新人教版高中英语必修一第一单元名师优秀
教案
中职数学基础模块教案 下载北师大版¥1.2次方程的根与系数的关系的教案关于坚持的教案初中数学教案下载电子教案下载
Unit 1 Friendship
Period 5 Friendship in Hawaii
(Reading task in the Workbook)
整体
设计
领导形象设计圆作业设计ao工艺污水处理厂设计附属工程施工组织设计清扫机器人结构设计
从容说课
This is the fifth teaching period of this unit. We should first get the students to review what they learned during last period. To test whether the students have understood and grasped the roles of Direct Speech and Indirect Speech, the teacher can offer them some revision exercises.
This period mainly deals with Reading task on Page 44 in the Workbook. Friendship is valued in all cultures; it is often expressed in different ways. The reading passage introduces the way Hawaiians express friendship. Before they read the passage, ask students if they can think of any place in the world where Chinese and Western cultures live side by side. Places they might mention include Hong Kong, Macao, Singapore, the Philippines, and San Francisco. Ask them to describe what they imagine life to be like in such a place. Then have students read the passage. After they read it, have students talk with a partner and consider how the Hawaiian idea of friendship could help different peoples to get along with one another. Besides friendship, you may want to have students think of another way to communicate better with people from other cultures.
教学重点
1. Get the students to learn about the way Hawaiians express friendship.
2. Get the students to learn to use the pattern:It is+p. p. +that. . .
教学难点
Get the students to be able to realize the cultural differences in the values of friendship.
教学方法
1. Task-based teaching and learning
2. Cooperative learning
3. Discussion
教具准备
The multimedia and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn about the way Hawaiians express friendship.
2. Get the students learn to use the pattern:It is+p. p. +that. . .
Ability aims:
Get the students to be able to realize the cultural differences in the values of friendship in addition to its importance in all cultures.
Emotional aims:
1. Get the students to share different opinions on friendship in different cultures.
2. Develop their ability to deal with and cooperate with others.
教学过程
设计
方案
气瓶 现场处置方案 .pdf气瓶 现场处置方案 .doc见习基地管理方案.doc关于群访事件的化解方案建筑工地扬尘治理专项方案下载
(一)
?Step 1 Revision
1. Check the homework exercises.
2. Let the students do some grammar exercises.
第 1 页 共 49 页
Show the students the exercises on the screen.
1)Change the following direct speech into indirect speech and indirect speech into direct speech.
(1)Mary said, “I came here last week. ”
(2)Tom said to his mother, “I will help these children with their math next week. ”
(3)Mother asked me whether I had finished my homework before I watched TV.
(4)The man asked Julie what she had done recently.
(5)Our teacher said to us, “The sun travels around the earth. ”
2)Choose the right answer.
(1)She asked______________ for the house.
(2)Jone said that light______________ much faster than sound.
A. travel B. travels C. is traveling D. traveled
(3)The teacher asked me______________ I was interested in music.
A. that B. what C. whether D. which
Suggested answers:
1)(1)Mary said (that)she had gone there the week before.
(2)Tom told his mother (that)he would help those children with their math the next month.
(3)Mother asked me, “Had you finished your homework before you watched TV? ”
(4)The man asked Julie, “What have you done recently? ”
(5)Our teacher told us (that)the sun travels around the earth.
2)(1)D (2)B (3)C
?Step 2 Lead-in
1. Talk about different ways of 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 where Chinese and Western cultures live side by side. They may think of Hongkong, Macao, Singapore. And the teacher will add one more—Hawaii by showing the students a picture of views in Hawaii.
?Step 3 Fast reading
Tell the students:It is said that Hawaii is a place where the east truly meets the west. Consider how people show their friendship in Hawaii.
1. Show the students a picture which describes a girl is giving leis to others. Get them to find the information from the textbook.
(Giving leis to one another is a way Hawaiians show their personal friendship. )
2. Ask the students to read fast and find out more ways to show friendship in Hawaii to fill in the form.
Word Meaning
aloha
第 2 页 共 49 页
3. According to the form, ask them to consider what friendship is in Hawaiians.
?Step 4 Careful reading
Get the students to read the 2nd paragraph carefully and answer the question: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 5 Discussion
Get the students into groups to discuss questions.
1. Why do many different peoples call Hawaii their home?
2. How can people in Hawaii live in peace?
3. Can you find similar things in your hometown? How do you show friendship to visitors?
?Step 6 Language Points
Useful sentence pattern:It is believed that the islands can be a paradise when people live in peace.
The pattern is “It is+p. p. +that. . . ”. It’s very useful and common. For example, It is said
that. . . /It is reported that. . . /It is considered that. . . /It is thought that. . . /It is regarded that. . . /It
is believed that. . . /. . .
Translate the following sentences.
1)大家坚信我们一定会成功。
2)据说他是一个诚实的人。
3)据报道在那场比赛中中国队大胜美国队。
4)人们认为朋友和朋友之间的友谊非常重要，没有友谊就像生活中没有阳光。
Suggested answers:
1)It is believed that we are sure to succeed.
2)It is said that he is an honest man.
3)It was reported that Chinese team defeated American one in the match.
4)It is regarded that friends and friendship are very important and a life without friendship is a life without a sun.
?Step 7 Consolidation
Get the students to write a short passage about the way Hawaiians express friendship.
?Step 8 Homework
1. Finish off the workbook exercises.
2. Review the language points and the grammar in the last two periods.
设计方案(二)
?Step 1 Revision
1. Check the homework exercises.
2. Let the students do some grammar exercises.
?Step 2 Lead-in
1. Talk about different ways of 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.
3. Ask students if they can think of any place in the world where Chinese and Western cultures live side by side.
?Step 3 Fast reading
第 3 页 共 49 页
Tell the students:It is said that Hawaii is a place where the east truly meets the west. Consider how people show their friendship in Hawaii and what friendship is in Hawaiians.
?Step 4 Careful reading
Get the students to read the 2nd paragraph carefully and answer the question:Why do many different peoples call Hawaii their home?
?Step 5 Discussion
Get the students into groups to discuss questions.
1. Why do many different peoples call Hawaii their home?
2. How can people in Hawaii live in peace?
3. Can you find similar things in your hometown? How do you show friendship to visitors?
?Step 6 Language Points
Important pattern:It is believed that the islands can be a paradise when people live in peace.
?Step 7 Consolidation
Get the students to write a short passage about the way Hawaiians express friendship.
?Step 8 Homework
1. Finish off the workbook exercises.
2. Review the language points and the grammar in the last two periods
板书设计
Unit 1 Friendship
Friendship in Hawaii
The ways Hawaiians express friendship Patterns
1. Saying “aloha” to each other shows friendship. 1. Today many different peoples call Hawaii their
2. “Lokahi” means “oneness with all people”. home.
3. They give visitors a “lei” to make them feel at home. 2. It is believed that the islands can be a paradise. . .
活动与探究
Get the students to make up a dialogue on how to design a questionnaire to find out what kind of friends their classmates are. And ask them to act it out with their partners. The purpose of this activity is to encourage independent thought and action in matters of immediate concern and interest to students. They can have a discussion or refer to the questionnaire in Warming up.
Sample dialogue:
A:Now let us design a questionnaire to find out what kind of friend one is.
B:OK. First we must think of five questions and three possible answers to each question.
C:What about the first question? Have you got one in mind?
D:Suppose your friend has taken away your book by mistake. What will you do or say to him/her?
C:That’s a good question. Let me put it down. “Your friend has. . . ”
B:Then how about the three possible answers?
A:Well, the answer I think should be “You will ask your friend to be more careful next time. ”
D:I agree. The worst choice may be “You will get upset and won’t talk to him/her any more. ”
A:All right. One more choice. Listen, I’ve got one. “You will ask your friend to return it to you. ”
B:That’s quite natural. How many points shall we give each possible answer?
D:The highest score is two. The best should score two and the worst zero.
B:The third will score one. Shall we go on to the next question?
第 4 页 共 49 页
Unit 1 Friendship
Period 4
(Direct Speech and Indirect Speech (?)
整体设计
从容说课
This is the fourth teaching period of this unit. To test whether the students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises.
This teaching period is a grammar lesson. The students are expected to make clear the differences between Direct Speech and Indirect Speech and grasp the main usages of them in this period. Students often feel grammar very abstract and boring, so it is necessary to make the class lively and interesting. Example sentences and grammar summary should be carefully designed so as to make it easy for students to understand and accept.
In this lesson, we will first offer a supposed situation and make the students learn about the differences between Direct Speech and Indirect Speech. The situation makes students know that when talking in our daily life sometimes we have got to use Direct Speech and sometimes we also need to use Indirect Speech. This is to help them to have the sense to connect grammar form with real situations in our daily life. If we want to express ourselves clearly and correctly, we should use a proper form of language, otherwise others can’t understand us. That is why it is necessary
for us to have some knowledge in grammar.
Later on, we’ll show and explain the rules of these grammar items, that is to say, to make the students know how to change Direct Speech into Indirect Speech and Indirect Speech into Direct Speech. Then ask them to do exercises in Discovering useful structures, Learning about language on Page 5. It will make the students further know about the differences and grasp the usages. This also can help the students connect grammar rules with proper language forms so as to make grammar rules less abstract.
Then we will ask the students to do Exercise 1 in Using structures on Page 42. If the students have difficulty, help them and check their mistakes with the help of the grammar rules.
Tell the students not just to learn some simple grammar rules but to learn and use them in practical situations.
For example, my friend says, “I will come here tomorrow. ” If using Indirect Speech, you can express it in many different ways.
1. If at the same time in the same place, you should say:My friend says she (he) will come
here tomorrow.
2. If the time has changed and still in the same place, you should say:My friend said she
(he)would come here the next day.
3. If the place has changed and the time is still today, you should say:My friend said she
(he)would go there tomorrow.
4. If both the time and the place have changed, you should say:My friend said she (he)would
go there the next day.
5. If both the time and the place have changed, the other should say:He (She) said he (she) would go there the next day.
第 5 页 共 49 页
If students learn the grammar this way, it is easier for them to grasp. 教学重点
Summarize the rules of Direct Speech and Indirect Speech. 教学难点
Get the students to learn about the special cases in which the tenses shouldn’t be changed.
教学方法
Discussing, summarizing and practicing
教具准备
A projector and other necessary teaching tools
三维目标
Knowledge aims:
Get the students to learn and grasp the rules of Direct Speech and Indirect Speech.
Ability aims:
Get the students to be able to use the rules to express their meanings and retail others’
correctly.
Emotional aims:
1. Get the students not to be afraid of grammar learning. 2. Get the students to develop their sense of group cooperation.
教学过程
?Step 1 Revision
1. Check the homework exercises.
2. Have a dictation to write some important words and expressions. Suggested words and expressions:
upset ignore concern loose cheat reason share nature thunder entirely go
through hide away calm down set down grow crazy about on purpose face to face
according to
3. Translate some sentences using the patterns we have learned. Suggested sentences:
1)为了上课不迟到，他七点钟就出发了。(in order to)
2)小明昨天没来上学确实是因为生病了。(It is. . . that. . . )
3)这小房间里太闹。(far too much)
4)那是我第一次到北京。(It is/was the first/second time/that. . . ) Suggested answers:
1)In order not to be late for class, he set off at seven o’clock. /He set off at seven o’clock in
order not to be late for class.
2)It is because he was ill that Xiaoming didn’t come to school.
3)There is far too much noise in the small room.
4)It was the first time that I had been to Beijing.
?Step 2 Lead-in
Tell the class:In the last lesson, we learned Anne Frank’s story. She is telling her stories to
two of her friends—you and Mary. Mary has something wrong with her ears, so you have to
repeat Anne’s sentences, using Indirect speech. Sometimes you explain Mary’s sentences to Anne.
“I have to stay in the hiding place. ”said Anne.
? Anne said she had to stay in the hiding place.
第 6 页 共 49 页
“Do you feel sad when you are not able to go outdoors? ” Mary asked Anne.
? Mary asked Anne if/whether she felt sad when she was not able to go outdoors.
“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.
“What do you call your diary? ” Mary asked.
? Mary asked what she called her diary.
. . .
Get the students to go on this topic by themselves.
?Step 3 Grammar
1. Tell the class:Now let’s look at these sentences again. If we want to change Direct Speech
into Indirect Speech, what should be changed? 2. Get the students discuss by themselves. Perhaps most students can find sentence structures, tenses, pronouns, adverbials of time and
place and verbs should be changed.
3. Show the students the form on the screen. These are the rules.
当我们引用别人的话时，如果我们引用别人的原话，被引用的部分就叫直接引语，一般
用“”引起来。如果我们用自己的话把意思转述出来，被转述的部分称为间接引语，间接引语
在多数情况下都构成一个宾语从句。
直接引语变成间接引语时，要注意以下几点:人称变化、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。
Mary said, “I am very happy to help you. ”
?Mary said that she was very happy to help you.
2)直接引语是一般疑问句或选择疑问句，变成间接引语时，由连词whether或if引导。 He asked me, “Do you like playing basketball? ”
?He asked me if/whether I liked playing basketball.
注意:大多数情况下，if和whether都可以用，但后面和or not连用时或在动词不定式
前或放在介词后作连接词时，一般只用whether。
She asked me whether I could do it or not. 3)直接引语是特殊疑问句，变成间接引语时，由原句的疑问词who, whom, whose, how,
when, why, where 等引导。
My sister asked me, “What do you think of the film? ”
?My sister asked me what I thought of the film.
4)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。
He asked Lucy, “Where have you been? ”
?He asked Lucy where she had been.
Mary said, “What do you want, Ann? ”
?Mary asked Ann what she wanted.
(2)直接引语是客观事实、真理、规律等，变成间接引语时，时态不变。
The teacher told his students, “The earth goes round the sun. ”
?The teacher told his students 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。 He said, “I haven’t seen my daughter today. ”
第 7 页 共 49 页
?He said that he hadn’t seen his daughter that day.
注意:如果转述时就在原来的地方，就在说话的当天，就没必要改变指示代词、时间状
语、地点状语等。
时态变化规律表
直接引语 间接引语
一般现在时 一般过去时
现在进行时 过去进行时
一般将来时 过去将来时
一般过去时 过去完成时
现在完成时 过去完成时
过去完成时 过去完成时
现在完成进行时 过去完成进行时
一些常用词变化规律表
直接引语 间接引语
this that 指示代词 these those
now then 时间状语 today that day
tomorrow the next (following)day
next week/month/. . . the next (following)week/month. . .
yesterday the day before
last week/month/. . . the week/month/. . . before
three days/months/. . . ago three days/month/. . .
this week/month/. . . that week/month. . .
here there 地点
come go 动词
Option:如果学生基础较好，语法部分也可用英语讲解。
1. Direct Speech
In direct speech, the original speaker’s exact words are given and are indicated by quotation
marks.
“I don’t know what to do, ” said Tom.
In some grammar books, “said Tom” is referred to as a reporting clause. “I don’t know what
to do, ” is referred to as the reported clause.
Indirect Speech 2.
In indirect speech, the exact meaning of the speaker’s words is given, but the exact words are
not directly quoted.
Tom said that he didn’t know what to do.
To convert direct speech into indirect speech: If the main verb is past tense, present tense verbs in “that clause” must also be changed to
past tense.
Tom said that he didn’t know what to do.
First and second person pronouns must be changed to third person pronouns.
Tom said that he didn’t know what to do.
(The word “that” can often be left out:Tom said he didn’t know what to do. )
3. Indirect Questions
The same rules apply to indirect questions as to indirect statements. The difference is that a
wh-clause is used instead of a that clause. Direct question:“Did Dick’s horse win a prize? ” Owen asked. Indirect questions:Owen asked whether/if Dick’s horse had won a prize.
第 8 页 共 49 页
Direct question:“Why won’t you marry me? ” asked Donald.
Indirect question:Donald asked her why she wouldn’t marry him.
,In telling a story or recounting events, a speaker using direct speech has all the resources of intonation to produce a lively account. Because indirect speech is always reported by someone else, the account is more reserved and restrained.
“What shall we do? ” asked Mary.
“Don’t worry, Mary, ” said Dick, “I’ve got a plan. ”
Mary asked Dick what they should do. He told her not to worry and that he had got a plan.
,The ability to change direct speech into indirect speech is a useful skill for those engaged in taking the minutes of a meeting or reporting on events.
Direct speech:“First of all, I would like to thank everybody who helped with the fair. The results were very good, and we will now be able to buy two more computers. ”
Indirect speech:The principal said that he would like to thank everybody who had helped with the fair. He announced that the results were very good and that the school would now be able to buy two more computers.
?Step 4 Practice (Discovering useful structures)
Get the students to turn to Page 5. Please change the following direct speech into indirect speech and indirect into direct.
1. “I’m going to hide from the Germans, ” Anne said.
2. “I don’t 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 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 5 Correcting mistakes
Analyze the common mistakes students have made during the practice. Let the students look at the screen and pay attention to these sentences. Then choose the right sentence and make it clear why the other one is wrong.
?Step 6 A game
Play a guessing game “who is my secret friend? ” One student comes to 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?
What 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?
. . .
第 9 页 共 49 页
?Step 7 Workbook
Do Exercise 1 in Using Structures on Page 42. Here is another page of Anne’s diary. Read it through and then use indirect speech to retell the story.
If time doesn’t permit, declare it as homework.
Suggested answers:
Anne said that they went quickly upstairs and into the hiding place when they arrived at Prinsengracht. She said that they closed the door behind them and they were alone. She said (that)Margot had come faster on her bicycle and was already waiting for them. She said (that)all the rooms were full of boxes and they lay on the floor and the beds. She said (that)the little room was filled with bedclothes and they had to start clearing up at once, if they wished to sleep in comfortable beds that night. Anne said (that)her mother and Margot were not able to help. She said (that)they were tired and lay down on their beds, but her daddy and she, the two “Helpers” of the family, started at once.
Anne said (that)they unpacked the boxes, filled the cupboards and tidied the whole day, until they were extremely tired. She said they did sleep in clean beds that night. She said they hadn’t had any warm food to eat all day, but they didn’t care. Anne said (that)her mother and Margot were too tired and worried to eat, and her daddy and she were too busy.
?Step 8 Homework
1. Finish off the related Workbook exercises.
2. Review and grasp the rules of Direct Speech and Indirect Speech.
板书设计
Unit 1 Friendship
Grammar
Direct Speech and Indirect Speech
Direct Speech Indirect Speech
1. Mary said, “I am very happy to help you. ” Mary said that she was very happy to help you.
2. He asked me, “Do you like playing basketball? ” He asked me if/whether I liked playing basketball.
3. My sister asked me, “What do you think of the My sister asked me what I thought of the film.
film? ”
4. The teacher told his students, “The earth goes round The teacher told his students that the earth goes round
the sun. ” the sun.
活动与探究
Get the students to work in groups of four out of class and design a questionnaire to find out what kind of friends your classmates are. The purpose of this activity is to encourage students to think independently and act in matters of immediate concern and interest. It also can develop students’ design ability and spirit of cooperation.
Sample questionnaire
Directions:
This questionnaire has four questions. Each question is followed by three possible answers. Please read the questions, and then consider which response fits you best.
Questions:
1. Why am I close friends with this person now?
A. Because he/she is someone I really enjoy sharing emotions and special events with.
B. Because my friend would be upset if I ended the relationship.
C. Because being friends with him/her helps me feel important.
第 10 页 共 49 页
2. Why do I spend time with my friend?
A. Because my friend would get mad at me if I didn’t.
B. Because it is fun spending time with him/her.
C. Because I think it is what friends are supposed to do.
3. Why do I listen to my friend’s problems, or to what my friend has to say?
A. Because my friend praises me and makes me feel good when I do.
B. Because it’s interesting and satisfying to be able to share like that.
C. Because I really value getting to know my friend better.
4. Why do I keep promises to my friend?
A. Because I believe it is an important personal quality to live up to my promises to a friend.
B. Because it would threaten our friendship if I were not trustworthy.
C. Because I would feel bad about myself if I didn’t.
Scoring Sheet:
1. A 3 B 2 C 1
2. A 1 B 2 C 3
3. A 1 B 2 C 3
4. A 3 B 2 C 1
Explanations:
4~6 points:You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.
7~9 points:You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.
10+ points:You are an excellent friend who recognizes that to be a good friend you need to balance your needs and your friend’s. Well done.
Unit 1 Friendship
Period 3
整体设计
从容说课
This is the third teaching period of this unit. The teacher should first check the students’ homework and offer chances for the students to review what they learned in the second period.
The emphasis in this period will be put on the important new words, expressions and sentence patterns. In order to make the students understand these important points tho-roughly, the teacher can first get the students to understand their meanings in the context, then give some explanations about them, and later offer some practices to let the students know their usages. At last make the students do more exercises for consolidation.
The teacher should be expected to carefully design class activities to encourage the students to be active in class so as to enable the students to grasp and use these language points both orally and in written form. Make sure the students are willing to take part in the activities in class and get ready to cooperate with each other. In doing so, the students can learn, grasp and use these important language points well.
教学重点
Enable the students to grasp the usages of such important new words and expressions as
第 11 页 共 49 页
share, crazy, dare, series, on purpose, in order to, and so on.
教学难点
How to enable the students to grasp the usages of dare and in order to and understand some difficult and long sentences.
教学方法
1. Discussing, summarizing and practicing
2. Cooperative learning
教具准备
The multimedia and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn and grasp some important new words and expressions:add
ignore concern cheat share series crazy dare suffer advice communicate add up
calm down have got to be concerned about go through hide away set down a series of
on purpose in order to face to face according to get along with fall in love with join in
2. Get the students to understand some useful sentence patterns:
1)Your friend, who doesn’t work hard, asks you to help him or her to cheat in the exam by looking at your paper, what will you do? (the Attributive Clause)
2)I don’t want to set down a series of facts in a diary as most people do, but I want this diary itself to be my friend. (as. . . )
4)I wonder if it’s because I haven’t been able to be outdoors for so long time that I’ve grown so crazy about everything to do with nature. (I wonder if/whether. . . ; so. . . that. . . )
5). . . I stayed awake on purpose until half past eleven one evening in order to have a good look at the moon for once by myself. (stay+adj. ; in order to do)
Ability aims:
1. Enable the students to use some useful words and expressions correctly.
2. Enable the students to learn how to understand new words, expressions and difficult sentences according to the context.
Emotional aims:
Develop the students’ spirit of cooperation and teamwork.
教学过程
设计方案(一)
?Step 1 Revision
1. Check the homework exercises.
2. Ask some students to talk about their friends and what qualities and behavior make good friends. Also may ask them to talk about Anne’s best friend, her diary.
?Step 2 Reading and exercise
Get the students to try to find out the words and expressions as quickly as possible in the related parts and let them learn some important new words and expressions by studying their contexts, clues and word-formation.
The teacher shows the following on the screen.
1. Find the words and expressions in Warming Up. Make sure that they have the same meanings given below.
1)to join numbers, amount, etc. so as to find the total
第 12 页 共 49 页
2)to act in a dishonest way in order to win; to take from (someone)in a dishonest way
3)be worried about
4)feeling unhappy about something; worried; anxious 5)not to take notice of
6)to make (of a living beings)calm
7)must
8)not fastened; tied up, shut up, etc. ; free from control 2. Fill in the blanks with the words and expressions in the Reading to complete the following
sentences.
1)Friends are just the people who______________ your happiness and sorrow.
2)You really don’t know what we______________ while working on the farm.
3)I have______________ everything that happened, as I remember it. 4)She______________ singing and dancing.
5)Tom did something wrong to his brother, but he said he didn’t do that______________ .
6)______________ catch the first bus, she got up early this morning. 7)The naughty boy______________ and his parents didn’t find him anywhere.
8)A deep blue sky, white clouds, green trees and red flowers and fresh air held
me_______________ .
?Step 3 Checking
Explain the problems the students meet while checking the answers. Suggested answers:
1. 1)add up 2)cheat 3)be concerned about 4)upset 5)ignore 6)calm down7)have (got)
to 8)loose
2. 1)share 2)went through 3)set down 4)is crazy about 5)on purpose 6)In order to
7)hid away 8)entirely in their power
?Step 4 Language Points
1. add vt. & vi.
1)to put something with something else or with a group of other things加;添;增加
Do you want to add your name to the list?
你愿意把名字添到名单上吗,
Whisk the egg and then add the flour.
打好鸡蛋以后再加面粉。
2)to put two or more numbers together in order to calculate the total加
Add 6 and 6 to make 12.
6加6得12。
If you add 5 and 5 (together), you get 10.
5加5得10。
Add 9 to the total.
在总数上再加9。
3)to say some more that is related to what has already been said接着又说;补充说
That’s all I want to say. Is there anything you’d like to add,
我要说的就这些，你还有什么要补充的吗,
I have nothing to add to my earlier statement.
我对我先前说的话，没有什么补充的。
第 13 页 共 49 页
add to to make something larger and more noticeable增加
Our explanation seemed only to add to his bewilderment. 我们的解释似乎只是增加了他的困惑。
Fireworks added to the attraction of the festival night.
焰火使节日的夜晚更加生色。
add up to calculate the total of several numbers加起来;总计
Add your scores up and we’ll see who won.
把你们的得分加起来，我们就会看出谁赢了。
Add up all the money I owe you.
把我应付你的钱都加在一起。
add up to to have a particular result总计，共达
His schooling added up to no more than one year. 他受的学校教育总计不超过一年。
These numbers add up to 100.
这些数目合计为100。
addition n. 加;增加的人或事物
additional adj. 附加的;另外的;外加的
(1)What he did______________ our difficulties. A. add to
C. has added to
D. had added up to
(2)The cost______________ 100 million dollars. A. added up to
B. has added to
C. added
D. has added up
(3)All this______________ a new concept of the universe.
A. adds
B. adds to
C. adds up
D. adds up to
(4)—It is very delicious, is it?
—Yes, I think you have had some salt______________ the soup.
A. added B. added into C. added to D. added up to 答案:(1)C (2)A (3)D (4)C
2. upset
1)vt. &vi. (upset; upset)to make someone feel unhappy or worried 使不安;使心烦
I’m sorry. I didn’t mean to upset you.
对不起，我本来并不想让你不高兴的。
Her friend’s sudden death upset him very much.
她朋友的突然去世使她很难过。
2)adj. (not before noun)unhappy and worried 心烦意乱的;心情不舒适的
She was still upset about the argument that she had had with Harry.
第 14 页 共 49 页
对于她和Harry的争吵，她还感到心烦呢。
She is really feeling upset about losing lots of money. 丢掉了许多钱，她真的感到很沮丧。
3. ignore vt.
1)to behave as if you had not seen or heard someone or something不理睬;忽视
Some drivers simply ignore speed limits. 有些司机就是无视速度的限制。
He completely ignored all these facts as though they never existed.
他完全无视这一切，好像它们根本不存在似的。
She saw him coming but she ignored him. 她看见他走过来，但装作没看到他。
2)to pay no attention to something that you have been told or that you know about忽略(不
计)
The policeman ignored personal danger to save a little girl.
为了救一个小女孩，那名警察不顾个人的安危。
ignorance n. 无知 ignorant adj. 无知的;愚昧的;不知道的
4. calm
1)adj. quiet and without excitement, nervous activity or strong feelings平静的;镇静的，沉
着的
Keep calm, and try not to panic.
保持镇静，不要慌张。
She tried to keep calm about it.
她努力对此保持镇静。
2)vt. & vi. to make someone or something quiet after strong emotion or nervous activity (使)
平静，(使)镇定;平息
Charlie tried to calm the frightened children. 查理努力使受到惊吓的孩子们平静下来。
The crying child soon calmed down.
哭闹的小孩不多一会就安静下来。
calm down vt. &vi. to become quiet or make someone quiet after strong emotion or nervous
activity(使)平静下来，(使)镇定下来
When she heard the news, she was so excited that nothing could calm her down.
当听到这个消息时，她激动得什么也不能使她平静下来。
Calm down and tell me what happened.
别激动，告诉我发生了什么事。
Wait till you are more______________. It’s better to be sure than sorry.
A. inspired B. certain C. calm D. satisfied 答案:B
5. share
1)vi & vt.
(1)to have or use (sth. )with others; have (sth. )in common与别人共有或合用(某物);在
(某方面)有共同之处
The last bus had gone, so the three of us shared a taxi.
最后一班公交车开走了，我们仨人打了一辆出租车。
第 15 页 共 49 页
I shared a room with him at college. 上大学时，我和他同居一室。
He shares my fears about a possible war. 他和我一样害怕有可能发生战争。
(2)have a share in sth. ; participate in sth. 分摊或分享某事物;参与某事物
I will share (in) the cost with you. 我愿与你分摊费用。
She shares (in) my troubles as well as my joys. 她与我同甘共苦。
(3)to tell sb. about sth. 将某事告诉某人
She won’t share her secret with us.
她不肯把她的秘密告诉我们。
I want to share my news with you. 我想把我得到的消息告诉你。
2)n. part of something 一份;部分;份额
I do my share of the housework.
我做我该做的那份家务。
Don’t worry—you’ll get your fair share.
别急，你会得到你应得的那份。
Let Harry play with your toys as well, Glare—you must learn to______________.
A. support B. care C. spare D. share 答案:D
6. set down to put or lay down; to write down sth. so that you have a record of it 放下，搁
下;记下，写下
Set down your heavy bag and take a rest. 放下你的包，休息一会。
I want to set down my feelings on paper. 我要记下我的感受。
set apart to make someone or something different from other people or things 使突出，使与
众不同
set aside to keep some money or time for a special purpose 存储，拨出
set off to start to go somewhere; to cause an explosion 出发，动身;使爆炸
set out to start a journey or to talk about something in an organized way 出发，开始;陈述，
阐明
set up to start an organization; to build something 设立，开办;竖起，建起
1)They______________ the experiment yesterday.
2)The Chinese delegation group will______________ for America tomorrow.
A. set apart B. set aside C. set off D. set up
答案:1)D 2)C
7. go through to examine carefully; to experience审阅，检查;经历(困难、痛苦等) I went through the students’ papers last night.
我昨晚仔细批改了学生的作业。
第 16 页 共 49 页
You really don’t know what we went through while working on this project. 你的确不知道我们在搞这个项目的时候吃了多少苦。
8. crazy adj. impractical; foolish; mad; ill in the mind; wildly excited; very interested不实际
的;愚蠢的;疯狂的;怪诞的，古怪的;狂热的;热衷于，迷恋
That’s the craziest idea I’ve ever heard.
那是我曾听到的最蠢的想法。
It’s crazy to go out in such hot weather.
在这么炎热的天气里出去真是疯了。
Turn that music down—it’s driving me crazy.
把音乐音量调小，我都快疯了。
She is crazy about dancing.
她对舞蹈十分着迷。
be crazy about/over to like sb. very much, or be very interested in something 爱上，迷恋着;
热衷于，醉心于
The boy is crazy about football. 那个男孩对足球着迷。
like crazy very hard发疯似地;拼命地;猛烈地
We have to work like crazy to get this finished on time.
为了按时完成这个任务，我们不得不拼命地工作。
He’s crazy______________ out in such hot weather!
A. about going B. to go C. going D. at going
答案:B
9. lonely adj. unhappy because of being alone or without friends孤独的;寂寞的 Living in a big city can be very lonely. 在大城市里生活还真很孤寂。
When his wife and two little children left him, he was very lonely.
妻子和两个孩子离开他后，他非常孤独。
Hers is a lonely life.
她的生活很寂寞。
lonely&alone:
alone adj. &adv. without any friends or separated from others; only (usually behind a n. or
pron. )\[只作表语\]单独的，独自的;独一无二的;\[只放在名词、代词之后\]仅仅，只有 He was alone in the house.
他独自一人在家里。
I am not alone in thinking so. 并非只有我才这样想的。
The key alone will open the door. 只有这把钥匙能打开这道门。
I live all alone but I never feel lonely. 我虽然孑然一身，但从不感孤独。
leave/let sb. or sth. alone not to take, touch or interfere with sb. or sth. 不带走;不触摸;不
干涉某人或某物
She has asked to be left alone. 她要求不要打扰她。
第 17 页 共 49 页
I’ve told you before—leave my things alone!
我早已告诉过你，不要动我的东西。
The old captain lived______________ on a______________ island in the Atlantic Ocean but
he never felt______________.
答案:B
10. concern
1)n. worry; thing that is important or interesting to sb. 担心;对某人来说是重要的或感兴
趣的事
There is growing concern about/over the effects of pollution on health.
现在越来越担心污染给健康带来的影响。
The rise in unemployment is of great concern to the government.
对政府来说，失业人数的增长是非常重大的事情。
2)vt. to make someone feel worried or upset使某人担忧;使烦恼
The fact that she spends so much money on her own really concerns me.
她在自己身上花那么多的钱真的让我感到烦恼。
More and more people are concerning themselves with/about environmental problems.
越来越多的人在为环保问题担忧。
be concerned about/for be worried about关心;挂念
Ross has never been concerned about what other people think of him.
罗斯从来不关心别人怎么看他。
Rescuers are concerned for the safety of those trapped in the mine.
营救人员挂念着被困在矿井里的那些人的安全。
11. purpose n. an intention or plan; the feeling of having an aim in life目的;意图;决心;
意志
What is your purpose in doing that?
你做那件事的意图是什么?
He walked with a stride full of purpose.
他迈着坚定的步伐向前走。
on purpose deliberately; intentionally; not by accident有意地;故意地;并非偶然的
I came here on purpose to see you.
我是专程来这儿看你的。
12. trust
1)n. a strong belief in the honesty, goodness etc. of someone or something 信任;信赖;相
信
You shouldn’t put your trust in a man like that.
你不应该信任那样的人。
A good marriage is based on trust.
美满的婚姻是建立在互相信任的基础上的。
2)vt. to believe that someone is honest and will not harm you or cheat you 信任;信赖;相
信
I trusted Max, so I lent him the money.
我信得过马克斯，就把钱借给他了。
第 18 页 共 49 页
13. suffer vt. &vi.
1)fell pain, discomfort, great sorrow, etc. 感到疼痛、不适、悲伤等
Do you suffer from headache?
你经常头痛吗,
Think how much the parents of the kidnapped boy must have suffered.
那个男孩给拐走了，想想看他父母得多伤心哪。
2)to experience or undergo something unpleasant遭受;经历
We suffered huge losses in the financial crisis.
我们在金融危机中损失惨重。
In recent games their team has suffered several defeats.
在最近的比赛中，他们的球队吃了几次败仗。
3)to become worse; lose quality变坏;变差;变糟
Your studies will suffer if you play too much football.
你要是总是踢足球，功课就糟了。
Her business suffered when she was ill. 她生病时，生意受到了影响。
4)to tolerate; stand忍受;容忍;经得起
I will not suffer such conduct. 我不能容忍这种行为。
She could not suffer criticism. 她受不了批评。
suffer for 为……而受苦
He suffered for his carelessness. 他因粗心而吃了亏。
suffer from 患……病;受……之苦
The child suffers from measles. 这小孩得了麻疹。
14. get along (with) to have a friendly relationship; to progress 融洽相处;进展 I’ve always found him a bit difficult to get along with.
我总是觉得他有点难相处。
How are you getting along with your English studies?
你的英语学习情况如何,
get about/around (news)get widespread传开
get away to succeed in leaving a place逃脱;离开
get back to return to a place; to have sth. returned to you回来;恢复;找回
get down to make sb. feel unhappy使沮丧
get down to sth. /doing sth. to start doing sth. that needs a lot of time or energy开始做正事 get over get well after an illness; to do and finish sth. difficult恢复;克服
get through to pass a test or exam及格;通过考试
15. communicate vi. to express your thoughts and feelings交流;沟通
Parents sometimes find it difficult to communicate with a teenage child.
父母有时觉得和十几岁的孩子交流困难。
Since then, they lost their ability to communicate with an audience.
自那以后他们再也无法引起观众的共鸣。
第 19 页 共 49 页
?Step 5 Analyzing some important and difficult sentences
1. While walking the dog, you were careless and it got loose and was hit by a car.
这里的While walking the dog可以看作是状语从句While you were walking the dog的省
略。整个句子可译成“你在遛狗时，不小心让狗挣脱被车撞了”。
在状语从句中，如果从句的主语和主句的主语一致或是it，而且从句谓语中又含有be
的形式时，从句的主语和be的形式可以省略。
When scolded by his father, the boy always keeps silent.
在受到爸爸责备时，那个男孩总是保持沉默。
Help them if possible.
如果可能的话，帮帮他们。
2. Your friend, who doesn’t work hard, asks you to help him or her to cheat in the exam by
looking at your paper.
这里的who doesn’t work hard 是非限制性定语从句。by doing sth. 通常在句子中用作状
语，表示方式。整个句子可译成“你的朋友不用功。他要在考试中(偷)看你的试卷，(要你)
帮他作弊”。
His younger brother, who is my best friend, graduated from Beijing University last year.
他的弟弟是我得最好的朋友，去年毕业于北京大学。
The old man makes his living by selling vegetables.
那位老人以卖青菜为生。
3. Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts?
这里的whom you could tell everything to是定语从句，修饰friend，介词to也可放在关
系代词whom的前面，即to whom you could tell everything。此处的like相当于such as。整
个句子可译成“你是不是想有一位无话不谈能推心置腹的朋友呢,”。
He has learned some foreign languages, like (such as)French and German.
他已经学会了几门外语，如法语和德语。
4. I don’t want to set down a series of facts in a diary as most people do, but I want this diary itself to be my friend.
这是一个由but连接的并列复合句，第一分句中的as most people do是方式状语从句。
短语set down在这里相当于write down。a series of 的意思是“一连串的”“一系列”。 整个句
子可译成“我不愿像大多数人那样在日记中记流水账，我要把这本日记当作我的朋友”。
5. I wonder if it’s because I haven’t been able to be outdoors for so long time that I’ve grown
so crazy about everything to do with nature.
这里的it’s because I haven’t been able to be outdoors for so long time that I’ve grown so
crazy about everything to do with nature是强调句，强调的是表示原因的状语从句because I
haven’t been able to be outdoors for so long time。整个句子可译成“我不知道这是不是因为我
长久无法出门的缘故，我变得对一切与大自然有关的事物都无比狂热”。
强调句型It is/was. . . that. . . 可用来强调句子中除谓语以外的任何句子成分。
I bought this car in that shop last month. (原始句)
It was I who/that bought this car in that shop last month. (强调主语)
It was this car that I bought in that shop last month. (强调宾语)
It was in that shop that I bought this car last month. (强调地点状语)
It was last month that I bought this car in that shop. (强调时间状语)
1)It was last year______________ you taught me how to drive.
第 20 页 共 49 页
A. when B. that C. where D. which
2)It was______________ he said______________ disappointed me.
A. that; what B. what; that C. what; what D. that; that
3)It was in the factory______________ produced TV sets______________ our friend was
murdered.
A. which; which
B. that; which
C. that; that
D. where; that
4)______________ find my wallet, Tom?
A. Where did you that
B. Where was it you
B. Where have you
D. Where was it that you
5)It was not until 1920______________ regular radio broadcast began.
A. while B. which C. that D. since
6)______________ was in 1979______________ I graduated from the university.
A. That; that B. It; that C. That; when D. It; when
答案:1)B 2)B 3)C 4)D 5)C 6)B
6. . . . I stayed awake on purpose until half past eleven one evening in order to have a good
look at the moon for once by myself.
这里的stay是连系动词，后面跟的是表语形容词awake，构成系表结构。in order to have
a good look at. . . 作状语，表示目的。整个句子可译成“有一天晚上，我熬到11点半故意不
睡觉，为的是独自好好看月亮一次”。
in order to后跟动词原形，意思是“为了……起见”“以便……”，引导目的状语，否定形
式为in order not to。
In order to catch the train, she hurried through her work.
为了赶上火车，她急急忙忙地做完了工作。
She set off early this morning in order not to miss the meeting.
为了不错过这次会议，她今天一大早就动身了。
in order to&so as to:二者意思和用法基本相同，都后跟动词原形，引导目的状语。二者
区别在于in order to既可放在句首，也可放在句末;so as to只能放在句末。
In order to catch the first bus, she got up early this morning. /She got up early this morning in
order to catch the first bus. /She got up early this morning so as to catch the first bus.
为了赶上第一班公交车，她一大早就起床了。
7. But as the moon gave far too much light, I didn’t dare open a window.
这里的as the moon gave far too much light是原因状语从句，too much表示过量，意思是
“太多”。句子中的dare用作实义动词，有人称和数以及时态等的变化，后面可跟动词不定
式，但在否定句中不定式的符号to可以省略。整个句子可译成“但是因为月光太亮了，我不
敢打开窗户”。
dare除了用作实义动词外，还可用作情态动词，但一般用于否定句或疑问句中，不用于
肯定句中。
The little girl dare not go out alone at night.
这个小姑娘不敢晚上一个人出去。
第 21 页 共 49 页
How dare you speak to your mother that way?
你怎么敢那样对你妈妈讲话呢,
too much&much too:too much的用法相当于much，只是程度的不同，too修饰much，
在句子中起名词、形容词或副词的作用，可以用作宾语、表语、定语，也可以用作状语;
much too表示“太……”，用法相当于too，也只是程度的不同，much修饰too，在句子中起
副词作用，用作状语，但后面必须跟形容词或副词，一般不能修饰动词。
Climbing mountains is too much for the old.
爬山对老人来说太重了。
Watching TV too much is harmful for your eyesight.
看电视太多对眼睛有害。
Too much difficulty made them stronger.
过多的磨难使他们更加强壮。
1)Don’t have the children playing______________ in the sun. It’s______________ hot
today.
2)I wonder how he______________ that to the teacher.
A. dare to say B. dare saying C. not dare say D. dared say
答案:1)C 2)D
8. . . . it was the first time in a year and a half that I’d seen the night face to face. . .
It is/was the first/second/. . . time that. . . 是固定句型，that引导的从句时态一般用完成时。
整个句子可译成“这是我一年半以来第一次目睹夜晚”。
It is the third time that I have been to Beijing.
这是我第三次来北京。
He said that it was the first time that he had met such a strange person.
他说他还是第一次遇到这么奇怪的人。
9. If you have some trouble (in)getting along with your friends, you can write to the
editor and ask for advice.
这里的have some trouble (in)doing something，意思是“做某事有一些困难”，还可以说
have no (much, great, little)trouble/difficulty (in)doing something或have (some, no, much, great, little)trouble/difficulty with something，意思是“做某事有(一些、没有、很多、很少)困难”。
整个句子可译成“如果你在和朋友的相处上有问题，你可以写信给编辑向他征求建议”。
I have some difficulty (in)following our teacher in English class.
在英语课上，跟上老师的课我感到有些吃力。
They had little trouble with new school life.
适应新的学校生活，他们几乎没有问题。
10. Although I really try to talk to my classmates, I still find it hard to make good friends
with them.
这是一个复合句，Although I really try to talk to my classmates是让步状语从句，谓语动
词find后面跟的是复合宾语，it代替后面的动词不定式作形式宾语，形容词hard充当宾补。
整个句子可译成“我虽然确实想和同学们交谈，但我还是感到与他们交朋友困难”。
I find it very difficult to get along with him.
我感到和他相处很困难。
?Step 6 Consolidation
第 22 页 共 49 页
Show the exercises on the screen or give out exercise papers. Choose the best answers.
1. It’s seven thirty. I______________ go to school.
A. have got B. have got to C. got to D. had got to 2. He came into the classroom______________ .
A. very upset B. be upset C. to upset D. to be upset 3. This is the first time that I______________ at the meeting. A. had spoken B. have spoken C. am D. was
4. His whole school education______________ only 2 years because of his illness.
A. added up B. added up in C. added up to D. was added up 5. Are you______________ your classmates well?
A. getting along
B. get along with
C. getting along with
D. got along with.
6. The shop______________ until 7 o’clock.
7. We______________ in the neighborhood.
8. No one______________ of it.
C. can
9. I want your______________ , sir. I don’t know what to do.
A. advices B. piece of advices C. advice D. advise 10. Will you______________ playing basketball?
A. join us in B. join to C. join us to D. to join us 11. Was it in 1969______________ the American astronauts succeeded______________
landing on the moon?
A. when; on B. that; on C. when; in D. that; in 12. Was______________ that I saw last night at the concert? A. it you B. not you C. you D. that yourself
13. It is the ability to do the job______________ matters, not where you came from or what
you are.
A. one B. it C. what D. that
14. It was only when I reread his poems recently______________ I began to appreciate their
beauty.
A. until B. that C. then D. so
15. It was______________ late to catch a bus after the party; therefore we called a party.
A. too very B. much too C. too much D. for
16. Why don’t you put the meat in the fridge? It will______________ fresh for several days.
A. be stayed B. stay C. be staying D. have stayed First get the students to do the exercises. Then the answers are given. The teacher can give
第 23 页 共 49 页
them explanations where necessary.
答案:1. B 2. A 3. B 4. C 5. C 6. C 7. C 8. B 9. C 10. A 11. D 12. A 13.
D 14. B 15. B 16. B
?Step 7 Workbook (Using words and expressions)
Do Exercise 2 first. Discuss the answers in pairs and then check the answers with the whole class.
If time permits, ask three students to do Exercise 1 on the blackboard (Each has two sentences). If not, assign it as homework. Give them some help if necessary.
?Step 8 Homework
1. Finish off the Workbook exercises. Write down Exercise 2 in the exercise book.
2. Learn the new words and expressions by heart.
板书设计
Unit 1 Friendship
Language Points
Vocabulary and Patterns Examples
add up 1. Add your scores up and we’ll see who won.
set down 2. I want to set down my feelings on paper.
crazy 3. Turn that music down—it’s driving me crazy.
be concerned about 4. Ross has never been concerned about what other people think of him.
purpose 5. The discussion serves a twin purpose—instruction and feedback.
get along with 6. How are you getting along with your English studies?
go through 7. You really don’t know what we went through while working on this project.
in order to 8. In order to catch the train, she hurried through her work.
It is the first time that. . . 9. He said that it was the first time that he had met such a strange person.
活动与探究
There are many proverbs about friends and friendship. Surf the Internet to find some out, try to translate and learn as many as possible. The purpose of this activity is to encourage students to
make use of the Internet to enrich their language knowledge. It can also make students think more
about questions on friend and friendship, realize further the values of friends and friendship, and
learn how to make friends, how to get along with friends and how to treasure friendship.
Proverbs on friends and friendship:
1. A friend to everybody is a friend to nobody.
2. A faithful friend is hard to find.
3. A friend without faults will never be found.
4. A true friend is known in the day of adversity.
5. A friend is never known till a man has need.
6. Misfortune tests the sincerity of friends.
7. Old friends and old wines are best.
8. Everything is good when new, but friend when old.
9. Familiar paths and old friends are the best.
10. A bosom friend afar brings distant land near.
11. Friends may meet, but mountains never greet.
12. We can live without a brother, but not without a friend.
13. A life without a friend is a life without a sun.
14. A thousand friends are few, one enemy is too many.
15. A friend in court is better than a penny in purse.
16. Between friends all is common.
第 24 页 共 49 页
17. When a friend asks, there is no tomorrow. 18. A ready way to lose friend is to lend him money. 19. Friends are like fiddle-strings, they must not be screwed too tight.
20. An empty purse frightens many friends. 21. He that has a full purse never wants a friend. 22. Friendship—one soul in two bodies.
23. Friendship is love with understanding. 24. Friendship multiplies joys and divides grieves. 25. Friendship cannot stand always on one side. 26. Friendship, the older it grows, the stronger it is. Suggested translations:
1. 广交友，无深交。
2. 益友难得。
3. 没有十全十美的朋友。
4. 疾风知劲草，患难见真情。
5. 需要之时方知友。
6. 患难见真情。
7. 陈酒味醇，老友情深。
8. 东西新的好，朋友老的好。
9. 熟路好遵循，老友最可珍。
10. 海内存知己，天涯若比邻。
11. 朋友可相逢，高山永分离。
12. 我们生活中可以没有兄弟，但不能没有朋友。
13. 人生在世无朋友，犹如生活无太阳。
14. 朋友千人尚觉少，仇敌一人犹嫌多。
15. 囊中有钱，不如朝中有友。
16. 朋友之间不分彼此。
17. 朋友的要求不要拖。
18. 失友皆从借钱起。
19. 朋友像琴弦，不能拧太紧。
20. 囊中无分文，亲友不上门。
21. 只要袋里有，不愁没朋友。
22. 友谊就是两人一条心。
23. 友谊是爱加上谅解。
24. 友谊可以增添欢乐，也可以分担忧愁。
25. 来而不往非礼也。
26. 友谊地久天长。
Unit 1 Friendship
Period 2 Reading
整体设计
从容说课
This is the second teaching period of this unit. As usual, the teacher should check the
第 25 页 共 49 页
students’ homework and offer chances for them to go over what they learned in the last period at the beginning of the class.
In this period, the teaching emphasis will be put on developing the Ss’ reading ability and
getting them to learn to use some reading strategies such as guessing, key sentences, skimming and so on. As to new words and phrases, the teacher can first find those the Ss find most difficult and help them to understand. One way of helping them learn new words is to ask them to study the text before the lesson and find out the meaning of any word they are unsure of. A second way of helping them is to choose the words they maybe find difficult and pre-teach them before beginning the reading.
In order to lead in the part Reading, the teacher can first ask the students to discuss whether they have ever considered making friends with animals, plants or even an object and why or why not. The students are supposed to analyze their reasons. The purpose of this activity is to begin to focus the students’ attention on the main topic of the reading passage.
It is very important that the students learn to use all the clues in the text to help them understand the gist of what they are reading. So first encourage them to look at the pictures and the heading and guess what the text might be about. Then ask the class to read the passage silently. Sometimes ask them some questions to focus their reading. Alternately, ask them to tell what the main idea for each paragraph is. Make sure that they do it in one sentence. This is very useful because it is making them analyze what is important and what is not.
While discussing the ideas put forward in the reading passage, the students should be encouraged to put forward their own ideas, either criticizing the text or using it as a support because they should think whether they agree or disagree with the writer. Besides, in order to help the students’ own writing, it is also important to ask them to find out and remember some phrases
and sentences.
To consolidate the contents of the reading passage, the students should be required to retell the text. In order to arouse the students’ interest, the teacher can hold a competition between groups.
教学重点
Get the students to learn different reading skills.
教学难点
Get the students to learn different reading skills for different reading purposes.
教学方法
1. Task-based teaching and learning
2. Cooperative learning
3. Discussion
教具准备
The multimedia and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn the following useful new words and expressions:reason list
share feeling Netherlands German series outdoors crazy nature purpose dare
thunder entirely power according trust indoors share. . . with. . . go through hide
away set down a series of be crazy about on purpose in order to in one’s power face
to face according to
第 26 页 共 49 页
2. Help the students to find the words and phrases that they find most difficult and help them to understand.
Ability aims:
Help the students develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming, scanning and so on.
Emotional aims:
Enable the students to realize the importance of friends and friendship, value the friendship between friends by learning the reading text and tell true friends from false friends in their lives.
教学过程
设计方案(一)
?Step 1 Revision
1. Check the homework exercises.
2. Ask some students what a friend is.
?Step 2 Lead-in
Enjoy the song That’s What Friends Are For with the students. Ask the students to find out what it is about.
?Step 3 Pre-reading
Ask the students the following questions so as to begin to focus students’ attention on the main topic of the reading passage.
1. Why do you need friends? Make a list of reasons why friends are important to you.
2. What do you think a good friend should be like? List the good qualities a good friend should have.
3. Does a friend always have to be a person? What else can be your friend?
4. Have you ever considered making friends with animals, plants or even an object? Why or why not?
(The teacher can also tell students some background before starting to read. This is a true story. It took place in Amsterdam, Holland in the early 1940s after German Nazis had occupied most of Europe. They killed many Jews. To avoid being killed, some Jewish families went into hiding, often with the help of non-Jewish friends. This is what Anne’s family did. )
?Step 4 Reading
1. Get the students to try to guess what Anne’s friend was and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it.
2. Get the students to skim the first two paragraphs to confirm their guessing.
3. Have the class to read the passage silently and then ask them to answer the following questions.
1)What was Anne’s 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 Anne’s 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 Anne’s diaries, but before reading, can you tell me what the diary is about with the help of one key sentence in the second paragraph?
4. Reading Anne’s diary
1)While reading, guess the meanings of “spellbound”, “hold me entirely in their power” from the discourse.
第 27 页 共 49 页
2)After reading, ask the students how Anne felt in the hiding place and get them to give the
two examples to show her feelings then.
3)Choose the best answer according to the diary.
(1)Anne made friends with her diary because______________ .
A. she didn’t like her other friends
B. she was a shy girl
C. she trusted nobody
D. she didn’t have a chance to communicate with her friends
(2)From the diary we can infer that______________ .
A. Anne was a girl who loves nature
B. Anne was good at writing diaries
C. Anne was longing for a normal life and she especially missed going outside and enjoying
nature
D. Anne had good observation in her daily life
(3)Why did Anne and her family have to hide?
A. Because they were not Germans.
B. Because they were asked to do so.
C. Because they did something bad.
D. Because they were Jewish.
(4)What is the author’s attitude towards Anne in this passage?
A. Angry. B. Happy. C. Sorry. D. Disappointed.
(5)What is Anne’s tone from her diary?
A. Sad. B. Hopeful. C. Disappointed D. Angry.
(6)What made Anne crazy about nature?
A. Her interest in nature.
B. She had no friends.
C. She couldn’t get outdoors for a long time.
D. She could do nothing but watch nature.
Suggested answers:(1)D (2)C (3)D (4)C (5)A (6)C
4)Ask the students to read the diary again and try to retell it. The retelling must include the
information required below:
Sample retelling:
The diary by Anne, a Jewish girl, gave a glimpse of her life during her family’s shelter in
Amsterdam from the German Nazis’ killing in the Second World War. She treated the diary as her
best friend, and in it she revealed her longing for a normal life and close contact with nature,
which helped her get through the days.
第 28 页 共 49 页
?Step 4 Reading aloud
Play the tape of the passage for the students to listen and follow. Make sure the students phrase long sentences correctly by pausing at suitable places.
?Step 5 Post-reading
1. Get the students to do the exercises in the part Comprehending.
This part helps students further understand the text by doing multiple choices, questions and answers, and matching.
2. Group work
Think about and work in groups to discuss the following questions.
1)What would you do if your family were going to be killed just because they did something the Emperor did not like?
2)Where would you plan to hide?
3)How would you arrange to get food given to you every day?
4)What would you do to pass the time?
?Step 6 Consolidation
1. Books shut. Get the students to tell something about Anne.
2. Books open. Get the students to discover useful words and expressions from the part Reading to complete the following sentences.
Show the exercises on the screen or give out exercise papers.
1)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 work______________ even in the middle of winter.
5)______________ get her boyfriend to find her, she______________ for many years.
6)______________ what he said, we can draw a conclusion that he just told______________ white lies.
7)Born in a poor family, the president______________ lots of hardships in his childhood.
8)A diary is often kept to______________ what happens in people’s daily lives.
9)When they met with each other on a quiet evening at the end of the street, they said nothing______________.
First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.
Suggested answers:1)crazy 2)purpose 3)entirely 4)outdoors 5)In order not to, hid
away 6)According to, a series of 7)went through 8)set down 9)face to face
?Step 7 Homework
1. Read the passage again and try to retell it.
2. Finish off the related Workbook exercises.
3. Write one or two sentences to express your understanding of friends and friendship.
Ending Let’s listen and sing the song That’s What Friends Are For together
设计方案(二)
?Step 1 Revision
1. Check the homework exercises.
2. Ask some students what a friend is.
第 29 页 共 49 页
?Step 2 Lead-in
Enjoy the song That’s What Friends Are For with the Ss. Ask the students to find out what it is about.
?Step 3 Pre-reading
Ask the students some questions so as to begin to focus students’ attention on the main topic of the reading passage.
?Step 4 Reading
1. Get the students to try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it.
2. Get the students to skim the first two paragraphs to confirm their guessing.
3. Have the class to read the passage silently.
4. Reading Anne’s diary
1)Ask the students how Anne felt in the hiding place.
2)Guess the meanings of “spellbound”“hold me entirely in their power” from the discourse.
3)Ask the students to read the diary again and try to retell it.
?Step 5 Reading aloud
Play the tape of the passage for the students to listen to and follow.
?Step 6 Post-reading
1. Get the students to do the exercises in the part Comprehending.
2. Get the students to work in groups to have a discussion of ideas.
?Step 7 Consolidation
1. Books shut. Get the students to tell something about Anne.
2. Get the students to discover useful words and expressions from the part Reading.
?Step 8 Homework
1. Read the passage again and try to retell it.
2. Finish off the related Workbook exercises.
3. Write one or two sentences to express your understanding of friends and friendship.
Ending Let’s listen and sing the song That’s What Friends Are For together.
板书设计
Unit 1 Friendship
Anne’s Best Friend
Paragraphs Main Ideas Useful words and expressions
Paragraph 1 Anne made her diary her best friend whom she Feeling go through. . .
could tell everything.
Paragraph 2 Anne’s diary acted as her true friend during the hide away set down a series
time she and her family had to hide away for a long of. . .
time.
Anne’s diary Having been kept indoors for so long, Anne grew crazy nature on purpose in
so crazy about everything to do with nature. order to dare face to face. . .
活动与探究
Go to your school library or surf the Internet to find Anne’s Diary and read some of it. Print
out a piece of the diary and write down your feelings after reading it on the page. Then share the pieces and your feelings with the whole class. The purpose of this activity is to encourage students to make use of libraries and the Internet to enlarge their reading and enrich their knowledge. It can also make students understand more about the reading passage in this unit.
One of Anne’s Diaries:
第 30 页 共 49 页
Saturday, 15 July, 1944
“For in its innermost depths youth is lonelier than old age. ” I read this saying in some book and I’ve always remembered it, and found it to be true. Is it true then that grownups have a more difficult time here than we do? No. I know it isn’t. Older people have formed their opinions about everything, and don’t waver before they act. It’s twice as hard for us young ones to hold our ground, and maintain our opinions. . .
Anyone who claims that the older ones have a more difficult time here certainly doesn’t realize to what extent our problems weigh down on us, problems for which we are probably much too young, but which are continuous, until, after a long time, we think we’ve found a solution, but the solution doesn’t seem able to resist the facts which put it to nothing again. That’s the difficulty in these times:ideals, dreams, and cherished hopes rise within us, only to meet the terrible truth and be destroyed.
It’s really a wonder that I haven’t dropped all my ideals, because they seem so unbelievable and impossible to carry out. Yet I keep them, because in spite of everything I still believe that people are really good at heart. . .
Unit 1 Friendship
Period 7 Revision
(Summing up and Learning tip)
整体设计
从容说课
This is the seventh (also the last)teaching period of this unit. The emphasis should be placed on going over what has been learned in this unit. It mainly includes two parts, Summing up and Learning tip.
Summing up summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. The teacher can first use this part to let the students sum up what they have learned and then explain what the students couldn’t understand very well in this unit. An experienced teacher should design some exercises for the students to do in order that they can learn to use and grasp all the contents. Learning tip encourages students to form the good habit of keeping a diary. It will help students improve their English. So, make sure that the students form the habit.
In this period, the teacher can also add more exercises to consolidate what the students have learned. Finally, ask the students to finish Checking yourself on Page 47. This part aims at encouraging students to make a self-assessment after they finish learning this unit. It is very important to improve their learning.
教学重点
Get the students to review and consolidate what they have learned in this unit.
教学难点
Get the students to turn what they have learned into their ability.
教学方法
Summarizing, discussing and practicing
教具准备
A projector and other normal teaching tools
第 31 页 共 49 页
三维目标
Knowledge aims:
1. Get the students to go over useful new words and expressions.
2. Have the students review the grammar:Direct Speech and Indirect Speech.
Ability aims:
1. Develop the students’ ability to use the important language points.
2. Enable the students to learn to express their attitudes, agreement and disagreement, and
certainty.
Emotional aims:
1. Get the students to form the good habit of keeping a diary.
2. Strengthen the students’ comprehension of friendship.
教学过程
?Step 1 Checking the homework exercises.
?Step 2 Lead-in
Tell the students:Up to now, we have finished Unit 1. Have you learned and grasped all in this unit? Turn to Page 8. You can check yourself by filling in the blanks in the part Summing Up.
?Step 3 Summing Up
Five minutes for the students to sum up by themselves. Then check and explain something where necessary.
Suggested answers:
Write down what you have learned about friends and friendship.
(The students’ answers will vary. )Friends are just the people who share your happiness and
sorrow. Friendship is love with understanding.
From this unit you have also learned
Useful verbs:add ignore calm concern cheat list share trust dare suffer communicate
Useful nouns:reason list feeling Netherlands German series purpose nature thunder power teenager advice questionnaire quiz situation editor habit
Useful expressions:add up calm down have got to be concerned about walk the dog
go through hide away set down a series of on purpose in order to face to face
according to get along with fall in love join in
New grammar item:Direct speech and Indirect speech (Statements/Questions)
?Step 4 Word and expression exercises
Show the exercises on the screen or give out exercise papers.
Fill in the blanks with proper words or phrases given. Change the forms where necessary.
communicate suffer series situation habit add up be concerned about join in
hide away get along with in order to on purpose
1. The______________ is very difficult.
2. I came here______________ to see you.
3. How are you______________ your English study?
4. Although he______________ the discussion, he said nothing.
5. Mothers usually______________ their children.
6.______________ catch the train, she hurried through her work.
7. It’s a good______________ to go for a walk after supper.
8. He wrote down the weight of each stone and then______________ all the weights.
第 32 页 共 49 页
9. His friend______________ from ill health for some years.
10. The naughty boy______________ for two days before he was discovered.
11. The Minister for Foreign Affairs has already______________ on this event with the American President.
12. He saw a______________ of white arrows painted on the road.
First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.
Suggested answers:
1. situation 2. on purpose 3. getting along with 4. joined in 5. are concerned about6. In
order to 7. habit 8. added up 9. has suffered 10. hid away 11. communicated12. series
?Step 5 Grammar exercises
Turn the following direct speech into indirect speech and indirect into direct.
1. “I don’t want to set down a series of facts in a diary, ” said Anne.
2. He asked, “Are you leaving tonight? ”
3. “When did you go to bed last night? ” Father said to Anne.
4. Anne asked her father when they would go back there.
5. Mother asked me whether I had finished my homework before I watched TV.
6. He said that he had gone there the week before.
Suggested answers:
1. Anne said that she didn’t want to set down a series of facts in a diary.
2. He asked us whether we were leaving that night.
3. Father asked Anne when she went to bed the night before.
4. “When will we come back here? ” Anne asked her father.
5. Mother asked me, “Had you finished your homework before you watched TV? ”
6. He said, “I came here last week. ”
?Step 6 Discussion and talk
The teacher can ask the students to work in pairs and discuss with each other, “What is/are the most important quality/qualities that a friend needs to have? ” Tell them to use the following they learned in this unit:
I agree. I think so. Exactly. That’s correct.
I don’t agree. I don’t think so. I’m afraid not. Of course (not).
Sample dialogue:
A:I think what is important for me is that a friend is always around when I need him. If I feel sad or upset, he will comfort me. He won’t leave me alone when I’m in trouble. He will help me.
B:I agree. But in my opinion, a real friend should also tell you the truth. He should tell you what he really thinks about things.
A:That’s right. But Wang Ping said he didn’t agree with you.
. . .
?Step 7 Learning tip
It is a good habit for students to keep a diary. Encourage them to have a try.
?Step 8 Assessment
1. Checking yourself (on Page 47 in the Workbook)
First get the students to think about these questions individually. Then they can discuss in groups sharing their experience. The teacher can join in and give them advice and suggestions
第 33 页 共 49 页
where necessary.
2. Testing assessment
First get the students to do the following exercises. Then the answers are given. The teacher can give them explanations where necessary.
Show the exercises on the screen.
1)Complete the sentences using the words below in their proper forms.
add point ignore reason dare power concern suffer advice communicate
(1)Can you explain the______________ behind the decision?
(2)Jane, who grows up in a circus, is able to______________ with all the animals.
(3)After the earthquake, people hardly_____________ hope that their families were still alive.
(4)I______________ from a bad headache after the operation.
(5)I followed my teacher’s______________ and bought an English-English dictionary.
(6)Parts of the city had______________ cuts yesterday because of the big fire from the restaurant.
(7)Please______________ your daughter’s name to this list.
(8)Air pollution is one of the problems that we can’t afford to______________ .
(9)There are five important______________ in her speech.
(10)We’re rather______________ about Father’s health.
2)Complete the short passage using suitable phrases you learned from this unit. When you finish, try working out a surprising ending of the story with a partner.
Paul and I are good friends. We always______________ each other. He can______________ in his head quite easily, but I have to______________ all the numbers on paper for calculations. Last week Paul took me to a newly opened small pub. I______________ it as soon as I stepped in. It was such a nice place with all kinds of lovely candles. While we were chatting happily together, someone came near at our table. He asked politely, “Can I______________? ”. . .
3)Choose the best answer.
(1)Mother asked me______________ or not I liked that coat.
A. that B. what C. whether D. if
(2)The man asked Alice______________ the good ring.
A. where she had put
B. where had she put
C. where she has put
D. where has she put
(3)Did you have trouble______________ the post office?
A. to have found
B. with finding
C. to find
D. in finding
(4)Why don’t you put the meat in the fridge? It will______________ fresh for several days.
(5)______________ is it______________ I’ve grown so crazy about evening to do with nature?
第 34 页 共 49 页
Suggested answers:
1)(1)reasons (2)communicate (3)dared (to) (4)suffered/was suffering (5)advice
(6)power (7)add (8)ignore (9)points (10)concerned
2)get along (well)with; add up; set down; fell in love with; join in
3)(1)C (2)A (3)D (4)B (5)A
?Step 9 Homework
1. Review and summarize what you have learned in Unit 1.
2. Preview the next unit.
板书设计
Unit 1 friendship
Unit Revision
Summing Up
Write down what you have learned about friends and friendship.
(The students’ answers will vary. )Friends are just the people who share your happiness and sorrow. Friendship is love with understanding.
From this unit you have also learned
Useful verbs:add ignore calm concern cheat list share trust dare suffer communicate
Useful nouns:reason list feeling Netherlands German series purpose nature thunder power teenager advice questionnaire quiz situation editor habit
Useful expressions:add up calm down have got to be concerned about walk the dog go through
hide away set down a series of on purpose in order to face to face according to get along with fall in
love join in
New grammar item:Direct speech and Indirect speech (Statements Questions)
活动与探究
Go to the library or surf the Internet to collect materials like poems, songs, stories, and plays on friendship. Prepare for an English party on friendship.
Friendship is such a popular topic on which there are lots of stories, songs, poems and plays. After learning this unit, the students should be encouraged to collect as much material on this subject as they can from the library, media and the Internet. They may hold an English party, where they can put on performances, for example, reciting poems, singing songs, telling stories, etc. This is a good way to increase the students’ interest in learning English as well as enhance their understanding of friendship.
Suggested English song
Auld Lang Syne
should auld acquaintance be forgot,
and never brought to mind?
should auld acquaintance be forgot,
if you ever change your mind,
but I living, living me behind,
oh bring it to me, bring me your sweet loving,
bring it home to me.
I’ll give you jewelry and money too.
that s all all I’ll do for you.
第 35 页 共 49 页
oh bring it to me, bring me your sweet loving,
darling you know I laughed when you left,
but now I know that I only hurt myself.
please bring it to me, bring your sweet sweet love,
if you ever change your mind,
but I living, living me behind,
oh bring it to me, bring me your sweet loving,
for auld lang syne my dear,
for auld lang syne,
we’ll
for the sake of auld lang syne.
The song Auld Lang Syne can remind people to think of old friends and remember the good
times of the past, as they look forward to the future. It is sung at the stroke of midnight on New
Year’s Eve in nearly every English-speaking country. This tradition is centuries old, but the
version of the song that is sung today was written by Robert Burns in the 18th century. “Auld
Lang Syne” comes from the old Scotch language and literally means “Old Long Age”(旧日时光)
or “Good Old Days”(美好往昔). It was used as the theme song in the 1940 movie Waterloo
Bridge (《魂断蓝桥》).
附参考译文:《友谊地久天长》
怎能忘记旧日朋友/心中能不怀想/旧日朋友岂能相忘/友谊地久天长/
我们曾经终日游荡/在故乡的青山上/我们也曾历尽苦辛/到处奔波流浪/
我们也曾终日逍遥/荡桨在碧波上/但如今却劳燕分飞/远隔大海重洋
我们往日情意相投/让我们紧握手/我们来举杯畅饮/友谊地久天长
友谊万岁/友谊万岁/举杯痛饮/同声歌颂友谊地久天长
Suggested English little poem
Childhood Friends
As childhood friends, we grew up together,
Swearing to be friends forever and ever.
Sometimes we would argue and fight,
Other times we would laugh and stay up
We went from playing with games and toys,
To talking and dreaming about different boys.
My thoughts and feelings, to you I would confide,
Friends we do remain,
Things changing, and things staying the same.
To each other we still listen and share,
About each other, we will always care.
第 36 页 共 49 页
Unit 1 Friendship
Period 6 Using Language
(Listening and Writing)
整体设计
从容说课
This is the sixth teaching period of this unit. We can first review some important language points the students learned in the last several periods. The emphasis of this period should be laid on listening and writing. They are expansion of the topic of the text. Listening is about Lisa’s 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 boy’s making friends with girls and girls with boys. And then design a task to ask students to give advice according to the different problems to develop 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 the improvement of students’ writing
ability, strengthening their comprehension of friendship.
The two letters, listening and letter writing prepare students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthen students’
abilities to practice language, discover, and solve problems.
教学重点
Develop the students’ listening ability, especially listening to and understanding key words and speakers’ intention and attitude.
教学难点
Develop the students’ writing skills by reading, discussing and writing a letter to give advice
on friendship.
教学方法
1. Task-based teaching and learning
2. Cooperative learning
3. Discussion
教具准备
A tape recorder and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn the following new words and useful expressions.
teenager get along with fall in love advice questionnaire quiz editor communicate
habit
2. Get the students to know how to write a letter to offer advice.
Ability aims:
1. Enable the students to listen and understand the listening materials.
2. Enable the students to write a letter to offer advice on friendship.
Emotional aims:
Develop and improve the students’ ability to help others solve such problems as how to communicate with people, how to make and be good friends, and so on.
教学过程
设计方案(一)
第 37 页 共 49 页
?Step 1 Revision
Have a dictation about new words and expressions:ignore calm cheat loose concern
suffer purpose entirely teenager trust hide away set down according to face to face
go through a series of in order to walk the dog get along with add up
?Step 2 Reading and listening(on Page 6)
1. Lead-in
Talk freely with the students to lead in the listening topic. Just like the following:
Do you remember what Ann’s best friend is? Is it a man or a thing?
Guess what my best friend is. (Say something 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 would 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, you are kind. If yes, you are a gossiper. )
If you are that boy or girl, would you like to be gossiped about?
2. Reading
Read the letter. Lisa has such a problem. She is asking you for help. What advice will you give? You are given 2 minutes to discuss in groups and then offer your group’s opinions.
3. Listening
Tell the students:Besides you, Lisa also asks Miss Wang of Radio for Teenagers for help. What advice does Miss Wang give to Lisa? Let’s listen to what she says.
Listen for 3 times and do listening exercises. A fourth time for checking.
4. Post-listening
Tell the students:Do you think Miss Wang’s advice is helpful? Now suppose you are editors of Radio for Teenagers, here are some problems for you to offer advice.
Show the following on the screen. Tell the students they can choose any problem as they like to write down their advice.
1. I don’t have enough pocket money.
2. I’m not satisfied with my appearance.
3. My desk mate has lost a reference book, she thinks that I’m a thief.
4. I work hard but I hardly make progress.
5. I want to travel to Wu Zhen Town with my fiends this weekend, but my parents don’t allow
me to go.
6. I don’t like the way Mr. Li teaches us English, so I’m not interested in English any longer.
7. My mother has just given birth to my little brother. I’m 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 haven’t said a word to each other.
9. I’d like to be monitor, but at the same time I doubt whether I have such ability.
10. I’m often late for school. The teacher is so angry that he threatens that if I’m late again, I will be dismissed.
Ask several students to report their advice.
?Step 3 Writing (on Page 7)
第 38 页 共 49 页
1. Pre-writing
1)Read a letter from a student named Xiaodong. Go through the directions on Page 7.
2)Brainstorm with a partner about ways to change the situation. Make a list of the ideas and give reasons.
3)Decide which are the best ideas and put them into the right order.
2. While-writing
Ask the Ss to write a letter to Xiaodong and give him some advice.
Suggested steps:
1)Read the sample and the expressions.
2)Begin to write the letter to Xiaodong.
3)Revise your letter by yourself.
4)Exchange your writing paper with your partners and correct the mistakes you have made.
5)Get back your own writing paper and write the letter again.
3. Post-writing
Have a discussion in groups.
1)Can you give Xiaodong some good advice?
2)Is your letter well developed?
3)Are your ideas well organized to the point?
4)Do you have a good choice of words and idioms in your writing?
5)Do you get a good mastery of complex structures of language?
6)What kind of mistakes have you made in your writing? What can you do to avoid such mistakes?
Choose some students’ writing paper and show them in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.
?Step 4 Workbook
Writing task (on Page 46)
1. Read the proverbs, explain them and ask the students to choose some they agree with and some they disagree with and explain why.
2. Discuss with their partner and then write a passage according to the sample story and “Analyzing the structure”.
?Step 5 Homework
1. Finish off the workbook exercises.
2. Write a short passage about your friend.
板书设计
Unit 1 Friendship
Listening and Writing
new words and expressions writing steps
teenager get along with fall in love advice 1. Make a list of the information.
questionnaire quiz editor communicate habit 2. Begin to write the letter.
3. Revise your letter.
. . .
活动与探究
Get the students to hold a group writing competition out of class. Ask them to describe one of their friends—their appearance, personality, hobbies, etc. This activity makes for the improvement of students’ writing ability, strengthening their comprehension of friendship, and also developing their cooperative spirit and sense of competition.
第 39 页 共 49 页
Sample description:
I have a few good friends, but I think Miki is my best friend. We both read a lot and we’re
very interested in films. We spend a lot of time watching videos and talking about films and books.
She works hard. She is very helpful. Whenever I am in trouble, she will help me out. . .
示范教案(Unit 1 Friendship)
单元规则
本单元的话题是“朋友和友谊”(friends and friendship)和“人际关系”(interpersonal relationships)，中心话题是“友谊”(friendship)，具体涉及“朋友是不是仅限于人类”“朋友的真实含义”以及“如何与人相处的问题”，语言技能和语言知识等，几乎所有的内容都是围绕“友谊”(friendship)这一中心话题展开的。
为了围绕中心话题开展听、说、读、写活动，本单元安排了八个部分:“热身(Warming Up)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(Learning about Language)”“语言运用(Using Language)”“小结(Summing Up)”和“学习建议(Learning Tip)”。
“热身(Warming Up)”部分设计了一份调查问卷，共五个问题，都是日常生活中经常发生的真实问题，每个问题后的三个选项都是解决这些问题的常用的方法，要求学生做过之后计算出自己的得分。该部分的目的是引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法，从而激发他们的学习兴趣，激活其已有的背景知识，使其能运用自己已有的知识和经验思考该单元的中心话题，以探索者的姿态投入该单元的学习，去获取新的信息，掌握新的知识，并丰富自己的经验，提高
分析
定性数据统计分析pdf销售业绩分析模板建筑结构震害分析销售进度分析表京东商城竞争战略分析
问题和解决问题的能力。
“读前(Pre-reading)”部分提出了三个问题:人为什么需要朋友,朋友必须是人吗,其他东西会成为朋友吗,这些问题不仅与单元主题有关，而且与下一部分的阅读材料内容紧密联系。因此，它们不仅可以启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友，而且也可以启发学生预测课文的内容，展开简短的讨论，以便通过阅读验证自己的推测。讨论时，要鼓励学生独立思考，阐述不同的看法。
“阅读(Reading)”部分摘自《安妮日记》，标题是ANNE’S BEST FRIEND，讲述了犹太女孩安妮把日记作为朋友，倾诉自己内心感受的一段故事:二战中为躲避纳粹的迫害，她和家人不得不藏身于荷兰阿姆斯特丹的一个小阁楼里，不能与外界接触，周围又没有可以推心置腹、与之深谈的朋友。孤独之中她将日记作为朋友倾诉衷肠，在写日记的过程中寻求解决问题的方法。教材的设计目的，不仅仅是对学生进行阅读理解的训练，更重要的是通过阅读帮助学生对“朋友”和“友谊”有进一步的理解。因此，教师应该让学生了解纳粹迫害犹太人的那段历史，使学生在感受外国文化的同时自然而然地习得语言。只有了解当时的历史背景，才能深刻理解安妮当时的心境和为什么将日记视为自己的朋友。在此基础上，教师可引导学生对该文章进行全面整体理解，也可以给学生设置情景，引发他们的思考。例如:“如果你是安妮，你会怎么做,”、“如果你三天不许出门，呆在一个几平方米的小阁楼上，你会做什么,”，这样可以使学生通过体验学习，感悟语境，实践语言，以达到强化学生语言意识，积累语言经验的目的。
“理解(Comprehending)”部分提供了四个练习。通过连句、问答题、填表格等的形式帮助学生对课文内容、细节进行更深入地理解。问题的设计由浅到深，由课内到结合自己的实际，使学生逐步加深对“朋友”和“友谊”的理解。这阶段要尽量挖掘学生的学习潜能，注意给他们提供充分的思维时间和空间。让学生做学习的主人，学会自己解决问题。
“语言学习(Learning about Language)”部分教学本课重点词汇和重点语法项目。词汇部分
第 40 页 共 49 页
设计了三个练习:练习1是从课文中找出有相同意思的词汇;练习2是用练习1中的一些单词和短语完成段落;练习3是用课文中的单词和短语完成句子。设计这些练习的目的是帮助学生复习掌握重要词义和词语，并能在具体的语境中正确使用。在这一环节中，教师要引导学生自学、自做、自助、自悟，即指导学生形成自主学习意识，掌握合适的学习策略。语法项目是陈述句、一般疑问句和特殊疑问句的直接引语和间接引语，设计了三个练习:练习1是通过观察句子来了解直接引语和间接引语的不同;练习2要求把直接引语变成间接引语、间接引语变成直接引语;练习了要求利用间接引语编一段对话。设计这些练习的目的就是让学生了解直接引语和间接引语的不同，理解并运用直接引语变间接引语的一些简单规则。教师在教学中要注意提醒学生不要死记硬背语法规则，而是要启发学生从实际出发，灵活掌握、运用规律。
“语言运用(Using Language)”部分分读和听(Reading and Listening)、说(Speaking)、读和写(Reading and Writing)三个步骤，提供了如下活动:读两封信、听一段话、讨论和写信，给学生提供了广阔空间去探讨友谊、友情，尤其是涉及现实生活中被朋友误解、曲解，没有朋友的孤单寂寞等问题。在这一环节中，教师应想方设法激发学生的学习热情，让学生学会自己动手收集信息、处理信息，用所学语言去实践，通过自学、自做解决问题，同时帮助同学解决问题，使学生在运用语言的过程中感悟体验所学语言的规律，培养语言意识，积累语言经验，形成语言感觉，达到语言运用的目的。这样做既锻炼了学生听、说、读、写的语言运用能力，又培养了学生发现问题，解决问题的能力。
“小结(Summing Up)”部分设计了一个表格，引导学生从本单元的话题、词汇和语法等方面对所学内容进行归纳总结。这样做的目的是便于学生复习掌握本单元的要点内容，更重要的是使学生养成良好的学习习惯，从而提高学习效率，同时也锻炼了学生的归纳总结的能力。
“学习建议(Learning Tip)”部分鼓励学生养成写日记的好习惯。这样，一方面可以习得语言，另一方面还可以将日记作为自己的朋友表达感情与思想。
知识目标:
本单元需要学习的重点单词为: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 teenageradvice questionnaire quiz situation editor communicate habit
本单元需要学习的重点词组为:add up calm down have got to be concerned aboutwalk the dog go through hide away set down a series of on purpose in order to in one’s power face to face according to get along with fall in love join in make an effort show one’s interest in spread far and wide pay (no)attention to in the past
本单元需要学习的重点句型为:
1. You want to see a very interesting film with your friend, but your friend can’t go until he or she finishes cleaning the bicycle. (not. . . until. . . )
2. When he or she borrowed it last time, he or she broke it and you had to pay to get it
repaired. (get sth. done)
3. While walking the dog, you were careless and it got loose and was hit by a car. (while
doing; get+adj. )
4. Your friend, who doesn’t work hard, asks you to help him or her to cheat in the exam by
looking at your paper, what will you do? (the Attributive Clause)
5. I don’t want to set down a series of facts in a diary as most people do, but I want this diary
itself to be my friend. (as. . . )
6. I wonder if it’s because I haven’t been able to be outdoors for so long time that I’ve grown
第 41 页 共 49 页
so crazy about everything to do with nature. (I wonder if/whether; it’s . . . that. . . )
7. . . . I stayed awake on purpose until half past eleven one evening in order to have a good look at the moon for once by myself. (stay+adj. ; in order to do. . . )
8. But as the moon gave far too much light, I didn’t dare open a window. (don’t dare
(to)do. . . )
9. . . . it was the first time in a year and a half that I’d seen the night face to face. . . (It is/was the first/second. . . time that+现在/过去完成时)
10. Although I really try to talk to my classmates, I still find it hard to make good friends
with them. (find it+adj. /n. +to do. . . )
本单元需要掌握的交际功能用语为:
1. 态度(attitudes)
Are you afraid that. . . ? I’ve grown so crazy about. . . I didn’t dare. . .
2. 同意和不同意(agreement and disagreement)
I agree. I think so. Exactly.
3. 肯定程度(certainty)
That’s correct. Of course not.
本单元需要掌握的语法为:直接引语和间接引语(?):陈述句和疑问句
1. 陈述句
“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. 一般疑问句
He asked, “Are you leaving tonight? ”
? He asked us whether we were leaving that night.
3. 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.
能力目标:
1. 能运用所学语言讲述朋友间发生的事情以及朋友间的友谊和友情。
2. 能根据已知信息推测所听材料的内容以及拼写所听有关单词。
3. 掌握理解本单元关于友谊、友情的内容和基本的阅读技巧。
4. 学会用英语交流谈论友谊、友情和朋友方面的话题，并学会对个人观点、态度等的
表达方法。
5. 学会写英
文书
烟草专卖行政处罚文书英文书写纸用a4纸打印行政执法文书范本护理文书的书写规范及要求原告诉讼文书送达地址确认书
信，就交友处友的问题提出忠告。
情感目标:
通过学习讨论本单元的内容，使学生加深对友谊、友情、朋友的理解，学会如何正确交
友处友，正确对待友谊友情，恰当处理朋友间发生的问题等。
课时安排
This unit centers 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 friend, display and develop the ability to cope with misunderstandings,
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
第 42 页 共 49 页
of friendship. Also, the comparison of similarities and dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerners’ 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. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into seven periods as follows:
Period 1:Warming up and speaking
Period 2:Reading
Period 3:Important language points
Period 4:Grammar(Direct Speech and Indirect Speech (?))
Period 5:Friendship in Hawaii (Reading task in the workbook)
Period 6:Using language (Listening and Writing)
Period 7:Revision (Summing up and Learning tip)
Period 1 Warming up and Speaking
整体设计
从容说课
This is the first teaching period of this unit, perhaps also the first in this new term. So the teacher can first ask the students to talk about their summer holiday life. They can talk freely as they like.
The main topic of this unit is about friendship, and nearly all the teaching materials center on it. The teacher can introduce the topic to the students in interesting ways, such as playing videos and songs on friendship, getting the students make a list of qualities a good friend should have, letting the students make a group discussion on questions about the topic, and so on. Then have the students make the survey in the textbook. This survey examines whether the students are good friends and leads them to think and talk about friendship, get to know the problems between friends and seek solutions. In doing so, it should make them consider what qualities and behavior make a good friend. This is the first of many activities designed for self-reflection in this textbook. It makes preparations for the further teaching in topics, background and vocabulary.
Another teaching aim in this period is to get the students to learn how to express their attitudes, agreement and disagreement, and certainty. The teacher can get the students to work in pairs to talk about “If your best friend does something wrong, what will you do? ” and share their ideas with each other. Then ask them to work in groups on other questions (a question each group). In above two steps, tell them to use such structures as I (don’t)think. . . , I (don’t)believe. . . , In my opinion, . . . , I (don’t) think so, I (don’t)agree, Exactly, I’m afraid not, That’s correct, Of course not, and so on.
To consolidate the contents of this period, the students are required to make a dialogue on qualities a good friend or an ideal friend should have.
教学重点
1. Use the given adjectives and sentence structures to describe one of their friends.
2. Learn to evaluate friends and friendship.
教学难点
1. Work together with partners and describe one of their good friends.
2. Discuss with partners and find out ways to solve the problems.
教学方法
1. Task-based teaching and learning
第 43 页 共 49 页
2. Cooperative learning
3. Discussion
教具准备
The multimedia and other normal teaching tools
三维目标
Knowledge aims:
1. Let the students learn the following new words and expressions:survey add pointupset
ignore calm concern loose cheat add up calm down have got to be concerned about
walk the dog
2. Get the students to learn to express attitudes, agreement and disagreement and certainty using the following structures:Are you afraid that. . . ? I (don’t)think. . . In my opinion, . . . I (don’t)think so, I (don’t)agree, I believe. . . , I’m afraid not, Exactly, That’s correct, Of course not.
Ability aims:
1. Enable the students to describe their friends in English.
2. Figure out the problems between friends and then find different ways to solve the problems.
3. Encourage the students to think and talk about friends and friendship by using some phrases and structures.
Emotional aims:
1. Get the students to learn to solve problems that may occur between friends.
2. Cultivate the students to form the good habit of learning English in Senior Middle School.
教学过程
设计方案(一)
?Step 1 Lead-in
Before the lesson, the teacher can arouse the students’ interests by showing a video of Auld Lang Syne. This is the first class in the new term. So at the beginning, ask the students to talk about their summer holidays. They 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? Could you say something about it?
3. Do you like making friends? How do you 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?
(Other suggestions for introducing the topic of this unit:1. Play two songs on friendship, then ask the students what they are about. 2. Have a discussion about friendship with the students. Get the students to make a list of three qualities a good friend should have. )
?Step 2 Warming-up
1. Ask some students to tell the class how his or her friend is in one or two sentences. The following adjectives may be helpful.
brave loyal wise handsome pretty smart friendly
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.
第 44 页 共 49 页
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.
2. Ask the students to give a brief description of one of their friends. 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 hates. . .
He/She is very kind/friendly. . .
When/Where we got to know each other.
Suggested sample description:
Zhang Xiangming is my best friend. She is seventeen years old. She likes English and Chinese, and dislikes mathematics and physics. She enjoys music and hates sports. She is very pretty and also friendly. Last month when we entered the senior middle school we got to know each other and we are best friends now.
3. What types of friendship do you have? Please tick them out. Then fill in the blanks.
girl friends boy friends pen friends long-distance friends friends of the same age
friends across generations e-friends (friends over the Internet) unusual friends like animals,
books. . .
1)______________ is/are most important to me.
2)I spend most of my free time with______________ .
3)I will share my secrets with______________ .
4)When in trouble, I will first turn to______________ .
5)I think it easier to communicate with______________ .
6)______________ would make us feel safe.
Suggested answers(Students’ answers may vary):1)A girl/boy friend (Girl friends/Boy friends)
2)e-friends 3)unusual friends like animals 4)friends across generations5)friends of the same
age 6)Long-distance friends
?Step 3 Make the survey
1. Ask the students to list some qualities of a good friend or their ideal friend. Have the students get into groups of four to find out what qualities each has listed. Get the students to tell their parterners their standards of good friends by using the following structures.
I think a good friend should (not)be. . .
In my opinion, a good friend is someone who. . .
2. Have a member of each group report on what their lists have in common and list them on the board.
3. Ask the class whether or not they agree with all the qualities listed on the board.
4. Now have the students make the survey in the textbook.
While doing a survey, the students may need some explanations.
Question 1:This question deals with how thoughtful you are towards others and how much you value your friends.
Question 2:This question is concerned with fairness.
Question 3:This question also deals with your concern for others.
第 45 页 共 49 页
Question 4:This question is concerned with responsibilities to a friend.
Question 5:This question is concerned with honesty.
5. Have the students score their survey according to the scoring sheet on Page 8.
6. Ask some students how many points they got for the survey and assess their values of friendship.
4~7 points:You are not a good friend. You either neglect your friend’s needs or just do what he or she wants you to do. You should think more about what a good friend needs to do.
8~12 points:You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.
13+points:You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done.
(The teacher may also show the Ss the results above and let themselves self-reflect upon their own values of friendship. )
?Step 4 Talking and sharing
1. Get the students to work in pairs.
If your best friend does something wrong, what will you do?
Try to use the following expressions.
I think. . . I think so. I agree.
I don’t think. . . I don’t think so. I don’t agree.
I believe. . . That’s correct. In my opinion, . . .
What to do Reasons
2. Get the students to work in groups.
Divide the students into four groups and each group chooses a topic to discuss. There are four topics.
Topic 1:Why do you need friends? Make a list of reasons why friends are important to you.
Topic 2:There is a saying “To have a good friend, you need to be a good friend. ” What do you think of the saying and how can you be a good friend?
Topic 3:Does a friend always have to be a person? What else can be your friend? Why?
Topic 4:List some qualities of a person who does not make friend easily.
?Step 5 Summary
1. Ask the students to summarize what friendship is and what is the most important in making friends themselves.
2. The teacher shows more information about friendship and a poem about friendship. Enjoy it together.
What is friendship?
I want to find the answer to the question:
What is friendship?
When it rains, I think friendship is a small umbrella.
It can give me a piece of clear sky.
When I’m crying, I think friendship is a white handkerchief.
第 46 页 共 49 页
It can wipe my tears dry.
When I am sad, I think friendship is a warm word.
It can bring me happiness again.
When I am in trouble, I think friendship is a strong hand.
It can help me escape my troubles.
When I sit in a quiet place, I think friendship is a very wonderful feeling.
It can’t be pulled and torn, because it is in everyone’s heart.
It is there from the beginning to the end of our lives.
?Step 6 Workbook
1. Talking (on Page 41)
While the students listen to the material, ask them to take notes about the speaker’s views of
making friends.
Suggested steps:
1)Listen to what Leslie Clark, the Canadian, has to say about her experiences with friendship in China.
2)Ask the students in small groups to discuss whether they agree or disagree with her.
3)Then have the students take sides:at least one of them will support Leslie’s viewpoint, and the rest will not support it(Tell the students to think about why they agree or disagree with Leslie.
2. Speaking task (on Page 45)
Suggested steps:
1)In pairs, have the students read the following dialogue and discuss what they would do.
2)After each pair comes to an agreement, have them record their solution to the problem on a piece of paper and give it to you.
3)Put pairs that have different solutions to the same situation in groups of four.
4)Let them present their reasons to each other about what to do and try to come to an agreement about the best course of action.
5)Have a student from each group report their new solution to the class.
6)If time permits, ask the students to work in pairs and make a dialogue.
?Step 7 Evaluation
Students finish the following evaluation form. Standard:A, B, C
Contents 自评 他评
1. I’m active in talking with others.
2. I’m active in cooperating with others.
3. I can express myself fluently, accurately and appropriately.
4. I know more about friendship after this lesson.
5. Do you think you need to improve yourself in some aspects? Which aspects?
?Step 8 Homework
1. Finish off the relative exercises in the Workbook.
2. Write down a short passage about your friend.
3. Prepare for the next part Reading.
Ending Tell the students: Make new friends and keep the old; one is silver and the other is gold.
设计方案(二)
?Step 1 Lead-in
Show the students a video of Auld Lang Syne to introduce the topic of this lesson.
(Other suggestions for introducing the topic of this unit:1. Play or sing the song That’s What
第 47 页 共 49 页
Friends Are For, then ask the students what they are about. 2. Have a discussion about friendship with the students. Get the students to make a list of three qualities a good friend should have. )
?Step 2 Warming-up
1. Get the students to give a brief description of one of their friends.
2. Ask the students What types of friendship they have.
?Step 3 Make the survey
1. Ask the students to list some qualities of a good friend or their ideal friend. Have the students get into groups of four to find out what qualities each has listed. Get the students to tell their partners their standards of good friends.
2. Have a member of each group report what their lists have in common and list them on the board.
3. Ask the class whether or not they agree with all the qualities listed on the board.
4. Now have the students do the survey in the textbook.
5. Have the students score their survey according to the scoring sheet on Page 8.
6. Ask some students how many points they got for the survey and assess their values of friendship.
?Step 4 Talking and sharing
1. Get the students to work in pairs.
If your best friend does something wrong, what will you do?
2. Get the students into groups and give each group a topic to talk about. Then let the class share their ideas. It’s better to stimulate the Ss to express their own opinions.
?Step 5 Summary
What is friendship? What is the most important in making friends?
?Step 6 Workbook
1. Talking on Page 41
2. Speaking task on Page 45
?Step 7 Homework
1. Finish off the relative exercises in the Workbook.
2. Write down a short passage about your friend.
3. Prepare for the next part Reading.
板书设计
Unit 1 Friendship
useful structures Types of friendship Topics
I (don’t)think. . . . . . long- 1. Why do you need. . .
I (don’t)think so. 2. There is a saying “To. . .
In my opinion, . . . 3. Does a friend always. . .
4. List some qualities of. . .
活动与探究
A British newspaper once offered a prize for the best definition of a friend. If you were the editor, choose the best one from the following entries, and explain why.
One who understands my silence.
A friend in need is a friend indeed.
To have a friend, you need to be a good friend.
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 call them and wake them up, and they’ll still want to talk to you. That’s friendship.
第 48 页 共 49 页
Suggested sample answer:
I think “Friends are just the people who share your happiness and sorrow. ” is the best definition of a friend. In my opinion, a friend is a treasure to his or her friend(s). He or she is always devoted and helpful to his or her friend(s). Friends should help each other and share their joys and sorrows—true friendship isn’t one-sided.
第 49 页 共 49 页
浙公网安备 33021202002483