Section One

Step I. Go over the new words.

Have a dictation to the following words.

teenager, get lost, confident, timetable, wallet, intelligence,

have fun, get used to, adult, junior, instead of, turn into

Step II. Lead-in by a poem

An English poem

Love is like the wild rose-briar,

Friendship like the holly tree

The holly is dark when the rose-briar blooms,

But which will bloom most constantly?

The wild rose-briar is sweet in spring,

It is summer blossoms scent the air,

Yet wait till winter comes again,

And who will call the wild-briar fair?

Then, scorn the silly rose –wreath now,

And the dark thee with holly’s sheen

That, when December blights thy brow

He still may leave the garland green.

Step III. Listen and read the test quickly, judge the following sentences.

1. Li Ming and Jenny have been communicating with each other through letters.

2. Li Ming is pretty good at English.

3. Li Ming and Da zhi are old friends.

4. When writing the letter, Li Ming has been a high school student for month.

5. Jenny feels more creative when she types on the computer.

6. Jenny and Pat are best friends.

7. In Jenny’s opinion, playing sports is a lot of fun and a good way to meet friends.

8. Jenny as well as 5 other girls will have a sleep-over party at School.

Step IV. 1. Ask the students read the text carefully and find out confusing language points and important sentences.

(1) It is always feels good to have friends to share the good times as well as the bad times.

(2) Friendship comes in all shapes, colors, and sizes.

(3) Her parents were not as angry as she had originally thought they would be.

(4) Although it was painful to lose such a close friend, it built me up into the individual person I am.

(5) It seems easier for me to express my thoughts and feelings.

2. Ask the students to ask some questions that they can not understand, then if other students can explain, make them answer. And if no one gives the answer, I will explain the confusing points to them, try my best to make the students learn more and be active.

Step V. Do exercises.

1. ⑴選擇做 ________ ⑵需要 ________ ⑶想要做 ________

⑷由……組成 ________ ⑸過一種生活 ________ ⑹從旁邊經(jīng)過 ________

⑺壓力重重 ________ ⑻由于,因?yàn)?________ ⑼發(fā)生，進(jìn)行 ________

⑽使某人逐漸成為_______ ⑾ 沉思 ________ ⑿喜歡做 ________

⒀上學(xué) ________ ⒁集中于 ________

2. ⑴As the e_______ to the cinema, I met a friend of mine.

⑵ The news s_______ through the village quickly.

⑶ My father is not much a talker, and he is not good at e______ his feelings.

⑷ The encouraging speech a______ many people’s attention.

⑸ He has born in a w______ family, but he lived a poor life in his late life.

⑹ He is a very famous person, and he is always considered________(有創(chuàng)造力的)

⑺ He made an_________(通知)that he would go to Japan.

⑻ I am sure you will come to______(意識(shí)到)your mistakes

⑼ I am happy to have been_______(介紹)to the great scientist.

⑽ Our English teacher asked me to make a _______(相似的) dialogue.

Step VI. Homework

Preview section 2 and section 4

Section 2 and Section 3

Step I. Build the students’ comprehension

1. Have the students discuss the questions in groups of four.

2. Before I divide the class into groups for a short discussion on the this topic, practice the following language patterns.

3. When you agree someone you can use these words.

You are right.

That is true

You have got it

Sometimes you have to agree, but you do not want to. Use these words:

I am afraid I agree with you.

I hate to say it ,but I agree

When you strongly disagree, use these words:

I don’t think so.

I don’t agree

When you do not agree, but you want to speak less strongly, use these following words:

That is true, but there is a better way.

I see what you mean, but don’t you think …..

Let the students see the patterns on the screen, practice orally with the class. Keep the patterns on the screen, so that the students can refer to them when they are in groups discussing the topic.Then check the answer of the practice in this part.

Step II. Build your vocabulary

this can be assigned for homework

(Answers: 1. feel like 2. hate 3. agree with 4.go on the trip 5. feel good

6. choose/ chose)

Step III. Build the listening skills

With books closed, tell the students they will hear the tape once, then will be asked some true or false questions. Review the meaning of true or false.

Play one sentence at a time. After playing the sentence, ask for a volunteer to repeat what was said. If no one heard correctly, play it again. Ask if the statement is true or false.

Open the book to complete the listening activity.

(Answers: Part 1: 1. F 2. F 3. F; Part 2: 1. five 2. talk 3. friends 4. friendly)

Step IV. Build the speaking skills

1. First ask the students to read the dialogue with their desk mates and then ask some of them to act out in the class.

2. Than tell the students about the pronunciations of the vowel.

3. Now check other words on the screen, with each word, ask some students to pounce.

Step V. Build the writing skills

Ask the students to write a composition “my best friend”

Step VI. Grammar: attributive clause

1. 關(guān)系代詞 who whom 和that

The girl______ is sitting next to me is my best friend.

The girl_______ I met just now is my best friend.

2. that 和which

The book______ I gave to my best friend is popular

The book_______ is popular was given to my best friend

3. whose

Do you know the girl______ name is Mary?

We are studying in the classroom______ door faces south

4. 關(guān)系副詞 when ,where 和why.

I will never forget the day______ I was born.

I will never forget the place_______ I was born.

The reason_____ he went there is unknown.

Ask the students to study the above part and than ask them to do the exercise in the text book and workbook.

Section Four

Step I. Revision

Go over the following words.

Make friends, express, live a…life, entrance, agree with, type,

Indeed, find out, focus, consist of, wealthy, thanks to, consist of

Entry, thanks to

Step II. Ask the students listen to the type and check the following sentences.

1. At the beginning, the royal bull elephant enjoyed the poorly-fed stray dog’s company.

2. They soon got used to each other’s company.

3. One day, a man bought a dog and took it to a faraway village.

4. The royal bull elephant did not mind the dog’s absence.

5. The wise minister suggested the king make an official announcement to find the elephant.

6. At last the story has a happy ending.

Step III. Make the students read the text carefully and give the answers to the following questions.

1. Did you know that the elephants and dogs were “natural enemies”.

2. Is it impossible for natural enemies to become best friends?

3. What is the moral of this story? In other words, what truth or bit of wisdom does the writer want to show us through the story.

Step IV. Ask the students read the text carefully and find out confusing language points and important sentences. Then ask the students to ask some questions that they can not understand, then if other students can explain, make them answer. And if no one gives the answer, I will explain the confusing points to them, try my best to make the students learn more and be active.

Step V. Exercise

短語翻譯：

1． 像往常一樣 ____________

2． 使 ….. 平靜 ____________

3． 從旁邊經(jīng)過 ____________

4． 同意某人 ____________

5． 借宿別人 ____________

6． 發(fā)現(xiàn)，弄明白 ____________

7． 向…… 敞開大門 ____________

8． ….. 原因 ____________

單句該錯(cuò)：

1．I did not recognize your friend which came to our class.

2．Have you got everything which you need.

3. Can you think of a situation which you may use this expression.

4. She is one of the students who has won the prize money.

5. The doctor always worked heart and soul cured of me.

Step V. Homework

Review this unit and do the exercise.