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Unit 1 friendship

Participants: 靳燕，黄洋，董妮娅，仝亚军，李桂秀，吴晓，邹舍龙 School: Tai Zhou Senior Middle School

aims and demands

类别 话题 词汇 课程标准要求掌握的项目 Friends and friendship; interpersonal relationships 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 1. 态度(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. 直接引语和间接引语(1): 陈述句和疑问句 1. 陈述句 “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 y. 2. 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. 功能 语法

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,

., 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

3. 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. b.

Use the given adjectives and sentence structures to describe one of your friends.

Learn to evaluate friends and friendship.

3. Teaching difficult points:

a. b.

Work together with partners and describe one of your good friends.

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 and ways:

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 .

At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.

1. How did you spend your summer holidays? How did you feel?

What did you do in your summer holidays? What did you do in your spare time?

2. What do you think of our new school? Do you like it? Could

you say something about it?

3. 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 ……