Unit 1 friendship

1．Teaching aims and demands

類別 課程標準要求掌握的項目

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 teenager advice questionnaire quiz situation editor communicate habit

add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose

in order to face to face according to get along with fall in love

join in

功能 1. 態(tài)度(attitudes)

Are you afraid that---?

I’ve grown so crazy about---

I didn’t dare---

2. 同意和不同意（agreement and disagreement）

I agree. I think so. Exactly.

I don’t agree. I don’t think so. I’m afraid not.

3.肯定程度（certainty）

That’s 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 don’t want to set down a series of facts in a diary.” Said Anne.

-----Anne said that she didn’t 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.

2．Suggested teaching notes

1). Analyses of the teaching contents

This 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 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 family’s 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

multiple 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 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 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 plan

This unit 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 good 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 the

interpersonal nature of friendship. Also, the comparison 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 friendship

and helps students to lead a more friendly and harmonious life.

Thus, based on the theme, contents and teaching objectives, the whole

teaching procedures can fall into five periods as follows:

Period 1 Warming up and speaking

Period 2 Reading

Period 3 Grammar

Period 4 Integrating skills (WB)

Period 5 Using language

4. Teaching plans for each period

Period 1 Warming-up and Speaking

1. Teaching objectives:

1) Target language

I (don’t) think…… I (don’t) think so. I (don’t) agree.

I believe…… That’s correct. In my opinion, ……

2) Ability goals

a. Describe your friends in English

b. Figure out the problems between friends and then find different ways to solve the problems.

3) Learning ability goals

a. 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 points:

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. Teaching methods

a. Task-based teaching and learning

b. Cooperative learning

c. Discussion

5. Teaching aids: CAI

6. Teaching procedures:

Step 1 Lead-in and Warming-up

Before 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 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 over

1. Give a brief description of one of your friends. The following phrases 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. Is friendship very important? Why?

3. Do you have friends? What kind of friend do you like?

Step 3 Make a survey

1. 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 following structure:

I think a good friend should (not) be……

In my opinion, a good friend is someone who……

patient ，careful，modest，reliable，open-minded ，good-tempered friendly，energetic， tolerant，caring ，understanding responsible，warm-hearted ，outgoing，interesting ，loyal

generous ， smart，humorous ， honest，well-educated，brave

self-respected，diligent，easy-going ，talkative ，athletic

Can you list some qualities of a person who would not make a good friend?

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 on page 8.

5. The teacher ask some students how many points they got for the survey 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 think more 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 concern for your friend’s needs and feelings. Try to strike a balance between your friend’s 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 friend’s. 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 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 reasons

2. What will you do to have a good friend?

3．As a good friend, what should you do?

4．Tips on Being a Friend

5．proverbs

Step 5 Debate

1.Have you made any friends over the Internet? Do you have any e-pals?

2.Do you agree that we should make friends over the Internet? Why or why not?

Sample answers with reasons:

Yes, I think so./No, I don’t think so. I agree… because we can …/

I don’t agree because …/ In my opinion / I think, believe, feel that it’s bad for us to…

Step 6 homework

1. Write down a short passage about your ideas /the factors/your unusual friends.

2. Prepare for the new lesson.