高一第一单元
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篇1：高一第一单元
高中英语 第一册 第一单元
Unit 1
一、【目的与要求：】掌握本单元出现的单词和词组。
introduce, practice, go away, go on doing , as a result, in one's opinion, take care of ,general idea ,give any regards to sb等等…
二、【日常交际用语】
Nice to meet you. Nice meeting you. I'll introduce you, See you soon .
I must go now . I must be off now. Give one's best wishes to sb …
三、【知识重点与难点分析】
1、Which school were you at last year ? 你去年在哪所大学校读书？此句中的“at”也可用“in”来代替，意思不变。如：Which school are you in?
2、So was my friend Bob White.(=My friend Bob White was also at Centre school.)
我的朋友鲍勃怀特也在那所学校读书。
“So +be/have/助动词/情态动词 +主语”,此结构中的语序是倒装的。这个以so开头的句子内容是接着前句而来的，表示so句中的情况与前句讲的情况相同。例如：
You are a student. So am I. 你是学生。我也是(学生)。
You can speak English ,and so can I. 你会说英语，我也会(说英语)。
He likes playing football. So does his elder brother. 他喜欢踢足球，他哥哥也喜欢(踢足球)。
A: I went to see a film yesterday. 我昨天去看了场电影。
B: Oh, did you? So did I. 哦，是吗？我也去了。
如果上句是否定句，下句就应该用neither或 nor 来引导一个倒装句了。例如：
You are not a student. Neither/Nor am I. 你不是学生，我也不是(学生)。
You have never been to the Great wall .Neither/Nor have. 你没去过长城，我也没去过(长城)。
3、I must be off now. 我现在得走了。
off在这里是副词，在句中作表语，表示“离开”“走开”的意思。当你表示要离开某人或谢绝对方的挽留时，你还可以说：I must go now .=I must be leaving now =I really must be going now.
4、Nice to meet you很高兴见到你。
此句是见面时常用的客气用语。其它见面时常用语还有：
I'm glad to meet you.(=Glad to meet you .)
I'm pleased to meet you.(=Pleased to meet you .)
It's a great pleasure to meet you.
而在分手时，人们常说：It was nice meeting you .(=Nice meeting you). It was nice talking with you (Nice meeting you.).
It was Nice to have talked with you.（=It is nice to have talked with you ）.
5、I want to introduce my friend Jane. 我想介绍一下我的朋友简。
introduce sb to sb 把某人介绍给某人，其中“to sb”可以省略。例如：
I'd like to introduce myself (to you). 我想自我介绍一下。
Let me introduce my friend Peter to you? 让我把你介绍给写了先生。
May I introduce my friend Peter to you? 可以向你介绍一下我的朋友彼特吗？
Please allow me to introduce Miss Liu to you all. 请允许我把刘小姐介绍给你们大家。
6、Find out the things which are different in your part of China. 找出与中国你所在地区不同的情况。
find和find out都有“发现”、“找到”的意思。 find通常是指凭一时的感觉或偶然发现，而find out 则是指经过一番努力，研究，计算或探询而发现某物某事，通常有“找出，查明，发现，搞清楚”的意思。例如：
He woke up and found himself in hospital. 他醒来发现自己在医院里。
I found a $5 note on the pavement. 我在人行道上发现了一张5英镑纸币。
Can you find out what time the train leaves? 你能查问出火车什么时候开吗？
They tried to find out who had broken the window. 他们试图查明谁打破了玻璃窗。
Later, he found out a new method of learning English. 后来，他找到了一种学习英语的新方法。
7、I hope you are very well .我希望你一切都好。
Well在此句中是形容词，通常作表语，意思是“健康的”相当于healthy的意思。例如：
I'm not feeling well today .我今天觉得身体不大舒服。
Is she well enough to travel?她身体康复，能够旅行了吗？
He is much better now, thank you.他现在身体好些了，多谢你的关心。（better是well的比较好）
Be, feel, get, look + well 身体好，康复，气色好。
8、So every day I work from dawn until dark. 因此，我们每天 从早到晚地劳动。
from until/till/to 冒意思是“从某时到某时”例如：from morning fill night从早到晚
from beginning to end 自始至终，从头到尾。
9、Sometimes we go on working after dark by the lights of the tractors.
有时，我们在天黑后还要借助拖拉机的灯光继续干活。
go on doing sth 意思是“继续（做某事），连续不断地（做某事）”
go on to do sth表示（在干完某事后）“接着干另一件事”，即接下去干与原来不同的另一件事。例如：
Although if was raining hard ,they still went on working in the field.
虽然雨下得很大，但他们仍继续在地里干活。
After he finished writing the litter,he went on to read the text of lesson one.
他写完信后，接着读第一课课文。
10 、Although the farm is large,my Dad has only two men working for him.
虽然农场很大，但我爸爸只雇了两个人为他干活。
have sb/sth doing 这一结构表示“使某人或某物持续做某事或动作持续的状态”。在句中have是“使”，“让”的意思， working 是现在分词作宾语two men的补足语。例如：
Don't have the car waiting out side the gate all the time. 不要让汽车一直在门外等着。
The two cheats had the lights burning all day long. 两个骗子让灯整天亮着。
Don't have the water running all day long. 不要让这自来水整天花花地流。
I won't have you talking to Mother like that. 我不允许你对妈妈那样说话。
11、It doesn't often rain in the summer here, As a result we have water the vegetable garden.
这儿夏天不常下雨，因此我们不得不给菜园浇水。
As a resulf (由于的)结果；因此常用在有上下文的情况下。例如:
It was late at night and there was no bus.As a resulf , we had to walk to He village.
夜深了，又没有公共汽车，因此我们不得不步行到那个村庄。
He had some bad fish , As a result ,he felt sick his morning .
由于吃了些坏鱼，所以今天上午他感到不舒服。
As a resulf of (=because of… )意思是“由于”例如：
As a result of fog the flight was delayed. 由于有雾，航班误点了。
He got a rist as the result of his hard work. 由于他工作勤奋，所以他长了工资。
Thousands of people lost their lives as the result of the war.由于那场战争，成千上万的人民丧失了生命。
另：在本句中“To water the vegetable garden”，water一词是用作动词。在英语中有些词虽然词形相同，但词类发生变化，由某一词类（如名词）变成另一词类（如动词）。如下下列句子中Pump, water即有名词，也有动词的用法。well即可用作副词，也可用作名词。
There is a pump is the village.it works very well.we often pump water from the well to water the vegetable garden.
12、Americans eat a lot of meat too much in my opinion.美国人吃肉很多，依我看吃得太多了。
in my opinion =in my view意思是“在我看来，依我看”。近似于I fhink/guess/feel/suppose(我想、我认为、我觉得)等表达形式，都是用来表示个人的看法或意见等。
what was the nicest part of your holiday in your opinion？
在你看来，你假期中哪段时间过的最好？
In my opinion ,autumn is the best season in beijing.在我看来，秋天是北京最好的季节。
In charlie's opinion ,Americans should eat less meat.在查理看来，美国人应该少吃一点肉。
In my opinion and in the opinion of most people.it is a very sound investment.照我的和大多数人的看法，这是一项很可靠的投资。
13、In your letter you asked about the time in different areas of the states.
在信中，你问有关美国不同时区的问题。
There are five different time areas in the states 美国有5个不同的时区。
以上两句中的The states都是指The United States of America .美国，美利坚众国略作U.S.A或U.S.。
下句In my state中的state 是指写信人所在的那个州，这时state的开头字母不大写。另外， time areas和 time zones同义都是指时区。
14、Please give my regards to your parents.请代我向你父母问好。
Regard vt. 是动词，作“认为，视为”解。regard sb as a hero 认为某人是英雄。 regard sth as a crime 把某事看作是一种罪恶。例如：
He is regarded as the best dentist in town..他被看作是域里最好的牙医。
在名中regards 是名词，作“问候，致意”解。give my regards /love /best wishes to sb作“代我向某人问好”解。remember me to sb 也有同义。例如：
Please give my best wishes to your wife (=Please remember me to your wife.)请代向你妻子问好。
15、Best wishes. 祝好。
该句通常用于信尾，谨致问候之意，还可以说best regards 祝好！Wishing you good luck /success! 祝你走运/成功！
篇2：高一第一单元及《荷塘月色》
高一第一单元及《荷塘月色》
第一单元
一 单元课文特点
1.本单元由两篇散文、一篇杂文和一篇悼词组成。
2、本单元课文涉及作者生活的时代背景，有的比较隐晦地表达了自己的心情，有的形象地提出自己的主张，有的概括了人物一生的伟大业绩，有的在貌似纯知识的“东拉西扯“中， 含蓄婉转地表达出自己的思想感情。只有认真推敲词语和句子，才能真正理解作品的深刻含义。
3、本单元四篇课文中所运用的修辞手法十分丰富，应该仔细揣摩作者运用修辞手法的妙处所在。
二 单元教学目标
1、本单元的重点教学目标 是引导学生揣摩语言。揣摩语言的实质是在一定的语境中，对语言的深层含义、感情色彩等，进行辩析、品味。在阅读中只有注意语言，领会关键词 语和关键语句的真正内涵和表达作用，理解作者运用语言的技巧，才能不断增强自己的语感。
2、要掌握在阅读过程中揣摩语言的技巧，学会抓取关键词语和关键句子，并结合语境进行揣摩和理解。
三 单元教学重难点
1、阅读教学把阅读分为四个阶段，即感知阶段、理解阶段、表述阶段和评价阶段。
揣摩教学把阅读分为四个阶段，即感 知阶段、理解阶段、表述阶段和评价阶段。揣摩语言属于第二个阶段，即在感知内容的基础上，在一定的语境中对关键词语和关键语句的深层含义、感情色彩和表达作用等进行辩析、品味和理解，以彻底理解文句含义，并依靠自己独立思考，在感知、表象再创造的基础上，借助于思维加深对读物的理解。
2、揣摩语言离不开语境。“语境”是“语言环境”的简称。张志公先生说：“所谓语言环境，从比较小的范围来说，对语义影响最直接的，是现实的语言环境，也是说话和听话时的场合以及话的前言后语。此外，大至一个时代、社会的性质和特点，小至交际双方个人的情况，如文化教养、知识水平、生活经验、语言风格和方言基础等，也是一种语言环境，与现实的语言对称，这两种语言环境可以称为广义的'语言环境。”前者“现实的语言环境”习惯称为“内部语境”，后者“广义的语言环境”习惯称为“外部语境”。要彻底理解语句含义，必须把语句放到一定的语言环境中去反复揣摩思考。
3、揣摩语言还要学会抓取关键语句。关键语句在文章中有多种表现形式，包括：（1）出现在文章首尾的总结概述语句；（2）有称代和特指词语的语句；（3）在文中多次重复出现的语句；（4）运用各种修辞格的语句；（5）使用典故或史料的语句；（6）运用“虚化迁移”手法或词类活用的语句；（7）语法结构复杂的语句；（8）有特别生动的词语的语句。
四、单元教学设计
本单元前两课为教读课文，后两课为自读课文。教读课文每两课时完成，自读课文每课一课时完成。
进行教读课文的教学，要求学生在预习的基础上，深入思考一些问题；在课堂上让学生充分发表自己的意见，实现探索性的学习。
进行自读课的教学，更应该体现由学生自己学习的过程。一种形式是学生在课堂上快速阅读课文，然后按照教师提出的问题展开讨论，由教师作出结论。这种方式适合于中等以下水平的班级使用。另一种形式是事先把分析课文的任务交给几个或几组学生，让他们自己去查阅资料，拿出分析意见，在课堂上各抒已见展开讨论。教师不要下结论，让学生对没有取得统一的意见课下继续进行思考，在校刊上发表他们的意见。这种方式适合于语文水平和自学能力较高的班级。
一 荷塘月色
课文说明
一 时代背景
《荷塘月色〉是一篇以写景为主的抒情散文。写于1927年7月，那时作者在清华大学教书，住清华园西院。文章里描写的荷塘就在清华园。当时正值大革命失败，白色恐怖笼罩着中国大地。朱自清也处于苦闷厢逯小K自己也知道，“只有参加革命或反革命，才能解决这惶惶然”，但他最终还是选择了“暂时逃避的一法”。
原因是什么 呢？他曾对夫人陈竹隐说过：“我只是在行为上主张一种日常生活中的中和主义。”又说，“妻子儿女一大家，都指我生活”，“还是暂超然为好”但是他毕竟是一个爱国的民主主义者，面对黑暗现实，又不能安心于这种“超然”。
在《一封信》中他表白说：“这几天似乎有些异样，像一叶扁舟在无边的大海上，像一个猎人在无尽的森林里。……心里是一团乱麻，也可以说是一团火。似乎在挣扎着，要明白些什么，但似乎什么也没有明白。”《荷塘月色》正是作者自己想“超然”而又想“挣扎”的心迹的真实描摹和生动写照。
二 构思
《荷塘月色》写的是一个夏夜，作者为了散心，排解苦闷，去观赏月下荷塘时所见到的景色和此时此际的心情。全篇的“文眼”是开头的“心里颇不宁静”一句，尽管文 中一会儿写“动”，一会儿写“静”，一会儿写“幻觉”，一会儿写“实感”，一会儿描摹眼前，一会儿展开联想，“形”确实很散，但始终没有离开“颇不宁静”这一“文 眼”。
三 思想感情
《荷塘月色》中笼罩着一层淡淡的哀愁，而《绿》中的狂喜之情非常浓烈。这是什么原因？是由于写作时代不同。《绿》写于1924年，这时正是北伐战争前夕，五四运动给作者带来的激情尚未消失。《荷塘月色》则写在大革命失败后的1927年，现实的黑暗使作者陷入了彷徨、苦闷之中。
《荷塘月色》流露的思想感情，反映了作者对当时白色恐怖的严酷现实的不满，以及他苦闷彷徨，希望在一个幽静的环境中寻求精神上的解脱而又无法解脱的矛盾心情。
但对这一问题的理解，历来说法不一。有的认为，本文是作者寄
篇3：高一第一单元教案
高一第一单元教案
Unit 1 Good Friends
Teaching objectives and demands:
1. The activity is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.
2. Ask the students to describe a good friend and give examples of situations where friends have helped them. Use the activity as a brainstorming session done either in groups or with the whole class.
3. Language use: Manipulate listening, speaking practice
Key points:
1. Everyday English for communication.
2. Words and useful expressions
Teaching procedures:
Step 1. Warming up
Students are asked to describe themselves and a friend. You can use these questions in at least two different ways. One alternative is to ask the students to think about three words to describe themselves and then let each student tell the class the three characteristics they have chosen. A second alternative would be to ask the students to write down the three characteristics and let other students guess who is being described. As with the first part, the objective is to elicit student language and get the students to think about friends and friendship.
Which words can be used to describe the characteristic?
Brave: courage fearless heroic
Scared : astonish fearful frightened horrified shocked terrified timid
Loyal: devoted faithful
Wise: bright clever cute gifted intelligent smart well-learned witty
Foolish: silly stupid
Beautiful: attractive breath-taking charming cool cute elegant eye-catching good-looking
graceful inviting lovely neat pretty splendid stunning
Rich: wealthy plentiful
Funning: amusing humorous
Happy: carefree cheerful contented delighted glad high merry pleased
Unhappy: bitter blue discouraged displeased heavy miserable sad upset
Step 2. Listening
The students will hear friends discuss common problems that may occur in a friendship. The students are asked to identify the problems and suggest solutions. Tell the students that friends sometimes have problems and that it is important to know how to solve the problems. The students will hear three arguments between friends and are asked to write down the problems and suggest possible solutions. It may be necessary to divide the task into two parts; first the students write down the problems as they listen to the tape, and then they discuss possible solutions. The students can also listen to one situation at a time and discuss solutions with the whole class.
Key
1. Peter is often late for football practice. I think that he should try to be on time in the future.
2. Mary usually borrows things without asking and she doesn’t return things on time. She should ask the owner is she wants to borrow something and try to return it on time in the future.
3. Adam borrowed John’s CD player yesterday and now it is broken. Adam can ask his uncle to fix it.
Extension the students are asked to think of other situations/problems involving friends and role-play or discuss the issues. You may also ask the students to list or discuss what methods are most effective when you want to solve problems in a friendship.
Workbook P85
Listening
a) Students will hear about problems friends may have and what can be done to solve such problems. The students are asked to write down the solutions mentioned on the tape and to think of other solutions. Ask the students to listen to the tape and write down the solutions suggested by the speaker. You can help the students prepare by first asking them to think about problems they may have had with their friends. The solutions mentioned on the tape are simple and general. Encourage the students to think of better, more specific solutions. What would they do if they had a quarrel with a friend? How do they talk to their friends about difficult things? How do they keep secrets from becoming rumours?
b) Listening text Everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. A common problem between friends is that they don’t know how to talk to each other about difficult things. When they do talk, they often get mad with each other. What can they do? Well, it takes time to learn how to communicate well, and it is important to understand why a friend gets angry with you when you say something. If you know what it is that makes your friend angry, then you can try to talk about the problem in a different way.
c) Another problem that many friends have to deal with is what to do after one of them gets angry or upset. If friends get angry with each other and say something bad because they are angry, they often find it difficult to apologize after the quarrel. The best way to apologize after a quarrel is simply to start by telling each other that you are sorry and then go from there. A simple apology is often enough and is a good starting point. What about friends who can’t keep a secret? Sometimes it seems impossible to keep a secret from becoming a rumour that everyone knows. Shouldn’t a good friend be able to keep a secret? Perhaps, but it is not always that easy to keep a secret, and telling a secret to someone will often put them in a difficult situation - they may have to lie to other friends to keep the secret. The best way to make sure that a secret doesn’t become a rumour is simply to keep it to yourself - don’t tell anyone.
d) Answers to Exercise 1
e) Problem: Friends get angry with each other when they try to talk about something difficult.
f) Solution: Try to understand your friend/Try to talk about the problem in a different way.
g) Problem: Friends don’t know how to apologize.
h) Solution: Start by telling each other that you are sorry and take it from there. A simple apology is often enough.
i) Problem: Some friends don’t know how to keep secrets.
Solution: Keep your secrets to yourself.
Step 3 Speaking
The students will use the information about the people on SB page 2 to talk about likes and dislikes and to practice giving reasons for their opinions. Tell the students to work in pairs. Ask the students to complete the chart on page SB page 3 and then use the answers to talk about who could be friends and what they like or dislike. Ask each pair to decide who could be friends and give reasons for their decisions. When they have made their decision, ask them to compare and debate their ideas with other pairs. Encourage different answers, including strange ones.
P3 work in pairs
Name John Steve Peter Ann Sarah Joe
Age 15 14 15 16 14
Gender boy boy boy girl girl boy
Likes football skiing singing dancing reading novels surfing the
reading singing rock music computers football Internet
reading computer rock music singing rock music
skiing
Dis- singing hiking football hiking rock music football
ikes computers football classical music dancing dancing hiking
rock music rock music dancing classical music computer
Extension The students are asked to make a list of famous people or people they know. The students then use the list to identify likes and dislikes and characteristics and try to determine who could be friends.
Step 4. Talking Workbook P85
The students are given role cards based on three situations where friends are having problems. They are asked to act out the situations with the “useful expressions”. They are also asked to think of a fourth situation, prepare role cards for it, and act it out. Let the students role-play in pairs. Remind them that they should not write down a dialogue and then simply read the dialogue. Instead, they should try to act out the situation without rehearsing it. If they find it difficult to get started, you can let them prepare by practising part of a situation. You can also help by modeling part of a situation.
Extension Friends often help each other. Ask the students to work in pairs and list examples of situations where friends can help each other. The students can then write role cards for the situations and act out in pairs.
Step 5. Homework
(1) Finish off the exercises of Unit1 in the workbook.
(2) Revise the key points of this unit.
(3)List the friend they get to know in class and write down some thing they want to know.
Evaluation of teaching:
The Second Period
Teaching objectives
1. Develop the students’ comprehension of explorative passages, especially their ability of analyzing the structure of such kind of articles.
2. Offer the students chances of self-culture by working in groups and seeking information about the film out-
side the class.
3. Infuse the students with basic knowledge about the friend and friendship
4. Learn some words and useful expressions from the text.
Teaching Approach
1.Communicative Approach should be used throughout the class. Stress should be laid on:
2.Learner-centeredness; learning-centeredness
3.Task-based learning
4.Activity-based teaching (class work; individual work; group work)
Teaching type: Reading comprehension
Teaching Procedure
Step 1. Report in class A student is asked to report something interesting he or she picks up from
newspaper or magazines.
Step 2.Review and check Ss have a word dictation and check their homework in workbook
Exercise 2 Suggested sample sentences
1) My friend Alan is brave. He once saved the life of a little girl who had fallen into a lake.
2) My friend Bob is loyal. He wouldn’t talk to Charles whom I don’t like at all.
3) My friend David is wise. He always gives me the best advice.
4) My friend George is a handsome boy, but he doesn’t like to study and always dreams of becoming a model.
5) My friend Harry is a smart student. He always asks good questions in class.
Step 3 Pre-reading Ss are asked to listen to the tape and find the things they are using or talking about.
Practising on P87 vocabulary
1 “The books are too heavy! I think it’s going to break.”
2 “Oh no! I forgot where I put it! I have written down all the important phone numbers.”
3 “Yum! You have bought it at last. We can have fried fish for dinner. Mmm … I can’t wait to put this fish in it. ”
4 “Hands up! Don’t move or I’ll shoot. Give me all your money!”
5 “Ooooh! I look very nice in this new dress!!!”
6 A: I think we’re lost. What should we do now? B: Don’t worry. I have it here and I know how to use it.
7 “Ouch! I hit myself with it.”
8 A: Hurry up! It’s so dark here. I can’t see anything.
9 “It is shaking badly. Am I going to die? Help! … Oh, thank God!”
10 “I feel sad when it comes to the part in which the two friends become enemies.”
Answers 1 rope 2 notebook 3 pan 4 gun 5 mirror 6 compass 7 hammer 8 match 9 airplane 10 movie
Get the students to think about what it would be like to be alone on a deserted island. The activity is not direct linked to a reading strategy or a structure in the reading, but is intended to be used as a preliminary activity related to the previous parts of the unit. The pre-reading exercise also gives the students an opportunity to practise giving opinions and making decisions.
Explain the situation to the students and give them time to think about what they would bring. The activity should generate different choices and opinions, thus making it a good opportunity for discussion. Tell the students to work in groups. Ask them to describe the usefulness of each item in the box and then decide on the three most useful ones. Make sure that each group member gets an opportunity to speak. Encourage the students to use the structures I think… because…/ I could use it to…/ it could be used to …/ …would be more important than … because … Ask one student from each group to write their answers on the blackboard. Compare answers from different groups and have a short discussion. e.g. 1.I think a knife would be the most useful item, because I could use it to kill animals and cut the meat. It could also be used to cut wood. 2.I also think a box of matches would be useful because I could use the matches to make fire. If I had a fire, I could cook food, stay warm and keep wild animals away. More importantly, if someone saw the fire, they would come and save me. 3.I think a book would be more useful than a radio, because you don’t need batteries to read. And when I read, I would learn about life and the world and forget my loneliness.
Extension 1: Ask the students to think about how the things could help them in other situations, for example, if they were lost in a desert or a forest. Extension 2: Let the students talk about how they would feel in an extreme situation. How would they feel if they were alone on a deserted island? (angry, desperate, lonely, hungry, worried, hopeful, happy, afraid etc.) What would they do to try to overcome these feelings? Extension 3: Ask the students if they have read books or seen movies about island life, for example, Robinson Crusoe, Cast Away, Six days and Seven Nights, etc. How did the main characters survive? How were they rescued? Extension 4 After the discussion, you can ask the students to consider the similarities and differences between spiritual and materialistic needs, i.e. the things we need and the social interaction we need.
Step 4 Reading Listen to tape and finish the following items
CHUCK’S FFRIEND
Background information on the reading :The film Cast Away, starring Tom Hanks, depicts a man’s struggle with solitude and his journey towards self-knowledge. The film shows us how Chuck, a busy manager who never has “enough time,” ends up on an island with nothing but time. He manages to survive on the island and he realizes the importance of friends and friendship. The text, summarized below, describes his experience and the lessons he learns from his unusual friend, a volleyball he calls Wilson.
Guess the meaning of a word or phrase in the text, tell them to mark the word or phrase. Ask the students to list words or phrases that they don’t know. Explain important ones if necessary, but try offering more context of certain words until the students can guess the meaning. Don’t spend too much time going through the new words.
Suggestion for teaching some of the vocabulary of the reading text:
Item Strategy What it means
What is the text about? CLUES The picture shows a man who lives like a wild man, alone. He has to take care of himself. The title says that the text is about Chuck’s friend.
What is the text about? WORLD KNOWLEDGE If I look at the picture and read the story, I may recall other stories about a man living alone on an island, e.g. Robinson Crusoe. In those stories, the man has to learn to find water and food and take care of himself.
What kind of words will be used? GENRE The reading passage is a sort of film review, so I can guess the text will use words about stories, characters, acting and perhaps unusual things that do not exist in the real world.
Cast Away CLUES Form) + SKIP + CLUES (Context) +LOOK UP The words are in italics, so I know that it must be the name of a film or a book. I can probably skip the word and look it up in the dictionary later. If I read the text I will learn that the film is about a man who has to live alone on an island, away from his friends, because of an accident, so I can guess that “Cast Away” refers to the man in the story and his situation. The dictionary says to be left alone on an island after your ship has sunk.
play GENRE +CONTEXT Tom Hanks is a famous actor. He “plays” a man named Chuck Noland in the film Cast Away. I can guess that plays means acts.
survive CONTEXT +WORLDKNOWLEDGE When airplanes crash (fall down), most people die. If, like Chuck, they don’t die, they go on living, so I can guess that to survive means to go on living.
deserted CONTEXT The text tells me that Chuck lands on a deserted island. The text also tells me that there are no people on the island, so I can guess that a deserted place means a place where there are no people.
challenge CONTEXT The text tells me that there are different challenges in Chuck’s life - he has to collect water, hunt for food, and learn to survive without friends. I can guess that a challenge is something difficult that you have to do.
share CONTEXT +LOOKUP I know that I like to talk to my friends when I am happy or sad. If I am sad, talking to a friend makes me feel better. I can guess that “to share” happiness or sorrow means something like “tell others about how I feel” or “make others understand how I feel”. The dictionary says that share means to have the same interest or feeling as someone else.
unusual FORM I know that usual means “something that happens all the time” or “normal.” If I know that the prefix “un-“ means not, I can guess that unusual means not normal or strange.
such as CONTEXT A lucky pen and a diary are examples of favourite objects, so I can guess that such as means for example or “like.”
Summary Ask them to look at the picture and ask one student to point to the picture and retell the main idea of the text.
1 Chuck Noland, a successful businessman, lands on a deserted island after a plane crash.
2 Chuck has to learn basic survival skills on the island. In order to cope with his loneliness, Chuck develops a friendship with a volleyball he calls Wilson.
3 Five years’ life on the island teaches Chuck the importance of having friends and being a good friend. Wilson may just be a volleyball, but their friendship is real and in some ways better than Chuck’s friendships in the past.
4 Human friends and unusual friends are important in our life. Friends and friendship help us understand who we are and how we should behave.
Step 5 Post-reading Exx on Page 4 Ask the students to answer questions about the story. e.g. How can a volleyball become Chuck’s friend? What does Chuck learn about himself when he is alone on the island?
Suggested answers to the questions
1 He has to learn how to collect water, hunt for food, and make fire. More importantly, he has to learn to live without friends.
2 He has learnt a lot about himself when he is alone on the island. For example, he has come to realize that friendship is important in his life, that he hasn’t been a good friend, and that he should care more about his friends. (The students may also use present tense, e.g. He learns a lot about himself. He realizes that…)
3 Open for discussion. The students can list basic survival skills.
4 Let the students discuss the question in groups. The question can be discussed in the form of a role-play where each student represents one of the four people and has to persuade the others that he or she should be given the parachute.
5.Have a short discussion about one or more ideas in the text:
1 ) What can we do to be good friends even if we are very busy?
2 ) Does a successful man or woman need friends?
3 ) The text talks about “giving” and “taking.” How do friends give and take?
4 ) What do friends teach us?
5 ) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?
Step 6 Language study Key to “Word study”:
1 honest, 2 classical 3 sorrow/unhappiness 4 argue/quarrel/disagree 5 loyal/good/true
6 hunt for 7 fond of/interested in 8 brave/fearless 9 in order to/ so as to 10 smart
Student-centered vocabulary learning:
It is very important for students to make their own choices and decisions about what they learn. You can help your students by letting them practise making such choices and decisions.
Give the students a few minutes to make a list of words and expressions from the text that they want to learn. The list should not be too long.
Ask the students to show their list to a partner and explain why they chose these words or expressions.
There are many ways to help the students deal with new words. Begin by letting the students try on their own. If the students can discover the meaning of new words themselves-either by using clues, pair work, or group discussion they are more likely to develop a better understanding of the word. More importantly, the process will help them develop strategies and skills that they can use when they encounter new words. The teacher is responsible for providing guidance and assistance. Give the students time, help as little as possible and in a gradual way. Try to model and encourage positive behaviour-the best way to help is to provide clues and examples. If you “explain” the word or simply translate it, you are not giving the students an opportunity to learn.
1 Encourage the students to try different ways to fix the words in their minds.
2 Some words may have different meanings. You can help the students decide which meaning fits the context.
Unit 1 背景材料：Cast Away 荒岛余生
汤姆汉克斯曾以《费城故事》和《阿甘正传》连续两度获奥斯卡最佳男演员奖殊荣，为自己和别人树立了两座高不可攀的丰碑。经历了一段时间的低潮后，他又再度与赞米基斯（《阿甘正传》的导演）合作，凭借《荒岛余生》一片获得第七十三届奥斯卡最佳男演员奖提名。可惜的是，此奖颁给了罗素克罗（《角斗士》）。据说，奥斯卡评委们是不会让同一个人在十年之内三度称帝的。但汤姆汉克斯的演技可以说无可挑剔。为演好此角，他甚至将体重减少了几十斤。如果你有兴趣，可以找来此片一睹被遗弃荒岛前后判若两人的汤姆汉克斯的模样。
Chuck Noland, who lives in Memphis, is an operation manager at FedEx, an express mailing company. He is hardworking and particularly time-conscious.1 He believes that time is everything: cosmos,2 fortune and misfortune; time is also capable of doing everything, creating and destroying human beings. He has a girlfriend named Kelly Frears, who works at a chemical lab. They love each other very much, though Chuck travels a lot and rarely stays at home. It is Christmas season now. Chuck gets back home and Kelly is very happy to see him. However Chuck is so tired after his business trip to Russia, he is fast asleep when Kelly turns off TV and is about to go to bed.
On Christmas Eve, Chuck, Kelly and his family are having dinner when Chuck's pager3 rings. Another assignment comes. Kelly does not like to see Chuck leave as it is Christmas time now. But Chuck has to go and promises to be back on New Year's Eve. Seeing Chuck off at the airport, Kelly gives him an old watch, inherited from her grandfather, with her photo in it. Chuck is moved and tells Kelly that he will hold on to it for the rest of his life. Then he gives Kelly a small pretty box, saying that this is something special for her and she shall open it on New Year's Eve.
On the way to his destination, the plane Chuck is flying on crashes in the sea due to a heavy storm and a mechanical failure. Fortunately Chuck survives and climbs onto a lifeboat4 after the crash. He still manages to get hold of the watch Kelly gives him.
It rains heavily. Chuck's boat is pushed ashore by waves and lands on a small island the next day. Now the two things he has, Kelly's watch and the pager, are his only possessions. He does not know where he is. There is nobody, not even animals. Chuck writes HELP on the beach with tree trunks. That night Chuck hears strange sound coming from the nearby trees. In the following days, hungry and thirsty, he collects FedEx parcels pushed ashore by waves. Suddenly he hears the strange sound again. He is terrified but then surprised to find the sound is from fallen coconuts.5 The struggle of opening them starts. After trying different ways for a long time, he finally is able to taste his first fruit of success.
One day, climbing onto the top of the mountain on the island, Chuck finds that it is a small and uninhabited island. All of a sudden he spots a man's body near the beach. It is one of the crew.6 Chuck pulls it ashore. With a mixed feeling of fear and sympathy, he hesitantly takes off the man's shoes and flashlight before burying him.
One night in the darkness, he finds a light from afar. It must be a ship. Chuck is very excited and he uses his flashlight for SOS signal. But it is of no use. The light is too weak to be noticed by people on the ship. The following day, Chuck tries to row the lifeboat to the ship. However, big waves turn his lifeboat upside down， and to make things worse, he is injured on the leg. That night there is a heavy thunderstorm. Chuck has to hide himself in a cave. He forgets to turn off the flashlight and the battery runs off.
As the hope of being saved is getting less and less, he faces challenges of survival. An idea strikes his mind, and he opens every and each parcel. Videotapes are thrown away and so are important commercial contracts and documents. A pair of skating shoes, a nightgown,7 and a volleyball are kept. The blades8 are used as knives for cutting, and the nightgown as fishing net. As for the volleyball, Chuck uses his blood to draw a man's face on it and names it ”Wilson“ who gives him spiritual comfort. He begins to talk to the ”man“ he has created and Wilson has become his company.
Next he has to start a fire. Without fire, he has not had any food or hot water for days except eating live fish and drinking rainwater and coconut juice. He gets some wood and works on it for a long time. He almost loses his hope until he discovers that air is important to start a fire. He drills the wood in the middle with a stick while blowing some air in between the two pieces. When a fire is finally made, Chuck sings and dances like a tribesman,9 happy for the first time after landing on the island. He has his first meal, a cooked crab.
Four years later, Chuck becomes an experienced primitive man. He still keeps his girlfriend's photo in his cave. Beside the photo, there stands another companion of his for those lonely years-Wilson. Chuck is so used to talking to Wilson, the volleyball, that he regards as his best friend. Once he throws away Wilson in anger and despair but only finds himself more lonely and desperate. So he searches for it and is very excited to get it back. Then he paints Wilson's face with his blood again so that Wilson has a new face.
One day, he finds a part of the plane on the shore, which gives him an idea. He cuts down the biggest tree on the island and makes it into a man's sculpture. He pulls it up to the highest point of the island and erects it there. Then he plans to build a raft and starts working on it.
Chuck at last completes his grandiose10 project and begins to row towards sea with his dear friend Wilson. At the moment of leaving his island on which he has lived for four years, a sense of sadness overwhelms11 him. He has somehow a special attachment to the island, feeling like leaving his sweet home.
On the journey to get back to the human world, he experiences dangers of sharks, thunderstorms, and despair of losing his best and only friend Wilson who accompanies him for the past terrible years. How many days have passed, he has no idea. One day, a large ship passes by and Chuck is finally saved.
However, his return is not a happy one. Kelly is married and has a daughter. She is so confused and lost about his return that it is hard for her to accept a man who has been “dead” for four years. Besides, her husband tries to convince her that not to see Chuck is in everyone's interest.
One rainy evening, Chuck cannot resist any longer the desire to see Kelly again. He goes to Kelly's in a taxi and knocks on her door. When Kelly shows him their car they used to drive, which she kept for all those years along with all their sweet memories, they are getting so emotional that they kiss each other. But Chuck cools down and asks Kelly to go back home.
Now Chuck comes back to his old self and starts working again. Having delivered the last parcel he has kept from the island, he suddenly senses a new beginning in his life.
1. time-conscious: 时间观念很强。 2. cosmos: 宇宙。3. pager: 传呼机。4. lifeboat: 救生船。5. coconut: 椰子。
6. crew: 全体机组人员。7. nightgown: （妇女的）睡衣。8. blades: （冰鞋的）冰刀。9. tribesman: 部落人。
10. grandiose: 宏大的。11. overwhelm: 使受不了，使不知所措。
Excerpts
Chuck Talks to a Friend about His Experience and Feeling on the Island
”We both had done the math, and Kelly added it all up. She knew she had to let me go. I added it up, knew that I'd lost her. 'Cause I was never gonna get off that island. I was gonna die there, totally alone. I mean, I was gonna get sick or get injures. The only choice I had, the only thing I could control was when and how and where that was gonna happen. So I made a rope. And I went up to the summit to hang myself. But I had to test it, you know? Of course. You know me. And the weight of the log snapped* the limb of the tree. So I-I-I couldn't even kill myself the way I wanted to. I had power over nothing. And that's when this feeling came over me like a warm blanket. I knew somehow that I had to stay alive. Somehow I had to keep breathing, even though there was no reason to hope. And all my logic said that I would never see this place again. So that's what I did. I stayed alive. I kept breathing. And then one day that logic was proven all wrong because the tide came in, gave me a sail. And now, here I am. I'm back in Memphis, talking to you. I have ice in my glass. And I've lost her all over again. I'm so sad that I don't have Kelly. But I'm so grateful that she was with me on that island. And I know what I have to do now. I gotta keep breathing. Because tomorrow, the sun will rise. Who knows what the tide could bring?"
Step 7 Language points Now read the text and explain the following language points if necessary.
1. practise
e.g. We practiced pronouncing the sound again and again.
e.g. Don’t forget to practise after class.
e.g. I practise playing the piano every day.
2. What’s… like?
e.g.--- What is the play like?---Wonderful.
e.g.He seems like an honest man.
3. make sb /th sb/adj./prep…
e.g.A good friend is someone who makes me happy.
e.g.Annie made her diary her best friend.
e.g. They made me repeat the story.
e.g.What made you think so?
e.g He raised his voice to make himself heard.
4. nor//so倒装 +do/does/should/has…+主语
nor 表示否定意义,用肯定形式.
e.g. I don’t know,nor do I care.
e.g. His brother doesn’t like soccer,nor does he.
So 表肯定意义,用肯定形式
e.g.Rock music is OK, and so is skiing.
e.g.They had a good time last night, so did I.
So it is/was with +主语
e.g.Marx was born in Germany and German was his native language. So it was with Engles.
e.g.John likes Chinese but he is not good at it. So it is with Mary.
5. bore, bored ,boring
e.g. He bored us all by talking for hours about his new car.
e.g. She bored with her present job.
e.g. Jimmy could never understand why so many people found golf boring.
6. interest ,interested, interesting
e.g. She has much interest in music and dance.
e.g. I don’t know what interests him indeed.
e.g. I found him greatly interested in poems.
e.g. I don’t think the joke interesting enough.
7. alone.,lonely
e.g. I was alone in the room.
e.g. He feels quite lonely sometimes.Because he has no friends.
e.g.They brought him into a lonely house.
e.g.Crusoe felt lonely when he was alone on the lonely island.
8. regard …as
e.g. We regarded their pets as members of their families.
e.g.We can’t regard the matter as settled.
Step 8. Homework
(1) workbook P88 Reading Many-flavored friends.
(2) Revise the key points of this Unit.
Evaluation of teaching:
The Third Period
Teaching aims and demands
1. The students are asked to master the Grammar :Direct Speech and Indirect Speech
2. Integrating Skill: reading
3. Oral practice: manipulate oral practice relevant to the reading material.
Key points: grammar and reading
Teaching methods: Reading -Sentence structure----explanation
Teaching procedures:
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the key points of the previous lesson.
Step 2. Presentation To ask the Ss pre-writing the following sentences and check them in class.
1.“Today is Thursday” the teacher said.
2. “I’m going to play football.”Tom said.
3. “He lived in New York” Tom told me.
4. “The moon foes around the earth.”he said.
5. “He wanted to go out for lunch today.”his father said..
6. “He has been here for six years” Mr Li told me.
7. “ I will be here for one year.” I said to Mr Li.
8. “You come here quickly.” he ordered.
9.She said to me, “I will ask for some paper”.
10.They asked: “Why did you come here so late?”
Step 3. Grammar Direct Speech and Indirect Speech
Brief explanation of “Direct Speech and Indirect Speech” (1): Statements & Questions
* use Direct Speech when you want to show the exact words someone said or wrote. Use quotation marks to show that you are reporting the exact words a person used and a reporting clause to include information about the speaker and the situation.
e.g. “I had a great time at the picnic,” she told her mum.
(the direct speech) (the reporting clause)
*The reporting clause may come before, within, or after the direct speech. When the reporting clause comes after the direct speech, the order of the subject and the verb may be changed, e.g. Jane said/said Jane. This typically happens when the reporting clause is within the reported speech and the subject is not a pronoun.
e.g. Jane said, “I got a new e-pal. He is from Germany.”
“I got a new e-pal,” Jane said / said Jane / she said, “He is from Germany.”
“I got a new e-pal. He is from Germany,” Jane said / said Jane / she said.
* Use a comma to connect the direct speech and the reporting clause.
* 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 in order to keep the same meaning.
DIRECT SPEECH à INDIRECT SPEECH
present past
past past or past perfect
present perfective past perfect
past perfective past perfect
e.g. “I’ll take care of you,” Chuck said. à Chuck said he would take care of him.
“Did you get e-mails from your friends?” she asked. à She asked if I had got e-mails from my friends.
“Have you got any e-mails from your parents?” she asked. à She asked if I had got any e-mails from my parents.
*When you use Indirect Speech to report what someone said, you can sometimes change the exact words without changing what the speaker actually said.
e.g Wilson asked, “How long have we been in this place?”à Wilson asked how long you had been here.
Answers to Grammar Exercise 1
1 The visitor said that he was very glad to visit our factory.
2 “I don’t like American movies very much,” the woman said to / told us.
3 Uncle Wang said that there was something wrong with the front wheel.
4 The teacher said to the students, “We are going to have a meeting at three o’clock.”
5 The students asked when they should go outing that autumn.
6 “I’ll try to finish reading the book by the end of this week,” she said.
7 The daughter told her father that mum had gone to the supermarket.
8 “Are you going to mail the gifts to your parents?” Sara’s friend asked her.
9 Tom asked Bob why he had been so excited that day.
10 “How can I solve the problem?” Sandra asked her friend.
Step 4 Post-reading : Grammar Exercise 2
In this exercise, the students have to imagine that they are helping Chuck “hear” what Wilson “says.” The students use Chuck’s answers to guess what Wilson is asking and then write down the question as reported speech. Let the students look at the example and point out that they don’t need to change the verb tense. When they have completed the written part of the exercise, they can use the questions and answers to talk to each other.
Answers to Grammar Exercise 2:
Chuck: I know, I know. You are angry with me. You think we should wait longer, but we have waited long enough already.
Wilson: Why do you want to leave this island?
You: Chuck, Wilson asks why you want to leave this island.
Chuck: I want to leave the island because I miss my friends.
Wilson: Am I not your friend?
You: Chuck, Wilson asks whether or not he is your friend.
Chuck: Yes, you are my friend, but I miss the others.
Wilson: How long have we been here?
You: Chuck, Wilson asks how long you have been here.
Chuck: We have been here for almost five years.
Wilson: How will we leave?
You: Chuck, Wilson asks how you will leave.
Chuck: How will we leave? We will wait for the wind to change. Then we will go out over the reef.
Wilson: That might be dangerous.
You: Chuck, Wilson says that might be dangerous.
Chuck: Yes, it might be dangerous, but we have to try. We can’t stay here any longer.
Wilson: Will you take care of me?
You: Chuck, Wilson asks if you will take care of him.
Chuck: Of course I will take care of you.
Wilson: I’m scared, Chuck.
You: Chuck, Wilson says he is scared.
Chuck: I’m scared, too.
Step 5 Workbook :Answers to Exercise 1:
1 Mary told Yang Mei that she was doing a biology experiment then.
2 Mary told Yang Mei that she was not free that day.
3 Mary told Yang Mei that she must / had to finish her paper that week.
4 Mary told Yang Mei that she would have to stay in the lab until the next day.
5 Mary told Yang Mei that she was going to write a report the next week.
6 Mary told Yang Mei that she had watched a very interesting TV programme the day before.
7 Mary told Yang Mei that She must / had to wait there that afternoon.
8 Mary asked Yang Mei if she would go to the Students’ Club that afternoon.
9 Mary told Yang Mei that she had visited her teacher the day before.
10 Mary asked Yang Mei who was going to study abroad the next year.
Answers to Exercise 2:
Sept 1, Monday
It’s my first day in senior high school. Mother told me to get up early. Father asked me to tie my hair up. I told myself not to worry too much.
When I arrived at school, I ran into my friend Joanna. She said I looked great. (1)I asked her where she had spent her holiday. (2)She said that she had gone to Shanghai and it had been wonderful. (3)She also asked me if I had enjoyed my holiday.
We went to the classroom for our first lesson. (4)Mr Yu asked us if we had had a pleasant holiday. (5)Then he said that he wanted to get to know us, and he asked us to write a short description of ourselves. I wrote it in English. When Mr Yu read it, (6)he said it was well-written.
After school I went back home. I told my parents about my first day in school. (7)They told me that they were proud of me.
1 “Where did you spend your holiday?” I asked /said to her.
2 “I went to Shanghai and it was wonderful,” she said.
3 “Did you enjoy your holiday?” she asked / said.
4 “Did you have a pleasant holiday?” Mr Yu asked us.
5 “I want to get to know you. Could you please write down a short description of yourselves?” he said.
6 “It’s well written,” he said.
7 “We are proud of you,” they said to me.
Answers to Exercise 3
1 Change Direct Speech into Indirect Speech and Indirect Speech into Direct Speech.
1 Hu Ming, the manager says that they run that restaurant to make friends.
2 “We are unhappy about this,” the students’ parents said.
3 Hu Ming says, “A teacher has already told me that I should spend more time on study.”
4 “Running a business takes a lot of time,” all the managers say.
5 Liu Tao says that they don’t have the money to hire enough waiters or waitresses, so they do most of the work themselves.
6 Another boy tells me that sometimes they have to skip classes to keep an eye on the restaurant.
7 “We are doing OK,” Liu Tao says.
Step 6 Homework
(1) Finish off the work in work book
(2) change the 10 sentences into indirect speech
(3) Try to write a news story in about 100 words on page 88
(4) Revise the grammar on page 178 to page 180
Evaluation of teaching:
The Fourth Period
Teaching aims and demands
1. Integrating Skill
2. Grammar and writing
3. Get the students to write an email
Key points: 1. Useful expressions; 2.writing 3.grammar
Teaching methods: Written practice and grammar.
Teaching procedures
Step 1. Revision
(1) Check the work exercises.
(2)A test for unit 1
To get the students to Review the grammar and write the passage on page 88
Pal Restaurant is one of the many restaurants where people come to eat, drink, talk and enjoy music. It is different from other restaurants because its owners are a group of college students. “We run this restaurant to make friends,” says the manager, Hu Ming.
But the students’ parents say that they are unhappy about this. “We can’t stop them but we want them to put study in the first place.” Teachers do not support them, either. Hu Ming says that a teacher has already told him that he should spend more time on study.
All the managers say that running a business takes a lot of time. “We don’t have the money to hire enough waiters or waitresses, so we do most of the work ourselves,” says Liu Tao. “Sometimes we have to skip classes to keep an eye on the restaurant,” says another boy.
But Liu Tao says they are doing OK.
3 Answers may vary. Possible titles/headlines include “Study First or Business First?” “Students Running Bar”
Step 2. Integrating Skill
Instruction: The reading describes different kinds of friends. Let the students read the first paragraph and answer questions 1-3, then ask them to think of words that can be used to describe the different kinds of friends. You can also tell the students to choose words from the “5-star friend” activity in the student’s book.
Extension What does it take to make a friendship work? The students can work in groups and select one kind of friendship described in the reading and think about the advantages and disadvantages of such a friendship. What problems might arise? How could they be solved? (The students can refer to the listening activity).
Suggested answers
1 C
2 A fair-weather friend will only like you when you are happy and popular; a forever friend is a true friend and will help you when you are in trouble.
3 List the characteristics of each kind of friend:
A fair-weather friend only likes you when you are happy and popular, doesn’t help you when you have problems. (students can add more)
A school friend studies and plays together with you, sees you in school. (students can add more)
A forever friend knows everything about you, always listens to you. (students can add more)
4 Sarah helped Janet overcome her shyness and deal with her classmates. Janet helped Sarah study math.
5 Answers may vary.
6 You can make friends with people from other countries by reading e-pal/pen pal ads in newspapers or on the Internet.
7 One of the advantages of having friends in other countries is that you can learn more about the world. You can also learn more about other languages and cultures. There are a few disadvantages, including the fact that it can be difficult to be friends if you live far away from each other.
8 Answers may vary. One possible interpretation is that all the people around us could be our friends; friendship is a two-way relationship and it takes work and patience to develop a good friendship.
Step 3 Writing
Ask the students to read the e-mail and find out what the girl wants to know more about. Tell the students to think about what they want to tell the girl. As a pre-writing activity, the students can list the things they want to include in the e-mail. When the students have written the e-mail, you can compare what they have written.
ASSESSING
A learner log is a set of questions that will help the students to reflect on how and what they have learnt. The students are asked to rate their “comfort level” and summarize what they have learnt. You can use this as an activity in class or let the students complete the log at home. Throughout the book we offer different assessment tools and we recommend that you try as many of them as possible. Learner logs and other similar assessment tools are simple to use and have a positive effect on the students’ learning and learning habits over time. The students may find it difficult to answer the questions at first, but if you use the log consistently it will help the students pay more attention to their learning strategies and set better goals. Once the students are used to the format and expectations, you can use the learner log and other assessment activities in combination with discussion and goal-setting activities.
Step 4. Post -INTEGRATING SKILLS
Ask the students to read the e-mail ads in Unit 1 and choose one to reply to. Before the students start writing, they should think about what they want to write.
Extension Use real e-pal ads from the Internet and let the students find a real e-pal from another country. If your students do not have easy access to the Internet, you can simply copy more e-pal ads and bring them to class.
Sample E-mail
Hi Jane:
My name is Xiao Fei and I come from Hunan. Hunan is in the south of China. I am a middle school student and I like speaking English. I read your e-pal ad and I would like to be your e-pal. You wrote that you like rock music. Can you tell me what bands you like? Have you ever heard any Chinese rock bands? You also wrote that you like talking and joking around. I do too! I think you and I can be good friends. Please send me an e-mail as soon as possible.
Xiao Fei
Assessment Criteria:
An e-mail is less formal than a letter and more formal than speaking. A good response to the e-pal ads should include information about who you are and where you are from. Try to encourage the students to use indirect speech to refer to the e-pal ad.
Step 5. Homework
(1) Finish off the exercises in the workbook.
(2)Write an email into my email-box.
(3) Summary the key points in this unit
Evaluation of teaching:
The Fifth period Students have an Integrating examination
The Sixth period Teachers comment the examination and Review the unit.
篇4：高一第一单元语文作文
黑白相间的琴键，就如同一级级台阶。我悠然地拾阶而上，在领略无限风光的同时，心中一直默念：“这个故事永不会停止”。
小时候，我总会坐在窗边，侧耳聆听，沉浸在隔壁传来的阵阵悦耳的旋律之中，那声音好似清澈的泉水在山涧泠泠作响，又似千百的鸟儿在枝头放声歌唱。那一刻我闻到空气中丝丝带着隽永味道的馨香，一个或许幼稚或许冲动的梦想在心中发芽——渴望能坐在黑色的琴凳上，用指尖在黑白分明的琴键上敲出梦想的声音。
当那充满金属质感的钢琴第一次闪耀在我眼前，我一下子被它吸引入怀，迫不及待地想要推开梦想的大门。每晚余晖悄悄爬上琴键时，我便与这架厚重的钢琴为伴。怀着庄严的心坐上琴凳，身体微微前倾，试图读懂这琴谱上富有深意的表达，手指试探性地在琴键上敲击着尚不连贯的音调。琴谱上的线条日益稠密，每道弧线都诉说着音乐间的连接，悠长令人陶醉。面对初识的懵懂，从未忘记那梦想的故事，无论多艰难，梦想让我用快乐去面对。
当听到要准备第一次汇报演出的消息时，我好像一只破茧而出的蝴蝶，跃跃欲试拿起新谱子，然而它的到来并没有我想象如同切开一个西瓜般那样丰富而甜蜜。五线谱上的语言那么艰涩，我皱紧眉头却难以辨认音符间的联系，时而左手，时而右手，难以协调;右手好不容易唱起轻快的主旋律，而左手却太笨拙难以合上节拍;时而枯燥的小节在耳鼓上震动，难以平复内心的烦躁。一个个音符死板地镶在五线谱的黑白之中，望着我仿佛也带着些许苦笑无奈的神情。然而梦想的声音始终萦绕在耳边，我重新鼓起勇气，揉揉疲劳的双眼，认真抬起每根手指，敲下或轻或重的音符。不知练习了多少次，手臂由酸疼变得觉不出酸疼，美妙的乐曲终于从指间流淌而出。面对复杂的琴谱，从未忘记梦想的故事，无论多艰难，梦想让我用坚持去面对。
演出当天我来到后台，心中像有只小兔子在上窜下跳。在脑海中一遍遍过着谱子中易错的地方，手脚并用地打着节拍，嘴里还不停地哼着曲调。轻轻踏上舞台，享受着脚下的每一步，灯光打在那充满金属质感的钢琴上，闪耀进眼中的仿佛是我第一次见到它的画面。我平静下激动的心，双手放于琴键上，一串串优美的音符瞬间响彻礼堂，一个个音符恰似一个个跳动的精灵随着双手舞蹈，在黑白琴键上缓缓流淌。右手高音的歌唱，吟诵着成长的欣慰快乐;左手低音的诉说，讲述着梦想的执着鼓舞。面对台下的掌声，从未忘记那个梦想的故事，无论多艰难，梦想让我用勇气去面对。
我在心中一直默念着：“这个故事永不会停止”。
篇5：高一第一册第一单元第一课
高一第一册第一单元第一课
请问第一课，我想问个问题：朝抵抗力最大的路径走，是不是人活着就为了受苦？应怎样答？thank you!
高一第一册第一单元第一课<新版书>由本站会员分享，版权归作者所有,请注明出处!
篇6：高一一册第一单元 纲要..
高一一册第一单元 纲要..
邓浩
第一单元
一、单元课文特点
1．本单元四篇课文都是哲学/论文。《人生的境界》一文，就“人生的境界”和“哲学的任务”提出了独到的见解，对提高我们的思想道德修养有着十分重要的意义；《人是什么》一文，就人的本质和人生的价值问题做了十分深入的探讨，鼓舞人们以自强不息的精神进行创造性的劳动，投身到人类进步的伟大事业中；《庄子：在我们无路可走的时候》一文，赞美了庄子思想的博大精深，对他不与当时的统治者合作的态度和做法给予了充分的肯定和赞扬；《孔孟》一文，以一个新的视角，主要就孔孟之间的不同点及其产生的原因进行了深入而翔实的阐述，显示出理论研究的精细。
2．思想有深度，理论有高度，是这四篇文章的共同特点。这些文章内容都是作者在各自研究领域，经过潜心研究提出的富有独创性的见解。这些研究成果，对于丰富我们的文化底蕴，提高我们的哲学素养和人生境界都是十分有益的。
3．把深奥的道理讲得深入浅出，易于被读者了解，也是这四篇文章的共同点。《人生的境界》一文层次清楚，条理清晰；语言简明，通俗易懂，使读者对哲学的任务一目了然；《人是什么》一文旁征博引，并且运用了大量生动形象的比喻，使我们对人的本质和人生的价值获得了具体而深入的了解；《庄子：在我们无路可走的时候》一文比喻生动，事例典型，分析透彻，使读者对庄子的思想有了深刻的了解；《孔孟》一文主要运用对比的'方法，使我们对孔孟的不同点有了比较清晰的认识。
4．论证方法多种多样，使这几篇文章具有极强的说服力。例证论证、引证论证、比喻论证、对比论证、因果论证等多种论证方法的熟练运用，不但使文章的观点得到了充分而详细的论证，而且也使文章显得手法多样，灵活而生动，使读者在跟随作者登堂人室享受喻理愉悦、提升思想境界的同时，也欣赏到了论说文写法的艺术美。
二、单元教学目标
1．引导学生提高自身的思想道德境界和哲学理论水平，树立自强不息的精神，为中华民族的伟大复兴和人类的进步而奋斗。
2．培养学生阅读论说文的能力和.写作水平。在理清思想结构的基础上，能迅速筛选信息，把握中心句和关键句，提高学生的概括能力和表述能力。
3．培养学生质疑思辨的能力，批判地吸收古今中外丰富的文化遗产和精神财富。对作者的观点要敢于和善于提出不同意见，进行创造性地学习。
4．体味语言的言外意弦外音，理解语言的深层含义。
三、单元教学重点、难点
本单元的四篇文章都是哲学/论文。哲学是关于世界观的学说，是自然知识和社会知识的概括和.总结。哲学的根本问题是思维和存在、精神和物质的关系问题，根据对这个问题的不同回答而形成了唯心主义哲学和唯物主义哲学两大对立的派别。在教学过程中，要把树立唯物主义世界观、批判唯心主义世界观放在突出的地位。要密切联系实际，启发学生针对现实生活中出现的形形色色的伪科学进行分析和批判，引导学生树立科学的人生观、世界观。
著名学者、哲学家冯友兰先生在《人生的境界》一文说：“哲学的任务是什么?我曾提出，按照中国哲学的传统，它的任务不是增加关于实际的积极的知识，而是提高人的精神境界。”中国的哲学体现了中华民族最深层的生存方式和文化核心以及由这种生存方式和文化核心所转化的自觉生存智慧和价值观念。其最终目的，是为了在理性原则的指导下从事德行实践，通过道德主体的自觉操持，实现人生的价值和意义。我们学习这篇文章，就要力求做一个有道德境界和天地境界的人，做一个应该成为人的人。
在《人是什么》一文中，作者提到了古今中外许多著名哲学家、思想家、教育家、文学家以及物理学家的哲学主张，他们都有很高的精神境界。东、西方哲学家的一致见解是：生无所息。这正是《周易》中所说的“天行健，君子以自强不息”的精神。学习这篇文章，我们就应当以这种精神作为我们一生中的座右铭，紧紧把握住现在，为中华民族的腾飞和人类的进步事业奋力拼搏。
在《庄子：在我们无路可走的时候》一文中，作者对庄子思想的博大精深给予了充分的肯定与赞美。无论是政治上还是人生态度上，庄子都主张自然无为。他的这种哲学思想当然是有一定积极意义的，但是，如果我们人人都采取这样的一种人生态度，科学将无从发展，社会将无从进步。
哲学同世界上的一切事物一样都是与时俱进、不断发展的。所以，我们也要用发展的眼光看待这些精神财富，在学习中要善于去伪存真、去粗取精，在汲取前辈哲学家精神营养的同时，对他们的哲学观点作出科学的批判。
阅读中要善于质疑思辨。质疑思辨是一种“读思结合”的创造性阅读。孔子说：“学而不思则罔，思而不学则殆。”这说明，学习和思考是相辅相成的。“小疑则小进，大疑则大进，无疑则不进”，这话是很有道理的。在阅读中，多问几个为什么，疑问也就有了；如果实在无疑，不妨“于无疑处有疑”。阅读过程是不断生疑、不断思考、不断探究的过程。王安石说，“人之愈深，其进愈难，而其见愈奇”，“而世之奇伟、瑰怪、非常之观，常在于险远”。这样阅读，必然会有所发现，有所收获，甚至有所创造。
在学习中，还要注意比较，在比较中找出古今中外哲学家哲学观点的同与异。只有了解了各种哲学观点的同与异，才能准确把握哲学家们各自不同的哲学主张。同时还要密切联系实际，用正确的哲学理论指导我们的学习和工作。只有这样，才能把哲学学习落到实处。
提高论说文的阅读能力和.写作水平，也是本单元的重点内容之一。通过训练，要求学生能把握作者的主要观点、论证思路和立论依据；能准确、迅速地筛选出文中的关键句、中心句，并在此基础上用简要的语言进行概括和表述。要求学生能较熟练地运用例证论证、引证论证、对比论证、比喻论证、因果论证等方法写论说文。
阅读离不开对语言的揣摩，要引导学生深入体味语言的言外意弦外音，提高对语言的感悟能力和鉴赏水平。
四、单元教学设计
本单元共四篇课文，前两篇为教读课文，后两篇为自读课文。教读课文共用四课时，根据课文难易、长短，《人生的境界》可用一课时，《人是什么》可用三课时。自读课文各用一课时。
由于哲学/论文所涉及的内容博大精深，教学目的和方法应以“质疑思辨”为主，采用“研究阅读”的模式进行为好。鉴于课时较少的现实，要求学生课前要做较为充分的预习。教师可在课前布置一些富有启发性的思考题，要求学生以个人或小组的方式进行准备。教师则要在潜心研读的基础上，分析学生可能提出的问题，做好应答的准备。课堂上，要鼓励学生畅所欲言，既要有正确的引导，又不要急于对一些问题急忙下结论。提倡学生之间、师生之间的质疑与辩驳。对学生提出的富有创见性的观点，要及时予以表扬，激发他们学习与研究的兴趣，培养学生的创新精神。不要求对所有有争议的问题下一个所谓的定论，要鼓励学生课下继续讨论与研究。教师当然可以提出自己的看法，但不要强加于人。总之，要创设一个平等与民主的课堂气氛。
自读课应以学生自学为主，但教师也要体现主导作用。比如《庄子：在我们无路可走的时候》一文，作者对庄子拒绝与当权者合作的精神给予了肯定与赞扬。学生在讨论中，可能会产生肯定与否定两种对立的观点，教师则可以引导学生探讨庄子思想形成的时代背景，对庄子“清静无为”的思想给予实事求是的评价，采取扬弃的态度。对《孔孟》一文，则以弄清孔孟的不同点及其立论依据为主，引导学生学习科学研究的方法和论说文的.写作方法。总之，自读课应当突出学生的活动，但也不能撒手不管走过场，教师的主导作用不能忽视。
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