:OK.Let’s deal with Part 2(Teacher begins to read the background knowledge on Page5.After that,say the following.)Now you are given five minutes to do it.First do it by yourself.Then discuss it in pairs.Pay attention to guessing what Wilson says according to the context,then write down what Wilson says,using Direct Speech.Now please begin. (Teacher goes among the students to check their writing and explain some new words students meet with and ask,such as“scared”.As to some sentences,teacher and students can discuss together.At last,teacher shows the answers on the screen.)Suggested answers:Chuck:I know,I know.You are angry with me.You think we should wait longer.But we have waited long enough already.Wilson:Why do you want to leave the island?You:Chuck,Wilson asked why you wanted to leave the island.Chuck:I want to leave the island because I miss my friends.Wilson:Am I not your friend?You:Chuck,Wilson asked you if he was your friend.Chuck:Yes,you are my friend,but I miss the others.Wilson:How long have we been here?You:Chuck,Wilson asked you how long we had been here.Chuck:We have been here almost five years.Wilson:Why don’t we leave here earlier?You:Chuck,Wilson asked why we didn’t leave here earlier.Chuck:How will we leave?We will wait for the wind to change.Then we will go out over the reef.Wilson:Is it dangerous if we go out now?/That might be dangerous.You:Chuck,Wilson asked you if it was dangerous if you went out then/Wilson said that might be dangerous.Chuck:Yes,it might be dangerous,but we have to try.We can’t stay here any longer. Wilson:Will you take care of me?You:Chuck,Wilson asked if you would take care of him.Chuck:Of course I will take care of you.Wilson:But,I am scared.You:Chuck,Wilson said(that)he was scared.Chuck:I am scared,too.T: OK. Now let’s do some exercisees in workbook. Turn to Page 87. Look at the exercisees in Grammar. Do it by yourself first. Then we’ll deal with it together.Suggested answers:1. 1. Mary told Yang Mei that she was doing a biology experiment them.2.Mary told Yang Mei that she was not free that day.3. Mary told Yang Mei that she must/had to finish her paper that week.4.Mary told Yang Meo that she would have to stay in the lab until the next day.5.Mary told Yang Mei that she was going to write a report the next week.6.Mary told Yang Mei that she had watched a evry interesting TV programe the day before.7.Mary told Yang Mei that she must/ had to wait there that afternoon.8.Mary asked Yang Me iif she would go to the lecture that afternoon.9.Mary told Yang Mei that she had visited her teacher the day before.10.Mary asked Yang Mei who was going to study abroad the next year..2.1. I asked her where she had spent her holiday→“Where did you spend your holiday? ” I asked/said to her.2.She said that she had gone to Shanghai and it had been wonderfull.→“I went to shanghai and it was wonderfull,”she said.3.She also asked me if I had enjoyed my holiday.→“Did you enjoy your holiday?” She asked/ said.4.Mr. Yu asked us if we had had a pleasan holiday.→“Did you have a pleasant holiday?” Mr. Yu asked us.5.Then he said that he wanted to get to know us, and he asked us to write a short descryiption of ourselves.→“I want to get to know you. Could you please write down a short descryiption of yourselfves” he said.6. He said it was well- written.→“I t’s well written,”he sad.7. They told me that they were proud of me.→“We are proud of you.” they said to me.☞Step Ⅳ.Summary and HomeworkT:OK.In this class,we’ve reviewed the new words we learned.In particular,we’ve learned Direct Speech and Indirect Speech.After class,review the content,and remember the rules of changes in the interchanges of direct speech and indirect speech.Time is up.That’s all for today.See you next time.☞Step Ⅴ.The Design of the Writing onthe Blackboard____________________________________________________________________________________________________________________________。

高一英语Unit1Goodfriends人教版知识精讲

高一英语 Unit 1 Good friends人教版【本讲教育信息】一.教课内容：Unit 1 Good friends二.要点、难点：1.掌握词性变化2.直接引语和间接引语的互相转变（一）词汇honest adj.注意 h 开头不发音的单词，如 : hour, heir, honor等,n.honestyadv. honestlybrave adj. n.bravery loyaladj.同义词有 faithful adj. faith n.n.loyaltywise adj. n.wisdomargue v.词组 argue with sb. about / over sth.argue that n. argumentsolve v.n. solution词组 the solution to sth.fond adj.词组be fond of同义词组 be interested in/be keen on/be intocast v.联想 broadcastsurvive v.n.survivaldeserted adj. v.desert hunt for同义词组 search for/ look forshare v.词组 share sth. with sb.sorrow n.adj. sorrycare about辨析 care for与care aboutcare about译为关怀；在意He doesn’t care much about his money.care for译为喜欢；照料Do you care for tea or coffee?The teacher always cares for us like a mother.such as辨析 such as 与 for exampleHe is interested in many subjects, such as Maths, Physics and Chemistry.He is interested in many subjects, for example, Maths, Physics and Chemistry.scared adj.辨析 scared 与 scaryscared 译为被吓到的，惧怕的，而scary 则译为吓人的，令人恐惧的。

高中高一英语教案：Unit 1 Good Friends

高中高一英语教案：Unit 1 Good FriendsUnit 1 Good FriendsTeaching aims and demands：a. Achieve language skills and related knowledge about the topic of friends 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 3ListeningAsk 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.。

高一英语上学期 Unit1 Good friends词汇解析

高一上学期词汇解析Unit1 Good friendWord and e an doe not te ie 诚实的人不说谎。

brave ad with no fear; not howing fear勇敢的 braver ; bravet The Chinee , a caue, or a dut忠实的; 忠诚的more oa; mot oa a oa friend 忠实的朋友The e ad good ooing漂亮的；英俊的handomer; handomet He wa a handome bo with arge, bright ee and bond hair他是个英俊的少年，长着大而明亮的眼睛和淡黄色的头发。

mart ad cever; with a quic mind伶俐的；聪明的marter ; martet Don i mart in mathematic 唐在学习数学上很聪明。

argue v offer reaon for or againt omething 争论; 争辩What are ou arguing about with our mother 你在和你母亲辩论什么？oution n the anwer to a 解答; 解决办法 [to / of/for] What i the oution to our troube 你解决困难的办法是什么？caica ad that ent with a neede which awa ovie n 电影cat v throw; throw off; et fa or droe ue幸存；活下来Fortunate he urvived the traffic accident 他很幸运地在车祸之后还能活着。

deerted ad ema打猎；Miion of mer and fa hunting for a ob 整个夏天和秋天我都在找工作。

(整理版高中英语)高一上学期词汇解析Unit1Goodfriends

高一上学期词汇解析Unit1 Good friendsWords and expressionshonest adj. saying what is true; not stealing or cheating 老实的An honest man does not tell lies. 老实的人不说谎。

brave adj. with no fear; not showing fear勇敢的 (braver ; bravest)The Chinese people are a brave and hardworking people. 中国人民是勇敢勤劳的民族。

loyal adj. faithful to a person, an ideal, a custom, a cause, or a duty忠实的; 忠诚的(more loyal; most loyal) a loyal friend 忠实的朋友The people stayed loyal to their country. 人民忠于他们的国家。

wise adj. having good sense; knowing a lot有智慧的，聪明的 (wiser ; wisest)I should be able to tell who are wise and who are foolish. 我就可以区分出谁聪明谁愚蠢。

handsome adj. good looking漂亮的；英俊的(handsomer; handsomest)He was a handsome boy with large, bright eyes and blond hair.他是个英俊的少年，长着大而明亮的眼睛和淡黄色的头发。

smart adj. clever; with a quick mind伶俐的；聪明的(smarter ; smartest)Don is smart in mathematics. 唐在学习数学上很聪明。