unit5warming up pre reading and教案人教版必修

Unit1GoodTeachingobjectivesandTheactivityisdesignedtoencouragestudentstothinkaboutfriendsandfriendshipandtoactivaterelevantvocabulary.Askthestudentstodescribeagoodfriendandgiveexamplesofsituationswherefriendshavehelpedthem.Usetheactivityasabrainstormingsessiondoneeitheringroupsorwiththewholeclass.Languageuse:Manipulatelistening,speakingpracticeKeypoints:EverydayEnglishforWordsandusefulTheFirstStep1.WarmingStudentsareaskedtodescribethemselvesandafriend.Youcanusethesequestionsinatleasttwodifferentways.Onealternativeistoaskthestudentstothinkaboutthreewordstodescribethemselvesandthenleteachstudentltheclassthethreecharacteristicstheyhavechosen.Asecondalternativewouldbetoaskthestudentstowritedownthethreecharacteristicsandletotherstudentsguesswhoisbeingdescribed.Aswiththefirstpart,theobjectiveistoelicitstudentlanguageandgetthestudentstothinkaboutfriendsandfriendship.Whichwordscanbeusedtodescribethecharacteristic?Brave:couragefearlessheroicScared:astonish shockedterrifiedtimidLoyal:devoted Wise:bright Foolish:silly Beautiful:attractive breath-taking charmingcoolcute eye-catchinggood-looking carecheerfulcontented Unhappy:bitterbluediscouraged displeasedheavy Step2.Thestudentswillhearfriendsdiscusscommonproblemsthatmayoccurinafriendship.Thestudentsareaskedtoidentifytheproblemsandsuggestsolutions.lthestudentsthatfriendssometimeshaveproblemsandthatitisimportanttoknowhowtosolvetheproblems.Thestudentswillhearthreeargumentsbetweenfriendsandareaskedtowritedowntheproblemsandsuggestpossiblesolutions.Itmaybenecessarytodividethetaskintotwoparts;firstthestudentswritedowntheproblemsastheylistentothetape,andthentheydiscusspossiblesolutions.Thestudentscanalsolistentoonesituationatatimeanddiscusssolutionswiththewholeclass.Peterisoftenlateforfootballpractice.IthinkthatheshouldtrytobeontimeintheMaryusuallyborrowsthingswithoutaskingandshedoesn’treturnthingsontime.Sheshouldasktheownerisshewantstoborrowsomethingandtrytoreturnitontimeinthefuture.AdamborrowedJohn’sCDyeryesterdayandnowitisbroken.AdamcanaskhisuncletoExtensionthestudentsareaskedtothinkofothersituations/problemsinvolvingfriendsandrole-yordiscusstheissues.Youmayalsoaskthestudentstolistordiscusswhatmethodsaremosteffectivewhenyouwanttosolveproblemsinafriendship.WorkbookP85Studentswillhearaboutproblemsfriendsmayhaveandwhatcanbedonetosolvesuchproblems.Thestudentsareaskedtowritedownthesolutionsmentionedonthetapeandtothinkofothersolutions.Askthestudentstolistentothetapeandwritedownthesolutionssuggestedbythespeaker.Youcanhelpthestudentspreparebyfirstaskingthemtothinkaboutproblemstheymayhavehadwiththeirfriends.Thesolutionsmentionedonthetapearesimpleandgeneral.Encouragethestudentstothinkofbetter,morespecificsolutions.Whatwouldtheydoiftheyhadaquarrelwithafriend?Howdotheytalktotheirfriendsaboutdifficultthings?Howdotheykeepsecretsfrom ingrumors?Listeningtext Everybodyneedsfriends.Butbeingagoodfriendcansometimesbehardwork.Learninghowtosolveproblemsinafriendshipcanmakeyouabetterfriendandahappier Acommonproblembetweenfriendsisthattheydon’tknowhowtotalktoeachotheraboutdifficultthings.Whentheydotalk,theyoftengetmadwitheachother.Whatcantheydo?Well,ittakestimetolearnhowtocommunicatewell,anditisimportanttounderstandwhyafriendgetsangrywithyouwhenyousaysomething.Ifyouknowwhatitisthatmakesyourfriendangry,thenyoucantrytotalkabouttheprobleminadifferentway.Anotherproblemthatmanyfriendshavetodealwithiswhattodoafteroneofthemgetsangryorupset.Iffriendsgetangrywitheachotherandsaysomethingbadbecausetheyareangry,theyoftenfinditdifficulttoapologizeafterthequarrel.Thebestwaytoapologizeafteraquarrelissimplytostartbylingeachotherthatyouaresorryandthengofromthere.Asimpleapologyisoftenenoughandisagoodstartingpoint.Whataboutfriendswhocan’tkeepasecret?Sometimesitseemsimpossibletokeepasecretfrom ingarumourthateveryoneknows.Shouldn’tagoodfriendbeabletokeepasecret?Perhaps,butitisnotalwaysthateasytokeepasecret,andlingasecrettosomeonewilloftenputtheminadifficultsituation—theymayhavetolietootherfriendstokeepthesecret.Thebestwaytomakesurethatasecret earumorsimplytokeepittoyourself—don’tlanyone.AnswerstoExercise1Problem:Friendsgetangrywitheachotherwhentheytrytotalkaboutsomethingdifficult.Solution:Trytounderstandyourfriend/Trytotalkabouttheprobleminadifferentway.Problem:Friendsdon’tknowhowtoSolution:Startbylingeachotherthatyouaresorryandtakeitfromthere.Asimpleapologyisoftenenough.Problem:Somefriendsdon’tknowhowtokeepSolution:KeepyoursecretstoStep3ThestudentswillusetheinformationaboutthepeopleonSBpage2totalkaboutlikesanddislikesandtopracticegivingreasonsfortheiropinions.lthestudentstoworkinpairs.AskthestudentstocompletethechartonpageSBpage3andthenusetheanswerstotalkaboutwhocouldbefriendsandwhattheylikeordislike.Askeachpairtodecidewhocouldbefriendsandgivereasonsfortheirdecisions.Whentheyhavemadetheirdecision,askthemtocompareanddebatetheirideaswithotherpairs.Encouragedifferentanswers,includingstrangeones.P3workin rockmusicrockmusicrockmusicclassicalmusicrockmusicExtensionThestudentsareaskedtomakealistoffamouspeopleorpeopletheyknow.Thestudentsthenusethelisttoidentifylikesanddislikesandcharacteristicsandtrytodeterminewhocouldbefriends.Step4.TalkingWorkbookThestudentsaregivenrolecardsbasedonthreesituationswherefriendsarehavingproblems.Theyareaskedtoactoutthesituationswiththe“usefulexpressions”.Theyarealsoaskedtothinkofasituation,preparerolecardsforit,andactitout.Letthestudentsrole-yinpairs.Remindthemthattheyshouldnotwritedownadialogueandthensimplyreadthedialogue.Instead,theyshouldtrytoactoutthesituationwithoutrehearsingit.Iftheyfinditdifficulttogetstarted,youcanletthempreparebypractisingpartofasituation.Youcanalsohelpbymodelingpartofasituation. Friendsoftenhelpeachother.Askthestudentstoworkinpairsandlistexamplesofsituationswherefriendscanhelpeachother.Thestudentscanthenwriterolecardsforthesituationsandactoutinpairs.Step5.Finishofftheexercises Unit1intheRevisethekeypointsofthisListthefriendtheygettoknowinclassandwritedownsomethingtheywanttoknow.Evaluationofteaching:TheSecond Developthestudents’comprehensionofexplorativepassages,especiallytheirabilityofyzingthestructureofsuchkindofarticles.Offerthestudentschancesofself-culturebyworkingingroupsandseekinginformationaboutthefilmout-sidetheInfusethestudentswithbasicknowledgeaboutthefriendandLearnsomewordsandusefulexpressionsfromthetext.TeachingApproachmunicativeApproachshouldbeusedthroughouttheclass.Stressshouldbelaidon:2.Learner-centeredness;learning-centerednessActivity-basedteaching(classwork;individualwork;groupwork)Teachingtype:ReadingcomprehensionStep1.Reportinclass Astudentisaskedtoreportsomethinginterestingheorshepicksupfromnewspaperormagazines.Step2.Reviewand Sshaveaworddictationandcheck inExercise SuggestedsampleMyfriendAlanisbrave.HeoncesavedthelifeofalittlegirlwhohadfallenintoaMyfriendBobisloyal.Hewouldn’ttalktoCharleswhomIdon’tlikeatMyfriendDavidiswise.HealwaysgivesmethebestMyfriendGeorgeisahandsomeboy,buthedoesn’tliketostudyandalwaysdreamsof amodel.MyfriendHarryisasmartstudent.HealwaysasksgoodquestionsinStep3Pre-reading Ssareaskedtolistentothetapeandfindthethingstheyareusingortalking on “Thebooksaretooheavy!Ithinkit’sgoingto“Ohno!IforgotwhereIputit!Ihavewrittendownalltheimportantphone“Yum!Youhaveboughtitatlast.Wecanhavefriedfishfordinner.Mmm…Ican’twaittoputthisfishinit.”“Handsup!Don’tmoveorI’llshoot.Givemeallyour“Ooooh!IlookveryniceinthisnewA:Ithinkwe’relost.Whatshouldwedonow? B:Don’tworry.IhaveithereandIknowhowtouseit.“Ouch!IhitmyselfwithA:Hurryup!It’ssodarkhere.Ican’tsee“Itisshakingbadly.AmIgoingtodie?Help!…Oh,thank“Ifeelsadwhenitcomestothepartinwhichthetwo eAnswers1rope 2notebook 3pan 4gun 5mirror 6compass 7hammer 8match 10movieGetthestudentstothinkaboutwhatitwouldbeliketobealoneonadesertedisland.Theactivityisnotdirectlinkedtoareadingstrategyorastructureinthereading,butisintendedtobeusedasapreliminaryactivityrelatedtothepreviouspartsoftheunit.Thepre-readingexercisealsogivesthestudentsanopportunitytopractisegivingopinionsandmakingdecisions.Exinthesituationtothestudentsandgivethemtimetothinkaboutwhattheywouldbring.Theactivityshouldgeneratedifferentchoicesandopinions,thusmakingitagoodopportunityfordiscussion.lthestudentstoworkingroups.Askthemtodescribetheusefulnessofeachitemintheboxandthendecideonthethreemostusefulones.Makesurethateachgroupmembergetsanopportunitytospeak.EncouragethestudentstousethestructuresIthink…because…/Icoulduseitto…/itcouldbeusedto…/…wouldbemoreimportantthan…because…Askonestudentfromeachgrouptowritetheiranswersontheblackboard.Compareanswersfromdifferentgroupsandhaveashortdiscussion.e.g.1.Ithinkaknifewouldbethemostusefulitem,becauseIcoulduseittokillanimalsandcutthemeat.Itcouldalsobeusedtocutwood.2.IalsothinkaboxofmatcheswouldbeusefulbecauseIcouldusethematchestomakefire.IfIhadafire,Icouldcookfood,staywarmandkeepwildanimalsaway.Moreimportantly,ifsomeonesawthefire,theywouldcomeandsaveme.3.Ithinkabookwouldbemoreusefulthanaradio,becauseyoudon’tneedbatteriestoread.AndwhenIread,Iwouldlearnaboutlifeandtheworldandforgetmyloneliness.Extension1:Askthestudentstothinkabouthowthethingscouldhelptheminothersituations,forexample,iftheywerelostinadesertora .Extension2:Letthestudentstalkabouthowtheywouldfeelinanextremesituation.Howwouldtheyfeeliftheywerealoneonadesertedisland?(angry,desperate,lonely,hungry,worried,hopeful,happy,afraidetc.)Whatwouldtheydototrytoethesefeelings?Extension3:Askthestudentsiftheyhavereadbooksorseenmoviesaboutislandlife,forexample,RobinsonCrusoe,CastAway,SixdaysandSevenNights,etc.Howdidthemaincharacterssurvive?Howweretheyrescued?Extension4Afterthediscussion,youcanaskthestudentstoconsiderthesimilaritiesanddifferencesbetweenspiritualandmaterialisticneeds,i.e.thethingsweneedandthesocialin ctionweneed.Step4ReadingListentotapeandfinishthefollowingitemsCHUCK’SFFRIENDBackgroundinformationonthereading:ThefilmCastAway,starringTomHanks,depictsaman’sstrugglewithsolitudeandhisjourneytowardsself-knowledge.ThefilmshowsushowChuck,abusymanagerwhoneverhas“enoughtime,”endsuponanislandwithnothingbuttime.Hemanagestosurviveontheislandandherealizestheimportanceoffriendsandfriendship.Thetext,summarizedbelow,describeshisexperienceandthelessonshelearnsfromhisunusualfriend,avolleyballhecallsWilson.Guessthemeaningofawordorphraseinthetext,lthemtomarkthewordorphrase.Askthestudentstolistwordsorphrasesthattheydon’tknow.Exinimportantonesifnecessary,buttryofferingmorecontextofcertainwordsuntilthestudentscanguessthemeaning.Don’tspendtoomuchtimegoingthroughthenewwords.SuggestionforteachingsomeofthevocabularyofthereadingWhatit Thepictureshowsamanwholiveslikeawildman,alone.Hehastotakecareofhimself.Thetitlesaysthatthetextisabout IfIlookatthepictureandreadthestory,Imayrecallotherstoriesaboutamanlivingaloneonanisland,e.g.RobinsonCrusoe.Inthosestories,themanhastolearntofindwaterandfoodandcareof Thereadingpassageisasortoffilmreview,soIcanguessthetextwillusewordsaboutstories,characters,actingandperhapsunusualthingsthatdonotexistintherealworld. Thewordsareinitalics,soIknowthatitmustbethenameofafilmorabook.Icanprobablyskipthewordandlookitupindictionarylater.IfIreadthetextIwilllearnthatthefilmisabout+LOOKmanwhohastolivealoneonanisland,awayfromhisfriends,becauseofanaccident,soIcanguessthat“CastAway”referstothemaninthestoryandhissituation.ThedictionarysaystobealoneonanislandafteryourshiphasyGENRETomHanksisafamousactor.He“ys”amannamedNolandinthefilmCastAway.IcanguessthatysmeansWhenairnescrash(falldown),mostpeopledie.If,likeChuck,theydon’tdie,theygoonliving,soIcanguessthattosurvivemeanstogoonliving.Thetext lsmethatChucklandsonadesertedisland.Thetext lsmethattherearenopeopleontheisland,soIcanthatadesertedcemeansacewheretherearenoThe lsmethattherearedifferentchallengesinChuck’sfriends.Icanguessthatachallengeissomethingdifficultthatyouhavetodo.+IknowthatIliketotalktomyfriendswhenIamhappyorsad.IfIamsad,talkingtoafriendmakesmefeelbetter.Icanguessthat“toshare”happinessorsorrowmeanssomethinglike“l(fā)othersabouthowIfeel”or“makeothersunderstandhowIfeel”.ThedictionarysaysthatsharemeanstohavethesameinterestorfeelingsomeoneIknowthatusualmeans“somethingthathappensallthetime”or“normal.”IfIknowthattheprefix“un-“meansnot,IcanguessunusualmeansnotnormalorsuchAluckypenandadiaryareexamplesoffavouriteobjects,soIguessthatsuchasmeansforexampleorSummaryAskthemtolookatthepictureandaskonestudenttopointtothepictureandrelthemainideaofthetext.ChuckNoland,asuccessfulbusinessman,landsonadesertedislandafteraneChuckhastolearnbasicsurvivalskillsontheisland.Inordertocopewithhisloneliness,ChuckdevelopsafriendshipwithavolleyballhecallsWilson.Fiveyears’lifeontheislandteachesChucktheimportanceofhavingfriendsandbeingagoodfriend.Wilsonmayjustbeavolleyball,buttheirfriendshipisrealandinsomewaysbetterthanChuck’sfriendshipsinthepast.Humanfriendsandunusualfriendsareimportantinourlife.Friendsandfriendshiphelpusunderstandwhoweareandhowweshouldbehave.Step5Post-readingExxonPage4Askthestudentstoanswerquestionsaboutthestory.e.g.Howcanavolleyball eChuck’sfriend?WhatdoesChucklearnabouthimselfwhenheisaloneontheisland?SuggestedanswerstotheHehastolearnhowtocollectwater,huntforfood,andmakefire.Moreimportantly,hehastolearntolivewithoutfriends.Hehaslearntalotabouthimselfwhenheisaloneontheisland.Forexample,hehascometorealizethatfriendshipisimportantinhislife,thathehasn’tbeenagoodfriend,andthatheshouldcaremoreabouthisfriends.(Thestudentsmayalsousepresenttense,e.g.Helearnsalotabouthimself.Herealizesthat…)Openfordiscussion.ThestudentscanlistbasicsurvivalLetthestudentsdiscussthequestioningroups.Thequestioncanbediscussedintheformofarole-ywhereeachstudentrepresentsoneofthefourpeopleandhastopersuadetheothersthatheorsheshouldbegiventheparachute.Haveashortdiscussionaboutoneormoreideasinthe)Whatcanwedotobegoodfriendsevenifwearevery)Doesasuccessfulmanorwomanneed)Thetexttalksabout“giving”and“taking.”Howdofriendsgiveand)Whatdofriendsteach)Isitbettertohaveahumanfriendoranunusualfriendsuchasavolleyball,apenoradog?Step6Languagestudy Keyto“Wordstudy”:1honest, 2classical 3sorrow/unhappiness 4argue/quarrel/disagree 5loyal/good/true6huntfor 7fondof/interestedin 8brave/fearless 9inorderto/soasto 10smartStudent-centeredvocabularyItisveryimportantforstudentstomaketheirownchoicesanddecisionsaboutwhattheylearn.Youcanhelpyourstudentsbylettingthempractisemakingsuchchoicesanddecisions.Givethestudentsafewminutestomakealistofwordsandexpressionsfromthetextthattheywanttolearn.Thelistshouldnotbetoolong.AskthestudentstoshowtheirlisttoapartnerandexinwhytheychosethesewordsorTherearemanywaystohelpthestudentsdealwithnewwords.Beginbylettingthestudentstryontheirown.Ifthestudentscandiscoverthemeaningofnewwordsthemselves—eitherbyusingclues,pairwork,orgroupdiscussiontheyaremorelikelytodevelopabetterunderstandingoftheword.Moreimportantly,theprocesswillhelpthemdevelopstrategiesandskillsthattheycanusewhentheyencounternewwords.Theteacherisresponsibleforprovidingguidanceandassistance.Givethestudentstime,helpaslittleaspossibleandinagradualway.Trytomodelandencouragepositivebehaviour—thebestwaytohelpistoprovidecluesandexamples.Ifyou“exin”thewordorsimplytranslateit,youarenotgivingthestudentsanopportunitytolearn.EncouragethestudentstotrydifferentwaystofixthewordsintheirSomewordsmayhavedifferentmeanings.Youcanhelpthestudentsdecidewhichmeaningfitsthecontext.Unit1背景材料：CastAway可惜的是，此獎頒給了·克羅《角斗士。據(jù)說，奧斯卡評委們是不會讓同一個人在十年之內(nèi)三度的。但湯姆·漢克斯的演技可以說無可挑剔。為演好此角，他甚至將體重減少了幾十斤。如果你有，可以找來此片一睹被遺棄荒島前后判若兩人的湯姆·漢克斯的ChuckNoland,wholivesinMemphis,isanoperationmanageratFedEx,anexpress.Heishardworkingandparticularlytime-conscious.1Hebelievesthattimeiseverything:cosmos,2fortuneandmisfortune;timeisalsocapableofngeverything,creatinganddestroyinghumanbeings.HehasagirlfriendnamedKellyFrears,whoworksatachemicallab.Theyloveeachotherverymuch,thoughChucktravelsalotandrarelystaysathome.ItisChristmasseasonnow.ChuckgetsbackhomeandKellyisveryhappytoseehim.HoweverChuckissotiredafterhisbusinesstriptoRussia,heisfastasleepwhenKellyturnsoffTVandisabouttogotobed.OnChristmasEve,Chuck,KellyandhisfamilyarehavingdinnerwhenChuck'spager3rings.Anotherassignmentcomes.KellydoesnotliketoseeChuckleaveasitisChristmastimenow.ButChuckhastogoandpromisestobebackonNewYear'sEve.SeeingChuckoffattheairport,Kellygiveshimanoldwatch,inheritedfromhergrandfather,withherphotoinit.ChuckismovedandlsKellythathewillholdontoitfortherestofhislife.ThenhegivesKellyasmallprettybox,sayingthatthisissomethingspecialforherandsheshallopenitonNewYear'sOnthewaytohisdestination,theneChuckisflyingoncrashesintheseaduetoaheavystormandamechanicalfailure.FortunayChucksurvivesandclimbsontoalifeboat4afterthecrash.HestillmanagestogetholdofthewatchKellygiveshim.Itrainsheavily.Chuck'sboatispushedashorebywavesandlandsonasmallislandthenextday.Nowthetwothingshehas,Kelly'swatchandthepager,arehisonlypossessions.Hedoesnotknowwhereheis.Thereisnobody,notevenanimals.ChuckwritesHELPonthebeachwithtreetrunks.ThatnightChuckhearsstrangesoundcomingfromthenearbytrees.Inthefollowingdays,hungryandthirsty,hecollectsFedExparcelspushedashorebywaves.Suddenlyhehearsthestrangesoundagain.Heisterrifiedbutthensurprisedtofindthesoundisfromfallencoconuts.5Thestruggleofopeningthemstarts.Aftertryingdifferentwaysforalongtime,hefinallyisabletotastehisfirstfruitofsuccess.Oneday,climbingontothetopofthemountainontheisland,Chuckfindsthatitisasmallanduninhabitedisland.Allofasuddenhespotsaman'sbodynearthebeach.Itisoneofthecrew.6Chuckpullsitashore.Withamixedfeelingoffearandsympathy,hehesitantlytakesofftheman'sshoesandflashlightbeforeburyinghim.Onenightinthedarkness,hefindsalightfromafar.Itmustbeaship.ChuckisveryexcitedandheuseshisflashlightforSOSsignal.Butitisofnouse.Thelightistooweaktobenoticedbypeopleontheship.Thefollowingday,Chucktriestorowthelifeboattotheship.However,bigwavesturnhislifeboatupsidedown，andtomakethingsworse,heisinjuredontheleg.Thatnightthereisaheavythunderstorm.Chuckhastohidehimselfinacave.Heforgetstoturnofftheflashlightandthebatteryrunsoff.Asthehopeofbeingsavedisgettinglessandless,hefaceschallengesofsurvival.Anideastrikeshismind,andheopenseveryandeachparcel.tapesarethrownawayandsoareimportantcommercialcontractsand s.Apairofskatingshoes,anightgown,7andavolleyballarekept.Theblades8areusedasknivesforcutting,andthenightgownasfishingnet.Asforthevolleyball,Chuckuseshisbloodtodrawaman'sfaceonitandnamesit"Wilson"whogiveshimspiritualcomfort.Hebeginstotalktothe"man"hehascreatedandWilsonhas Nexthehastostartafire.Withoutfire,hehasnothadanyfoodorhotwaterfordaysexcepteatinglivefishanddrinkingrainwaterandcoconutjuice.Hegetssomewoodandworksonitforalongtime.Healmostloseshishopeuntilhediscoversthatairisimportanttostartafire.Hedrillsthewoodinthemiddlewithastickwhileblowingsomeairinbetweenthetwopieces.Whenafireisfinallymade,Chucksingsanddanceslikeatribesman,9happyforthefirsttimeafterlandingontheisland.Hehashisfirstmeal,acookedFouryearslater,Chuck esanexperiencedprimitiveman.Hestillkeepshisgirlfriend'sphotoinhiscave.Besidethephoto,therestandsanothercompanionofhisforthoselonelyyears—Wilson.ChuckissousedtotalkingtoWilson,thevolleyball,thatheregardsashisbestfriend.OncehethrowsawayWilsoninangeranddespairbutonlyfindshimselfmorelonelyanddesperate.Sohesearchesforitandisveryexcitedtogetitback.ThenhepaintsWilson'sfacewithhisbloodagainsothatWilsonhasanewface.Oneday,hefindsapartoftheneontheshore,whichgiveshimanidea.Hecutsdownthebiggesttreeontheislandandmakesitintoaman'ssculpture.Hepullsituptothehighestpointoftheislandanderectsitthere.Thenhenstobuildaraftandstartsworkingonit.Chuckatlastcompleteshisgrandiose10projectandbeginstorowtowardsseawithhisdearfriendWilson.Atthemomentofleavinghisislandonwhichhehaslivedforfouryears,asenseofsadnessoverwhe11him.Hehassomehowaspecialattaenttotheisland,feelinglikeleavinghissweetOnthejourneytogetbacktothehumanworld,heexperiencesdangersofsharks,thunderstorms,anddespairoflosinghisbestandonlyfriendWilsonwho panieshimforthepastterribleyears.Howmanydayshavepassed,hehasnoidea.Oneday,alargeshippassesbyandChuckisfinallysaved.However,hisreturnisnotahappyone.Kellyismarriedandhasadaughter.Sheissoconfusedandlostabouthisreturnthatitishardforhertoacceptamanwhohasbeen“dead”forfouryears.Besides,herhusbandtriestoconvinceherthatnottoseeChuckisineveryone'sinterest.Onerainyevening,ChuckcannotresistanylongerthedesiretoseeKellyagain.HegoestoKelly'sinataxiandknocksonherdoor.WhenKellyshowshimtheircartheyusedtodrive,whichshekeptforallthoseyearsalongwithalltheirsweetmemories,theyaregettingsoemotionalthattheykisseachother.ButChuckcoolsdownandasksKellytogobackhome.NowChuckcomesbacktohisoldselfandstartsworkingagain.Havingdeliveredthelastparcelhehaskeptfromtheisland,hesuddenlysensesanewbeginninginhislife.1.time-conscious:2.cosmos:宇宙。3.pager:傳呼機(jī)。4.lifeboat:5.coconut:6.crew:7.nightgown:（婦女的8.blades（冰鞋的9.10.grandiose:宏大的。11.overwhelm:ChuckTalkstoaFriendaboutHisExperienceandFeelingonthe"Webothhaddonethemath,andKellyaddeditallup.Sheknewshehadtoletmego.Iaddeditup,knewthatI'dlosther.'CauseIwasnevergonnagetoffthatisland.Iwasgonnadiethere,totallyalone.Imean,Iwasgonnagetsickorgetinjures.TheonlychoiceIhad,theonlythingIcouldcontrolwaswhenandhowandwherethatwasgonnahappen.SoImadearope.AndIwentuptothesummittohangmyself.ButIhadtotestit,youknow?Ofcourse.Youknowme.Andtheweightofthelogsnapped*thelimbofthetree.SoI-I-Icouldn'tevenkillmyselfthewayIwantedto.Ihadpowerovernothing.Andthat'swhenthisfeelingcameovermelikeawarmblanket.IknewsomehowthatIhadtostayalive.SomehowIhadtokeepbreathing,eventhoughtherewasnoreasontohope.AndallmylogicsaidthatIwouldneverseethisceagain.Sothat'swhatIdid.Istayedalive.Ikeptbreathing.Andthenonedaythatlogicwasprovenallwrongbecausethetidecamein,gavemeasail.Andnow,hereIam.I'mbackinMemphis,talkingtoyou.Ihaveiceinmyglass.AndI'velostheralloveragain.I'msosadthatIdon'thaveKelly.ButI'msogratefulthatshewasthesunwillrise.Whoknowswhatthetidecouldbring?"Step7LanguagepointsNowreadthetextandexinthefollowinglanguagepointsifnecessary.e.g.Wepracticedpronouncingthesoundagainande.g.Don’tforgettopractiseaftere.g.Ipractiseyingthepianoeveryday.What’s…like?e.g.Whatistheylike?e.g.Heseemslikeanhonestman.makesb/thsb/adj./prep…e.g.Agoodfriendissomeonewhomakesmee.g.Anniemadeherdiaryherbeste.g.Theymademerepeatthee.g.Whatmadeyouthinke.g.Heraisedhisvoicetomakehimselfheard.nor//so倒裝+do/does/should/has…+主語nor表示否定意義,用肯定形式.e.g.Idon’tknow,nordoIe.g.Hisbrotherdoesn’tlikesoccer,nordoesSo表肯定意義,e.g.RockmusicisOK,andsoise.g.Theyhadagoodtimelastnight,sodidSoitis/waswithe.g.MarxwasborninGermanyandGermanwashisnativelanguage.Soitwaswithe.g.Johnlikesbutheisnotgoodatit.SoitiswithMary.bore,bored,boringe.g.Heboredusallbytalkingforhoursabouthisnewe.g.Sheboredwithherpresente.g.Jerest,interested,interestinge.g.Shehasmuchinterestinmusicande.g.Idon’tknowwhatinterestshime.g.Ifoundhimgreatlyinterestedine.g.Idon’tthinkthejokeinterestingenough.alone,lonelye.g.Iwasaloneinthee.g.Hefeelsquitelonelysometimes.Becausehehasnoe.g.Theybroughthimintoalonelye.g.Crusoefeltlonelywhenhewasaloneonthelonelyisland.regard…ase.g.Weregardedtheirpetsasmembersoftheire.g.Wecan’tregardthematterassettled.Step8. P88Reading Many-flavoredfriends.RevisethekeypointsofthisUnit.EvaluationofTheThirdTeachingaimsandThestudentsareaskedtomasterthe r:DirectSpeechandIndirectIntegratingSkill:Oralpractice:manipulateoralpracticerelevanttothereadingmaterial.Keypoints:gr randreadingTeachingmethods:Reading—SentencestructureexnationTeachingprocedures:Step1.Check RevisethekeypointsofthepreviousStep2. ToasktheSspre-writingthefollowingsentencesandcheckthemin“TodayisThursday”theteacher“I’mgoingtoyfootball.”Tom“HelivedinNewYork”Tomtold“Themoonfoesaroundtheearth.”he“Hewantedtogooutforlunchtoday.”hisfather“Hehasbeenhereforsixyears”MrLitold“Iwillbehereforoneyear.”IsaidtoMr“Youcomeherequickly.”heShesaidtome,“IwillaskforsomeTheyasked:“Whydidyoucomeheresolate?”Step3.Gr DirectSpeechandIndirectSpeechBriefexnationof“DirectSpeechandIndirectSpeech”(1):Statements&useDirectSpeechwhenyouwanttoshowtheexactwordssomeonesaidorwrote.Usequotationmarkstoshowthatyouarereportingtheexactwordsa usedandareportingclausetoincludeinformationaboutthespeakerandthesituation.e.g.“Ihadagreattimeattheic,”shetoldher(thedirect (thereporting*Thereportingclausemaycomebefore,within,orafterthedirectspeech.Whenthereportingclausecomesafterthedirectspeech,theorderofthesubjectandtheverbmaybechanged,e.g.Janesaid/saidJane.Thistypicallyhappenswhen