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1、1 Unit 1 Getting along with others I. 单元教学目标 技能目标 Skill Goals Read two letters to a magazine agony aunt about friendship and an article from a school magazine Listen to a conversation on a radio talk show Discuss friendship and practice agreeing and disagreeing Write a letter to a friend Present an
2、oral report on the results of a survey II. 目标语言 功 能 句 式 Agreeing I agree with you on /that , I am of the same opinion (as,). Exactly. That s a good point. That s how I feel (about ,) too. That s right. Youve got a point. Yes. And another reason is that , Disagreeing I don t agree. What about ,? I m
3、not sure thats true. I see things slightly differently. On the other hand, , Perhaps you are mistaken. 2 Really? I dont think that , I take your point, but , That s true, but , 词 汇 1. 四会词汇 betray, primary, academic, stupid, overlook, cheerful, admit, deliberately, swear, forgive, tease, friendship,
4、dilemma, brilliant, focus, absent-minded, afterwards, yell, mean, guilty, cruel, stand, awkward, outgoing, apologize, bitter, athletic, right, unlikely, blame, doubt, behavior, embarrass, gifted, strength, teammate, unfair, stubborn, disagreement, ruin, delay, mailbox, persuade, badminton, note, den
5、tist, arithmetic, amusement, circus, daily, identity, discourage, absurd, essay, punishment, area, trying, anxious, suffer, practical, free, line, puzzle, apartment, sofa, absorb, absorbed, attitude, consistent, worldwide, adolescent, hesitate, respond, hesitation, regardless 2. 认读词汇 jealous, horosc
6、ope, Easter, DVD, algebra, 3. 词组 get along (with ,), primary school, as a result, amusement park, keep ones word, discourage , from doing sth, get through, in the world, one another, feel ashamed of, be determined to do sth, feel like doing sth, hesitate to, admit doing, regardless of, apologize to
7、sb. for sth, as a result 4. 重点词汇 betray, admit, absent-minded, mean, stand, outgoing, apologize, bitter, stubborn, persuade, discourage, absorb, absorbed, hesitate, hesitation 3 语 法 To-infinitive Bare infinitive Verb-ing form as a noun 重 点 句 子 1.I must have sounded very proud of myself after the tes
8、t, saying loudly how easy it was and how I was sure to get a good mark. P2 2.I found a piece of paper on my desk that said Stupid Sarah got a D! P2 3.I was so upset that I felt like crying. P2 4.I feel really guilty because I said some really cruel things too, but I can t stand seeing our team lose.
9、 P3 5.Yesterday, I saw him talking to another boy, Peter, and I cannot help wondering if he wants Peter to be his best friend instead of me. P3 6.Robert often wonders, What in the world do they have to talk about? P18 7.When asked they usually hesitate before responding, My best friend? I can t thin
10、k about that, P18 8.When a boy is said to be or to have a best friend, it is likely that the two share little about their feelings with one another. P18 . 教材分析与教材重组 1. 教材分析 本单元以人们生活中较重要的一个方面与人相处为话题，通过讨论如何与朋友相 处，以及好朋友在相处过程中发生不愉快的事情时如何正确处理等问题，使学生对友谊有更 深刻的认识和理解，树立正确的交友观。并围绕友谊这个话题，指导学生发表自己的看法和 见解。 通过本单元
11、的学习，让学生运用所学的知识给自己的朋友写一封信，谈谈对友谊的理 解。同时让学生了解不同性别的青少年对友谊的不同态度，最终使学生能通过小组合作的形 式，根据提示步骤就不同性别的青少年对某一话题的不同态度写一份口头报告。 1.1 Welcome to the unit 提供了四幅图画，每幅图画配有一句有关与人相处的谚语。 4 让学生就图画和谚语根据自己的社会知识和亲身体会谈如何与人相处及对友谊的理解，并讨 论回答相关问题，从而引出单元话题，激活学生的相关知识，为本单元的进一步学习做热身 准备。 1.2 Reading 呈现了两封读者专栏主持人写的信。信中描述了两位学生在与好朋友相处 的过程中所发
12、生的不愉快的事情，希望专栏主持人能提出一些建议，帮助他们解决困惑。旨 在使学生学会搞好人际关系，保持友谊。 A 设置了几个问题， 要求学生快速阅读并回答问题； C1和 C2分别是回答问题和判断正误的练习，是对阅读细节的检验；D是一个词汇练习，帮 助学生在语境中学习生词的意义和用法；E是一些词汇的应用性练习，要求学生根据前后文 用适当的单词填空；F是一个会话练习，要求学生根据提示问题，讨论有关友谊与交友的话 题，是输出性的口头训练活动。“阅读策略” 以提示框的形式指导学生如何在阅读的过程中， 理解并体会表达作者强烈感情的语句，培养并提高学生的阅读能力。 1.3 Word power 通过对描述人
13、的个性的形容词的分类，帮助学生学习并掌握这方面的 词汇。 1.4 Grammar and usage 分三部分。第一部分介绍了带to 的不定式在句中担当的不同 成分以及它的一般式、进行式、完成式；第二部分呈现了不带to 的不定式的各种用法；第 三部分总结了动词-ing形式作名词的用法。最终使学生学会在具体的语境中灵活运用本单 元所学的语法知识。教师可在此基础上做些拓展性和巩固性练习设计。 1.5 Task 设计了三项任务型活动。其一, 指导学生如何在听的过程中抓住关键信息并 简要地做好笔记；其二, 让学生以友谊为话题展开讨论，使学生学会如何表达自己的观点， 发表自己的见解和看法；其三 , 首先
14、向学生呈现一篇习作，指导学生进行短文改错, 然后让 学生给自己的朋友写一封信。最后让学生按照前面的指导修改自己的文章。 1.6 Project 首先让学生阅读一篇关于不同性别的青少年对友谊的不同态度的文章， 使学生从中受到启发，并根据所给出的具体步骤，通过小组讨论， 分工合作，信息搜集和整 理等形式， 用英语展开活动计划、活动准备、成果展示等，就不同性别的青少年对某一话题 的不同看法，完成一份口头报告。 1.7 Self-assessment要求学生对照各个单元学习项目按五个等级进行自我评价，对单 元学习进行反思，并制定计划以提高自己的学习水平。 2. 教材重组 2.1 将 Welcome t
15、o the unit 和 Task 中的 Skills building 2整合在一起上一节“口 5 语课” ，让学生就友谊及人际关系的话题发表自己的看法并说明理由。 2.2 将 Reading 中的 A项到 E项及 Workbook (Page 90 ) 中的 A1 its a waste of time doing so. T: You are all right. You have your own opinions on the statements. Thats very good. 13 Step IV Further discussion Ask the students to
16、continue discussing and understand the meaning of friendship better. T: Now that you have learned how to give opinions, let s have a class discussion on friendship. You can ask at least three other classmates for their opinions on friendship. You can refer to the questions listed on Page 15 to get y
17、ou started. After a few minutes Ill check your work. Sample dialogues: Dialogue 1: S1: Do you have a best friend? S2: I have a best school friend. We study and play with each other in school. S3: I have a best friend and we do everything together: study, read, watch TV, surf the Internet, play sport
18、s and listen to music. S4: I have a best friend and we do our best to help each other no matter who is in need of help. Dialogue 2: S1: What do you think a best friend should be like? S2: In my opinion, my best friend should have the same kind of sense of humor so that we can laugh together. S3: I t
19、hink a best friend should be true to us whether near or far apart. S4: I d like my friends to give me courage to solve all kinds of problems. Dialogue 3: S1: What qualities are important in a friend? S2: Kindness and honesty are important in a friend. S3: I think trust and understanding are importan
20、t in a friend. S4: In my opinion, respect and patience are important. Dialogue 4: S1: Does having friends make you a better person? S2: No. The kind of friend you have made decides whether you are a better person or not. 14 S3: I agree with you. If you have a good friend, you will be a better person
21、. And if you have an ill friend, you will become even worse. S4: That s right. As we all know, one who keeps company with the wolf will learn to howl. You should choose your friend wisely. Dialogue 5: S1: How do you want your friends to treat you? S2: I think he first is kind and friendly to me. S3:
22、 In my opinion, he should be honest to me. S4: But I think my friends should respect and understand me first. Dialogue 6: S1: How can friends help you solve your problems? S2: When I meet some problems, my friend will listen to me patiently and try to do what he can to help me. S3: First my friend e
23、ncourages me and gives me the courage. Then we try to find some possible ways to solve the problems. S4: When I am in need of help, my friend will devote himself to helping me with heart and soul. Dialogue 7: S1: What makes a good friendship last? Why? S2: Friendship is one of the greatest pleasures
24、 that people can enjoy. So I think one of the best ways to keep friendship is to return it. S3: Real friendship is a rare and precious gift, strong, stable, yet fragile and never to be taken for granted. Only in this way can we make a good friendship last. S4: I think all of us should be faithful to
25、 our friends and keep our real friendship forever. T: Now you have completed the report on the answers from your classmates. Then discuss some other statements on friendship and decide whether you agree or disagree with them. Look at activity B. After a few minutes, check their work. 15 T: Who can g
26、ive us your opinions on the first statement? S: Let me try. I think friendship is an important part of my life. Friendship is to our life what salt is to dish. If you are happy, you can share the happiness with your friends; if you are in trouble, friends will help you and remove the barriers for yo
27、u; if you have a hard nut to crack, you can turn to friends for help. T: Your understanding is very good. What about the second one? S: I agree with the statement. I can conclude that most of us want to make friends with the persons who are honest, kind and have a sense of humor. Kindness and honest
28、y are important for us to keep friendship. If you have a humorous friend, you will enjoy life happily and laugh together. T: That s right. Who d like to tell us something about the last one? S: I dont agree with the statement completely. Everyone should have one or two good friends, but we should al
29、so have a lot of acquaintances. The society has become more and more complicated. Wherever we go, we cannot be separated from people around us, such as one or two good friends and many acquaintances. We live in the big family of the society. We have to get along with many different people in order t
30、o live. So we cant say one is better than the other. They cant be compared. T: OK, so much for the discussion. Step V Summary and homework T: Up to now we have discussed so much on friends and friendship. Everyone needs friends. We can live without a brother, but not without a friend. Friendship is
31、very important in our life. We should treasure our friendship and keep our friendship. We should also learn how to deal with others, especially with our friends. We didn t discuss what to do when something unpleasant happens between two good friends. After class please preview the two letters on Pag
32、es 2 and 3. Ss: Goodbye, Mr. /Ms .! 16 The Second Period Reading(I) Teaching goals 教学目标 1. Target language目标语言 a. 重点词汇和短语 betray, absent-minded, outgoing, academic, overlook, deliberately, tease, yell, mean, awkward, apologize, guilty, be determined to do, as a result, feel ashamed (of sth ), feel l
33、ike doing, keep ones word, cant help doing b. 重点句子 I must have sounded very proud of myself after the test, saying loudly how easy it was and how I was sure to get a good mark. I found a piece of paper on my desk that said Stupid Sarah got a D! I was so upset that I felt like crying. I feel really g
34、uilty because I said some really cruel things too, but I cant stand seeing our team lose. Yesterday, I saw him talking to another boy, Peter, and I cannot help wondering if he wants Peter to be his best friend instead of me. 2. Ability goals 能力目标 Enable the students to learn how to get along with fr
35、iends, especially when something unpleasant happens between two good friends. 3. Learning ability goals 学能目标 Help the students learn how to understand emotion of the writer. Teaching important and difficult points教学重难点 Guide the students to find out ways to solve the problem when something unpleasan
36、t happens between two good friends and understand emotion of the writer. Analyze the structure of some sentences. Teaching methods教学方法 Fast reading and careful reading; discussing and summarizing. Teaching aids教具准备 A recorder, a computer and a projector. 17 Teaching procedures and ways教学过程与方式 Step I
37、 Revision and lead-in T: Good morning / afternoon, boys and girls! Ss: Good morning / afternoon, Mr. / Ms .! T: What did we learn yesterday? Ss: We talked about friends. Friends are very important to any person. We know how to make friends from our talk. S: We also talked about friendship. Friendshi
38、p is one of the greatest pleasures that people can enjoy. We should treasure our friendship. S: We discussed how to get along with our good friends. From the discussion, we knew we should do what we can to help our friends. Respect, understanding, trust and honesty are very important while we are ge
39、tting along with our friends. T: Very good. We try our best to keep friendship. But have you ever fallen out with a very good friend? S: Yes. I once quarreled with my best friend, Wang Fang. T: Why? How did you two deal with it? S: He promised that I would read his favourite book, but he didnt keep
40、his word. Later he explained to me the reason and apologized to me. I forgave him. T: You are very good. Everyone has his own personality and it is not always that friends have the same thought at every thing. Sometimes good friends may quarrel or misunderstand each other. That is to say, something
41、unpleasant between two good friends is likely to happen. Do you want to know what problems Sarah and Andrew have in their friendship? Ss: Yes. T: OK. Today lets read two letters on Pages 2 and 3. Step II Reading Ask the students to read the two letters written to a magazine agony aunt on Pages 18 2
42、and 3 to know what Sarahs and Andrew s problems are. Fast reading Get the students to get the general idea of the two letters. T: Now I will play the tape for you to listen to, and after listening, you should answer the three questions on Page 2. Keep these questions in mind while you are listening.
43、 Make notes if you like. After playing the tape, check the answers with the whole class. T: Now lets check the answers. Whod like to share your answer to the first question? Any volunteer? S: Let me have a try. The writers of the two letters are both feeling sad. T: All right. What about the second
44、one? S: The next day after class, Sarahs Maths teacher told her that she had scored the lowest mark in the class. That is to say, she got a D. T: Good. Who can tell us the answer to the last question? S: Me. No, he is usually cheerful and outgoing. T: Wonderful. I think youve got the general idea of
45、 the two letters. Careful reading Get the students to get the detailed information about the two letters. T: Now I will give you some more minutes to read the two letters carefully and understand the details in the two letters. Then finish the questions in C1. Show the questions on the screen. Let t
46、he students go through the questions first, then read the two letters. After 5 minutes, check the answers. Suggested answers to C1: 1. She thought the surprise Maths test was quite easy. 2. She told Hannah how badly she had done in the surprise Maths test. 3. Because she thought that Hannah had told
47、 everyone how badly she had done in the surprise Maths test. 4. He thought Matthew played badly and did not try hard enough. As a result, they lost the game. 19 5. He thought it wasn t his fault. 6. He is usually cheerful and outgoing. T: I think some of you may read some other letters to an agony a
48、unt which describe a problem the writer has strong feelings about like an important event or an unforgettable experience. Usually the writer writes what he/she honestly thinks and feels. By reading the letters carefully, it is possible to find out just how the writer feels about the problem and even
49、 think about what advice to give them. Now read the two letters again and finish C2. After a few minutes, check the answers together. Suggested answers to C2: 2. She felt so ashamed. 3. She was so upset that she felt like crying. 4. He had a dilemma. 5. He felt really guilty. 6. He felt very angry with Matthew. Step III Explanation Play the tape again for the students. Ask them to underline the difficult sentences. After the students listen to the tape, deal