九乡新闻网魔兽世界电影云盘:高一英语必修1教案-----Unit 1 Friendship
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Teaching Plan for NSEFC Module 1
Unit 1 Friendship
Teaching aims and demands
I. Meeting your new Ss
* Getting to know your Ss & introducing yourself to the Ss
* Setting up necessary rules for classroom learning and for homework
II. Topics
* Friends and friendship
* Interpersonal relationships
III. Function
* Agreement
I agree. Yes, I think so. So do I. Me too. Exactly.
No problem. Sure. Certainly. Of course. All right.
You’re right/correct. Good idea. I think that’s a good idea.
* Disagreement
I don’t think so. Neither do I. That’s not right. Yes, but …
I’m afraid not. No way. I’m sorry, but I don’t agree.
Of course not. I disagree.
IV. Grammar
* Direct Speech and Indirect Speech (
1. Reporting statements
“I don’t want to set down a series of facts in a diary,” said Anne.
---- Anne said that she didn’t want to set down a series of facts in a diary.
2. Reporting yes-no questions
“Does a friend always have to be a person?” the writer asks us.
---- The writer asks us if a friend always has to be a person.
3. Reporting wh- questions
“What do you call your diary?” Anne’s sister asked her.
---- Anne’s sister asked her what she called her diary.
V. Words and expressions
upset ignore calm concern loose Netherlands German series outdoors dusk thunder entire entirely power curtain dusty partner settle suffer highway recover pack suitcase overcoat teenager exactly disagree grateful dislike tip swap item (32 words)
add up calm down have got to be concerned about
walk the dog go through set down a series of
on purpose in order to at dusk face to face
no longer suffer from get/be tired of pack sth. up
get along with fall in love join in (19 phrases)
* survey vet Amsterdam Jewish Nazi Kitty spellbind loneliness Margot gossip secondly (11 words)
VI. Time allotment
1st period – Warming up (P1) & Workbook Listening (P41)
2nd period –Pre-reading & Reading & Comprehension (P2-P3)
3rd & 4th period –Learning about Language (P4-5)
5th period –Using Language (P6
6th period–Using Language (P7 Reading & Writing)
7th period–Wb Listening Task &
8th period–Writing Task & Project (P46-47)
The 1st period – Warming up & Using language
Goals for the 1st period:
1. Introduce yourself and set up some rules for learning
2. Talk about friends and friendship
3. Learn the new words and expressions:
upset ignore calm concern loose add up calm down have got to
be concerned about walk the dog
Teaching procedures:
Step 1 Beginning
1. Introduce yourself
2. Set up some rules for learning:
Before class: 1) Get into the classroom at the first bell.
2) Get everything and yourself ready for the class.
In class: 1) Follow the teacher closely and work with your mind.
2) Take an active part in classroom learning activities.
3) Take notes and raise questions.
4) Speak English as much as you can.
After class: 1) Finish your homework on time and hand it in as required.
2) Review what you’ve learned in class in time.
3) Preview your lesson as required.
Step 2 Warming up
1. Introduce the topic Friendship. Ask Ss if they have a very good friend and why he or she can be their good friends.
(Collect the adjectives/nouns Ss use to describe their friends on the Bb.)
Supplements:
Poem 1 Friends Poem 2 Auld Lang Syne
By Jill Eggleston By Robert Burns
Friends care Should auld acquaintance be forgot
Friends share and never brought to mind?
We need friends Should auld acquaintance be forgot
Everywhere! and days of auld lang syne?
For auld lang syne, my dear,
Proverbs: for auld lang syne,
A life without a friend is a life without we’ll take a cup of kindness yes,
a sun. --- French proverb for auld lang syne.
You can buy friendship with friendship,
but never with dollars. Should auld acquaintance be forgot
--- Unknown and never brought to mind?
A friend is a person with whom I may be Should auld acquaintance be forgot
sincere. With him, I may think aloud. and days of auld lang syne?
--- Ralph Waldo Emerson And here’s a hand, my trusty friend
Real friendship is shown in times of trouble; And gie’s (give us) a hand o’thine
Prosperity is full of friends. We’ll tak’ a cup o’kindness yet
---Euripides For auld lang syne.
2. Think: What qualities and behaviors make a good friend?
(a. Let the Ss make a list of 3-5 qualities a good friend should have.
b. Have them work in group of four to collect the list of words.
c. Then ask one from each group to write the words on the Bb.)
3. Have the Ss do the survey in the Sb P1.
4. When they have completed it, have Ss look again at the list on the Bb to see whether it should be revised.
Explanation of each item:
Q1: A: 1 point B. 3 points C. 2 points
This question deals with how thoughtful you are towards others: How much do you value your friend? Would you change the time of the day to go to the cinema to fit in with him/her?
Q2: A: 1 point B. 2 points C. 3 points
This question is concerned with fairness: Is it fair for your friend to borrow something, break it and return it broken?
Q3: A: 1 point B. 2 points C. 3 points
This question deals with your concern for others: Should you make the troubles of your friend more important than your own responsibilities?
Q4: A: 3 point B. 2 points C. 1 points
This question is concerned with responsibilities to a friend. If you are asked to look after something and it is broken or harmed, what should you do?
Q5: A: 0 point B. 2 points C. 0 points
This question is concerned with honesty.
5. Quickly deal with the meaning of the new expressions in this part. We’ll later practice them in Ex 1, 2,
1) add up: v. to add sth. together
2) upset: adj. sad, unhappy
3) ignore: v. pay no attention to
4) calm…down: v. make sb. calm, comfort sb.
5) have got to …: v. have to do sth.
6) be concerned about: v. be worried about, care about
7) walk the dog: v. exercise the dog
8) loose: adj. not tight
重点词汇用法的学习，例如：
1. add: add ... to；add to; add up; add up to；
Eg. Will you please add some milk to my coffee?
The little baby adds to our enjoyment at the party.
Add up your score and see how many points you get.
Add up these figures foe me, please.
All the money I have in my pocket adds up to $ 125.
2. upset: adj. worried, annoyed; v. cause to worry, to be sad/angry
Eg. I was very upset because one of my friends was rude to me.
His cheating in the exam upset his teacher.
3. ignore: v. pay no attention to; to behave as if you had not heard or seen sb./sth. n. ignorance
Eg. You can’t ignore the fact that many criminals never go to prison.
These are the problems which we can’t afford to ignore.
Sam rudely ignored the inquiry.
He had completely ignored her remark, preferring his own theory.
4. calm: v. calm down
Eg. The mother calmed the baby by giving him some milk.
What the manager said calmed the fears of the works.
We tried to calm him down, but he kept shouting and crying.
Calm down. There’s nothing to worry about.
5. concern: v. concern sth.; be concerned about /with/ for sb. / sth.; n.
Eg. This case concerns the group of people greatly.
What I said at the meeting doesn’t concern you, so don’t worry about it.
Our head teacher is concerned about our study and health all the time.
He has never been concerned about/for what others think of him.
He seemed to be concerned with the case.
Your school work, rather than your private life, is my concern.
My greatest concern is the development of our school.
6. walk the dog: to take a dog for a walk
Eg. He is out walking the dog.
walk sb home/ to a place
It’s late --- let me walk you to the bus stop.
6. If necessary, the T may ask one or two Ss the following questions:
a. What kind of person are you according to the survey?
b. Do you think you can be a good friend to others? And how?
c. What do you think are the basic elements we need to keep our friendship?
Step 3 Listening
Workbook Listening on P41
1. Before you listen, discuss these questions with the class.
1) Do you think it is a good idea to make friends with people from other countries?
(to broaden one’s world outlook; to avoid national stereotypes etc.)
2) What are the advantages of this friendship?
(to practice another language with a native speaker; to learn new ideas and new ways of thinking; to find out more about another country etc.)
2. the 1st Listening of Part 1: Write down what Leslie does in
(Leslie does some business in
3. the 2nd Listening of Part 1: Tick the things done by Leslie.
(going out for delicious dinners; visiting a mountain; going to people’s homes)
4. the 1st Listening of Part 2: What does Leslie say about the friends she made in
(1) Leslie says that she make friends but they are just business friends because she thinks one cannot make friends on a short visit.
(2) Leslie thinks some of the friends in
Step 4 Homework
1. Make sentences with the 8 new words and expressions.
2. Prepare and read aloud the rest new words.
The 2nd period – Pre-reading & Reading & Comprehension
Goals for the 2nd period:
1. Have Ss read the text and try their best to understand Anne’s eagerness for friends, friendship, nature and freedom.
2. Get Ss have some knowledge about the Nazi’s cruel deeds towards the Jews during the Second World War.
3. Train Ss’ reading ability of scanning and skimming. Learn to appreciate Anne’s Diary , the classic work.
Teaching procedures:
Step 1 Revision
1. Check the homework.
1) Let Ss check their homework in group of four, choosing some good sentences.
2) Ask the Ss to read the sentences they’ve made and chosen.
Step 2 Pre-reading
Discussion: (Go through the following questions quickly with the class & collect the answers on the Bb.)
1. Why do we need friends? Make a list of reasons why friends are important to us.
2. Does a friend always have to be a person? What else can be your friend?
3. Skim the 1st paragraph of the reading passage & find out who’s Anne’s best friend.
* Background -- Persons:
Anne: a young girl of about 15 years old and the author of the diary
Mr. Frank: Anne’s father who once owned a business in
Mrs. Frank: Anne’s mother who stayed at home to look after the family
Margot: Anne’s older sister who was very intelligent, studious and quiet
Peter: Son of another family who lived with the Frank family in the attic
* Anne’s story
Anne Frank was born on June 12,
The Nazi Party ruled
The Franks and another family, the Van Daans, hid together for just over two years before they were discovered. The building in
They were in the of the last groups of Jews to be taken to the camps. Anne’s mother in Poland and stayed behind when Anne, her sister, and Mrs. Van Daan were moved to Belsen, a smaller camp in
The primary school Anne attended in
Step 3
1. Skimming: It is used quickly to identify the main idea of a text and get an overall
impression of the content.
Scanning: It is used when you want to find specific information quickly. In scanning you have a question in your mind and you read a passage only to find the answer, ignoring unrelated information. (To read T’s Book P17 for more)
2. Skim the introduction: What’s the function of this part?
The reading introduces the Ss to Anne Frank’s story.
3. Skim Anne’s Diary: What’s the main idea of her diary?
This part of the diary reveals Anne’s longing for a normal life after having been in her hiding place for almost two years. In this extract she explains how much she especially missed going outside and enjoying nature.
4. First ask Ss to discuss the difficult parts of the text in pairs. Then let Ss raise questions if they still have difficulty in understanding the text. Have other groups answer those questions. If necessary, The T may give some help.
5. Deal with some words and expressions with the whole class:
What does Anne mean by “crazy” & “spellbound”?
In the context, “crazy” means “enthusiastic” not “mad” here. “Spellbound” means “to concentrate with delight for some time.”
Step 3 Comprehending
1. Scan the passage and compete Ex.1& Ex
2. Check the two exercises with the whole class.
(Keys to Ex.1: 1-C 2-A 3-B 4-D
Keys to Ex.2:
Q1: About 2 years. The family went into hiding in early July 1942. On the 15th June 1944 Anne wrote the this diary entry.
Q2:Before she and her family hid away, she took nature for granted, but now she appreciates its beauty and majesty.
Q3: Her feelings have changed because she was no longer able to go out as she pleased because she is in hiding. Losing freedom has made her feel more excited about good and beautiful things around.
Q4: She did not want to be a “prisoner” in the hiding place any longer. She wanted to live a normal life again.)
3. Play the tape for the Ss to listen and appreciate.
4. Discussion (for reference):
What would you do if you are in the same situation as Anne and her family? Give some reasons.
Step 4 Discussion
1. Ex.3 on Sb P3. Work with your partner to brainstorm some adjectives to describe Anne’s feelings. Make a list of at least five.
How would you describe Anne’s feelings as she was looking out at the night sky?
For reference:
(eager, excited, enthusiastic, earnest, anxious, sad, nostalgic, lonely, calm …)
2. Quickly deal with the meaning of the new expressions in this part. We’ll later practice them in Ex 1, 2,
1) go through: v. to experience, to read through quickly, to spend a period of time…
2) set down: v. to write down, get off (a bus etc.) …
3) a series of: a set of
4) outdoors: adv. not indoors
5) on purpose: by planning beforehand
6) in order to: so as to
7) at dusk: in the evening
8) face to face:
9) no longer: not any longer
10)
curtain dusty
3. Optional: Ex.4 on Sb P3.
Imagine you have to go into hiding like Anne and her family. What would you miss most. Give your reasons.
Step 5 Homework
1. Read Anne’s Best Friend twice. Try to recite the Diary
2. Finish the Ex.1, 2, 3 of Learning about Language on Sb P4.
The 3rd-4th period – Learning about Language (P4-5)
Goals for the 3rd - 4th period:
1. Learn the new words and expressions:
Netherlands German series outdoors dusk thunder entire entirely power curtain dusty partner settle suffer highway recover pack suitcase overcoat go through set down a series of on purpose in order to at dusk face to face no longer suffer from get/be tired of pack sth. up
2. Grammar: Direct Speech and In direct Speech
Teaching procedures:
Step 1 Learning about language
1. Check the Ex.1, 2, 3 of Learning about Language on Sb P4.
Keys to Ex.1:
1. outdoors 2. upset 3. be concerned about 4. loose 5. go through
6. ignore 7. face to face 8. calm down 9. curtain 10. series
Keys to Ex.2:
upset, go through, calm down, concerned about, outdoors, loose, face to face
Keys to Ex.3:
1. in order to 2. dusty 3. set down 4. at dusk 5. add up 6. entirely 7. curtain 8. on purpose
2. Give some help and explanation if Ss have difficulties.
Step 2 Language study
1. go through: to examine carefully; to experience; to pass
Eg. I went through the Ss’ papers last night.
The police went through the pockets of the thief.
You really don’t know what we went through while working on this project.
All the players have to go through a thorough physical training.
Tina had gone through several carriages to the front of the train before she knew it.
The thread is too thick to go through the hole.
2. crazy: adj. be crazy about / on; be crazy for sth. / sb.;
Eg. The noise is driving us crazy.
We are crazy about the beauty of the tourist attractions.
He was crazy about / on classic music when he was young.
Many young college students are crazy for chances to go abroad for further education.
My brother is crazy for the pop band --- U2 and will never miss any of their performances.
3. set down: to write down; to get off a bus …
Eg. I wanted to set my feelings down on paper.
Lots of strange records have been set down in Guinness.
Clear guidelines have been set down for teachers.
The driver set a few passengers down at the station.
4. series: n. a series of
Eg. There is a TV series on this channel every night.
I firmly believe that such a series (of books) will be a great success.
We’ve read a series of articles about pollution in this magazine.
There’s been a series of car accidents at the crossing recently.
5. power: n physical strength; intelligence; authorities
Eg. Carrying the baggage requires a lot of power.
It’s within/beyond my power to understand what the scientist said.
The manager has everything in his power.
After Hitler came into/took power, the Jews began suffering a lot.
6. settle: v. become calm and quiet; to start living in a place; begin doing some work; solve a problem
Eg. When Kyle was a baby we used to take him for rides in the car to settle him down.
When things settle down, I’ll give you a call.
They’d like to see their daughter get married, settle down and have kids.
I sorted out my mail, then settled down to some serious work.
We hope the police can come to settle down the dispute.
7. suffer: v. suffer sth. ; suffer from … ; n. suffering
Eg. The company suffered great loss in the air crash.
He often suffers from headaches at night.
Nobody knew how much suffering the old man had gone through during the war.
8. recover: v. to get better after an illness; to return to normal condition; to get back sth. n. recovery
Eg. After a few days of fever, she began to recover.
The tourist industry is recovering to the pre-war levels.
Yesterday morning shares seemed to recover from Monday’s collapse.
It was some hours before she recovered consciousness.
He recovered himself enough to speak calmly.
Once she stumbled, but somehow she recovered her balance and carried on running.
Doctors expect him to make a full recovery.
Hopes of economic recovery are fading.
9. get/be tired of: be/get sick of; begin to dislike sb/sth
Eg. I’m tired of watching television. Let’s go out for a walk.
We are getting tired of his negative remarks.
We are tired of doing the same things every day.
10. pack up: to put things into cases, boxes, bags etc.; (informal) to stop working
Eg. Most of the holidaymakers had packed up and gone.
Have you finished packing yet?
Kelly planned to pack her things up one night before the trip.
He packed up his teaching job in
*11. well: adv. quite, much, thoroughly
Eg. George was well and truly drunk.
I couldn’t very well say no to her when there was no one else she could ask.
He finished the exam well within the time allowed.
*12. spellbind, spellbound, spellbound: v. to hold the complete attention of
Eg. The children watched spellbound as the magician took rabbits from his hat.
Step 3 Discovering Useful Structure (P5)
1. Look at the sentences in Ex.1 on Sb P5: Find the difference between direct speech and indirect speech. Then the Ss may check with their partners.
(提示学生：1. 注意陈述句、祈使句和疑问句的转化特点；
2. 注意人称、时态以及指示代词、时间状语、地点状语和动词的变化）
2. Ss summarize the rules for the transformation of direct speech and indirect speech. Then the T gives some help if necessary.
3. Practice: Finish Ex.2 on Sb P5 by the Ss themselves.
4. Check Ex.2 with the whole class. Pay attention to the changes.
5. Turn to Grammar on P87-P90. (参看P87-P90直接引语和间接引语语法小结)
表1：时态变化
直接引语
间接引语
一般现在时: do/does/am/is/are
一般过去时: did/was/were
现在进行时: am/is/are doing
过去进行时: was/were/doing
现在完成时: has/have done
过去完成时: had done
一般过去时: did/was/were
过去完成时: had done/had been
过去完成时: had done
不变
一般进来时: will do
过去进来时: would do
表2：指示代词、时间状语、地点状语和动词的变化
直接引语
间接引语
直接引语
间接引语
this
that
tomorrow
the next/following day
these
those
the day after tomorrow
in two day’s time
now
then
come
go
ago
before/earlier
here
there
yesterday
the day before
the day before yesterday
two days before/earlier
Step 4 Homework
1. Do Ex.1on Wb P41: Translate the 6 sentences into English.
2. Do Ex.2 on Wb P42: Use get- phrases to fill in the blanks.
The 5th period – Using Language (6)
Goals for the 5th period:
1. Learn to express your agreement and disagreement.
2. Further learning Grammar: direct speech & indirect speech
3. Learn the new words and expressions:
teenager exactly disagree get along with fall in love
Teaching procedures:
Step 1 Revision
1. Check Ex.1on Wb P41 with the class: Translate the 6 sentences into English.
(Ask Ss to revise their exercises with a red pen then the T collects the Exercise Book.)
2. Check Ex.2 on Wb P42: Use get- phrases to fill in the blanks.
(Give some explanation if needed.)
Step 2
1. Ask Ss to silently read Lisa’s letter on Sb P6 and see what her problem is:
(I don't want to end the friendship, but I hate others gossiping. What should I do?)
2. Have Ss give their possible suggestions and collect them on the Bb.
(This activity is a preparation for the following Listening task.)
Listening:
3. Read Ex.2 on Sb P6. Listen to the tape and fill in the blanks. Check with the class.
4. Listen to the tape again and use the sentences in Ex.2 to help you do Ex.3 on P6.
(Keys: 1. being, studying 2. Ending, stupid 3. gossip 4. ignore, show, grown-up)
5. This Ex.3 is a consolidation of Grammar: direct speech & indirect speech.
Allow Ss a few minutes and then check with the class. (If necessary, play the tape again.)
(Keys: 1. …there is nothing wrong in Lisa making friends with a boy. She also thinks that it is possible for a boy and a girl to be just good friends.
2. … Lisa would lose a good friend who helps her with her studies.
3. … teenagers like to gossip and that perhaps they can’t understand Lisa’s friendship with the boy.
4. … ignore her gossiping classmates.)
Step 3 Speaking
1. Do you agree with Miss Wang’s advice? Discuss it in group of four. You may use the following expressions.
* Agreement
I agree. Yes, I think so. So do I. Me too. Exactly.
No problem. Sure. Certainly. Of course. All right.
You’re right/correct. Good idea. I think that’s a good idea.
* Disagreement
I don’t think so. Neither do I. That’s not right. Yes, but … I disagree.
I’m afraid not. No way. I’m sorry, but I don’t agree. Of course not.
2. Discussion: (Group work) (The following activity is Optional.)
What’s the right attitude towards friendship and love among teenagers?
3. The T may use the following questions to help organize the discussion:
a. What's your opinion about the differences between friendship and love?
b. Do you have the similar experience as Lisa? If yes, what did you do? If no, can you give some advice to the students who have the same problems as Lisa does?
c. How do you judge the importance of friends and your lovers? Who do you think are more important?
d. Are we teenagers mature enough to start a love affair?
e. Can you suggest some of your parents' opinions about this matter?
(Suppose you are a psychologist or a hotline radio host, try to give your suggestions.)
4. The T should list some of the following expressions on the Bb to help the Ss to start giving suggestions: I think / suggest/...; in my opinion; as to me; I (dis)agree with you. I think so. I am afraid not….
5. The T may draw a conclusion: Lover is important in our life but friends are more important during teenage time. Now if we have more chance to learn what kind of persons can be our friends, later, we’ll better learn to choose what kind of person can be our life partner. To make friends when young is a good step to learning how to choose a proper lover in later life.
Step 4 language study
1. get along with sb/sth; get along
Eg. How are you getting along in the new school?
How are you getting along with your work/classmates?
They seem to get along well with each other/their work.
2. fall in love
Eg. They fell in love with each other at the first sight.
The little kids quickly fell in love with the cartoon movies.
3. disagree: v. to have a different opinion from sb.; not agree with sb/to sth.
Eg. Experts disagree on how much the program will cost.
We strongly disagreed with your statement.
The statements of several witnesses disagree.
Seafood always disagree with me.
Step 5 Homework
1. Read Anne’s Diary twice again. Try to recite it.
2. Review Grammar direct speech and indirect speech on P87-P90. (仔细研读P87-P90直接引语和间接引语语法小结)
The 6th period – Using Language (
Goals for the 6th period:
1. Review Grammar direct speech and indirect speech.
2. Learn to write a letter to give advice.
3. Learn the new words and expressions:
grateful dislike tip swap item join in
Teaching procedures:
Step 1 Revision
1. Check Homework with the class: Read Anne’s Diary together. Then ask Ss to recite it.
2. Review Grammar direct speech and indirect speech.
(The following sentences are for your reference.)
1) “You should be more careful next time,” his father said to him.
--- His father told him that he should be more careful the next time,”
2) Mr Wang said, “I’ll leave for
--- Mr Wang told the children that he would leave for
3) “Have you anything interesting I can read, George?” she asked.
--- She asked George if he had anything interesting she could read.
4) “Where are you going?” the father asked his son.
--- The father asked his son where he was going.
5) I told him that I had lost my money and that I would look for it.
--- I said to him, “I have lost my money and I will look for it.
6) She asked whether I would be free the next day.
--- She asked, “Will you be free tomorrow?”
7) I asked her where she was going and what she was going to do the next day.
--- I asked her, “Where are you going and what are you going to do tomorrow?”
8) The scientist asked me what I was thinking about.
--- The scientist asked me, “What are you thinking about?”
Step 2
1. Let the Ss read the letter quietly and think about Xiao Dong’s problem (not good at communicating with people) for a minute or two.
2. Let Ss work with their partners to come up with some suggestions about how to change the situation. Each pair should at least give two suggestions and reasons.
3. The T collect the suggestions on the Bb.
4. Let Ss study the sample carefully and write their letter based on the suggestions and reasons on the Bb.
5. Swap your letter with your partner. Help to improve it. Point out the spelling, verb forms or punctuation. Swap back and correct the mistakes.
Step 3 Language study
1. grateful: adj. feeling that you want to thank sb. because of something kind done by sb.; to make a formal request
Eg. I’m very grateful to all those who took the trouble to help me.
She should be grateful that you have made things easier for her.
I’m extremely grateful for the assistance your staff have provided.
Our grateful thanks go to all who participated.
She gave me a grateful look.
I would be grateful if you could explain it in detail.
2. join; join in: participate; take part in
Eg. You can enjoy a sport without joining a club or belonging to a team.
Many neighbours sacrificed their time to join the hunt for the missing girl.
I’m sure you’ll all join me in thanking today’s speaker.
Most boys signed to join in the football training.
3. swap: v. exchange; change swap sth for sth; swap sth with sb
Eg. He swapped his watch for a necklace.
The parents and the kid decided to swap roles for a day.
The boy ended up swapping roles with his parents.
We need to get together to swap ideas and information.
They sat in a corner and swapped gossip.
You start on the windows and I’ll do the walls, then we can swap over after an hour or so.
Step 4 Learning Tip & Reading for Fun
1. The Learning Tip is intended to give Ss suggestions for further study on their own. It’s hoped it will help Ss develop their learning strategies.
2.
Promise is a short and easy poem which may inspire Ss to think about what a real friend is like.
3. The purposes of Reading for Fun are 1) to give Ss something to read and enjoy; 2) to encourage Ss to read more widely in their spare time.
Step 5 Homework
1. Finish writing the letter to Xiao Dong, giving your advice.
2. Try keeping English diary from now on, at least once a week.
The 7th period – Wb Listening Task &
Goals for the 7th period:
1. Listening Task on P43: Disagreement on friendship
2. Reading Task on P44: Friendship in
Teaching procedures:
Step 1 Warming up
1. Read a few good pieces of Ss’ letter of giving advice to Xiao Dong.
2. Use the following sentences to do dictation or translation to review the new words and expressions learnt in the text.
1) Jim who has grown up in a circus, is able to communicate with all animals.
2) I suffered from a bad headache after the operation.
3) Please add your daughter’s name to this list.
4) Air pollution is one of the problems that we can’t afford to ignore.
5) He did that on purpose, because he wanted to help us.
6) He began to work again because he has recovered from a bad cold.
7) She gets on well with everybody in our class, so she was appointed as the monitor.
8) Mary said that she would pack up her suit case right away because she was leaving the next day.
9) I felt upset when my friend broke her promise.
10) She hurried to finished her work in order to catch the train.
Step 2 Listening
1. Before listening to the tape, discuss with the Ss whether they always do what their parents tell them to. Are there any situations where they disagree with their parents?
2. Now have Ss listen to the passage & finish Ex.1
(Anne and her father disagree with each other on friendship.)
3. Before the 2nd listening, can the Ss guess what they think Anne’s father will do? Then Listen to the tape again and fill in the blanks.
What Anne’s father said
What Anne thought
1. about being friends with Peter
She should be careful because they lived so close together.
She wanted her father to be happy for her to have a friend.
2. about talking to him every night
He was unhappy.
She wanted to continue.
3. about following her father’s ideas
He thought Anne would agree to stop seeing Peter so often.
She thought her father was wrong.
4. Work in pairs and make a list of things she might say to her father to make him change his mind. Then report to the class.
Suggested answers to Ex.3:
1) Everyone needs a friends. Anne needs a good friend, too.
2) They talk together happily and they are not doing anything wrong.
3) They are always with the family, so her father can watch over her.
4) It is normal for a girl like Anne to want to have a boyfriend.
Step 3
Although, friendship is valued in all cultures, it is often expressed in different ways. This is especially true in
1. In which places or countries do Chinese and Western cultures live side by side?
(In
Background:
2. Now have Ss read the passage: Friends in Hawaii Then do Ex.1 and Ex.2.
Keys to Ex.1:
1) aloha: to be with happiness, goodbye, our hearts singing together
2) lokahi: oneness with all people
3) kokua: help
4) ohana: family
5) lei: a circle of flowers worn around the neck
Keys to Ex.2:
1. Hawaiians say “aloha” to each other to show friendship. They welcome people with “lokahi” which means “oneness with all people”. They give visitors a “lei” to make them feel at home.
2. It is because
3. They try to help each other so that all feel stronger. They solve the problems with understanding and treat people as if they are part of the same family.
4. Ss’ answers will vary.
Step 4 Speaking task (P45)
1. Ex.1 on P45: In pairs read the dialogue and discuss what Ss would do. (Answer the 3 questions after the dialogue.) Then the T may check their answers in class.
2. Ex.2 on P45: 1) Have Ss read the situations and choose one for discussion.
2) After discussion, they must come to an agreement.
3) Have one S from each group report their solution to the problem.
4)If time permits, discuss the solutions as a class discussion.
Step 5 Homework
1. Review all the new words and expressions of the unit and prepare for a dictation.
2. Read Friends in Hawaii twice by yourselves.
The 8th period – Wb Writing Task (P46)
Goals for the 8th period:
1. Revision of the whole unit
2. Writing Task on P46: Comprehension of proverbs about friends and friendship
Teaching procedures:
Step 1 Revision
1. Have a quick revision of the useful expressions of the unit.
add up calm down have got to be concerned about
walk the dog go through set down a series of
on purpose in order to at dusk face to face
no longer suffer from get/be tired of pack sth. up
get along with fall in love join in (19 phrases)
2. Some more sentences for the T’s reference to use in class as translation work or filling in the blanks.
suffer, suffer from: endure pain; stand, bear sth.
1) He didn’t sleep well last night, because he suffered from a headache.
2) Henry made a living by himself when he was young, so he suffered a lot of pains.
3) Sitting in front of the doctor, Tom was asked what illness he is suffering from.
4) Having eaten too many candies, he is suffering from toothache.
5) She spoke in a very rude way, and I will not suffer such behavior.
6) She is too proud to suffer being looked down upon.
7) Your room is in a mess. I cannot suffer you to be so lazy.
go through: experience; search; finish;
1) Mary and I are good friends and we have gone through a lot of happiness and sorrow.
2) The little girl has gone through many difficulties since her parents died in the earthquake.
3) I never went through a final exam that was as difficult as this one.
4) I had thought that I didn’t take my keys. However, I went through my pockets and finally found them.
5) To ensure the safety of the airplane, the airport officers went through all passengers’ bags.
6) The police went through all the rooms in the thief’s house.
7) My parents give me pocket money at the beginning of every month, and usually I will have gone through all of the money at the end of every month.
8) The couple liked eating eggs very much, and they went through 6 eggs a day.
9) Tom was very thirsty in the desert, and he had gone through all the water he took.
set down: write down; to have sb. get off a bus or a car; put… down;
1) After the accidents, he was asked to set down the facts just as he remembered them.
2) Sometimes writers may come up with good ideas. They would set down their ideas before they forget them.
3) The taxi driver set the visitors down a long way from their hotel, so they had to walk back to their hotel.
4) My friend picked me up at the airport and set me down at my house.
5) You took the heavy bag all the way, so you’d better set it down and have a rest.
6) The desk was set down before the window.
Calm v.: to make sb/sth quiet; to become quiet and peaceful; adj. quiet; peaceful
1) It was difficult to calm down the football fans while they sang and danced for their winning team.
2) It took months for things to calm down after the earthquake.
3) The war is coming to an end. We will go back to normal when things calm down.
4) An accident happened, and the situation didn’t calm down until the police came.
5) If your friend cried in front of you, you should calm him down first.
6) He tried to keep calm in the examination.
7) Although she was frightened by the loud sound, she talked in a calm voice.
concern v.: care about; worry about; involve; n. care
1) Tom didn’t get home last night, so his parents called the police because they were concerned about his safety.
2) Pollution on earth is getting heavier, so we are all concerned about our environment.
3) Divorce is very painful, especially when children are concerned.
4) He was charged with murder. But there was no evidence that he was concerned in it.
5) We have prepared everything for the sports meet, and our concern at the moment is the weather.
6) I don’t know him, so his behavior is no concern of me.
Step 2 Writing Task (P46)
Proverbs are old sayings that include a lot of wisdom about people and relationships. They are well-known throughout the English-speaking world and are often quoted in conversation or writing. Becoming familiar with them helps Ss to understand more fully the Western idea of friendship.
1. Read through the proverbs and choose one you understand and feel in sympathy with.
2. Think of a situation when this proverb has applied to you or someone you know.
3. Let Ss look at the sample story in the textbook and read the analysis carefully.
Stories have a set organization:
* context (who, where, when, the situation)
* development (what happened next)
* conclusion (how story resolved itself)
4. Have Ss plan their stories using the structure.
Step 3 Project (P46)
1. Read the enjoy the poem: Love and Friendship
2. Encourage Ss to collect more materials on the subject of friend and friendship.
3. If time permits, teach the song Auld Lang Syne.
Auld Lang Syne
By Robert Burns
Should auld acquaintance be forgot Should auld acquaintance be forgot
and never brought to mind? and never brought to mind?
Should auld acquaintance be forgot Should auld acquaintance be forgot
and days of auld lang syne? and days of auld lang syne?
For auld lang syne, my dear, And here’s a hand, my trusty friend
for auld lang syne, And gie’s (give us) a hand o’thine
we’ll take a cup of kindness yes, We’ll tak’ a cup o’kindness yet
for auld lang syne. For auld lang syne.
Step 4 Checking Yourself (P46)
This part aims at encouraging Ss to make a self-assessment after they finish learning the unit.
1. Get the Ss to think about these questions individually.
2. Then discuss in groups sharing their experiences.
3. The T may join in and give them some advice and suggestion where necessary.
Step 5 Homework
1. Review the whole unit: words & expressions; grammar & functional items etc.
2. Get ready for a test.