The Fourth Period Language Study
Teaching goals
1. Target language
a. Important words and phrases:
survey, add, upset, ignore, calm, concern, cheat, list, crazy, dare, trust, suffer, advice, communicate, habit, join in, fall in love, according to, in order to, go through, add up, a series of
b. Important sentences：
She should have studied, …
She and her family hid away for two years before they were discovered.
I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything t do with nature.
I stayed awake on purpose until…
As the moon gave far too much light, I didn’t dare open a window.
I happened to be upstairs one evening when the window was open.
It was the first time that I’d seen the night face to face.
2. Ability goals
Learn some important patterns.
3. Learning ability goals
Have students learn how to use the important words , phrases and patterns.
Teaching important points
The use of some important words, phrases and patterns.
Teaching difficult points
How to teach the students to master the usage of the patterns.
Teaching methods
Learn the language points through situations given and practice.
Teaching aids
Slide show
Teaching procedures & ways
1. concern oneself about / for 担忧，关心
be concerned about / for 关心
We are concerned about / for her safety.
2. cheat v. 欺骗；骗取；作弊
cheat sb. ( out ) of sth. 骗取某人的某物
cheat sb. into doing … 骗某人做…
cheat in / at … 作弊； 作假；
He was cheated into smoking ( 吸烟）
It is wrong to cheat in an examination (考试作弊）
It was foolish of him to be cheated of his money（被骗了钱）
3. should have done 本来应该做某事 （而实际没做，含有责备的意味）
should not have done 本来不该做某事（而实际已做）
He looks upset. I shouldn’t have told him the bad news (本不该告诉他这个坏消息）.
You are late. You should have come five minutes earlier (早五分钟来）.
4. before …才…
eg. I had waited for him for two hours before he came.
我等了他两小时他才来。
注意以下句型：
It will be + 时间段 + before … 得过多久才…
It will not be + 时间段+ before … 用不了多久就…
It was + 时间段+ before … 过了多久之后才……
It wasn’t long before … 没过多久就……
It will be three years before we meet again（才见面）.
It was not long (没过多久）before we got together.
5. 强调句型：
It is / was +被强调部分 + that/ who (被强调部分是人时，可用who替代that) …
注意被强调部分的人称代词和从句中的时态。
对下列句子的划线部分进行强调：
I came across them in the club two days ago.
It was I who came across them in the club two days ago.
It was them that I came across in the club two days ago.
It was in the club that I came across them two days ago.
It was two days ago that I came across them in the club.
被强调部分也可以是从句。
eg. He went back to his hometown when the war was over.
It was when the war was over that he went back to his hometown
6. keep sb. / sth. + a. / ad. / doing / done 使……保持某种状态
I’m sorry to have kept you ________( wait ) for so long.
We will keep you _______ ( inform ).
7. stay ---- keep 系动词，意为“保持”，表示状态，后多跟形容词或名词，不用于被动语态和进行时。
The weather _________(一直暖和）all this weak.
The shop __________( 一直营业）twenty four hours a day.
They _________________ (一直是朋友) for years until Li died.
8. too much + n. 太多 (若修饰可数名词复数，则用too many ; too much 还可以单独使用）
much too + a. / ad. 实在太……
I had to call a taxi because the box was ____ to carry all the way home .
A. much too heavy B. too much heavy
C. heavy too much D. too heavy much
I won’t go to the cinema with you, because I have ____ work to do.
A. too many B. too much C. much too D. far much too
I am not in good health, so the work is __________for me to do.
9. happen to do … ; It happens(ed) that … 碰巧……
I _________________________ (恰好在车站）when he arrived.
It happened that _________________ when he arrived .
10. dare (1) 用做情态动词，多用于否定、疑问、条件状语从句和weather / if 引导的从句，没有人称和数的变化。现在时为dares, 过去时为dared ,否定式为dare not 或daren’t
（2）用做实意动词，有人称、数和时态的变化，否定句中的to可省略。
I dare say 我敢说；我相信；我认为
eg: I dare say he will come later. 我敢说他过些时候会来的。
There is something wrong with the tape, I dare say.（作插入语）
I wonder how he____ that to the teacher.
A. dare to say B. dare saying C. not dare say D. dared say
The little girl ___ go downstairs alone at night.
A. dares not to B. dares not C. dare not to D. dare not
She is shy and ___ stand up and answer the teacher’s questions.
A. dares not B. doesn’t dare to C. dare not to D. dares not to
11. It / This is the first / second …time that +主语+have / has done.
It / This was the first / second / third … time that + 主语+ had done.
意为“某人第几次做某事”
I’m not familiar with the town. It is the first time that I _____________.
He told me it was the fourth time that he ____________________（犯同样的错误）.
12. face to face 面对面地 （在句中作状语）
face –to – face a. 面对面的 (作定语）
类似的还有 heart to heart 坦诚地
shoulder to shoulder 肩并肩地
back to back 背对背地
She stood __________________ (面对面地）with him.
We had ___a face – to – face talk____________________ (
That night they talked _____________ (坦诚地） with each other.
13. (1) advice (1) n. [U] 劝告，忠告
give / offer sb. some advice ( on …) （就…)给某人提建议
follow / take one’s advice 接受某人的建议
ask sb. for advice (= ask advice of sb.)
(2) advise v. 建议,劝告
advise sb. to do; advise doing
advise that sb. ( should ) do
Father went to his doctor for _____ about his heart trouble.
A. an advice B. advice C. advices D. the advices
The teacher gave me _____ studying maths.
A. some advice on B. advices on C. advice D. some advices for
He was advised ______ smoking.
A. stopping B. to stop C. stop D. to be stopped
He advised that we ____________________ (立刻出发).
14. have difficulty / trouble ( in ) doing 某人做某事有困难
There is difficulty / trouble ( in ) doing 做某事有困难
have difficulty / trouble with sth.
I didn’t have any trouble / difficulty _____ the man’s house.
A. to find B. with finding C. in find D. finding
He asked me if I had any difficulty ____ my English.
A. with B. in C. for D. to
15. get on / along ( well / nicely / badly / ) with sth. 进展
get on / along ( well / nicely / badly ) with sb. 与某人相处
He asked me _________________________( 我的英语进展如何).
I told him that I __________________ ( 进展得很好).
He is a pleasant person who is easy ____ .
A. to get along with B. to get along
C . to be getting on D. getting along with
16. fall in love ( with sb. ) “爱上某人” , 表动作
be in love ( with sb. ) “与某人相爱”, 表状态
Mary _______________with Bill for three years.
17. make an effort / every effort / efforts to do sth. --- try to do 努力,尽力
Please make an effort _______________ ( 早到).
I will ___________________ ( 尽力) to help you.
18. find / think / feel / make + it + a. ( for sb. ) + to do
I don’t think ____ possible to find so much work within so short a time.
A. this B. that C. its D. it
We have made ____ a rule _____ in the office.
A. this ; not to smoke B. it ; smoking
C. it ; to not smoke D. it ; not to smoke
I feel it my duty ______ him.
A. to help B. helping C. helped D. will helpUnit 1 Friendship
The Third period Using the language
Direct speech and indirect speech
I. Teaching aims
1. Ability aims: To enable the students to put what they have learned to practical use.
2. Language aims: To get the students to learn by observation what direct and indirect speech is and the transition between them.
II. Teaching important points
The transition between direct speech and indirect speech
III. Teaching method: Interactions
Teacher-student, individual, pairs, groups
IV. Language focuses
The transition between direct speech and indirect speech
V. Teaching procedures
Step Ⅰ Leading-in
1. Greetings and free talk
2. A guessing game to introduce what is direct speech and indirect speech.
Step Ⅱ Presentation
1. Presentation
Make clear to the Ss the definition according to what is shown on the screen.
2. Group work: Observation
Work in group of 6. Read the sentences carefully and try to find the answers to these questions:
1) What’s the difference between the two sentences in each pair
2) What changes do we make to turn direct speech into indirect speech
3. Note-making and team work
Take down what you have discovered in the form given.
直接引语 间接引语
关联词
语序
时态
人称代词
状语
4. The teacher shows a sample sheet from one group and gives further explanations.
Step Ⅲ Practice
1. Oral practice
Practise making necessary changes in verb tenses, word order, personal pronouns, adverbials and so on with the help of the multi-media.
2. Written work
Textbook Page 5, Exercise 2
Step Ⅳ Production
Give situational performance.
Step Ⅴ Summary and assignmentUnit 1 Friendship
The Fifth Period Speaking and Writing
Teaching goals
1. Target language
a. Important words and phrases:
quiz, situation, accordingly, editor, communicate, decision
b. Important expressions：
1) Talk about agreement and disagreement
I think so. I don’t think so. I agree. I don’t agree. That’s correct.
That’s exactly my opinion. You’re quite right. I don’t think you are right.
I quite agree with you. I’m afraid I don’t agree/disagree with you.
Of course not. I’m afraid not.
2) Practise giving advice and making decisions:
You’d better… I advise you to… I think/In my opinion, you should….
How/What about… Why don’t you Why not…
1. Ability goals
a. Enable the students to talk about agreement and disagreement.
b. Enable the students to give advice and make decisions.
c. Design a questionnaire to find out what kind of friends your classmates are.
1. Learning ability goals
a. Learn how to talk about agreement and disagreement.
a. Help the students learn how to express their ideas and give their opinions.
Teaching important points
Teach the students how to express their ideas and give their opinions.
Teaching methods
Pair work and group work.
Discussion and cooperative learning.
Teaching aids:
A computer
IV. Teaching procedures:
Step I Leading –in
1. Greetings and free talk
2. Play a song by Backstreet Boys to arouse the students’ interest.
Step II Speaking task
You promised your friend last Tuesday that you would go on a picnic with him/her on Saturday. On Friday night you are offered one ticket to the “Backstreet Boys” concert on Saturday. But there are no more tickets and this is your favorite band.
Will you go to the concert or the picnic Why
Give the following expressions to the students as a guide.
I think so. I don’t think so. I agree. I don’t agree. That’s correct.
That’s exactly my opinion. You’re quite right. I don’t think you are right.
I quite agree with you. I’m afraid I don’t agree/disagree with you.
Of course not. I’m afraid not.
Get the students to have a discussion and to report the result of their discussion and then gives a brief sum-up of the discussion.
Step III Preparing for the writing task
A letter to the editor---
My best friend has stolen a book from the bookshop, should I tell the teacher or keep silent
Get the students to discuss and take notes of the discussion.
Step IV. Writing task:
Suppose you are the editor, write a letter to Xiaodong. Tell him what he should do and give your reasons.
1. Get the students to learn the structure of the writing.
2. Get them to learn some useful connecting words.
3. Get them to discuss in groups and take notes.
4. Get them to write the letters.
5. Get one of them to read his /her letter.Unit 1 Friendship
The First Period Warming up
1、 教学目标 (Teaching aims)
1、 能力目标（Ability aim）
Enable students to talk about fiends and friendship.
Why do people need friends
What kind of friends do you like to make
What qualities should a good friend have
What else can be your friend besides a person
2、 语言目标（Language aims）
a. 重点词汇和短语
add, point, upset, ignore, calm, concern, cheat, reason, list, share
add up, be upset, calm down, have got to, be concerned, share with
b. 重点句子
You had to pay to get it repaired.
You friend comes to school very upset,
While walking the dog, you are careless and it got loose.
Your friend asks you to help him cheat in the exam by looking at your paper.
2、 教学内容（Teaching content）
Warming up and pre-reading
3、 教学重难点（Teaching important points）
a. Talk about friends and friendship
What do you think a good friend should be like
b. Lead in the reading
What else do you think can be your friends besides persons
4、 教学方法（Teaching method）
a. Asking-and –answering activity between the teacher and the students
b. Individual, pair and group work to discuss
5、 教学准备（Teaching aids）
A recorder, a computer and a projector
六、 教学步骤（Teaching procedure）
StepⅠ Lead in the topic by Ask-and-answer activity between the teacher and the students the following questions:
a. Is friendship very important Why
b. Do you have any friends What kind of fiends do you like to make
StepⅡ Make a survey about the understanding the true friendship by individual work.
1. You want to see a very interesting film with your friend, but your friend can’t go until he/she finishes cleaning the bicycle. You will …
2. Your friend asks to borrow your favorite camera. When he/she borrowed it last time, he/she broke it and you had to pay to get it repaired. You will …
3. Your friend comes to school very upset. The bell rings so you need to go to class. You will …
4. Your friend has gone on holiday and asked you to take care of his/her dog. While walking the dog, you were careless and it got loose and was hit by a car. The dog’s leg was broken. You will…
5. You are taking your mid-term exam. Your friend, who doesn’t work hard, asks you to help him cheat in the exam by looking at your paper. You will…
Result and answer:
4-7 points: You are not a good friend. You either neglect your friend’s needs or just do what he wants you 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 :Well done! You are an excellent friend.
StepⅢ Discuss and sum up the qualities should a good friend have by group work
a. The qualities of a person who can be a friend of others easily
honest, friendly, helpful, kind, brave, open-minded, generous, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, easygoing, warm-hearted, selfless, intelligent dedicated
b. The qualities of a person who cannot be a friend of others easily:
selfish, tricky, dishonest, bad-tempered, mean, impatient, narrow-minded, noisy, lazy, gossipy…
StepⅣ Debate
a. Have you made any friends over the Internet Do you have any e-pals
b. Do you agree that we should make friends over the Internet Why or why not
Sample answers with reasons: Yes, I think so/No, I don’t think so. I agree…because we can …/ I don’t agree because …/ In my opinion / I think ,believe , feel that it’s bad for us to…
StepⅤ Transition to the Reading
a. Does a friend always have to be a person Tell us about your unusual friends.
b. Do you regard diary as your friend Why and why not
Homework
a. Search and collect the sayings about friendship
b. Prepare the new words before learning the reading
c. Write a short passage about 80 words: “The Best Friend In My Eyes”
PAGE
3Unit 1 Friendship
The Second Period Reading
1、 教学目标（Teaching aims）
1、能力目标（Ability aim）
a. Enable students to learn the background of the story
b. Understand the surface information by filling in the table
c. Lean to guess the meaning of the new words or phrases
d. Lean the basic method of reading
2、语言目标（Language aims）
a. 重点词汇和短语
feeling, German, series, outdoors, crazy, nature, purpose, dare, entirely, power, trust, indoors, suffer, teenager, habit, situation, advise, editor, communicate
go through, set down, a series of, be crazy about, on purpose, in order to, face to face, according to, get along with, fall in love, join in, advise sb. on ,
b. 重点句子
I stayed awake o purpose until half past eleven one evening in order to have a good look at the moon for once by myself,
I wonder if it’s because I haven’t been able to be outdoors for so ling that I’ve grown so crazy about everything to do with nature.
2、 教学内容（Teaching content）
Reading (Ⅰ)
3、 教学重难点（Teaching main points）
a. Understand why Ann made her diary the only true friend
b. How would you describe Ann’s feelings while she was looking out into the night sky
c. Learn the basic method of reading
4、 教学方法（\Teaching methods）
a. Scanning ,skimming and Detail reading
b. Ask-and-answering between the teacher and the students
c. Interaction among individuals, pair-work and group-work
5、 教学准备（Teaching aids）
A recorder, a computer and projector
6、 教学步骤（Teaching procedure）
Step Ⅰleading in
a. Does a friend always have to be a person Tell us about your unusual friends.
b. Do you often regard diary as your friend Why or why not
c. Look at the pictures and the heading and guess what the text might be about.
Step Ⅱ Background
Play a piece of video and enable students learn the background of the story
Background
This is a true story. It took place in Amsterdam, Holland in the early 1940s after the German Nazis had occupied most of Europe. The Nazi Party ruled Germany from 1933 to 1945. One of their key policies was to kill all the Jews in Europe. If any persons known to be Jews were found, they would be sent to concentration camps farther east, mostly in Poland. Families were separated and transported in trains. For many days, they went without food, water, sanitation or fresh air. To avoid this terrible fate, some Jewish families went into hiding, often with the help of non-Jewish friends This diary was written during the time when Anne and her family moved to escape from being killed by Nazis.
StepⅢ Scanning
Try to collect the surface information of the story by filling in the following table
The time of the story
The place of the story
The heroine of the story
Anne’s best friend
The length of time they hid away
The date of the diary
Reading method
When where
Who what
Why
how
StepⅣ Detail Reading
In this part, let the students read the text for a second time and firstly do the exercise on the page 3 Ex1 and Ex 2. After that try to find the detail information about the story by discussing and answering the following questions
1. What is a true friend like in Anne’s opinion
In Anne’s opinion, a true friend is a person whom you can trust. That’s to say, you can tell everything to this person.
2. What is an ordinary diary like according to Anne What about her diary
According to Anne, an ordinary diary is where most people like to set down a series of facts. But Anne wrote down her deepest feelings and thoughts in her diary. She told everything to her best friend --- her diary.
3. Why was she so crazy about things to do with nature
Because she had been indoors too long, she was so eager to see the outdoor world --- the blue sky, the singing birds, the beautiful flowers , the bright moon, everything.
4. Why did she stay awake on purpose until very late one evening
Because she wanted to have a good look at the bright moon.
Step Ⅴ Guessing in groups
Read the dairy again and pay special attention to the boldfaced words. Then discuss in groups the inside meanings of them. Then think of some other words or expressions to describe Anne’s feelings and thoughts.
What do the boldfaced parts imply
Words/phrases What is implied
nature
outdoors
crazy
didn’t dare
thunderingentirelypower
Step Ⅵ Debate
Now it’s time for students to discuss some interesting and important questions in groups in order to have a good understanding about the text
1.What would you miss most if you went into hiding like Anne
Explain why
2 .How would you describe Anne’s feelings when she was looking out into the night sky
Anne’s feelings were very sad and lonely for she realized what she was missing by going into hiding.
Ex Anne’s sister, Margot was very __________ that the family had to move . She found ________difficult to settle and ______ ________ in the hiding place because she was __________ _________ whether they would be discovered. She knew she had to ________ her parents and __________ ____ this was necessary. At first she thought she would go _________ but later she realized that it was better to _____ ___________ this together.
Homework
a. Retell the text using the 4-skill words
b. Prepare for the reading task on Page 44 and think about what different ways of showing friendship are in Hawaii
c. Suppose you are Ann , please write another diary to express yourself at that time about 100 words
