高中英语必修一UNIT1Learning about language
从句时态无须改变的还有以下情况:
1. 当主句的谓语动词是将来时的时候 2. 当直接引语部分带有具体的过去时间状语时 3. 当直接引语中有以when, while引导的从句， 表示过去的时间时 4. 当引语是谚语、格言时 5. 当直接引语中有情态动词should, would, could, had better, would rather, might, must, ought to, used to, need时
直接引语变成间接引语，句子结构的变化 陈述句 用连词that引导，that在口语中常省略。主句的谓 语动词可直接用引语中的said, 也可用told来代替， 注意，可以说said that, said to sb. that, told sb. that， 不可直接说told that He said, “I have been to the Great Wall. ”
He asked me what my name was.
He asked us, “How many car factories have been built in your country?” He asked us how many car factories had been built in our country.
Direct Present indirect past
Past
Present perfect
past and past perfect
past perfect
Past perfect
past perfect
谓语动词时态变化需要注意几点：
1.直接引语表述的是客观真理，变为间接引语时， 时态不变
The geography teacher said, “The sun rises in the east and sets in the west.”
the day before
The geography teacher told us that the sun rises in the east and sets in the west.
2. 如果直接引语所表述的内容在目前和说话时 同样有效，变间接引语时，时态可不变 The children said, “We love this game.” They told us that they love that game. 3.主句谓语动词的时态是现在时态，在引述时， 时态不变。 She says, “I’ll never forget the days in the country.” She says that she’ll never forget the days in the country.
一般疑问句
间接引语用连词whether或if引导，原主句中谓 语动词said要改为asked(me/him/us等)，语序是 陈述句的语序 He said, “Do you have any difficulty with pronunciation?” He asked (me) whether/if I had any difficulty with my pronunciation. He said, “You are interested in English, aren't you?” He asked whether I was interested in English.
Discovering useful words and expressions
1. Answer keys for Ex1 on Page4: 1. 2. 3. 4. 5. outdoors upset be concerned about loose go through
6. 7. 8. 9. 10.
asked
is
was
They asked him if it was easy to improve the condition of the soil.
特殊疑问句
原来的疑问词作为间接引语的连词，主句的谓 语动词用ask(sb. )来表达，语序改为陈述句语序
He said to me，“What's your name?”
选择疑问句
用whether…or…表达，而不用if…or…，也 不用either…or…
He asked, “Do you speak English or French?”
He asked me whether I spoke English or French.
I asked, “Will you take bus or take train?” I asked him whether he would take bus or take train.
直接引语
间接引语
that, those
then, that day that week
指示代词
this,
these
now, today this week
时 间 状 语
yesterday
last week four days ago the day before yesterday like computers,” Sarah said to her friends.
Sarah said to her friends that I don’t like computers. Sarah said she didn’t
Sarah said to her friends that she didn’t like computers.
He said to us that he had been to the Great Wall. He said, “I'll give you an examination next Monday. ” He told us that he would give us an examination the next Monday.
5. Good friends do not concern about what they do for each other; instead they offer help when it is needed.
6. Although Tim and Mike come from entirely different backgrounds, they became close friends.
7. Please draw the curtain ; the sunlight is too bright. 8. “Sorry, I didn’t break the plate on purpose .” “ It’s OK. Don’t worry about it.”
Grammar: Direct and Indirect Speech (1) 1. 转述他人的陈述→陈述句 2. 转述他人的疑问→一般疑问句 3. 转述他人的问题→特殊疑问句 1) He said , “I’m going to Beijing.”
3. After Peter died, George set down the story of their friendship in a book. 4. When the street lights go on at dusk , they make a beautiful picture, so different from the daytime.
→ He said that he was going to Beijing.
2) He asked, “Are you a teacher?” → He asked me if /whether I was a doctor. 3) She said , “What are you doing?” → She asked me what I was doing.
She suffered from loneliness, but she had to learn to like it there. What she really missed was going outdoors _______ walking the dog for her neighbour. It was such fun to watch it runloosely ___ __in the park. She wished she could tell her neighbour__________ face to face that she was sorry not to be able to do it any longer, but she knew that was too dangerous !
特殊疑问句：
When do you harvest the wheat ? ( They asked him )
you harvest the wheat
They asked him When you harvest the wheat.
he
harvested
They asked him when he harvested the wheat.
在直接引语变为间接引语时需要注意的变化
1. 注意时态的变化
2. 注意人称变化。
3. 注意指示代词的变化 4. 注意时间的变化
5. 注意地点的变化
6. 注意个别趋向动词的变化
When you change a sentence from direct speech to indirect speech, you sometimes need to change the verb tense. You may also need to change pronouns , time in order to keep the same meaning.
人教版高中英语必修一Unit1_单元教材分析
Unit1 单元教材分析本单元的话题是“朋友和友谊”（Friends and friendship）和“人际示关系”（Interpersonal relationships），中心话题是“友谊”（friendship），具体涉及“朋友是不是仅限于人类？”“朋友的真实含义。
”以及“如何与人相处？”的语言技能和语言知识等，几乎所有的内容都是围绕“友谊”（Friendship）！这一中心话题展开。
围绕中心话题开展听、说、读、写活动，本单元安排了八个部分：“热身（Warming Up）”“读前（Pre-reading）“阅读（Reading）”“理解（Comprehending）”“语言学习（Learning about Language）”“语言运用（Using Language）”“小结（Summing up）”和“学习建议（Learning Tip）”。
“热身（Warming Up）”部分设计了一份调查问卷，共五个问题，都是日常生活中经常遇到的。
每个问题后的三个选项都是解决这些问题的常用方法，要求学生做过之后计算出自己的得分。
该部分的目的是引导学生了解日常生活中朋友之间遇到的问题以及解决这些问题的方法，从而激发他们的学习兴趣，激活其已有的背景知识，使其能运用自己已有的知识和经验思考该单元的中心话题，以探索者的姿态投入到该单元的学习中，去获取新的信息，掌握新的知识，并丰富自己的经验，提高分析问题和解决问题的能力。
“读前（Pre-reading）”部分提出了三个问题：人为什么需要朋友？朋友必须是人吗？其他东西会成为朋友吗？谁是安妮最好的朋友？这些问题不仅与单元主题有关，而且与下一部分的阅读材料内容紧密联系。
因此，它们不仅可以启发学生对“朋友”和“友谊”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友，而且也可以启发学生预测课文的内容，展开简短的讨论，以便通过阅读验证自己的推测。
讨论时，要鼓励学生独立思考，阐述不同的看法。
高中英语选择性必修1(Unit 2) Learning About Language
Difficult Sentences
However, in the not-too-distant future, we will be living in smart homes that will lock the door for us when we are away and remember to switch off the TV when we forget.
Vocabulary
integrate v. 成为一体；（使）加入
例句:
Her music integrates jazz and rock. They help integrate immigrants into the community.
integrated adj. 集成的；完整的；综合的
In the text
Smart toilets will be keeping constant track of your health as well. 智能马桶也会持续记录你的健康状况。
Phrase
in this sense 从这种意义上来讲 例句: In this sense, he is wasting his time. in a sense 从某种意义上来讲 例句: In a sense, it was even a step backwards.
In the text
In this sense, the home of tomorrow is already the home of today.
make sense 讲得通，有意义
Does it make any sense to you?
人教高中英语必修1Unit1learning about language(共53张PPT)
whether / if引导的名 词性从句
umbrella, Mary?” John asked Mary if
asked John.
that was her
umbrella.
直接引语(变化前) 间接引语(变化后)
特殊疑问句
wh-词引导的名词性从
“Mary, when will 句
you return me the John asked Mary when
I told her that I had done my best.
c. The changes of the tenses
Direct Indirect Direct Indirect speech speech speech speech
Simple Simple present past
Simple future
last year the year before/the previous year, etc. a week ago a week before/a week earlier, etc.
e. Other cases
Direct speech Indirect speech
this
that
these
Unit 1 ---- learning about
language
Unit 1 Grammar
Direct Speech & Indirect Speech statements and questions
Objective
学习并掌握直接引语和间接 引语的转换方法，并能在具 体场景下正确使用。
语法讲解建议采用归纳法，如 尽可能多的呈现一些相关例句， 或可让学生从已学课文中找相 应例句，引导学生试着从所观 察到的语言现象中总结出语言 规则和语法规律。
(新教材)【人教版】20版《高中全程学习方略》选择性必修一Unit 1 Learning about Language(英语)
非限制性定语从句 【情境探究】
观察上面对话, 并完成句子: (1)Tom broke the window, _w__h_ic_h_made his mother angry. 汤姆打碎了窗户, 让他妈妈很生气。 (2)The father was repairing the desk _w_h_i_c_h_/_t_h_a_twas broken by his son. 这位父亲正在修理被他儿子弄坏的桌子。
【即学活用】 用who, whom和whose填空 (1)(2017·全国卷Ⅲ)But Sarah, _w_h_o_has taken part in shows along with top models, wants to prove that she has brains as well as beauty. (2)Peter, _w_h__o_m_you met in London, is now back in Paris.
词省 b. 可用that
略 b. 不可用that
*This is the fact that I have collected till now. 这就是我迄今收集到的事实。(限制性定语从句, 先行 词是the fact) *The novel, which I read last night, is very interesting. 那部小说, 我昨晚读的那本, 非常有趣。(非限制性定 语从句, 先行词是the novel)
*I left on Sunday, when/on which everyone was at home. 我星期日离开的, 当时人人都在家。
2019新人教高中英语选择性必修一Unit1LearningaboutLanguage课后习题带答案
Section B Learning about Language课后篇素养升华基础训练Ⅰ.单句语法填空1.In (conclude),parents have to change some of their belief about how children should be raised.2.The key to success as a romantic (novel) is absolute belief in your story.3.First of all,volunteering can help us to learn more about society and gain (value) experience.4.She doesn’t want to make a big emotional (commit) to Steve at the moment.5.Over many years (flow) water wore deep grooves into the rock.6.She (apparent) took pains to convince him that she had adopted the right system.7.Viewing childhood development as a (science) investigation throws light on how children learn.8.The scientist referred to the (discover) as the most exciting new development in this field.Ⅱ.完成句子1.Apart from fair (磨损),the car is in excellent condition.2.The article not only presents a system (流程图) in process,but also lists a software flow chart.3.He was obviously walking (努力地),trying to be as still as possible.4.After repeated experiments,they (得出结论) in the end.5.I realized this a long time ago and nobody is going to (改变我的主意).6.Don’t (在乎) others’ disbelief.Hold on to your own belief,and you’ll succeed eventually.7.You (显示出潜力) as a musician but your lack of practice is keeping you back.8.Our university building is now(在建设中) on a hillside in the north of Fukuoka city.Ⅲ.语法专练(用适当的关系词填空)1.I prefer to work in black and white, allows me to show different specific worlds more clearly.2.The number of smokers, is reported,has dropped by 17 percent in just one year.3.My eldest son, work takes him all over the world,is in New York at the moment.4.Nowadays,it is common to see people staring at their mobile phones instead of reading a real book,about many experts are worried.5.China Today attracts a worldwide readership, shows that more and more people all over the world want to learn about China.6.As the smallest child of his family,Alex is always longing for the time he should be able to be independent.7.The boss of the company is trying to create an easy atmosphere, his employees enjoy their work.8.The police must give the suspect the reasons they are arresting him and tell him his rights under the law.9.We will put off the picnic in the park until next week, the weather may be better.10.The children,all of had played the whole day long,were worn out.能力提升Ⅳ.阅读理解Amelia Earhart was born on July 24,1897,in Atchison,Kansas.She was the elder of Edwin Stanton and Amy Otis Earhart’s two daughters.Childhood was not happy for the two bright sisters.Their father was an alcoholic(酒鬼) and lost jobs often.The family traveled a great deal.The girls often recited poetry while doing their chores but also loved sports,including basketball and tennis.Their parents encouraged them to try new things.During the war Amelia worked as a military nurse in Canada and later she became a social worker and taught English to immigrant children.Besides work,Amelia had one hobby.She enjoyed watching airplane stunt(特技) shows,which were popular in the 1920s.Then one day she took a 10-minute plane ride and knew what her vocation would be.After 10 hours of instruction and several crashes,Amelia was ready to fly.She made her first solo flight in 1921.The flight went well.Till 1928,flying was only her hobby.This changed when Amelia received a call from Captain Hilton H Railey.He asked her to join pilots Wilmer Stultz and Louis Gordon on a flight from the United States to England.Though Amelia was just a passenger,she became the first woman to cross the Atlantic.Afterthis,Amelia got great publicity.In May 1932,she crossed the Atlantic alone and set a new transatlantic crossing record of 13 hours and 30 minutes.She received a medal from American President Herbert Hoover for this.Several years later,she became the first woman to fly from California to Hawaii,which was a difficult route.Amelia’s last flight began in June 1937.She and navigator Fred Noonan set out to fly around the world.They were in a twin-engine plane.The two of them took off from Miami in America to South America.Then they crossed the South Atlantic Ocean to Dakar in Africa.From there to Thailand to Australia.However,after they left Lae in New Guinea for Howland Island,the American coast guard lost contact with the plane.Despite an extensive search,the American Navy never found a trace of either the plane or the aviators.Their disappearance is still a mystery.【语篇解读】本文介绍了著名的女性飞行员——阿梅莉亚·埃尔哈特。
2013-2014英语周报必修一unit1最新优质课件Learning about language
vt. _______________ 忽视, 不理, 不顾 1. If you _______ your diet, trouble will ignore follow. 如果你忽视自己的饮食，必然会遇到 麻烦。 ignore 2. The wisest course would be to ______ it. 上上策是不予理睬。
担心, 关心, 挂念 __________________ There’s nothing for you to
______________________. be concerned about 没有什么需要你来关心的事。
The garment is loose.
The shoelace is loosough _________ accidents. a series of 经过一连串偶然事件他们才相识。
1 Find the word or expression for each
of the following meanings from the text.
6. _______ to take no notice of ignore
7. ___________ staying close to and face to face
looking at somebody 8. __________ to become quiet after calm down nervous activity 9. _______ piece of material hung to curtain cover a window series 10. ______ number of things that happen one after another
高一英语必修一unit1教案
高一英语必修一unit1教案高一英语必修一unit1教案「篇一」(1)课题：Earthquakes(2)教材分析与学生分析：本单元的主题是“地震”。
Warming Up部分Pre-Reading部分要求学生描述、讨论与地震有关的话题。
Reading部分是一篇新闻报道，介绍了唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及地震后的救援情况。
Learning about Language部分涉及了本单元的词汇和语法。
该部分主要通过阅读和句型练习帮助学生学习单词、数字的表达法以及有that, which, who, whose引导的定语从句，培养学生的自主学习能力。
Using Language部分的“读写说(Reading, writing and speaking)”训练提供了一封信，要求学生阅读后写一篇大地震纪念公园落成仪式上的演讲稿，接着说一说唐山大地震纪念邮票。
随后的听力(Listening)是一位美国人以第一人称叙述他在1906年旧金山大地震中的可怕经历。
写作(Writing)部分训练学生如何写新闻报道，学会拟地定写作提纲。
(3)课时安排：The first period: Reading The second period: ReadingThe third period: Listening The forth Period：Grammar The fifth period: Extensive reading The sixth period: Summary (4)教学目标：①知识与技能：了解地震的成因、预兆，地震造成的损失，地震时的应急措施以及震后的救援;掌握和运用本单元出现的新词汇和短语以及数字的表达法;熟练运用that, which, who, whose引导的定语从句;学会写英文新闻报道，拟订写作提纲。
②过程与方法：在学习阅读部分时，可以根据教学的需要和教学班级的实际，从不同的角度设计目的明确的任务。
人教版高中英语选择性必修第一册同步训练UNIT1 Section Ⅱ含答案
SectionⅡLearning About Language课后·训练提升一、单句语法填空.The engineer,leg was badly hurt,was quickly sent to hospital..The city,is far away,is very beautiful..Tom has made rapid progress,makes me very happy.5.We will be shown around the city:schools museums and some other places,other1.It is widely known that the moon is closer to Earth than the sun.,the moon is closer to Earth than the sun.2.The factory has over 8,000 workers and eighty percent of them are women.→The factory has over 8,000 workers,3.He said that he had never seen her before.It was not true.→He said that he had never seen herbefore,.4.Bob’s father spent four years in Egypt.He worked on the project.→Bob’s father,,spent5.He went to America;there he was noticed by an important film director.→He went to America,by anJennifer Mauer has needed more willpower than the typical college student to pursue her goal of earning a nursing degree.That willpower bore fruit when Jennifer graduated from University of Wisconsin-Eau Claire and became the first in her large family to earn a bachelor’s degree.Mauer,of Edgar,Wisconsin,grew up on a farm in a family of 10 children.Her dad worked at a job away from the farm,and her mother ran the farm with the kids.After high school,Jennifer attended a local technical college,working to pay her tuition(学费),because there was no extramoney set aside for a college education.After graduation,she worked to help her sisters and brothers pay for their schooling.Jennifer now is married and has three children of her own.She decided to go back to college to advance her career and to be able to better support her family while doing something she loves:nursing.She chose the UW-Eau Claire programme at Ministry Saint Joseph’s Hospital in Marshfield because she was able to pursue her four-year degree close to home.She could drive to class and be home in the evening to help with her kids.Jennifer received great support from her family as she worked to earn her degree:Her husband worked two jobs to cover the bills,and her 68-year-old mother helped take care of the children at times.Through it all,she remained in good academic standing and graduated with honours.Jennifer sacrificed(牺牲) to achieve her goal,giving up many nights with her kids and missing important events to study.“Some nights my heart was breaking to have to pick between my kids and studying for exams or papers,”she says.However,her children have learnt an important lesson witnessing their mother earn her degree.Jennifer is a first-generation graduate and an inspiration to her family—and that’s pretty powerful.1.What did Jennifer do after high school?A.She helped her dad with his work.B.She ran the family farm on her own.C.She supported herself through college.“After high school,Jennifer attended a local technical college,working to pay her tuition,because...for a college education.”可知,高中毕业后,詹尼弗到当地的技术学院上学,由于家里没有额外的钱供应她的大学教育,她边打工边上学。
高中英语Unit1ArtSectionLearningaboutLanguageUsingLangu
拓展
figure sb./sth. out
弄懂；弄清楚；弄明白
figure on sth./doing sth. 计划；打算
figure in 将某事包含在内；计算在内
keep one's figure 保持体型
识图巧记
④The boy can't figure out the algebra problems. 这个男孩做不出这道代数题。 ⑤He's trying to figure out a way to solve the problem. 他正在努力想办法解决这个问题。
答案：A 细节理解题的考查。根据Metropolitan Museum of Art (5th Avenue and 82nd Street) 一部分的第一句话“The reputation of this museum lies in the variety of its art collection” 可知这家博物馆以收藏艺术品种类繁多而享有盛名。下文介绍 了它的艺术品收藏涵盖了5000多年来世界上众多国家的文明 史，由此推知，A正确。
6．civilization (n.)文明 7．fragrant (adj.)芳香的，令人愉快的 8．avenue (n.)林荫道，大街 9．visual (adj.) 视觉的，看得见的 10．signature (n.)签字，署名
短语完形
1. be allergic to sth.
对……过敏
2. in the flesh 活着的；本人
答案：B 该题考查细节理解。在The Frick Collection (5th Avenue and E. 70th Street) 这部分的最后一句话可知。
人教新课标高中英语必修1Unit1教案1
Unit 1 Friendship1.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 poweraccording trust indoors suffer teenager advice questionnaire quiz situation editorcommunicate habitadd up calm down have got to be concerned about walk the dog gothrough 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 dare2. 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）t.That’s correct. Of course no语法直接引语和间接引语(1): 陈述句和疑问句陈述句Said Anne.want to set down a series of facts in a diary.”“I don’ｔwant to set down a series of facts in a diary.-----Anne said that she d idn’t一般疑问句He asked, “A re 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.1.Suggested teaching notes1). Analyses of the teaching contentsThis unit is about friendship, and nearly all the teaching materials center on it.Warming up---The questionnaire leads students to think and talk aboutfriendship, get to know the problems between friendsand seek solutions, which makes preparations for thefurther teaching in topics, background and vocabulary.Pre-reading---The questions prompt students to think critically aboutfriends and friendship in reality, alerting them to the factthat besides people, a diary can be a friend, too.Reading--- The diary by the Jewish girl Anne gave a glimpse of her lifeduring her family’s shelter in Amsterdam from the Germankil ling in world war 2. she treats the diary as her best friend, and in it reveals her Nazis’ 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 doingmultiple choices, questions and answers, andmatching.Learning about language---It teaches the important expressions andstructures and grammar: direct and indirectspeeches.Using language---The two letters, listening, questionnaire design, letterwriting and fun writing prepares students to furthertalk about friendship, especially the problems withmisunderstanding, and unfriendliness, thusstrengthening students’ abilities to practicelanguage, discover, and solve problems.Summing up---It summarizes the whole contents of this unit from theaspects of topics, vocabulary and grammar.Learning tip--- This part encourages students to form the habit of writinga diary.Integrating skills--- The text introduces the way Hawaiians expressfriendship, to get students to realize the culturaldifferences in the values of friendship in additionits importance in all cultures.2) Making of the teaching planThis unit centers on friends and friendship, exploring different types of friendshipwith particular attention to that one can develop with oneself, i.e., the comfort andsupport one seeks from an imaginary friend. Students are expected to come to be trulyaware of the qualities and conducts that make a good friend, display and develop theability 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 shouldbreak down the traditional belief in the interpersonal nature of friendship. Also, thecomparison of similarities dissimilarities in friendship comprehension between theEast and the West leads studen ts to know better the values of friendship in Westerns’ eyes. All in all, this unit promises to unveil the true essence of friendship and helpsstudents to lead a more friendly and harmonious life. Thus, based on the theme,contents and teaching objectives, the whole teaching procedures can fall into fiveperiods as follows:Period 1 Warming up and speakingPeriod 2 ReadingPeriod 3 GrammarPeriod 4 Integrating skills (WB)Period 5 Using language3. Teaching plans for each periodPeriod 1 Warming-up and Speaking1. Teaching objectives:1) Target languageI (don’t) think…… I (don’t) think so. I (don’t) agree.I believe…… That’s correct. In my opinion, ……2) Ability goalsa.Describe your friends in Englishb.Figure out the problems between friends and then find different ways to solve the problems.3)Learning ability goalsa.To encourage students to think and talk about friends and friendship by using some phrases andstructures.b.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:e the given adjectives and sentence structures to describe one of your friends.b.Learn to evaluate friends and friendship.3. Teaching difficult points:a.Work together with partners and describe one of your good friends.b.Discuss with partners and find out ways to solve the problems.4. Teaching methodsa.Task-based teaching and learningb.Cooperative learningc.Discussion5. Teaching aids:CAI6. Teaching procedures and ways:Step 1 Lead-in and Warming-upBefore the lesson, the teacher can arousethe 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.1.How did you spend your summer holidays? How did you feel? What did you do in yoursummer holidays? What did you do in your spare time?2.What do you think of our new school? Do you like it? Could you say something about it?3.Do you like making friends? How do get in touch with your friends? Do you have manyfriends? Where are they now? Do you have any old friends in our school? Have you madeany new friends in our class?Step 2 Think it over1. Give a brief description of one of your friends. The following phrases and structures may behelpful: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 friendslong -distance friends friends of the same agee-friends (friends over the internet) friends across generationsunusual 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 survey1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four tofind 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……1.Have a member of each group report on what their lists have in common and list them on the board.2.Ask the class whether or not they agree with all the qualities listed.3.Then have the students do the survey in the textbook.4.Have the students score their survey according to the scoring sheet on page 8.5.The teacher ask some students how many points they got for the survey and assess t heir values offriendship:★4~7 points: You are not a good friend. You either neglect your friend’s needs or just do w 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, orn youryou fail to show enough concern for your friend’s needs and feelings. Try to strike a balance betw friend’s needs and your own responsibilities.★ 13+ points: You are an excellent friend who recognizes that to be a good friend you need balanceyour 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 reasons2. 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,s but still know you can call them and wake them up, and they’ll still want to talk to you ,that’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 sharetheir ideas. It’s better to stimulate the students to express their own opinions about these questions.1.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 Homework1.Write down a short passage about your ideas /the factors/your unusual friends.2.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 fromfalse 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 teaching3). Teaching procedure:Step 1.Pre-reading1. 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.Reading1. 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?tell me what the diary is about 5) We are going to read o ne of Anne’s diaries .but before reading ,can youwith the help of one key sentence in the 2nd paragraph?3. Reading of Anne’s diaryHow she felt in the hiding placeTwo examples to show her feelings thenStep 3.Post-reading1.What would you miss most if you went into hiding like Anne and her family? Give your reasons.2.Group workWork 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 expressionsComplete the following sentences, using words and expressions from Reading1) 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 friendship1.There are many proverbs about friends and friendship. Choose the one you agree with and explainwhy, 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 expressyour 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 theiropinions 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 togetherPeriod 3 Grammar1．Teaching objectivesLearn to use direct speech and indirect speech2. Teaching important pointSummarize the rules of Direct Speech and Indirect Speech.3. Teaching difficult point.Learn about t he special cases in which the tenses shouldn’t be changed4. Teaching methodsDiscussing, summarizing and practicing.5. Teaching proceduresStep1 Lead inriends—you andT: In the last lesson, we learned Anne Frank’s story. She is telling her stories to two of her fTom. Tom has something wrong with his ears, so you have to repeat Anne’s sentences, using indirect spee 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.→want to set down a series of facts in a diary.Anne said that she didn’ｔ“What do you call your diary?” Tom asked. →Tom asked what she called her diary.Ss go on this topic by themselves.Step2 Grammarch into Indirect Speech, whatT: Now let’s look at these sentences again. If we want to change Direct Speeshould 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。