新人教版高中英语必修一第一单元名师优秀教案28053

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人教版高中英语必修一unit1教案最终版(2021年整理)

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Teaching Plan Unit1 Friendship 教材人教版高中英语必修一试讲者李瑶单位适用年级高中一年级单元课题Anne’s Best Friend课时共（ Reading）一．教材分析 Analysis of the Teaching MaterialsThis unit is the first unit of the senior English stud friendship。

As for the students, at the beginning of s making new friends is one of important things for them this unit is appropriate at the present time. It can e students’interests in English learning and help stude choose friends and the meaning of the friendship。

The the center of the unit。

It mainly talks about the Ann during the world war II， regarded the diary as her be her happiness， sorrow and missing to her hometown。

人教版(2023)必修第一册 unit1 teenage life 第1课时导入和基础讲解教案(表

人教版(2023)必修第一册unit1 teenage life 第1课时导入和基础讲解教案(表格式）人教版高中英语必修一U1 teenage life 第一课时教学设计课题U1 teenage life 第一课时导入和基础讲解教学目标1. Enable students to acquire the basic usage of the new words and expressions concerning the freshmen challenges and learn to use them flexibly. 2. Enable students to have a good understanding of the freshmen challenges in the new senior high school which is quite different from junior middle school. 3. Develop students’ sense of cooperative learning and individual thinking capability. 4. Develop students’ different learning skills to solve different reading comprehensive problems.教学重点 1. Develop students’ reading ability such as skimming, scanning and summarizing. 2. Let students talk about their new school challenges in senior high school and encourage them to find the possible solutions to conquer them.教学难点interaction among students would be a problem; introduce the topic by proper jokes and changing subjects by playing games.教学准备familiarize current topic games to raise students’ interests; preparation of some selective answers in case of non response.教学过程 1. Warming up Step 1 Leading-in Have a free talk with students. Ask them the following questions: How do you feel about your senior high school Have you come across some challenges that make you upset Step 2 Pre-reading Let students guess what the text will be mainly about before reading by looking at the picture and the title. Step 3 Reading 1. Fast reading Ask students to skim the reading passage to sum up the main idea of each paragraph and then discuss it with their partners. Paragraph1.________________________________________________2.________________________________________________3.________________________________________________4.________________________________________________ Tips: you can find main ideas by first taking at quick look at the title, picture, key words and phrases and topic sentences. Step 4 Further Reading and discussion Read the text the third time and work in pairs to do the following：1.What does “make the team” in Paragraph 3 mean 2.Do you face the same challenges as Adam What other challenges are you facing 3.What are some differences between Adam’s school life and your school life板书设计when asking for free talks, prepare some selective choices for students : lonely; B. excited; C. confused D. upset , to lead the certain answers to the topic; for pre-reading , write down the new words in text.After further reading and discussion , summarize the synonyms for some new words. Ps. If step 3 is impossible for current students , write down the options of main idea.课后作业 1. Write a passage to introduce you first senior school challenges and how to solve them. (about 120words) 2. Learn the useful new words.教学反思None.。

人教课标版高中英语必修1Unit1_语言点课名师教学设计

3. The child can go through three pairs of shoes in a month．
4. Mary went through the drawer looking for the sweater.
a.翻找，查看b.审阅，检查c.用完，用掉d.经历，经受
7).set down写下，记下
do withfor example
on purposein order to
too muchhappen to do
at duskface to face
1.通过汉译英的形式复习并呈现今天要学的重点单词和短语。
2.为引入今天的重难点的学习进行了铺垫。
温故而知新。让学生逐步进入到目标短语、句型，由浅入深，尽量让不同层次的学生都逐渐参与。
让学生重视一词多义，在不同的语境中，短语有着不同的意义。
学会在具体的语境中应用所学的单词或短语。
通过尝试翻译同一短语在不同语境、不同句子的不同意义，让学生体验并归纳。
DELC6
3
深度加工知识
Step3
Explanation(10 mins)
Sentence structures
T:First let students try to understand the meanings of those sentences by themselves. Then lead them to find some useful sentence patterns and useful structures.
翻译并归纳以下单词和短语的用法：outdoors, upset, concern, loose, ignore, curtain，be concerned about, face to face, go through, calm down, a series of

高一英语必修一unit1教案(优秀3篇)

高一英语必修一unit1教案(优秀3篇)高一英语必修一unit1教案篇一一、指导思想：新的学年，我将按照“规范教学管理，创新教学方式，突出教研重点，注重教研实效”工作思路展开各项教学工作。

针对我们班新生普遍英语底子差，基础薄薄弱的实际情况，老师们要坚持用“夯实基础，狠抓双基，使用导学案教法，改进学法，激发兴趣，提高能力”的指导思想来指导自己的工作。

主要教学内容：高一必修1、必修2（1-2模块）的内容。

二、具体安排：高一必修1及必修2（1-2模块）共8个模块，计划安排每一模块用10课时，新授8课时，练习2课时，共用4个月的时间。

三．具体措施：1.注意教学的承上启下为了使学生打牢基础不至于出现知识断层，本学期开学要重新学习音标，另外要有计划的把学生初中学过的但掌握不好的时态、句式、定语从句、状语从句、动词不定式以及部分掌握不好的词汇、短语、句型分插于12单元的新课教学中。

2、认真研究新课程标准要认真研读新课程标准，尤其与旧大纲不同的地方，认真研究新教材，采取用导学案的方法给学生上课，着重培养学生们独立自主的学习能力，培养小组合作精神，在集体备课的基础上认真备课、上课，认真进行自习辅导和批改作业。

4、听评课坚持教学研究和相互听课，探究如何听评课。

我要和其他教师互相学习，取长补短。

5、教案的书写本学期高一备课组要继续探讨如何规范书写教案。

备课组活动中将把教案细分，逐一探讨。

如：如何正确书写教学目标。

教学方法有哪些等等。

四．夯实基础1.听力从高一就开始就对学生进行听力训练。

每周坚持上听力课，另外每周至少两次利用课余时间给学生集体放听力，并鼓励学生课余时间多泛听。

2、单词单词一直是学生的难点、薄弱点，直接影响学生综合能力的提高，在教学中要重视词汇教学，狠抓单词的记忆与巩固以及对词汇的意义与用法的掌握。

使学生掌握科学的单词记忆方法和养成勤查词典的习惯。

3、阅读阅读理解能力的培养是高一教学的重点，也是高考的重头戏。

高一英语必修一第一单元教案精选5篇

高一英语必修一第一单元教案精选5篇高一英语必修一第一单元教案精选5篇作为一无名无私奉献的教育工作者，往往需要进行教案编写工作。

下面是小编为你准备的高一英语必修一第一单元教案，快来借鉴一下并自己写一篇与我们分享吧！高一英语必修一第一单元教案【篇1】一、课程目标高中英语新课程的总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学习的综合语言运用能力。

综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。

语言技能和语言知识是综合语言运用能力的基础。

情感态度是影响学生学习和发展的重要因素。

学习策略是提高学习效率、发展自主学习能力的先决条件。

文化意识则是得体运用语言的保障。

高一年级（课标六级）英语课程目标：1.进一步增强英语学习动机，有较强的自主学习意识。

2.能理解口头或书面材料中表达的观点，并且能简单发表自己的见解。

3.能有效地使用口头或书面语言描述个人经历。

4.能在教师的帮助下策划、组织和实施英语学习活动。

5.能主动利用多种教育资源进行学习。

6.能初步对学习过程和结果进行自我评价，调整自己学习目标和策略。

7.能体会交际中所使用语言的文化内涵和背景。

高一年级（课标七级）英语课程目标：1.有明确和持续的学习动机和自主学习意识。

2.能就熟悉的话题交流信息，提出问题并且陈述自己的意见和建议。

3.能读懂供高中学生阅读的英文原著简写本及英语报刊。

4.具有初步的实用写作能力，例如：事务通知和邀请信等。

5.能在教师的指导下，主动参与计划、组织和实施语言实践活动。

6.能主动扩展和利用学习资源，从多渠道获取信息，并能利用所获得的信息进行清楚和有条理的表达。

7.具有较强的自我评价和自我调控能力，基本形成适合自己的学习策略。

8.理解交际中的文化差异，初步形成跨文化交际意识。

二、课程内容完成牛津英语第三第四模块的全部内容。

新人教版高中英语必修一名师优秀教案

Unit 1 FriendshipPeriod 5Friendship in Hawaii(Reading task in the Workbook)整体设计从容说课This is the fifth teaching period of this unit. We should first get the students to review what they learned during last period. To test whether the students have understood and grasped the roles of Direct Speech and Indirect Speech, the teacher can offer them some revision exercises.This period mainly deals with Reading task on Page 44 in the Workbook. Friendship is valued in all cultures; it is often expressed in different ways. The reading passage introduces the way Hawaiians express friendship. Before they read the passage, ask students if they can think of any place in the world where Chinese and Western cultures live side by side. Places they might mention include Hong Kong, Macao, Singapore, the Philippines, and San Francisco. Ask them to describe what they imagine life to be like in such a place. Then have students read the passage. After they read it, have students talk with a partner and consider how the Hawaiian idea of friendship could help different peoples to get along with one another. Besides friendship, you may want to have students think of another way to communicate better with people from other cultures.教学重点1. Get the students to learn about the way Hawaiians express friendship.2. Get the students to learn to use the pattern:It is+p. p. +that. . .教学难点Get the students to be able to realize the cultural differences in the values of friendship.教学方法1. Task-based teaching and learning2. Cooperative learning3. Discussion教具准备The multimedia and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn about the way Hawaiians express friendship.2. Get the students learn to use the pattern:It is+p. p. +that. . .Ability aims:Get the students to be able to realize the cultural differences in the values of friendship in addition to its importance in all cultures.Emotional aims:1. Get the students to share different opinions on friendship in different cultures.2. Develop their ability to deal with and cooperate with others.教学过程设计方案（一）→Step 1 Revision1. Check the homework exercises.2. Let the students do some grammar exercises.Show the students the exercises on the screen.1)Change the following direct speech into indirect speech and indirect speech into direct speech.(1)Mary said, “I came here last week. ”(2)Tom said to his mother, “I will help these children with their math next week. ”(3)Mother asked me whether I had finished my homework before I watched TV.(4)The man asked Julie what she had done recently.(5)Our teacher said to us, “The sun travels around the earth. ”2)Choose the right answer.(1)She asked______________ for the house.A. did I pay how muchB. I paid how muchC. how much did I payD. how much I paid(2)Jone said that light______________ much faster than sound.A. travelB. travelsC. is travelingD. traveled(3)The teacher asked me______________ I was interested in music.A. thatB. whatC. whetherD. whichSuggested answers:1)(1)Mary said (that)she had gone there the week before.(2)Tom told his mother (that)he would help those children with their math the next month.(3)Mother asked me, “Had you finished your homework before you watched TV? ”(4)The man asked Julie, “What have you done recently? ”(5)Our teacher told us (that)the sun travels around the earth.2)(1)D(2)B(3)C→Step 2 Lead-in1. Talk about different ways of showing friendship of minority groups in China.2. Compare Chinese ways of showing friendship with western ways. And discuss why there is a big difference. Therefore, show the sentence:Every culture has its own ways to show friendship.3. Ask students if they can think of any place in the world where Chinese and Western cultures live side by side. They may think of Hongkong, Macao, Singapore. And the teacher will add one more—Hawaii by showing the students a picture of views in Hawaii.→Step 3 Fast readingTell the students:It is said that Hawaii is a place where the east truly meets the west. Consider how people show their friendship in Hawaii.1. Show the students a picture which describes a girl is giving leis to others. Get them to find the information from the textbook.(Giving leis to one another is a way Hawaiians show their personal friendship. )2. Ask the students to read fast and find out more ways to show friendship in Hawaii to fill in the form.Word Meaningaloha3. According to the form, ask them to consider what friendship is in Hawaiians.→Step 4 Careful readingGet the students to read the 2nd paragraph carefully and answer the question:Why do many different peoples call Hawaii their home?(Hawaii is a place where people make one big community from many smaller communities. It means Hawaii has a rich cultural diversity. )→Step 5 DiscussionGet the students into groups to discuss questions.1. Why do many different peoples call Hawaii their home?2. How can people in Hawaii live in peace?3. Can you find similar things in your hometown? How do you show friendship to visitors?→Step 6 Language PointsUseful sentence pattern:It is believed that the islands can be a paradise when people live in peace.The pattern is “It is+p. p. +that. . . ”. It’s very useful and common. For example, It is said that. . . /It is reported that. . . /It is considered that. . . /It is thought that. . . /It is regarded that. . . /It is believed that. . . /. . .Translate the following sentences.1)大家坚信我们一定会成功。

人教版高一英语必修一unit1教案

人教版高一英语必修一unit1教案（实用版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。

文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的实用范文，如学习资料、英语资料、学生作文、教学资源、求职资料、创业资料、工作范文、条据文书、合同协议、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!In addition, this shop provides various types of practical sample essays, such as learning materials, English materials, student essays, teaching resources, job search materials, entrepreneurial materials, work examples, documents, contracts, agreements, other essays, etc. Please pay attention to the different formats and writing methods of the model essay!人教版高一英语必修一unit1教案This is the first period of this unit.In this period，students are expected to discuss what kind of person they are.The purpose is to give students chance to practice their oral English，at the same time.一起看看人教版高一英语必修一unit1教案!欢迎查阅!高一英语必修一unit1教案1This is the first period of this unit.In this period，students are expected to discuss what kind of person they are.The purpose is to give students chance to practice their oral English，at the same time，they can have a general idea about what are the qualities they should find in a great person.In this period，there is a part designed to practice speaking and reading.In order to make students have a thorough idea of qualities great people have in common，and predict the contents of reading，it is important to make good use of the six pictures，especially Nelson Mandela.What’s more，this is the first period of this unit，so it is necessary to deal with the new words and expressions of this part，so as to make it easy for students to begin and make them less anxious in study.●三维目标 1.Knowledge：Learn and master the new words and expressions in thisperiod. Words：hero，quality，willing，active，republic，principle，nationalism，livelihood，fight，peaceful，prison，prisoner，law，advise，continue，fee，gold，passbook，ANC，youth，league，stage，vote，position，accept，violence，equal Phrases：lose heart，in trouble，worry about，out of work，Youth League，as a matter of fact，blow up，put...in prison2.Ability：(1)Talk about the fine quality of great people to improve the students’ speaking ability. (2)Do reading practice to improve the students’ reading abilities. 3.Emotion：(1)Learn about some great people and qualities they have in common. (2)Develop the students’ moral quality. ●教学重点(1)Talk about the fine quality of great people to improve the students’ speaking ability. (2)Enable the students to grasp the main idea of the passage. (3)Improve the students’reading ability. ●教学难点(1)How to express their own opinions and ideas. (2)How to grasp the main idea of a text or a passage. ●教具准备The multimedia and the blackboard. ●教学过程 Step 1 GreetingsGreet the whole class as usual. Step 2 Lead-in T： (Walkto one boy) Wang Bin，what do you usually do on weekends? S1：I sometimes play basketball with friends.I like basketball very much.T：Do you know who he is?S1：Of course I do.He is Jordan，my idol.He is the best basketball player in the world.I have many pictures of him.T：Yes，you’re quite right.He is very famous and many people all over the world worship him.But do you know that it was not until about fifty years ago that the blacks got their freedom and were treated as equal citizens?S2：Yes，we learnt about this in our history classes.The blacks were first brought to America as slaves.They were treated badly and they had no rights.T：That’s right.But we all know that things are different now.Do you know how they could have the same rights as the whites?S3：We don’t know much about this.Please tell us more.T：OK.Many people devoted themselves to this.Some were put into prison and some even lost their lives.Look at the two pictures and read the notes about them.Then have a discussion in groups of four.Try to explain why they are great men.(Show the following pictures and their information on the screen高一英语必修一unit1教案2(1) 课题：Earthquakes (2) 教材分析与学生分析：本单元的主题是“地震”。

新人教版高中英语必修一第一单元名师优秀教案新部编本

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校U nit one FriendshipTeaching 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 inappropriate 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 maintainfriendshipe 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: upset , calm , concern , loose, Netherlands, German, series, outdoors, dusk, crazy , purpose , thunder , entire, entirely, power , curtain, dusty, partner, settle, suffer , highway, recover, pack, suitcase, overcoat, teenager, exactly, disagree, grateful, dislike, tip , swap , itemadd up \ calm down\ have got to \be concerned about \ walk the dog \ go through \ set down \a series of \ on purpose \ in order to \ at dusk \ face toface \ no longer\not …any longer\suffer from\ get\be tired of \ pack sth. up \ 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. Warming 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 theirappearance, personality, hobbies, etc.2.Self-introductionStep 3. Make new friends1.Ss go around and ask their new friends some information and fill in the followingformName 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 importantto you.Topic 2: There is a saying “to have a good friend, you need to be a good friend. 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 mostimportant 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 andappropriately.4. I know more about friendship after thislesson..5. Do you think you need to improve yourself in some aspects? Whichaspects?Homework:1.Look up the new words and expressions in warming up and pre-reading in adictionary.2.Write a short passage about your best friend.Period twoStep1.Warming upActivity1: Suppose you have to stay indoors to hide yourself for 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?Students 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 ⅡWhat ?How to enjoyherself?Why?Step5. 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 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 thingswith 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 apiece of the diary and write down your feelings after reading it on the page. Wewill share the pieces and your feelings with the whole class.Task2.Ex2、3 、4on Page3Period threeCheck 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. 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 really don’t know what we went through while working on this project.3. 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.4. be concerned about/for: be worried about 担心We’re all concerned about her safety.Step 3. Learning about language1.Finish Ex.1, 2 and 3. on Page 4.2.Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ssthemselves discover the structures.Step 4. PracticeUsing structures on Page 42: ask the Ss to use indirect speech to retell the story. Step 5. AssignmentFinish Wb. Ex, 1 and2 on page 41 and 42.Period fourStep 1. RevisionCheck the Ss’ assignment.Step 2. ReadingSs read the letter on page 6Notes:1.get along with2.fall in loveStep 3. ListeningSs should take notes while they are listening.1. first listening: Ss listen and answer the questions of part 2 on page 6.2. second listening: Ss listen again and finish part 3 on page 6.Step 4. ListeningSs listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.Step 5. SpeakingSs work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the Warming up to help them.Step 6. Assignment1. Ss prepare the reading task on page 44.2. Surf the internet and find some material about friendship in different countries.Period fiveStep 1. Warming upSs say something about making friends and how to maintain friendship.Step 2. ListeningSs listen to a short passage and fill in the blanks on page 41 (listening).Step 3. Reading1.first reading: Ss read the passage about friendship in Hawaii and finishWb.Ex1.on page 44.2.second reading: Ss read again and discuss the questions on page 44.3.Ss share their material about friendship in different countries in groups, and thenchoose some groups to show theirs in class.Step 4. assignmentSs collect some proverbs about friendship.Period sixStep 1. Pre-writing1.Read a letter from a student called Xiaodong.2.Go over the advice on page 7 and be ready for writing.Step 2. While-writingAsk the Ss to write a letter to Xiaodong as an editor and give him some advice.1.Ss make a list about the important information that they need.2.Ss begin to write the letter to Xiaodong.3.Ss revise their letters by themselves.4.Ss exchange their writing paper with their partners and correct the mistakes.(tense, spelling, letters, structures….)5.Ss get back their own writing paper and write the letter again.Step 3. Post-writingChoose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.Step 4. Writing for fun1.Ss read the passage on page 7 by themselves.2.Ss try to write a few lines to describe their best friends or a person they know.3.Show some Ss’ writings in class.Step 5.AssignmentDo Wb writing task on page 46.Period sevenTeachers can use this period freely.Suggestion: Teachers can use this period to let Ss sum up what they have learnedand explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask theSs to finish checking yourself on page 47. It is very important to improve theirlearning.。

统编人教版高中必修第一册《Unit 1 Teenage life》名师精品教案教学设计

顶空气相色谱法测定红霉素原料药中的残留溶剂刘雪峰;衷红梅;席志芳;马泉荔【摘要】建立了红霉素原料药中有机溶剂的分离测定方法.即采用顶空进样毛细管气相色谱法,FID检测器,应用DB-FFAP毛细管柱(25.0 m×0.32 mm×1 μm),载气为氮气,柱温采取程序升温,初始温度40℃,保持6 min,再以20℃·min-1的速率升至180℃,保持5min,测定红霉素原料中丙酮、乙酸丁酯残留量.各有机溶剂均能得到有效分离,在所考察的浓度范围内线性关系良好,r为0.999 0～0.999 7,平均回收率为99.8%～104%.方法灵敏、准确、可靠,可用于红霉素中有机溶剂的检测.【期刊名称】《科学技术与工程》【年(卷),期】2010(010)028【总页数】4页(P7066-7069)【关键词】顶空气相色谱法;红霉素;残留溶剂;ICH【作者】刘雪峰;衷红梅;席志芳;马泉荔【作者单位】陕西省食品药品检验所,西安,710061;陕西省食品药品检验所,西安,710061;陕西省食品药品检验所,西安,710061;陕西省食品药品检验所,西安,710061【正文语种】中文【中图分类】TQ460.72红霉素化学结构式红霉素是由红霉素链霉菌(Streptomyces erythreus)所产生的大环内酯(macrolide)系的代表性的抗菌素。

主要对革兰氏阳性菌具有抗菌性。

临床上主要用于耐青霉素的金黄色葡萄球菌感染及对青霉素过敏的金黄色葡萄球菌感染。

亦用于溶血性链球菌及肺炎球菌所致的呼吸道、军团菌肺炎、支原体肺炎、皮肤软组织等感染。

是一种碱性抗生素,性状为白色或类白色的结晶或粉末;无臭,味苦;微有引湿性。

在甲醇、乙醇或丙酮中易溶,在水中极微溶解。

红霉素在生产工艺过程中使用了有机溶剂乙酸丁酯和丙酮。

参照《中国药典 2005年版二部》附录残留溶剂测定法[1],采用顶空气相色谱法,以乙醇为内标,N,N-二甲基甲酰胺为溶解介质,同时测定上述 2种有机溶剂,方法简便、结果准确可靠,重现性好。

高中英语unit 1 教案新人教版必修1 教案

Step 2. Talk about your old friends
1. Ss talk about their old friends inJuniorMiddle School, talk about their appearance, personality, hobbies, etc.
2. Self-introduction
2.知识目标：
a. Talk about friends and friendship; how to make friends; how to maintain friendship
b. Use the following expressions:
I think so. / I don’t think so.
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. Evaluation
2. Write a short passage about your best friend.
Period two
Step1.Warming up
Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, puter, or Tv at home.

人教版高中英语必修一unit1教案最终版

Teaching Plan Unit1 Friendship教材人教版高中英语必修一试讲者李瑶单位新疆师范大学适用年级高中一年级单元第一单元课题Anne’s Best Friend 课时共五课时，第二课时（ Reading）一．教材分析 Analysis of the Teaching MaterialsThis unit is the first unit of the senior English studying which talks about friendship.As for the students, at the beginning of senior school life, making new friends is one of important things for them now,so the topic of this unit is appropriate at the present time. It can easily stimulate students’interests in English learning and help students think how to choose friends and the meaning of the friendship. The reading passage is the center of the unit. It mainly talks about the Anna , a Jewish girl , during the world war II, regarded the diary as her best friend to express her happiness, sorrow and missing to her hometown.二．学情分析 Analysis of the StudentsAs the students, grade1of senior high school,they have the basic abilities of listening,speaking,reading and writing,but they still need more chances to practice what they have learnt and improve their ability of communicating with others and expressing their ideas fluently and accurately. Meanwhile,it is also necessary to develop their autonomous learning ability and cooperative learning ability, as well cultivate the awareness of cultural differences.三. 教学目标 Teaching Aims1.Knowledge Objectives1.Get students to know the main content of this article.2.Learn about the formats of a diary.2.Ability Objectives1.Develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming and so on.2.Summarize different paragraphs.3.Emotion Objectives1.To get the students to realize the importance of friends and friendship, and learn to make friends and foster friendship.四. 教学重点、难点 Teaching Key and Difficult Points1.Teaching Key Points1.To make the students understand the meaning of friendship.2.To make the students be able to describe their own friends.3.Learn about the formats of a diary.2.Teaching Difficult Points1.To make the students be able to use different vocabularies about friend and friendship.2.To make the students understand this unique history.五．教法、学法与教具Teaching and Learning Methods and Aids1.Teaching Methods1. Question-inquiry Teaching2.Task-based Learning and Teaching3.Analytic Discussion（pair work or group work ）2.L earning MethodsSkimming, Scanning, Guessing, and Discussion3. Teaching AidsTextbook &Teacher’s BookMultimedia DevicesPPT Documents六. 教学过程设计 Teaching Process (45mins)Period II: Anne’s Best Friend（reading）Step I. Review and Leading- in (5mins)Review what we have learnt in the last lesson and enjoy the movie clip Summer Eleven just last 3 mins in order to lead to the topic of friendship.T:Good morning,boys and st lesson we have started this unitFriendship,today we continue this topic. First let ’s enjoy the movie clip Summer Elevenand think about the following questions.(1) What do yo think about the relationship with the four girls?(2) Do you have a good friend?(3) Can you say something about your friend? You can say how you become good friend and why you want to be friend with him or her.(Students think for a while and raise their hands to answer questions.)Divide students into 3 groups and ask them to discuss two questions. Afterwards, choose one representative to show their answers.⑴Do you think friends are important to us? Why do you think so?Yes,they are. Because without friends we will feel lonely and helpless.⑵Does a friend always have to be a person? What else can be our friend? No.Computer,books or diary.Step III. While-reading （25mins）1.Browse the text and think of the following questions. T:(1)Why did Anne make her diary her best friend?Clear---Because she wants a friend to whom she could tell everything,like deepest feelings and thoughts.⑵What is an ordinary diary like according to Anne? What about her diary?Clear--- She thought the ordinary diary is a series of facts. She made her diary as her best friend and she called her diary Kitty.(3) Why was she so crazy about things to do with nature?Clear--- Because she hadn’tbeen able to be outdoors for so long.2.Summarize the main idea of each paragraph.T:Skim the text and summarize the main idea of each paragraph in one sentence.(Teacher writes the answers on the blackboard)Para.1: Anne made her diary her best friend whom she could tell everything.Para. 2: Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.Para. 3: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.3.Learning exercise.T:Review passageAnne’sBest Friend and finish comprehending by using some True-or-False sentences.(1)A friend would laugh at you. F(2)Anne lived in Amsterdam during World War II. T(3)She and her family hid away for one year before discovered. F(4)She kept a diary as others did. F(5)She was fond of nature. T(6)She stayed awake in the night because she couldn’tsleep well. F(7)She couldn’tgo out as she liked. T1.Video appreciation.Enjoy the movie clip Schindler's List just last 3 mins in order to have a sensory understanding of the historical background of this text.2. Group discussion.Imagine you have to go into hiding like Anne and her family. What would you miss most? Give your reasons.StepV.Writing Guide (3mins)T:Now we have studied Anne’s dairy, let’s kook the form of the dairy.diary often writes down what is seen, heard, made or thought of in the life in firstperson .Through the text,we can know the upper left corner writes the week, date (day, month, year) and the name of the recipient;Next is the text; last the lower right corner is a personal signature who writes this dairy.Please imitate the text to write a diary to your friend.StepVI. Summary (2mins)T:This class is aimed at knowings Anne’s best friend and we have know that friendship plays an important role in life.what ’s more we also learn the form of the dairy .I hope that you find more information after class.StepVII. Homework （2mins）1.Write a diary to your friend.（No less than 120 words）2.In your free time,watch the movie Summer Eleven or Schindler’s List.七.板书设计 Blackboard WritingAnne’s Best FriendText structurePara.1 make diary a friend Para.2 diary accompanys with herDairy ’s form the day of the week date (day, month, year) addresseePara.3 Anne is crazy about nature dairy’s bodyyour name八．教学反思 Teaching Feedbacks1.AdvantagesThis lesson, I use a movie clip to motivate students’interests and keep active classroom atmosphere. At the same time, through a number of reading tasks and activities, training students’ability of reading and speaking. To achieve the desired teaching aims, so that students in the knowledge, ability and emotion have been improved.2.ShortagesClass time is limited, I can’t spend much time to make the students understand this unique history, so maybe they couldn't understand well the Anne’s true feelings.。

人教课标版高中英语必修1Unit1_Grammar_名师教学设计(一)

Unit1 Grammar 名师教学设计（一）《直接引语和间接引语》教学案例NEW SENIOR ENGLISH FOR CHINA STUDENT'S BOOK1UNIT1 FRIENDSHIP PRACTICE AND DRILLSBy Jennifer from Jiuquan, Gansu Province PART 1: SpeakingHow to express your ideas when you hare the same ideas with others?_____________________________________________________________________ If you have different ideas, what should you say?_____________________________________________________________________ PART 2:Functional Expressions:I am ____________,how about you?（自己也一样）_______________________________________________________ I am not ________,how about you?（自己也一样不）______________________________________________________ （注意观察老师上课讲到的其他句式，如何选自助动词，并为自己做好笔记，下课后总结）_____________________________________________________________________ _____________________________________________________________________ PART3：Grammar Skills:Step1.___________________ step2._______________________Step3.___________________ step4._______________________PART 4：Who Made The Gossip?1. Write down your sentence, and then change it into another form.（注意自己的句子：是直接引语还是间接引语？然后根据技巧变动句式，并总缩出自己的规律。

新人教版高中英语必修一第一单元名师优秀教案.doc

Unit one FriendshipTeaching aims:1.能力目标：a.Listening: get information and views from the listening material;b.Speaking: express one ’sattitude or views about friends andfriendship 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 tomaintain friendshipe the following expressions:I think so. / I don ’tthink so.I agree. / I don ’tagree.That ’s correct.Of course not.Exactly.I ’m afraid not.c.to enable the Ss to control direct speech and indirect speechd. vocabulary: upset , calm , concern , loose, Netherlands, German, series, outdoors, dusk,crazy , purpose , thunder , entire, entirely,power , curtain, dusty, partner, settle, suffer , highway,recover,pack, suitcase, overcoat, teenager, exactly, disagree, grateful, dislike, tip , swap , itemadd up \ calm down\have got to \be concerned about \ walk the dog \ go through \ set down\a series of\ on purpose \ in order tonot ?suffer from\get\be tired ofget along with\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.Warming up1. Ss listen to an English songAULD LANG SYNE.2. Brainstorming: let Ss say some words about friendship–honest, friendly, brave,humorous, funny, wise, kind, open-minded, responsible, helpful?.1.Ss talk about their old friends in Junior Middle School, talk abouttheir appearance, personality, hobbies, etc.2.Self-introduction1.Ss go around and ask their new friends some information and fill in thefollowing 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 ’tthink so. I agree. / I don ’tagree.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. Thereare four topics.Topic 1: Why do you need friends? Make a list of reasons why friends are importantto you.Topic 2: There is a saying “to have a good friend, you need to be a goodfriend ”.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 mostimportant 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 ’tbe 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,C1.I’m active in talking with others.2.I’m active in cooperating with others.3.I can express myself fluently, accurately andappropriately.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 warming up and pre-readingin a dictionary.2.Write a short passage about your best friend.Period twoStep1.Warming upActivity1: Suppose you have to stay indoors to hide yourself for 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 List Step2.PredictingStudents read the title of the passage and observe the pictures and the outline of it to guess:Who is Anne’ s bestfriend?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 WarⅡWhat ?How to enjoyherself?Why?Step5. 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 infromtheirthepower ”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 Diaryand 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 、3 、4on 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 whatI ’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. 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 really don ’tknow what we went through while working on this project.3. 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.4. be concerned about/for: be worried about担心 We ’re all concerned about her safety.Step 3. Learning about language1.Finish Ex.1, 2 and 3. on Page 4.2.Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let theSs themselves discover the structures.Step 4. PracticeUsing structures on Page 42: ask the Ss to use indirect speech to retell the story. Step 5. AssignmentFinish Wb. Ex, 1 and2 on page 41 and 42.Period fourStep 1. RevisionCheck the Ss ’assignment.Step 2. R eadingSs read the letter on page 6Notes:1.get along with2.fall in love1.first listening: Ss listen and answer the questions of part 2 on page 6.2.second listening: Ss listen again and finish part 3 on page 6.Step 4. ListeningSs listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.Step 5. SpeakingSs work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the Warming up to help them. Step 6. Assignment1.Ss prepare the reading task on page 44.2.Surf the internet and find some material about friendship in different countries.Period fiveStep 1. Warming upSs say something about making friends and how to maintain friendship.Step 2. ListeningSs listen to a short passage and fill in the blanks on page 41 (listening).Step 3. Reading1.first reading: Ss read the passage about friendship in Hawaii andfinish Wb.Ex1.on page 44.2.second reading: Ss read again and discuss the questions on page 44.3.Ss share their material about friendship in different countries in groups,and then choose some groups to show theirs in class.Step 4. assignmentSs collect some proverbs about friendship.Period sixStep 1. Pre-writing1.Read a letter from a student called Xiaodong.2.Go over the advice on page 7 and be ready for writing.Step 2. While-writingAsk the Ss to write a letter to Xiaodong as an editor and give him some advice.1.Ss make a list about the important information that they need.2.Ss begin to write the letter to Xiaodong.3.Ss revise their letters by themselves.4.Ss exchange their writing paper with their partners and correct the mistakes. (tense,spelling, letters, structures ? .)5.Ss get back their own writing paper and write the letter again.Choose some students ’writing paper and show in the class. Ask the Ss to correctthe mistakes together and also learn from some good writings.Step 4. Writing for fun1.Ss read the passage on page 7 by themselves.2.Ss try to write a few lines to describe their best friends or a person they know.3.Show some Ss ’writings in class.Step 5.AssignmentDo Wb writing task on page 46.Period sevenTeachers can use this period freely.Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn ’tunderstand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 47. It is very important to improve their learning.。

人教课标版高中英语必修1Unit1_Grammar名师教学设计

4.Show the students the rules.
a. Change what has been said to an object clause or an infinitive phrase;
b. Change personal pronouns;
c. Change tenses;
d. Change adverbials of time and place;
1)“I don’t know the address of my new home,” said Anne.
2)“I’ve got tired of looking at nature through dirty curtains and dusty windows,” Anne said to her father.
e. Other cases.
1.培养学生的观察能力。
2.培养学生自己归纳总结的能力。
3.通过对应的练习强化学生对该语法的掌握。
通过小组合作，发现规律。
在发现规律的基础上学会在具体的语境中应用。
DELC6
3
深度加工知识
Step3
Exercises(10mins)
1.Ask the students to change the first four sentences from direct speech into indirect speech and the rest from indirect speech into direct speech.
She said that after hiding there for a long time, she had become crazy about nature.

高中英语 unit 1教案新人教版必修1

Unit 1 Friendship(Reading)Period OneTeaching aims:1. To talk about friendship.2. To read about friendship.Teaching procedures:Step 1. Warming upA lot of people have only few possibilities of getting feedback about their own personality. In this exercise you will have the opportunity to get some feedback and to discuss it with a partner. While comparing your mutual judgements, certain prejudices or misunderstandings may appear, as people often do not know each other thoroughly enough to judge others correctly. Try to be honest!Self assessmentOf the following characteristics choose 5 that are particularly applicable to you personally.Partner assessmentNow choose 5 characteristic features which you think are especially applicable to your partner.Step 2. DescribingHave the students get into groups of four to describe their own ideal friends. Individual students mustdecide on TOP 5 character adjectives that could be used to describe the ideal friend and insist they have good reasons for their choices. Then let the group leaders give the class a description of their ideal friends.Step 3. Further applyingYou may also have the students do the survey in the textbook, following the steps below.1. Get the students to make a list of three qualities a good friend should have.2. Have the students get into groups of four to find out what each has listed.3. Have a member of each group report on what their lists have in common and list them on the board.4. Ask the class whether or not they agree with all the qualities listed.5. Then have the students do the survey in the textbook.6. Have the students score their survey according to the scoring sheet on page 8.7. The teacher asks some students how many points they got for the survey and assess their values of friendship:4~7 points: You are not a good friend. You either neglect your friend‟s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend‟s needs and feelings. Try to strike a balance between your friend‟s needs and your own responsibilities.13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend‟s. Well done.(You may also show your students the results above and let themselves self-reflect upon their own values of friendship.)Step 4. Pre-readingTo focus the Students‟ attention on the m ain topic of the reading passage.To activate their previous knowledge on the topic.Step 5. Talking and sharingWork in groups of four. Tell your group mates how you reflect on these questions.1. Why do you need friends? Make a list of reasons why friends are important to you.2. What do you think a good friend should be like? List what a good friend should do and share thelist with your partners.3. Does a friend always have to be a person? What else can be a friend?4. Do you think a diary can become your friend? Why or why not?Step 6. DiscussionThe teacher can give each group one of these questions above to talk about. Then let the class share their ideas. It‟s better to stimulate the students to challenge their classmates‟ opinions about these questions.Step 7. Reading1. Looking and guessingWork in pairs. Look at the pictures and the heading and guess what the text might be about.(1) Imagine what it might be like if you had to stay in your bedroom for a whole year. You could not leave it even to go to the WC or to get a cup of tea. How would you feel?(2) What would you choose if you are only allowed to have five things with you in the hiding place because there is very little room?2. Reading to summarise the main idea of each paragraph.Skim the text and summarise the main idea of each paragraph in one sentence.3. Language focusNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Step 8. Summing up1. To end the lesson you are to do the comprehending Exercises 1 and2.2. Work in groups of four. Discuss the ideas put forward in the reading passage. It does not matter whether you agree or disagree. What is important is that you should have a reason for what you say. Also you can put forward your own ideas.Period TwoTeaching aims:1. To discover useful words and expressions.2. To discover useful structures.Teaching procedures:Step 1. Warming up1.Warming up by discovering useful words and expressions.2.Turn to page 4 and do Exercises 1, 2, 3 and 4 first. Then check your answers with your class partner.Step 2. Learning about grammar:Direct and Indirect Speech1. Direct SpeechIn direct speech, the original speaker‟s exact words are given and are indicated by quotation marks. “I don‟t know what to do,” said Dean.In some grammar books, …said Dean‟ is referred to as a reporting clause. “I don‟t know what to do,” is referred to as the reported clause.2. Indirect SpeechIn indirect speech, the exact meaning of the speaker‟s words is given, but the exa ct words are not directly quoted.Dean said that he didn‟t know what to do.To convert direct speech into indirect speech:If the main verb is past tense, present tense verbs in …that clause‟ must also be changed to past tense. Dean said that he didn‟t know what to do.First and second person pronouns must be changed to third person pronouns.Dean said that he didn‟t know what to do.(The word …that‟ can often be left out: Dean said he didn‟t know what to do.)3. Indirect QuestionsThe same rules apply to indirect questions as to indirect statements. The difference is that a wh- clause is used instead of a that clause.In telling a story or recounting events, a speaker using direct speech has all the resources of intonation to produce a lively account. Because indirect speech is always speech reported by someone else, the account is more reserved and restrained.The ability to change direct speech into indirect speech is a useful skill for those engaged in taking the minutes of a meeting or reporting on events.Step 3. Discovering words and expressionsDo exercises 1, 2, 3 and 4 on page 4 and 5. Check your work with your partner‟s.Step 4. Discovering structuresDo exercise 1 and 2. Che ck your work with your partner‟s.Period ThreeTeaching aims:1. To listen to a letter about friendship.2. To speak about a questionnaire about friendship.3. To write advice about friendship.4. To write a few lines describing a friend.Teaching procedures:Step 1. Warming up1. Read the letter to Miss Wang and find out what was upsetting Lisa.2. Listen to what Miss Wang says, and then answer the questions in Exercise 2.3. Listen to the tape again and try to spell out the missing words in Ex 3.Step 2. Talking about designing a questionnaireWork in groups of four. Design a questionnaire to find out what kind of friends your classmates are. Ask thestudents to use the quiz in the Warming Up as an example.Note: The students should be talking while they are doing the task. This provides the students with the opportunity to practise expressing thought and concern in matters of immediate concern and interest. Tell the students to follow these steps:1.In your group, come up with four situations among friends. Design four questions accordingly with three possible answers.2. Put the four questions together and form a questionnaire.3. Check the questionnaire through and try it out on your own group.4. Share your questionnaire with another group and try each other‟s questionnaires.Step 3. Guided writing1. Read the letter to the editor from Xiaodong and make sure you know what problem Xiaodong has.2. Discuss in groups of four. Think what advice you can give Xiaodong.3. Write your advice to Xiaodong as an editor individually.Step 4. Writing1. Can you give Xiaodong some good advice?2. I s your letter well developed?3. Are your ideas well organized to the point?4. Do you have a good choice of words and idioms in your writing?5. Do you get a good mastery of complex structures of language?6. What kind of mistakes have you made in your writing? What can you do to avoid such mistakes? Step 5. Further ApplyingHere are some proverbs about friends and friendship. Read them carefully and pay attention to the sentence stress and intonation. Then write a passage. Choose some you agree and explain why. Then choose some you disagree and explain why.。