1 self introduction
第一章 第1节 self introduction
学生了解老师，让学生相互了解。
养成主动开口的习惯，能积极的参加到班级活动中来。
一体化设计：
让学生明白教学要求和教学计划
教学重点、难点：
let ss open their mouths
教学过程：
1、组织教学（导言）
Hello, everyone. Nice to meet you .Although it’s the first time we have met ,I think I like you. I ‘ll be your English teacher this year.As I ’ve said I was graduated from Jingxi Normal University as an English major,I have passed English Grand Test 8. From the experience I think there is no easy way to learn English. So I will be strict with you .Don’t be afraid.With your hard work, you are certain to improve your speaking,listening. Reading, and writing.
3、讲授新课：
After I introduce myself I am anxious to know you. Will you please give some introduction to me? Are there any volunteers? (6-7 SS)
4、课堂练习：
T gives some requirements to SS.
eg: 1.plans of this term: handwriting contests: speech contests
2.two units every three weeks
3.the process of study
Preview – while at class- revison - go over the language points
Finish homework
5、布置作业：I.look up the new words in the dictionary
II. preview the warming up
6、课堂总结：
In the next days we will have a hard time but I hope you can have fun from the study. Doing a lot of reading will enlarge your knowledge and your view of the word.Let’s improve hand in hand.
板书设计：
Self-introduction
Name: Lina Xiong
Birthplace: Nanchang Jingxi
Graduated school: Jiangxi Normal University
Hobby: music, dancing, reading, shopping
Family member: my husband ,my son and I
教学反思：
今天上课两个班的课，但是班级的表现不太一样 。10班的学生比较 的害羞，9班的学生胆子似乎大点。对学生得严格点。得抓到位。如何使学生的积极性调动起来并不是一个简单的问题，我觉得该多向崔老师学习，首先我得自己变得更幽默和多使用肢体语言，接下来就是要使我的课具有趣味性，能使他们感兴趣，所以我在备课的时候得花更多的时间和精力。
2 vocabulary
第一章 第1节 vocabulary
整个单元的起始阶段，需要大量的记忆和背诵.
尝试教学生用记音标来背单词。
一体化设计：
是本单元很重要的一个部分， 是一个基础。
教学重点、难点：
to remember the new vocabulary
教学过程：
1、组织教学（导言）
Hello ,today we’ll learn the new words .while listening ,take notes that you think are important.
2.复习提问：
3、讲授新课：
1.Add: V. put together with something else so as to increase the number, the size, an d importance.
Add to : increase
Add something to : put something into
Add up : amount( 总计)
2.concern: v. n.
to be about :
eg: The story concerns a dog and a cat.
To have effect on:
3.share：to use ，have，or take a part in sth with others or in a group
Share （in） sth with sb
Eg ； Give the toy to Tom, John. You should learn to share it with others.
4.crazy: mad, ill in mind
Eg : When you are doing something crazy ,people will say you are mad.
Be crazy about:be interested in
Children are always crazy about computer games.
5.suffer: experience pain or difficult
Eg: People suffered flood in many places in China this year.
Suffer from illness
Eg ; She often suffers from stomach.
6.communicate: share or exchange opinions news or information
Communicate sth with sb :
Eg: We should communicate with each other in English at class from now on.
4、课堂练习：
Ask SS to make sentences with the words.
5、布置作业：
Homework:
1.recite some new words.
2. Translation
1) 请给我们的咖啡加点糖。
2）你可以把所有的数字相加。
3）学习增加我们的知识。
4）我们所有的花费总计为1000，000元。
6、课堂总结：
In the lesson we learn the use of some words.It is important to remember the words.Try to remember them.
板书设计：
1.Add:.
Add to : increase
Add something to : put something into
Add up : amount( 总计)
Add up to : come to (总计达)
2.concern: v. n.
to be about :
To have effect on:
Be concerned about：be worried about
Show concern about：care about
Give the Chinese meaning of the following phrases
a concerned mother as far as I’m concerned
to whom it may concerned
3.share：to use ，have，or take a part in sth with others or in a group
Share （in） sth with sb
4.crazy: mad, ill in mind
Be crazy about:be interested in
5.suffer: experience pain or difficult
Suffer from illness
Eg ; She often suffers from stomach.
6.communicate: share or exchange opinions news or information
Communicate sth with sb :
教学反思：
单词教学：为了扫清课文教学中的障碍，我们尝试集中单词教学法。经过调查发现，有些学生的音标没有学过，那么，就个学生的高中英语扩大次会造成的很大困难。所以，我们在刚刚开始的教学中，就要尽力扫学生的音标盲。这样，单词教学就相对慢了些。在单词教学中，教师尽量用简单的英语，解释词汇。充分调动学生的积极性和主动学习的能动性，让学生多造句。但是，学生的水平参差不齐，能够主动举手的人很少。那么在今后的教学中， 要尽量让学生多说、多练。
3 warming up
第一章 第3节 warming up
To introduce the topic of friendship to others.
Let SS know more about friendship.
一体化设计：
1作为本单元的热身，引出话题，使学生能对文章感兴趣。
2用问卷调查的形式让学生对友谊这个话题有所接触。
教学重点、难点：
make the SS do the questionnaire honestly
教学过程：
1、组织教学（导言）
Hello, everyone.
2.复习提问：
Have you recite the new words? Ask SS to recite some new words.
3、讲授新课：
What do you think is the most important in your life? I think it is family and friendship. Wherever you are , you should always have someone to care about you .which are the friends. Do you think you are a good friend to others? Please choose 5 adjectives to describe yourself. Discuss the question in groups of four. One record the results another report your answer to others. Read the 3 words in common out.
4、课堂练习：
Do you agree what your partner said? Use the sentence structures to express your ideas.
5、布置作业：
1).Then let’s do a questionnaire to test whether you are a good friend to others. It’s just a game . please do it honestly.
2). Add up your scores and see what kind of friends you are.
6、课堂总结：
1)Discussion
Choose one of the questions to discuss.
2)Writing for fun
板书设计：
sociable, honest, friendly, easygoing(随和), nervous, open-minded, anxious, careful, talented, talkative, noisy, thoughtful, generous, carefree, pessimistic(悲观的), peaceful, optimistic（乐观的）, interesting, reliable（可靠的）, helpful, active, careless, caring, exact, adventurous, imaginative, hot-blooded, well-organised, trustworthy, patient, responsible, outgoing, kind, brave, warm-hearted, selfless, tolerant（宽恕的）
教学反思：
在这节课当中各部分的衔接显得有点凌乱，应用一些过度的语句，同时发现学生并不喜欢老师用满堂的英语，所以在以后的课程中，应适当的用汉语解释。发现学生的积极性不是很浓，学生都不太喜欢举手来回答问题，这使得整个的课堂教学显得很沉闷。怎样改变这种状况呢？得和其他老师讨论。
4 reading-1
第一章 第4节 reading - 1
Practice SS’ reading skills like skimming and scanning 。
Cultivate SS’ feeling against German Nazi and widen their knowledge of World War II。
一体化设计：
整个单元的重点，锻炼学生的阅读技能，如略读和查读，同时训练学生的对信息的浏览的能力。
教学重点、难点：
the ability of fast-reading, skimming and scanning
教学过程：
组织教学（导言）
Look at the picture and describe what you see .
The man made a friend with a volleyball named Wilson. He talked to him and cares about him. Can you explain why he did so?
2.复习提问：
We know in some special situation people can make friends with anything like a ball, a pen ,even a diary. Let’s look at the title and pictures on the book to guess what the passage is about. You can discuss it with your partner.
3、讲授新课：
1)Read the passage fast to get the general idea.
2)Then read again to answer the following questions.
What is a true friend like in Anne’s opinion?
What is an ordinary diary like according to Anne? What about her diary?
Why was she so crazy about things to do with nature?
Why didn’t she dare open the window when the moon was too bright?
3) Do the comprehending on the book.
4)find out the sentences that attract you or trouble you. T deals with the sentences.
4、课堂练习：
Group discussion .Let SS discuss the problem in groups and ask some groups to report their opinions .
5、布置作业：
1) get ready to retell the passage.
2) recite the first paragraph of her diary.
3）finish ex on p.42
6、课堂总结：
We learn a diary of a little girl named Ann, who was a Jewish persecuted by German Nazi. To hide her , her family found an old office and let her and other three children there.
板书设计：
where did Anne live?
why did Anne’s family have to hide?
What’s the reason that Anne made a diary her friends?
What’s the meaning of “spellbound” “held me entirely in their power”
教学反思：
前面的复习占用的时间太多，大概10分，以后这部分的时间该缩短1分或2分，在教授阅读时，应给学生多点时间来阅读和回答问题。由于对学生的名字不熟悉，很难脱离名单，所以得尽快的把学生 的姓名记住。另外，我应把一些阅读技能传授给学生，比如我们在阅读的第一节课就要提到的skimming, sanning , structure.这是我在下堂阅读课就应该补上的。
5 reading-2
第一章 第1节 reading-2 language points
Let SS familiar with the phrases and sentence structures.
一体化设计：
知识点和句子的结构，作为单元的重要的一个部分。
教学重点、难点：
Some phrases and sentence structure.
教学过程：
1、组织教学（导言）
Today we will go through some difficult language points and sentence structures.
2.复习提问：
1)First ask SS to recite some words.
2) T points out some difficult language points.
3、讲授新课：
T gives some explanation of the text to the SS
1.go through :experience or undergo
Eg: The soldier went through a lot in the war.
: pass a place or a draft successfully
Eg: Can the desk go through the door ?
: examine carefully
Eg: The teacher will go through your homework.
2.hide away: put or keep out of sight
make or keep secret
Eg: The murderer has hidden away for a year .
a hidding place hide-and-seek
3.Set down: write down
Eg: He set down everything that happens that day.
:put down
Eg: He set down his books at the shelf
4.everything to do with nature
do with : 与…有关
: 处理, 应付
Eg: He does’t know what to do with the case.
5.Happen to do: 恰好做…
Eg: when the teacher came in, he happened to be reading
5.sth happen to sb: 某人发生某事
Eg: An terrible accident happened to the little gir.
It happened that… ：碰巧…
It happened that he had seen the movie before.
4、课堂练习：
Do some exercises in P4 and check the answer.
5、布置作业：
Recite the words and phrases.
6、课堂总结：
After class recollect the notes and prepare for the dictation.
板书设计：
1.go through :experience or undergo
Eg: The soldier went through a lot in the war.
: pass a place or a draft successfully
Eg: Can the desk go through the door ?
: examine carefully
Eg: The teacher will go through your homework.
2.hide away: put or keep out of sight
make or keep secret
Eg: The murderer has hidden away for a year .
a hidding place hide-and-seek
3.Set down: write down
Eg: He set down everything that happens that day.
:put down
Eg: He set down his books at the shelf
4.everything to do with nature
do with : 与…有关
: 处理, 应付
Eg: He does’t know what to do with the case.
5.Happen to do: 恰好做…
Eg: when the teacher came in, he happened to be reading
5.sth happen to sb: 某人发生某事
Eg: An terrible accident happened to the little gir.
It happened that… ：碰巧…
It happened that he had seen the movie before.
教学反思：
在讲解知识点的时候，难免就会出现老师讲，学生抄的现象，使得课堂气氛沉闷，怎样改变上此类型课的问题，怎样能留大部分的时间给学生，希望能有就会和大家共同交流。
一个星期的课已经上完，我感触很多。最大的感受就是要学习的地方很多，
特别是怎样调动学生的积极性，在以前，内地的学生还是很喜欢发言的，但现在这里的学生比较的害羞， 使得课堂上几乎是鸦雀无声，很是郁闷。
我想应是先带动一小部分，在班级中形成一种讲英语的氛围，由小部分的人带动全班。这是目前我能想出的一种方法，我还是希望下次在组里备课时能提出这个问题能得到一个完美的答案。
6 grammar
第一章 第6节 grammar
让学生能把直接引语变为间接引语
了解中文与英文之间的区别
一体化设计：
本单元设置的一个语法项目，能使学生明白直接引语与间接引语的改写，能初步了解宾语从句的句式结构。
教学重点、难点：
the change between indirect speech and direct speech
教学过程：
1、组织教学（导言）
Hello everyone. We will learn the grammar today called indirect speech and direct speech. Find out the difference between them.
2.复习提问：
Ask some use of the phrases.
3、讲授新课：
In direct speech, the original speaker's exact words are given and are indicated by quotation marks.
★ “I don’t know what to do,” said Dean.
In some grammar books, ‘said Dean’ is referred to as a reporting clause. “I don't know what to do,” is referred to as the reported clause.
2. Indirect Speech
In indirect speech, the exact meaning of the speaker’s words is given, but the exact words are not directly quoted.
★ Dean said that he didn’t know what to do.
4、课堂练习：
If the main verb is past tense, present tense verbs in ‘that clause’ must also be changed to past tense.
The same rules apply to indirect questions as to indirect statements. The difference is that a wh- clause is used instead of a that clause.
板书设计：
Direct question: “Did Marama’s horse win a prize?” Owen asked.
Indirect questions: Owen asked whether (or if) Marama’s horse had won a prize.
Direct question: “Why won’t you marry me?” asked Donald.
Indirect question: Donald asked her why she wouldn’t marry him.
教学反思：
两个班级的教后 的效果不同，10班由于是先上课的，课件中的内容太多，学生反而个更糊涂，在9 班由于吸取了教训，给大部分的时间留给了学生练习，课后的效果还不错。
7 exercises
第一章 第7节 exercises
巩固本单元所学的知识，使本单元的知识能进行再现。
检查学生的作业完成情况，并由此能查缺补漏。
一体化设计：
对整个单元进行复习和总结
教学重点、难点：
revise the language points
教学过程：
1、组织教学（导言）
We will do using language .
2.复习提问：
Give ss some sentence to change.
3、讲授新课：
Play the tape 2times to let them understand the main idea and then once again to answer the questions of Ex2 and 3.
4、课堂练习：
1)Doing the listening on page41, ex 1
2) listening task on page43
3) reading task. At the same time T let Ss point out the difficult sentences and phrases.
5、布置作业：
Write a diary.
6、课堂总结：
Listening is not a short-time task .It needs a long way to pracise. SS should grasp any chance to listen and speak.
板书设计：
trust 7.go through
2. Upset 8.on purpose
9.face to face
10.according to
3.loose
4.calm down
5.crazy
6. set down
教学反思：
Listening is not a short-time task .It needs a long way to pracise. SS should grasp any chance to listen and speak.
8 revision
第一章 第8节 revision
听写，复习能检验出学生的簿弱环节，使老师能更好的掌握学生的学习情况。
让学生进行本单元的总结，有利于学生锻炼自我学习能力。
一体化设计：
整个单元的知识点的复习
教学重点、难点：
the use of words
教学过程：
1、组织教学（导言）
Take out your better design and let’s check the answer together.
2.复习提问：
3、讲授新课：
Some exercises
1. ）go through :经历 通过 look through :浏览 get through : 打通电话 pass through : 途经
2.）非谓语的用法
3.）词义的灵活运用 表示镇定
4） 时态与词义题
5） 情景对话 so what 指那又 如何
6）定语丛句 have the trouble doing
7)情景对话 对 别人的 离别 时讲 的话
8）词组 辨义 set down: 写下 set aside: 放一边 set out: 出发
II) 完型
记叙文 讲的 是如何 藏礼物 。v: 7 adj: 2 adv: 4 n: 4 prep :1 pron:1
4、课堂练习：
III) 阅读理解
包含着词义推测 main idea and facts 等
5、布置作业：
6、课堂总结：
If you have any difficulties ,please ask me . If you don’t have go over the language points.
板书设计：
go through :经历 通过 look through :浏览 get through : 打通电话 pass through : 途经
set down: 写下 set aside: 放一边 set out: 出发
教学反思：
让学生能自己去反思在本单元的所学和疑问，把他们的笔记自己总结出来，然后老师来检查。
Unit 1 friendship
1.Teaching aims and demands
类别
课程标准要求掌握的项目
话题
Friends and friendship; interpersonal relationships
词汇
Add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose
in order to face to face according to get along with fall in love
join in
功能
态度(attitudes)
Are you afraid that---?
I’ve grown so crazy about---
I didn’t dare---
2. 同意和不同意（agreement and disagreement）
I agree. I think so. Exactly.
I don’t agree. I don’t think so. I’m afraid not.
3.肯定程度（certainty）
That’s correct. Of course not.
语法
直接引语和间接引语(1): 陈述句和疑问句
陈述句
“I don’t want to set down a series of facts in a diary.” Said Anne.
-----Anne said that she didn’t want to set down a series of facts in a diary.
一般疑问句
He asked, “Are you leaving tonight?”
---He asked us whether we were leaving that night.
特殊疑问句
“When did you go to bed last night?” father said to Anne.
--- Father asked Anne when she went to bed the night before.
Suggested teaching notes
1). Analyses of the teaching contents
This unit is about friendship, and nearly all the teaching materials center on it.
Warming up---The questionnaire leads students to think and talk about
friendship, get to know the problems between friends
and seek solutions, which makes preparations for the
further teaching in topics, background and vocabulary.
Pre-reading---The questions prompt students to think critically about
friends and friendship in reality, alerting them to the fact
that besides people, a diary can be a friend, too.
Reading--- The diary by theJewish girl Anne gave a glimpse of her life
during her family’s shelter in Amsterdam from the German
Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days.
Comprehending---It helps students further understand the text by doing
multiple choices, questions and answers, and
matching.
Learning about language---It teaches the important expressions and
structures and grammar: direct and indirect
speeches.
Using language---The two letters, listening, questionnaire design, letter
writing and fun writing prepares students to further
talk about friendship, especially the problems with
misunderstanding, and unfriendliness, thus
strengthening students’ abilities to practice
language, discover, and solve problems.
Summing up---It summarizes the whole contents of this unit from the
aspects of topics, vocabulary and grammar.
Learning tip--- This part encourages students to form the habit of writing
a diary.
Integrating skills--- The text introduces the way Hawaiians express
friendship, to get students to realize the cultural differences in the values of friendship in addition its importance in all cultures.
2) Making of the teaching plan
This unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself,
i.e., the comfort and support one seeks from an imaginary friend.
Students are expected to come to be truly aware of the qualities and
conducts that make a good friend, display and develop the ability to
cope with misunderstanding, conflicts and problems related to
friendship, and give advice on it. The concept that even an ordinary
thing can be a friend should break down the traditional belief in the
interpersonal nature of friendship. Also, the comparison of similarities
dissimilarities in friendship comprehension between the East and the
West leads students to know better the values of friendship in Westerns’
eyes. All in all, this unit promises to unveil the true essence of friendship
and helps students to lead a more friendly and harmonious life.
Thus, based on the theme, contents and teaching objectives, the whole
teaching procedures can fall into five periods as follows:
Period 1
Warming up and speaking
Period 2
Reading
Period 3
Grammar
Period 4
Integrating skills (WB)
Period 5
Using language
Self-introduction
1．Teaching objectives
To ask ss to understand teaching plan and requirements
2. Teaching important point
. To let ss speak freely
3. Teaching methods
Discussing, summarizing and practicing.
Teaching procedures
Step 1 lead--in
Hello, everyone. Nice to meet you
Step 2 Self-introduction
It is the fate that puts us together ; It is the High School attached to Beijing Normal University that attracts us here . I also feel very lucky to be chosen from 1600 teachers by our school. And It is my honor to be here as your English teacher as well as a good friend. I think you must be anxious to know more about me. Ok , now let me tell introduce myself to you in brief.
I came from …
About my family…
As to my hobbies, I like singing and dancing most. I also like
go shopping in my spare time. Travelling all over the world is also my wish. I like playing balls too, such as basketball, football , volleyball , ping pong , badminton ,bowling and so on.
As for my personality /qualities , I am honest , kind , warm-hearted, hospitable, easy-going, out-going , brave, responsible, humorous , self-less, usually good-tempered, trustworthy , caring , tolerant and intelligent.
Step 3
After I introduce myself I am anxious to know you. Will you please give some introduction to me? Are there any volunteers? (6-7 SS)
Step 4 Exercises：
T gives some requirements to SS.
eg: 1.plans of this term: handwriting contests: speech contests
2.two units every three weeks
3.the process of study
Step 5 Homework
I .look up the new words in the dictionary
II. preview the warming up
Step 6 Summary：
In the next days we will have a hard time but I hope you can have fun from the study. Doing a lot of reading will enlarge your knowledge and your view of the word. Let’s improve hand in hand.
课后反思：
由于南北思维方式的差异，本地的学生羞于开口讲话，教5E08的激情没有带动他们， 而他们的懈怠却让老师有些失望。教师在讲授的过程中，有些学生不能理解大量的英语教学。这是造成他们参与教学的一个障碍。那么我在今后的教学中要适当给与解释。抓住学生的上课注意力。
Period 1 Warming-up and Speaking
1. Teaching objectives:
1) Target language
I (don’t) think…… I (don’t) think so. I (don’t) agree.
I believe…… That’s correct. In my opinion, ……
2) Ability goals
Describe your friends in English
Figure out the problems between friends and then find different ways to solve the problems.
Learning ability goals
To encourage students to think and talk about friends and friendship by using some phrases and structures.
To learn to solve problems that may occur between friends.
c. To cultivate the students to form the good habit of learning English in Senior Middle School.
2. Teaching important points:
Use the given adjectives and sentence structures to describe one of your friends.
Learn to evaluate friends and friendship.
3. Teaching difficult points:
Work together with partners and describe one of your good friends.
Discuss with partners and find out ways to solve the problems.
4. Teaching methods
Task-based teaching and learning
Cooperative learning
Discussion
5. Teaching aids:
CAI
6. Teaching procedures and ways:
Step 1 Lead-in and Warming-up
Before the lesson, the teacher can arouse the students’ interests by showing a video of Auld Lang Syne .
At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.
How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time?
What do you think of our new school? Do you like it? Could you say something about it?
Do you like making friends? How do get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?
Step 2 Think it over
1. Give a brief description of one of your friends. The following phrases and structures may be helpful:
His/Her name is ……
He /She is …… years old.
He /She likes …… and dislikes ……
He /She enjoys …… and hates……
He /She is very kind/friendly/……
When /Where we got to know each other.
2. What types of friendship do you have? Please tick them out. Then fill in the blanks.
girl friends boy friends pen friends
long -distance friends friends of the same age
e-friends (friends over the internet) friends across generations unusual friends like animals, books……
1).______ is /are most important to you.
2). You spend most of your free time with ____.
3). You will share your secrets with _____.
4). When in trouble, you will first turn to _____.
Step 3 Make a survey
1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.
Tell your partner your standards of good friends by using the following structure:
I think a good friend should (not) be……
In my opinion, a good friend is someone who……
Have a member of each group report on what their lists have in common and list them on the board.
Ask the class whether or not they agree with all the qualities listed.
Then have the students do the survey in the textbook.
Have the students score their survey according to the scoring sheet on page 8.
The teacher ask some students how many points they got for the survey and assess their values of friendship:
★ 4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.
★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.
★ 13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done.
(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)
Step 4 Talking and sharing( work in pairs)
1. If your best friend does something wrong, what will you do?
Try to use the following phrases:
I (don’t) think…… I (don’t) think so.
I (don’t) agree. I believe……
That’s correct. In my opinion, ……
What to do
?reasons
?
?
?
?
?
?
?
?
2. What is a friend?
A British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editior, choose the best one from the following entries(条目), and explain why.
One who understands my silence.
A friend in need is a friend indeed.
Friends are just the people who share your happiness and sorrow.
When you look at your watch at 4 am, but still know you can call
them and wake them up, and they’ll still want to talk to you ,that’s
friendship.
To have a friend, you need to be a good friend.
Step 5 Group work (output)
The teacher can give each group one of these questions below to talk about. Then let the class share their ideas. It’s better to stimulate the students to express their own opinions about these questions.
Do you think it is a good idea to borrow money from your friend?
Why and Why not?
2. What factors may cause the breakdown of a good friendship?
3. What can be your unusual friend besides human beings? And why?
Step 6 homework
Write down a short passage about your ideas /the factors/your unusual friends.
Prepare for the new lesson.
课后反思：
每天的作业都需要上交吗？也许每周交两次就行了。
第一、二、五件事怎样检查？每天课前5分钟询问1个或2个学生并检查某一项，注意对不同水平的学生提问的难易变换。
Period 2 Reading “Anne’s Best Friend”
1. Teaching objectives:
1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;
2). To get the students to realize the importance of friends and friendship, and to tell true friends from false friends;
3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;
4). To learn the writing style of this passage.
2. Teaching method: Task-based teaching
3. Teaching procedure:
Step 1.Pre-reading
1. Please enjoy three pieces of music and find out what they are about.
2 .Why do you think friends are important to you?
3. What do you think a good friend should be like? List the good qualities a good friend should have .
4. Have you ever considered making friends with animals, plants or even an object? Why or why not?
Step 2.Reading
1. Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.
2. Skimming the first two paragraphs to confirm your guessing.
1) What was Anne’s best friend? Why did she make friends with it?
2) Did she have any other true friends then? Why?
3) What is the difference between Anne’s diary and those of most people?
4) Do you keep a diary? What do you think most people set down in their diaries?
5) We are going to read one of Anne’s diaries .but before reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph?
3. Reading of Anne’s diary
How she felt in the hiding place
Two examples to show her feelings then
Step 3.Post-reading
1.What would you miss most if you went into hiding like Anne and her family? Give your reasons.
2.Group work
Work in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.
Where would you plan to hide? How would you arrange to get food given to you every day?
What would you do to pass the time?
------
3. Discovering useful words and expressions
Complete the following sentences, using words and expressions from Reading
1) She has grown _______ about computer games.
2) Was it an accident or did David do it on _______?
3) From the beginning ,Paul made it clear that he would be ______ (完全地)in control.
4) He used to work _______ even in the middle of winter.
5) Just the _______ of more food made her feel sick.
6) You had better have a _________ talk with him.
7) Born in a poor family, the manager _________ lots of hardships in his childhood.
8) A diary is often kept to ________ what happens in people’s daily lives.
Step 4.Talking about friends and friendship
1.There are many proverbs about friends and friendship. Choose the one you agree with and explain why, then choose one you disagree with and explain why.
A friend in need is a friend indeed.
Friends are like wine; the older, the better.
A friend to all is a friend to none.
The same man cannot be both friend and flatterer(阿谀奉承者).
False friends are worse than open enemies.
Walking with a friend in the dark is better than walking alone in the light.
2. We have talked about friends and friendship today, can you write one or two sentences to express your understanding of friends and friendship.
Step 5.Homework:
1. Interview a high school student, a businessman, a police officer and a housewife to find out their opinions about friends and friendship. Write a
report to share it with the whole class.
2. Describe one of your best friends following the writing style of this passage.
Ending: Let’s sing this song about friends together
课后反思：
这是阅读教学课的第一课时。主要是要达到提高学生阅读技巧，同时培养学生的阅读能力的目的。那么，在实施的过程中，采取了，略读（skimming）—找主旨大意——跳读(scanning )——找信息（回答问题）——分析文章的结构-布局谋篇-阅读的同时也为今后的写作奠定了基础。但是，由于时间有限，文章的结构讲解得不够详细。在今后的阅读题中，加强巩固。
Period 3 language points for “Anne’s Best Friend”
1. Teaching objectives:
deep understanding of the reading and analyze the passage structure and difficult sentences.
2. Teaching important points:
Some sentence structures
3. Teaching method: Task-based teaching and explanation
4. Teaching procedure:
Step 1 Lead-in
Today we will go through some difficult language points and sentence structures.
Step 2 Revision
1)First ask SS to recite some words.
2) T points out some difficult language points.
Step 3 ：Explation
T gives some explanation of the text to the SS
1) make a list of
2) be important to
3) go through
4) hide away
5) it be + sometime + before …过。。。 多长时间才
It will be ten years before we can meet each other.
It +be+否定形式+some time +before …不久就…
It was not long before he told me about it.
6）set down a series of facts
7) I wonder if…
8) it is + being stressed part + that + the left part
I saw him in the park yesterday
9) be crazy about
10) well remember
11) could never have kept me spellbound
12) stay awake
13) on purpose
14) in order to
15)dare
16)happen to do
Step 4 Exercise
Ask the students to make sentences using the phrases given above.
Step 5 Homework
Recite the words and phrases.
Step 6 summary
Ask the students to sum up the words and expressions and
the Chinese meaning.
课后反思：
本次课提问人数达10余人，有1人不能回答。该生是原初三（1）班的，课余时间和课堂上很活跃，但是却不能回答简单的问题，怎样让这样的学生静下心来呢？也许应先让该生消除骄傲的心理。
课堂上有8位学生不愿意和别人交谈，也许是性格内向，像这样的学生往往理科成绩优秀，而英语学习存在方法上的误区。对他们应先采取课后多辅导、督促，课堂上给简单容易的任务，让他们逐步重新树立自信心。
Period 4 Grammar
1．Teaching objectives
Learn to use direct speech and indirect speech
2. Teaching important point
Summarize the rules of Direct Speech and Indirect Speech.
3. Teaching difficult point
Learn about the special cases in which the tenses shouldn’t be changed.
4. Teaching methods
Discussing, summarizing and practicing.
5. Teaching procedures
Step1 Lead in
T: In the last lesson, we learned Anne Frank’s story. She is telling her stories to two of her friends—you and Tom. Tom has something wrong with his ears,so you have to repeat Anne’s sentences, using indirect speech. Sometimes you explain Tom’s sentences to Anne.
“I have to stay in the hiding place.” said Anne. →
Anne said she had to stay in the hiding place.
“Do you feel sad when you are not able to go outdoors?” Tom asked Anne. →
Tom asked Anne if/whether she felt sad when she was not able to go outdoors.
“I don’t want to set down a series of facts in a diary,” said Anne.→
Anne said that she didn’t want to set down a series of facts in a diary.
“What do you call your diary?” Tom asked. →
Tom asked what she called her diary.
Ss go on this topic by themselves.
Step2 Grammar
T: Now let’s look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed?
Ss discuss by themselves.
Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.
T: Quite right. Look at the form on the screen. These are the rules.
直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。
1.直接引语是陈述句，变成间接引语时，由连词that 引导。例如：
She said, "I am very happy to help you."→
She said that she was very happy to help you.
2. 直接引语是一般/选择疑问句，变成间接引语时，由连词whether或if 引导。例如：
He asked me, "Do you like playing football?"→
He asked me if/whether I liked playing football.
注意：大多数情况下，if和whether 可以互换，但后有or not,或在动词不定式前，或放在介词后作连接词时，一般只用whether。例如：
She asked me whether he could do it or not.
直接引语是特殊疑问句，变成间接引语时，由相应的疑问词who,
whom, whose, how, when, why, where 等引导。例如：
My sister asked me, "How do you like the film?"→
My sister asked me how I liked the film.
4. 直接引语是祈使句，变成间接引语时，把动词原形变成动词不定式，并在动词不定式前加tell, ask, order 等的宾语。例如：
The captain ordered, "Be quiet."→
The captain ordered us to be quiet.
注意：此种情况的否定句，在动词不定式前加not。
My teacher asked me, "Don't laugh."→
My teacher asked me not to laugh.
5. 一些注意事项
(1)间接引语一般要用陈述句的语序，即主、谓、宾的顺序。例如：
He asked Lucy, "Where did you go?"→
He asked Lucy where she went.
Tom said, "What do you want, Ann?"→
Tom asked Ann what she wanted.
(2)直接引语是客观事实、普遍真理等，变成间接引语时，时态不变。例如：
They told their son, "The earth goes round the sun."→
They told their son that the earth goes round the sun.
(3)直接引语变间接引语时， 指示代词、时间状语、地点状语等要作相应的变化。例如：
He said, "I haven't seen her today."→
He said that he hadn't seen her that day.
注意：如果转述时就在原来的地方，就在说话的当天，就不必改变指示代词、时间状语、地点状语等。
Direct Speech Indirect Speech
Present past
Past past and past perfect
Present perfect past perfect
Past perfect past perfect
Present continuous past continuous
Step3 practice
T: Turn to Page 5. Please change the following direct speech into indirect speech and indirect into direct.
“I’m going to hide from the Germans,” Anne said.
“I don’t know the address of my new home,” said Anne.
“I cannot ask my father because it is not safe to know,” she said.
“I had to pack up my things very quickly,” the girl said.
“Why did you choose your diary and old letters?” Dad asked her.
Mum asked her if/whether she was very hot with so many clothes on.
Margot asked her what else she had got.
Anne asked her father when they would go back home.
Anne asked her sister how she could see her friends.
Mother asked Anne why she had gone to bed so late the night before.
Step4 Correcting mistakes
T analyses the common mistakes Ss have made during the practice.
T: Now let’s look at the screen and pay attention to these sentences. Choose the right sentence and tell me why the other one is wrong.
Step5 A game
Play a guessing game “who is my secret friend?” One student comes to the front with his partner.
The rest students ask him questions while his partner changes them into indirect speech. In the end, the person who has guessed the right answer can come to the front to take the place of the first student .So the game goes on.
Suggested sentences:
Can your friend speak?
What does he/she wear today?
Is he/she tall or short?
What do you and your friend do in your free time?
Do you quarrel with each other?...
Step6 Homework
Do Exercise1 on Page 42. Here is another page of Anne’s diary. Read it through and then use indirect speech to retell the story.
课后反思：
对于家庭作业的检查可以给学生制订一个表格，让其记录，对自己起到自我评价的作用。但是，教师初期作业一定要严格要求，只有
这样，学生才能做到严格完成每一件事。
附表：
Sep.4 2006
To speak to five people.
To listen to five people.
To read for five minutes.
To write five sentences.
To learn five sentences by heart.
Sep.4
Sep.5
Sep.6
Sep.7
Sep.8
Sep.9
Period 5 integrating skills “Friendship in Hawaii”
1. Teaching objectives:
To learn about ways of showing friendship in Hawaii and share their opinions on friendship. Because it is a lesson of integrating skills, Ss are also asked to write sentences on friendship.
2. Teaching procedures:
Step1 Lead-in
1. Talk about different ways of showing friendship of minority groups in China.
2. Compare Chinese ways of showing friendship with Western ways. And discuss why there is a big difference. Therefore, show the sentence: Every culture has its own ways to show friendship.
3. Ask students if they can think of any place in the world where Chinese and Western cultures live side by side. They may think of Hongkong, Macao, Singapore. And the teacher will add one more -------Hawaii.
Step2 Fast reading
1. It is said that Hawaii is a place where the East truly meets the west. Consider how people show their friendship in Hawaii.
Show a picture and find the information from the textbook. ( by giving “leis” to one another.)
Explain what is a “lei”.
2. Read fast and find out more ways to show friendship in Hawaii to fill in the form.
3. According to the form, ask them to consider what friendship is in Hawaiians.
Step 3 Careful reading
Read the 2nd paragraph carefully and ask “Why do many different peoples call Hawaii their home?”
( Hawaii is a place where people make one big community from many smaller communities. It means Hawaii has a rich cultural diversity.)
Step 4 Writing task
Show proverbs about friends and friendship. Explain them and ask Ss to choose some they agree with and some they disagree with and explain why.
Discuss with their partner and try to write some similar sentences to show their opinions on friendship.
Step 5 Homework
Surf the Internet to collect materials like poems, stories about friendship. And share them with your friends.
课后反思：
今天检查了10位学生的作业，有8个人未做，借口是不会做，完成率20%。对于这样的学生，每天都必须检查到，督促他们完成作业，否则，他们会逐渐偏科。
有5位学生上讲台上去介绍自己，都讲得很好。当听到其中一位说自己喜欢乒乓球时，我提醒另一位在座的同学：“他可以做你的朋友，他的爱好和你的一样。”这么一提让学生感觉到我关心他以及所有同学，以后他们会更加努力做好每一件事，因为每个人都希望被关注。有一位同学说到她喜欢唱歌，我鼓励她小试歌喉，她鼓起勇气唱了羽泉的一首歌中的一句，博得了全场热烈的掌声。每位学生不一定成绩一开始就很棒，但是从生活中的细节发现学生的优点，并予以表扬，让其感受成功，会取得最好的教育效果。
Period 6 Listening & Writing
1. Teaching objectives
To practise students’ listening ability.
To practise students’ writing skills of how to offer advice.
To improve students’ ability to help others solve problems.
2. Teaching procedure
(Analysis: Listening and writing are expansion of the topic of the text. Listening is about Lisa’s problem of making a friend with a boy. She asks Miss Wang for advice. Through listening and exercise, students learn how to give advice and the skill of giving advice. And also let them think about the problem of boy’s making friends with girls and girls with boys. And then design a task to ask students to give advice according to the different problems to practise their ability to solve the problems. All of these lay the foundation for the next task writing. In this way, students feel that they have information to put out. And writing makes for the improvement of students’ writing ability, strengthening their comprehension of friendship.)
Step 1 Lead-in
Do you remember what Ann’s best friend is?
Is it a man or a thing?
Have you seen the film Cast Away?
When Tom is alone on a deserted island, what does he make friends
with? ( a volleyball)
Guess what my best friend is? (Say sth. about music, pets or plants.)
So you see a man can make friends with anyone and anything.
Then boys, would you like to make friends with girls? Girls, would you like to make friends with boys?
What kind of girl would you like to make friends with? And what kind of boy would you like to make friends with?
If you see a boy classmate makes a friend with a girl, will you say something about them behind?
(If no, say you are kind. If yes, say you are a gossiper.)
If you are that boy/girl, would you like to be gossiped about?
But here Lisa has such a problem. Read the letter. Lisa is asking you for help. What advice will you give? You are given 2 minutes to discuss in groups and then offer group’s opinions.
Step 2 Listening
Besides you Lisa also asks Miss Wang of Radio for Teenagers for help. What advice does Miss Wang give to Lisa? Let’s listen to what she says.
Listen for 3 times and do listening exercises.
Step 3 Post-listening
Do you think Miss Wang’s advice is helpful?
Now suppose you are editors of Radio for Teenagers, here are some problems for you to offer advice.
(Give each group a problem and ask them to write down their advice.)
I don’t have enough pocket money.
I’m not satisfied with my appearance.
My desk mate has lost a reference book, she/he thinks that I’m a thief.
I work hard but I hardly make progress.
I want to travel to WuZhen Town with my fiends this weekend, but my parents don’t allow me to go.
I don’t like the way Mr. Li teaches us English, so I’m not interested in English any longer.
My mother has just given birth to my little brother. I’m worried that the baby will rob me of my parents’ love and even everything.
I quarreled with my best friend 3 days ago. Up to now, we haven’t said a word to each other.
I’d like to be monitor, but at the same time I doubt whether I have such ability.
I’m often late for school. The teacher is so angry that he threatens that if I’m late again, I will be dismissed.
Step 4 Writing
Your advice is good and helpful. All of you are qualified editors. Now I have just received a letter from a lonely boy. Read the letter, what is his problem? What is your advice for him? Write a reply.
Step 5 Homework
Write a story about you and your friend.
Thoughts after class:
There are many ways to help the students to deal with new words. Begin by letting the students try on their own. If the students can discover the meaning of new words themselves—either by using clues, pair work, or group discussion—they are more likely to develop a better understanding of the word. More importantly, the process will help them develop strategies and skills that they can use when they encounter new words. They teacher is responsible for providing guidance and assistance. Give the students time, help as little as possible and in a gradual way. Try to model and encourage positive behavior—the best way to help is to provide clues and examples. If you “explain” the word or simply translate it, you are not giving the students an opportunity to learn.
课件3张PPT。.The teaching plans in this term:
1.Finish the two books of Book1
2.Learn two units in three weeks
3.Have monthly tests
4.Hold a handwriting contest and a speech contest
5.Watch English programs on TV and play films in the English languageDemands in your study:
You need to have five notebooks and at least an English-Chinese dictionary.
One is for making notes in class.
One is for writing compositions.
One is for writing homework.
One is for dictation of words and expressions.
One is for keeping a diary.Assignments:
Read the word and expressions of Unit one and give me the English explanations for the following .At the same time , make one sentence with each one.
Add 2) concern 3)crazy4)share 5)suffer 6)communicate课件20张PPT。Grammar direct speech and indirect speechGrammar: Direct and Indirect Speech (1)转述他人的陈述→陈述句→ She asked me what I was doing.1) He said , “I’m going to Beijing.”→ He said that he was going to Beijing.2) He asked, “Are you a teacher?”→ He asked me if /whether I was a doctor.3) She said , “What are you doing?”2. 转述他人的疑问→一般疑问句3. 转述他人的问题→特殊疑问句 直接引语变成间接引语，句子结构的变化
He said, “I have been to the Great Wall. ”
He said to us that he had been to the Great Wall.
He said, “I'll give you an examination next Monday. ”
He told us that he would give us an examination the next Monday. 陈述句
用连词that引导，that在口语中常省略。主句的谓语动词可直接用引语中的said, 也可用told来代替，注意，可以说said that, said to sb. that, told sb. that，不可直接说told that
解题步骤:1.陈述句:“I don’t like computers,” Sarah said to her friends.Sarah said to her friendsthat saiddidn’tsheSarah said to her friends that she didn’t like computers.Sarah一般疑问句 He said, “Do you have any difficulty with pronunciation?”
He asked (me) whether/if I had any difficulty with my pronunciation.
He said, “You are interested in English, aren't you?”
He asked whether I was interested in English. 间接引语用连词whether或if引导，原主句中谓语动词said要改为asked(me/him/us等)，语序是陈述句的语序
2.一般疑问句:
Is it easy to improve the condition of the soil?
( They asked him )They asked himifIt is easy to improve the condition of the soil.it is easy to improve the condition of the soil.askediswasThey asked him if it was easy to improve the condition of the soil.特殊疑问句 He said to me，“What's your name?”
He asked me what my name was.
He asked us, “How many car factories have been built in your country?”
He asked us how many car factories had been built in our country. 原来的疑问词作为间接引语的连词，主句的谓语动词用ask(sb. )来表达，语序改为陈述句语序
3.特殊疑问句：
When do you harvest the wheat ?
( They asked him )They asked himWhenyou harvest the wheatyou harvest the wheat.heharvestedThey asked him when he harvested the wheat.选择疑问句 He asked, “Do you speak English or French?”
He asked me whether I spoke English or French.
I asked, “Will you take bus or take train?”
I asked him whether he would take bus or take train. 用whether…or…表达，而不用if…or…，也不用either…or…
5. 注意地点的变化在直接引语变为间接引语时需要注意的变化1. 注意时态的变化2. 注意人称变化。3. 注意指示代词的变化4. 注意时间的变化6. 注意个别趋向动词的变化When you change a sentence from direct speech to indirect speech, you sometimes need to change the verb tense. You may also need to change pronouns , time in order to keep the same meaning.Direct indirect
Present past
Past past and past perfect
Present perfect past perfect
Past perfect past perfectThe geography teacher told us that the sun rises in the east and sets in the west.谓语动词时态变化需要注意几点：1.直接引语表述的是客观真理，变为间接引语时，时态不变The geography teacher said, “The sun rises in the east and sets in the west.”She says that she’ll never forget the days in the country.2. 如果直接引语所表述的内容在目前和说话时同样有效，变间接引语时，时态可不变The children said, “We love this game.”They told us that they love that game.3.主句谓语动词的时态是现在时态，在引述时，时态不变。She says, “I’ll never forget the days in the country.”1. 当主句的谓语动词是将来时的时候
2. 当直接引语部分带有具体的过去时间状语时
3. 当直接引语中有以when, while引导的从句，表示过去的时间时
4. 当引语是谚语、格言时
5. 当直接引语中有情态动词should, would, could, had better, would rather, might, must, ought to, used to, need时 从句时态无须改变的还有以下情况: 直接引语 间接引语
指示代词 时 间 状 语 地点状语 方向性动词 this, that, these those
now, then, today that day
this week that week yesterday the day before
last week the week before
four days ago four days before the day before yesterday two days before
tomorrow the next day
next month the next month
here there
come, go,bring take Exercises:1. He said , “I m afraid I can’t finish this work.”2.He said , “I haven’t heard from him since May.”
3.Tom said “I will see you next week.”
He said that he was afraid he couldn’t finish that work.He said that he hadn’t heard from him since May.Tom said that he would see me the next week.4. “Why were you late again?” The teacher said to me.
5. “I don’t like swimming,” said Sarah.
6. His friends asked him if he would go to Dalian.
7. “Have you been to Paris?” My classmate asked me.The teacher asked me why I was late again.Sarah said she didn’t like swimming.His friends asked him, “Will you go to Dalian?”My classmate asked me if I had been to Paris.Readers can ________ quite well without knowing the exact meaning of each word.
A. get over B. get in
C. get along D. get through高考链接C解析：答案C。本题主要考查具体语境中get短语的用法。全句意为：尽管读者不知道每个单词的确切含义，但他们能够很好得读懂，即读书进展得顺利，故用get along。2. It’s hard for me to imagine what I would be doing today if I ______ in love, at the age of seven, with the Melinda Cox Library in my hometown.
A. wouldn’t have fallen B. had not fallen
C. should fall D. were to fall高考链接B解析：答案B。本题考查了fall in love在虚拟语气中的应用，从标志性时间状语at the age of seven看，宾语从句内容意指过去。在虚拟语气结构中，若指过去，从句中动词形式用过去完成时，主句中谓语动词形式用would/should/might/ could/have done。课件4张PPT。Grammar direct speech and indirect speechLook at our book and find out the difference .Can any of you give us the main changes between them?
When we do this part we should change tense,pronouns and adverbs.
Page 87
Game 1A group work
Each of SS write a direct speech sentence on the paper. A shows to B,C asks B“what A said?” B answered :”A said “D write it down .then change the order.
Game 2Each student write a sentence on a piece of paper and T collect them . Then T give some of the pieces to the students in front .
SS pass down what they heard to the student
behind them one by one until the last one write it down on the Bb. 课件9张PPT。1.I wonder if…我想知道
I wonder if it is true that he hid away for one year.
I wonder whether he is telling the truth.
我想知道他会遵守他的诺言.
我想知道他敢那样做吗.
2.It is + 强调部分…that …句子剩余部分
It’s because I haven’t been able to be outdoors for so long that I ‘ve grown so crazy about everything to do with nature.
I ‘ve grown so crazy about everything to do with nature because I haven’t been outdoors for so long.
Eg: It is in the room that I was born.
It is not until he took his sun glasses that I recognized him .
He used to work in the factory.
He was upset because he was ignored by others.
It was in the factory that he used to work.It was because he was ignored by others that he was upset.直到１０点钟，他才回来．
他们担心的就是他们最小的儿子．
当他在舞弊的时候，他就被抓了．
Sum up:
It is + 介词短语
状语从句 ＋that
not until 从句
名词3.Everything to do with:与…有关的
不定式做定语修饰名词
Eg: a letter to answer a question to pay attention to a chair to sit down
do with: 处理 应付 用what 提问
deal with: 处理 牵涉到 用how提问
Eg:--I don’t know ____with the problem.It’s too hard.
----you can ask Mr Wang for help.
A.how to do B.what to do C.which to do D.when to do
4.I stay awake on purpose
stay awake:系表结构 系动词无被动，无进行时
When he came into the room, he____a little strange.
A.felt B.was felt C.was feeling D.feel
系动词有be,get,fall,feel,taste,sound,look,smell,go,
turn,stay,5.I didn’t dare open a window.
Dare用于肯定句中，用dare to do 形式．
用于否定句和疑问句中，不定式一般不加to
He dares to do most things but he doesn’t dare do that.
Dare he jump from the high place?
他敢在大家面前说英语吗？
她敢把自己的想法传达给他人．5.sth happen to sb: 某人发生某事
Eg: An terrible accident happened to
the little girl.
什么事情发生在他身上了？
Happen to do : 恰好在做…
When he was walking in the street he happened to see his former wife.
当老师进来时，学生们在读书．It happened that… ：碰巧…
It happened that he had seen the movie before.
碰巧他曾在美国留学过，所以他能列出中美文化的区别．课件28张PPT。Unit 1 FriendshipPre-readingDoes a friend always have to be a person? What else can be your friend?What do you know about the World War II?Pre-reading-I----questions (2m)Cast AwayTom Hanks Do you think a diary can become your friend? Why or why not?
What do you know about the World War II?
The Second World WarNazi crime Reading
Anne’s best friend The main idea: The passage tells us why Ann made
a______ her best friend and shows us
one page in her _______ diarydiaryTry to give the main idea of each partPart 1 :Anne made her diary her best friend whom she could tell everything. Part 2 :Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time Part3:Having been kept indoors for so long, Anne grew so crazy about everything to do with nature. What did she do?
Why did she do that way?
How did she enjoy herself?She hid away in order not to be caught by the German Nazis. At the same time she kept a diary.She did that way in order not to be caught by the
German Nazis. She kept a diary. Scanning:Reading-II----scanning (2m)Read fast and fill in the form below.
World War IINetherlandsAnneDiaryTwo yearsThursday 15, June, 1944Read the passage again and fill the following form:Blue sky, songs of birds, moonlight, flowers Never felt spellboundDarkness, rain, wind, thundering cloudsGrew crazy Reading-III----filling (4m)Read the test again and answer the following questions:
What is a true friend like in Anne’s opinion?
What is an ordinary diary like according to Anne? What about her diary?
Why was she so crazy about things to do with nature?
Why didn’t she dare open the window when the moon was too bright?5.what’s the meaning of “spellbound ” “hold me entirely in their power”?
6.which sentences attract(吸引) you or trouble you?Retell the passage according the clues. name in my time
the reason why I hide away
I made a friend with
the content(内容) of my diary
be crazy about nature
the reason is that on purpose
In order to happen to discussionSuppose you will stay indoors for a year. You are only allowed to take 5 things with you .choose them and explain why.Language points1.go through :experience or undergo
Eg: The soldier went through a lot in the war.
: pass a place or a draft successfully
Eg: Can the desk go through the door ?
: examine carefully
Eg: The teacher will go through your homework. 2.hide away: put or keep out of sight
make or keep secret
Eg: The murderer has hidden away for a year .
a hidding place hide-and-seek 3.Set down: write down
Eg: He set down everything that happens that day.
:put down
Eg: He set down his books at the shelf. 1.I wonder if…我想知道
I wonder if it is true that he hid away for one year.
I wonder whether he is telling the truth.
我想知道他会遵守他的诺言.
我想知道他敢那样做吗.
2.It is + 强调部分…that …句子剩余部分
It’s because I haven’t been able to be outdoors for so long that I ‘ve grown so crazy about everything to do with nature.
I ‘ve grown so crazy about everything to do with nature because I haven’t been outdoors for so long.
Eg: It is in the room that I was born.
It is not until he took his sun glasses that I recognized him .
He used to work in the factory.
He was upset because he was ignored by others.
It was in the factory that he used to work.It was because he was ignored by others that he was upset.直到１０点钟，他才回来．
他们担心的就是他们最小的儿子．
当他在舞弊的时候，他就被抓了．
Sum up:
It is + 介词短语
状语从句 ＋that
not until 从句
名词Everything to do with:与…有关的
不定式做定语修饰名词
Eg: a letter to answer a question to pay attention to a chair to sit down
do with: 处理 应付 用what 提问
deal with: 处理 牵涉到 用how提问
Eg:--I don’t know ____with the problem.It’s too hard.
----you can ask Mr Wang for help.
A.how to do B.what to do C.which to do D.when to do
I stay awake on purpose
Stay awake:系表结构 系动词无被动，无进行时
When he came into the room, he____a little strange.
A.felt B.was felt C.was feeling D.feel
系动词有be,get,fall,feel,taste,sound,look,smell,go,
turn,stay,4.everything to do with naturedo with : 与…有关
: 处理, 应付
Eg: He does’t know what to do with the case.
5.Happen to do: 恰好做…
Eg: when the teacher came in, he happened to be reading
5.sth happen to sb: 某人发生某事
Eg: An terrible accident happened to the little gir.
It happened that… ：碰巧…
It happened that he had seen the movie before.Find out the clauses in our text.课件19张PPT。When you change a sentence from direct speech to indirect speech, you sometimes need to change the verb tense. You may also need to change pronouns , time in order to keep the same meaning.Direct indirect
Present past
Past past and past perfect
Present perfect past perfect
Past perfect past perfect 直接引语 间接引语
指示代词 时 间 状 语 地点状语 方向性动词 this, that, these those
now, then, today that day
this week that week yesterday the day before
last week the week before
four days ago four days before the day before yesterday two days before
tomorrow the next day
next month the next month
here there
come, go,bring take Exercises:1. He said , “I m afraid I can’t finish this work today.”
2.He said , “I haven’t heard from him since May.”
3.Tom said “I will see you next week.”
He said that he was afraid he couldn’t finish that work that day.He said that he hadn’t heard from him since May.Tom said that he would see me the next week.4. “Why were you late again?” The teacher said to me.
5. “I don’t like swimming,” said Sarah.
6. His friends asked him if he would go to Dalian.
7. “Have you been to Paris?” My classmate asked me.The teacher asked me why I was late again.Sarah said she didn’t like swimming.His friends asked him, “Will you go to Dalian?”My classmate asked me if I had been to Paris.Do you know any place in the world where Chinese and Westerner cultures live side by side?Brainstorming-I----Talking (2m)Hong kongSingaporeVancouverMacaoCan you imagine what the life will be in such a place?Pre-reading-I (2m)Read the passage and decide what each of the following words means in the language of the Hawaiians.to be with happiness/ goodbye/ our hearts singing togetheroneness with all peoplehelpfamilya circle of flowers worn around the neckReading-I----fast reading (2m)Read the text again and answer the following questions.What is the first way Hawaiians show their friendship?
What is the second way of showing friendship?
What is their third way of showing friendship?
Why do many different peoples call Hawaii their home?
How do people in Hawaii get on with one another?
How can people in Hawaii live in peace?
Can you find similar things in your hometown? How do you show friendship to visitors?Reading-II----Detailed reading (5m)What is the first way Hawaiians show their friendship?Hawaiians say “aloha” to each other to show friendship.2. What is the second way of showing friendship?They welcome people of all races, languages and cultures with “lokahi” which means “oneness with all people” .3. What is their third way of showing friendship?They give visitors a “Lei” to make them feel at home.4. Why do many different peoples call Hawaii their home?It’s because Hawaii is a place where many cultures live together peacefully and co-operate with each other.5. How do people in Hawaii get on with one another?They try to help each other so that all feel stronger.People are told that their actions should be as gentle as the wind blowing from the sea.6. How can people in Hawaii live in peace?They solve the problems with understanding and treat all people as if they are part of the same family.7. Can you find similar things in your hometown? How do you show friendship to visitors?Students give their own answers.Read the following poem carefully and write down the pairs of words that rhyme and add more similar rhyming words.
A friend is someone we turn to
when our spirits need a lift,
A friends is someone we treasure
for our friendship is a gift.
A friend is someone who fills our lives
with beauty, joy and grace
And makes the whole world we live in
a better and happier place.FriendsAppreciation (2m)I want to find the answer to the question
What is friendship?
When it rains, I think friendship is a small umbrella.
It can give me a piece of clear sky.
When I’m crying, I think friendship is a white handkerchief.
It can wipe my tears dry.What is friendship?Discussion-I (3m)When I am sad, I think friendship is a warm word.
It can bring me happiness again.
When I am in trouble, I think friendship is a strong hand.
It can help me escape my troubles.
When I sit in a quiet place, I think friendship is a very wonderful feeling.
It can’t be pulled and torn, because it is in everyone’s heart.
It is there from the beginning to the end of our lives.
课件9张PPT。 Unit One
Friendship The First Lesson
Title: Self-introduction
Aims and Demands:
Get to know each other
Procedures:
1. Greetings : Hello , everyone?
2. Introduction:
It is my honor to be here as your English teacher. From now on, we’ll spend three years together in Senior High School Attached to Beijing Normal University. I think you are anxious to know about me. Ok, let me introduce myself to you in brief. I am from Changchun, the capital city of Jilin Province , in the northeast of China. It is famous for the First Car Factory .And Changchun Film Studio. When you come to Changchun in winter, you will feel what is called coldness.
I have a son , who is a college student in Grad Two in Changchun. His major is Bioengineering. He is 176cm tall and 70kg in weight. He has the ability in doing things.
As to my hobbies, I can say I like singing , dancing though I am not good at them. And I also like balls and swimming.What’s more , I like to make friends all over the world. I have epals in Canada, Malta, USA , Taiwan and so on. Making friends make me happy . Above all , I have improved my spoken English very much. So I hope , and I am sure I can be your friend, good friend.
About my personality, I am honest , friendly , open-minded , generous , helpful , patient , good-tempered, trustworthy careful , full of love, caring , responsible, interesting, brave, easygoing, out-going, warm-hearted, kind, self-less, tolerant and intelligent. Ok, that’s all for myself today. Just now I have introduced myself to you . Now I would like to know something about you. Who would like to be the first one to introduce yourself to me and other students in English?Demands in your study:
You need to have five notebooks and at least an English-Chinese dictionary.
One is for making notes in class.
One is for writing compositions.
One is for writing homework.
One is for dictation of words and expressions.
One is for keeping a diary.Assignments:
Read the word and expressions of Unit one and give me the English explanations for the following .At the same time , make one sentence with each one.
Add up 2) upset 3) calm down 4) be concerned about 5)go through 6) hide away7) Set down 8) on purpose 9) get along with 10 )communicate with
2.What is /are the most important quality/qualities that a friend needs to have ? Reference Answer:
I think what is important for me is that a friend is always around when I need him/her. If I feel sad or upset , he/she will comfort me. He/She won’t leave me alone when I’m in trouble . He /she will help me.
Feedback(教学反思)
课件5张PPT。Vocabulary of unit1 1.Add: V. put together with something else so as to increase the number, the size, an d importance further to say ,go on to say
Eg: After listening what the chairman said, she added “ We should think the situation over.
Add to : increase
Add something to : put something into
Eg: The soup is tasteless .Lily , add some salt to it .
Reading can add to your taste.
Add up : amount( 总计)
Eg: Add up all the money in your pocket and you will see how rich you are.Add up to : come to (总计达) Eg: His schooling in all his life added up to no more than one year. There have been several new events ______to the program for the 2008 Beijing Olympics Games . A. add B. to add C. adding D. added 2.concern: v. n.
to be about :
eg: The story concerns a dog and a cat.
To have effect on:
Eg: the rules concern all the students.
(D).Be concerned about：be worried about Eg：His parents are concerned about his study。 Show concern about：care about People all over the country showed their concern about the flooded areas。 Give the Chinese meaning of the following phrases a concerned mother as far as I’m concerned to whom it may concern3.share：to use ，have，or take a part in sth with others or in a group
Share （in） sth with sb
Eg ； Give the toy to Tom, John. You should learn to share it with others.
4.crazy: mad, ill in mind
Eg : When you are doing something crazy ,people will say you are mad.
Be crazy about:be interested inChildren are always crazy about computer games. 5.suffer: experience pain or difficult Eg: People suffered flood in many places in China this year. Suffer from illnessEg ; She often suffers from stomach.
6.communicate: share or exchange opinions news or information
Communicate sth with sb :
Eg: We should communicate with each other in English at class from now on.课件12张PPT。Words about friendship:lovely helpful quick-minded
（思维活跃的）
honest brave wise
loyal smart handsome
pretty kindhearted talkative（爱说话的）
silent careful generous（大方的）
unselfish （不自私的） diligent （勤奋的）
active creative thoughtful
humorous responsible open-minded
funny kind …. Brainstorming-I----words (3m)Questions :1. Do you need friends?2. Do you think friendship is important in your life? Why do you think so? 3.? Do you have any good friends? What do you think of them?What qualities should a good friend have?
BrainstormingBrainstorming-II----question (2m)InterviewFour students in a group, each one has to interview the other group mates.Brainstorming-III----interview (3m)Agreement and disagreementAgreement:
I think so.
I think …
I agree that…
That is correct. Disagreement
I don’t think so.
I don’t think that…
I don’t agree that…
Of course not
Do the questionnaire on P1 See what kind of person you are ★ 4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.★ 13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done.Choose either of the topics to discuss in pairs.
Who is your best friend? Tell us stories of your friendship.
Does a friend always have to be a person? Tell us about your unusual friends.Page7 writing for fun First read the passage and imitate it to write one friend of you . You can write the appearance, characters and hobbies. Remember to give some facts to support your ideas.
