He / She hates …
He / She thinks … is terrible / boring.
2 Making apologies
You said that you would … Why did / didn’t you …?
You promised to … Why didn’t you …?
Please forgive me. I’m very sorry … It won’t happen again.
I’m sorry I forgot.
Words and expressions.
Honest brave loyal wise handsome smart argue classical fond match mirror fry gun hammer saw rope movie cast deserted hunt share sorrow feeling airplane lie(n.) speech adventure notebook error fond of hunt for in order to care about such as drop somebody a line
Grammar Direct Speech and Indirect Speech(1)
1. to report what someone said—The Declarative Sentence
“I like reading adventure stories,” said John.→
John said that he liked reading adventure stories.
“I don’t enjoy computers,” Sarah said to her friends.→
Sarah told her friends that she didn’t enjoy computers.
2. to report what someone felt uncertain about –The General Question
“Ann, have you seen my blue notebook?” Peter asked. →
Peter asked Ann if she had seen his blue notebook.
3 to report what someone asked—The Special Question
“What differences does it make?” Peter asked Jim. →
Peter asked Jim what differences it made.
III. Teaching time: four Periods
IV. Background Information
1. How to be a friend
Too many people want others to be their friends, but they don’t give friendship back. That is why some friendships don’t last very long. To have a friend, you must learn to be one. You must learn to treat your friend the way you want your friend to treat you. Learning to be a good friend means learning three rules: be honest, be generous, be understanding. Honesty is where a good friendship starts. Friends must be able to trust one another. If you don’t tell the truth, people usually find out. If a friend finds out that you haven’t been honest you may lose your friend’s trust. Good friends always count on one another to speak and act honestly. Generosity means sharing and sharing makes a friendship grow. You don’t have to give your lunch , money clothes, of course. Instead you have to learn how to share things you enjoy, like your hobbies and your interests. Naturally you will want to share your ideas and
feelings. These can be very valuable to a friend. They tell your friend what is important to you. By sharing them you help your friend know you better. Sooner or later everyone needs understanding and help with a problem. Something may go wrong at school. Talking about the problem can make it easier to solve. Turning to a friend can be a first step in solving the problem. So to be a friend you must listen and
understand. You must try to put yourself in your friend’s place so you can understand the problem better. No two friendships are ever exactly alike. But all true friendships
have three things in common. If you plan to keep your friends, you must practice honesty, generosity and understanding.
2 Real Friendship
by Rachel Chastain
You know you have a friend for life when they answer your phone at one o’clock in the morning because you can’t sleep and have a lot on your mind, and they don’t mind talking about nothing to get your mind off everything. When they spare some time to spend with you. When you know that if something bad happened to you they’d be there for you, no questions asked. When you can look at them when something is wrong and they know it just by the look in your eyes and all they have to do is offer a hug and you feel a thousand times better. When you know that they’d never lie to you, and would never hurt you, and if they did, it would only be for your betterment. When they make you laugh when skies are the darkest; and they’re there with a good movie and some popcorn when you’re totally depressed. And even if you’re a thousand miles apart, it doesn’t matter because what you share with this friend is so much deeper than what lies on top that distance plays no role in your friendship. Friendship is when they push when you need it, but never too hard; and stands back when the time is right but never too far. When you feel life is so much better because you know them, and they bring out the best of you that lies with.
Unit 1 Good Friends
The First& Second Periods
Teaching Aims:
1. Learn and master the following words:
quality, honest, brave, loyal, wise, handsome, smart, introduce
Phrases:
be fond of
Sentence Pattern:
So/Nor link (modal or auxiliary) verb subject
2. Train the students’ listening ability
3. Improve the students’ speaking ability by describing, talking and discussion.
Teaching Important Points:
1. Train the students’ listening ability.
2. Master the new phrase and sentence pattern and make the students be free to talk about their names, ages, hobbies and so on.
Teaching difficult Points:
How to improve the students’ listening ability.
How to finish the task of speaking.
Teaching Methods:
1. Listening-and-answering activity to help the students go through with the listening material.
2. Individual, pair or group work to make every student work in class.
Teaching Aids:
1. a tape recorder 2. a projector 3. the blackboard
Teaching Procedures:
Step I Greetings and Lead-in
T: Good morning/afternoon, everyone.
Ss: Good morning/afternoon, teacher.
T: Sit down, please. Now you’re Senior Middle students. From now on I’m your English teacher. I’m very glad to know you and willing to give you lessons. First let’s introduce each other. All right? Do you know “introduce”? (Bb: introduce) “introduce” means “to make known for the first time to each other or someone else”. So I introduce myself to you now. My name is …. What about you? Hello, what’s your name? Nice to know you.
(Go around the class and get individual Ss to introduce themselves.)
T: Yeah, from now on we have known each other. Maybe I’m not only your teacher, but also your good friend in future. Do you think so?
Ss: Yes.
Step II Warming up
T: Today we’re going to learn Unit 1 “Good friends”.
(Bb: Unit 1 Good friends The First Period) “The first period”. First, let’s look at some words.
(Show the following on the screen)
quality honest brave wise loyal smart handsome
Kind, happy, strong, beautiful, rich, funny
(Teacher teaches the words in the first box and explains them, and says the following.)
T: OK. Now I want you to discuss two questions.
1. What should a good friend be like?
2. What qualities should a good friend have?
(Bb: Write them on the blackboard.)
Yeah, please discuss them in groups of four. After a while, everyone is asked to make a sentence using the words in these boxes on the screen. Of course, you can use other words if you like. Is that clear?
Ss: Yes.
T: OK. Please discuss these questions.
(After a while, teacher asks some students to describe a good friend. If time permitting, teacher may ask more students to answer.)
T: Ok. Time is up. Who wants to say first?
S1: I think a friend should be kind and honest.
S2: A good friend is someone who makes me happy.
S3: A good friend should be loyal, wise and brave.
S4: I think a good friend should be smart, kind and funny. When I am bored, he can entertain me. When I am lonely, he keeps me company.
…
T: Very good. Your opinions are all right. Now who can describe yourself in three adjectives? You try please.(Teacher comes to one student.)
S: I think I am beautiful, strong and wise.
T: What about you? (Teacher comes to one boy)
S: Yeah, I think, first I’m honest, and I’m well educated, of course I’m handsome.
…
Step III Listening
T: Now please turn to Page 2. Let’s do some listening. You are going to hear two friends arguing. What are they arguing about? How to solve their problems? It needs your listening. Write down what you hear. At last I’ll check the answers with the whole class. Is that clear?
Ss: Yes.
T: OK. Let’s begin. (Teacher plays the tape for the first time. Then play for the second time, and during this time, teacher may pause for students to write down the information. Play some parts of the tape more times if necessary. Finally teacher checks the answers with the whole class.)
Suggested answers:
1 Peter is often late for football practice. I think that he should try to be on time in the future.
2 Ann usually borrows things without asking and she doesn’t return things on time. She should ask the owner if she wants to borrow something and try to return it on time in the future.
3 Adam borrowed John’s CD player yesterday and now it is broken. Adam can ask his uncle to fix it.
T: OK. Now please turn to Page 85. Let’s listen to another passage. Then fill in the blanks in Part 1. (After a while teacher checks the answers.)
Suggested solution:
1 Solution: Try to understand your friend/ Try to talk about the problem in a different way.
2 Solution: Start by telling each other that you are sorry and take it from there. A simple apology is often enough.
3 Solution: Keep your secrets to yourself.
Step IV Speaking
T: Now I’d like to know something about your favourite hobbies. (Teacher comes up to one boy.) What are your favourite hobbies?
S1: I love football and hiking. I also like reading a lot. I think reading can make people rich and wise.
T: Yeah, what about you?
S2: I enjoy computers and music. I often surf the Internet and listen to some pop music. But I don’t like classical music.
(Teacher may ask more students to answer.)
T: Yes, we know different persons can have different hobbies. Now look at the part –“Speaking” on Page 2. You are given four minutes to read the following self-introduction. After that, fill in the following form.
(Show the form on the screen)
Name Steve John Peter Ann Sarah Joe
Age
Gender
Likes
Dislikes
T: OK. Time is up. I’ll ask six of you to fill in the form. Each student fills in one person’s related content. For example, as to “Steve”, you can fill in “Age 14, Gender girl, Likes skiing, reading, Dislikes hiking, rock music, football”. Do you understand?
Ss:Yes.
T: OK. Who can fill in John’s related content? Sun Jing, you try, please…
(Teacher asks another five students to fill in the form, then teacher shows the suggested answers on the screen.)
Suggested answers:
Name Steve John Peter Ann Sarah Joe
Age 14 15 15 16 14
Gender Girl Boy Boy Girl Girl Boy
Likes Skiing, reading Footall, reading Singing Dancing, computers, rock music Reading, football Computers, skiing
Dislikes Hiking, rock music, football Sing, computers, rock music Football, classical music dancing Hiking, reading Dancing, computers Football, hiking
T: Now please discuss in pairs who could be friend in just now. of course, you’d better give your partner your reasons. When you express your ideas, you can use such sentence structures. Look at the screen. (Show the following on the screen.)
Structures:
1 I’m sure ___ and ___ could be friends, because …
2 I’m not sure if ____ and ____ could be friends, because …
3 Perhaps ___ and ___ could be friends, because …
(Teacher reads the structures, then says …)
T: Is that clear?
Ss: Yes.
T: OK. Please begin to discuss them.
(Teacher goes among the students and listens to their discussion. Then choose several students to express their ideas in different ways.)
T: Who can use Structure 1 to express your idea?
S1: I’m sure John and Sarah could be friends, because both of them like reading and football.
S2: I’m not sure if Steve and John could be friends, because both of them like reading. But Steve thinks that football is boring, while John loves football very much.
S3: Perhaps Ann and Joe could be friends, because they both like computers and dislike hiking.
…
Step V Language Study
T: That’s all for discussion. Now let’s learn some language points. First, pay attention to a phrase: be fond of. (Write it on the blackboard.) Then we’ll learn a sentence pattern: So/Nor be(have, did, etc.) subject. (Write it on the Bb) Now look at their usages. (Show the following on the screen and explain them.)
1 be fond of : like
e.g. He is fond of sweet food.
I am fond of swimming in winter.
2 So/Nor be (have, did, etc.) subject.
e.g. (1) –I have finished the work.
--So have I.
(2) –Mr. Smith is really a kind person. –So is his wife.
(3) – I can’t swim. – Nor can I.
(4) – Tom is not a student. – Nor am I.
Step VI Summary and homework
T: In this class we’ve done some listening and speaking. We’ve also talked about some self-introduction. Of course we’ve learned a new phrase and a very useful sentence pattern. After class, practice more talking about self-introduction in English. (Points to the Bb) Then do Ex. 2 on Page 86. You can imitate Exercise 1 in the part of talking. At last, don’t forget to preview the reading material “Chuck’s Friend”. Is that clear?
Ss: Yes!
T: OK. So much for today. Goodbye everyone.
Ss: Goodbye, teacher.
The design of writing on the Bb
Record after Teaching (Sum-up)
1． 本课作为新学期第一节英语课，学生学习的爱好较为浓厚。
2． 11班的同学整体的能力高于6班，课堂上能有所创新。
3． 个别学生的语音语调不够正确，今后的教学中应该留意加以纠正。
4． 学生英语学习的方法还需要加以传授，以便能更快的适应高中英语学习的要求。
The Third & fourth periods
Teaching aims and demands
1. Learn how to talk about friends and friendship.
2. Learn to discuss problems occurring in a friendship and suggest.
Teaching important points:
From the learning, students can understand gradually that the meaning of “friends”. Teaching difficult points:
1. Help to improve the students’ capacities of communication.
2. Help to improve the students’ abilities of reading.
Teaching methods:
Guessing Discussion Reading
Teaching tools
A recorder cassette pictures
Teaching procedures:
Step 1 warming – up
1) Ask the students to describe a good friend or themselves
encourage the students to try to use more adjectives.
2) Guessing Game
Ask the students to describe the appearance and characteristics of a friend or themselves. And let the other students guess who is being described.
This activity is used as a brainstorming session done either in groups or with the whole class. And it is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.
Step 2 Pre—reading
5. Explain the situation to the students and give them time to think about what they would bring. The activity should generate different choices and opinions, thus making it a good opportunity for discussion.
Ask the students to work in groups.
The activity is designed to get the students to think about what it would be like to be alone on a deserted island. It is used as a previous part of the unit. And it gives the students an opportunity to practise giving opinions and making decisions.
Step 3 Reading
1) Scanning
Before asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.
2) Extensive reading
Then students read the text, and answer the following questions.
1.How does Chuck Noland come to a deserted island?
2. In order to survive on the island alone, what does he need to learn?
3. What does he understand at last?
4. For us, what lesson we can learn from Chuck?
3) Ask the students to answer the questions.
4) Explain the new words and phrases in the content.
At the same time explain the language points if necessary.
By doing this, students can improve their reading abilities.
Step 4 Post—reading
1) an interview
Ask two students to do this interview. One is a reporter. The other is Mr. Chuck Then make an interview according to the text.
By doing these, students can understand the main idea of the text better.
2) a debate
Create a real circumstance about the debate. Suppose four students represent four people and try to persuade the others that he or she should be given the parachute.
After doing the debate, students can consolidate what they’ve learned in class, and develop their capabilities of communication and the abilities of logical thought.
Step 5 Homework
an essay
Ask the students to write an essay about the debate. By writing it, students can raise the writing abilities.
The design of writing on the Bb
Unit 1 Good friends The second Period
Record after Teaching (Sum-up)
2.Reading
①T says to Ss: Do you know the film Cast Away, shows us how Chuck, a busy manager who never has “enough time,” ends up on an island with nothing but time. He manages to survive on the island and he realizes the importance of friends and friendships.
②. let Ss read the text silently, and then answer some questions:
Is Chuck a successful manager in a company?
Did he have more time for his friend?
Did Chuck die in the plane crashes?
Did he have a friend in the island?
What is cast Away？
Where did the story take place？
How many people stayed there？
How long did Chuck stay there？
What did Chuck do in order to survive？…
③. let Ss read the text again, and then answer another questions:
How can a volleyball become Chuck’s friend?
What does Chuck learn about himself when he is alone on the island?
④ play the tape to Ss and let them follow and repeat the text.
⑤ deal with some language points and new words
survive v.---- continue to live or exist 继续生存或者存在
survive from sth/ survive on sth
e.g. Many strange customs have survived from earlier times. 有许多古怪的习俗源远流长。
Life is hard at the moment, but we’re surviving. 目前生活很艰难，但我们正在挣扎求生。
----- contimue to live or exist in spite of nearly being killed or destroyed by (sth)经历（某事物）幸存
e.g. Few buildings survived the bombing raids intact. 空袭过后幸存的建筑物绝无仅有。
----remain alive after(sb)比某人长命
e.g. The old lady has survived all her children. 那老太太的子女都先她而去世。
Survival n. /Survivor n.
Deserted adj.---with no one present 无人的
e.g. The office was quite deserted.这个办公室里没有人。
----abandoned 被离弃的，被遗弃的，被抛弃的
a deserted house 被离弃的房子
desert v. / desertion n./ deserter n.
Challenge n. ----invitation or call to sb. to take part in a game 约请某人参加比赛
v. -----invite sb to do sth 要求某人作某事
----test the ability of sb; stimulate 激励，鞭策
challenge sb to sth 要求某人作某事
e.g. She challenge the newspaper to prove its story.她要求这家报纸证实报道的真实性。
The job doesn’t really challenge him. 这项工作不能真正考验他。
Challenging adj. 提出男题的，激励的，挑战的/ challenger n.挑战者
Share v.
Share sth. out /among/ between sb将某物平均分配
e.g. Mather share the sweets among the children.
Share （sth）.（ with sb）.与别人分享某物
e.g. I share the cake with my younger sister.
Share (sth. with sb.)与别人共有/合用某物；在某方面有共同之处
e.g. There is only one bedroom, so we will have to share. 只有一个卧室，所以我们得合着用。
He shares my fears about a possible war. 他和我一样害怕有可能发生战争。
Share (in) sth 分摊/分享某事物；参与某事物
e.g. She shares in my troubles as well as my joys.她与我同甘共苦。
Share sth (with sb)将某事情告诉某人
She won’t share her secret (with us).她不肯把她的秘密告诉我们。
Alone; lonely的区别
Alone作形容词，也可作副词。Alone作形容词时只能作表语。表示客观状态，没有感情色彩；作副词时，表示“独自，单独”。
Lonely是形容词，表示人“孤独的，寂寞的”，也可表示地方“荒凉的，人烟稀少的” 既作表语也可定语。
e.g. I am alone, but I don’t feel lonely.
3. Post-reading
① divide the Ss into several groups and discuss one of 4 questions. Each groups, each question.
②suggested information to questions2:
a. he has to learn basic survival skills on the island. In order to cope with his loneliness, he develops a friendship with a volleyball he calls Wilson.
b. On the island, he realized the importance of having friends and being a good friend. Maybe Wilson just a volleyball, but their friendships is real and in some ways better than his friendships in the past.
c. The lesson we learn from Chuck is that human friends and unusual friends are important in our life. Friends and friendship help us understand who we are and how we should behave.
Record after Teaching：
The Fifth & Sixth Periods
Language study & Practicing
Teaching aims: Learn the rules of transformation of the Direct and Indirect Speeches and transform them fluently and correctly.
How to carry it out:
1. Greetings to the Ss.
2. Dictation of words & phrases.
3. “Word study” on Page 4. Fill in and then translate them.
4. “Vocabulary” on page 87 in WB.
5. Give instructions on the translation work and do “Vocabulary 3”. Let the Ss. hand it in.
Grammar Study
当我们引用别人的话时。假如我们引用别人的原话，那么被引用的部分就叫直接引语，一般用“ ”引起来。假如我们用自己把意思转述出来，那么这样的话称为间接引语。间接引语在多数情况下都构成一个宾语从句。由直接引语转化成间接引语可以分成下面几种情况：
1、假如直接引语是一个陈述句，在变成间接引语时一是要用连词把主句和从句连接起来，that可省略。二是根据意思改变人称，三是直接引语的动词的时态要作相应的变动。四是根据意思将指示代词、地点及时间状语等作必要的变动。
⑴Lin Tao said, “I am ready.”
Lin Tao said (that) he was ready.
⑵He said (to me), “I have left my book at home”
He told me that he had left his book at home.
⑶She said, “I will come here again tonight.”
She said (that) she would come there again that night.
2、在引用一个疑问句时，要用连词whether或if连接起来，不能省略。此外还要把人称、时态，时间和地点状语作相应的变化，从句一定要用陈述语序。
He asked, “Can you come here tomorrow.”
He asked (me) if I could go there the next day.
He asked, “ are you a teacher?”
He asked me whether / if I was a teacher.
3、假如直接引语是非凡疑问句，那么非凡疑问句作连词，连词不能省略，然后人称、时态、时间状语等仍需适当的变化，引语的语序为陈述语序。
⑴.He asked, “How are you getting along with your studies.”
He said me how I was getting along with my studies.
⑵.She asked, “Where will you have lunch ,Tom.”
She asked Tom where he would have lunch.
(3) She said, “ what are you doing?”
She asked me what I was doing.
时间改变可以用下表表示：
直接引语 间接引语
一般现在时 一般过去时
现在进行时 过去进行时
一般将来时 过去将来时
一般过去时 过去完成时
现在完成时 过去完成时
过去完成时 过去完成时
现在完成进行时 过去完成进行时
留意：假如直接引语表达的是客观事实，或当时直接转述，时态不用变。如：
The teacher told us that the earth turns around the sun.
4、一些常用词改变规律表：
在直接引语中 在间接引语中
指示代词 This That
These Those
表时间的词 Now Then
Today that day
This week(month ,etc) that week(month)
Yesterday the day before
Last week(month) The week (month etc) before
Three days (a year, etc) ago three days (a year etc) before
Tomorrow the next (following)day
Next week(month) the next (following)week
地点 Here There
动词 Come Go
5、假如直接引语是祈使句，将say变为ask或tell等，直接在动词前加“to” 。否定式加not to，这个请求或命令由一个复合宾语表示出来。
He said, “Come in, please.”
He asked me to come in.
He said, “Don’t do that again ,Peter.”
He told Peter not to do that again.
Grammar exercises 1:
Ask someone to answer.
1. Do “Grammar” 1 on Page 5 in SB, paying enough attention to the students’ common errors.
2. Do “Grammar” 1 on Page 87 in WB.
3. Do “Grammar” 2 & 3 individually, in pairs, or in groups. Of course, this part can be assigned for the students’ homework.
4. “Grammar” 2 on Page 5-6 in SB is optional. You may do it by way of pair work or group work, or even simply omit it. But in this part, I should emphasize some words and phrases:
be angry with sb.
miss sth / sb.
reef: 焦，焦脉.
not any longer=not any much
take care of =look after
I am scared.
Homework:
Finish Question 2 on page 87 after class. And check it next period.
The Seventh &Eighth Periods
Integrating skills &Assessing
Teaching aims: how to compose an E-mail
How to carry it out:
1. Greetings to the Ss.
2. Homework checkup/analysis
Point out some common problems coming forth in Ss.’ homework.
3. Reading and Writing on page 6 & 7 on the Ss.’ Book.
Study the instruction and read the two quoted messages to decide whom of the two to make friends with.
Pay special attention to the following words and phrases:
e-pal, click it away, drop sb. line
4. “E-mail” writing formula
To:
Subject:
Attachments:
The body: Date
Hi/Dear……
………………
………………
………………
Your signature
5. Get the Ss. finish writing on page 7 & 90.
6. Finish “Reading” on page 88 & 89.
7. Assessing
Handouts for Ss. to self assess. Add some other items.
Homework:
1. Ask the Ss. to write an E-mail to me.
2. Preview the new unit especial the new words.
Record after Teaching (Sum-up)