Unit 1 Good friends（通用2篇）

Unit1Goodfriends篇1

Unit1GoodFriends  I.单元教学目标 技能目标GoalsTalkaboutfriendsandfriendshipPractisetalkingaboutlikesanddislikesLearntomakeapologiesUseDirectSpeechandIndirectSpeechWriteane-mail II.目标语言         功   能   句   式Talkingaboutlikesanddislikes:He/Shelikes/loves...He/Sheisfondof...He/Sheisquiteinterestedin...Itakeinterestin...Myinterests/hobbiesare...Ilike...most.  Icarefor...                   I’dprefer...to...He/Shedoesn’tenjoy...Ihate...    I’mnotinto...Ithink... terrible/boring. Makingapologies:I’mverysorry.Ididn’tmeanto.          That’sallright.Itwon’thappenagain.Noproblem.Pleaseforgiveme.                     Forgetit.Iapologizefor...It’snobigdeal.It’smyfault.It’sOk.       词   汇1.四会词汇honest,brave,loyal,wise,handsome,smart,argue,classical,fond,match,mirror,fry,gun,hammer,saw,rope,movie,cast,deserted,hunt,share,sorrow,feeling,airplane,lie,speech,adventure,notebook2.认读词汇solution,Steve,Sarah,Joe,compass,TomHanks,ChuckNoland,survive,Wilson,parachute,scared,e-pal,SouthCarolina,formal3.词组huntfor,inorderto,careabout,suchas,dropsbaline,eventhough,treat...as,keep...inmind4.重点词汇share,honest,argue,fond,deserted,hunt,adventure,inorderto,careabout,suchas   语法DirectSpeechandIndirectSpeech1.Statements“Afriendinneedisafriendindeed.”Mothersaidtome.→Mothertoldmethatafriendinneedisafriendindeed.2.Questions“Areyousureyoudidn’tdoanythingtothis?”Heaskedme.→HeaskedmeifIwassureIdidn’tdoanythingtothat.“Whatdifferencesdoesitmake?”PeteraskedJim.→PeteraskedJimwhatdifferencesitmade. 重   点句子1.Idon’tenjoysinging,nordoIlikecomputers.2.IhatehikingandI’mnotintoclassicalmusic.3.IsurftheInternetallthetimeandIlikeplayingcomputergames.4.Chucksurvivesthecrashandlandedonadesertedisland.5.Herealizesthathehasn’tbeenaverygoodfriendbecausehehasalwaysbeenthinkingabouthimself.6.EventhoughWilsonisjustavolleyball,chuckbecomesfondofhim.7.Hetalkstohimandtreatshimasafriend.8.Chucklearnsthatweneedfriendstosharehappinessandsorrow,anditisimportanttohavesomeonetocareabout. III.教材分析与教材重组      1.教材分析      本单元的中心话题是“朋友”，所谈论的话题涉及好朋友的涵义，对朋友的描述以及如何交友等。旨在通过单元教学，让学生学会使用有关描述朋友和友谊的词汇，就朋友和友谊这一话题表达自己的观点，并能就所谈论的话题写出合符规范的电子邮件。      1.1 WARMINGUP通过三个问题引导学生讨论自己心目中的好朋友应该具备什么样的品质，并就其中的一位进行描述。这一部分呈现了本单元的中心话题，学生可以学习有关朋友的词汇和句型。      1.2      LISTENING是有关朋友之间矛盾的三段对话。要求学生听完录音后能够弄清“发生的问题”并找出解决的办法。本部分有助于引导学生客观认识友情：好朋友之间建立友谊的同时也可能产生矛盾。  1.3      SPEAKING部分是几个朋友在谈论各自的喜好。要求学生掌握有关兴趣、爱好的表达方法，并能在较为真实的情景中练习使用这些句型。这一部分既有助于学生进一步提高对“朋友”的认识，又训练其口头表达能力。      1.4      PRE-READING部分假设了一个情景，即“Youarealoneonanisland.”让学生讨论在特定环境条件下如何生存的问题，培养学生的想象力和创造力，为阅读部分的学习做好准备。      1.5      READING部分是有关美国电影《荒岛余生》的一段简介。在这一部分当中，学生除了要学习新的词汇、句型和训练阅读技巧外，也要对“如何对待朋友和他人”有更加深刻的认识。      1.6      POST-READING设计了四个问题。其中前两个是对READING部分文章内容的理解，后两个是开放式问题，学生可以各抒己见。      1.7      LANGUAGESTUDY分词汇和语法两部分。其中，Wordstudy是根据语境在运用中掌握词汇。Grammar是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。      1.8      INTEGRATINGSKILLS结合本单元话题，引导学生通过写e-mail来进行交友实践。TIPS部分给出了e-mail写作的注意事项，指导学生如何写e-mail。      2.教材重组      2.1听力：Warmingup与Listening及Workbook中的Listening三部分话题较为接近，都是在谈论朋友或如何解决朋友之间存在的矛盾，可以放在一节课中处理。      2.2口语：Speaking和Workbook中的Talking涉及到本单元的两种功能句式，即Talkingaboutlikesanddislikes和Makingapologies，可以整合在一起上一堂口语课。      2.3精读：可将PRE-READING,READING和POST-READING三部分整合在一起上一节阅读课。      2.4泛读：处理Workbook中的ReadingMany-FlavouredFriends。      2.5语言学习：包括Wordstudy和Grammar以及Workbook中的Practising。      2.6综合技能：包括第6页的ReadingandWriting以及第90页的Writing。      3.课型设计与课时分配      1stperiod:WarmingupandListening      2ndperiod:Speaking      3rdperiod:Reading(I)      4thperiod:Reading(II)      5thperiod:Languagestudy      6thperiod:IntegratingskillsⅣ.分课时教案TheFirstPeriod Warmingup&&ListeningTeachinggoals  教学目标 1.Targetlanguage目标语言a.词汇和短语:honest,loyal,smart,funny,inmyopinion,calculator,upsetb.重点句子:I’mnothappyaboutthis.What’sthebigdeal?Whatdifferencedoesitmake?Ididn’tknowyouweresoupsetaboutit.Acommonproblembetweenfriendsisthattheydon’tknowhowtotalktoeachotheraboutdifficultthings.Asimpleapologyisoftenenoughandisagoodstartingpoint.Thebestwaytomakesurethatasecretdoesn’tbecomearumorissimplytokeepittoyourself.2.Abilitygoals能力目标a.DescribingyourfriendsinEnglish.b.Figuringouttheproblemsbetweenfriendsthroughlistening,andthenfinddifferentwaystosolvetheproblems.3.Learningabilitygoals学能目标a.Toencouragestudentstothinkandtalkaboutfriendsandfriendshipbyusingrelevantvocabulary.b.Tolearnhowtosolveproblemsthatmayoccurbetweenfriends.Teachingimportantpoints 教学重点a.Usingthegivenadjectivesandsentencestructurestodescribeoneofyourfriends.b.Listeningtothematerialaboutthreedifferentsituationsandcompletethesentences.Teachingdifficultpoints  教学难点 a.Workingtogetherwithpartnersanddescribeoneofthegoodfriends.b.Discussingwithpartnersandfindoutwaystosolvetheproblems.Teachingmethods 教学方法1.Discussion;2.Listening;3.Cooperativelearning.Teachingaids 教具准备Arecorder. Teachingprocedures&&ways 教学过程 与方式StepI  WarmingupAsafirstlesson,ateachercanarousestudents’interestsbytellingastoryatthebeginningoftheclass.T:Goodmorning,everybody.AtthebeginningofourlessonI’mgoingtotellyouastory.Ayoungdeerandawiseoldcrowlivedtogetherinthewood.Pam,thedeerhadlittleexperienceoftheworld.butRob,thecrow,knewallthewaysoftheotheranimals.Oneday,PamsawPuk,afox,comeoutfromatreetowardsher.“Ineedafriend,”saidPukhungrily.“I’llbeyourfriend,”repliedPam.TheywentforawalktogetherinthefieldwherePukknewtherewasatrap.Pamwascaughtinitandcouldnotmove.PukwatchedthefarmerarrivewithhisknifetofinishoffPam.RobflewdowntothefieldandsaidtoPam,“Liedown,andpretendyouaredead.”SeeingPammotionless,thefarmerundidthetrap.“Run!”shoutedRobandawayPamwent.Backathome,RobsaidtoPam,“Youknowatruefriendbyhisactsnothiswords.”Aftertellingthestory,theteacherencouragestudentstotalkabouttheirunderstandingaboutthestory,andthentelltheirownstoriesaboutfriendship.T:That’smystory.NowIhaveafewquestionsforyou.Whatdoesthestorytellus?Doyouknowotherstoriesaboutfriendship?Ss:Thestorytellsusthatafriendinneedisafriendindeed.(Tellthestoryaboutthebearandthehunterorotherstories.)Whenstudentsfinishtheirstories,teachercanletthemtalkabouttheirattitudestowardsfriendshipandtheirstandardsofagoodfriend.T:Justnow...gaveusaverygoodstoryaboutfriends.Doyouthinkthatfriendshipisimportantinourlife?Why?Ss:Ithinkfriendshipisveryimportantinourlife.Whenwefeelboredwecantalktoourfriends;whenweareintrouble,wecanturntoourfriendsforhelp.T:That’sright.It’simportanttohavefriends.Whatdoyouthinkagoodfriendshouldbelike?Orwhatqualitiesdoyouthinkagoodfriendshouldhave?Forexample,shouldhe/shebekind,honest,smart,funnyoranythingelse?Someadjectivestodescribefriendsarelistedinthetextbook.Studentsshouldbegivensometimetogetfamiliarwiththesewords.Thentheyareencouragedtothinkaboutmoreadjectivesandshouldbeabletodescribetheirfriendsusingthesewords.T:Nowlookatpage1.Therearesomewordsthatcanbeusedtodescribeafriend.Lookthroughthemquicklyandthinkaboutwhichwordsyouwouldliketochoosetodescribea5-starfriend.Whatotherwordscanyouthinkoftodescribeaperson?Ss:Positive:patient,careful,modest,reliable,open,talkative,energetic,tolerant,generous,humorous,well-educated,self-respected,easy-goingNegative:selfish,rigid,dull,careless,proud,tricky,simple-mindedT:OK.Wehavetalkedalotaboutwordstodescribefriends.Nowlet’sdosomepairwork.Tellyourpartneryourstandardsofgoodfriendsbyusingthefollowingsentencepatterns:Ithinkagoodfriendshould(not)be...Inmyopinion,agoodfriendissomeonewho...Ss:Ithinkagoodfriendshouldbepatient,reliableandtolerant.Inmyopinion,agoodfriendissomeonewhoisopen,humorousandeasy-going.Inmyopinion,agoodfriendshouldnotbeselfish,dullorproud.Inthispart,theteacherusesagametoconsolidatewhatstudentshavelearntinthepreviousstep.Throughthegame,studentslearntoorganizeashortparagraphinsteadofjustusingsomewordsorsentences.T:Justnowyoutalkedabout5-starfriendsinyoureyes.Nowlet’splayagame,“Lookingforgoodfriends”.Pleasetakeoutapieceofpaperandthinkoutthreewordsthatyouthinkcanbestdescribeyourpersonalityandthreemorewordstodepictwhatkindofpersonyouwanttomakefriendswith.Writedownyournamesandturnitin.Eachofyouwillgetapieceofpaperwithyourclassmate’sinformationonit.Decidewhetheryoutwocanbegoodfriendsornotandwhy.Telltheclassyourdecision,usingthefollowingpatterns:I’m__________,__________and_________.He/Sheis_________,__________and___________.Ithinkwecan(not)begoodfriends,because__________.Ss:I’mtalkative,energeticandeasy-going.Sheistolerant,generousandhumorous.Ithinkwecanbegoodfriends,becausewecanspendalottimetalking,tellingeachotherjokes.IfImakemistakes,shewillforgiveme.StepII  ListeningAteachermaytellstudentsthatsometimesproblemsmightoccurbetweenfriendsanditisveryimportanttoknowhowtosolvetheseproblems.Studentsareencouragedtothinkaboutsomecommonproblemsbetweentheirfriendsandthemselvesandprovidesomepossiblesolutions.T:Youknow,sometimesthereareproblemsevenbetweenverygoodfriends.Itisimportanttoknowhowtosolvetheproblemsinordertokeepyourfriendshipgoing.Canyoutellmesomeofthecommonproblemsamongteenagers?Whatdoyouusuallydotosolvethem?Ss:Someofthecommonproblemsincludeforgettingfriends’birthday,notkeepingpromises,lettingoutfriends’secretsandsoon.Maybewecanhaveaheart-to-hearttalkwithourfriendstoaskforforgiveness.Thestudentswillhearthreeargumentsbetweenfriendsandareaskedtowritedowntheproblemsandsuggestpossiblesolutions.Thetaskcanbedividedintotwoparts.Afterthefirstlistening,theyjustwritedowntheproblems.Thentheycandiscusswiththeirpartnerstofindoutpossiblesolutions.T:Yes,that’sagoodideatosolveproblemsbetweenfriends.Lookatpage2.Wearegoingtolistentothreeargumentsbetweenfriends.Forthefirsttime,justfocusontheproblemineachsituation.Writedownsomekeywordsasquicklyaspossible.Listenagainandchecktheanswerswiththewholeclass.(Listenforthethirdtimeifnecessary.)T:OK,wehavealreadyknowntheproblemsinthesethreesituations.Next,pleasediscusswithyourpartnersandtrytofindoutthesolutionstoeachproblem.Shareyourideasonhowtosolvetheproblemwiththewholeclass.Ss:SituationOne:IthinkPetershouldtrytogetthereontimenexttime.  SituationTwo:IthinkAnnshouldaskforpermissionfirstifshewantstoborrowsomethingfromothersandsheshouldreturnthingsintime.  SituationThree:IthinkAdamcanaskhisuncletomenditandheshouldbemorecarefulwithborrowedthings.StepIII Listening (WorkbookP85)Thestudentswillhearaboutproblemsbetweenfriendsandwhatcanbedonetosolvethem.Theyareaskedtowritedownthesolutionsmentionedonthetape.T:Inthefollowingpart,wearegoingtolistentomoreproblemsfriendsmayhaveandwhatcanbedonetosolvethem.Thistime,theproblemsaregiven.Lookthroughthemquicklytogetageneralideaaboutthepassage.Listenforthefirsttime.Takesomenotesaboutthesolutionsmentionedinthepassage.T：Listenagain.Trywritingdownthesolutionsinwholesentences.Andcheckyouranswerswithyourpartners.Listenforthethirdtime.Checktheanswerswiththewholeclass.StepIV  AssignmentT:Todaywehavelearnthowtodescribeafriendandhowtosolveproblemsbetweenfriends.Forthehomework,youhavetwooptions:1.Writeashortintroductionaboutoneofyourbestfriends.2.Describeoneoftheproblemsbetweenyouandoneofyourfriendsandhowitissolved.  

Unit1Goodfriends篇2

unit1  good friends 

•重点词汇解析•

1.braveadj.勇敢的n.bravery勇敢的adv.bravely勇敢地

standbravelyonthesideofjustice英勇地站在正义的立场上

2.loyaladj.忠诚的,忠实的adv.loyallyn.loyalty(u)

beloyaltoacause忠于事业aloyalwife忠贞的妻子

3.handsome(主要指男人)英俊的,潇洒的

helookedterribletall,handsomeandhealthy.他看上去个子很高,很英俊健康。

good-looking长相好的ordinary-looking相貌普通的

4.argue辩论arguewithsomebodyaboutsomething和某人关于某事辩论

theyarguedabout/overwhoshouldpaythebill.他们在争论该谁付款。

arguethat…辩论说hearguedthatsheshouldn’tgo.他辩论说她不应该去。

agueagainst…1)据理反对hearguedagainsttheuseofthismedicine.

2)证明…是不能成立的allthefactsarguedagainstthetheory.所有的事实都证明这理论是不能成立的。

argue…intodoing/outofdoing通过争论使(某人)(不)做某事

shearguedhimoutofhisdecision.她争论要他放弃他的决定。

n.©argument辩论,争论(表具体一场争论/辩论)；论点，论据

5.honestadj.

1）诚实的;正直的honestbeyondbelief非常正直

2）坦率的;诚恳的;真诚的;可*的ishallbequitehonestwithyou.我将和你完全坦诚相见。

3）真的;确实的;真正的;正当的honestgoods真货

4）朴实的;普通的

5）令人尊敬的anhonestname令人尊敬的名字

6）纯净的,贞洁的honestpoverty清贫

adv.honestly诚实地,正当地,说真话

hegotthemoneyhonestly.他这笔钱是正当的。

honestly(speaking),ithinkyouaretooproud.老实说来,你太骄傲了。

n.honesty诚实,正直honestyishisbestquality.正直是他最好的品质。

6.classicaladj.

1）古典的，传统的，古典文学的；古希腊［古罗马］的；经典的

2）人文科学的

3）（=classic）第一流的，最高等的

4）庄严的；历久不衰的

classicalmusic古典音乐

classicalschool古典（经济）学派

aclassicalscholar精通古典文学艺术的学者

7.sharen.

1）一份,部分,份额,分担量,股份,比重

2）[pl.]股票

3）贡献;参与

1）均分,分派

2）共有,分享[担]

shareresponsibility共同负责sharearoomwithsb.与某人同居一室

sharethejoysandhardshipsofthemasses与群众同甘共苦

1）分享[担];参与(in)shareintheprofits

2）分享收益sharewithsb.indistress与某人共患难

8.sorrown.

1）悲痛;忧伤;遗憾;惋惜;悔恨

2）不幸;魔鬼伤心事

3）悲哀的原因;伤心的原故

causemuchsorrowto使...非常伤心;给...造成许多烦恼

expressonessorrowforonesmistake对错误表示遗憾

shareonesjoysandsorrows与某人苦乐与共

adj.sorrowful悲伤的,痛苦的hefeltsorrowful.他感到很悲伤。

sorry难过的，抱歉的，遗憾的

9.cast(cast,cast)扔，投，掷，撒（网）

10.movie

1）（美）电影there’sagoodmovieonatthecinema.电影院里上映一部很不错的电影。

2）（复）电影院let’sgotothemovies.我们去看电影吧。

11.speech

1)说话(能力)(u)ourthoughtsareexpressedbyspeech.我们的想法由言语来表达。

2）讲话，演说©atthemeetingmrsmithmadealongspeech.在会上史密斯先生作了一个

很长的讲话。

12.adventure

1）冒险(u)heisfondofadventure.他喜欢冒险。

2）惊险的事，有危险的事/令人兴奋的经历（c）

haveyoureadabouttheadventuresofmarcopolo？你读过马可•波罗的冒险经历吗？

13.desertv.遗弃;抛弃;离弃

heissoselfishthatallhisfriendshavedesertedhim.他非常自私,使得所有的朋友都抛弃

了他。

desertedadj.无人的;被抛弃的;被遗弃的

desertedisland荒岛;desertedstreet空无一人的街道

•重点短语解析•

1.fondof“喜爱，爱好”接名词、代词或动词的-ing形式。

注意：like,enjoy,befondof,love都有“喜爱”、“喜欢”的意思，但在用法上和喜爱的程

度上有所不同。like是一般用语，用得最广泛，后面的宾语可以是名词、不定式或动词-ing形

式。enjoy喜爱的程度比like稍强一点，后面只可以跟名词或-ing形式，而不跟不定式。love在这

三个词中表达喜爱的程度最大，语气最强，感情色彩最强烈，有“热爱”之意，后面的宾语可以是

名词、不定式或动词-ing形式。befondof（=likeverymuch）,在喜爱的程度上比like强，但

比love弱，后面只可以跟名词或-ing形式。

2.huntfor=lookfor寻找

huntforajob找工作

huntdown追捕,捕获thepolicehunteddowntheescapedprisoner.警方追捕逃犯。

huntout找出来i’vegotsomepicturesforyousomewhere,butit’llneedhuntingout.

huntup找到,找寻you’llhavetohuntupthewordinthedictionary.

3.inorderto,soasto这两个词组都可引导不定式作目的状语,inorderto可放于句首,soasto则不能,其否定形式为inordernotto/soasnotto.如:

inorderthat，sothat两个短语都能引导目的状语从句。从句中常有情态动词。

4.careabout

1)喜欢，对……有兴趣=carefor

2）关心=carefor

3）在乎，在意（接从句或不接任何成分）

carefor除了有与careabout同样的几个意思外，还可以表示“照料，照顾”

caretodo愿意(接近like，跟不定式,主要用于否定句、疑问句和条件句)

5.suchas意为“诸如……”，“像……”，是用来列举人或事物的。

注意：（1）suchas前的名词要用复数；（2）suchas后列举的人或物至少是两项，但不能全部列

出；（3）用了suchas就不再用others或etc.

such…as表示“像……这样的”,“诸如……之类”,一般可转换为suchas…或like介词

短语。

另外,such…as中的as还可用作关系代词,引导一个定语从句.

such…that如此……以致……,引导的是结果状语从句。试比较：

6.dropsbaline留下便条,写封短信

•重点句型解析•

1.“so+be/have/助动词/情态动词＋主词”的结构。此结构中的语序是倒装的，“so”代替上

句中的某个成分。如果上面一句是否定句，则使用“neither/nor+be/have/助动词/情态动词+

主语”的结构。

2.“so+主语+be/have/助动词/情态动词”结构中的主谓是正常语序，so相当于indeed,certainly,

表示说话人对前面或对方所说情况的肯定、赞同或证实，语气较强，意思是“确实如此”。

3.“主语+do/does/did+so”结构指的是按上句的要求做了。此句型中doso代替上文中要求做的事，以免重复。

4.soitiswith…或itisthesamewith…句型表示“……(的情况)也是如此。”当前面的句子中

有几种不同形式的谓语时，要表示相同情况，必须使用本句型，不能使用so引起的倒装句。

•高考衔接点拨•

1.hisfatherbecameveryangrywhenheheardthis,__________.

a.sobecamehismotherb.sohadhismother

c.sodidhismotherd.sohismotherwas

2.drivinginthecountryis_________.

a.agreatfunb.greatfunc.funnyd.alotoffuns

3.it’shonest________himtotellmethetruth.

a.ofb.forc.tod.at

4.iboughtheseflowers_____foryou.

a.speciallyb.specialc.especiald.especially

5.whentheteachersaid,"_________",istoodup.

a.itsyourturnb.putupyourhand

c.comein,pleased.donttouchanything

6.ishefondof__________?

a.footballb.playfootballc.thefootballd.toplayfootball

7.thisbookisreally_____.ifeel______withit.

a.boring,boringb.bored,boredc.bored,boringd.boring,bored

8.canyouworkouttheproblem____someotherway?

a.byb.inc.withd.at

9.heearns_______dollarsamonth.

a.asmanyasb.asmuchasc.asfarasd.asgreatas

10.canyouimaginehim______aloneintheislandforalongtime?

a.liveb.livingc.tolivingd.tobeliving

•课堂同步练习•

a)1.he___________(不喜欢)beingmadefunofinpublic.

2.didanyone__________（幸存）theearthquake?

3.hehadtospendnightsinthe_______（无人居住的）temple.

4.i’llmanagetogeton___________（上飞机）theplane.

5.heacceptedhisfriend’s_____________（挑战）toswimacrosstheriver.

6.wewereonthesamef__________tonewyorklastmonth.

7.thepolicearet_____________hisdeathasacaseofmurder.

8.hec_________hisbelongsandwentaway.

9.i’vefoundthebookiwash_________for.

10.theboy’su_________behaviourpuzzledthedoctor.

b) 1.她的美真是无法描述。

2.你在北京这段时间过得愉快吗？

3.解决这个问题比我们预料的要难。

4.其他同学在英语口语出错时，不要嘲笑他们。

5.爱迪生小时候对科学有特殊的兴趣。

c)1.castawayisthenameof______.

a.afamousactorb.anislandc.afilmd.plane 

2.chucksurvivesthecrashandlandsonadesertedisland.“survives”heremeans____.

a.diesb.woundsc.isluckyd.goesonliving  

3.chuck’sfriendis______.

a.abeautifulwomanb.footballc.volleyballd.ananimal

4.howlongdidchuckstayintheisland?

a.6yearsb.5yearsc.allhislifed.severaldays