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1、Unit 1 friendship1. Teaching aims and demands类别课程标准要求掌握的项目话题Friends and friendship; interpersonal relationships词汇Add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teena
2、ger advice questionnaire quiz situationeditor communicatehabitadd up calm downhave got tobe concerned aboutwalk thedog go throughhide awayset downa series of onpurposein order to face to faceaccording toget along withfall in lovejoin in功能1 .态度(attitudes)Are you afraid that-?I ve grown so crazy about
3、-I didn dare-2 .同;同思(agreement and disagreement)I agree. I think so. Exactly.I don agree. I do n，think so. I m afraid not.3 .肯定程度(certainty )Thats correct. Of course not.语法直接引语和间接引语(1):陈述句和疑问句1 .陈述句“don want to set down a series of facts in a diary. Said Anne.Anne said that she didn want to set down
4、 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.2. Suggested teaching notes1) . Analyses of the teaching
5、contentsThis unit is about friendship, and nearly all the teaching materials center on it.Warming up-The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, backgrou
6、nd and vocabulary.Pre-reading-The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too.Reading- The diary by theJewish girl Anne gave a glimpse of her life during her family s shelter in Ams
7、terdam from the German Nazis killing in world war . she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days.Comprehending-It helps students further understand the text by doing multiple choices, ques
8、tions and answers, and matching.Learning about language-It teaches the important expressions and structures and grammar: direct and indirect speeches.Using language-The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, es
9、pecially the problems with misunderstanding, and unfriendliness, thus strengthening students abilities to practice language, discover, and solve problems.Summing up-It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar.Learning tip- This part encourages stu
10、dents to form the habit of writing a diary.Integrating skills- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition its importance in all cultures.2) Making of the teaching planThis unit centers on frien
11、ds and friendship, exploring different types of friendship with particular attention to that one can developwithoneself,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
12、develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in theinterpersonal nature of friendship. Also, the comparison of similarities diss
13、imilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westernseyes. 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 them
14、e, contents and teaching objectives, the wholeteaching procedures can fall into five periods as follows:Period 1Warming up and speakingPeriod 2ReadingPeriod 3GrammarPeriod 4Integrating skills (WB)Period 5Using language3. Teaching plans for each periodPeriod 1 Warming-up and Speaking1. Teaching objec
15、tives:1) Target languageI (don t) think I(don t) think so. I (don t) agree.I be lieve That s correct. In my opinion, 2) Ability goalsa. Describe your friends in Englishb. Figure out the problems between friends and then find different ways to solve the problems.3) Learning ability goalsa. To encoura
16、ge students to think and talk about friends and friendship by using some phrases and structures.b. To learn to solve problems that may occur between friends.c. To cultivate the students to form the good habit of learning Englishin Senior Middle School.2. Teaching important points:a. Use the given ad
17、jectives and sentence structures to describe one of your friends.b. Learn to evaluate friends and friendship.3. Teaching difficult points:a. Work together with partners and describe one of your good friends.b. Discuss with partners and find out ways to solve the problems.4. Teaching methodsa. Task-b
18、ased teaching and learningb. Cooperative learningc. Discussion5. Teaching aids:CAI6. Teaching procedures and ways:Step 1 Lead-in and Warming-upBefore the lesson, the teacher can arouse the students interests by showing a video of Auld Lang Syne .At the beginning of the first class, we can get the st
19、udents to talk about their summer holidays. The students can talk freely as they like.1. How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time?2. What do you think of our new school? Do you like it? Could you say somethi
20、ng about it?3. Do you like making friends? How do get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?Step 2 Think it over1. Give a brief description of one of your friends. The following
21、phrases and structures may be helpful:His/Her name is He /She is yearsold.He /She likes anddislikes He /She enjoys andhates He /She is very kind/friendly/When /Where we got to know each other.2. What types of friendship do you have? Please tick them out.Then fill in the blanks.girl friendsboy friend
22、spen friendslong -distance friendsfriends of the same agee-friends (friends over the internet) friends across generations unusual friends like animals, books1) .is /are most important to you.2) . You spend most of your free time with .3) . You will share your secrets with .4) . When in trouble, you
23、will first turn to .Step 3 Make a survey1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.Tell your partner your standards of good friends by using the following structure:I think a good friend should (not) beIn m
24、y opinion, a good friend is someone who1. Have a member of each group report on what their lists have in common and list them on the board.2. Ask the class whether or not they agree with all the qualities listed.3. Then have the students do the survey in the textbook.4. Have the students score their
25、 survey according to the scoring sheet on page 8.5. The teacher ask some students how many points they got for the survey and assess their values of friendship: 47 points: You are not a good friend. You either neglect yourfriend s needs or just do what he/she wants you to do. You sho uld think more
26、about what a good friend needs to do. 812 points: You are a good friend but you sometimes let yourfriendship become too important, or you fail to show enough concern for your friend neseds and feelings. Try to strike a balance between your friend s needs and your own responsibilities. 13+ points: Yo
27、u are an excellent friend who recognizes that to be agood friend you need balance your needs and your friend s. Well done.(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)Step 4 Talking and sharing( work in pairs)1. If your best f
28、riend does something wrong, what will you do?Try to use the following phrases:I (don t) think I (don t) think so.I (don t) agree.I believeThat s correct.In my opinion,What to doreasons2. What is a friend?A British newspaper once offered a prize for the best definition(定义)ofa friend. If you were the
29、editior, choose the best one from the following entries(条目)，and explain why.One who understands my silence.A friend in need is a friend indeed.Friends are just the people who share your happiness and sorrow.When you look at your watch at 4 am, but still know you can call them and wake them up, and t
30、hey ll still want to talk to you ,that sfriendship.To have a friend, you need to be a good friend.Step 5 Group work (output)The teacher can give each group one of these questions below to talk about. Then let the class share their ideas. It better to stimulate the students to express their own opini
31、ons about these questions.1. Do you think it is a good idea to borrow money from your friend?Why and Why not?2. What factors may cause the breakdown of a good friendship?3. What can be your special friend besides human beings? And why?Step 6 homework1. Write down a short passage about your ideas /th
32、e factors/your unusual friends.2. Prepare for the new lesson.Period 2 Reading “ Anne Bsest Friend ”1. Teaching objectives:1) To develop the students reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;2) . To get the students to realize the impor
33、tance of friends and friendship, and to tell true friends from false friends;3) . To grasp some useful words and expressions in this passage, such ason purpose, be crazy about etc.;4) . To learn the writing style of this passage.2. Teaching method: Task-based teaching3. . Teaching procedure:Step 1.P
34、re-reading1. Please enjoy three pieces of music and find out what they are about.2. .Why do you think friends are important to you?3. What do you think a good friend should be like? List the good qualities a good friend should have .4. Have you ever considered making friends with animals, plants or
35、even an object? Why or why not?Step 2.Reading1. Try to guess what Anne s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.2. Skimming the first two paragraphs to confirm your guessing.1) What was Anne s best friend? Wh
36、y did she make friends with it?2) Did she have any other true friends then? Why?3) What is the difference between Anne sdiary 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 ,ca
37、nyou tell me what the diary is about with the help of one key sentence in the 2nd paragraph?3. Reading of Anne s diaryHow she felt in the hiding placeTwo examples to show her feelings thenStep 3.Post-reading1 .What would you miss most if you went into hiding like Anne and herfamily? Give your reason
38、s.2 .Group workWork in groups to decide what you would do if your family were goingto be killed just because they did something the Emperor did not like.Where would you plan to hide?How would you arrange to get food given to you every day?What would you do to pass the time?3. Discovering useful word
39、s and expressions8 / 19Complete the following sentences, using words and expressions from Reading1) She has grown about computer games.2) Was it an accident or did David do it on ?3) From the beginning ,Paul made it clear that he would be (完全地 )in control.4) He used to work even in the middle of win
40、ter.5) Just the of more food made her feel sick.6) You had better have a talk with him.7) Born in a poor family, the manager lots of hardships in hischildhood.8) A diary is often kept to what happens in people s daily lives.Step 4.Talking about friends and friendship1 .There are many proverbs about
41、friends and friendship. Choose the one you agree with and explain why, then choose one you disagree with and explain why.A friend in need is a friend indeed.Friends are like wine; the older, the better.A friend to all is a friend to none.The same man cannot be both friend and flatterer(阿谀奉承者).False
42、friends are worse than open enemies.Walking with a friend in the dark is better than walking alone in the light.2 . We have talked about friends and friendship today, can you write one or two sentences to express your understanding of friends and friendship.Step 5.Homework:1. Interview a high school
43、 student, a businessman, a police officer and a housewife to find out their opinions about friends and friendship. Write a 9 / 19report to share it with the whole class.2. Describe one of your best friends following the writing style of this passage.Ending: Let isnsg this song about friends together
44、Period3 GrammarDirect & Indirect SpeechI Statements & Questions1. Teaching objectivesLearn to use direct speech and indirect speech2. Teaching important pointSummarize the rules of Direct Speech and Indirect Speech.3. Teaching difficult pointLearn about the special cases in which the tenses shouldn
45、bt e changed.4. Teaching methodsDiscussing, summarizing and practicing.5. Teaching proceduresStep1 Lead inT:Good morning, class. In the last lesson, we learn ed Anne s story.Now she is telling her stories to two of her friends you and Tom. Tom has something wrong with his ears,so you have to repeat
46、Anne s sentences,Sometimes you need to explain Tom s sentencesto the class. Look at the blackboard.“I have to stay in the hiding place.” -said Anne.T:What did Anne say ?As we know , Tom has something wrong with his ears,so you have to repeat Anne s sentence.Ok,first of all, let s translate the sente
47、nce into Chinese. 安妮说： “我不得不呆在躲藏处。” What did Anne say ? yes , 安妮说她不得不呆在躲藏处。Ok,now let s translate the Chinese sentence into English again.Anne said she had to stay in the hiding place.Then Tom asked Anne a question,“ Do you feel sad when you are not able to go outdoors?” Tom askedAnne. T:What did Tom ask ?Please explain Tom s sentence .Well, just likebefore, let s change the sentence into Chinese again.汤姆问安妮： “你无法出门时你感到难过吗？”What did Tom ask Anne ? Yes, 汤姆问安妮她无法出门时是否感到难过。Now let s change the