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高一英語(yǔ)上冊(cè)Unit1GoodFriends好朋友教案三。

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高一英語(yǔ)上冊(cè)Unit1GoodFriends好朋友教案三

TheThirdPeriod

Teachingaimsanddemands

ThestudentsareaskedtomastertheGrammar:DirectSpeechandIndirectSpeech

2.IntegratingSkill:reading

3.Oralpractice:manipulateoralpracticerelevanttothereadingmaterial.

Keypoints:grammarandreading

Teachingmethods:Reading—Sentencestructure----explanation

Teachingprocedures:

Step1.Revision

(1)Checkthehomeworkexercises.

(2)Revisethekeypointsofthepreviouslesson.

Step2.PresentationToasktheSspre-writingthefollowingsentencesandchecktheminclass.

1.“TodayisThursday”theteachersaid.

2.“I’mgoingtoplayfootball.”Tomsaid.

3.“HelivedinNewYork”Tomtoldme.

4.“Themoonfoesaroundtheearth.”hesaid.

5.“Hewantedtogooutforlunchtoday.”hisfathersaid.JAB88.COm

6.“Hehasbeenhereforsixyears”MrLitoldme.

7.“Iwillbehereforoneyear.”IsaidtoMrLi.

8.“Youcomeherequickly.”heordered.

9.Shesaidtome,“Iwillaskforsomepaper”.

10.Theyasked:“Whydidyoucomeheresolate?”

Step3.GrammarDirectSpeechandIndirectSpeech

Briefexplanationof“DirectSpeechandIndirectSpeech”(1):StatementsQuestions

*useDirectSpeechwhenyouwanttoshowtheexactwordssomeonesaidorwrote.Usequotationmarkstoshowthatyouarereportingtheexactwordsapersonusedandareportingclausetoincludeinformationaboutthespeakerandthesituation.

e.g.“Ihadagreattimeatthepicnic,”shetoldhermum.

(thedirectspeech)(thereportingclause)

*Thereportingclausemaycomebefore,within,orafterthedirectspeech.Whenthereportingclausecomesafterthedirectspeech,theorderofthesubjectandtheverbmaybechanged,e.g.Janesaid/saidJane.Thistypicallyhappenswhenthereportingclauseiswithinthereportedspeechandthesubjectisnotapronoun.

e.g.Janesaid,“Igotanewe-pal.HeisfromGermany.”

“Igotanewe-pal,”Janesaid/saidJane/shesaid,“HeisfromGermany.”

“Igotanewe-pal.HeisfromGermany,”Janesaid/saidJane/shesaid.

*Useacommatoconnectthedirectspeechandthereportingclause.

*WhenyouchangeasentencefromDirectSpeechtoIndirectSpeech,yousometimesneedtochangetheverbtense.Youmayalsoneedtochangepronounsinordertokeepthesamemeaning.

DIRECTSPEECHINDIRECTSPEECH

Presentpast

Pastpastorpastperfect

presentperfectivepastperfect

pastperfectivepastperfect

e.g.“I’lltakecareofyou,”Chucksaid.àChucksaidhewouldtakecareofhim.

“Didyougete-mailsfromyourfriends?”sheasked.àSheaskedifIhadgote-mailsfrommyfriends.

“Haveyougotanye-mailsfromyourparents?”sheasked.àSheaskedifIhadgotanye-mailsfrommyparents.

*WhenyouuseIndirectSpeechtoreportwhatsomeonesaid,youcansometimeschangetheexactwordswithoutchangingwhatthespeakeractuallysaid.

e.g.Wilsonasked,“Howlonghavewebeeninthisplace?”àWilsonaskedhowlongyouhadbeenhere.

AnswerstoGrammarExercise1

1Thevisitorsaidthathewasverygladtovisitourfactory.

2“Idon’tlikeAmericanmoviesverymuch,”thewomansaidto/toldus.

3UncleWangsaidthattherewassomethingwrongwiththefrontwheel.

4Theteachersaidtothestudents,“Wearegoingtohaveameetingatthreeo’clock.”

5Thestudentsaskedwhentheyshouldgooutingthatautumn.

6“I’lltrytofinishreadingthebookbytheendofthisweek,”shesaid.

7Thedaughtertoldherfatherthatmumhadgonetothesupermarket.

8“Areyougoingtomailthegiftstoyourparents?”Sara’sfriendaskedher.

9TomaskedBobwhyhehadbeensoexcitedthatday.

10“HowcanIsolvetheproblem?”Sandraaskedherfriend.

Step4Post-reading:GrammarExercise2

Inthisexercise,thestudentshavetoimaginethattheyarehelpingChuck“hear”whatWilson“says.”ThestudentsuseChuck’sanswerstoguesswhatWilsonisaskingandthenwritedownthequestionasreportedspeech.Letthestudentslookattheexampleandpointoutthattheydon’tneedtochangetheverbtense.Whentheyhavecompletedthewrittenpartoftheexercise,theycanusethequestionsandanswerstotalktoeachother.

AnswerstoGrammarExercise2:

Chuck:Iknow,Iknow.Youareangrywithme.Youthinkweshouldwaitlonger,butwehavewaitedlongenoughalready.

Wilson:Whydoyouwanttoleavethisisland?

You:Chuck,Wilsonaskswhyyouwanttoleavethisisland.

Chuck:IwanttoleavetheislandbecauseImissmyfriends.

Wilson:AmInotyourfriend?

You:Chuck,Wilsonaskswhetherornotheisyourfriend.

Chuck:Yes,youaremyfriend,butImisstheothers.

Wilson:Howlonghavewebeenhere?

You:Chuck,Wilsonaskshowlongyouhavebeenhere.

Chuck:Wehavebeenhereforalmostfiveyears.

Wilson:Howwillweleave?

You:Chuck,Wilsonaskshowyouwillleave.

Chuck:Howwillweleave?Wewillwaitforthewindtochange.Thenwewillgooutoverthereef.

Wilson:Thatmightbedangerous.

You:Chuck,Wilsonsaysthatmightbedangerous.

Chuck:Yes,itmightbedangerous,butwehavetotry.Wecan’tstayhereanylonger.

Wilson:Willyoutakecareofme?

You:Chuck,Wilsonasksifyouwilltakecareofhim.

Chuck:OfcourseIwilltakecareofyou.

Wilson:I’mscared,Chuck.

You:Chuck,Wilsonsaysheisscared.

Chuck:I’mscared,too.

Step5Workbook:AnswerstoExercise1:

1MarytoldYangMeithatshewasdoingabiologyexperimentthen.

2MarytoldYangMeithatshewasnotfreethatday.

3MarytoldYangMeithatshemust/hadtofinishherpaperthatweek.

4MarytoldYangMeithatshewouldhavetostayinthelabuntilthenextday.

5MarytoldYangMeithatshewasgoingtowriteareportthenextweek.

6MarytoldYangMeithatshehadwatchedaveryinterestingTVprogrammethedaybefore.

7MarytoldYangMeithatShemust/hadtowaittherethatafternoon.

8MaryaskedYangMeiifshewouldgototheStudents’Clubthatafternoon.

9MarytoldYangMeithatshehadvisitedherteacherthedaybefore.

10MaryaskedYangMeiwhowasgoingtostudyabroadthenextyear.

AnswerstoExercise2:

Sept1,Monday

It’smyfirstdayinseniorhighschool.Mothertoldmetogetupearly.Fatheraskedmetotiemyhairup.Itoldmyselfnottoworrytoomuch.

WhenIarrivedatschool,IranintomyfriendJoanna.ShesaidIlookedgreat.(1)Iaskedherwhereshehadspentherholiday.(2)ShesaidthatshehadgonetoShanghaiandithadbeenwonderful.(3)ShealsoaskedmeifIhadenjoyedmyholiday.

Wewenttotheclassroomforourfirstlesson.(4)MrYuaskedusifwehadhadapleasantholiday.(5)Thenhesaidthathewantedtogettoknowus,andheaskedustowriteashortdescriptionofourselves.IwroteitinEnglish.WhenMrYureadit,(6)hesaiditwaswell-written.

AfterschoolIwentbackhome.Itoldmyparentsaboutmyfirstdayinschool.(7)Theytoldmethattheywereproudofme.

1“Wheredidyouspendyourholiday?”Iasked/saidtoher.

2“IwenttoShanghaianditwaswonderful,”shesaid.

3“Didyouenjoyyourholiday?”sheasked/said.

4“Didyouhaveapleasantholiday?”MrYuaskedus.

5“Iwanttogettoknowyou.Couldyoupleasewritedownashortdescriptionofyourselves?”hesaid.

6“It’swellwritten,”hesaid.

7“Weareproudofyou,”theysaidtome.

AnswerstoExercise3

1ChangeDirectSpeechintoIndirectSpeechandIndirectSpeechintoDirectSpeech.

1HuMing,themanagersaysthattheyrunthatrestauranttomakefriends.

2“Weareunhappyaboutthis,”thestudents’parentssaid.

3HuMingsays,“AteacherhasalreadytoldmethatIshouldspendmoretimeonstudy.”

4“Runningabusinesstakesalotoftime,”allthemanagerssay.

5LiuTaosaysthattheydon’thavethemoneytohireenoughwaitersorwaitresses,sotheydomostoftheworkthemselves.

6Anotherboytellsmethatsometimestheyhavetoskipclassestokeepaneyeontherestaurant.

7“WearedoingOK,”LiuTaosays.

Step6Homework

Finishofftheworkinworkbook

changethe10sentencesintoindirectspeech

Trytowriteanewsstoryinabout100wordsonpage88

Revisethegrammaronpage178topage180

Evaluationofteaching:

擴(kuò)展閱讀

Unit1GoodFriends

作為老師的任務(wù)寫教案課件是少不了的，大家在用心的考慮自己的教案課件。只有規(guī)劃好了教案課件新的工作計(jì)劃，才能促進(jìn)我們的工作進(jìn)一步發(fā)展！你們會(huì)寫多少教案課件范文呢？為了讓您在使用時(shí)更加簡(jiǎn)單方便，下面是小編整理的“Unit1GoodFriends”，歡迎您參考，希望對(duì)您有所助益！

Unit1GoodFriends
Teachingobjectivesanddemands:
Theactivityisdesignedtoencouragestudentstothinkaboutfriendsandfriendshipandtoactivaterelevantvocabulary.
Askthestudentstodescribeagoodfriendandgiveexamplesofsituationswherefriendshavehelpedthem.Usetheactivityasabrainstormingsessiondoneeitheringroupsorwiththewholeclass.
Languageuse:Manipulatelistening,speakingpractice
Keypoints:
1.EverydayEnglishforcommunication.
2.Wordsandusefulexpressions
TheFirstPeriod
Step1.Warmingup
Studentsareaskedtodescribethemselvesandafriend.Youcanusethesequestionsinatleasttwodifferentways.Onealternativeistoaskthestudentstothinkaboutthreewordstodescribethemselvesandthenleteachstudenttelltheclassthethreecharacteristicstheyhavechosen.Asecondalternativewouldbetoaskthestudentstowritedownthethreecharacteristicsandletotherstudentsguesswhoisbeingdescribed.Aswiththefirstpart,theobjectiveistoelicitstudentlanguageandgetthestudentstothinkaboutfriendsandfriendship.
Whichwordscanbeusedtodescribethecharacteristic?
Brave:couragefearlessheroic
Scared:astonishfearfulfrightenedhorrifiedshockedterrifiedtimid
Loyal:devotedfaithful
Wise:brightclevercutegiftedintelligentsmartwell-learnedwitty
Foolish:sillystupid
Beautiful:attractivebreath-takingcharmingcoolcuteeleganteye-catchinggood-looking
gracefulinvitinglovelyneatprettysplendidstunning
Rich:wealthyplentiful
Funning:amusinghumorous
Happy:carefreecheerfulcontenteddelightedgladhighmerrypleased
Unhappy:bitterbluediscourageddispleasedheavymiserablesadupset
Step2.Listening
Thestudentswillhearfriendsdiscusscommonproblemsthatmayoccurinafriendship.Thestudentsareaskedtoidentifytheproblemsandsuggestsolutions.Tellthestudentsthatfriendssometimeshaveproblemsandthatitisimportanttoknowhowtosolvetheproblems.Thestudentswillhearthreeargumentsbetweenfriendsandareaskedtowritedowntheproblemsandsuggestpossiblesolutions.Itmaybenecessarytodividethetaskintotwoparts;firstthestudentswritedowntheproblemsastheylistentothetape,andthentheydiscusspossiblesolutions.Thestudentscanalsolistentoonesituationatatimeanddiscusssolutionswiththewholeclass.
Key
1.Peterisoftenlateforfootballpractice.Ithinkthatheshouldtrytobeontimeinthefuture.
2.Maryusuallyborrowsthingswithoutaskingandshedoesn’treturnthingsontime.Sheshouldasktheownerisshewantstoborrowsomethingandtrytoreturnitontimeinthefuture.
3.AdamborrowedJohn’sCDplayeryesterdayandnowitisbroken.Adamcanaskhisuncletofixit.
Extensionthestudentsareaskedtothinkofothersituations/problemsinvolvingfriendsandrole-playordiscusstheissues.Youmayalsoaskthestudentstolistordiscusswhatmethodsaremosteffectivewhenyouwanttosolveproblemsinafriendship.
WorkbookP85
Listening
Studentswillhearaboutproblemsfriendsmayhaveandwhatcanbedonetosolvesuchproblems.Thestudentsareaskedtowritedownthesolutionsmentionedonthetapeandtothinkofothersolutions.Askthestudentstolistentothetapeandwritedownthesolutionssuggestedbythespeaker.Youcanhelpthestudentspreparebyfirstaskingthemtothinkaboutproblemstheymayhavehadwiththeirfriends.Thesolutionsmentionedonthetapearesimpleandgeneral.Encouragethestudentstothinkofbetter,morespecificsolutions.Whatwouldtheydoiftheyhadaquarrelwithafriend?Howdotheytalktotheirfriendsaboutdifficultthings?Howdotheykeepsecretsfrombecomingrumors?
ListeningtextEverybodyneedsfriends.Butbeingagoodfriendcansometimesbehardwork.Learninghowtosolveproblemsinafriendshipcanmakeyouabetterfriendandahappierperson.Acommonproblembetweenfriendsisthattheydon’tknowhowtotalktoeachotheraboutdifficultthings.Whentheydotalk,theyoftengetmadwitheachother.Whatcantheydo?Well,ittakestimetolearnhowtocommunicatewell,anditisimportanttounderstandwhyafriendgetsangrywithyouwhenyousaysomething.Ifyouknowwhatitisthatmakesyourfriendangry,thenyoucantrytotalkabouttheprobleminadifferentway.
Anotherproblemthatmanyfriendshavetodealwithiswhattodoafteroneofthemgetsangryorupset.Iffriendsgetangrywitheachotherandsaysomethingbadbecausetheyareangry,theyoftenfinditdifficulttoapologizeafterthequarrel.Thebestwaytoapologizeafteraquarrelissimplytostartbytellingeachotherthatyouaresorryandthengofromthere.Asimpleapologyisoftenenoughandisagoodstartingpoint.Whataboutfriendswhocan’tkeepasecret?Sometimesitseemsimpossibletokeepasecretfrombecomingarumourthateveryoneknows.Shouldn’tagoodfriendbeabletokeepasecret?Perhaps,butitisnotalwaysthateasytokeepasecret,andtellingasecrettosomeonewilloftenputtheminadifficultsituation—theymayhavetolietootherfriendstokeepthesecret.Thebestwaytomakesurethatasecretdoesn’tbecomearumorissimplytokeepittoyourself—don’ttellanyone.
AnswerstoExercise1
Problem:Friendsgetangrywitheachotherwhentheytrytotalkaboutsomethingdifficult.
Solution:Trytounderstandyourfriend/Trytotalkabouttheprobleminadifferentway.
Problem:Friendsdon’tknowhowtoapologize.
Solution:Startbytellingeachotherthatyouaresorryandtakeitfromthere.Asimpleapologyisoftenenough.
Problem:Somefriendsdon’tknowhowtokeepsecrets.
Solution:Keepyoursecretstoyourself.
Step3Speaking
ThestudentswillusetheinformationaboutthepeopleonSBpage2totalkaboutlikesanddislikesandtopracticegivingreasonsfortheiropinions.Tellthestudentstoworkinpairs.AskthestudentstocompletethechartonpageSBpage3andthenusetheanswerstotalkaboutwhocouldbefriendsandwhattheylikeordislike.Askeachpairtodecidewhocouldbefriendsandgivereasonsfortheirdecisions.Whentheyhavemadetheirdecision,askthemtocompareanddebatetheirideaswithotherpairs.Encouragedifferentanswers,includingstrangeones.
P3workinpairs
NameJohnStevePeterAnnSarahJoe
Age1514151614
Genderboyboyboygirlgirlboy
Likesfootball/readingsingingskiingreadingrockmusiccomputersingingcomputersrockmusicdancingreadingnovelsfootballsingingrockmusicskiingsurfingtheInternet
Dislikessingingrockmusiccomputerhikingfootballrockmusicfootballclassicalmusicdancinghikingclassicalmusicreadingrockmusicdancingcomputersfootballhiking
ExtensionThestudentsareaskedtomakealistoffamouspeopleorpeopletheyknow.Thestudentsthenusethelisttoidentifylikesanddislikesandcharacteristicsandtrytodeterminewhocouldbefriends.Step4.TalkingWorkbookP85
Thestudentsaregivenrolecardsbasedonthreesituationswherefriendsarehavingproblems.Theyareaskedtoactoutthesituationswiththe“usefulexpressions”.Theyarealsoaskedtothinkofafourthsituation,preparerolecardsforit,andactitout.Letthestudentsrole-playinpairs.Remindthemthattheyshouldnotwritedownadialogueandthensimplyreadthedialogue.Instead,theyshouldtrytoactoutthesituationwithoutrehearsingit.Iftheyfinditdifficulttogetstarted,youcanletthempreparebypractisingpartofasituation.Youcanalsohelpbymodelingpartofasituation.
ExtensionFriendsoftenhelpeachother.Askthestudentstoworkinpairsandlistexamplesofsituationswherefriendscanhelpeachother.Thestudentscanthenwriterolecardsforthesituationsandactoutinpairs.
Step5.Homework
(1)FinishofftheexercisesofUnit1intheworkbook.
(2)Revisethekeypointsofthisunit.
(3)Listthefriendtheygettoknowinclassandwritedownsomethingtheywanttoknow.
Evaluationofteaching:
TheSecondPeriod
Teachingobjectives
1.Developthestudents’comprehensionofexplorativepassages,especiallytheirabilityofanalyzingthestructureofsuchkindofarticles.
Offerthestudentschancesofself-culturebyworkingingroupsandseekinginformationaboutthefilmout-
sidetheclass.
3.Infusethestudentswithbasicknowledgeaboutthefriendandfriendship
4.Learnsomewordsandusefulexpressionsfromthetext.
TeachingApproach
1.CommunicativeApproachshouldbeusedthroughouttheclass.Stressshouldbelaidon:
2.Learner-centeredness;learning-centeredness
3.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:
ItemStrategyWhatitmeans
Whatisthetextabout?CLUESThepictureshowsamanwholiveslikeawildman,alone.Hehastotakecareofhimself.ThetitlesaysthatthetextisaboutChuck’sfriend.
Whatisthetextabout?WORLDKNOWLEDGEIfIlookatthepictureandreadthestory,Imayrecallotherstoriesaboutamanlivingaloneonanisland,e.g.RobinsonCrusoe.Inthosestories,themanhastolearntofindwaterandfoodandtakecareofhimself.
Whatkindofwordswillbeused?GENREThereadingpassageisasortoffilmreview,soIcanguessthetextwillusewordsaboutstories,characters,actingandperhapsunusualthingsthatdonotexistintherealworld.
CastAwayCLUESForm)+SKIP+CLUES(Context)+LOOKUPThewordsareinitalics,soIknowthatitmustbethenameofafilmorabook.Icanprobablyskipthewordandlookitupinthedictionarylater.IfIreadthetextIwilllearnthatthefilmisaboutamanwhohastolivealoneonanisland,awayfromhisfriends,becauseofanaccident,soIcanguessthat“CastAway”referstothemaninthestoryandhissituation.Thedictionarysaystobeleftaloneonanislandafteryourshiphassunk.
playGENRE+
CONTEXTTomHanksisafamousactor.He“plays”amannamedChuckNolandinthefilmCastAway.Icanguessthatplaysmeansacts.
surviveCONTEXT+WORLDKNOWLEDGEWhenairplanescrash(falldown),mostpeopledie.If,likeChuck,theydon’tdie,theygoonliving,soIcanguessthattosurvivemeanstogoonliving.
desertedCONTEXTThetexttellsmethatChucklandsonadesertedisland.Thetextalsotellsmethattherearenopeopleontheisland,soIcanguessthatadesertedplacemeansaplacewheretherearenopeople.
challengeCONTEXTThetexttellsmethattherearedifferentchallengesinChuck’slife—hehastocollectwater,huntforfood,andlearntosurvivewithoutfriends.Icanguessthatachallengeissomethingdifficultthatyouhavetodo.
shareCONTEXT+
LOOKUPIknowthatIliketotalktomyfriendswhenIamhappyorsad.IfIamsad,talkingtoafriendmakesmefeelbetter.Icanguessthat“toshare”happinessorsorrowmeanssomethinglike“tellothersabouthowIfeel”or“makeothersunderstandhowIfeel”.Thedictionarysaysthatsharemeanstohavethesameinterestorfeelingassomeoneelse.
unusualFORMIknowthatusualmeans“somethingthathappensallthetime”or“normal.”IfIknowthattheprefix“un-“meansnot,Icanguessthatunusualmeansnotnormalorstrange.
suchasCONTEXTAluckypenandadiaryareexamplesoffavouriteobjects,soIcanguessthatsuchasmeansforexampleor“l(fā)ike.”
SummaryAskthemtolookatthepictureandaskonestudenttopointtothepictureandretellthemainideaofthetext.
1ChuckNoland,asuccessfulbusinessman,landsonadesertedislandafteraplanecrash.
2Chuckhastolearnbasicsurvivalskillsontheisland.Inordertocopewithhisloneliness,ChuckdevelopsafriendshipwithavolleyballhecallsWilson.
3Fiveyears’lifeontheislandteachesChucktheimportanceofhavingfriendsandbeingagoodfriend.Wilsonmayjustbeavolleyball,buttheirfriendshipisrealandinsomewaysbetterthanChuck’sfriendshipsinthepast.
4Humanfriendsandunusualfriendsareimportantinourlife.Friendsandfriendshiphelpusunderstandwhoweareandhowweshouldbehave.
Step5Post-readingExerciseonPage4Askthestudentstoanswerquestionsaboutthestory.e.g.HowcanavolleyballbecomeChuck’sfriend?WhatdoesChucklearnabouthimselfwhenheisaloneontheisland?
Suggestedanswerstothequestions
1Hehastolearnhowtocollectwater,huntforfood,andmakefire.Moreimportantly,hehastolearntolivewithoutfriends.
2Hehaslearntalotabouthimselfwhenheisaloneontheisland.Forexample,hehascometorealizethatfriendshipisimportantinhislife,thathehasn’tbeenagoodfriend,andthatheshouldcaremoreabouthisfriends.(Thestudentsmayalsousepresenttense,e.g.Helearnsalotabouthimself.Herealizesthat…)
3Openfordiscussion.Thestudentscanlistbasicsurvivalskills.
Letthestudentsdiscussthequestioningroups.Thequestioncanbediscussedintheformofarole-playwhereeachstudentrepresentsoneofthefourpeopleandhastopersuadetheothersthatheorsheshouldbegiventheparachute.
5.Haveashortdiscussionaboutoneormoreideasinthetext:
1)Whatcanwedotobegoodfriendsevenifweareverybusy?
2)Doesasuccessfulmanorwomanneedfriends?
3)Thetexttalksabout“giving”and“taking.”Howdofriendsgiveandtake?
4)Whatdofriendsteachus?
5)Isitbettertohaveahumanfriendoranunusualfriendsuchasavolleyball,apenoradog?
Step6LanguagestudyKeyto“Wordstudy”:
1honest,2classical3sorrow/unhappiness4argue/quarrel/disagree5loyal/good/true
6huntfor7fondof/interestedin8brave/fearless9inorderto/soasto10smart
Student-centeredvocabularylearning:
Itisveryimportantforstudentstomaketheirownchoicesanddecisionsaboutwhattheylearn.Youcanhelpyourstudentsbylettingthempractisemakingsuchchoicesanddecisions.
Givethestudentsafewminutestomakealistofwordsandexpressionsfromthetextthattheywanttolearn.Thelistshouldnotbetoolong.
Askthestudentstoshowtheirlisttoapartnerandexplainwhytheychosethesewordsorexpressions.
Therearemanywaystohelpthestudentsdealwithnewwords.Beginbylettingthestudentstryontheirown.Ifthestudentscandiscoverthemeaningofnewwordsthemselves—eitherbyusingclues,pairwork,orgroupdiscussiontheyaremorelikelytodevelopabetterunderstandingoftheword.Moreimportantly,theprocesswillhelpthemdevelopstrategiesandskillsthattheycanusewhentheyencounternewwords.Theteacherisresponsibleforprovidingguidanceandassistance.Givethestudentstime,helpaslittleaspossibleandinagradualway.Trytomodelandencouragepositivebehaviour—thebestwaytohelpistoprovidecluesandexamples.Ifyou“explain”thewordorsimplytranslateit,youarenotgivingthestudentsanopportunitytolearn.
1Encouragethestudentstotrydifferentwaystofixthewordsintheirminds.
2Somewordsmayhavedifferentmeanings.Youcanhelpthestudentsdecidewhichmeaningfitsthecontext.
Unit1背景材料：CastAway荒島余生
湯姆漢克斯曾以《費(fèi)城故事》和《阿甘正傳》連續(xù)兩度獲奧斯卡最佳男演員獎(jiǎng)殊榮，為自己和別人樹立了兩座高不可攀的豐碑。經(jīng)歷了一段時(shí)間的低潮后，他又再度與贊米基斯（《阿甘正傳》的導(dǎo)演）合作，憑借《荒島余生》一片獲得第七十三屆奧斯卡最佳男演員獎(jiǎng)提名?？上У氖?，此獎(jiǎng)?lì)C給了羅素克羅（《角斗士》）。據(jù)說(shuō)，奧斯卡評(píng)委們是不會(huì)讓同一個(gè)人在十年之內(nèi)三度稱帝的。但湯姆漢克斯的演技可以說(shuō)無(wú)可挑剔。為演好此角，他甚至將體重減少了幾十斤。如果你有興趣，可以找來(lái)此片一睹被遺棄荒島前后判若兩人的湯姆漢克斯的模樣。
ChuckNoland,wholivesinMemphis,isanoperationmanageratFedEx,anexpressmailingcompany.Heishardworkingandparticularlytime-conscious.1Hebelievesthattimeiseverything:cosmos,2fortuneandmisfortune;timeisalsocapableofdoingeverything,creatinganddestroyinghumanbeings.HehasagirlfriendnamedKellyFrears,whoworksatachemicallab.Theyloveeachotherverymuch,thoughChucktravelsalotandrarelystaysathome.ItisChristmasseasonnow.ChuckgetsbackhomeandKellyisveryhappytoseehim.HoweverChuckissotiredafterhisbusinesstriptoRussia,heisfastasleepwhenKellyturnsoffTVandisabouttogotobed.
OnChristmasEve,Chuck,KellyandhisfamilyarehavingdinnerwhenChuckspager3rings.Anotherassignmentcomes.KellydoesnotliketoseeChuckleaveasitisChristmastimenow.ButChuckhastogoandpromisestobebackonNewYearsEve.SeeingChuckoffattheairport,Kellygiveshimanoldwatch,inheritedfromhergrandfather,withherphotoinit.ChuckismovedandtellsKellythathewillholdontoitfortherestofhislife.ThenhegivesKellyasmallprettybox,sayingthatthisissomethingspecialforherandsheshallopenitonNewYearsEve.
Onthewaytohisdestination,theplaneChuckisflyingoncrashesintheseaduetoaheavystormandamechanicalfailure.FortunatelyChucksurvivesandclimbsontoalifeboat4afterthecrash.HestillmanagestogetholdofthewatchKellygiveshim.
Itrainsheavily.Chucksboatispushedashorebywavesandlandsonasmallislandthenextday.Nowthetwothingshehas,Kellyswatchandthepager,arehisonlypossessions.Hedoesnotknowwhereheis.Thereisnobody,notevenanimals.ChuckwritesHELPonthebeachwithtreetrunks.ThatnightChuckhearsstrangesoundcomingfromthenearbytrees.Inthefollowingdays,hungryandthirsty,hecollectsFedExparcelspushedashorebywaves.Suddenlyhehearsthestrangesoundagain.Heisterrifiedbutthensurprisedtofindthesoundisfromfallencoconuts.5Thestruggleofopeningthemstarts.Aftertryingdifferentwaysforalongtime,hefinallyisabletotastehisfirstfruitofsuccess.
Oneday,climbingontothetopofthemountainontheisland,Chuckfindsthatitisasmallanduninhabitedisland.Allofasuddenhespotsamansbodynearthebeach.Itisoneofthecrew.6Chuckpullsitashore.Withamixedfeelingoffearandsympathy,hehesitantlytakesoffthemansshoesandflashlightbeforeburyinghim.
Onenightinthedarkness,hefindsalightfromafar.Itmustbeaship.ChuckisveryexcitedandheuseshisflashlightforSOSsignal.Butitisofnouse.Thelightistooweaktobenoticedbypeopleontheship.Thefollowingday,Chucktriestorowthelifeboattotheship.However,bigwavesturnhislifeboatupsidedown，andtomakethingsworse,heisinjuredontheleg.Thatnightthereisaheavythunderstorm.Chuckhastohidehimselfinacave.Heforgetstoturnofftheflashlightandthebatteryrunsoff.
Asthehopeofbeingsavedisgettinglessandless,hefaceschallengesofsurvival.Anideastrikeshismind,andheopenseveryandeachparcel.Videotapesarethrownawayandsoareimportantcommercialcontractsanddocuments.Apairofskatingshoes,anightgown,7andavolleyballarekept.Theblades8areusedasknivesforcutting,andthenightgownasfishingnet.Asforthevolleyball,Chuckuseshisbloodtodrawamansfaceonitandnamesit"Wilson"whogiveshimspiritualcomfort.Hebeginstotalktothe"man"hehascreatedandWilsonhasbecomehiscompany.
Nexthehastostartafire.Withoutfire,hehasnothadanyfoodorhotwaterfordaysexcepteatinglivefishanddrinkingrainwaterandcoconutjuice.Hegetssomewoodandworksonitforalongtime.Healmostloseshishopeuntilhediscoversthatairisimportanttostartafire.Hedrillsthewoodinthemiddlewithastickwhileblowingsomeairinbetweenthetwopieces.Whenafireisfinallymade,Chucksingsanddanceslikeatribesman,9happyforthefirsttimeafterlandingontheisland.Hehashisfirstmeal,acookedcrab.
Fouryearslater,Chuckbecomesanexperiencedprimitiveman.Hestillkeepshisgirlfriendsphotoinhiscave.Besidethephoto,therestandsanothercompanionofhisforthoselonelyyears—Wilson.ChuckissousedtotalkingtoWilson,thevolleyball,thatheregardsashisbestfriend.OncehethrowsawayWilsoninangeranddespairbutonlyfindshimselfmorelonelyanddesperate.Sohesearchesforitandisveryexcitedtogetitback.ThenhepaintsWilsonsfacewithhisbloodagainsothatWilsonhasanewface.
Oneday,hefindsapartoftheplaneontheshore,whichgiveshimanidea.Hecutsdownthebiggesttreeontheislandandmakesitintoamanssculpture.Hepullsituptothehighestpointoftheislandanderectsitthere.Thenheplanstobuildaraftandstartsworkingonit.
Chuckatlastcompleteshisgrandiose10projectandbeginstorowtowardsseawithhisdearfriendWilson.Atthemomentofleavinghisislandonwhichhehaslivedforfouryears,asenseofsadnessoverwhelms11him.Hehassomehowaspecialattachmenttotheisland,feelinglikeleavinghissweethome.
Onthejourneytogetbacktothehumanworld,heexperiencesdangersofsharks,thunderstorms,anddespairoflosinghisbestandonlyfriendWilsonwhoaccompanieshimforthepastterribleyears.Howmanydayshavepassed,hehasnoidea.Oneday,alargeshippassesbyandChuckisfinallysaved.
However,hisreturnisnotahappyone.Kellyismarriedandhasadaughter.Sheissoconfusedandlostabouthisreturnthatitishardforhertoacceptamanwhohasbeen“dead”forfouryears.Besides,herhusbandtriestoconvinceherthatnottoseeChuckisineveryonesinterest.
Onerainyevening,ChuckcannotresistanylongerthedesiretoseeKellyagain.HegoestoKellysinataxiandknocksonherdoor.WhenKellyshowshimtheircartheyusedtodrive,whichshekeptforallthoseyearsalongwithalltheirsweetmemories,theyaregettingsoemotionalthattheykisseachother.ButChuckcoolsdownandasksKellytogobackhome.
NowChuckcomesbacktohisoldselfandstartsworkingagain.Havingdeliveredthelastparcelhehaskeptfromtheisland,hesuddenlysensesanewbeginninginhislife.
1.time-conscious:時(shí)間觀念很強(qiáng)。2.cosmos:宇宙。3.pager:傳呼機(jī)。4.lifeboat:救生船。5.coconut:椰子。
6.crew:全體機(jī)組人員。7.nightgown:（婦女的）睡衣。8.blades:（冰鞋的）冰刀。9.tribesman:部落人。
10.grandiose:宏大的。11.overwhelm:使受不了，使不知所措。
Excerpts
ChuckTalkstoaFriendaboutHisExperienceandFeelingontheIsland
"Webothhaddonethemath,andKellyaddeditallup.Sheknewshehadtoletmego.Iaddeditup,knewthatIdlosther.CauseIwasnevergonnagetoffthatisland.Iwasgonnadiethere,totallyalone.Imean,Iwasgonnagetsickorgetinjures.TheonlychoiceIhad,theonlythingIcouldcontrolwaswhenandhowandwherethatwasgonnahappen.SoImadearope.AndIwentuptothesummittohangmyself.ButIhadtotestit,youknow?Ofcourse.Youknowme.Andtheweightofthelogsnapped*thelimbofthetree.SoI-I-IcouldntevenkillmyselfthewayIwantedto.Ihadpowerovernothing.Andthatswhenthisfeelingcameovermelikeawarmblanket.IknewsomehowthatIhadtostayalive.SomehowIhadtokeepbreathing,eventhoughtherewasnoreasontohope.AndallmylogicsaidthatIwouldneverseethisplaceagain.SothatswhatIdid.Istayedalive.Ikeptbreathing.Andthenonedaythatlogicwasprovenallwrongbecausethetidecamein,gavemeasail.Andnow,hereIam.ImbackinMemphis,talkingtoyou.Ihaveiceinmyglass.AndIvelostheralloveragain.ImsosadthatIdonthaveKelly.ButImsogratefulthatshewaswithmeonthatisland.AndIknowwhatIhavetodonow.Igottakeepbreathing.Becausetomorrow,thesunwillrise.Whoknowswhatthetidecouldbring?"
Step7LanguagepointsNowreadthetextandexplainthefollowinglanguagepointsifnecessary.
practise
e.g.Wepracticedpronouncingthesoundagainandagain.
e.g.Don’tforgettopractiseafterclass.
e.g.Ipractiseplayingthepianoeveryday.
What’s…like?
e.g.---Whatistheplaylike?---Wonderful.
e.g.Heseemslikeanhonestman.
makesb/thsb/adj./prep…
e.g.Agoodfriendissomeonewhomakesmehappy.
e.g.Anniemadeherdiaryherbestfriend.
e.g.Theymademerepeatthestory.
e.g.Whatmadeyouthinkso?
e.g.Heraisedhisvoicetomakehimselfheard.
nor//so倒裝+do/does/should/has…+主語(yǔ)
nor表示否定意義,用肯定形式.
e.g.Idon’tknow,nordoIcare.
e.g.Hisbrotherdoesn’tlikesoccer,nordoeshe.
So表肯定意義,用肯定形式
e.g.RockmusicisOK,andsoisskiing.
e.g.Theyhadagoodtimelastnight,sodidI.
Soitis/waswith+主語(yǔ)
e.g.MarxwasborninGermanyandGermanwashisnativelanguage.SoitwaswithEngles.
e.g.JohnlikesChinesebutheisnotgoodatit.SoitiswithMary.
bore,bored,boring
e.g.Heboredusallbytalkingforhoursabouthisnewcar.
e.g.Sheboredwithherpresentjob.
e.g.Jimmycouldneverunderstandwhysomanypeoplefoundgolfboring.
interest,interested,interesting
e.g.Shehasmuchinterestinmusicanddance.
e.g.Idon’tknowwhatinterestshimindeed.
e.g.Ifoundhimgreatlyinterestedinpoems.
e.g.Idon’tthinkthejokeinterestingenough.
alone,lonely
e.g.Iwasaloneintheroom.
e.g.Hefeelsquitelonelysometimes.Becausehehasnofriends.
e.g.Theybroughthimintoalonelyhouse.
e.g.Crusoefeltlonelywhenhewasaloneonthelonelyisland.
regard…as
e.g.Weregardedtheirpetsasmembersoftheirfamilies.
e.g.Wecan’tregardthematterassettled.
Step8.Homework
workbookP88ReadingMany-flavoredfriends.
RevisethekeypointsofthisUnit.
Evaluationofteaching:

TheThirdPeriod
Teachingaimsanddemands
ThestudentsareaskedtomastertheGrammar:DirectSpeechandIndirectSpeech
2.IntegratingSkill:reading
3.Oralpractice:manipulateoralpracticerelevanttothereadingmaterial.
Keypoints:grammarandreading
Teachingmethods:Reading—Sentencestructure----explanation
Teachingprocedures:
Step1.Revision
(1)Checkthehomeworkexercises.
(2)Revisethekeypointsofthepreviouslesson.
Step2.PresentationToasktheSspre-writingthefollowingsentencesandchecktheminclass.
1.“TodayisThursday”theteachersaid.
2.“I’mgoingtoplayfootball.”Tomsaid.
3.“HelivedinNewYork”Tomtoldme.
4.“Themoonfoesaroundtheearth.”hesaid.
5.“Hewantedtogooutforlunchtoday.”hisfathersaid..
6.“Hehasbeenhereforsixyears”MrLitoldme.
7.“Iwillbehereforoneyear.”IsaidtoMrLi.
8.“Youcomeherequickly.”heordered.
9.Shesaidtome,“Iwillaskforsomepaper”.
10.Theyasked:“Whydidyoucomeheresolate?”
Step3.GrammarDirectSpeechandIndirectSpeech
Briefexplanationof“DirectSpeechandIndirectSpeech”(1):StatementsQuestions
*useDirectSpeechwhenyouwanttoshowtheexactwordssomeonesaidorwrote.Usequotationmarkstoshowthatyouarereportingtheexactwordsapersonusedandareportingclausetoincludeinformationaboutthespeakerandthesituation.
e.g.“Ihadagreattimeatthepicnic,”shetoldhermum.
(thedirectspeech)(thereportingclause)
*Thereportingclausemaycomebefore,within,orafterthedirectspeech.Whenthereportingclausecomesafterthedirectspeech,theorderofthesubjectandtheverbmaybechanged,e.g.Janesaid/saidJane.Thistypicallyhappenswhenthereportingclauseiswithinthereportedspeechandthesubjectisnotapronoun.
e.g.Janesaid,“Igotanewe-pal.HeisfromGermany.”
“Igotanewe-pal,”Janesaid/saidJane/shesaid,“HeisfromGermany.”
“Igotanewe-pal.HeisfromGermany,”Janesaid/saidJane/shesaid.
*Useacommatoconnectthedirectspeechandthereportingclause.
*WhenyouchangeasentencefromDirectSpeechtoIndirectSpeech,yousometimesneedtochangetheverbtense.Youmayalsoneedtochangepronounsinordertokeepthesamemeaning.
DIRECTSPEECHINDIRECTSPEECH
Presentpast
Pastpastorpastperfect
presentperfectivepastperfect
pastperfectivepastperfect
e.g.“I’lltakecareofyou,”Chucksaid.àChucksaidhewouldtakecareofhim.
“Didyougete-mailsfromyourfriends?”sheasked.àSheaskedifIhadgote-mailsfrommyfriends.
“Haveyougotanye-mailsfromyourparents?”sheasked.àSheaskedifIhadgotanye-mailsfrommyparents.
*WhenyouuseIndirectSpeechtoreportwhatsomeonesaid,youcansometimeschangetheexactwordswithoutchangingwhatthespeakeractuallysaid.
e.g.Wilsonasked,“Howlonghavewebeeninthisplace?”àWilsonaskedhowlongyouhadbeenhere.
AnswerstoGrammarExercise1
1Thevisitorsaidthathewasverygladtovisitourfactory.
2“Idon’tlikeAmericanmoviesverymuch,”thewomansaidto/toldus.
3UncleWangsaidthattherewassomethingwrongwiththefrontwheel.
4Theteachersaidtothestudents,“Wearegoingtohaveameetingatthreeo’clock.”
5Thestudentsaskedwhentheyshouldgooutingthatautumn.
6“I’lltrytofinishreadingthebookbytheendofthisweek,”shesaid.
7Thedaughtertoldherfatherthatmumhadgonetothesupermarket.
8“Areyougoingtomailthegiftstoyourparents?”Sara’sfriendaskedher.
9TomaskedBobwhyhehadbeensoexcitedthatday.
10“HowcanIsolvetheproblem?”Sandraaskedherfriend.
Step4Post-reading:GrammarExercise2
Inthisexercise,thestudentshavetoimaginethattheyarehelpingChuck“hear”whatWilson“says.”ThestudentsuseChuck’sanswerstoguesswhatWilsonisaskingandthenwritedownthequestionasreportedspeech.Letthestudentslookattheexampleandpointoutthattheydon’tneedtochangetheverbtense.Whentheyhavecompletedthewrittenpartoftheexercise,theycanusethequestionsandanswerstotalktoeachother.
AnswerstoGrammarExercise2:
Chuck:Iknow,Iknow.Youareangrywithme.Youthinkweshouldwaitlonger,butwehavewaitedlongenoughalready.
Wilson:Whydoyouwanttoleavethisisland?
You:Chuck,Wilsonaskswhyyouwanttoleavethisisland.
Chuck:IwanttoleavetheislandbecauseImissmyfriends.
Wilson:AmInotyourfriend?
You:Chuck,Wilsonaskswhetherornotheisyourfriend.
Chuck:Yes,youaremyfriend,butImisstheothers.
Wilson:Howlonghavewebeenhere?
You:Chuck,Wilsonaskshowlongyouhavebeenhere.
Chuck:Wehavebeenhereforalmostfiveyears.
Wilson:Howwillweleave?
You:Chuck,Wilsonaskshowyouwillleave.
Chuck:Howwillweleave?Wewillwaitforthewindtochange.Thenwewillgooutoverthereef.
Wilson:Thatmightbedangerous.
You:Chuck,Wilsonsaysthatmightbedangerous.
Chuck:Yes,itmightbedangerous,butwehavetotry.Wecan’tstayhereanylonger.
Wilson:Willyoutakecareofme?
You:Chuck,Wilsonasksifyouwilltakecareofhim.
Chuck:OfcourseIwilltakecareofyou.
Wilson:I’mscared,Chuck.
You:Chuck,Wilsonsaysheisscared.
Chuck:I’mscared,too.
Step5Workbook:AnswerstoExercise1:
1MarytoldYangMeithatshewasdoingabiologyexperimentthen.
2MarytoldYangMeithatshewasnotfreethatday.
3MarytoldYangMeithatshemust/hadtofinishherpaperthatweek.
4MarytoldYangMeithatshewouldhavetostayinthelabuntilthenextday.
5MarytoldYangMeithatshewasgoingtowriteareportthenextweek.
6MarytoldYangMeithatshehadwatchedaveryinterestingTVprogrammethedaybefore.
7MarytoldYangMeithatShemust/hadtowaittherethatafternoon.
8MaryaskedYangMeiifshewouldgototheStudents’Clubthatafternoon.
9MarytoldYangMeithatshehadvisitedherteacherthedaybefore.
10MaryaskedYangMeiwhowasgoingtostudyabroadthenextyear.
AnswerstoExercise2:
Sept1,Monday
It’smyfirstdayinseniorhighschool.Mothertoldmetogetupearly.Fatheraskedmetotiemyhairup.Itoldmyselfnottoworrytoomuch.
WhenIarrivedatschool,IranintomyfriendJoanna.ShesaidIlookedgreat.(1)Iaskedherwhereshehadspentherholiday.(2)ShesaidthatshehadgonetoShanghaiandithadbeenwonderful.(3)ShealsoaskedmeifIhadenjoyedmyholiday.
Wewenttotheclassroomforourfirstlesson.(4)MrYuaskedusifwehadhadapleasantholiday.(5)Thenhesaidthathewantedtogettoknowus,andheaskedustowriteashortdescriptionofourselves.IwroteitinEnglish.WhenMrYureadit,(6)hesaiditwaswell-written.
AfterschoolIwentbackhome.Itoldmyparentsaboutmyfirstdayinschool.(7)Theytoldmethattheywereproudofme.
1“Wheredidyouspendyourholiday?”Iasked/saidtoher.
2“IwenttoShanghaianditwaswonderful,”shesaid.
3“Didyouenjoyyourholiday?”sheasked/said.
4“Didyouhaveapleasantholiday?”MrYuaskedus.
5“Iwanttogettoknowyou.Couldyoupleasewritedownashortdescriptionofyourselves?”hesaid.
6“It’swellwritten,”hesaid.
7“Weareproudofyou,”theysaidtome.
AnswerstoExercise3
1ChangeDirectSpeechintoIndirectSpeechandIndirectSpeechintoDirectSpeech.
1HuMing,themanagersaysthattheyrunthatrestauranttomakefriends.
2“Weareunhappyaboutthis,”thestudents’parentssaid.
3HuMingsays,“AteacherhasalreadytoldmethatIshouldspendmoretimeonstudy.”
4“Runningabusinesstakesalotoftime,”allthemanagerssay.
5LiuTaosaysthattheydon’thavethemoneytohireenoughwaitersorwaitresses,sotheydomostoftheworkthemselves.
6Anotherboytellsmethatsometimestheyhavetoskipclassestokeepaneyeontherestaurant.
7“WearedoingOK,”LiuTaosays.
Step6Homework
Finishofftheworkinworkbook
changethe10sentencesintoindirectspeech
Trytowriteanewsstoryinabout100wordsonpage88
Revisethegrammaronpage178topage180
Evaluationofteaching:
TheFourthPeriod
Teachingaimsanddemands
IntegratingSkill
Grammarandwriting
Getthestudentstowriteanemail
Keypoints:1.Usefulexpressions;2.writing3.grammar
Teachingmethods:Writtenpracticeandgrammar.
Teachingprocedures
Step1.Revision
(1)Checktheworkexercises.
(2)Atestforunit1
TogetthestudentstoReviewthegrammarandwritethepassageonpage88
PalRestaurantisoneofthemanyrestaurantswherepeoplecometoeat,drink,talkandenjoymusic.Itisdifferentfromotherrestaurantsbecauseitsownersareagroupofcollegestudents.“Werunthisrestauranttomakefriends,”saysthemanager,HuMing.
Butthestudents’parentssaythattheyareunhappyaboutthis.“Wecan’tstopthembutwewantthemtoputstudyinthefirstplace.”Teachersdonotsupportthem,either.HuMingsaysthatateacherhasalreadytoldhimthatheshouldspendmoretimeonstudy.
Allthemanagerssaythatrunningabusinesstakesalotoftime.“Wedon’thavethemoneytohireenoughwaitersorwaitresses,sowedomostoftheworkourselves,”saysLiuTao.“Sometimeswehavetoskipclassestokeepaneyeontherestaurant,”saysanotherboy.
ButLiuTaosaystheyaredoingOK.
3Answersmayvary.Possibletitles/headlinesinclude“StudyFirstorBusinessFirst?”“StudentsRunningBar”
Step2.IntegratingSkill
Instruction:Thereadingdescribesdifferentkindsoffriends.Letthestudentsreadthefirstparagraphandanswerquestions1-3,thenaskthemtothinkofwordsthatcanbeusedtodescribethedifferentkindsoffriends.Youcanalsotellthestudentstochoosewordsfromthe“5-starfriend”activityinthestudent’sbook.
ExtensionWhatdoesittaketomakeafriendshipwork?Thestudentscanworkingroupsandselectonekindoffriendshipdescribedinthereadingandthinkabouttheadvantagesanddisadvantagesofsuchafriendship.Whatproblemsmightarise?Howcouldtheybesolved?(Thestudentscanrefertothelisteningactivity).
Suggestedanswers
1C
2Afair-weatherfriendwillonlylikeyouwhenyouarehappyandpopular;aforeverfriendisatruefriendandwillhelpyouwhenyouareintrouble.
3Listthecharacteristicsofeachkindoffriend:
Afair-weatherfriendonlylikesyouwhenyouarehappyandpopular,doesn’thelpyouwhenyouhaveproblems.(studentscanaddmore)
Aschoolfriendstudiesandplaystogetherwithyou,seesyouinschool.(studentscanaddmore)
Aforeverfriendknowseverythingaboutyou,alwayslistenstoyou.(studentscanaddmore)
4SarahhelpedJanetovercomehershynessanddealwithherclassmates.JanethelpedSarahstudymath.
5Answersmayvary.
6Youcanmakefriendswithpeoplefromothercountriesbyreadinge-pal/penpaladsinnewspapersorontheInternet.
7Oneoftheadvantagesofhavingfriendsinothercountriesisthatyoucanlearnmoreabouttheworld.Youcanalsolearnmoreaboutotherlanguagesandcultures.Thereareafewdisadvantages,includingthefactthatitcanbedifficulttobefriendsifyoulivefarawayfromeachother.
8Answersmayvary.Onepossibleinterpretationisthatallthepeoplearounduscouldbeourfriends;friendshipisatwo-wayrelationshipandittakesworkandpatiencetodevelopagoodfriendship.
Step3Writing
Askthestudentstoreadthee-mailandfindoutwhatthegirlwantstoknowmoreabout.Tellthestudentstothinkaboutwhattheywanttotellthegirl.Asapre-writingactivity,thestudentscanlistthethingstheywanttoincludeinthee-mail.Whenthestudentshavewrittenthee-mail,youcancomparewhattheyhavewritten.
ASSESSING
Alearnerlogisasetofquestionsthatwillhelpthestudentstoreflectonhowandwhattheyhavelearnt.Thestudentsareaskedtoratetheir“comfortlevel”andsummarizewhattheyhavelearnt.Youcanusethisasanactivityinclassorletthestudentscompletethelogathome.Throughoutthebookweofferdifferentassessmenttoolsandwerecommendthatyoutryasmanyofthemaspossible.Learnerlogsandothersimilarassessmenttoolsaresimpletouseandhaveapositiveeffectonthestudents’learningandlearninghabitsovertime.Thestudentsmayfinditdifficulttoanswerthequestionsatfirst,butifyouusethelogconsistentlyitwillhelpthestudentspaymoreattentiontotheirlearningstrategiesandsetbettergoals.Oncethestudentsareusedtotheformatandexpectations,youcanusethelearnerlogandotherassessmentactivitiesincombinationwithdiscussionandgoal-settingactivities.

Step4.Post-INTEGRATINGSKILLS
Askthestudentstoreadthee-mailadsinUnit1andchooseonetoreplyto.Beforethestudentsstartwriting,theyshouldthinkaboutwhattheywanttowrite.
ExtensionUsereale-paladsfromtheInternetandletthestudentsfindareale-palfromanothercountry.IfyourstudentsdonothaveeasyaccesstotheInternet,youcansimplycopymoree-paladsandbringthemtoclass.
SampleE-mail
HiJane:
MynameisXiaoFeiandIcomefromHunan.HunanisinthesouthofChina.IamamiddleschoolstudentandIlikespeakingEnglish.Ireadyoure-paladandIwouldliketobeyoure-pal.Youwrotethatyoulikerockmusic.Canyoutellmewhatbandsyoulike?HaveyoueverheardanyChineserockbands?Youalsowrotethatyouliketalkingandjokingaround.Idotoo!IthinkyouandIcanbegoodfriends.Pleasesendmeane-mailassoonaspossible.
XiaoFei
AssessmentCriteria:
Ane-mailislessformalthanaletterandmoreformalthanspeaking.Agoodresponsetothee-paladsshouldincludeinformationaboutwhoyouareandwhereyouarefrom.Trytoencouragethestudentstouseindirectspeechtorefertothee-palad.
Step5.Homework
(1)Finishofftheexercisesintheworkbook.
(2)Writeanemailintomyemail-box.
Summarythekeypointsinthisunit
Evaluationofteaching:

TheFifthperiodStudentshaveanintegratingexamination
TheSixthperiodTeacherscommenttheexaminationandReviewtheunit.

Unit1Goodfriends教案

Unit1Goodfriends教案
一、Teachingaimsanddemands
1.topic：①talkaboutfriendsandfriendship
②discussproblemsoccuringinafriendshipandsuggestsolutions
③writeane-mailtofindane-pal
2.function：①likesanddislikes②makingapologies
3.vocabulary：honest；brave；loyal；wise；handsome；smart；argue；classical；fond；match；mirror；fry；gun；hammer；saw；rope；movie；cast；deserted；hunt；share；sorrow；feeling；airplane；lie(n.)；speech；adventure；notebook；error；befondof；huntfor；inorderto；careabout；suchas；dropsbaline
4.grammar：directandindirectspeech
①statements②questions
二、TeachingTime：Fourperiods
TheFirstPeriod
Teachingobjectivesanddemands:
①Theactivityisdesignedtoencouragestudentstothinkaboutfriendsandfriendshipandtoactivaterelevantvocabulary.
②Askthestudentstodescribeagoodfriendandgiveexamplesofsituationswherefriendshavehelpedthem.Usetheactivityasabrainstormingsessiondoneeitheringroupsorwiththewholeclass.
③Languageuse:Manipulatelistening,speakingpractice
Keypoints:
①EverydayEnglishforcommunication.
②Wordsandusefulexpressions
Teachingprocedures:
StepⅠ.GreetingsandLead-in
StepⅡ.Warmingup
㈠words
qualityhonestbravewiseloyalsmarthandsome
㈡twoquestions（p1）
①Whatshouldagoodfriendbelike?
②Whatqualitiesshouldagoodfriendhave?
Discussandthendescribeagoodfriens.（p4）
Wordscanbeusedtodescribethecharacteristic：
Brave：couragefearlessheroic
Scared：astonishfearfulfrightenedhorrifiedshockedterrifiedtimid
Loyal：devotedfaithful
Wise：brightclevercutegiftedintelligentsmartwell-learnedwitty
Foolish：sillystupid
Beautiful：attractivebreath-takingcharmingcoolcuteeleganteye-catchinggood-looking
gracefulinvitinglovelyneatprettysplendidstunning
Rich：wealthyplentiful
Funning：amusinghumorous
Happy：carefreecheerfulcontenteddelightedgladhighmerrypleased
Unhappy：bitterbluediscourageddispleasedheavymiserablesadupset
StepⅢ.Listening（WorkbookP85）
㈠Listeningtext：Everybodyneedsfriends.Butbeingagoodfriendcansometimesbehardwork.Learninghowtosolveproblemsinafriendshipcanmakeyouabetterfriendandahappierperson.Acommonproblembetweenfriendsisthattheydon’tknowhowtotalktoeachotheraboutdifficultthings.Whentheydotalk,theyoftengetmadwitheachother.Whatcantheydo?Well,ittakestimetolearnhowtocommunicatewell,anditisimportanttounderstandwhyafriendgetsangrywithyouwhenyousaysomething.Ifyouknowwhatitisthatmakesyourfriendangry,thenyoucantrytotalkabouttheprobleminadifferentway.?
㈡Key：
①Peterisoftenlateforfootballpractice.Ithinkthatheshouldtrytobeontimeinthefuture.
②Maryusuallyborrowsthingswithoutaskingandshedoesn’treturnthingsontime.Sheshouldasktheownerisshewantstoborrowsomethingandtrytoreturnitontimeinthefuture.
③AdamborrowedJohnsCDplayeryesterdayandnowitisbroken.Adamcanaskhisuncletofixit.
㈢AnswerstoExercise1
Problem：Friendsgetangrywitheachotherwhentheytrytotalkaboutsomethingdifficult.
Solution：Trytounderstandyourfriend/Trytotalkabouttheprobleminadifferentway.
Problem：Friendsdon’tknowhowtoapologize.
Solution：Startbytellingeachotherthatyouaresorryandtakeitfromthere.Asimple　apologyisoftenenough.
Problem：Somefriendsdon’tknowhowtokeepsecrets.
Solution：Keepyoursecretstoyourself.
StepⅣ.Speaking
ThestudentswillusetheinformationaboutthepeopleonSBpage2totalkaboutlikesanddislikesandtopracticegivingreasonsfortheiropinions.Tellthestudentstoworkinpairs.AskthestudentstocompletethechartonpageSBpage3andthenusetheanswerstotalkaboutwhocouldbefriendsandwhattheylikeordislike.Askeachpairtodecidewhocouldbefriendsandgivereasonsfortheirdecisions.Whentheyhavemadetheirdecision,askthemtocompareanddebatetheirideaswithotherpairs.Encouragedifferentanswers,includingstrangeones.?
P3workinpairs
StepⅤ.Languagepoints
1．Learntomakeapologies.
makeapologies道歉，因某事向某人道歉makeanapology(orapologies)tosbforsth,apologizevi.道歉;認(rèn)錯(cuò),賠不是(+to/for)
Ioweyouanapologyformyrudenesslastnight.昨天晚上我太粗暴,應(yīng)該向你道歉。
Heapologizedtoherfornotgoingtoherparty.
他因?yàn)闆](méi)有出席她舉行的宴會(huì)而向她表示歉意。
2．Whatqualitiesshouldagoodfriendhave?
qualityn.質(zhì)量[U]特性[C]品質(zhì)
Qualityoftenmattersmorethanquantity.質(zhì)量往往比數(shù)量更重要。
Onequalityofwoodisthatitcanburn.木料的一個(gè)特點(diǎn)是能燃燒。
Modestyisoneofhisgoodqualities.謙虛是他的美德之一。
3．loyaladj忠誠(chéng)的；忠貞的；與to連用
beloyalto對(duì)……忠誠(chéng)。loyaltyn.忠誠(chéng)
Theyareloyalsupporters.他們是忠誠(chéng)的擁護(hù)者。
Heisloyaltohiscountry.他忠于國(guó)家。
Weadmirethosewhoareloyaltotheirnation.
4．Whataretheyarguingabout?
arguevi.爭(zhēng)論，辯論，爭(zhēng)吵(+with/over/about)；提出理由(+for/against)vt辯論，議論；主張,認(rèn)為[+that]；argueaboutsth.withsb.,同某人爭(zhēng)論某事。
Imnotgoingtoarguewithyoutonight.我今晚不想與你爭(zhēng)辯。
Hearguedagainsttheplan.他據(jù)理反對(duì)這個(gè)計(jì)劃。
Wearguedthematteroverforhours.我們?yōu)檫@事辯論了幾小時(shí)。
Columbusarguedthattheworldwasround.哥倫布認(rèn)為地球是圓形的。
Itisnousearguingabouttheresultoftheexperimentwithher.
同她爭(zhēng)論實(shí)驗(yàn)結(jié)果沒(méi)有用。
5．Whatdoyouthinktheyshoulddotosolvetheirproblems？
你認(rèn)為為了解決他們的問(wèn)題他們?cè)撟鍪裁矗?br> What在句中作do的賓語(yǔ)，而tosolvetheirproblems是動(dòng)詞不定式短語(yǔ)作狀語(yǔ)表“目的”；在陳述句中，todosth．還可以置于句首。
Tocatchthefirstbus，heranfast．（＝Heranfasttocatchthefirstbus．）
為了趕上第一輛公共汽車，他跑得很快。
另外，doyouthink常置于疑問(wèn)詞的后面，可看作是一種插入語(yǔ)，其后要用陳述語(yǔ)序。
Wheredoyouthinkwecanseehim？你認(rèn)為我們?cè)谑裁吹胤侥芤姷剿?br> Whodoyouthinkwemustasktohelpus？你認(rèn)為我們?cè)撘笳l(shuí)來(lái)幫助我們？
6．JOHN：Im15yearsoldandIlovefootball.Ialsolikereading,especiallystoriesaboutpeoplefromothercountries.Idontenjoysinging,nordoIlikecomputers.Ithinkthatrockmusicisterrible.
約翰：我15歲，我喜歡足球，我也喜歡讀書，尤其是有關(guān)其他國(guó)家人的書。我不喜歡唱歌，也不喜歡電腦，我認(rèn)為搖滾音樂(lè)很可怕。
▲nor在句中作連詞，引導(dǎo)一個(gè)分句，但語(yǔ)序要倒裝。通常是前一句話中的否定內(nèi)容也同樣適用于后一句時(shí)，就需要用“nor/neither+be/have/助動(dòng)詞+主語(yǔ)”句型。其中“be/have/助動(dòng)詞”要根據(jù)前一句中的動(dòng)詞而定，且與其后的主語(yǔ)保持一致。
conj.(用在neither之后)也不；(用在not,no,never之后)也不；(用在句首,句子須倒裝)也不
Ihaveneithertimenormoneyforpopfestivals.我既沒(méi)時(shí)間也沒(méi)錢來(lái)參加流行音樂(lè)節(jié)。
Thestoryisnotinterestingnorinstructive.這個(gè)故事沒(méi)有味道,也沒(méi)有教育意義。
Ihaveneverspokennorwrittentoher.我跟她從來(lái)沒(méi)說(shuō)過(guò)話,也沒(méi)寫過(guò)信。
Youdonotlikehim,nordoI.你不喜歡他,我也不喜歡。
Ihaventheardtheexcitingnews,norhashe.
　我沒(méi)有聽說(shuō)過(guò)那個(gè)激動(dòng)人心的消息，他也沒(méi)有。
Ididntreadthenoticeontheblackboard,nor(neither)didshe.
我沒(méi)讀黑板上的通知，她也沒(méi)讀。
▲love，like和enjoy的區(qū)別。
在這一部分中出現(xiàn)了表達(dá)“喜歡”意義的三種方式，即like,love,enjoy。這三個(gè)詞的意思相同，可以換用。但是like,love,enjoy這三個(gè)詞也是有區(qū)別的。like表示的是一般的喜歡，感情色彩不及l(fā)ove，其后面可跟不定式也可跟動(dòng)名詞。而love經(jīng)常用在愛祖國(guó)、愛父母這一類愛的程度比較深的情況下，感情色彩比較強(qiáng)烈，其后面可跟動(dòng)名詞，也可以跟不定式。enjoy在意思上側(cè)重“享受某種樂(lè)趣”，后面只能跟動(dòng)名詞，不能接不定式。
Thechildrenlike(love)swimmingintheriver.孩子們喜歡在河里游泳。
Ilike(love)tovisithimasoftenaspossible.我喜歡盡可能多地去看望他。
Ilovemyparents.我愛我的父母。
Ienjoyedclimbingmountains.我喜歡爬山。
7．ANN：Hi，ImAnn.Im16andIlikedancingandcomputers.Ialsolikerockmusic.IhatehikingandImnotintoclassicalmusic.Idontenjoyreadingtoomuch.
安妮：你們好，我是安妮。我16歲，我喜歡跳舞和電腦。我也喜歡搖滾音樂(lè)。我不喜徒步旅行，我對(duì)古典音樂(lè)無(wú)興趣。我不太喜歡讀書。
▲beinto（口）對(duì)...(極)有興趣,熱衷于,入迷，into是介詞，其后接名詞、代詞或V-ing形式作賓語(yǔ)。
Shesreallyintopopmusic.她很迷流行音樂(lè)。
Heisverydeepintocomputers.他對(duì)電腦興趣很濃。
Shesreally/into/moderndance.她對(duì)現(xiàn)代舞真是喜歡極了。
Dontbeintocomputergames，itsbadforyou.別迷上電子游戲，對(duì)你是有害的。
8．STEVE：Im14yearsoldandIloveskiing.Otherfavouritehobbiesarereadingandsinging.Idontlikehiking.Ithinkthatrockmusicistooloud,andIthinkthatfootballisboring.
史蒂夫：我14歲，我喜歡滑雪。其他的嗜好是讀書和唱歌。我不喜歡徒步旅行。我認(rèn)為搖滾音樂(lè)太吵鬧，并且我認(rèn)為足球很惹人煩。
★boring“乏味的，無(wú)聊的”：aboringmovie乏味的電影
Thespeechisdeadlyboring.那場(chǎng)演講乏味極了。
9．PETER：ImfromAustralia.Im15andImfondofsinging.Isingalot,andwhenImnotsinging,Ilistentorockmusicorusemycomputer.Idon’tlikefootballandIthinkthatclassicalmusicisterrible.Ihatedancing！
彼得：我來(lái)自澳大利亞，我15歲，我喜歡唱歌，我不停地唱歌。當(dāng)我不唱歌的時(shí)候，我聽搖滾音樂(lè)或玩電腦。我不喜歡足球，我認(rèn)為古典音樂(lè)很糟糕，我不喜歡跳舞。
▲befondof喜歡...;愛好...
Tomisfondofmusic.湯姆喜愛音樂(lè)。
Sheisveryfondofballet.她很喜歡芭蕾。
Heisfondofsweetfood.他喜愛甜食。
Imfondofswimminginwinter.我愛好冬泳。
10．SARAH：MynameisSarahandIm14yearsold.Myinterestsarereadingnovels,playingfootballandsingingsongs.Ithinkthatrockmusicisterrible,andIdontlikedancing.Idontenjoycomputerseither.
薩拉：我叫薩拉，我14歲。我的愛好是讀小說(shuō)、踢足球、唱歌。我認(rèn)為搖滾音樂(lè)很糟糕。我不喜歡跳舞，也不喜歡電腦。
11．JOE：Hithere.ImJoe.Ireallylikecomputers.IsurftheInternetallthetimeandIlikeplayingcomputergames.IdontenjoyfootballandIhatehiking.RockmusicisOK,andsoisskiing.
喬：你好，我叫喬。我的確喜歡電腦。我一直上網(wǎng)，我喜歡玩電腦游戲，我不喜歡足球，不喜歡徒步旅行。搖滾音樂(lè)很好，滑雪也不錯(cuò)。
☆surftheInternet上網(wǎng)(沖浪)，goontheInternet;
★so：……也，確是如此,正是那樣，也如此,也一樣(so后用倒裝結(jié)構(gòu))；(so置于句首,后面不倒裝)；用“so+be/助動(dòng)詞/情態(tài)動(dòng)詞+主語(yǔ)”結(jié)構(gòu)。
Iwastired,andsoweretheothers.我累了,其他人也一樣。
Ilikedancing;sodoesmysister.我喜歡跳舞,我姐姐也喜歡。
---Father,youpromised!---Well,soIdid.
Hecanrideabike,socanI.他會(huì)騎自行車，我也會(huì)。
Wesawthefilmlastweek.Sodidthey.我們上個(gè)星期看了那場(chǎng)電影，他們也看了。
StepⅥ.SummaryandHomework
①FinishofftheexercisesofUnit1intheworkbook.
②Revisethekeypointsofthisunit.
③Listthefriendtheygettoknowinclassandwritedownsomethingtheywanttoknow.

TheSecondPeriod
Teachingobjectives
①Developthestudentscomprehensionofexplorativepassages,especiallytheirabilityofanalyzingthestructureofsuchkindofarticles.
②Offerthestudentschancesofself-culturebyworkingingroupsandseekinginformationaboutthefilmout-sidetheclass.
③Infusethestudentswithbasicknowledgeaboutthefriendandfriendship
④Learnsomewordsandusefulexpressionsfromthetext.
TeachingApproach
①CommunicativeApproachshouldbeusedthroughouttheclass.Stressshouldbelaidon:
②Learner-centeredness;learning-centeredness
③Task-basedlearning
④Activity-basedteaching(classwork;individualwork;groupwork)
Teachingtype：Readingcomprehension
TeachingProcedure
Step1.GreetingsandRevision（p7）
Step2.Pre-reading（p8）
Teacher：Imaginethatyouwerealoneonanisland.Youhavetosurvivewithoutfriendsandallthethingsyouuseinyoureverydaylife.（Askstudentstolistthethreemostusefulitemsandexplainwhyyouthinktheywouldbeuseful.）
Ｔ：Ithinkthataboxofmatcheswouldbethemostuseful,becauseIcoulduseittokeepwarm,todriveawaythedangerousanimals,tosendasignal….
Ss：①IalsothinkaboxofmatcheswouldbeusefulbecauseIcouldusethematchestomakefire.IfIhadafire,Icouldcookfood,staywarmandkeepwildanimalsaway.Moreimportantly,ifsomeonesawthefire,theywouldcomeandsaveme.
Ss：②.Ithinkaknifewouldbethemostusefulitem,becauseIcoulduseittokillanimalsandcutthemeat.Itcouldalsobeusedtocutwood.
Ss：③.Ithinkabookwouldbemoreusefulthanaradio,becauseyoudontneedbatteriestoread.AndwhenIread,Iwouldlearnaboutlifeandtheworldandforgetmyloneliness.
Ss：④Ithinkthataradiowouldbethemostuseful,becauseIcoulduseittolistentosingingormusictoenjoymyself,tolistentonewsbroadcastandweatherreport,andtofrightensavagesorotheranimalsbyturningitup.
Step3Reading
㈠Somequestions（Key：p8）
①WhoisWilson?
②WhatsChucksjob?
③WhathappenedtoChuckoneday?
④WhatthingsmustChucklearntodotosurviveontheisland?
⑤WhatdoesChucklearnabouthimselfwhenheisaloneontheisland?
㈡Mainidea
①Para1Raisingaproblem
②Para2---3Tellingastory
③Para4Drawingaconclusion
Clues：attitudetofriendship－thecrashhappened－feltlonely－treatedavolleyballasafriend－ideaaboutfriendshipchanged
㈢Summary：Retell
①ChuckNoland,asuccessfulbusinessman,landsonadesertedislandafteraplanecrash.
②Chuckhastolearnbasicsurvivalskillsontheisland.Inordertocopewithhisloneliness,ChuckdevelopsafriendshipwithavolleyballhecallsWilson.
③FiveyearslifeontheislandteachesChucktheimportanceofhavingfriendsandbeingagoodfriend.Wilsonmayjustbeavolleyball,buttheirfriendshipisrealandinsomewaysbetterthanChucksfriendshipsinthepast.
④Humanfriendsandunusualfriendsareimportantinourlife.Friendsandfriendshiphelpusunderstandwhoweareandhowweshouldbehave.
Step4Languagepoints
1.Imagineyouarealoneonanisland.Youhavetosurvivewithoutfriends..
☆alonea.單獨(dú)的,獨(dú)自的ad.單獨(dú)地
ShewatchesTVwhensheisalone.獨(dú)自一人時(shí),她便看電視。
ForyearsMarylivedaloneinNewYork.瑪麗孤身一人在紐約生活了好幾年。
聯(lián)想：lonelya.①孤獨(dú)的,孤寂的②偏僻的,人跡罕至的
Whenhisdogdied,hewasverylonely.狗死后他非常孤獨(dú)。
Hefeltalmostintolerablylonely.他感到幾乎難以忍受的寂寞。
alonelymountainvillage荒涼的山村
☆survivevt.在...之后仍然生存,從...中逃生vi.活下來(lái),幸存;
Onlytwopassengerssurvivedtheair-crash.這次飛機(jī)失事只有兩名乘客幸免于死。
Fewsurvivedaftertheflood.洪水后極少有人生還。
2.CHUCKSFRIEND查克的朋友
InthemovieCastAway,TomHanksplaysamannamedChuckNoland.（在電影《荒島余生》中，湯姆漢克斯扮演主人公查克諾蘭。）
★play扮演(角色)(此處意同act)：IamtoplayJuliet.我將演朱麗葉。
3.Chuckisabusinessmanwhoisalwayssobusythathehaslittletimeforhisfriends.（查克是一個(gè)生意人。他非常忙，沒(méi)有時(shí)間會(huì)朋友。）
★so不能換為such。⑴sothat引導(dǎo)目的狀語(yǔ)從句。sothat是從屬連詞，意思是“以便，使……能夠”。that從句中常用情態(tài)動(dòng)詞may,might,can,could,will和would等。
Hehiredaboatsothathemightgofishing.
Thethiefhidbehindthetreesothatthepolicemanwouldnotseehim.
注意：sothat從句可與不定式短語(yǔ)或inordertodo互換。
ImgoingtostartearlysothatIcancatchthefirstbus.(=Imgoingtostartearlyinordertocatchthefirstbus.=Imgoingtostartearlytocatchthefirstbus.)
另外，sothat還可引導(dǎo)結(jié)果狀語(yǔ)從句。主句和從句是因果關(guān)系，是“因此；所以”。
Nothingmorewasheardfromhimsothatwebegantowonderifhewasdead.
⑵so...that...與such...that...的用法：
①such+a/an+形容詞+單數(shù)可數(shù)名詞+that...
(=so+形容詞+a/an+單數(shù)可數(shù)名詞+that...)
Heissuchakindteacherthatwealllovehim.
(=Heissokindateacherthatwealllovehim.)
②such+形容詞+名詞(復(fù)數(shù)或不可數(shù))+that...
Theyaresuchbravepeoplethattheycanovercomeallkindsofdifficulties.
Thiswassuchdirtywaterthatwedidntwanttoswiminit.
③so+many/much/little/few+名詞(復(fù)數(shù)或不可數(shù))+that...
Hehadsomanyfallsthathewasblackandblueallover.
Thereissolittlewaterintheglassthatyoucantdrinkit.
④so+形容詞(副詞)+that...
Thetalkissointerestingthatwewillneverforgetit.
注意：在so...that...句型中，如果主從句主語(yǔ)相同，且從句為否定時(shí)，可與too...to句型互換。Theproblemissodifficultthathecantanswerit.(=Theproblemistoodifficultforhimtoanswer.)
☆so...that...如此...以至于...,that在此引導(dǎo)結(jié)果狀語(yǔ)從句(有時(shí)可能省略)，so后接形容詞或副詞或形容詞加冠詞加名次,另有固定搭配sofew/many/much/little/等；so加形容詞或副詞置于句首引起倒裝
①So______thatnofishcanliveinit.
A.thelakeisshallowB.shallowthelakeis
C.shallowisthelake（√）D.isthelakeshallow
②ThesewildflowersaresospecialIwoulddo______Icantosavethem.
A.whatever（√）B.thatC.whichD.whichever
③Theteacherwonderedwhy_____manystudentshadmade______carelessmistakes.
A.so;soB.so;such（√）C.such;soD.such;such
4.Heisasuccessfulmanagerinacompanythatsendsmailallovertheworld.（他是一位成功的經(jīng)理，他的公司向全世界各地發(fā)送郵件。）
★successfula.成功的（相關(guān)詞形）succeed/successfully/success
☆that關(guān)系代詞,引導(dǎo)定語(yǔ)從句,指代先行詞(人或物),在從句中做主語(yǔ)或賓語(yǔ)或標(biāo)語(yǔ)，定語(yǔ)從句將在后面的單元正式學(xué)習(xí),相關(guān)句型在近幾個(gè)單元里會(huì)多次出現(xiàn),請(qǐng)留意.
5.OnedayChuckisonaflightacrossthePacificOceanwhensuddenlyhisplanecrashes.（一天，查克乘坐的航班在飛越太平洋時(shí)，突然飛機(jī)墜毀。）
★onaflight意為“乘航班”。
IvebookedyouonadirectflighttoParis.我為你預(yù)定了直飛巴黎的航班。
6.Chucksurvivesthecrashesandlandsonadesertedisland.（在這次墜毀事故中，查克幸免于難，掉到在一個(gè)荒島上。）
☆survive意為“經(jīng)歷(災(zāi)難等)之后還活著，經(jīng)歷……之后殘留下來(lái)”。
Onlyonebabysurvivedtheterriblecarcrash.
在那次可怕的撞車事故中只有一個(gè)嬰兒生還。
☆crashvi.①(發(fā)出猛烈聲音地)碰撞,墜落②(飛機(jī)等)墜毀,撞壞③(電腦)死機(jī)
n.[C]相撞(事故);(飛機(jī)的)墜毀,迫降
Themotorcyclecrashedintothefence.摩托車猛地撞在圍欄上。
AnairlinercrashedwestofDenverlastnight.昨夜一架客機(jī)在丹佛西邊墜毀。
ThePCjustcrashed.那部個(gè)人電腦剛死機(jī)了。
Alotofpassengerswerekilledinthetraincrash.許多旅客在火車車禍中喪生了。
☆desertn.沙漠;荒野a.①沙漠的②荒蕪的，無(wú)人居住的；vt.拋棄，遺棄，離棄；deserted無(wú)人居住的，被遺棄的。
Nobodylikestoliveinthatdesertregion.沒(méi)有人喜歡生活在那個(gè)沙漠地區(qū)。
Allhisfriendshavedesertedhim!他所有的朋友都拋棄了他!
adesertedhouse空屋，Thestreetsweredeserted.街上行人絕跡。
7.Ontheisland,Chuckhastolearntosurviveallalone.（在這個(gè)島上，查克不得不學(xué)習(xí)獨(dú)自一人生存。）Hehastolearnhowtocollectwater,huntforfood,andmakefire.（他必須學(xué)會(huì)怎樣取水，怎樣獵取食物以及怎樣生火。）
★huntvt.①追獵，獵取②搜索；尋找③追捕vi.①打獵②搜尋(+for/after)
Novemberisagoodtimetohuntdeer.十一月正是獵鹿的好時(shí)節(jié)。
Imhuntingajob.我在找工作。
Policearehuntinganescapedconvict.警察正在追捕一個(gè)逃犯。
Wellgohuntingintheafternoon.我們下午將出去打獵。
Johnsetoutthatdaytohuntforwork.約翰那天外出找工作。
8.Perhapsthemostdifficultchallengeishowtosurvivewithoutfriends.（或許最困難的挑戰(zhàn)是如何在沒(méi)有朋友的情況下生存。）Inordertosurvive,Chuckdevelopsafriendshipwithanunusualfriend—avolleyballhecallsWilson.（為了生存，查克與一個(gè)不尋常的朋友——一個(gè)他稱之為威爾遜的排球，建立了友誼。）
☆inorderto為了...①與soasto...,和inorderto...同義,但前者一般不用于句首②否定式在to前加not③相應(yīng)的目的狀語(yǔ)從句由sothat...或inorderthat...引導(dǎo).
Westartedearlyinordertoarrivebeforedark.為了在天黑前到達(dá),我們很早就動(dòng)身了
★develop意為“發(fā)展，養(yǎng)成，培養(yǎng)，發(fā)揚(yáng)”。
Hebelievesthatsportscandevelopmindandbody.他相信運(yùn)動(dòng)有益身心發(fā)展。
Handinhandwithreading,hehasdevelopedthehabitofmakingnotes.
在讀書的同時(shí)，他養(yǎng)成了記筆記的習(xí)慣。
☆develop還有“開發(fā)，培育，發(fā)生(疾病)，沖洗(膠卷)”的意思。
Thebuildersaredevelopingthattractofwastelandforhousing.
建筑商正將那塊荒地開發(fā)為住宅用地。
Wehavedevelopedafinestrainofrice.我們培育出了一種優(yōu)良的稻種。
9.Chucklearnsalotabouthimselfwhenheisaloneontheisland.（當(dāng)查克獨(dú)自一人在那個(gè)島上的時(shí)候，他對(duì)自己了進(jìn)行了很多反思。）Herealizesthathehasntbeenaverygoodfriendbecausehehasalwaysbeenthinkingabouthimself.（他意識(shí)到他不是一個(gè)很好的朋友，因?yàn)樗偸窍胫约?。）Duringhisfiveyearsontheisland,ChucklearnshowtobeagoodfriendtoWilson.（在島上生活的五年期間，他學(xué)會(huì)了怎樣和威爾遜做好朋友。）EventhoughWilsonisjustavolleyball,hebecomesfondofhim.（盡管威爾遜僅僅是一只排球，他還是很快就喜歡上了它。）Hetalkstohimandtreatshimasafriend.（他和威爾遜談話,把他看做朋友。）
★treatvt.對(duì)待;看待,把...看作+賓語(yǔ)+as/like與regard/thinkof/consider...as...同
Donottreatthisseriousmatterasajoke.不要把這件嚴(yán)肅的事情當(dāng)作笑料。
Shetreatedmeallright.她對(duì)我還不錯(cuò)。
Donttreatmeasachild.Imsixteen,afterall.別拿我當(dāng)小孩。畢竟我已經(jīng)16歲了。
AlbertEinsteinisconsideredasthegreatestscientistinthe20thcentury.
阿爾伯特愛因斯坦被認(rèn)為是20世紀(jì)最偉大的科學(xué)家
10.Chucklearnsthatweneedfriendstosharehappinessandsorrow,andthatitisimportanttohavesomeonetocareabout.（查克懂得了我們需要朋友來(lái)同甘共苦,而且照顧別人是很重要的。）
☆句中l(wèi)earn后兩個(gè)that引導(dǎo)的賓語(yǔ)從句，第一個(gè)that可以省略，但第二個(gè)不能省略。
☆sharevt.①均分，分配，與…共同使用，與…分享(+out/among/between)②分享，分擔(dān)，共同使用(+with/among/between)；vi.分享，分擔(dān)(+in)
Themoneywassharedoutbetweenthem.這筆錢由他們兩人分。
SamandIsharearoom.山姆和我合住一間房間。
Hesharedwithhisfriendsindistress.他和朋友共患難。
Wesharedinhisjoy.我們分享了他的喜悅。
Ifyouhaveanumbrella,letmeshareitwithyou.如果你有雨傘，讓我和你合用吧。
Whydontwesharetheexpensesamongus?我們?yōu)楹尾灰黄鸱謸?dān)費(fèi)用呢？
☆careabout關(guān)心，擔(dān)心，在乎，介意；carefor：除具有careabout的意思外還可表示"對(duì)...感興趣","喜歡"之意.對(duì)這兩個(gè)短語(yǔ),很多詞典解釋不一,界限比較模糊.
Hedoesntcareabitaboutclothes.穿著方面他毫不在乎。
Hedidntseemtocareaboutitatall.他看起來(lái)一點(diǎn)也不在乎。
11.Healsolearnsthatheshouldhavecaredmoreabouthisfriends.（他也意識(shí)到他本應(yīng)該多關(guān)心朋友。）WhenhemakesfriendswithWilson,heunderstandsthatfriendshipisaboutfeelingsandthatwemustgiveasmuchaswetake.（當(dāng)他和威爾遜結(jié)交朋友時(shí)，他明白友誼之情是雙向的，我們付出的必須和得到的一樣多。）
☆句中thatwemustgiveasmuchaswetake是understands后接的另一個(gè)賓語(yǔ)從句。當(dāng)一個(gè)動(dòng)詞后有兩個(gè)賓語(yǔ)從句時(shí)，that通常不能省略。
☆asmuchas中的第一個(gè)as為副詞，第二個(gè)as為連詞，引導(dǎo)同級(jí)比較狀語(yǔ)從句。
Theyoungmanhasspentasmuchasheearnedthismonth.
這個(gè)年輕人花光了他這個(gè)月掙的錢。
☆be/makesfriendswith和...交朋友，makeenemieswith與...為敵
Ihopeyouarepleasedtobefriendswithme.我希望你樂(lè)意做我的朋友。
12.Avolleyballiscertainlyanunusualfriend.（排球當(dāng)然是一個(gè)不尋常的朋友。）Mostofourfriendsarehumanbeings,butwealsomakefriendswithanimalsandeventhings.（我們的大多數(shù)朋友都是人，但我們也和動(dòng)物甚至和一些東西交朋友。）
★humana.①人的，人類的n.人[pl.：humans];humanbeing人，人類
Thismeatisnotfitforhumanconsumption.這種肉不適合人食用。
Itsonlyhumannaturetowantacomfortablelife.人的本性就是要過(guò)舒服的生活。
Wolveswillnotusuallyattackhumans.狼通常不會(huì)襲擊人。
13.Forexample,manyofushavepets,andweallhavefavouriteobjectssuchasaluckypenoradiary.（例如，很多人有寵物，我們還有一些喜歡的東西，諸如一支幸運(yùn)的鋼筆或一個(gè)日記本。）ThelessonwecanlearnfromChuckandalltheotherswhohaveunusualfriendsisthatfriendsareteachers.（我們從查克和那些擁有不尋常的朋友的人身上得到的教訓(xùn)是——朋友是老師。）
☆本句包含三個(gè)從句：wecanlearnfromChuck為定語(yǔ)從句,修飾thelesson,關(guān)系代詞that或which在從句中做賓語(yǔ),可以省略。whohaveunusualfriends為定語(yǔ)從句,修飾alltheothers,關(guān)系代詞做主語(yǔ)不可省略。thatfriendsareteachers,此為that引導(dǎo)的表語(yǔ)從句,其構(gòu)成和大家比較熟悉的賓語(yǔ)從句基本相似
☆learnoneslesson(from)意為“(從……)得到教訓(xùn)”。
Welearnedhislessonthatwewouldntdrivetoofast.
我們吸取他的教訓(xùn)不能開車太快。
☆表達(dá)此意時(shí)，我們還可以說(shuō)：teachsb.alesson給某人一個(gè)教訓(xùn)
Theaccidenttaughthimalesson.那次事故給了他一個(gè)教訓(xùn)。
14.Friendshiphelpsusunderstandwhoweare,whyweneedeachotherandwhatwecandoforeachother.（友誼使我們明白我們是怎樣的人，為什么我們需要對(duì)方，我們彼此能為對(duì)方做點(diǎn)什么。）
★此句中understand后面接了三個(gè)并列的賓語(yǔ)從句，分別由what,why,what引導(dǎo)?！?br> 15.Myfriendishonest.Henevertellslies.
★telllies撒謊,為固定搭配，tell/say/speak/talk,其用法各有側(cè)重,也有各自的一些搭配,學(xué)習(xí)重要注意區(qū)分和積累。
Step5Post-reading
Ex.onPage4Askthestudentstoanswerquestionsaboutthestory.
①HowcanavolleyballbecomeChucksfriend?
②WhatdoesChucklearnabouthimselfwhenheisaloneontheisland?
Suggestedanswerstothequestions：
①Hehastolearnhowtocollectwater,huntforfood,andmakefire.Moreimportantly,hehastolearntolivewithoutfriends.
②Hehaslearntalotabouthimselfwhenheisaloneontheisland.Forexample,hehascometorealizethatfriendshipisimportantinhislife,thathehasntbeenagoodfriend,andthatheshouldcaremoreabouthisfriends.(Thestudentsmayalsousepresenttense,e.g.Helearnsalotabouthimself.Herealizesthat?)
Discussion：
①Whatcanwedotobegoodfriendsevenifweareverybusy?
②Doesasuccessfulmanorwomanneedfriends?
③Thetexttalksaboutgivingandtaking.Howdofriendsgiveandtake?
④Whatdofriendsteachus?
⑤Isitbettertohaveahumanfriendoranunusualfriendsuchasavolleyball,apenoradog??
Step6Languagestudy（p4）
KeytoWordstudy：
1honest,2classical3sorrow/unhappiness4argue/quarrel/disagree
5loyal/good/true6huntfor7fondof/interestedin
8brave/fearless9inorderto/soasto10smart
Exercises1：（p87)
①Thebooksaretooheavy!Ithinkitsgoingtobreak.?
②Ohno!IforgotwhereIputit!Ihavewrittendownalltheimportantphonenumbers.?
③Yum!Youhaveboughtitatlast.Wecanhavefriedfishfordinner.Mmm?Icantwaittoputthisfishinit.?
④Handsup!DontmoveorIllshoot.Givemeallyourmoney!
⑤Ooooh!Ilookveryniceinthisnewdress!!!
⑥A:Ithinkwerelost.Whatshouldwedonow?
B:Dontworry.IhaveithereandIknowhowtouseit.
⑦Ouch!Ihitmyselfwithit.?
⑧A:Hurryup!Itssodarkhere.Icantseeanything.
⑨Itisshakingbadly.AmIgoingtodie?Help!?Oh,thankGod!?
⑩Ifeelsadwhenitcomestothepartinwhichthetwofriendsbecomeenemies.?
Answers：1rope2notebook3pan4gun5mirror
6compass7hammer8match9airplane10movie
Exercise2Suggestedsamplesentences
①M(fèi)yfriendAlanisbrave.Heoncesavedthelifeofalittlegirlwhohadfallenintoalake.
②MyfriendBobisloyal.Hewouldn’ttalktoCharleswhomIdon’tlikeatall.
③MyfriendDavidiswise.Healwaysgivesmethebestadvice.
④MyfriendGeorgeisahandsomeboy,buthedoesn’tliketostudyandalwaysdreamsofbecomingamodel.
⑤MyfriendHarryisasmartstudent.Healwaysasksgoodquestionsinclass.
背景材料：CastAway荒島余生
湯姆漢克斯曾以《費(fèi)城故事》和《阿甘正傳》連續(xù)兩度獲奧斯卡最佳男演員獎(jiǎng)殊榮，為自己和別人樹立了兩座高不可攀的豐碑。經(jīng)歷了一段時(shí)間的低潮后，他又再度與贊米基斯（《阿甘正傳》的導(dǎo)演）合作，憑借《荒島余生》一片獲得第七十三屆奧斯卡最佳男演員獎(jiǎng)提名。可惜的是，此獎(jiǎng)?lì)C給了羅素克羅（《角斗士》）。據(jù)說(shuō)，奧斯卡評(píng)委們是不會(huì)讓同一個(gè)人在十年之內(nèi)三度稱帝的。但湯姆漢克斯的演技可以說(shuō)無(wú)可挑剔。為演好此角，他甚至將體重減少了幾十斤。如果你有興趣，可以找來(lái)此片一睹被遺棄荒島前后判若兩人的湯姆漢克斯的模樣。
Step6Summaryandhomework（p9）
TheThirdPeriod
〖語(yǔ)法專講〗
Teachingaimsanddemands
①ThestudentsareaskedtomastertheGrammar:DirectSpeechandIndirectSpeech
②IntegratingSkill:reading
③Oralpractice:manipulateoralpracticerelevanttothereadingmaterial.
Keypoints:grammarandreading
Teachingmethods:Reading?Sentencestructure----explanation
Teachingprocedures:
Step1直接引語(yǔ)變間接引語(yǔ)的四變化
先看Unit1Grammar(DirectandIndirectSpeech)中的兩個(gè)句子:
①"Ilikereadingadventurestories,"saidJohn
→Johnsaidthathelikedreadingadventurestories.
②"Howcanyoudothat?"MarysaidtoAnn.→MaryaskedAnnhowshecoulddothat.
以上這兩個(gè)句子是陳述句和疑問(wèn)句的直接引語(yǔ)變?yōu)殚g接引語(yǔ)的例子。那么，同學(xué)們應(yīng)該怎樣把直接引語(yǔ)變?yōu)殚g接引語(yǔ)呢？下面就陳述句和疑問(wèn)句的直接引語(yǔ)變間接引語(yǔ)進(jìn)行簡(jiǎn)要講解。
因?yàn)橹苯右Z(yǔ)變?yōu)殚g接引語(yǔ)是轉(zhuǎn)述他人所說(shuō)的話，所以主句的動(dòng)詞、從句的人稱、從句動(dòng)詞的時(shí)態(tài)、時(shí)間狀語(yǔ)等要根據(jù)實(shí)際情況進(jìn)行相應(yīng)的變化。
一、主句動(dòng)詞的變化
一般說(shuō)來(lái)，主句謂語(yǔ)動(dòng)詞常為said或saidto，變?yōu)殚g接引語(yǔ)時(shí)，當(dāng)直接引語(yǔ)是陳述句時(shí)，said變?yōu)閟aid(that)，而saidtosb.則變?yōu)閠oldsb.。當(dāng)直接引語(yǔ)是一般疑問(wèn)句和特殊疑問(wèn)句時(shí)，則要變?yōu)閍sked/askedsb.+if/whether或askedsb.+what等特殊疑問(wèn)詞引導(dǎo)的句子。例如：
①M(fèi)r.Blacksaid,“Imbusy.”→Mr.Blacksaidthathewasbusy.
②“Illgotoyourfarmtomorrow,”hesaidtoher.
→Hetoldherthathewouldgotoherfarmthenextday.
③Hesaid,“Areyouready?”→Heasked(us)if/whetherwewereready.
④Hesaid,“Whatdoyouwanttodo?”→HeaskedwhatIwantedtodo.
二、從句人稱的變化
由直接引語(yǔ)變間接引語(yǔ)時(shí)，從句的主語(yǔ)人稱要遵循一主、二賓、三不變的原則。①直接引語(yǔ)的主語(yǔ)是第一人稱變?yōu)殚g接引語(yǔ)時(shí)要和主句的主語(yǔ)保持一致。②如果直接引語(yǔ)的主語(yǔ)是第二人稱變?yōu)殚g接引語(yǔ)時(shí)要與主句的賓語(yǔ)保持一致。③如果直接引語(yǔ)的主語(yǔ)是第三人稱變?yōu)殚g接引語(yǔ)時(shí)，人稱不變。例如：
①Theysaid,“Wewillgotherebybus.”→Theysaidtheywouldgotherebybus.
②Shesaidtome,“Areyouinterestedinscience?”
→SheaskedmeifIwasinterestedinscience.
③Hismothersaidtome,“Hecantgotoschool.”
→Hismothertoldmethathecouldntgotoschool.
三、從句動(dòng)詞時(shí)態(tài)的變化
1.直接引語(yǔ)變?yōu)殚g接引語(yǔ)時(shí)，如果主句中的謂語(yǔ)動(dòng)詞是一般現(xiàn)在時(shí)或一般將來(lái)時(shí)，則間接引語(yǔ)從句的時(shí)態(tài)保持不變。例如：
①Hesays,“Ihavefinishedmyhomework.”
→Hesaysthathehasfinishedhishomework.
②Shewillsay,“Illdoittomorrow.”→Shewillsaythatshelldoitthenextday.
2.如果主句的時(shí)態(tài)是一般過(guò)去時(shí)，從句的時(shí)態(tài)則應(yīng)是與主句時(shí)態(tài)相應(yīng)的過(guò)去時(shí)態(tài)。①一般現(xiàn)在時(shí)→一般過(guò)去時(shí)；②一般過(guò)去時(shí)→過(guò)去完成時(shí)；③現(xiàn)在進(jìn)行時(shí)→過(guò)去進(jìn)行時(shí)；④現(xiàn)在完成時(shí)→過(guò)去完成時(shí)；⑤過(guò)去完成時(shí)→過(guò)去完成時(shí)（不變）；⑥一般將來(lái)時(shí)→過(guò)去將來(lái)時(shí)。例如：
①Thegirlsaid,“Imsorryforbeinglateforclass.”
→Thegirlsaidthatshewassorryforbeinglateforclass.
②Hesaidtome,“Iamwritingaletter.”→Hetoldmethathewaswritingaletter.
3.直接引語(yǔ)如果是客觀事實(shí)或真理，變?yōu)殚g接引語(yǔ)時(shí)，從句時(shí)態(tài)不變。例如：
Theteachersaid,“Theearthmovesaroundthesun.”
→Theteachersaidthattheearthmovesaroundthesun.
四、指示代詞、時(shí)間狀語(yǔ)、地點(diǎn)狀語(yǔ)和動(dòng)詞的變化
直接引語(yǔ)變?yōu)殚g接引語(yǔ)時(shí)，指示代詞的變化為this→that，these→those等；時(shí)間狀語(yǔ)的變化為now→then，today→thatday，yesterday→thedaybefore,tomorrow→thenextday等；地點(diǎn)狀語(yǔ)的變化為here→there；動(dòng)詞的變化為come→go。例如：
①Shesaid,“Iwillcomethisevening.”→Shesaidthatshewouldgothatevening.
②Hesaid,“Mysisterwasherethreedaysago,butsheisnotherenow.”
→Hesaidthathissisterhadbeentherethreedaysbefore,butshewasnottherethen.
練習(xí)：A)將下列句子由直接引語(yǔ)變?yōu)殚g接引語(yǔ)。
1.“Iamveryhappytovisityourfactory,”hesaid.
2.“Hewashereafewweeksago,andhecameagainyesterday,”shesaid.
3.Shesaidtome,“Willyougowithme?”
4.Hesaid,“Whatdoyouthinkofthenovel?”
B)填空完成間接引語(yǔ)，每空填一詞。
5.Jonessaid,“IvisitedAustralialastyear.”
Jonessaidthat_____________________Australia_____________________.
6.ShirleyaskedMary,“AreyoufromAmerica?”
ShirleyaskedMary_____________________fromAmerica.
7.Hesaid,“Whatareyoudoingoverhere?”
Heasked_____________________doingover_______.
8.Iaskedher,“Whoboughtyouthisnewbicycle?”
Iaskedher_______hadbought______________newbicycle.
Key：A)1.Hesaidthathewasveryhappytovisitourfactory.2.Shesaidthathehadbeenthereafewweeksbefore,andthathehadgoneagainthedaybefore.3.Sheaskedmeif/whetherIwouldgowithher.4.HeaskedmewhatIthoughtofthenovel.B)5.shehadvisited；theyearbefore6.if/whethershewas7.whatIwas；there8.who；herthat
Step2AnswerstoGrammarExercise1（p5）
1Thevisitorsaidthathewasverygladtovisitourfactory.
2IdontlikeAmericanmoviesverymuch,?thewomansaidto/toldus.
3UncleWangsaidthattherewassomethingwrongwiththefrontwheel.
4Theteachersaidtothestudents,?Wearegoingtohaveameetingatthreeo?clock.?
5Thestudentsaskedwhentheyshouldgooutingthatautumn.
6Illtrytofinishreadingthebookbytheendofthisweek,?shesaid.
7Thedaughtertoldherfatherthatmumhadgonetothesupermarket.
8Areyougoingtomailthegiftstoyourparents??Sara?sfriendaskedher.
9TomaskedBobwhyhehadbeensoexcitedthatday.
10HowcanIsolvetheproblem??Sandraaskedherfriend.?
Step3AnswerstoGrammarExercise2:（p6）
Chuck:Iknow,Iknow.Youareangrywithme.Youthinkweshouldwaitlonger,butwehavewaitedlongenoughalready.
Wilson:Whydoyouwanttoleavethisisland?
You:Chuck,Wilsonaskswhyyouwanttoleavethisisland.
Chuck:IwanttoleavetheislandbecauseImissmyfriends.
Wilson:AmInotyourfriend?
You:Chuck,Wilsonaskswhetherornotheisyourfriend.
Chuck:Yes,youaremyfriend,butImisstheothers.
Wilson:Howlonghavewebeenhere?
You:Chuck,Wilsonaskshowlongyouhavebeenhere.
Chuck:Wehavebeenhereforalmostfiveyears.
Wilson:Howwillweleave?
You:Chuck,Wilsonaskshowyouwillleave.
Chuck:Howwillweleave?Wewillwaitforthewindtochange.Thenwewillgooutoverthereef.
Wilson:Thatmightbedangerous.
You:Chuck,Wilsonsaysthatmightbedangerous.
Chuck:Yes,itmightbedangerous,butwehavetotry.Wecan?tstayhereanylonger.
Wilson:Willyoutakecareofme?
You:Chuck,Wilsonasksifyouwilltakecareofhim.
Chuck:OfcourseIwilltakecareofyou.
Wilson:Imscared,Chuck.
You:Chuck,Wilsonsaysheisscared.
Chuck:I?mscared,too.
Step4Workbook:AnswerstoExercise1:（p87）
1MarytoldYangMeithatshewasdoingabiologyexperimentthen.
2MarytoldYangMeithatshewasnotfreethatday.
3MarytoldYangMeithatshemust/hadtofinishherpaperthatweek.
4MarytoldYangMeithatshewouldhavetostayinthelabuntilthenextday.
5MarytoldYangMeithatshewasgoingtowriteareportthenextweek.
6MarytoldYangMeithatshehadwatchedaveryinterestingTVprogrammethedaybefore.
7MarytoldYangMeithatShemust/hadtowaittherethatafternoon.
8MaryaskedYangMeiifshewouldgototheStudents?Clubthatafternoon.
9MarytoldYangMeithatshehadvisitedherteacherthedaybefore.
10MaryaskedYangMeiwhowasgoingtostudyabroadthenextyear.?
Step5AnswerstoExercise2:
Sept1,Monday
Itsmyfirstdayinseniorhighschool.Mothertoldmetogetupearly.Fatheraskedmetotiemyhairup.Itoldmyselfnottoworrytoomuch.
WhenIarrivedatschool,IranintomyfriendJoanna.ShesaidIlookedgreat.(1)Iaskedherwhereshehadspentherholiday.(2)ShesaidthatshehadgonetoShanghaiandithadbeenwonderful.(3)ShealsoaskedmeifIhadenjoyedmyholiday.
Wewenttotheclassroomforourfirstlesson.(4)MrYuaskedusifwehadhadapleasantholiday.(5)Thenhesaidthathewantedtogettoknowus,andheaskedustowriteashortdescriptionofourselves.IwroteitinEnglish.WhenMrYureadit,(6)hesaiditwaswell-written.
AfterschoolIwentbackhome.Itoldmyparentsaboutmyfirstdayinschool.(7)Theytoldmethattheywereproudofme.
①"Wheredidyouspendyourholiday?"Iasked/saidtoher.
②"IwenttoShanghaianditwaswonderful,"shesaid.
③"Didyouenjoyyourholiday?"sheasked/said.
④"Didyouhaveapleasantholiday?"MrYuaskedus.
⑤Iwanttogettoknowyou.Couldyoupleasewritedownashortdescriptionofyourselves?"hesaid.
⑥"Itswellwritten,"hesaid.
⑦"Weareproudofyou,"theysaidtome.
Step6AnswerstoExercise3
1HuMing,themanagersaysthattheyrunthatrestauranttomakefriends.
2Weareunhappyaboutthis,?thestudents?parentssaid.
3HuMingsays,?AteacherhasalreadytoldmethatIshouldspendmoretimeonstudy.?
4Runningabusinesstakesalotoftime,?allthemanagerssay.
5LiuTaosaysthattheydon?thavethemoneytohireenoughwaitersorwaitresses,sotheydomostoftheworkthemselves.
6Anotherboytellsmethatsometimestheyhavetoskipclassestokeepaneyeontherestaurant.
7WearedoingOK,?LiuTaosays.?
（二）so,nor及meither相關(guān)用法點(diǎn)擊
一、sodoI,soIdo,Idoso及soitiswith...的用法
1.sodoI指的是“so＋be/have/助動(dòng)詞＋主語(yǔ)”構(gòu)成的結(jié)構(gòu)，這種結(jié)構(gòu)意思是“……同樣；……也那樣”，其中的so為副詞，指另一人或物也有前面提到的情況，以避免重復(fù)，通常用于肯定句之后?？蓡为?dú)成句(如例②),也可用于and之后構(gòu)成并列句(如例①),或用于對(duì)話中(如例③)。注意這一結(jié)構(gòu)的主語(yǔ)與前句的主語(yǔ)是兩個(gè)不同的人或物。例如：
①M(fèi)arywaslate,andsowasTom.瑪麗遲到了，湯姆也遲到了。
②Yousawthefilm.SodidI.你看了那部電影，我也看了。
③─IcanspeakEnglish.我會(huì)講英語(yǔ)。─SocanI.我也會(huì)。
2.soIdo指的是“so＋主語(yǔ)＋be/have/助動(dòng)詞”構(gòu)成的結(jié)構(gòu)，其中的so也是副詞，這種結(jié)構(gòu)意思是“正是這樣；的確如此”，含有certainly或indeed之意，并帶有感情色彩，常用來(lái)肯定或確認(rèn)上文提到的情況。注意這一結(jié)構(gòu)的主語(yǔ)與上文提到的主語(yǔ)是同一人或物。例如：
─Youhaveleftyourbaginside.你把手提包落在里面了。
─Oh!SoIhave.(＝Oh!IndeedIhave.)?。≌娴?。
3.Idoso指的是“主語(yǔ)＋do＋so”構(gòu)成的結(jié)構(gòu)，這種結(jié)構(gòu)的意思是“……這樣做了”。其否定式是Idontdoso。使用該句式可以使句子簡(jiǎn)潔、明快。例如：
ShesaidshewouldhelpmewithmyEnglish,butshedidntdoso.(＝...butshedidnthelpmewithmyEnglish.)她說(shuō)她要幫助我學(xué)英語(yǔ)，但她沒(méi)有這樣做。
4.soitiswith...的意思是“……也如此”，既可用于肯定句之后，也可用于否定句之后，故可代替so,nor及neither的用法。例如：
LiMingisadoctor.HeworksinGuilin.SoitiswithLiuYing.李明是一位大夫。他在桂林工作。劉英也是如此。(不能說(shuō)SoisLiuYing.或SodoesLiuYing.)
二、nordoI與neitherdoI的用法
nordoI與neitherdoI指的是“nor或neither＋be/have/助動(dòng)詞＋主語(yǔ)”構(gòu)成的結(jié)構(gòu)，通常置于否定句之后。其中的nor與neither可換用。這一結(jié)構(gòu)中的主語(yǔ)與上文提到的主語(yǔ)可以是同一個(gè)人或物(如例①),也可以是不同的兩個(gè)人或物(如例②)。例如：
①Shewouldneversing.Nor(Neither)wouldshedance.她既不唱歌也不跳舞。
②Shedidntseeit.Nor(Neither)didtheman.她沒(méi)有看見它，那個(gè)男子也沒(méi)看見。
三、值得注意的幾個(gè)問(wèn)題
1.否定的對(duì)象如果是并列的兩個(gè)成分,用nor或neither都可以(如例①)；如果是并列三個(gè)或三個(gè)以上的成分，則用nor,不用neither(如例②)。例如：
①Hiscarisntnew,nor(neither)ismine.他的汽車不是新的,我的也不是。
②Sheneithercried,norscreamed,norshrieked.
她沒(méi)有哭,沒(méi)有大叫,也沒(méi)有尖聲叫喊。
2.如果并列分句指相同的時(shí)間,兩個(gè)分句的時(shí)態(tài)要一致,be/have/助動(dòng)詞等也要一致。
Hehasreadthebook,andsohaveI.他看過(guò)這本書,我也看過(guò)。(不能說(shuō)...sodoI.)
3.如果是兩個(gè)分句構(gòu)成一個(gè)復(fù)合句,則酌情用不同的時(shí)態(tài)或助動(dòng)詞。例如：
Iftheydontsupporttheplan,neitherwillI.如果他們不支持那個(gè)計(jì)劃,我也不支持。(前句是條件從句,指將來(lái)情況,只能用一般現(xiàn)在時(shí)；后句是主句,主句表示將來(lái)，必須用將來(lái)時(shí)。)
Ifyougothereonfoot.SowillI.如果你步行去那里，我也步行去。
TheFourthPeriod
Teachingaimsanddemands
①IntegratingSkill
②Grammarandwriting
③Getthestudentstowriteanemail
Keypoints:1.Usefulexpressions;2.writing3.grammar
Teachingmethods:Writtenpracticeandgrammar.
Teachingprocedures
Step1.RevisionChecktheworkexercises.
Step2.IntegratingSkill(p15)
SampleE-mail?
HiJane:?
MynameisXiaoFeiandIcomefromHunan.HunanisinthesouthofChina.IamamiddleschoolstudentandIlikespeakingEnglish.Ireadyoure-paladandIwouldliketobeyoure-pal.Youwrotethatyoulikerockmusic.Canyoutellmewhatbandsyoulike?HaveyoueverheardanyChineserockbands?Youalsowrotethatyouliketalkingandjokingaround.Idotoo!IthinkyouandIcanbegoodfriends.Pleasesendmeane-mailassoonaspossible.
XiaoFei?
Step3.Reading（p88）
Suggestedanswers：
1.C
2.Afair-weatherfriendwillonlylikeyouwhenyouarehappyandpopular;aforeverfriendisatruefriendandwillhelpyouwhenyouareintrouble.
3.Listthecharacteristicsofeachkindoffriend：
4.SarahhelpedJanetovercomehershynessanddealwithherclassmates.JanethelpedSarahstudymath.
5.Answersmayvary.
6.Youcanmakefriendswithpeoplefromothercountriesbyreadinge-pal/penpaladsinnewspapersorontheInternet.
7.Oneoftheadvantagesofhavingfriendsinothercountriesisthatyoucanlearnmoreabouttheworld.Youcanalsolearnmoreaboutotherlanguagesandcultures.Thereareafewdisadvantages,includingthefactthatitcanbedifficulttobefriendsifyoulivefarawayfromeachother.
8.Answersmayvary.Onepossibleinterpretationisthatallthepeoplearounduscouldbeourfriends;friendshipisatwo-wayrelationshipandittakesworkandpatiencetodevelopagoodfriendship.??
Step4.Homework
①Finishofftheexercisesintheworkbook.
②Writeanemailintomyemail-box.
③Summarythekeypointsinthisunit
疑難
1.1admitvt.意為“承認(rèn)；允許進(jìn)入”。
Theheadmasteradmittedthathehadntdonehisduty.
校長(zhǎng)承認(rèn)他沒(méi)有盡到自己的責(zé)任。
Onlyticketholdersareadmitted.憑票入場(chǎng)。
2.dropsb.aline=writesb.ashortletter意為“給某人寫封短信”。
PleasedropmealineorsendmeanemailbeforeyousetoffsothatIcanknowwhentopickyouup.你動(dòng)身之前給我來(lái)封信或發(fā)個(gè)電子郵件，以便我知道該什么時(shí)候去接你。
〖豐富多彩的time短語(yǔ)〗
Unit1SPEAKING中有這樣一個(gè)句子：IsurftheInternetallthetimeandIlikeplayingcomputergames.該句中的allthetime是固定短語(yǔ)，意思是“一直；總是”。
time作名詞可以表示“時(shí)間”、“次數(shù)”，復(fù)數(shù)時(shí)可以表示“時(shí)代”、“時(shí)期”。但time也可構(gòu)成許多短語(yǔ)，其含義也多種多樣?，F(xiàn)將一些常用而又易混淆的time短語(yǔ)分組歸納如下：
1.atatime(=eachtime)意為“每次；一次”，atonetime(=once)表示“曾經(jīng)；從前”。
Dontallspeakatonce!Oneatatime,please.(NMET94)
不要一起說(shuō)！請(qǐng)一個(gè)一個(gè)地說(shuō)。
Theyweregoodfriendsatonetime,buttheyarentnow.
他們?cè)?jīng)是好朋友，但現(xiàn)在不是了。
2.attimes(sometimes，fromtimetotime)意為“有時(shí)；間或”，atalltimes(=always)表示“隨時(shí)；不論什么時(shí)候”。例如：
Heoftengoestoschoolbybike,butattimeshetakesabus.
他常常騎自行車去上學(xué)，但有時(shí)也乘公交車。
WeshouldbereadyatalltimestodowhatthePartycallsonustodo.
我們應(yīng)該隨時(shí)準(zhǔn)備做黨號(hào)召我們做的事情。
3.atnotime意為“在任何時(shí)候都不；決不”，innotime表示“立刻；馬上”。例如：
Nomatterwhatwedo,weshouldatnotimegoagainstnature.
無(wú)論我們做什么，我們都決不能違背自然（規(guī)律）。
Aftertheaccident,theinjuredweretakentothenearesthospitalinnotime.
事故發(fā)生后，受傷的人員立刻被送進(jìn)了最近的醫(yī)院。
4.intime意為“及時(shí)；遲早；最終”，ontime表示“準(zhǔn)時(shí)；正點(diǎn)”。例如：
Ifyoukeepon,youwillsucceedintime.(NMET93)
如果你堅(jiān)持下去，你最終會(huì)成功的。
Youarerequiredtocometothemeetingontime.你要準(zhǔn)時(shí)參加會(huì)議。
5.atthesametime意為“同時(shí)”，atthattime表示“在那時(shí)”。例如：
Hedroppedalightballandaheavyballfromthetopofthetower,andtheyfelltothegroundatthesametime.他從塔頂上扔下一個(gè)輕球和一個(gè)重球，輕球和重球同時(shí)落地。
IwaswatchingTVat8p.m.Whatwereyoudoingatthattime?
晚上八點(diǎn)我在看電視，那時(shí)你在做什么？
6.afteratime意為“過(guò)了一會(huì)兒”，foratime表示“一段時(shí)間”。例如：
Afteratime,theywentouttoplayfootball.過(guò)了一會(huì)兒，他們出去踢足球了。
Sherestedforatimeandwentonwithherwork.她休息了一會(huì)兒，又繼續(xù)工作了。
〖詞語(yǔ)辨析〗
1.beautiful；handsome；pretty
beautiful意為“美的；漂亮的”，一般用于女性和兒童。也用于“給人以愉快或美感的事物或動(dòng)作”，意為“美麗的；出色的；完美的”。如：
Shehasabeautifulface.她有一張漂亮的臉蛋。
Thatsabeautifulshot.那一槍打得真準(zhǔn)。
handsome一般指男子“英俊的”，指女子則強(qiáng)調(diào)“端莊健美的；颯爽英姿的”。
Whatahandsomegirlsheisandwhatafinecharactershehas!
這姑娘多端莊，而且性格多好！
Helookedhandsomeandhealthy.他看上去英俊而且健康。
pretty語(yǔ)氣較beautiful弱，側(cè)重“嬌小的”，一般用于年輕女性（適度的美）、小孩（漂亮、可愛）及小物件（精致）。也可用作副詞，意為“相當(dāng)；頗；很；非常”。
Whataprettyhouseitis!多漂亮的一棟房子!
Shessopretty.她真漂亮。
Hersisterisstillprettysick.她的妹妹仍病得很重。
2.clever；smart；bright；wise
clever更強(qiáng)調(diào)“理解力強(qiáng)；思維敏捷；接受新東西快”，也可指“靈活的雙手”。如：
Sheknewhimtobeindustriousandclever.她知道他既勤奮又聰明。
Mybrotherisaclevercarpenter.我的兄弟是個(gè)靈巧的木匠。
bright多形容年輕人理解力強(qiáng)，思維非?；钴S，談話與態(tài)度也活潑生動(dòng)。如：
Heisfullofbrightideas.他足智多謀。
smart“伶俐的；精明的；輕快的；活潑的”，更強(qiáng)調(diào)“敏捷機(jī)靈，從不甘落后”。
Heissmartandcantakecareofhimself.他很精明，可以照顧自己。
Shewalkedalongatasmartpace.她輕快地向前走著。
wise意為“明智的；英明的”，強(qiáng)調(diào)“經(jīng)驗(yàn)閱歷豐富”。如：
Thewisdomofthemassesexceedsthatofthewisestindividual.
三個(gè)臭皮匠,賽過(guò)諸葛亮。
3.careabout；carefor；care
careabout意為“關(guān)心；擔(dān)心”，指由于某事重要，或因責(zé)任所在而關(guān)心。如：
Theonlythinghecaresaboutismoney.他唯一所關(guān)心的就是錢。
carefor表示“喜歡；想要”，也可表示“看護(hù)；關(guān)懷；照料”。如：
Idontcareforcoffee.我不喜歡喝咖啡。
Whowillcareforthehousewhilethefamilyisaway?
全家人都不在時(shí),由誰(shuí)照料這間房子呢?
care是不及物動(dòng)詞，意為“關(guān)心；在乎；介意”，常與about/for連用，但如果后接從句時(shí)，介詞for或about可以省略。如：
DoyoucareifIgo?如果我去的話,你不介意吧?
Icouldntcarewhatyouthink!你怎么想關(guān)我什么事！
Hedoesntcarefor/aboutfood.他對(duì)吃的東西并不計(jì)較。
練兵場(chǎng)
A．用beautiful；handsome；pretty填空。
1)Johnisa_______man.
2)YangYuhuanwasavery_______womanintheTangDynasty.
3)Yourlittledaughterlooksvery_______inthatnewskirt.
B．用clever；smart；bright；wise填空。
1)Jenny,thoughinherlatethirties,stillhas_______fingers.
2)Theraceisnolongerforthestrong,butforthe_______.
3)AbrahamLincolnisconsideredtobea_______,honestman.
C．用careabout；carefor；care填空。
1)Iamgladtoseethatyouarebeingwell_______.
2)Idont_______whoyouare.
3)Theydont_______money,thoughtheyarenotveryrich.
Key：A.1.handsome2.beautiful3.pretty/beautifulB.1.clever2.smart3.wise
C.1.caredfor2.care3.careabout
〖易混詞語(yǔ)精練與點(diǎn)撥〗
一、idea；opinion；advice；suggestion
1.Inhis_______,weshouldbuyanewcar.
2.Mr.Wanggaveussome_______onhowtolearnphysicswell.
3.Haveyouany_______ofwhatImtryingtoexplain?
4.Inoneofhisbooks,Marxgavesome_______onhowtolearnaforeignlanguage.
5.My_______isthatweshouldaddsomesandtothissoil.
6.Ihaveno_______ofwhathashappened.
7.Howdidthatsilly_______enteryourhead?
1.opinion2.advice3.idea4.advice5.suggestion6.idea7.idea
四個(gè)詞都含有“觀點(diǎn)；建議；意見”的意思，但用法不同。opinion意思是“意見；看法”,指對(duì)某一事物的看法、意見，這種看法通常指依自己看來(lái)是正確的或可能的。advice表示“忠告；意見”，側(cè)重于指提出意見的人比對(duì)方有更多的經(jīng)驗(yàn)、知識(shí)，因而提出善意的或建設(shè)性的忠告或意見；也可以指向有經(jīng)驗(yàn)的人征求意見,是不可數(shù)名詞。idea是指在心中形成的對(duì)某事的想法、意見或解決問(wèn)題、處理事情的主意、計(jì)劃、打算。suggestion用作可數(shù)名詞或不可數(shù)名詞。表示說(shuō)話人的一種提議或建議。
二、toomuch；muchtoo
1.Dontgivehim_______praise.2.Thiscoatis_______largeforme.
3.Hespoke_______fast.4.Youvegivenme_______.
1.toomuch2.muchtoo3.muchtoo4.toomuch
toomuch可用作形容詞(后接不可數(shù)名詞)、代詞、副詞等,意思是“太多的”。muchtoo表示“非常；太”的意思，常用作副詞，后接形容詞或副詞。
三、thinkof；thinkabout；thinkover
1.Dont_______itanymore.2.Heoften_______changinghisjob.
3.Whatdidyou_______thereport?4.Icant_______hisnamerightnow.
5.Idbetter_______whathesaid.
6.Wehave_______theplan_______anddecidednottojoinafterall.
1.thinkof/about2.thinksof/about3.thinkof/about4.thinkof
5.thinkover6.thought；over
thinkof與thinkabout均可表示“考慮；想一想”，兩者?？苫Q。thinkabout有時(shí)側(cè)重做事的可行性。thinkof及thinkabout指“對(duì)某事物有……看法”，也可換用。thinkof還可表示“想到；想起”，thinkabout一般不能這么用。thinkover的意思是“仔細(xì)考慮”或“重新考慮”。
四、inall；atall；afterall
1.Whatareyoudoinghere_______?2.Ihavemorethanonethousandstamps_______.
3.Idontknowhim_______.4.Heisstillachild_______.Dontblamehim.
1.atall2.inall3.atall4.afterall
inall意為“共計(jì)”，常用在句中作狀語(yǔ)。atall常用在否定句或疑問(wèn)句中，用來(lái)加強(qiáng)語(yǔ)氣，意為“到底；究竟；根本；完全”。afterall意為“畢竟”。
〖單元考點(diǎn)透視，全真考題解讀〗
1.Ithinkthatrockmusicistooloud,andIthinkthatfootballisboring.
考點(diǎn)透視：及物動(dòng)詞bore意思是“使煩擾；令人厭煩；打擾(with)”，如：Weareboredwithhisstory.（我們對(duì)他講的故事感到厭倦。）bore是帶有感情色彩的動(dòng)詞，boring的意思是“令人厭煩的”，多修飾物或事情；而過(guò)去分詞bored的意思是“感到厭煩的”，多修飾人，可以在句中作表語(yǔ)、定語(yǔ)、補(bǔ)足語(yǔ)或狀語(yǔ)。有類似用法的詞還有：disappoint/tire/interest/touch(感動(dòng))/frighten(恐懼)/excite等。
①M(fèi)r.Smith,_______ofthe_______speech,startedtoreadanovel.
A.tired；boringB.tiring；boredC.tired；boredD.tiring；boring
解讀：speech指物，所以前面定語(yǔ)用boring；短語(yǔ)betiredof(doing)sth.的意思是“厭倦/厭煩(做)某事”，其主語(yǔ)指人，而本短語(yǔ)的邏輯主語(yǔ)是Mr.Smith，故選A。
2.InthemovieCastAway,TomHanksplaysamannamedChuckNoland.
考點(diǎn)透視：及物動(dòng)詞play在此意為“扮演(角色)”，即play(act)thepart(role)of,短語(yǔ)playa(an)...part/rolein的意思引申為“在……中起作用”。
②Shewilltelluswhyshefeelssostronglythateachofushasarole_______inmakingtheearthabetterplacetolive.
A.tohaveplayedB.toplayC.tobeplayedD.tobeplaying
解讀：本題包含短語(yǔ)playarolein，重點(diǎn)是對(duì)“have+名詞+不定式”進(jìn)行考查。當(dāng)have表示“所有”的意思，所跟名詞后的不定式的動(dòng)作是由句子的主語(yǔ)來(lái)執(zhí)行時(shí)，不定式用主動(dòng)形式表示被動(dòng)含義。從句意可以看出play的動(dòng)作是由從句中的主語(yǔ)eachofus發(fā)出的，所以不定式用主動(dòng)形式，故選B。
3.OnedayChuckisonaflightacrossthePacificOceanwhensuddenlyhisplanecrashes.
考點(diǎn)透視：句中when的意思是“突然（相當(dāng)于andthen）”。前一分句的謂語(yǔ)動(dòng)詞多表示某動(dòng)作正在進(jìn)行當(dāng)中，句中的on意思是“在從事……中；處于……情況中”，還可以用bedoing（正在……），beabouttodosth.（正要……）等，兩者合在一起可以譯作“正在（正要）做……突然……”。此時(shí)when通常不置于句首(與引導(dǎo)狀語(yǔ)從句不同)，其前可以用逗號(hào)與前一分句隔開，也可以不用，要注意此時(shí)不可以用as或while來(lái)替換。
③Wewereswimminginthelake_______suddenlythestormstarted.
A.whenB.whileC.untilD.before
解讀：“游泳”與“暴風(fēng)雨開始”之間沒(méi)有必然的聯(lián)系，再根據(jù)句中謂語(yǔ)動(dòng)詞swim的過(guò)去進(jìn)行時(shí)態(tài)可以判斷是并列句，所以選A，句意是“我們正在湖里游泳，突然暴風(fēng)雨開始了?！?br> 4.Healsolearnsthatheshouldhavecaredmoreabouthisfriends.
考點(diǎn)透視：should+havedonesth.意思是“本來(lái)應(yīng)該做某事”，但實(shí)際上并沒(méi)有做，有批評(píng)、責(zé)怪的意味。否定形式shouldnthavedonesth.的意思是“本來(lái)不該做某事”，實(shí)際上已經(jīng)做了。
④Oh,Imnotfeelingwellinthestomach.I_______somuchfriedchickenjustnow.
A.shouldnteatB.mustnthaveeatenC.shouldnthaveeatenD.mustnteat
解讀：由justnow“剛才”知道，eat動(dòng)作已經(jīng)發(fā)生，再根據(jù)“現(xiàn)在肚子不舒服”可知是“本來(lái)不該吃那么多的炸雞”，有自責(zé)的意味，故選C。
⑤Iwasreallyanxiousaboutyou.You_______homewithoutaword.
A.mustntleaveB.shouldnthaveleftC.couldnthaveleftD.needntleave
解讀：從前一句的過(guò)去時(shí)謂語(yǔ)動(dòng)詞was可知leave動(dòng)作已經(jīng)發(fā)生，從句意看后一句有責(zé)備語(yǔ)氣，所以選B，意思是“我確實(shí)擔(dān)心你，你不該一聲招呼不打就離開家?！?br> 5.Sandraaskedherfriendhowshecouldsolvetheproblem.
考點(diǎn)透視：how/what/when/why/where/who/whom等特殊疑問(wèn)詞引導(dǎo)的特殊疑問(wèn)句由直接引語(yǔ)變?yōu)殚g接引語(yǔ)時(shí)，應(yīng)轉(zhuǎn)換成由相應(yīng)的特殊疑問(wèn)詞作連詞引導(dǎo)的賓語(yǔ)從句，而且從句要用陳述語(yǔ)序。
⑥Heasked_______fortheviolin.
A.didIpayhowmuchB.Ipaidhowmuch
C.howmuchdidIpayD.howmuchIpaid
解讀：根據(jù)特殊疑問(wèn)句的疑問(wèn)詞應(yīng)變?yōu)殚g接引語(yǔ)的引導(dǎo)詞原則排除A、B，而C是疑問(wèn)語(yǔ)序，故選D。
基礎(chǔ)訓(xùn)練
㈠語(yǔ)音、詞匯
A）從A、B、C、D中選擇與所給單詞劃線部分讀音相同的選項(xiàng)。
1.desertedA.dinnerB.winnerC.errorD.certainly
2.loyalA.classicalB.alwaysC.e-palD.already
3.movieA.believeB.friendC.cookieD.science
4.handsomeA.openingB.orangeC.moveD.seldom
5.adventureA.braveB.matchC.compassD.cast
B）根據(jù)句意、所給單詞首字母及所給漢語(yǔ)，寫出所缺單詞。
1.Ofallthewounded,onlythrees_______intheaccident.
2.Dontbelievehim.Heisl_______.
3.EventhoughWilsonisjustavolleyball,hebecomesf_______ofWilson.
4.Anh_______personalwaystellsthetruth.
5.Hewentin,struckam_______andlitacandletogivelight.
6.Somehawksaretrainedtoh_______orkillotherbirds.
7.Theonlytoolinthehouseisa_______（鐵錘）.
8.Herillnessisa_______（遺憾的事）toherfriends.
9.Thetwogirlswantto_______（分享）oneroomwithtwosinglebeds.
10.Whatyouhavesaidhasseriouslyhurtthe_______（感情）ofMaggie.
Key：1.survived2.lying3.fond4.honest5.match
6.hunt7.hammer8.sorrow9.share10.feeling
㈡課本要點(diǎn)
A)從A、B、C、D中選出可以填入空白處的最佳答案。
1.Agoodfriendshouldnotonly_______happinessbutalsosorrow.
A.giveB.shareC.haveD.spend
2.Ifyoudontgoswimmingthisevening,shewontgo._______.
A.NorshallIB.NeitherdoIC.SoshallID.Idoneither
3.Referencebooks,_______dictionariesandhandbooks,areofgreatusetousstudents.
A.forexampleB.suchlikeC.soasD.suchas
4.Ihavebeeninmynewschoolfortwomonths.Imissedmyparentsverymuch,soI_______themalineyesterday.
A.madeB.wroteC.droppedD.took
5._______theearlytrain,wedbetterhurrytotherailwaystationbytaxi.
A.InorderthatcatchB.Sothatcatch
C.SoastocatchD.Inordertocatch
6.Theyboth_______forhours,butneitherofthemwouldgivein.
A.discussedB.spokeC.arguedD.talked
7.—Howareyourtwosonsdoing?—Theyaredoingquitewellin_______schools.
A.alongB.ownC.separateD.lonely
8.Atschoolshe_______aclosefriendshipwithseveralothergirlsinherclass.
A.madeB.developedC.foundD.took
9.—Whatsyourfavoriteinyourfreetime?—Well,Im_______ofsurfingtheInternet.
A.fondB.intoC.likeD.enjoy
10.Theamazing_____ofsuperman,PeterPan,andHarryPotterhavecharmedmanyteenagers.
A.experienceB.adventuresC.storyD.appearances
Key：1.B。sharehappinessandsorrow同甘共苦。2.A3.D4.C5.D。inorderthat和sothat連接從句；soasto和inorderto后接動(dòng)詞不定式，但soasto不能用于句首。6.C7.C8.B。developafriendshipwith...和……建立友誼。9.A10.B
B)用所給動(dòng)詞及短語(yǔ)的適當(dāng)形式填空（注意有兩個(gè)多余的選項(xiàng)）。

1.Herparentsdiedintheaccident,butshe_______.
2.Sheisveryselfish.Shedoesnt_______otherpeople.
3.Ivebeen_______mysockseverywherebutIcantfindthem.
4.Ihaveto_______thebathroomwiththeothertenants(房客).
5.Thefishermenare_______theirnetsintothesea.
6.Myroommates_______playingpracticaljokesonme.
7.Dowhatyouaretoldanddont_______withme.
8.Ifthewavesarebigenough,wellgo_______.
9.Hehas_______aninterestininternationalaffairs.
10.AnAmericanplanewashitbyoneofitsownmissilesand_______duringtheIraqwar.
Key：1.survived2.careabout3.huntingfor4.share5.casting
6.arefondof7.argue8.surfing9.developed10.crashed
C）根據(jù)句意和課本內(nèi)容，用正確的介詞填空。
1.Chuckisabusinessmanwhoisalwayssobusythathehaslittletime_______hisfriends.
2.Inordertosurvive,Chuckdevelopsafriendship______anunusualfriend-avolleyballhecallsWilson.
3.HetalkstoWilsonandtreatsit_______afriend.
4.Infact,heisoftenloyal_______duty.5.Theplaneflew_______thebuilding.
6.Thisisadifficultproblem.Canyouthink_______awaytoworkitout?
7.Theboyissharingtheapples____theboys.8.Heoftenargues____hiswife____housework.
9.Shesaidshehadneverlied_______herparents.
10.Duringhisfiveyears_______theisland,Chucklearnshowtobeafriend_______Wilson.
Key：1.for2.with3.as4.to5.across
6.of7.among8.with；about9.to10.on；to

高考英語(yǔ)備考單元知識(shí)搜索與探究歸納Unit1Goodfriends

一名優(yōu)秀的教師就要對(duì)每一課堂負(fù)責(zé)，作為教師就要在上課前做好適合自己的教案。教案可以讓學(xué)生們充分體會(huì)到學(xué)習(xí)的快樂(lè)，幫助教師更好的完成實(shí)現(xiàn)教學(xué)目標(biāo)。您知道教案應(yīng)該要怎么下筆嗎？考慮到您的需要，小編特地編輯了“高考英語(yǔ)備考單元知識(shí)搜索與探究歸納Unit1Goodfriends”，歡迎閱讀，希望您能夠喜歡并分享！

2011高考英語(yǔ)備考單元知識(shí)搜索與探究歸納

Unit1Goodfriends
自助式復(fù)習(xí)板塊
知識(shí)搜索
A.單詞?
1.誠(chéng)實(shí)的；正直的　(?adj.?)____________
2.勇敢的(?adj.?)____________
3.忠誠(chéng)的；忠心的(?adj.?)____________
4.聰明的；漂亮的(?adj.?)____________
5.荒蕪的；荒廢的(?adj.?)_____________
6.古典的；經(jīng)典的(?adj.?)_____________
7.喜愛的；多情的(?adj.?)_____________
8.神圣的(?adj.?)_____________
9.正式的；正規(guī)的(?adj.?)_____________
10.油煎；油炸(?v.?)_______________
11.鋸(?v.?)_______________
12.投擲；投射(?v.?)_______________
13.幸免于；從……中生還(?v.?)_______________
14.打獵；獵取(?v.?)_______________
15.分享；分配(?v.?)_______________
16.冒險(xiǎn)；冒險(xiǎn)經(jīng)歷(?v.?)_______________
17.解決辦法；解決方案(?n.?)_______________
18.羅盤；指南針(?n.?)_______________
19.悲哀；悲痛(?n.?)_______________
20.觸覺；感覺(?n.?)_______________
21.錯(cuò)誤；差錯(cuò)(?n.?)_______________
22.演說(shuō)；講話(?n.?)_______________
答案：1.honest　2.brave　3.loyal?4.smart　?5.deserted　6.classical　?7.fond??8.sacred?　9.formal　10.fry　11.saw　12.cast　13.survive　14.hunt?15.share　16.adventure?17.solution　18.compass　19.sorrow　20.feeling　21.error　22.speech
B.短語(yǔ)?
23.喜歡……(1)_________intosth.(2)be_______________?
24.把……當(dāng)作……_______..._______...?
25.搜查______________?
26.關(guān)注，在乎__________________?
27.獨(dú)自______________
28.由于某事向某人道歉________tosb._______sth.?
29.給某人寫信_(tái)______sb._________________?
30.由于某事生某人的氣_______________________sb._______sth.?
31.偶爾遇見__________________
32.做生意________a_________?
33.留心某事/某人________an_______________sb./sth.?
34.逃課_____________
35.情緒低落________________
36.與某人分享某物________sth._______sb.?
37.取笑某人___________________________sb.?
38.對(duì)……好奇___________________________?
39.分享快樂(lè)和悲傷__________________and________?
答案：23.(1)be　(2)fondof24.treat...as.../regard...as...　25.huntfor　?
26.care?about　27.allalone　28.apologize,for29.drop,aline　30.beangrywith,about31.runinto　32.run,business33.keep,eyeon　34.skipclasses35.feeldown　
36.share,with　37.makefunof　38.becuriousabout　39.sharehappiness,sorrow
C.句型?
40.你本不該浪費(fèi)如此多的時(shí)間去上網(wǎng)。?
You____________wastedsomuchtime______________Internet.??
41.Hisspeechwassoinspiringthateverybodygotexcited.?=_________________hisspeechthateverybodygot?excited.??
42.Asshetriedhard,shefailedtopasstheexam.=_____________shetried,shefailedtopasstheexam.?
43.Tomlikesplayingbasketball,________doeshisbrother.?
IhaveneverbeensohappysinceIgraduatedfromthe?university,________haveI.?
答案：40.shouldn’thave,surfingthe　
?41.Soinspiringwas　
42.Hardas　
43.so;neither/nor
D.語(yǔ)法?
44.Shesaid,“I’llgotheretomorrow.”→
?Shesaid　.
45.Hesaid,“Lighttravelsmuchfasterthansound.”→
?Hesaid_____________________.
46.Hesaid,“AreyouinterestedinEnglish?”→
?Heasked(me)______________.
47.“Whatdoyouwant?”heaskedme.→
?Heaskedme____________.
答案：44.thatshewouldgotherethenext/followingday
?45.thatlighttravelsmuchfasterthansound
?46.ifIwasinterestedinEnglish
?47.whatIwanted
重難聚焦
重點(diǎn)單詞
要點(diǎn)1　survive?
(經(jīng)典回放)Insuch　dryweathertheflowerswillhavetobewateredifthey______.?
A.havesurvived　
B.aretosurvive?
C.wouldsurvive
D.willsurvive?
解析：betodo表示將來(lái)注定要發(fā)生。在條件狀語(yǔ)從句中，用一般現(xiàn)在時(shí)表將來(lái)，故C、D兩項(xiàng)都不能選。
答案：B
歸納與遷移
（1）?vt.?幸免于，從……中逃生?
Theluckymansurvivedtheshipwreck.?
那個(gè)幸運(yùn)的人在海難中幸存。?
Hesurvivesthecrashandlandsonadesertedisland.?
他在墜機(jī)后幸存了下來(lái)，落在一個(gè)荒蕪的島上。?
（2）?vi.?活下來(lái)，幸存，殘存?
Hesurvivedinthedesertforawholeweekonbiscuitsandwater.?
他依靠餅干和水在沙漠里存活了一個(gè)星期。??
要點(diǎn)2　argue?
Thereportargues_______taxincrease,becausethere’sbeenaturmoilatthebeginningoftheyear.?
A.for　B.with　
C.against　D.over?
解析:本題考查和argue搭配的短語(yǔ)的意思。arguefor表示“提供理由支持”；arguewithsb.表示“和某人爭(zhēng)論”；?argue?against表示“為反對(duì)某事提供理由”；argueover表示“就某事進(jìn)行辯論”。本句句意：因?yàn)槟瓿鯐r(shí)局曾動(dòng)蕩不安，報(bào)告列舉了反對(duì)增稅的種種理由。?
答案:C?
歸納與遷移?
argue爭(zhēng)論；爭(zhēng)辯?
常用于以下句型：?
arguewithsb.about/oversth.同某人爭(zhēng)論某事?
arguefor/againststh.贊成/反對(duì)……?
arguesb.tobe...表明，證明?
arguethat...用辯論證明?
Thecouplenextdoorarealwaysarguing.?隔壁的夫妻總吵架。?
Wearearguingwitheachotheraboutthejusticeofthewar.?
我們就這場(chǎng)戰(zhàn)爭(zhēng)是否正當(dāng)而展開爭(zhēng)論。?
MrSmitharguedthatheshouldbepaidmore.?史密斯先生據(jù)理力爭(zhēng)他應(yīng)該得到更多的薪酬。?
Thewayhespendsmoneyargueshimtobeveryrich.
?他花錢的方式說(shuō)明他很富有。??
要點(diǎn)3　treat?
(2010江蘇,26)Morepatients______inhospitalthisyearthanlastyear.?
A.treatedB.havetreated?
C.hadtreatedD.havebeentreated?
解析:根據(jù)句意，“treat”的意思是“治療”，而且是發(fā)生在今年，故用現(xiàn)在完成時(shí)態(tài)的被動(dòng)式。?
答案:D?
歸納與遷移
(1)?vt.?治療，對(duì)待，款待?
常用于以下句型：?
treat...as...把……看作?
treatsb.tosth.用……來(lái)款待某人?
treatsb.for...給某人治病
Don’ttreatmeasachild.不要把我當(dāng)成小孩看待。?
Whydoyoutreatthematterasajoke?你為什么把這件事當(dāng)作兒戲？?
Petertreatedmetoanice-cream.?
彼得請(qǐng)我吃了冰激凌。?
ThedoctorsandthenursesriskedtheirlivestreatingthepatientsforSARS.?
醫(yī)生和護(hù)士們冒著生命危險(xiǎn)為SARS患者治病。?
(2)以下句型也常用來(lái)表示“把……當(dāng)作”：?
lookon/upon...as...?
have...as...?
thinkof...as/tobe...?
consider...as/tobe...?
regard...as...
要點(diǎn)4　alone/lonely?
Itwasapleasantwayofpassingthetimeforanoldwomanwholived_______.?
A.lonelyB.alone
C.awayD.busily?
解析:lonely和alone意義相近。lonely的意思為“孤獨(dú)的”，是形容詞；alone指的是“獨(dú)自一人的”，作副詞。who定語(yǔ)從句的意思是“一個(gè)人住的老太太”，整句話的意思為“對(duì)于一個(gè)獨(dú)居的老太太來(lái)說(shuō)的話，這是一個(gè)很不錯(cuò)的消磨時(shí)間的方法”。?
答案:B?
歸納與遷移?
(1)詞性：alone可以作形容詞和副詞；lonely只能作形容詞。?
(2)用法：作形容詞時(shí)，alone只能作表語(yǔ)，有時(shí)作賓補(bǔ)，不能作定語(yǔ)；lonely可以作表語(yǔ)和定語(yǔ)。alone不能用very修飾，而要說(shuō)muchalone，或verymuchalone。?
(3)詞義：作表語(yǔ)時(shí)，alone的意思是“獨(dú)自一人；寂寞”，指的是客觀情況；lonely的意思是“寂寞”，指的是主觀感覺。?
Finallythetwoofuswerealonetogether.?最后只有我們兩人在一起。?
It’shardtobringupchildrenalone.?一個(gè)人獨(dú)立撫養(yǎng)孩子是艱難的。?
Shelivesaloneandoftenfeelslonely.?她孑然一身，常感到寂寞。?
（4）固定結(jié)構(gòu)：?
leave/letsb./sth.alone聽任，別打擾?
letalone更不用說(shuō)?
allalone獨(dú)自，一個(gè)人?
Carolfeltallaloneintheworld.?卡羅爾感到自己在世界上無(wú)依無(wú)靠。?
Iwashavingseriousdoubtsaboutstayingaliveuntil21yearsold,letalonescoringsomanypoints.
?我懷疑自己還能否活到21歲，更不要說(shuō)得到這么多分了。
要點(diǎn)5　match?
Theblackcolourofyourshoesdoesn’t______thewhitecolourofyoursuit.
?A.fitB.agreeC.matchD.suit
?解析:本題考查動(dòng)詞辨析。fit與suit都表示“適合”,區(qū)別在于fit指大小、形狀合適,引申為吻合,協(xié)調(diào)；suit指合乎需要、口味、性格、條件、地位等。在表示衣著合身時(shí),match多指大小、色調(diào)、性質(zhì)等方面的搭配。agree用法錯(cuò)誤。本句句意為“你的黑鞋子和你的白套裝不相配”。
?答案:C
歸納與遷移
?match可用作動(dòng)詞和名詞。作動(dòng)詞時(shí)，主要義項(xiàng)有：與……一致；和……相似；和……相配；匹敵過(guò)；比得過(guò)。主要搭配形式為：?match　+　n.　+to　/　with　+?n.?把……和……搭配起來(lái)；?match　+　n.　+　in?/　for　+?n.?與……匹敵，是……的對(duì)手。作名詞時(shí)，主要義項(xiàng)有：火柴；比賽；相配。
?Pleasematcheachpicturewiththecorrectsentence.
?把每一幅畫與正確的句子搭配起來(lái)。
?Noonecanmatchherinknowledgeofclassicalmusic.
?在古典音樂(lè)方面沒(méi)有人比得上她。
?Thedoorswerepaintedbluetomatchthewalls.
?門漆成了藍(lán)色，為的是與墻的顏色相配。
?Thecapisamatchforthecoat.
?這帽子和上衣很相配。
重點(diǎn)短語(yǔ)
要點(diǎn)1　beintosth.?
Heis_______surfinginabigway.?
A.fondB.in
C.intoD.onto
解析:fond表示“喜愛，喜歡”，常以befondof搭配形式出現(xiàn)；bein指“時(shí)髦的，流行的”；beinto表示“喜愛”；beontosth.表示?“對(duì)……了解，掌握”。句意為“他迷上了沖浪運(yùn)動(dòng)”。?
答案:C?
歸納與遷移?
Teenagersareintoromanticmovies.?青少年對(duì)愛情片非常感興趣。?
Catherineisintocollectingstamps.?凱瑟琳非常喜歡收藏郵票。?
還有一些表示“喜愛”的詞或者短語(yǔ)，如：enjoy,　love,　be?interested?in,　carefor,　beenthusiasticabout,　takeanactive?interest?in,　goinfor(酷愛)?
Mostboysarefondoffootballwhileheenjoysplaying?tennis.??
許多男孩喜歡足球而他喜歡網(wǎng)球。
?（北京，35）Idon’t_________rock’n’roll.It’smuchtoonoisyformytaste.?
A.goafterB.goawaywith?
C.gointoD.goinfor?
解析:本題考查短語(yǔ)的區(qū)別。goafter追趕；goawaywith與……一起離開；gointo開始做某事；goinfor酷愛。?
答案:D??
要點(diǎn)2　toomuch/muchtoo?
Theboxis________small；wecan’tput_________foodinit.?
A.toomuch；muchtoo
B.muchtoo；toomuch?
C.muchtoo；somany
D.toomuch；somany?
解析:此題主要考查toomuch和muchtoo的區(qū)別。toomuch是表示“（數(shù)量上）太多了，（程度上）過(guò)分多”；而muchtoo則是以too為中心詞，用來(lái)修飾形容詞和副詞，表示?“太……”；?food為不可數(shù)名詞，不能用somany修飾。?
答案:B?
歸納與遷移?
(1)toomuch具有形容詞、副詞和代詞的功能，可以在句中作定語(yǔ)、狀語(yǔ)、表語(yǔ)、主語(yǔ)和賓語(yǔ)，表示“太多（的）、過(guò)分（的）、好極（的）”。?
Buttoomuchsnowcancausetrouble.(toomuch為形容詞，作定語(yǔ))?
但是雪量太大也會(huì)給我們生活上帶來(lái)許多麻煩。?
Sheisafraidthetripwillbetoomuchforme.(toomuch為形容詞，作表語(yǔ))?
她擔(dān)心在這次旅行中我會(huì)吃不消。?
Shedoestalktoomuch.(toomuch為副詞，作狀語(yǔ))?
她的確說(shuō)得太多了。?
(2)Toomuchhasbeensaidaboutit.(toomuch為代詞，作主語(yǔ))?
對(duì)于這個(gè)問(wèn)題我們已經(jīng)強(qiáng)調(diào)得夠多了。?
muchtoo“太……”,中心詞是副詞too,用來(lái)修飾形容詞和副詞，在句中作狀語(yǔ)。?
Theseshoesaremuchtoonarrowforme.
?這雙鞋我穿實(shí)在太緊了。?
YouaremuchtoothintoplaythepartofFalstaff.
你太瘦了，不能演福爾塔夫這個(gè)人。?
(經(jīng)典回放)?Allenhadtocallataxibecausetheboxwas_______tocarryallthewayhome.?
A.muchtooheavy
B.toomuchheavy?
C.heavytoomuch
D.tooheavymuch?
解析:heavy是形容詞，所以只能用muchtoo來(lái)修飾，表示“箱子太重了無(wú)法拿回家”。?
答案:A
要點(diǎn)3inorderto?
(2010黃埔模擬)Translation：為了拯救那些禽流感(birdflu)患者，醫(yī)生們?nèi)找构ぷ?，廢寢忘食。
?答案:Inordertosavethosewhosufferedfrombirdflu,thedoctorsworkeddayandnight,forgetting/neglecting(their)mealsandsleep.
歸納與遷移?
(1)inorderto意思是“目的是，以便，為了”，作目的狀語(yǔ)。
?Inordertofindthebook,　hesearchedthewholehouse.
?為了找到那本書，他翻遍了整個(gè)房子。
?否定形式：inordernottodosth.
(2)與inorderto意思相近的還有soasto/todosth.，它們都可以作目的狀語(yǔ)，其區(qū)別如下：
?這三種不定式作目的狀語(yǔ)，在意義上并無(wú)多大差別，todo比較普遍，另外兩種語(yǔ)氣稍重些，soastodo比較口語(yǔ)化些，inordertodo則比較正式。為了加強(qiáng)語(yǔ)氣，可以把todo和in?order　todo放在句首，但是需要注意，soastodo是不能放在句首的。?
?To/Inordertohearbetter,　wesitinthefrontrow.
?為了聽得更清楚，我們坐在前排。
(3)todo,　inordertodo,　soastodo三種不定式作目的狀語(yǔ)時(shí)，一般句子的主語(yǔ)就是不定式的邏輯主語(yǔ),但如果不定式的邏輯主語(yǔ)不是句子的主語(yǔ)，常用for來(lái)引出。
?Isteppedasideforhertogetin.
?我為了讓她進(jìn)來(lái)于是往旁邊挪了挪。
?必背句型?
要點(diǎn)1　so或neither(nor)引導(dǎo)的（倒裝）句型?
（2010廣西，32）—Iwould?nevercometothisrestaurantagain.　Thefoodisterrible!
—______.?
A.NoramIB.NeitherwouldI?
C.SamewithmeD.SodoI?
解析:這道題考查“neither+助動(dòng)詞+主語(yǔ)”的倒裝句結(jié)構(gòu)，表示“……也不……”，兩句中應(yīng)使用同類助動(dòng)詞且時(shí)態(tài)一致。?
答案:B?
歸納與遷移?
(1)“neither/nor+系動(dòng)詞（情態(tài)動(dòng)詞或助動(dòng)詞）+（與前句不同的）主語(yǔ)”表示前句中的否定情況也適用于另一人或物。注意：兩句中應(yīng)使用同類助動(dòng)詞且時(shí)態(tài)一致。?
—IhaveneverbeentoAmerica.我從未去過(guò)?美國(guó)?。?
—Neither/NorhaveI.(=Ihaven’tbeentoAmerica,either.)?我也從未去過(guò)。?
(2010江蘇，21)Iwillneverknowwhatwasonhismindatthetime；norwillanyoneelse.?
我將永遠(yuǎn)不會(huì)知道當(dāng)時(shí)他心里是怎么想的，其他人也不會(huì)知道。
(2)“so+系動(dòng)詞（情態(tài)動(dòng)詞或助動(dòng)詞）+（與前句不同的）主語(yǔ)”表示前句中的肯定情況也適用于另一人或物。so代替上文中的動(dòng)作或概念，表示“也是這樣，也是如此”。注意：兩句中應(yīng)使用同類助動(dòng)詞且時(shí)態(tài)一致。?
ShecanspeakFrenchandsocanherhusband.?她會(huì)講法語(yǔ)，她的丈夫也會(huì)。?
　Ihavelostabikeandsohashe.?我丟了一輛自行車，他也丟了一輛。
(3)當(dāng)前句表述的某人或某事情況復(fù)雜，而無(wú)法使用so或neither(nor)引導(dǎo)的倒裝句型表達(dá)另一人或物情況相同時(shí)，則用Itis/waswithsb./sth.。?
—Tomlikesplayingbasketballbuthecan’tplaywell.?
湯姆喜歡打籃球，但他打得不好。?
—Soitiswithme.我的情況與他相同。?
—Heisanhonestworkerandworkshard.
?他是一位誠(chéng)實(shí)的工人，而且工作很賣力。?
—Soitiswithyou.你也是這樣的。?
特別提示：?
“So+（與前句相同的）主語(yǔ)+助動(dòng)詞”表示贊同，so譯為“確實(shí)”，主謂不倒裝。?
(1)—ShecanspeakFrench.她會(huì)講法語(yǔ)。?
—Soshecan.她確實(shí)會(huì)講法語(yǔ)。
?(2)(經(jīng)典回放)—Youforgetyourpursewhenyouwentout.?
—Goodheavens,______.
A.sodidI　B.soIdid?
C.IdidsoD.Isodid?
解析:本句意思是：“你外出時(shí)忘了帶錢包了?！薄鞍パ剑∥艺娴耐泿уX包了?！?
答案:B?
(3)—Davidhasmadegreatprogressrecently.?
—,_____and______.?
A.Sohehas;soyouhave?
B.Sohehas;sohaveyou?
C.Sohashe;sohaveyou?
D.Sohashe;soyouhave?
解析:此題前一空考查的是對(duì)上文的肯定；第二個(gè)空考查的是同樣的情況也適用于你。?
答案:B
要點(diǎn)2　so...that...
?LiuXiangdid______wellatAthensOlympicGames______allChinaareproudofhim.
?A.so；thatB.as；as
C.notonly；butalsoD.both；and
解析:so...that...表示“如此…以至于”，與句意最相符。
答案:A
歸納與遷移?
(1)so　+?adj./　adv.?+　that...表示“如此……以至于”，that可省略；當(dāng)so和它所修飾的形容詞或副詞放在句首時(shí)，主句倒裝。
ThebookissointerestingthatIwanttoreaditagain.　=SointerestingisthebookthatIwanttoreaditagain.
?這本書是如此有趣，以至于我還想再讀一遍。
?TherearesomanymistakesinyourarticlethatIcan’t?understand?themeaning.=Somanymistakesarethereinyour?article?thatIcan’tunderstandthemeaning.
?你文章中的錯(cuò)誤太多了，以至于我都無(wú)法理解其意思。
?在so...that...句型中也可以使用名詞，結(jié)構(gòu)如下：
?①so　+　few/many+可數(shù)名詞復(fù)數(shù)+that
?②so　+　little/much+不可數(shù)名詞+that
(2)so　+?adj.?+　a(n)+名詞+that=such　+　a(n)　+?adj.?+　名詞　+　that
?Itwassocoldadaythattheiceintheriverwasnearlytwofeetthick.=Itwassuchacolddaythattheiceintheriverwasnearlytwofeetthick.
?天氣是如此之冷，以至于河里的冰結(jié)了都有兩英尺厚了。
?Itwassuchfineweatherthatthechildrenallwentout,　playing?inthesun.(weather為不可數(shù)名詞，所以前面不能加a)
?天氣很好，孩子們都出去在陽(yáng)光下玩耍。
?Therewassomuchwaterintheriverthatwecouldn’tswimacrossit.
?河水水位太高了，我們游不過(guò)去。
要點(diǎn)3shouldhavedonesth.
?（2010福建,32）—I’lltellMaryabouthernewjobtomorrow.?
?—You_______herlastweek.
?A.oughttotellB.wouldhavetold
?C.musttellD.shouldhavetold
?解析:句意為：“明天我就告訴瑪麗有關(guān)她新工作的事情?！薄澳闵闲瞧诰驮摳嬖V她了。”因?yàn)榇鹁洚?dāng)中有l(wèi)astweek這個(gè)表示過(guò)去的時(shí)間狀語(yǔ)，shouldhavedone表示“過(guò)去本該做某事但卻沒(méi)有做”。并且也不能選oughttotell,而說(shuō)oughttohavetold是可以的。
?答案:D
?歸納與遷移
?shouldhavedone表示“過(guò)去本應(yīng)該做某事，而實(shí)際上沒(méi)做”，含有責(zé)備的意味。
?shouldn’thavedone表示“過(guò)去不應(yīng)該做某事，而實(shí)際上做了”，也含有責(zé)備的意味。
?Youshouldhavecomehereyesterday.你昨天應(yīng)該到這里來(lái)。
?Heshouldn’thavegonewithouttellingus.?他不應(yīng)該不辭而別。
?（2010全國(guó)Ⅲ，27）MrWhite______at8:30forthemeeting,buthedidn’tshowup.
?A.shouldhavearrivedB.shouldarrive
?C.shouldhavebeenarrivedD.shouldbearriving
?解析:后句表明他沒(méi)有到達(dá)。因?yàn)閟houldhavedone可以表示“過(guò)去本應(yīng)該做某事，而實(shí)際上沒(méi)做”，這與題意相符。B項(xiàng)和D項(xiàng)時(shí)態(tài)不對(duì)。C項(xiàng)結(jié)構(gòu)搭配錯(cuò)誤。
?答案:A

高一英語(yǔ)教案：《Unit1 Good Friends 好朋友》教學(xué)設(shè)計(jì)（一）

高一英語(yǔ)教案：《Unit1 Good Friends 好朋友》教學(xué)設(shè)計(jì)（一）

teaching objectives and demands:

the activity is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.

ask the students to describe a good friend and give examples of situations where friends have helped them. use the activity as a brainstorming session done either in groups or with the whole class.

language use: manipulate listening, speaking practice

key points:

1. everyday english for communication.

2. words and useful expressions

the first period

step 1. warming up

students are asked to describe themselves and a friend. you can use these questions in at least two different ways. one alternative is to ask the students to think about three words to describe themselves and then let each student tell the class the three characteristics they have chosen. a second alternative would be to ask the students to write down the three characteristics and let other students guess who is being described. as with the first part, the objective is to elicit student language and get the students to think about friends and friendship.

which words can be used to describe the characteristic?

brave: courage fearless heroic

scared : astonish fearful frightened horrified shocked terrified timid

loyal: devoted faithful

wise: bright clever cute gifted intelligent smart well-learned witty

foolish: silly stupid

beautiful: attractive breath-taking charming cool cute elegant eye-catching good-looking

graceful inviting lovely neat pretty splendid stunning

rich: wealthy plentiful

funning: amusing humorous

happy: carefree cheerful contented delighted glad high merry pleased

unhappy: bitter blue discouraged displeased heavy miserable sad upset

step 2. listening

the students will hear friends discuss common problems that may occur in a friendship. the students are asked to identify the problems and suggest solutions. tell the students that friends sometimes have problems and that it is important to know how to solve the problems. the students will hear three arguments between friends and are asked to write down the problems and suggest possible solutions. it may be necessary to divide the task into two parts; first the students write down the problems as they listen to the tape, and then they discuss possible solutions. the students can also listen to one situation at a time and discuss solutions with the whole class.

key

1.peter is often late for football practice. i think that he should try to be on time in the future.

2.mary usually borrows things without asking and she doesn’t return things on time. she should ask the owner is she wants to borrow something and try to return it on time in the future.

3.adam borrowed john’s cd player yesterday and now it is broken. adam can ask his uncle to fix it.

extension the students are asked to think of other situations/problems involving friends and role-play or discuss the issues. you may also ask the students to list or discuss what methods are most effective when you want to solve problems in a friendship.

workbook p85

listening

students will hear about problems friends may have and what can be done to solve such problems. the students are asked to write down the solutions mentioned on the tape and to think of other solutions. ask the students to listen to the tape and write down the solutions suggested by the speaker. you can help the students prepare by first asking them to think about problems they may have had with their friends. the solutions mentioned on the tape are simple and general. encourage the students to think of better, more specific solutions. what would they do if they had a quarrel with a friend? how do they talk to their friends about difficult things? how do they keep secrets from becoming rumors?

listening text everybody needs friends. but being a good friend can sometimes be hard work. learning how to solve problems in a friendship can make you a better friend and a happier person. a common problem between friends is that they don’t know how to talk to each other about difficult things. when they do talk, they often get mad with each other. what can they do? well, it takes time to learn how to communicate well, and it is important to understand why a friend gets angry with you. when you say something. if you know what it is that makes your friend angry, then you can try to talk about the problem in a different way.

another problem that many friends have to deal with is what to do after one of them gets angry or upset. if friends get angry with each other and say something bad because they are angry, they often find it difficult to apologize after the quarrel. the best way to apologize after a quarrel is simply to start by telling each other that you are sorry and then go from there. a simple apology is often enough and is a good starting point. what about friends who can’t keep a secret? sometimes it seems impossible to keep a secret from becoming a rumour that everyone knows. shouldn’t a good friend be able to keep a secret? perhaps, but it is not always that easy to keep a secret, and telling a secret to someone will often put them in a difficult situation — they may have to lie to other friends to keep the secret. the best way to make sure that a secret doesn’t become a rumor is simply to keep it to yourself — don’t tell anyone.

answers to exercise 1

problem: friends get angry with each other when they try to talk about something difficult.

solution: try to understand your friend/try to talk about the problem in a different way.

problem: friends don’t know how to apologize.

solution: start by telling each other that you are sorry and take it from there. a simple apology is often enough.

problem: some friends don’t know how to keep secrets.

solution: keep your secrets to yourself.

step 3 speaking

the students will use the information about the people on sb page 2 to talk about likes and dislikes and to practice giving reasons for their opinions. tell the students to work in pairs. ask the students to complete the chart on page sb page 3 and then use the answers to talk about who could be friends and what they like or dislike. ask each pair to decide who could be friends and give reasons for their decisions. when they have made their decision, ask them to compare and debate their ideas with other pairs. encourage different answers, including strange ones.

p3 work in pairs

boy

girl

girl

boy

likes

football/ reading

singing skiing reading

rock music computer singing

computers rock music dancing

reading novels football singing

rock music skiing surfing the internet

dislikes

singing rock music computer

hiking football rock music

football classical music dancing

hiking classical music reading

rock music dancing computers

football hiking

extension the students are asked to make a list of famous people or people they know. the students then use the list to identify likes and dislikes and characteristics and try to determine who could be friends.

step 4. talking workbook p85

the students are given role cards based on three situations where friends are having problems. they are asked to act out the situations with the “useful expressions”. they are also asked to think of a fourth situation, prepare role cards for it, and act it out. let the students role-play in pairs. remind them that they should not write down a dialogue and then simply read the dialogue. instead, they should try to act out the situation without rehearsing it. if they find it difficult to get started, you can let them prepare by practising part of a situation. you can also help by modeling part of a situation.

extension friends often help each other. ask the students to work in pairs and list examples of situations where friends can help each other. the students can then write role cards for the situations and act out in pairs.

step 5. homework

(1) finish off the exercises of unit1 in the workbook.

(2) revise the key points of this unit.

(3)list the friend they get to know in class and write down some thing they want to know.