幼兒園教案好朋友

高一英語教案：《Unit1 Good Friends 好朋友》教學(xué)設(shè)計（二）。

高一英語教案：《Unit1 Good Friends 好朋友》教學(xué)設(shè)計（二）

the second period

teaching objectives

1. develop the students’ comprehension of explorative passages, especially their ability of analyzing the structure of such kind of articles.

offer the students chances of self-culture by working in groups and seeking information about the film out-

side the class.

3. infuse the students with basic knowledge about the friend and friendship

4. learn some words and useful expressions from the text.

teaching approach

1.communicative approach should be used throughout the class. stress should be laid on:

2.learner-centeredness; learning-centeredness 3.task-based learning

4.activity-based teaching (class work; individual work; group work)

teaching type: reading comprehension

teaching procedure

step 1. report in class a student is asked to report something interesting he or she picks up from newspaper or magazines.

step 2.review and check ss have a word dictation and check their homework in workbook

exercise 2 suggested sample sentences

1) my friend alan is brave. he once saved the life of a little girl who had fallen into a lake.

2) my friend bob is loyal. he wouldn’t talk to charles whom i don’t like at all.

3) my friend david is wise. he always gives me the best advice.

4) my friend george is a handsome boy, but he doesn’t like to study and always dreams of becoming a model.

5) my friend harry is a smart student. he always asks good questions in class.

step 3 pre-reading ss are asked to listen to the tape and find the things they are using or talking about.

practising on p87 vocabulary

1 “the books are too heavy! i think it’s going to break.”

2 “oh no! i forgot where i put it! i have written down all the important phone numbers.”

3 “yum! you have bought it at last. we can have fried fish for dinner. mmm … i can’t wait to put this fish in it. ”

4 “hands up! don’t move or i’ll shoot. give me all your money!”

5 “ooooh! i look very nice in this new dress!!!”

6 a: i think we’re lost. what should we do now? b: don’t worry. i have it here and i know how to use it.

7 “ouch! i hit myself with it.”

8 a: hurry up! it’s so dark here. i can’t see anything.

9 “it is shaking badly. am i going to die? help! … oh, thank god!”

10 “i feel sad when it comes to the part in which the two friends become enemies.”

answers 1 rope 2 notebook 3 pan 4 gun 5 mirror 6 compass 7 hammer 8 match 9 airplane 10 movie

get the students to think about what it would be like to be alone on a deserted island. the activity is not direct linked to a reading strategy or a structure in the reading, but is intended to be used as a preliminary activity related to the previous parts of the unit. the pre-reading exercise also gives the students an opportunity to practise giving opinions and making decisions.

explain the situation to the students and give them time to think about what they would bring. the activity should generate different choices and opinions, thus making it a good opportunity for discussion. tell the students to work in groups. ask them to describe the usefulness of each item in the box and then decide on the three most useful ones. make sure that each group member gets an opportunity to speak. encourage the students to use the structures i think… because…/ i could use it to…/ it could be used to …/ …would be more important than … because … ask one student from each group to write their answers on the blackboard. compare answers from different groups and have a short discussion. e.g. 1.i think a knife would be the most useful item, because i could use it to kill animals and cut the meat. it could also be used to cut wood. 2.i also think a box of matches would be useful because i could use the matches to make fire. if i had a fire, i could cook food, stay warm and keep wild animals away. more importantly, if someone saw the fire, they would come and save me. 3.i think a book would be more useful than a radio, because you don’t need batteries to read. and when i read, i would learn about life and the world and forget my loneliness.

extension 1: ask the students to think about how the things could help them in other situations, for example, if they were lost in a desert or a forest. extension 2: let the students talk about how they would feel in an extreme situation. how would they feel if they were alone on a deserted island? (angry, desperate, lonely, hungry, worried, hopeful, happy, afraid etc.) what would they do to try to overcome these feelings? extension 3: ask the students if they have read books or seen movies about island life, for example, robinson crusoe, cast away, six days and seven nights, etc. how did the main characters survive? how were they rescued? extension 4 after the discussion, you can ask the students to consider the similarities and differences between spiritual and materialistic needs, i.e. the thingswe need and the social interaction we need.

step 4 reading listen to tape and finish the following items

chuck’s ffriend

background information on the reading :the film cast away, starring tom hanks, depicts a man’s struggle with solitude and his journey towards self-knowledge. the film shows us how chuck, a busy manager who never has “enough time,” ends up on an island with nothing but time. he manages to survive on the island and he realizes the importance of friends and friendship. the text, summarized below, describes his experience and the lessons he learns from his unusual friend, a volleyball he calls wilson.

guess the meaning of a word or phrase in the text, tell them to mark the word or phrase. ask the students to list words or phrases that they don’t know. explain important ones if necessary, but try offering more context of certain words until the students can guess the meaning. don’t spend too much time going through the new words.

suggestion for teaching some of the vocabulary of the reading text:

genre

the reading passage is a sort of film review, so i can guess the text will use words about stories, characters, acting and perhaps unusual things that do not exist in the real world.

cast away

clues form) + skip + clues (context) +look up【dJZ525.COm 勵志的句子】

the words are in italics, so i know that it must be the name of a film or a book. i can probably skip the word and look it up in the dictionary later. if i read the text i will learn that the film is about a man who has to live alone on an island, away from his friends, because of an accident, so i can guess that “cast away” refers to the man in the story and his situation. the dictionary says to be left alone on an island after your ship has sunk.

play

genre +

context

tom hanks is a famous actor. he “plays” a man named chuck noland in the film cast away. i can guess that plays means acts.

survive

context +worldknowledge

when airplanes crash (fall down), most people die. if, like chuck, they don’t die, they go on living, so i can guess that to survive means to go on living.

deserted

context

the text tells me that chuck lands on a deserted island. the text also tells me that there are no people on the island, so i can guess that a deserted place means a place where there are no people.

challenge

context

the text tells me that there are different challenges in chuck’s life — he has to collect water, hunt for food, and learn to survive without friends. i can guess that a challenge is something difficult that you have to do.

延伸閱讀

高一英語教案：《Unit1 Good Friends 好朋友》優(yōu)秀教學(xué)設(shè)計（二）

高一英語教案：《Unit1 Good Friends 好朋友》優(yōu)秀教學(xué)設(shè)計（二）

the fourth period

teaching aims and demands

integrating skill

grammar and writing

get the students to write an email

key points: 1. useful expressions; 2.writing 3.grammar

teaching methods: written practice and grammar.

teaching procedures

step 1. revision

(1) check the work exercises.

(2)a test for unit 1

to get the students to review the grammar and write the passage on page 88

pal restaurant is one of the many restaurants where people come to eat, drink, talk and enjoy music. it is different from other restaurants because its owners are a group of college students. “we run this restaurant to make friends,” says the manager, hu ming.

but the students’ parents say that they are unhappy about this. “we can’t stop them but we want them to put study in the first place.” teachers do not support them, either. hu ming says that a teacher has already told him that he should spend more time on study.

all the managers say that running a business takes a lot of time. “we don’t have the money to hire enough waiters or waitresses, so we do most of the work ourselves,” says liu tao. “sometimes we have to skip classes to keep an eye on the restaurant,” says another boy.

but liu tao says they are doing ok.

3 answers may vary. possible titles/headlines include “study first or business first?” “students running bar”

step 2. integrating skill

instruction: the reading describes different kinds of friends. let the students read the first paragraph and answer questions 1-3, then ask them to think of words that can be used to describe the different kinds of friends. you can also tell the students to choose words from the “5-star friend” activity in the student’s book.

extension what does it take to make a friendship work? the students can work in groups and select one kind of friendship described in the reading and think about the advantages and disadvantages of such a friendship. what problems might arise? how could they be solved? (the students can refer to the listening activity).

suggested answers

1 c

2 a fair-weather friend will only like you when you are happy and popular; a forever friend is a true friend and will help you when you are in trouble.

3 list the characteristics of each kind of friend:

a fair-weather friend only likes you when you are happy and popular, doesn’t help you when you have problems. (students can add more)

a school friend studies and plays together with you, sees you in school. (students can add more)

a forever friend knows everything about you, always listens to you. (students can add more)

4 sarah helped janet overcome her shyness and deal with her classmates. janet helped sarah study math.

5 answers may vary.

6 you can make friends with people from other countries by reading e-pal/pen pal ads in newspapers or on the internet.

7 one of the advantages of having friends in other countries is that you can learn more about the world. you can also learn more about other languages and cultures. there are a few disadvantages, including the fact that it can be difficult to be friends if you live far away from each other.

8 answers may vary. one possible interpretation is that all the people around us could be our friends; friendship is a two-way relationship and it takes work and patience to develop a good friendship.

step 3 writing

ask the students to read the e-mail and find out what the girl wants to know more about. tell the students to think about what they want to tell the girl. as a pre-writing activity, the students can list the things they want to include in the e-mail. when the students have written the e-mail, you can compare what they have written.

assessing

a learner log is a set of questions that will help the students to reflect on how and what they have learnt. the students are asked to rate their “comfort level” and summarize what they have learnt. you can use this as an activity in class or let the students complete the log at home. throughout the book we offer different assessment tools and we recommend that you try as many of them as possible. learner logs and other similar assessment tools are simple to use and have a positive effect on the students’ learning and learning habits over time. the students may find it difficult to answer the questions at first, but if you use the log consistently it will help the students pay more attention to their learning strategies and set better goals. once the students are used to the format and expectations, you can use the learner log and other assessment activities in combination with discussion and goal-setting activities.

step 4. post -integrating skills

ask the students to read the e-mail ads in unit 1 and choose one to reply to. before the students start writing, they should think about what they want to write.

extension use real e-pal ads from the internet and let the students find a real e-pal from another country. if your students do not have easy access to the internet, you can simply copy more e-pal ads and bring them to class.

sample e-mail

hi jane:

my name is xiao fei and i come from hunan. hunan is in the south of china. i am a middle school student and i like speaking english. i read your e-pal ad and i would like to be your e-pal. you wrote that you like rock music. can you tell me what bands you like? have you ever heard any chinese rock bands? you also wrote that you like talking and joking around. i do too! i think you and i can be good friends. please send me an e-mail as soon as possible.

xiao fei

assessment criteria:

an e-mail is less formal than a letter and more formal than speaking. a good response to the e-pal ads should include information about who you are and where you are from. try to encourage the students to use indirect speech to refer to the e-pal ad.

step 5. homework

(1) finish off the exercises in the workbook.

(2)write an email into my email-box.

summary the key points in this unit

evaluation of teaching:

the fifth period students have an integrating examination

the sixth period teachers comment the examination and review the unit.

高一英語教案：《Unit1 Good Friends 好朋友》優(yōu)秀教學(xué)設(shè)計（一）

高一英語教案：《Unit1 Good Friends 好朋友》優(yōu)秀教學(xué)設(shè)計（一）

The Third Period

Teaching aims and demands

The students are asked to master the Grammar :Direct Speech and Indirect Speech

2. Integrating Skill: reading

3. Oral practice: manipulate oral practice relevant to the reading material.

Key points: grammar and reading

Teaching methods: Reading —Sentence structure----explanation

Teaching procedures:

Step 1. Revision

(1) Check the homework exercises.

(2) Revise the key points of the previous lesson.

Step 2. Presentation To ask the Ss pre-writing the following sentences and check them in class.

1.“Today is Thursday” the teacher said.

2. “I’m going to play football.” Tom said.

3. “He lived in New York” Tom told me.

4. “The moon foes around the earth.” he said.

5. “He wanted to go out for lunch today.” his father said.

6. “He has been here for six years” Mr Li told me.

7. “ I will be here for one year.” I said to Mr Li.

8. “You come here quickly.” he ordered.

9.She said to me, “I will ask for some paper”.

10.They asked: “Why did you come here so late?”

Step 3. Grammar Direct Speech and Indirect Speech

Brief explanation of “Direct Speech and Indirect Speech” (1): Statements & Questions

* use Direct Speech when you want to show the exact words someone said or wrote. Use quotation marks to show that you are reporting the exact words a person used and a reporting clause to include information about the speaker and the situation.

e.g. “I had a great time at the picnic,” she told her mum.

(the direct speech) (the reporting clause)

*The reporting clause may come before, within, or after the direct speech. When the reporting clause comes after the direct speech, the order of the subject and the verb may be changed, e.g. Jane said/said Jane. This typically happens when the reporting clause is within the reported speech and the subject is not a pronoun.

e.g. Jane said, “I got a new e-pal. He is from Germany.”

“I got a new e-pal,” Jane said / said Jane / she said, “He is from Germany.”

“I got a new e-pal. He is from Germany,” Jane said / said Jane / she said.

* Use a comma to connect the direct speech and the reporting clause.

* When you change a sentence from Direct Speech to Indirect Speech, you sometimes need to change the verb tense. You may also need to change pronouns in order to keep the same meaning.

DIRECT SPEECH INDIRECT SPEECH

Present past

Past past or past perfect

present perfective past perfect

past perfective past perfect

e.g. “I’ll take care of you,” Chuck said. à Chuck said he would take care of him.

“Did you get e-mails from your friends?” she asked. à She asked if I had got e-mails from my friends.

“Have you got any e-mails from your parents?” she asked. à She asked if I had got any e-mails from my parents.

*When you use Indirect Speech to report what someone said, you can sometimes change the exact words without changing what the speaker actually said.

e.g. Wilson asked, “How long have we been in this place?”à Wilson asked how long you had been here.

Answers to Grammar Exercise 1

1 The visitor said that he was very glad to visit our factory.

2 “I don’t like American movies very much,” the woman said to / told us.

3 Uncle Wang said that there was something wrong with the front wheel.

4 The teacher said to the students, “We are going to have a meeting at three o’clock.”

5 The students asked when they should go outing that autumn.

6 “I’ll try to finish reading the book by the end of this week,” she said.

7 The daughter told her father that mum had gone to the supermarket.

8 “Are you going to mail the gifts to your parents?” Sara’s friend asked her.

9 Tom asked Bob why he had been so excited that day.

10 “How can I solve the problem?” Sandra asked her friend.

Step 4 Post-reading : Grammar Exercise 2

In this exercise, the students have to imagine that they are helping Chuck “hear” what Wilson “says.” The students use Chuck’s answers to guess what Wilson is asking and then write down the question as reported speech. Let the students look at the example and point out that they don’t need to change the verb tense. When they have completed the written part of the exercise, they can use the questions and answers to talk to each other.

Answers to Grammar Exercise 2:

Chuck: I know, I know. You are angry with me. You think we should wait longer, but we have waited long enough already.

Wilson: Why do you want to leave this island?

You: Chuck, Wilson asks why you want to leave this island.

Chuck: I want to leave the island because I miss my friends.

Wilson: Am I not your friend?

You: Chuck, Wilson asks whether or not he is your friend.

Chuck: Yes, you are my friend, but I miss the others.

Wilson: How long have we been here?

You: Chuck, Wilson asks how long you have been here.

Chuck: We have been here for almost five years.

Wilson: How will we leave?

You: Chuck, Wilson asks how you will leave.

Chuck: How will we leave? We will wait for the wind to change. Then we will go out over the reef.

Wilson: That might be dangerous.

You: Chuck, Wilson says that might be dangerous.

Chuck: Yes, it might be dangerous, but we have to try. We can’t stay here any longer.

Wilson: Will you take care of me?

You: Chuck, Wilson asks if you will take care of him.

Chuck: Of course I will take care of you.

Wilson: I’m scared, Chuck.

You: Chuck, Wilson says he is scared.

Chuck: I’m scared, too.

Step 5 Workbook :Answers to Exercise 1:

1 Mary told Yang Mei that she was doing a biology experiment then.

2 Mary told Yang Mei that she was not free that day.

3 Mary told Yang Mei that she must / had to finish her paper that week.

4 Mary told Yang Mei that she would have to stay in the lab until the next day.

5 Mary told Yang Mei that she was going to write a report the next week.

6 Mary told Yang Mei that she had watched a very interesting TV programme the day before.

7 Mary told Yang Mei that She must / had to wait there that afternoon.

8 Mary asked Yang Mei if she would go to the Students’ Club that afternoon.

9 Mary told Yang Mei that she had visited her teacher the day before.

10 Mary asked Yang Mei who was going to study abroad the next year.

Answers to Exercise 2:

Sept 1, Monday

It’s my first day in senior high school. Mother told me to get up early. Father asked me to tie my hair up. I told myself not to worry too much.

When I arrived at school, I ran into my friend Joanna. She said I looked great. (1)I asked her where she had spent her holiday. (2)She said that she had gone to Shanghai and it had been wonderful. (3)She also asked me if I had enjoyed my holiday.

We went to the classroom for our first lesson. (4)Mr Yu asked us if we had had a pleasant holiday. (5)Then he said that he wanted to get to know us, and he asked us to write a short description of ourselves. I wrote it in English. When Mr Yu read it, (6)he said it was well-written.

After school I went back home. I told my parents about my first day in school. (7)They told me that they were proud of me.

1 “Where did you spend your holiday?” I asked /said to her.

2 “I went to Shanghai and it was wonderful,” she said.

3 “Did you enjoy your holiday?” she asked / said.

4 “Did you have a pleasant holiday?” Mr Yu asked us.

5 “I want to get to know you. Could you please write down a short description of yourselves?” he said.

6 “It’s well written,” he said.

7 “We are proud of you,” they said to me.

Answers to Exercise 3

1 Change Direct Speech into Indirect Speech and Indirect Speech into Direct Speech.

1 Hu Ming, the manager says that they run that restaurant to make friends.

2 “We are unhappy about this,” the students’ parents said.

3 Hu Ming says, “A teacher has already told me that I should spend more time on study.”

4 “Running a business takes a lot of time,” all the managers say.

5 Liu Tao says that they don’t have the money to hire enough waiters or waitresses, so they do most of the work themselves.

6 Another boy tells me that sometimes they have to skip classes to keep an eye on the restaurant.

7 “We are doing OK,” Liu Tao says.

Step 6 Homework

Finish off the work in work book

change the 10 sentences into indirect speech

Try to write a news story in about 100 words on page 88

Revise the grammar on page 178 to page 180

高一英語教案：《Looking good,feeling good》教學(xué)設(shè)計

高一英語教案：《Looking good,feeling good》教學(xué)設(shè)計

1．Which kind of food can we eat to keep fit in everyday life?

2．What will happen if you are caught in a little amount of sleep?

擁有健康的身體是一個人最大的財富。那么，在平時我們需要注意哪些問題呢？一起來聽聽健康專家的建議吧。

Good health is the most valuable possession (財富) a person can have, but one can't take health for granted. There are three things that a person can do to help stay in good shape: eat the right foods, get enough sleep, and exercise regularly.

Proper nutrition (營養(yǎng)) is important for good health. Your body cannot function well unless it receives the proper kind of “fuel”. Avoid foods with lots of sugar and fat. Eat plenty of foods that are high in protein (蛋白質(zhì)), like lean meat, fish, beans, and nuts. Vegetables and fruits are especially important because they provide necessary vitamins and minerals. However, don't overeat. It is not healthy to be overweight.

Getting the proper amount of sleep is also important. If you don't get enough sleep, you will feel tired and have no energy. Over a long period of time, a little amount of sleep may even result in a change of personality. Be sure to allow yourself seven to nine hours of sleep each night. If you do, your body will feel strong, and your mind will be sharp.

Getting plenty of exercise is equally important. Exercise firms (使結(jié)實) the body, strengthens the muscles, and prevents you from gaining weight. It also improves your heart and lungs. If you follow a regular exercise program, you will probably increase your lifespan. Any kind of exercise is good. Most sports are excellent for keeping the body in good shape. They are not only good for your body, but they are enjoyable and interesting, too.

So, I would strongly advise you to keep a fitness program. There are many things you can do to exercise, such as: ride a bike, play basketball, play ping-pong or table tennis, go for long walks, dance, swim, play soccer, do exercises to music.

Everyone wants to be healthy, feel good and look good. The following is some advice on how to keep you healthy and more attractive. Look at the pictures and fill in the blanks.

Scan the text and choose the best answer.

1．Amy has managed to look slim by________.

A．going on a diet B．working out regularly

C．sleeping less D．taking weight-loss pills

答案：D

2．According to the passage, young women like Amy________.

A．care too much about their figures

B．a(chǎn)re too lazy to take exercise

C．go to the gym regularly to keep fit

D．have difficulty in finding a job

答案：A

Ⅰ.Read the text again and decide whether the following statements are true (T) or false (F)．

1．Amy is dying due to being thin.(F)

2．Amy used to go to the gym to watch games.(F)

3．The weight-loss pills Amy has taken have side effects on her health.(T)

4．Worried about Amy's health, her mother keeps telling her not to take the pills.(T)

5．From the painful experience, Amy finally realised that one shouldn't be ashamed of the way he looks.(T)

Ⅱ.Read the text carefully and fill in the form.

MicrosoftInternetExplorer402DocumentNotSpecified7.8 磅Normal0

Letters　

Content(內(nèi)容)　

One

Two

Exercise

·Usedtogotothe　1.gym·Stopworking2.outnow

At3.leasthalfanhouraday

Reason(s)

·Ashamedoffatness

·Wantingto

4.stayslim

·ActinginanewTVshow

5.Recoveringfromliverfailure

Way

6.Takingweight-losspills

Receivinggoodmedical7.treatment

8.Result

Notfeelingsoenergetic

Getting9.betterthanbefore

Conclusion

Healthismoreimportantthan10.figure.

Fill in the blanks according to the text.

Zhou Ling and Amy are friends.Amy is 1.preparing to act in a new TV show.Just like other young women, she wants a 2.slim figure, so she took some pills to lose weight.The pills really worked.However, they 3.contain a harmful chemical that caused Amy's liver to 4.fail.Her mother 5.insisted on sending her to the hospital, where she 6.received good medical treatment.After going through a 7.painful experience, she's feeling better now.She received a letter from Zhou Ling.In the letter she agrees with Amy that we shouldn't be 8.embarrassed about our weight.She also hopes that people who are going on a 9.diet or taking weight-loss pills in China can 10.learn from Amy's story.

What's more important, health or figure? How can a person both look good and feel good?

高一英語上冊Unit1GoodFriends好朋友教案二

高一英語上冊Unit1GoodFriends好朋友教案二

thesecondperiod

teachingobjectives

1.developthestudents’comprehensionofexplorativepassages,especiallytheirabilityofanalyzingthestructureofsuchkindofarticles.

offerthestudentschancesofself-culturebyworkingingroupsandseekinginformationaboutthefilmout-

sidetheclass.

3.infusethestudentswithbasicknowledgeaboutthefriendandfriendship

4.learnsomewordsandusefulexpressionsfromthetext.

teachingapproach

1.communicativeapproachshouldbeusedthroughouttheclass.stressshouldbelaidon:

2.learner-centeredness;learning-centeredness3.task-basedlearning

4.activity-basedteaching(classwork;individualwork;groupwork)

teachingtype:readingcomprehension

teachingprocedure

step1.reportinclassastudentisaskedtoreportsomethinginterestingheorshepicksupfromnewspaperormagazines.

step2.reviewandchecksshaveaworddictationandchecktheirhomeworkinworkbook

exercise2suggestedsamplesentences

1)myfriendalanisbrave.heoncesavedthelifeofalittlegirlwhohadfallenintoalake.

2)myfriendbobisloyal.hewouldn’ttalktocharleswhomidon’tlikeatall.

3)myfrienddavidiswise.healwaysgivesmethebestadvice.

4)myfriendgeorgeisahandsomeboy,buthedoesn’tliketostudyandalwaysdreamsofbecomingamodel.

5)myfriendharryisasmartstudent.healwaysasksgoodquestionsinclass.

step3pre-readingssareaskedtolistentothetapeandfindthethingstheyareusingortalkingabout.

practisingonp87vocabulary

1“thebooksaretooheavy!ithinkit’sgoingtobreak.”

2“ohno!iforgotwhereiputit!ihavewrittendownalltheimportantphonenumbers.”

3“yum!youhaveboughtitatlast.wecanhavefriedfishfordinner.mmm…ican’twaittoputthisfishinit.”

4“handsup!don’tmoveori’llshoot.givemeallyourmoney!”

5“ooooh!ilookveryniceinthisnewdress!!!”

6a:ithinkwe’relost.whatshouldwedonow?b:don’tworry.ihaveithereandiknowhowtouseit.

7“ouch!ihitmyselfwithit.”

8a:hurryup!it’ssodarkhere.ican’tseeanything.

9“itisshakingbadly.amigoingtodie?help!…oh,thankgod!”

10“ifeelsadwhenitcomestothepartinwhichthetwofriendsbecomeenemies.”

answers1rope2notebook3pan4gun5mirror6compass7hammer8match9airplane10movie

getthestudentstothinkaboutwhatitwouldbeliketobealoneonadesertedisland.theactivityisnotdirectlinkedtoareadingstrategyorastructureinthereading,butisintendedtobeusedasapreliminaryactivityrelatedtothepreviouspartsoftheunit.thepre-readingexercisealsogivesthestudentsanopportunitytopractisegivingopinionsandmakingdecisions.

explainthesituationtothestudentsandgivethemtimetothinkaboutwhattheywouldbring.theactivityshouldgeneratedifferentchoicesandopinions,thusmakingitagoodopportunityfordiscussion.tellthestudentstoworkingroups.askthemtodescribetheusefulnessofeachitemintheboxandthendecideonthethreemostusefulones.makesurethateachgroupmembergetsanopportunitytospeak.encouragethestudentstousethestructuresithink…because…/icoulduseitto…/itcouldbeusedto…/…wouldbemoreimportantthan…because…askonestudentfromeachgrouptowritetheiranswersontheblackboard.compareanswersfromdifferentgroupsandhaveashortdiscussion.e.g.1.ithinkaknifewouldbethemostusefulitem,becauseicoulduseittokillanimalsandcutthemeat.itcouldalsobeusedtocutwood.2.ialsothinkaboxofmatcheswouldbeusefulbecauseicouldusethematchestomakefire.ifihadafire,icouldcookfood,staywarmandkeepwildanimalsaway.moreimportantly,ifsomeonesawthefire,theywouldcomeandsaveme.3.ithinkabookwouldbemoreusefulthanaradio,becauseyoudon’tneedbatteriestoread.andwheniread,iwouldlearnaboutlifeandtheworldandforgetmyloneliness.

extension1:askthestudentstothinkabouthowthethingscouldhelptheminothersituations,forexample,iftheywerelostinadesertoraforest.extension2:letthestudentstalkabouthowtheywouldfeelinanextremesituation.howwouldtheyfeeliftheywerealoneonadesertedisland?(angry,desperate,lonely,hungry,worried,hopeful,happy,afraidetc.)whatwouldtheydototrytoovercomethesefeelings?extension3:askthestudentsiftheyhavereadbooksorseenmoviesaboutislandlife,forexample,robinsoncrusoe,castaway,sixdaysandsevennights,etc.howdidthemaincharacterssurvive?howweretheyrescued?extension4afterthediscussion,youcanaskthestudentstoconsiderthesimilaritiesanddifferencesbetweenspiritualandmaterialisticneeds,i.e.thethingsweneedandthesocialinteractionweneed.

step4readinglistentotapeandfinishthefollowingitems

chuck’sffriend

backgroundinformationonthereading:thefilmcastaway,starringtomhanks,depictsaman’sstrugglewithsolitudeandhisjourneytowardsself-knowledge.thefilmshowsushowchuck,abusymanagerwhoneverhas“enoughtime,”endsuponanislandwithnothingbuttime.hemanagestosurviveontheislandandherealizestheimportanceoffriendsandfriendship.thetext,summarizedbelow,describeshisexperienceandthelessonshelearnsfromhisunusualfriend,avolleyballhecallswilson.

guessthemeaningofawordorphraseinthetext,tellthemtomarkthewordorphrase.askthestudentstolistwordsorphrasesthattheydon’tknow.explainimportantonesifnecessary,buttryofferingmorecontextofcertainwordsuntilthestudentscanguessthemeaning.don’tspendtoomuchtimegoingthroughthenewwords.

suggestionforteachingsomeofthevocabularyofthereadingtext: