人教版高一上Unit 1 Good friends
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Unit 1 Good friends
Period 1 Vocabulary
Ⅰ Teaching aims and requirements
1. Learn some new words to prepare for the new lesson.
2. Comprehend vocabulary of different field.
Ⅱ Teaching procedures
Step 1: read the words after the tape
Step 2: Explain the important words one by one.
Words and expressions:
describe，honest，argue，survive，hate，be fond of，in order to，treat…as…，care…about
Im not into classical music.
Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.
Explanation:
1. I hate hiking and I’m not into classical music. 我厌恶远足也不喜欢古典音乐。
（1）hate vt. 憎恶，憎恨；厌恶，很不喜欢，句型为：hate sth. / sb.；hate doing / to do sth.；hate sb. doing / to do sth.。例如：
She hates cats. 她极讨厌猫。
I hate asking / to ask any favors of her. 我很不喜欢求助于她。
He hates women smoking / to smoke. 她不喜欢女人抽烟。
（2）be into sth. 对某事有兴趣，热衷于某事。例如：
He is into rock music. 她热衷于摇滚乐。
2. be fond of…喜欢……，固定搭配。例如：
I am fond of playing the piano. 我喜欢弹钢琴。
She is fond of cats. 她喜欢猫。
3. One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.
一天正在一架飞过太平洋的飞机上，突然飞机失事了。
when是一个并列连词的作用，表示前一个动作正在进行时突然发生此事。多用于句型：be doing…when…，be about to do …when…，句中is on a flight等于is flying。例如：
He was about to go when the telephone rang。她正要出去这时电话铃响了。
I was walking on the street yesterday when I saw an old friend。昨天正在街上走着忽然碰上一个老朋友。
4. I sing all the time. 我一直在唱。
句中短语all the time意为：continuously一直；始终。例如：
I was with him nearly all the time. 我几乎一直和她在一起。
I shall be thinking about you all the time. 我将始终想着你。
5. On the island, Chuck has to learn to survive all along. 在岛上，查克不得不学会自己生存。
survive一词意为continue to live or exist幸存；活下来。例如：
Her parents died in the SARS epidemic, but she survived. 它的双亲在“非典”流行时去世，但是她幸存下来。
Few buildings survived the fire. 这次火灾没有几幢楼房幸存下来。
6. He talks to Wilson and treats it as a friend. 她和威尔森谈话并且把她当成朋友。
句中短语treat…as…意为：把……看作……。例如：
The grandma treated the PLA man as her own son.
这个老奶奶把这位解放军战士当作自己的亲身儿子。
We treat the children as our best friends. 我们将这些孩子作为我们最好的朋友。
7. If you are interested in being friends, drop me a line.
如果您对交朋友感兴趣，给我写封信。
短语drop someone a note / a line意为：write a short letter to someone给某人写封信。例如：
If you have time, please drop me a line. 如果有时间请给我写封短信。
Drop me a line when you are next in town. 下次到城里来给我来封信。
8. In order to survive, Chuck develops a friendship with an unusual friend — a volleyball he calls Wilson. 为了生存，查克与一个特殊的朋友建立了友谊，一个他称作威尔森的排球。
in order to do…引导目的状语，意为：为了做某事。例如：
I was walking on the street yesterday when I saw an old friend。昨天正在街上走着忽然碰上一个老朋友。
4. I sing all the time. 我一直在唱。
句中短语all the time意为：continuously一直；始终。例如：
I was with him nearly all the time. 我几乎一直和她在一起。
I shall be thinking about you all the time. 我将始终想着你。
5. On the island, Chuck has to learn to survive all along. 在岛上，查克不得不学会自己生存。
survive一词意为continue to live or exist幸存；活下来。例如：
Her parents died in the SARS epidemic, but she survived. 它的双亲在“非典”流行时去世，但是她幸存下来。
Few buildings survived the fire. 这次火灾没有几幢楼房幸存下来。
6. He talks to Wilson and treats it as a friend. 她和威尔森谈话并且把她当成朋友。
句中短语treat…as…意为：把……看作……。例如：
The grandma treated the PLA man as her own son.
这个老奶奶把这位解放军战士当作自己的亲身儿子。
We treat the children as our best friends. 我们将这些孩子作为我们最好的朋友。
7. If you are interested in being friends, drop me a line.
如果您对交朋友感兴趣，给我写封信。
短语drop someone a note / a line意为：write a short letter to someone给某人写封信。例如：
If you have time, please drop me a line. 如果有时间请给我写封短信。
Drop me a line when you are next in town. 下次到城里来给我来封信。
8. In order to survive, Chuck develops a friendship with an unusual friend — a volleyball he calls Wilson. 为了生存，查克与一个特殊的朋友建立了友谊，一个他称作威尔森的排球。
in order to do…引导目的状语，意为：为了做某事。例如：
Step 3: Homework
Make sentences by using the important words and expressions.
Period 2 Let’s read and speak!
Ⅰ. Teaching aims and requirements
1. Learn to get information by listening.
2. Learn to speak out your opinion on a certain topic with the help of the given information.
Ⅱ. Teaching procedures
Step 1: Warming-up
1. Brainstorm
Discuss in groups of four to find out as many words as possible that can be used to describe a person. Then students present what they have got and the teacher puts the words on the blackboard.
2. The teacher’s self-introduction
“You may be wondering what kind of person your new English person is. Now listen to my story and decide which words best describe me.”
After listening, the students are asked to choose either from the list on the blackboard or from their own vocabulary three words to describe the teacher.
3. Now comes the students’ turn to do it.
You are given 30 seconds to get ready three words to describe yourself. Stand up and teel the whole class what kind of person you are.
Step 2: Speak out your opinion:
“Nobody can go without friends. Since we ourselves are different from each other, we may prefer different kinds of friends, too. Just show us your opinion!”
Page 2, Speaking. Read the self-introduction and fill in the form. Tell your partner which of the six you would most like to choose to be your friend. State your reasons.
It’s best to give the students a demonstration first. For example, the teacher may teel his or her own idea about it, using different sentence patterns so that the students can follow.
Step 3: Listen and answer
It’s high time that we did something to help our friends in trouble.
1. Listen and write down what you hear so as to get the general idea of about the problems they are facing.
2. A discussion either in pairs or in groups. Work together to find out good ways to solve their problems. Each group gets a student to report to the class their most satisfying solution. The teacher gives evaluation in time.
Step 4: Homework
Considering there might not be enough time for each group to do the report, the teacher may leave it as today’s homework. That is, the students hand in their written work and the teacher makes out “The Top Three” or “The most…solution” or other awards like that so that all the students may share them in a more interesting way.
Period 3 Let’s read!
Ⅰ. Teaching aims and requirements
1. To get the students learn the story of Chuck about friends.
2. To instruct them to understand that all friends , not just human beings, are our teachers.
Ⅱ. Interactions
Individual work, pair work, group work, class work
Ⅲ. Teaching procedures
Step 1: Warming-up and leading-in
Imagine that you are alone on an island without friends and all the things you use in your daily life. List from the box below three items which you think would be the most important and useful to you on the island. Tell us our reasons.
Leading-in
I’m very glad to see that you are careful to think about many things that are necessary on the island. For a person called Chuck in the film Cast Away, however, things are quite different. Can you just guess what his answer to this question? (A few minutes for the students to guess.) Let’s come to today’s passage to have a look.
Step 2: Fast reading for general ideas
Read the story to find the answers to these questions:
1. What is most important to Chuck when he is alone on the island?
2. What is the friendship between them actually?
Step 3: Detailed reading for important information
Students are asked to work in pairs or groups. Read the text again more carefully and together make out the answer to this question: What does Chuck learn when he is alone on the island?
Get the students to report what they have got.
Step 4: Creative work
Now that we learn from Chuck’s story that friends are of great importance in one’s life, could you please show us your opinion toward this? What is a friend? What do you think a friend should be like?
Step 5: Discussion and summary
Let’s come back to the text. Read the last paragraph and try to find out the answer hidden there
Friends are teachers. How do you understand it?
Step 6: Homework
Think it over
1) What kind of person you are
2) What kind of person your partner is
3) What good friends you have
Then be ready to tell your partner about it next time you have an English lesson.
Period 4 Let’s study!
Ⅰ. Teaching aims and requirements
Learn by observation what direct and indirect speech is and the transition between them.
Ⅱ. Procedures
Step 1: revision and preparation
1. It’s time we said something about the relationship between us. Do you remember our homework for the last period?
2. Go over some questions about Chuck and Wilson if time permits.
3. Preparation
Step 2: Presentation
1. Explanation of the definition
Try to make clear to the students what direct and indirect speech is, with the help of the pratice in the Step 1.
2. Explanation how the speech goes
1) Show typical examples.
2) Students write down what they have found and then present it.
3) Be ready to answer the questions from the students.
Step 3: Practice
1. Written practice
2. See page 5, part 1. Correct your partner’s paper. Then check answers with the teacher.
3. Oral practice
Let’s do chain drills
Step 4: Homework
Finish off the written work on page 6.
Period 5 Let’s read and write!
Ⅰ. Teaching aims and requirements
talking about friends. Making a summary of our topic in unit 1.
Learning to write an e-mail following the given example.
Ⅱ. Procedures
Step 1: Revision
Check the homework for the last period. If possible, get a group to act it out.
Step 2: Free talk for leading-in
1. Share with the students old sayings or proverbs about friends.
2. A teacher-student survey is available here.
Step 3: Reading
Read to find the way recommended in the material and information from these two e-pals as well. Are you interested in making friends with them?
Step 4: Guided writing
1. Guide the students to find out what may be included in an ad like that
2. Now the students write a similar passage following the teacher’s instruction. It is necessary that the teacher should encourage the students to use different sentence patterns.
3. Show a model essay from the students and give necessary comment so that the students can improve their own.
Step 5: Let’s do it!
1. type in your ad and click it away t your e-pals.
2. In case you don’t have a computer, send your ad in an envelope to your best friend.

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