模块1 Unit 1 Friendship 备课教案（含初高中衔接资料）

8 book 1 unit1 friendship consolidation
Unit1 friendship consolidation
To help ss revise the whole unit.
一体化设计： The revision of the unit
教学重点、难点： How to help Ss remember the language points and structure
教学过程： 1、组织教学（导言）This is the last lesson of this unit . let’s go over what we have learned in this unit. 2.复习提问： Have a dictation of this unit.3、讲授新课：Explain some ex in GS and let ss read the reading skills on Wb. Do the reading as an extensive reading and answer some questions for Ss enough.4. 课堂练习Find some unknown expression and difficult sentences .5、布置作业：(1m’)Finish the last page of this unit what you have learned in this unit.6、课堂总结：(3m’)Words are like the bricks of the building . if you don’t have the bricks how can you make a large building So remember , remember and once again remember the words . do remember!
板书设计： Let ss come to the BB to write down the words
教学反思：Phrases and Idioms
1. add up: calculate the total of (two or more numbers or amounts)
1) Some people can add up quite easily in their heads, but not all.
2) Every time I add these figures up, I get a different answer.
3) The various facts in the case just don't add up.
2. be concerned about/for: be worried about
1) Please don't be concerned about me.
2) He was very concerned about his children's education.
3) He called the police because he was concerned for his father's safety.
3. Set down: note or record sth. on paper; write sth. down
1) Why don't you set your ideas down on paper
2) Anne set all the events that happened down in her diary.
3) Rules have been set down and must be obeyed.
4. a Series of: number of things, events, etc; of a similar kind, esp. placed or happen ing one after another
1) A series of lectures was scheduled for the next weekend.
2) We have had a series of stormy days when we were on the island.
3) A series of wet days spoiled our vacation.
5. Suffer from: feel pain, discomfort, great sorrow, etc
1) Do you suffer from headaches from time to time
2) She has been suffering from loss of memory after the accident.
3) He suffered a great deal from cold and hunger when he was a child.
6. in order to do sth.: with the purpose or intention of doing sth.
1) She got to the lecture room early in order to get a good seat.
2) In order to follow the buffalo, the Indians often had to move their camps.
3) He was saving as much as possible in order to pay for his house.
7. face to face: very close, directly, meeting someone in the same place
1) She came face to face with the professor as he walked into the lecture hall.
2) I think we need a face-to-face talk so as to clear the misunderstanding.
3) I have often heard of her. Actually, I've never met her face to face.Unit 1
I．key points
1. I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature.
it’s because…
grow/be crazy about…
something/anything/everything to do with…
我不知道这是不是因为我很久无法出门的缘故,我变得对一切与大自然有关的事物都无比狂热。
2. I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound.
when 引导的定语从句（划线部分）修饰句中的time
spellbind v. 吸引人；迷人
我记得很清楚，以前，湛蓝的天空、鸟儿的歌唱、月光和鲜花，从未令我心迷神往过。
3. It was the first time in a year and a half that I’d seen the night face to face…
It’s the first time…that… 某人第一次做某事
face to face... 面对面
这是我一年半以来第一次面对面目睹夜晚。
4. I am only able to look at nature through dirty curtains hanging before very dusty windows.
hanging before very dusty windows 现在分词短语, 修饰curtains.
我只能透过肮脏的窗帘看大自然,窗帘悬挂在沾满灰尘的窗前。
key words and phrases
do sth on purpose, in order to, face to face, hide away, set down, a series of, go through, dare, hold…in one’s power, no longer
II Grammar Study
Direct speech and indirect speech
Differences: Verb tenses Pronoun forms Word order Adverbials of time
Sentence structure Direct speech Indirect speech
Declarative Positive She said, “I passed this exam.” She said that she had passed that exam.
Negative John said, “I can’t finish the job this afternoon.” John told me that he couldn’t finish the job that afternoon.
Interrogative (yes/no questions) “Are you going to buy this coat ” Sam asked Mary. Sam asked Mary if she was going to buy the coat.
Special Interrogative “How can I solve the problem ” Jane asked me. Jane asked me how she could solve the problem.
study all the examples provided and read the grammar appendix on page 89-90. Finish your task of summarizing the rules.
III．Summary
Task 1 Direct Speech Indirect Speech
Sentence structure Declarative Say/tell sb.that+clasue
Interrogative Ask/wonder whether/if +statement order
Special Interrogative Ask/wonder wh-word +statement order
Task 2 Direct Speech Indirect Speech
Tense Present Past
Simple Past Past Perfect
Present Perfect Past Perfect
Past Perfect Past Perfect
Present Continuous Past Continuous
Future Past Future
Task 3 Direct Speech Indirect Speech
Pronoun First person Third person
Second person First/third person
This/ these That /Those
Adverbial of place Here There
This place That place
These places Those places
Verb Come Go
Bring Take
Borrow Lend
Task 4 Direct Speech Indirect Speech
Adver-bial of time Now Then
Today That day
Yesterday The day before/the previous day
This week/month/year That week/month/year
Last week/month/year The week/month/year before
Three days ago Three days before
Tomorrow The next/following day
There are some cases in which we don’t need to change the tense in indirect speech.
When direct speech is about:
a) a truth 真理
b) a timetable 时间表
c) a saying/proverb/quotation 格言/引用语
d) An adverbial indicating the past 过去的时间状语
eg:
1. He said, “the earth goes around the sun.”
→He said that the earth goes around the sun.
2. He said, “The train leaves at 7:30p.m.”
→He said that the train leaves at 7:30p.m.
3. He said, “Rome isn’t built in a day.”
→He said that Rome isn’t built in a day.
4. Tom said, “I was born in July, 1978.”
→Tom said he was born in July, 1978.
III. language points
1. add:
add…to… 加；增加
add … up 加起来
add up to 加起来总和是；等于
eg. 1). Add your scores up and we’ll see who won.
2). These numbers add up to 100.
3). Will you please add some milk to my coffee
2. concern:
concern sth./sb. 与……有关系
concern oneself with/about sb./sth. 忙于；关心
be concerned about/for sb./sth. 使担忧；使烦恼
= be worried about sb./sth.
eg. 1). These problems concern all.
2). She concerns herself with her son’s future. = She is concerned about her son’s future.
3). The experts are concerned about the growth in the world’s population.
3. go through sth. :
1) to examine carefully 搜查；仔细浏览
2) to experience, suffer 经历；遭受
eg. 1).The police went through the pockets of the suspected thief.
2). He went through a hard time while his wife was sick.
4. suffer:
suffer sth 遭受痛苦, 遭受损失
suffer from…患有(病痛), 为……所苦
eg. 1) He died quickly, he didn’t suffer very much.
2) The company suffered a great loss because of the air crash.
3) He often suffers from headaches at night.
5. dare:
dare do sth. 敢；敢于
dare to do sth. 敢；敢于
eg. 1) I don’t know whether he dares to /dare try.
2) He didn’t dare (to) do / daren’t move.
3) How dare you say I am unfaithful!
4) If you dare (to) do that again, you will be sorry.
5) Do you dare (to) ask him
6. in order to do …= so as to do …
eg.1) He worked hard in order / so as to pass the maths exam.
2) We left early in order to/ so as to catch the first bus. = We left early in order that so that we could catch the first bus.
7. get along/on with sb. 与某人相处和谐
get along/on with sth. 进展
eg. 1) He could not get along with anybody.
2).She is getting along with her studies better this term.
*8. It/ This/That is the first time/second…time that+主+have/has done
It/ This/That was the first time/second…time that+主+had done
某人第几次做某事
eg.1) It’s the third time that the old couples have been to the Great Wall.
2) It was the first time in a year and a half that I had seen the night face to face.Word study
1. ignore v.
a) take no notice of (sb./sth.)
Even the best of men ignored that simple rule.
b) refuse to greet or acknowledge sb. on purpose
I said hello to her, but she ignored me completely!
2. cheat V.
a) act in a way that is not honest or fair in order to win something or to get something
He accused her of cheating at cards.
b) trick or deceive
He tried to cheat the taxman but failed.
* cheat at sth.
cheat on sb.
cheat sb. (out) of sth.: prevent sb. from having sth. esp. in an unfair or a dishonest way
He was cheated out of his rightful inheritance. n.
a) person who cheats, esp. in a game
b) dishonest trick
3. dare vt. & modal v.
a) to be brave enough to do something
I didn't dare tell Dad that I failed in the physics exam.
b) how dare you, he, she, etc (used to express anger about sb.)
How dare you suggest that I cheat in the exams!
4. advice n. [ U] suggestions given about what to do or how to behave
There's a booklet giving advice on how to set up your own business.
If you take my advice, you'll see a doctor.
* a piece of advice
a word of advice
5. situation n.
a) the set of things that are happening at a certain time and place
I found myself in an embarrassing situation.
b) position of a town, building, etc
The park's situation is perfect.
save the situation
6. communicate v.
a) to make (news, opinions etc) known by speaking, writing, moving your body, or using other signals
We can now communicate instantly with people on the other side of the world.
b) to talk about your thoughts and feelings, and help other people to understand them
Sometimes young people find it difficult to communicate with their parents.
communicate with sb./sth.
7. trust
a) n. [U] belief that one can rely on the goodness, strength, ability, etc of sb./sth.
A good marriage is based on trust.
b) v. to believe that someone is good and honest and will not harm you
My sister is a person who trusts the others easily.
trust in sb./sth.
trust to sth.
8. habit n. something that you do often, almost without thinking about it
He's just eating out of habit, -----he's not really hungry.
It is all right to borrow money occasionally, but don't let it become a habit.
be in/ fall into /get into the habit of doing sth.
9. reason
a) n. the facts about why something happens or why someone does something
Is there any reason why you can't come to the meeting
b) n. something that makes it right for you to do something
There is a good deal of reason in what you say.
by reason of sth.
He escaped punishment, by reason of his youth,
out of reason
beyond reasonUnit 1 Friendship
Teaching Design
Lesson One(Reading)
Teaching important points:
Get the students to learn different reading skills
Teaching difficult points:
Get the students to learn different reading skills for different reading purposes
Teaching methods
1.Task-based teaching and learning
2.Cooperative learning
3.Discussion
Teaching aids
The multimedia and other normal teaching tools
Teaching aims
1.Get the students to learn the following useful new words and expressions: reason list share feeling Netherlands German series outdoors crazy nature purpose dare thunder entirely power according trust indoors share …with… go through hide away set down a series of be crazy about on purpose in order to in one’s power face to face according to
2. Help the students to find the words that they find most difficult and help them to understand
3. Help the students develop their ability and learn to use some reading strategies such as guessing ,key sentences, skimming, scanning and so on
4.Enable the students to realize the importance of friends and friendship ,value the friendship between friends by learning the reading text and tell true friends from false friends in their lives.
Teaching procedures
Step1 Revision
Ask some students what a friend is
Step2 Pre-reading
Ask the students the following questions so as to begin to focus students’ attentions on the main topic of the reading passage
Why do you need friends Make a list of reasons why friends are important to you .
What do you think a good friend should be like List the qualities a good friend should have.
Does a friend always have to be a person What else can be your friend
Have you ever considered making friends with animals ,plants or even an object Why or why not
(The teacher can also tell students some background before starting to read .This is a true story. It took place in Amsterdam, Holland in the early 1940s after German Nazis had occupied most of Europe. They killed many Jews. To avoid being killed ,some Jewish families went into hiding places,often with the help of non-Jewish friends. This is what Anne’s family did.)
Step3 Reading
1.Get the students to try to guess what Anne’s friend was and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it.
2. Get the students to skim the first two paragraphs to confirm their guessing.
3. Have the class read the passage silently and then ask them to answer the following questions.
1).What was Anne’s best friend Why did she make friends with it
2) Did she have any other true friends then Why
3) What is the difference between Anne’s diary and those of most people
4) Do you keep a diary What do you think most people set down in their diaries
We going to read one of Anne’s diaries, but before reading, can you tell me what the diary is about with the help of one key sentence in the second paragraph
4. Reading Anne’s diary
While reading , guess the meanings of “spellbound”, “hold me entirely in their power” from the discourse.
After reading , ask the students how Anne felt in the hiding place and get them to give the two examples to show her feelings then.
Choose the best answers according to the diary.
(1)Anne made friends with her diary because ------------
She didn’t like her other friends B. She was a shy girl
She trusted nobody D. She didn’t have a chance to communicate with her friends
(2) From the diary we can infer that--------------
A. Anne was a girl who loves nature B Anne was good at writing diaries
C. Anne was longing for a normal life and she especially missed going outside and enjoying nature
D. Anne had good observation in her daily life
(3)Why did Anne and her family have to hide
A. Because they were not Germans.
B. Because they were asked to do so.
C. Because they did something bad.
D. Because they were Jewish.
(4)What is the author’s attitude towards Anne in this passage
A. Angry. B. Happy C. Sorry D. Disappointed
(5)What is Anne’s tone from her diary
A. Her interest in nature. B. She had no friends.
C She couldn’t get outdoors for a long time. D. She could do nothing but watch nature
Suggested answers: 1-D 2-C 3-D 4-C 5-A
Ask the students to read the diary again and try to retell it. The retelling must include the information required below;
Anne in world warII how to enjoy herself
-what —why
Sample retelling:
The diary by Anne ,a Jewish girl, gave a glimpse of her life during her family’s shelters in Amsterdam from the German Nazis’ killing in the Second World War .She treated the diary as her best friend, and in it she revealed her longing for a normal life and close contact with nature ,which helped her get through the days.
Step3 Reading aloud
Play the tape of the passage for the students to listen and follow .Make sure the students phrase long sentences correctly by pausing at suitable places.
Step4 Post-reading
Get the students to do the exercises in the part Comprehending.
This part helps students further understand the text by doing multiple choices, questions and answers, and matching.
Group work
Think about and work in groups to discuss the following questions
1) What would you do if your family were going to be killed just because they did something the Emperor did not like
2) When would you plan to hide
3) How would you arrange to get food given to you every day
4) What would you do to pass the time/
Step5 Consolidation
1. Books shut .Get the students to tell something about Anne.(From the story, we can see that a war is cruel. Wars can bring us lots of trouble and disasters. These disasters are human , not natural. We should love peace and get rid of wars. We should create a world full of peace and harmony.
2. Books Open. Get the students to discover useful words and expressions from the part Reading to complete the following sentences
Show the exercises on the screen or give out exercise papers.
She has grown ---------about computer games.
Was it an accident or did David do it on----------
From the beginning, Paul made it clear that he would be---------- (完全地)in control.
He used to work ------even in the middle of winter.
---- get her boyfriend to find her, she -------for many years.
----------what he said, we can draw a conclusion that he just told----------white lies
Born in a poor family, the president--------lots of hardships in his childhood.
A diary is often kept to -----what happens in people’s daily lives.
When they met with each other on a quiet evening at the end of the street, they said nothing-----.
First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.
Suggested answers: 1)crazy 2)purpose 3)entirely 4)outdoors 5)in order not to, hid away 6) According to , a series of 7) went through 8)set down 9) face to face
Step7 Homework
1. Read the passage again and try to retell it.
2. Finish off the related Workbook exercises.
3. Write one or two sentences to express your understanding of friends and friendship
Unit 1 Friendship
Anne’s Best Friend
Paragraphs main ideas useful words and expressions
Paragraph1 Anne made her diary her best friend whom she could tell everything feeling go through
Paragraph2 Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time hide away set down a series of
Anne’s diary Having been kept indoors for so long, Anne grew so crazy about everything to do with nature Crazy nature on purpose in order to dare face to face…..4 book 1 unit1 friendship prereading, reading , comprehending
Unit1 prereading, reading , comprehending
Get Ss to know the main idea of the passage Know something about the world warIIHelp them understand Anne’s feeling about nature and love freedom.
一体化设计： The media of phrases, sentence structure and culture.
教学重点、难点： The reading skills of skimming and scanning.
教学过程： 1、组织教学（导言）Today we ‘ll learn a diary written by a girl named Anne. 2.复习提问：Let Ss read the words of this part.3、讲授新课：I)Three questions for Ss to answer:Does a friend always have to be a person What else can be your friend Do you think a diary can become your friend Why or why not What do you know about the World War II II)skimming III) finish P3 IV) find the main idea of the passage:It shows a part of Anne’s diary and shows how crazy Anne was about nature.4. 课堂练习Imagine SS will be alone in a place for 3 month and they are allowed to take 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 5、布置作业：(1m’)1.recite paragraph 12.translate Para .26、课堂总结：(3m’)Anne died in1945, a young life .although she died , she is remembered in a traveling exhibition that explains her life and her experience.
板书设计： Anne’s best friends : reading
教学反思： Most students are interested in the question of “Does a friend always have to be a person ” But some students don’t like to explain it i5 book 1 unit1 friendship language points and WB
Unit1 friendship language points and WB
Help Ss use the phrases freely Practice the vocabulary .
一体化设计： The exercises of the unit
教学重点、难点： The use of the words and sentence structure
教学过程： 1、组织教学（导言）Yesterday we have read Anne’s diary and know why she felt spellbound when she saw the nature. I want to ask SS to answer some questions concerning about the diary. 2.复习提问：1) when did the story happen 2) why did Anne make friends with a diary 3) can you describe the change of her attitude towards the nature.3、讲授新课：Some phrases and sentence structure.Go through Hide away Set down,A series of I wonder if it’s because I haven’t been There was a time when It was the first time that4. 课堂练习Wb translation
板书设计： Let ss come to the BB to write down their answers.
教学反思： Letting students analyse the structure of the text is important. And asking them to find out the main idea of each paragragh.初高中英语教学衔接之——战术转变，未雨绸缪
在初高中的衔接课阶段,我们就初高中英语学习差异, 高中英语学习要达到的知识能力目标等对学生进行全面"洗脑",让新课程标准不但入教师的脑,也入学生的脑,让学生对高中英语有初步的感性认识,有方向感.当然,除了战术洗脑外,学生们对高中阶段英语学习的方法更是要进行战术转变, 这就要求我们教师对全体学生从宏观上进行方法指导, 对个体学生的差异进行微调整,体现人文关怀.
(一)定制规矩
没有规矩,无以成方圆. 教师要根据自己的教学计划,教学方式,学生实际学制定出相应的高中三年学生学习养成规范,让学生尽快调整学习状态,适应教师的讲课风格,适应高中的学习情境. 根据新课改的要求并结合学生英语基础相对薄弱的实际情况, 与学生一起订立了以下几条基本的务实的君子协议:
1 .学会预习. 通常教师可以把第二天上课的内容提前一天写成，公布在黑板上有助于学生知道预习的内容。
2.学会记笔记. 在高一之始,教师一定要强化指导学生记笔记,循序渐进,给足他们记笔记的时间.每天检查学生笔记,让他们形成一种习惯,同时还可以此督促学生认真听讲,了解学生实际听课效果.
3 .每天必做 1+2+3 . 即从高一开始训练培养学生的阅读能力, 养成每天 6- 7 分钟内完成 1篇英语的阅读理解的习惯 每天选一篇精读,从中整理出 1个长句进行句式分析并理解,2 个新词组,3 个新单词. 这样学生可以在语境中学习单词,循序渐进地提升了学生的词汇量和化解难句的能力.当然,还有其他一些高中阶段的学习要求,我们可以根据每个学习阶段,学生的适应程度见机介入,这样让学生在制度制约下稳步前进.
(二)心理疏导
有个好心情,才能心甘情愿地做好事. 学习亦是如此. 所以对初高中衔接过程中出现的学生的心理波动,教师要细细体察,善于开导.尤其一般校学生的底子薄,在学习上确实存在困难. 因此,学期初教师不妨将可能出现的现实困难告诉学生,让学生对未来的学习心中有底 同时每天鼓励鼓劲,这不仅可以给学生减压,还可以建立师生之间的和谐教与学的关系. 只有你努力,通过大家的帮助,没有什么不可能.在做好对学生的知识预备和心理预备之后,笔者以为教师对衔接课程的时间安排长度和深度也要因生而异,适时调整.不要为了赶进度而囫囵吞枣走过场,宁可慢些将基础打扎实,将衔接阶段的课备足,做到位,让学生拥有一个好的心态进入新阶段的学习. 对于一般的学生,我们不妨打持久战,将衔接教学渗透到平时的教学过程中,以新知唤醒旧知,以旧知串联新知,融会贯通.教师对知识传授的细节要细致入微,审时度势.教师可以抓住知识的关键部分,让学生先入为主,其他相关联系在将来的学习再慢慢渗透.
总之,在衔接教学中,我们要相机行事,师生配合,这样高中英语学习这艘船才能好风借力往前行!Unit1 Friendship重点词语、句子
be good to 对….友好 add up 合计
another time 改时间 get sth done 使…被做
calm down 镇定下来 have got to 不得不
be concerned about 关心；挂念 walk the dog 遛狗
make a list of 列出 share sth with sb 和某人分享某物
go through 经历；仔细检查 hide away 躲藏；隐藏
set down 放下；记下 a series of 一系列；一套
be crazy about 对…着迷 on purpose 故意
in order to/ so as to 为了 face to face 面对面地
according to 按照；根据…所说 get along with 与…相处
pack up 收拾，打理行装 have trouble with sb/sth 同某人闹意见；做…有困难
fall in love 相爱 throw away the friendship 放弃/终止友谊
try out 试验；试用 join in 参加（活动）
communicate with sb 和…交际 far and wide 到处
look to sth 注意，留心某事 cheat sb (out) of sth 骗取某人某物
have the/a habit of doing sth 有做…的习惯 be ignorant of 无知的
1. I wonder if… 我想知道是否….
2. It’s because… 这是因为…. 此从句中because不能用since或as 代替
3. What do you think a good friend should be like 你认为一个好朋友应该是什么样的呢？
4. While walking the dog, you were careless and it got loose and was hit by a car.
=While you were walking the dog, …在遛狗时，你不小心让狗挣脱了绳子，结果狗被车撞了。
（当while, when, before, after 等引导的时间状语从句中的主语与主句的主语一致时，可将从句中的主语和be动词省去。）
5. Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts 你想有一位无话不谈、能推心置腹的朋友吗？
6. I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. 我已经很久不能去户外，所以我变得对自然界的所有东西都很感兴趣。
7. I can well remember that there was a time when a deep blue sky, the song of birds, moonlight and flowers could never have kept me spellbound. 我记得非常清楚，曾有一段时间，湛蓝的天空、鸟儿的歌唱、月光和鲜花，从未使我心醉神迷过。
8. It was the first time in a year and a half that I’d seen the night face to face.
这是我一年半以来第一次目睹夜晚。
9. I would be grateful if you could give me some advice. 如果您给我提些建议，我会非常感谢的。 （I would be grateful if… 委婉客气提出请求）
10. It’s a good habit for you to keep a diary. 记日记对你来说是个好习惯。
11. She found it difficult to settle and…
12. This series of readers is very interesting.
13. A friend in need is a friend indeed.
14. People are told that their actions should be as gentle as the wind that blows from the sea.英语基本句型
㈠英语基本句型-1主系表结构/S (主）+ V（谓）（lv)( 系动词）+ P（表）
本结构是由主语+系动词+表语组成，主要用以说明主语的特征，类属，状态，身份等。系动词有:
1.表示特征和存在状态的：be, seem, feel, appear, look, smell, taste, sound;
2.表示状态延续的：remain, stay, keep, continue, stand;
3.表示状态变化的：become, get, turn, go, run, fall, come, grow;
如：Our English teacher is thirty years old.
The cake tastes delicious.
We feel used to living in big cities.
The potatoes went bad in the fields.
Their boss seems satisfied with the work.
Deep water stays still.
巩固练习1：
1．冬季白天短，夜晚长
2．十五岁他就成为有名的钢琴家了。
3．孩子们很少保持安静。
4．她的工作是在幼儿园里照看儿童。
5．他失业了。
㈡英语基本句型-2主谓结构/S(主）+ Vi（不及物动词）（谓）
本结构是由主语加不及物的谓语动词构成, 常用来表示主语的动作。
如：The sun rises. Tom has already left.
主语可有修饰语-定语，谓语可有修饰语-状语。
如：1. The red sun rises in the east.
2. So they had to travel by air or boat.
3.We got up early so as to catch the first bus.
4. She sat there alone, reading a novel.
5. He came back when we were eating.
6.Weak buildings will fall down in an earthquake, but strong ones may stay up.
巩固练习2：
1．她昨天回家很晚。
2．会议将持续两个小时。
3．在过去的十年里，我的家乡已经发生了巨大
4．1919年，在北京爆发了“五.四”运动。
5．每天八时开始上课。
㈢英语基本句型-3主谓宾结构/S (主）+ Vt （及物动词）（谓）+ O（宾）
本结构是由主语+及物的谓语动词+宾语构成。宾语成分的多样化使得这一结构异常复杂。
如：1. Tom made a hole in the wall.
2. I don’t know if he can come tomorrow.
3. They haven’t decided where to go next.
4. She stopped teaching English two years ago.
5. It took them ten years to build the dam.
7. Mother promises to give me a present.
巩固练习3：
1．昨晚我写了一封信。
2．今天下午我想同你谈谈。
3．这本书他读过多次了。
4．他们成功地完成了计划。
5．那位先生能流利地说三种语言。
㈣英语基本句型4 双宾语结构/S (主)+VT（谓）+ InO（间接宾）+ DO（直接宾）
说明：此结构由“主语+及物谓语动词+间接宾语（人）+直接宾语（事物）”组成。
如：He brings me cookies every day.
但若要先说出直接宾语（事物），后说间接宾语（人），则要借助于介词to或for。
如：He brings cookies to me every day.
She made a beautiful dress for me.
用to侧重指动作的方向，表示朝着，向着，对着某人。
用for 侧重指动作的受益者，表示为了某人，替某人。
常跟双宾语的动词有：（需借助to的）bring, give, lend, hand, offer, pass, pay, promise, return, send, show, teach, tell, write, ask等；
（需借助for 的）buy, call, cook, choose, draw, find, get, make, order, sing, save, spare等。
巩固练习4：
1．Johnson 先生去年教我们德语。
2．奶奶昨晚给我们讲了一个有趣的故事。
3．请把那本字典递给我好吗？
4．他把车票给列车员看。
5．我替你叫辆出租汽车好吗？
㈤英语基本句型5 复合宾语结构/S (主）+ VT（谓）+ O（宾）+ O C（宾补）
说明: 此结构由“主语+及物的谓语动词+宾语+宾语补足语”构成。宾语与宾语补足语之间有逻辑上的主谓关系或主表关系，若无宾语补足语，则句意不够完整。可以用做宾补的有：名词，形容词，副词，介词短语，动词不定式，分词等。
如：The sun keeps us warm.
I heard him singing.
You must get your hair cut.
They made Tom monitor.
He used to do his homework with his radio on.
用 it 做形式宾语，而将真正的宾语放到宾语补足语的后面，以使句子结构平衡，是英语常用的句型结构方式。即：主语+谓语+it+宾补+真正宾语。
如：I found it very pleasant to be with your family.
巩固练习5：
1．我们叫她Alice.
2．我们大家都认为他是诚实的。
3．他们把小偷释放了。
4．我要你把真相告诉我。
5 .卫兵命令我们立即离开。
㈥英语基本句型6 There be 句型
说明： 此句型是由“there+be+主语+状语”构成，用以表达存在关系可以称“……有……”。 它其实是倒装的一种情况，主语位于谓语动词 be 之后，there 仅为引导词，并无实际语意。
此句型有时不用be动词，而用 live, stand, come, go, lie, remain, exist, arrive等。
如：There stands a hill in the middle of the park.
Once upon a time there lived an old king in the town.
Be 与其后的主语在人称和数量上一致，有时态和情态变化。如：
现在有 there is/are …
过去有 there was/were…
将来有 there will be…；there is /are going to be...
现在已经有 there has/have been…
可能有 there might be...
肯定有 there must be …/there must have been...
过去曾经有 there used to be …
似乎有 there seems/seem/seemed to be …
碰巧有 there happen/happens/happened to be …
巩固练习6：
1．这个村子过去只有一口井。
2．客人当中有两名美国人和两名法国人。
3．天气预报说下午有大风。
4．灯亮着，办公室里肯定有人。
5．战前这儿一直有家电影院的.
课文句子翻译练习：
1. 他们正在面对面地交谈。(face)
_______________________________________________________________.
2. 根据约翰说的, 下周将有一次会议。(according)
________________________________________________________________.
3. 他早起为了赶头班车。 (in order to)
________________________________________________________________.
4. 你和你的同学相处得怎么样 (get along with)
_______________________________________________________________.
5. 我们对他的安全都很关切。 (concern)
_______________________________________________________________.
6. 你是否需要一个你可以无话不谈的朋友
____________________________________________________________________.
7. 你近况如何
_____________________________________________________________________.
8. 我们成为好朋友已十年了。
_____________________________________________________________________.
9. 我还没来得及回答他的第一个问题, 他又问了一个问题。
_____________________________________________________________________.
10. 我像大部分人那样记日记。
____________________________________________________________________.
英语基本句型练习答案
巩固练习答案1：1．In winter, the days are short and the nights are long.
2．At the age of fifteen, he became a famous pianist.
3．Children seldom keep quiet.
4．Her job is to look after the children in the nursery.
5．He is out of work.
巩固练习答案2：1. She went home very late yesterday evening.
2. The meeting will last two hours.
3. Great changes have taken place in my home town in the past ten years.
4. The May Fourth Movement broke out
in Beijing in 1919.
5. Classes begin at eight every day.
巩固练习答案3：1. I wrote a letter last night.
2. I want to talk with you this afternoon.
3. He has read this book many times.
4. They have carried out the plan successfully.
5. That gentleman can speak three languages fluently.
巩固练习答案4：1.Mr Johnson taught us German last year.
2.Grandma told me an interesting story last night.
3.Would you please pass me the dictionary
4.He showed the ticket to the conductor.
5.Shall I call you a taxi
巩固练习答案5：
1.We call her Alice.
2.All of us considered him honest.
3.They have set the thief free.
4.I want you to tell me the truth.
5.The guards ordered us to leave at once.
巩固练习答案6：1.There was only a well in the village.
2.Among the guests there were two Americans and two Frenchmen.
3.The weatherman says there’ll be a strong wind in the afternoon.
4.The light is on. There must be someone ion the office.
5.There used to be a cinema here before the war.
课文句子翻译练习答案：1. They are talking face to face./ They are having a face-to face talk.
2. According to John, there is going to be a meeting next week.
3. He got up early in order to catch the first bus.
4. How are you getting along with your classmates
5. We are all concerned about his safety.
6. Do you want a friend whom you could tell everything to
7. How are you getting along / on recently
8. We have been good friends for ten years.
9. He asked a second question before I could answer the first one.
10. I keep a diary as most people do.3 book 1 unit1 friendship warming up and learning about language.
Unit1 pre-reading ,reading and comprehending
Let SS understand the main idea of the text and practice the reading skill of skimming and scanningSome long sentence to translate.
一体化设计： The important part of the unit
教学重点、难点： Some famous quotes about friendship.
教学过程： 1、组织教学（导言）We have learned some words already . 2.复习提问：First I will ask some students to read the words. 3、讲授新课：I) show some quotes on the screen and let SS decide which they like best and the reason.True friendship is like sound health; the value of it is seldom known until it be lost." -Charles Caleb Colton"A friend is one who believes in you when you have ceased(stop) to believe in yourself.“ "The better part of one's life consists of his friendships." - Abraham Lincoln II) what do you think a person need to be a good friend to others.III) use some words to describe a best friend of yours and tell a story between you and your friends.4. 课堂练习P4 finish learning about language 1,2,3 and check the answers.5、布置作业：(1m’)1.preview the text : finish comprehending 1,42.translation on P41 on the exercise book6、课堂总结：(3m’)From this part we know a friend is like wine , the older , the better. We all need friends and we should cherish the friendship ,which is important in our life.
板书设计： Some words to describe a friend:lovely helpful quick-minded （思维活跃的）honest brave wise loyal smart handsomepretty kindhearted talkative（爱说话的）silent careful generous（大方的）unselfish （不自私的） diligent （勤奋的） active creative thoughtful humorous responsible open-minded funny kind ….
教学反思： Students in Class Eight are quite active. But students in Class Seven are not.They use some proverbs to describe their feeling. It is quite good.Unit 1 Friendship
1.Teaching aims and demands
类别 课程标准要求掌握的项目
话题 Friends and friendship; interpersonal relationships
词汇 add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purposein order to face to face according to get along with fall in lovejoin in
功能 态度(attitudes)Are you afraid that--- I’ve grown so crazy about---I didn’t dare---2. 同意和不同意（agreement and disagreement） I agree. I think so. Exactly. I don’t agree. I don’t think so. I’m afraid not.3.肯定程度（certainty） That’s correct. Of course not.
语法 直接引语和间接引语(1): 陈述句和疑问句陈述句“I don’t want to set down a series of facts in a diary.” Said Anne.-----Anne said that she didn’t want to set down a series of facts in a diary.一般疑问句He asked, “Are you leaving tonight ”---He asked us whether we were leaving that night.特殊疑问句“When did you go to bed last night ” father said to Anne.--- Father asked Anne when she went to bed the night before.
Suggested teaching notes
1). Analyses of the teaching contents
This unit is about friendship, and nearly all the teaching materials center on it.
Warming up---The questionnaire leads students to think and talk about
friendship, get to know the problems between friends
and seek solutions, which makes preparations for the
further teaching in topics, background and vocabulary.
Pre-reading---The questions prompt students to think critically about
friends and friendship in reality, alerting them to the fact
that besides people, a diary can be a friend, too.
Reading--- The diary by the Jewish girl Anne gave a glimpse of her life
during her family’s shelter in Amsterdam from the German
Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days.
Comprehending---It helps students further understand the text by doing
multiple choices, questions and answers, and
matching.
Learning about language---It teaches the important expressions and
structures and grammar: direct and indirect
speeches.
Using language---The two letters, listening, questionnaire design, letter
writing and fun writing prepares students to further
talk about friendship, especially the problems with
misunderstanding, and unfriendliness, thus
strengthening students’ abilities to practice
language, discover, and solve problems.
Summing up---It summarizes the whole contents of this unit from the
aspects of topics, vocabulary and grammar.
Learning tip--- This part encourages students to form the habit of writing
a diary.
Integrating skills--- The text introduces the way Hawaiians express
friendship, to get students to realize the cultural
differences in the values of friendship in addition
its importance in all cultures.
2) Making of the teaching plan
This unit centers on friends and friendship, exploring different types of friendship
with particular attention to that one can develop with oneself, i.e., the comfort and
support one seeks from an imaginary friend. Students are expected to come to be truly
aware of the qualities and conducts that make a good friend, display and develop the
ability to cope with misunderstanding, conflicts and problems related to friendship,
and give advice on it. The concept that even an ordinary thing can be a friend should
break down the traditional belief in the interpersonal nature of friendship. Also, the
comparison of similarities dissimilarities in friendship comprehension between the
East and the West leads students to know better the values of friendship in Westerns’
eyes. All in all, this unit promises to unveil the true essence of friendship and helps
students to lead a more friendly and harmonious life. Thus, based on the theme,
contents and teaching objectives, the whole teaching procedures can fall into five
periods as follows:
Period 1 Warming up and speaking
Period 2 Reading
Period 3 Grammar
Period 4 Integrating skills (WB)
Period 5 Using language
3. Teaching plans for each period
Period 1 Warming-up and Speaking
1. Teaching objectives:
1) Target language
I (don’t) think…… I (don’t) think so. I (don’t) agree.
I believe…… That’s correct. In my opinion, ……
2) Ability goals
Describe your friends in English
Figure out the problems between friends and then find different ways to solve the problems.
Learning ability goals
To encourage students to think and talk about friends and friendship by using some phrases and structures.
To learn to solve problems that may occur between friends.
c. To cultivate the students to form the good habit of learning English in Senior Middle School.
2. Teaching important points:
Use the given adjectives and sentence structures to describe one of your friends.
Learn to evaluate friends and friendship.
3. Teaching difficult points:
Work together with partners and describe one of your good friends.
Discuss with partners and find out ways to solve the problems.
4. Teaching methods
Task-based teaching and learning
Cooperative learning
Discussion
5. Teaching aids:
CAI
6. Teaching procedures and ways:
Step 1 Lead-in and Warming-up
Before the lesson, the teacher can arouse the students’ interests by showing a video of Auld Lang Syne .
At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.
How did you spend your summer holidays How did you feel What did you do in your summer holidays What did you do in your spare time
What do you think of our new school Do you like it Could you say something about it
Do you like making friends How do get in touch with your friends Do you have many friends Where are they now Do you have any old friends in our school Have you made any new friends in our class
Step 2 Think it over
1. Give a brief description of one of your friends. The following phrases and structures may be helpful:
His/Her name is ……
He /She is …… years old.
He /She likes …… and dislikes ……
He /She enjoys …… and hates……
He /She is very kind/friendly/……
When /Where we got to know each other.
2. What types of friendship do you have Please tick them out. Then fill in the blanks.
girl friends boy friends pen friends
long -distance friends friends of the same age
e-friends (friends over the internet) friends across generations
unusual friends like animals, books……
1).______ is /are most important to you.
2). You spend most of your free time with ____.
3). You will share your secrets with _____.
4). When in trouble, you will first turn to _____.
Step 3 Make a survey
1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.
Tell your partner your standards of good friends by using the following structure:
I think a good friend should (not) be……
In my opinion, a good friend is someone who……
Have a member of each group report on what their lists have in common and list them on the board.
Ask the class whether or not they agree with all the qualities listed.
Then have the students do the survey in the textbook.
Have the students score their survey according to the scoring sheet on page 8.
The teacher ask some students how many points they got for the survey and assess their values of friendship:
★ 4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.
★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.
★ 13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done.
(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)
Step 4 Talking and sharing( work in pairs)
1. If your best friend does something wrong, what will you do
Try to use the following phrases:
I (don’t) think…… I (don’t) think so.
I (don’t) agree. I believe……
That’s correct. In my opinion, ……
What to do reasons




2. What is a friend
A British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editor, choose the best one from the following entries(条目), and explain why.
One who understands my silence.
A friend in need is a friend indeed.
Friends are just the people who share your happiness and sorrow. When you look at your watch at 4 am, but still know you can call them and wake them up, and they’ll still want to talk to you ,that’s friendship. To have a friend, you need to be a good friend.
Step 5 Group work (output)
The teacher can give each group one of these questions below to talk about. Then let the class share their ideas. It’s better to stimulate the students to express their own opinions about these questions.
Do you think it is a good idea to borrow money from your friend
Why and Why not
2. What factors may cause the breakdown of a good friendship
3. What can be your unusual friend besides human beings And why
Step 6 Homework
Write down a short passage about your ideas /the factors/your unusual friends.
Prepare for the new lesson.
Period 2 Reading “Anne’s Best Friend”
1. Teaching objectives:
1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;
2). To get the students to realize the importance of friends and friendship, and to tell true friends from false friends;
3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;
4). To learn the writing style of this passage.
2. Teaching method: Task-based teaching
3). Teaching procedure:
Step 1.Pre-reading
1. Please enjoy three pieces of music and find out what they are about.
2 .Why do you think friends are important to you
3. What do you think a good friend should be like List the good qualities a good friend should have .
4. Have you ever considered making friends with animals, plants or even an object Why or why not
Step 2.Reading
1. Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.
2. Skimming the first two paragraphs to confirm your guessing.
1) What was Anne’s best friend Why did she make friends with it
2) Did she have any other true friends then Why
3) What is the difference between Anne’s diary and those of most people
4) Do you keep a diary What do you think most people set down in their diaries
5) We are going to read one of Anne’s diaries .but before reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph
3. Reading of Anne’s diary
How she felt in the hiding place
Two examples to show her feelings then
Step 3.Post-reading
1.What would you miss most if you went into hiding like Anne and her family Give your reasons.
2.Group work
Work in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.
Where would you plan to hide
How would you arrange to get food given to you every day
What would you do to pass the time
------
3. Discovering useful words and expressions
Complete the following sentences, using words and expressions from Reading
1) She has grown _______ about computer games.
2) Was it an accident or did David do it on _______
3) From the beginning ,Paul made it clear that he would be ______ (完全地)in control.
4) He used to work _______ even in the middle of winter.
5) Just the _______ of more food made her feel sick.
6) You had better have a _________ talk with him.
7) Born in a poor family, the manager _________ lots of hardships in his childhood.
8) A diary is often kept to ________ what happens in people’s daily lives.
Step 4.Talking about friends and friendship
1.There are many proverbs about friends and friendship. Choose the one you agree with and explain why, then choose one you disagree with and explain why.
A friend in need is a friend indeed.
Friends are like wine; the older, the better.
A friend to all is a friend to none.
The same man cannot be both friend and flatterer(阿谀奉承者).
False friends are worse than open enemies.
Walking with a friend in the dark is better than walking alone in the light.
2. We have talked about friends and friendship today, can you write one or two sentences to express your understanding of friends and friendship.
Step 5.Homework:
1. Interview a high school student, a businessman, a police officer and a housewife to find out their opinions about friends and friendship. Write a report to share it with the whole class.
2. Describe one of your best friends following the writing style of this passage.
Ending: Let’s sing this song about friends together
Period 3 Grammar
1．Teaching objectives
Learn to use direct speech and indirect speech
2. Teaching important point
Summarize the rules of Direct Speech and Indirect Speech.
3. Teaching difficult point
Learn about the special cases in which the tenses shouldn’t be changed.
4. Teaching methods
Discussing, summarizing and practicing.
5. Teaching procedures
Step1 Lead in
T: In the last lesson, we learned Anne Frank’s story. She is telling her stories to two of her friends—you and Tom. Tom has something wrong with his ears, so you have to repeat Anne’s sentences, using indirect speech. Sometimes you explain Tom’s sentences to Anne.
“I have to stay in the hiding place.” said Anne. →
Anne said she had to stay in the hiding place.
“Do you feel sad when you are not able to go outdoors ” Tom asked Anne. →
Tom asked Anne if/whether she felt sad when she was not able to go outdoors.
“I don’t want to set down a series of facts in a diary,” said Anne.→
Anne said that she didn’t want to set down a series of facts in a diary.
“What do you call your diary ” Tom asked. →
Tom asked what she called her diary.
Ss go on this topic by themselves.
Step2 Grammar
T: Now let’s look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed
Ss discuss by themselves.
Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.
T: Quite right. Look at the form on the screen. These are the rules.
直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。
1.直接引语是陈述句，变成间接引语时，由连词that 引导。例如：
　　She said, "I am very happy to help you."→
　　She said that she was very happy to help you.
2. 直接引语是一般/选择疑问句，变成间接引语时，由连词whether或if 引导。例如：
　　He asked me, "Do you like playing football "→
　　He asked me if/whether I liked playing football.
注意：大多数情况下，if和whether 可以互换，但后有or not,或在动词不定式前，或放在介词后作连接词时，一般只用whether。例如：
　　She asked me whether he could do it or not.
　　
3. 直接引语是特殊疑问句，变成间接引语时，由相应的疑问词who, whom, whose, how, when, why, where 等引导。例如：
　　My sister asked me, "How do you like the film "→
　　My sister asked me how I liked the film.
4. 直接引语是祈使句，变成间接引语时，把动词原形变成动词不定式，并在动词不定式前加tell, ask, order 等的宾语。例如：
　　The captain ordered, "Be quiet."→
　　The captain ordered us to be quiet.
　　注意：此种情况的否定句，在动词不定式前加not。
　　My teacher asked me, "Don't laugh."→
　　My teacher asked me not to laugh.
5. 一些注意事项
(1)间接引语一般要用陈述句的语序，即主、谓、宾的顺序。例如：
　　He asked Lucy, "Where did you go "→
　　He asked Lucy where she went.
　　Tom said, "What do you want, Ann "→
　　Tom asked Ann what she wanted.
(2)直接引语是客观事实、普遍真理等，变成间接引语时，时态不变。例如：
　　They told their son, "The earth goes round the sun."→
　　They told their son that the earth goes round the sun.
(3)直接引语变间接引语时， 指示代词、时间状语、地点状语等要作相应的变化。例如：
　　He said, "I haven't seen her today."→
　　He said that he hadn't seen her that day.
注意：如果转述时就在原来的地方，就在说话的当天，就不必改变指示代词、时间状语、地点状语等。
Direct Speech Indirect Speech
Present past
Past past and past perfect
Present perfect past perfect
Past perfect past perfect
Present continuous past continuous
Step3 practice
T: Turn to Page 5. Please change the following direct speech into indirect speech and indirect into direct.
“I’m going to hide from the Germans,” Anne said.
“I don’t know the address of my new home,” said Anne.
“I cannot ask my father because it is not safe to know,” she said.
“I had to pack up my things very quickly,” the girl said.
“Why did you choose your diary and old letters ” Dad asked her.
Mum asked her if/whether she was very hot with so many clothes on.
Margot asked her what else she had got.
Anne asked her father when they would go back home.
Anne asked her sister how she could see her friends.
Mother asked Anne why she had gone to bed so late the night before.
Step4 Correcting mistakes
T analyses the common mistakes Ss have made during the practice.
T: Now let’s look at the screen and pay attention to these sentences. Choose the right sentence and tell me why the other one is wrong.
Step5 A game
Play a guessing game “who is my secret friend ” One student comes to the front with his partner.
The rest students ask him questions while his partner changes them into indirect speech. In the end, the person who has guessed the right answer can come to the front to take the place of the first student .So the game goes on.
Suggested sentences:
Can your friend speak
What does he/she wear today
Is he/she tall or short
What do you and your friend do in your free time
Do you quarrel with each other ...
Step6 Homework
Do Exercise1 on Page 42. Here is another page of Anne’s diary. Read it through and then use indirect speech to retell the story.
Period 4 Integrating skills
“Friendship in Hawaii”
1. Teaching objectives:
To learn about ways of showing friendship in Hawaii and share their opinions on friendship. Because it is a lesson of integrating skills, Ss are also asked to write sentences on friendship.
2. Teaching procedures:
Step1 Lead-in
1. Talk about different ways of showing friendship of minority groups in China.
2. Compare Chinese ways of showing friendship with Western ways. And discuss why there is a big difference. Therefore, show the sentence: Every culture has its own ways to show friendship.
3. Ask students if they can think of any place in the world where Chinese and Western cultures live side by side. They may think of Hongkong, Macao, Singapore. And the teacher will add one more -------Hawaii.
Step2 Fast reading
1. It is said that Hawaii is a place where the East truly meets the west. Consider how people show their friendship in Hawaii.
Show a picture and find the information from the textbook. ( by giving “leis” to one another.)
Explain what is a “lei”.
2. Read fast and find out more ways to show friendship in Hawaii to fill in the form.
3. According to the form, ask them to consider what friendship is in Hawaiians.
Step 3 Careful reading
Read the 2nd paragraph carefully and ask “Why do many different peoples call Hawaii their home ”
( Hawaii is a place where people make one big community from many smaller communities. It means Hawaii has a rich cultural diversity.)
Step 4 Writing task
Show proverbs about friends and friendship. Explain them and ask Ss to choose some they agree with and some they disagree with and explain why.
Discuss with their partner and try to write some similar sentences to show their opinions on friendship.
Step 5 Homework
Surf the Internet to collect materials like poems, stories about friendship. And share them with your friends.
Period 5 Listening & Writing
1. Teaching objectives
To practise students’ listening ability.
To practise students’ writing skills of how to offer advice.
To improve students’ ability to help others solve problems.
2. Teaching procedure
(Analysis: Listening and writing are expansion of the topic of the text. Listening is about Lisa’s problem of making a friend with a boy. She asks Miss Wang for advice. Through listening and exercise, students learn how to give advice and the skill of giving advice. And also let them think about the problem of boy’s making friends with girls and girls with boys. And then design a task to ask students to give advice according to the different problems to practise their ability to solve the problems. All of these lay the foundation for the next task writing. In this way, students feel that they have information to put out. And writing makes for the improvement of students’ writing ability, strengthening their comprehension of friendship.)
Step 1 Lead-in
Do you remember what Ann’s best friend is
Is it a man or a thing
Have you seen the film Cast Away
When Tom is alone on a deserted island, what does he make friends with ( a volleyball)
Guess what my best friend is (Say sth. about music, pets or plants.)
So you see a man can make friends with anyone and anything.
Then boys, would you like to make friends with girls Girls, would you like to make friends with boys
What kind of girl would you like to make friends with And what kind of boy would you like to make friends with
If you see a boy classmate makes a friend with a girl, will you say something about them behind
(If no, say you are kind. If yes, say you are a gossiper.)
If you are that boy/girl, would you like to be gossiped about
But here Lisa has such a problem. Read the letter. Lisa is asking you for help. What advice will you give You are given 2 minutes to discuss in groups and then offer group’s opinions.
Step 2 Listening
Besides you Lisa also asks Miss Wang of Radio for Teenagers for help. What advice does Miss Wang give to Lisa Let’s listen to what she says.
Listen for 3 times and do listening exercises.
Step 3 Post-listening
Do you think Miss Wang’s advice is helpful
Now suppose you are editors of Radio for Teenagers, here are some problems for you to offer advice.
(Give each group a problem and ask them to write down their advice.)
I don’t have enough pocket money.
I’m not satisfied with my appearance.
My desk mate has lost a reference book, she/he thinks that I’m a thief.
I work hard but I hardly make progress.
I want to travel to WuZhen Town with my fiends this weekend, but my parents don’t allow me to go.
I don’t like the way Mr. Li teaches us English, so I’m not interested in English any longer.
My mother has just given birth to my little brother. I’m worried that the baby will rob me of my parents’ love and even everything.
I quarreled with my best friend 3 days ago. Up to now, we haven’t said a word to each other.
I’d like to be monitor, but at the same time I doubt whether I have such ability.
I’m often late for school. The teacher is so angry that he threatens that if I’m late again, I will be dismissed.
Step 4 Writing
Your advice is good and helpful. All of you are qualified editors. Now I have just received a letter from a lonely boy. Read the letter, what is his problem What is your advice for him Write a reply.
Step 5 Homework
Write a story about you and your friend.2 book 1 unit1 friendship vocabulary
Unit1 vocabulary
Help SS grasp the pronunciation of the new words and the use of the new words.Help Ss know some derivation of the words。Help Ss recite and grasp the use of the words
一体化设计： The basement of the unit
教学重点、难点： Words : upset , ignore, calm, concern , suffer, settle, recover, pack, Phrases: add up, calm down, have got to , be concerned about , go through, set down, a series of, on purpose, in order to, at dusk, face to face, no longer, suffer from, get/be tired of, pack up, get along with, fall in love, join in
教学过程： 1、组织教学（导言）Hello , everybody . the words we learn today is unit 1. 2.复习提问：3、讲授新课：I) let SS pronounce the words by themselves and then ask some Ss to lead reading.II) let Ss remember the pronunciation of all the words.III) make sentences of the key words.1)Add up: Add up all the numbers and see the result.Can you add up all the people here I want to add that I am pleased to see you.2)Calm down；Calm down before you make a speech in public.Keep calm !The sea is calm.3)have got to : have to 4) be concerned about: worry about They are concerned about their own health.The police are concerned about the old man.5)go through You can’t imagine what he went through in the war.He went through the book last night.6)set down: The car stopped to set down a child.He set down the key points in the article.7). On purpose:He broke the window on purpose.8)suffer fromHe suffered a lot .He suffer from the heart disease.9) get tired of After a day’s work, he got tired.The girl got tired of the same work.10)get along with The work is getting on better now.He gets on well with others.11) join in Many athlete joined in the sports meeting.Will you join us in the talk 4. 课堂练习( 5m’)Ask ss to make up their own sentences and maybe Ss can make a story using the key words as many as possible.5、布置作业：(1m’)1.recite part of the words.2.finish the ex on GS.6、课堂总结：(3m’)Let SS read the words again.
板书设计： Vocabulary of unit1add upbe concernedgo throughset downa series of on purpose
教学反思： There are many language points in this unit. Teachers can explain the points much slower. Let students make more sentences.Unit One 24. 为了 ……
1. 把……加起来 25.不敢做某事
2. 叫人做某事 26. 碰巧做某事
3. 使某人平静下来 27. 在黄昏时分
4. 不得不，必须 28. 不再……
5. 关心某人，挂念某人 29. 面对面
6. 去度假 30. 与某人分享某物
7. 照顾 31. 把某人关起来
8. 遛狗 32. 遭受；患病
9. 变松 33. 在高速公路上
10. 付款 34. 恢复健康
11. 期末考试 35. 对……厌烦
12. 考试作弊 36. 将（东西）装箱打包
13. 举例 37. 与某人相处好
14. 嘲笑某人 38. 爱上某人
15. 经历，经受 39. 讨厌别人说闲话
16 .躲藏 40. 征求意见
17. 记下；放下；登记 41. 与某人交流
18.一系列事实 42. 与某人交朋友
19. 对……十分狂热 43. 对某事表现出兴趣
20. 完全抑制某人 44. 十分感激
21. 使某人迷惑 45. 表示友好
22. 保持清醒 46. 参加；加入
23. 故意 47. 做某事困难
48. 与某人交换某物
Unit One 24. in order to
1. add up 25. not dare to do sth.
2. ask sb to do sth 26. happen to do sth
3. calm sb down 27. at dusk
4. have （got） to 28. no longer / not any longer
5. be concerned about sb 29. face to face
6. go on holiday 30. share sth with sb
7. take care of 31. put sb. away
8. walk the dog 32. suffer from
9. get loose 33. on the highway
10. pay the bill 34. recover from illness
11. end-of-term exam 35. be tired of
12. cheat in the exam 36. pack sth up
13. for example 37. get along well with sb.
14. laugh at sb. 38. fall in love with sb
15. go through 39. hate others gossiping
16 .hide away 40. ask for advice
17. set down 41. communicate with sb.
18. a series of facts 42. make good friends with sb.
19. be crazy about sth 43. be interested in sth
20. hold sb. entirely in one’s power 44. grateful
21. keep sb. spellbound 45. show friendship
22. stay awake 46. jion in
23. on purpose 47. have trouble in doing sth
48. swap sth with sb.ANNE’S BEST FRIEND
Do you want a friend ______________________________________________________
_________________ (定语从句：无话不谈推心置腹的朋友) or are you afraid __________________________________ , （宾语从句：你的朋友会嘲笑）or just ____________________________（不理解你的困境） Anne Frank wanted the first kind, so ____________________________________（于是她就把日记当作她最好的朋友）.
Anne lived in Amsterdam in the Netherlands during World War Ⅱ. Her family was Jewish so ___________________________________________________________（所以他们不得不躲藏起来，否则他们会被德国纳粹分子抓去）. She and her family____________________
____________________________________（躲藏了两年后才被发现）. During that time the only true friend was her diary. She said, “I don’t want to set down a series of facts in a diary _________________________（像大多数人一样）, but I want this diary itself to be my friend, and I call my friend Kitty.” Now read _____________________________________________. （安妮在藏身处躲藏了一年多之后的感受）
ANNE’S BEST FRIEND
Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts Or are you afraid that your friend would laugh at you, or just can’t understand what you are going through Anne Frank wanted the first kind, so she made her diary her best friend.
Anne lived in Amsterdam in the Netherlands during World War Ⅱ. Her family was Jewish so they had to hide or they would be caught by German Nazis. She and her family hid away for nearly twenty-five months before they were discovered. During that time the only true friend was her diary. She said, “I don’t want to set down a series of facts in a diary as most people do, but I want this diary itself to be my friend, and I call my friend Kitty.” Now read how she felt after being in the hiding place for over a year.
Thursday 15, June, 1944
Dear Kitty,
I wonder ________________________________________________________________
______________________ (是不是因为我太久没有出门的原因，我变得对一切与大自然有关的事物都无比狂热). I can well remember _______________________________
______________________________________. (以前湛蓝的天空、鸟儿的歌唱、月光和鲜花，从未令我心迷神往过). That’s changed _________ (自从) I was here.
…For example, when it was so warm, I ___________________（故意熬夜）until half past eleven one evening __________________（为的是）have a good look at the moon for once by myself. But ________________________, (因为月光太亮) I didn’t dare open a window. Another time five months ago, ______________________________________ (我碰巧在楼上，窗户是开着的). I didn’t go downstairs until the window had to be shut
.(*变为倒装句)The dark, rainy evening, the wind, the thundering clouds held me entirely in their power; ________________________________________________（这是我一年半以来第一次目睹黑夜）
Thursday 15, June, 1944
I wonder if it’s because I haven’t’ been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound. That’s changed since I was here.
…For example, when it was so warm, I stayed awake on purpose until half past eleven one evening in order to have a good look at the moon for once by myself. But as the moon gave far too much light, I didn’t dare open a window. Another time five months ago, I happened to be upstairs one evening when the window was open. I didn’t go downstairs until the window had to be shut. The dark, rainy evening, the wind, the thundering clouds held me entirely in their power; it was the first time in a year and a half that I’d seen the night face to face.Unit 1 Friendship
教材分析
I．教学内容分析
“友谊”自古就是人们的永恒话题之一，本单元的中心话题就是“友谊”，该单元几乎所有的内容都是围绕这一中心话题展开的。
Warming up部分通过一个问卷调查的形式，让学生对于日常生活中朋友之间可能发生的真实问题以及如何解决这些问题有所了解。
Pre-reading部分设计了三个问题，一方面引导学生对“友谊”和“朋友”这两个概念进行思索；另一方面让学生知道友谊不仅仅存在于人与人之间，日记之类的东西也可以成为人们的朋友。
Reading节选了《安妮日记》的一部分，全部内容可分为四大部分：
谈论有关朋友的事情；
简单介绍安妮的一些情况；
为什么安妮把日记当作自己最好的朋友；
赏析部分《安妮日记》。
Comprehending部分主要是对课文的细节进行了解，共设计了4种形式的练习。第一部分是连句的形式；第二部分是回答问题的形式；第三、四部分是展开想象。
Learning about Language分两部分：
一是巩固文中的词汇，共设计了四个题型：
1. 对单词的英英解释；
2. 用第一题以及Warming up中的一些单词和短语完成短文；
3. 用Warming up和Reading词的正确形式完成句子；
二是学习语法知识—直接引语变间接引语，并进行操练。
Using Language集听、说、读、写于一体。通过读两封信、听一段对话、设计调查问卷、写信以及趣味写作，给学生提供了探索认识友谊的空间，如通过现实生活中被朋友误解、没有朋友等各种具体的问题，使学生对于友谊有了更进一步地理解。
Summing Up引导学生对本单元的词汇和语法等方面进行总结。
Learning Tip建议学生养成写日记的习惯。一是锻炼语言运用能力；二是可以在日记中表达自己的感情和思想。
II．教学重点和难点
1. 教学重点
(1) 本单元的生词和短语；
陈述句和疑问句的直接引语和间接引语；
对于个人的观点、态度的一些表达方式。
2. 教学难点
学会怎样描述朋友，怎样表达自己对于友谊的观点；
了解朋友不是仅限于人类，朋友的真正含义以及朋友的重要性；
怎样设计调查问卷。
III．教学计划
本单元分七课时：
第一课时：Warming up
第二课时：Pre-reading, Reading, Post-reading, Comprehending
第三课时：Language points and learning about language
第四课时：Grammar
第五课时：Using language
第六课时：Listening, Talking (Workbook)
第七课时：Reading task, Speaking task, Writing task (Workbook)
IV．教学步骤
Period 1 Warming up
Teaching Goals:
1. To arouse Ss’ interest in learning about friendship.
2. To develop Ss’ ability to speak out opinions on a certain topic with the help of the given information.
Teaching Procedures:
Step1. Leading-in
Purpose: To activate Ss and arouse them to speak out opinions about friends and friendship.
Show the pictures about SHE and basketball geniuses. Ask the students what they think of friendship. Nobody can go without friends. Since we ourselves are different from each other, we may prefer different kinds of friends.
Step2. Warming up
Purpose: To lead Ss to the topic of this unit through a quiz.
1. Pair work: Get Ss to ask each other the questions, and then ask them to present it before the class.
(1) What does your best friend look like
(2). Have you made any friends through the Internet
(3) What is/are the most important quality/qualities that a friend needs to have
To get Ss to list some of the following words on the blackboard:
honest, friendly, open-minded, generous, helpful, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, brave, easygoing, outgoing, warm-hearted, kind, selfless, tolerant, intelligent…
2. Individual work
Get Ss to open their books, turn to page 1 and do the survey in the textbook.
Work out the score on page 8 to see if he or she is a good friend or not.
3. Discussion
Do you think a good friend is important Why or why not
Step3. Language points
1．Add vt.增加；添加；补充说
vi. 加；加起来；增添
1）add up 合计，加起来
Add up your score and see how many points you can get.
将你所得的分说加起来，看看你能得到多少分
2） add to 增加
His illness added to the family’s trouble.
他的病给家里增加了负担。
3） add…..to 往…加…
Please don’t add the fuel to the flame.
不要火上浇油。
4） add up to 总共有，总计达
The students here add up to 1000.
这里的学生总共有1000名。
2．get sth. done :have sth. done
1）使…被做（一般找别人做）
Please get the blackboard cleaned.
请找人擦黑板。
2）遭遇过某种情况（一般指不好的事）
He got his left leg hurt yesterday.
他的左腿昨天摔断了。
3．should have done 本应该做某事而实际上没有做
You should have study hard last year.
你去年应该努力学习。
I missed the train. I should have got up earlier.
我错过了火车，我应该早点起来。
Should not have done 本不应该做某事而实际上却做了
You shouldn’t have told her this terrible news, for she has completely lost confidence in herself.
你本不应该告诉她这个可怕的消息的，因为
4． calm down 使平静，平静下来
The excited movie fans calmed down at last.
激动的影迷们最终平静下来。
Have a brandy-----it will calm you down.
喝杯白兰地－那会使你平静下来。
5． Concern 关系到，涉及
This concerns us deeply.
这件事和我们关系重大。
1） be concerned about (for) 关心，挂念
we are all concerned for her health.
我们都很关心她的健康。
Step 4. Homework
Preview Reading.
Periods 2 Pre-reading, Reading, Post-reading, Comprehending
Teaching Goals: 1. To get Ss to learn the story of Anne.
2. To enable Ss to learn from Anne’s story the importance of friends.
3. To instruct them to understand that not only human beings but also things like diaries can be their friends.
Teaching Procedures:
Step 1. Revision
1. Check up the homework
Revise what’s learned in Warming up by asking the following questions
(1) Why do you need a good friend
(2) What should a good friend do for you
Step 2. leading-in
It is known to all that friendship is very important and it is sad of a person to have no friend. Suppose you are in a very difficult situation in which it is impossible to make friends with others. How can you express yourself, your sadness or happiness, your loneliness and your horror
Step 3. Reading
1. Read the text quickly and answer the question.
What’s Anne’s best friend
2. Show some pictures that show Germans killed the Jews and get Ss to learn about Anne’s feelings.
3. Read the text again and join the correct parts of the sentences (P3).
4. Deal with some long and difficult sentences.
(1) Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts
你是不是想有一位无话不谈、推心置腹的朋友呢？
whom you could tell everything to 是定语从句，修饰friend。此处的like相当于 such as。
(2) I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature.
我不知道这是不是因为我长久无法出门的缘故而使我变得对一切与大自然有关的事物都无比热爱。
I wonder if是个固定句型，意思是：“我想知道是否……”. it是形式主语，指代真正的主语that I’ve grown so crazy about everything to do with nature。
(3) I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound.
我记得非常清楚，以前，湛蓝的天空、鸟儿的歌唱、月光和鲜花，从未令我心迷神往过。
① that引起了一个宾语从句，宾语从句中又含有一个句型 there was a time when…，when从句的主语是a deep blue sky… and flowers, 谓语动词是could never have kept, 宾语是me, spellbound是个宾语补足语.
There was a time when…意思是“曾经有个时期……”如：
There was a time when I was a beautiful girl.
曾经我是个漂亮的女孩。
There was a time when life was very hard for Madame Curie.
曾经有过一个时期，居里夫人的生活非常艰难。
② Keep +O + C其中的补语可以由现在分词、过去分词、形容词等来充当，如：
He likes to keep the windows open while sleeping.
他喜欢开着窗子睡觉。
Sorry to keep you waiting so long.
很抱歉让你久等了。
The farmers keep us supplied with fresh fruit and vegetables.
农民们不断向我们供应新鲜的蔬菜和水果。
(4) The dark, rainy evening, the wind, the thundering clouds held me entirely in their power; it was the first time in a year and a half that I’d seen the night face to face…
漆黑的夜晚，风吹雨打，雷电交加，我全然被这种力量震慑住了。这是我一年半以来第一次目睹这样的夜晚……
it be the first, second,…time that… 是个固定句型，其从句的时态也是固定的，若be用一般现在时，则从句用现在完成时;若be用一般过去时，则从句用过去完成时。如：
It’s the first time that I’ve been to Beijing.
这是我第一到北京来。
It was the second time that he had made the same mistake.
他这是第二次犯同样的错误。
(5)Read the text again and do Ex2 (P3).
Step 4. Listen to the tape and read after it, paying attention to the pronunciation and intonation.
Step 5. Further discussion
What would you miss most if you had to hide like Anne and her family
How would you describe Anne’s feeling
Step 6.Homework:
Read the whole text fluently.
Pick out and mark the words and phrases you can’t understand.
Period 3 Language points and learning about language
Teaching Goals:
1. Get Ss to master some useful words and expressions.
2. Get Ss to be able to use some of them.
Teaching Procedures:
Step 1. Revision
Ask some students to read the text one by one.
List the difficult words and expressions
Step 2. Language points
reason n. 理由；原因
构成句型 The reason why…is that…
The reason why he was late was that he was caught in a traffic jam.
The reason why Tom was absent from school was that he was ill.
(2) 构成短语the reason for sth./to do 和 for the reason
There’s no reason for that.
那事没什么理由。
There’s no reason to do that.
没理由那么做。
For some reason, he didn’t attend the meeting.
由于某一原因，他没有出席那次会议。
2．go through
(1) 经历；经受
The country has gone through too many wars.
The plan must go through several stages.
(2)仔细检查；审查
She went through his pockets and in the end found the keys.
(3) 经过；穿过
Go through the gate and you’ll get there.
hide away
躲藏；隐藏
She’s hidden my book away somewhere.
他把我的书藏在某个地方了。
The thief hid away in the forest.
那个贼躲藏到森林里去了。
(2) 隐匿；保密
She tried to hide her feelings away.
她设法掩饰自在的感情。
3. in order to 为了；以便
He went to the hall early in order to/so as to get a good seat.
为了得到一个好的座位，他很早就去了大厅。
In order to catch the train, he hurried through his work.
为了赶上火车，他匆匆做完了工作。
此句中in order to不能用so as to替换。
4. dare
（1）情态动词，常用于否定句、疑问句、条件句和if/whether后面,如：
---Dare you go out alone at night
你敢晚上独自外出吗？
---I dare not go out at night alone.
我不敢晚上独自外出。
You’ll be sorry if you dare go any farther.
如果你再敢往前走，你会后悔的。
I wonder whether he dare stand up in public.
我不知道他是否敢当众挺身而出。
（2）实意动词，后常与不定式连用，但在否定句中的不定式符号常省略，如：
Young as he is, he dares to try everything.
尽管他很年轻，但他敢于尝试任何事情。
I don’t know how he dares to appear in public.
我不知道他怎么敢在公众面前露面。
I’ve never dared go back to look.
我曾来不敢回头看一下。
(3) I dare say 我想，我以为
I dare say you are British but you still need a passport to prove it.
我想你是应该人，不过你还得出示护照证实一下。
---I would imagine he’s forgotten. 我想他忘了。
--- I dare say. 我认为是这样。
Step 3. Learning about language
1.Get Ss to do the Ex1, Ex2 and Ex3 (P4).
2.Check the answers.
3. list some important points.
(1) suffer
① 受苦；受害；患病
He suffers terribly with his feet.
他脚痛的厉害。
He made a rash decision--now he’s suffering for it.
他做了一个轻率的决定—现在该自食其果了。
② 经历；遭受（不愉快的事）
We suffered huge losses in big fire.
在那次大火中我们损失惨重。
The driver has suffered pain and defeat.
这司机遭受了痛苦和失败。
③ suffer from 遭受；忍受
Do you suffer from headaches
你常头痛吗？
She’s suffering from loss of memory.
她 患遗忘症。
（2）be in control (of sth) 指挥；管理；统治
She may be old, but she’s still in control (of all that is happening).
虽说年纪大了，她却仍在控制着局面。
Who’s in control if the project
谁掌管这个项目？
Enemy forces are in control of the city.
敌军控制着城市。
Step 4. Homework
Using words and expressions (P41).
Period 4 Grammar
Teaching Goals:
1. Learn what direct speech and indirect speech are.
2. Get Ss to learn the transition between direct speech and indirect speech.
Teaching Procedures:
Step 1. Revision
Check up the homework
2. Revise what’s learned in learning about language by translating the following questions
敌军控制着城市
Enemy forces are in control of the city.
(2) 她 患遗忘症
She’s suffering from loss of memory.
Step 2. Leading-in
Get Ss to see the following sentences and find the differences between them.
Tom said, “I have finished my homework.”
·Tom said that he had finished his homework.
Mary said, “I’m going home tomorrow.”
·Mary said she was going home the next day.
In those two group sentences, the first one is the conversation between two people, and the second sentence is just the third person retell the conversation. The first one is direct speech and the second is indirect speech.
Step3. Presentation
The definition of direct speech and indirect speech.
Try to make clear to the students what direct and indirect speech is.
Direct speech is used to give the exact words that someone utters or has uttered in the speech.
Indirect speech conveys in the words of a subsequent speaker what has been said or written by the original speaker.
Step 4. Explanation
Get Ss to do some exercises and summarize the rules:
1. 人称的变化
(1) He said, “I like it very much.” 他说：“我非常喜欢它。”
He said that he liked it very much. 他说他非常喜欢它。
(2) He said to me, ”I’ve left my book in your room.”
他说对我说：“我把书放在你的房间里了。”
He told me that he had left his book in my room.
他告诉我把书放在我的房间里了。
总结：直接引语变间接引语后，人称要做相应的变化。
2. 时态的变化：
(1) “ I don’t want to set down a series of facts in a diary,” said Anne.
安妮说：“ 我不想在日记里记流水帐。”
Anne said that she didn’t want to set down a series of facts in a diary.
安妮说她不想在日记里记流水帐。
(2) He said, “I’m using the knife.”
他说：“我正在用刀。”
He said that he was using the knife.
他说他正在用刀。
(3) She said, “I have not heard from him since May.”
她说: “我自从五月份起就没有收到他的来信。”
She said that she had not heard from him since May.
她说她自从五月份起就没有收到他的来信。
(4) He said, “I saw her in the street.”
他说：“ 我在街上看见过她了。”
He said that he had seen her in the street.
他说他在街上看见过她了。
(5) He said, “I have finished my homework before supper.”
他说：“ 我在午饭前已经完成了我的家庭作业。”
He said that he had finished his homework before supper.
他说他在午饭前已经完成了我的家庭作业。
(6) Zhou lan said, “I’ll do it after class.”
周兰说：“我会课后完成它。”
Zhou lan said that she would do it after class.
周兰说她会在课后完成它。
总结：
直接引语与间接引语时态变化对照一览表
直接引语 间接引语
一般现在时 一般过去时
现在进行时 过去进行时
现在完成时 过去完成时
一般过去时 过去完成时
过去完成时 过去完成时
一般将来时 过去将来时
3. 指示代词、时间状语、地点状语和动词的变化
(1) she said: “ I will come this morning.”
她说：“我上午会来。”
She said that she would go that morning.
她说她上午会来。
(2) He said, “ these books are mine.”
他说：“这些书是我的。”
He said that those books were his.
他说这些书是他的。
(3) He said,“ it is nine o’clock now.”
他说：“现在9点了。”
He said that it was nine o’clock then.
他说那会9点
(4) He said,: “My sister was here three days ago.”
他说：“我妹妹三天前在这里。”
He said that his sister had been there three days before.
他说他妹妹三天前曾在这里。
(5) He said, “I haven’t seen her today.”
他说：“我今天还没有见过她。”
He said that he hadn’t seen her that day.
他说他那天没有见过她。
(6) She said, “I went there yesterday.”
她说：“我昨天在那里。”
She said that she had gone there the day before.
她说她昨天去过那里。
(7) She said, “I’ll go there tomorrow.”
她说：“我明天会去那里。”
She said that she would go there the next/following day.
她说她明天会去那里
(8) He said, “They will arrive the day after tomorrow.”
他说：“他们后天到那里。”
He said that they would arrive in two days’ time.
他说他们两天后到那里。
(9) She said, “I came here to seen the doctor the day before yesterday.”
她说：“ 我前天到这里看医生。”
She said she had gone there to see the doctor two days before.
她说她两天前到这里看医生。
时间状语、地点状语和动词的变化一览表
直接引语 间接引语
时间状语 now then
today that day
this week/month/year that week/month/year
last week/month/year the week/month/year before
tomorrow the next/following day
next week/month/year the next week/month/year
地点状语 here There
动词 come go
注意：
① 直接引语如果是客观真理，变为间接引语时，时态不变。如：
He said,“Light travels much faster than sound.”
He said that light travels much faster than sound”
② 如果在当地转述，here不必改为 there，动词come不必改为go，如果在当天转述，yesterday, tomorrow等时间状语也不必改变.
4. 祈使句
(1) She said to us, “please sit down.”
她对我们说：“请坐。”
She asked us to sit down.
她请我们坐下。
(2) he said to him,“go away!”
他对他说：“走开！”
He ordered him to go away.
他命令他走开。
(3) Mother said to me, “Come back before 10.
妈妈对我说：“十点以前回来。”
Mother told me to go back before 10。
妈妈嘱咐我十点以前回去。
(4) he said, “don’t make so much noise ,boys.”
他说：“孩子们，不要大声吵闹。”
He told the boys not to make so much noise.
他告诉孩子们不要大声吵闹。
总结：
转述祈使句时，要讲祈使句的动词原形变为不带to的不定式，并在不定式的前面根据句子的意思加上tell,ask,order等动词，如果祈使句为不定式，并在不定式的前面加not.
5. 疑问句
● 一般疑问句
(1) “ do you think a diary can become your friend ” the writer says.
作者问：“你认为日记能成为你的朋友吗？”
The writer asks us if we think a diary can become our friend.
作者问我们是否为日记能成为我们的朋友
(2) She said，“ did you see him last night ”
她问：“你昨天晚上看到他了吗？”
She asked me whether I had seen him the night before.
她问我前一天是否看到他了。
总结：
将一个一般疑问句由直接引语变成间接引语时，首先要用whether/if 连接阴雨，而且要把原来的疑问句变成陈述句语序的宾语从句； 其次，人称、时态和状语的变化与陈述句直接引语变为间接引语的方法相同。
● 特殊疑问句
(1) “ what do you want ” he asked me.“你想要什么？”他问我。
He asked me what I wanted.他问我想要什么。
(2) “ when did you go to bed last night ” father said to Anne.
爸爸问安妮：“你昨晚什么时间睡的觉？”
Father asked Anne when she went to bed the night before.
爸爸问安妮她头天晚上什么时间睡的觉。
总结：
把一个特殊疑问句由直接引语变成间接引语时，首先要用疑问词连接引语，而且要把原来的疑问句变成陈述句语序的宾语从句；其次，人称、时态和状语部分的变化与陈述句的直接引语变为间接引语的方法相同。
Step 5.Consolidation
Change the following direct speech into indirect speech and indirect speech into direct speech.
1. She asked the boy,“Is it raining ”
2. “Do you want to say something for yourself ” Mom asked Tom.
3. Jin said to me, “Tom has finished the job.”
4. He asked us what we wanted to eat that day.
5. The boy asked the girl if it snowed in winter in that city.
6. Mary said that she had already eaten lunch.
Suggested Answers:
She asked the boy if it was raining.
Mom asked Tom if he wanted to say something for himself.
Jim told me that Tim had finished the job.
H asked us, “What do you want to eat today ”
The boy asked the girl, “Does it snow in winter in this city.
Mary said,“ I’ve already eaten lunch.”
Step 6.Homework
Discovering useful structures (P5)
Period 5. Using language
Teaching Goal:
1. To review the language points in the Grammar part
2. To practice the language in a variety of realistic communicative activities.
Teaching Procedures:
Step 1. Greeting and revision
1. Check the homework
2. Revise what’s learned in Grammar part by the following multiple choices.
1. The tourist asked the guide what he _______visit the next day.
A. was going to B. will C. is going to D. is to
2. Mother asked the youngest kid ________with toy car.
A. what the matter was B. what is the matter going to be
C. what the matter is D. what is the matter
3. He asked Mary whether she had passed the exam______.
A. yesterday B. the day before C. the day ago D.before the day
4. Laura told his teacher that she_________ born in 1956.
A. was B. had been C. is D. has been
5. The doctor ______that he ______very glad to visit our country.
A said; was B said；had been C. told; was D spoke; had been
Suggested Answers: 1. A 2. A 3. B 4. A 5. B
Step 2. Leading-in
The better part of one’s life consists of his friendships, and a cheerful friend is like a sunny day spreading brightness all around. However, have you ever got pressure from your classmates because you have a special friend Lisa is one of the girls who are in trouble with the gossip between her and a boy.
Step 3. Reading and listening
1. Now, please read Lisa’s letter to Miss Wang answer the following questions
What makes Lisa unhappy
Can you give her some of your advice
2. Many students think Lisa should make a positive response to pressure from her classmate’s. Now, let’s listen to the tape and see what Miss Wang tell Lisa.
Step 4. Speaking and writing
Do you agree with Miss Wang’s advice Discuss it in small groups.
1. Group work
Four students work as a group. Design a questionnaire to find out what kind of friends your classmates are. You can use the questionnaire in Warming up as an example. You must think of four questions and three possible answers to each question. At last, ask several groups to present their questionnaires.
2. Individual work
When you have some problems, sometimes you can write to the editor of the Student English Times and ask for advice. Xiao Dong once wrote to the editor and asks for some advice.
Read the letter that Xiao Dong gave to the editor and answer the following questions
What is the Xiao Dong’s problem
If you were the editor, what would you say to him Then, please discuss your ideas with your classmates.
3. Writing
According to the information that you have gotten, please write your advice to Xiao dong as an editor. You can follow the points in your textbook.
Step 5. Language points
1. get along with/ get on with 与…相处；进展。
How is he getting along/on with his English
他的英语进展如何？
He found it hard to get along with other boys.
他觉得他很难与其他男孩相处。
2． fall in love (with) 爱上（某人）
They fell in love with each other years ago.
他们已经相爱很多年了。
He fell in love with the pretty girl for the first sight.
他第一眼就爱上了这个美丽的女孩。
注意：fall 是非延续性动词，不与表示“一段时间”的状语连用。因此，不可说they have fallen in love with each other for years. 应该说 they have been in love with each other for years.
3. advice n. [u]
Could you give us some advice
你能给我们一些建议吗？
She needs wise medical advice and help.
她需要明智的医疗咨询和帮助。
4 . join in 加入；和某人一道参加（某项活动）
I would like to join in your discussion.
我愿意加入你们的讨论。
Could you join us in the play
你愿意加入我们的讨论吗？
Join ，join in ，take part in and attend
Step 6. Homework
Review what we have learnt in the Using language part. Finish the writing task.
Period 6 Listening, Talking (Workbook)
Teaching Goals:
To review what we have learnt in the Using Language part.
To practise listening and speaking ability by exercise.
Teaching Procedures:
Step 1. Revision
Review what we have learnt last periods by the following exercises
Word spelling
The snow is very_____(疏松) and there is a lot of air in it.
She is so______(狂热) about English that she cannot live without it.
To get as much information as possible, we should learn to________(交流).
The ______(形势) in Iraq is becoming from bas to worse.
To send me to college, my parents_______ (受苦) a lot.
Suggested Answers: (1) loose (2) crazy (3) communicate (4) situation (5) suffered
2. Sentence changing
(1) A：I have a friendly relationship with him.
B：I ____ ____ _____ with him.
(2) A: It happened that I was reading upstairs when he came in.
B: I___ ____ ______ reading when he came in.
(3) A: what you said made her angry.
B: ____ _____ what you said____ made her angry.
Suggested Answers: (1) get along well (2) happened to be (3) It was; that
Step 2. Leading-in
From the text we know that Anne took her diary as a good friend to her. Now answer the following questions.
1. Do you keep a diary Why
Yes. Because I want to read the things or persons that are really special to me some time later, or I don’t want to share my secret thoughts and feelings with others.
What character does a diary have
It’s personal.
Now we’re going to listen to a passage. It’s something about a diary.
Step 3. Listening
1. Listen to the tape for the first time and try to write down what you hear.(This time the teacher push the “pause” button from time to time.)
2. Listen again and let Ss check by themselves.
3. Listen the third time and make further changes. Then check the passage with each other.
4. Do Ex 2 and 3.
5. Discussion in groups and check the answers.
6. Listen to the whole text again to have a better understanding about the passage.
Step 4. Talking
1. Discuss in groups
Why do people make friends with one another
Friends can share sorrows and joys with each other.
Friends can help each other.
2. Listen to a short passage and try to get the general idea of the passage. Then discuss the following questions in groups of three or four.
(1) Do you agree with her
(2) What do you think of people from foreign countries
While talking, try to use the following expressions:
I think so. I agree. That’s correct. Exactly.
I don’t think so. I don’t agree. Of course not. I’m afraid not.
(3) Reach a conclusion and be prepared to give your reasons to the class.
Step 5. Homework
Write a short passage about what is discussed in this period.
Period 7 Reading task, Speaking task, Writing task (Workbook)
Teaching Goals:
1.To develop Ss’ reading ,speaking and writing ability.
2. To get Ss to know something about Hawaiians.
Teaching Procedures:
Step 1. Revision
Check the homework (Asking some students to read their writings)
Step 2. Reading task
1. Read the passage and decide what each of the following words means in the language of the Hawaiians.
(1) aloha (2) lokahi (3) lei (4) kokua (5) ohana
Suggested Answers:
(1) to be with happiness; goodbye; our hearts singing together
(2) oneness with all people
(3) a circle of flowers worn around the neck
(4) help
(5) family
2.Read the passage again and discuss the following questions
What are the ways Hawaiians show their friendship
Why do many different peoples call Hawaii their home
How do people in Hawaii get on with one another
Can you find similar things in your hometown How do you show friendship to visitors
Suggested Answers:
Hawaiians say “aloha” to each other to show friendship. They welcome people with “lokahi” which means “oneness with all people”. They give visitors a “lei” to make them feel at home.
It’s because Hawaii is a place where many cultures are encouraged to live together peacefully and co-operate with each other.
They try to help each other so that all feel stronger. They solve the problems with understanding and treat all people as if they are part of the same family.
Students give their own answers.
Step 3. Speaking task
1. Group work
Students are put into situations that involve moral choices. Here are two different situations. Read the situations and choose one to discuss.
(1) You promised your friend last Tuesday that you would go on a picnic with him/her on Saturday. On Friday night you are offered one ticket to the concert on Saturday. But there are no more tickets and this is your favorite band. Will you go to the concert or the picnic
(2) Your nest friend tells you that he/she has stolen something from a shop. He/she thinks it is funny that he/she got away with it. What will you say to him/her？
After each group comes to an agreement, have them record their solution to the problem on a piece of paper and give it to the teacher.
2. Individual work
Have a student from each group report their new solution to the class. And ask Ss to work in pairs and make a role play like the following.
S1: hello, Tom! What’s up I have something to discuss with you. I feel very uncomfortable about this but I think we must talk about it. I have been offered a ticket to the concert.
S2: wow! That’s great! I know how much you like them and how much you have always wanted to go to the concert. Is there any chance I might get a ticket too
S1: I am sorry. They are only staying here for one night and Mary offered me one. There was only one, or of course I would have thought of you.
S2: When are they coming Perhaps I can queue up with you to get their autographs
S1: That’s just what I wanted to say. The concert is on Saturday.
S2: Oh, I see. You want to change our arrangement for the picnic. Well, as a matter of fact. I cannot go either on Sunday. My cousin is coming over and we shall have to visit my friend.
S1: So it all turned out for the best. Thank goodness.
Step 4. Writing task
1. Individual work
Here are some proverbs about friends and friendship. Read them carefully and learn about the situation. Choose some you agree with and explain why. Choose some you disagree with and explain why.
2. Group work
Have a discussion with you classmates, and give your reason why you agree or disagree as follows.
(1) I agree with the following ones:
A: The same man cannot be both friend and flatterer.
B: Walking with a friend in the dark is better than walking alone in the light.
C: Friendship cannot stand always on one side.
I think a person can praise, blame, scold but shouldn’t flatter his/her friend. A friend is a treasure to his/her friends. Friends should help each other and share their joys and sorrows — true friendship isn’t one-sided.
(2) I disagree with the following ones:
A: A friend in need is a friend indeed.
B: Friends are like wine; the older, the better.
C: With clothes the new are best; with friends the old are best.
In my opinion, a friend is a friend. There should be no such terms as a true friend or a false friend. I think a false friend cannot be a friend at all. I also think that a new friend is as good as an old one. A friend, new or old, is a friend. He/she is always devoted and helpful to his/her friend.
(3) Writing
According to the information that you got from the discussion, you should write a composition on this topic. Then, polish the article and complete the Writing.
3. Homework
Write a short passage, and describe your beat friend.to对……友好
1. be good for sb．指对某人有益
at sth．在某方面(学得、做得)好
①他对我一直很好。
He has been good to me．
②晨练对身体健康有好处。
Morning exercise is good for your health．
There is no good doing sth．干某事没有好处
2. survey
(1) vt．视察，检查;
(2) n．调查
make a survey (of．．．)
对……作全面调查／观察
①我们能从山顶眺望郊野。
We can survey the countryside from the top of the hill．
②他们对该次水污染的调查感到满意。
They are pleased with the survey of the water pollution．
3. add vt. & vi.增加；添加；(数字等)加(起来)；补充说
add to加;增加
add… to…把……加到……里
add up合计(起来), 加起来
add up to + 数字 总计达
①他的病给家里增加了负担。
His illness added to the family’s trouble．
②四加三得七。
If you add 4 to 3, you’ll get 7.
=Four added to three makes seven．
③请把这些数字加起来。
Add up these figures，please．
④这些数目加起来总和是300。
The figures add up to 300.
⑤她补充说她不会把孩子带来。
She added that she would not bring the children．
get sth done
=have sth done
=get sb to do sth让某事被做
4. get sb. done 使某人被……
get sb.／sth to do
使人或物以某种方式做某事或行动
get doing sth.开始做某事
①我要找人把房子修一修。
I will get my house repaired.
②我无法使她说话。
I can’t get her to talk.
③我找不到人做这工作。
I can’t get anyone to do the work．
④你能发动(修好)那部旧车吗
Can you get that old car going
5. upset adj. (情绪)心烦意乱的、不快的; (胸口、肚子等)不适的，不舒服的 vt．使心烦意乱
①那则坏消息使我心烦意乱。
The bad news upset me．
6. ignore vt.不睬，忽视
①他不顾医生的忠告。
He ignored the doctor’s advice．
ignorant adj.无知的，无知觉的；
ignorance n.无知，不懂
be ignorant of．．．不知道……
be in ignorance of something不知某事
如 ② She didn’t see him, so she was ignorant of his present． 她没看见他，因此她不知道他在场。
7.calm
(1) vt．使平静，使镇静
①Mother soon calmed the baby．
母亲很快使婴儿平静了。
calm down(人等)变平静；(风等)变宁息”；
“使平静，使镇定下来”。
②The excited girl quickly calmed down．这个激动的女孩子很快变得平静了。
③When your friend is angry，you should calm him down．当朋友生气时，你应劝劝他。
adj. (天气)平静的，无风的；
(海洋)静的，无风浪的；
(人)镇定的，沉着的”。
④The sea was calm after the storm．经过这场风暴后，大海平静下来了。
⑤After the storm it became calm again． 暴风雨过后，天气又恢复了平静无风。
⑥He was calm when l told him the bad news． 当我告诉他这个坏消息时，他很平静。
8. concern
vt.使担心(挂念)，使忧虑(常用于被动语态)n．所关切的事，关心，担心
be concerned about担心, 挂念
①We’re rather concerned about father’s health．我们相当担心父亲的健康。
②She concerns herself about her son’s future.＝She is concerned about her son’s future．
她担忧着儿子的将来。
③I feel no concern about the matter．我不担心这事。
完成下列句子。
④她非常担心她儿子的病情。
She____ herself about her son’s_____.
She_____ _____ _____her son’s_____.
She shows a great deal of_____ _____ her son’s_____.
As far as I’m／you’re concerned 就我(你等)而言
be concerned with与……有关系 ⑤This story is concerned with an English family in the l9th century．
这个故事讲的是19世纪一个英国家庭的事情。
9. cheat (1)vt．骗取；欺诈(某人)
①The salesman cheated the old lady into buying his useless things．
推销员欺骗老太太买了他那些无用的东西。
②The cheat cheated the girl out of the money．
骗子骗走了女孩子的钱。
cheat sb. into doing sth. 骗某人做某事。
cheat sb. (out) of sth．骗某人的东西。
(2) vi．行骗，欺诈，作弊，作假
He was caught cheating in an exam．他考试中作弊，被逮了个正着。
(3) n骗子;欺诈，欺骗行为
He is a cheat．他是骗子。
1. According to a recent _______, in Shanghai alone there are more than 2.5 million migrant workers.
2. I tried to tell her but she ________me.
3.I’m rather ________about my brother’s health.
4. Make it tight, not ________.
5. The bad lady _______the young beautiful girl into the belief that she was her mother.
6. She is so ________about English that she cannot live without it.
用calm, quiet, still ,silent 填空
1. After the storm the sea became________ again.
2. Keep________. The photographer is ready.
3. Your father needs peace and________ because he's working.
4.Don’t remain ________on bad behaviors.
用add to，add up和add up to的正确形式填空
1.Five ________seven makes twelve．
2.The pupil is too young to________ these figures．
3.The amount of money he gets from the factory a month ________no more than 500 yuan．
辨析 calm，quiet，still与silent
①calm平静的，沉着的。 指无风浪的或人的心情不激动的。
②quiet宁静的，安静的。 指不吵闹的或心境不烦躁的。
③still 静止的，不动的。 指(人体等)不运动的。
④silent沉默的，缄口的，寂静的。指不讲话或没有声音Anne’s Best Friend
Teaching objectives:
After the period of reading,Ss will be able to:
1,understand and use the following words,expressions&sentence patterns:
§go through,Netherlands,German,hide away,set down,a series of,outdoors,grow crazy about,stay awake,on purpose,in order to,,at dusk,entirely,power,face to face,curtain,dusty
§I wonder if it’s because…for so long that I’ve grown crazy about everything to do with nature.
§I stayed awake on purpose until…in order to have a good look at the moon by myself.
§It was the 1st time…that I’d seen the night face to face.
§It’s no pleasure looking through these any longer…
2,read for specific information(i.e.Anne’s best friend:who,when&where,what kind,how or why;sample diary:Anne’s feelings towards nature before&after hiding)
3,read between lines:why did Anne’s feelings change towards nature How did Anne feel looking at the night sky
4,talk about friends and friendship; form their own opinion of friendship
5,learn about the cruel control of the German Nazis during WWII and the heroine Anne’s longing for peace and freedom
【Objectives1,2,3 focus on the language;objective 4,the language and learner;objective 5,the world】
Teaching methods：skimming,scanning,Q&A,individual,pair or group work,discussion
Teaching activities:
Pre-reading;
Activity 1:Discussion
How do you understand the following literature about friends
‘A friend in need is a friend indeed.’
‘A friend cares,
A friend shares,
We need friends everywhere.’
【Purpose:A free discussion centered the famous saying and the simple poem help provoke Ss’thinking about the topic and ignite their interest in continuing to read the passage.】
While-reading;
Activity 2,Scanning
Lead Ss to read the first part ,i.e.para1-2 of the reading passage and find out information about Anne’s best friend
Anne’s best friend
Who
What kind
When&where
How/why
【Purpose:Instruct Ss to scan for specific information and process the information】
Activity 3,skimming
Read the page from Anne’s diary and find out the change of Anne’s feelings towards nature before&after they hid away.
Time Nature Feeling
Before
After
【Purpose:skim for the general idea of the page from Anne’s diary to get an overall impression of its content.】
Activity 4,Discussion
Why do you think Anne’s feelings changed towards nature
How would you describe her feelings when she was looking out at the night sky
If you had to go into hiding like Anne,what would you miss most Why
【Purpose；Through discussing the the three questions above,Ss will reflect about the real life they are living ,develop positive attitudes towards and cherish the peaceful and free life】
Post-reading
Activity 5,Text-retelling
Try to retell the text using the first person. If Ss like,she/he may go like this:
‘I lived inAmsterdam… During that time,… So I made my diary my best friend,…’
【Purpose:By retelling the text,Ss will take the opportunity to consolidate what they have learnt in the period: useful words,expressions& sentences.】
Activity 6,Extension
Recommend the movie “Life is Beautiful” to Ss, if they have access to the Internet at home.
【Purpose:Guide Ss to go beyond the textbook,making the best of various learing resources available and enrich their world knowledge.】
▲Reflection:(to be completed)
▲Chalkboard Design
1,
Anne’s best friend
Who her diary,Kitty
What kind tell everything to/share… with../deepest../go through..
When&where Amsterdam,the Netherlands,WWII
How/why Jewish,the German Nazis,hid away
2,
Time Nature Feeling
Before Blue sky, bird songs,moonlight,flowers Never felt spellbond
After Darkness ,rain,wind,thoundering clouds Grew crazy about,held in their power
3,
“I lived inAmsterdam… During that time,… So I made my diary my best friend,…
Reference Books:
1,人教社，NSEFC TB1 “Foreword” PI-X & “Unit1 Friendship”P1-23
2,中国科学技术出版社，《名师说课》BOOK1 Unit1 Friendship P1-8
3,华东师大，《中小学英语教学与研究》 2008年第5、6、7期高中英文写作必背句型
一、~~~ the + --est + 名词 + (that) + 主词 + have ever + seen ( known/heard/had/read, etc)
~~ the most + 形容词 + 名词 + (that) + 主词 + have ever + seen ( known/heard/had/read, etc)
例句：Helen is the most beautiful girl that I have ever seen.
海伦是我所看过最美丽的女孩。
Mr. Chang is the kindest teacher that I have ever had.
张老师是我曾经遇到最仁慈的教师。
二、Nothing is + -- er than to + V Nothing is + more + 形容词 + than to + V
例句：Nothing is more important than to receive education.
没有比接受教育更重要的事。
三、~~~ cannot emphasize the importance of ~~~ too much.（再怎么强调...的重要性也不为过。）
例句：We cannot emphasize the importance of protecting our eyes too much.
我们再怎么强调保护眼睛的重要性也不为过。
四、There is no denying that + S + V ...（不可否认的...）
例句：There is no denying that the qualities of our living have gone from bad to worse.
不可否认的，我们的生活品质已经每况愈下。
五、It is universally acknowledged that + 句子~~ （全世界都知道...）
例句：It is universally acknowledged that trees are indispensable to us.
全世界都知道树木对我们是不可或缺的。
六、There is no doubt that + 句子~~ （毫无疑问的...）
例句：There is no doubt that our educational system leaves something to be desired.
毫无疑问的我们的教育制度令人不满意。
七、An advantage of ~~~ is that + 句子 （...的优点是...）
例句：An advantage of using the solar energy is that it won''t create (produce) any pollution.
使用太阳能的优点是它不会制造任何污染。
八、The reason why + 句子 ~~~ is that + 句子 （...的原因是...）
例句：The reason why we have to grow trees is that they can provide us with fresh air.
The reason why we have to grow trees is that they can supply fresh air for us.
我们必须种树的原因是它们能供应我们新鲜的空气。
九、So + 形容词 + be + 主词 + that + 句子 （如此...以致于...）
例句：So precious is time that we can''t afford to waste it. 时间是如此珍贵，我们经不起浪费它。
十、Adj + as + Subject（主词）+ be, S + V~~~ （虽然...）
例句：Rich as our country is, the qualities of our living are by no means satisfactory. {by no means = in no way = on no account 一点也不}
虽然我们的国家富有，我们的生活品质绝对令人不满意。
十一、The　+　~er　+　S　+　V,　~~~　the　+　~er　+　S　+　V　~~~　
The　+　more　+　Adj　+　S　+　V,　~~~　the　+　more　+　Adj　+　S　+　V　~~~（愈...愈...）　
例句：The　harder　you　work,　the　more　progress　you　make.　
你愈努力，你愈进步。　
The　more　books　we　read,　the　more　learned　we　become.　
我们书读愈多，我们愈有学问。　
十二、By　+V-ing,　~~　can　~~　（借着...，..能够..）　
例句：By　taking　exercise,　we　can　always　stay　healthy.　
借着做运动，我们能够始终保持健康。　
十三、~~~　enable　+　Object（受词）+　to　+　V　（..使..能够..）　
例句：Listening　to　music　enable　us　to　feel　relaxed.　
听音乐使我们能够感觉轻松。　
十四、On　no　account　can　we　　+　V　~~~　（我们绝对不能...）　
例句：On　no　account　can　we　ignore　the　value　of　knowledge.　
我们绝对不能忽略知识的价值。　
十五、It　is　time　+　S　+　过去式　（该是...的时候了）　
例句：It　is　time　the　authorities　concerned　took　proper　steps　to　solve　the　traffic　problems.　
该是有关当局采取适当的措施来解决交通问题的时候了。
十六、Those　who　~~~　（...的人...）　
例句：Those　who　violate　traffic　regulations　should　be　punished.　
违反交通规定的人应该受处罚。　
十七、There　is　no　one　but　~~~　（没有人不...）　
例句：There　is　no　one　but　longs　to　go　to　college.　
没有人不渴望上大学。　
十八、be　+　forced/compelled/obliged　+　to　+　V　（不得不...）　
例句：Since　the　examination　is　around　the　corner,　I　am　compelled　to　give　up　doing　sports.　
既然考试迫在眉睫，我不得不放弃做运动。　
十九、It is　conceivable　that　+　句子　（可想而知的）　
It　is　obvious　that　+　句子　（明显的）　
It　is　apparent　that　+　句子　（显然的）　
例句：It　is　conceivable　that　knowledge　plays　an　important　role　in　our　life.　
可想而知，知识在我们的一生中扮演一个重要的角色。
二十、That　is　the　reason　why　~~~　（那就是...的原因）　
例句：Summer　is　sultry.　That　is　the　reason　why　I　don''t　like　it.　
夏天很燠热。那就是我不喜欢它的原因。　
二十一、For　the　past　　+　时间，S　+　现在完成式...（过去...年来，...一直...）　
例句：For　the　past　two　years,　I　have　been　busy　preparing　for　the　examination.　
过去两年来，我一直忙着准备考试。　
二十二、Since　+　S　+　过去式，S　+　现在完成式。　
例句：Since　he　went　to　senior　high　school,　he　has　worked　very　hard.　
自从他上高中，他一直很用功。
二十三、It　pays　to　+　V　~~~　（...是值得的。）　
例句：It　pays　to　help　others.　
帮助别人是值得的。　
二十四、be　based　on　（以...为基础）　
例句：The　progress　of　thee　society　is　based　on　harmony.　
社会的进步是以和谐为基础的。　
二十五、Spare　no　effort　to　+　V　（不遗余力的）　
例句：We　should　spare　no　effort　to　beautify　our　environment.　
我们应该不遗余力的美化我们的环境。　
二十六、bring　home　to　+　人　+　事　（让...明白...事）　
例句：We　should　bring　home　to　people　the　value　of　working　hard.　
我们应该让人们明白努力的价值。　
二十七、be　closely　related　to　~~　（与...息息相关）　
例句：Taking　exercise　is　closely　related　to　health.　
做运动与健康息息相关。　
二十八、Get　into　the　habit　of　+　V-ing　
=　make　it　a　rule　to　+　V　（养成...的习惯）　
We　should　get　into　the　habit　of　keeping　good　hours.　
我们应该养成早睡早起的习惯。　
二十九、Due　to/Owing　to/Thanks　to　+　N/V-ing,　~~~　（因为...）　
例句：Thanks　to　his　encouragement,　I　finally　realized　my　dream.　
因为他的鼓励，我终于实现我的梦想。　
三十、What　a　+　Adj　+　N　+　S　+　V!　=　How　+　Adj　+　a　+　N　+　V!（多么...！）　
例句：What　an　important　thing　it　is　to　keep　our　promise!　
How　important　a　thing　it　is　to　keep　our　promise!　
遵守诺言是多么重要的事！　
三十一、Leave　much　to　be　desired　（令人不满意）　
例句：The　condition　of　our　traffic　leaves　much　to　be　desired.　
我们的交通状况令人不满意。　
三十二、Have　a　great　influence　on　~~~　（对...有很大的影响）　
例句：Smoking　has　a　great　influence　on　our　health.　
抽烟对我们的健康有很大的影响。　
三十三、do　good　to　（对...有益），do　harm　to　（对...有害）　
例句：Reading　does　good　to　our　mind.读书对心灵有益。　
Overwork　does　harm　to　health.工作过度对健康有害。　
三十四、Pose　a　great　threat　to　~~　（对...造成一大威胁）　
例句：Pollution　poses　a　great　threat　to　our　existence.　
污染对我们的生存造成一大威胁。　
三十五、do　one''s　utmost　to　+　V　=　do　one''s　best　（尽全力去...）　
例句：We　should　do　our　utmost　to　achieve　our　goal　in　life.　
我们应尽全力去达成我们的人生目标。Structures and Patterns
1. Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts
1) Do you know the boy whom I am speaking to
2) She brought with her three friends, whom I had met before.
3) I spent hours talking to Sue, whom I'd met only once before.
2.1 wonder if it's because I haven't been able to be outdoors for so long that I have grown so crazy about everything to do with nature.
1) I wonder if you have seen Bill's new poem called the Red Rose.
2) She wondered why Anne had such a down on Helen.
3) I wonder if you'd give me some advice.
3. It was the first time in a year and a half that I'd seen the night face to face.
1) It was the third time that I had been to America.
2) It was the first time that I talked with a foreigner face to face.
3) Do you still remember the last time we met at the airport
4. But as the moon gave far too much light, I didn't dare open a window.
1) She speaks French far better than I, so I don't dare talk with her in French.
2) The room is far too hot, but I don't dare take off my coat.
3) There is much less water in the river than usual, so the farmers don't dare use it to water the fields.
5. I stayed awake on purpose until half past eleven one evening in order to have a good look at the moon for once by myself.
1) He stayed single all his life in order to look after his disabled sister.
2) How does sea water stay clean
3) The weather has stayed warm all week.
6. But other students have started gossiping.
1) I don't want to end the friendship, but I hate others gossiping.
2) Anne liked sitting in the open facing the nature.
3) Do you enjoy setting down your thoughts and feelings in a diary Unit 1 Friendship
Procedures
I. Warming up
1. Warming up by assessing
A lot of people have only few possibilities of getting feedback about their own personality. In this exercise you will have the opportunity to get some feedback and to discuss it with a partner. While comparing your mutual judgements, certain prejudices or misunderstandings may appear, as people often do not know each other thoroughly enough to judge others correctly. Try to be honest!
Self assessment
Of the following characteristics choose 5 that are particularly applicable to you personally.
sociable, honest, friendly, easygoing, nervous, open-minded, anxious, careful, talented, talkative, nosy, thoughtful, generous, carefree, pessimistic, peaceful, optimistic, interesting, reliable, helpful, active, careless, caring, exact, adventurous, imaginative, hot-blooded, well-organised, trustworthy, patient, responsible, outgoing, kind, brave, warm-hearted, selfless, tolerant
Partner assessment
Now choose 5 characteristic features which you think are especially applicable to your partner.
sociable, honest, friendly, easygoing, nervous, open-minded, anxious, careful, talented, talkative, nosy, thoughtful, generous, carefree, pessimistic, peaceful, optimistic, interesting, reliable, helpful, active, careless, caring, exact, adventurous, imaginative, hot-blooded, well-organised, trustworthy, patient, responsible, outgoing, kind, brave, warm-hearted, selfless, tolerant
2. Warming up by describing
Have the students get into groups of four to describe their own ideal friend. Individual students must decide on TOP 5 character adjectives that could be used to describe the ideal friend and insist they have good reasons for their choice. Then let the group leader give the class a description of their ideal friend.
3. Further applying
You may also have the students do the survey in the textbook, following the steps below.
Get the students to make a list of three qualities a good friend should have.
Have the students get into groups of four to find out what each has listed.
Have a member of each group report on what their lists have in common and list them on the board.
Ask the class whether or not they agree with all the qualities listed.
Then have the students do the survey in the textbook.
Have the students score their survey according to the scoring sheet on page 8.
The teacher ask some students how many points they got for the survey and assess their values of friendship:
★ 4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.
★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.
★ 13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done.
(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)
II. Pre-reading
To focus the Students’ attention on the main topic of the reading passage.
To activate their previous knowledge on the topic.
III. Talking and sharing
Work in groups of four. Tell your group mates how you reflect on these questions.
Why do you need friends Make a list of reasons why friends are important to you.
What do you think a good friend should be like List what a good friend should do and share the list with your partners.
Does a friend always have to be a person What else can be a friend
Do you think a diary can become your friend Why or why not
Instructions: The teacher can give each group one of these questions above to talk about. Then let the class share their ideas. It’s better to stimulate the students to challenge their classmates’ opinions about these questions.
Possible answersQ1: Reasons I need friends:to cope with stressful situations in lifeto share my worries and secrets in my inner worldto show my concern for other peopleto let other people share my happinessto unfold to other people the secrets in my heart (to name but few.)Q2: A good friend should:tell me the truth (honest)be good to me (friendly)be willing to consider or accept others’ ideas or opinions (open-minded)be willing to help others (generous or helpful)be good-temperedthink about what others need and try to help them (caring)be loyal to their responsibility (responsible)not easily upset (easy-going)be out-going (like to meet and talk to new people)be tolerant (allow other people to have different opinions or do something in a different way)be selfless (to name but few)Q3: What else can be a friend Answers can be various. (omitted)Q4: Students’ answers may vary but must include a reason.Yes. I think it can be, because I can set down how I feel every day in my diary, and let other people read it to share my feelings some time later. Above all, it feels good to write down my thoughts and feeling on paper when I am sad or lonely.
IV. Reading
1. Looking and guessing
Work in pairs. Look at the pictures and the heading and guess what the text might be about.
1). Imagine what it might be like if you had to stay in your bedroom for a whole year. You could not leave it even to go to the WC or to get a cup of tea. How would you feel
2). What would you choose if you are only allowed to have five things with you in the hiding place because there is very little room Unit 1 Friendship
Teaching goals
*语言知识
to talk about friends and friendship, and interpersonal relationship
to practise expressing attitudes, agreement and disagreement, and certainty
to master some sentences about giving advice
to learn to use the Direct Speech and Indirect Speech(1): statements and questions
to learn about communication skills
*语言技能和学习策略
to develop listening skills by doing exercises in listening task
to develop speaking skills by finishing the speaking task and other activities like discussion and oral practice
to develop reading skills through the reading materials in this unit
to learn to write a letter of advice
*文化意识
to know about friend and the real meaning of friend
to learn how to get along with others
*情感态度
to arouse the interest in learning English
to learn to express their feeling of friends and friendship
Teaching key points:
how to improve students’ speaking and cooperating abilities
learn to use the Direct Speech and Indirect Speech(1):statements and questions
master some words and expressions
Teaching difficult points:
train the students’ speaking, listening, reading and writing abilities
how to improve students’ cooperating abilities
Teaching methods:
Student-focus approach and task-based approach
Learning methods:
Cooperative study
Teaching aids:
Computer
The First Period (Warming up &Speaking)
Teaching aims:
to know about different kinds of friendship
to learn some words of describing friend and friendship
to master some useful words and expressions
Teaching methods:
discussing
cooperative learning
Teaching materials: Warming up
Teaching procedures:
Step One: Leading-in
Free talk: Something about friend and friendship
Ask the Ss to describe one of their friends----their appearance, personality, hobbies, etc.
Qs: What’s your friend like
What does he/she like to do in his/her spare time
What personality does he/she have
Step Two: Discussion
Writing the following statement on the blackboard
We all agree that to have a good friend , you need to be a good friend.
Ask the Ss:
What do you think of this statement and how can you be a good friend
Let the Ss express their views
3. Have the Ss get into groups of four to list some qualities of a person they would like as a friend.
Ss may list: honest, friendly, open-minded, generous, helpful, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, brave, easygoing, outgoing, warm-hearted, kind, selfness, tolerant, intelligent…
4. Have a member of each group report on what their lists have and list them on the blackboard
5. Ask the class whether or not they agree with all the qualities listed
Step Three: Doing the survey and explanation
Have the Ss do the survey in the textbook and let them work out their score.
Teacher explain each item
Question 1 deal with how thoughtful you are towards others. The scoring reflects your concern for others. So one point for A gets the lowest score because it is the most selfish response. B get the highest score because it show a concern for your friend as well as your wish to go to see a film. C gets a slightly lower score because although it shows you want to go with your friend ( because you change the plan), you do not help your friend.
Question 2 is concerned with fairness. A gets the lowest score because you are not giving your friend another chance to behave better this time. B gets a higher score because you let your friend borrow the camera again. This shows kindness and forgiveness or the trouble you had when it was returned broken. But you are not balancing his heeds against your own. That is why C gets the highest score. You are showing your friend that you will trust him/her with the camera again but this time you are giving him / her rules in case it gets broken.
Question 3 deals with your concern for others. A get the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend. This is not responsible. You have things that you need to do. Of course your friend is important but not more important than you responsibilities. B gets a higher score because it shows some concern for your friend and some understanding that you have important things to do too. But it does not show any real interest in his / her problem. C get the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too.
Question 4 is concerned with responsibilities to a friend. A provides the correct amount of responsibility to your friend. You recognize that it was your fault and will put it right and pay for the damage. So it gets the highest score. B provides some understanding that you are responsible. You put the situation right but you do not pay for the damage yourself. So it does not get the highest score. C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour.
Question 5 is concerned with honesty. If you let your friend look at your paper or somebody else’s paper, you are helping them to cheat. That is not honest, so answers A and C get no marks. But it takes courage to tell your friend that they should have studied and that they cannot look at your paper. That is also the honest answer. So you get 6 points for B, which is more than any other in the quiz.
Step Four: Language points
Teacher explain language points with some slides
add v.
1) to put together with something else so as to increase the number, size, importance, etc. 增加，
添加
eg. Please add something to what I’ve said, John.
2) to join numbers, amount, etc so as to find the total
eg. Add up these figure for me, please.
常用结构：
add up / together sth. 把…加起来，合计
add sth. to sth. 把…加到/进
add to (=increase) 增加了…
add up to 合计，共计
add in 包括…，算进
pay to get it repaired 花钱让人去修理
upset adj. worred; annoyed 不安的；使心烦意乱的
v. cause to worry, to be sad, to be angry, not to be calm, etc. 使不安；使心烦意乱
eg. He was upset when he heard the news.
His cheating in the exam upset his teacher.
4．ignore vt. to pay no attention to sth. 忽视；对…不予理睬
eg. Ignore the child if he misbehaves and he’ll stop soon.
ignorant adj.无知的；不知的 ignorance n. 无知；愚昧
5. calm vt. to make sth./ sb. become quiet 使镇静；使平静
adj. not excited, nervous or upset 镇静的；沉着的
calm down 镇静；平静
calm down sb.=calm sb. Down 使某人镇静
sb. calm down(vi.) 某人平静下来
eg. The excited girl quickly calmed down.
He took a few deep breaths to calm himself down.
have got to do sth.(口语)=have to do sth. 不得不做某事；必须做某事
eg. Since you’re no longer a child now, you have got to make money to support the family.
*have got to在变疑问句或否定句时，不再另加助动词，而have to则须加助动词do.
have got to前不用情态动词，而have to前则可以。如：
eg. Have you got to writ an assignment for your teacher
be concerned about / for : be worried about
eg. We’re all concerned about her safety.
cheat vt.
1) to act in a dishonest way in order to win 欺骗；作弊
eg. Any student caught cheating will have to leave the classroom.
2) to take from (someone) in a dishonest way 骗；骗取
eg. They cheated the old woman (out) of her money by making her sign a document she didn’t understand.
1) an act of cheating 作弊行为
2) one who cheats 骗子
Step Five: Speaking
Get the Ss to work in groups of 4.
Ask the Ss to use the questionnaire in Warming up as an example and discuss about designing questions.
Follow the steps in this part and start the discussion like this:
A: Now let us design a questionnaire to find out what kind of friend one is.
B: OK. First we must think of four questions and three possible answers to each question.
C: What about the first question Have you got one in mind
D: Suppose your friend has taken away your book by mistake. What will you do or say to him / her
…
4. Teacher go around in the classroom and check their discussion.
Step Six: Assignments
1.Ask Ss to consider the following question;
What is / are the most important quality / qualities that a friend needs to have
2. Prepare for Reading
The Second and Third Period
( reading and language points)
Teaching aims:
to know about the story of Anne’s Diary
to promote the Ss’ abilities of reading comprehension
to learn about the following words and expressions:
readon; list; go through; hide away; set down; a series of; outdoors; crazy; spellbound; on purpose; dare; happen to do sth.; It’s the first time that…
Teaching methods:
reading and discussion
cooperative learning and speaking
Teaching materials: Reading, Comprehending
Teaching procedures:
Step One: Leading-in
Ask their opinions on the question mentioned in the assignment of last period.
Step Two: Pre-reading
Let the Ss think about the questions in Pre-reading, and express their own views to the whole class.
Step Three: Reading
Ask the Ss to look at the pictures and the heading, guess what the text might be about.
Get the Ss to skim the passage and answer the following questions:
What’s Anne’s best friend
What does her diary mainly talk about
(1. Anne’s best friend is her diary. 2. It’s about Anne’s feeling of hiding away. She especially missed going outside and enjoying nature.
Let the Ss read the passage and discuss the following questions:
Imagine what it might be like if they had to stay in their bedroom for a whole year. You could not leave it even to go to the WC or get a cup of tea. How would they feel
If you are only allowed to have five things with you in the hiding place because there is very little room, what would you choose
Try to guess why the windows had to stay closed.
Guess the meanings of the word “crazy” and “spellbound” according to the context.
Step Four: Discussing the style
Ask the Ss:
What do you think is the purpose of this passage Why did Anne write it
Do you think it is successful Do you understand Anne’s feelings
What is Anne’s tone In other words, is the author angry, sad, happy or thrilled
What is Anne’s point of view Do you agree with it If so, why If not, why not
Step Five: Listen to the text and comprehend it
Step Six: Language points
1. go through
to examine carefully 仔细阅读或研究
eg. I went through the students’ papers last night.
to experience 经历；遭受或忍受
eg. You really don’t know what we went through while working on this project.
2. hide away
vi. to go somewhere where you hope you will not be seen or found 躲避；隐匿
hide away +地点
eg. The thief hid away in a friends’ house for several weeks after the robbery.
to put or keep sth. /sb. in a place where they / it can’t be seen or found 藏；隐蔽
hide away sth. / hide sth. away
eg. Why do you hide your thoughts away from me
3. set down
write down 写下；记下
eg. I’ll set down the story as it was told to me.
put down 放下；搁下
set down sth. /set sth. down
eg. He set down a basket on the ground.
4. series n.（单复数同形）
a series of 一连串的；一系列的
5 .crazy adj.
mad, foolish 疯狂的；愚蠢的
It is crazy of sb. to do sth. = sb be crazy to do sth.
eg. It’s crazy to go out in such hot weather.
wildly excited; very interested 狂热的；着迷的
grow / be crazy about sb. / sth.
eg. The boys are crazy about the girl singer.
like crazy 发疯似的；拼命地
eg. He talked like crazy; I couldn’t understand what he said.
6. I wonder if it’s because I haven’tt been able to be outdoors for so long that ….
*I wonder if / whether…
eg. I wonder if you can help me
*It’s because …
it is 后的表原因的从句中，只能用because来引导， 不能用since或as.
eg. Why did you go to school on foot
It is because my bike had broken.
7. spellbind v. to hold the complete attention of 吸引人，迷人；使入迷
eg. The children watched spellbound as the magician took rabbits from his hat.
stay v. to continue to be in a particular state or situatioin
系动词，表是状态。后跟名词或形容词，不能用于被动语态和进行时态。
eg. He stayed single all his life.
10. on purpose
1) 故意地 （反义：by chance / accident）
eg. I think she lost the key on purpose.
2) on purpose to do sth. 为了要…而特地
eg. He went to town on purpose to sell one of his paintings.
far adv. “过于；…得多” ,表示程度，经常与too或形容词、副词的比较级连用。
eg. She speaks English far better than I.
This room is far too warm.
cf. very, much, far
dare 1) modal. v. 多用于否定句、疑问句、条件状语从句、whether (if)等名词性从句或有否定意义的句中，后接动词原形。没有人称和数的变化,其时态只有现在时和过去时。否定式在其后加not.
eg. How dare he say such a word!
If you dare do that again, you’ll be punished.
2) vt. 敢，胆敢。有人称、数和时态的变化。在否定句和疑问句中，dare后的to可保留也可省略。
eg. I wonder how he dare to day such words.
12．happen to do sth.
It so (just) happened that…
不能用于进行时态。
eg. I happened to be out when he came.
= It so happened that I was out when he came.
13．It’s the first time that…
eg. It is the first time that I have seen the sea.
Step Seven: Comprehending
Get the Ss to do the exercises in this part.
Step Eight: Consolidation
Listen to the text again to appreciate it.
Step Nine: Assignments
Read the key sentences in the text
do the exercises on Wb (Page 41-42)
The Fourth Period (Listening)
Teaching aims:
to train and develop listening skills by listening to the listening exercises in this unit
Teaching methods:
Listening and speaking
Teaching materials: listening parts on Page 6 and Page 41 and Page 43
Teaching procedures:
Step One: Revision
Check the answers to the homework
Step Two: Listening
Listen to the exercises on Page 6
Guess the words by listening to the tape and write them down
Step Three: Listening to the passage
Fill in the blanks on Page 41
Step Four: Speaking
Listen to the tape and discuss questions in groups of four, express your own views.
Step Five: Listening task
Discuss with the Ss whether they always do what their parents tell them.
Have the Ss listen to the passage.
Fill in the table
Work in pairs to give some advice to Anne
Step Six: Assignments
Do the exercises on Page 42 ( Ex 1,2)
Revise the Object Clause
The Fifth Period (Discovering Useful Structures)
Teaching aims:
Let the Ss use the Direct Speech and Indirect Speech
Teaching methods:
discovery learning
cooperative learning
Teaching materials: Page 5
Teaching procedures:
Step One: Revision
1. Check the homework with the Ss
2. Revise the Object clause
Exercise: Rewrite the following sentences.
I go to school by bike . ( He said…)
Will you forget to do your homework (Mary asked him…)
When did you come here (They asked me…)
What has he said ( Do you know…)
Anne is watching TV now. ( Mother told me …)
Step Two: discovering useful structures
Present some sentences for Ss
My friend says, “ I will come here tomorrow ”
如果此时此地，你来转述，应该说：
My friend says she / he will come here tomorrow
如果时间变了，地点不变，你来转述，应该说：
My friend said she / he would come here the next day.
如果地点变了， 时间还是今天，你来转述，应该说：
My friend sayd she / he will go there tomorrow.
如果时间地点都变了， 你来转述，应该说：
My friend said She / he would go there the next day.
如果由别人转述，时间地点都变了，应该说：
He/ She said he /she would go there the next day.
*使用直接引语和间接引语要注意具体语境。
2）“Do you go to the park yesterday ” He asked me.
He asked me if / whether I went to the park the day before.
3) Kate said to John, “What’s your favourite food ”
Kate asked John what his favourite food was.
Get the Ss to have a look at Part 1 in “Discovering useful structures” and sum up this grammar point.
人称、时态、指示代词、时间状语、地点状语等的变化。
Step Three: Practice
Do the first tow sentences in Part 2 as examples.
Check the answers together.
Step Four: Assignments
Wb, Page 42, 43 (Individual, Groups)
Prepare for Reading on Page 44
The Sixth Period ( Reading)
Teaching aims:
to learn about friendship in Hawaii
to promote the Ss’ abilities of reading comprehension
to learn about the following words and expressions:
way; the second important; It’s believed that…; in peace; those who …; etc.
Teaching methods:
reading and discussion
cooperative learning and speaking
Teaching methods: Reading (Page 44)
Teaching procedures:
Step One: Leading-in
Ask the Ss if they can think of any place in the world where Chinese and Western cultures live side by side.
( Hong Kong, Macao, Singapore, the Philippines, San Francisco, etc.)
Step Two: Reading
Get the Ss to read the passage and try to finish the table in Ex1.
Read the passage carefully again and discuss the questions in Ex2.
Report their discussion
Step Three: Listening to the text and comprehend it
Step Four: Language points
the way to do sth. / the way of doing sth.
the second most important
the second + adj.（最高级）
the third + adj. （最高级）
eg. The Yellow River is the second longest river in China.
China is the third largest country in the world.
to enjoy the land = in order to enjoy the land
eg. To make the w8th Olympic Games the game ever, Beijing will make several changes.
* to do和 in order to do可以置于句首、句末，而 so as to do只能置于句末。
Indeed, Hawaii is a place where ….small communities.
It’s believed that the islands can be a paradise ….
It’s believed that …= People believe that …
eg. It’s believed that they arrived more than 30,000 years ago.
in peace
… they are really talking about all those who live on the islands.
those who…=people who … “凡…的人”
eg. The teacher praised those who had done good deeds.
We find it our duty to help those who are in trouble.
Living in peace, Hawaiians has developed …
现在分词短语作原因状语，相当于 As they are living in peace.
Perhaps this is how most visitors will remember their new friendship.
Step Five: Listening to the text and enjoy it
The Seventh Period ( Speaking Task and Writing)
Teaching aims:
to develop Ss’ speaking ability and learn to express their own views
enable Ss to write a letter of advice
Teaching methods:
tasked-based learning
speaking
Teaching procedures:
Step One: Speaking task
Task One: Ex1 (Page 45)
Get the Ss to work in pairs, have them read the situations and choose one to discuss.
Ask the Ss to present their dialogue.
Task Two: Ex2 (Page 45-46)
Ask the Ss to look at the pictures.
Work in groups of four and talk about whether they are doing is cool or not.
Try to express their own views to the whole class.
Step Two: Writing
Task One: Ask the Ss to write a letter of advice
Get the S to read the letter on Page 7 and understand it.
Ask the Ss to work in pairs and talk about how to answer the letter.
Write the letter in reply down.
Task Two: Ask the Ss to write a passage about their opinions on friend and friendship
Read the proverbs carefully.
Write a passage to express their own opinions.
Step Three: Assignments
Fill in the form in Sum up (Page 8)
Fill in the form in Checking yourself (Page 47)Unit1 Friendship
1. steal sth.from sb. / steal sb’s sth. (stole,stolen) thief theft
rob sb. of sth. (robbed,robbed) robber robbery
cheat sb. out of sth. (cheated,cheated) cheat
2. share sth. with sb.
share happiness and sorrow 同甘共苦
share joys and sorrows
They shared the same tastes and interests.他们趣味相投。
the lion’s share 最大份额
3. be crazy about/ over They are crazy about / over pop music.
go crazy/mad The girl went crazy with fear.
drive sb. crazy What he said at the meeting nearly drove me crazy.
like crazy The workers have to work like crazy to finish the work on time.
4. form a habit
form the habit of …
form good habits
5. join the Party/ the League/ the club/ the group/ WTO/ the army/ the organization
join in the game/ the discussion/ the conversation
join sb. in the game
6. advise sb.to do sth.
advise doing sth.
advise that … sb. (should) do sth.
a piece of advice/ some advice/ a lot of advice
turn to sb. for advice
follow/ take one’s advice
give sb. some advice on how to do……
7. It (so) happened that …
It appeared that …
It seemed that …
It is said/reported/believed that …
It happende that he was out. → He happened to be out.
It seemed that they were eating something. → They seemed to be eating something.
It was reported that they had finished their homework..
→ They were reported to have finished their homework.
8. 另外10个人
another 10 people / 10 more people / 10 other people
9. He lives alone, but he doesn’t feel lonely.
He lives on a lonely island.
You should finish the work alone.
10. make + n. + n.
make sb. do → be made to do
make oneself done (heard/ understood/ known)
make + n. + adj.
Mr Ding made Zhao monitor.
→ Zhao was made monitor by Mr Ding.
I raised my voice in order to make myself heard.
→ I raised my voice in order to make people hear me.
Exercise can make me strong and healthy.
11. tell lies /tell a lie ←→ tell the truth
12. can’t help doing
can’t help (to) do
I can’t help feeling sorry because I can’t help do anything for you.
13. let sb. do
make sb. do
have sb. do
get sb. to do
14. have difficulty /trouble (in) doing sth.
have difficulty /trouble with sth.
take great trouble to do sth.
make great efforts to do sth.
15. too much ＋ 不可数名词
too many ＋ 可数名词
much too ＋ 形容词、副词
be too much for This job is too much for an old man of 80.
16. add Then he added that ……
add to The fireworks added to the attraction of the Spring Festival.
add up to All his school education added up to no more than one year.
17. to the point 中肯，得要领 ←→ off the point
be short and to the point 简明扼要
be on the point of 将要，正要
point out / It is pointed out that……指出
the freezing point a turning point in history
gain a point The point is that ……
my strong / weak point point out the mistakes
18. be (much) concerned about …… 十分关心，十分挂念
As / So far as I’m concerned , …… 就我个人而言3 book 1 unit1 friendship warming up and learning about language
Unit1 warming up and learning about language
To let Ss know some famous quotes of friendshipTo cherish the friendship.
一体化设计： The beginning of the unit
教学重点、难点： Some famous quotes about friendship.
教学过程： 1、组织教学（导言）We have learned some words already . 2.复习提问：First I will ask some students to read the words. 3、讲授新课：I) show some quotes on the screen and let SS decide which they like best and the reason.True friendship is like sound health; the value of it is seldom known until it be lost." -Charles Caleb Colton"A friend is one who believes in you when you have ceased(stop) to believe in yourself.“ "The better part of one's life consists of his friendships." - Abraham Lincoln II) what do you think you need to be a good friend to others.4. 课堂练习P4 finish learning about language 1,2,3 and check the answers.5、布置作业：(1m’)1.preview the text : finish comprehending 1,42.translation on P41 on the exercise book6、课堂总结：(3m’)Let SS read the words again.
板书设计： Vocabulary of unit1add upbe concernedgo throughset downa series of on purpose
教学反思：8 book 1 unit1 friendship consolidation
Unit1 friendship consolidation
To help ss revise the whole unit.
一体化设计： The revision of the unit
教学重点、难点： How to help Ss remember the language points and structure
教学过程： 1、组织教学（导言）This is the last lesson of this unit . let’s go over what we have learned in this unit. 2.复习提问： Have a dictation of this unit.3、讲授新课：Explain some ex in GS and let ss read the reading skills on Wb. Do the reading as an extensive reading and answer some questions for Ss enough.4. 课堂练习Find some unknown expression and difficult sentences .5、布置作业：(1m’)Finish the last page of this unit what you have learned in this unit.6、课堂总结：(3m’)Words are like the bricks of the building . if you don’t have the bricks how can you make a large building So remember , remember and once again remember the words . do remember!
板书设计： Let ss come to the BB to write down the words
教学反思：1 self introduction
第一章 第1节 self introduction
学生了解老师，让学生相互了解。养成主动开口的习惯，能积极的参加到班级活动中来。
一体化设计： 让学生明白教学要求和教学计划
教学重点、难点： let ss open their mouths
教学过程： 1、组织教学（导言） Hello, everyone. Nice to meet you .Although it’s the first time we have met ,I think I like you. I ‘ll be your English teacher this year.As I ’ve said I was graduated from Jingxi Normal University as an English major,I have passed English Grand Test 8. From the experience I think there is no easy way to learn English. So I will be strict with you .Don’t be afraid.With your hard work, you are certain to improve your speaking,listening. Reading, and writing.3、讲授新课： After I introduce myself I am anxious to know you. Will you please give some introduction to me Are there any volunteers (6-7 SS)4、课堂练习： T gives some requirements to SS.eg: .plans of this term: 1.handwriting contests: 2.English songs contest. maybe a party Preview – while at class- revison - go over the language points Finish homework5、布置作业：I.copy the new words twice. II. preview the warming up6、课堂总结： In the next days we will have a hard time but I hope you can have fun from the study. Doing a lot of reading will enlarge your knowledge and your view of the word.Let’s improve hand in hand.
板书设计： Self-introduction Name: Lina Xiong Birthplace: Nanchang Jingxi Graduated school: Jiangxi Normal UniversityHobby: music, dancing, reading, shoppingFamily member: my husband ,my son and I
教学反思： Most students don’t like standing up to introduce themselves. Teachers can change the form. I use true or false to let them guess some information about me. It is much more interesting.get it repaired: get sth done=have sth done 让某事做…
be upset about 对…沮丧
calm down 镇静
be concerned about 对…担忧 be concerned with涉及，有关，与…有关系
have got to=have to 不得不
区分： have got to 否定形式为 haven`t got to
have to 否定形式为 don`t have to
be good to 对…好
be good at 擅长
finish doing sth完成做…
6.go on holiday 去度假
7.walk the dog遛狗
8.add up 合计，相加 add up to 达到
9.go though 经历；浏览；仔细检查：通过；批准；用完
10.set down=write down 写下，记下
11.be crazy about 对…痴迷，疯狂
12.stay awake不睡觉，清醒
13.on purpose 故意的
14.happen to do sth 碰巧做…
15.hold sb in the power 把某人震住
16.face to face 面对面【做状语】 face-to-face【做定语】
类似：heart to heart should to shoulder back to back
17.take no notice of 不重视
18.recover from 从…中恢复
19.pack up 打包
20.get along well with 与…相处很好
21.commnicae with sb 与…交流
22.keep a diary 写日记
23.It`s a good habit for sb to do sth 对某人来说做某事时个好习惯
句型、语法整理
While walking the dog, you were careless
当while、When、after、before等引导的状语从句与主句主语保持一致时，可将状语从句的主语和助动词省略。
eg.After he graduated from college, he went abroad for further education
After graduating from college, he went abroad for further education
Tell him that he should have studied
Should have done 本该做某事却没做
Shouldn`t have done 本不该做某事却做了
eg.You should`t have eaten up the fried chicken just now
eg.I should have been angry with her
Do you want a friend whom you could tell everything to
whom引导定语从句，在定语从句中宾语
to 不可省略。因为tell sth to sb
4.a series of+n(复)+v(单) “一系列的”
Eg. A series of books has been published
5.There was a time when ------曾有一段时期------when 引导定语从句
6.
in order to do sth
to do sth 为了做某事，引导目的状语，放句末，句首
so as to do sth 但 so as to do sth 只可放句末
eg.In order to make money, I went to Paris √
To make money,I went to Paris √
So as to make money, I went to Paris X
7.the moom gave far too much light…...
①too much+不可数名词 太多…。 eg:I felt much too full because
too many+可数名词复数 I drunk too much water
much too+adj/adv 太…
②far 本表示“远”，但与比较级连用或与too 连用，则意思为太过于…
8.It was the first time in a year and a half that I`d seen the night face to
It is
+the first time that…
It will be
It was the first time that…
(2009陕西，9) This is the first time we a film in the cinema together as a family.
A.see B.had seen C.saw D.have seen
9.I am have some trouble with my classmates at the moment
have trouble/difficulty with sb/sth 对于某人/事有困难
have trouble/difficulty (in) doing sth 做某事有困难
考题方式：
①You can`t imagine what difficulty we had home in the snowstorm
②You can`t imagine the difficulty we had home in the snowstorm
A.walked B.walk c.to walk D.walking
10.They say this boy and I have fallen in love
Fall in love with sb at first sight 一见钟情（表动作）
be in love with sb 爱上某人（表状态）
eg. They have fallen in love with each other for 5 years 改错Unit 1~ Unit 2 短语复习与运用
Unit 1
1. 做个好朋友 _________________________
2. 做下列调查 _________________________
3. 合计总分 ___________________________
4. 得分 _______________________________
5. 心烦意乱地来到学校 _________________
6. 不理睬铃声 _________________________
7. 使你那个德国人平静下来 _____________
8. 关心你朋友 _________________________
9. 松开了_____________________________
10. 不得不去户外遛狗 __________________
11. 帮他期末考试作弊 __________________
12. 列出理由__________________________
13. 记下一连串的请求 __________________
14. 根据问卷调查 ______________________
15. 根据编辑的忠告 ____________________
16. 为了分担你的困难 __________________
17. 与老板相爱 ________________________
18. 与我的同桌相处融洽 ________________
19. 关心青少年 ________________________
20. 为了和老板面对面地交流 ____________
21. 信任政府 __________________________
_ 22. 经历了太多的战争 _________________
_ 23. 相邻的城镇 _______________________
_ 24. 相邻的国家 _______________________
Unit 2
1. 不只有一种英语___________________________
2. 在一些重要方面___________________________
3. 彼此不同_________________________________
4. 与现代英语不同__________________________
5. 世界英语________________________________
6. 起着的重要作用 _________________________
7. 起着越来越重要的作用____________________
8. 因为它特殊的作用________________________
9. 国际语言________________________________
10. 在16世纪末____________________________
11. 在17世纪初____________________________
12. 在20世纪前期__________________________
13. 比以往任何时候都_______________________
14. 即使___________________________________
15. 以德语为基础___________________________
16. 使用更大的词汇量_______________________
17. 它自己的特色___________________________
18. 众多讲英语的人 ________________________
19. 学英语的人数___________________________
20. 迅速增长 ______________________________
21. 标准英语 ______________________________
22. 信不信由你 _____________________________
23. 讲最好的英语 ___________________________
24. 相邻的城镇 _____________________________
25. 从一个地方搬到另一个地方 _______________
26. 充分利用不同的方言 _____________________
27. 目前的形势 _____________________________
28. 国际组织 _______________________________
29. 词汇与惯用法___________________________
30. 辨认出他的口音 _________________________
31. 中西部地区的方言 _______________________
32. 发出命令 _______________________________
33. 提出客气的请求 _________________________
Keys:
Unit 1
1. 做个好朋友 to be a good friend
2. 做下列调查 make the following survey
3. 合计总分 add up the score
4. 得分 get points
5. 心烦意乱地来到学校 come to school upset
6. 不理睬铃声 ignore the bell
7. 使你那个德国朋友平静下来 calm down your German friend
8. 关心你朋友 be concerned about your friend(s)
9. 松开了 get loose
10. 不得不去户外遛狗 have got to walk the dog outdoors
11. 帮他期末考试作弊 help him cheat in the end-of-term exam
12. 列出理由make a list of reasons / list the reasons
13. 记下一连串的请求 set down a series of requests
14. 根据问卷调查 according to the questionnaire
15. 根据编辑的忠告 according to the editor’s advice
16. 为了分担你的困难 in order to share your difficulties / troubles
17. 与老板相爱 fall in love with the boss
18. 与我的同桌相处融洽 get along / on well with my deskmate
19. 关心青少年 be concerned about teenagers
20. 为了和老板面对面地交流 in order to communicate with the boss face to face
21. 信任政府 trust / believe in the government
22. 经历了太多的战争 go through too many wars
23. 相邻的城镇 neighboring towns
24. 相邻的国家 neighboring countries
Unit 2
1. 不只有一种英语 more than one kind of English
2. 在一些重要方面 in some important ways
3. 彼此不同 be different from one another
4. 与现代英语不同 be different from modern / present day English
5. 世界英语 world Englishes
6. 起着的重要作用 play an important role / part
7. 起着越来越重要的作用 play a more and more /an increasingly important part / role
8. 因为它特殊的作用 because of its special role
9. 国际语言 an international language
10. 在16世纪末 at the end of the 16 th century
11. 在17世纪初 at the beginning of the 17 th century
12. 在20世纪前期 in the early 20 th century
13. 比以往任何时候都 than ever before
14. 即使 even if / even though
15. 以德语为基础 be based on German
16. 使用更大的词汇量 make use of a wider vocabulary
17. 它自己的特色 its own identity
18. 众多讲英语的人 a very large number of English speakers
19. 学英语的人数 the number of people learning English
20. 迅速增长 increase rapidly
21. 标准英语 standard English
22. 信不信由你 believe it or not
23. 讲最好的英语 speak excellent English
24. 相邻的城镇 neighboring towns
25. 从一个地方搬到另一个地方 move from one place to another
26. 充分利用不同的方言 make full use of different dialects
27. 目前的形势 present situation
28. 国际组织 an international organization
29. 词汇与惯用法 vocabulary and usage
30. 辨认出他的口音 recognize his accent
31. 中西部地区的方言 midwestern dialect(s)
32. 发出命令 give commands
33. 提出客气的请求 make a polite request人教版必修一 Unit 1 Friendship教学设计
一、教材内容分析
本单元是高中一年级的第一单元，刚开学没多久，大家相互之间还不是很熟识，需要了解、沟通，友谊是他们生活当中必不可少的，他们每个人对友谊的认识不同，见解不一。
1．本节课的Warming up 我采用情景描述法，让学生自己用几个单词描述自己心目中的朋友或写下朋友的三个特征，让其他学生猜猜他描述的是班上哪个人。并把相关的词汇、句型写在黑板上，有利于词汇的积累。第一种方法适合基础差的学生，第二种方法适合成绩好的学生。
2．在导入的时候我采用提问法，激起学生思考
（1）Which kind of friend do you think is the best friend
（2）What else can be our friends besides human beings
对于第一个问题每个学生的答案不同，但有一个共识：患难见真情，他们需要的是永久的友谊而不是由于利益关系等短暂的友谊。第二个问题，一般很少有学生把人类以外的事物当成最好的朋友，有个别的把宠物当成好朋友。
3．快速阅读：弄懂文章大意
4．细读：弄清细节，找出生词、难句并完成课后的练习1、2。
5．精读：讲解新单词、有用的短语、句型，并让学生自己举例应用。
6．深入了解文章的思想、写作风格并提出相关问题。
　 （1）．What's the advantages and disadvantages of the diary as a friend
（2）．Why did Anne say that she had seen the night face to face on the dark, rainy evening
7．讨论如下问题：
Ask students if they are only allowed to have five things with you in the hiding place because there is very little room, what would they choose
8．课后练习
Can you give us some background knowledge of World War and some historical material of Jews You may use the library or the Internet.
二、学生分析
高中一年级的形式已经在初中阶段的英语学习中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。这个班的英语水平参差不齐，教学既要进一步培养尖子的学习能力又要保证差生能听懂，调动他们的积极性，使他们愿意学，在学习的过程中享受到乐趣。他们已具备了直接思维和抽象思维的能力，正处于发展、培养创造性思维能力的最佳时期和智力向高水平发展的关键时期，他们有极强的好奇心和求知欲。他们对老师的期望也大大提高，不仅希望老师传授科学文化知识，更期望从老师那里获得更多的学习策略与技巧，分享人生经验。
三、教学目标
1.语言知识目标
通过对朋友的讨论，帮助学生发散式记忆积累相关描述人的性格、特征的词汇、习惯用语，并运用于听说读写当中。适当运用I thank so. I agree. I don’ think so .I don’t agree exactly. I am afraid not .Of course not.表明自己的态度和肯定程度。
2.语言技能目标
培养和提高阅读（浏览、寻读主要事实）的能力，形成用英语获取信息、处理信息分析问题、解决问题的能力，以及用英语思维和表达相关话题，复述课文及运用所学知识描述朋友的能力。
3.文化意识目标
通过与话题相关的图片、课文的学习，逐渐形成跨文化交际意识和培养基本的跨文化的交际能力，拓宽国际视野，理解各国的文化，进行反法西斯教育，为以后深入学习中外文化奠定基础。
4.情感态度目标
通过讨论友谊激发学生保持对英语学习的浓厚兴趣；有利与帮助他们树立正确的人生观、价值观；通过对课文学习的小组讨论等形式，帮助学生养成团结、协作的品质。
5.学习策略目标
注重引导学生借助上下文联想及猜测生词，如set down a series of facts记流水账的意思，引导学生自学、自做、自悟，即指导学生形成自主学习的意识，掌握合适的学习策略。启发学生通过发散式思维积累词汇；指导学生发现规律，对所学内容进行整理和归纳；引导学生抓住信息词或关键词来理清段落大意。另外，引导学有余力的学生通过网络、图书馆来拓宽学习中外文化的渠道，并在学习活动中强化互助与共享的必要性。
四、教学策略
1．努力创设情境的原则
让学生想象自己待在一个隐蔽的地方，允许只能做的五件事，他们如何选择将学生直接带入课文的语境中。
任务驱动的原则
让学生带着问题去阅读，找出相关答案，并分析整理形成自己的观点。
交际法教学
在Warming up，让学生自己用几个单词描述自己心目中的朋友或写下朋友的三个特征，让其他学生猜猜他描述的是班上哪个人，体现了交际的功能。
五、设计思想
根据《高中英语教学大纲》的要求，在课堂教学中，必须以学生为主体，为中心进行教学，教师在教学中起主导作用。因此我采用任务型教学方式，每一部分都设有一定的任务，引导学生自主或者合作完成。阅读活动由整体入手，由易到难，步步推进，层层深入。整个教学活动以教材为载体，以学生为中心。在课堂教学中，学生应该跟老师学学习方法，提高阅读速度和阅读技巧,查找﹑分析﹑处理信息的能力以及写作能力。积极参与小组的各项活动，展现自己和小组的能力，并培养团队协作能力。在整个教学活动中，学生充分调动其各个感官进行听、说、读、写，积极主动的学习。
六、教学媒体
1. the multimedia teaching system
2. the blackboard
七、教学过程
Unit 1 Friendship
Teaching approaches: situational approaches, communicative approaches and task-based approaches
Learning objectives and demands:
1. The activity is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.
2. Ask the students to describe a good friend and give examples of situations where friends have helped them. Use the activity as a brainstorming session done either in groups or with the whole class.
3. Language use: speaking practice: reading
Teaching procedures:
Step 1. Warming up
Students are asked to describe themselves and a friend. You can use these questions in at least two different ways. One alternative is to ask the students to think about three words to describe themselves and then let each student tell the class the three characteristics they have chosen. A second alternative would be to ask the students to write down the three characteristics and let other students guess who is being described.
Which words can be used to describe the characteristic
Brave: courage fearless heroic
Scared : astonish fearful frightened horrified shocked terrified timid
Loyal: devoted faithful
Wise: bright clever cute gifted intelligent smart well-learned witty
Beautiful: attractive breath-taking charming cool cute elegant eye-catching good-looking graceful inviting lovely neat pretty splendid stunning
Step2. Leading in
Ask Students questions:
1. Which kind of friend do you think is the best friend
Any answer is possible. Everyone may have his own reasons. But when you answer the question, you should remember the old saying" A friend in need is a friend indeed", The best friend should be a man whom you can depend on forever, not in a certain period of time.
2. What else can be our friends besides human beings
There are many answers to this question. e. g. a dog, a cat, a dictionary, a computer, a toy car, a mobile phone, a TV set…
Step 3.While –reading
(1)Fast-reading :Got main ideal and finished comprehending exercise 1 and exercise 2
(2) Intensive reading :
1．What's the advantages（优点）and disadvantages of the diary as a friend
　　 Possible answers：
　　 Advantages: a. He accepts all that you said to him. b. He is never angry with you. etc.
Disadvantages: a. He has no feelings and thoughts. b. He can not speak to you. etc.
2．Why did Anne say that she had seen the night face to face on the dark, rainy evening
　　 There may be several reasons. Use your imagination to find out the possible reasons according to what you think of. e. g.
a. It is dark and safe on such a night.
b. Anne hasn't experienced the nature so closely for a long time.
c. On such a night she can throw away all her worry and other unhappy feelings. etc.
Step 4. Explain the new words and phrases in the content
短语
　1．set down　放下，记下，登记; set up　建立，搭起;　set about doing sth.　着手（开始）做某事; set out　出发，动身，开始
2．join in　加入，参加　join sb. in sth. / doing sth.; join　加入（某一伙人或某个组织）
take part in　参加（有组织有纪律的活动）
3．put away　把……收拾起来，放好; put back　放回原处; put down　记下，写下，放下
put off　推迟，拖延
4. be prepared for ＝ be ready for　为……作好准备; prepare for　为……作准备; prepare sb. for　使某人为……作准备; get sth. ready / prepared　把……准备好
句式
1．I haven't been outdoors for so long that I've grown so crazy about everything to do with nature.
（1）so … that … 如此…以至…，引导结果状语从句；so放在句首时，句子要倒装。　　
（2）so that既可引导结果状语从句也可引导目的状语从句。引导目的状语从句时，常和can, could, may, might, would等情态动词连用。
2．I'm having some trouble with my classmates at the moment.
　　have（some, no, much, great, little）trouble/difficulty with sth. /（in）doing something　做某事有（一些,没有，很多，很少）因难。
3．It is believed that the islands can be a paradise（天堂）when people live in peace.
It is believed that …　人们相信……; It is said that …　据说……; It is reported that …据报道……; It is supposed that …　人们认为……
Step 5 Post-reading: Discussing
Ask students if they are only allowed to have five things with you in the hiding place because there is very little room, what would they choose
Step 6.Homework
Can you give us some background knowledge of World War and some historical material of Jews You may use the library or the Internet.
It is up to the students themselves to complete the task.
八、评价与反思
教师反思
Have all the teaching aims been reached _________________
Have all the students learnt something in the lesson ________________
What can be improved _______________________
学生反思
1. What impressed me most in the class ________________
2. What haven’t I understood yet ________________
3. In what aspect do I need improvement ________________
学生课堂活动评价
Class: Name: Score:
Items Understandable 5 4 3 2 1
Logical 5 4 3 2 1
Creative 5 4 3 2 1
Active 5 4 3 2 1
Cooperative 5 4 3 2 1
Others 5 4 3 2 1
九、教学后记
本节课在以下几方面效果良好：
1.突出了学生的主体地位，学生上课时积极主动发言，课堂气氛热烈；
2.从学生的问题出发营造教学情境，设计教学问题并引导学生探究、解决问题。
3.设计出了以任务型教学指导下的师生互动方式。
4.对教材内容作适当的处理，发掘出教材内容之间的内在逻辑联系及育人作用。
不足之处：
1.课堂教学要减少统一讲解，增加学生的自主探究，增加学生的分组活动。
2.争取准备两、三种针对不同群体学生的教学安排。
3．教学理念的更新、语言的简洁准确、过渡词的自然等方面仍需加强。[书面表达]英语写作必背句
"句子就是财富，句子就是一切",这些句子是从近百篇英语优秀作文中摘录下来并经反复推敲提炼而成的。对于复习时间短，基础较薄弱的朋友能够在短期内熟悉且背诵这些经典句子无疑是准备英语考试的"捷径".
1. According to a recent survey ,four-million people die each year from diseases linked to smoking.
依照最近的一项调查，每年有4,000,000人死于与吸烟相关的疾病。
2. The latest surveys show that Quite a few children have unpleasant associations with homework.
最近的调查显示相当多的孩子对家庭作业没什么好感。
3. No invention has received more praise and abuse than Internet.
没有一项发明象互联网同时受到如此多的赞扬和批评。
4. People seem to fail to take into account the fact that education does not end with graduation.
人们似乎忽视了教育不应该随着毕业而结束这一事实。
5. Many experts point out that physical exercise contributes directly to a person’s physical fitness.
许多专家指出体育锻炼直接有助于身体健康。
6. Nowadays, many students always go into raptures at the mere mention of the coming life of high school or college they will begin. Unfortunately ,for most young people ,it is not pleasant experience on their first day on campus.
当前，一提到即将开始的学校生活，许多学生都会兴高采烈。然而，对多数年轻人来说，校园刚开始的日子并不是什么愉快的经历。
7. In view of the seriousness of this problem, effective measures should be taken before things get worse.
考虑到问题的严重性，在事态进一步恶化之前，必须采取有效的措施。
8. Proper measures must be taken to limit the number of foreign tourists and the great efforts should be made to protect local environment and history from the harmful effects of international tourism.
应该采取适当的措施限制外国旅游者的数量，努力保护当地环境和历史不受国际旅游业的不利影响。
9. An increasing number of experts believe that migrants will exert positive effects on construction of city .However, this opinion is now being questioned by more and more city residents, who complain that the migrants have brought many serious problems like crime and prostitution.
越来越多的专家相信移民对城市的建设起到积极作用。然而，越来越多的城市居民却怀疑这种说法，他们抱怨民工给城市带来了许多严重的问题，象犯罪和卖淫。
10. Many city residents complain that it is so few buses in their city that they have to spend much more time waiting for a bus, which is usually crowded with a large number of passengers.
许多市民抱怨城市的公交车太少，以至于他们要花很长时间等一辆公交车，而车上可能已满载乘客。
11. There is no denying the fact that air pollution is an extremely serious problem: the city authorities should take strong measures to deal with it.
无可否认，空气污染是一个极其严重的问题：城市当局应该采取有力措施来解决它。
12. An investigation shows that female workers tend to have a favorable attitude toward retirement.
一项调查显示妇女欢迎退休。
13.A proper part-time job does not occupy student's too much time .In fact ,it is unhealthy for them to spend all of time on their study .As an old saying goes :All work and no play makes Jack a dull boy
一份适当的业余工作并不会占用学生太多的时间，事实上，把全部的时间都用到学习上并不健康，正如那句老话:只工作，不玩耍，聪明的孩子会变傻。
14. Any government which is blind to this point may pay a heavy price.
任何政府忽视这一点都将付出巨大的代价。
15. An increasing number of people are beginning to realize that education is not complete with graduation.
越来越多的人开始意识到教育不能随着毕业而结束。
16. When it comes to education, the majority of people believe that education is a lifetime study.
说到教育，大部分人认为其是一个终生的学习。
17. The majority of students believe that part-time job will provide them with more opportunities to develop their interpersonal skills, which may put them in a favorable position in the future job markets.
大部分学生相信业余工作会使他们有更多机会发展人际交往能力，而这对他们未来找工作是非常有好处的。
18. It is indisputable that there are millions of people who still have a miserable life and have to fact the dangers of starvation and exposure.
无可争辩，现在有成千上万的人仍过着挨饿受冬的痛苦生活。
19. Although this view is widely held, this is little evidence that education can be obtained at any age and at any place.
尽管这一观点被广泛接受，很少有证据表明教育能够在任何地点任何年龄进行。
20. No one can deny the fact that a person’s education is the most important aspect of his life.
没有人能否人这一事实:教育是人生最重要的一方面。
21. People equate success in life with the ability of operating computer.
人们把会使用计算机与人生成功相提并论。
22. In the last decades, advances in medical technology have made it possible for people to live longer than in the past.
在过去的几十年，先进的医疗技术已经使得人们比过去活的时间更长成为可能。
23. In fact, we have to admit the fact that the quality of life is as important as life itself.
事实上，我们必须承认生命的质量和生命本身一样重要。
24. We should spare no effort to beautify our environment.
我们应该不遗余力地美化我们的环境。
25. People believe that computer skills will enhance their job opportunities or promotion opportunities.
人们相信拥有计算机技术可以获得更多工作或提升的机会。
26. The information I've collected over last few years leads me to believe that this knowledge may be less useful than most people think.
从这几年我搜集的信息来看，这些知识并没有人们想象的那么有用。
27. Now, it is generally accepted that no college or university can educate its students by the time they graduation.
现在，人们普遍认为没有一所大学能够在毕业时候教给学生所有的知识。
28. This is a matter of life and death--a matter no country can afford to ignore.
这是一个关系到生死的问题，任何国家都不能忽视。
29. For my part, I agree with the latter opinion for the following reasons:
我同意后者，有如下理由：
30. Before giving my opinion, I think it is important to look at the arguments on both sides.
在给出我的观点之前，我想看看双方的观点是重要的。
31. This view is now being questioned by more and more people.
这一观点正受到越来越多人的质疑。
32. Although many people claim that, along with the rapidly economic development, the numbers of people who use bicycle are decreasing and bicycle is bound to die out. The information I've collected over the recent years leads me to believe that bicycle will continue to play extremely important roles in modern society.
尽管许多人认为随着经济的高速发展，用自行车的人数会减少，自行车可能会消亡， 然而，这几年我收集的一些信息让我相信自行车仍然会继续在现代社会发挥极其重要的作用。
33. Environmental experts point out that increasing pollution not only causes serious problems such as global warming but also could threaten to end human life on our planet.
环境学家指出：持续增加的污染不仅会导致像全球变暖这样严重的问题，而且还将威胁到人类在这个星球的生存。
34. In view of such serious situation, environmental tools of transportation like bicycle are more important than any time before.
考虑到这些严重的状况，我们比以往任何时候更需要像自行车这样的环保型交通工具。
35. Using bicycle contributes greatly to people's physical fitness as well as easing traffic jams.
使用自行车有助于人们的身体健康，并极大地缓解了交通阻塞。
36. Despite many obvious advantages of bicycle, it is not without its problem.
尽管自行车有许多明显的优点，但是它也存在它的问题。
37. Bicycle can't be compared with other means of transportation like car and train for speed and comfort.
在速度和舒适度方面，自行车是无法和汽车、火车这样的交通工具相比的。
38. From what has been discussed above, we may safely draw the conclusion that advantages of bicycle far outweigh its disadvantages and it will still play essential roles in modern society.
通过以上讨论，我们可以得出结论：自行车的优点远大于缺点，并且在现代社会它仍将发挥重要作用。
39. There is a general discussion these days over education in many colleges and institutes. One of the questions under debate is whether education is a lifetime study.
当前在高校和研究机构对教育存在着大量争论，其中一个问题就是教育是否是个终身学习的过程。
40. This issue has caused wide public concern.
这个问题已经引起了广泛关注。
41. It must be noted that learning must be done by a person himself.
必须指出学习只能*自己。
42. A large number of people tend to live under the illusion that they had completed their education when they finished their schooling. Obviously, they seem to fail to take into account the basic fact that a person's education is a most important aspect of his life.
许多人存在这样的误解，认为离开学校就意味着结束了他们的教育。显然，他们忽视了教育是人生重要部分这一基本事实。
43. As for me, I'm in favor of the opinion that education is not complete with graduation, for the following reasons:
就我而言，我同意教育不应该随着毕业而结束的观点，有以下原因：
44. It is commonly accepted that no college or university can educate its students by the time they graduate.
人们普遍认为高校是不可能在毕业的时候教会他们的学生所有知识的。
45. Even the best possible graduate needs to continue learning before she or he becomes an educated person.
即使最优秀的毕业生，要想成为一个博学的人也要不断地学习。
46. It is commonly thought that our society had dramatically changed by modern science and technology, and human had made extraordinary progress in knowledge and technology over the recent decades.
人们普遍认为我们的现代科技使我们的社会发生了巨大的变化，近几十年人类在科技方面取得了惊人的进步。
47. Now people in growing numbers are beginning to believe that learning new skills and knowledge contributes directly to enhancing their job opportunities or promotion opportunities.
现在越来越多的人开始相信学习新的技术和知识能直接帮助他们获得工作就会或提升的机会。
48. An investigation shows that many older people express a strong desire to continue studying in university or college.
一项调查显示许多老人都有到大学继续学习的愿望。
49. For the majority of people, reading or learning a new skill has become the focus of their lives and the source of their happiness and contentment after their retirement.
对大多数人来讲，退休以后，阅读或学习一项新技术已成为他们生活的中心和快乐的来源。
50. For people who want to adopt a healthy and meaningful life style, it is important to find time to learn certain new knowledge. Just as an old saying goes: it is never too late to learn.
对于那些想过上健康而有意义的生活的人们来说，找时间学习一些新知识是很重要的，正如那句老话：活到老，学到老。
51. There is a general debate on the campus today over the phenomenon of college or high school students' doing a part-time job.
对于大学或高中生打工这一现象，校园里进行着广泛的争论。
52. By taking a major-related part-job, students can not only improve their academic studies, but gain much experience, experience they will never be able to get from the textbooks.
通过做一份和专业相关的工作，学生不仅能够提高他们的专业能力，而且能获得从课本上得不到的经验。
53. Although people’s lives have been dramatically changed over the last decades, it must be admitted that, shortage of funds is still the one of the biggest questions that students nowadays have to face because that tuition fees and prices of books are soaring by the day.
近几十年，尽管人们的生活有了惊人的改变，但必须承认，由于学费和书费日益飞涨，资金短缺仍然是学生们面临的最大问题之一。
54. Consequently, the extra money obtained from part-time job will strongly support students to continue to their study life.
因此，业余工作挣来的钱将强有力地支持学生们继续他们的求学生活。
55. From what has been discussed above, we may safely draw a conclusion that part-time job can produce a far-reaching impact on students and they should be encouraged to take part-time job, which will benefit students and their family, even the society as a whole.
通过上面的讨论，我们不难得出结论：业余工作对学生们会产生深远的影响，我们应鼓励学生从事业余工作，这将有利于学生和他们的家庭，甚至整个社会。
56. These days, people in growing numbers are beginning to complain that work is more stressful and less leisurely than in past. Many experts point out that, along with the development of modern society, it is an inevitable result and there is no way to avoid it.
现在，越来越多的人们开始抱怨工作比以前更有压力。许多专家指出这是现代社会发展必然的结果，无法避免。
57. It is widely acknowledged that computer and other machines have become an indispensable part of our society, which make our life and work more comfortable and less laborious.
人们普遍认为计算机和其他机器已经成为我们社会必不可少的一部分。 它们使我们的生活更舒适，减少了大量劳动。
58. At the same time, along with the benefits of such machines, employees must study knowledge involved in such machines so that they are able to control them.
同时，随着这些机器带给我们的好处，员工们也必须要学习与之相关的知识以便使用它们。
59. No one can deny the basic fact that it is impossible for average workers to master those high-technology skills easily.
没有人能否认这一基本事实：对于一般工人来讲，轻松掌握这些技术是不可能的。
60. In the second place, there seem to be too many people without job and not enough job position.
第二方面，失业的人似乎太多而又没有足够的工作岗位。
61. Millions of people have to spend more time and energy on studying new skills and technology so that they can keep a favorable position in job market.
成千上万的人们不得不花费更多的精力和时间学习新的技术和知识，使得他们在就业市场能保持优势。
62. According to a recent survey, a growing number of people express a strong desire to take another job or spend more time on their job in order to get more money to support their family.
根据最近的一项调查，越来越多的人表达了想从事另外的工作或加班以赚取更多的钱来补贴家用的强烈愿望。
63. From what has been discussed above, I am fully convinced that the leisure life-style is undergoing a decline with the progress of modern society, it is not necessary a bad thing.
通过以上讨论，我完全相信，随着现代社会的进步，幽闲的生活方式正在消失并不是件坏事。
64. The problem of international tourism has caused wide public concern over the recent years.
近些年，国际旅游的问题引起了广泛关注。
65. Many people believe that international tourism produce positive effects on economic growth and local government should be encouraged to promote international tourism.
许多人认为国际旅游对经济发展有积极作用，应鼓励地方政府发展国际旅游。
66. But what these people fail to see is that international tourism may bring about a disastrous impact on our environment and local history.
但是这些人忽视了国际旅游可能会给当地环境和历史造成的灾难性的影响。
67. As for me, I'm firmly convinced that the number of foreign tourists should be limited, for the following reasons:
就我而言，我坚定地认为国外旅游者的数量应得到限制，理由如下：
68. In addition, in order to attract tourists, a lot of artificial facilities have been built, which have certain unfavorable effects on the environment.
另外，为了吸引旅游者，大量人工设施被修建，这对环境是不利的。
69. For lack of distinct culture, some places will not attract tourists any more. Consequently, the fast rise in number of foreign tourists may eventually lead to the decline of local tourism.
由于缺乏独特的文化，一些地方不再吸引旅游者。因此，国外旅游者数量的快速增加可能最终会导致当地旅游业的衰败。
70. There is a growing tendency for parents to ask their children to accept extra educational programs over the recent years.
近些年，父母要求他们的孩子接受额外的教育呈增长的势头。
71. This phenomenon has caused wide public concern in many places of world.
这一现象在全世界许多地方已引起了广泛关注。
72. Many parents believe that additional educational activities enjoy obvious advantage. By extra studies, they maintain, their children are able to obtain many kinds of practical skills and useful knowledge, which will put them in a beneficial position in the future job markets when they grow up.
许多家长相信额外的教育活动有许多优点，通过学习，他们的孩子可以获得很多实践技能和有用的知识，当他们长大后，这些对他们就业是大有好处的。
73. In the first place, extra studies bring about unhealthy impacts on physical growth of children. Educational experts point out that, it is equally important to take some sport activities instead of extra studies when children have spent the whole day in a boring classroom.
首先，额外的学习对孩子们的身体发育是不利的。教育专家指出，孩子们在枯燥的教室里呆了一整天后，从事一些体育活动，而不是额外的学习，是非常重要的。
74. Children are undergoing fast physical development; lack of physical exercise may produce disastrous influence on their later life.
孩子们正处于身体快速发育时期，缺乏体育锻炼可能会对他们未来的生活造成严重的影响。
75. In the second place, from psychological aspect, the majority of children seem to tend to have an unfavorable attitude toward additional educational activities.Unit 1 friendship
Period1 warming up, pre-reading, reading, comprehending.
1. add (vt./vi)加，增加，补充说 词性拓展：additional (adj)附加的，另外的； addition (n.) 加，增加
in addition 另外；此外 in addition to 除了……用法：（1）add sth. up 把…加起来
（2）add to 增添 （3）add… to … 把…加到…(4)add up 把…加起来 (5)add up to 总计；加起来结果是 …
what he said about the accident and did with it ______ our trouble.
A. added up to B. added to C. add up D. add add to 增添；不能用被动(B)
you’d better ________ your score and see if you have passed the exam.A. add up to B. add to C. add up D.add
A 强调加起来的结果；C意为把……加起来（C）
2．point (n.) 尖端；点；分数；要点；论点 用法：(1)on the point of 就要/将近…….的时候
（2）to the point 中肯，扼要（3）in point 恰当的，适当的 （4）there is no point in doing sth.做某事没有意义。The sailors were on the point of giving up ______ the captain came up.A. when B. while C. as D. because Be on the point of doing … when …是固定句式。When 在此处表示“在那个时候”=and at that time 此时不能用其他词（as/while）代替。拓展：句型（1）be about to do ……when…… (2)be doing……when……
(3)have/had done ……. when……3. ignore (vt.)不理睬 ；忽视
词性拓展： ignorant adj. 无知的；不知的 ignorance n. 无知；愚昧用法：（1）ignore sb./ sth. 忽视某人/某物（2）be ignorant of sth he ________ the doctor’s advice and goes on smoking.
I was ________ of the fact that the boss could be so strict. (ignores; ignorant)
4. clam adj. 平静的；镇静的；沉静的 you should keep clam in time of danger.
区别：silent 不说话，不出声；quite 安静的；宁静的；still 不动的；强调“静止状态”；clam 指人“沉着，镇定”；指自然“无风无浪”。（1） the old man stood quite _______ , except that his lips moved slightly.
（2） One man shouted at the boy, “ be _______ ,boy ! what’s the matter with you ”
（3） He is _______ about the accident. （4） He remained _________ in the face of the cruel enemy.
(1. still 2.quite.3.silent.4.calm)
5.concern vt.涉及；关系到 n.关心；关注 用法拓展：(1) be concerned about/for sth.关心挂念……
(2)be concerned in sth. 和某事有牵连 (3)be concerned with sth.与某事有关/关于…….(4)as concerns 关于（= concerning） (5)as far as …be concerned …就…… 而言 (6)show/feel concern for/about ……担心/关心……
the meeting was concerned _________ reforms and everyone present was concerned _______ their own interests.
A. with; for B. with; with C. for; about; D. about; with
(前一句理解为“会议与改革有关”，因此此处应填介词with; 后一句句意为“到会的每一个人都关心自己的利益”，因此空二填介词 about/for 。 A)
6.loose adj. 松的，松散的，松开的 词性拓展：loosen vt./vi. 解开，放松；变松；用法拓展；break loose 挣脱出来；迸发出来 come (get) loose (结等)松掉；let /set loose释放；放出；发出
7．cheat n.欺骗;骗子 vt./vi. 欺骗；作弊 用法拓展：（1） cheat sb. into doing sth..欺骗某人做某事
（2）cheat sb. (out) of sth. 欺骗某人某物（3）cheat sb. into the belief that … 骗某人相信…
(4) cheat in the exam 考试作弊
8．reason n. 理由；原因 vt./ vi. 推理；说服eg: my reason is that the cost will be too high. 我的理由是费用太高。词性拓展：reasonable adj. 合情合理的 用法拓展：（1）for this /that /no /some reason 因为这个/那个/没有/某一理由（2）reason with sb. 和某人辩论（3）by reason of 因为，由于……（4）the reason for sth./ doing sth. is that …….做某事的理由是…….（5） The reason why …… is that …… 做某事的理由是……
The reason _________ he was late was ______ his car had broken down on the way.
A. why; because B. that; because C. that; for D. why; that
She would like to know the reason ________ fewer and fewer students are showing interest in her lesson. A. for B. why C. for that D. which
What do you think of the reason ________ he explained in his last letter ________ refusing the job A. why; why B. that; for which C. which; for D. that; because
(D. B.首先分析定语从句结构，主谓齐全，空格只能填状语成分，所以使用关系副词why;c改为for which 也对； C. 注意：reason 后面的定语从句不一定用why引导，要看在定语从句中缺少什么句子成分。在这里explain 缺少宾语只能用关系代词that 或 which 引导。
补充：reason 与cause 的区别
reason 指在事实的基础上通过逻辑判断出的理由与conclusion (结论)相对，常与for或why 连用；cause是自然造成某种结果的原因，与effect(结果)相对，常与of 连用。
用reason, cause 填空（1）the ________ of the fire is still not known.（2） Give me your ________ for doing it.
9.list vt. 列出 n. 表，一览表，目录，名单 用法拓展：make a list of ……列……表
10．Share vt./vi.分享；共同使用 n. 一份；份额 用法拓展：（1）share (in) sth. 分享/分担某物
（2） share sth. with sb. 与某人共享某物；与某人分担某物
11． Feeling n. 感觉；感情 词性拓展：feel vt./vi. 感觉，感受，触摸 feelings 情感
12. Netherlands n. 荷兰 Netherlander n. 荷兰人 Netherlandish adj. 荷兰的；荷兰人的；荷兰语的 n. 荷兰语13．German n. 德国人；德语 adj. 德国的；德国人的；德语的词性拓展：Germany n. 德国
用法拓展：German 的复数形式是Germans, 而英国人、法国人的复数形式是Englishmen和Frenchmen.
14. series n. 连续；系列 there will be a series of football games next month.用法拓展：a series of meeting /exams /textbooks two series of stamps
series单复数同型，作主语时谓语动词根据 series 单复数概念决定，不根据of 的名词决定。
15．Outdoors adv. 在户外；在野外children usually prefer playing outdoors.
相关拓展：outdoors adj.户外的，野外的 indoors adv. 在室内；入室内 indoor adj. 室内的
16．Crazy adj. 疯狂的；狂热 用法拓展： （1）be crazy about …….对…… 狂热，痴迷
（2）be crazy for sb./sth. =long for 渴望某物或迷恋某人 （3 be crazy with 因……而发疯
he has greatly improved is spoken English by learning Crazy English. And he ________ a chance to go abroad. A. is crazy about B. is crazy for C. is hoping for D. hopes about
17. nature n. 自然；自然界 keep the balance of nature
词性拓展： natural adj. 自然的； naturally adv. 自然的 用法拓展：against nature 违反自然 by nature 生来；天生 in nature 性质上； in the nature of 具备……的性质
注意：nature 意思是“自然，自然界”，前面不加冠词。
18 .purpose n. 目的；意图 the purpose of the book is to provide a complete guide to the university.
用法拓展：(1)on purpose 故意地= with the purpose of doing (2) for the purpose of doing 为了 ……的目的
he held out his fist before the young man and tried to anger him ________.
A. for purpose B. on purpose C. in purpose D. from purpose
19.dare vt./ vi. Aux. 敢；胆敢 用法拓展：（1） dare 作情态动词，一般用在否定句、疑问句和条件状语从句中，后跟不带to 的不定式，有自己的过去式dared, 无人称和数的变化。
He dared not go near the dog.
If you dare speak to me like that again , you’ll be sorry.(2) dare 用作实义动词，后跟带to 的不定式，有人称、数及时态的变化。但在否定句和疑问句中可省略to.Do you dare (to) jump off the high wall She doesn’t dare (to) say anything 注意：做题时，应先判断dare 是情态动词还是实义动词。
He ________ his parents about his failure in the examination.A. dare not tell B. dares not to tell C. dare not to tell D. dare not tell I wondered how he _________ that to the teacher.A. dare to say B. dare saying C. not dare say D. dared say
(D, 本题考察dare 的用法。做题时，应先判断dare 是情态动词还是实义动词。A\B\C三项从dare not 判断显然是情态动词，后应跟动词原形，排除B\C二项。A项dare 是情态动词，无人称和数的变化，不应加 “s”,故答案选 D.)
(D.本题考察dare 的用法。Dare 用作行为动词有人称、数和时态的变化。A项从to say 来看，dare 是实义动词，有时态的变化，应把dare 改为dared。用作情态没有人称和数的变化，但有时态变化，其后接省to 的不定式，但不能接动名词，排除B 。C没有这种形式，故答案选D.本句中dared say （情态动词）=dared to say (实义动词)
20．Thunder n. 雷；雷声 vi. 打雷；雷鸣
拓展：thunder -storm n.雷暴；雷雨 thunder- shower n. 雷阵雨
21． Entirely adv. 完全地；全然地，整个地
I agree with you entirely.
用法拓展：entire 是形容词，意为“整个的，全部的”（=whole）;全然的，完全的（=complete）;(构成一组的东西)全部齐全的，未破坏的；无伤的，entire 通常置于名词前做定语。
注意：entirely 用在否定句中，表示部分否定。
单句改错：his work was not entire satisfactory.
(entire—entirely , 副词修饰形容词，表部分否定。句意为“他的工作并非完全令人满意”。
22．Power n. 能力；力量；权力）
the police have the power to detain offenders.
词性拓展：powerful adj. 强有利的；强大的 powerless adj. 无力量的；软弱 powerfully adv. 强大地
用法拓展：(1)have the power to do 有权利做某事（2）brain power 智力 political power 政权 electric/ water power 电/水力 power station 发电站（4） come into power 掌权（动作）; be in power 掌权（状态）
区分：power 能力； 力量； 电力；权力 strength 力量；力气
energy 精力；能量 Full of ________ , he lifted the stone . Full of _________, he is always active. Hitler came into _________ in Germany in 1933.
We have the ________ to obtain our shares. (strength; energy; power; power)
23. according adv. 依照 you’ve been in prison six times according to our records.
词性拓展：accord vt./ vi. (使符合，一致)
accordant adj. 一致的，调和的（with）; accordingly adv. 按照；依据
用法拓展： according to 按照；根据……所说 后面接名词、代词或what 从句，用作状语。
________ what she said, the police quickly found the thief and caught him.
A. according B. accordingly C. according to D. accord to
(C)
24. trust vt./ n. 信任；信赖
don’t ask me; trust your own judgement.
用法拓展：（1）trust sb. = believe in sb.信任某人
（2）trust sb. to do ( 放心)托付某人做某事。
（3）sb. trust that ……相信……
词组：
1． Make the following survey 做如下调查
Of the five hundred householders _________ , 40% had dishwashers.
A. to survey B. surveyed C. surveying D. being surveyed
The teacher came in, __________ some students.
A. follow B. following C. followed D. to follow
(B, 表动宾关系，必须用被动关系，而且是完成被动。 B,考察非谓语动词。Follow 后面带着宾语，因此用现在分词作伴随状语。而不定式作状语表目的和结果。)
2． Not …… until ……★
He didn’t go to bed until his mother came back.
用法拓展：(1)本句型中主句谓语动词为瞬间动词，非延续。（2）当not until 放在句首时，主句用倒装语序，从句不倒装。（3） 在强调句中一般用not until 短语或从句。
注意：（1）遇到it is (was) …… that…… 先判断是否是强调句，判断的标准是把 it is (was)…… that …… 去掉看句子仍然成立。
（2） not …… until …… 短语用在强调句型中必须合在一起。
It was _______ last week that we ________ him .
A. until; knew B. until; didn’t know C. not until; knew D. not until; didn’t kow
(C. 本句为一强调句型，强调not … until 短语。 Not… until 用于此句型中，必须放在一起。另外，强调句的结构为：it is (was)+ 强调成分+that …)
完成句子 直到她摘下墨镜来，我才意识到她是个著名的电影明星。
Not until she took off her sun-glasses ______ I _______ that she was a famous film star.
(did; realize not until 放在句首时，用倒装语序，主句倒装而从句不倒装)
3． Get it repaired 让别人修理……
My radio was broken, and I must get it repaired.
用法拓展：get sth. done 使某物被做； have sth. done 让别人做某事
★ get 之后可接复合宾语，即get +宾语+宾补，宾补可以是现在分词、过去分词或不定式短语，结构为：｛get +○+ doing 使……（主动）｝；｛get +○+ done 使……被……｝;｛get +○+ to do 使……做……｝get + 现在分词表示主动关系；get + 过去分词表示被动关系。
用所给动词的适当形式填空
（1） let me try now. I’ ll get the car ________ (go)
（2） when are you going to get your bike ________ (repair)
（3） I’ll get him ________ (do) the work.
(going 使汽车发动起来； repaired 表被动 ； to do 主动，表将来)
the workers get ________ by the hour.
A. paid B. pay C. paying D. to pay
(A, get paid by the hour 按小时付给工资。Get +过去分词表示被动关系)
4． Have got to 必须，不得不
He has got to finish his homework today.
用法拓展：have to 必须,不得不=have got to (客观) // must 必须（主观）
in the class of the computer information ,there weren’t enough computers for every student, so we ________ . A. had got to save B. had to separate C. had to share D. had got to divide
(C. 由于电脑不够，我们不得不共用电脑。Share 在此处为不及物动词，“共用”)
5． Walk the dog 遛狗
用法拓展：walk 在此处是及物动词“（使）走”。Walk sb. to exhaustion 使某人走得筋疲力尽；walk a horse 遛马；walk a bicycle 推着自行车走 walk a patient 扶着病人走
翻译句子：我陪你走到汽车站。（I’ll walk you to the bus stop）
while _________ the dog , you should take care not to __________ .otherwise, it may be dangerous to strangers.
A. walking;; get loose B. walk; be loose C. walking for; get it loose D. walked; get loosing
(A. C 项的 get it loose 是正确的； 但walk for 不对。)
6． Go through (1)经历；经受 （2）仔细阅读或研究；仔细查看 （3）完成；用光；通过；穿过
you really don’t know what we went through while working on this project. 你的确不知道我们搞这个项目吃了多少苦。
用法拓展：see through 看穿；看破 get through 通过；完成；接通电话 break through 突破 look through 浏览 through and through 从头至尾地
6． Hide away 躲藏；隐藏； 把……隐藏起来
He hides my book away somewhere. 他把我的书藏在某个地方了。
用法拓展： hideaway n. 隐藏处 hide sth. from sb. 把某事瞒着某人
7． Set down 放下；记下；登记
Why don’t you set your ideas down on paper
用法拓展： set down= put down= take down
(1) set about doing sth.开始做某事
(2) set off 开始；出发；引爆 set sth.off 使…… 爆炸
(3) set up 建立；创办
(4) set sb. a good example 为……树立好榜样
(5) set fire to 放火烧
(6) set aside 把 ……放在一边；存储
she ________ the vase on the table and went out.
A. set out B. set up C. set down D. set on
(C. 放下)
8． ★ happen to do sth. 碰巧正在做某事
when I was about to look for him, he happened to come in.
用法拓展：(1) happen to be doing 碰巧正在做某事
（2） happen to have done 碰巧做完了某事
（4） happen to sb. / sth .发生
（5） it happens that (从句)= 主语+ happen + to do 碰巧…….
（6） As it happens 碰巧；偶然
It happened that I met him on my way home, yesterday. ( 改为同义句)
n I happened to meet him on my way home,yesterday.
9. face to face 面对面地
she stood face to face with him.
用法拓展： hand in hand 手拉手 side by side 肩并肩 = shoulder to shoulder肩并肩
heart to heart 心连心地 back to back 背靠背地 arm in arm 手拉手地
词语辨析：
1. be good to / be good for
be good to …对……好，和善；
be good for…对……有益
（1） 晨练对你的健康有好处。Doing morning exercise is good __________ your health.
（2） 他对我一向很好。He ha always been good ________ me.
（3） 这有益于她的学习。It is good ______ her study.
(for; to; for)
2. discover/ invent
discover 发现；看出，发现原来存在而不为人知的东西；
invent 发明，发明原来不存在的东西
（1） we ________ them to be cheats at last.
（2） We have _______ that he is quite careful in his work.
（3） Do you know who ________ the machine
(discovered; discovered; invented)
3. ★ do with / deal with
都有“处理、与 ……有关”的意思，（1）do with 与 what 搭配， what 在句中作do 的宾语；（2）deal with 与how 搭配；
（1）______ do you do with the old bike
（2）______ do you deal with the old bike
(what; how)
it’s said in Australia there is more land than the government knows ________.
A. it what to do with B. what to do it with C. what to do with it D. to do what with it
(C.本题考查“疑问词+不定式”结构在句中做宾语。What 作 do 的宾语，it 作介词with的宾语。句意为“据说澳大利亚的土地多得政府都不知道怎么处理。
4． In order to / so as to
in order to 和so as to 后接动词原形，用作目的状语时，二者用法一致，但in order to do语气强烈，可放在句首、句中；而 so as to do 语气较弱，只能放在句中，不能放在句首；它们的否定形式把not 放在to 的前面。
注意：in order to 引导目的状语从句时，不定式的逻辑主语同句子主语保持一致。
________ get a better score, she has been studying hard all day.
A. so has to B. in order to C. so that D. in order that
(B, so that 和in order that 引导从句)
★ in order to make our city green, __________.
A. it is necessary to have planted more trees
B. many trees need to plant
C. our city need more trees
D. we must plant more trees
(D. 本题考查in order to 引导目的状语时，不定式的逻辑主语同句子主语一致的原则。目的状语的意思是“为了使我们的城市变绿“， make的逻辑主语是人（we）。
5．Too much / much too
too much 修饰不可数名词； much too作状语修饰形容词和副词。
注意：too much 用法同 much ; much too 的用法同too. Too many 修饰可数名词
用too much, much too 填空
（1） the price of the computers is _________ high.
（2） The lady spent ________ money on new clothes.
（3） The trip is _________ for the old man.
（4） You shouldn’t talk ________ in the class.
(much too; too much; too much; too much)
交际用语
1．Say no to sb./ a plan / a proposal / a request 否定或拒绝某人（一项计划、提议、要求等）
his father said no to his request for money.
用法拓展：(1) say yes /Ok to sb./ sth. 同意某人/某事
（2） say good-bye to sb.向某人告别
（3） say sorry to sb.向某人道歉。
（4） Say hello /hi to sb. 向某人问候
2．I wonder if ……从句“我想知道是否……”语气较委婉。
I wonder if you will help me with my English.
I wonder if you like have a walk with me.
3. what should … be like 是用来对某人或某事的看法进行提问的交际用语，该句型常用的形式为：what is /was sb. / sth. like 用于请对方说出某人或某事的样子或对其的感觉或看法，即“什么样子”
-----what do you think a good student should be like
-----I think he should be honest and hard-working.
用法拓展：其他句型有（1）how do …like （2）what do you think of …
问……怎么样？
4．It’s because … it is 之后表原因的从句中，只能用because 来引导不能用since或 as
I think it’ because you eat too much.
用法拓展：this/ that/ it +is + because/ why/ when/where/how…
------ why hasn’t Jane spoken to me these days
------ it is _________ you spoke ill of her behind her back.
A. as B. because C. for D. since
(B. it is 之后只能用because 引导表语从句，for 是介词，不能引导表语从句。
★句型及重难点句详解
1．While walking the dog, you were careless and it got loose and was hit by a car.(warming up,p1)
=while you were walking the dog,……省略了walk 的逻辑主语you 和be 动词were, 以避免重复。
While living in England, he picked up some English.
=while he was living in England,….
When asked about the secret of his success, he said that he owed it to his wife. =when he was asked about the ….
用法拓展：当连词when, while, before, after等引导的时间状语从句的主语与主句的主语一致时，可将从句中的主语和 be动词省去。
While _________ through the park, we saw a fine flower show.
A. walked B. walking C. walks D. being walking
When _________ from the hill, the buses look small.
A. seen B. seeing C. see D. to see
(B; A, see和buses 构成逻辑上的动宾关系，而且是被动关系。)
2．Do you want a friend whom you could tell everything to, like your deepest feeling and thoughts (reading p2)
whom you could tell everything to在句中充当定语，修饰先行词friend, 其中 whom 在从句中作介词 to 的宾语，（定语从句在第4、5单元中重点学习）。
The man who came yesterday is my a friend of mine. (who在从句中作主语)
The man whom/ who you met yesterday is a friend of mine. (whom/ who 在从句作宾语)
The poor man _______ lost his money just now is called john.
A. what B. which C. who D. whom
★The town ________ we visited last month is the one ________ the famous painter was born.
A. where; which B. which; where; C. in which; that D. where; where
(C, 从句缺主语，先行词是人，因此用关系代词who引导； B. 空一定语从句中visit是及物动词缺少宾语，因此用关系代词that 或which来引导；空二从句中不缺少句子，因此用关系副词where来引导，where在从句中作状语。
3．I don’t want to set down a series of facts in a diary as most people do, but I want this diary itself to be my friend,….(reading p2)我不愿意像大多数人那样在日记中记流水账，我要把这本日记当作我的朋友，…
句中 as是连词，意为“如同……那样，像……一样”，引导一个方式状语从句。
Please do it as I do. 请照我的样子做这件事。
Leave it as it is .请保持原状，不要动它。
4. …I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. (reading P2) ……
so… that…如此……以至于…（状语从句）
用法拓展： （1）so +adj./adv.+ that ; so +adj. a(n) +n.+ that
(2) such +adj. +n.(pl.或〖U〗+ that ; such +a(n) +adj. +n. +that
(3) so /such … as 如此……(定语从句)
he is such an honest boy that we all like him.=he is so honest a boy that we all like him.=he is so honest a boy as we all like.
Mary is ________ clever _______ she understands everything.
A. such a ; that B. such an ; that C. so ; that D. so ; as
5. I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound. (reading p2)
(1)well= quite, much thoroughly非常，彻底，完全
(2)句式一：I can well remember that…(宾语从句)
句式二：there was a time when…（when为关系副词，引导定语从句，修饰前面先行词a time）
★(3)could never have done 结构表示“对过去情况的否定推测”，其否定副词never也可根据情况用not, hardly等此替换。
用法拓展：“情态动词 + have done”小结
（1） must have done 对过去发生事情的肯定推测。“一定……“
（2） could have done 过去可能做却未做。“本来可以做……”
（3） might / may have done 过去可能做了某事（可能性小）。“可能已经……”
（4） would have done 过去愿意做某事却不能做。“本来想要做……”
（5） shouldn’t oughtn’t to +have done 本来不该做却做了。
（6） should / ought to have done 应该做某事却没做。
（7） can’t / couldn’t have done 对过去发生事情的否定推测。“一定没有……”
（8） needn’t have done 过去没有必要做却做了。
I met him at the Grand Theater yesterday afternoon, so he __________ your lecture.
A. couldn’t have attended B. needn’t have attended
C. mustn’t have attended D. shouldn’t have attended
(A. 根据意思，他那时不可能去听讲座。此句式对过去的否定推测，用 couldn’t have done)
-------I didn’t go to see our former teacher while in Wuhan.
-------But I think you _________.
A. should B. should have C. could have D. must
(B, 根据上下句意表责备，因此用should have done 结构。注意此处 have 不能省，是对过去的虚拟)

6．…it was the first time in a year and a half that I’d seen the night face to face ….(reading p2)这是我一年半以来第一次目睹夜晚….
句式：it / this / that +is(was) +the first /the second /….time that …“某人第一次/二次/……次做某事。注意从句的谓语动词常用现在完成时或过去完成时。Is与has /have 对应；was 与 had done对应。
It is the second time that john has held an art exhibition.
It was the third time that she had come to this mountain village to see the children.
------- do you know our town at all
------- no, this is the first time I ________ here.
A. had come B. am coming C. came D. have come
period 2 learning about language
词汇
1．Suffer vt./ vi. 遭受；忍受； 经历
the factory suffered a great loss in the fire.
用法拓展：suffer from 遭受
（1） suffer from floods遭受水灾
（2） she often suffers from headaches.她经常头痛。
Be careful or our work will ________ .
A. fail B. suffer C. fall D. lose
(B. suffer 在这里做vi.意为“受损失”)
he ________ terribly all through his illness.
A. suffer B. is suffered C. suffered D. suffering
(C, 根据意思“他得病期间遭受了很多痛苦”。时态应用一般过去时，另外当suffer 作“受痛苦，患病”讲时，是不及物动词，不能用被动语态。)
句型及重难点句详解
★1．She found it difficult to settle and calm down in the hiding place .(learning about language p4)
句中it 做形式宾语，代替后面的不定式to settle and calm down in the hiding place.
用法拓展：当复合宾语中的宾语是不定式、动名词、宾语从句时，往往把宾语放在它的补足语的后面，而it 作形式宾语，放在宾语补足语之前。
I found it very interesting to study English.
I think it no use arguing with him.
He made it clear that he was not interested in this subject.
注意：it 用在一些不能带宾语从句的动词后作形式宾语。
I hate it that he often takes my bike without asking me.
I don’t think ________ possible to master a foreign language without much memory work.
A. this B. that C. its D. it
(D)
I like _____ when the weather is warm and sunshine.
A. it B. that C. this D. one
(A, 有一些动词如：hate / like / enjoy / dislike / appreciate 等词的后面， 不能直接跟宾语从句，而要加上形式宾语it.)
★2. Mum asked her if (whether) she was very hot with so many clothes on. (learning about language p5)
“with + 宾语 +宾语补足语（OC）”的结构称为with 的复合结构。
这种结构在句中可作定语和状语，表示方式、原因、 条件等。
With +O +adj.
With +O +adv.
With +O + 介词短语
With + O +不定式
With + O + 分词（过去分词 done 或现在分词 doing ）
注意：如果宾补是动词，表示主动和进行的动作，用现在分词doing； 表示主动和将来的动作，用动词不定式to do； 表示被动和完成了的动作，用过去分词done.。
Tom always sleeps with his eyes open. （形容词作OC）
The boy ran out with nothing on. （副词作OC）
Do you know the woman with a child in her arms （介词短语作OC）
▲With so much work to do, I can’t go with you.（不定式作OC）
▲the room with a candle burning is mine. （现在分词作 OC）
▲they came to a shop with its door closed. （过去分词作OC）
we’ll certainly win great victory, with the Party _________ us.
A. lead B. to lead C. to have led D. led
(B. 考查 with的复合结构。“有党领导着我们”， 表主动和将来，用不定式作宾补。
He wore a shirt with the neck ________ , ________ his bare chest.
A. opened; showing B. opening; showed C. open; showing D. open; showed
(C, 空一open 为形容词作宾补；空二show后面带着宾语，因此用现在分词作伴随状语)
period 3 using language词汇
1．Advice n. 忠告；建议
can you give us some advice on how to learn English
用法拓展：（1）a piece of advice 一条建议 ； some advice 一些建议
提醒：advice 为不可数名词，其前可用some, much, a piece of, pieces of 等修饰，如表示“一条建议”或“几条建议”不能说成 an advice / several advices而应说成a piece of advice; several pieces of advice.
（2）give sb. some advice on ( how to do) sth.给某人提关于……建议
（3） ask sb. for advice 征求某人的意见
（4） take/ follow one’s advice 听从某人的建议
（5） advise doing sth.// advise sb. to do sth. // ▲advise (sb.) that （should do） 建议做某事/建议某人做某事/建议（某人）
（6） advise sb. against doing 建议某人不要做某事
father went to his doctor for _______ about his heart trouble.
A. an advice B. advice C. advices D. some advices
2. communicate vi. 交际；沟通； 传达 （感情、信息等）
I’m not very good at communicating with people.
用法拓展：communication n. 交际
communicate with sb. 与某人交际，交流 communicate sth. to sb. 将某事通知某人
3．Habit n.习惯；习性
it is a good habit for you to keep a diary.
用法拓展：（1）be in / fall into / get into / form the habit of doing sth.有/养成……习惯
（2）get out of / get rid of / kick /break away the habit of doing sth.戒掉……习惯
短语
1． Get along /on well with sb./ sth.与……相处很好
our English teacher gets along well our students.
2. fall in love with sb. 爱上某人（表动作）；be in love with sb.与某人相爱（表状态）可与一段时间连用。
▲3.pay attention to (doing ) sth. 注意某事 you should pay attention to your pronunciation.
用法拓展：此短语to 为介词，后面跟名词v.-ing形式。类似的还有：look forward to ( 盼望)； lead to (导致，通向) ； stick to (坚持)；belong to (属于)； object to ( 反对) ； get down to （开始，着手）；devote to (献身于， 致力于) 语辨析 1．Join / join (sb.) in / take part in / attend
join参加某个组织，使其成为其中的一员。一般跟army, the league, the party, club, sb.作宾语；join (sb.) in sth.参加活动；take part in 参加某个活动，并在其中起积极的作用，一般等于join in;
attend 参加某个活动，但不在其中起作用，担任角色，后面跟meeting, wedding, lecture, class school等作宾语。填空（1） we are glad to _______ all the activities.（2） Mike _____ Lily’s wedding.
（3） Will you please ________ us ________ the discussion （4） He ________ the army three years ago.
(join in /take part in; attended 参加会议，婚礼等；join in ,join sb. in 和某人一起于……; joined 参军、入团、入党、加入俱乐部或某个人) 句型及重难点句详解
1. I am having some trouble with my classmates at the moment.(using language. P6)
词组：have some / a lot of trouble with sb./ sth.意思为“同某人闹意见/矛盾；做 …….有困难。”
Trouble 在这里是不可数名词。
Do you have any trouble with your English study
用法拓展：（1）be in trouble处于困境中
（2）get (sb.) into trouble 陷入困境
（3）have trouble in sth. / in doing sth.在……./ 在做某事方面有困难6 book 1 unit1 friendship discover useful structure
Unit1 friendship discover useful structure
To discover useful words and expressionsTo discover useful structures
一体化设计： The grammar of the unit
教学重点、难点： Grammar
教学过程： 1、组织教学（导言）Warming up by discovering useful words and expressions 2.复习提问：Ask some questions about the content of Anne’s diary.. 3、讲授新课：1.Direct SpeechIn direct speech, the original speaker's exact words are given and are indicated by quotation marks.2. Indirect SpeechIn indirect speech, the exact meaning of the speaker’s words is given, but the exact words are not directly quoted. 3. Indirect QuestionsDirect question: “Did Marama’s horse win a prize ” Owen asked. Indirect questions: Owen asked whether (or if) Marama’s horse had won a prize.The same rules apply to indirect questions as to indirect statements. The difference is that a wh- clause is used instead of a that clause. 4. 课堂练习Do exercises 1, 2, 3 and 4 on page 4 and 5. Check your work with your partner’s. 5、布置作业：(1m’)Wb 6、课堂总结：(3m’)When we do such exercises we should pay attention to the following matter: pron , time, place , verb.
板书设计： Direct question: “Did Marama’s horse win a prize ” Owen asked. Indirect questions: Owen asked whether (or if) Marama’s horse had won a prize.
教学反思：初高中英语教学衔接之——知己知彼，百战不殆
高中生在英语学习方面大致出现以下几种困难：词汇困难、阅读困难、语法困难、听说困难、心理障碍、信心缺失等。 确实，尤其在新课程改革的背景下，高中英语在知识难度，要求和内容上与初中英语有着较大的区别：词汇量大幅增加，出现一些难句、长句，还涉及较复杂的语法，课文篇幅急剧扩大，听说读写全面铺开。
所谓"知己知彼，百战不殆"，高一的新生们应该对高中阶段的英语学习有大致的了解，知晓初高中英语学习的差异所在，高中阶段的困难所在，从而根据自身学习状况做好准备，设计出适合自己的学习调整预案。
词汇学习是高中阶段英语学习的重要部分。完备的词汇量能促进学生在听力，阅读，完形填空，书面表达等语言应用能力方面的提高。根据新课程设计的思路，高考要求学生达到八级的词汇量约3300个词汇，而要求初中毕业结束时达到的词汇量是1500个单词。量上的差异很容易造成学生心理上的重负，而且高中的词汇学习也由常用的生活词汇扩展到大量核心词汇及认知词汇的学习。 因此在初高中衔接学段，教师针对性地指导学生掌握词汇学习的方法，进行词汇记忆规律的探究式学习是很有必要的。例如通过语境猜词义，按构词法成串记忆，合成词比较，同根词语义比较，派生词转换等。
抓好基本语法结构，夯实高中语法基础。高中语法相对于初中语法而言，是从容易走向复杂，从零碎走向系统，从死记硬背的记忆式语法走向规律条理的知识归纳，从浅层知晓走向深度应用。按照英语课程标准要求学生在初高中阶段都应该通过大量的专项和综合性语言实践活动，形成综合语言运用能力，为真实语言学习打好基础。高中阶段的语法学习，应从语言应用的角度出发 把语言的形式，意义和用法有机结合起来，让学生在语境中了解和掌握语法的表意功能。但学生对于语法的畏惧心理，主要表现在语法概念模糊，解题理不清头绪，长难句不会分析，句子成分一知半解，脱离语言情境，断章取义。对此，教师应该利用好衔接课，从结构入手夯实语法基础，将各项语法知识表格化，公式化，系统化。这样学生能更形象直观地掌握，容易形成目标记忆。在定语从句的教学中，直接呈现其基本结构：先行词+ 引导词+从句主语+从句谓语 学生就能抓住语法的实质衍生开去。 又如对含有分词的长难句的理解，可以引导学生通过口诀分析，动动相连后动变，再结合前后句，整段等进行整体理解，让学生在形象生动中化难为易。