【英语】2018届人教版必修1一轮复习：Unit1Friendship单元教案设计（18页）

【英语】2018届人教版必修1一轮复习：Unit1Friendship单元教案设计（18页）

‎2018届人教版必修1一轮复习：Unit 1 Friendship单元教案设计 教材分析 I．教学内容分析 ‎“友谊”自古就是人们的永恒话题之一，本单元的中心话题就是“友谊”，该单元几乎所有的内容都是围绕这一中心话题展开的。‎ Warming up部分通过一个问卷调查的形式，让学生对于日常生活中朋友之间可能发生的真实问题以及如何解决这些问题有所了解。‎ Pre-reading部分设计了三个问题，一方面引导学生对“友谊”和“朋友”这两个概念进行思索；另一方面让学生知道友谊不仅仅存在于人与人之间，日记之类的东西也可以成为人们的朋友。‎ Reading节选了《安妮日记》的一部分，全部内容可分为四大部分：‎ 1. 谈论有关朋友的事情；‎ 2. 简单介绍安妮的一些情况；‎ 3. 为什么安妮把日记当作自己最好的朋友；‎ 4. 赏析部分《安妮日记》。‎ Comprehending部分主要是对课文的细节进行了解，共设计了4种形式的练习。第一部分是连句的形式；第二部分是回答问题的形式；第三、四部分是展开想象。‎ Learning about Language分两部分：‎ 一是巩固文中的词汇，共设计了四个题型：‎ ‎1. 对单词的英英解释；‎ ‎2. 用第一题以及Warming up中的一些单词和短语完成短文；‎ ‎3. 用Warming up和Reading词的正确形式完成句子；‎ 二是学习语法知识—直接引语变间接引语，并进行操练。‎ Using Language集听、说、读、写于一体。通过读两封信、听一段对话、设计调查问卷、写信以及趣味写作，给学生提供了探索认识友谊的空间，如通过现实生活中被朋友误解、没有朋友等各种具体的问题，使学生对于友谊有了更进一步地理解。‎ Summing Up引导学生对本单元的词汇和语法等方面进行总结。‎ Learning Tip建议学生养成写日记的习惯。一是锻炼语言运用能力；二是可以在日记中表达自己的感情和思想。 ‎ II．教学重点和难点 ‎1. 教学重点 ‎(1) 本单元的生词和短语；‎ (2) 陈述句和疑问句的直接引语和间接引语；‎ (3) 对于个人的观点、态度的一些表达方式。‎ ‎2. 教学难点 (1) 学会怎样描述朋友，怎样表达自己对于友谊的观点；‎ (2) 了解朋友不是仅限于人类，朋友的真正含义以及朋友的重要性；‎ (3) 怎样设计调查问卷。‎ III．教学计划 本单元分七课时：‎ 第一课时：Warming up 第二课时：Pre-reading, Reading, Post-reading, Comprehending 第三课时：Language points and learning about language 第四课时：Grammar 第五课时：Using language 第六课时：Listening, Talking (Workbook)‎ 第七课时：Reading task, Speaking task, Writing task (Workbook)‎ IV．教学步骤 Period 1 Warming up Teaching Goals: ‎ ‎1. To arouse Ss’ interest in learning about friendship.‎ ‎2. To develop Ss’ ability to speak out opinions on a certain topic with the help of the given information.‎ Teaching Procedures:‎ Step1. Leading-in Purpose: To activate Ss and arouse them to speak out opinions about friends and friendship. ‎ ‎ ‎ Show the pictures about SHE and basketball geniuses. Ask the students what they think of friendship. Nobody can go without friends. Since we ourselves are different from each other, we may prefer different kinds of friends.‎ Step2. Warming up ‎ Purpose: To lead Ss to the topic of this unit through a quiz. ‎ ‎1. Pair work: Get Ss to ask each other the questions, and then ask them to present it before the class.‎ ‎(1) What does your best friend look like? ‎ ‎(2). Have you made any friends through the Internet?‎ ‎(3) What is/are the most important quality/qualities that a friend needs to have?‎ To get Ss to list some of the following words on the blackboard:‎ honest, friendly, open-minded, generous, helpful, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, brave, easygoing, outgoing, warm-hearted, kind, selfless, tolerant, intelligent… ‎ ‎2. Individual work Get Ss to open their books, turn to page 1 and do the survey in the textbook.‎ Work out the score on page 8 to see if he or she is a good friend or not.‎ ‎3. Discussion Do you think a good friend is important? Why or why not?‎ Step3. Language points ‎ ‎ 1．Add vt.增加；添加；补充说 ‎ vi. 加；加起来；增添 ‎1）add up 合计，加起来 Add up your score and see how many points you can get.‎ 将你所得的分说加起来，看看你能得到多少分 ‎ 2） add to 增加 ‎ His illness added to the family’s trouble.‎ ‎ 他的病给家里增加了负担。‎ ‎ 3） add…..to 往…加…‎ ‎ Please don’t add the fuel to the flame. ‎ ‎ 不要火上浇油。‎ ‎ 4） add up to 总共有，总计达 ‎ The students here add up to 1000.‎ ‎ 这里的学生总共有1000名。‎ ‎2．get sth. done :have sth. done ‎ ‎ 1）使…被做（一般找别人做）‎ ‎ Please get the blackboard cleaned.‎ 请找人擦黑板。‎ ‎ 2）遭遇过某种情况（一般指不好的事）‎ ‎ He got his left leg hurt yesterday.‎ ‎ 他的左腿昨天摔断了。‎ ‎3．should have done 本应该做某事而实际上没有做 You should have study hard last year.‎ 你去年应该努力学习。‎ I missed the train. I should have got up earlier.‎ 我错过了火车，我应该早点起来。‎ Should not have done 本不应该做某事而实际上却做了 You shouldn’t have told her this terrible news, for she has completely lost confidence in herself.‎ 你本不应该告诉她这个可怕的消息的，因为 ‎ ‎ 4． calm down 使平静，平静下来 ‎ The excited movie fans calmed down at last.‎ ‎ 激动的影迷们最终平静下来。‎ ‎ Have a brandy-----it will calm you down.‎ ‎ 喝杯白兰地－那会使你平静下来。‎ ‎ 5． Concern 关系到，涉及 ‎ This concerns us deeply.‎ ‎ 这件事和我们关系重大。‎ ‎1） be concerned about (for) 关心，挂念 ‎ we are all concerned for her health.‎ ‎ 我们都很关心她的健康。‎ ‎ Step 4. Homework Preview Reading.‎ ‎ ‎ Periods 2 Pre-reading, Reading, Post-reading, Comprehending Teaching Goals: 1. To get Ss to learn the story of Anne.‎ ‎2. To enable Ss to learn from Anne’s story the importance of friends.‎ ‎3. To instruct them to understand that not only human beings but also things like diaries can be their friends.‎ Teaching Procedures:‎ Step 1. Revision ‎1. Check up the homework 2. Revise what’s learned in Warming up by asking the following questions ‎(1) Why do you need a good friend?‎ ‎(2) What should a good friend do for you?‎ Step 2. leading-in ‎ It is known to all that friendship is very important and it is sad of a person to have no friend. Suppose you are in a very difficult situation in which it is impossible to make friends with others. How can you express yourself, your sadness or happiness, your loneliness and your horror?‎ Step 3. Reading ‎ 1. Read the text quickly and answer the question.‎ ‎ What’s Anne’s best friend?‎ ‎ 2. Show some pictures that show Germans killed the Jews and get Ss to learn about Anne’s feelings.‎ ‎3. Read the text again and join the correct parts of the sentences (P3).‎ ‎4. Deal with some long and difficult sentences.‎ ‎ (1) Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts?‎ ‎ 你是不是想有一位无话不谈、推心置腹的朋友呢？‎ ‎ whom you could tell everything to 是定语从句，修饰friend。此处的like相当于 such as。‎ ‎ (2) I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature.‎ ‎ 我不知道这是不是因为我长久无法出门的缘故而使我变得对一切与大自然有关的事物都无比热爱。‎ I wonder if是个固定句型，意思是：“我想知道是否……”. it是形式主语，指代真正的主语that I’ve grown so crazy about everything to do with nature。‎ ‎ (3) I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound.‎ ‎ 我记得非常清楚，以前，湛蓝的天空、鸟儿的歌唱、月光和鲜花，从未令我心迷神往过。‎ ‎① that引起了一个宾语从句，宾语从句中又含有一个句型 there was a time when…，when从句的主语是a deep blue sky… and flowers, 谓语动词是could never have kept, 宾语是me, spellbound是个宾语补足语.‎ There was a time when…意思是“曾经有个时期……”如：‎ There was a time when I was a beautiful girl.‎ 曾经我是个漂亮的女孩。‎ There was a time when life was very hard for Madame Curie.‎ 曾经有过一个时期，居里夫人的生活非常艰难。‎ ‎② Keep +O + C其中的补语可以由现在分词、过去分词、形容词等来充当，如：‎ He likes to keep the windows open while sleeping.‎ 他喜欢开着窗子睡觉。‎ Sorry to keep you waiting so long.‎ 很抱歉让你久等了。‎ The farmers keep us supplied with fresh fruit and vegetables.‎ 农民们不断向我们供应新鲜的蔬菜和水果。‎ ‎ (4) The dark, rainy evening, the wind, the thundering clouds held me entirely in their power; it was the first time in a year and a half that I’d seen the night face to face…‎ ‎ 漆黑的夜晚，风吹雨打，雷电交加，我全然被这种力量震慑住了。这是我一年半以来第一次目睹这样的夜晚……‎ ‎ it be the first, second,…time that…‎ ‎ 是个固定句型，其从句的时态也是固定的，若be用一般现在时，则从句用现在完成时;若be用一般过去时，则从句用过去完成时。如：‎ ‎ It’s the first time that I’ve been to Beijing.‎ ‎ 这是我第一到北京来。‎ ‎ It was the second time that he had made the same mistake.‎ ‎ 他这是第二次犯同样的错误。‎ ‎ (5)Read the text again and do Ex2 (P3).‎ Step 4. Listen to the tape and read after it, paying attention to the pronunciation and intonation.‎ Step 5. Further discussion 1. What would you miss most if you had to hide like Anne and her family?‎ 2. How would you describe Anne’s feeling ?‎ Step 6.Homework:‎ 1. Read the whole text fluently.‎ 2. Pick out and mark the words and phrases you can’t understand. ‎ ‎ Period 3 Language points and learning about language Teaching Goals:‎ ‎ 1. Get Ss to master some useful words and expressions.‎ ‎ 2. Get Ss to be able to use some of them.‎ Teaching Procedures:‎ ‎ Step 1. Revision ‎ 1. Ask some students to read the text one by one.‎ 2. List the difficult words and expressions ‎ Step 2. Language points 1. reason n. 理由；原因 （1） 构成句型 The reason why…is that…‎ ‎ The reason why he was late was that he was caught in a traffic jam.‎ ‎ The reason why Tom was absent from school was that he was ill.‎ ‎ (2) 构成短语the reason for sth./to do 和 for the reason ‎ There’s no reason for that.‎ ‎ 那事没什么理由。‎ ‎ There’s no reason to do that.‎ ‎ 没理由那么做。‎ ‎ For some reason, he didn’t attend the meeting.‎ ‎ 由于某一原因，他没有出席那次会议。‎ ‎ 2．go through ‎ ‎ (1) 经历；经受 ‎ The country has gone through too many wars.‎ ‎ The plan must go through several stages.‎ ‎ (2)仔细检查；审查 ‎ She went through his pockets and in the end found the keys.‎ ‎(3) 经过；穿过 ‎ Go through the gate and you’ll get there.‎ 1. hide away (1) 躲藏；隐藏 ‎ She’s hidden my book away somewhere.‎ ‎ 他把我的书藏在某个地方了。‎ ‎ The thief hid away in the forest.‎ ‎ 那个贼躲藏到森林里去了。‎ ‎(2) 隐匿；保密 She tried to hide her feelings away.‎ 她设法掩饰自在的感情。‎ ‎ 3. in order to 为了；以便 ‎ He went to the hall early in order to/so as to get a good seat.‎ ‎ ‎ ‎ 为了得到一个好的座位，他很早就去了大厅。‎ ‎ In order to catch the train, he hurried through his work.‎ ‎ 为了赶上火车，他匆匆做完了工作。‎ 此句中in order to不能用so as to替换。‎ ‎ 4. dare ‎ （1）情态动词，常用于否定句、疑问句、条件句和if/whether后面,如：‎ ‎ ---Dare you go out alone at night?‎ ‎ 你敢晚上独自外出吗？‎ ‎ ---I dare not go out at night alone.‎ ‎ 我不敢晚上独自外出。‎ ‎ You’ll be sorry if you dare go any farther.‎ ‎ 如果你再敢往前走，你会后悔的。‎ ‎ I wonder whether he dare stand up in public.‎ ‎ 我不知道他是否敢当众挺身而出。‎ ‎ （2）实意动词，后常与不定式连用，但在否定句中的不定式符号常省略，如：‎ ‎ Young as he is, he dares to try everything.‎ ‎ 尽管他很年轻，但他敢于尝试任何事情。‎ ‎ I don’t know how he dares to appear in public.‎ 我不知道他怎么敢在公众面前露面。‎ ‎ I’ve never dared go back to look.‎ ‎ 我曾来不敢回头看一下。‎ ‎ (3) I dare say 我想，我以为 ‎ I dare say you are British but you still need a passport to prove it.‎ ‎ 我想你是应该人，不过你还得出示护照证实一下。‎ ‎ ---I would imagine he’s forgotten. 我想他忘了。‎ ‎ --- I dare say. 我认为是这样。‎ Step 3. Learning about language ‎ 1.Get Ss to do the Ex1, Ex2 and Ex3 (P4).‎ ‎2.Check the answers.‎ ‎3. list some important points.‎ ‎(1) suffer ‎ ① 受苦；受害；患病 He suffers terribly with his feet.‎ ‎ 他脚痛的厉害。‎ He made a rash decision--now he’s suffering for it.‎ ‎ 他做了一个轻率的决定—现在该自食其果了。‎ ‎ ② 经历；遭受（不愉快的事）‎ ‎ We suffered huge losses in big fire.‎ ‎ 在那次大火中我们损失惨重。‎ ‎ The driver has suffered pain and defeat.‎ ‎ 这司机遭受了痛苦和失败。‎ ‎ ③ suffer from 遭受；忍受 ‎ Do you suffer from headaches?‎ ‎ 你常头痛吗？‎ ‎ She’s suffering from loss of memory.‎ ‎ 她 患遗忘症。‎ ‎ （2）be in control (of sth) 指挥；管理；统治 ‎ She may be old, but she’s still in control (of all that is happening).‎ ‎ 虽说年纪大了，她却仍在控制着局面。‎ ‎ Who’s in control if the project?‎ ‎ 谁掌管这个项目？‎ ‎ Enemy forces are in control of the city.‎ 敌军控制着城市。‎ Step 4. Homework Using words and expressions (P41).‎ ‎ Period 4 Grammar Teaching Goals: ‎ ‎ 1. Learn what direct speech and indirect speech are.‎ ‎2. Get Ss to learn the transition between direct speech and indirect speech.‎ Teaching Procedures:‎ ‎ Step 1. Revision 1. Check up the homework ‎ ‎2. Revise what’s learned in learning about language by translating the following questions (1) 敌军控制着城市 Enemy forces are in control of the city.‎ ‎(2) 她 患遗忘症 She’s suffering from loss of memory.‎ Step 2. Leading-in ‎ Get Ss to see the following sentences and find the differences between them.‎ ‎ Tom said, “I have finished my homework.”‎ ‎ ·Tom said that he had finished his homework.‎ ‎ Mary said, “I’m going home tomorrow.”‎ ‎ ·Mary said she was going home the next day.‎ ‎ In those two group sentences, the first one is the conversation between two people, and the second sentence is just the third person retell the conversation. The first one is direct speech and the second is indirect speech.‎ Step3. Presentation The definition of direct speech and indirect speech.‎ Try to make clear to the students what direct and indirect speech is.‎ Direct speech is used to give the exact words that someone utters or has uttered in the speech.‎ Indirect speech conveys in the words of a subsequent speaker what has been said or written by the original speaker. ‎ Step 4. Explanation Get Ss to do some exercises and summarize the rules:‎ ‎1. 人称的变化 ‎ (1) He said, “I like it very much.” 他说：“我非常喜欢它。”‎ ‎ He said that he liked it very much. 他说他非常喜欢它。‎ ‎ (2) He said to me, ”I’ve left my book in your room.”‎ ‎ 他说对我说：“我把书放在你的房间里了。”‎ ‎ He told me that he had left his book in my room.‎ ‎ 他告诉我把书放在我的房间里了。‎ 总结：直接引语变间接引语后，人称要做相应的变化。‎ ‎2. 时态的变化：‎ ‎ (1) “ I don’t want to set down a series of facts in a diary,” said Anne.‎ ‎ 安妮说：“ 我不想在日记里记流水帐。”‎ ‎ Anne said that she didn’t want to set down a series of facts in a diary.‎ ‎ 安妮说她不想在日记里记流水帐。‎ ‎ (2) He said, “I’m using the knife.” ‎ ‎ 他说：“我正在用刀。”‎ ‎ He said that he was using the knife.‎ ‎ 他说他正在用刀。‎ ‎ (3) She said, “I have not heard from him since May.”‎ ‎ 她说: “我自从五月份起就没有收到他的来信。”‎ ‎ She said that she had not heard from him since May.‎ ‎ 她说她自从五月份起就没有收到他的来信。‎ ‎ (4) He said, “I saw her in the street.”‎ ‎ 他说：“ 我在街上看见过她了。”‎ ‎ He said that he had seen her in the street.‎ ‎ 他说他在街上看见过她了。‎ ‎ (5) He said, “I have finished my homework before supper.”‎ ‎ 他说：“ 我在午饭前已经完成了我的家庭作业。”‎ ‎ He said that he had finished his homework before supper.‎ ‎ 他说他在午饭前已经完成了我的家庭作业。‎ ‎ (6) Zhou lan said, “I’ll do it after class.”‎ ‎ 周兰说：“我会课后完成它。”‎ ‎ Zhou lan said that she would do it after class.‎ ‎ 周兰说她会在课后完成它。‎ ‎ 总结：‎ ‎ 直接引语与间接引语时态变化对照一览表 ‎ 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 ‎ 现在完成时 ‎ 过去完成时 ‎ 一般过去时 ‎ 过去完成时 ‎ 过去完成时 ‎ 过去完成时 ‎ 一般将来时 ‎ 过去将来时 ‎ ‎ ‎3. 指示代词、时间状语、地点状语和动词的变化 ‎ (1) she said: “ I will come this morning.” ‎ 她说：“我上午会来。”‎ She said that she would go that morning.‎ 她说她上午会来。‎ ‎(2) He said, “ these books are mine.”‎ 他说：“这些书是我的。”‎ ‎ He said that those books were his.‎ 他说这些书是他的。‎ ‎(3) He said,“ it is nine o’clock now.”‎ 他说：“现在9点了。”‎ ‎ He said that it was nine o’clock then.‎ 他说那会9点 ‎(4) He said,: “My sister was here three days ago.”‎ ‎ 他说：“我妹妹三天前在这里。”‎ He said that his sister had been there three days before.‎ ‎ 他说他妹妹三天前曾在这里。‎ ‎(5) He said, “I haven’t seen her today.”‎ 他说：“我今天还没有见过她。”‎ ‎ He said that he hadn’t seen her that day.‎ 他说他那天没有见过她。‎ ‎(6) She said, “I went there yesterday.”‎ 她说：“我昨天在那里。”‎ ‎ She said that she had gone there the day before.‎ 她说她昨天去过那里。‎ ‎(7) She said, “I’ll go there tomorrow.”‎ ‎ 她说：“我明天会去那里。”‎ ‎ She said that she would go there the next/following day.‎ ‎ 她说她明天会去那里 ‎(8) He said, “They will arrive the day after tomorrow.”‎ ‎ 他说：“他们后天到那里。”‎ He said that they would arrive in two days’ time.‎ 他说他们两天后到那里。‎ ‎(9) She said, “I came here to seen the doctor the day before yesterday.”‎ 她说：“ 我前天到这里看医生。”‎ She said she had gone there to see the doctor two days before. ‎ 她说她两天前到这里看医生。‎ ‎ 时间状语、地点状语和动词的变化一览表 ‎ 直接引语 ‎ 间接引语 ‎ 时间状语 ‎ now ‎ ‎ then ‎ today ‎ that day this week/month/year that week/month/year ‎ last week/month/year ‎ ‎ the week/month/year before ‎ tomorrow ‎ the next/following day ‎ next week/month/year ‎ the next week/month/year ‎ 地点状语 ‎ here ‎ There 动词 ‎ come ‎ ‎ go 注意：‎ ‎ ① 直接引语如果是客观真理，变为间接引语时，时态不变。如：‎ ‎ He said,“Light travels much faster than sound.”‎ He said that light travels much faster than sound”‎ ‎ ② 如果在当地转述，here不必改为 there，动词come不必改为go，如果在当天转述，yesterday, tomorrow等时间状语也不必改变.‎ ‎4. 祈使句 ‎(1) She said to us, “please sit down.”‎ 她对我们说：“请坐。”‎ She asked us to sit down.‎ 她请我们坐下。‎ ‎(2) he said to him,“go away!”‎ ‎ 他对他说：“走开！”‎ He ordered him to go away.‎ 他命令他走开。‎ ‎(3) Mother said to me, “Come back before 10.‎ 妈妈对我说：“十点以前回来。”‎ ‎ Mother told me to go back before 10。‎ 妈妈嘱咐我十点以前回去。‎ ‎(4) he said, “don’t make so much noise ,boys.”‎ 他说：“孩子们，不要大声吵闹。”‎ ‎ He told the boys not to make so much noise. ‎ 他告诉孩子们不要大声吵闹。‎ 总结：‎ ‎ 转述祈使句时，要讲祈使句的动词原形变为不带to的不定式，并在不定式的前面根据句子的意思加上tell,ask,order等动词，如果祈使句为不定式，并在不定式的前面加not.‎ ‎5. 疑问句 ‎● 一般疑问句 ‎(1) “ do you think a diary can become your friend?” the writer says.‎ 作者问：“你认为日记能成为你的朋友吗？”‎ ‎ The writer asks us if we think a diary can become our friend.‎ ‎ 作者问我们是否为日记能成为我们的朋友 ‎ (2) She said，“ did you see him last night?” ‎ 她问：“你昨天晚上看到他了吗？”‎ ‎ She asked me whether I had seen him the night before.‎ 她问我前一天是否看到他了。‎ 总结：‎ 将一个一般疑问句由直接引语变成间接引语时，首先要用whether/if 连接阴雨，而且要把原来的疑问句变成陈述句语序的宾语从句； 其次，人称、时态和状语的变化与陈述句直接引语变为间接引语的方法相同。‎ ‎● 特殊疑问句 ‎(1) “ what do you want?” he asked me.“你想要什么？”他问我。‎ ‎ ‎ ‎ He asked me what I wanted.他问我想要什么。‎ ‎(2) “ when did you go to bed last night?” father said to Anne.‎ 爸爸问安妮：“你昨晚什么时间睡的觉？”‎ ‎ Father asked Anne when she went to bed the night before.‎ 爸爸问安妮她头天晚上什么时间睡的觉。‎ 总结：‎ ‎ 把一个特殊疑问句由直接引语变成间接引语时，首先要用疑问词连接引语，而且要把原来的疑问句变成陈述句语序的宾语从句；其次，人称、时态和状语部分的变化与陈述句的直接引语变为间接引语的方法相同。‎ Step 5.Consolidation ‎ Change the following direct speech into indirect speech and indirect speech into direct speech.‎ ‎1. She asked the boy,“Is it raining?”‎ ‎2. “Do you want to say something for yourself?” Mom asked Tom.‎ ‎3. Jin said to me, “Tom has finished the job.”‎ ‎4. He asked us what we wanted to eat that day.‎ ‎5. The boy asked the girl if it snowed in winter in that city.‎ ‎6. Mary said that she had already eaten lunch.‎ Suggested Answers:‎ 1. She asked the boy if it was raining.‎ 2. Mom asked Tom if he wanted to say something for himself.‎ 3. Jim told me that Tim had finished the job.‎ 4. H asked us, “What do you want to eat today?”‎ 1. The boy asked the girl, “Does it snow in winter in this city.‎ 2. Mary said,“ I’ve already eaten lunch.”‎ Step 6.Homework ‎ Discovering useful structures (P5)‎ ‎ ‎ ‎ Period 5. Using language Teaching Goal:‎ ‎1. To review the language points in the Grammar part ‎2. To practice the language in a variety of realistic communicative activities.‎ Teaching Procedures:‎ Step 1. Greeting and revision ‎ 1. Check the homework ‎2. Revise what’s learned in Grammar part by the following multiple choices.‎ ‎ 1. The tourist asked the guide what he _______visit the next day.‎ ‎ A. was going to B. will C. is going to D. is to ‎ 2. Mother asked the youngest kid ________with toy car.‎ ‎ A. what the matter was B. what is the matter going to be ‎ C. what the matter is D. what is the matter ‎ 3. He asked Mary whether she had passed the exam______.‎ ‎ A. yesterday B. the day before C. the day ago D.before the day ‎ 4. Laura told his teacher that she_________ born in 1956.‎ ‎ A. was B. had been C. is D. has been ‎ 5. The doctor ______that he ______very glad to visit our country.‎ ‎ A said; was B said；had been C. told; was D spoke; had been Suggested Answers: 1. A 2. A 3. B 4. A 5. B Step 2. Leading-in ‎ The better part of one’s life consists of his friendships, and a cheerful friend is like a sunny day spreading brightness all around. However, have you ever got pressure from your classmates because you have a special friend? Lisa is one of the girls who are in trouble with the gossip between her and a boy. ‎ Step 3. Reading and listening ‎ ‎1. Now, please read Lisa’s letter to Miss Wang answer the following questions ‎ a) What makes Lisa unhappy?‎ b) Can you give her some of your advice?‎ ‎ 2. Many students think Lisa should make a positive response to pressure from her classmate’s. Now, let’s listen to the tape and see what Miss Wang tell Lisa.‎ ‎ Step 4. Speaking and writing ‎ Do you agree with Miss Wang’s advice? Discuss it in small groups.‎ ‎ 1. Group work ‎ Four students work as a group. Design a questionnaire to find out what kind ‎ of friends your classmates are. You can use the questionnaire in Warming up as an example. You must think of four questions and three possible answers to each question. At last, ask several groups to present their questionnaires.‎ ‎ 2. Individual work ‎ When you have some problems, sometimes you can write to the editor of the Student English Times and ask for advice. Xiao Dong once wrote to the editor and asks for some advice. ‎ ‎ Read the letter that Xiao Dong gave to the editor and answer the following questions (1) What is the Xiao Dong’s problem?‎ (2) If you were the editor, what would you say to him? Then, please discuss your ideas with your classmates.‎ ‎3. Writing ‎ ‎ According to the information that you have gotten, please write your advice to Xiao dong as an editor. You can follow the points in your textbook.‎ ‎ Step 5. Language points ‎ ‎1. get along with/ get on with 与…相处；进展。‎ ‎ How is he getting along/on with his English?‎ ‎ 他的英语进展如何？‎ ‎ He found it hard to get along with other boys.‎ ‎ 他觉得他很难与其他男孩相处。‎ ‎2． fall in love (with) 爱上（某人）‎ ‎ They fell in love with each other years ago.‎ ‎ 他们已经相爱很多年了。‎ ‎ He fell in love with the pretty girl for the first sight.‎ ‎ 他第一眼就爱上了这个美丽的女孩。‎ 注意：fall 是非延续性动词，不与表示“一段时间”的状语连用。因此，不可说they have fallen in love with each other for years. 应该说 they have been in love with each other for years.‎ ‎3. advice n. [u] ‎ ‎ Could you give us some advice?‎ ‎ 你能给我们一些建议吗？‎ ‎ She needs wise medical advice and help. ‎ ‎ 她需要明智的医疗咨询和帮助。‎ ‎ 4 . join in 加入；和某人一道参加（某项活动）‎ ‎ I would like to join in your discussion.‎ ‎ 我愿意加入你们的讨论。‎ ‎ Could you join us in the play?‎ ‎ 你愿意加入我们的讨论吗？‎ ‎ Join ，join in ，take part in and attend Step 6. Homework ‎ Review what we have learnt in the Using language part. Finish the writing task.‎ ‎ Period 6 Listening, Talking (Workbook)‎ ‎ Teaching Goals:‎ 1. To review what we have learnt in the Using Language part.‎ 2. To practise listening and speaking ability by exercise.‎ ‎ Teaching Procedures:‎ ‎ Step 1. Revision ‎ Review what we have learnt last periods by the following exercises 1. Word spelling ‎ (1) The snow is very_____(疏松) and there is a lot of air in it.‎ (2) She is so______(狂热) about English that she cannot live without it.‎ (3) To get as much information as possible, we should learn to________(交流).‎ (4) The ______(形势) in Iraq is becoming from bas to worse.‎ (5) To send me to college, my parents_______ (受苦) a lot.‎ Suggested Answers: (1) loose (2) crazy (3) communicate (4) situation (5) suffered ‎2. Sentence changing ‎ (1) A：I have a friendly relationship with him.‎ ‎ B：I ____ ____ _____ with him.‎ ‎ (2) A: It happened that I was reading upstairs when he came in.‎ ‎ B: I___ ____ ______ reading when he came in.‎ ‎ (3) A: what you said made her angry.‎ ‎ B: ____ _____ what you said____ made her angry.‎ Suggested Answers: (1) get along well (2) happened to be (3) It was; that Step 2. Leading-in ‎ From the text we know that Anne took her diary as a good friend to her. Now answer the following questions.‎ ‎1. Do you keep a diary? Why? ‎ Yes. Because I want to read the things or persons that are really special to me some time later, or I don’t want to share my secret thoughts and feelings with others.‎ 2. What character does a diary have? ‎ It’s personal.‎ Now we’re going to listen to a passage. It’s something about a diary.‎ Step 3. Listening ‎1. Listen to the tape for the first time and try to write down what you hear.(This time the teacher push the “pause” button from time to time.)‎ ‎2. Listen again and let Ss check by themselves.‎ ‎3. Listen the third time and make further changes. Then check the passage with each other.‎ ‎4. Do Ex 2 and 3.‎ ‎5. Discussion in groups and check the answers.‎ ‎6. Listen to the whole text again to have a better understanding about the ‎ passage.‎ Step 4. Talking ‎ 1. Discuss in groups ‎ Why do people make friends with one another?‎ ‎ Friends can share sorrows and joys with each other.‎ ‎ Friends can help each other.‎ ‎ 2. Listen to a short passage and try to get the general idea of the passage. Then discuss the following questions in groups of three or four.‎ ‎ (1) Do you agree with her?‎ ‎ (2) What do you think of people from foreign countries? ‎ While talking, try to use the following expressions:‎ ‎ I think so. I agree. That’s correct. Exactly.‎ ‎ I don’t think so. I don’t agree. Of course not. I’m afraid not.‎ ‎ (3) Reach a conclusion and be prepared to give your reasons to the class.‎ Step 5. Homework ‎ Write a short passage about what is discussed in this period. ‎ ‎ ‎ Period 7 Reading task, Speaking task, Writing task (Workbook)‎ Teaching Goals: ‎ ‎1.To develop Ss’ reading ,speaking and writing ability.‎ ‎ 2. To get Ss to know something about Hawaiians.‎ Teaching Procedures:‎ ‎ Step 1. Revision ‎ Check the homework (Asking some students to read their writings) ‎ Step 2. Reading task ‎ 1. Read the passage and decide what each of the following words means in the language of the Hawaiians.‎ ‎ (1) aloha (2) lokahi (3) lei (4) kokua (5) ohana ‎ Suggested Answers:‎ ‎(1) to be with happiness; goodbye; our hearts singing together ‎(2) oneness with all people ‎(3) a circle of flowers worn around the neck ‎ (4) help ‎(5) family ‎ 2.Read the passage again and discuss the following questions 1) What are the ways Hawaiians show their friendship?‎ 2) Why do many different peoples call Hawaii their home?‎ 3) How do people in Hawaii get on with one another?‎ 4) Can you find similar things in your hometown? How do you show friendship to visitors?‎ Suggested Answers:‎ 1) Hawaiians say “aloha” to each other to show friendship. They welcome people with “lokahi” which means “oneness with all people”. They give visitors a “lei” to make them feel at home.‎ 2) It’s because Hawaii is a place where many cultures are encouraged to live together peacefully and co-operate with each other.‎ 3) They try to help each other so that all feel stronger. They solve the problems with understanding and treat all people as if they are part of the same family.‎ 4) Students give their own answers.‎ Step 3. Speaking task ‎ 1. Group work Students are put into situations that involve moral choices. Here are two different situations. Read the situations and choose one to discuss.‎ ‎(1) You promised your friend last Tuesday that you would go on a picnic with him/her on Saturday. On Friday night you are offered one ticket to the concert on Saturday. But there are no more tickets and this is your favorite band. Will you go to the concert or the picnic? ‎ ‎(2) Your nest friend tells you that he/she has stolen something from a shop. He/she thinks it is funny that he/she got away with it. What will you say to him/her？ ‎ After each group comes to an agreement, have them record their solution to the problem on a piece of paper and give it to the teacher.‎ ‎2. Individual work ‎ Have a student from each group report their new solution to the class. And ask Ss to work in pairs and make a role play like the following.‎ ‎ S1: hello, Tom! What’s up? I have something to discuss with you. I feel very uncomfortable about this but I think we must talk about it. I have been offered a ticket to the concert.‎ ‎ S2: wow! That’s great! I know how much you like them and how much you have always wanted to go to the concert. Is there any chance I might get a ticket too?‎ ‎ S1: I am sorry. They are only staying here for one night and Mary offered me one. There was only one, or of course I would have thought of you. ‎ ‎ S2: When are they coming? Perhaps I can queue up with you to get their autographs?‎ ‎ S1: That’s just what I wanted to say. The concert is on Saturday.‎ ‎ S2: Oh, I see. You want to change our arrangement for the picnic. Well, as a matter of fact. I cannot go either on Sunday. My cousin is coming over and we shall have to visit my friend. ‎ ‎ S1: So it all turned out for the best. Thank goodness.‎ Step 4. Writing task ‎ 1. Individual work ‎ Here are some proverbs about friends and friendship. Read them carefully and learn about the situation. Choose some you agree with and explain why. Choose ‎ some you disagree with and explain why.‎ ‎ 2. Group work ‎ Have a discussion with you classmates, and give your reason why you agree or disagree as follows.‎ ‎ (1) I agree with the following ones:‎ ‎ A: The same man cannot be both friend and flatterer.‎ ‎ B: Walking with a friend in the dark is better than walking alone in the light.‎ ‎ C: Friendship cannot stand always on one side.‎ ‎ I think a person can praise, blame, scold but shouldn’t flatter his/her friend. A friend is a treasure to his/her friends. Friends should help each other and share their joys and sorrows — true friendship isn’t one-sided. ‎ ‎ (2) I disagree with the following ones:‎ ‎ A: A friend in need is a friend indeed.‎ B: Friends are like wine; the older, the better.‎ C: With clothes the new are best; with friends the old are best.‎ ‎ In my opinion, a friend is a friend. There should be no such terms as a true friend or a false friend. I think a false friend cannot be a friend at all. I also think that a new friend is as good as an old one. A friend, new or old, is a friend. He/she is always devoted and helpful to his/her friend.‎ ‎ (3) Writing ‎ ‎ According to the information that you got from the discussion, you should write a composition on this topic. Then, polish the article and complete the Writing. ‎ ‎ 3. Homework ‎ Write a short passage, and describe your beat friend.‎