Unit 1 friendshipParticipants: 靳燕，黄洋，董妮娅，仝亚军，李桂秀，吴晓，邹舍龙School: Tai Zhou No.1 Senior Middle School1.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 purposedare thunder entirely power according trust indoors suffer teenageradvice questionnaire quiz situation editor communicate habitadd up calm down have got to be concerned about walk thedog 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.态度(attitudes)Are you afraid that---?I’v e grown so crazy about---dare---I didn’ｔ2. 同意和不同意（agreement and disagreement）I agree. I think so. Exactly.think so. I’m afraid not.agree. I don’ｔI don’ｔ3.肯定程度（certainty）That’s 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want to set down a series of facts in a diary.” Said Anne.“Ｉd on’ｔwant to set down a series of facts in a diary.----Anne said that she didn’ｔ2.一般疑问句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 contentsThis unit is about friendship, and nearly all the teaching materials centeron it.Warming up---The questionnaire leads students to think and talk aboutfriendship, get to know the problems between friendsand seek solutions, which makes preparations for thefurther teaching in topics, background and vocabulary.Pre-reading---The questions prompt students to think critically aboutfriends and friendship in reality, alerting them to the factthat besides people, a diary can be a friend, too.Reading--- The diary by theJewish girl Anne gave a glimpse of her lifeduring her family’s shelter in Amsterdam from the GermanNazis’ killing in world war 2. she treats the diary as her bestfriend, and in it reveals her longing for a normal life andclose contact with nature, which helps her get through thedays.Comprehending---It helps students further understand the text by doingmultiple choices, questions and answers, andmatching.Learning about language---It teaches the important expressions andstructures and grammar: direct and indirectspeeches.Using language---The two letters, listening, questionnaire design, letterwriting and fun writing prepares students to furthertalk about friendship, especially the problems withmisunderstanding, and unfriendliness, thusstrengthening students’ abilities to practicelanguage, discover, and solve problems.Summing up---It summarizes the whole contents of this unit from theaspects of topics, vocabulary and grammar.Learning tip--- This part encourages students to form the habit of writinga diary.Integrating skills--- The text introduces the way Hawaiians expressfriendship, to get students to realize the culturaldifferences in the values of friendship in additionits importance in all cultures.2) Making of the teaching planThis unit centers on friends and friendship, exploring different types offriendship 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 andconducts that make a good friend, display and develop the ability tocope with misunderstanding, conflicts and problems related tofriendship, and give advice on it. The concept that even an ordinarything can be a friend should break down the traditional belief in theinterpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and theWest 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.Thus, based on the theme, contents and teaching objectives, the wholeteaching procedures can fall into five periods as follows:Period 1 Warming up and speakingPeriod 2 ReadingPeriod 3 GrammarPeriod 4 Integrating skills (WB)Period 5 Using language3. Teaching plans for each periodPeriod 1 Warming-up and Speaking1. Teaching objectives:1) Target languageI (don’t) think……　I (don’t) think so. I (don’t) agree.I believe……That’s correct. In my opinion, ……2) Ability goalsa.Describe your friends in Englishb.Figure out the problems between friends and then find differentways to solve the problems.3)Learning ability goalsa.To encourage students to think and talk about friends andfriendship 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 inSenior Middle School.2. Teaching important points:e the given adjectives and sentence structures to describeone of your friends.b.Learn to evaluate friends and friendship.3. Teaching difficult points:a.Work together with partners and describe one of your goodfriends.b.Discuss with partners and find out ways to solve the problems.4. Teaching methodsa.Task-based 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 students to talkabout their summer holidays. The students can talk freely as theylike.1.How did you spend your summer holidays? How did youfeel? What did you do in your summer holidays? What didyou do in your spare time?2.What do you think of our new school? Do you like it? Couldyou say something about it?3.Do you like making friends? How do get in touch with yourfriends? Do you have many friends? Where are they now?Do you have any old friends in our school? Have you madeany new friends in our class?Step 2 Think it over1. Give a brief description of one of your friends. The followingphrases 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.2. What types of friendship do you have? Please tick them out.Then fill in the blanks.girl friends boy friends pen friendslong -distance friends friends of the same agee-friends (friends over the internet) friends across generationsunusual friends like animals, books……1).______ 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 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 followingstructure:I think a good friend should (not) be……In my opinion, a good friend is someone who……1.Have a member of each group report on what their lists have incommon 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 sheeton page 8.5.The teacher ask some students how many points they got for thesurvey 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/she wants you to do. You should thinkmore 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 concernneeds and feelings. Try to strike a balance between for your friend’syour friend’s needs and your own responsibilities.★ 13+ points: You are an excellent friend who recognizes that to be agood friend you need balance your needs and your frie nd’s. Well done. (You may also show your students the results above and let themselvesself-reflect upon their own values of friendship)Step 4 Talking and sharing( work in pairs)1. If your best friend 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 believe……That’s correct. In my opinion, ……　What to do reasons2. What is a friend?A British newspaper once offered a prize for the best definition(定义) of afriend. If you were the editior, choose the best one from the followingentries(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 callthem and wake them up, and they’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 talkbetter to stimulate theabout. Then let the class share their ideas. It’sstudents to express their own opinions 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 unusual friend besides human beings? And why?Step 6 homework1.Write down a short passage about your ideas /the factors/yourunusual friends.2.Prepare for the new lesson.Best Friend”Period 2 Reading “Anne’s1. 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 importance 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.Pre-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 qualitiesa good friend should have .4. Have you ever considered making friends with animals, plants oreven 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? 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 inthe 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 reasons.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 words and expressionsComplete the following sentences, using words and expressions fromReading1) 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) 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 friends and friendship. Choose theone you agree with and explain why, then choose one you disagreewith 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 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 oneor two sentences to express your understanding of friends andfriendship.Step 5.Homework:1. Interview a high school student, a businessman, a police officer and ahousewife to find out their opinions about friends and friendship. Write areport to share it with the whole class.2. Describe one of your best friends following the writing style of this passage.Ending: Let’s sing this song about friends togetherPeriod3 Grammar1．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’t bechanged.4. Teaching methodsDiscussing, summarizing and practicing.5. Teaching proceduresStep1 Lead inT: In the last lesson, we learned Anne Frank’s story. She is telling herstories to two of her friends—you and Tom. Tom has something wrongwith his ears,so you have to repeat Anne’s sentences, using indirectspeech. Sometimes you explain Tom’s sentences to Anne.“I have to stay in the hiding place.” said Anne.→Anne said she had to stay in the hiding place.“Do you feel sad when you are not able to go outdoors?” Tom asked Anne. →Tom asked Anne if/whether she felt sad when she was not able to gooutdoors.want to set down a series of facts in a diary,” said Anne.→“I don’ｔseries of facts in a diary.Anne said that she didn’t want to set down a→“What do you call your diary?” Tom asked.Tom asked what she called her diary.Ss go on this topic by themselves.Step2 GrammarT: Now let’s look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed?Ss discuss by themselves.Ss: sentence structures, tenses, pronouns, adverbials of time and placeand verbs should be changed.T: Quite right. Look at the form on the screen. These are the rules.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。