Unit 1 Friendship Teaching goals *语言知识 1. to talk about friends and friendship, and interpersonal relationship 2. to practise expressing attitudes, agreement and disagreement, and certainty 3. to master some sentences about giving advice 4. to learn to use the Direct Speech and Indirect Speech(1): statements and questions 5. to learn about communication skills *语言技能和学习策略 1. to develop listening skills by doing exercises in listening task 2. to develop speaking skills by finish ing the speaking task and other activities like discussion and oral practice 3. to develop read ing skills through the read ing materials in this unit 4. to learn to write a letter of ad vice 文化意识 1. to know about friend and the real meaning of friend 2. to learn how to get along with others 情感态度 1. to arouse the interest in learning English 2. to learn to express their feeling of friends and friendship Teaching key points: 1. how to improve students'speaking and cooperating abilities 2. learn to use the direct Speech and Indirect Speech(1): statements and questions 3. master some words and expressions Teaching difficult points:
市委召开了全乡科级主要领导干部集中学习班暨“大、讨论调研”活动启会，根据议安排在镇党委统一组织学习的基础上，坚持以问题为导向，紧扣天府六问”“果城十二 Unit 1 Friendship Teaching goals *语言知识 1. to talk about friends and friendship, and interpersonal relationship 2. to practise expressing attitudes, agreement and disagreement, and certainty 3. to master some sentences about giving advice 4. to learn to use the Direct Speech and Indirect Speech(1): statements and questions 5. to learn about communication skills *语言技能和学习策略 1. to develop listening skills by doing exercises in listening task 2. to develop speaking skills by finishing the speaking task and other activities like discussion and oral practice 3. to develop reading skills through the reading materials in this unit 4. to learn to write a letter of advice *文化意识 1. to know about friend and the real meaning of friend 2. to learn how to get along with others *情感态度 1. to arouse the interest in learning English 2. to learn to express their feeling of friends and friendship Teaching key points: 1. how to improve students’ speaking and cooperating abilities 2. learn to use the Direct Speech and Indirect Speech(1):statements and questions 3. master some words and expressions Teaching difficult points:
1. train the students'speaking, listening, read ing and writing abilities 2. how to improve students' cooperating abilities Teaching methods Student-focus approach and task-based approach Learning methods Cooperative study Teaching aids Computer The first Period (warming up &speaking) Teaching aims: 1. to know about different kinds of friend ship 2. to learn some words of describing friend and friendship 3. to master some useful words and expressions Teaching methods 1. discussing 2. cooperative learning Teaching materials: Warming up d Step One: Leading-in 1. Free talk: Something about friend and friendship to describe one of their friends----their appearance, personal ity Qs: What s your friend like? What does he/she like to do in his/her spare time? What personality does he/she have? Step Two: Discussion 1. Writing the following statement on the blackboard We all agree that to have a good friend, you need to be a good friend 2
市委召开了全乡科级主要领导干部集中学习班暨“大、讨论调研”活动启会，根据议安排在镇党委统一组织学习的基础上，坚持以问题为导向，紧扣天府六问”“果城十二2 1. train the students’ speaking, listening, reading and writing abilities 2. how to improve students’ cooperating abilities Teaching methods: Student-focus approach and task-based approach Learning methods: Cooperative study Teaching aids: Computer The First Period (Warming up &Speaking) Teaching aims: 1. to know about different kinds of friendship 2. to learn some words of describing friend and friendship 3. to master some useful words and expressions Teaching methods: 1. discussing 2. cooperative learning Teaching materials: Warming up Teaching procedures: Step One: Leading-in 1. Free talk: Something about friend and friendship Ask the Ss to describe one of their friends----their appearance, personality, hobbies, etc. Qs: What’s your friend like? What does he/she like to do in his/her spare time? What personality does he/she have? Step Two: Discussion 1. Writing the following statement on the blackboard We all agree that to have a good friend , you need to be a good friend
2. Ask the s What do you think of this statement and how can you be a good friend? Let the Ss express their views 3. Have the Ss get into groups of four to list some qualities of a person they would like as a friend Ss may list: honest, friendly, open-minded, generous, helpful, patient, ood-tempered, trustworthy careful, fill of love, caring, responsible, interesting, brave, easygoing, outgoing, warm-hearted, kind, selfness, tolerant, intelligent 4. Have a member of each group report on what their lists have and list them on the blackboard 5. Ask the class whether or not they agree with all the qualities listed Step Three: Doing the survey and explanation 1. have the ss do the survey in the textbook and let them work out their score 2. Teacher explain each item Question 1 deal with how thoughtful you are towards others. The scoring reflects your concern for others. So one point for a gets the lowest score because it is the most selfish response. B get the highest score because it show a concern for your friend as well as your wish to go to see a film. C gets a slightly lower score because although it shows you want to go with your friend because you change the plan), you do not help your friend Question 2 is concerned with fairness. a gets the lowest score because you are not giving your friend another chance to behave better this time. B gets a higher score because you let your friend borrow the camera again. This shows kindness and forgiveness or the trouble you had when it was returned broken. But you are not balancing his heeds against your own. That is why C gets the highest score. You are showing your friend that you will trust him/her with the camera again but this time you are giving him/ her rules in case it gets broken Question 3 deals with your concern for others. a get the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend. This is not responsible. You have things that you need to do. Of course your
市委召开了全乡科级主要领导干部集中学习班暨“大、讨论调研”活动启会，根据议安排在镇党委统一组织学习的基础上，坚持以问题为导向，紧扣天府六问”“果城十二3 2. Ask the Ss: What do you think of this statement and how can you be a good friend? Let the Ss express their views 3. Have the Ss get into groups of four to list some qualities of a person they would like as a friend. Ss may list: honest, friendly, open-minded, generous, helpful, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, brave, easygoing, outgoing, warm-hearted, kind, selfness, tolerant, intelligent… 4. Have a member of each group report on what their lists have and list them on the blackboard 5. Ask the class whether or not they agree with all the qualities listed Step Three: Doing the survey and explanation 1. Have the Ss do the survey in the textbook and let them work out their score. 2. Teacher explain each item Question 1 deal with how thoughtful you are towards others. The scoring reflects your concern for others. So one point for A gets the lowest score because it is the most selfish response. B get the highest score because it show a concern for your friend as well as your wish to go to see a film. C gets a slightly lower score because although it shows you want to go with your friend ( because you change the plan), you do not help your friend. Question 2 is concerned with fairness. A gets the lowest score because you are not giving your friend another chance to behave better this time. B gets a higher score because you let your friend borrow the camera again. This shows kindness and forgiveness or the trouble you had when it was returned broken. But you are not balancing his heeds against your own. That is why C gets the highest score. You are showing your friend that you will trust him/her with the camera again but this time you are giving him / her rules in case it gets broken. Question 3 deals with your concern for others. A get the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend. This is not responsible. You have things that you need to do. Of course your
friend is important but not more important than you responsibilities. B gets a higher score because it shows some concern for your friend and some understand ing that you have important things to do too. But it does not show any real interest in his /her problem. C get the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too Question 4 is concerned with responsibil ities to a friend. A provides the correct amount of responsibil ity to your friend. You recognize that it was your fault and will put it right and pay for the damage. So it gets the highest score. B provides some understanding that you are responsible. You put the situation right but you do not pay for the damage yourself. So it does not get the highest score. C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour Question 5 is concemed with honesty. If you let your friend look at your paper or somebody else's paper, you are helping them to cheat. That is not honest, so answers A and C get no marks. But it takes courage to tell your friend that they should have studied and that they cannot look at your paper. That is also the honest answer. So you get 6 points for B, which is more than any other in the quiz. Step Four: Language points Teacher explain language points with some slides 1)to put together with something else so as to increase the number, size, importance, etc.增加, 添加 eg. Please add something to what Ive said, John 2)to join numbers, amount, etc so as to find the total eg. Add up these figure for me, please 常用结构 add up/ together sth.把.加起来,合计 add sth.1sh.把.加到进
市委召开了全乡科级主要领导干部集中学习班暨“大、讨论调研”活动启会，根据议安排在镇党委统一组织学习的基础上，坚持以问题为导向，紧扣天府六问”“果城十二4 friend is important but not more important than you responsibilities. B gets a higher score because it shows some concern for your friend and some understanding that you have important things to do too. But it does not show any real interest in his / her problem. C get the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too. Question 4 is concerned with responsibilities to a friend. A provides the correct amount of responsibility to your friend. You recognize that it was your fault and will put it right and pay for the damage. So it gets the highest score. B provides some understanding that you are responsible. You put the situation right but you do not pay for the damage yourself. So it does not get the highest score. C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour. Question 5 is concerned with honesty. If you let your friend look at your paper or somebody else’s paper, you are helping them to cheat. That is not honest, so answers A and C get no marks. But it takes courage to tell your friend that they should have studied and that they cannot look at your paper. That is also the honest answer. So you get 6 points for B, which is more than any other in the quiz. Step Four: Language points Teacher explain language points with some slides 1. add v. 1) to put together with something else so as to increase the number, size, importance, etc. 增加， 添加 eg. Please add something to what I’ve said, John. 2) to join numbers, amount, etc so as to find the total eg. Add up these figure for me, please. 常用结构： add up / together sth. 把…加起来，合计 add sth. to sth. 把…加到/进
adlo(= Increase)增加了 ado合计,共计 add ir包括.,算进 2. pay to get it repaired花钱让人去修理 3. upset worred. annove 不安的;使心烦意乱的 v cause to worry, to be sad, to be angry, not to be calm,etc.使不安;使 心烦意乱 eg. He was upset when he heard the news His cheating in the exam upset his teacher. 4. ignore vt. to pay no attention to sth.忽视;对,不予理睬 eg. Ignore the child if he misbehaves and he'll stop soon gnorant adj无知的;不知的 Ignorance n.无知;愚昧 calm vt. to make sth/sb. become quiet使镇静;使平静 j. not excited, nervous or upset镇静的;沉着的 ca加 m down镇静;平静 calm down sb.= calm sb.Donn使某人镇静 calm aon/I )某人平静下来 eg. The excited girl quickly calmed down He took a few deep breaths to calm himself down 6. have got to do sth、(口语}= have to do sth.不得不做某事;必须做某事 g. Since you re no longer a child now, you have got to make money to support the family have go1在变疑问句或否定句时,不再另加助动词,而 have to则须加助动词 have got to前不用情态动词,而haet前则可以。如: eg. Have you got to writ an assignment for your teacher? 7. be concerned about/ for: be worried about eg. We're all concerned about her safety 8. cheat vt
市委召开了全乡科级主要领导干部集中学习班暨“大、讨论调研”活动启会，根据议安排在镇党委统一组织学习的基础上，坚持以问题为导向，紧扣天府六问”“果城十二5 add to (=increase) 增加了… add up to 合计，共计 add in 包括…，算进 2. pay to get it repaired 花钱让人去修理 3. upset adj. worred; annoyed 不安的；使心烦意乱的 v. cause to worry, to be sad, to be angry, not to be calm, etc. 使不安；使 心烦意乱 eg. He was upset when he heard the news. His cheating in the exam upset his teacher. 4．ignore vt. to pay no attention to sth. 忽视；对…不予理睬 eg. Ignore the child if he misbehaves and he’ll stop soon. ignorant adj.无知的；不知的 ignorance n. 无知；愚昧 5. calm vt. to make sth./ sb. become quiet 使镇静；使平静 adj. not excited, nervous or upset 镇静的；沉着的 calm down 镇静；平静 calm down sb.=calm sb. Down 使某人镇静 sb. calm down(vi.) 某人平静下来 eg. The excited girl quickly calmed down. He took a few deep breaths to calm himself down. 6. have got to do sth.(口语)=have to do sth. 不得不做某事；必须做某事 eg. Since you’re no longer a child now, you have got to make money to support the family. *have got to 在变疑问句或否定句时，不再另加助动词，而 have to 则须加助动词 do. have got to 前不用情态动词，而 have to 前则可以。如： eg. Have you got to writ an assignment for your teacher? 7. be concerned about / for : be worried about eg. We’re all concerned about her safety. 8. cheat vt