Ⅰ. 模块教学目标 技能目标Skill Goals ▲ Retell a story and talk about relationships ▲ Learn to use having done as adverbial clauses and verbs followed by -ing and to (do) ▲ Write a paragraph on friendship Ⅱ. 目标语言
Talking about relationships I’ve known him / her for ... 功能句式We first met six years ago. I remember ... for the first time. We’re good / close / best friends. We (don’t) get on very well. We (don’t) trust each other. We ... quarrel. We see each other ... We’ve lost touch. / We still keep touch. 1. 四会词汇 interpersonal, close, trust, chat, hurt, financially, moody, amount, raise, theft, confront, count, lively, quarrel, regret, predict, click, reunite, couple, perfect, partner, mention, belong, bottom 词汇2. 认读词汇 note, cloakroom, locker, fair(n.), swing, underneath, sweet(n.) 3. 词组 burst out, knock ... over, lose interest in, from time to time, turn round, raise money, on the phone, make up, keep in touch, lose touch with, from the bottom of one’s heart, as a result, get on (with sb.), get to know (sb.), personal matter, tell a joke 1. Adverbial clauses: having (done) 语法Having lost all my old friends, I felt shy and lonely at my new school. 2. Verbs followed by -ing and the infinitive with to I remember meeting her for the first time. You must remember to keep in touch. 1. When he reached the final line, everyone burst out laughing. P22 2. But just under a year ago, Roy’s father was knocked over by a car. P22 3. He had always been a clever, hard-working student but now he seemed to Ⅲ. 教材分析与教材重组
1. 教材分析
本模块以人际关系中最重要的元素——友谊为话题, 通过谈论人际关系和友谊、阅读故事及介绍自己的好朋友等方式，使学生对友谊有更深刻的认识和理解，并能用已有的社会知识、亲身体会、用所学的语言知识和技能，听懂以讨论人际关系、谈论友谊为内容的材料，理解课文关于友谊的深刻意义，描述自己与朋友之间友谊的发展过程。
1.1 INTRODUCTION 以一组对人际关系观点的测试引入关于友谊的话题并对此加以讨论，辅以两个活动来学习有关友谊的词汇和短语。这一活动既呈现了本模块的中心话题——友谊，又为以后关于Friendship的进一步学习打下基础。
1.2 READING AND VOCABULARY包括一篇阅读课文和五项活动。其中Activity 1是阅读前的热身活动。设计了根据故事的开头和结尾推断故事的内容、情节的活动，为下一步的阅读留下悬念。Activity 2的任务是：用浏览的方式在课文中快速找出特定的信息用以回答问题。这两项活动的技巧性和实用性都很强，既能提高学生的阅读兴趣，又训练了学生的阅读技巧。 Activities 3, 4 ＆ 5是针对评价学生对课文的理解程度和学习课文中关于人际关系的词汇和短语而
重点句子 lose all interest in his work. P22 4. Having left something in the cloakroom, I went inside to get it. P23 5. They get on very well because they both have very lively personalities and have a great interest in books. P25 设立的三项任务，用于课文学习之后。供阅读的课文是一篇题为“Roy’s Story”的关于人际关系和友谊的故事。故事用第一人称叙述的手法，情节并不复杂，没有给出明确的结尾，为启发学生对于友谊和朋友的深层意义的思考留下了足够的空间。
1.3 GRAMMAR (1) 的主要任务是学习现在分词的完成体having done作状语的用法。其中设计了五项任务，要求学生分别以 ①回答问题，总结该语法内容的意义和用法；②句型转换；③连线造句；④改写句子；⑤完形填空等多项活动来操练这一语法项目。练习设计多样、充分。教师可在此基础上做些拓展性和巩固性练习设计。
1.4 SPEAKING 设计了两项活动。第一项活动要求在学习课文和语法的基础上，以轮流复述课文的形式来运用所学习的语法知识。第二项活动深入到了课文的思想内容，要求学生用讨论的方式发表对文中的“我”应该怎样做的看法，以提升对本模块的中心话题“友谊”的思想教育内涵。
1.5 LISTENING AND VOCABULARY 包括五项活动。Activity 1要求学生阅读一篇短文并根据其回答问题。Activities 2 ＆ 3是学习一些在短文和后面的听力材料中出现的有关人际关系的词汇和短语。这三项活动为下一步的“听”作了充分的准备。Activity 4是该部分的中心，要求学生在听的过程中捕捉细节信息，复述与所读的短文中不同的内容，并回答Activity 5中的问题。这些活动的设计有明显的梯度，能很好地训练和提高学生的听力技能技巧，培养学生抓住听力材料中的要点信息、分析和总结的能力。
1.6 GRAMMAR (2) 设计在听力基础之上。Activity 1要求学生使用在听力材料中出现的一些接-ing和to do作宾语时意义不同的动词完成句子，并从中体会这些词接-ing和to do的不同含义。而Activities 2, 3, 4 ＆ 5都是为了操练和巩固这一语法项目而设计的。由听力引出语法对学生来说是个新的挑战。该部分实际上是听力材料内容的延伸。
1.7 FUNCTION AND SPEAKING 的任务主要是要求学生以对话的形式练习口语。为了引导学生学会谈论人际关系，这部分共设计了三个项目，Activity 1为学生提供了作对话的步骤；Activity 2以回答问题的方式提供了谈论的方法；最后一项Activity 3在听力的基础上提供了谈论的素材，要求学生以扮演角色的
形式完成对话。
1.8 EVERYDAY ENGLISH部分主要学习一些英语词句的习惯用法和意义。教师可根据情况适当做些拓展性练习。
1.9 WRITING 要求学生描述自己建立人际关系的过程。这一部分的设计为学生提供了明确清晰的写作指导，为学生的写作训练扫清了障碍。
1.10 CULTURAL CORNER 是一篇泛读文章。向学生介绍了网络在帮助老友重逢、重温友情等方面所起的重要作用，有很强的时代感和人情味。
1.11 TASK 的主要任务是对学生进行口语训练。要求学生以对话的形式描述与朋友之间产生的问题、解决的过程、方法和结果，并对怎样维护友情提出建议。这部分所设计的五项任务层次清晰，内容连贯，为学生顺利进行口语训练提供了有效的帮助。
2. 教材重组
2.1 无论从话题内容上还是从学习方式上分析， INTRODUCTION, FUNCTION AND SPEA-KING, EVERYDAY ENGLISH和TASK都是一致的，因此可将这几部分整合在一起，设计成一节任务型“口语课”。
2.2 READING AND VOCABULARY中的五项活动和作为课文的阅读材料是一个整体，设计成一节 “阅读课”。再将WORKBOOK 中Vocabulary的巩固性练习加进来，这一课时会非常充实。
2.3 GRAMMAR (1) 和紧随其后的SPEAK-ING整合在一起是一节完整的“语法课”。因SPEAKING的任务是要求学生运用刚学过的语法知识复述课文，其作用恰好是巩固和活用所学语法，同时可把WORKBOOK中79页的语法练习1 ＆ 2充实到本课时中来。
2.4 根据本模块的特点, 可以把LISTENING AND VOCABULARY与GRAMMAR (2) 整合在一起上成一节“听力课”。GRAMMAR (2) 要求学生抓住听力练习中的语法点，拓展该语法内容，是听力材料的延伸。WORKBOOK中79页的练习3、4、5是配合GRAMMAR(2) 的，而83页的Listening and speaking 可作为本课时的补充。
2.5将 CULTURAL CORNER中的阅读教材与WORKBOOK中的Reading 部分整合在一起，组成一节“泛读课”。
2.6 WRITING 和WORKBOOK中的Speaking and writing可整合成一节“写作课”。
3. 课型设计与课时分配
1st Period Speaking 2nd Period Reading 3rd Period Grammar 4th Period Listening 5th Period Extensive Reading 6th Period Writing
IV. 分课时教案
The First Period Speaking
Teaching goals 教学目标 1. Target language目标语言 a. 重点词汇和短语
close, chat, friendship, lonely, relationship, shy, trust, predict, click, make friends, get to know, personal matters, close friend, two of a kind, get together, get on well, it’s my guess b. 交际用语
I’ve known him / her for...
We first met six years ago. I remember ... for the first time. We’re good / close / best friends.
We (don’t) get on very well. We (don’t) trust each other. We ... quarrel. We see each other...
We’ve lost touch. / We still keep in touch. 2. Ability goals能力目标
Enable the students to talk about friends and friendship, telling their partners what their ideas are about friendship and discuss how to keep friends. 3. Learning ability goals 学能目标
Help the students learn how to talk about friendship.
Teaching important points教学重点
Let the students learn to describe their friends and the thoughts of friendship as well as learn some everyday English. Teaching difficult points 教学难点
a. How to express their ideas about friends, friend-ship, personalities and so on. b. Guide the students to learn to describe a problem with a friend and give advice on how to keep friends. Teaching methods教学方法 Talking; pair work or group work. Teaching aids教具准备
A computer and a projector. Teaching procedures & ways教学过程与方式 Step I Lead-in
T: Good morning / afternoon, boys and girls! Ss: Good morning / afternoon, Sir / Madam! T: Please look at the picture on the screen. Show the following picture on the screen.
T: Do you know what the picture is about?
Ss: Yes. It’s about an old Chinese story “Asking for guilt with sticks”. T: Good. Who would like to tell the story to the class?
S: Let me try. The story happened during the Spring and Autumn Period. The two persons in the picture are Lin Xiang-ru and Lian Po. They’re both the upper officers
of kingdom of Zhao. Once Lin Xiang-ru made a great contribution to the country and had a chance to reach a higher position. But the general Lian Po envied him and always tried to put him in trouble while Lin Xiang-ru tried to avoid Lian Po each time he met him. Finally, Lian Po knew about that and felt very sorry for what he did. To show his regret, Lian Po came to Lin Xiang-ru and asked for forgiveness with sticks on his back. Lin Xiang-ru was pleased to forgive him. They later became best friends and under their efforts together, Zhao became a powerful kingdom.
T: That’s perfect. Let’s give him a big hand. So what can we learn from the story? S: Friendship is very important to everyone, and even to the management of a country.
S: Yes. Everyone needs friends. In our daily life, if we have friends, we can live a happier and better life.
S: If great persons have good friends, like Marx and Engels, they can help countries and the whole world. Step II Introduction
T: You’ve got the right thoughts. So during this class, we’ll learn something about the most important element in interpersonal relationships—friendship. I think this word isn’t unfamiliar to all of us. We have close friends, school friends and so on. What’s your own attitude towards friendship? I can’t help waiting to know. Look at some statements in Activity 1 on page 21 about friendship. Work in pairs to discuss whether you agree with them or not and explain the reasons to each other, starting like the example in Activity 4. Are you clear? Ss: Yeah!
The students will have a discussion and tell each other their ideas about these statements. After a while, check their jobs.
T: OK. The first statement is: Most people have only one close friend, someone they know really well. Do you agree with it? (The first pair)
S: I don’t agree with that. A lot of people have more than one close friend. For example, the 108 heroes in the Outlaws of the Marsh, who would devote their lives to their friends, were all close friends.
S: But I agree with it. Only one close friend is enough. Marx had only one close friend Engels. It was Engels’ friendship that helped Marx finish his great work for the working people.
T: Mm, both of you are reasonable. What about the second one? (The second pair) S: I agree with it. A good friend is a person who you can tell whatever you think in your mind and can help you; share your happiness and sorrow.
S: I don’t agree. Even though you have a good friend, you can’t tell him all your personal matters. You must learn to deal with them by your own.
T: All right. I see, you have different ideas. Well, what are your opinions on “Your friendship is as important as your relationship with your family”? (The third pair) S: I would like to argue that friendship is less impor-tant than relationship with family. Family is the most important part in our lives.
S: I agree with my partner. Friendship will never take the place of the relationship of family. But I also think it is very important in our life. In my opinion, they are not the same and can’t be compared.
T: Well done. Now, do you have any idea about “It takes time to really get to know someone and find out what they are like”? (The fourth pair) S: Yes, I think it’s right. Knowing a person needs time.
S: I don’t think so because I have a best friend. The first time we met, we both thought it’s as if we had known each other for quite a long time.
T: That’s true. “Everyone feels shy and lonely at some time in their life.” Your ideas? (The fifth pair)
S: That depends. Different people have different dis-positions.
S: But we are sometimes in a position where we’re helpless and sad. No one can avoid it.
T: Well done. Then come to the next: “To make friends easily, you need to be very kind.” Is that right? (The sixth pair)
S: Absolutely. We must be kind to each other.
S: Yes, I feel the same. Kindness is the basis of making friends.
T: Right. Then the last one: “To make friends easily, you need to be able to chat about
unimportant things.” Do you think so? (The seventh pair)
S: I agree. We can make friends via chatting. When we know each other well, we can tell some personal matters or something important for us.
S: But I don’t think so. Marx and Engels were close friends and all that they talked about were important things. But I agree that for our common persons, chatting unimportant things makes it easy to make friends.
T: You’re all great. You have your own opinions on friendship. That’s very good. Did you notice some phrases in the statements just now?
Ss: Yes. You stressed them while reading. And we also can find them in Activity 3. T: Oh, you’re so smart. Tell me the phrases and make sentences with them. S: “Make friends”. He’s good at making friends.
S: “Get to know”. I suddenly get to know that she is a cheater.
S: “Personal matters”. It’s my personal matters, and none of your business. S: “Close friend”. Close friends can help you a lot when you are in trouble. T: Wonderful. You’ve developed a good habit to gather information. Now let’s learn some words about relationship. Look at Activity 2 and match the meanings with the words in the box. Then make new sentences based on the words. The first one? Ss: “Relationship”. Relationship is important to everyone. T: Good. Then the next?
Ss: “Shy”. She’s shy when she meets strangers. T: Right. Then came to the third one.
Ss: “Trust”. Trust yourself, you’ll be the winner. T: Wonderful. How about the next?
Ss: “Friendship”. I value our friendship very much. T: Brilliant boy. The next one?
Ss: “Chat”. He’s chatting with his friends happily. T: Oh, a happy scene. We’re coming to the last. Ss : “Lonely”. He felt lonely while studying abroad. T: Good job.
Step III Function and Speaking
T: By what you did just now, I believe you’ve known much about friendship. We’ll start a new part now. You all have friends, don’t you? Ss: Yes, we do!
T: Well, you must be eager to tell the class about the story between your friends and you, right? I’ll give you a chance. Work in pairs and talk to each other about your best friend using the questions in Activity 2 on page 28, according to the steps in Activity 1 on page 27. A few minutes’ 1ater, I’11 ask some of you to present the outcome of your ideas in the form of telling stories to the class. OK?
The students will start to have a talk in pairs, while the teacher goes among them to see if they have any questions and directs the students’ activities. A few minutes later. T: Are you ready? Ss: Yes.
T: Who want to be volunteers? Ss: (The first pair) Les us have a try. Possible stories:
1. My best friend is my classmate. What is special, we have been in the same class since primary school. We know each other very well and we often have the same feeling. After all, we have stayed together so long. We sometimes quarrel about small things but not long we apologize to each other. We’re just like sisters.
2. I met my best friend all by accident. One day I was playing basketball on the ground, suddenly I hurt my feet and they bled. They were nearly killing me. Fortunately, a boy crossed by and sent me to the hospital in time. My feet were cured and a good friend is also made. I value our friendship very much. He is a kind- hearted boy and I hope our friendship will last forever. T: Very good and wonderful! Thank you and sit down, please!
Show the information in the listening text on page 25 for the students to do the pair work.
T: Now let’s switch roles to act as a reporter and Liao Mei. By questioning and answering, we’ll learn more about their friendship.
Let the students make the interview as being told and then check the work. Sample dialogue 1:
A: When did you first meet each other? B: We met each other about nine years ago.
A: How are you getting on? And how about your friendship now?
B: We get on very well all the time and the friendship between us hasn’t changed a little. We treat each other just like family members. A: Have you ever quarreled?
B: Yes, We have quarreled seriously three times. But each time we have made up and become best friends again. A: A firm friendship! Thank you. Sample dialogue 2:
A: What do you two have in common?
B: We both have very lively personalities and have a great interest in books. A: Do you always have the same idea about things in your life?
B: Most of the time we have the same idea, but some-times we have a little forks. But that has no hurt to our friendship. A: Have you always been together now?
B: No. We went to different colleges at the age of 18, but we keep in touch through e-mail and still stay best friends. A: You are really best friends. Thank you.
T: Very good job! How I envy their friendship! What about you? Ss: Yes, we too.
T: I wish you all best friends in your lives. Now we’ll come to Everyday English. Step IV Everyday English
T: Now turn to page 28 and look at each sentence in Everyday English. Please tell me what the words in bold mean. And try to remember them.
Prepare a table on the screen. When the students speak out one phrase with one meaning, show them out with the sample sentence. Dick the mouse one by one.
Phrases two of a kind get together get on well It’s my guess click Examples They are really two of a kind. Friends often get together. The old couple gets on very well. How nice it is! It’s my guess! Good friends always click each other. If time possible, manage the students to make more sentences. Step V Task
T: Now let’s start a new part. Sometimes good friends quarrel with each other. Now work in pairs to describe a problem you had with a friend and give advice on how to keep friends. I think it will be of great use to you. Here is a talking guide for you. Let’s learn how to do this kind of dialogue. Show the guidance on the screen. Relationship Problem Good friends on the Internet Quarreled on line because he sold my equipment in the game without telling me ahead What happens What to learn Forgive each other and still be good friends Listen to your friend patiently before quarrelling; kind and forgiving Advice on how to keep friends A sample dialogue:
A: How did you know each other?
B: We know each other via the Internet. We played the same game and felt happy talking to each other.
A: Then what is the problem between you?
B: One day I found that he sold my equipment of the game without informing me. I got very angry and quarreled with him on line. A: What happed next?
Friends need respect, trust and understanding; to be honest; keep in touch B: Then he said sorry to me and told me that he really had some very important things to buy and phoned me quite a few times but couldn’t find me. So he decided to sell it first and tell me about it later. I also remembered that I was out those days and my phone is power off. So I forgave him. Now we are still good friends. A: So what do you learn from this experience?
B: Friendship needs trust. Be patient before you want to lose your temper .Try to listen to and believe others, kind to your friends and learn to forgive others. Then you’ll be welcome.
A: Please give us some advice on how to keep friends.
B: Friends need respect, trust and understanding. Kindness and honesty are important for you to keep friends. Don’t forget to keep in touch with your friends.
After the students have finished their jobs, ask some groups to act out their dialogues. There may be a variety of possible ideas to come up with. Step VI Homework
T: You have done very well in the class. That’s all for this period. Homework for today:
Try to find a song about friends and friendships and learn to sing, tasting the feeling in the song.
In the next period, I’ll check your homework by asking you to sing the songs in either English or Chinese. Goodbye, everyone! Ss: Goodbye, Sir / Madam.
The Second Period Reading
Teaching goals教学目标 1. Target language目标语言 a. 重点词汇和短语
chat, trust, note, cloakroom, amount, locker, fair, charity, theft, swing, financial, moody, close friend, personal matters, burst out laughing, think to myself, knock over, from time to time, go bright red, turn round, raise money b. 重点句子
When he reached the final line, everyone burst out laughing.
But just under a year ago, Roy’s father was knocked over by a car. Roy and I see each other from time to time, but we’re no longer close. Having left something in the classroom, I went inside to get it. I turned round and walked out without saying a word. 2. Ability goals能力目标
Enable the students to talk about the friendship in people’s daily life. Let them know that friendship is one of the most precious things in the world. 3. Learning ability goals 学能目标
Let the students learn how to talk about the friendship among people and how to make a brief summary about the importance of the relationships in people’s life. Teaching important points 教学重点
Help the students know something about the friendship and the relationships. Teaching difficult points 教学难点
a. Analyse the writing peculiarity of the text and the structure of some sentences. b. Summarize the main idea of each paragraph as well as the text. c. Guide the students to talk about the relationships in their life. Teaching methods 教学方法
Fast-reading and careful-reading; thinking and summarizing. Teaching aids 教具准备
A recorder, a projector and some slides. Teaching procedures & ways教学过程与方式 Step I Lead-in and Pre-reading T: Good morning / afternoon, everyone! Ss: Good morning / afternoon, Sir / Madam!
T: Every day in our life, many persons care for relationships among themselves and other people. Do you know why?
Ss: They treasure their emotions.
T: That’s right. But do you know the true reason? Ss: No. / Just a little. / Yes. / Don’t know much. ...
T: With the development of society, our life is changing. The relationships become more and more estranged. Perhaps this is the true reason. At the end of last period I asked you to find some popular songs about friendship. Have you prepared? Ss: Yes.
T: OK. Now I want some of you to sing these songs to feel the sincere emotion in your minds. When one is singing, the rest should listen. If you want to sing after him / her, you may put up your hands, and when I send a signal, the front one should stop and the next one will go on to sing without stop in order to save time. Are you ready? Ss: (Very excited) Yes!
T: Who will be the first to sing your song?
S: “Where are you from, my friend? Just like a but-terfly getting into my window.” S: “I don’t know how long you can settle. We have been separated for so long a time.” ...
S: I want to sing a song, which is my favorite song: “Friends, Oh my dear friends, do you remember me now? If you are in trouble, please tell me now ...” S: I cannot wait any more. “You’ll set out today, my friend, cheer up ...”
S: “I live lonely all these years with rain and wind having errors and tears, but I still remember what insistence is.”
S: “Friends walk together in their entire life, the old days will never again.”
Ss: (Can’t help singing together) “One word, the whole life; the love of lifetime, a cup of wine.”
“Friends never feel lonely, a calling‘friends’ you will know.”
“There is a hurt, there is a pain; you have to leave, you have me in your side.” ...
T: Very good job! You are great! But time is lim-ited, and we have to come to Activity 1 on page 22. Read the beginning and end of the passage. Can you guess what kind the story is?
After the students have a short discussion about that.
S: I think it’s talking about a good friend of “mine” — Roy. His kindness gives
“me” warm when “I” feel lonely.
S: I don’t agree with you. I think this is a story about how the friendship between Roy and “I” has developed. Because “I remember the first time I met Roy ... I was so surprised that I just stood there ... Roy walked in.” T: OK, very good! Now let’s see who is right. Step II Fast-reading
T: Let’s read the text: Roy’s Story. I will give you a few minutes to do a fast reading and then I will ask some questions about the story in Activity 2. Please begin. The students will skim the text with questions in Activity 2. A few minutes later. T: Are you ready? What about the first question? S: Roy likes telling joke and was a popular boy. T: And the second one? S: They become good friends. T: How did Roy change?
S: He became silent and moody because of his father’s death. T: And the next one?
S: Daniel saw that Roy was stealing other people’s money. T: What happened to the ￡500? S: It was stolen by someone. T: And the last one?
S: He found the paper notes in Roy’s pocket!
T: Very good! Now let’s listen to the tape on this text. This time, pay attention to the whole story and try to get the main idea of each paragraph.
After playing the tape, give the students two or three minutes to think about the main ideas, allowing them to have a short talk about the text. Then check their work. T: Let’s talk about the main idea of each paragraph. Ask the students to present the main idea of each paragraph. The result may be as follows:
Para 1: “I” had no friend when “I” came here.
Para 2: Roy was kind to me and we became good friends.
Para 3: Roy changed a lot, becoming silent and moody as his father died. Para 4: “I” saw Roy stealing others’ things. Para 5: “I” was not sure whether Roy was a thief. Para 6: The ￡500 was stolen by someone.
Para 7: “I” decided to ask Roy about the theft only to find the ￡500 was in his
pocket.
Para 8: A no-end story’s end: “I” didn’t know how to deal with the problem.
T: Very good! It seems that you know well about the text. But do you think more about the further meaning of the story? Such as how to help friends when they are in trouble and how to develop friendship and so on? Step III Careful-reading
T: All of you have your own ideas about friendships and every idea has its reason. Let’s read the text again carefully to make sure your idea! And at the same time I’ll give you four questions on the screen to think about. When you finish your reading, I will check your answers. Show the questions on the screen.
1. Why does Roy become silent and moody? Is he really bad seriously? 2. As his friend, what can you do for him at such a time? 3. How did Daniel do? Do you think he did very well? 4. If you were “I”, what would you do? A few minutes later.
T: Do you have any ideas about the first one?
S: I think Roy is away from his classmates on purpose. Because his father died, he loses his hope to life and feels sad and empty. But he is not really bad seriously. He just needs help.
S: Yes, I agree with you. But the other reason is his friends don’t help him promptly. S: I don’t think so, his good friend, Daniel, wants to help him, but Roy himself doesn’t want to talk to others. He just wants to keep himself away from other people. And then he becomes worse and worse.
T: Roy has become a thief now. If you are his friends, what can you do for him at such a time? Do you give him up or help him?
Ss: Certainly we should help him. He used to be a good student and he can tell right from wrong.
T: How did Daniel do in the story? Do you think he did very well?
S: Even though Daniel wants to help his good friend, he only wants, but doesn’t do something useful! He should talk to him promptly, but he didn’t, even trusted his friend. So I think Daniel didn’t do very well.
S: But I think Daniel doesn’t give up his friend. He always wants to help Roy, that’s good. It’s not too late if he tries his best to help him at once. T: What would you do if you were Daniel?
S: If I were Daniel, I would trust my good friend and help him run out of sorrow to become bright again. If I had not so much power, I would also try my best to save him. S: If I had not enough power, I would ask all his old friends to help him, talking with him, asking him to play with us, comforting him and so on. In one word, make him feel the warmth from friends.
The students may have all kinds of thoughts about the questions. Control the time and situation and lead the students to the next step.
T: I think you know some of the meanings about friend-ships. Now let’s have a deeper thought about our text and make summaries on different sides to show what we learn. The summaries of the story:
Main idea Make readers think about friendship further through the story and tell us a fact: Everyone needs friends and friendship. Writing techniques 1. Use the first person to make readers feel close to life, real and natural. 2. Without a clear end, give readers enough space to think a lot. Writing purpose 1. Call for friendship. 2. Think about the deeper meaning of friendship. Learn from it 1. It’s important to have a good relationship in our daily life. 2. Treasure friends and friendship. 3. A friend in need is a friend indeed. Step IV Post-reading and Word study
T: Let’s look at Activity 3 on page 22. Find the same kinds of words according to the meaning given to us and make sentences using each kind of words.
S: Three words can be found in the first meaning. They are “note, wallet, financial”. The paper notes in your wallet can solve your financial problem. S: In No 2: “theft, thief”. You cannot be a thief to do theft. S: “Knock over”. The drunk was knocked over by a car last night.
S: “Move (house)”. The Rocks moved to a small town as Mr. Rock’s faith in his business.
S: “Make (money)”. I want to make money myself. S: “Raise money”. I want to raise money from my uncle. S: “Amount”. There are amount of trees in the city.
T: OK, well done! Now look at Activity 4. Form complete sentences according to the meaning given with the words and phrases found in the passage.
S: Charity is an organization that gives money or help to people who need it. S: Cloakroom is a room where you can leave your coat, bag, etc. S: To burst out laughing means to suddenly start to laugh.
S: Locker is a small cupboard that locks, used to keep books, clothes, etc. in a school or office.
S: When your face becomes pink because you are em-barrassed, you will go bright red.
S: Moody means often becoming angry or unhappy. S: Fair is something organized by a school to make money.
T: You’re so good, my kids. Now, let’s choose the correct answers in Activity 5 one by one, OK?
Let the students do Activity 5 and then check the answers with the whole class. Step V Vocabulary (P80)
T: Now let’s deal with Exercise 6 on page 80. Please do pair works to write two or three pieces of advice to Sam. And then I will check your answers. Sample writing 1: Dear Sam,
I think you should write her a letter to explain what you have done, even she is still angry. Apology is not a simple thing, it needs patience and sincerity. If you really want her pardon, you should let her feel happy. So good luck! Joe
Sample writing 2: Dear Sam,
I know you are very worried about whether she will pardon you, but at first you should make sure what you have done to her. Have you said something making her angry? It is important how you can do to make up. Then, you can try to explain to her. Even though you would wait for weeks to apologize to her, wait her to calm down. These are my advice. Joe
Then lead the students to do Exx. 7 and 8, then check them one by one. Step VI Homework
T: Homework for today: Please write your own endings to the story, and tomorrow I would choose some of you to read your own ends. That’s all for today’s class! Good-bye, everyone! Ss: Good-bye, Sir / Madam!
The Third Period Grammar
Teaching goals教学目标 1. Target language 目标语言 a. 重点词汇和短语
shy, lonely, confront, count, underneath, chat, argue, on the phone, get to know, make good friends, move house
b. 重点句式
Having lost all my old friends, I felt...
Having left something ..., I went inside to get it.
That weekend, having thought about the situation ..., I decided to... 2. Ability goals能力目标
Enable the students to use the adverbial clauses: having done correctly. 3. Learning ability goals学能目标
Help the students learn how to use the adverbial clauses: having done. Teaching important points 教学重点 1. “Having done” used as the adverbial clauses.
2. Let the students try to use the new language in the grammar section to tell part of the text.
Teaching difficult points教学难点
How to teach the students to master the usage of “having done” as the adverbial clauses.
Teaching methods 教学方法 Concluding and summarizing; practice. Teaching aids 教具准备 A projector and a computer.
Teaching procedures & ways 教学过程与方式 Step I Revision
T: Good morning / afternoon, everyone! Ss: Good morning / afternoon, Sir / Madam! T: Have you finished your homework? Ss: Yes!
T: That’s good. First, work in groups of four and check your endings of the story one by one in your group. When all of you have finished, put up your hands and I’ll check one of you. Clear? Ss: Yes!
The students will tell the endings of the story to each other in their groups. When they
have finished, make random sampling. Someone can be chosen to tell in the class. Possible sample 1:
... Seeing that I was standing there with the money in my hands, Roy went bright
red and couldn’t speak. I asked him what happened, but he wouldn’t tell me. Then I said to him that we were good friends and he should trust me. Slowly, he told me that his family met financial problem and he needed money to help his mother. He had no other way but to steal. Then he begged me not to tell others. Having listened to that, I persuaded him that he should put the money back and I would help him to find a part-time job to earn some money to help his family. Also I promised him to keep his secret and help him to catch up with other students. I asked him to set up confidence and get out of the dark. I would be always his friend and be ready to help him at any time. These days, he looks much better than before. Possible sample 2:
When Roy saw me in his room with the money in my hands, he realized that I
had known what happened. Then he became angry and asked me to go out. I was angry too and quarreled with him that no matter how, he shouldn’t have stolen money. I said that he should ask friends for help when he felt sad but not give himself up. I said he was such a good student before that I felt how proud being his good friend, but now, he became a thief! A short silence later, Roy burst out crying. He cried so badly that he made me begin crying with him together, taking him in my arms, I comforted him and told him that we were good friends and he should trust me. Having heard the financial problem with his family, I persuaded him to put back the money and I would keep secret for him. Then we decided to find part-time jobs to earn money to help his family. Now Roy is going out of the dark.
T: That’s perfect. Your endings of the story are very good. Step II Grammar
Lead the students to learn the grammar and do the exercises.
T: Now, please turn to page 24 and look at the three sentences in Activity 1. Do the words in bold refer to the present or the past? Ss: The past!
T: Do the two parts of each sentence refer to the same person? Ss: Yes!
T: Now please do Activity 2.
S: He felt shy and lonely because he had lost all his old friends. S: He went inside because he left something in the cloakroom.
S: He decided to confront Roy after he thought about the situation for a while. T: Very good! Now, come to Activity 3. Please match the two parts of the sentences, using “having done” as the adverbial clauses.
After the students finish the activity, devise some more activities, such as: letting the students translate the sentences into Chinese or change “having done” into adverbial clauses led by “after, when, because” and so on. After that, manage the students to deal with Activities 4 and 5 and then check the answers.
T: Just now we’ve done a lot of exercises about the grammar. Let’s make a summary. Show the summary on the screen.
Two situations when “having done” used as an adverbial clause: 1. The action “having done” happens before the action of predicate.
2. The two parts of the sentence have the same person as the performer of the actions. e.g. Having known Roy for years, I did not expect him to behave like this.
Explanation: About time: First “know”, then “not expect” About the performer: “I” know and “I” not expect Step III Speaking
T: Do you have any questions about the grammar? If you have no problem, we’ll do group work in this way: take turns to tell part of the story and try to use “having done” as the adverbial clauses. Let’s begin. Sample group 1:
A: Having listened to the story told by Roy, everyone burst out laughing. B: Having lived in the north of England many years, our whole family moved here. C: Having lost all my old friends, I felt shy and lonely at my new school.
A: Having been invited to join his particular group, I started getting to know people. B: Having been knocked over by a car, Roy’s father died a few days later.
C: Having lost his father, Roy became silent and moody. ...
Sample group 2:
D: Having lost all interest in his work, he was not a clever and hard-working student any longer.
E: Having left something in the cloakroom, I went inside to get it. F: Having gone bright red, Roy said he would put it back right then.
D: Having had a big fair in order to raise some money for a charity, we made about ￡500.
E: This weekend, having thought about the situation for a while, I decided to ask Roy about the theft. ...
Then come to Activity 2 and have a discussion.
T: Very good, and it seems that you’ve learned the grammar well and can use it freely. We’ve learned the text in last period and can you remember what Daniel’s problem at the end of the story is? Ss: Yes!
T: Have a short discussion to tell each other: What do you think Daniel should do? The students will have a discussion about that and then, ask some groups to tell the class about their ideas. Sample group 1:
A: I think Daniel should help his old friend. Every-one knows that a friend in need is a friend indeed. At this time, Roy needs help most.
B: Yes. I agree. Daniel should try to persuade Roy to put the money back and keep the secret for him. Then try his best to help Roy get out of the dark.
C: Daniel should find all Roy’s old friends to help him together. In that way, Roy could be moved and come back to his friends. Sample group 2:
D: Daniel should take actions at once. First, try to persuade Roy to put the money back. Then, have a talk with Roy and make him know that his friends never forget
him. Daniel should comfort him and help him to set up confidence again.
E: Also, Daniel may ask all his old friends to help him. For example, organizing them to raise some money for Roy to help him settle some financial problems, or finding a part-time job for him to support his family.
F: The most important thing, I think, is that Roy needs comfort, understanding and support from friends, so Daniel should see him more often and talk with him more, making him feel the warmth of friendship. Step IV Practice (P79)
Ask the students to do Ex. 1 in Grammar on page 79 to consolidate their grammar knowledge just learned, joining the two sentences using “having done” or “not having done”. Ex. 2 requires the students to work in pairs, completing the sentences in their own words. A few minutes later, check the answers. Step V Homework T: Homework for today:
1. Revise the grammar and learn to use them in the sentences.
2. Write five sentences with “having done” as the adverbial clauses and we will cheek them tomorrow. Goodbye, everyone!
Ss: Goodbye, Sir / Madame!
The Fourth Period Listening
Teaching goals 教学目标 1. Target language目标语言 a. 重点词汇和短语
lively, quarrel, regret, hurt, personality, make up, keep in touch (with sb.), have an interest in, lose touch (with sb.) b. 重点句式
They get on very well because they both have very lively personalities and have a great interest in books.
They have quarreled seriously three times but each time they have made up and ... I remember meeting her...
You must remember to keep in touch. 2. Ability goals能力目标
a. Enable the students to talk about friendships further.
b. Enable the students to use verbs followed by -ing and the infinitive with to. 3. Learning ability goals学能目标
a. Help the students learn how to talk about friend-ships further.
b. Help the students learn how to use verbs followed by -ing and the infinitive with to. Teaching important points 教学重点
Complete the sentences from the listening part and put the verbs into the -ing or to do. Teaching difficult points 教学难点
Pick out the information needed to finish some sentences to learn some grammar knowledge.
Teaching methods 教学方法 Listening; talking; cooperative learning. Teaching aids 教具准备 A recorder.
Teaching procedures & ways 教学过程与方式 Step I Revision
Ask the students to read aloud their English sentences in the class. T: Good morning / afternoon, everyone! Ss: Good morning / afternoon, Sir / Madam! T: Have you finished your homework? Ss: Yes.
T: OK. Please read your sentences.
Ss: Having finished the home-work, the boy went out to play. Having done a hard work, they stopped to have a rest. Not having bought the ticket, they couldn’t see the film. Having been fed, the chickens run everywhere in the yard.
Not having gone to the market in the morning, they have no fruit to eat today. Step II Listening and Vocabulary
T: There is a short passage on page 25. Read it and answer the questions given below. Ss: Yes.
A few minutes later.
T: Are you ready? The first one, please? S: Liao Mei and Wang Chaosu are still friends. T: Yes. The next one?
S: Because they still stay best friends though they have quarreled before. T: Yes. And what about the last one?
S: It’s not certain. Everyone has his own personality and it is not certain that they have the same thought at every thing. Sometimes good friends may quarrel but if they can understand and forgive each other, thinking more of the other, their relationship will better than before.
S: Yes. Friendship going through hardness and diff-iculties is more honest and firm. But too many quarrels must hurt friendship. So I think it’s better to try to avoid quarrels between friends.
T: You have done a good job. Now read the passage again to answer the questions in Activity 2 using the words in the box. Several minutes later, check the answers. T: Can you make sentences with these words?
S: Yes. The person who has a very lively personality will be popular. S: Quarrels will hurt feelings between friends.
S: I regret that I haven’t caught the chance to study abroad.
S: He fell off his bike when riding to school in a hurry and got hurt badly. T: Very good!
Then let the students do Activity 3 and later check the answers.
T: All right! Now look at the screen. Here is a statement with some missing phrases. Read it and complete it with the phrases you matched out just now. Show the statement on the screen without filling in it.
We are all only children in our families so we often feel lonely in our insides. We need best friends who have interests in the same things to talk about our personal
matters and this is important to us. So we should get on well with each other. If we quarreled with a friend about something, we should make up as soon as possible. In order to keep friends, we should keep in touch with our friends but never lose touch. Ask some students to fill in the missing phrases and then check the answers. T: Now, we’ll have our listening test. I’ll play the tape three times. For the first time, listen to Liao Mei talking about her friendship. She says five things that are different from the statements in the passage in Activity 1. After listening, tell the class what they are. OK? Ss: Yes.
Play the tape just once and then ask someone to repeat the five different things to the class. Check the answers with the whole class.
T: There are two parts of the questions in Activity 5. Please go through the questions before your listening for the second time and try to keep them in mind so that you can pay much attention to the important information that you need. This is a good way to prepare for a listening test. One or two minutes later.
T: Now, if you are ready, let’s begin! Play the tape again and then check the answers. Step III Grammar
T: This time, we’ll listen to the tape for some specific information. Please pay much attention to some verbs with -ing or to do as the objects. Then complete the sentences given in Activity 1 on page 26.
Play the tape for the last time. Then check the answers.
And then deal with Activities 2, 3, 4 ＆ 5 about the verbs that have different meanings when they are followed by -ing or to do. And check the answers with the whole class.
T: Now, let’s make a summary about some verbs followed by -ing and to do. Show the summary on the screen.
Verbs with different meanings when followed by -ing or to do:
Words 1. remember doing remember to do 2. forget doing forget to do 3. regret doing regret to do 4. stop doing stop to do 5. go on doing go on to do 6. try doing try to do 7. need doing need to do 8. want doing want to do Meaning sth in the past sth in the future sth in the past sth in the future sth in the past sth in the future sth being done sth else sth being done sth else try sth do one’s best passive active passive active (1-5 come from the book; 6-8 may be added by the teacher.)
Then ask the students to come to the WORKBOOK on page 79 to deal with Exx. 3, 4 ＆ 5 in the Grammar to consolidate the knowledge. Step IV Listening (P83)
T: Now, Look at Exercise 12 on page 83. Before listening to three people’s talking about making friends, try to predict what each of them may mention according to their descriptions. Please work in pairs, and I’m eager to know your ideas. After the students do that, check them.
S: Young Tony may talk about new friends after he comes to a new country from his school in the UK.
S: I think Sarah may talk about her feeling when she came to China at the very beginning. She might be lonely and shy because of the language problems.
S: The old man Fred may talk about his experiences during his life, such as wars, losing jobs, losing old friends, making new friends as well as the life in the old days. T: Very interesting. Now, please go through the statements in Exercise 13 before your listening and pay attention to the information that will be mentioned so that you can listen to the listening material smoothly and can check the true ones. One or two minutes later.
T: Now, if you are ready, let’s begin!
Play the tape just once. Then let the students check the true statements and correct the false ones. After that, lead the students to Exercise 14 to answer the questions given about the listening test and later check the answers. At last, ask them to work in pairs, making dialogues. A sample dialogue:
A: Did anything happen on your first day at school?
B: Yes, a very funny thing. When I got into the school yard, I felt everything fresh. As I was walking, I turned my head right and left now and then to see the new looks. Suddenly I knocked against another person.
A: That’s very funny. And what’s the first word you said to each other?
B: After we looked each other for a short while, we burst out laughing at the same time. Then we said sorry to each other. A: What did he look like?
B: He was tall and thin with a lovely face. A: What were you both wearing?
B: Also very funny. We were wearing the same clothes, the same shoes and doing the same thing — walking with turning his head right and left now and then to see the new looks. So we knocked against each other. Later, we became good friends. A: It was indeed an interesting story on your first day at school! Step V Homework
T: Today we have talked about and listened to some-thing about friends and friendships. Tomorrow we’ll learn more information about friendships. Please preview the CULTURAL CORNER on page 29. Now class is over. Goodbye,
everyone.
Ss: Goodbye, Sir / Madam.
The Fifth Period Extensive Reading
Teaching goals教学目标 1. Target language 目标语言 a. 重点词汇和短语
couple, perfect, partner, mention, belong to, from the bottom of one’s heart b. 重点句式
One of the biggest Internet successes is a website called...
She and her husband realized that the Internet was the perfect way to get in touch with...
It would have been impossible to find my daughter without the help... 2. Ability goals能力目标
Enable the students to have the information of Internet and the successful website called Friends Reunited and think more about the importance of friends. 3. Learning ability goals学能目标
Help the students learn how grasp the information of Internet and the successful website called Friends Reunited.
Teaching important & difficult points 教学重难点
Let the students learn about the website called Friends Reunited and talk about the importance of friends further. Teaching methods 教学方法 Listening and reading. Teaching aids 教具准备
A recorder, a projector and a computer.
Teaching procedures & ways 教学过程与方式 StepⅠLead-in
T: Good morning / afternoon, everyone! Ss: Good morning / afternoon, Sir / Madam!
T: With the development of science and technology, cell phones have become a very
common communicative tool, and most of you have cellphones, is that right? Ss: Yes.
T: But at the same time, a very annoying pheno-menon appears. That is, we sometimes receive messages or phone calls from strangers. Last night, a strange number appeared on my cellphone, but it was not from a stranger. It was from one of my best friends in junior middle school. She really gave me a big surprise. We talked about our old friends, and now I want to get in touch with all my old friends, but I don’t know how to contact them. I think most of you have the same problem. Right? Ss: Yes.
T: Today, we will learn about a way to get in touch with your friends. Step II Fast-reading
T: Now please open your books and turn to page 29, let’s come to the passage—“Friends Reunited”. Look at the screen. Show the following questions on the screen. 1. What is Friends Reunited? 2. Who built it? 3. How to use it?
4. Do you think a website like Friends Reunited would be successful?
T: Try to finish reading the passage in four minutes. After reading, answer the questions. Are you clear? Ss: Yes.
Give the students four minutes to read the passage, then ask some students to answer the questions.
T: OK, time is up. Who would like to answer the questions? Volunteer?
S: Let me have a try. Friends Reunited is a website, which brings together old friends, people who used to be friends with each other, but have not seen each other for a long time.
S: Steve and his business partner, Jason Porter, built it.
S: People join the website and give information about themselves — the names of their old schools, the neighbourhood they lived in, the colleges they went to, the sports teams they belonged to, etc. To find an old friend, they type in the old friend’s name, school, etc.
S: Yes, I think so. I think a website like Friends Reunited is very important. I just want to take my experience as an example. I had many friends in elementary and junior middle school, but we have to study in different schools now. And we all have to work very hard to go to a good university. So gradually we lose touch with each other. In fact, we miss each other very much. After graduation, if we can get in touch with each other by using such a website, we will be very excited. I think it is the same as everyone who wants to reunite with their friends. T: Very good.
Step III Careful-reading
T: After reading the passage, I think all of you have known something about the website. Now who can explain the name of the website according to the passage? S: I want to explain the name from the word “unite”. Unite means to join together with other people. “re” is a prefix which means again. So reunite means to join together with other people again. The title means two or more people were friends at first, but for some reason, they lost touch with each other, and later by using this website they can get in touch with each other again.
T: Yes. Excellent. Now let’s read the passage again. This time, please read it carefully, and after reading, summarize each paragraph. Try to finish the task in six minutes. Six minutes later.
T: Have you finished? Any volunteer?
S: Paragraph 1 mainly tells us what Friends Reunited is. T: Yes, that’s right. Now how about paragraph 2?
S: The second paragraph tells us Steve and Jason Porter founded the website, and it has become a big success. T: Good. Now paragraph 3?
S: The third paragraph tells us how to use Friends Reunited.
T: Right. The last paragraph?
S: This paragraph mainly explains that many people have benefited from the website. T: You did a good job. In order to understand the pass-age better, let’s learn some language points in it. First look at the word “couple” in the second paragraph. Here it means a wife and a husband. Do you understand? Ss: Yes.
T: OK. Next one is the phrase “belong to” in paragr-aph 3. If I say this pen belongs to me, I mean this pen is mine. Now who can make a sentence using it? S: This umbrella belongs to my sister.
T: Good. The last one is “thanks to” in the last para-graph. It has the similar meaning with “because of”. For example, “Thanks to the good weather, we can arrive on time.” Are you clear? Ss: Yes.
T: Do you have any questions? If there is any, explain their questions. Step IV Post-reading
T: Up to now, I think you have understood the whole passage very well, now let’s listen to the tape, while listening, please pay attention to the pronunciation and intonation. And after listening, I will ask one of you to summarize the whole passage. Then play the tape. After listening, ask one student to say the general idea of the passage.
A sample summary:
Friends Reunited is a website which helps old friends to get in touch with each other again. It was Steve and Jason Porter who founded the website, and now it has become a successful and widespread website. More and more people have benefited from it and more and more people are becoming interested in it. Step V Reading (P81)
T: Just now, we learnt a passage about a website which helps old friends to get together. And I think all of you have friends. Now I would like to know something about your best friends. Who would like to say something about your best friends?
S: I want to say something about my best friend, Li Hua. We were in the same class when we were in junior middle school. She is always ready to help others. When I am in trouble, she is always the first one to help me. Besides, she is kind-hearted. I like her very much.
S: My best friend is Tom. He is really an energetic person. He can sing, dance, and he is an excellent basketball player. The most important thing is that he is very kind. He always helps those who are in trouble.
T: Good. From your descriptions, I can conclude that most of you want to make friends with the persons who are kind, helpful, and brave. In other words, we all want to make a friend who can share happiness and sorrow with us. But some-times, good friends will quarrel, and some people don’t know how to make friends. If you have the same problem, don’t worry; let’s find the solution together. Now, come to the passage Friendship First on page 81. Skim the passage and answer the questions on the screen.
Show the following questions on the screen. 1. Where does the passage come from? 2. Who is it for?
3. How many aspects are mentioned?
Then give the students some time to skim the passage, and answer the questions. Sample answers:
1. The passage comes from the Internet. 2. It is written for the teenagers. 3. Four aspects are mentioned.
T: Yes, you are right. Now let’s read the passage carefully and answer the questions in Exercise 10 on page 82.
Then give the students six minutes to read the passage again and answer the questions.
T: OK. Time is up. Who wants to be the one to answer the first question?
S: I want to have a try. We start to make relationships outside the family as soon as we can walk and talk.
T: Right. Now the second one?
S: Friends can give us all-important support and independence.
T: Yes. I think all of you want to find friends who can help you when you are in trouble. How about the third one?
S: We can share secrets with, tell jokes to, and talk about our interests as well as our worries with them. And we can also enjoy hobbies and sports together and share our discovery of the world. In a word, good friends can share happiness and sorrow. T: Very good. Now the next one?
S: Because during the years from 13 to 18, we are changing in lots of ways.
T: Yes. So at this time, we need friends to share our feelings. But if you want to make friends, what should you do to try and get to know new people? S: We can join a club or take up a hobby or a sport.
T: Yes, because there are many people in such kind of places. And you can easily get to know some people. Do you think everyone makes friends?
S: No. Some people are quite happy to spend time alone. So they don’t make friends. T: Different people have different characters, so not everyone makes friends. But to most of us, friends are important, and the writer gives us seven tips on how to make friends. One of them is to advise to be a good listener. Why should we do this? S: If you don’t listen carefully when someone is talking to you, he or she will think that you don’t care about him or her at all, as a result, he won’t trust you, and doesn’t want to make friends with you, so if you want to be a good friend, first you must be a good listener.
T: What you are saying is reasonable. There is a famous saying, “A friend in need is a friend indeed”, how to understand it?
S: It means a friend who helps you when you are in trouble is a true friend.
T: Yes. Everyone wants to have a true friend, but don’t forget receiving means giving, and you cannot expect to receive help from others all the time. You must help others when they are in trouble. Only in this way, can you be a good friend, and only in this way, can you find a good friend. Step VI Homework
T: Homework for today: Try to retell the second passage. See you next class! Ss: See you!
The Sixth Period Writing
Teaching goals 教学目标 1. Target Language 目标语言 a. 重点词汇和短语
memory, personality, regret, relationship, close friend b. 重点句式
Describe your first memory of your friend. Say where you meet and what you did.
Say if you are still friends and if the relationship has changed. 2. Ability goals能力目标
Enable the students to write a short description of the friendship between them and their friends.
3. Learning ability goals学能目标
Help the students learn how to write a description of the friendship between friends, say, first memory, personality and so on by telling others where you met, what you did and why you like him / her.
Teaching important points教学重点
Get the students to know how to write a paragraph of friendship. Teaching difficult points教学难点
Help the students to master the useful expressions in the text to describe relationship. Teaching methods教学方法 Demonstration; cooperation. Teaching aids教具准备 A projector and a computer.
Teaching procedures & ways教学过程与方式 Step I Pre-writing
T: Good morning / afternoon, everyone! Ss: Good morning / afternoon, Sir / Madam!
T: We all have friends, and sometimes others may be interested in how you and your friends made friends with each other. So today, we will learn to write a paragraph entitled “How ... and we became good friends”. From the title, we know the main content is your friends. You may think it is easy to write something about those people you are familiar with. But to write a good paragraph is not such an easy task. So today we will learn the basic skills of writing such kind of paragraphs. Now I want to show you how to write such kind of compositions. Show the following form on the screen. who what why how your friend what kind of person he / she is why you like him or her how to develop your friendship where the place where you met your friend when the time when you met your friend T: When you write this kind of article, you must make the above information clear, that is “who”, “what”, “when” “how” and if necessary “where”. Now I will explain these words one by one. “Who” is the person you are going to write, what does it represent?
S: “Who” means my friend.
T: Yes. So first you must tell others who is your friend. “What” here means what kind of person he is. So you must explain the characters of your friend. And you will use some adjectives to describe him or her, such as brave, intelligent, handsome, beautiful, kind, helpful, and so on. And the characters of your friend are the reasons “why” you like him or her. Besides, “what” can also mean “What do you think of your friend?” and “What happened when you met him or her?” And the two questions can also explain the word “how”. “Where” means the place where you met your friend. Are you clear? Ss: Yes.
T: These are the basic rules that you should pay attention to when you are writing.
And also you should pay attention to the tense. Here in the passage, when you talk about “when”, which tense should you use? Ss: The past tense.
T: Yes. If you write all this information clearly, and add something more vivid, your composition will be a good one. Are you clear? Ss: Yes. Step II Writing
T: Let’s try our hands. I will give you fifteen minutes to write the passage. Please try your best to describe your friend clearly. You can refer to the statements in Writing on page 28. Now let’s begin. Later I will ask some of you to read out your articles. During these 15 minutes, go around and help some students. Sample writing:
Xiao Wei is my best friend. We met each other when we were in primary school.
At that time, we were both 11 years old. Xiao Wei is quite outgoing, and this is the reason why I like her most. We all liked to go out to breathe the fresh air between classes and to talk about what we had seen and heard. Just because we have so many similarities, we can become friends that share happiness and sorrow. She is also an enthusiastic girl and often gives me a hand when I am in trouble. It is a pity that we are not in the same school now. But we are still good friends and can meet each other every weekend. We don’t think we are separated because our friendship has already jointed our hearts together.
T: Very good. From your compositions, I know most of you know how to write such kind of articles. Now turn to page 84. We all have many friends and dear family members. Which one is your closest friend and which one is your closest family member. You will know the result through a quiz. Let’s come to the quiz in Activity 16.
Then finish the quiz by asking and answering method.
T: OK. Now I think you have known who your closest friend is and who your closest family member is. You can describe them by writing compositions. Since it is similar to the composition we wrote just now, I won’t explain how to write it. And time is
limited, so I want to leave it as homework. Step III Homework
Let the students write a paragraph about their friends and family members. They can refer to the questions in Activity 18. Sample writing:
The famous film Cast Away shows that a man who wants to survive in the world must be in need of a friend. It is true. Everyone needs friends, and everyone wants friends. Friends can be an important part of our lives.
Like many other people, I also have my friends. Though they are not in large numbers, they are real friends.
My closest friend is Liu. We have known each other for more than two years. He has a good temper and always smiles. So I like him very much. We never quarrel or fight with each other.
When I was a young child, my good friend was a boy named Feng. He was very fat at that time. So I often made jokes on him. But he was seldom angry with me. We played together all day long.
When I do something wrong, the first person whom I talk to is often my grandma. She never scolds me, but tells me stories about her when she was young. In the stories, she points out the right way, and I can learn a lot about what I should and shouldn’t do.
In my opinion, if you want to make friends with a person, you should devote
yourself to your friendship with your heart and soul, and help him or her when he or she is in trouble. Never cheat.
Besides, you can also make friends with your family members. Each star has its
own part of beautiful sky, every drop of water also has a place in the sea of its own and every solider owns a campsite which is very strong. My family and friends just like the sky, the sea and the campsites. I am so fortunate that I have such a jolly good family and many real friends.
附 件
I. 课文注释与疑难解析
1. He often invited me to join his particular group, and as a result, I started getting to know people. (P22) 他经常邀请我参加他的特殊群体，后来，我就开始认识了一些人。
1) 句中的invite sb. to do sth. 是“邀请某人做某事”的意思。“to do”作宾补，与sb.构成复合宾语。
e.g. Grandparents invited us to come and live with them for a while in summer holidays.
爷爷奶奶邀请我们暑假去他们那儿一起生活了一段时间。 2) invite 还常接介词短语 to a place 或副词作宾补。 e.g. We invited some foreign friends to the show. 我们邀请了一些外国朋友来观看表演。 Why don’t you invite them here? 你干吗不把他们邀请到这里来？ 3) 该结构可以用于被动语态。
e.g. Some foreign friends were invited to the show.
2. But just under a year ago, Roy’s father was knocked over by a car. (P22) 但是在不到一年前，罗依的爸爸被车撞了。 under在此是“少于，小于，不足”的意思。 e.g. It took us under an hour. 这事花了我们不到一小时。
He got only income under 300 yuan in a month. 他每月只有不足三百元的收入。
3. At the same time, small amounts of money started disappearing from students’ lockers. (P23) 与此同时，同学们的衣橱里不断丢失小数目的钱。
an amount of sth.意思相当于 a quantity of sth.，意思是“……的量”。但amount of 与不可数名词连用，而a quantity of可以修饰可数和不可数名词。
e.g. an amount of time / money / information 一段时间 / 一笔钱 / 一些信息
a quantity of food / drugs 一些食物 / 毒品
II. 文化背景知识
My Best Friend
Everyone has his or her best friend. Usually a boy’s best friend is a boy, and a
girl’s best friend is a girl. But my best friend is very special. It is the book.
Maybe you will think that a book can’t talk or play with you and when you are in
trouble it can’t help you, either. Then how can you make friends with it? I am afraid you are quite wrong at this point. You know there are many different kinds of books in the world, such as science books, storybooks, textbooks and so on. All of them are very useful and helpful to you. For example, when you are very tired after a day’s work, you can read a book that interests you. You will have a good rest and feel very happy by reading this book. When you read a sad story, you will get to know there are bad persons in this world. They don’t want other people to live happily and make a lot of trouble to this world. Maybe you will tell yourself never to be such a bad person as in the story you read; maybe you will tell yourself to help those who need help and try to get on well with everyone around you. Now you see that a little book can tell you so many things and can even tell you how to live.
Science books are also very useful, too. We are students now and we are
tomorrow’s builders. Our duty in the future is to make this world better and better. To reach the aim needs much more knowledge. That is what science books can help you. You will get a lot of useful knowledge from this kind of books. Of course, the knowledge can make you a clever and useful man.
OK, aren’t the examples above enough? We don’t need any more examples, I’m
afraid. I think you have changed your mind about a best friend by now. Well, let me tell you a book I like best. It is named Chicken Soup for the Soul. I think some people here must have heard it before. It is really a good book. Each story in the book can tell you a truth. After I read it, I became more confident in my life. Now I know how to
get on well with my parents, my teachers and my classmates, and how to realize my dream and how to be a good, honest and useful person. I should thank this book; I should thank all the books I’ve read before.
But there is a little pity now, because I am a Junior 3 student and too busy to read
books. So I hope some day in the future I will have enough time to stay with my best friend — books.
A Special Friend of Mine
There is an old saying, “A faithful friend is priceless.” I did not get its meaning
until I met my retired uncle, who is one of my neighbors.
He is 79 years old, but he looks much younger. That’s because he has a childlike
face, and smiles all the time.
He is an easygoing and optimistic man. Once, he told me that he had lost about
200 yuan. I said I was very sorry and I felt sad for him. But he said: “Come on. It’s not a big deal. Instead, we should cheer up. Maybe I have done a good deed if my money was picked up by a poor man!”
That is typical of my uncle. He is so kind-hearted! Because of this, many
neighbors and his former friends like him very much.
My uncle was born in a poor family. He suffered a lot when he was a little boy.
So he vowed he would help the poor by all means when he had money after he grew up.
He became a teacher when he was in his 30s. He loved his job and didn’t change
his profession. Although he retired, he kept on helping students around him. Luckily, I am also one of his “students”.
He has many books and he often lends his books to me.
As time went by, the affection between my uncle and me grew deeper. He told me
how to be an honest person and to use my intelligence. Besides, he often wrote or called to encourage me while I was at college.
Every time I return home, I go and visit my uncle. We usually chat about
interesting things, cook good meals together or enjoy watching the news together.
He is my best friend. Because of him, I have become a “rich” person.
My View on Friendship
What does friendship mean? There is no definite answer. While being an eternal
theme in literature, friendship is also indispensable in daily life.
Friendship is to our life what salt is to dish. If you are happy, you can share the happiness with your friends; if you are in trouble, friends will help you and remove the barriers for you; if you have a hard nut to crack, you can turn to friends for help. We admire the great friendship between Marx and Engels, which firmly combined them and pushed them forward on the road to exploring and fulfilling Communism. Friendship isn’t almighty, but no one can live happily without it.
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