高一英语必修1教学参考书电子版

前言（Foreword）
教学目标
《普通高中课程标准实验教科书 英语》（New Senior English For China）是为了适应新形势发展的需要，根据教育部制定的《普通高中英语课程标准（实验）》的精神编写的。
教科书从内容安排、编排体系到采用的教学方法和练习的设计等方面都努力体现《普通高中英语课程标准（实验）》规定的课程性质和理念：使学生在义务教育阶段学习的基础上，进一步明确学习目标，发展自主学习的能力和合作精神；在加强对学生综合语言运用能力培养的同时，注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，以及用英语进行思维和表达的能力；高中英语课程还应根据学生的个性特征和发展需求，为他们提供丰富的选择机会和充分的表现空间。通过高中英语课程的学习，使学生的语言运用能力进一步得到提高，国际视野更加宽广，爱国主义精神和民族使命感进一步增强，为他们未来发展和终身学习奠定良好的基础。
指导思想
一、在培养学生的语言知识、语言技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力。
二、优化学生的英语学习方法，使他们能通过观察、体验、探究等主动学习的方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。
三、关注学生的情感，提高他们的人文素养。要使他们在英语学习的过程中，树立正确的人生观、世界观和价值观，培养他们高度的社会责任感，提高独立思考和判断的能力，培养创新精神和实践能力，发展与人沟通和与人合作的能力，增进跨文化理解和跨文化交际能力。
四、吸收当代先进的教学思想，从实际出发，兼收并蓄，集各家所长，采用功能、结构、话题、“任务型”活动等相结合的综合教学方法。
五、注重过程评价，促进学生发展。对学生在学习过程中的表现，所取得的成绩以及所反映出的情感、态度、策略等方面的发展做出评价，以激发学生学习的积极性和自信心。
六、积极开发教学配套资源，使教材具有弹性，教学具有灵活性、开放性和拓展性，以便学生更好地发挥潜能，发展个性。
教材特点
一、有利于提高学生的思想素质和人文素养
教科书提供的语言材料力图渗透思想情感的教育，有利于学生人文素养的提高。话题范围广泛，如科技、航天、地理、名人、医学、环保、自然、新闻及保护文化遗产等。教学内容贴近现实生活，富有较强的时代气息，视野开阔，信息量大，不仅有助于开阔学生的文化视野，增进对其他国家，尤其是英语国家的理解，而且会加深他们对祖国的热爱之情。
二、符合学生的生理和心理发展的需要，能够激发其兴趣
教科书的内容、结构、程度与份量、活动与任务的设计等都力求符合学生生理和心理发展的特点，符合他们的年龄特征，能够激发学习兴趣，如友谊、旅游、语言、音乐、卫生、体育、文化、戏剧、幽默、娱乐、节日，以及对未来的幻想等话题，都易于引起高中学生的思想共鸣，具有较强的感染力。
三、语言真实、地道、自然
教科书中的语言材料基本源自当代社会生活，所使用的语言真实、地道、自然。书中虽然以英式英语为主，但也向学生介绍了世界上其他主要英语国家不同的英语，特别是美国英语，以增进他们对英语的全面了解。
四、采取功能、结构、话题及“任务型”活动途径相结合的教学方法
教科书吸取了现代语言教学理论和实践的成果，同时又结合我国国情，继承传统的、行之有效的教学方法。教科书以话题为核心，以结构和功能项目为主线，组织和安排听、说、读、写的活动，通过“任务型”活动和完成项目（Project）实现教学目标。本教科书创设了大量的语言运用活动，使学生能够通过亲身的参与和实践，感悟和体验英语，发展语言技能，进而逐步获得综合语言运用能力。
五、知识和技能训练的安排遵循学生的认知规律
语言知识和技能的呈现与训练的安排循序渐进、循环反复，符合我国学生的认知规律，有利于他们构建知识系统。词汇教学采用英语释义、类比、联想等方法，并注意不断复现。语法项目呈现相对集中，便于教学，但又不断反复循环，可帮助学生复习并加深理解，提高他们实际运用的能力。
六、启发学生进行探究式的学习，培养他们的创新精神和实践能力
教科书引导学生由单纯模仿、被动接受的学习转变为运用观察、发现、推测、理解、记忆、对比、分析、联想、归纳、内化等策略进行学习。教科书也帮助教师由采用灌输式教学转为使用启发式教学，提供学生发现和探究的空间。与过去教材相比，最明显的变化在于speaking由背记书中对话改为依据所提供的材料进行主题讨论，自编对话。学生用书中设置Warming Up和Pre-reading的目的就是让学生主动参与、自主学习，启发他们动脑思考、大胆想象。书中不少听读材料和活动的设计本身就富有想像力。教科书的这些安排旨在激活思维，开启心智，发挥创新精神，提高实践的能力。
七、注意学科整合，拓宽学生的文化知识视野
教科书的话题涉及的文化知识面很广，具有跨学科的性质，其中渗透的学科有社会科学和自然科学，如信息技术、航天技术、环保、法制、文学、医学、音乐、体育、美术，以及工、农、商等教学内容。同时，语篇也充满了跨文化交际的信息，中外文化交织在一起，体现了教材的国际性和民族性。
八、具有弹性，区分层次，注意学生的潜力和可接受性
本教科书主要面向大多数地区的普通高级中学。考虑到实际教学中存在的差异和不平衡性，教科书在保证完成课程标准规定的基本要求的前提下，语言材料适当有所扩展，例如词汇表中带有三角符号的单词不要求学生掌握，学生用书和练习册中带有星号的部分仅供选择使用。配套的阅读材料和泛听等材料均供选择使用。这样的安排使教材具有弹性，使教学具有灵活性，既注意到学生的可接受性，又注意到学生的潜力，有助于因材施教。
九、多种媒体配合，提供丰富的配套资源
本套教材除了学生用书、练习册、教师用书，还有配套读物、录音带、泛听材料、挂图、录像带等，为教师灵活地选择使用教材，拓展教学内容，为学生自主学习，学会利用学习资源创造了条件。
十、增加形成性评价，体现学生在评价中的主体地位
为了保证根据课程标准的目标和要求实施对教学全过程和结果的有效监控，本套教材除了提供诊断性测试的建议，还提出了学生自我评价的建议。其目的是使学生在学习的过程中不断反思，肯定进步与成绩，找出问题，明确努力的方向。同时，也使教师获取教学的反馈信息，帮助他们不断改进自己的教学。
教材概述
一、学生用书（The Student's Book）
学生用书是这套教材的主体。每一个模块一册学生用书，有五个教学单元，供半学期使用。书中没有设复习单元，以便于教师根据教学的实际情况更加灵活地使用教材。教师可根据实际情况划分教学阶段并安排适当的复习，也可调整教学进度，增加或删减教学内容。本套教材第一至第五模块的目标是达到课程标准七级要求。
每个单元围绕一个主要话题开展听说读写活动，共分八个部分。各部分的教学目的明确，由于没有分课次，也未标注顺序，教师在实际教学中可以有自我调控的空间。
现将每个单元中各个部分编写的意图作如下的说明：
（一）热身（Warming Up）
这一部分主要通过问卷调查、看图讨论、情景听说、思考问题等多种形式的活动，激发学生的学习兴趣，激活其已有的背景知识，使学生能运用自己已有的知识和经验思考该单元的中心话题。练习中的设问可以使他们积极主动地参与，带着问题，以探索者的姿态投入该单元的学习，去获取新的信息，掌握新的知识，并丰富自己的经验，提高分析问题和解决问题的能力。
（二）读前（Pre-reading）
这一部分一般是提出若干个问题，问题不仅与单元主题有关，而且与下一部分的阅读材料内容紧密联系。这些问题可以启发学生预测课文的内容，展开简短的讨论，以便通过阅读验证自己的推测。讨论问题可鼓励学生独立思考，阐述不同的看法。
（三）阅读（Reading）
这一部分提供了各单元的主要阅读语篇，题材和体裁多种多样。从必修阶段模块一到模块五，阅读语篇的篇幅逐渐递增，从300～400字增至500～600字。这些课文载有该单元有关主题的重要信息，还呈现了其中大部分的词汇和主要的语法结构。教学时，应把阅读课文做为整体来处理，通过上下文来教学词汇和语法，通过扫除新的语言障碍理解课文。为此，“阅读”和下一部分“理解”（Comprehending）可结合起来教学。
（四）理解（Comprehending）
这部分一般设有两、三道题目检查学生对阅读课文的理解程度。练习形式多种多样，从正误选择题、多项选择题一直到写要点、分析文章的主旨、作者的态度等。这些练习有的属于表层理解，侧重检查学生对课文中的事实、情节、主要信息、要点等是否清楚；有的属于深层理解，要求学生从字里行间分析出作者的观点、态度、主旨、意图，判断其文体特征等。
（五）语言学习（Learning about Language）
每个单元的大部分新的语言现象（词汇、语法等）出现在前五个部分，特别是阅读课文之中。“语言学习”这一部分采用发现和探究的方法，启发学生通过所给的启示（如新词语的英文释义或文中的例句等）自己找出书中的重点语言项目，即课程标准所要求掌握的语言知识及有关的规则。该部分还安排有多种形式的词汇和语法练习，以加深理解并且培养初步运用这些语言的技能。
（六）语言运用（Using Language）
这一部分提供了围绕中心话题的听说读写的综合性练习。这里虽有一些单项技能训练，如Listening或Writing, 但多数是两项或三项技能综合训练，如Listening and writing；Reading and speaking；Reading, listening and writing等。这一部分提供了许多有关单元主题的语言材料，创设了不少情景。一方面，扩充了有关话题的跨文化交际的信息，拓宽了学生的视野；另一方面为他们提供了综合运用语言的空间。
（七）小结（Summing Up）
这里改变了以往课本提供各课复习要点的做法，而是要求学生自己小结从各单元中学到的内容（Content），生词和习惯用语（Words and expressions）以及语法结构（Structures）。学生们可以相互讨论合作完成这一任务。这种做法的目的在于，加强学生自主学习的意识，促使他们运用适合自己的认知策略。教师可参考教学用书中每个单元的“教学目的和要求”帮助学生做好小结。
（八）学习建议（Learning Tip）
这一部分的重点是培养学习策略。每个单元根据其特点向学生提出了学习建议，以指导他们改进学习方法，更好地运用学习策略，优化学习方式，提高自主学习的能力。
每册学生课本的目录不仅列出了单元的题目和页码，还列出了各单元中的功能意念项目、语法结构、阅读课文的标题、写作技能等，使学生对全书的内容一目了然，有助于他们更好地制订学习计划，自觉地安排学习。
学生用书的附录部分有“课文注释”、“语法”、“各单元单词和习惯用语”、“词汇表”及“不规则动词表”。“课文注释”部分除了提供课文中语言重难点的注释，还提供了大量文化背景知识。为了启发学生动脑思考，运用观察、对比、联想、归纳等策略深入理解语言，发现英语语言内在的规律，“课文注释”部分设置了一些问题。词汇表中凡注有三角号或星号的单词和习惯用语都是超出课程标准要求范围的，可以不要求学生掌握。
二、练习册（The Workbook）
每册学生用书配有练习册，置于学生用书的第五单元之后，是这套教材的重要组成部分。练习册提供了大量围绕中心话题的语言训练，交际性和“任务型”活动，项目及自我评价等材料，每个单元包括以下十个部分。
（一）听（Listening）
（二）说（Talking）
（三）单词和习语的运用（Using words and expressions）
（四）语法结构的运用（Using structures）
（五）听的任务（Listening task）
（六）读的任务（Reading task）
（七）说的任务（Speaking task）
（八）写的任务（Writing task）
（九）项目（Project）
（十）自我评价（Checking yourself）
第三、四两个部分编配了一些词汇和语法的练习，复习巩固和运用各单元中的重点语言知识。
“听”的训练的主要目的是加大输入量和加强听力技能的训练。听力课文有的是学生用书内容的延续，有的则是有关单元话题的扩充。所设计的练习主要是为了检查学生对所听内容的理解程度，并训练学生捕捉关键信息的能力。
“说”的训练改变了过去给学生安排好示范性对话的做法，而是设计情景，提供课程标准所要求的功能意念项目，让学生分组编对话，开展角色表演活动，还要就一定的专题进行会话。由于大部分功能意念项目在小学和初中阶段介绍过，高中阶段启发学生自编对话已有基础。这样的练习有利于培养学生的思维和表达能力，更有助于他们提高实践能力和创新精神。为了帮助教师教学，《教师教学用书》提供了会话的范例，供教学参考。
听和读的任务部分提供的语言材料不只是为了训练学生的听读技能，更重要的是完成特定的任务，例如分析信息、列出要点、讨论观点、填写表格、制作图表等。说和写的任务比起学生用书中的说写练习要求更高，学生需要根据指示就某个专题进行口头或笔头的表达，完成某项任务，如专题发言、描述、写信、设计广告、写名人小传等。这些“任务型”活动具有一定的挑战性，需要学生独立思考、收集资料，并且常常需要与同学合作才能完成。
各单元中的项目是供有条件的班级选做的。每个项目几乎都要求学生走出课堂，进行研究，甚至需要收集资料，参与社会实践才能完成。例如调查家乡优秀人物事迹，为社区改善环境，制定保护文物计划等。完成这些项目不但考验学生综合运用英语的能力，而且能发展他们的多元智能，提高他们的全面素质。
自我评价部分以提问的形式启发学生对自己在各个单元学习过程中的表现、收获、成绩做出评价，并找出问题和困难及其解决的办法，同时也可给教学提出意见和建议，此项任务要求用英语进行，本身就是运用英语的实践活动。当然，为了达到形成性评价的目的，必要时可以使用汉语。
三、教师教学用书（The Teacher's Book）
教师教学用书包括以下几个部分：
“前言”部分对这套教材的教学目标、指导思想、特点、内容及方法作了介绍。
“分单元教学建议”由五个部分构成：
教学目的和要求（Teaching aims and demands）部分列出了各单元课程要求掌握的话题、单词和习惯用语、功能和语法项目。
教学建议（Suggested teaching notes）中有“教学内容分析”、“教学方法建议”和“自我评价建议”。
补充参考资料（Supplementary reference materials）部分对教科书中的一些疑难问题作了补充注释，供教师参考。
学生用书教学指导（Teaching guide for the Student's Book）和练习册教学指导（Teaching guide for the Workbook）用英语编写。这两部分对学生用书和练习册各单元中的每个部分如何进行教学提出了较为详细的建议，并介绍了许多现代语言教学的方法。同时还提供了课本中的听力活动的文字材料、说和写的示范材料以及各种练习的答案。此处，还提供了有关的文化背景知识和注释，并附有供教师参考和选用的补充资料（Enrichment）。
四、口语录音带（The Speech Cassette）和听力训练录音带（The Listening Cassette）
口语录音带录有学生用书和练习册中的阅读课文和各单元的单词和习惯用语，为学生提供了朗读示范，听力训练录音带录有学生用书和练习册中的全部听力课文。两种录音带均由英语国家人士朗读录制而成。
教材使用
教材是英语课程资源的核心部分，对实施课程标准贯彻新的理念，体现教学改革的精神起着重要的作用。本套教材的编者本着创新的精神，力求在探究式的学习、“任务型”活动、形成性评价等方面有所突破，为广大师生提供服务于教学的材料和工具，以保证有力地落实基础教育改革的精神。
教材是服务于教学的材料和工具，主要的课程实施者是教师，选择和使用教材的主人是教师，教师应做教科书的主人。在当今校本课程资源的开发中，教师尤其要发挥作用，成为课程设制的参与者。教师应从学生和学校教学实际出发（这一点十分重要！）选用这套材料。确定教材后，教师需要了解和研究教材，领会其编写指导思想和意图，弄清其脉络和结构，熟悉教材的内容和方法等。这里要求教师学习并把握课程的目标、基本理念、内容标准及实施的建议等，更新观念，根据学生的兴趣、需要、心理特征和实际情况，选择和调整教学策略。这就是说，教师应从实际出发，灵活而又有创造性地使用教科书，如删减不合适的内容，补充必要的复习练习、从多种渠道开发资源，增加真实、有趣而鲜活的材料等等。总之，要一边教学一边通过评价不断对自己的教学行为进行反思，努力在教学中不断创新，以求得自身的发展，适应现代社会发展对英语课程的要求。
实施课程和教材要以学生为主体。学生需要在教师的引导下逐步树立主体意识，积极主动地学习，通过体验、实践、讨论、合作、探究等方式，参与各项听、说、读、写的活动。他们需要学会运用认知、调控、交际和资源策略构建知识、提高技能，在交际性、互动性较强的“任务型”活动和项目活动中，积极思维，善于表达，努力实践和创新；在学习英语的过程中培养兴趣、磨励意志、加强信心、与人合作，并认真进行自我评价，自我反思，不断调整学习策略提高学习效率。只有这样，才能使学生具有终身学习的能力。一旦有了学习的兴趣和动机，有了学习的能力，提高学习成绩就不在话下了。
教学内容与方法
一、语言知识
（一）语音教学
语音是学好英语的基础，在教学中应受到重视，语音教学要紧密结合词汇、对话和课文的教学进行。教科书每个单元都安排了与语音有关的练习，其目的是帮助学生进一步巩固初中已学的语音知识，掌握正确的语音、语调和朗读技巧，在口头表达中做到语音、语调自然和流畅。学好英语语音对听说技能的培养有直接关系，对读写技能的培养也有促进作用。要充分利用口语和听力录音带，让学生听录音，模仿标准地道的语音语调，提高学生的语音水平。教科书中有一些诗歌，诗歌朗诵可以帮助学生体会和感悟英语诗歌的节奏和韵律。
教科书中的单词注音依据《英语发音词典》（English Pronouncing Dictionary）（第15版）。学生用书的词汇表后附有英语国际音标变化表，便于师生迅速掌握新的国际音标。
（二）词汇教学
词汇教学主要是使学生掌握词义、词的搭配和用法，要真正掌握词义和词的用法，必须通过有情境的课文教学，并结合听、说、读、写等语言实践才能达到。因此，学生用书中的生词和习惯用语都以黑体字或异色字出现在课文之中，而且集中收入书后的词汇表中，便于学生查找、预习和复习。这一部分词汇均为课程标准要求掌握的，但学生用书各单元中尚有一部分因行文需要出现的词汇（包括人名和地名等）超出了课程标准要求的范围，也列入词表，标上了三角符号，仅要求理解。练习册中有个别生词加注了中文译文，也有少许生词没有加注译文，目的是让学生通过上下文猜测词义。
学生用书模块一介绍的课程标准的单词约为170多个，固定搭配和习惯用语约为40条。根据课程标准的要求，本套教材的词汇有所增加。为了解决词汇量大所带来的困难，在教学中一定要引导学生改变死记硬背的方法，要培养学生按拼读规则拼读单词，根据所学构词法知识判断和记忆派生词及合成词的词义和词类的能力。在学习词汇的过程中，学生要善于对比、联想、发现英语单词的构词方法以及多词义、多词性的特点，用比较和归类的方法学习和记忆单词。
学生用书中许多单元都设有根据英语释义从课文中找出生词或习惯用语的练习。用简易的英语解释生词的意思，这种练习的目的是训练学生自学能力，学会使用英语词典，准确地理解词义。学生用书和练习册中都提供了词汇的专项练习，但词汇主要得放入综合语言运用的各项实践活动之中才能理解得深、用得活。
（三）语法教学
中学英语课教学语法是必要的。符合中国学生认知规律的循序渐进的语法教学能够迅速有效地帮助学生准确地理解和掌握英语。但是，语法教学本身并非目的，而是为了学生掌握和运用语言服务的。因此，教师不要把语法课搞成“满堂灌”，决不可做过多的讲解，给学生造成语法“繁、难、杂”的印象。学习语法的最好方法是在“用”中学。
本教科书中的语法项目主要是在一定的情景中出现的。首先要让学生自己发现各单元中的新的语法现象，并要他们归纳出使用中的语法结构。当然，他们可能做出错误的归纳，这很正常，此时，教师要采取适当的方法进行纠正，学生用书的Discovering useful structures 和附录中的Grammar部分对语法点进行了比较系统的介绍，可供教师参考。练习册的Using structures部分引导学生正确运用语法结构。与词汇一样，语法结构也得依靠综合语言运用的大量实践活动才能真正掌握。
在高中英语教科书中，一个单元基本只介绍一个语法点。在高中必修阶段稍后部分和系列选修阶段，语法结构还要循环反复，不断巩固和加深。
模块一介绍的语法项目有：
1．动词 现在进行时表示将来的时间
2．直接引语和间接引语
3．定语从句1）复习由关系代词that, which, who引导的定语从句
2）由关系代词whose, 介词＋which / whom引导的定语从句
3）由关系副词where, when, why 引导的定语从句
二、语言技能
本套教科书的语言技能指的是听、说、读、写技能。尽管在练习册中有少量的翻译练习，翻译在高中没有作为一项技能进行专门的训练。在这个阶段，翻译是一种学习的手段，适当地进行汉英对比可以加深对英语的准确理解。与此同时，做一些翻译练习也可以为学生今后的工作和继续学习打下基础。
听、说、读、写四种技能是相辅相成，互相促进的，要进行综合训练。听说是读写的基础，而读写又有助于听说的巩固和提高。只有坚持进行四项技能的训练，才能发展学生的综合语言运用的能力。
听和读是语言的接受技能，说和写是语言生成技能。只有通过听读达到足够的语言输入量，学生才有可能通过说和写输出一定的语言信息量。因此，本套教科书加大了听读的信息量，侧重培养阅读能力，加强了写的技能训练。
（一）听的技能
高中阶段英语听力训练的渠道主要来自：
1．教师的课堂用语和教学英语；
2．口语录音带；
3．听写；
4．听（Listening）和听的任务（Listening task）；
5．校内外录音泛听、英语广播、电视等。
学生用书和练习册的每个单元都含有两个以上的听的活动。这些听的活动培养学生的各种技巧和能力：听要点、听细节、听特定的词、听内容捕捉特定的信息、分析和处理信息，直至完成特定的任务。采用了各种不同类型的听力课文，包括会话、记叙文、传记、新闻报道、广播、故事等。
听力训练的步骤建议如下：
1）听前介绍语境，可利用插图（如问What can you see in the picture ）或根据听力材料的内容提出一两个问题，以便让学生放松紧张的情绪，做好听的准备。此时，也可把听力材料中的生词教给学生。
2）提出任务。让学生仔细看看听力部分的练习或任务，使他们明白他们将会听到什么内容，他们该做什么事。要向学生说明，他们没有必要听懂每一个词，但要抓住主要的信息。这样就可以使他们带着特定的目的去听，他们就会专心致志地通过“听”寻求所需要的信息。
3）放录音，必要时可放三遍。在适当的时候还可使用暂停开关重放难句。
4）学生边听录音边回答或思考练习中的问题。
5）听后检查答案。让学生两或三四人一组彼此检查或讨论答案，然后全班检查答案。任务一般需要集体合作完成。
6）如有时间可发放听力课文，再放录音，让学生注意听并跟读。这样，不仅可以解决疑难问题，而且可以弄清影响听力理解的障碍究竟是什么，以便采取对策有效地提高听的技能。
（二）说的技能
说话是口头运用语言传递信息的技能，需要学生开动脑筋，创造性地运用使用已知的语言表达比较复杂的意思。口语训练在高中教学中的比重仍然较大。本套教科书与初中英语不同的是：学生用书很少提供示范性的对话，更多的是专题性的会话（Themed conversation），例如对某个话题交换看法、评论人或事物、讨论计划、采访、聊天、议论或辩论等，还有独自陈述某件事、讲故事、简短发言、发表意见、汇报情况、短时演讲等。
上述真实性强、具有实际意义的交际性口语活动为学生学习和运用课程标准规定的功能意念项目提供了很好的机会。实际上，初中阶段已经介绍了课程标准中列出的大部分功能意念项目，高中阶段通过学生用书和练习册中的Talking, Speaking 和Speaking task以及其他部分复习了已学的功能意念项目，并陆续介绍了其余的功能意念项目。每册学生用书的目录都标出了各个单元的重点项目，教师教学用书各单元的“教学目的和要求”中都列出了该单元的有关用语。
为了提高学生“说”的技能，教师需指导学生：
1．养成朗读和大胆开口与人交流的习惯，敢于表达思想，提高自己的语言流利程度。
2．注意学习和运用所学的日常交际用语和交际中常用的语法结构，提高口语的准确性。
3．充分利用教科书听读材料所提供的信息，并注意扩大自己的知识面，特别注意培养跨文化交际的意识。这样便可使自己有话可说、有情可表，而且说话得体。也就是说，知道在什么时间、什么场合对什么样的人说什么样的话，遵守英语交际的基本礼仪。
4．运用交际策略主动与人进行口语交流，并学会使用各种办法克服语言困难维持交际，如使用简单英语、非语言手段（手势、表情等）及工具书等。
教科书对每个“说”的活动都有具体的说明，本书又有较详细的建议，而且还提供了对话或陈述的示范。这些范例仅供教师参考，以便打开思路。教师一定要鼓励学生发挥创造力，口头抒发各自的思想和感情。
（三）读的技能
读是一种最为便捷的语言信息输入的方式。高中教科书中提供了大量的阅读材料，目的是激发学生对读英语的兴趣，培养阅读的技能。阅读技能主要指的是：抓住要点；获取主要信息；理解文章内涵；从上下文猜测不熟悉的语言现象；分析作者的观点、态度、意图；读懂图表和说明书等；欣赏浅易的文学作品等。
学生用书中的阅读（Reading）中的课文是各单元中的重点，教学建议如下：
1．完成Pre-reading以后，在开始让学生阅读之前，提醒学生注意课文的题目和插图或照片，请他们思考该课文的大意。
2．根据阅读课文的内容，讲解文中一些关键词语。
3．提出一两个问题，让学生边读边寻找答案。
4．默读课文，鼓励学生快读寻求答案并作出回答。这样做可以帮助学生了解课文的主要意思。
默读课文也可当作家庭作业来完成。为了加强学生的自学能力，他们课前预习，即默读一遍课文有好处。阅读时应根据上下文猜测生词的意思，并且使用字典或书中的词汇表及课文注释。还要鼓励他们思考问题，可以在课堂上大胆地提出问题，以便教师更有针对性地进行教学。
5．讲解课文中的难句和新的句子结构，扫除理解的障碍。有的可以简明扼要地加以解释，有的可以启发学生思考，一起讨论。此时，对文中的语言问题只要求作简单的处理，达到理解的目的即可。
6．让学生再细读一遍课文。然后就课文内容提出更多的问题。Comprehending中的部分问题可以在这里提出。
7．放课文的录音让学生听、跟读，并练习有表情的朗读，提高语言水平。
8．阅读后可以组织学生开展不同形式的口笔头任务活动，围绕课文的话题，结合自己的经验，展开讨论、发表不同见解（甚至是批判性的观点）、摘记要点、归纳总结，等等。
要通过阅读引起学生兴趣，使他们不满足于教科书中的阅读量。如果能引起他们对书中的话题进一步探究的动机，例如学过了有关奥运会或保护文物的材料，他们从此对有关的各种英文资料都注意收集并阅读，那就在一定程度上说明，这样的阅读教学是成功的！
（四）写的技能
在四项技能中，写的技能难度最大。写要动手、动脑，如有条件和必要还可使用电脑；写是运用语言传递书面信息的手段，要求语言文字精确（书法、拼法、语法要正确）；要求文字通顺、结构严谨、格式正确、文体合适。这就要求学生具有较强的思维能力和表达能力。要写出动人的篇章，一定得有较好的语言基本功、逻辑思维和创造思维，还要有丰富的想象力。
高中教科书非常重视和加强写的训练。写作是按句子、段落和篇章三个层次来练习的。每个单元都有许多写的练习和活动，大致可分成三种。第一种是基础性的练习，学生自由选择语言的余地很少，主要分布在Learning about Language和练习册的词汇、语法练习中。第二种是有指导的程序写作，主要在学生用书的Using Language和练习册中的Writing task部分，这里的写常与听、读和说紧密联系，而且给予学生比较详细的指导，甚至指明了写作的步骤和方法。第三种是功能性写作或自由写作，主要出现在Writing task 和Project之中。这些练习和活动的安排由易到难，由简到繁，一步一步地帮助学生提高写的技能。
高中阶段要求学生写的语体逐渐由口语变为书面语，由非正式到正式，体裁也逐渐增多，由书信、便条、摘要、日记、通知等发展到简短的叙事、说明、讨论、报告、新闻报道、广告、故事、传记等。
如要成功地完成写作任务，一般需要经过以下的步骤：
1．构思：在独立思考和收集资料的基础上，与同学讨论题目，交流信息，确定写作内容；
2．拟定提纲：理顺需表达的思想或事物的逻辑顺序；
3．起草：写出初稿；
4．校订：检查错误，调整、修改或重写；
5．完稿：修改、誊清、定稿；
*6．电脑排版：如有条件，可以使用计算机的文字处理系统软件完成英文写作，会取得更加满意的效果。
这样认真写出来的文章必定会较为令人满意，而具有这种严谨作风的写作者也必定能提高自身的素质。
缩写：
SB—Student's Book 学生用书TB—Teacher's Book 教师用书Wb—Workbook 练习册T—Teacher 教师S—Student 学生Ss—Students 学生（复数）eg—for example 例如 ie—that is 也就是说Ex—Exercise 练习Exx—Exercises 练习（复数）sb—somebody 某人sth—something 某事（物）etc—et cetera 等esp—especially 特别是
Unit 1 Friendship
教学目的和要求
（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 series 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 awayset down a series of on purpose in order to face to face according to get along withfall in love join in
功
能 1．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 & 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（I）：陈述句和疑问句1．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．2．一般疑问句 He asked, “Are you leaving tonight ” → He asked us whether we were leaving that night．3．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．
教学建议
（Suggested teaching notes）
一、教学内容分析
本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。
“热身”（Warming Up）部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法。
“读前”（Pre-reading）部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友。
“阅读”（Reading）部分 ANNE'S BEST FRIEND以日记形式讲述了犹太女孩儿安妮的故事。二战中为躲避纳粹的迫害，她和家人不得不藏身于荷兰阿姆斯特丹的一个小阁楼里，不能与外界接触，周围又没有可以推心置腹、与之深谈的朋友。孤独之中她将日记作为朋友倾诉衷肠，在写日记的过程中寻求解决问题的办法。
“理解”（Comprehending）部分通过连句、多项选择和问答题的形式帮助学生对课文内容、细节进行更深入的理解。
“语言学习”（Learning about Language）部分教学本课重点词汇和重点语法项目。
“语言运用”（Using Language）部分的读两封信、听一段话、设计调查问卷、写信以及趣味写作，给学生提供了广阔空间去探讨友谊、友情，尤其是涉及到现实生活中被朋友误解、曲解，没有朋友的孤独寂寞等问题，既锻炼了学生的语言运用能力，又培养了学生发现问题、思考问题、解决问题的能力。
“小结”（Summing Up）部分引导学生从本单元的话题、词汇和语法等方面对所学内容进行总结 （参考教学目的和要求栏目）。
“学习建议”（Learning Tip）部分鼓励学生养成写日记的习惯。这样，一方面可以习得语言，另一方面还可以将日记作为自己的朋友表达感情与思想。
本单元所涉及的要点是：
（一）朋友是不是仅限于人类，朋友的真正含义，以及如何与人相处的问题。
（二）陈述句和疑问句的直接引语和间接引语。
（三）对于个人观点、态度的一些表达方法。
（四）本单元所出现词汇的用法。
二、教学方法建议
（一）关于友谊与朋友的讨论　一般人认为只有与人交朋友才算真正交朋友，本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才可以交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题。例如：
1．描述朋友
示例：The teacher can ask students to describe one of their friends — their appearance, personality, hobbies, etc．
Sample description: I have a few good friends, but I think Miki is my best friend．We both read a lot and we're very interested in films．We spend a lot of time watching videos and talking about films and books．She works hard．She is very helpful．Whenever I am in trouble, she will help me out ....
2．结交网友
Sample questions: Have you made any friends over the Internet / Do you have any epals Do you think it's a good idea / Do you agree that we should make friends over the Internet Give your reasons．
Sample answers with reasons: Yes, I think so． / No, I don't think so．I agree ... because we can meet all kinds of people over the Internet． / I don't agree ... because you never know what kind of people you may meet over the Internet．
3．观点交流
示例：We all agree that to have a good friend, you need to be a good friend．
The teacher can write the statement on the blackboard and ask the students to have a group discussion．Ask them,”What do you think of this statement and how can you be a good friend ”
Students may have the following ideas and say,”That's right．（I agree．）If you want others to be kind to you, you should first be kind to them ....”OR“I don't think it is right．（I don't agree．）Sometimes if you are too kind to others, they may take advantage of you．
4．善交朋友
示例：The teacher may ask students to work in pairs or groups and list some qualities of a person they would like as a friend．
Students may list: honest, friendly, open-minded, generous, helpful, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, brave, easygoing, outgoing, warm-hearted, kind, selfless, tolerant, intelligent ...
5．不善交朋友
示例：The teacher can then ask the students to list some qualities of a person who would not make a good friend．
Students may list: selfish, tricky, dishonest, bad-tempered, mean, impatient, narrow-minded, noisy, lazy, gossipy ...
6．朋友的重要性
示例：The teacher can ask the students to work in pairs and discuss with each other,”What is / are the most important quality / qualities that a friend needs to have ”
Students may have a dialogue like this:
S1: 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．
S2: I agree, but I think a real friend should also tell you the truth．He / She should tell you what she really thinks about things．
S1: That's right．He / She should also be able to share with me what he / she has．For example, when I need some books or something like that, he / she lends them to me．
以上活动仅供参考。教师在可能情况下还可以让学生用间接引语转述其他学生说的话。
例如：1．S1: I don't agree with you．
S2: Wang Ping said he didn't agree with you．
2．S1: Is money very important between friends
S2: Li Kai asked if （whether）money was very important between friends．
（二）口语训练　开展本单元“语言运用”中的 Speaking 这项活动时，教师可根据实际情况组织学生按要求进行小组讨论。下面提供的例子，仅供参考。
A: Now let us design a questionnaire to find out what kind of friend one is．
B: OK．First we must think of four questions and three possible answers to each question．
A: What about the first question Have you got one in mind
B: Suppose your friend has taken away your book by mistake．What would you do or say to him / her
A: That's a good question．Let me put it down．“Your friend has ....”
B: Then how about the three possible answers
A: Well, the answer I think shoule be“You will ask your friend to be more careful next time．”
B: I agree．The worst choice would be”You will get upset and won't talk to him / her any more．”
A: All right．One more choice．Listen, I've got one．“You will ask your friend to return it to you．”
B: That's quite natural．How many points shall we give each choice
A: The total score is two．The best should score two and the worst zero．
B: The third will score one．Shall we go on to the next question
...
（三）阅读训练　阅读课文摘自《安妮日记》，讲述了安妮把日记作为朋友倾诉自己内心感受的一段故事。二十世纪四十年代纳粹德国统治欧洲大部分地区，德国纳粹政策之一是对犹太人残酷迫害，包括杀害、送到集中营强迫劳动、驱逐出欧洲等。教师应该让学生了解这段德国法西斯残害犹太人的历史，使学生在感受外国历史文化的同时自然而然地习得语言。只有了解当时的历史背景，才能理解她当时的心境和为什么将日记视为自己的朋友，才能深刻理解安妮日记的内涵。在此基础上，教师可引导学生对该文章进行全面整体理解，也可以给学生设置情景，引发他们的思考。例如：“如果你是安妮，你会怎么做？”“如果你三天不许出门，呆在一个小阁楼上，你会做什么？” 这样可以使学生通过体验学习，感悟语境、实践语言，以达到强化学生语言意识，积累语言经验的目的。
在此基础上请学生做“理解” （Comprehending）练习，效果会更好。在进行了较全面、深入的探究之后，学生已经将课文里的大部分内容融会贯通，消化理解。这阶段要尽量挖掘学生的学习潜能。让学生做学习的主人，学会自己解决问题。在交互学习、合作学习中，解决他们在理解课文的过程中产生的问题。通过讨论，发现和猜测文中生词、短语的意思。一些词、短语、难句、语法问题可以通过讨论得到解决。剩余的难点或学生讨论时忽略的重点，教师要及时补充。教师不要急于讲解课文、单词、短语、难句、语法等，要注意给学生提供充分的思维时间和空间，使学生的学习潜能得以最大限度的挖掘。
（四）词汇教学　本单元的一些单词和短语要针对学生的不同需要、不同层次、不同情况给予不同的指导和训练。教师可适当培养学生根据语篇、语境猜词的能力。比如：I don't want to set down a series of facts in a diary as most people do, but ... 先问学生他们一般写日记写什么，多数情况下如何写？学生会提出许多种日记的写法，其中可能有“流水账”写法。学生自然会猜到set down a series of facts应该是“记流水账”的意思。再如cheat一词的学习，引导学生读原句 You are taking your end-of-term exam．Your friend, who doesn't work hard, asks you to help him / her cheat in the exam by looking at your paper．让学生考虑不用功的学生在考试中请别人“帮忙”，看别人的试卷是什么行为，那一定是“欺骗、作弊”。所以，使用新教材教学生单词，一定要改变过去那种教师照字典讲讲讲，学生在课堂上记记记的做法。因为语言学习不只是传授性的，而且具有体验实践性，要引导学生自学、自做、自助、自悟，即指导学生形成自主学习意识，掌握合适的学习策略；激发学生的学习热情，让学生学会自己动手，收集信息、处理信息，用所学语言去实践。通过自学、自做解决问题，同时帮助其他同学解决问题，使学生在运用语言的过程中感悟体验所学语言的规律，培养语言意识，积累语言经验，形成语言感觉，达到语言运用的目的。
教师要根据学生的实际情况和需要进行讲解和操练。切忌面面俱到，照搬照抄。
（五）写的训练　本单元写作训练的设计十分有利于“任务型”教学。如：一位学生写给编辑的信，谈了自己没有朋友的烦恼，请编辑帮忙。这一训练要求学生以编辑的身份给这位学生写一封回信，并给出了一些写作指导和建议。我们可以看到，这个任务的设置既有真实语境支持，又有双向和交互特征。教师可以鼓励学生使用交际策略先用口语交谈，再写成文章。此处教师可根据学生情况安排一个任务。
例如：The teacher can ask students to work in pairs,”Imagine you are the student Xiaodong and your partner is the editor．Now you have a chance to talk to the‘editor'instead of writing to him．Make a dialogue with your partner．”
（六）语法教学　本单元的主要语法项目是陈述句、一般疑问句和特殊疑问句的直接引语和间接引语。学生用书和练习册中已有比较充分的练习。教师在教学中注意提醒学生不要死记硬背直接引语转换为间接引语的一些简单规则，而是要启发学生从实际出发，灵活掌握、运用规律。
例如：My friend says,”I will come here tomorrow．”如果用间接引语表示，有许多不同的表达方式。
如果此时此地，你来转述，应该说：
My friend says she（he） will come here tomorrow．
如果时间变了，地点不变，你来转述，应该说:
My friend said she （he）would come here the next day．
如果地点变了，时间还是今天，你来转述，应该说：
My friend said she （he）will go there tomorrow．
如果时间地点都变了，你来转述，应该说：
My friend said she （he）would go there the next day．
如果由别人转述，时间地点都变了，应该说：
He （She）said he （she）would go there the next day．
由此可以看出，使用直接引语和间接引语要注意具体语境。
三、自我评价建议
（一）非测试性评价
学生学完本单元后，通过练习册中的Checking yourself 进行自我评价，主要评价一下自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题，学习策略有什么改进，还有什么地方需要加强。同时，使学生加深对友谊、友情、朋友的理解，以及如何正确交友处友，对待友谊友情，处理朋友间发生的问题等。
下面的两项补充评价活动供教师在教学中参考使用。
自我评价 （1）最好用于期末：
Level — Senior 1 or 2
Time — 15-20 minutes
Materials — One copy of the questionnaire for each student
Questionnaire
WHAT LEARNING ACTIVITIES WERE MOST USEFUL TO YOU Number the following activities according to how much they helped you to learn English．（1 = most useful to you, 2 = useful to you, 3 = not useful to you）Learning vocabulary lists by heartDoing grammar exercisesTranslatingListening to people talkingListening to tapes and answering questionsListening to the radio or watching TVWriting compositions or lettersPractising speaking with other peopleGoing to the language labReading books or stories for pleasure□□□□□□□□□□Compare your answers with your partner and explain to each other why some activities are more useful to you．
自我评价 （2）主要用于本单元：
Read the following statements and then tick Yes or No to show your opinions upon friendship．
Yes No
1．Friendship is very important to me．□ □
2．I have a lot of friends．□ □
3．There can be true friendship between a schoolboy and a schoolgirl．□ □
4．I am very kind to my friends．□ □
5．I think everyone should have friends．□ □
6．Friends must have the same character．□ □
7．I keep a diary and think it is my close friend．□ □
8．When my friend is in trouble, I am always ready to help．□ □
9．I don't like to talk to others very much．I like to be alone．□ □
10．I keep a pet animal and treat it like a friend．□ □
（二）测试性评价
1．Complete the sentences using the words below in their proper forms．
add point ignore reason dare
suffer advice communicate power
1）Can you explain the ________ behind the decision
2）Jane, who grows up in a circus, is able to ________ with all the animals．
3）After the earthquake, people hardly ________ hope that their families were still alive．
4）I ________ from a bad headache after the operation．
5）I followed my teacher's ________ and bought an English-English dictionary．
6）Parts of the city had ________ cuts yesterday because of the big fire from the restaurant．
7）Please ________ your daughter's name to this list．
8）Air pollution is one of the problems that we can't afford to ________．
9）There are five important ________ in her speech．
参考答案：
1）reasons 2）communicate 3）dared（to）
4）suffered / was suffering 5）advice
6）power 7）add 8）ignore 9）points
2．Complete the short passage using suitable phrases you learned from this unit．When you finish, try working out a surprising ending of the story with a partner．
Paul and I are good friends．We always ________ each other．He can ________ in his head quite easily, but I have to ________ all the numbers on paper for calculations．Last week Paul took me to a newly opened small pub．I ________ it as soon as I stepped in．It was such a nice place with all kinds of lovely candles．While we were chatting happily together, someone came near at our table．He asked politely,”Can I ________ "...
参考答案：
get along （well）with; add up; set down; fell in love with; join in
补充参考资料
(Supplementary reference materials）
补充注释
（一）词汇注释
1．add（v．）
1）to put together with something else so as to increase the number, size, importance, etc 增加，添加。
Please add something to what I've said, John．约翰，请对我说的话做点补充吧。
2）to join numbers, amount, etc so as to find the total 相加。
Add up these figures for me, please．请帮我把这些数字加起来。
add to something：to increase 增加。
What he did has added to our difficulties．他的所作所为增加了我们的困难。
add up to：to amount to 加起来等于；总计（达）。
The cost added up to 100 million yuan．费用总计达一亿元。
2．cheat
用作动词，表示
1）to act in a dishonest way in order to win 欺骗；作弊。
Any student caught cheating will have to leave the classroom．任何被发现作弊的学生将被赶出教室。
2）to take from （someone）in a dishonest way 骗；骗取。
They cheated the old woman （out）of her money by making her sign a document she didn't understand．他们让那老妇人在她不懂的文件上签字，骗了她的钱。
用作名词，表示
1）an act of cheating 作弊行为。
2）one who cheats 骗子。
3．go through
1）to examine carefully 仔细阅读或研究。
I went through the students papers last night．昨晚我仔细阅读了学生的作业。
2）to experience 经历；遭受或忍受。
You really don't know what we went through while working on this project．你的确不知道我们搞这个项目吃了多少苦。
4．crazy （adj．）
1）mad, foolish 疯狂的，愚蠢的。
It's crazy to go out in such hot weather．在这么热的天出门，真是愚蠢。
2）wildly excited; very interested 狂热的，着迷的。
She is crazy about dancing．她对跳舞十分着迷。
5．lonely （v．）: unhappy because of being alone or without friends 孤独的，寂寞的。
He has been very lonely since his wife left him．妻子走后，他十分孤独。
lonely 与alone 的区别
alone （adj．）
1）without any friends or separated from others 单独的。
She lives alone．她独自一人生活。
2）only仅仅；只有。用于名词或代词之后。
The gloves alone cost $ 80．光是手套就花了80美元。
3）leave / let sb or sth alone：not take, touch or interfere with sb or sth 不带走；不触摸；不干涉某人或某事。
Leave that alone．It's mine．不要动，那是我的东西。
She has asked to be left alone．她要求不要打扰她。
6．be concerned about / for：be worried about 担心。
We're all concerned about her safety．我们都为她的安全担忧。
（二）难句解析
1．Your friend comes to school very upset．你的朋友来上学，心情非常不好。
1）upset （adj．）: worried; annoyed 不安的；心烦意乱的。
2）upset （vt．）: cause to worry, to be sad, to be angry, not to be calm, etc 使不安；使心烦意乱。
His cheating in the exam upset his teacher．他在考试中作弊，这使他的老师很生气。
2．Your friend, who doesn't work hard, asks you to help him / her cheat in the exam by looking at your paper．
这里的who doesn't work hard 是非限制性定语从句。整个句子可译成“你的朋友不用功。他要在考试中（偷）看你的试卷，（要你）帮他作弊。”
3．Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts 你是不是想有一位无话不谈能推心置腹的朋友呢？
whom you could tell everything to 是定语从句，修饰friend。
此处的 like 相当于such as。
He has learned some foreign languages, like （such as）French and German．他已学会了几门外语，如法语和德语。
4．I can well remember that ... 我记得非常清楚……
well n．井　adj．身体好　adv．好；非常　int．喔，噢，这个……
本课这句话中的well 是副词，意思是“非常、彻底、完全”（quite, much, thoroughly）。
George was well and truly drunk．乔治喝得烂醉。
I couldn't very well say no when there was no one else she could ask．她没有别人可以求助，我实在是无法拒绝她。
He finished the exam well within the time allowed．他在规定时间之前很早就做完了试卷。
5.... flowers could never have kept me spellbound．……鲜花从未令我心迷神往过。
spellbind （v．）: to hold the complete attention of 吸引人，迷人；使入迷。
The children watched spellbound as the magician took rabbits from his hat．当魔术师从他的帽子里变出兔子时，孩子们都看得入了迷。
Teaching guide for the Student's Book（学生用书教学指导）
INTRODUCTION
This unit looks at different kinds of friendship．Of course, the unit explores friendship between people but it gives particular attention to the friendship one can develop with oneself．In other words, it shows how a person can find comfort and support with an imaginary friend．In these readings from The Diary of Anne Frank, students will see how a lonely and frightened teenager copes with a very unusually stressful situation．She does this by confiding in Kitty, the name for her diary．She examines her problems and tries to find a way to deal with them．
PERSONS
Mr Frank Anne's father who once worked in a trade office
Mrs Frank Anne's mother who stayed at home to look after the family
Margot Anne's older sister who was very intelligent, studious, and quiet
Peter Son of another family who lived with the Franks in the attic
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 is what Anne's family did when Margot was told she must go to the railway station to be taken to a camp．Another Jewish family joined them in their hiding place in the attic of a house．It was very crowded there．Only three young people were there: Margot, Peter and, of course, Anne．Her diary shows that Anne felt she was the naughty one of the group since she was always being scolded．She felt she could not confide in Margot because her sister was always good．And she felt she could not confide in Peter because he was a boy．So she made a friend of her diary．Later, however, she did become closer to Peter and they took a liking to one another．Anne talks about their growing friendship in her diary．
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SPECIAL NOTE: Many older houses in Amsterdam have more than one floor．The topmost floor is called an”attic which is usually a place to store seldom-used things．Amsterdam is the capital of Holland, now more commonly called the Netherlands．The city lies near the sea and has many narrow man-made canals．The house where Anne's family hid was by a canal and bridge．Like most old houses in the city, it had two apartments on each floor: one set facing the canal and the other looking onto a garden．Anne's apartment faced the garden．Anne and her family hid there for over two years before they were discovered．They were taken to concentration camps in Poland where all of them died except Mr Frank．The house is now a museum for Anne．The primary school she attended in Amsterdam is now named after her．Every year she is remembered in a travelling exhibition that explains her life．
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WARMING UP
The purpose of this part of the unit is to introduce the topic to the students in an interesting way．To "Warm up" means to do a bit of preparation for a large learning task．In particular, the students should begin to think about the topic．
This section of this unit begins with a survey．A survey is a way of finding out what people think and feel about a particular subject．This survey examines whether the students are good friends．In doing so, it should make them consider what qualities and behaviour make a good friend．This survey only considers a view of friendship common to people of the same age．It should be noted that this is the first of many activities designed for self-reflection in this textbook．
The following are suggestions for introducing the topic of this unit:
1　Get the students to make a list of three qualities a good friend should have．
2　Have students get into groups of four to find out what qualities each has listed．
3　Have a member of each group report on what their lists have in common and list them on the board．
4　Ask the class whether or not they agree with all the qualities listed．
5　Now have students do the survey in the textbook．
6　Have students look again at the list to see whether it should be revised．
Explanation of each item:
Question 1
This question deals with how thoughtful you are towards others．How much do you value your friend Is it enough to help him / her Would you change the time of the day you go to the cinema to fit in with him / her The scoring reflects your concern for others．So one point for A gets the lowest score because it is the most selfish response．B gets the highest score because it shows a concern for your friend as well as your wish to go to see a film．C gets a slightly lower score because although it shows you want to go with your friend （because you change the plan）, you do not help your friend．
Question 2
This question is concerned with fairness．Is it fair for your friend to borrow something, break it and return it broken A gets the lowest score because you are not giving your friend another chance to behave better this time．B gets a higher score because you let your friend borrow the camera again．This shows kindness and forgiveness for the trouble you had when it was returned broken．But you are not balancing his needs against your own．That is why C gets the highest score．You are showing your friend that you will trust him / her with the camera again but this time you are giving him / her rules in case it gets broken．
Question 3
This question deals with your concern for others．Should you make the troubles of your friend more important than your own responsibilities A gets the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend．This is not responsible．You have things that you need to do．Of course your friend is important but not more important than your responsibilities．B gets a higher score because it shows some concern for your friend and some understanding that you have important things to do too．But it does not show any real interest in his / her problem．C gets the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too．
Question 4
This question is concerned with responsibilities to a friend．If you are asked to look after something and it is broken or harmed, what should you do A provides the correct amount of responsibility to your friend．You recognize that it was your fault and will put it right and pay for the damage．So it gets the highest score．B provides some understanding that you are responsible．You put the situation right but you do not pay for the damage yourself．So it does not get the highest score．C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour．
Question 5
This question is concerned with honesty．If you let your friend look at your paper or somebody else's paper, you are helping them to cheat．That is not honest, so answers A and C get no marks．But it takes courage to tell your friend that they should have studied and that they cannot look at your paper．That is also the honest answer．So you get 6 points for B, which is more than any
other in the quiz．
Results
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 about what a good friend needs to do．Think more about this．
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 to balance your needs and your friend's needs．Well done!
PRE-READING
The purpose of the pre-reading activity is to begin to focus students attention on the main topic of the reading passage．It should not be regarded as an optional activity or as an activity to do after the reading．In other words, the pre-reading activity serves its own useful purpose．It prepares students to think critically about the topic and provides them with the opportunity to connect some aspect of the topic to their own lives．
READING
The reading introduces the students to Anne Frank after she had been in her hiding place for over a year．The part of the diary entry presented here reveals Anne's longing for a normal life．She especially missed going outside and enjoying nature．
1　Teaching new words and structures
The purpose of this step for teaching reading is to find the words and phrases that students find most difficult and help them to understand．Some of the more difficult words and phrases you will be able to pick out yourself, but some which seem easy to you may cause problems for your students．One way of helping them learn new words is to ask them to study the text before the lesson and find out the meaning of any word they are unsure of．The advantage of this is that the students will come prepared with any problems they have．You can then deal with these problems in the lesson and this is a very efficient way of identifying any student's misunderstandings．A second way of helping them is to choose the words you think they will find difficult and pre-teach them before you begin the reading．This approach is very effective for helping students to concentrate on the ideas of a reading passage and not worry about the meaning of unfamiliar words．
2　Understanding ideas
This is the purpose of the reading and so it is important that the students learn to use all the clues in the text to help them understand the gist of what they are reading．So encourage them to look at the pictures and the heading and guess what the text might be about．Then ask the class to read the passage silently．Sometimes you can ask them a question to focus their reading．It depends on the passage．When dealing with the story of Anne and her diary:
1 Help students imagine what it might be like if they had to stay in their bedroom for a whole year．They could not leave it even to go to the WC or get a cup of tea．How would they feel
2 Ask students if they are only allowed to have five things with you in the hiding place because there is very little room, what would they choose
3 Ask students to guess why the windows had to stay closed．
4 Consider what Anne means by the word "crazy." In this context, "crazy" has the informal meaning of "enthusiastic" but its formal meaning is "mad." However, be sure to give the students the chance to explore the possible meanings for this word before explaining it to them （if necessary）．
5 In the same way, ask the students to consider what "spellbound" means．In this context it means "to concentrate with delight for some time."
Alternatively, you could ask students to tell you what is the main idea for each paragraph．Make sure that they do it in one sentence．This is very useful because it is making them analyze what is important and what is not．It also makes them produce a concise answer．
3　Discussion of ideas
This is where the students should discuss the ideas put forward in the reading passage．They should think whether they agree or disagree with the writer．It does not matter whether they agree or disagree．What is important is that they have a reason for what they say．So encourage them to put forward their own ideas, either criticizing the text or using it as a support．Think about:
1 What you would do if your family were going to be killed just because they did something the Emperor did not like
2 Where would you plan to hide
3 How would you arrange to get food given to you every day
4 What would you do to pass the time
4　Discussion of style
This is where the students begin to use the text to help their own writing．So it is important to ask the students:
1 What do you think is the purpose of this passage Why did Anne write it
2 Do you think it is successful Do you understand Anne's feelings
3 What is Anne's tone In other words, is the author angry, sad, happy or thrilled
4 What is Anne's point of view Do you agree with it If so, why If not, why not
The last question you should ask is about the quality of the language．So ask students if there are any phrases or sentences that they feel explain a situation or problem, or describe a person or place particularly well．This is a part of the lesson that you can share with your students．There are no right or wrong answers．It is a time to enjoy the reading together．
COMPREHENDING
These exercises are intended to encourage students to be active readers．In other words, they should read and work out the answers．Not all the information can be found in the reading but there are certain clues that students can use to provide an appropriate answer．In fact, the questions go beyond literal understanding to give students practice in making inferences．
Answer key for Exercise 1:
1 C 2 A 3 B 4 E 5 D
Answer key for Exercise 2:
1 B 2 C 3 D 4 A 5 C
Suggested answers to Exercise 3:
1 Students answers may vary but must include a reason．
2 You could describe Anne's feelings as sad and lonely．She realized what she was missing by going into hiding．
LEARNING ABOUT LANGUAGE
Discovering useful words and expressions
Answer key for Exercise 1:
1 trust 2 upset 3 loose
4 calm down 5 crazy 6 set down
7 go through 8 on purpose 9 face to face
10 according to
Answer key for Exercise 2:
1 upset 2 calm down 3 concerned about 4 trust
5 according to 6 crazy 7 go through
Answer key for Exercise 3:
1 concerned 2 purpose 3 entirely
4 outdoors 5 nature 6 thought
Answer key for Exercise 4:
1　... you had to pay to get it repaired．
2　... he / she will have to pay to get it repaired．
3　You will tell your friend that you've got to go to class．
4　... but you have to go to class．
5　... they had to hide or they would be caught by the German Nazis．
Discovering useful structures
Answer key for Exercise 2:
1　Anne said that she was going to hide from the Germans．
2　Anne said that she didn't know the address of her new home．
3　She said that she could not ask her father because it was not safe to know．
4　The girl said that she had to pack up her things very quickly．
5　Dad asked her why she chose her diary and old letters．
6　“Are you very hot with so many clothes on ”Mum asked her．
7　“What else have you got ”Margot asked her．
8　“When shall we go back home ”Anne asked her father．
9　“How can I see my friends ”Anne asked her sister．
10　“Why did you go to bed so late last night ”Mother asked Anne．
USING LANGUAGE
Reading, listening and writing
The purpose of this part of the unit is to provide the students with opportunities to practise the language in a variety of realistic communicative activities．Most of the activities in this section integrate （ie combine）at least two of the four skills — reading, listening, writing and speaking．Such activities encourage the students to use higher-order critical thinking skills （see Supplementary Teaching Resources）．Furthermore, the students are challenged not only in the cognitive but also in the affective and psychomotor domains of learning （see A Glossary of Selected Teaching Terms）．In the activity presented here, the students are given practice in writing a letter to the editor of a popular radio show．It helps the students to express feelings in a logical way．Just as importantly, it demonstrates how they can make a positive response to pressure from their classmates．
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LISTENING TEXT
Dear Lisa,
There is nothing wrong with you and this boy being friends and studying together．And no matter what other students say, it is possible for a boy and a girl to be just good friends．Ending your friendship with this boy would be a stupid thing to do．Not only would you lose a good friend, but you would also lose someone who is helping you with your studies．
Teenagers like to gossip, and they often see something that doesn't exist．Perhaps they can't understand your friendship with this boy．But that's no reason to throw it away．You should feel sorry for those students who have never enjoyed such a friendship．My advice is to ignore your gossiping classmates．That way you will show them that you are more grown up than they are．
Yours,
Wang Fei
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Suggested answers to Exercise 2:
1　She says that there is nothing wrong in Lisa making friends with a boy and that it is possible for a boy and a girl to be just good friends．
2　She thinks that Lisa would lose a good friend who can help her with her studies．
3　She says that teenagers like to gossip and that perhaps they can't understand Lisa's friendship with the boy．
4　She asks Lisa to ignore her gossiping classmates．
Answer key for Exercise 3:
1 stupid 2 reason 3 grown
Speaking
The purpose of this activity is to encourage independent thought and action in matters of immediate concern and interest to students．Writing their own survey gives them this chance．So it is important for each group to design its own questions．They may use the questionnaire in Warming Up as an example．
Sample dialogue:
A: Now let us design a questionnaire to find out what kind of friend one is．
B: OK．First we must think of four questions and three possible answers to each question．
C: What about the first question Have you got one in mind
D: Suppose your friend has taken away your book by mistake．What will you do or say to him / her
C: That's a good question．Let me put it down．"Your friend has ... "
B: Then how about the three possible answers
A: Well, the answer I think should be "You will ask your friend to be more careful next time．"
D: I agree．The worst choice may be "You will get upset and won't talk to him / her any more．"
A: All right．One more choice．Listen, I've got one．"You will ask your friend to return it to you．"
B: That's quite natural．How many points shall we give each possible answer
D: The highest score is two．The best should score two and the worst zero．
B: The third will score one．Shall we go on to the next question
...
Reading and writing
This activity enables students to express their feelings and to help others．In other words, it gives students a better understanding of how to deal with this common situation．This is as much a role play as a writing activity, so it is important for students to discuss their ideas first．In this way they can collect their ideas, sort them out and prepare to write．
Sample writing:
Dear Xiaodong,
Some people like talking with others, but some people are shy．If you fall into the second group, it can be hard to make friends．But you can change the situation．
What are you interested in If you like basketball, for example, you could talk with some of your classmates who like basketball．The easiest way to start talking to people is to find something you have in common．
If you are standing beside a group of your classmates, join in their discussion if you know something about the subject they are discussing．But if you don't, you shouldn't feel afraid to say, for example,”That sounds interesting, what is it about Once you start talking to one person, it will get easier to talk to others．
Find one person you have something in common with, and once you become friends with him, his friends will start talking to you too．
Good luck!
Editor
SUMNING UP
To "Sum up" is to let students think about what they believe they have and have not learned．It should encourage self-reflection and taking responsibility for one's own learning．Of course, it also serves as a self-review．
When you check to see if your students have made a good summary, see the Teaching aims and demands in this unit．
LEARNING TIP
This section is intended to give students suggestions for further study on their own．It is hoped it will help students develop their learning strategies．
Teaching guide for the Workbook （练习册教学指导）
LISTENING
1　Read the incomplete passage to get prepared for the listening．
2　Listen to the passage and get the main idea．
3　Listen for the second time and fill in the gaps．
4　Check the answers in pairs．
5　Listen once again if necessary and check the answers with the whole class．
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LISTENING TEXT
Do you keep a diary Is there anybody or anything so special to you that you would like to write it down You may say to yourself,”I will put this away for now, but later in my life I will read it again and think about what happened to me when I was young． Why do you wish to do this Because you don't want to forget it, whether it is good or bad．You are afraid that you will not be able to remember what really happened or how you felt about it at the time．Most important, perhaps, you hope to keep your memories of the person, place or thing, especially if it changed your life．
That is why some of us put our thoughts into a diary．A diary is very personal．It is usually filled with writing that you want to keep only for yourself．In other words, you don't wish to share what you have written with anyone else．So, in a diary the writer and the reader are the same person — you．Sure, you might decide to share your secret thoughts and feelings with your best friend, but you will not read everything to her or him．A diary is often only interesting to the person who keeps it．Now you may have a better understanding of why Anne thought her diary a good friend to her．
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Answer key:
special; happened; were young; personal; feelings; why; thought
TALKING
1　Listen to what Leslie Clark, the Canadian, has to say about her experiences with friendship in China．
2　Ask the students in small groups to discuss whether they agree or disagree with her．
3　Then have the students take sides: at least one of them will support Leslie's viewpoint, and the rest will not support it．Tell the students to think about why they agree or disagree with Leslie．
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LISTENING TEXT
Leslie Clark, a Canadian from Vancouver, arrives in China to do some business in Luoyang, Henan Province．Her company sells buses．During her one-month stay she meets many Chinese people: officials, engineers, businessmen, store-owners, shop assistants, students, teachers, road workers and bus drivers．Most of these people try to make friends with her．A few of them invite her to dinners with delicious food and drink．They take her to visit interesting plac