Unit 1 Good friends（通用2篇）
Unit 1 Good Friends I.单元教学目标 技能目标GoalsTalk about friends and friendshipPractise talking about likes and dislikesLearn to make apologiesUse Direct Speech and Indirect SpeechWrite an e-mail II.目标语言 功 能 句 式Talking about likes and dislikes:He / She likes / loves ...He / She is fond of ...He / She is quite interested in ...I take interest in ...My interests / hobbies are ...I like ... most. I care for ... I’d prefer ... to ...He / She doesn’t enjoy ...I hate ... I’m not into ...I think ... terrible / boring. Making apologies:I’m very sorry. I didn’t mean to. That’s all right. It won’t happen again.No problem. Please forgive me. Forget it. I apologize for ...It’s no big deal. It’s my fault.It’s Ok. 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, Tom Hanks, Chuck Noland, survive, Wilson, parachute, scared, e-pal, South Carolina, formal3. 词组hunt for, in order to, care about, such as, drop sb a line, even though, treat...as, keep... in mind4. 重点词汇share, honest, argue, fond, deserted, hunt, adventure, in order to, care about, such as 语法Direct Speech and Indirect Speech1. Statements“A friend in need is a friend indeed.” Mother said to me. →Mother told me that a friend in need is a friend indeed.2. Questions“Are you sure you didn’t do anything to this?”He asked me. →He asked me if I was sure I didn’t do anything to that.“What differences does it make?” Peter asked Jim. →Peter asked Jim what differences it made. 重 点句子1. I don’t enjoy singing, nor do I like computers.2. I hate hiking and I’m not into classical music.3. I surf the Internet all the time and I like playing computer games.4. Chuck survives the crash and landed on a deserted island.5. He realizes that he hasn’t been a very good friend because he has always been thinking about himself.6. Even though Wilson is just a volleyball, chuck becomes fond of him.7. He talks to him and treats him as a friend.8. Chuck learns that we need friends to share happiness and sorrow, and it is important to have someone to care about. 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 WARMING UP 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“You are alone on an island.”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 LANGUAGE STUDY 分词汇和语法两部分。其中，Word study 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 INTEGRATING SKILLS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： Warming up 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Talking about likes and dislikes和Making apologies，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Reading Many-Flavoured Friends。 2.5 语言学习：包括Word study和Grammar以及Workbook中的Practising。 2.6 综合技能： 包括第6页的Reading and Writing以及第90页的Writing。 3. 课型设计与课时分配 1st period: Warming up and Listening 2nd period: Speaking 3rd period: Reading (I) 4th period: Reading (II) 5th period: Language study 6th period: Integrating skillsⅣ. 分课时教案The First Period Warming up && ListeningTeaching goals 教学目标 1. Target language 目标语言a. 词汇和短语: honest, loyal, smart, funny, in my opinion, calculator, upsetb. 重点句子: I’m not happy about this.What’s the big deal?What difference does it make?I didn’t know you were so upset about it.A common problem between friends is that they don’t know how to talk to each other about difficult things.A simple apology is often enough and is a good starting point.The best way to make sure that a secret doesn’t become a rumor is simply to keep it to yourself.2. Ability goals 能力目标a. Describing your friends in English.b. Figuring out the problems between friends through listening, and then find different ways to solve the problems.3. Learning ability goals 学能目标a. To encourage students to think and talk about friends and friendship by using relevant vocabulary.b. To learn how to solve problems that may occur between friends.Teaching important points 教学重点a. Using the given adjectives and sentence structures to describe one of your friends.b. Listening to the material about three different situations and complete the sentences.Teaching difficult points 教学难点 a. Working together with partners and describe one of the good friends.b. Discussing with partners and find out ways to solve the problems.Teaching methods 教学方法1. Discussion;2. Listening;3. Cooperative learning.Teaching aids 教具准备A recorder. Teaching procedures && ways 教学过程 与方式Step I Warming upAs a first lesson, a teacher can arouse students’ interests by telling a story at the beginning of the class.T: Good morning, everybody. At the beginning of our lesson I’m going to tell you a story. A young deer and a wise old crow lived together in the wood. Pam, the deer had little experience of the world. but Rob, the crow, knew all the ways of the other animals. One day, Pam saw Puk, a fox, come out from a tree towards her. “I need a friend,” said Puk hungrily. “I’ll be your friend,” replied Pam. They went for a walk together in the field where Puk knew there was a trap. Pam was caught in it and could not move. Puk watched the farmer arrive with his knife to finish off Pam. Rob flew down to the field and said to Pam, “Lie down, and pretend you are dead.” Seeing Pam motionless, the farmer undid the trap. “Run!” shouted Rob and away Pam went. Back at home, Rob said to Pam, “You know a true friend by his acts not his words.”After telling the story, the teacher encourage students to talk about their understanding about the story, and then tell their own stories about friendship.T: That’s my story. Now I have a few questions for you. What does the story tell us? Do you know other stories about friendship?Ss: The story tells us that a friend in need is a friend indeed. (Tell the story about the bear and the hunter or other stories.)When students finish their stories, teacher can let them talk about their attitudes towards friendship and their standards of a good friend.T: Just now... gave us a very good story about friends. Do you think that friendship is important in our life? Why?Ss: I think friendship is very important in our life. When we feel bored we can talk to our friends; when we are in trouble, we can turn to our friends for help.T: That’s right. It’s important to have friends. What do you think a good friend should be like? Or what qualities do you think a good friend should have? For example, should he / she be kind, honest, smart, funny or anything else?Some adjectives to describe friends are listed in the textbook. Students should be given some time to get familiar with these words. Then they are encouraged to think about more adjectives and should be able to describe their friends using these words.T: Now look at page 1. There are some words that can be used to describe a friend. Look through them quickly and think about which words you would like to choose to describe a 5-star friend. What other words can you think of to describe a person?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. We have talked a lot about words to describe friends. Now let’s do some pair work.Tell your partner your standards of good friends by using the following sentence patterns:I think a good friend should (not) be ...In my opinion, a good friend is someone who ...Ss: I think a good friend should be patient, reliable and tolerant.In my opinion, a good friend is someone who is open, humorous and easy-going.In my opinion, a good friend should not be selfish, dull or proud.In this part, the teacher uses a game to consolidate what students have learnt in the previous step. Through the game, students learn to organize a short paragraph instead of just using some words or sentences.T: Just now you talked about 5-star friends in your eyes. Now let’s play a game, “Looking for good friends”. Please take out a piece of paper and think out three words that you think can best describe your personality and three more words to depict what kind of person you want to make friends with. Write down your names and turn it in. Each of you will get a piece of paper with your classmate’s information on it. Decide whether you two can be good friends or not and why.Tell the class your decision, using the following patterns:I’m __________, __________ and _________. He / She is _________, __________ and ___________. I think we can (not) be good friends, because __________.Ss: I’m talkative, energetic and easy-going. She is tolerant, generous and humorous. I think we can be good friends, because we can spend a lot time talking, telling each other jokes. If I make mistakes, she will forgive me.Step II ListeningA teacher may tell students that sometimes problems might occur between friends and it is very important to know how to solve these problems. Students are encouraged to think about some common problems between their friends and themselves and provide some possible solutions.T: You know, sometimes there are problems even between very good friends. It is important to know how to solve the problems in order to keep your friendship going. Can you tell me some of the common problems among teenagers? What do you usually do to solve them?Ss: Some of the common problems include forgetting friends’birthday, not keeping promises, letting out friends’ secrets and so on. Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.The students will hear three arguments between friends and are asked to write down the problems and suggest possible solutions. The task can be divided into two parts. After the first listening, they just write down the problems. Then they can discuss with their partners to find out possible solutions.T: Yes, that’s a good idea to solve problems between friends. Look at page 2. We are going to listen to three arguments between friends. For the first time, just focus on the problem in each situation. Write down some key words as quickly as possible.Listen again and check the answers with the whole class. (Listen for the third time if necessary.)T: OK, we have already known the problems in these three situations. Next, please discuss with your partners and try to find out the solutions to each problem.Share your ideas on how to solve the problem with the whole class.Ss: Situation One: I think Peter should try to get there on time next time. Situation Two: I think Ann should ask for permission first if she wants to borrow something from others and she should return things in time. Situation Three: I think Adam can ask his uncle to mend it and he should be more careful with borrowed things.Step III Listening (Workbook P85) The students will hear about problems between friends and what can be done to solve them. They are asked to write down the solutions mentioned on the tape.T: In the following part, we are going to listen to more problems friends may have and what can be done to solve them. This time, the problems are given. Look through them quickly to get a general idea about the passage.Listen for the first time. Take some notes about the solutions mentioned in the passage.T： Listen again. Try writing down the solutions in whole sentences. And check your answers with your partners.Listen for the third time. Check the answers with the whole class.Step IV AssignmentT: Today we have learnt how to describe a friend and how to solve problems between friends. For the homework, you have two options: 1. Write a short introduction about one of your best friends. 2. Describe one of the problems between you and one of your friends and how it is solved.
unit 1 good friends
• 重点词汇解析 •
1. brave adj. 勇敢的 n. bravery 勇敢的 adv. bravely 勇敢地
stand bravely on the side of justice 英勇地站在正义的立场上
2. loyal adj. 忠诚的, 忠实的 adv. loyally n. loyalty (u)
be loyal to a cause 忠于事业 a loyal wife 忠贞的妻子
3. handsome (主要指男人) 英俊的, 潇洒的
he looked terrible tall, handsome and healthy.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 argue with somebody about something 和某人关于某事辩论
they argued about / over who should pay the bill.他们在争论该谁付款。
argue that … 辩论说 he argued that she shouldn’t go.他辩论说她不应该去。
ague against …1)据理反对 he argued against the use of this medicine.
2)证明…是不能成立的 all the facts argued against the theory. 所有的事实都证明这理论是不能成立的。
argue …into doing / out of doing通过争论使(某人)(不)做某事
she argued him out of his decision. 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. honest adj.
1）诚实的; 正直的 honest beyond belief非常正直
2）坦率的; 诚恳的; 真诚的; 可*的i shall be quite honest with you. 我将和你完全坦诚相见。
3）真的; 确实的; 真正的; 正当的 honest goods真货
4）朴实的; 普通的
5）令人尊敬的 an honest name令人尊敬的名字
6）纯净的, 贞洁的honest poverty清贫
adv. honestly 诚实地, 正当地, 说真话
he got the money honestly. 他这笔钱是正当的。
honestly (speaking), i think you are too proud.老实说 来, 你太骄傲了。
n. honesty 诚实, 正直 honesty is his best quality. 正直是他最好的品质。
6. classical adj.
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
classical music古典音乐
classical school古典（经济） 学派
a classical scholar精通古典文学艺术的学者
7. share n.
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]
share responsibility共同负责 share a room with sb. 与某人同居一室
share the joys and hardships of the masses与群众同甘共苦
1）分享[担]; 参与(in) share in the profits
2）分享收益 share with sb. in distress与某人共患难
8. sorrow n.
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
cause much sorrow to使...非常伤心; 给...造成许多烦恼
express ones sorrow for ones mistake对错误表示遗憾
share ones joys and sorrows 与某人苦乐与共
adj. sorrowful 悲伤的, 痛苦的 he felt sorrowful.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’s a good movie on at the cinema. 电影院里上映一部很不错的电影。
2）（复）电影院 let’s go to the movies.我们去看电影吧。
11. speech
1) 说话(能力) (u) our thoughts are expressed by speech.我们的想法由言语来表达。
2）讲话，演说© at the meeting mr smith made a long speech.在会上史密斯先生作了一个
很长的讲话。
12. adventure
1）冒险(u) he is fond of adventure.他喜欢冒险。
2）惊险的事，有危险的事/ 令人兴奋的经历（c）
have you read about the adventures of marco polo？你读过马可•波罗的冒险经历吗？
13. desert v.遗弃; 抛弃; 离弃
he is so selfish that all his friends have deserted him.他非常自私, 使得所有的朋友都抛弃
了他。
deserted adj. 无人的; 被抛弃的; 被遗弃的
deserted island 荒岛; deserted street 空无一人的街道
• 重点短语解析 •
1. fond of “喜爱，爱好” 接名词、代词或动词的-ing形式。
注意：like, enjoy, be fond of, 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。be fond of（=like very much）,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. hunt for = look for寻找
hunt for a job 找工作
hunt down 追捕, 捕获 the police hunted down the escaped prisoner.警方追捕逃犯。
hunt out 找出来 i’ve got some pictures for you somewhere, but it’ll need hunting out.
hunt up 找到, 找寻 you’ll have to hunt up the word in the dictionary.
3. in order to, so as to 这两个词组都可引导不定式作目的状语, in order to可放于句首, so as to则不能, 其否定形式为in order not to / so as not to. 如:
in order that， so that 两个短语都能引导目的状语从句。从句中常有情态动词。
4. care about
1) 喜欢，对……有兴趣 = care for
2）关心 = care for
3）在乎，在意（接从句或不接任何成分）
care for除了有与care about同样的几个意思外，还可以表示“照料，照顾”
care to do 愿意(接近like，跟不定式, 主要用于否定句、疑问句和条件句)
5. such as 意为“诸如……”，“像……”，是用来列举人或事物的。
注意：（1）such as前的名词要用复数；（2）such as后列举的人或物至少是两项， 但不能全部列
出；（3）用了such as 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such as…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. drop sb a line 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do so代替上文中要求做的事，以免重复。
4.so it is with…或 it is the same with…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. his father became very angry when he heard this, __________.
a. so became his mother b. so had his mother
c. so did his mother d. so his mother was
2. driving in the country is _________.
a. a great fun b. great fun c. funny d. a lot of funs
3. it’s honest ________ him to tell me the truth.
a. of b. for c. to d. at
4. i bough these flowers _____ for you.
a. specially b. special c. especial d. especially
5. when the teacher said, "_________", i stood up.
a. its your turn b. put up your hand
c. come in, please d. dont touch anything
6. is he fond of __________?
a. football b. play football c. the football d. to play football
7. this book is really _____. i feel ______ with it.
a. boring, boring b. bored, bored c. bored, boring d. boring, bored
8. can you work out the problem ____ some other way?
a. by b. in c. with d. at
9. he earns _______ dollars a month.
a. as many as b. as much as c. as far as d. as great as
10. can you imagine him ______ alone in the island for a long time?
a. live b. living c. to living d. to be living
•课堂同步练习 •
a)1. he ___________(不喜欢) being made fun of in public.
2. did anyone __________（幸存）the earthquake?
3. he had to spend nights in the _______（无人居住的） temple.
4. i’ll manage to get on ___________（上飞机） the plane.
5. he accepted his friend’s _____________（挑战） to swim across the river.
6. we were on the same f__________ to new york last month.
7. the police are t_____________ his death as a case of murder.
8. he c_________ his belongs and went away.
9. i’ve found the book i was h_________ for.
10. the boy’s u_________ behaviour puzzled the doctor.
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. cast away is the name of ______.
a. a famous actor b. an island c. a film d. plane
2. chuck survives the crash and lands on a deserted island. “survives” here means ____.
a. dies b. wounds c. is lucky d. goes on living
3. chuck’s friend is ______.
a. a beautiful woman b. football c. volleyball d. an animal
4. how long did chuck stay in the island?
a. 6 years b. 5 years c. all his life d. several days
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