1、Unit 1 friendship1Teaching aims and demands類別課程標(biāo)準(zhǔn)要求掌握的項(xiàng)目話題Friends and friendship; interpersonal relationships詞匯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 teenage

2、r advice questionnaire quiz situation editor communicate habitadd up calm down have got to be concerned about walk the dog go through hide away set down a series of on purposein order to face to face according to get along with fall in lovejoin in功能1. 態(tài)度(attitudes)Are you afraid that-?Ive grown so c

3、razy about-I didnt dare-2. 同意和不同意（agreement and disagreement） I agree. I think so. Exactly. I dont agree. I dont think so. Im afraid not.3.肯定程度（certainty） Thats correct. Of course not.語法直接引語和間接引語(1): 陳述句和疑問句1. 陳述句“I dont want to set down a series of facts in a diary.” Said Anne.-Anne said that she d

4、idnt want to set down a series of facts in a diary.2. 一般疑問句He asked, “Are you leaving tonight?”-He asked us whether we were leaving that night.3. 特殊疑問句“When did you go to bed last night?” father said to Anne.- Father asked Anne when she went to bed the night before.2Suggested teaching notes1). Analy

5、ses of the teaching contentsThis unit is about friendship, and nearly all the teaching materials center on it.Warming up-The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching

6、 in topics, background and vocabulary.Pre-reading-The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too.Reading- The diary by theJewish girl Anne gave a glimpse of her life during her fam

7、ilys shelter in Amsterdam from the German Nazis killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days.Comprehending-It helps students further understand the text by doing mu

8、ltiple choices, questions and answers, and matching.Learning about language-It teaches the important expressions and structures and grammar: direct and indirect speeches.Using language-The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk

9、about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students abilities to practice language, discover, and solve problems.Summing up-It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar.Learning tip- This

10、 part encourages students to form the habit of writing a diary.Integrating skills- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition its importance in all cultures.2) Making of the teaching planThis u

11、nit 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 go

12、od friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in theinterpersonal nature of friendship. Also, the comparis

13、on of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns eyes. All in all, this unit promises to unveil the true essence of friendshipand helps students to lead a more friendly and harmonious life.

14、Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:Period 1Warming up and speakingPeriod 2ReadingPeriod 3GrammarPeriod 4Integrating skills (WB)Period 5Using language4. Teaching plans for each periodPeriod 1 Warming-up and S

15、peaking1. Teaching objectives:1) Target languageI (dont) think I (dont) think so. I (dont) agree. I believe Thats correct. In my opinion, 2) Ability goalsa. Describe your friends in Englishb. Figure out the problems between friends and then find different ways to solve the problems.3) Learning abili

16、ty goalsa. To encourage students to think and talk about friends and friendship by using some phrases and structures.b. To learn to solve problems that may occur between friends.c. To cultivate the students to form the good habit of learning English in Senior Middle School.2. Teaching important poin

17、ts:a. Use the given adjectives and sentence structures to describe one of your friends.b. Learn to evaluate friends and friendship.3. Teaching difficult points:a. Work together with partners and describe one of your good friends.b. Discuss with partners and find out ways to solve the problems.4. Tea

18、ching methods a. Task-based teaching and learningb. Cooperative learningc. Discussion 5. Teaching aids: CAI6. Teaching procedures:Step 1 Lead-in and Warming-upBefore the lesson, the teacher can arouse the students interests by showing a video of Auld Lang Syne .Do you like making friends? How do get

19、 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 phrases and structures may be helpful:His/Her name is

20、 He /She is years old.He /She likes and dislikes He /She enjoys and hatesHe /She is very kind/friendly/When /Where we got to know each other.2. Is friendship very important? Why?3. Do you have friends? What kind of friend do you like?Step 3 Make a survey1. List some qualities of a good friend or you

21、r 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 my opinion, a good friend is someone whopatient ，careful，modest，reliable，open-minded ，

22、good-tempered friendly，energetic， tolerant，caring ，understanding responsible，warm-hearted ，outgoing，interesting ，loyal generous ， smart，humorous ， honest，well-educated，braveself-respected，diligent，easy-going ，talkative ，athleticCan you list some qualities of a person who would not make a good friend

23、?1. 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 survey according to the scoring sheet

24、 on page 8.5. The teacher ask some students how many points they got for the survey and assess their values of friendship: 47 points: You are not a good friend. You either neglect your friends needs or just do what he/she wants you to do. You should think more about what a good friend needs to do. 8

25、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 friends needs and feelings. Try to strike a balance between your friends 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 friends. Well done.(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)Step 4 Talking and