_Unit_1_Friendship-LP
高中英语必修一Unit1《Friendship》教学课件
4.go through
5.set down
合计
参加;加入
love (with) 相爱;爱上
经历;经受
记下;放下;登记
6.get along/on with
与……相处;进展
基础自主梳理
be+形容词+介词
7.get/be tired
of
对……厌烦
其他
8.
on purpose 故意
9.
at
dusk 在黄昏时刻
night
face to face…
……这是我一年半以来第一次
目睹夜晚……
记公式(公式这样记)
仿句子(高考这样考)
It is/was the first
timethat+sb+have(has
)/had done sth. 某人第
一次做某事。
2.这将是你第二次帮我了。
It will be the second time
2. 表示“能力;力量”的名词荟萃
①power 能力;力量;权力 ②ability 能力 ③competence 能力;胜任
④energy 精力;能源 ⑤force 武力 ⑥strength 力量
基础自主梳理
3. dis-否定前缀词汇大荟萃
①disagree vi.不同意 ②disappear vi.消失
__________________that
I'm
him again
particularly interested in this
position.
基础自主梳理
背句型(课本这样讲)
2.… it was the first timein a
unit1-friendship-writing (删减版)
Write a letter to Xiao Dong: What is the right form of a letter?
Dear Xiao Dong: 称呼（Salutation）
正文（Body of Letter） 结束语（Complimentary Close） 署名（Signature）
学习目标： 1、学会如何就交友话题提出合理的建议，并进行 合理的顺序排列 2、学会如何用恰当的句型就问题提出建议 3、进一步掌握书信的写作格式 4、学会写作先谋篇布局后细节的基本技巧 5、逐步养成良好的写作基本习惯
Read the letter from Xiao Dong to Miss Wang and summarize（总结） the problem of Xiao Dong in one sentence: He finds it hard to make friends with his classmates.
self-checking Is your handwriting neat ? Are all the spelling and punctuations right? Have you got the right form of a letter? Are all the paragraphs organized in a good order? Do you list the ideas in a good way? Are proper conjunctions used to make the passage read better? Do you use proper words and sentence patterns to give advice?
to start talking to your classmates to take an active part in some organized activities
高中英语_Unit 1 Friendship教学设计学情分析教材分析课后反思
必修一Unit 1 Friendship--Anne’s Best Friend泛读学案Teaching objectives:By the end of the class, students will be able to:* Talk or discuss in groups to improve the students’ speaking ability.* Understand the text by using the related words and phrases that have been previewed before.* Practise reading abilities, such as skimming, scanning and so on.* Strengthen the understanding of friendship and know how to make friends.Teaching procedures:Ⅰ. Warming-up1.Discuss the theme of the song Auld lang syne.2.What qualities should a friend have?Ⅱ. Pre-reading1. Does a friend always have to be a person? What else can be your friends?2. How many parts does the passage contain? What are they about?Ⅲ. While-reading1.First-readingSkim the passage and fill in the form below.2.Second-readingRead each part carefully and finish the related tasks.Part 1Background information(1)What did Anne tell her best friend?A. A series of facts.B. Deepest feelings and thoughts.(2)Why did Anne and her family have to hide?_____________________________________________________________________ ___Part 2Anne’s diaryRead the diary quickly to find out the main idea of the diary.Anne expressed her feelings about ___________ after hiding for a long time. Para. 1(1)Feelings: _________; ____________(2)Reason:_______________________________________________________________ (3)What kept Anne spellbound?______________________; _______________________;________________________Para. 2(1)What did Anne do in order to experience nature?Example 1:___________________________________________________________ Example 2:___________________________________________________________(2)What held Anne entirely in their power?______________________; ______________________;_________________________Para. 3(1) How did Anne experience nature?___________________________________________________________________ ____(2)Feelings: __________; ____________3.Third-readingSummary（根据课文内容，依据语法规则完成短文）Anne, a Jewish girl, hid away 1._________the German Nazis with her family for nearly 25 2._________(month) before they were discovered.During her stay in the 3. _________(hide) place, Anne set down in her diary4.____series of things she was going through. As far as she was5.___________(concern), her diary was her best friend to whom she could tell everything. There was a time6._________ she grew very crazy about everything to do with nature. Once she saw the moon at night, which was the first time in a year and a half that she7.____________(see) that beautiful scene face to face. At that moment she was held8.__________ (entire) in the power of nature.What a poor and brave gir she 9._______(be)! In her mind she thought nature was one thing that really must 10._______________(experience).Ⅳ. Post-readingBrainstormSuppose you have a chance to go back to the time when Anne lived, how will you make friends with her and help her?(Attention: You only have three minutes. When time’s up, you must come back, because history should not be changed.)Ⅴ. Assignment(1)Read the text again and appreciate the beautiful sentences.(2)Read through Further Reading and get more information Anne.Ⅵ. Further Reading安妮1929年出生于德国法兰克福的一个犹太人家庭，她的父亲奥托是一位商人，也是摄影爱好者。
unit1-friendship-period-1-课件-1
Friends can be divided into different kinds
palsy-walsy friend(极亲热的朋友 ) young friend great friend close friend\ bosom friend (十分亲密的朋友) faithful friend intimate friend\hair friend(密友) old friend fair-weather friend(吃喝玩乐的朋友) wine- and- meat friend pen friend friend of hard-up days(贫贱之交)
8. A. ought to 9. A. in case 10. A. peace 11. A. acted out 12. A. lain 13. A. When 14. A. raise 15. A. crying 16. A. at most 17. A. appearance 18. A. misunderstood 19. A. because 20. A. gave 1-5 ADADB
9. A friend is ,as it were, a second self. 10. Friendship is always a responsibility, but never an opportunity.
Teacher’s conclusion about friendship.
Friendship needs understanding ,honesty,tolerance trust,resposibility, forgiveness.
Friendship can happen between different ages and nationalities.(What about different sexes?Beijing tests
unit1-friendship-period-1-课件-1(2019年12月整理)
Friends can be divided into different kinds
palsy-walsy friend(极亲热的朋友 ) young friend great friend close friend\ bosom friend (十分亲密的朋友) faithful friend intimate friend\hair friend(密友) old friend fair-weather friend(吃喝玩乐的朋友) wine- and- meat friend pen friend friend of hard-up days(贫贱之交)
；
请购单》 《零星采购作业清单》 《询比价申报单》 《入库单》 《使用部门物资接收单》 《付款申请单》 自采业务规范（P2-Z1-J4-3） 一、目的 本管理文件明确了个别具有自采权限的部门自行实施采购行为的操作规程、管理方法及标准，以规范个别部门自采的业务流程。- 二、范围 本管 理文件适用于特定项目（免煎中药原材料、电子调配柜原材料）自采管理、特定项目部门（中药发展部、医药智能技术办）自采管理，以及其他各职能部门零星备用金自采。- 三、相关程序及制度 ?资金管理 P3 ?预算管理 P5 ?大宗采购管理 （P2-Z1-J4-4） ?定点采购管理 （P2-Z1-J4-5） ? 内部审计制度 P6 四、业务流程 1、自采权限设定和自采额度拨付 步骤完成时间涉及部门及岗位步骤说明 1项目负责人 项目部门负责人 总经理 自采权限的首次分派按如下程序进行： 项目负责人或项目部门负责人提出自采权申请，附供应部经理和财务管理部部长意见； 总经理审批，确定可 以实施自采业务的特定项目或项目部门 2上年末财务管理部 项目组负责人 项目部门负责人 供应部经理 总经理对于自采权限分派的合理性，各部门应进行年度联合审定， 具体程序是： 每年财务管理部提供该项目或项目部门的财务分析报告， 项目组负责人、项目部门负责人、财务管理部、供 应部经理参照该报告，共同进行年度自采权限审定，决定是否继续分派自采权或调整特定自采权限的范围， 审定或调整结果报总经理审批后生效 3上年末各职能部门部长 供应部 财务管理部 结算中心 总经理各职能部门的零星备用金自采内容按如下程序确定： 供应部、财务管理部、结算中心 每年参考各部门意见和实际情况，共同审定和调整各部门零星备用金自采标准，结果报总经理审批后生效， 该审定过程包括备用金限额、各部门小额自采或特殊自采具体范围 4年初结算中心每年具备自采权限的项目，其采购用款由结算中心根据项目预算拨付固定项目额度 5年初结算中心其他各 职能部门的自采备用金限额由结算中心按每年审定的结果拨付 4-2 自采业务控制 步骤完成时间涉及部门及岗位步骤说明 1项目自采负责人 项目采购负责人 项目财务人员 财务管理部项目采购在项目组或项目部门内安排专人，即项目采购负责人操作， 项目部门或项目组内的二级财务人员严格 物料采购进货成本核算和实施成本控制管理，定期向财务管理部提交项目成本分析报告 2项目二级财务人员 部门主管 部门部长 项目负责人项目自采和各职能部门备用金自采一般要遵循询比价程序： 在项目组或项目部门内，由二级财务人员监督并审签采购人员提交的《询比价申报单》，再经 项目负责人和分管副总审批； 其他部门备用金自采由部门部长和分管副总审签部门内采购人员提交的《询比价申报单》； 特殊情况授权直接采购不需询比价的，必须由项目负责人和部门部长批准，报分管副总审批后授权采购 3项目负责任人 总经理预算内项目物料自采的合同和订单按金额大小 分别经项目负责人或总经理审批， 具体审批权限如下： 合同价值5万元以下经项目负责人审批 合同价值5万元-10万员以上经分管副总 合同价值10万元以上总经理审批 4分管副总 总经理预算范围外的超预算自采合同必须按权限级别经过项目负责人或总经理审批，由结算中心在定额备用金外拨 付资金， 审批权限如下： 合同价值1万元以下经分管副总审批 合同价值1万元以上经总经理审批 5项目自采负责人 项目负责人项目自采中符合大宗采购标准的，项目自采负责人发起大宗采购申请，项目负责人审批同意，按相关管理程序执行，与供应部共同操作， 符合定点采购标准的，按相关 管理程序执行，严格控制进货渠道 6内审员对项目自采定期由审计部内审员组织专项采购作业稽核，检核业务操作程序和形成的相关文档，形成《自采控制稽核评价报告》 详见《内部审计制度》P6 五、单据及报告 《询比价申报单》 《自采控制稽核评价报告》 大宗采购管理（P2-Z1-J4-4） 一、目的 本管理文件明确了某些易于标准化的材料、大金额固定资产等物资或服务的特殊采购标准及业务操作流程，以便在形成大批量集中采购的同时，加强财务监督，规范和优化供货渠道及供应价格。- 二、范围 本管理文件适用于非集团内关联供应商货源的，易于标准化的生产性原辅料、 金额较高的设备、固定资产、工程材料、修缮和工程项目（设备及车间改造、基建工程）、租赁项目及其他服务项目。- 三、相关程序及制度 固定资产及设备采购管理 （P2-Z1-J4-6） 劳务及服务采购 （P2-Z1-J4-7） 合同、订单管理（P2-Z1-J4-10） 四、业务流程 1、 大宗采购标准制定 步 骤完成时间涉及部门及岗位步骤说明 1年末计划成本主管 企业发展部 财务管理部 分管副总计划成本主管会同企业发展部、财务管理部共同制订适用于大宗采购规范方法的范围和标准； 每年依据企业实际经营情况进行调整和修正； 结果报供应部经理、分管副总审批生效； 一般标准参照： 合 同价值10万元以上较易于标准化的物料； 合同价值10万元以上的国内采购设备； 合同价值10万元以上的租赁、工程项目； 合同价值1万元以上的修缮工程项目 合同价值10万元以上的其他服务项目 2计划成本主管 使用部门 企业发展部 分管副总实际采购业务中，特殊情况不予招标和邀请报价 等大宗采购程序的，供应部计划成本主管参照使用部门和企业发展部意见，报分管副总审批同意后，实行普通采购程序 3年末计划成本主管 企业发展部 财务管理部供应部计划成本主管、企业发展部、财务管理部共同制订经大宗采购程序所订立合同的最长履行时限标准， 每年依据企业实际经营 情况调整和修正， 结果经分管副总审批生效 4年末招标管理员 使用部门 企业发展部 分管副总实际采购业务中，特殊情况下合同履行期限超过标准的，供应部招标管理员参照使用部门和企业发展部意见，报分管副总审批同意后，执行实际合同期限 2、 大宗采购业务操作规范 步骤完成时间涉 及部门及岗位步骤说明 1使用部门 自采部门 供应部 企业发展部 根据使用部门提交的物资需求计划，自采部门的物资大宗采购申请，计划成本主管按大宗采购标准提出大宗采购程序申请， 供应部经理审批后，计划成本主管与企业发展部共同形成标准物料的大宗采购统筹安排，实施大宗采购程 序 2使用部门 自采部门 供应部 企业发展部 根据各部门的固定资产、服务项目请购要求、自采部门的固定资产、服务及工程项目大宗采购申请，计划成本主管按大宗采购标准提出大宗采购程序申请， 供应部经理审批后，计划成本主管与企业发展部共同安排工程项目、工程材料、服务项目的大 宗采购，实施大宗采购程序 3使用部门 招标管理员 分管副总 以供应部为主，实施大宗采购程序： 使用部门确定物料质量、技术规格型号、工程技术要求等供应条件； 招标管理员按供应条件邀请报价或组织招标，制《报价邀请书》或《招标文件》； 采用公开招标还是邀请报价由供应部决定 ，分管副总批准； 公开招标可以自行组织，也可委托专业代理机构进行，具体由供应部决定，分管副总批准 4招标管理员 企业发展部 财务管理部 使用部门邀请报价的，招标管理员、企业发展部和财务管理部参予议标和监督，决定中标人， 公开招标的，招标管理员、使用部门、企业发展部、 财务管理部共同组成评标专会，决定中标人 5计划称本主管招标失败或无效的，计划成本主管根据企业发展部、使用部门及财务管理部的意见，报分管副总批准，进行二次招标或转入普通采购程序。 3、大宗采购合同规范 步骤完成时间涉及部门及岗位步骤说明 1招标管理员 分管副总 总经理物 资招标或邀请报价的，招标管理员与中标人草签长期供货合同，分权限级别经分管副总或总经理审核后执行， 合同审批权限如下： 合同价值20万以下，分管副总审核， 合同价值20万以上，总经理审核 2招标管理员 分管副总 总经理设备、固定资产、维修、租赁、工程或其他服务项目招标或邀 请报价的，招标管理员与中标人草签设备、工程材料、工程项目或服务采购合同，经分管副总和总经理审核后执行 3档案资讯组大宗采购由供应部档案资讯组将全程相关档案资料按大宗采购编号归档和保管 五、单据及报告 《报价邀请书》 《招标文件》 定点采购管理（P2-Z1-J4-5） 一、目的 本管理文件明确了某些材料物资实行定点采购程序的标准及业务操作流程，以便在形成集中采购的同时，加强财务监督，规范和优化供货渠道及进货价格，完善供应链合作。- 二、范围 本管理文件适用于部分原材料、五金备件、仪表电器、低值易耗品、办公劳保用品及其他物资材料的定点采购 程序。- 三、相关程序与制度 ?供应商管理 （P2-Z1-J4-9） ?合同、订单管理 （P2-Z1-J4-10） 四、业务流程 1、定点采购标准和范围设定 步骤完成时间涉及部门及岗位 步骤说明 1年末计划成本主管 采购主管计划成本主管和采购主管共同确定定点采购物料和定点供应商的标准， 每年根据 供应商实际变动情况调整修该两项标准 2年末供应部经理该标准提交供应部经理审批同意后成为确定定点供应具体范围的原则指导 2、定点采购物料及候选定点供应商确定 步骤完成时间涉及部门及岗位步骤说明 1年末使用部门定点采购物资使用部门每年提供定点采购物料使用情况的书面反馈资 料，提交《建议定点采购物料明细表》 2成本控制员成本控制员每年提供《重点供应商季度询价表》 3档案资讯组 档案资讯组每年提供现有定点供应商半年度评审结果和年度交易记录 4采购主管 计划成本组采购主管、计划成本组提供供应市场调研结果、邀请报价结果、推荐定点供应商名单和 相关资料 5供应部供应部召集年会，按定点采购标准和以上资料划定定点采购物料和定点供应商候选名单 6计划成本主管 采购主管 使用部门新的候选定点供应商可在年初确定，也可根据供应部的市场调查和生产方面的变化，随时由采购主管或计划成本主管提出新的定点供应商推荐名单， 拟新 选定的定点供应商必须经供应部、使用部门联合实地考察，提供考察报告，进入候选定点供应
优品课件之Unit 1 Friendship(I)
Unit 1 Friendship（I）Unit 1 Friendship（I）Part One: Teaching Design (第一部分：教学设计) Period 1: A sample lesson plan for reading (ANNE’S BEST FRIEND)AimsTo talk about friendshipTo read about friendshipProceduresI. Warming up1. Warming up by assessingA 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 assessmentOf 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, tolerantPartner assessmentNow 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, tolerant2. Warming up by describingHave 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 applyingYou may also have the students do the survey in the textbook, following the steps below.1. Get the students to make a list of three qualities a good friend should have.2. Have the students get into groups of four to find out what each has listed.3. Have a member of each group report on what their lists have in common and list them on the board.4. Ask the class whether or not they agree with all the qualitieslisted.5. Then have the students do the survey in the textbook.6. Have the students score their survey according to the scoring sheet on page 8.7. The teacher ask some students how many points they got for the survey and assess their values of friendship:★ 4~7 points: You are n ot 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-readingTo focus the Students’ attention on the main topic of the reading passage.To activate their previous knowledge on the topic.III. Talking and sharingWork in groups of four. Tell your group mates how you reflect on these questions.1. Why do you need friends? Make a list of reasons why friends are important to you.2. What do you think a good friend should be like? List whata good friend should do and share the list with your partners.3. Does a friend always have to be a person? What else can bea friend?4. 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 life※ to share my worries and secrets in my inner world※ to show my concern for other people※ to let other people share my happiness※ to 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-tempered※ th ink 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. Reading1. Looking and guessingWork 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 littleroom?2. Reading to summarise the main idea of each paragraph.Skim the text and summarise the main idea of each paragraph in one sentence.Para. One:Anne made her diary her best friend whom she could tell everything.Para. TwAnne’s diary acted as her true friend during the time she and her family had to hide away for a long time.Para. Three:Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.3. Language focusNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.laugh at, go through, make/call + O +Noun (as O.C.), hide away, set down, grow crazy about, do with…, there was a time when…, keep sb. spellbound, on purpose, in order to do sth., far too+adj./adv, happen to do sth., it was the first/second time that …, face to faceV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending Exercises 1 and 2.Closing down by discussion of ideasWork in groups of four. Discuss the ideas put forward in the reading passage. It does not matter whether you agree or disagree. What is important is that you should have a reason for what you say. Also you can put forward your own ideas, either criticising the text or using it as a support:★ What would you 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?Language chunks from Unit 1 Friendshipadd up, get sth. done, calm sb. done, have got to, go on holiday, talk care of, walk the dog, get loose, pay for sth, cheat inthe exam, should have done, someone else’s, laugh at, go through, hide away, set down, a series of, a hiding place, I wonder if…, grow/be/become crazy about, could have done, ke ep sb.spellbound, keep doing, stay awake, on purpose, in order to, by oneself, far too much, it was(is) the first time that…, face to face, feel lonely/sit alone, save one’s life, be concerned about, with so many clothes on, have trouble with sb, at the moment, get along (well) with sb./ sth, enjoy doing,be/become/make friends with, be/fall in love (with), try sth. out on sb. ask for advice, give sb. some advice on…, make an effort to do sth., join in sth., show one’s interest in, far and wide, pay attenti on to, look to one’s own concern, share one’s thoughts and feelings with sb, come to a conclusion, be prepared to do sth., a heart-to-heart talk, hurt one’s feelings, change one’s mind, live in peace, go on a picnic, get away with, feel at home, in needUnit 1 Friendship（II）Period 2: A sample lesson plan for Learning about Language (Direct & Indirect Speech(Ⅰ) statements & questions)AimsTo discover useful words and expressionsTo discover useful structuresProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 4 and do Exercises 1, 2, 3 and 4 first. Then check your answers with your class partner.II. Learning about grammar: Direct and Indirect Speech1.Direct SpeechIn direct speech, the original speaker's exact words are given and are indicated by quotation marks.★ “I don’t know what to do,” said Dean.In some grammar books, ‘said Dean’ is referred to as a reporting clause. “I don't know what to do,” is referred to as the reported clause.2. Indirect SpeechIn indirect speech, the exact meaning of the speaker’s wordsis given, but the exact words are not directly quoted.★ Dean said that he didn’t know what to do.To convert direct speech into indirect speech:If the main verb is past tense, present tense verbs in ‘that clause’ must also be changed to past tense.Dean said that he didn’t know what to do.First and second person pronouns must be changed to third person pronouns.Dean saidthat he didn’t know what to do.(The word ‘that’ can often be left out: Dean said he didn’t know what to do.)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.Direct question: “Why won’t you marry me?” asked Donald.Indirect question: Donald asked her why she wouldn’t marry him.In telling a story or recounting events, a speaker using direct speech has all the resources of intonation to produce a lively account. Because indirect speech is always speech reported by someone else, the account is more reserved and restrained.“What shall we do?” asked Bev.“Don’t worry, Bev,” said Duncan, “I’ve got a plan.”Bev asked Duncan what they should do. He told her not to worry and that he had got a plan.The ability to change direct speech into indirect speech is a useful skill for those engaged in taking the minutes of a meeting or reporting on events.Direct speech: “First of all, I would like to thank everybody who helped with the fair. The results were very good, and we will now be able to buy two more computers.”Indirect speech: The principal said that he would like to thank everybody who had helped with the fair. He announced that the results were very good and that the school would now be able to buy two more computers.III. Discovering words and expressionsDo exercises 1, 2, 3 and 4 on page 4 and 5. Check your work with your partner’s.IV. Discovering structuresDo exercise 1 and 2. Check your work with your partner’s.Unit 1 Friendship（III）Period 3: A sample lesson plan for Using Language(A letter from a student to the editor of The 21st Century) AimsTo listen to a letter about friendshipTo speak about a questionnaire about friendshipTo write advice about friendshipTo write a few lines describing a friendProceduresI. Warming up1. Read the letter to Miss Wang and find out what was upsetting Lisa.2. Listen to what Miss Wang says, and then answer the questions in Exercise 2.3. Listen to the tape again and try to spell out the missing words in Ex 3.II. Talking about designing a questionnaireWork in groups of four. Design a questionnaire to find out what kind of friends your classmates are. Ask the Students to use the quiz in the Warming Up as an example.Note: The students should be talking while they are doing the task. This provides the students with the opportunity to practise expressing thought and concern in matters of immediate concern and interest. Tell the students to follow these steps:Step1: In your group, come up with four situations among friends. Design four questions accordingly with three possible answers.Step2: Put the four questions together and form a questionnaire.Step3: Check the questionnaire through and try it out on your own group.Step4: Share your questionnaire with another group and try each other’s questionnaires.Sample questionnaire:This questionnaire has four questions, and each question is followed by a set of possible answers. Please read the questions, and then consider which response fits you best.1.Why am I close friends with this person now?A. Because being friends with him/her helps me feel important.B. Because my friend would be upset if I ended the relationship.C. Because he/she is someone I really enjoy sharing emotions and special events with.2. Why do I spend time with my friend?A. Because my f riend would get mad at me if I didn’t.B. Because it is fun spending time with him/her.C. Because I think it is what friends are supposed to do.3.Why do I listen to my friend’s problems, or to what my friend has to say?A. Because my friend praises me and makes me feel good when I do.B. Because it’s interesting and satisfying to be able to share like that.C. Because I really value getting to know my friend better.4.Why do I keep promises to my friend?A. Because I believe it is an important personal quality to live up to my promises to a friend.B. Because it would threaten our friendship if I were not trustworthy.C. Because I would feel bad about myself if I didn’t.Scoring Sheet:Q1A 1pointQ2A 1pointQ3A1 pointQ4A3 points B 2points B 2points B2 points B2 points C 3points C 3points C3 points C1 point☆ 4~6 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.☆ 7~9 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.☆ 10+ 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.Students work in groups and try their own questionnaires in the school to collect more informati on about students’ reflection of the values of friendship.III. Guided writing1. Read the letter to the editor from Xiaodong and make sure you know what problem Xiaodong has.2. Discuss in groups of four. Think what advice you can give Xiaodong.3. Write your advice to Xiaodong as an editor individually.Sample writing:Dear Xiaodong,Some people like talking with others, but some people are shy. If you fall into the second group, it can be hard to make friends. But you can change the situation.What are you interested in? If you like basketball, for example, you could talk with some of your classmates who like basketball. The easiest way to start talking to people is to find something you have in common.If you are standing beside a group of your classmates, join in their discussion if you know something about the subject they are discussing. But if you don’t, you shouldn’t feel afraid to say, for example, “That sounds interesting, what is it about?” Once you start talking to one person, it will get easier to talk to others.Find one person you have something in common with, and once you become friends with him, his friends will start talking to you too.Good luck!EditorIV. Writing assessment1. Can you give Xiaodong some good advice?2. I s your letter well developed?3. Are your ideas well organized to the point?4. Do you have a good choice of words and idioms in your writing?5. Do you get a good mastery of complex structures of language?6. What kind of mistakes have you made in your writing? What can you do to avoid such mistakes?V. Further ApplyingHere are some proverbs about friends and friendship. Read them carefully and pay attention to the sentence stress and intonation. Then write a passage. Choose some you agree and explain why. Then choose some you disagree and explain why.A friend in need is a friend indeed.Friends are like wine, the older, the better.When you meet your friend, your face shines―you have found gold.A friend to all is a friend to none.The same man cannot be both friend and flatterer.The best mirror is an old friend.False friends are worse than open enemies.Walking with a friend in the dark is better than walking alone in the light.Friendship cannot always stand on one side.The friendship that can end is never real.With clothes the new are best, with friends the old are best.■You may also have the students complete the task as homework after class.Unit 1 Friendship（IV）Part Tw Teaching Resources (第二部分：教学资源)Section 1: Background reading on friendshipFriendship QuotesI. Questions about friendship1.What is the main problem in friendship? (leaving someone out)2.How do you keep a friend? (treat someone like you want to be treated)3.What is a good friend? (somebody whom you can depend on)4.What if your friend said they wouldn’t be your friend if you were another person’s friend? (That “friend” would not mind if she were really your friend.)★ “True friendship is like sound health; the v alue of it is seldom known until it be lost.”--- Charles Caleb Colton★ “A friend is one who walks in when others walkout”---Walter Winchell★“A friend is one who believes in you when you have ceased to believe in yourself.” --- Lysha★ “The better par t of one's life consists of his friendships.”--- Abraham Lincoln★“Advice is like snow; the softer it falls, the longer it dwells upon, and the deeper it sinks into the mind.” --- Samuel Taylor Coleridge★“Friendship is the golden ribbon that ties the wo rld together.” ---Kristina Kentigian★ “Friends are the sunshine of life.” ---John Hay★ A friend in need is a friend indeed.II. Tips on being a good friend※ Treat your friends the way you want to be treated.※ Keep secrets that are told to you.※ Pay attention when your friend is talking.※ Keep your promises.※ Share things with your friend.※ Tell your friend the truth.※ Stick up for your friend.III. What kind of friend are you?1. If your friend tells you a secret that isn’t bad but you promised not to tell anyone, you will________.A. tell everyoneB. keep the promise2. If you know your friend is planning to cheat on a test, you will________.A. tell your teacherB. let your friend cheatC. help your friend study for the test so she won't feel she needs to cheat3. If your friend tells you a secret and it may cause his or her death, you will________.A. tell a trusted adultB. keep it a secretC. tell your friendsYou may print this sheet and answer the questions. Then discuss the answers with your friends.A true friendship should:�encourage you to live your dream.�support you toward your goals.�sympathize for your losses and help you find a silver lining. �build your self-esteem.If happiness and life-satisfaction are your goals, your friends should be chosen on the basis of how well they can accomplish those four goals.Happiness is a personal choice that comes from within. But, as the friendship poem says, it surely doesn’t hurt to have supportive friendships that help us achieve our goals.IV. Self-reflection upon friendshipRead the following statements and then tick Yes (√) or No( ×) to show your opinions upon friendship.1. Friendship is very important to me.2. I have a lot of friends.3. There can be true friendship between a schoolboy and a schoolgirl.4. I am very kind to my friends.A friendship poemChoose friends wisely, the portrait they paintIs who you are and who you ain’t.Friendship is life’s great supportWhen friends are of the right sort.For all your dreams do they make room,Or bring you down with doom and gloom?You will know a friendship is true.When it brings out the best in you.It’s true. You can tell a person by the company she keeps. Our friendships not only tell a lot about who we are --- they make us who we are. The friendship poem above says it all. You will know a friendship is true when it brings out the best in you.Take a look at your friends. Do they bring out the best in you?That might seem like a silly question. We all tend to think, “Of course they bring out the best in me. I wouldn’t be friends with them otherwise.”Section 2: Vocabulary teaching strategyI. The role of vocabulary teachingIn the context of learning English as a foreign language, a learner is forced to be autonomous and independent and make conscious effort to learn vocabulary outside the classroom simply because the exposure to the target language is limited in class. So teachers cannot rely on their students ‘picking up’ lexical item s. This makes explicit vocabulary teaching necessary. However, vocabulary is notoriously difficult if not impossible to teach because of the complexity of its linguistic, semantic and psycho-cognitive aspectsII. Best approachThere are no universally useful strategies and they contribute to vocabulary learning in different ways. Students use a number of strategies, often simultaneously. The efficiency of vocabulary learning depends on how students combine individual strategies. If students combine and employ individual strategies from different groups they will be more successful in developing the target language lexicon. Thus, the ideal combination would be that of strategies from all four groups.The teacher should create activities and tasks (to be done both in and outside class) to help students to build their vocabularyand develop strategies to learn the vocabulary on their own. Students experiment and evaluate and then decide which to adopt or reject since strategies are not intended to be prescriptive.III. Practical activitiesHere is a selection of practical activities that direct learners towards using strategies of vocabulary learning.1. The useful alphabet (self-initiated independent learning)Each student gets a letter and has to find 5, 10 or 15 words he or she thinks would be useful for him or her. He or she then report to the class, perhaps as a mingle activity, using word cards (on one side they write the letter, on the other the information on the word - spelling, pronunciation, definition).2. Word bag (formal practice)This is to get your students to write down new words they hear in class.At the beginning of the term/course, divide students into groups of about 5 and give each group a number (e.g. 1-6). At the beginning of each class, give each group about 10 cards on which they write the number of their group and the new words they hear in class. At the end of each class, they put their cards into the “word bag” and every 2 weeks you check whether they still know those words and which group has the most cards. In the end there are two winners: the group that has the mostcards, and the one that knows more words.3. Especially for you (Functional practice)The teacher prepares a list of words. Each student gets one word, which is prepared especially for him or her. The trick is that each student gets a word whose initial letter is the same as the initial of the student’s first name, e.g. Linda gets listless. Each student must look it up in the dictionary during the class and aft er a few minutes report to the class. E.g. “My name is Linda and I’m listless. That means that I am ... (definition)...”. For homework students can do the same using their surname.4. Word tour (memorizing)Instructions for your students: Think of a town or city you know well. Imagine that you are organizing a sightseeing tour. Think of 5 places you would include on your tour and write down the order in which the tourists would visit them. Learn your tour off by heart so that you can picture it in your mind. Whenever you have 5 new English words to learn, imagine these words are the tourists on your tour and picture the words in the places on your tour like this.Tour: Trafalgar Square; Buckingham Palace; Houses of Parliament; Westminster Abbey; Downing Street. Words to learn: apron, dustpan, vacuum cleaner, feather duster, broom. Imagine Nelson on his column in Trafalgar Square wearing an apron, the queen brushing the floor in Buckingham Palace and using a dustpan...Unit 1 Friendship（V）Section 3: Words and expressions from Unit 1 Friendshipadd v.1. put something with something else or with a group of other things: Do you want to add your name to the list? 2. to put two or more numbers together in order to calculate the total: Add 6 and 6 to make 12. 3. to increase the number: The sales tax adds 15% to the price of clothes. 4. to say some more that is related to what has already been said: That’s all I want to say. Is there anything you’d like to add.Other verbal phrases of “add”add t to make something larger and more noticeable: Our explanation seemed only to add to his bewilderment.add up: to calculate the total of several numbers: Add your scores up and we’ll see who won.add up t to have a particular result: His schooling added up to no more than one year.point: n. 1.small spot: The stars shone like tiny points of light in the sky. 2. sharp end: a knife with a very sharp point.3. a unit used to show the score in a game or sport: She lostthree points for that fall.(in a skating match)upset:1. vt. & vi. to make someone feel unhappy or worried: I’m sorry, I didn’t mean to upset you. 2.adj.(not before noun) unhappy and worried: She was still upset about the argument that she had had with Harry.ignore: vt.1. to behave as if you had not seen or heard someone or something(不理睬): Either she didn’t see me wave or she deliberately ignored me. 2. to pay no attention to something that you have been told or that you know about(忽视): Some drivers simply ignore speed limits.calm:1.adj.quiet and without excitement, nervous activity or strong feelings: Keep calm, and try not to panic. 2. vt.& vi.to make someone or something quiet after strong emotion or nervous activity: Charlie tried to calm the frightened children. 3. calm down:vt &vi.to become quiet or make someone quiet after strong emotion or nervous activity: Calm down and tell me what happened.concern:1.n.worry: something that worries you or a feeling of worry: There is growing concern about/over the effects of pollution on health. The rise in unemployment is of great concern to the government. 2.vt. to make someone feel worried or upset: The fact that she spends so much money on her own really concerns me. More and more people are concerning themselves with/about environmental problems. 3. be concerned about/for/with: Ross has never been concerned about what other people think of him. Rescuers are concerned for the safety of those trapped in the mine. This story is concerned with a。
课件4：Unit 1 Friendship
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《高中英语二年级课件：Unit1Friendship》
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