幼兒園教案好朋友

高一英語上冊Unit1GoodFriends好朋友教案二。

高一英語上冊Unit1GoodFriends好朋友教案二

thesecondperiod

teachingobjectives

1.developthestudents’comprehensionofexplorativepassages,especiallytheirabilityofanalyzingthestructureofsuchkindofarticles.

offerthestudentschancesofself-culturebyworkingingroupsandseekinginformationaboutthefilmout-

sidetheclass.

3.infusethestudentswithbasicknowledgeaboutthefriendandfriendship

4.learnsomewordsandusefulexpressionsfromthetext.

teachingapproach

1.communicativeapproachshouldbeusedthroughouttheclass.stressshouldbelaidon:

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

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

teachingtype:readingcomprehension

teachingprocedure

step1.reportinclassastudentisaskedtoreportsomethinginterestingheorshepicksupfromnewspaperormagazines.

step2.reviewandchecksshaveaworddictationandchecktheirhomeworkinworkbook

exercise2suggestedsamplesentences

1)myfriendalanisbrave.heoncesavedthelifeofalittlegirlwhohadfallenintoalake.

2)myfriendbobisloyal.hewouldn’ttalktocharleswhomidon’tlikeatall.

3)myfrienddavidiswise.healwaysgivesmethebestadvice.

4)myfriendgeorgeisahandsomeboy,buthedoesn’tliketostudyandalwaysdreamsofbecomingamodel.

5)myfriendharryisasmartstudent.healwaysasksgoodquestionsinclass.

step3pre-readingssareaskedtolistentothetapeandfindthethingstheyareusingortalkingabout.

practisingonp87vocabulary

1“thebooksaretooheavy!ithinkit’sgoingtobreak.”

2“ohno!iforgotwhereiputit!ihavewrittendownalltheimportantphonenumbers.”

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

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

5“ooooh!ilookveryniceinthisnewdress!!!”

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

7“ouch!ihitmyselfwithit.”

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

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

10“ifeelsadwhenitcomestothepartinwhichthetwofriendsbecomeenemies.”

answers1rope2notebook3pan4gun5mirror6compass7hammer8match9airplane10movie

getthestudentstothinkaboutwhatitwouldbeliketobealoneonadesertedisland.theactivityisnotdirectlinkedtoareadingstrategyorastructureinthereading,butisintendedtobeusedasapreliminaryactivityrelatedtothepreviouspartsoftheunit.thepre-readingexercisealsogivesthestudentsanopportunitytopractisegivingopinionsandmakingdecisions.

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

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

step4readinglistentotapeandfinishthefollowingitems

chuck’sffriend

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

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

suggestionforteachingsomeofthevocabularyofthereadingtext:

相關(guān)知識

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劃，才能促進我們的工作進一步發(fā)展！你們會寫多少教案課件范文呢？為了讓您在使用時更加簡單方便，下面是小編整理的“Unit1GoodFriends”，歡迎您參考，希望對您有所助益！

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《費城故事》和《阿甘正傳》連續(xù)兩度獲奧斯卡最佳男演員獎殊榮，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提名?？上У氖牵霜勵C給了羅素克羅（《角斗士》）。據(jù)說，奧斯卡評委們是不會讓同一個人在十年之內(nèi)三度稱帝的。但湯姆漢克斯的演技可以說無可挑剔。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:時間觀念很強。2.cosmos:宇宙。3.pager:傳呼機。4.lifeboat:救生船。5.coconut:椰子。
6.crew:全體機組人員。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
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
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;認錯,賠不是(+to/for)
Ioweyouanapologyformyrudenesslastnight.昨天晚上我太粗暴,應(yīng)該向你道歉。
Heapologizedtoherfornotgoingtoherparty.
他因為沒有出席她舉行的宴會而向她表示歉意。
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.木料的一個特點是能燃燒。
Modestyisoneofhisgoodqualities.謙虛是他的美德之一。
3．loyaladj忠誠的；忠貞的；與to連用
beloyalto對……忠誠。loyaltyn.忠誠
Theyareloyalsupporters.他們是忠誠的擁護者。
Heisloyaltohiscountry.他忠于國家。
Weadmirethosewhoareloyaltotheirnation.
4．Whataretheyarguingabout?
arguevi.爭論，辯論，爭吵(+with/over/about)；提出理由(+for/against)vt辯論，議論；主張,認為[+that]；argueaboutsth.withsb.,同某人爭論某事。
Imnotgoingtoarguewithyoutonight.我今晚不想與你爭辯。
Hearguedagainsttheplan.他據(jù)理反對這個計劃。
Wearguedthematteroverforhours.我們?yōu)檫@事辯論了幾小時。
Columbusarguedthattheworldwasround.哥倫布認為地球是圓形的。
Itisnousearguingabouttheresultoftheexperimentwithher.
同她爭論實驗結(jié)果沒有用。
5．Whatdoyouthinktheyshoulddotosolvetheirproblems？
你認為為了解決他們的問題他們該做什么？
What在句中作do的賓語，而tosolvetheirproblems是動詞不定式短語作狀語表“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常置于疑問詞的后面，可看作是一種插入語，其后要用陳述語序。
Wheredoyouthinkwecanseehim？你認為我們在什么地方能見到他？
Whodoyouthinkwemustasktohelpus？你認為我們該要求誰來幫助我們？
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)其他國家人的書。我不喜歡唱歌，也不喜歡電腦，我認為搖滾音樂很可怕。
▲nor在句中作連詞，引導(dǎo)一個分句，但語序要倒裝。通常是前一句話中的否定內(nèi)容也同樣適用于后一句時，就需要用“nor/neither+be/have/助動詞+主語”句型。其中“be/have/助動詞”要根據(jù)前一句中的動詞而定，且與其后的主語保持一致。
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.我既沒時間也沒錢來參加流行音樂節(jié)。
Thestoryisnotinterestingnorinstructive.這個故事沒有味道,也沒有教育意義。
Ihaveneverspokennorwrittentoher.我跟她從來沒說過話,也沒寫過信。
Youdonotlikehim,nordoI.你不喜歡他,我也不喜歡。
Ihaventheardtheexcitingnews,norhashe.
　我沒有聽說過那個激動人心的消息，他也沒有。
Ididntreadthenoticeontheblackboard,nor(neither)didshe.
我沒讀黑板上的通知，她也沒讀。
▲love，like和enjoy的區(qū)別。
在這一部分中出現(xiàn)了表達“喜歡”意義的三種方式，即like,love,enjoy。這三個詞的意思相同，可以換用。但是like,love,enjoy這三個詞也是有區(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名詞。而love經(jīng)常用在愛祖國、愛父母這一類愛的程度比較深的情況下，感情色彩比較強烈，其后面可跟動名詞，也可以跟不定式。enjoy在意思上側(cè)重“享受某種樂趣”，后面只能跟動名詞，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。我不喜徒步旅行，我對古典音樂無興趣。我不太喜歡讀書。
▲beinto（口）對...(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。
Shesreallyintopopmusic.她很迷流行音樂。
Heisverydeepintocomputers.他對電腦興趣很濃。
Shesreally/into/moderndance.她對現(xiàn)代舞真是喜歡極了。
Dontbeintocomputergames，itsbadforyou.別迷上電子游戲，對你是有害的。
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。我認為搖滾音樂太吵鬧，并且我認為足球很惹人煩。
★boring“乏味的，無聊的”：aboringmovie乏味的電影
Thespeechisdeadlyboring.那場演講乏味極了。
9．PETER：ImfromAustralia.Im15andImfondofsinging.Isingalot,andwhenImnotsinging,Ilistentorockmusicorusemycomputer.Idon’tlikefootballandIthinkthatclassicalmusicisterrible.Ihatedancing！
彼得：我來自澳大利亞，我15歲，我喜歡唱歌，我不停地唱歌。當(dāng)我不唱歌的時候，我聽搖滾音樂或玩電腦。我不喜歡足球，我認為古典音樂很糟糕，我不喜歡跳舞。
▲befondof喜歡...;愛好...
Tomisfondofmusic.湯姆喜愛音樂。
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、踢足球、唱歌。我認為搖滾音樂很糟糕。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。搖滾音樂很好，滑雪也不錯。
☆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/助動詞/情態(tài)動詞+主語”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.他會騎自行車，我也會。
Wesawthefilmlastweek.Sodidthey.我們上個星期看了那場電影，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.單獨的,獨自的ad.單獨地
ShewatchesTVwhensheisalone.獨自一人時,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孤獨的,孤寂的②偏僻的,人跡罕至的
Whenhisdogdied,hewasverylonely.狗死后他非常孤獨。
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,幸存;
Onlytwopassengerssurvivedtheair-crash.這次飛機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.（查克是一個生意人。他非常忙，沒有時間會朋友。）
★so不能換為such。⑴sothat引導(dǎo)目的狀語從句。sothat是從屬連詞，意思是“以便，使……能夠”。that從句中常用情態(tài)動詞may,might,can,could,will和would等。
Hehiredaboatsothathemightgofishing.
Thethiefhidbehindthetreesothatthepolicemanwouldnotseehim.
注意：sothat從句可與不定式短語或inordertodo互換。
ImgoingtostartearlysothatIcancatchthefirstbus.(=Imgoingtostartearlyinordertocatchthefirstbus.=Imgoingtostartearlytocatchthefirstbus.)
另外，sothat還可引導(dǎo)結(jié)果狀語從句。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，如果主從句主語相同，且從句為否定時，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)果狀語從句(有時可能省略)，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)定語從句,指代先行詞(人或物),在從句中做主語或賓語或標語，定語從句將在后面的單元正式學(xué)習(xí),相關(guān)句型在近幾個單元里會多次出現(xiàn),請留意.
5.OnedayChuckisonaflightacrossthePacificOceanwhensuddenlyhisplanecrashes.（一天，查克乘坐的航班在飛越太平洋時，突然飛機墜毀。）
★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”。
Onlyonebabysurvivedtheterriblecarcrash.
在那次可怕的撞車事故中只有一個嬰兒生還。
☆crashvi.①(發(fā)出猛烈聲音地)碰撞,墜落②(飛機等)墜毀,撞壞③(電腦)死機
n.[C]相撞(事故);(飛機的)墜毀,迫降
Themotorcyclecrashedintothefence.摩托車猛地撞在圍欄上。
AnairlinercrashedwestofDenverlastnight.昨夜一架客機在丹佛西邊墜毀。
ThePCjustcrashed.那部個人電腦剛死機了。
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，無人居住的；vt.拋棄，遺棄，離棄；deserted無人居住的，被遺棄的。
Nobodylikestoliveinthatdesertregion.沒有人喜歡生活在那個沙漠地區(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.（在這個島上，查克不得不學(xué)習(xí)獨自一人生存。）Hehastolearnhowtocollectwater,huntforfood,andmakefire.（他必須學(xué)會怎樣取水，怎樣獵取食物以及怎樣生火。）
★huntvt.①追獵，獵?、谒阉鳎粚ふ尧圩凡秜i.①打獵②搜尋(+for/after)
Novemberisagoodtimetohuntdeer.十一月正是獵鹿的好時節(jié)。
Imhuntingajob.我在找工作。
Policearehuntinganescapedconvict.警察正在追捕一個逃犯。
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)是如何在沒有朋友的情況下生存。）Inordertosurvive,Chuckdevelopsafriendshipwithanunusualfriend—avolleyballhecallsWilson.（為了生存，查克與一個不尋常的朋友——一個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)的目的狀語從句由sothat...或inorderthat...引導(dǎo).
Westartedearlyinordertoarrivebeforedark.為了在天黑前到達,我們很早就動身了
★develop意為“發(fā)展，養(yǎng)成，培養(yǎng)，發(fā)揚”。
Hebelievesthatsportscandevelopmindandbody.他相信運動有益身心發(fā)展。
Handinhandwithreading,hehasdevelopedthehabitofmakingnotes.
在讀書的同時，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)查克獨自一人在那個島上的時候，他對自己了進行了很多反思。）Herealizesthathehasntbeenaverygoodfriendbecausehehasalwaysbeenthinkingabouthimself.（他意識到他不是一個很好的朋友，因為他總是想著自己。）Duringhisfiveyearsontheisland,ChucklearnshowtobeagoodfriendtoWilson.（在島上生活的五年期間，他學(xué)會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.對待;看待,把...看作+賓語+as/like與regard/thinkof/consider...as...同
Donottreatthisseriousmatterasajoke.不要把這件嚴肅的事情當(dāng)作笑料。
Shetreatedmeallright.她對我還不錯。
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為是20世紀最偉大的科學(xué)家
10.Chucklearnsthatweneedfriendstosharehappinessandsorrow,andthatitisimportanttohavesomeonetocareabout.（查克懂得了我們需要朋友來同甘共苦,而且照顧別人是很重要的。）
☆句中l(wèi)earn后兩個that引導(dǎo)的賓語從句，第一個that可以省略，但第二個不能省略。
☆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...感興趣","喜歡"之意.對這兩個短語,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.他看起來一點也不在乎。
11.Healsolearnsthatheshouldhavecaredmoreabouthisfriends.（他也意識到他本應(yīng)該多關(guān)心朋友。）WhenhemakesfriendswithWilson,heunderstandsthatfriendshipisaboutfeelingsandthatwemustgiveasmuchaswetake.（當(dāng)他和威爾遜結(jié)交朋友時，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后接的另一個賓語從句。當(dāng)一個動詞后有兩個賓語從句時，that通常不能省略。
☆asmuchas中的第一個as為副詞，第二個as為連詞，引導(dǎo)同級比較狀語從句。
Theyoungmanhasspentasmuchasheearnedthismonth.
這個年輕人花光了他這個月掙的錢。
☆be/makesfriendswith和...交朋友，makeenemieswith與...為敵
Ihopeyouarepleasedtobefriendswithme.我希望你樂意做我的朋友。
12.Avolleyballiscertainlyanunusualfriend.（排球當(dāng)然是一個不尋常的朋友。）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.人的本性就是要過舒服的生活。
Wolveswillnotusuallyattackhumans.狼通常不會襲擊人。
13.Forexample,manyofushavepets,andweallhavefavouriteobjectssuchasaluckypenoradiary.（例如，很多人有寵物，我們還有一些喜歡的東西，諸如一支幸運的鋼筆或一個日記本。）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。）
☆本句包含三個從句：wecanlearnfromChuck為定語從句,修飾thelesson,關(guān)系代詞that或which在從句中做賓語,可以省略。whohaveunusualfriends為定語從句,修飾alltheothers,關(guān)系代詞做主語不可省略。thatfriendsareteachers,此為that引導(dǎo)的表語從句,其構(gòu)成和大家比較熟悉的賓語從句基本相似
☆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。
☆表達此意時，我們還可以說：teachsb.alesson給某人一個教訓(xùn)
Theaccidenttaughthimalesson.那次事故給了他一個教訓(xùn)。
14.Friendshiphelpsusunderstandwhoweare,whyweneedeachotherandwhatwecandoforeachother.（友誼使我們明白我們是怎樣的人，為什么我們需要對方，我們彼此能為對方做點什么。）
★此句中understand后面接了三個并列的賓語從句，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
①MyfriendAlanisbrave.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《費城故事》和《阿甘正傳》連續(xù)兩度獲奧斯卡最佳男演員獎殊榮，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提名?？上У氖?，此獎頒給了羅素克羅（《角斗士》）。據(jù)說，奧斯卡評委們是不會讓同一個人在十年之內(nèi)三度稱帝的。但湯姆漢克斯的演技可以說無可挑剔。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
〖語法專講〗
Teachingaimsanddemands
①ThestudentsareaskedtomastertheGrammar:DirectSpeechandIndirectSpeech
②IntegratingSkill:reading
③Oralpractice:manipulateoralpracticerelevanttothereadingmaterial.
Keypoints:grammarandreading
Teachingmethods:Reading?Sentencestructure----explanation
Teachingprocedures:
Step1直接引語變間接引語的四變化
先看Unit1Grammar(DirectandIndirectSpeech)中的兩個句子:
①"Ilikereadingadventurestories,"saidJohn
→Johnsaidthathelikedreadingadventurestories.
②"Howcanyoudothat?"MarysaidtoAnn.→MaryaskedAnnhowshecoulddothat.
以上這兩個句子是陳述句和疑問句的直接引語變?yōu)殚g接引語的例子。那么，同學(xué)們應(yīng)該怎樣把直接引語變?yōu)殚g接引語呢？下面就陳述句和疑問句的直接引語變間接引語進行簡要講解。
因為直接引語變?yōu)殚g接引語是轉(zhuǎn)述他人所說的話，所以主句的動詞、從句的人稱、從句動詞的時態(tài)、時間狀語等要根據(jù)實際情況進行相應(yīng)的變化。
一、主句動詞的變化
一般說來，主句謂語動詞常為said或saidto，變?yōu)殚g接引語時，當(dāng)直接引語是陳述句時，said變?yōu)閟aid(that)，而saidtosb.則變?yōu)閠oldsb.。當(dāng)直接引語是一般疑問句和特殊疑問句時，則要變?yōu)閍sked/askedsb.+if/whether或askedsb.+what等特殊疑問詞引導(dǎo)的句子。例如：
①Mr.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
由直接引語變間接引語時，從句的主語人稱要遵循一主、二賓、三不變的原則。①直接引語的主語是第一人稱變?yōu)殚g接引語時要和主句的主語保持一致。②如果直接引語的主語是第二人稱變?yōu)殚g接引語時要與主句的賓語保持一致。③如果直接引語的主語是第三人稱變?yōu)殚g接引語時，人稱不變。例如：
①Theysaid,“Wewillgotherebybus.”→Theysaidtheywouldgotherebybus.
②Shesaidtome,“Areyouinterestedinscience?”
→SheaskedmeifIwasinterestedinscience.
③Hismothersaidtome,“Hecantgotoschool.”
→Hismothertoldmethathecouldntgotoschool.
三、從句動詞時態(tài)的變化
1.直接引語變?yōu)殚g接引語時，如果主句中的謂語動詞是一般現(xiàn)在時或一般將來時，則間接引語從句的時態(tài)保持不變。例如：
①Hesays,“Ihavefinishedmyhomework.”
→Hesaysthathehasfinishedhishomework.
②Shewillsay,“Illdoittomorrow.”→Shewillsaythatshelldoitthenextday.
2.如果主句的時態(tài)是一般過去時，從句的時態(tài)則應(yīng)是與主句時態(tài)相應(yīng)的過去時態(tài)。①一般現(xiàn)在時→一般過去時；②一般過去時→過去完成時；③現(xiàn)在進行時→過去進行時；④現(xiàn)在完成時→過去完成時；⑤過去完成時→過去完成時（不變）；⑥一般將來時→過去將來時。例如：
①Thegirlsaid,“Imsorryforbeinglateforclass.”
→Thegirlsaidthatshewassorryforbeinglateforclass.
②Hesaidtome,“Iamwritingaletter.”→Hetoldmethathewaswritingaletter.
3.直接引語如果是客觀事實或真理，變?yōu)殚g接引語時，從句時態(tài)不變。例如：
Theteachersaid,“Theearthmovesaroundthesun.”
→Theteachersaidthattheearthmovesaroundthesun.
四、指示代詞、時間狀語、地點狀語和動詞的變化
直接引語變?yōu)殚g接引語時，指示代詞的變化為this→that，these→those等；時間狀語的變化為now→then，today→thatday，yesterday→thedaybefore,tomorrow→thenextday等；地點狀語的變化為here→there；動詞的變化為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變?yōu)殚g接引語。
1.“Iamveryhappytovisityourfactory,”hesaid.
2.“Hewashereafewweeksago,andhecameagainyesterday,”shesaid.
3.Shesaidtome,“Willyougowithme?”
4.Hesaid,“Whatdoyouthinkofthenovel?”
B)填空完成間接引語，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)用法點擊
一、sodoI,soIdo,Idoso及soitiswith...的用法
1.sodoI指的是“so＋be/have/助動詞＋主語”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?？蓡为毘删?如例②),也可用于and之后構(gòu)成并列句(如例①),或用于對話中(如例③)。注意這一結(jié)構(gòu)的主語與前句的主語是兩個不同的人或物。例如：
①Marywaslate,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.我會講英語。─SocanI.我也會。
2.soIdo指的是“so＋主語＋be/have/助動詞”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，常用來肯定或確認上文提到的情況。注意這一結(jié)構(gòu)的主語與上文提到的主語是同一人或物。例如：
─Youhaveleftyourbaginside.你把手提包落在里面了。
─Oh!SoIhave.(＝Oh!IndeedIhave.)??！真的。
3.Idoso指的是“主語＋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潔、明快。例如：
ShesaidshewouldhelpmewithmyEnglish,butshedidntdoso.(＝...butshedidnthelpmewithmyEnglish.)她說她要幫助我學(xué)英語，但她沒有這樣做。
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SoisLiuYing.或SodoesLiuYing.)
二、nordoI與neitherdoI的用法
nordoI與neitherdoI指的是“nor或neither＋be/have/助動詞＋主語”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)中的主語與上文提到的主語可以是同一個人或物(如例①),也可以是不同的兩個人或物(如例②)。例如：
①Shewouldneversing.Nor(Neither)wouldshedance.她既不唱歌也不跳舞。
②Shedidntseeit.Nor(Neither)didtheman.她沒有看見它，那個男子也沒看見。
三、值得注意的幾個問題
1.否定的對象如果是并列的兩個成分,用nor或neither都可以(如例①)；如果是并列三個或三個以上的成分，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.
她沒有哭,沒有大叫,也沒有尖聲叫喊。
2.如果并列分句指相同的時間,兩個分句的時態(tài)要一致,be/have/助動詞等也要一致。
Hehasreadthebook,andsohaveI.他看過這本書,我也看過。(不能說...sodoI.)
3.如果是兩個分句構(gòu)成一個復(fù)合句,則酌情用不同的時態(tài)或助動詞。例如：
Iftheydontsupporttheplan,neitherwillI.如果他們不支持那個計劃,我也不支持。(前句是條件從句,指將來情況,只能用一般現(xiàn)在時；后句是主句,主句表示將來，必須用將來時。)
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；允許進入”。
Theheadmasteradmittedthathehadntdonehisduty.
校長承認他沒有盡到自己的責(zé)任。
Onlyticketholdersareadmitted.憑票入場。
2.dropsb.aline=writesb.ashortletter意為“給某人寫封短信”。
PleasedropmealineorsendmeanemailbeforeyousetoffsothatIcanknowwhentopickyouup.你動身之前給我來封信或發(fā)個電子郵件，以便我知道該什么時候去接你。
〖豐富多彩的time短語〗
Unit1SPEAKING中有這樣一個句子：IsurftheInternetallthetimeandIlikeplayingcomputergames.該句中的allthetime是固定短語，意思是“一直；總是”。
time作名詞可以表示“時間”、“次數(shù)”，復(fù)數(shù)時可以表示“時代”、“時期”。但time也可構(gòu)成許多短語，其含義也多種多樣。現(xiàn)將一些常用而又易混淆的time短語分組歸納如下：
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！請一個一個地說。
Theyweregoodfriendsatonetime,buttheyarentnow.
他們曾經(jīng)是好朋友，但現(xiàn)在不是了。
2.attimes(sometimes，fromtimetotime)意為“有時；間或”，atalltimes(=always)表示“隨時；不論什么時候”。例如：
Heoftengoestoschoolbybike,butattimeshetakesabus.
他常常騎自行車去上學(xué)，但有時也乘公交車。
WeshouldbereadyatalltimestodowhatthePartycallsonustodo.
我們應(yīng)該隨時準備做黨號召我們做的事情。
3.atnotime意為“在任何時候都不；決不”，innotime表示“立刻；馬上”。例如：
Nomatterwhatwedo,weshouldatnotimegoagainstnature.
無論我們做什么，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了最近的醫(yī)院。
4.intime意為“及時；遲早；最終”，ontime表示“準時；正點”。例如：
Ifyoukeepon,youwillsucceedintime.(NMET93)
如果你堅持下去，你最終會成功的。
Youarerequiredtocometothemeetingontime.你要準時參加會議。
5.atthesametime意為“同時”，atthattime表示“在那時”。例如：
Hedroppedalightballandaheavyballfromthetopofthetower,andtheyfelltothegroundatthesametime.他從塔頂上扔下一個輕球和一個重球，輕球和重球同時落地。
IwaswatchingTVat8p.m.Whatwereyoudoingatthattime?
晚上八點我在看電視，那時你在做什么？
6.afteratime意為“過了一會兒”，foratime表示“一段時間”。例如：
Afteratime,theywentouttoplayfootball.過了一會兒，他們出去踢足球了。
Sherestedforatimeandwentonwithherwork.她休息了一會兒，又繼續(xù)工作了。
〖詞語辨析〗
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。
handsome一般指男子“英俊的”，指女子則強調(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?！薄?br> 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更強調(diào)“理解力強；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.我的兄弟是個靈巧的木匠。
bright多形容年輕人理解力強，思維非?；钴S，談話與態(tài)度也活潑生動。如：
Heisfullofbrightideas.他足智多謀。
smart“伶俐的；精明的；輕快的；活潑的”，更強調(diào)“敏捷機靈，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”，強調(diào)“經(jīng)驗閱歷豐富”。如：
Thewisdomofthemassesexceedsthatofthewisestindividual.
三個臭皮匠,賽過諸葛亮。
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；關(guān)懷；照料”。如：
Idontcareforcoffee.我不喜歡喝咖啡。
Whowillcareforthehousewhilethefamilyisaway?
全家人都不在時,由誰照料這間房子呢?
care是不及物動詞，意為“關(guān)心；在乎；介意”，常與about/for連用，但如果后接從句時，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.他對吃的東西并不計較。
練兵場
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
〖易混詞語精練與點撥〗
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
四個詞都含有“觀點；建議；意見”的意思，但用法不同。opinion意思是“意見；看法”,指對某一事物的看法、意見，這種看法通常指依自己看來是正確的或可能的。advice表示“忠告；意見”，側(cè)重于指提出意見的人比對方有更多的經(jīng)驗、知識，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)驗的人征求意見,是不可數(shù)名詞。idea是指在心中形成的對某事的想法、意見或解決問題、處理事情的主意、計劃、打算。suggestion用作可數(shù)名詞或不可數(shù)名詞。表示說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”，兩者常可互換。thinkabout有時側(cè)重做事的可行性。thinkof及thinkabout指“對某事物有……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”，常用在句中作狀語。atall常用在否定句或疑問句中，用來加強語氣，意為“到底；究竟；根本；完全”。afterall意為“畢竟”。
〖單元考點透視，全真考題解讀〗
1.Ithinkthatrockmusicistooloud,andIthinkthatfootballisboring.
考點透視：及物動詞bore意思是“使煩擾；令人厭煩；打擾(with)”，如：Weareboredwithhisstory.（我們對他講的故事感到厭倦。）bore是帶有感情色彩的動詞，boring的意思是“令人厭煩的”，多修飾物或事情；而過去分詞bored的意思是“感到厭煩的”，多修飾人，可以在句中作表語、定語、補足語或狀語。有類似用法的詞還有：disappoint/tire/interest/touch(感動)/frighten(恐懼)/excite等。
①Mr.Smith,_______ofthe_______speech,startedtoreadanovel.
A.tired；boringB.tiring；boredC.tired；boredD.tiring；boring
解讀：speech指物，所以前面定語用boring；短語betiredof(doing)sth.的意思是“厭倦/厭煩(做)某事”，其主語指人，而本短語的邏輯主語是Mr.Smith，故選A。
2.InthemovieCastAway,TomHanksplaysamannamedChuckNoland.
考點透視：及物動詞play在此意為“扮演(角色)”，即play(act)thepart(role)of,短語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playarolein，重點是對“have+名詞+不定式”進行考查。當(dāng)have表示“所有”的意思，所跟名詞后的不定式的動作是由句子的主語來執(zhí)行時，不定式用主動形式表示被動含義。從句意可以看出play的動作是由從句中的主語eachofus發(fā)出的，所以不定式用主動形式，故選B。
3.OnedayChuckisonaflightacrossthePacificOceanwhensuddenlyhisplanecrashes.
考點透視：句中when的意思是“突然（相當(dāng)于andthen）”。前一分句的謂語動詞多表示某動作正在進行當(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when通常不置于句首(與引導(dǎo)狀語從句不同)，其前可以用逗號與前一分句隔開，也可以不用，要注意此時不可以用as或while來替換。
③Wewereswimminginthelake_______suddenlythestormstarted.
A.whenB.whileC.untilD.before
解讀：“游泳”與“暴風(fēng)雨開始”之間沒有必然的聯(lián)系，再根據(jù)句中謂語動詞swim的過去進行時態(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.
考點透視：should+havedonesth.意思是“本來應(yīng)該做某事”，但實際上并沒有做，有批評、責(zé)怪的意味。否定形式shouldnthavedonesth.的意思是“本來不該做某事”，實際上已經(jīng)做了。
④Oh,Imnotfeelingwellinthestomach.I_______somuchfriedchickenjustnow.
A.shouldnteatB.mustnthaveeatenC.shouldnthaveeatenD.mustnteat
解讀：由justnow“剛才”知道，eat動作已經(jīng)發(fā)生，再根據(jù)“現(xiàn)在肚子不舒服”可知是“本來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：從前一句的過去時謂語動詞was可知leave動作已經(jīng)發(fā)生，從句意看后一句有責(zé)備語氣，所以選B，意思是“我確實擔(dān)心你，你不該一聲招呼不打就離開家。”
5.Sandraaskedherfriendhowshecouldsolvetheproblem.
考點透視：how/what/when/why/where/who/whom等特殊疑問詞引導(dǎo)的特殊疑問句由直接引語變?yōu)殚g接引語時，應(yīng)轉(zhuǎn)換成由相應(yīng)的特殊疑問詞作連詞引導(dǎo)的賓語從句，而且從句要用陳述語序。
⑥Heasked_______fortheviolin.
A.didIpayhowmuchB.Ipaidhowmuch
C.howmuchdidIpayD.howmuchIpaid
解讀：根據(jù)特殊疑問句的疑問詞應(yīng)變?yōu)殚g接引語的引導(dǎo)詞原則排除A、B，而C是疑問語序，故選D。
基礎(chǔ)訓(xùn)練
㈠語音、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。
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，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
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)用所給動詞及短語的適當(dāng)形式填空（注意有兩個多余的選項）。

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

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

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

the second period

teaching objectives

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

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

side the class.

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

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

teaching approach

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

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

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

teaching type: reading comprehension

teaching procedure

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

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

exercise 2 suggested sample sentences

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

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

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

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

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

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

practising on p87 vocabulary

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

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

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

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

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

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

7 “ouch! i hit myself with it.”

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

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

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

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

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

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

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

step 4 reading listen to tape and finish the following items

chuck’s ffriend

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

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

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

genre

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

cast away

clues form) + skip + clues (context) +look up

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

play

genre +

context

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

survive

context +worldknowledge

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

deserted

context

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

challenge

context

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

高考英語備考單元知識搜索與探究歸納Unit1Goodfriends

一名優(yōu)秀的教師就要對每一課堂負責(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)生們充分體會到學(xué)習(xí)的快樂，幫助教師更好的完成實現(xiàn)教學(xué)目標。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“高考英語備考單元知識搜索與探究歸納Unit1Goodfriends”，歡迎閱讀，希望您能夠喜歡并分享！

2011高考英語備考單元知識搜索與探究歸納

Unit1Goodfriends
自助式復(fù)習(xí)板塊
知識搜索
A.單詞?
1.誠實的；正直的　(?adj.?)____________
2.勇敢的(?adj.?)____________
3.忠誠的；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；冒險經(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.錯誤；差錯(?n.?)_______________
22.演說；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?
23.喜歡……(1)_________intosth.(2)be_______________?
24.把……當(dāng)作……_______..._______...?
25.搜查______________?
26.關(guān)注，在乎__________________?
27.獨自______________
28.由于某事向某人道歉________tosb._______sth.?
29.給某人寫信_______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……好奇___________________________?
39.分享快樂和悲傷__________________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.你本不該浪費如此多的時間去上網(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
重點單詞
要點1　survive?
(經(jīng)典回放)Insuch　dryweathertheflowerswillhavetobewateredifthey______.?
A.havesurvived　
B.aretosurvive?
C.wouldsurvive
D.willsurvive?
解析：betodo表示將來注定要發(fā)生。在條件狀語從句中，用一般現(xiàn)在時表將來，故C、D兩項都不能選。
答案：B
歸納與遷移
（1）?vt.?幸免于，從……中逃生?
Theluckymansurvivedtheshipwreck.?
那個幸運的人在海難中幸存。?
Hesurvivesthecrashandlandsonadesertedisland.?
他在墜機后幸存了下來，落在一個荒蕪的島上。?
（2）?vi.?活下來，幸存，殘存?
Hesurvivedinthedesertforawholeweekonbiscuitsandwater.?
他依靠餅干和水在沙漠里存活了一個星期。??
要點2　argue?
Thereportargues_______taxincrease,becausethere’sbeenaturmoilatthebeginningoftheyear.?
A.for　B.with　
C.against　D.over?
解析:本題考查和argue搭配的短語的意思。arguefor表示“提供理由支持”；arguewithsb.表示“和某人爭論”；?argue?against表示“為反對某事提供理由”；argueover表示“就某事進行辯論”。本句句意：因為年初時局曾動蕩不安，報告列舉了反對增稅的種種理由。?
答案:C?
歸納與遷移?
argue爭論；爭辯?
常用于以下句型：?
arguewithsb.about/oversth.同某人爭論某事?
arguefor/againststh.贊成/反對……?
arguesb.tobe...表明，證明?
arguethat...用辯論證明?
Thecouplenextdoorarealwaysarguing.?隔壁的夫妻總吵架。?
Wearearguingwitheachotheraboutthejusticeofthewar.?
我們就這場戰(zhàn)爭是否正當(dāng)而展開爭論。?
MrSmitharguedthatheshouldbepaidmore.?史密斯先生據(jù)理力爭他應(yīng)該得到更多的薪酬。?
Thewayhespendsmoneyargueshimtobeveryrich.
?他花錢的方式說明他很富有。??
要點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)在完成時態(tài)的被動式。?
答案:D?
歸納與遷移
(1)?vt.?治療，對待，款待?
常用于以下句型：?
treat...as...把……看作?
treatsb.tosth.用……來款待某人?
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.?
彼得請我吃了冰激凌。?
ThedoctorsandthenursesriskedtheirlivestreatingthepatientsforSARS.?
醫(yī)生和護士們冒著生命危險為SARS患者治病。?
(2)以下句型也常用來表示“把……當(dāng)作”：?
lookon/upon...as...?
have...as...?
thinkof...as/tobe...?
consider...as/tobe...?
regard...as...
要點4　alone/lonely?
Itwasapleasantwayofpassingthetimeforanoldwomanwholived_______.?
A.lonelyB.alone
C.awayD.busily?
解析:lonely和alone意義相近。lonely的意思為“孤獨的”，是形容詞；alone指的是“獨自一人的”，作副詞。who定語從句的意思是“一個人住的老太太”，整句話的意思為“對于一個獨居的老太太來說的話，這是一個很不錯的消磨時間的方法”。?
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，alone只能作表語，有時作賓補，不能作定語；lonely可以作表語和定語。alone不能用very修飾，而要說muchalone，或verymuchalone。?
(3)詞義：作表語時，alone的意思是“獨自一人；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.?一個人獨立撫養(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?
allalone獨自，一個人?
Carolfeltallaloneintheworld.?卡羅爾感到自己在世界上無依無靠。?
Iwashavingseriousdoubtsaboutstayingaliveuntil21yearsold,letalonescoringsomanypoints.
?我懷疑自己還能否活到21歲，更不要說得到這么多分了。
要點5　match?
Theblackcolourofyourshoesdoesn’t______thewhitecolourofyoursuit.
?A.fitB.agreeC.matchD.suit
?解析:本題考查動詞辨析。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,match多指大小、色調(diào)、性質(zhì)等方面的搭配。agree用法錯誤。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可用作動詞和名詞。作動詞時，主要義項有：與……一致；和……相似；和……相配；匹敵過；比得過。主要搭配形式為：?match　+　n.　+to　/　with　+?n.?把……和……搭配起來；?match　+　n.　+　in?/　for　+?n.?與……匹敵，是……的對手。作名詞時，主要義項有：火柴；比賽；相配。
?Pleasematcheachpicturewiththecorrectsentence.
?把每一幅畫與正確的句子搭配起來。
?Noonecanmatchherinknowledgeofclassicalmusic.
?在古典音樂方面沒有人比得上她。
?Thedoorswerepaintedbluetomatchthewalls.
?門漆成了藍色，為的是與墻的顏色相配。
?Thecapisamatchforthecoat.
?這帽子和上衣很相配。
重點短語
要點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“時髦的，流行的”；beinto表示“喜愛”；beontosth.表示?“對……了解，掌握”。句意為“他迷上了沖浪運動”。?
答案:C?
歸納與遷移?
Teenagersareintoromanticmovies.?青少年對愛情片非常感興趣。?
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，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）過分多”；而muchtoo則是以too為中心詞，用來修飾形容詞和副詞，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、狀語、表語、主語和賓語，表示“太多（的）、過分（的）、好極（的）”。?
Buttoomuchsnowcancausetrouble.(toomuch為形容詞，作定語)?
但是雪量太大也會給我們生活上帶來許多麻煩。?
Sheisafraidthetripwillbetoomuchforme.(toomuch為形容詞，作表語)?
她擔(dān)心在這次旅行中我會吃不消。?
Shedoestalktoomuch.(toomuch為副詞，作狀語)?
她的確說得太多了。?
(2)Toomuchhasbeensaidaboutit.(toomuch為代詞，作主語)?
對于這個問題我們已經(jīng)強調(diào)得夠多了。?
muchtoo“太……”,中心詞是副詞too,用來修飾形容詞和副詞，在句中作狀語。?
Theseshoesaremuchtoonarrowforme.
?這雙鞋我穿實在太緊了。?
YouaremuchtoothintoplaythepartofFalstaff.
你太瘦了，不能演福爾塔夫這個人。?
(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來修飾，表示“箱子太重了無法拿回家”。?
答案:A
要點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。
?Inordertofindthebook,　hesearchedthewholehouse.
?為了找到那本書，他翻遍了整個房子。
?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，其區(qū)別如下：
?這三種不定式作目的狀語，在意義上并無多大差別，todo比較普遍，另外兩種語氣稍重些，soastodo比較口語化些，inordertodo則比較正式。為了加強語氣，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時，一般句子的主語就是不定式的邏輯主語,但如果不定式的邏輯主語不是句子的主語，常用for來引出。
?Isteppedasideforhertogetin.
?我為了讓她進來于是往旁邊挪了挪。
?必背句型?
要點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+助動詞+主語”的倒裝句結(jié)構(gòu)，表示“……也不……”，兩句中應(yīng)使用同類助動詞且時態(tài)一致。?
答案:B?
歸納與遷移?
(1)“neither/nor+系動詞（情態(tài)動詞或助動詞）+（與前句不同的）主語”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)使用同類助動詞且時態(tài)一致。?
—IhaveneverbeentoAmerica.我從未去過?美國?。?
—Neither/NorhaveI.(=Ihaven’tbeentoAmerica,either.)?我也從未去過。?
(2010江蘇，21)Iwillneverknowwhatwasonhismindatthetime；norwillanyoneelse.?
我將永遠不會知道當(dāng)時他心里是怎么想的，其他人也不會知道。
(2)“so+系動詞（情態(tài)動詞或助動詞）+（與前句不同的）主語”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)使用同類助動詞且時態(tài)一致。?
ShecanspeakFrenchandsocanherhusband.?她會講法語，她的丈夫也會。?
　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，而無法使用so或neither(nor)引導(dǎo)的倒裝句型表達另一人或物情況相同時，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.
?他是一位誠實的工人，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+助動詞”表示贊同，so譯為“確實”，主謂不倒裝。?
(1)—ShecanspeakFrench.她會講法語。?
—Soshecan.她確實會講法語。
?(2)(經(jīng)典回放)—Youforgetyourpursewhenyouwentout.?
—Goodheavens,______.
A.sodidI　B.soIdid?
C.IdidsoD.Isodid?
解析:本句意思是：“你外出時忘了帶錢包了?！薄鞍パ?！我真的忘記帶錢包了?！?
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上文的肯定；第二個空考查的是同樣的情況也適用于你。?
答案:B
要點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，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.
?你文章中的錯誤太多了，以至于我都無法理解其意思。
?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，孩子們都出去在陽光下玩耍。
?Therewassomuchwaterintheriverthatwecouldn’tswimacrossit.
?河水水位太高了，我們游不過去。
要點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。”“你上星期就該告訴她了?！币驗榇鹁洚?dāng)中有l(wèi)astweek這個表示過去的時間狀語，shouldhavedone表示“過去本該做某事但卻沒有做”。并且也不能選oughttotell,而說oughttohavetold是可以的。
?答案:D
?歸納與遷移
?shouldhavedone表示“過去本應(yīng)該做某事，而實際上沒做”，含有責(zé)備的意味。
?shouldn’thavedone表示“過去不應(yīng)該做某事，而實際上做了”，也含有責(zé)備的意味。
?Youshouldhavecomehereyesterday.你昨天應(yīng)該到這里來。
?Heshouldn’thavegonewithouttellingus.?他不應(yīng)該不辭而別。
?（2010全國Ⅲ，27）MrWhite______at8:30forthemeeting,buthedidn’tshowup.
?A.shouldhavearrivedB.shouldarrive
?C.shouldhavebeenarrivedD.shouldbearriving
?解析:后句表明他沒有到達。因為shouldhavedone可以表示“過去本應(yīng)該做某事，而實際上沒做”，這與題意相符。B項和D項時態(tài)不對。C項結(jié)構(gòu)搭配錯誤。
?答案:A