高考英语顶尖学案：人教大纲版 BookⅠ Unit 1 Good friends

Unit1Goodfriends人教版教案（新课标版高一英语上册教案教学设计）I. Brief Statements Based on the UnitEvery one of us has a friend or some friends in our daily life. But what is a good friend? What should a good friend be like? What qualities should a good friend have? This unit just deals with such topics. There are three questions which talks about what qualities a good friend should have in the part of Warming Up. Listening part provides students with a dialogue among friends. It tells us that friends should help each other, and that sometimes friends have contradictions between them and how to solve their contradictions. Speaking part supplies some oral materials about self-introduction to students. Reading part is a narrative story which is about the plot of the American film “Cast Away”. The questions of Pre-reading and Post-reading benefit to train st udents’ abilities to think and distinguish.In the aspect of Language Study, teacher should let students further understand new words, in particular master learning methods of words through the contest. As to the grammar “Direct Speech and Indirect Speech”, students should master their changes between them. The part of integrating skills designs a real assignment “sending an e-mail”. It’s very useful and popular with students, because it presses close to students’ life. Teacher should help students master such skills.II. Teaching aims and demandsCategory Contents based on the new course standardTopics 1. Talk about friends and friendship2. Discuss problems occurring in a friendship and suggest solutions3. Write an e-mail to find an e-palFunctions 1. Likes and dislikesHe/She likes/ loves… He/She is fond of …My interests / favourite hobbies are reading and singing.He/She doesn’t like…He/She doesn’t enjoy … He / She hates …He / She thinks … is terrible / boring.2 Making apologiesYou said that you wo uld …Why did / didn’t you …?You promised to … Why didn’t you …?Please forgive me.I’m very sorry … It won’t happen again.I’m sorry I forgot.Words and expressions. 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 fond of hunt for in order to care about such as drop somebody a lineGrammar Direct Speech and Indirect Speech(1)1. to report what someone said-The Declarative Sentence“I like reading adventure stories,” said John.→John said that he liked reading adventure stories.“I don’t enjoy computers,” Sarah said to her friends.→Sarah told her friends that she didn’t enjoy computers.2. to report what someone felt uncertain about –The General Question“Ann, have you seen my blue notebook?” Peter asked. →Peter asked Ann if she had seen his blue notebook.3 to report what someone asked-The Special Question“What differences does it make?” Peter asked Jim. →Peter asked Jim what differences it made.III. Teaching time: four PeriodsIV. Background Information1. How to be a friendToo many people want others to be their friends, but they don’t give friendship back. That is why some friendships don’t last very long. To have a friend, you must learn to be one. You must learn to treat your friend the way you want your friend to treat you. Learning to be a good friend means learning three rules: be honest, be generous, be understanding.Honesty is where a good friendship starts. Friends must be able to trust one another. If you don’t tell the truth, people usually find out. If a friend finds out that you haven’t been honest you may lose your friend’s trust. Good friends always count on one another to speak and act honestly.Generosity means sharing and sharing makes a friendship grow. You don’t have to give your lunch , money clothes, of course. Instead you have to learn how to share things you enjoy, like your hobbies and your interests. Naturally you will want to share your ideas and feelings. These can be very valuable to a friend. They tell your friend what is important to you. By sharing them you help your friend know you better.Sooner or later everyone needs understanding and help with a problem. Something may go wrong at school. Talking about the problem can make it easier to solve. Turning to a friend can be a first step in solving the problem. So to be a friend you must listen and understand. You must try to put yourself in your friend’s place so you can understand the problem better.No two friendships are ever exactly alike. But all truefriendships have three things in common. If you plan to keep your friends, you must practice honesty, generosity and understanding.2 Real Friendshipby Rachel ChastainYou know you have a friend for life when they answer your phone at one o’clock in the morning because you can’t sleep and have a lot on your mind, and they don’t mind talking about nothing to get your mind off everything.When they spare some time to spend with you.When you know that if something bad happened to you they’d be there for you, no questions asked.When you can look at them when something is wrong and they know it just by the look in your eyes and all they have to do is offer a hug and you feel a thousand times better.When you know that they’d never lie to you, and would never hurt you, and if they did, it would only be for your betterment.When they make you laugh when skies are the darkest; and they’re there with a good movie and some popcorn when you’re totally depressed.And even if you’re a thousand miles apart, it doesn’t matter because what you share with this friend is so much deeper than what lies on top that distance plays no role in your friendship.Friendship is when they push when you need it, but never too hard; and stands back when the time is right but never too far.When you feel life is so much better because you know them, and they bring out the best of you that lies with.The First PeriodTeaching Aims:1. Learn and master the following words:quality, honest, brave, loyal, wise, handsome, smart, introducePhrases:be fond ofSentence Pattern:So/Nor + link (modal or auxiliary) verb + subject2. Train the students’ listening ability3. Improve the students’ speaking ability by describin g, talking and discussion.Teaching Important Points:1. Train the students’ listening ability.2. Master the new phrase and sentence pattern and make the students be free to talk about their names, ages, hobbies and so on.Teaching difficult Points:How t o improve the students’ listening ability.How to finish the task of speaking.Teaching Methods:1. Listening-and-answering activity to help the students go through with the listening material.2. Individual, pair or group work to make every student work in class.Teaching Aids:1. a tape recorder2. a projector3. the blackboardTeaching Procedures:Step I Greetings and Lead-inT: Good morning/afternoon, everyone.Ss: Good morning/afternoon, teacher.T: Sit down, please. Now you’re Senior Middle students. From now on I’m your English teacher. I’m very glad to know you and willing to give you lessons. First let’s introduce each other. All right? Do you know “introduce”? (Bb: introduce) “introduce” means “to make known for the first time to each other or som eone else”. So I introduce myself to you now. My name is …. What about you? Hello, what’s your name? Nice to know you.(Go around the class and get individual Ss to introduce themselves.)T: Yeah, from now on we have known each other. Maybe I’m not only your teacher, but also your good friend in future. Do you think so?Ss: Yes.Step II Warming upT: Today we’re going to learn Unit 1 “Good friends”.(Bb: Unit 1 Good friends The First Period) “The first period”. First, let’s look at some words.(Show the following on the screen)quality honest brave wise loyal smart handsomeKind, happy, strong, beautiful, rich, funny(Teacher teaches the words in the first box and explains them, and says the following.)T: OK. Now I want you to discuss two questions.1. What should a good friend be like?2. What qualities should a good friend have?(Bb: Write them on the blackboard.)Yeah, please discuss them in groups of four. After a while, everyone is asked to make a sentence using the words in theseboxes on the screen. Of course, you can use other words if you like. Is that clear?Ss: Yes.T: OK. Please discuss these questions.(After a while, teacher asks some students to describe a good friend. If time permitting, teacher may ask more students to answer.)T: Ok. Time is up. Who wants to say first?S1: I think a friend should be kind and honest.S2: A good friend is someone who makes me happy.S3: A good friend should be loyal, wise and brave.S4: I think a good friend should be smart, kind and funny. When I am bored, he can entertain me. When I am lonely, he keeps me company.…T: Very good. Your opinions are all right. Now who can describe yourself in three adjectives? You try please.(Teacher comes to one student.)S: I think I am beautiful, strong and wise.T: What about you? (Teacher comes to one boy)S: Yeah, I think, first I’m honest, and I’m well educated, of course I’m handsome.…Step III ListeningT: Now please turn to Page 2. Let’s do some listening. You are going to hear two friends arguing. What are they arguing about? How to solve their problems? It needs your listening. Write down what you hear. At last I’ll check the answers with the whole class. Is that clear?Ss: Yes.T: OK. Let’s begin. (Teacher plays the tape for the first time. Then play for the second time, and during this time, teacher may pause for students to write down the information. Play some parts of the tape more times if necessary. Finally teacher checks the answers with the whole class.)Suggested answers:1 Peter is often late for football practice. I think that he should try to be on time in the future.2 Ann usually borrows things without asking and she doesn’t return things on time. She should ask the owner if she wants to borrow something and try to return it on time in the future.3 Adam borrowed John’s CD player yesterday and now it is broken. Adam can ask his uncle to fix it.T: OK. Now please turn to Page 85. Let’s listen to another passage. Then fill in the blanks in Part 1. (After a while teacher checks the answers.)Suggested solution:1 Solution: Try to understand your friend/ Try to talk about the problem in a different way.2 Solution: Start by telling each other that you are sorry and take it from there. A simple apology is often enough.3 Solution: Keep your secrets to yourself.Step IV SpeakingT: Now I’d like to know something about your favourite hobbies. (Teacher comes up to one boy.) What are your favourite hobbies?S1: I love football and hiking. I also like reading a lot. I think reading can make people rich and wise.T: Yeah, what about you?S2: I enjoy computers and music. I often surf the Internet and listen to some pop music. But I don’t like classical music.(Teacher may ask more students to answer.)T: Yes, we know different persons can have different hobbies. Now look at the part –“Speaking” on Page 2. You are given four minutes to read the following self-introduction. After that, fill in the following form.(Show the form on the screen)Name Steve John Peter Ann Sarah JoeAgeGenderLikesDislikesT: OK. Time is up. I’ll ask six of you to fill in the form. Each student fills in one person’s related content. For example, as to “Steve”, you can fill in “Age 14, Gender girl, Likes skiing, reading, Dislikes hiking, rock music, football”. Do you understand?Ss:Yes.T: OK. W ho can fill in John’s related content? Sun Jing, you try, please…(Teacher asks another five students to fill in the form, then teacher shows the suggested answers on the screen.) Suggested answers:Name Steve John Peter Ann Sarah JoeAge 14 15 15 16 14Gender Girl Boy Boy Girl Girl BoyLikes Skiing, reading Footall, reading Singing Dancing, computers, rock music Reading, football Computers, skiing Dislikes Hiking, rock music, football Sing, computers, rockmusic Football, classical music dancing Hiking, reading Dancing, computers Football, hikingT: Now please discuss in pairs who could be friend in just now. of course, you’d better give your partner your reasons. When you express your ideas, you can use such sentence structures. Look at the screen. (Show the following on the screen.) Structures:1 I’m sure ___ and ___ could be friends, because …2 I’m not sure if ____ and ____ could be friends, because …3 Perhaps ___ and ___ could be friends, because …(Teacher reads the structures, then says …)T: Is that clear?Ss: Yes.T: OK. Please begin to discuss them.(Teacher goes among the students and listens to their discussion. Then choose several students to express their ideas in different ways.)T: Who can use Structure 1 to express your idea?S1: I’m sure John and Sarah could be friends, because both of them like reading and football.S2: I’m not sure if Steve and John could be friends, because both of them like reading. But Steve thinks that football is boring, while John loves football very much.S3: Perhaps Ann and Joe could be friends, because they both like computers and dislike hiking.…Step V Language StudyT: That’s all for discussion. Now let’s learn some language points. First, pay attention to a phrase: be fond of. (Write it on the blackboard.) T hen we’ll learn a sentence pattern: So/Nor +be(have, did, etc.) + subject. (Write it on the Bb) Now look at their usages. (Show the following on the screen and explain them.)1 be fond of : likee.g. He is fond of sweet food.I am fond of swimming in winter.2 So/Nor + be (have, did, etc.) + subject.e.g. (1) –I have finished the work.--So have I.(2) –Mr. Smith is really a kind person. –So is his wife.(3) –I can’t swim. – Nor can I.(4) – Tom is not a student. – Nor am I.Step VI Summary and homeworkT: In this class we’ve done some listening and speaking. We’ve also talked about some self-introduction. Of course we’ve learned a new phrase and a very useful sentence pattern. After class, practice more talking about self-introduction in English. (Points to the Bb) Then do Ex. 2 on Page 86. You can imitate Exercise 1 in the part of talking. At last, don’t forget to preview the reading material “Chuck’s Friend”. Is that clear?Ss: Yes!T: OK. So much for today. Goodbye everyone.Ss: Goodbye, teacher.The design of writing on the BbRecord after Teaching (Sum-up)1．本课作为新学期第一节英语课，学生学习的兴趣较为浓厚。

Unit 1 Good FriendsTeaching aims and demands:a. Achieve language skills and related knowledge about the topic offriends and friendship;b. Learn to express likes and dislikes and make apologies:c. Vocabulary in this unit:the words and expressions listed on the teacher’s bookd. Grammar:Direct and indirect speechLesson 1Step 1 Presentation and discussion (warm-up)Put some new words on the blackboard and tell them something about a friend. Kind honest brave loyal happy wise strongbeautiful handsome rich smart funnyThen ask some questions around the class and discuss with them.What should a good friend be like?What qualities should a good friend have?Should they be funny, smart and strong?Step 2 ReadingAsk the students to read the dialogue in the part SPEAKING. Ask some questions:1.What doesn’t John like?2.What does Joe think of music and skiing?And then fill in the form on page 3.Then ask the students to express their ideas freely. Encourage the students to say more about friends.Step 3 ListeningAsk the students to listen to the tape and fill in the blanks in the listening part.Step 4 Talking/PracticeAsk the students to page 85. Make a similar dialogue as in exercise 2. Some useful expressions :Why did you…? Why didn’t you…? You said that you would…Please forgive me. You promised to … I’m very sorry… It won’t happen again. I forgot.Step 5 HomeworkFinish Exercise 3 in the workbook.Lesson2Step1 RevisionAsk several students to present a speech about friends as a revision. Step 2 Pre-readingPresent the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.Step 3 ReadingBefore asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.Then students read the text, and answer the following questions.1.How does Chuck Noland come to a deserted island?2. In order to survive on the island alone, what does he need to learn?3. What does he understand at last?4. For us, what lesson we can learn from Chuck?At the same time explain the language points if necessary.Step 4 Post-readingDiscuss the following questions in the Part POST-READING.Step 5 HomeworkPrepare a talk about Tom Hanks or something about one of his film. Lesson3Step 1 RevisionGet the students to give a talk about Tom Hanks or something about one of his films.Step 2 Language StudyAsk the students fill in the blanks with proper words.Step 3 GrammarIllustrate to the students the use of Direct and Indirect Speech.Then ask the students to do the exercise in the Part Grammar on P5.Step 4 PracticeAsk the students to act the exercise2 in the part Grammar out.Step 5 HomeworkAsk the students to finish the exercise2 in their workbook.Lesson4Step 1 RevisionCheck the homework.Step 2 PresentationPresent simples of e-mail to get the students a general idea of e-mail.Step 3 ExplanationTell the students some tips of writing an e-mail by learn the above e-mail simple.Step 4 WritingAsk the students to write an e-mail message.Step 5 HomeworkAsk the students to try to write an e-mail to their e-pal.。

unit 1 good friends教案(人教版高三英语上册教案教学设计)Teaching aims:1. 能力目标：a. Listening: get information and views from the listening material;b. Speaking: express one’s attitude or views about friends and friendship in appropriate words.c. Reading: enable the Ss to get the main idead. Writing: write some advice about making friend as an editor2. 知识目标：a. Talk about friends and friendship; how to make friends; how to maintain friendshipb. Use the following expressions:I think so. / I don’t think so.I agree. / I don’t agree.That’s correct.Of course not.Exactly.I’m afraid not.c. to enable the Ss to control direct speech and indirect speechd. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habitadd up calm down have got to be concerned about walk thedog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in3. 情感目标:a. To arose Ss’ interest in learning English;b. To encourage Ss to be active in the activities and make Ss to be confident;c. To develop the ability to cooperate with others.4. 策略目标：a. To develop Ss’ cognitive strategy: taking notes while listening;b. To develop Ss’ communicative strategies.5. 文化目标：to enable the Ss to get to know different opinions about making friends from different countries.Teaching steps:Period oneStep1. Warm-up1. Ss listen to an English song AULD LANG SYNE.2. Brainstorming: let Ss say some words about friendship –honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….Step 2. Talk about your old friends1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.2. Self-introductionStep 3. Make new friends1. Ss go around and ask their new friends some information and fill in the following formName Age/hobbies/favorite sports, books, …2. Report to the class: who will probably be your friend why.Step 4. Do a surveySs do the survey in the text ,P1Sep 5. Listening and talkingDo Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.When Ss make their conversation, ask them to try to use the following expressions.I think so. / I don’t think so. I agree. / I don’t agree.That’s correct. Of course not. Exactly. I’m afraid not.Step 6. DiscussionDivide Ss four in one group and each group choose a topic to discuss. There are four topics.Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?Topic 3: Does a friend always have to be a person? What else can be your friend? Why?Topic 4: List some qualities of a person who does not make friend easily.Step 7. Summary1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.2. T shows more information about friendship and a poem about friendship.What is friendship?I want to find the answer to the questionWhat is friendship?When it rains, I think friendship is a small umbrella.It can give me a piece of clear sky.When I’m crying, I think friendship is a white handkerchief.It can wipe my tears dry.When I am sad, I think friendship is a warm word.It can bring me happiness again.When I am in trouble, I think friendship is a strong hand.It can help me escape my troubles.When I sit in a quiet place, I think friendship is a very wonderful feeling.It can’t be pulled and torn, because it is in everyone’s heart.It is there from the beginning to the end of our lives.3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.Step 8. EvaluationSs finish the following evaluation form. Standard: A, B,CContents 自评他评1. I’m active in talking with others.2. I’m active in cooperating with others.3.I can express myself fluently, accurately and appropriately.4. I know more about friendship after this lesson..5. Do you think you need to improve yourself in some aspects? Which aspects?Homework:1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.2. Write a short passage about your best friend.Period twoStep1.Warming upActivity1: Suppose you have to stay indoors to hide yourselffor a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or Tv at home.How would you feel?What would you do?Four students a group discuss with each other for 2 minutes.Activity2: Play a short part of the movies Schindler’s ListStep2. PredictingStudents read the title of the passage and observe the pictures and the outline of it to guess:Who is Anne’s best friend?What will happen in the passage?Step3. SkimmingStudents skim the passage in 2 minutes to get the main idea : Who is Anne’s best friend?When did the story happen?Step4. ScanningStudents work in pairs to find the information required below: Annein World War ⅡStep5. Intensive readingStudents work in group of four to discuss the following open questions:1.Why did the windows stay closed?2.How did Anne feel?3.What do you think of Anne?4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文).5.Which sentences attract you in the passage?Step6. ActivityFour students a group to discuss the situation:Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.What will you take? Why?How will you spend the 3 months?How will you treat each other and make friends ?Step7.AssignmentTask1.Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.Task2.Ex2.3on Page3Period threeStep 1. Warming upCheck the Ss’ assignment: task 2Step 2. Language points:1. add (v.)1). To put together with something else so as to increase the number, size, importance, etc.增加，添加Please add something to what I’ve said, John.2). To join numbers, amount, etc so as to find the total 相加Add up these figures for me, please.add to something: to increase 增加What he did has added to out difficulties.add up to: to amount to 加起来等于；总计The cost added up to 100 million yuan.2. cheat v. 1). T o act in a dishonest way in order to win 欺骗；作弊2). (of, out of) to take from (someone) in a dishonest way 骗取They cheated the old woman out of her money by making her sign a document she didn’t understand.n. 1). an act of cheating 作弊行为2). one who cheats 骗子3. go through1). To examine carefully 仔细阅读或研究I went through the students’ papers last night.2). To experience 经历，遭受或忍受You rea lly don’t know what we went through while working on this project.4. crazy (adj.)1). mad, foolish 疯狂的，愚蠢的It’s crazy to go out in such hot weather.2). wildly excited; very interested 狂热的，着迷的She is crazy about dancing.5. lonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的He has been very lonely since his wife left him.lonely/alonealone1). without or separated from others 单独的She lives alone.2). only 仅仅，只有。

Unit 1 Good friends1.I like sea, _____ in summer.A. speciallyB. specialyC. especiallyD. especial2. We will produce twice _____ cotton as we did last year.A. so manyB. so muchC. as manyD. as much3. As your spoken English gets better, _____your written English.A. so willB. so doesC. such doesD. such will4. I enjoy ____in the factory.A. workB. to workC. to workingD. working5. Did you see the books _____ open on the desk when you went in?yB. laidC. layingD. lying6. I want to make _____ with him, but he is proud.A. a friendB. friendsC. the friendD. friends7. In order to protect the trees, the old man lives _____ in a _____house, but he doesn’t feel _____.A.alone, alone, lonelyB. lonely, alone, aloneC. lonely, lonely, aloneD. alone, lonely, lonely8. -----Do you like the cloth?-----Yes, it _____very soft.A. is feelingB. feltC. is feltD. feels9. The lion hid in the bush ____be found.A. so as to notB. so that notC. in order that notD. in order not to10. Mrs Brown was much disappointed to see that washing machine she had had _____ went wrong again.A. to repairB. repairedC. it repairedD. to be repaired11. There were _____deer at that time that the leaves of trees were eaten up.A. so muchB. so manyC. too manyD. such much12. I can hardly imagine Peter _____across the Atlantic Ocean in five days.A. sailB. to sailC. sailingD. to have sailed13. How many students were _____ to this university last year?A. permittedB. admittedC. receivedD. accepted14. -----We haven’t heard from Tom for a long time.-----What do you suppose _____to him?A. was happeningB. has happenedC. to happenD. having happened15. -----Mr. Brown is always beautifully dressed.-----Yes, she wears _____ nice clothes.A. soB. suchC. such aD. so much16. Let Harry play with your as well, Clare. You must learn to _____.A. supportB. careC. spareD. share17. He was going to _____in the cave _____ he was discovered by the enemies.A. escape, asB. hide, whenC. live, whileD. stay, when18. When the light went out last night, I _______.A.happened to be having a walkB. happened to have a walkC.was happened to have had a walkD. was happening to have a walk19. Mr. Smith is not a football fan. He doesn’t ____much about football matches.A. likeB. enjoyC. careD. prefer20. I have_____feeling that he’ll drop in on me today.A. a kind ofB. kind ofC. kinds ofD. some kinds21.It was necessary ____us to have a map. It was so smart _____you to havebrought one along.A. for, forB. of, ofC. for, ofD. of, for22. My book is missing. I ______ everywhere but I can’t find it.A. hunt forB. have huntedC. hunted forD. hunted23. The Smiths described their friend, Henry, _____very smart and honest.A. beingB. asC. isD. like24.If you don’t go there tonight, _____.A. nor do IB. so do IC. nor will ID. so am I25. The plane crashed and they _____ on a _____ island in the Pacific Ocean.A. landed, desertingB. were landed, desertingC. landed, desertedD. were landed, deserted26. The people ____all felt very safe.A. on planeB. on board the planeC. on the plane boardD. on board on plane27. _____that he was your child, what would you do?A. SupposeB. ImagineC. ThinkD. Regard28. -----How long will you ____away?-----At least two years. ____me a line if you have time.A. go, DropB. be, DropC. go, WriteD.be, Write29. He never admitted _____ the money.A. stealingB. stealC. stoleD. to steal30. He ____to his father that their three hens had ______five eggs.A. lied, liedB. laid, lainC. lain, laidD. lied, laid31.----Are you satisfied with their performance last night?----Not a little. It was really _____.A. successB. a successC. great successfulD. succeed32. -----You were so careless that you left your clothes outside last night! -----_______.A. So you didB. So I haveC. So I wasD. So did I二、改错The zoo had big basket for rubbish. People could throw 1._______the waste into them. On that Saturday afternoon there 2._______ were usually a lot of people around the cages which 3._______ the lovely animals were kept, and that day nobody was 4._______ there. Mr. Pattis was surprised. But he was even much 5._______ surprised to see few children around the basket near 6._______ the tiger’s cage. He quickly came up and looked over 7._______ their heads and saw a little rat run about in the basket 8._______ and looking for food. The rat was afraid and the children 9._______ were more interested in the rat than the tigers were. 10._______。

高一英语教案：《Unit1 Good Friends 好朋友》优秀教学设计（二）高一英语教案：《Unit1 Good Friends 好朋友》优秀教学设计（二）the fourth periodteaching aims and demandsintegrating skillgrammar and writingget the students to write an emailkey points: 1. useful expressions; 2.writing 3.grammarteaching methods: written practice and grammar.teaching proceduresstep 1. revision(1) check the work exercises.(2)a test for unit 1to get the students to review the grammar and write the passage on page 88pal restaurant is one of the many restaurants where people come to eat, drink, talk and enjoy music. it is different from other restaurants because its owners are a group of college students. “we run thi s restaurant to make friends,” says the manager, hu ming.but the students’ parents say that they are unhappy about this. “wecan’t stop them but we want them to put study in the first place.” teachers do not support them, either. hu ming says that a teacher has already told him that he should spend more time on study.all the managers say that running a business takes a lot of time. “we don’t have the money to hire enough waiters or waitresses, so we do most of the work ourselves,” says liu tao. “somet imes we have to skip classes to keep an eye on the restaurant,” says another boy.but liu tao says they are doing ok.3 answers may vary. possible titles/headlines include “study first or business first?” “students running bar”step 2. integrating skillinstruction: the reading describes different kinds of friends. let the students read the first paragraph and answer questions 1-3, then ask them to think of words that can be used to describe the different kinds of friends. you can also tell the stud ents to choose words from the “5-star friend” activity in the student’s book.extension what does it take to make a friendship work? the students can work in groups and select one kind of friendship described in the reading and think about the advantages and disadvantages of such a friendship. what problems might arise? how could they be solved? (the students can refer to the listening activity).suggested answers1 c2 a fair-weather friend will only like you when you are happy and popular; a forever friend is a true friend and will help you when you are in trouble.3 list the characteristics of each kind of friend:a fair-weather friend only likes you when you are happy and popular, doesn’t help you when you have problems. (students can add mor e)a school friend studies and plays together with you, sees you in school. (students can add more)a forever friend knows everything about you, always listens to you. (students can add more)4 sarah helped janet overcome her shyness and deal with her classmates. janet helped sarah study math.5 answers may vary.6 you can make friends with people from other countries by reading e-pal/pen pal ads in newspapers or on the internet.7 one of the advantages of having friends in other countries is that you can learn more about the world. you can also learn more about other languages and cultures. there are a few disadvantages, including the factthat it can be difficult to be friends if you live far away from each other.8 answers may vary. one possible interpretation is that all the people around us could be our friends; friendship is a two-way relationship and it takes work and patience to develop a good friendship.step 3 writingask the students to read the e-mail and find out what the girl wants to know more about. tell the students to think about what they want to tell the girl. as a pre-writing activity, the students can list the things they want to include in the e-mail. when the students have written the e-mail, you can compare what they have written.assessinga learner log is a set of questions that will help the students to reflect on how and what they have learnt. the students are asked to rate their “comfort level” and summarize what they have learnt. you can use this as an activity in class or let the students complete the log at home. throughout the book we offer different assessment tools and we recommend that you try as many of them as possible. learner logs and other similar assessment tools are simple to use and have a positive effect on the students’ learning and learning habits over time. the students may find it difficult to answer the questions at first, but if you use the log consistently it will help the students pay more attention to their learningstrategies and set better goals. once the students are used to the format and expectations, you can use the learner log and other assessment activities in combination with discussion and goal-setting activities.step 4. post -integrating skillsask the students to read the e-mail ads in unit 1 and choose one to reply to. before the students start writing, they should think about what they want to write.extension use real e-pal ads from the internet and let the students find a real e-pal from another country. if your students do not have easy access to the internet, you can simply copy more e-pal ads and bring them to class.sample e-mailhi jane:my name is xiao fei and i come from hunan. hunan is in the south of china. i am a middle school student and i like speaking english. i read your e-pal ad and i would like to be your e-pal. you wrote that you like rock music. can you tell me what bands you like? have you ever heard any chinese rock bands? you also wrote that you like talking and joking around.i do too! i think you and i can be good friends. please send me an e-mail as soon as possible.xiao feiassessment criteria:an e-mail is less formal than a letter and more formal than speaking. a good response to the e-pal ads should include information about who you are and where you are from. try to encourage the students to use indirect speech to refer to the e-pal ad.step 5. homework(1) finish off the exercises in the workbook.(2)write an email into my email-box.summary the key points in this unitevaluation of teaching:the fifth period students have an integrating examinationthe sixth period teachers comment the examination and review the unit.。

高一英语教案：《Unit1 Good Friends 好朋友》教学设计（二）高一英语教案：《Unit1 Good Friends 好朋友》教学设计（二）the second periodteaching objectives1. 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 friendship4. learn some words and useful expressions from the text.teaching approachmunicative approach should be used throughout the class. stress should be laid on:2.learner-centeredness; learning-centeredness3.task-based learning4.activity-based teaching (class work; individual work; group work)teaching type: reading comprehensionteaching procedurestep 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 workbookexercise 2 suggested sample sentences1) 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 wouldnt talk to charles whomi dont 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 doesnt 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 vocabulary1 "the books are too heavy! i think its 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 cant wait to put this fish in it. '4 "hands up! dont move or ill shoot. give me all your money!'5 "ooooh! i look very nice in this new dress!!!'6 a: i think were lost. what should we do now? b: dont worry.i have it here and i know how to use it.7 "ouch! i hit myself with it.'8 a: hurry up! its so dark here. i cant 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 movieget 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 theprevious 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 bemore useful than a radio, because you dont 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 chucks ffriendbackground information on the reading :the film cast away, starring tom hanks, depicts a mans 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 dont know. explain important ones if necessary, but try offering more context of certain words until the students can guess the meaning. dont spend too much time going through the new words.suggestion for teaching some of the vocabulary of the reading text:genrethe 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 awayclues form) + skip + clues (context) +look upthe 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.playgenre +contexttom hanks is a famous actor. he "plays' a man named chuck noland in the film cast away. i can guess that plays means acts.survivecontext +worldknowledgewhen airplanes crash (fall down), most people die. if, like chuck, they dont die, they go on living, so i can guess that to survive means to go on living.desertedcontextthe 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.challengecontextthe text tells me that there are different challenges in chucks 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.。

高一英语教案：《Unit1 Good Friends 好朋友》优秀教学设计（一）高一英语教案：《Unit1 Good Friends 好朋友》优秀教学设计（一）The Third PeriodTeaching aims and demandsThe students are asked to master the Grammar :Direct Speech and Indirect Speech2. Integrating Skill: reading3. Oral practice: manipulate oral practice relevant to the reading material.Key points: grammar and readingTeaching methods: Reading —Sentence structure----explanationTeaching procedures:Step 1. Revision(1) Check the homework exercises.(2) Revise the key points of the previous lesson.Step 2. Presentation To ask the Ss pre-writing the following sentences and check them in class.1.“Today is Thursday” the teacher said.2. “I’m going to play football.” Tom said.3. “He lived in New York” Tom told me.4. “The moon foes around the earth.” he said.5. “He wanted to go out for lunch today.” his father said.6. “He has been here for six years” Mr Li told me.7. “ I will be here for one year.” I said to Mr Li.8. “You come here quickly.” he ordered.9.She said to me, “I will ask for some paper”.10.They asked: “Why did you come here so late?”Step 3. Grammar Direct Speech and Indirect SpeechBrief explanation of “Direct Speech and Indirect Speech” (1): Statements & Questions* use Direct Speech when you want to show the exact words someone said or wrote. Use quotation marks to show that you are reporting the exact words a person used and a reporting clause to include information about the speaker and the situation.e.g. “I had a great time at the picnic,” she told her mum.(the direct speech) (the reporting clause)*The reporting clause may come before, within, or after the direct speech. When the reporting clause comes after the direct speech, the order of the subject and the verb may be changed, e.g. Jane said/said Jane. This typically happens when the reporting clause is within the reported speech and the subject is not a pronoun.e.g. Jane said, “I got a new e-pal. He is from Germany.”“I got a new e-pal,” Jane said / said Jane / she said, “He is from Germany.”“I got a new e-pal. He is from Germany,” Jane said / said Jane / she said.* Use a comma to connect the direct speech and the reporting clause.* When you change a sentence from Direct Speech to Indirect Speech, you sometimes need to change the verb tense. You may also need to change pronouns in order to keep the same meaning.DIRECT SPEECH INDIRECT SPEECHPresent pastPast past or past perfectpresent perfective past perfectpast perfective past perfecte.g. “I’ll take care of you,” Chuck said. à Chuck said he would take care of him.“Did you get e-mails from your friends?” she asked. à She asked if I had got e-mails from my friends.“Have you got any e-mails from your parents?” she asked. à She asked if I had got any e-mails from my parents.*When you use Indirect Speech to report what someone said, you can sometimes change the exact words without changing what the speaker actually said.e.g. Wilson asked, “How long have we been in this place?”à Wilson asked how long you had been here.Answers to Grammar Exercise 11 The visitor said that he was very glad to visit our factory.2 “I don’t like American movies very much,” the woman said to / told us.3 Uncle Wang said that there was something wrong with the front wheel.4 The teacher said to the students, “We are going to have a meeting at three o’clock.”5 The students asked when they should go outing that autumn.6 “I’ll try to finish reading the book by the end of this week,” she said.7 The daughter told her father that mum had gone to the supermarket.8 “Are you going to mail the gifts to your parents?” Sara’s friend asked her.9 Tom asked Bob why he had been so excited that day.10 “How can I solve the problem?” Sandra asked her friend.Step 4 Post-reading : Grammar Exercise 2In this exercise, the students have to imagine that they are helping Chuck “hear” what Wilson “says.” The students use Chuck’s answers to guess what Wilson is asking and then write down the question as reported speech. Let the students look at the example and point out that they don’t need to change the verb tense. When they have completed the written part of the exercise, they can use the questions and answers to talk to each other.Answers to Grammar Exercise 2:Chuck: I know, I know. You are angry with me. You think we should wait longer, but we have waited long enough already.Wilson: Why do you want to leave this island?You: Chuck, Wilson asks why you want to leave this island.Chuck: I want to leave the island because I miss my friends.Wilson: Am I not your friend?You: Chuck, Wilson asks whether or not he is your friend.Chuck: Yes, you are my friend, but I miss the others.Wilson: How long have we been here?You: Chuck, Wilson asks how long you have been here.Chuck: We have been here for almost five years.Wilson: How will we leave?You: Chuck, Wilson asks how you will leave.Chuck: How will we leave? We will wait for the wind to change. Then we will go out over the reef.Wilson: That might be dangerous.You: Chuck, Wilson says that might be dangerous.Chuck: Yes, it might be dangerous, but we have to try. We can’t stay here any longer.Wilson: Will you take care of me?You: Chuck, Wilson asks if you will take care of him.Chuck: Of course I will take care of you.Wilson: I’m scared, Chuck.You: Chuck, Wilson says he is scared.Chuck: I’m scared, too.Step 5 Workbook :Answers to Exercise 1:1 Mary told Yang Mei that she was doing a biology experiment then.2 Mary told Yang Mei that she was not free that day.3 Mary told Yang Mei that she must / had to finish her paper that week.4 Mary told Yang Mei that she would have to stay in the lab until the next day.5 Mary told Yang Mei that she was going to write a report the next week.6 Mary told Yang Mei that she had watched a very interesting TV programme the day before.7 Mary told Yang Mei that She must / had to wait there that afternoon.8 Mary asked Yang Mei if she would go to the Students’ Club that afternoon.9 Mary told Yang Mei that she had visited her teacher the day before.10 Mary asked Yang Mei who was going to study abroad the next year.Answers to Exercise 2:Sept 1, MondayIt’s my first day in senior high school. Mother told me to get up early. Father asked me to tie my hair up. I told myself not to worry too much.When I arrived at school, I ran into my friend Joanna. She said I looked great. (1)I asked her where she had spent her holiday. (2)She said that she had gone to Shanghai and it had been wonderful. (3)She also asked me if I had enjoyed my holiday.We went to the classroom for our first lesson. (4)Mr Yu asked us if we had had a pleasant holiday. (5)Then he said that he wanted to get to know us, and he asked us to write a short description of ourselves. I wrote it inEnglish. When Mr Yu read it, (6)he said it was well-written.After school I went back home. I told my parents about my first day in school. (7)They told me that they were proud of me.1 “Where did you spend your holiday?” I asked /said to her.2 “I went to Shanghai and it was wonderful,” she said.3 “Did you enjoy your holiday?” she asked / said.4 “Did you have a pleasant holiday?” Mr Yu asked us.5 “I want to get to know you. Could you please write down a short description of yourselves?” he said.6 “It’s well written,” he said.7 “We are proud of you,” they said to me.Answers to Exercise 31 Change Direct Speech into Indirect Speech and Indirect Speech into Direct Speech.1 Hu Ming, the manager says that they run that restaurant to make friends.2 “We are unhappy about this,” the students’ parents said.3 Hu Ming says, “A teacher has alr eady told me that I should spend more time on study.”4 “Running a business takes a lot of time,” all the managers say.5 Liu Tao says that they don’t have the money to hire enough waitersor waitresses, so they do most of the work themselves.6 Another boy tells me that sometimes they have to skip classes to keep an eye on the restaurant.7 “We are doing OK,” Liu Tao says.Step 6 HomeworkFinish off the work in work bookchange the 10 sentences into indirect speechTry to write a news story in about 100 words on page 88Revise the grammar on page 178 to page 180。

unit1goodfriends全单元（人教版高一英语上册教案教学设计）By Yin Qingguo一、Goals & Contents1. KnowledgeA. words (basic)honest, brave, loyal, wise, handsome, smart, classical, fond of, match, mirror, fry, gun, hammer, saw, rope, movie, cast, deserted, hunt, hunt for, in order to, share, sorrow, care about, feeling, such as, airplane, lie, speech, adventure, notebook, drop a line, error ,survive, be intoB. words (optional)solution, compass, , parachute, scared, formal, hikeC. SentencesI don’t enjoy singing, nor do I like computers.I hate hiking and I’m not into classical music.Chuck is a businessman who is always so busy that he has little time for his friends.Chuck is on a flight across the Pacific when suddenly his plane crashes.He realizes that he hasn’t been a very good friend because he has always been thinking about himself.He also learns that he should have cared more about his friends.D. Phraseshave little time, surf the Internet, all the time, on a flight, survive the crash, a deserted island, all alone, collect water, hunt for food, make fire, develop a friendship, share happiness and sorrow, have someone to care about, to give as much as to takeE. GrammarDirect speech and Indirect speech.2. Ability & Function① Learn how to describe friends.② Learn how to express your likes and dislikes③ Learn how to make / offer apologies④ Learn how to change the direct speech into indirect speech and vice visa.⑤ Learn how to compose an e-mail.二、Schedule and Procedures1. Time AllotmentPeriod 1---Warming up & SpeakingPeriod 2---Listening & TalkingPeriod 3&4---Reading (plus“Pre-”&“Post-”& language study)Period 5&6---Language study& PracticingPeriod 7&8---Integrating skills &Assessing２. ProceduresPeriod 1Warming up & SpeakingStep One：Warming upTeaching aims: how to describe a good friendtalking about likes and dislikes1. Words to be studiedhonest, brave, loyal, wise, handsome, smart, classical, be fond of, be into, classical, hobby2. Making sentences using the words above, for example,I think a friend should be honest. He or she never tells lies.A good friend is someone who is brave. He or she is not afraid of difficulties.………………How to carry it out:1. Greetings to the Ss:Good morning, everyone! Stand up! Sit down, please! Class is over!How are you today?2. Do you have a good friend?/ what do you think should a good friend be like?/ what qualities should a good friend have? The students are asked to describe one of their good friends. Let them use as many adjective words as possible. At the same time I will write these words on the blackboard.Then I will explain some new adjective words. And ask Ss. to make sentences using them.Step Two: SpeakingTeaching aims: learn how to express your hobbies: likes and dislikes1. Words and phrases to be studiedbe into, fond (of), classical, all the time, surf the internetnot……nor/neither……2. Useful expressionslove sth./ to do / doing doesn’t/don’t like/ love sthlike sth. /to do / doing I think that……is terrible or boring.enjoy sth./ doing sth. hate to do/doing sth.be into sth. be not into sth.be fond of sth./ doing sth. I can’t stand……be crazy about st h. don’t/doesn’t enjoy sth./doing sth.How to carry it out:1. Ask them to make a self-introductionHi, my name is……. I am ……years old. And I like ……, I don’t like……, etc.2. How to introduce their friendsHi, everybody. …… is my good friend. He is ……. He likes ……. He doesn’t like ……. We’re friends because we have the same interests.3. First ask the Ss. to read the text themselves. And then fill in the chart on page three. After that I will check the answers together. Then I will divide them into several groups and let them discuss the question who can be good friends. After about 5 minutes, I will ask them to answer it trying to use the useful expressions and tell the reasons. ( A group survey )Name TerryGender MaleAge 24Quality OptimisticHonestLikes BasketballTravelingMusicDislikes SwimmingTelling liesPeriod 2Listening & TalkingStep One: ListeningTeaching aims: how to deal with the problems or misunderstandings happened among good friends.How to carry it out:1. Ask the Ss. to listen and find out what they (two friends) are arguing about and give suggestions to them in oral or written form.2. Go on listening on WB on page 85.3. Ask the Ss. if they have some other ways/methods to solve such problems. First divide them into several groups and then give them 5 minutes to discuss it. Let them decide what the most effective way to solve such problems is.Keys to textbook on page 21. Peter is often late for football practice. I think that he should try to be on time in the future.2. Mary usually borrows things without asking and she doesn’t return things on time. She should ask the owner is she wants to borrow something and try to return it on time in the future.3. Adam borrowed John’s CD player yesterday and now it is broken. Adam can ask his uncle to fix it.Keys to workbook on page 851. Solution: Try to understand your friend/Try to talk about the problem in a different way.2. Solution: Start by telling each other that you are sorry and take it from there. A simple apology is often enough.3. Solution: Keep your secrets to yourself.Step two: TalkingFriends often help each other. But sometimes there are some misunderstandings or unpleasant things occurring among them. To learn the skills or strategies is very important to keep good friendship. Under such circumstances, a simple apology is enough and works well. But how to make apologies?Teaching aims: how to make apologies between friends when some unhappy/unpleasant things or misunderstandings occur.Words and useful expressions:work vi. 工作，起作用，行得通a. She works in a restaurant.b. The machine won’t work.c. Your suggestion works well.why did/didn’t you……？You promised to ……I am very sorry……Please forgive me.I forgot.It won’t happen again.You said that you would……How to carry it out:1. Study the example on page 85.First, hand out cards. Divide the Ss. into several groups, and let them choose their cards and make a short conversation using the expressions on page 86. Then I will check it one by one.2. Finish the exercises 2 on page 86.3. Think of some other situations and let the Ss. discuss and find out the solutions and then act them out.Homework:a. copy some wordsb. make a name card.(full name, age, likes, dislikes……)Period 3&4ReadingHow to carry it out:Pre-reading:1. Ask the Ss. to read the questions of pre-reading. First I will explain some new words.Match: a piece of short wood which can be used to make fire.Some phrases: strike a match; put a match to sth; matchbox (box for holding matches). Mirror: a piece of glass which can be used to reflect images.Some phrases: a driving-mirror; a hand mirror; look at yourself in the mirror.Fry: to cook or be cooked in boiling fat or oil.Gun: a kind of small weapon, which can be used to kill both persons and animals and of course you may use it to protect yourself.Hammer: you may use a hammer to hammer a nail into the wood.Saw: this is a kind of tool that can be used to cut the wood into two or pieces, but it is not a knife.Rope: 绳子Compass: the instruments that can be used to distinguish the directions.2. Then let them make up sentences using the new words.3. I have to divide the class into seven groups, in each group there will be eight students. And I will make them discuss the questions and illustrate their reasons. I will make the students elect one captain for each group and report their reasons. The captain of each group can have a same idea or a different one. Then if the other groups don’t agree with the speaking group, they can debate.I think a knife is the most useful, because I could use it to cut things, to fight animals, and to …….Andy thinks that a box of matches is the most useful, because ……Reading the whole text:1. Brief introduction to Tom Hanks2. Some background knowledge to this famous film Cast Away3. List some simple questions on this passage to let the Ss.find the answers while reading the text. And then make them answer them.Who is Chuck Noland?Why did he land on a deserted island?How many years had he stay there?Is he alone?…………4. Finish the first two questions of post-reading on page 4.5. Divide the whole class into several groups to discuss Question 4 of post-reading on page 4 or hold a debate among them.( Divide them into four groups. Each group represents one view of points.)6. Explain the language points in the text one by one. At the same time, make them make up sentences using what they have learnt.Homework:a. Try to memorize the new words & expressions.b. Try to recite the third paragraph.c. Write a composition: words limits: 100If you were alone on an island, what would you do in order to survive?7. Some knowledge points:a. In the movie Cast Away, Tom Hanks played a man named Chuck Noland.Cast: cast, cast. To throw sth. on purpose or with force.Cast sb. away: usually used in the passive voice. It means that leaving sb somewhere because of the wreck.Play: to act the role of sb. e.g. he is playing Hamlet on the stageb. Chuck is a businessman who is always so busy that he haslittle time for his friends.So +adjective / adv. + that + a sentence 如此. ……. 以至于……..e.g. That shirt is so nice that I have to buy it even if I have to borrow some money from my friends.He did so well that he was praised by the boss.c . (phrase) a successful managerall over the world / countryd. One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.“When” means “just at that time”. It is usually used in the following structures:a. be + prep. Phrase + whene.g. we were at work that afternoon when suddenly a fire broke out.b. be doing sth. + when…e.g. we were having a meeting when someone broke in angrily.c. be about to do sth. + when …..e.g. I was about to go out when someone knocked at the door.e. Chuck survives the crash and lands on a deserted island.Survive: continue to live or exist in spite of nearly being killed or destroyed.Survive an earthquake, accident, etc.幸存的人或物+survive+事故 / 事件e.g. the plants may not survive the frost.Deserted: with no one present. A deserted street, area, etc.Desert n. 沙漠d. all alone: all by himself or it means that only by himself.e. He has to learn how to collect water, hunt for food, andmake fire.f. challenge: N. invitation or call to take part in a game, contest, fight, etc. to prove who is better or stronger, etc.challenge (to sb)(to do sth.)to issue / accept a challenge.Challenge V. challenge sb (to sth.) e.g. challenge sb to a game of tennis.Challenging adj. 具有挑战性的，激励的 e.g. a challenging job, test.g. In order to survive, Chuck develops a friendship with an unusual friend---a volleyball he calls Wilson.In order to do sth. means “ so as to” but “so as to” could not be used in a negative sentence.Develop a friendship with sb.h. He realizes that he hasn’t been a very good friend because he has always been thinking about himself.Realize(se): understand e.g. I realized that they had told the secret the others before they told it to us.Have / has been doing sth. 现在完成进行时Think about and think of:作“考虑”和“想起”解时两者同意，可以互换使用。

高一英语上册 Unit 1 Good friends Unit1 Good friends(第三课时)教案大纲人教版第一册Teaching Aims:1.Review the words learned in the last two periods.2.Learn and master direct speech and indirect speech.Teaching Important Points:1.How to guess the missing word according to the given sentence.2.Master the interchanges of direct speech and indirect speech in the declarative sentence andinterrogative sentence.Teaching Difficult Points:Master the changes of the pronouns,tenses,adverbials in the interchanges of direct speech and indirect speech.Teaching Methods:1.Review method to consolidate the words learned in the last two periods.2.Explanation and inductive methods to make the students master the interchanges of directspeech and indirect speech.3.Individual,pair work to make every student work in class.Teaching Aids:1.a projector2.the blackboardTeaching Procedures:☞Step Ⅰ.GreetingsGreet the whole class as usual.☞Step Ⅱ.Word StudyT:In the last two periods,we have learned some self-introduction,a reading text—My Friend Wilson.We have also discussed what a good friend should be like and what qualities a good friend should have.If you are alone on a deserted island,we also know what would be the most useful to you.All these include some useful and important words and phrases.Now let’s review them.Open your books,turn to Page 4.Look at Word Study.Fill in the blanks with the words and phrases you have learnt in this unit.You are given five minutes to do it.Read first,then fill in it according to the meaning of each sentence.Is that clear?Ss:Yes.T:OK.First do it by yourself.Then discuss them in pairs.After a while,I’ll ask some students to read the words.(Teacher goes among the students and the students begin to do it.After a while,teacher checks their answers.)Suggested answers:1.honest2.classical3.sorrow4.argue5.loyal6.hunt for7.fond of8.brave9.inorder to 10.smart☞Step Ⅲ.Grammar StudyT:Now I want you to translate two sentences into English.Listen carefully.The first one,“我喜欢看冒险故事”，the second one“玛丽，你看见我的蓝色笔记本了吗？”Here I tell you howto say“冒险”in English—adventure.Now how to translate the two sentences?Who wants to try?Yeah,Li Li,you try,please.The first one.S:I like reading adventure stories.T:Good,sit down,please,Li Li said,“I like reading adventure stories.”(Bb:Li Li said,“I like reading adventure stories.”)The second one.Who wants to try?OK,Peter,you try,please.S:Mary,have you seen my blue notebook?T:Yes,sit down,please.Peter asked,“Mary,have you seen my blue notebook?”(Bb:Peter asked,“Mary,have you seen my blue notebook?”)T:Now look at the blackboard.If we report what Li Li and Peter said to someone else,how to do it?T and Ss:Li Li said that he liked reading adventure stories.Peter asked Mary if she had seen his blue notebook.(Bb:Write them on the blackboard.)T:Yes.We should pay attention to the changes of tenses.Look at the underlined words.And we should pay more attention to the second sentence.In direct speech,it’s a general question.But in indirect speech,we should use if or whether to introduce object clause besides the change of verb.If it is a special question in direct speech,we should use the original interrogative in indirect speech.Look at the example.“How could you do that?”Mary said to Ann.→Mary asked Ann how she could do that.(Bb:Write them on the blackboard.)Is that clear?Ss:Yes.T:OK.Now let’s do some exercises.Open your books,turn to Page 5.Look at Grammar—Direct Speech and Indirect Speech.Look at Part 1 first.Turn the following sentences into Direct Speech or Indirect Speech.First do it by yourselves.Then discuss it in pairs.Finally I’ll show you the answers.(After students do it,teacher shows the following on the screen.) Suggested answers:1.The visitor said that he was very glad to visit our factory.2.“I don’t like American movies very much.”the woman said to us.3.Uncle Wang said(that)there was something wrong with the front wheel.4.The teacher said to the students,“We are going to have a meeting at three o’clock.”5.The students asked when they should go outing that autumn.6.She said,“I will try to finish reading the book by the end of this week.7.The daughter told her father that Mom had gone to the supermarket.8.Sara’s friend said to her,“Are you going to mail the gift to your parents?”9.Tom asked Bob why he was so excited that day.10.Sandra said to her friend,“How can you solve the problem?”T:OK.In fact,we should pay attention to some special cases.In the interchanges of direct speech and indirect speech,it is not necessary for us to change“here,come,yesterday and so on”into“there,go,the day before”if we are at that given time and place.Of course,if the content in direct speech is objective truth,it is also not necessary to change tenses in Indirect Speech.For example:She said to the children,“It is well-known that the earth moves round the sun.”→She told the children that it is well-known that the earth moves round the sun.(Bb:Write them on the blackboard.)As to this,you should remember.Is that clear?Ss:Yes.T:OK.Let’s deal with Part 2(Teacher begins to read the background knowledge on Page5.After that,say the following.)Now you are given five minutes to do it.First do it by yourself.Then discuss it in pairs.Pay attention to guessing what Wilson says according to the context,then write down what Wilson says,using Direct Speech.Now please begin. (Teacher goes among the students to check their writing and explain some new words students meet with and ask,such as“scared”.As to some sentences,teacher and students can discuss together.At last,teacher shows the answers on the screen.)Suggested answers:Chuck:I know,I know.You are angry with me.You think we should wait longer.But we have waited long enough already.Wilson:Why do you want to leave the island?You:Chuck,Wilson asked why you wanted to leave the island.Chuck:I want to leave the island because I miss my friends.Wilson:Am I not your friend?You:Chuck,Wilson asked you if he was your friend.Chuck:Yes,you are my friend,but I miss the others.Wilson:How long have we been here?You:Chuck,Wilson asked you how long we had been here.Chuck:We have been here almost five years.Wilson:Why don’t we leave here earlier?You:Chuck,Wilson asked why we didn’t leave here earlier.Chuck:How will we leave?We will wait for the wind to change.Then we will go out over the reef.Wilson:Is it dangerous if we go out now?/That might be dangerous.You:Chuck,Wilson asked you if it was dangerous if you went out then/Wilson said that might be dangerous.Chuck:Yes,it might be dangerous,but we have to try.We can’t stay here any longer. Wilson:Will you take care of me?You:Chuck,Wilson asked if you would take care of him.Chuck:Of course I will take care of you.Wilson:But,I am scared.You:Chuck,Wilson said(that)he was scared.Chuck:I am scared,too.T: OK. Now let’s do some exercisees in workbook. Turn to Page 87. Look at the exercisees in Grammar. Do it by yourself first. Then we’ll deal with it together.Suggested answers:1. 1. Mary told Yang Mei that she was doing a biology experiment them.2.Mary told Yang Mei that she was not free that day.3. Mary told Yang Mei that she must/had to finish her paper that week.4.Mary told Yang Meo that she would have to stay in the lab until the next day.5.Mary told Yang Mei that she was going to write a report the next week.6.Mary told Yang Mei that she had watched a evry interesting TV programe the day before.7.Mary told Yang Mei that she must/ had to wait there that afternoon.8.Mary asked Yang Me iif she would go to the lecture that afternoon.9.Mary told Yang Mei that she had visited her teacher the day before.10.Mary asked Yang Mei who was going to study abroad the next year..2.1. I asked her where she had spent her holiday→“Where did you spend your holiday? ” I asked/said to her.2.She said that she had gone to Shanghai and it had been wonderfull.→“I went to shanghai and it was wonderfull,”she said.3.She also asked me if I had enjoyed my holiday.→“Did you enjoy your holiday?” She asked/ said.4.Mr. Yu asked us if we had had a pleasan holiday.→“Did you have a pleasant holiday?” Mr. Yu asked us.5.Then he said that he wanted to get to know us, and he asked us to write a short descryiption of ourselves.→“I want to get to know you. Could you please write down a short descryiption of yourselfves” he said.6. He said it was well- written.→“I t’s well written,”he sad.7. They told me that they were proud of me.→“We are proud of you.” they said to me.☞Step Ⅳ.Summary and HomeworkT:OK.In this class,we’ve reviewed the new words we learned.In particular,we’ve learned Direct Speech and Indirect Speech.After class,review the content,and remember the rules of changes in the interchanges of direct speech and indirect speech.Time is up.That’s all for today.See you next time.☞Step Ⅴ.The Design of the Writing onthe Blackboard____________________________________________________________________________________________________________________________。

I. Teaching aims and demands学习目标和要求：1.topic话题:1>talk about friends and friendship2>discuss problems occurring in a friendship and suggest solutions3>write an e-mail to find an e-pal2.function功能:1>likes and dislikes2>making apologies3.vocabulary词汇: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; be fond of; hunt for; in order to; care about; such as; drop ab.a line4.grammar语法:Direct and Indirect Speech 直接引语和间接引语1>statements2>questionsnguage usage语言运用运用所学语言，围绕结交朋友这一话题，完成教材和练习册中的听、说、写的任务；阅读课文“Good friends” 并联系生活中的实际，书写一封电子邮件。

II. Difficult points 难点III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cardsⅣ. Main teaching methods 教法:1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.2. Listening-and–answering activity to help the students go through with the 限listening material.3. Use both individual work and group or pair work to make every student work and think in classⅤ. Periods: 7-8 periods.Ⅵ. Teaching procedures 教学过程Period 11. PRESENTATION & REVISIONWe all have friends, and we also value others’ friendship. In this period, we’ll talk about what kind of person you are and what kind friends you like, and then listen to the tape about the solutions to the problems of some fri ends. Finally we’ll learn to talk about friendship.2. WARMING-UPIntroduction The activity is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.Instruction Ask the students to describe a good friend and give examples of situations where friends have helped them. You can use the activity as a brainstorming session done either in groups or with the whole class.1. Ask the Ss the following questions to review some words they know to describe their friends:1) Do you have good friends?2) What do you think of them? / Why do you think he / she is your good friend?3) What kind of people do you want them to be your friends?4) Are there any other words we can use to describe a friend?2. Review and learn some useful words:Appearance: tall short thin fat strong slim beautiful pretty handsome (attractive, fair) smart (quick, bright)Qualities: kind kind-hearted / warm-hearted polite helpful gentle noble honest trustworthy frank openhearted brave great full of courage /courageous loyal true faithful to a friend dependable wise clever bright learnedIn the second part of the activity, students are asked to describe themselves and a friend. You can use these questions in at.1east two different ways. One alternative is to ask the students to think about three words to describe themselves and then let each student tell the class the three characteristics they have chosen. A second alternative would be to ask the students to write down the three characteristics and let other students guess who is being described. As with the first part, the objective is to elicit student language and get the students to think about friends and friendship.3. Ask the Ss to use the following sentences to describe themselves or their friends, first practise in pairs, then the whole class.1) I think I am ______, ______ and _______.I think I am ______ because I _____. So when you ______, you can _____.2) I think he / she is _______, _______ and ________.I think he / she is _______ because __________.3. LISTENINGIntroduction In this activity, the students will hear friends discuss common problems that may occur in a friendship. The students are asked to identify the problems and suggest solutions.Instruction Tell the students that friends sometimes have problems and that it is important to know how to solve the problems. The students will hear three arguments between friends and are asked to write down the problems and suggest possible solutions. It may be necessary to divide the task into two parts; first the students write down the problems as they listen to the tape, and then they discuss possible solutions. The students can also listen to one situation at a time and discuss solutions with the whole class.LISTENING TEXT:Situation 1A: Hi, Peter.B: Hi, .Jim.A: Peter, I’m hot happy about this. This is the third time you are late for football practice! You have to do something about thisB: Uh, I’m sorry, Jim. What's the big deal? So I’m a fewminutes late, what difference does it make?A: What difference does it make? We have to wait for you. Look, everybody is here and ready to play. We don't like waiting for you. Please try to be on time in the future.B: OK, I will try.Situation 2A: Hi, Ann. Have you seen my calculator?B: Hi, Mary. Oh, I forgot to tell you. I needed a calculator yesterday and I borrowed yours. I hope you don't mind.A: What? You borrowed my calculator without asking? How could you do that? You always do this, borrowing things from me without asking. And then you don't return things on time either.B: I'm sorry. I didn't know you were so upset about it.Situation 3A: Hi, John.B: Hi, Adam. How s it going?A: Pretty good. Look, I have something I need to tell you.B: OK, what's up? A: Well, you know I borrowed your CD player yesterday.B: Yes?A: Well, um, I think it's broken.B: What? Broken! What happened?A: I didn't do anything. I was just listening to some music when suddenly it stopped. I can't make it play again.B: Hm, that's strange. I’ve never had any probl ems with it before. Are you sure you didn't do anything to it?A: Yeah, I just listened to it. But don't worry. I'll ask my uncle to fix it when he comes back.Suggested Answers:1 Peter is often late for football practice. I think that he should try to be on time in the future.2 Ann usually borrows things without asking and she doesn't return things on time. She should ask the owner if she wants to borrow something and try to return it on time in the future.3 Adam borrowed John's CD player yesterday and now it is broken. Adam can ask his uncle to fix it.Extension You can ask the students to think of other situations / problems involving friends and role-play or discuss the issues. You may also ask the students to list or discuss what methods are most effective when you want to solve problems in a friendship.4. SPEAKINGIntroduction The students will use the information about the people on SB page 2 to talk about likes and dislikes and to practice giving reasons for their opinions.Instruction Tell the students to work in pairs. Ask the students to complete the chart on SB page 3 and then use the answers to talk about who could be friends and what they like or dislike. Ask each pair to decide who could be friends and give reasons for their decisions. When they have made their decision, ask them to compare and debate their ideas with other pairs. Encourage different answers, including strange ones.Extension You can ask the students to make a list of famous people or people they know. The students then use the list to identify likes and dislikes and characteristics and try to determine who could be friends.Sample dialogue:A: I'm sure John and Steve could be friends, because they both like reading.B: I'm not so sure about that, because John said that he .likes reading, but he also said that he likes football. Steve said that he thinks football is boring.A: Perhaps John and Sarah could be friends, because they both like reading and playing football. Sarah said that she doesn't like computers. John doesn't like computers either.B: I think that ...5. SUMMARY & HOMEWORK1. Preview the reading text2. Learn the new words and expressions by heart.3. Get ready to be examined in the speaking activities.Period 21. PRESENTATION & REVISION1. Ask the Ss to tell what they learned in the last period and their opinions about what a good friend should be.2. Ask the Ss to tell if there was anything unhappy that once happened between them and their friends and how they solved it.3 Check up some pairs to act out their o pinions about “SPEAKING” Today, we’ll read an interesting story about a pair of strange friends. Can you tell me what can be your good friend besides a person?2. PRE-READINGIntroduction The activity is designed to get the students to think about what it would be like to be alone on a deserted island. The activity is not directly 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.Instruction 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.For example: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 material and spiritual needs, i.e. the things we need and the social interaction we need.3. READINGCHUCK'S FRIENDIntroduction 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.Ask the Ss to read the passage and find the answers to the questions:1) What is the movie about?2) Who is Chuck?3) What happens to Chuck one day when he is flying across the Pacific Ocean?4) How many years has he spent on the deserted island?5) What becomes his best friend there? Why?Summary1 Chuck Noland, a successful businessman, lands on a deserted island aftera plane crash.2 Chuck has to learn basic survival skills on the is land. In order to cope with his loneliness, Chuck develops a friendship with a volleyball he calls Wilson.3 Five years' life on the island teaches Chuck the importance of having friends and being a good friend. Wilson may just be a volleyball, but their friendship is real and in some ways better than Chuck's friendships in the past.4 Human friends and unusual friends are important in our life. Friends and friendship help us understand who we are and how we should behave.Instruction1 Tell the students to read the text silently. Encourage the students to read without using a dictionary. If the students can't guess the meaning of a word or phrase in the text, tell them to mark the word or phrase.2 Ask them to look at the picture and ask one student to point to the picture and retell the main idea of the text.3 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.4 Ask the students to answer questions about the story. e.g. How can a volleyball become Chuck's friend? What does Chuck learn about himself when he is alone on the island?5 Have a short discussion about one or more ideas in the text:1) What can we do to be good friends even if we are very busy?2) Does a successful man or woman need friends?3 ) The text talks about giving and taking. How do friends give and take?4) What do friends teach us?5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?Student-centered vocabulary learning:It is very important for students to make their own choices and decisions about what they learn. You can help your students by letting them practise making such choices and decisions.I Give the students a few minutes to make a list of words and expressions from the text that they want to learn. The list should not be too long.2 Ask the students to show their list to a partner and explain why they chose these words or expressions.There are many ways to help the students deal with new words. Begin by letting the students try on their own. If the students can discover the meaning of new words themselves - either by using clues, pair work, or group discussion - they are more likely to develop a better understanding of the word. More importantly, the process will help them develop strategies and skills that they can use when they encounter new words. The teacher is responsible for providing guidance and assistance. Give the students time, help as little as possible and in a gradual way. Try to model and encourage positive behaviour - the best way to help is to provide clues and examples. If you" explain" the w<;>rd or simply translate it, you are not giving the students an opportunity to learn.1 Encourage the students to try different ways to fix the words in their minds.2 Some words may have different meanings. You can help the students decide which meaning fits the context.4. POST-READING1. Ask the Ss to find the answers to the first three questions in Post-reading part.2. Ask the Ss to discuss the fourth one in groups of four, and then report to the whole class.Suggested answers to the questions:1 He has to learn how to collect water, hunt for food, and make fire. More importantly, he has to learn to live without friends.2 He has learnt a lot about himself when he is alone on the island. For example, he has come to realize that friendship is important in his life, that he hasn't been a good friend, and that he should care more about his friends. (The students may also use present tense, e.g. He learns a lot about himself. He realizes that...)3 Open for discussion. The students can list basic survival skills.4 Let the students discuss the question in groups. The question can be discussed in the form of a role-play where each student represents one of the four people and has to persuade the others that he or she should be given the parachute.5. SUMMARY & HOMEWORK1. Listen to and read the text again and again.2. Find out the difficult sentences and go over the notes to this text.3. Look up the word learn in the dictionary and try to find out different meanings of it.Period 31. PRESENTATION & REVISIONAsk the Ss to think over and answer the question:1) How can a volleyball become Chuck’s friend?2) The text talks about giving and taking. How do you and your friends give and take?3) Does a successful man or woman need friends? Why or why not?4) What do friends teach us?5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?2. LANGUAGE POINTS IN THE READING TEXT(Omitted)3. LANGUAGE STUDYGo over this part by asking some Ss to read the ten Word study sentences one by one to check the answers.Answers to the exercises:1 honest2 classical3 sorrow/unhappiness4 argue/quarrel/disagree5 loyal/good/true6 hunt for7 fond of/interested in8 brave/fearless9 in order tot so as to 10 smart4. GRAMMARBrief explanation of "Direct Speech and Indirect Speech" (1): Statements & Questions* You use Direct Speech when you want to show the exact words someone said or wrote. Use quotation marks to show that you are reporting the exact words a person used and a reporting clause to include information about the speaker and the situation.e.g. “1 had a great time at the picnic,” she told her mum (direct speech) (reporting clause)* The reporting clause may come before, within, or after the direct speech. When the reporting clause comes after the direct speech, the order of the subject and the verb may be changed, e.g. Jane said/said Jane. This typically happens when the reporting clause is within the reported speech and the subject is not a pronoun.e.g. Jane said, "I’ve got a new e-pal. He is from Germany. ""I’ve got a new e-pal," Jane said / said Jane /she said, "He is from Germany. "I’ve got a new e-pal. He is from Germany, "Jane said / said Jane / she said.* Use a comma to connect the direct speech and the reporting clause.* When you change a sentence from Direct Speech to Indirect Speech, you sometimes need to change the verb tense. You may also need to change pronouns in order to keep the same meaning.DIRECT SPEECH INDIRECT SPEECHpresent pastpast past or past perfectpresent perfect past perfectpast perfect past perfecte.g. "I’ll take care of you," Chuck said. → Chuck said he would take care of him."Did you get e-mails from your friends?" she asked.→ She asked if I had got e-mails from my friends."Have you got any e-mails from your parents? " she asked.→ She asked if I had got any e-mails from my parents.* When you use Indirect Speech to report what some one said, you can sometimes change the exact words without changing what the speaker actually said.e.g. Wilson asked, "How long have we been in this place?"→ Wilson asked how long you had been here.1. Ask the Ss to discuss the difference between Direct Speech and Indirect Speech in pairs.2. Summary:In Statements 1 “I like reading adventure stories,” said John.John said (that) he liked reading adventure stories.2 “I don’t like computers,” Sarah said to her friends.Sarah told her friends (that) she didn’t like comput ers.In General Questions: 1 “Ann, have you see my blue notebook?” Peter asked.Peter asked Ann if she had seen his blue notebook.In Special Questions: 1 “How can you do that?” Mary asked Ann.Mary asked Ann how she could do that.2 “What difference does it make?” Peter asked Jim.Peter asked Jim what difference it made.3. Go over Part 1 on Page 5.4. Go over Part 2 on Page 6.Answers to Grammar Exercise 1:1 The visitor said that he was very glad to visit our factory.2 "I don't like American movies very much," the woman said to / told us.3 Uncle Wang said that there was something wrong with the front wheel.4 The teacher said to the students, "We are going to have a meeting at three o'clock."5 The students asked when they should go outing that autumn.6 "I'll try to finish reading the book by the end of this week, " she said.7 The daughter told her father that mum had gone to the supermarket.8 "Are you going to mail the gifts to your parents?" Sarah's friend asked her.9 Tom asked Bob why he had been so excited that day.10 "How can I solve the problem?" Sandra asked her friend.Instruction to Grammar Exercise 2:In this exercise, the students have to imagine that they' are helping Chuck "hear" what Wilson "says." The students use Chuck's answers to guess what Wilson is asking and then write down the question as reported speech. Let the students look at the example and point out that they don't need to change the verb tense. When they have completed the written part of the exercise, they can use the questions and answers to talk to each other.Answers to Grammar Exercise 3:Chuck: I know, I know. You are angry with me. You think we should wait longer, but we have waited long enough already.Wilson: Why do you want to leave this island?You: Chuck. Wilson asks why you want to leave this island.Chuck: I want to leave the island because I miss my friends.Wilson: Am I not your 'friend?You: Chuck. Wilson asks whether or not he is your friend.Chuck: Yes, you are my friend, but I miss the others.Wilson: How long have we been here?You: Chuck, Wilson asks how long you have been here.Chuck: We have been here for almost five years.Wilson: How will we leave?You: Chuck. Wilson asks how you will leave.Chuck: How will we leave? We will wait for the wind to change. Then we will go out over the reef.Wilson: That might be dangerous. ,You: Chuck. Wilson says that might be dangerous.Chuck: Yes, it might be dangerous, but we have to try. We can't stay here any longer.Wilson: Will you take care of me?You: Chuck. Wilson asks if you will take care of him.Chuck: Of course I will take care of you.Wilson: I'm scared. Chuck.You: Chuck. Wilson says he is scared.Chuck: I'm scared, too.5. SUMMARY & HOMEWORK1. Review the reading material.2. Finish all the exercises about the Grammar in this unit. And go over Parts 1 and on Pages 177~180.3. Ask the Ss to think about in what ways we can make friends with others.Period 41. PRESENTATION & REVISION1. Ask some of the Ss to read the text paragraph by paragraph and paragraph. And at the same time ask them to point out the sentences they don’t understand.2. Ask the Ss to find out the following phrases in the Paraphrasing text on a deserted island, hunt for food, make a fire, be alone on the island, become / be fond of …, treat sb as…, share happiness and sorrow, make friends with …3. Ask the Ss to make sentences with hunt for, be fond of, treat ab as …4. Ask the Ss to put the follow sentences into Chinese.1) Chuck is a businessman who is always so busy that he has little time for his friends.2) One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.3) Perhaps the most difficult challenge is how to survive without friends.4) In order to survive, Chuck develops a friendship with an unusual friend -volleyball he calls Wilson.5) … it is important to have someone to care about.6) He also learns that he should have cared more about his friends.7) … we must give as much as we take.8) The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.2. GRAMMAR EXERCISESAsk the Ss some questions and let some Ss report Revision these questions:1) Do you want to study English? Why?2) Why do you think English is very important?3) What do you think a good friend should be?4) Do you have any good friends?5) How can we make friends with others?6) Would you like to say something about one of your friends?7) What do you often do together with your friends?8) What do you think are good ways to make friends with a stranger?9) Do you know how to make a pen friend or a pen pal?10) Can we use the Internet to make friends? How to use it to make friends?3. INTEGRATING SKILLSAsk the students to read the e-mail ads in Unit 1 and choose one to reply to. Before the students start writing, they should think about what they want to write.Extension Use real e-pal ads from the Internet and let the students find a real e-pal from another country. If your students do not have easy access to the Internet, you can simply copy more e-pal ads and bring them to class.1. Read the short passage on Page 6 and tell the main idea of it.Questions: 1) What is a pen friend or pen pal?2) What is an e-pal or key pal?3) What is the advantage of e-mail?2. Read the two e-pal ads and tell what kinds of people do you think they are. Jane: funny, humour, frank, openhearted, friendlyJack: friendly, funny, humour, openhearted, honest3. Go over the tips and then write an e-mail message. And then check each other’s message with the partn er.Sample E-mail:Hi Jane,My name is Xiao Fei and I come from Hunan. Hunan is in the south of China.I am a middle school student and I like speaking English. I read your e-pal ad and I would like to be your e-pal. You wrote that you like rock music. Can you tell me what bands you like? Have you ever heard any Chinese rock bands? You also wrote that you like talking and joking around. I do too!I think you and I can be good friends. Please send me an e-mail as soon as possible.Xiao FeiAssessment Criteria:An e-mail is less formal than a letter and more formal than speaking. A good response to the e-pal ads should include information about who you are and where you are from. Try to encourage the students to use indirect speech to refer to the e-pal ad.CHECHPOINTAnswers:He told me that he had broken my CD player. He asked if I was sure that I hadn't done an .n to it. Mother told me that a friend in need is a friend indeed.4. LANGUAGE POINTS IN THE READING TEXT(Omitted)5. SUMMARY & HOMEWORK1. Write a clear and beautiful short passage in the Exercise-book.2. Preview WORKBOOK.Period 51. PRESENTATION & REVISIONAsk some students to come to the blackboard to have a dictation of new words.2. LISTENINGIntroduction The students will hear about problems friends may have and what can be done to solve such problems. The students are asked to write down the solutions mentioned on the tape and to think of other solutions.Instruction Ask the students to listen to the tape and write down the solutions suggested by the speaker. You can help the students prepare by first asking them to think about problems they may have had with their friends. The solutions mentioned on the tape are simple and general. Encourage the students to think of better, more specific solutions. What would they do if they had a quarrel with a friend? How do they talk to their friends about difficult things? How do they keep secrets from becoming rumours?LISTENING TEXT:。