高中必修一英語(yǔ)教案

高一英語(yǔ)教案：《Friendship》教案六。

高一英語(yǔ)教案：《Friendship》教案六

從容說(shuō)課

This is the sixth teaching period of this unit. We can first review some important language points the students learned in the last several periods. The emphasis of this period should be laid on listening and writing. They are expansion of the topic of the text. Listening is about Lisa’s problem of making a friend with a boy. She asks Miss Wang for advice. Through listening and exercise, students learn how to give advice and the skill of giving advice. And also let them think about the problem of boy’s making friends with girls and girls with boys. And then design a task to ask students to give advice according to the different problems to develop their ability to solve the problems. All of these lay the foundation for the next task—writing. In this way, students feel that they have information to put out. And writing makes for the improvement of students’ writing ability, strengthening their comprehension of friendship.

The two letters, listening and letter writing prepare students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthen students’ abilities to practice language, discover, and solve problems.

教學(xué)重點(diǎn)

Develop the students’ listening ability, especially listening to and understanding key words and speakers’ intention and attitude.

教學(xué)難點(diǎn)

Develop the students’ writing skills by reading, discussing and writing a letter to give advice on friendship.

教學(xué)方法

1. Task-based teaching and learning

2. Cooperative learning

3. Discussion

教具準(zhǔn)備

A tape recorder and other normal teaching tools

三維目標(biāo)

Knowledge aims:

1. Get the students to learn the following new words and useful expressions.

teenager　get along with　fall in love　advice　questionnaire　quiz editor　communicate　habit

2. Get the students to know how to write a letter to offer advice.

Ability aims:

1. Enable the students to listen and understand the listening materials.

2. Enable the students to write a letter to offer advice on friendship.

Emotional aims:

Develop and improve the students’ ability to help others solve such problems as how to communicate with people, how to make and be good friends, and so on.

教學(xué)過(guò)程

設(shè)計(jì)方案（一）

→Step 1 Revision

Have a dictation about new words and expressions:ignore　calm　cheat　loose　concern　suffer　purpose　entirely　teenager　trust　hide away　set down　according to　face to face　go through　a series of　in order to　walk the dog　get along with　add up

→Step 2 Reading and listening(on Page 6)

1. Lead-in

Talk freely with the students to lead in the listening topic. Just like the following:

Do you remember what Ann’s best friend is? Is it a man or a thing?

Guess what my best friend is. (Say something about music, pets or plants. )

So you see a man can make friends with anyone and anything.

Then boys, would you like to make friends with girls? Girls, would you like to make friends with boys? What kind of girl would you like to make friends with? And what kind of boy would you like to make friends with?

If you see a boy classmate makes a friend with a girl, will you say something about them behind? (If no, you are kind. If yes, you are a gossiper. )

If you are that boy or girl, would you like to be gossiped about?

2. Reading

Read the letter. Lisa has such a problem. She is asking you for help. What advice will you give? You are given 2 minutes to discuss in groups and then offer your group’s opinions.

3. Listening

Tell the students:Besides you, Lisa also asks Miss Wang of Radio for Teenagers for help. What advice does Miss Wang give to Lisa? Let’s listen to what she says.

Listen for 3 times and do listening exercises. A fourth time for checking.

4. Post-listening

Tell the students:Do you think Miss Wang’s advice is helpful? Now suppose you are editors of Radio for Teenagers, here are some problems for you to offer advice.

Show the following on the screen. Tell the students they can choose any problem as they like to write down their advice.

1. I don’t have enough pocket money.

2. I’m not satisfied with my appearance.

3. My desk mate has lost a reference book, she thinks that I’m a thief.

4. I work hard but I hardly make progress.

5. I want to travel to Wu Zhen Town with my fiends this weekend, but my parents don’t allow me to go.

6. I don’t like the way Mr. Li teaches us English, so I’m not interested in English any longer.

7. My mother has just given birth to my little brother. I’m worried that the baby will rob me of my parents’ love and even everything.

8. I quarreled with my best friend 3 days ago. Up to now, we haven’t said a word to each other.

9. I’d like to be monitor, but at the same time I doubt whether I have such ability.

10. I’m often late for school. The teacher is so angry that he threatens that if I’m late again, I will be dismissed.

Ask several students to report their advice.

→Step 3 Writing (on Page 7)

1. Pre-writing

1)Read a letter from a student named Xiaodong. Go through the directions on Page 7.

2)Brainstorm with a partner about ways to change the situation. Make a list of the ideas and give reasons.

3)Decide which are the best ideas and put them into the right order.

2. While-writing

Ask the Ss to write a letter to Xiaodong and give him some advice.

Suggested steps:

1)Read the sample and the expressions.

2)Begin to write the letter to Xiaodong.

3)Revise your letter by yourself.

4)Exchange your writing paper with your partners and correct the mistakes you have made.

5)Get back your own writing paper and write the letter again.

3. Post-writing

Have a discussion in groups.

1)Can you give Xiaodong some good advice?

2)Is 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?

Choose some students’ writing paper and show them in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.

→Step 4 Workbook

Writing task (on Page 46)

1. Read the proverbs, explain them and ask the students to choose some they agree with and some they disagree with and explain why.

2. Discuss with their partner and then write a passage according to the sample story and “Analyzing the structure”.

→Step 5 Homework

1. Finish off the workbook exercises.

2. Write a short passage about your friend.

板書設(shè)計(jì)

Unit 1　Friendship

Listening and Writing

new words and expressions writing steps

teenager　get along with　fall in love　advice　questionnaire　quiz editor　communicate　habit 1. Make a list of the information.

2. Begin to write the letter.

3. Revise your letter.

. . .

活動(dòng)與探究

Get the students to hold a group writing competition out of class. Ask them to describe one of their friends—their appearance, personality, hobbies, etc. This activity makes for the improvement of students’ writing ability, strengthening their comprehension of friendship, and also developing their cooperative spirit and sense of competition.

Sample description:

I have a few good friends, but I think Miki is my best friend. We both read a lot and we’re very interested in films. We spend a lot of time watching videos and talking about films and books. She works hard. She is very helpful. Whenever I am in trouble, she will help me out. . .

相關(guān)閱讀

高一英語(yǔ)教案：《Friendship》教案三

高一英語(yǔ)教案：《Friendship》教案三

重點(diǎn)詞匯：

upset ignore calm concern loose

Netherlands German series outdoors dusk

entire thunder power curtain dusty

partner settle highway recover pack

suitcase overcoat teenager exactly disagree

grateful dislike tip swap item

重點(diǎn)詞組：

go through set down a series of

on purpose walk the dog no longer

in order to at dusk face to face

suffer from get tired of pack up

get along with fall in love join in

have trouble with sb. no way feel at home

have got to be crazy about calm down

be concerned about as far as – be concerned be concerned with

should have done must have done could have done

happen to sb happen to do it happens that---

be tired of be sick of be fed up with

be bored with be upset about be ignorant of

add up add to add---to---

add up to in one’s power 盡某人能力所及，在某人掌控之中

重點(diǎn)句子：

1. calm down keep calm

She lit a cigarette to calm herself down.

It’s very important to keep calm when the earthquake breaks out.

calm quiet still silent

2.concern oneself about/for be concerned about/for 擔(dān)心

concern oneself with/in 從事，參與 be concerned with 涉及，與—有關(guān)

concern sb/sth 和--有關(guān)

concerning concerned

How much money i can make is not my concern.

This unit is concerned with friends and friendship.

There is no need to concern yourself in this matter.

The concerned parents were all concerned about their children’s safety.

3. set down 記下，寫下 放下 讓— 下車

The bus sets the children down just outside the school gate.

Please set down everything you have heard in the class.

She set down her drink and went out.

set off set out for set up set aside

set down to do 開(kāi)始做某事 set about doing set out to do

4. He hasn’t turned up up to now and I can’t wait any longer.（延續(xù)性動(dòng)詞，時(shí)間）

After she graduated, she came no more.(常和非延續(xù)性動(dòng)詞連用，數(shù)量程度不增)

5. Ambitions never die until there is no way out.

Not until he left his home, did he begin to know how important the family was for him.

It was not until she took off her dark glasses that I realized she was a film star.

6. get sb doing 讓—開(kāi)始做—have sb doing 讓—一直做—

get sb to do have sb do

get sth done have sth done

can you get the machine running？

Where are you going to get/have your hair cut?

I will get someone to repair my computer.

7. while walking the dog, he was careless and it got loose and was hit by a car.

If (it’s) necessary, I will send several people to help you.

8.You must have seen the film Shaolin Temple.

You may have read about it in the papers.

You could have come here a little earlier.

Must have done can’t have done could have done may/might have done

Should/need/could/might/ought to/would have done

9.make + 賓語(yǔ)+賓補(bǔ)（n./adj./v./done.） make it adj.to do be made to do

she made her diary her best friend.

He shouted to make himself heard across the room.

Computer makes it easier to learn English.

She was made to wait for hours.

10. I wonder if it’s because I haven’t been able to be outdoors for so long time that I’ve grown so crazy about everything to do with nature.

eg. We went to see him in Wuhan last week.

When did you graduate from high school?

11. While sleeping, you’d better not keep your windows open.

Don’t keep that boy waiting there.

We must keep our teacher informed of what is going on in our class.

12. But as the moon gave far too much light, I didn’t dare open a window.

13. it happens that-- sb happens to do 碰巧

sth happens to sb

What has happened to you?

It happened that I had no money on me.

14．It’s the first time that I have seen such a famous actor.

It was the first time that I had seen the light face to face.

The first time I met her, I fell in love with her .

It’s time that the children went to bed.

It’s time to have supper.

15. settle down定居，過(guò)安定的生活,平靜下來(lái)

set down to doing sth. 開(kāi)始專心做--

settle in 在—定居 settle down in

settle on/over停留、 落在， 選定 決定

When are you going to marry and settle down?

They have finally settled down in Canada.

Dust had settled on everything.

Settle dispute

He settled to buy a new car.決定

16．suffer suffer from Suffering(s) n.

He suffered many defeats before success.(遭受痛苦)

Many people are still suffering from starvation. （因---而遭受痛苦）

17. She has recovered from the operation (從---恢復(fù))

The team recovered its lead in the second half.（重新獲得--）

She soon recovered herself and went on with her lecture. 恢復(fù)正常， 使—清醒

18. go through 經(jīng)歷 經(jīng)受/仔細(xì)檢查/（法案）通過(guò)

The country has gone through too many wars.

She is going through the company’s accounts.

The law didn’t go through at the meeting.

I can’t get it through to him that he has to study hard now.

go by go over go in for參加考試/比賽，喜歡 go ahead go without

get sth through to sb.使 某人理解， 使某人接受（某人說(shuō)的話）

19. disagree with sb/sth

I feel sick. The fish disagreed with me.

These reports of the accident disagree with a number of points.

20. Although I try to talk to my classmates, I still found it hard to make good friends with them.

21. I do want to change this situation.

語(yǔ)法：

直接引語(yǔ)變間接引語(yǔ)

1.句式變換

2.時(shí)態(tài)：主句過(guò)去時(shí)態(tài)時(shí)，從句時(shí)態(tài)后推，除有明確的過(guò)去時(shí)間狀語(yǔ)

主句一般現(xiàn)在時(shí)或?qū)?lái)時(shí)，從句時(shí)態(tài)不變

3.人稱：一從主，二從賓，三不變

4.時(shí)間、地點(diǎn)，代詞

Today—that day tomorrow---the next day yesterday---the day before

Two days ago---two days before

寫作：

建議信

高一英語(yǔ)教案：《Friendship》教案四

高一英語(yǔ)教案：《Friendship》教案四

Design Concept

According to New English Curriculum Standards, we should develop students'

ability of autonomous learning and cooperative learning. And we should also improve

students' ability of getting information and the ability of analyzing the information,

thus improving their ability to solve problems. Meanwhile, we should pay attention to

developing students' comprehensive language competence and their positive attitudes.

Students are the masters of learning. Student-centered teaching with the teacher as a

guide should be adopted in English teaching.

Analysis of the teaching material

This period mainly consists of two parts: Reading and Writing. Students are guided to read a letter for help written by Xiao Dong to Miss Wang. From the letter, we can see Xiao Dong's problem: He is not good at communicating with people and he finds it hard to make friends with others. so he feels lonely and he does want to change this situation. Through reading, students are able to find the problem and then try to solve the problem by writing a letter for advice to Xiao Dong.

This period plays an important part in the whole unit because it is based on the topic of friendship and it offers the students an opportunity to output what they have

learned in this unit. Although some students have the basic writing skills, most of

them still need to be guided to pay attention to the structure and the sentence patterns

to make their compositions better.

Analysis of the students

The teaching objects are all students from Grade (One, who have just graduated from junior middle school and have been in senior high school for only about one

month. And most of them have “classroom anxiety" in English class. That is to say,

most students are not confident enough to speak English and answer questions. Thus,

I plan to organize some teaching activities such as discussion, group-work and so on, through which, students are able to learn how to cooperate with others and learn from each other, thus building up their confidence, cultivating their sense of cooperation and helping them to experience the happiness of development.

Teaching aims

1.Knowledge (Objectives)

Through learning, Ss will be able to make sentences with some useful words,

expressions and sentence patterns.

2.Ability(Objectives

(1)Through reading, Ss will improve their reading ability, cspecially the ability to get information and the ability to analyze the information.

(2)Through writing practice, Ss will be able to improve their writing skills.

3.Moral(Objectives)

Through teaching activities, cultivate students sense of cooperation and build up their

confidence in learning English.

Key Points and Difficult points

1.How can students improve their reading ability, especially the ability to get and

analyze the information?

2.How can students improve their writing skills(the ability to “output” after reading

and the ability to solve problems)?

Teaching and learning methods

Task-based language teaching approach;

Communicative approach;

Discussion；

Teaching Procedures:

Step1:lead-in

Discussion: If you have some trouble, who will you turn to for help? Your parents?

Your teachers? Your classmates?

(The purpose of this activity is to arouse students' interest in what we will read in the following part.)

Step2: Reading

task1: Read the letter on page7 together passionately and answer the following questions.

1. Who is Xiao Dong?

2. What is his problem?

3. Why did he write this letter to Miss Wang?

(Ask students to read the letter aloud, the purpose of which is to encourage students to love English and enjoy reading. And through reading, students are able to get the information needed, thus improving their reading skills and the ability to seek the information and the ability to analyze the information.)

Task2:（Group-work）

If you were Miss Wang, what suggestions would you give to Xiao Dong?

(Ask students to work with their partners and list their ideas and reasons, then show their ideas on the blackboard. The purpose of this activity is to cultivate students' sense of cooperation and encourage them to learn from each other.)

Step3 Writing

(1)Before-Writing

Task 1: How many paragraphs should we write in this letter of advice?

Para l: Beginning

Para2: Main body

Part.3: Ending

Task2: How to organize the first paragraph?

Show students two kinds of the beginning and let them discover that the first paragraph is to show the purpose of this letter---to give Xiao Dong some advice on

how to make friends.

Task3: How to organize the second paragraph?

e.g. You should be friendly to others and often help them. You will show them that

you are easy to get along with. You should ask people their likes and dislikes. You

will find classmates with the sane interests. You must join in discussions and show

interest in other people's ideas. Yu will get to know different people and let them

know more about you.

(Show students an example of this paragraph, and ask them to find the disadvantages

of it. The purpose of this activity is to cultivate students' self-regulated learning

competence, exploring spirit and practical ability and guide then to realize the

importance of various sentence patterns in the writing process.)

Task4: How to organize the last paragraph?

(These tasks are all designed to help students master the structure of this kind of

letter.)

(2)While-Writing

Task 1: Write a letter to Xiao Dong to help him to change the present situation.

In this part, students are guided to write a letter for advice based on what we

have learned above.(One student is going to come to the blackboard and write hi/her

composition on the black board.(Others are going to write their articles on a piece of

paper.

(Through this activity, every student takes an active part in class, which is beneficial

to their growth and development.)

(3)Post-Writing

Task 1:Correet the composition

(Ask a student to improve the composition on the blackboard. It is designed to offer

students more opportunities to practice in class and make our class really

student-centered with teacher as a guide.)

task2:(Group-Work

After finishing your writing, swap your letter with your partner. Try to help each

other to improve it. Pick out any mistakes you see in spelling, verb forms, or

punctuation. Swap back. Correct any mistakes. Then ask some students to come to the

blackboard o share their compositions.

It is designed to improve students' tea-work spirit and offer them more opportunities to practice in class, thus helping them to build up their confidence.)

Step4 NEIT

1.（2014安徽高考英語(yǔ)作文）

為了幫助中學(xué)生健康成長(zhǎng)，某中學(xué)英文報(bào)開(kāi)展了“HEART-I）-HEART”專欄：假

設(shè)你是該欄目的編Jarnie，收到一封署名為Worried的求助信：信中該同學(xué)向你訴說(shuō)了自己的困擾：近日容易發(fā)脾氣，使正常的學(xué)習(xí)和生活收到了影響：請(qǐng)用英文給該同學(xué)寫一封回信：

內(nèi)容要點(diǎn)如下：1.表示理解并給與安慰

2.提出建議并說(shuō)明理由

參考詞匯：temper.脾氣

2.（2008年山東高考英語(yǔ)作文）

假如你是新華中學(xué)的學(xué)生李華，班里從外地轉(zhuǎn)來(lái)一名同學(xué)李明，他一時(shí)無(wú)法融入新的班級(jí)，感到很苦惱。請(qǐng)根據(jù)下面要點(diǎn)給他寫封信。

1.幫他分析原因

2.給他提出建議

B.(2（09年陜西高考英語(yǔ)作文）

假如你是李華。在一個(gè)英文網(wǎng)絡(luò)論壇上，你看見(jiàn)一個(gè)名叫（Grown-up的中學(xué)生發(fā)帖尋求幫助。請(qǐng)根據(jù)帖子的內(nèi)容，寫作要點(diǎn)和要求回帖。

Hi, everyone,

I'm 17 years old and I an going to university this autumn. But my mother continues to

treat me as a seven-year-old. What should l do?

1.告訴他要理解母親。

2.給他提出解決問(wèn)題的具體建議。

(It is designed to help students be aware of the importance of letters for advice in

NEMT.)

Steps: Self-assessment and Summary

1. Have you learned some new words and expressions?

2. Do you know how to organize a letter for advice?

3. Are active in class?

4. Do you like cooperating with others?

(Ask students to make a self-assessment by answer the questions above. Then ask the monitor to come to the blackboard to make a short summary. The purpose of this activity is to develop students' ability to turn up.)

Step6: llomework

寫作訓(xùn)練：

假如你是李華，你的好友Tom來(lái)信說(shuō)他不適應(yīng)高一英語(yǔ)老師的課，在學(xué)習(xí)英

語(yǔ)方面有很大的困難，以至于跟不上其他同學(xué)，因此感到非常著急，甚至想放棄

英語(yǔ)。請(qǐng)你給Tom寫一封信，想辦法幫助他解決這方面的困難。詞數(shù)120左右。

(It is designed to help students to do more practice about what they have learned in this class.)

Blackboard Design

Until Friendship Suggestions on how to

Using language make friends

Reading and writing (1)（學(xué)生作文展示）（2）

A letter for help(3)

A letter for advice (4)(5)

Para l: Beginning (6)

Para2:Main body學(xué)生展示

Para3:Ending

課后反思：

一、堅(jiān)持“以人為本”。

培養(yǎng)學(xué)生自主學(xué)習(xí)、探究學(xué)習(xí)，以及學(xué)生之間的合作意識(shí)，讓學(xué)生通過(guò)積極地參與課堂活動(dòng)相互合作、互相學(xué)習(xí)，有助于提高學(xué)生對(duì)英語(yǔ)的興趣、樹(shù)立學(xué)好英語(yǔ)的信心。課堂上多使用鼓勵(lì)性的語(yǔ)言及目光交流，課件上多出現(xiàn)一些勵(lì)志性的圖片，幫助學(xué)生緩解因英語(yǔ)基礎(chǔ)較弱而導(dǎo)致的課堂“焦慮”，從而讓每個(gè)人體驗(yàn)到發(fā)展的快樂(lè)。

二、培養(yǎng)學(xué)生的寫作習(xí)慣。

寫作水平的提高要經(jīng)過(guò)一個(gè)循序漸進(jìn)的過(guò)程，而在這個(gè)過(guò)程中，養(yǎng)成良好的語(yǔ)言學(xué)習(xí)習(xí)慣至關(guān)重要?？梢詮囊韵聨c(diǎn)培養(yǎng)學(xué)生的寫作習(xí)慣：1.重視平日詞匯、短語(yǔ)等基本素材的積累。2.課外多閱讀，摘抄其中比較優(yōu)美的句子進(jìn)行積累、誦讀。3.收集優(yōu)秀習(xí)作中的篇章結(jié)構(gòu)，例如開(kāi)頭、結(jié)尾等。4.指導(dǎo)學(xué)生課后有效地練習(xí)。要提高寫作水平，單靠課堂上的練習(xí)是遠(yuǎn)遠(yuǎn)不夠的，因此，課后要指導(dǎo)學(xué)生進(jìn)行大量的寫作訓(xùn)練，把課堂上學(xué)到的應(yīng)用到課后的練習(xí)中。

三、實(shí)施有效的寫作評(píng)價(jià)

寫作之后的評(píng)價(jià)形式有很多。最常見(jiàn)的就是教師的批閱，此外，還有學(xué)生自評(píng)、小組相互修改與評(píng)價(jià)、班級(jí)投影與評(píng)價(jià)、制作班級(jí)寫作海報(bào)等。本節(jié)課主要采用了學(xué)生評(píng)價(jià)、教師補(bǔ)充、小組互評(píng)及班級(jí)展示、集體評(píng)價(jià)，基本達(dá)到了預(yù)期的效果。學(xué)生上黑板的寫作展示和點(diǎn)評(píng)都體現(xiàn)了“以學(xué)生為主體”的教學(xué)理念，在這個(gè)過(guò)程中，學(xué)生通過(guò)參與既展示了自己，同時(shí)也是一次相互學(xué)習(xí)的機(jī)會(huì)。由于時(shí)間關(guān)系，課堂上展示的學(xué)生數(shù)量有限，在課后我會(huì)繼續(xù)跟蹤，讓學(xué)生繼續(xù)修改、繼續(xù)完善自己的作文，然后再組織制作班級(jí)海報(bào)，將優(yōu)秀的作品以班級(jí)海報(bào)的形式展出，這其實(shí)也是一種有效的激勵(lì)措施。

總之，在英語(yǔ)的四項(xiàng)基本技能中，聽(tīng)、說(shuō)、讀是寫的基礎(chǔ)，而寫則是更高層次上的信息交流，是衡量一個(gè)英語(yǔ)學(xué)習(xí)者綜合語(yǔ)言運(yùn)用能力的試金石。新課標(biāo)也對(duì)書面表達(dá)提出了新的要求。作為一名高中英語(yǔ)教師，在實(shí)施寫作教學(xué)的過(guò)程中，有成功的一面，也有許多不足。在今后的教學(xué)中，我會(huì)不斷立足于學(xué)生，不斷改進(jìn)教學(xué)方法，培養(yǎng)學(xué)生養(yǎng)成良好的學(xué)習(xí)方法、掌握英語(yǔ)寫作技能，提高學(xué)生的綜合語(yǔ)言運(yùn)用能力和英語(yǔ)學(xué)科核心素養(yǎng)。

高一英語(yǔ)教案：《Friendship》教案五

高一英語(yǔ)教案：《Friendship》教案五

●三維目標(biāo)

1.Knowledge：

editor，make an effort to，join in，communicate，pay no attention to，avoid

2.Ability：

Train the students’ writing ability by reading samples and writing a letter.

3.Emotion：

Learn to adjust oneself by checking oneself.

●教學(xué)重點(diǎn)

How to get students to learn to write.

●教學(xué)難點(diǎn)

How to improve the students’ writing skill.

●教具準(zhǔn)備

a project，a blackboard，a computer

●教學(xué)過(guò)程

Step 1 Check homework.

Step 2

T：We often have problems in our daily life like Lisa and Anne. Just as we discussed in the previous periods，every one likes making friends. But do you find sometimes it is not easy to make friends with others or don’t know how to do it？

Ss：Yes.

T：Here is a letter from Xiaodong. Read it and give some advice on how to make a friend. The points in the text are a great help to you.

Version：

Dear Xiaodong，

I am glad to hear from you. Don’t worry about your problem. First list some possible problems which keep you from making friends with others and then solve them one by one. Second，to be open to others，showing you are willing to join in them. Third，believe in yourself to make a friend.

Yours，

T：Now I’d like you to write a few lines to describe your best friend or a person you know. Read the example first. The following phrases and structures may be helpful.

（a）Her name is...

（b）She is...years old.

（c）She likes...and dislikes.

（d）She enjoys... and hates....

（e）Her hobbies are....

（f）Her dream/ambition is....

（g）She is very kind/honest/helpful/Wise/smart/beautiful....

（h）We got to know each other...where and when.

T：Now I am sure you can deal with the problem in a proper way. Here is a test for you. Read the situations on Page 45.Say something about your solutions.

Version：I will go to the picnic. Honesty is very important. I think honesty will win trust from others，so I will keep my promise. Meanwhile，being honest will allow me to face my problem bravely，which helps to solve it.

T：Great! “Cool” is now a popular word among the students. What is cool？What’s your understanding of it？

S1：Remember everyone is unique. Show your own character.

S2：Some students misunderstand the word “cool”.They think it means smoking，...drinking and wearing strange clothes.

T：Thank you for your discussion! Proverbs give us wisdom. Do you think so？

Ss：Yes.

T：Are you interested？Let’s share some of them. Read by yourselves and then let’s read together. Read，please.

T：I have a task for you. Choose your favorite proverbs and explain why. Work in groups of four to write down your reasons. Later，each group recommend a student to report your writings. Clear？

Ss：Yes.

T：Are you ready？Any volunteer？

Version：I agree with this proverb：When you meet your friend，your face shines—you have found gold. It is nice to have a friend to talk，laugh，and do things with. We would feel lonely if we never had a friend. Being happy helps you stay well. If someone cares about you，you take better care of yourself.

Step 3 Homework

1.Make sentences using the words editor，communicate and avoid doing.

2. Write a passage or some proverbs about friendship.

●板書設(shè)計(jì)

Unit 1 Friendship

The Sixth Period

The following phrases and structures may be helpful.

（i）Her name is...

（j）She is...years old.

（k）She likes ...and dislikes.

（l）She enjoys...and hates ....

（m）Her hobbies are ....

（n）Her dream/ambition is ....

（o）She is very kind/honest/helpful/wise/smart/beautiful/....

（p）We got to know each other...where and when.

●活動(dòng)與探究

Introduce one of your friends by finishing the following table.

Photo Name.____________

Sex.____________

Age.____________

Birthplace：____________

Like living：____________

Like eating：____________

Like-ing：____________

Appearance：____________

●備課資料

FRIENDS，GOOD FRIENDS AND SUCH GOOD FRIENDS

Friends among women

（Adapted from Judith Viorst）

People usually think that women are friends and when they are friends they are friends all the way，but I believe that is a narrow point of view. For the friendships I have and the friendships I see are at many levels，serve different purposes，meet different needs and range from those as all-the-way as the friendship of the full sisters to that of the most casual playmates.

Consider these friendships at the different levels：

1. Convenience friends. These are the women with whom，if our paths weren’t crossing all the time we’d have no particular reason to be friends：a next door neighbor，a woman in our car pool or maybe the mother of one of our children’s closest friends.

Convenience friends are convenient indeed. They’ll lend us their cups and silverware for a party. They’ll drive our kids to a football match when we’re sick. They’ll give us a lift when our car is under repair. They’ll even take our cats when we go on holiday.

But we don’t，with convenience friends，ever come too closer or tell too much；we maintain our public face and emotional distance.

“That means，” says Eileen，“that I’ll talk about being overweight but not about being depressed. Or I’ll admit that our boy is naughty but not nasty. Or I might say that we’re pinched this month but never that I’m worried sick over money.” But that doesn’t mean that there isn’t sufficient value to be found in these friendships of mutual aid，in convenience friends.

2. Special-interest friends. These friendships needn’t involve kids or silverware or cats. Their value lies in some interest jointly shared. And so we may have a stamp friend or a tennis friend or a shopping friend or a friend from the Women’s Democratic Club.

“I’ve got one woman friend，” says Joyce，“who likes，as I do，to take Modern Psychology Courses，which makes it nice for me—and nice for her. It’s fun to go with someone you know and it’s fun to discuss what you’ve learned.” And for the most part，she says，that’s all they discuss.

“I’d say that what we’re doing is doing together，not being together，” Susan says of her tennis friend.“It’s mainly a tennis relationship，but we play together well. And I guess we all need to have a couple of playmates.”

My playmate is a shopping friend，a woman of great taste，a woman who knows exactly where to buy what，and furthermore is a woman who always knows beyond a doubt what one ought to be buying. I’m very glad to have a shopping friend when I need to buy something.

3. Historical friends. We all have friends who knew us when we were，say，in the second grade，when our family lived in that poor two-room flat in New York，when our dad was out of work for seven months，and when I stole a pencil from a boy in my class，she was the first，the only，friend we told.

The years have gone by and we’ve gone separate ways and we’ve little in common now，but we’re still a dear part of each other’s past. Every time when we see or write to each other we are put in touch with an earlier part of ourselves which is important never to lose.

4. Crossroads friends. Like historical friends our crossroads friends are important for the friendships we shared at a very special，now past，time of life. A time，perhaps，when we roomed in collage together；or worked as eager young singles in a big city together；or went together，as my friend Elizabeth and I did through a period of time of treatment in hospital and about two months of regaining our health.

Crossroads friends establish powerful links，links strong enough to endure with not much more contact than once-a year letters at Christmas. And out of respect for those crossroads years，for those dramas and dreams we once shared we will always be friends.

There are medium friends，and pretty good friends，and very good friends indeed. But the best of friends，I believe，totally love and support and trust each other，and tell each other the secrets in the depth of their souls，and run—no questions asked—to help each other；or，as the saying goes：A friend in need is a friend indeed.

Fill in a phrase from the text or of your own to complete each of the following statements：

1. In convenience friends you will find the value of____________.

2. Special-interest friends are those who have____________.

3. Historical friends are the friends who are____________.

4. Crossroads friends are those who shared the friendship at____________.

5. The best friends are friends____________.

（答案：1.mutual aid；2.some interest jointly shared；3.dear part of each other’s past 4.very special period of time in their life 5.in need）

高一英語(yǔ)教案：《Friendship》教案二

高一英語(yǔ)教案：《Friendship》教案二

【第一學(xué)時(shí)】

Warming up

【學(xué)習(xí)內(nèi)容】

1． To encourage students to think and talk about friends and friendship.

2． Learn some new words and phrases.

【學(xué)習(xí)目標(biāo)】

To learn to solve problems that may occur between friends.

【學(xué)習(xí)重難點(diǎn)】

Add up, upset, ignore, calm down, have got to, be concerned about

【學(xué)習(xí)過(guò)程】

Step 1 Lead-in and Warming-up

Get the students to talk about their summer holidays. The students can talk freely as they like.

1．How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time?

2．What do you think of our new school? Do you like it? Could you say something about it?

3．Do you like making friends? How do get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?

Step 2 Think it over

1．Give a brief description of one of your friends. The following phrases and structures may be helpful:

His/ Her name is ……

He /She is …… years old．

He /She likes …… and dislikes ……

He /She enjoys …… and hates……

He /She is very kind/friendly/……

When /Where we got to know each other.

2．What types of friendship do you have? Please tick them out and put the Chinese version into English. Then fill in the blanks.

girlfriends boyfriends 筆友_______ 遠(yuǎn)方的朋友_______

同齡人______ 網(wǎng)友_______ (friends over the internet) friends across generations

Unusual friends like animals, books……

1).______ is /are most important to you.

2). You spend most of your free time with ____.

3). You will share your secrets with _____.

4). When in trouble, you will first turn to _____.

Step 3 Language learning

Translate the following phrases into English.

合計(jì) 不得不；必須

直到……才 關(guān)心；掛念

心煩意亂的 照顧；照料

不理睬；忽視 遛狗

（使）平靜下來(lái)，鎮(zhèn)定下來(lái) 考試作弊

Step 4 Make a survey

What do you do to be a good friend?

Add up your score and see how much you can get.

Results

4-7 points: You are not a good friend． You either neglect your friend’s needs or just do what he wants you 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: Well done! You are an excellent friend who recognizes that to be a good friend you need to balance your needs and your friend’s needs.

Step 5 Guess the meaning of the Proverbs about friend and friendship.

A friend in need is a friend indeed．

Friends are like wine; the older, the better.

When you meet your friend, your face shines – you have found gold．

A friend to all is a friend to none.

The same man cannot be both friend and flatterer.

The best mirror is an old friend

【第二學(xué)時(shí)】

Reading

【學(xué)習(xí)目標(biāo)】

To develop the student’s reading ability, learn to use some reading strategies.

【學(xué)習(xí)過(guò)程】

I. 熱身問(wèn)題

（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

（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?

Ⅱ.速讀課文，回答下列問(wèn)題

1． Look at the pictures and the title of the reading passage. Guess what it might be about.

2． Who was Anne’s best friend?

________________________

3． When did the story happen?

__________________________

4．How many parts does it contain？What are the different parts about?

It contains parts. One part is one page of ，the other part is about Anne and her diary.

Ⅲ.精讀課文，回答下列問(wèn)題

1．概括每段的大意

Para 1：_______________________________________________________________

Para 2：_______________________________________________________________

Para 3：_______________________________________________________________

2．完成下列表格

The place of the story （1）________________

The heroine’s full name （2）________________

Her best friend （3）________________

The length of time her family hid away （4）________________

The time they started to hide （5）________________

3．匹配題

________________________________________________________________

IV.與同桌討論、理解下列長(zhǎng)難句并嘗試翻譯成漢語(yǔ)

1．I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so

crazy about everything to do with nature.

句子結(jié)構(gòu)分析：If引導(dǎo)的是wonder的______從句，其中含有一個(gè)強(qiáng)調(diào)句型，其結(jié)構(gòu)是It is/was＋___________＋that＋_____________。be crazy about意為_(kāi)_________________；

everything to do with nature意為_(kāi)_____________________。

翻譯： __________________________

2．I can well remember that there was a time when a deep blue sky, the song of the birds,

moonlight and flowers could never have kept me spellbound．

句子結(jié)構(gòu)分析：That引導(dǎo)的是remember的______從句；there was a time when...意為“曾經(jīng) 一度，曾經(jīng)有一段時(shí)間……”。

翻譯：_______________________________________

3．...it was the first time in a year and a half that I’d seen the night face to face...

句子結(jié)構(gòu)分析： It ____＋the first/second．..time＋that＋ 主語(yǔ)＋______時(shí)態(tài)意為“某人第幾次干某事”。

翻譯：____________________________________

4．I am only able to look at nature through dirty curtains hanging before very dusty windows.

句子結(jié)構(gòu)分析： hanging before very dusty windows在句中作定語(yǔ)，修飾curtains。

翻譯：我只能透過(guò)掛在沾滿灰塵的窗前的臟兮兮的窗簾觀看大自然。

Ⅵ.參考所提供的信息用第一人稱來(lái)復(fù)述課文

Anne’s best friend

what

what kind

when

where

what

Anne’s feeling

Time Nature Feeling

Before

hiding

After

hiding

【第三學(xué)時(shí)】

Language Points

【學(xué)習(xí)目標(biāo)】

Learn to use direct speech and indirect speech.

【學(xué)習(xí)過(guò)程】

一、Add up your score and see how many points you get.把得分加起來(lái)，看你能得多少。

1．品味經(jīng)典

Add up all the money I borrowed from you.

把我從你那兒借的錢都加在一起。

If we add these marks up，we’ll get a total of 90.

如果我們把這些分?jǐn)?shù)加起來(lái)，總數(shù)就有九十分了。

2．自我探究

add up意為_(kāi)___________，是動(dòng)詞和副詞搭配；“把A加起來(lái)”表示為add up＋A或__________，但若A為代詞，表述為_(kāi)______________。

3．歸納擴(kuò)展

add to增加

add．..to...往……里添加……

add up to總計(jì)；加起來(lái)等于

add that...補(bǔ)充說(shuō)……

The bad weather added to our difficulty.壞天氣增加了我們的困難。

Please add some sugar to the milk.請(qǐng)往牛奶里加些糖。

He expressed his thanks to me and _________ that he would come back.

He expressed his thanks to me __________ that he would come back.

他表達(dá)了對(duì)我的感謝之情并補(bǔ)充說(shuō)他還會(huì)來(lái)的。

4．牛刀小試

（1）The engine of the ship was out of order and the bad weather the helplessness of

the crew at sea．

A．a(chǎn)dded to B．resulted from C．turned out D．made up

（2）She gave many excuses，but what they was that she didn’t want to come.

A．a(chǎn)dded to B．a(chǎn)dded C．a(chǎn)dded up D．a(chǎn)dded up to

（3）All his schooling no more than one year.

A．a(chǎn)dded up to B．a(chǎn)dded to C．is added up D．a(chǎn)dded

二、When he/she borrowed it last time，he/she broke it and you had to pay to get it

repaired．他/她上次借時(shí)，把它弄壞了，你得花錢維修。

1．品味經(jīng)典

I must get the radio mended．

我必須把這臺(tái)收音機(jī)修好。

He has got his hair cut.他已理發(fā)了。

2．自我探究

get sth. done意為_(kāi)______________，其中g(shù)et意為使，過(guò)去分詞done與A之間是_____關(guān)系，即被動(dòng)關(guān)系。

3．歸納擴(kuò)展

get sth. done＝have sth. done 讓sth.被……

get sb． to do＝have sb． do 讓sb．去做……

get sth. doing＝have sth. doing 使sth.一直做；容忍sth.做……

Get your father to come tomorrow.＝Have your father come tomorrow.

He got/had the light ________________all the night.

他讓燈通宵亮著。

We won’t have (get) anyone _____________Taiwan from China．

我們不容忍任何人把臺(tái)灣從中國(guó)分離出去。

I’ll get my bad teeth______________ out tomorrow.

明天我讓人把壞牙拔掉。

4．牛刀小試

（1）I got him _______________ (給我找房子).

（2）She got the horse _____________ (拴在了樹(shù)上).

（3）I shouldn’t have got you______________ (老站著).

三、Your friend comes to school very upset.你的朋友憂心忡忡地來(lái)到了學(xué)校。

1．品味經(jīng)典

He was horribly upset over her illness.他為她的病而憂心忡忡。

I’m suffering from an upset stomach.我的腸胃正不舒服呢。

2．自我探究

upset系形容詞，在句中可作_____、______和狀語(yǔ)，be upset over/about/at...意為_(kāi)_______________。

3．歸納擴(kuò)展

upset vt.(upset；upset；upsetting)使……心煩意亂；使……不適；打翻；打亂

Losing the necklace borrowed from her friend upset her completely.

她把從朋友那兒借來(lái)的項(xiàng)鏈弄丟了，這使她心煩意亂。

Rain upset our plan for a picnic．下雨打亂了我們的野餐計(jì)劃。

4．牛刀小試

（1）Your choice ___________ (使他不安).

（2）Don’t ___________________ (別為這事心煩了).Just forget it.

四、ignore the bell...不顧及鈴聲……

1．品味經(jīng)典

He ignores my advice and goes on playing.他不顧我的勸告而繼續(xù)玩。

His problems can’t be ignored．他的問(wèn)題不容忽視。

2．自我探究

ignore是_______詞，意為_(kāi)____；________。

3．歸納擴(kuò)展

ignorant adj.無(wú)知的；很無(wú)禮的

ignorance n.無(wú)知

He was driving very fast because he was ignorant of the speed limit.

___________________________________。

His failure resulted from ignorance._______________________。

五、...and go somewhere quiet to calm your friend down...去某個(gè)安靜的地方讓你的朋友平靜下來(lái)。

1．品味經(jīng)典

Calm down；what’s the matter?鎮(zhèn)定點(diǎn)，怎么了？

The teacher calmed her students down.老師讓學(xué)生們鎮(zhèn)定了下來(lái)。

2．自我探究

calm是動(dòng)詞，意為鎮(zhèn)定，使……平靜下來(lái)；calm down意為平靜下來(lái)；系動(dòng)詞副詞搭配。

3．易混辨析

單詞 意義區(qū)別

calm 用于人時(shí)，指內(nèi)心平靜；

用于自然界時(shí)，形容風(fēng)和日麗的天氣或風(fēng)平浪靜的海洋。

quiet 用于人時(shí)，指生性安靜的；

用于自然界時(shí)，指沒(méi)有干擾、喧鬧或騷動(dòng)。

still 表示暫時(shí)不動(dòng)、靜止，強(qiáng)調(diào)不作出動(dòng)作。

silent 沉默的，主要指不說(shuō)話或不喧鬧。

When facing danger，one should keep ________；when taken photos，one should keep _______；

when someone else is ________，one should keep ________；in class，one shouldn’t keep _______about the teacher’s questions.

一個(gè)人面對(duì)危險(xiǎn)時(shí)，應(yīng)該保持鎮(zhèn)靜；照相時(shí)，要保持不動(dòng)；當(dāng)其他人睡覺(jué)時(shí)，應(yīng)保持

安靜；在課堂上，對(duì)老師的提問(wèn)不應(yīng)保持沉默。

4．牛刀小試

用calm，quiet，still和silent填空

（1）Please be ______. Don’t make so much noise.

（2）Stand _______ while I take a photo of you.

（3）Whatever I asked him，Kerry still kept ________.

（4）We must be ________ in an emergency.

（5）After the storm，the sea was _______.

六、 ...，or would not understand what you are going through.……或者并不理解你所經(jīng)歷的事情。

1．品味經(jīng)典

Most families went through a lot in the war.

戰(zhàn)爭(zhēng)中多數(shù)家庭經(jīng)歷過(guò)很多困難。

I can’t go through the letters in an hour.

一個(gè)小時(shí)的時(shí)間我可審閱不完這些信。

The plan didn’t go through the CEO.

這計(jì)劃未被CEO接受。

2．自我探究

go through意為經(jīng)歷，經(jīng)受；仔細(xì)查看；通過(guò)；用光，無(wú)被動(dòng)語(yǔ)態(tài)。

3．歸納擴(kuò)展

4．牛刀小試

用適當(dāng)?shù)慕樵~、副詞填空

（1）The country has gone ______ too many wars since the ancient times.

（2）Time goes ______ slowly.

（3）The students are going _______ their lessons for the coming exam.

（4）You shouldn’t buy houses because their price is going _________.

（5）Human beings shouldn’t go _________ nature to live.

七、I don’t want to set down a series of facts...我不想只是記下一系列的事實(shí)……

1．品味經(jīng)典

You don’t have to set down all that our teacher said．

你不必把老師講的都記下來(lái)。

How shall I set myself down in the hotel register?

在旅館的登記簿上，我應(yīng)如何登記自己的身份呢？

2．自我探究

set down意為記下，寫下，系動(dòng)副搭配。

3．歸納擴(kuò)展

八、I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature.我不知道這是不是因?yàn)槲议L(zhǎng)久無(wú)法出門的緣故，我變得對(duì)一切與大自然有關(guān)的事物都無(wú)比狂熱。

1．品味經(jīng)典

It was yesterday that I met Ann in the street. 我是昨天在街上遇見(jiàn)安的。

It is he who is going to speak at the school meeting.是他要在校會(huì)上發(fā)言。

It was in the street that I met my old friend yesterday.

昨天我是在街上碰到了我的老朋友。

Was it you that/who let out the secret to her?

是你把這個(gè)秘密泄露給她的嗎？

2．自我探究

本句是一個(gè)復(fù)雜的主從復(fù)合句，主句是I wonder，if引導(dǎo)的是____從句，其含有一個(gè)_____句型結(jié)構(gòu)，其結(jié)構(gòu)是It _____＋_______＋________從句+ _________。

強(qiáng)調(diào)句型可對(duì)句中的主語(yǔ)、賓語(yǔ)、表語(yǔ)、狀語(yǔ)等進(jìn)行強(qiáng)調(diào)，若強(qiáng)調(diào)的主語(yǔ)是_____，后面的that也可用_______代替，可譯為“正是……”。

3．歸納擴(kuò)展

（1）強(qiáng)調(diào)結(jié)構(gòu)的一般疑問(wèn)句是“Is/Was it...that...？”形式。

Was it from Qing Hua University that he graduated?

到底清華大學(xué)是不是他畢業(yè)的學(xué)校？

（2）強(qiáng)調(diào)結(jié)構(gòu)的特殊疑問(wèn)句用“特殊疑問(wèn)詞＋is/was it that...？”形式。

When was it that you met him? 你到底是什么時(shí)候見(jiàn)到他的？

（3）被強(qiáng)調(diào)部分是時(shí)間狀語(yǔ)(從句)或地點(diǎn)狀語(yǔ)(從句)時(shí)，不用when和where，而只能用 that。

It was last night that I saw your brother in the street.

我是昨天晚上在街上見(jiàn)到你哥哥的。

It was in the street that I saw your brother last night.

昨天晚上我是在街上見(jiàn)到你哥哥的。

（4）在強(qiáng)調(diào)句型中，要注意人稱代詞的使用。強(qiáng)調(diào)主語(yǔ)時(shí)，人稱代詞用主格；強(qiáng)調(diào)賓語(yǔ)時(shí)，人稱代詞用賓格。

(×)It was her and me who went to see him yesterday.

(√)It was she and I who went to see him yesterday. (強(qiáng)調(diào)主語(yǔ))昨天是我和她去看的他。

(×)It was he that she and I went to see yesterday.

(√)It was him that she and I went to see yesterday. (強(qiáng)調(diào)賓語(yǔ))昨天我和她去看的是他。

九、I can well remember that there was a time when a deep blue sky，the song of the birds，moonlight and flowers could never have kept me spellbound．我非常清楚地記得，以前，湛藍(lán)的天空、鳥兒的歌唱、月光和鮮花，從未令我心馳神往過(guò)。

1．品味經(jīng)典

There was a time when men were valued more than women.

曾經(jīng)一度人們重男輕女。

There were times when people hunt animals blindly.

曾經(jīng)一度人們盲目地捕獵動(dòng)物。

2．自我探究

There is/was a time when...意為有一時(shí)期或有些時(shí)候，其中when引導(dǎo)的是定語(yǔ)從句。

3．歸納擴(kuò)展

the time when...……的那段時(shí)光

We all remember the time when we were living in the farm.

_______________________________________。

4．牛刀小試

（1）Do you know there was a time when they were good friends(他們?cè)?jīng)一度是好朋友)?

（2）He forgot the time when he worked with her(和她一塊工作的時(shí)光).

十、...I stayed awake on purpose until half past eleven in order to have a good look at the

moon by myself.直到11點(diǎn)半，我故意不睡覺(jué)，為的是獨(dú)自好好看看月亮。

1．品味經(jīng)典

He came here on purpose to tell you the truth.

他來(lái)這兒專門告訴你真相。

In order to catch up with others，you should try harder.

為了趕上別人，你應(yīng)更加努力。

He hid himself among the trees in order not to be caught.

為了不被逮住，他藏在樹(shù)林中。

2．自我探究

on purpose意為故意地，與purposely同義，故意做某事為do sth.on purpose；in order

to意為為了，其后接動(dòng)詞原形，其否定形式為in order not to，在句中作的句子成分

是目的狀語(yǔ)。

3．歸納擴(kuò)展

（1）for/with the purpose of為了/帶著……的目的

A meeting was called for the purpose of making a decision.

為做出一項(xiàng)決定而召開(kāi)了會(huì)議。

（2）動(dòng)詞不定式to do和so as to do在句中也作目的狀語(yǔ)，其中so as to do一般不用在句首。

（3）so that和in order that引導(dǎo)的是目的狀語(yǔ)從句，從句中的謂語(yǔ)動(dòng)詞一般用

“could/may/might＋動(dòng)詞原形”。

They started early so that/in order that they might arrive on time.

他們?yōu)榱税磿r(shí)到達(dá)很早就出發(fā)了。

4．牛刀小試

（1）他們?nèi)ケ本﹨⒓右粋€(gè)重要會(huì)議。

They went to Beijing ____ ________ ______ _____ an important meeting.

（2）為了能趕上火車，他起得很早。

______ __________ _____ _______ the train，he got up early.

（3）為了不誤早班車，他及早動(dòng)身。

______ _______ ____ _____ he early bus，he set off as early as possible.

十一、But as the moon gave far too much light，I didn’t dare open a window.但是因?yàn)樵鹿馓亮?，我不敢打開(kāi)窗戶。

1．品味經(jīng)典

The question is much too difficult for me.這個(gè)問(wèn)題對(duì)我來(lái)說(shuō)太難了。

He drinks too much wine.他酒喝得太多。

He talks too much.他話說(shuō)得太多。

You have offered me too much.你給我的太多了。

2．自我探究

too much意為過(guò)多，太多，其中much是中心詞，too對(duì)其進(jìn)行修飾。much可作形容

詞，修飾不可數(shù)名詞；可作副詞，修飾動(dòng)詞；可作代詞，在句中作主語(yǔ)、賓語(yǔ)和表語(yǔ)。

much too意為太，非常，其中too是中心詞，是副詞，常修飾形容詞和副詞。

3．牛刀小試

用too much，much too填空

（1）He’s drunk ____ ________ wine，and he was ____ _____ puzzled what to do.

（2）The price of the computers is ____ _____ high.

（3）The lady spent ____ _____ money on the new clothes.

（4）The trip is____ _____ for the old man.

十二、 ...，it was the first time in a year and a half that I’d seen the night face to face...這是

我一年半以來(lái)第一次目睹夜晚……

1．品味經(jīng)典

It is the first time that the boy has gone home alone.

這是那個(gè)男孩第一次單獨(dú)回家。

This was the fourth time she had rung you in a week.

這是她一周內(nèi)第四次給你打電話。

This will be the tenth time that I have visited Kongtong Mountain.這將是我第十次參觀崆峒山。

2．自我探究

It’s the...time that...意為_(kāi)___________。在該句式中，it也可換為this和that；若主句用一般過(guò)去時(shí)，that從句用________時(shí)，若主句用_______時(shí)和________時(shí)，從句用_______時(shí)。face to face意為_(kāi)______地，在句中作狀語(yǔ)。

3．歸納探究

face-to-face面對(duì)面的(相當(dāng)于形容詞，常作定語(yǔ)) hand in hand手拉手

shoulder to shoulder肩并肩 side by side肩并肩；一起

arm in arm手挽手

4．牛刀小試

用所給的詞或提示完成句子

（1）It’s the first time that he____________(write) a letter in English.

（2）That was the third time that I_______________(be) to Beijing.

（3）You’d better talk ___________ /have a _______________ talk(面對(duì)面地交談) with Tom.

【第四學(xué)時(shí)】

Grammar——Direct Speech and Indirect Speech

【學(xué)習(xí)內(nèi)容】

Direct speech and indirect speech.

【學(xué)習(xí)目標(biāo)】

1.能夠結(jié)合教材中的例句和語(yǔ)法知識(shí)歸納出直接引語(yǔ)和間接引語(yǔ)互換的規(guī)律。

2.能夠根據(jù)直接引語(yǔ)和間接引語(yǔ)的轉(zhuǎn)換規(guī)律完成句式互換練習(xí)。

3.能夠在適當(dāng)?shù)恼Z(yǔ)境中運(yùn)用間接引語(yǔ)對(duì)他人的語(yǔ)言進(jìn)行復(fù)述或轉(zhuǎn)述。

【學(xué)習(xí)重難點(diǎn)】

1.掌握重點(diǎn)詞匯和短語(yǔ)

get tired of, pack up, suitcase

2.掌握語(yǔ)法項(xiàng)目：直接引語(yǔ)和間接引語(yǔ)

【學(xué)習(xí)過(guò)程】

Step 1 Role-play

扮演Anne，以第一人陳講述Anne的故事。（其他同學(xué)注意聽(tīng)故事的內(nèi)容及教師轉(zhuǎn)述的內(nèi)容。）

Step 2觀察直接引語(yǔ)和間接引語(yǔ)的句子

觀察語(yǔ)法練習(xí)題，找出上下兩句話的不同。（注意上下兩句話在人稱、謂語(yǔ)動(dòng)詞時(shí)態(tài)、狀語(yǔ)和句子結(jié)構(gòu)上的不同.）

Step 3填寫直接引語(yǔ)變間接引語(yǔ)規(guī)則表。

Direct Speech Indirect Speech

Sentence structure

（句子結(jié)構(gòu)） 陳述句

一般疑問(wèn)句

特殊疑問(wèn)句

祈使句

Tense

（時(shí)態(tài)） 一般現(xiàn)在時(shí)

一般過(guò)去時(shí)

現(xiàn)在完成時(shí)

過(guò)去完成時(shí)

現(xiàn)在進(jìn)行時(shí)

一般將來(lái)時(shí)

Pronoun

（代詞） 第一人稱

第二人稱

This /These

Adverbial of time

(時(shí)間狀語(yǔ)) Now

Today

Yesterday

This week/month/year

Last week/month/year

Three days ago

Tomorrow

Adverbial of place

（地點(diǎn)狀語(yǔ)） Here

This place

These places

Verb

（動(dòng)詞） Come

Bring

Borrow

Step 4：根據(jù)直接引語(yǔ)變間接引語(yǔ)表，完成練習(xí)（部分同學(xué)板演）

為什么不給自己本次任務(wù)一個(gè)評(píng)價(jià)呢？

很棒！ 不錯(cuò) 還需努力

Step 5 反思小結(jié)

1.在這一課中，我們學(xué)到了什么？

2．為進(jìn)一步鞏固落實(shí)，我課后要：

1）多記單詞（ ） 2)多背語(yǔ)法（ ）3）多做練習(xí) （ ）

3．給老師的建議是：

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

【第五學(xué)時(shí)】

Using language

【教學(xué)目標(biāo)】

聽(tīng)懂聽(tīng)力材料中Miss Wang給Lisa的回信中所表明的態(tài)度以及她的建議。

【教學(xué)重難點(diǎn)】

have trouble with …

fall in love with

get along with …

There is nothing wrong (with) … (in) doing …

There is no reason to …

That way …

【教學(xué)過(guò)程】

一、Listening Task 1

Step 1 Talking

How do you get along with your friends who have opposite sex, if there is gossip?

(寫出每組同學(xué)的做法。每位同學(xué)可以看看其他同學(xué)是如何處理這個(gè)問(wèn)題的。)

______________________________

______________________________

______________________________

______________________________

Step 2 Read Lisa’s letter and answer the following two questions.

1． Understand the meanings and usages about the following two phrases.

1) I have some trouble (in) solving the problem.

2) The girl isn’t out-going, so she is difficult to get along with.

3) What will he do if his daughter falls in love with a poor man and wants to marry him?

4) I hate someone playing Jazz music at night. It’s so noisy that I can’t fall asleep.

2． Answer the following two questions.

1).What did Lisa write to Miss Wang for?

( For advice)

_______________________________________________________-

2).What is Lisa’s problem?

(have trouble with, gossip)

_______________________________________________________

If I get the main idea of this letter exactly?

Yes. No.

Step 3 listening

1． Listen to Miss Wang’s reply and answer:

What’s Miss Wang’s advice?

“My advice is ________________________________________________________,”

(同學(xué)們看一下自己的處理方法與Miss Wang的方法是否有相似之處呢！)

2． Listen again, and finish the exercises below:（come on!）

1) There’s nothing wrong with you and this boyfriend and________ together.

2) ________ your friendship with this boy would be a _________ thing to do.

3) Teenagers like to ________, and they often see something that isn’t real.

4) My advice is to ______ your classmates. That way you will _______ them that you are more _________ than they are.

3． Follow the tape and read the listening text, and pay attention to the sentences underlined．

二、Listening text

Dear Lisa,

There is nothing wrong with you and this boy being friends and studying together. Of course a boy and a girl can be good friends. Ending your friendship with this boy would be a stupid thing to do. You would lose a good friend and someone to study with.

Teenagers like to gossip, and they often see something that isn’t real. Perhaps your classmates cannot understand your friendship with this boy. That’s no reason to stop it. My advice is to ignore your classmates. That way you will show them that you are more grown-up than they are.

Yours,

Wang Li

4． Answer the following questions orally in pairs.

1．What does Miss Wang say about their friendship?

She says that ______________________________________________________________.

2． Why doesn’t Miss Wang think that Lily should end their friendship?

She thinks that _____________________________________________________________.

3． How does she explain why Lisa’s classmates gossip about their friendship?

She says that_______________________________________________________________.

4． What is Miss Wang’s advice?

She asks Lisa to ____________________________________________________________.

三、Listening Task 2

Step 1

I think Lisa is really lucky to have a friend who can help her. Do you remember Anne? Anne made friends with a boy named Peter who also lived in the hiding place. He was the son of another family hiding with them. Let’s listen to the tape and find out what happened to them.

Step 2 Listen to the story and answer the question:

Who are disagreeing about the friendship?

Step 3 listen again and fill the blanks.

On Saturday evening I talked to daddy about my ________ with peter. Daddy said,” I think you must be ________, Anne. We live very close together here.” Then on Sunday morning he called me and we talked about it again, he said,” Anne, I’ve ________about what you told me. I think you ________talk to him ________ so often. This is a _______situation. If you were _______you could see many other boys and girls. You could do all kinds of other things. But here you are together ______________and if you want to get away you can’t. In fact you see each other 24 hours a day. What happens if you quarrel?”

I did not agree with him and continued to talk to peter every evening. A few days later daddy showed he was not pleased with me. He had thought that after our talk I would not go upstairs every evening. He was disappointed that I had not followed his advice.

【作業(yè)布置】

Anne needs some advice to help her with this problem. Perhaps you can help her. Work in pairs and make a list of things she might say to her father to make him change his mind． Think of as many as you can.

1__________________________________________________________________________________

2__________________________________________________________________________________

3_________________________________________________________________________________

4_________________________________________________________________________________

5_________________________________________________________________________________-

【第六學(xué)時(shí)】

Speaking

【學(xué)習(xí)內(nèi)容】

1. Do you agree Miss Wang's advice? What do you think of Miss Wang’s advice?

2．Do you think Anne should follow her father’s advice?

【學(xué)習(xí)目標(biāo)】

1.態(tài)度(attitudes) Are you afraid that …? I’ve grown so crazy about …. I didn’t dare ….

2.同意和不同意（agreement and disagreement）

Agreeing：I agree. I think so. Exactly. No problem. Sure. Certainly. Of course. All right. Good idea． So do I. Me too.

You're right/correct. I think that's a good idea．

Disagreeing: I don’t agree. I don’t think so. I’m afraid not. Neither do I. No way. That's not right. I disagree. Of course not.

3．肯定程度（certainty） That’s correct. Of course not.

【學(xué)習(xí)過(guò)程】

Step 1 Discussing the first topic

1． Do you agree Miss Wang's advice?

(Discuss this topic in a group of four. You may use the expressions how to express Agreeing or Disagreeing.)

(下列問(wèn)題可以幫助大家理清思路）

Do you think Lisa ignoring her classmates is a good idea?

If you agree, what are your reasons?

If you disagree, what do you suggest?

3.每個(gè)小組應(yīng)把小組成員的意見(jiàn)在紙上列出來(lái)，然后派代表呈現(xiàn)小組意見(jiàn)，并說(shuō)出理由。

Step 2 Discussing the second topic

Do you think Anne should follow her father’s advice?

(Discuss this topic in a group of four. You may use the expressions how to express Agreeing or Disagreeing.)

（Agree or disagree? 提醒學(xué)生在討論時(shí)使用前面的表達(dá)用語(yǔ)。）

Yes, I agree. Why?

No, I disagree. Why?

Step 3 Conclusion & Homework

1．本節(jié)課主要學(xué)習(xí)功能用語(yǔ)同意和不同意（agreement and disagreement）

2．請(qǐng)每位學(xué)生對(duì)Miss Wang的建議寫下個(gè)人意見(jiàn)。

3．與同學(xué)課后繼續(xù)討論Anne和Peter間的友誼。

Step 4 反思小結(jié)

1.在這一課中，我學(xué)到了什么？（有幾個(gè)寫幾個(gè)）

2．為進(jìn)一步鞏固落實(shí)，我課后要：

1）多記單詞（ ） 2）背誦句型 （ ） 3） 練習(xí)口語(yǔ) （ ）

3．給老師的建議是：

___________________________________________________________________________

__________________________________________________________________________

【第七學(xué)時(shí)】

Exercises

【學(xué)習(xí)目標(biāo)】

掌握自己所學(xué)的內(nèi)容并學(xué)會(huì)運(yùn)用

【學(xué)習(xí)過(guò)程】

I 短語(yǔ)考查

1． ____________ (使)平靜下來(lái), 鎮(zhèn)定下來(lái)

2． ____________ 關(guān)心, 掛念

3．____________ 經(jīng)受, 經(jīng)歷

4．____________ 一連串; 一系列; 一套

5．____________ 為了......

6．____________ 在黃昏時(shí)刻

7．____________ 不再

8．____________ 對(duì)...厭煩

9．____________ 與...相處; 進(jìn)展

10．____________ 相愛(ài); 愛(ài)上

II 單項(xiàng)選擇

1． Although I often send e-mail to Tom, I have never seen him ______.

A． eye to eye B． face to face C． with eyes D． on my own

2． When he came into the dining hall, nobody said hello to him. So he felt ______.

A． calm B． ignored C． lonely D． sorry

3． How can you ______ so calm after such a hot argument.

A． make B． take C． get D． stay

4． Don’t be angry with him. He didn’t make the mistake ______.

A． on purpose B． in purpose C． for the purpose D． to the purpose

5． He asked me ______ I would go to Beijing by air the next day.

A． that if B． if C． that whether D． how

6． Can you tell me ______ the railway station?

A． how I can get to B． how can I get to

C． where I can get to D． where can I get to

7． He ______ great disease, so he can’t work at all.

A． took B． suffered C． suffered from D． stood

8． She got her leg ______ yesterday, and is now in hospital.

A． to break B． breaking C． broken D． had broken

9． This is the first time that I ______ here.

A． was B． am coming C． came D． have come

10． He lived ______, but he doesn’t feel ______ at all.

A． alone; lonely B． lonely; alone C． alone; alone D． lonely; lonely

11． If he ______ back from work, I’ll tell him when you will come and visit him.

A． will come B． come C． comes D． is coming

12． – Do you mind me using your dictionary?

12． -- ______. Please go ahead．

A． Never mind B． Of course not C． Yes, I do D． That’s all right

13． The weather was ______ cold that I didn’t like to leave my home.

A． really B． such C． too D． so

14． When you feel ______, a humorous friend can cheer you up.

A． interested B． upset C． happy D． excited

15． Senior students should learn how to ______ the lecture notes in class.

A． break down B． pull down C． set down D． calm down

16． You ______ get up early if you want to catch the school bus.

A． has to B． has got to C． have got D． have got to

17． With so many difficult problems ______, he has had a good trip.

A． to settle B． settle C． settled D． settling

18． The teacher told us not ______ in the exams.

A． cheating B． cheated C． cheat D． to cheat

19． Please ______ the numbers and I’m sure they will ______ more than 1,000.

A． add; add up B． add up; add up

C． add up; add up to D． add; add to

20. – Did you go to the cinema last night?

-- Yes, but perhaps we ______ our homework at home.

A． should do B． must do C． could do D． should have done

III 閱讀理解

A

Paul and I live in the same building. His room is on the sixth floor and mine is in the fifth. He’s very careless and sometimes he gets into trouble.

Last Friday afternoon the young man and his friends went to spend the weekend on a wild island． They could swim, fish, play the guitar and sleep in the quiet place at night. They enjoyed themselves there. On the third morning they decided to get back to the land． But their boat hit a rock and soon went down. They had to swim to the bank. Then, they took a taxi and half an hour later they arrived at our town, but it was two in the night. The young man was hungry and thirsty. He wished to get home as soon as possible. Something was wrong with the lift, he had to go up the stairs. He stopped by my door and brought out a key. Of course he could not open the door. Half an hour passed but he failed． He became angry and shouted, “I’ll cut you down with a knife.”

The noise woke me up and I opened the door. I understood at once what was happening and said, “You’re trying to open a wrong door, Paul!”

“Sorry, I can’t agree with you, Charlie!” said the young man. “It’s my room. You’ve entered it by mistake!”

1.Paul and his friends had a good time on the island because

A.it was very quiet there

B.it was a wild island

C.they could forget all the trouble

D.they could do what they wanted

2.The young man had to swim to the bank instead of taking the boat because ______.

A.they had lost their boat

B.they couldn’t boat

C.their boat went down

D.their boat was badly destroyed

3.Paul couldn’t open the door because ______.

A.it wasn’t his room

B.he couldn’t find the key

C.he used a wrong key to open the door

D.he was too hungry to do it

4.The writer opened the door to ______.

A.help Paul

B.stop Paul making the noise

C.see what happened outside

D.call the police

5.Which of the following is wrong?

A.Paul thought he did right.

B.Paul didn’t know where he lived

C.Paul stopped by a door on the fifth floor

D.Paul thought he had reached the sixth floor

B

In choosing a friend, one should be very careful. A good friend can help you study. You can have fun together and make each other happy. Sometimes you will meet fair weather friends. They will be with you as long as you have money or luck, but when you are down, they will run away. How do I know when I found a good friend? I look for certain qualities(品質(zhì)) of character, especially understanding, honesty and reliability(可靠).

Above all else, I look for understanding in a friend． A good friend tries to understand how another person is feeling. He is not quick to judge. Instead, he tries to learn from others. He puts himself in the other person’s place, and he tries to think of ways to be helpful. He is also a good listener.

At the same time, however, a good friend is honest. He does not look for faults(過(guò)錯(cuò)) in others. He notices their good points. In short, a friend will try to understand me and accept me.

Another quality of a friend is reliability. I can always depend on a good friend． If he tells me he will meet me somewhere at a certain time, I can be sure that he will be there. If I need a fever, he will do his best to help me. If I am in trouble, he will not run away from me.

When I meet someone who is reliable, honest, and understanding, I know I’ve found a friend．

1.In the opinion of the writer, which of the following qualities is the most important in choosing a friend?

A． A sense of humor B． Honest

C． Reliability D． Understanding

2． If you have fair weather friends, ______.

A． you will be refused when you get into trouble

B． they will give you all that they have when you need help

C． you will become rich

D． you can be sure that you get real friends

3． Good friends need to ______.

A． have money or luck

B． understand each other’s feelings

C． be helped with money

D． always point out each other ‘s mistakes

4． The passage is mainly about ______.

A． how to get along with friends

B． where to choose friend

C． the qualities of a friend

D． the importance of having a friend

【第八學(xué)時(shí)】

Writing

【學(xué)習(xí)目標(biāo)】

學(xué)會(huì)自我檢測(cè)

【學(xué)習(xí)過(guò)程】

一、作品賞析

給你支招

建議信是寫信人向收信人對(duì)某事提出自己的建議或忠告，有可能是寫給個(gè)人，就其遇到的某個(gè)問(wèn)題提出自己的看法和觀點(diǎn)；也可能是寫給某個(gè)組織和機(jī)構(gòu)，就改進(jìn)其服務(wù)提出建議或忠告。建議信不同于投訴信，所以寫信人一定要注意禮貌當(dāng)先。建議信和普通的信件一樣，通常由六部分構(gòu)成：信頭、信內(nèi)地址、稱呼、正文、結(jié)束語(yǔ)和簽名。

建議信要寫出寫信的原因，建議的內(nèi)容，提出建議的理由和根據(jù)。理由要合情合理，語(yǔ)氣一定要禮貌。因此建議信要寫得簡(jiǎn)明扼要、目的明確、具有合理性和說(shuō)服力。建議信一般采取“三段式結(jié)構(gòu)”。

首段：針對(duì)對(duì)方對(duì)自己的信任簡(jiǎn)單表示感謝，亦可表明自己的誠(chéng)意。建議信的開(kāi)頭必須指明建議的前提和事情的原委，對(duì)自己的立場(chǎng)作一些解釋。

中段：圍繞問(wèn)題，結(jié)構(gòu)清晰、科學(xué)婉轉(zhuǎn)地提出建議。注意充分考慮對(duì)方的實(shí)際情況，表達(dá)時(shí)應(yīng)選擇得體用語(yǔ)。切忌用語(yǔ)生硬強(qiáng)制，泛泛而談。通常以firstly，secondly，thirdly或to begin with，then，later等依次陳述建議。

尾段：簡(jiǎn)單予以希望。希望自己的建議能對(duì)對(duì)方有所幫助。通常在建議信的結(jié)尾部分闡明你所提供的勸告或建議僅供對(duì)方參考，常用表達(dá)有：I hope you will take my advice into account./I hope you will find these proposals/suggestions/recommendations/practical/useful/helpful。

品味鑒賞 品味佳作

目前，你們學(xué)校圖書館的服務(wù)存在一些問(wèn)題。假如你是李明(高三五班的一名學(xué)生)，請(qǐng)你給你們的校長(zhǎng)寫一封信，提出一些有利于圖書館管理的合理化建議。內(nèi)容如下：

1．圖書館電腦的大部分鍵盤都有操作上的問(wèn)題，給學(xué)生帶來(lái)很多不便，建議更換新的鍵盤；

2．建議圖書館購(gòu)買更多新書，定購(gòu)更多學(xué)術(shù)期刊；

3．自習(xí)教室的照明系統(tǒng)也需要進(jìn)一步的改進(jìn)。

注意：1．詞數(shù)：100左右；

2．不要逐條翻譯，可以適當(dāng)增加細(xì)節(jié)。

參考詞匯：subscribe to 定購(gòu)

Dear Sir，

I’m writing to tell you some suggestions on how to improve our library.

Firstly，I find that most computer keyboards in the library are bad(用詞不貼切，最好為poor).It(將它改為which且把其前的句號(hào)改為逗號(hào)，即前后兩句整合成一個(gè)復(fù)合句) causes many(in convenience是不可數(shù)名詞，其前應(yīng)用much) inconvenience to users. I suggest that the library will

(suggest后的從句謂語(yǔ)動(dòng)詞用should＋動(dòng)詞原形) buy some new keyboards. Secondly，our library had better to (had better后應(yīng)接動(dòng)詞原形，故去掉to) buy more new books and subscribe to more academic journals to let the students get more and more informations (information是不可數(shù)名詞，故去掉s) in their study. Last but not least，the lights in the study room are not bright. In order to protect our eyes，we need ∧(此處應(yīng)添加a) better lighting system. Surely，we’ll benefit a lot of (a lot of后沒(méi)賓語(yǔ)，故去掉of).

These are only my personal suggestions，∧(前后兩個(gè)句子缺少連詞but) I hope they could be taken into consideration.

Dear Sir，

As a student of Class 5，Grade 3，I would like to take the opportunity to express my appreciation for the kind assistance of our library. Meanwhile，I feel that it would be beneficial to express my views concerning the quality of the library service.

In the first place，I find that most computer keyboards in the library are in poor condition，which causes much inconvenience to users.So I suggest that the library buy some new keyboards. Secondly，since the students need more and more information in their study，I would also recommend the library to purchase more new books and subscribe to more academic journals. Last but not least，the study rooms need to be furnished with a better lighting system，which，no doubt，will be beneficial to our eyesight.

These are only my personal suggestions，but I hope they could be taken into consideration.

Best regards.

Yours sincerely，

Li Ming

以我之見(jiàn)

1．本文注意了建議信的邏輯順序和語(yǔ)言特點(diǎn)。文章中使用了一些過(guò)渡詞：meanwhile，in the first place, so，secondly，last but not least等。在語(yǔ)言上，語(yǔ)氣中肯、委婉，符合建議信的特點(diǎn)。如：①I feel that it would be beneficial to...；② These are only my personal suggestions，but I hope they could be taken into consideration.等。

2．用了一些高級(jí)詞匯(短語(yǔ))，如：beneficial有益的；take the opportunity to利用這個(gè)機(jī)會(huì)；be furnished with安裝有……的。

二、趁熱打鐵

假設(shè)你是謝凱，是一名中學(xué)生，你們學(xué)校附近有一條河，去年河邊開(kāi)辦了一家工

廠，河水受到污染。請(qǐng)你向廠長(zhǎng)寫一封120～150 詞的信，信中包含以下內(nèi)容：

1．建廠前河流的概況；

2．工廠傾倒廢水造成的后果；

3．呼吁采取措施，保護(hù)環(huán)境。

Dear Sir，

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

A middle school student，

Xie Kai