1、Unit 1 Friendship 1.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 power according trust indoors suffer teena
2、ger advice questionnaire quiz situation editor communicate habitadd up calm down have got to be concerned about walk the dog go through 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-?Ive grown so cr
3、azy about-I didnt dare-2. 同意和不同意（agreement and disagreement） I agree. I think so. Exactly. I dont agree. I dont think so. Im afraid not.3.肯定程度（certainty） Thats correct. Of course not.语法直接引语和间接引语(1): 陈述句和疑问句陈述句“I dont want to set down a series of facts in a diary.” Said Anne.-Anne said that she didnt
4、 want to set down a series of facts in a diary.一般疑问句He asked, “Are 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 t
5、he 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 about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topi
6、cs, background and vocabulary.Pre-reading-The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too.Reading- The diary by the Jewish girl Anne gave a glimpse of her life during her familys sh
7、elter in Amsterdam from the German Nazis killing in world war 2. she treats the diary as her best friend, and in it reveals her 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 doing multiple
8、choices, questions and answers, and matching.Learning about language-It teaches the important expressions and structures and grammar: direct and indirect speeches.Using language-The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about f
9、riendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students abilities to practice language, discover, and solve problems.Summing up-It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar.Learning tip- This part e
10、ncourages students to form the habit of writing a diary.Integrating skills- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition its importance in all cultures.2) Making of the teaching planThis unit cen
11、ters on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself, i.e., the comfort and support one seeks from an imaginary friend. Students are expected to come to be truly aware of the qualities and conducts that make a good fri
12、end, display and develop the ability 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 should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of
13、 similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns eyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmonious life. Thu
14、s, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:Period 1Warming up and speakingPeriod 2ReadingPeriod 3GrammarPeriod 4Integrating skills (WB)Period 5Using language3. Teaching plans for each periodPeriod 1 Warming-up and Spea
15、king1. Teaching objectives:1) Target languageI (dont) think I (dont) think so. I (dont) agree. I believe Thats 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
16、goalsa. To encourage students to think and talk about friends and friendship by using some phrases and structures.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:
17、a. Use 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. Teachi
18、ng methods a. Task-based teaching and learningb. Cooperative learningc. Discussion 5. Teaching aids:CAI6. Teaching procedures and ways:Step 1 Lead-in and Warming-upBefore the lesson, the teacher can arouse the students interests by showing a video of Auld Lang Syne .At the beginning of the first cla
19、ss, 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 your summer holidays? What did you do in your spare time?2. What do you think of our new school? Do you like it?
20、Could you say something about it?3. Do you like making friends? How do get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?Step 2 Think it over1. Give a brief description of one of your fr
21、iends. The following phrases and structures may be helpful:His/Her name is He /She is years old.He /She likes and dislikes He /She enjoys and hatesHe /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 blank
22、s.girl friends boy friends pen friendslong -distance friends friends of the same agee-friends (friends over the internet) friends across generations unusual friends like animals, books1)._ is /are most important to you. 2). You spend most of your free time with _.3). You will share your secrets with
23、 _.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 to find out what each has listed.Tell your partner your standards of good friends by using the following structure: I think a g
24、ood friend should (not) beIn my opinion, a good friend is someone who1. 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.
25、 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 their values of friendship: 47 points: You are not a good friend. You either neglect your friends needs or just do what he/she wants you
26、to do. You should think more about what a good friend needs to do. 812 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friends needs and feelings. Try to strike a balance between your friends needs and your own res
27、ponsibilities. 13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friends. 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( wo
28、rk in pairs)1. If your best friend does something wrong, what will you do?Try to use the following phrases: I (dont) think I (dont) think so. I (dont) agree. I believe Thats correct. In my opinion, What to doreasons2. What is a friend?A British newspaper once offered a prize for the best definition(
29、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, but still know you can
30、 call them and wake them up, and theyll still want to talk to you ,thats 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 share their ideas. Its better to stimulate the
31、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 Homework 1. Write down
32、a short passage about your ideas /the factors/your unusual friends.2. Prepare for the new lesson.Period 2 Reading “Annes 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
33、the students to realize the importance of friends and friendship, and to tell true friends from false 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 teaching
34、3). 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 fr
35、iends with animals, plants or even an object? Why or why not?Step 2.Reading1. Try to guess what Annes 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) W
36、hat was Annes 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 Annes diary and those of most people?4) Do you keep a diary? What do you think most people set down in their diaries?5) We are going to read one of Annes dia
37、ries .but before reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph?3. Reading of Annes 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
38、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
39、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
40、 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 peoples daily lives.Step 4.Talking about friends and fr
41、iendship1.There are many proverbs about friends and friendship. Choose the one you agree with and explain why, 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
42、 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 express your understanding of friends and friendship.Ste
43、p 5.Homework:1. Interview a high school student, a businessman, a police officer and a housewife to find out their opinions 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: Lets sing
44、 this song about friends togetherPeriod 3 Grammar 1Teaching objectivesLearn to use direct speech and indirect speech 2. Teaching important pointSummarize the rules of Direct Speech and Indirect Speech. 3. Teaching difficult pointLearn about the special cases in which the tenses shouldnt be changed.
45、4. Teaching methodsDiscussing, summarizing and practicing. 5. Teaching proceduresStep1 Lead inT: In the last lesson, we learned Anne Franks story. She is telling her stories to two of her friendsyou and Tom. Tom has something wrong with his ears, so you have to repeat Annes sentences, using indirect
46、 speech. Sometimes you explain Toms 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
47、dont want to set down a series of facts in a diary,” said Anne.Anne said that she didnt want to set down a series of facts in a diary.“What do you call your diary?” Tom asked. Tom asked what she called her diary.Ss go on this topic by themselves.Step2 GrammarT: Now lets look at these sentences again
48、. If we want to change Direct Speech into Indirect Speech, what should 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、
49、时态变化、宾语从句要用陈述句语序。 1.直接引语是陈述句，变成间接引语时，由连词that 引导。例如：She said, I am very happy to help you.She said that she was very happy to help you.2. 直接引语是一般/选择疑问句，变成间接引语时，由连词whether或if 引导。例如：He asked me, Do you like playing football?He asked me if/whether I liked playing football.注意：大多数情况下，if和whether 可以互换，但后有or
50、 not,或在动词不定式前，或放在介词后作连接词时，一般只用whether。例如：She asked me whether he could do it or not.3. 直接引语是特殊疑问句，变成间接引语时，由相应的疑问词who, whom, whose, how, when, why, where 等引导。例如：My sister asked me, How do you like the film?My sister asked me how I liked the film.4. 直接引语是祈使句，变成间接引语时，把动词原形变成动词不定式，并在动词不定式前加tell, ask, or
51、der 等的宾语。例如：The captain ordered, Be quiet.The captain ordered us to be quiet.注意：此种情况的否定句，在动词不定式前加not。My teacher asked me, Dont laugh.My teacher asked me not to laugh.5. 一些注意事项(1)间接引语一般要用陈述句的语序，即主、谓、宾的顺序。例如： He asked Lucy, Where did you go?He asked Lucy where she went.Tom said, What do you want, Ann?
52、Tom asked Ann what she wanted.(2)直接引语是客观事实、普遍真理等，变成间接引语时，时态不变。例如：They told their son, The earth goes round the sun.They told their son that the earth goes round the sun.(3)直接引语变间接引语时， 指示代词、时间状语、地点状语等要作相应的变化。例如：He said, I havent seen her today.He said that he hadnt seen her that day.注意：如果转述时就在原来的地方，就
53、在说话的当天，就不必改变指示代词、时间状语、地点状语等。Direct Speech Indirect SpeechPresent pastPast past and past perfectPresent perfect past perfect Past perfect past perfectPresent continuous past continuous Step3 practiceT: Turn to Page 5. Please change the following direct speech into indirect speech and indirect into di
54、rect.1. “Im going to hide from the Germans,” Anne said.2. “I dont know the address of my new home,” said Anne.3. “I cannot ask my father because it is not safe to know,” she said.4. “I had to pack up my things very quickly,” the girl said.5. “Why did you choose your diary and old letters?” Dad asked
55、 her.6. Mum asked her if/whether she was very hot with so many clothes on.7. Margot asked her what else she had got.8. Anne asked her father when they would go back home.9. Anne asked her sister how she could see her friends.10. Mother asked Anne why she had gone to bed so late the night before.Step
56、4 Correcting mistakesT analyses the common mistakes Ss have made during the practice.T: Now lets look at the screen and pay attention to these sentences. Choose the right sentence and tell me why the other one is wrong.Step5 A gamePlay a guessing game “who is my secret friend?” One student comes to
57、the front with his partner.The rest students ask him questions while his partner changes them into indirect speech. In the end, the person who has guessed the right answer can come to the front to take the place of the first student .So the game goes on.Suggested sentences: Can your friend speak?Wha
58、t does he/she wear today?Is he/she tall or short?What do you and your friend do in your free time?Do you quarrel with each other?.Step6 HomeworkDo Exercise1 on Page 42. Here is another page of Annes diary. Read it through and then use indirect speech to retell the story.Period 4 Integrating skills “
59、Friendship in Hawaii”1. Teaching objectives:To learn about ways of showing friendship in Hawaii and share their opinions on friendship. Because it is a lesson of integrating skills, Ss are also asked to write sentences on friendship.2. Teaching procedures:Step1 Lead-in1. Talk about different ways of
60、 showing friendship of minority groups in China.2. Compare Chinese ways of showing friendship with Western ways. And discuss why there is a big difference. Therefore, show the sentence: Every culture has its own ways to show friendship.3. Ask students if they can think of any place in the world wher
61、e Chinese and Western cultures live side by side. They may think of Hongkong, Macao, Singapore. And the teacher will add one more -Hawaii.Step2 Fast reading 1. It is said that Hawaii is a place where the East truly meets the west. Consider how people show their friendship in Hawaii. Show a picture a
62、nd find the information from the textbook. ( by giving “leis” to one another.) Explain what is a “lei”. 2. Read fast and find out more ways to show friendship in Hawaii to fill in the form. 3. According to the form, ask them to consider what friendship is in Hawaiians.Step 3 Careful reading1. Read t
63、he 2nd paragraph carefully and ask “Why do many different peoples call Hawaii their home?”( Hawaii is a place where people make one big community from many smaller communities. It means Hawaii has a rich cultural diversity.)Step 4 Writing task1. Show proverbs about friends and friendship. Explain th
64、em and ask Ss to choose some they agree with and some they disagree with and explain why.2. Discuss with their partner and try to write some similar sentences to show their opinions on friendship.Step 5 Homework Surf the Internet to collect materials like poems, stories about friendship. And share t
65、hem with your friends.Period 5 Listening & Writing1. Teaching objectivesTo practise students listening ability.To practise students writing skills of how to offer advice.To improve students ability to help others solve problems.2. Teaching procedure(Analysis: Listening and writing are expansion of t
66、he topic of the text. Listening is about Lisas problem of making a friend with a boy. She asks Miss Wang for advice. Through listening and exercise, students learn how to give advice and the skill of giving advice. And also let them think about the problem of boys making friends with girls and girls
67、 with boys. And then design a task to ask students to give advice according to the different problems to practise their ability to solve the problems. All of these lay the foundation for the next task writing. In this way, students feel that they have information to put out. And writing makes for th
68、e improvement of students writing ability, strengthening their comprehension of friendship.)Step 1 Lead-inDo you remember what Anns best friend is?Is it a man or a thing?Have you seen the film Cast Away?When Tom is alone on a deserted island, what does he make friends with? ( a volleyball)Guess what
69、 my best friend is? (Say sth. about music, pets or plants.)So you see a man can make friends with anyone and anything.Then boys, would you like to make friends with girls? Girls, would you like to make friends with boys?What kind of girl would you like to make friends with? And what kind of boy woul
70、d you like to make friends with?If you see a boy classmate makes a friend with a girl, will you say something about them behind?(If no, say you are kind. If yes, say you are a gossiper.)If you are that boy/girl, would you like to be gossiped about?But here Lisa has such a problem. Read the letter. L
71、isa is asking you for help. What advice will you give? You are given 2 minutes to discuss in groups and then offer groups opinions.Step 2 ListeningBesides you Lisa also asks Miss Wang of Radio for Teenagers for help. What advice does Miss Wang give to Lisa? Lets listen to what she says.Listen for 3
72、times and do listening exercises.Step 3 Post-listeningDo you think Miss Wangs advice is helpful?Now suppose you are editors of Radio for Teenagers, here are some problems for you to offer advice.(Give each group a problem and ask them to write down their advice.)1. I dont have enough pocket money.2.
73、 Im not satisfied with my appearance.3. My desk mate has lost a reference book, she/he thinks that Im a thief.4. I work hard but I hardly make progress.5. I want to travel to WuZhen Town with my fiends this weekend, but my parents dont allow me to go.6. I dont like the way Mr. Li teaches us English,
74、 so Im not interested in English any longer.7. My mother has just given birth to my little brother. Im worried that the baby will rob me of my parents love and even everything.8. I quarreled with my best friend 3 days ago. Up to now, we havent said a word to each other.9. Id like to be monitor, but
75、at the same time I doubt whether I have such ability.10. Im often late for school. The teacher is so angry that he threatens that if Im late again, I will be dismissed.Step 4 WritingYour advice is good and helpful. All of you are qualified editors. Now I have just received a letter from a lonely boy. Read the letter, what is his problem? What is your advice for him? Write a reply.Step 5 HomeworkWrite a story about you and your friend.
